Aug 09, 2021 August 9, 2021 Board Meeting - 7:00 p.m.

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

[00:00:03]

>> WE WILL BE GETTING STARTED. GOOD EVENING, WE'RE CALLING TO ORDER DATE AUGUST 9, 2021 LAKE WASHINGTON SCHOOL BOARD MEETING. THE RECORD REFLECT ALL BOARD NUMBERS INSTEAD OF CHRIS CARLSON ARE PRESENT.

ON MARCH 1 ALL SCHOOL DISTRICTS HAVE IT BEGIN TO HOLD IN PERSON PUBLIC BOARDINGS. ATTENDINGS ARE NO LONGER TO PREREGISTER BUT ALL ATTENDEES ARE REQUIRED TO WEAR A MASK OR FACE COVERING AT THE MEETINGS OF LAKE WASHINGTON SCHOOL DISTRICT. THERE ARE SOME PEOPLE IN THE AUDIENCE TONIGHT WHO DO NOT HAVE A MASKS ON A CURRENTLY I WOULD REQUEST THAT YOU WOULD PUT A MASK ON.

SIR, THE TWO GENTLEMEN

[00:06:19]

>> WE ARE CALLING TO ORDER THE MEETING, THE THREE GENTLEMEN WHO ARE HERE HAVE REFUSED TO WEAR MASKS HAVE PROMISED THAT THEY WILL BE POLITE AND THAT THEY WILL LEAVE AT THE CONCLUSION OF THEIR PUBLIC COMMENT FOR WHICH WE ARE PROVIDING THREE MINUTES. SO RIGHT NOW WE ARE GOING TO BRIEFLY MODIFY THE AGENDA TO HAVE PUBLIC COMMENT TO START THE MEETING. SORRY, I DON'T BELIEVE YOU SIGNED UP FOR PUBLIC COMMENT. OKAY WE CAN APPROVE THE AGENDA

[B. Opening Items]

>> SO MOVED.

>> WE ARE GOING RIGHT INTO IT, SO IT'S FINE.

>> AS MODIFIED, YES.

>> SECOND.

>> DO WE APPROVE THE AGENDA AS PRESENTED WITH PUBLIC COMMENT

[C. Audience Participation]

>> AYE.

>> IF THERE'S ANYONE IN THE AUDIENCE OR ON THE BOARD WHO FEELS UNCOMFORTABLE RIGHT NOW YOU ARE WELCOME TO BE OUTSIDE AND WE WILL RESUME AFTER PUBLIC COMMENTS.

THE GENTLEMAN IN THE DARK GREEN POLO SHIRT.

YOU HAVE THREE MINUTES FOR PUBLIC COMMENT AND SINCE YOU REFUSED TO WEAR A MASK I ASK THAT YOU LEAVE AT THE CONCLUSION OF THE THREE MINUTES.

WE HAVE A TIMER, THERE'S A GREEN LIGHT, A YELLOW LIGHT AND A GREEN RED LIGHT.

>> THE PURPOSE OF MY CONVERSATION THE LEFT MOUSE HERE WAS TO DRAW ATTENTION TO QUITE REMARK WILL THING THE PUBLIC RESOURCES FOR LAKE WASHINGTON, CROSS-DRESSING BOYS BECAUSE OF THE LAKE WASHINGTON SCHOOL DISTRICT IS ENCOURAGING YOUNG CHILDREN TO CROSS-DRESS. TO HOLD GENDER DIVERSE PERSPECTIVES. THAT IS CODEWORD TO TRY TO REPROGRAM THE MIND, THEY WANT YOU TO SAY HEAT WHEN IT'S A SHE AND SHE WANTED TO HE. I DRAW ATTENTION TO THIS, HOW IN THE WORLD TO GET TO A PLACE IN THE UNITED STATES IN THIS STATE, THE BEAUTIFUL STATE WHERE CHILDREN ARE SUBJECT TO THIS PROPAGANDA. PROPAGANDA THEY ARE EXPOSED TO IN A KINDERGARTEN TO SECOND GRADE.

THERE'S MORE TO ME THAN YOU CAN SEE, DO YOU REALIZE HOW INSANE IT IS TO HAVE ÃÃTHERE IS NO BINARY CATEGORY, IT'S LITERALLY NONSENSE. THE SECOND ITEM I BROUGHT UP THAT WAS A SCANDAL THAT HE IS SUPPORTED IN THE LAKE WASHINGTON WEBSITE WAS THE ANTIWHITE PROPAGANDA SO-CALLED CRITICAL RACE THEORY. THAT IS NONE OF THE SORT.

WHY ARE WE POISONING OUR CHILDREN'S MINDS? TO BELIEVE THAT YOU ARE TO JUDGE OTHERS BY THE COLOR OF YOUR SKIN FOR THE CONTENT OF THE CHARACTER.

THAT'S WHAT ANNOUNCED THE LAST TIME YOU HAVE AWOKEN THE GIANT.

[00:10:07]

I DEMAND THAT THEY REMOVE IT. CONTACT YOUR PENCILS AND TEACHERS, GO TO THE SCHOOL, MAKE SURE YOUR CHILDREN ARE NOT BEING POISONED WITH DANGEROUS PROPAGANDA.

THIRD, RUN FOR OFFICE, PEOPLE LIKE THIS INDIVIDUAL, CHRIS IS NOT HERE, HE HAS BEEN YOUR 13 YEARS AND IF YOU THINK THE DIRECTION HAS A POSITIVE DIRECTION, OTHERWISE I ENCOURAGE PEOPLE TO RUN FOR OFFICE.

>> THANK YOU VERY MUCH, LADIES AND GENTLEMEN, CHRIST IS KING.

THANK YOU, SIR.

>> THANK YOU, SIR. ANY PUBLIC COMMENT? THANK YOU, NEXT.

>> THANK YOU FOR THE OPPORTUNITY AND I WANT TO BE RESPECTFUL ESPECIALLY SINCE I HAVE ONE OF MY GOOD NEIGHBORS HERE, CASSANDRA, YOU HAVE BEEN A GOOD NEIGHBOR TO US AND PRESUMABLY WE MAY DISAGREE ON THINGS BUT I'LL TRY TO BE RESPECTFUL SO THANK YOU FOR YOUR TIME.

I AM CONCERNED OBVIOUSLY AS A CITIZEN OF THE LAKE WASHINGTON SCHOOL DISTRICT WHOSE ATTACK SELLERS GO INTO THIS DISTRICT WHEN I SEE A DIRECTOR, FORMER DIRECTOR OF DIVERSITY, EQUITY AND INCLUSION PROMOTING MATERIAL ABOUT WHY KIDS NEED TO LEARN ABOUT GENDER AND SEXUALITY.

YOU GUYS PROBABLY ALL KNOW WHAT THE SALARY OF THIS PERSON WAS, THE SALARY OF THE PERSON THAT PROMOTED THAT IS 170,000 AND $28 PER YEAR. SHE IS DELIGHTED WITH THE DISTRICT. MASS IS OFFENSIVE TO ME THAT A PERSON WHO IS PAID BY MY TAX DOLLARS WOULD SAY IT SUCH PERVERSE AND PROMOTE SUCH PERVERSE INEQUITY.

I KNOW ALL OF US ARE ENCOURAGED TO SPEAK YOUR TRUTH.

THAT'S A PHRASE THAT'S USED A LOT TODAY SO I WANT TO SPEAK MY TRUTH. MY TRUTH IS THAT THIS IS WICKED AND IS PERVERSE AND IT'S NOT WHAT GOD INTENDED.

LET'S BE CLEAR, MY TRUTH, YOUR TRUTH, IS IRRELEVANT.

THE ONLY THING THAT MATTERS IS THE TRUTH.

AND THAT IS WHAT I'M CONCERNED ABOUT TODAY.

I'M GOING TO INVOKE THE NAME OF THE ONE WHO IS IN THE WAY, THE TRUTH AND THE LIFE AND I'M GOING TO PRAY TO GOD ALMIGHTY LORD YOUR WORD SAYS IT WOE TO YOU WHO CALL EVIL GOOD AND GOOD EVIL. LORD, TODAY I CALL HEAVEN AND EARTH AS A WITNESS TO THESE BOARD MEMBERS WHO ARE THEY WILL AGREE WITH YOUR LAW AND A CALL EVIL GOOD AND OCCULT THAT IS WHAT EVIL IS EVIL AND WHAT IS GOOD GOOD.

IF THEY DO THAT, IF THEY CHOOSE RIGHT AND GOOD AND IF THEY CHOOSE TO HONOR YOUR LAW THEN I PRAY YOUR BLESSING ON EACH OF THESE BOARD MEMBERS. LORD, IF THEY REFUSE TO OBEY YOUR LAW, THEN I CALL HEAVEN AND EARTH AS A WITNESS AGAINST THEM TERRAIN JUDGMENT ONTO THEM.

AND TO CORRECT THEIR WAYS. THEIR EYES WILL BE OPEN TO THE TRUTH WHICH IS YOUR TRUTH WHICH IS THE ONLY TRUTH THAT MATTERS.

LORD, I PRAY THIS IN THE NAME THAT'S ABOVE EVERY NAME AND THE NAME TO WHICH EVERY KNEE SHALL BOW, JESUS CHRIST KING OF KINGS AND LORD OF LORDS, AMEN.

>> BEFORE WE CONTINUE THERE'S ONE MORE GENTLEMEN IN THE AUDIENCE TONIGHT. SIR, YOU COMMITTED TO ME, THANK YOU FOR COMING. OKAY, THANK YOU EVERYONE IN THE AUDIENCE FOR BEARING WITH US THROUGH THAT.

JUST AS A REMINDER THE BOARD DEDICATES 30 MINUTES TO HEAR FROM THE PUBLIC. WE DO THAT EVEN WHEN MEMBERS OF THE PUBLIC REFUSE TO FOLLOW THE RULES, THE GUIDANCE FROM THE GOVERNOR AND THE RULES OF THIS MEETING, THAT'S HOW MUCH WE VALUE PUBLIC COMMENTS. WE THANK ALL THOSE WHO COME IN

[00:15:03]

I WANT TO HONOR EVERYONE WHO CAME HERE TONIGHT TO PROVIDE PUBLIC COMMENT AND MAKE SURE WE DEVOTE 30 MINUTES BUT WE WILL GO OVER THAT TONIGHT TO MAKE SURE ANYONE IN THE AUDIENCE THAT WANTS TO GIVE PUBLIC COMMENT HAS THE OPPORTUNITY TO DO SO. IF YOU WANT TO PROVIDE IN PERSON PUBLIC COMMENT YOU MUST PREREGISTER BY EMAILING DIANE JENKINS BITE 1 PM ON THE DAY OF THE MEETING TO ATTEND A BOARD MEETING. YOU CAN ALSO PROVIDE WRITTEN PUBLIC COMMENT TO THE BOARD BY ALSO EMAILING DIANA JENKINS.

THESE WRITTEN PUBLIC COMMENTS ARE COMPILED, DISTURBED INTO THE BOARD AND POSTED ON THE DISTRICT WEBSITE.

IN ADDITION, YOU MAY PROVIDE TELEVISED PUBLIC COMMENT THROUGH THE MICROSOFT TEAMS PLATFORM BY 1 PM YOU CAN EMAIL DIANE JENKINS. WE LIMIT PUBLIC COMMENT THE THREE MINUTES PER PERSON, FOR THOSE IN ATTENDANCE THERE'S A STOPLIGHT BEHIND DIRECTOR SAGE. RED MEANS STOP.

AT THIS TIME OF THE TELEVISED PUBLIC COMMENT WE HAVE THREE PEOPLE SIGNED UP FOR TONIGHT. I SEE TWO.

FIRST I HAVE ON MY LIST IS MR. WU.

YOU'RE ON THE SCREEN AS WELL. SIR, THREE MINUTES AND WE CAN SEE YOU AND I THINK WE CAN HEAR YOU, AS WELL.

YOU ARE UNMUTE, MR. WU. STILL ON MUTE.

MR. WU, CAN YOU HEAR ME, IF SO IS YOUR TURN IF YOU COULD GO OFF MUTE WERE READY TO HEAR FROM YOU.

CAN WE SEND HIM A MESSAGE?

>> I AM THE FIRST ONE, OKAY. I APPRECIATE, STARTING TIMER OR I JUST GO?

>> I WILL LET YOU KNOW WHEN THE THREE MINUTES ARE UP.

I WILL GIVE YOU A WARNING. GO AHEAD.

>> I CAN HEAR YOU. NOT THIS ONE.

QUITE SOME DELAY THERE. ONE PROBLEM, THERE IS QUITE SOME DELAY THERE. I APPRECIATE THE EFFORT TRYING TO HELP EVERY STUDENT REGARDING EQUITY.

MY CHILD SPENT MORE THAN SEVEN YEARS IN THE DISTRICT AND I HAVE SOME CONCERNS REGARDING THE POLICY.

FIRST THE DIRECTIVE TO THE SUPERINTENDENT ASKS FOR RESULTS AND EDITABLE OUTCOMES FOR STUDENTS.

I DON'T SEE EQUITABLE OUTCOMES AS OUR GOAL AND I THINK SUCH GOAL CANNOT BE ACHIEVED IN A REALITY.

SIMILAR TO OLYMPIC GAMES IN TOKYO EDUCATION SYSTEM SHOULD HELP STUDENTS TO REALIZE THEIR POTENTIAL RATHER THAN ALIGN THEM. THERE ARE MANY FACTORS AND OUT OF THEIR CONTROL AND CAN AFFECT STUDENTS PERFORMANCE AND

[00:20:01]

EXAMPLE, AND WAS FROM PARENTS AND SIBLINGS STUDENTS PERSONAL PREFERENCE WITH THE COMPLEX MODEL I SUGGEST THIS FOCUSED MORE ON GROWING EVERY STUDENT'S TRUE CAPABILITIES INSTEAD OF OUTCOMES. I BELIEVE THE DISTRICT WILL GET THE BEST RESULTS BY IDENTIFYING AND FIXING THE RATE CAUSE BUT NOT THE OTHER WAY AROUND. ON THE OTHER SIDE, THE DISTRICT FIGHTS AGAINST PREDICT OUTCOMES YET EQUITABLE OUTCOMES MEANS CREDITABILITY. SECOND, IN POLICY BACKGROUND SESSION THE PERSON ASSISTING THE RACE ABILITY WITH RELIGION ETC. YET THESE FACTORS ARE NOT OF THE SAME NATURE.

SOME ARE IDENTITIES LIKE RACE AND GENDER AND OTHERS ART STATUS AS X LIKE INCOME ABILITY.

EVEN IN THE SAME IDENTITY GROUP LIKE ASIAN STUDENTS IT'S HARD TO JUDGE WHICH STUDENT MIGHT NEED MORE HELP.

PLEASE EXIT CLAUSE TO PREVENT TREATING STUDENTS TYPICALLY BY THEIR IDENTITIES. THE THIRD, ACCORDING TO CIVIL RIGHTS TITLE VI WASHINGTON STATE CIVIL RIGHTS ACT THE POLICY SHOULD ENSURE THERE ARE NO RACIALLY DISFAVORED STUDENTS. THERE WAS A PAST LAWSUIT WHEN THEY SUE THE UNIVERSITY FOR ILLEGAL DISCRIMINATION PRACTICE IN UNDERGRADUATE ADMISSION I HOPE THE POLICY WILL NOT FIND THE DISTRICT IN A SIMILAR SITUATION.

THE TITLE ANTIRACIST CAN BE REMOVED.

LET'S PROMOTE THE GOOD PART. RATHER THAN SAYING YOU CANNOT DO SOMETHING. THAT IS WHAT MY WORDS, THANK YOU SO MUCH.

>> THANK YOU. NEXT WE HAVE READ A CLIMBER.

GRETA.

>> THANK YOU. MY DAUGHTER'S HAVE BEEN LOVED, ADVOCATED FOR AND GIVEN ACCESS TO EVERY OPPORTUNITY BY THE COMMUNITY, TEACHERS AND SCHOOL ADMINISTRATORS IN THE LAKE WASHINGTON SCHOOL DISTRICT. THEY HAVE THRIVED, STORIES FROM CHILDREN OF WITHOUT RACIAL PRIVILEGE, YOU CAN CREATE EQUITY POLICY TO CORRECT THAT. ALL CHILDREN, INCLUDING CHILDREN WITH RACIAL PRIVILEGE HAVE EVERYTHING TO GAIN FROM ROBUST, AMBITIOUS ANTIRACIST POLICY.

ALL CHILDREN SEE ADULT BE COURAGEOUS AND TO DISMANTLE WHITE'S PREMISES. STUDENTS OF COLOR HAVING THE SAME LOVE, ADVOCACY AND ACCESS THAT WHITE PRIVILEGE STUDENTS HAVE HAD. OUR CHILDREN NEED TO LOOK UP TO AND LEARN FROM TEACHERS WHO LOOK LIKE THE GLOBAL MAJORITY.

SCHOOL BOARD OF DIRECTORS, IT TURNS OUT THAT YOU ARE TEACHERS, TOO. OUR CHILDREN WILL BE LEARNING FROM YOUR EXAMPLE AS LEADERS WHO EITHER CHOOSE TO OWN THEIR ROLE AND DISMANTLING WHITE'S BRUISING OR BEEN COMPLICIT AND UPHOLDING IT. I ASK YOU TO CHOOSE TO BE UNCOMFORTABLE, TO BE BRAVE AND TO BE BOLD AGAIN AND AGAIN.

WHITE'S PREMISES CONTRIBUTES TO PERPETUATING EVERY NATIONAL AND GLOBAL ISSUE WHETHER IT IS COVID 19, POVERTY, CLIMATE CRISIS, MASS INCARCERATION, HOW SOLICITOUS OR A MYRIAD OF OTHER CHALLENGES. WE HAVE AN OPPORTUNITY IN OUR COMMUNITY TO CREATE A SCHOOL DISTRICT THAT GRADUATES CHILDREN EQUIPPED TO SOLVE THESE VERY PROBLEMS BECAUSE THEY BEEN PART OF AN EDUCATIONAL SYSTEM WILLING TO STRUGGLE, WILLING TO RISK FAILURE IN ORDER TO DO BETTER.

AN EDUCATIONAL SYSTEM WILLING TO FIGHT AND DELIVER EQUITY.

I AM NOT AN EQUITY POLICY EXPERT AND NEITHER ARE YOU.

WORK WITH EXPERTS. IF YOU CHOOSE TO NOT TURN TO EXPERTS YOU ARE CHOOSING TO UPHOLD WHITE'S PRESENT AND THAT IS PROBLEMATIC. WE HAVE SO FEW BLACK FAMILIES IN THE DISTRICT, THEY ARE EXPERTS.

PAY THEM TO CONSULT AND TELL YOU WHAT THEY NEED.

WORK WITH THE EQUITY AND EDUCATION COALITION OF WASHINGTON. HAVE YOU STUDIED THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION INFORMATION ON EQUITY? THE POINT OF IMPROVED OUTCOMES OF CHILDREN HAVING TEACHERS WHO SHARE THEIR RACIAL IDENTITY.

I AM CERTAIN YOU'LL FIND LAKE WASHINGTON NEEDS TO ADDRESS WHITE WE STRUGGLE TO HIRE AND RETAIN TEACHERS AND ADMINISTRATIVE OF COLOR. SOLID EQUITY POLICY EXISTS AND YOU DON'T HAVE TO REINVENT THE WHEEL.

ACROSS THE COUNTRY AND IN WASHINGTON THERE ARE SCHOOL DISTRICT YOU CAN LEARN FROM. TALK TO BELLEVUE, SHORELINE, SEATTLE OR EVEN CUT-AND-PASTE FROM THEIR BEST WORK.

THIS IS NOT THE SBA AND IS NOT CHEATING IF YOU WERE TO INCREASE EQUITY. IF YOU DON'T BEGIN TO DO THIS LEARNING, YOU ARE IN DENIAL. AT LEAST MY CLOSING COMMENTS,

[00:25:11]

WE HAVE ALL UNINTENTIONALLY UPHELD WHITE'S PREMISES.

SOMETIMES IT HAS BEEN BY STAYING SILENT RATHER THAN AND BEHIND THE VOICES OF PEOPLE OF COLOR.

OFTEN IT IS NOT BEEN NOT SEEN WHERE RACISM EXISTED.

YOU CANNOT PROVIDE EQUITY IF YOU CAN'T SEE IN EQUITY.

LET'S BE STUDENTS OURSELVES INTO OUR OWN WORK SO WE CAN GIVE ALL OUR KIDS IN EQUITY FOUNDATION FOR THEIR EDUCATIONS ONLY THEN CAN LAKE WASHINGTON BE A SCHOOL DISTRICT WHERE EVERY CHILD CAN THRIVE. I AND OTHERS ARE HERE TO SUPPORT YOU. EVERY STEP OF THE WAY.

THANK YOU VERY MUCH.

>> THANK YOU VERY MUCH FOR JOINING US TONIGHT.

NEXT, WE HAVE TOWSON. I LET HIM INTO THE MEETING.

SHE. NO LONGER ON.

OKAY. THEY ARE NO LONGER ON THE TEAM'S MEETING. IF ANYONE KNOWS HOW SON IF YOU'RE ABLE TO REJOIN THE MEETING WERE HAPPY TO HEAR FROM THEM. IF THEY HAVE A MOMENT.

WE'LL MOVE ONTO IN PERSON ROUND TWO OF IN PERSON PUBLIC COMMENT FOR TONIGHT. THE FIRST PERSON I HAVE A SIGNED UP FOR TONIGHT IS TIM AT SAINT.

OH I SEE, WE CAN CROSS HIM OFF THE LIST.

NEXT I HAVE ADAM COLEMAN. MR. COLEMAN, SORRY, FULL START.

SOMEBODY IS JUST RUNNING A VIRTUAL MEETING.

WE WILL TRY THAT AGAIN. I SEE YOU JUST SIGNED INTO THE MEETING, ARE YOU THERE?

>> THANK YOU FOR THE OPPORTUNITY.

MOSTLY, I JUST WANTED TO ADD ONE THING.

IN THE COURSE THEY VEST FOR COOPERATION FOR GRADUATION EXPECTATIONS. I THINK THE WORD OF COOPERATE IS VERY VAGUE. IT'S NOT WELL DEFINED AND AVOID IT WILL LOWER THE STANDARD FOR STUDENTS.

AS I WOULD SUGGEST REMOVE THE VAGUE WORD OR I CAN CLARIFY THE DEFINITION. OR LIKE WE JUST CONFIRM THE STANDARD WILL BE MAINTAINED. SO TO ENSURE THAT ALL STUDENTS WOULD REGULARLY ACHIEVE WHAT THEY ARE EXPECTED FOR.

>> THANK YOU MISS SON. BEFORE YOU GO IT WOULD BE HELPFUL FOR THE BOARD IF YOU COULD ALSO EMAIL YOUR COMMENTS TO THE BOARD AT THE EMAIL ADDRESS BOARD MEMBERS AT LWSD .ORG. IF YOU HAVE A MOMENT JUST TYPE OF YOUR THOUGHTS AND SEND IT AS WELL THAT WAY IT'S EASIER FOR US TO ACCESS IT. THANK YOU FOR JOINING US TONIGHT. MR. COLEMAN, THANK YOU FOR YOUR PATIENCE.

>> THANK YOU. I WANT TO SAY THANK YOU FOR EVERYONE. I WENT TO JUICE BECAUSE QUICKLY AS I CAN. MY NAME IS ADAM COLEMAN I'M HERE THIS EVENING TO FOLLOW UP ON MY STATEMENT ON 17 MAY, 20 TO 1. AN EMAIL SENT TO THE BOARD AND ALSO TO DOCTOR LAST WEEK THE LATEST START TIME FOR HIGH SCHOOL AND THE LAKE WASHINGTON SCHOOL DISTURBED IN GENERAL.

MY UNDERSTANDING IS THAT TOM IS GOING TO TALK TO THIS TOPIC THIS EVENING DURING THE MEETING IF THERE'S TIME.

WHEN TO REMIND THOSE ATTENDING THIS MEETING OF THE FACT THAT WE HAVE TO HAVE AND WHY THIS TOPIC MATTER SO MUCH.

I WILL GIVE YOU MY STATEMENT, TOO.

THERE IS THREE THINGS HERE, THE FIRST IS THERE MANY STUDIES SUCH AS THOSE IN THE NATIONAL HIS ADO OF HEALTH SERVICES THAT CLEARLY SHOW A DIRECT LINK BETWEEN INCREASED EDUCATIONAL AND HEALTH BENEFITS OF HAVING IT LATER START TIMES WITH TEENAGERS IN HIGH SCHOOL. THESE BEING THE GOALS OF THE DISTRICT ITSELF. SECONDLY, IT'S ALSO VERY CLEAR REQUEST FOR LATER START TIME FOR FAMILIES IN THE LATE WASHINGTON SCHOOL DISTRICT RECENTLY.

THEIR OWN SURVEYS AND THE RECENT CHANGE POSITION HAD LESS TIME THIS FEEDBACK WAS ALSO INFLUENCED STRONGLY BY A 9 AM

[00:30:07]

MOVING BACK TO 7:30 AM WAS A JARRING ASPECT.

YOU ALL KNOW THAT, THE BOARD KNOWS THAT.

PARENTS HERE KNOW THAT. THE STUDENTS, DEFINITELY KNOW THAT. NOT BEING AWARE OF WHAT THE DOCTORS WANT TO SAY LATER I WANT TO ADDRESS THIS TOPIC.

I WOULD LIKE TO ASK FOR THREE ACTIONS.

MAYBE THESE WILL BECOME A STATEMENT I DON'T KNOW.

THE FIRST ONE IS PARENTAL PARTNERSHIP.

IT WILL BE THE BENEFIT TO TAKE ADVANTAGE OF THE SIGNIFICANT EXPERIENCE. UNWILLINGNESS WITH THE COMMUNITY TO HELP, PLEASE BE UP TO MEETING WITH PARENTS AND STUDENTS TO COME TO SOLUTIONS HERE.

I KNOW YOUR SCHEDULES ARE BUSY AND YOU WANT EVERYONE TO MEET BUT I WOULD VERY MUCH LIKE TO SEE IF WE CAN DO THAT AFTER AT SOME POINT OF THE MEETING HERE. SECONDLY, LET'S ADDRESS THE PRESSING ISSUE. CAN WE CREATE NEW BUSING OPTIONS. THERE'S LOTS OF OTHER OPTIONS, ANOTHER'S CHALLENGES WITH THAT BUT IT FEELS LIKE BUSING IS THE PRIMARY THING THAT'S A MAJOR ISSUE.

THIRDLY, WE NEED TO DO WHAT I CALL BREAKING GLASS.

AS PART OF MY JOB AS A RESEARCHER, I TALKED TO COMPANIES TO LEADERSHIP IN MANY COUNTRIES BUT THEY FEATURE BACK TO WORK PLANS, THE CONSENSUS IS TO EXPERIMENT, LEARN AND BE OPEN TO ADAPTING. I THINK YOU CAN DO THAT HERE.

AND THINK DIFFERENTLY BY GIVING THE RAPID CHANGE THAT HAPPENED AT THE START OF SCHOOL. IN CLOSING, LET'S DO IS RIGHT FOR HIS WILL STUDENTS AND MAKE THEIR FUTURE EXPERIENCE THE ABILITY TO SUCCEED BETTER THAN IT WAS IN THE PAST BY STARTING HIGH SCHOOL LATER. THANK YOU.

>> THANK YOU, MR. COLEMAN. MS. WELLS, DO YOU WANT TO GIVE PUBLIC COMMENT TONIGHT. OKAY, YOUR TURN.

>> HELLO, I'M NATALIE WELLS, I'M A PARENT OF TWO HIGH SCHOOLERS. I'M HERE TO DISCUSS THE SAME ISSUE OF START TIMES. WE HAVE BEEN HERE BEFORE, THE DISTRICT HAS DEALT WITH THIS BEFORE.

I WANT TO TELL YOU A LITTLE BIT ABOUT MY EXPERIENCE WITH MY OLDER DAUGHTER WHO IS A SENIOR THIS COMING YEAR.

WATCHING THE DIFFERENCE IN HER ABILITY TO HANDLE THE DAY EVERY DAY WHEN I PULL HER OUT OF BED AT THAT EARLY START TIME.

WE DROVE ALL OF HIGH SCHOOL BECAUSE THE BUS WAS TOO EARLY AND I COULD BUY HER 20 MINUTES AND THAT WAS CRITICAL.

THERE WAS ENOUGH DRAMA AND CHALLENGES IN HIGH SCHOOL THAT LACK OF SLEEP SIMPLY SETS THEM UP FOR A MUCH HARDER WAY OF DEALING WITH WHATEVER IS GETTING THROWN AT THEM.

THEN I READ THE SCIENCE AND THEN I READ ALL THE WORK AT THE DISTRICT HAS DONE WITH THE RESEARCH AND I WAS WONDERING WHY WE HAVE NOT DONE SOMETHING ALREADY WHICH IS WHY I AM ON THE BANDWAGON NOW. SO WE'VE HEARD THE SCIENCE, I'M NOT GOING TO REPEAT IT. YOU HAVE LOOKED INTO IT AND THERE WAS RESEARCH AND THEN IN 2019, THAT DROPPED AS WE ARE NOT GOING TO DO THIS RIGHT NOW. I COULD NOT FIND ANY SPECIFIC INFORMATION ON WHY. SO MY QUESTION FOR TODAY, I WOULD LIKE TO HEAR THE POSITION ON THE DISTRICT ON WHETHER THIS IS SOMETHING THEY BELIEVE IS THE RIGHT THING TO DO OR THEY DISAGREE. IF THE FORMER, WE HAVE A GREAT COMMON STARTING POINT AND ADAM SAID WE WANT TO PARTNER.

THERE'S A LOT OF PEOPLE IN THE COMMUNITY WHO ARE WILLING TO HELP WE JUST DON'T KNOW WITH WHAT'S.

THE THIRD POINTED IS WE DON'T KNOW WHAT THE ISSUE IS THAT THE BLOCKING PROGRESS IN THIS CASE. ADAM MENTIONED BUSES AND I UNDERSTAND THERE'S AN ISSUE THERE BUT IF YOU TALK TO PEOPLE THEY WILL BRING UP ALL SORTS, IT FEELS LIKE AN ONION.

WELL, WHAT ABOUT THIS, WE CAN RESOLVE IT THIS WAY, WHAT ABOUT THAT, WE CAN RESOLVE IT THAT WAY.

THIS IS WHY WE REQUESTED A MEETING WITH YOU DOCTOR HOLMEN SO WE CAN ALL GET BEHIND THE SAME ONION.

AND START PEELING TOGETHER. SO WE ARE HERE TO HELP, WE ARE PASSIONATE ABOUT THIS WE WANT TO HELP HER KIDS.

WE HOPE YOU WILL PARTNER WITH US, THANK YOU.

>> MR. COLEMAN, AS WELL, DOCTOR HOLMEN SUPERINTENDENT REPORT

[00:35:01]

WE WILL TOUCH UPON THESE ISSUES.

FOR THOSE WATCHING AT HOME, IF YOU'RE NOT ABLE TO STAY AWAKE UNTIL THAT TIME YOU CAN REVISIT OUR MEETINGS AT ANY TIME AT LWSD.ORG. YOU CAN SELECT THE PARTICULAR PART OF THE AGENDA YOU WANT TO WATCH AND VIEW IT THAT WAY.

WE WELCOME ANY FEEDBACK BY EMAIL THAT BOARD MEMBERS AT BOARDMEMBERS@LWSD.ORD. WE HAVE TWO LEFT IN THE SIGN UP SHEET. NEXT I HAVE (NAME?) SILVER.

>> HELLO THERE, I AM A PARENT OF TWO GIRLS AT BLACKWELL ELEMENTARY, GO BOBCATS. I AM HERE TODAY TO TALK ABOUT OPT IN OUTDOOR LUNCHES. AS WE SAW EARLIER IN OUR MEETING IS CLEARLY DIVISIVE TIME THAT WE ARE LIVING IN.

I JUST WANT TO START WITH SOME FACTS.

THAT HOPEFULLY WE ALL AGREE ON. OUR PANDEMIC CONTINUES, OUR COVID NUMBERS AROUND THE COUNTRY ARE GOING UP.

WE HAVE A VARIANT THAT HAS BEEN CONSIDERED MORE CONTAGIOUS BY 60 Ã200 PERCENT. AND KIDS IN ELEMENTARY SCHOOLS THAT ARE UNDER 12, ARE STILL UNVACCINATED.

EXCUSE ME. THIS CURRENT EPIDEMIC HAS BEEN THE EPIDEMIC OF THE UNVACCINATED AND THAT'S ALL OF OUR ELEMENTARY SCHOOL STUDENTS. I AM AT READING ON THE NEWS THAT THE KIDS ARE GETTING Ã WITH THE VARIANCE.

BUT ANOTHER FACT REMAINS THAT SCHOOL IS VITAL.

AND WE ALL KNOW THAT. SO HOW DO WE NAVIGATE THIS? AND THE ONE HANGUP THAT I HAVE AND THAT MANY PARENTS AT BLACKWELL AND I AM ASSUMING OTHER ELEMENTARY SCHOOLS AROUND THE COUNTRY WE ARE NERVOUS ABOUT INDOOR LUNCHES.

UNMASKED, INDOOR LUNCHES AMONG AND UNVACCINATED POPULATION.

RESTAURANTS WERE OFF-LIMITS TO US.

BECAUSE THEY WERE INDOORS. HOW DO WE SEND OUR CHILDREN TO SCHOOL WITHOUT WHITE KNUCKLING THE WHOLE EXPERIENCE KNOWING THAT THE GONNA BE INDOOR EATING.

I CIRCULATED A PETITION AROUND AMONG BLACKWELL PARENTS ASKING ABOUT THEIR LEVEL OF INTEREST IN AND OPT IN, OUTDOOR LUNCH EXPERIENCE AND I RECEIVED A NUMBER OF PARENTS WHO ARE EXTREMELY INTERESTED. IN LESS THAN 24 HOURS, I HAD 75 FAMILIES ALREADY SIGNED UP. IT IS MY UNDERSTANDING TODAY THAT IT'S AT THE PRINCIPALS DISCRETION WHETHER HOW THEY WOULD LIKE TO HANDLE LUNCH CURRENTLY.

WELL, I DON'T WANT TO COMMENT ON THE STATUS OF WHAT BLACKWELL LUNCH IS LOOKING LIKE. BUT I WOULD LIKE THE BOARD TO STRONGLY CONSIDER ENCOURAGING PRINCIPLES AND ELEMENTARY SCHOOLS TO HOLD AN OPT IN LUNCH OPTION.

THANK YOU.

>> THANK YOU FOR COMING TONIGHT.

NEXT ON OUR SIDE OF I HAVE LINDA GANG.

THAT IS THE LAST NAME I HAVE ON THE SIGN UP FOR TONIGHT IS THERE ANYONE ELSE IN THE AUDIENCE THAT WOULD LIKE TO GIVE PUBLIC COMMENT TONIGHT THAT DID NOT HAVE THE OPPORTUNITY TO SIGN UP?

>> THANK YOU DISTRICT BOARD MEMBERS I MET LAKE WASHINGTON A SCHOOL DISTRICT PARENT. FIRST OF ALL, I LIKE TO THANK THE BOARD FOR MAKING OUR COMMUNITY MEMBERS AND REFLECTING SOME OF OUR CONCERNS IN THIS DRAFT OF THE POLICY.

I ALSO RESPECTFULLY SUGGEST SOME CHANGES.

FIRST, I WOULD SUGGEST THE BOARD TO REMOVE ANTIRACISM FROM THE POLICY TITLE. SINGLING OUT ANTIRACISM IN THE

[00:40:06]

ALL STUDENTS INTERESTS AND NEEDS SHOULD BE THE FOCUS NOT JUST ADDRESSING THE CURRENT POLITICAL CLIMATE.

WHICH WILL OF COURSE CHANGE OVER TIME.

WE FEEL THAT A MORE LONG-TERM AND INCLUSIVE APPROACH WOULD BE BETTER. IN THE BOARD STUDY MEETING ASSOCIATE SUPERINTENDENT TALKS ABOUT THE IMPORTANCE OF TEACHING HISTORY TO COMBAT RACIAL INJUSTICE.

HE MENTIONED THE HISTORY OF A BLACK AFRICAN AMERICANS, HISTORY OF INDIGENOUS PEOPLE, BUT HE FAILED TO MENTION ASIAN AMERICANS. MORE THAN 30 PERCENT OF THE SCHOOL BOARD IS ASIAN YET THOSE STUDENTS DID NOT COME TO HIS MIND. LAST MONTH, THE BOARD OF A JULY EQUITY POLICY MEETING THEY SAID THE WORD RACE DOESN'T JUST GO TO AFRICAN AMERICANS OR LATINOS OR WHICHEVER, ASIAN STUDENTS FELL INTO THE WHATEVER CATEGORY IT IS FOR MEMBERS MIND.

HE'S BEEN ON THE BOARD FOR MANY YEARS YET HE COULD NOT REMEMBER THE SECOND LARGEST RACIAL GROUP IN THE DISTRICT.

THIS YEAR, THE SCHOOL DISTRICT COMPILED A FLYER FOR ASIAN AMERICAN HISTORY MONTH. IN THAT FLYER PERSONAL OPINION PIECE FROM 2017 WHICH BUT ASIANS AS ANTI-BLACKNESS OR LIST UNDER PRESENT-DAY ISSUES INCLUDING RACISM AND STEREOTYPE. IMAGINE THE AMOUNT OF HATRED TOWARDS ASIAN STUDENTS OF TEACHERS AND STUDENTS ARE TAUGHT AND MADE TO BELIEVE THAT FALSE CLAIM.

WE THINK THE SCHOOL DISTRICT FOR THE PROMPT REMOVAL OF THAT LINK UPON A REQUEST. HOWEVER, WE CAN'T ALWAYS MONITOR THESE TYPES OF INCIDENTS.

14.1 AND 14.2 ALL LISTED ANTIRACIST IN THE LANGUAGE.

I WOULD RESPECT LATE REQUEST THE BOARD TO MAKE SURE THAT ASIAN STUDENTS ARE NOT FORGOTTEN, IGNORED OR EVEN FALL VICTIM OF ANTIRACISM DISCUSSION AND PRACTICES.

IF WE ARE NOT CAREFUL A POLICY THAT SEEMS TO HELP AGENTS MAY END UP NEGATIVELY IMPACTING ASIANS.

WHEN IT SOLUTION COULD BE TO CLARIFY BY STATE ANTIRACISM INCLUDES ANTI-ASIAN. LASTLY, I AM CONCERNED THE EQUITABLE OUTCOME ALTHOUGH PROVIDING EQUITABLE OPPORTUNITIES ARE UNSUITABLE. DEMAND INEVITABLE OUTCOME IS QUESTION OF A. NOT ALL STUDENTS ARE THE SAME.

HOW COULD THE SUPERINTENDENT DELIVER EQUABLE OUTCOME WITHOUT HOLDING A SUMMIT STUDENTS BACK. STUDENTS SHOULD BE ENCOURAGED TO EXCEL AND BE SUCCESSFUL AT THEIR OWN PACE, THANK YOU.

>> THANK YOU. IS THERE ANYONE ELSE IN THE AUDIENCE THAT WOULD LIKE TO GIVE PUBLIC COMMENT TONIGHT?

>> GOOD EVENING DOCTORS. AND COMMUNITY MEMBERS.

I HAD NOT ORIGINALLY PLANNED.

>> I'M SORRY COULD YOU RAISE THE MIC A LITTLE HIGHER?

>> I'M A PARENT IN THE COMMUNITY, I HAVE THREE YOUNG CHILDREN. IN THIS SCHOOL DISTRICT AND I WAS COMPELLED JUST TO SAY A FEW WORDS THIS EVENING UNDERSTANDING THAT TONIGHT IS A SIGNIFICANT NIGHT.

WILL BE THE NIGHT THAT WE PASS OUR FIRST EVER DISTRICT EQUITY POLICY UNDER OE-14. MANY MEMBERS OF THE COMMUNITY BY THE EXTENSION OF THE BOARD NUMBERS AND CABINET AND THE DEPARTMENT OF EQUITY HAVE WORKED VERY HARD ON THE DEVELPMENTS OF THIS POLICY BY INCLUDING MEMBERS OF THE COMMUNITY SUCH AS MYSELF AND MANY OTHER PARENTS REPRESENTING DIFFERENT PEOPLE GROUPS. AND SO, I WANTED TO THANK YOU FOR YOUR WORK THAT YOU HAVE DONE TO BRING THIS POLICY TO FRUITION. I ALSO WANT TO ADD TO THAT GRATITUDE, THE SIGNIFICANCE OF THIS LEVEL OF WORK AND THE PASSING OF THE POLICY HAPPENING AT A TIME WHEN MOST FAMILIES ARE NOT AS ENGAGED AS THEY ARE DURING THE SCHOOL YEAR.

MANY FAMILIES WILL RETURN TO SCHOOL THIS FALL FINDING REVENUE EQUITY POLICY THAT WAS PASSED OVER THE SUMMER BREAK AND WHILE THAT IS COMMITTED BECAUSE WE AS A DISTRICT HAD A GOAL THAT I WENT TO GET THAT PASSED, I WENT TO LIFT UP THE VOICES OF THE PARENTS, THE STUDENTS AND THE FAMILY MEMBERS

[00:45:09]

I THINK OF THE DISTRICT CONTINUES TO BE MORE INTENTIONAL ABOUT CIRCLING BACK WITH MEMBERS OF COMMUNITY AND COMMUNICATE WITH THEM TO LET THEM KNOW THAT THIS WORK WILL COME TO A CLOSE IN THE SUMMER BREAK IT WILL GIVE THOSE FAMILIES AND STUDENTS AND PARENTS OPPORTUNITIES TO SHARE THEIR THOUGHTS, TO GIVE THEIR FEEDBACK AND TO A REALLY ENGAGED IN A TRUE ENGAGEMENT AROUND THE FINAL OUTCOMES OF BODIES OF WORK LIKE WAS BEEN TESTED TODAY.

THE OTHER THING I WANTED TO ADD IS ANOTHER SIGNIFICANT CHANGE THAT TOOK PLACE JUST AS THE SCHOOL YEAR ENDED WAS THAT OUR DISTRICT LOST ITS FIRST EVER DIRECTOR OF EQUITY, DOCTOR GLORIA HENDERSON. THERE MAY BE SOME FAMILIES WHO WERE AWARE AND MANY WHO MAY RETURN IN THE FALL TO FIND OUT THAT OUR DIRECTOR OF EQUITY IS NO LONGER WITH OUR DISTRICT, HAS MOVED ON AND WE ALL UNDERSTAND THAT IN CAREERS DIRECTORS AND ADMINISTERS COME AND GO.

THE SIGNIFICANCE AROUND THIS IS THAT SHE WAS NOT ONLY A PERSON OF COLOR BUT AN AFRICAN AMERICAN LEADER IN THE COMMUNITY AND I KNOW MY TIME IS UP BUT I WILL WRAP THIS UP.

MANY MEMBERS OF THE COMMUNITY ARE EAGER TO UNDERSTAND WHAT THE PROCESS IS AROUND THE HIRING OF OUR NEXT DIRECTOR OF EQUITY AND WHAT LEVEL OF ENGAGEMENT FAMILY, STUDENTS AND PARENTS ARE INVOLVED TO BE A PART OF THAT PROCESS.

THERE ARE MANY SPEAKERS WHO SPOKE ON ISSUES WHO MAY NOT BE OF A PRIORITY TO PEOPLE LIKE MYSELF OR OTHERS AND ALL THEIR VOICES SHOULD BE INCLUDED IN THIS PROCESS TO ENSURE THAT THEIR STUDENTS ARE REPRESENTED. AND YOU MAY BE DOING GREAT WORK TO DO THAT SO IF YOU COULD JUST SHARE MORE IN THE COMMUNICATION'S ABOUT HOW THAT ENGAGEMENT IS TAKING PLACE AND INVITING THOSE VOICES. I THINK WILL REASSURE FAMILIES THAT THE NEXT DIRECTOR OF EQUITY THAT COMES OUR DISTRICT WILL BE SUPPORTED IN THE WAY THAT IS REQUIRED AND MOST ESPECIALLY IF IT'S A PERSON OF COLOR BECAUSE WE ALL UNDERSTAND THE ADDITIONAL TAX THERE IS AROUND BLACK LEADERS WERE PEOPLE OF COLOR OR LGBTQ+ OR ANYONE FACING ANY FORM, ASIAN AMERICAN, ANY FORM OF MARGINALIZATION TO DO THIS WORK ON THIS LITTLE FOR A DISTRICT OF THIS SIZE.

THANK YOU.

>> POINT OF CLARIFICATION, THE BOARD IS NOT VOTING TO ADOPT THE POLICY, THE EQUITY POLICY TONIGHT.

TONIGHT IS THE FIRST READING OF THE POLICY.

IT'S SLATED TO COME BACK FOR ADOPTION AUGUST 23.

SO FOR EXAMPLE IF YOU JUST LEARNED ABOUT THE EQUITY POLICY FOR THE FIRST TIME TONIGHT, THERE STILL IS AN OPPORTUNITY TO PROVIDE COMMENT TO THE BOARD AND WE WOULD REALLY LIKE YOU TO DO SO. SO THE EMAIL FOR THE BOARD IS BOARDMEMBERS@LWSD.ORG. I HAVEN'T DONE IT THREE LAPS ABOUT PEOPLE WHO WANT TO GIVE PUBLIC COMMENT ALREADY.

IS THERE ANYONE ELSE IN THE AUDIENCE THAT WANTS TO GIVE PUBLIC COMMENT THAT DID NOT HAVE THE OPPORTUNITY TO DO SO?

[D. Consent Agenda]

>> SO MOVED.

>> SECOND.

>> SECOND AND MOVED THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED. PLEASE PULL THE BOARD.

>> DIRECTOR SAGE

>> YES

>> PRESIDENT STUART

>> YES

>> LALIBERTE

[E. Non-Consent Agenda]

>> YES.

>> IT PASSES. THE NEXT AGENDA ITEM IS THE FIRST TIME THAT WE'VE ADDED A STUDENT VOICES SECTION TO THE AGENDA AND I WANT TO THANK THOSE WHO PARTICIPATED IN THE VIDEO THAT WILL BE SHOWING NEXT.

IT RUNS ABOUT 20 MINUTES. WE WILL BE STREAMING IT.

IF ANYONE HAS TROUBLE VIEWING IT, WE CAN ALSO POST A LINK TO THE VIDEO IF THE LINK IS AVAILABLE ALREADY UNDER BOARD DUCTS.

>> UNDER THIS AGENDA ITEM THE LINK DIRECTLY TO THE YOUTUBE VIDEO.

>> GREAT, EXCELLENT. WE WILL BE PLAYING THIS VIDEO IT'S ENTITLED STUDENTS OF COLOR SPEAK OUT.

IT WAS PRODUCED BY CURRENT AND FORMER STUDENTS OF LAKE WASHINGTON SCHOOL DISTRICT. WE THANK THEM BEING WILLING TO SHARE THEIR VOICE AND HAVE THIS PLAYED AT OUR MEETING TONIGHT.

WE'LL PLAY THAT NOW, IT RUNS JUST OVER 20 MINUTES.

[00:50:27]

>> LAKE WASHINGTON SCHOOL DISTRICT DEFINITELY SAYS THEY VALUE THEIR STUDENTS OF COLOR BUT I DON'T FEEL LIKE THEY ARE VERY VALUED BECAUSE SOMETIMES THERE ARE SITUATIONS AND IT'S LIKE WHY IS NO ONE HELPING WHY AREN'T ADMINS STEP IN AND WHY ARE TEACHERS STEPPING IN.

>> I DON'T FEEL IT OUR STUDENT VALUES BLACK LIVES OF STUDENTS.

I FEEL LIKE WHEN THERE BEEN RECOGNIZED AS FOR THE SCHOOL DISTRICT TO APPEAL OR BETTER THAN IT IS.

IT'S KINDA LIKE BE A POSTER CHILD FOR THE LAY QUESTION SCHOOL DISTRICT.

>> GOING THROUGH THERAPY ALMOST ALL DAY AND CLASSROOMS AND BEING BULLIED BECAUSE OF RACE, THE SCHOOL DISTRICT DOES A GOOD JOB OF JUST FOCUSING ON THE PEOPLE IN A CERTAIN RANGE OF NORMAL. EVERYBODY ELSE HAS TO FIGURE IT OUT ON THEIR OWN.

>> I FEEL LIKE EVERYONE'S PERSONAL EXPENSES DO MATTER.

AND THEY NEED TO BE ADDRESSED REGARDLESS BIGGER SMALL WHO YOU ARE, WHAT YOUR RACES, YOUR GENDER, YOUR SEXUAL ORIENTATION, THEY SHOULD BE ADDRESSED.

>> I REMEMBER THE LAST DAY OF SIXTH GRADE I EXPERIENCE CLASS A GROUP OF WHITE BOYS, THEIR SKIT WAS VERY, VERY INAPPROPRIATE. THEY WERE PRETENDING TO BE MEXICAN AND THEY HAD MEXICAN ACCENTS.

THEY BROUGHT IN SOME BURROS AND THEY ALSO PRETENDED TO BE MAIDS BECAUSE THEY WERE PRETENDING TO BE MEXICAN WHICH WAS SO APPALLING TO ME AND ALSO THEY PRETENDED TO BE CHINESE AND HAD AN ACCENT AND I WAS JUST SITTING THERE SO CONFUSED WHY THE TEACHER WAS NOT DOING ANYTHING.

I LOOK BACK AT THE TEACHER AND HE WAS LOOKING AT SOME PAPERS.

I KNEW HE SO WHAT WAS HAPPENING BUT HE DID NOT ACT UPON IT.

SO AFTER THE SKIT, I WAS LIKE THAT'S NOT FUNNY, I DON'T KNOW WHY YOU THINK THAT'S FUNNY, IT'S REALLY IMPORTANT FOR STUDENTS TO BE CALLED ON THEIR ACTIONS.

WE ARE TAUGHT TO TRUST ADULTS FROM A YOUNG AGE BUT IN SCHOOL SOMETIMES WE NEED OUR TEACHERS TO BE THERE FOR US TO INTERVENE AND THEY ARE NOT THERE. I KIND OF BREAKS THE SENSE OF TRUST.

>> PEOPLE CONSTANTLY MAKE A STEREOTYPE OF SAYING ALL BLACK PEOPLE ARE STRONG AND BIG OR FAST OR ATHLETIC OR HAVE A BIG REPRODUCTION ORGANS.

>> A STUDENT CALLED ME THE N-WORD TO MY FACE BASICALLY IN FRONT OF THE ENTIRE CLASS. TEACHER HEARD AND EVERYTHING AND NOTHING WAS DONE.

>> FEELING LIKE YOUR CHICKEN IN A ROOM FULL OF SQUIRRELS.

PEOPLE CAN BE ARE DIFFERENT ENOUGH THAT THEY ONLY TREAT YOU LIKE A HUMAN ANYMORE.

>> MY ONLY TEACHER WAS A WHITE MAN OVER THE COURSE OF FIVE YEARS WOULD CONSTANTLY SAY THE N-WORD IN CLASS.

WHEN HE WOULD SAY IT IN CLASS HE WOULD NOT SAY IT ONCE AND LEAVE IT, HE WAS 85 TIMES IN A CLASS PERIOD.

WOULD COSTLEY GET REPORTED AND HIS STUDENTS WERE TOLD THAT THE REASON HE COULD BE FIRED IT WAS BECAUSE HE WAS PART OF THE TEACHERS UNION.

>> DURING THE SUMMER THERE WAS SOME DISTURBING PICTURES AT MY SCHOOL'S DOING VERY INAPPROPRIATE RACIST THINGS.

I FELT LIKE THIS WAS SOMETHING THAT NEEDED TO BE CONDEMNED AND WAS NOT BEING CONDEMNED.

>> AND NORTHSTAR IF YOU GET IF YOU SAID THE N-WORD YOU GET PUNISHED RIGHT OFF THE BAT, HERE BULLYING IN THE WAY PEOPLE IN TROUBLE IS NOT AS HARSH BECAUSE THEY KNOW THE CONSEQUENCES ARE NOT THAT ENOUGH.

>> PEOPLE ARE LIKE I CAN SAY THE N-WORD BECAUSE I HAVE BLACK FRIENDS AND BASICALLY BEING TOLD THINGS LIKE BLACK LIVES MATTER SHOULD NOT EXIST AND THAT WE ARE UNIMPORTANT AND YOU DON'T NEED THEM AND THAT IF I REALLY WANTED TO SUCCEED IN LIFE MAYBE I SHOULD DO IT MYSELF INSTEAD OF LEANING ON THE FACT THAT I WAS BLACK. I HEARD THAT A LOT WHICH IS JUST SUPER UNFAIR BECAUSE AS A WHITE PERSON OF COURSE THEY CAN SAY THAT. THEY DON'T HAVE TO WORRY ABOUT THINGS LIKE THAT. THEY DON'T HAVE TO WORRY ABOUT DISCRIMINATION ON THE BASIS OF RACE.

>> THINGS LIKE BULLYING ARE NOT BEEN ABLE TO CUT EASILY AS HER CEMENTED ON SOCIAL MEDIA AND THEN THE STUFF YOU SEE IS COOL IS GENERALLY THE TIPPING POINT OR BOILING POINT FOR STUFF ON SOCIAL MEDIA.

>> A COUPLE OF YEARS AGO THERE WAS A BEST BALLGAME AND IT WAS A SCHOOL BLACKOUT GAME. A WHOLE BUNCH OF LAKE WASHINGTON STUDENTS SHOWED UP IN BLACKFACE AND THEY CLAIMED THAT IT WAS BECAUSE OF THE BLACKOUT GAME THEY CLAIMED IT WAS DARK PURPLE PAINT SO THEY SHOULD NOT CARE.

WHY SHOULD IT MATTER? BUT IT WAS MY FACE.

TO SIT THERE AND WATCH AS A LARGE AMOUNT OF MY PEERS WALKED AROUND AND HONESTLY BEHAVED LIKE MONKEYS.

THAT IS WHAT THEY WERE DOING. JUST DIRECT RACISM.

[00:55:02]

IF I SEE ANYONE IN BLACKFACE, I TAKE THAT AS A THREAT.

THEY NEED TO DO ME HARM. AND THEN WHEN THEY GOT CALLED OUT THE BLACKOUT GAMES ENDED UP BEING CANCELED AND THAT'S WHEN HIS STUDENTS GOT REALLY UPSET AND SAID IT WAS UNFAIR AND THEY WANTED TO PROTEST. SO HERE YOU HAVE ALL THE STUDENTS COMING IN SAYING THE RIGHT TO PROTEST AGAINST ANTIRACISM. BECAUSE THESE WHITE STUDENTS FEEL LIKE THEY HAVE BEEN CHEATED OUT OF SOMETHING FOR ONCE.

>> YOU CANNOT ADDRESS A PROBLEM IF PEOPLE ARE NOT WILLING TO SAY THERE'S A PROBLEM. LIKE NOBODY'S GONNA SAY THERE'S A PROBLEM UNLESS THEY ARE SO FED UP WITH IT.

>> ADMINISTRATION ONLY TALKING WITH YOU WHEN THERE'S AN ISSUE HAD TO FACE BECAUSE A LOT OF TIME THE ISSUE IS NOT FIXED AND YOUR KIND OF LEFT TO DO EVERYTHING YOURSELF.

I SHOWED A BOOK CALLED THE ONLY BLACK STUDENT BUT IT WAS BASICALLY A BOOK THAT WOULD HELP TEACHERS AND ADMIN UNDERSTAND HOW TO RECOGNIZE BLACK STUDENTS IN PARTICULAR AND IT COULD BE APPLICABLE TO A LOT OF BLACK WHITE STUDENTS AND I WAS SO BASICALLY THAT IF I WANTED TO DO THAT I WOULD HAVE TO BUY THE BOOKS AND SUPPLY THEM.

SO WHY IS IT THAT I, A BIRACIAL STUDENT, WOULD HAVE TO WORK HARD AND PAY THE MONEY THAT I KNEW MY STUDENT HAD MY SCHOOL HAD, TO RESPECT ME, IT'S UNREASONABLE ESPECIALLY WHEN IT TAKES SUCH AN EMOTIONAL AND PHYSICAL TOLL ON THE STUDENTS.

>> I DIDN'T REALLY RECOGNIZE IT FOR A WHILE SO I JUST KINDA WISH LIKE SOMEONE LIKE A TEACHER OR ADMINISTRATION WOULD RECOGNIZE AND HELP ME GET OUT OF THAT PLACE BECAUSE WHEN THAT KIND OF STUFF HAPPENS FOR THE BEGINNING THEY DON'T KNOW ANYTHING SO THAT'S LIKE TO KNOW MORE FOR THEM SO THEY DON'T KNOW WHAT TO DO.

>> I WAS TOKENIZED BY STUDENTS AND TEACHERS ALIKE, EXPECTED TO KNOW CERTAIN THINGS ABOUT MY CULTURE AND TALK ON THINGS I DID NOT WANT TO TALK ON. WHEN WE WOULD LEARN ABOUT SLAVERY IN HISTORY CLASS THEY WOULD LOOK AT ME AND SAY, WELL, ADRIAN WHAT DO YOU THINK? YOU KNOW WHAT I THINK.

IT WAS BAD. I DON'T KNOW WHAT ELSE TO SAY.

IT'S JUST KIND OF THAT LEVEL OF RESPONSIBILITY THAT WAS IMMEDIATELY PUT ON ME TO EXPLAIN DIFFERENT THINGS AND THE FACT THAT THE TEACHER FELT UNCOMFORTABLE TO DO IT THEMSELVES. AND THAT WAS VERY DIFFICULT FOR ME HAVING TO CONSTANTLY EDUCATE MY PEERS.

>> I DEFINITELY DON'T WANT STUDENTS WALKING UP TO ME ASKING ME WHAT KWANZAA IS. I DON'T KNOW, I HONESTLY DON'T KNOW.

>> ALL THE TIME IT WAS LEFT UP TO ME TO EXPLAIN WHY SOMETHING HURT MY FEELINGS OR WHY SOMETHING WAS DETRIMENTAL TO ME AND A LOT OF TIMES MY WHITE PEERS WOULD NOT GET IN TROUBLE.

WATCHING A LARGE AMOUNT OF MODELING OF WHITE STUDENTS AND HAVING TO SIT BACK AND FEEL LIKE NOTHING WAS BEING DONE FOR ME.

>> MY PARENTS TOLD ME I DON'T KNOW WHERE THEY GOT THIS, THEY SAID IF YOU SPEAK OUT AGAINST TEACHERS OR PRINCIPALS OR OTHER STUDENTS YOU ARE NOT GOING TO GET INTO COLLEGE AND I WAS LIKE OH. I LISTENED TO THAT UP UNTIL LAST YEAR I WAS I WAS LIKE THIS NEEDS TO BE DONE, I CANNOT STEP BACK I CANNOT BE QUIET ANYMORE.

>> WHEN A STUDENT CAME TO ME AND STARTED GETTING IN MY FACE AND TELL ME I SHOULD NOT BE PROUD OF BEING BLACK AND THAT BLACK LIVES MATTER THE WHOLE SYSTEM SHOULD NOT EXIST AND THAT BLACK PEOPLE WERE BEING TOO GREEDY.

I TOLD THEM THEY WERE BEING IGNORANT AND THAT IT WAS RACIST WHAT THEY WERE SAYING. AND I GOT VERY, VERY UPSET AND I GOT PULLED TO THE SIDE AND TOLD THAT I NEEDED TO CALM DOWN. AND THEN I GOT CALLED THE PISTOLS OFFICE AND WAS BASICALLY EXPECTED TO APOLOGIZE. THAT WAS REALLY DIFFICULT FOR ME, IN THAT MOMENT I EXPECTED THE ADMINISTRATION TO MAKE THE STUDENT TAKE ACCOUNTABILITY. AND TO RECOGNIZE THAT THEY WERE AT FAULT. BUT IN THE END, IT TURNED INTO THE WHITE STUDENT CRYING AND THEN ME BEING EXPECTED TO ACCEPT THEIR APOLOGY.

>> IF WE ALL WANT TO BE ON EQUAL GROUNDS, DIFFERENT STUDENTS NEED MORE RESOURCES IN ORDER TO GET THERE.

I THINK ALLOCATING RESOURCES TOWARDS STUDENTS IS A LOT.

HIRING MORE STAFF OF COLOR. IT'S IMPORTANT THAT STUDENTS SEE A REPRESENTATION OF THEM IN.

>> SO UP UNTIL JUNIOR YEAR I NEVER HAD A TEACHER OF COLOR, EVER. THEY WERE ALL WHITE.

MY FIRST TEACHER OF COLOR WAS MS. CRYSTAL SHE TEACHES A BEAT AT THE HIGH SCHOOL. SHE SO AMAZING SHE'S THE FIRST TEACHER HAD THAT'S REALLY EMPHASIZED BLACK LIVES MATTER.

HER BEING SOMEONE THAT I CAN RELATE WITH WAS SOMETHING SO MEANINGFUL AND EMPOWERING TO ME.

>> IT'S KINDA DIFFICULT AND IT LAKE WASHINGTON WAS SO MANY STAFF AND ADMIN BEEN WHITE I CANNOT RELATE TO OUR EXPENSES.

>> RACISM IS A MENTAL HEALTH CRISIS.

I KNOW STUDENTS THEY MAY NOT FEEL AS COUNTABLE COMING TO THE REGULAR STUDENT COUNSELOR AS IT IS NOT PERTAINING TO THEM.

[01:00:04]

>> BULLYING AND RACISM I WAS PROBABLY DEPRESSED AT LIKE SEVEN BECAUSE I DIDN'T HAVE ANYONE TO TALK TO.

I WISHED THERE WAS A WAY FOR PEOPLE NOT TO HAVE THE EXPERIENCE OF HAVING TO FEEL ALONE LIKE I DID.

>> I NEVER TALK TO MY COUNSELORS WHO WAS A WHITE LADY. SHE WAS GREAT THOUGH SHE'S NOT SOMEONE I COULD TALK ABOUT THE THINGS I WAS GOING THROUGH BECAUSE SHE WOULD UNDERSTAND.

>> REGARDLESS OF WHO YOU ARE, WHAT YOUR RACES, YOUR GENDER, YOUR SEXUAL ORIENTATION GOING TO SOMEONE THAT LOOKS LIKE YOU MAKES IT A LOT MORE COMFORTABLE FOR THAT STUDENT TO DO.

NEXT WITH RACISM WITH ANOTHER STUDENT AND YOU DON'T KNOW THAT COUNSELOR, WHAT PERSON IN THE RIGHT MIND WOULD BE COMFORTABLE TO SAY I HAVE THIS PROBLEM, I DON'T KNOW IF YOU EXPERIENCE THIS OR NOT SO I DON'T KNOW IF YOU CAN DEAL WITH IT OR NOT.

SO IT MAKES A LOT OF PEOPLE FEEL ACCOUNTABLE BECAUSE THEY DON'T KNOW IF THEY CAN SOLVE THE PROBLEMS.

>> HIRING SOME SORT OF MENTAL HEALTH SPECIALIST OR COUNSELOR WHO IS A BYPRODUCT INDIVIDUAL WHO MAY HAVE DEALT WITH MY DISCRETIONS IN THE PAST BIG OR SMALL.

SO THEY CAN FEEL COMFORTABLE COMING AND TALK ABOUT THESE ISSUES AND FEEL LIKE IT'S REALLY GETTING ADDRESSED AND NOT JUST BEING BRUSHED OFF.

>> THERE SHOULD BE THINGS PUT IN PLACE TO NOT ONLY HELP THE STUDENT FEEL SAFE AND COMFORTABLE BUT ALSO THE TEACHERS. TEACHERS ARE PROBABLY ON EGGSHELLS AND THE MENTAL HEALTH OF TEACHERS IS SOMETHING THAT NEEDS TO BE ADDRESSED.

>> I FEEL LIKE A TEACHER MAY BE SCARED BECAUSE THEIR DISTRICT MAY NOT BACK THEM UP WHICH I FEEL IS QUITE UNFORTUNATE SO I THINK HAVING A STURDY ADMIN AND STAFF THAT WILL STAND BEHIND TEACHERS AND CREATING A SPACE FOR THEM TO SPEAK OUT ON THESE SITUATIONS, IS THE BEST WAY FOR TEACHER TO FEEL COMFORTABLE.

>> I WAS TOLD I COULD PULL BOOKS FROM THE LIBRARY TO GIVE IT MONTHLY OR WEEKLY EXCERPTS TO BASICALLY THE TEACHERS AND HAVE THEM EMAILED OUT. I CHOSE A SO YOU WANT TO TALK ABOUT RACE. THE INITIAL PASSAGE I WANTED TO START WITH WAS FOR ADMIN IN GENERAL WAS INTERSECTIONALITY.

BECAUSE THAT'S REALLY IMPORTANT ASPECT OF OUR STUDENT CULTURE AND AT THE LAST SECOND IT GOT REJECTED.

I WAS TOLD THAT THE SCHOOL WAS NOT READY OR THAT IT WASN'T THE PROPER TIME. BUT WHEN WILL IT BE THE PROPER TIME FOR OUR BIPOC STUDENTS TO FEEL ACCEPTED AND FEELING THE PART OF THE GROUP?

>> TEACHERS IN THE CLASSROOMS NEED TO START BE MORE UNCOMFORTABLE, DISTURBING COMFORTABLE WITH BEING UNCOMFORTABLE. BECAUSE THESE CONVERSATIONS NEED TO START HAPPENING. JUST BECAUSE A TEACHER IS UNCOMFORTABLE DOESN'T MEAN THEY CAN DISMISS THE SITUATION OR DISMISS A LIVED EXPERIENCE. HAVING CONVERSATIONS WITH STUDENTS I FEEL LIKE A SUCH A GREAT WAY AND SPARKING CONVERSATION ESPECIALLY IN CLASSROOMS.

>> THE MORE WE DIVERSIFY OUR SCHOOL SYSTEM, THE MORE COMFORTABLE STUDENTS WILL BE ABLE TO INTERACT WITH THEIR TEACHERS AND HAVE A BETTER STUDENT TEACHER RELATIONSHIP.

>> MY MIDDLE SCHOOL TEACHER HE MADE US FEEL SO COMFORTABLE HE WAS WHITE. WE COULD TALK ABOUT ANYTHING WITH HIM.

>> IN MY AP CLASS THE MAJORITY STUDENTS OF COLOR, WE HAD LIKE THREE CAUCASIAN STUDENTS AND WE HAD VERY UNCOMFORTABLE DISCUSSIONS AND YOU COULD DEFINITELY FEEL THE DISCOMFORT FROM THE WHITE STUDENTS BUT THEY STILL UNDERSTOOD AND SHOWED EMPATHY TOWARDS US. IT WAS SUCH A GREAT CONVERSATION TO HAVE WITH THEM. IF A TEACHER FEELS SCARED TO SPEAK OUT I WOULD SAY JUST DO IT.

IF YOU LIKE IT OPENS UP SO MANY DOORS FOR CONVERSATIONS.

>> THIS IS THE TRUTH AND I THINK PEOPLE NEED TO KNOW THE TRUTH SO THE NOT FED FALSE INFORMATION.

>> SHE IS NO LONGER AT LAKE WASHINGTON HIGH SCHOOL BUT WHEN SHE WAS THERE, SHE WAS THERE. SHE WOULD INVITE BLACK STUDENTS TO COME TO YOUR OFFICE AND TALK TO HER.

SHE WOULD OPEN THE DOOR SO THEY FELT COMFORTABLE.

AND WELL RECEIVED. AND I A LOT OF US DO NOT GET THAT FROM OTHER PEOPLE, NOT TO SAY THAT IT WAS NECESSARILY THEIR JOB TO CONSTANTLY BE CHECKING IN ON US BUT IT FELT NICE TO HAVE SOMEONE DO THAT FOR ONCE INSTEAD OF HAVING TO SEEK OUT THE HELP YOURSELF OR EVEN JUST NOT GET HELP AT ALL.

>> MS. CRYSTAL, I GIVE MY CREDIT TO HER AS I FIND MY VOICE BECAUSE I FELT LIKE I DID NOT HAVE ONE BEFORE THAT.

FROM AN ASIAN TEACHER TO AN ASIAN STUDENT I WAS LIKE WOW SHE HAS A VOICE. THAT COULD BE ME.

[01:05:02]

>> NEVER MADE EXCUSES FOR THE ACTIONS OF OTHER PEOPLE.

HE WOULD LISTEN. AND THAT MEANT A LOT TO ME.

SORRY, MR. (NAME?) AS WELL. ALWAYS THERE FOR ME.

MAKE SURE THAT ME MY BROTHER THAT WENT TO SCHOOL AT LAKE WASHINGTON WERE OKAY AND THAT WE HAD EVERYTHING WE NEEDED AND I REALLY APPRECIATED THAT. BECAUSE A LOT OF THE TIME ALL YOU ASKED FOR IS TO BE ACCEPTED AND RECOGNIZED AND I FEEL THAT IS REALLY WHAT I GOT.

>> PERSONALLY, I THINK YOU BE EDUCATED A CERTAIN LEVEL TO RESPECT OTHER PEOPLE'S CULTURE AND RACE AT A YOUNG AGE.

>> START AS YOUNG AS POSSIBLE. IT'S IMPORTANT TO TEACH STUDENTS THAT IF THIS IS HAPPENING TO YOU, THIS IS WHAT IT'S CALLED. THIS IS NOT OKAY, YOU SHOULD NOT BE OKAY WITH IT. I WANTED TO HAVE THAT TAUGHT TO ME IN ELEMENTARY SCHOOL SO I COULD HAVE CALLED IT OUT EARLIER. DIVERSIFYING THE CURRICULUM STARTING IN ELEMENTARY SCHOOL.

>> THERE HAS NOT BEEN A LOT DONE FOR ASIAN AMERICAN STUDENTS EVEN THOUGH THE MAKE UP A LARGE POPULATION OF OUR SCHOOLS. HOW OFTEN DO WE SEE THE MENTIONED IN THE HISTORY CLASS OR ANYTHING ELSE? IT'S NOT JUST ON HISTORY TEACHERS TO ACKNOWLEDGE THE HISTORY BEHIND EVERYTHING. IN SCIENCE, WHY CAN'T YOU MENTION SCIENTISTS OF COLOR? THERE SOME ANYMORE THINGS THAT CAN BE DONE.

>> WHY ARE STUDENTS IN OUR SCHOOLS STILL READING CRY OF THE BELOVED COUNTRY. IT'S WRITTEN BY A WHITE PERSON.

IT DOES NOT COUNT AS A DIVERSITY CREDIT.

IT IS NOT. IN MY CLASS WE READ THINGS FALL APART. MATT RESPECT.

WRITTEN BY A BLACK MAN.

>> YOU SHOULD BE ABLE TO SEE YOUR HOMEROOM TEACHER ONCE A WEEK AND IT SHOULD BE LOTS OF THE STUDY HALL AND MORE OF A SPACE WHERE YOU DO DIFFERENT ACTIVITIES AND OTHER THINGS THAT ARE VARIED THAT MAKE PEOPLE FEEL REALLY, REALLY COMES WILL AROUND EACH OTHER.

>> IT FEELS GOOD WHEN BLACK PEOPLE AND NATIVE AMERICAN PEOPLE AND LATINX PEOPLE ARE ACKNOWLEDGED.

ACKNOWLEDGMENT CANNOT JUST BE HERE IS A DAY THAT REPRESENTS YOU AND THAT IS IT. IT NEEDS TO BE CONTINUOUS STEPS TO TAKE. WHAT ARE THINGS WE CAN DO IN OUR COMMUNITY TO ADDRESS THESE ISSUES? HOW ARE STUDENTS FEELING? I'M SPEAKING BROADLY BUT HEALTHCARE, THE CRIMINAL JUSTICE SYSTEM, HOW ARE AFRICAN-AMERICAN AND LATINX INDIVIDUALISTS BE JUST PARTIALLY AFFECTED. IN TERMS OF EDUCATION, HOW MUCH EASIER IS IT FOR A WHITE PERSON TO GRADUATE FROM A FOUR-YEAR DEGREE THAT A BLACK PERSON TO GRADUATE? OBTAINING WEALTH, HOW EASY IS IT FOR BLACK PEOPLE TO GET ALONE, TO BUY A HOUSE, WHAT IS REDLINING, HOW CAN WE CHANGE OUR VALUE SYSTEM TO MAKE SURE THAT WE ARE TRULY EQUAL IN THIS COUNTRY? THESE ARE QUESTIONS WE SHOULD BE ASKING BUT OFTEN NO GIVE US A DAY OR MONTH AND JOSC) OH YES WE WILL ACKNOWLEDGE IT BUT WILL JUST HER TO KEEP YOU QUIET.

JUST TO SAY OH YEAH WERE DOING SOMETHING BUT THERE'S REALLY NO CHANGE BEING DONE.

>> THERE WAS A BIG RISE IN SOCIAL JUSTICE BEING SEEN AS COOL.

>> HIGH SCHOOLS AND MIDDLE SCHOOLERS TO DO THIS TRENDY THING THOUGH MAKE A POST ABOUT THE UNJUST SOCIAL PROBLEMS AND THEY JUST POST ABOUT IT AND THEN AS SOON AS IT DIES DOWN THE STOP TALKING ABOUT IT.

>> WHITE STUDENTS COMING THROUGH POSTING A BLACK SQUARE OR ATTENDING ONE MARCH. THAT DOES NOT FLY WITH ME.

I AM NOT IMPRESSED BECAUSE ALL THOSE YEARS OF THOSE BLACK STUDENTS HAVE BEEN WORKING, THEY WERE NOT THERE.

>> FOR STUDENTS WHO ARE UNCOMFORTABLE, I THINK JUST SAY WHAT YOU FEEL AND YOUR EXPERIENCES IS A GREAT WAY TO LEARN AND ALSO LEARN ABOUT OTHER PEOPLE'S EXPERIENCES.

>> IN THE SAME WAY THAT THEY HAVE MADE A LIST OF STUDENTS RIGHTS AND RESPONSE BELIEFS, MAKE THAT FOR THE TEACHERS, MAKE THAT FOR THAT ADMINISTRATION.

WE HAVE A CLEAR LIST OF IDEAS AND POSSIBLE OUTCOMES THAT'S GOING TO HAPPEN WHEN SOMETHING THAT DOES SOMETHING THAT'S NOT OKAY. IF THE STUDENTS HAVE THAT THEN TEACHERS SHOULD HAVE THAT TO YOU VERY RARELY SAW BLACK STUDENTS IN ASSEMBLIES OR AT TEACHER EVENTS OR ANYTHING LIKE THAT. YOU VERY RARELY SAW THEM AT BEING GIVEN THE MEGAPHONE AND A CHANCE TO SPEAK.

THAT'S ACTUALLY DISAPPOINTING. THE SCHOOL DISTRICT NEEDS TO HIGHLIGHT THESE PEOPLE. THERE ARE SO MANY IN OUR SCHOOL DISTRICT WHO ARE DARKER SKINNED AND WHO ARE OFTEN PUT AT THE BACK OR THE BACK OF PEOPLE'S MINDS.

AND THAT IS NOT OKAY. WE NEED TO GIVE THESE PEOPLE OPPORTUNITY TO TALK.

>> MOCK TRIALS, MOCK TRIALS, I HAVE SEEN THE COSTUMES THAT PEOPLE DRESSED UP IN. MY ENTIRE HIGH SCHOOL CAREER DRESSED UP AS A CLEOPATRA AND A CHINESE PEOPLE.

CHINESE PEOPLE. DELIBERATELY, RACIST.

WENT TO THE NEAREST COSTUME STORE OR ORDER ONLINE, PUT FACE PAINT AND EVERYTHING TO IMITATE FACIAL HAIR.

THAT IS STEREOTYPICALLY AND IT RECENTLY ASSOCIATED WITH

[01:10:01]

>> I MENTIONED AT A STAFF MEETING ABOUT DIVERSITY AND THEN AFTER THE FACT I HEARD THAT CERTAIN TEACHERS WERE NOT HAPPY ABOUT ME MENTIONING IT AND THEY FELT LIKE I WAS ATTACKING THEM. WELL GUESS WHAT, THAT'S A WHITE SUPREMACIST NARRATIVE TO FEEL LIKE I AM CONSTANTLY ATTACKING YOU FOR ACKNOWLEDGING THE THINGS THAT GIVE DONE IT TO ME AND OTHER PEOPLE. THAT IS NOT AN ATTACK THAT IS ME GIVING YOU AN OPPORTUNITY TO TAKE ACCOUNTABILITY.

>> GREAT. THANK YOU TO ALL THE CURRENT AND FORMER STUDENTS WHO PARTICIPATED IN THAT VIDEO FOR BEING WILLING TO SHARE IT WITH OUR COMMUNITY AND OUR MEETING TONIGHT. WE APPRECIATE IT.

THE NEXT ITEM ON OUR AGENDA IS THE ON THE NONCONSENT AGENDA IS THE FIRST READING OF OPERATIONAL EXPECTATION POLICY 14 CURRENTLY ENTITLED ANTIRACISM, EQUITY AND INCLUSION. DOCTOR HOLMEN, WILL YOU PLEASE READ US THROUGH THIS?

>> LET ME LOGIN AND I WILL SHARE MY SCREEN.

TONIGHT I BROUGHT TO YOU INFORMATION FOR YOUR FIRST READING IN RELATIVELY SIGNIFICANT DEPTH REGARDING THIS AS IT IS THE PROCESS OF FORMALLY ADOPTING A POLICY WHICH AS THE BOARD KNOWS THIS IS NOT SOMETHING THAT OCCURS EVERY DAY. AND SO, WANT TO SPEND SOME TIME THINKING ABOUT THE PROCESS USED TO ADOPT A POLICY BUT ALSO THE BOARD ASKED ME TO SPEND A LITTLE BIT OF TIME IN INTERPRETATION AND THINK ABOUT SOME OF THE INDICATORS SO I STARTED TO DO THAT WITH SOME OF THE POLICY STATEMENTS.

JUST TO BE ABLE TO PROVIDE INFORMATION TO RELATE THE BOARD BUT ALSO TO THE COMMUNITY AS WE THINK ABOUT WHAT IS THE MONITORING THAT WOULD OCCUR FOR THIS POLICY TO MAKE AND THAT MONITORING IS REALLY WHAT STARTS TO FLUSH OUT THE OVERALL POLICY. SO TONIGHT, I WANT TO TALK AGAIN JUST A QUICK BRIEF OVERVIEW OF GOVERNANCE AND THE POLICY PROCESS JUST DO A GENERAL REVIEW OF OE-14.

TALK ABOUT MY NEXT STEPS IN THE DEVELPMENTS AND FINALIZATION OF THE INTERPRETATION AND INDICATORS.

I WANT TO PUT SOME CONTEXT AROUND THE PROCESS THAT I AM ACTUALLY GOING TO USE TO BRING THE BOARD INFORMATION TO TAKE ACTION ON AFTER YOU ULTIMATELY ADOPT YOUR POLICY AND THEN WANT TO REVIEW THE EXAMPLE INTERPRETATION AND INDICATORS THAT I'VE STARTED TO THINK ABOUT KNOWING THAT THESE ARE NOT EVEN AT THE DRAFT POINT THAT'S WHITE USING THE WORD EXAMPLES. BUT I WANT TO START WITH TALKING A LITTLE BIT ABOUT WHAT WE ARE ABOUT.

OUR MISSION, THAT EACH STUDENT WILL GRADUATE PREPARED TO LEAD A REWARDING AND RESPONSIBLE LIFE AS A CONTRIBUTING MEMBER OF THE SOCIETY. AS I'M SITTING HERE TONIGHT HEARING DIFFERENT COMMENTS FROM OUR COMMUNITY, HEARING THE VOICES OF SOME OF OUR STUDENTS. I WAS COMPELLED TO THINK ABOUT WHO IS THIS MISSION AVAILABLE TO WHO IS THIS MISSION ABOUT? IT'S ABOUT EACH AND EVERY STUDENT THAT ATTENDS THE LAKE WASHINGTON SCHOOL DISTRICT. OUR MISSION IS FOR EVERY STUDENT AND HOW WE REACH THIS MISSION FOR EVERY STUDENT IS A DIFFERENT PATHWAY FOR EVERY STUDENT AND THAT IS WHY WHEN WE THINK ABOUT ENSURING THAT WE HAVE EQUITABLE SYSTEMS, EQUITABLE INSTRUCTION, THAT OUR STUDENTS HAVE THE OPPORTUNITY TO ACCESS RICH INSTRUCTION THAT THEY HAVE ADULTS IN THEIR LIFE THAT PROVIDE MEANING, CONNECTION.

[01:15:01]

FOR US, IT IS NOT ABOUT PREPARING AND REQUIRING STUDENTS TO GO TO COLLEGE. OUR JOB IS TO MAKE SURE STUDENTS ACTUALLY HAVE THE REQUISITE SKILLS AND EXPERIENCES SO THAT IF THEY MAKE THE CHOICE TO GO TO A TWO-YEAR, FOUR-YEAR, TRADE SCHOOL, MILITARY THAT THAT DOOR IS OPEN TO THEM. OUR VISION OF PREPARING STUDENTS FOR COLLEGE, IT IS EVERY STUDENT.

EACH AND EVERY STUDENT BUT THE PATHWAY THAT EACH STUDENT TAKES IS FUNDAMENTALLY DIFFERENT BUT WE ARE HERE ABOUT EVERY STUDENT. THE EQUITY POLICY THAT WE ARE TALKING ABOUT TONIGHT IS THINKING ABOUT HOW DO WE MAKE SURE THAT THE VOICES OF OUR STUDENTS, THE VOICES OF OUR FAMILIES, THE SYSTEMS THAT WE ARE APPLYING TO OUR EDUCATIONAL SYSTEM ARE ACCESSIBLE TO EVERY STUDENT AND FAMILY AND OUR SCHOOL DISTRICTS. OVER THE LAST FOUR YEARS WE HAVE USED THIS STATEMENT TO GROUND WHEN WE THINK ABOUT OUR COMMITMENT TO EQUITY AS AN ORGANIZATION IS TO ENSURE ACADEMIC SUCCESS FOR ALL STUDENTS BY ENCLOSING OPPORTUNITY GAPS FOR STUDENTS AND PROVIDING EQUITABLE INCLUSIVE WORKING AND LEARNING ENVIRONMENTS FOR ALL STUDENTS, FAMILY, STAFF AND COMMUNITIES. I SPENT A LOT OF TIME LOOKING AT OUR STUDENT DATA. IT WOULD BE NAC/VE OF ME TO SAY THAT THERE ARE NOT SIGNIFICANT GAPS FOR A NUMBER OF ART STUDENT GROUPS THAT ARE PERSISTENT ACROSS ACADEMIC SUCCESS, AROUND OPPORTUNITY AND ACCESS TO OUR PROGRAMS AND SERVICES. SO I AM COMPELLED BY THE AS THE SUPERINTENDENT TO SAY THAT'S NOT OKAY.

AND THAT'S WHITE WHEN I THINK ABOUT OUR WORK OF CLOSING OPPORTUNITY AND ACHIEVEMENT STUDENT GAPS FOR STUDENTS THAT'S WHAT THIS WORK IS ABOUT. ABOUT EACH AND EVERY STUDENT GRADUATING, PREPARED FOR THEIR FUTURE.

AS I AM HEARING TONIGHT, I FEEL COMPELLED THAT THE WORK THAT WE DO IS ABOUT EACH AND EVERY STUDENT, IT'S ABOUT MAKING OUR COMMUNITY A BETTER PLACE, IT'S ABOUT CONNECTING WITH THEIR FAMILIES BECAUSE EVERY STUDENT DESERVES EXCELLENCE, EVERY STUDENT DESERVES TO THRIVE. SO WHEN I THINK ABOUT THIS WOR , THAT IS WHAT IT IS ABOUT FOR ME.

I AM GOING TO GO FROM THAT TO TALKING ABOUT COHERENT GOVERNANCE AND BOY THAT IS QUITE A SHIFT.

AND SO, WHEN I THINK ABOUT THE GOVERNANCE OF THE SCHOOL BOARD, THERE ARE SOME BOARDS THAT THEY ACTUALLY MANAGE THE OPERATIONS OF THE SCHOOL DISTRICT. THE BOARD IN LAKE WASHINGTON HAS DECIDED TO USE A DIFFERENT MODEL OF GOVERNANCE AND SO IT SUPPORT UNDERSTAND THE DISTINCTION.

SO WHAT IS COHERENT GOVERNANCE? COHERENT GOVERNANCE IS A CLEAR SET OF POLICIES THAT THE BOARD ADOPTS TO ENSURE THAT THE OVERSIGHT, VISION AND EXPECTATIONS OF THE BOARD IS CLEAR. THERE IS A FIVE DIFFERENT SETS OF POLICY THAT THE BOARD ADOPT , MANAGES AND MAINTAINS TO ENSURE THAT YOUR ROLE IS CLEAR, MY ROLE IS CLEAR AND YOUR EXPECTATIONS ARE CLEAR. THAT FIRST IS GOVERNANCE CULTURE POLICIES WHICH ARE THE MANNER WITH WHICH THE BOARD GOVERNANCE. THE OPERATIONAL GOVERNANCE POLICIES WHICH REALLY IS THE OPERATIONAL WORK OF HOW THE BOARD INTERACTS WITH ONE ANOTHER.

THE BOARD SUPERINTENDENT RELATIONSHIP, HOW OUR RELATIONSHIP WORKS WITH THE BOARD AND MEET AS A SUPERINTENDENT. AND THEN OPERATIONAL EXPECTATIONS WHICH IS WHAT WERE TALKING ABOUT TONIGHT.

IT'S REALLY THE PARAMETERS THAT THE BOARD SETS, THE VALUE THAT THE BOARD SETS THAT IDENTIFIES HOW YOU WANT ME TO OPERATE WITHIN THE SCHOOL DISTRICT. AND THEN THE RESULTS POLICIES.

IT'S THE ULTIMATE SET OF POLICIES FOR THE BOARD, THE EXPECTATIONS FOR STUDENT OUTCOMES THAT THE BOARD HAS IDENTIFIED. THE BOARD ALSO HIRES A SUPERINTENDENT TO WHOM OPERATIONAL DECISIONS ARE DELEGATED. AND THEN WE THINK ABOUT THE CYCLE OF ADOPTING A POLICY, WE DON'T GO THROUGH THIS CYCLE VERY OFTEN BECAUSE THE BOARD IS NOT ADAPTING BRAND-NEW POLICY VERY OFTEN BUT THE BOARD DOES REFINE POLICY FROM TIME TO TIME SO THE CYCLE IS ACTUALLY SIMILAR.

SO FIRST IS THAT POLICY REVIEW AND OR ADOPTION, WE ARE GOING TO THAT PROCESS RIGHT NOW. AND THEN THE BOARD SAYS TO ME,

[01:20:01]

THAT IS A BACK-AND-FORTH PROCESS TO ENSURE THAT MY INTERPRETATION AND THE INDICATORS THAT ARE IDENTIFIED ARE IN ALIGNMENT WITH WHAT THE BOARD EXPECTS.

I GO THROUGH THAT PROCESS OF IDENTIFYING INDICATORS, THE BOARD ADOPTS THAT IN THE ME GO THROUGH A FORMAL MONITORING PROCESS. TONIGHT, WE HAVE A COUPLE OF OPERATIONAL EXPECTATIONS THAT WE WILL BE MONITORING AND REVIEWING IT LATER IN THE BOARD MEETING.

BUT THAT PROCESS IS ABOUT ME SAYING HERE IS HOW I HAVE MET AND LIVED WITHIN THE PARAMETERS THAT THE BOARD HAS SET AND HERE IS THE DATA TO ACCOMPANY THAT. ONE OF THE OPERATIONAL EXPECTATIONS TONIGHT IS NOT IN FULL COMPLIANCE AND SO I INDICATE THAT, PROVIDE DATA AROUND THAT AND THEN THE BOARD SAID PLEASE COME BACK TO US WITH OPERATIONAL EXPECTATION 10 AND TELL US WHAT YOU GONNA DO ABOUT IT.

SO I BROUGHT THAT FOR YOU TONIGHT, AS WELL.

SO THE MONITORING PROCESS REALLY IS THE BOARD EVALUATING THE SUPERINTENDENT'S WORK IN THE EXPECTATIONS THAT YOU SET FOR ME. YOU PROVIDE THAT FEEDBACK TO ME BOTH VERBALLY AND IN WRITING BECAUSE IT'S ABOUT INCREASING THE EFFECTIVENESS OF OUR ORGANIZATION TO REACH THE RESULTS OF THAT THE BOARD HAS DIRECTED.

TONIGHT, IS THE FIRST READING OF THE CURRENT DRAFT POLICY OE-14, ANTIRACISM, EQUITY AND INCLUSION IN EDUCATION.

THERE ARE A FEW DISTINCT PORTIONS.

THIS IS ON BOARD DOCS UNDER THIS AGENDA ITEM RIGHT NOW SO ANYONE IN THE COMMUNITY THAT IS INTERESTED IN IT CAN DOWNLOAD A DRAFT OF THAT AND REVIEW IT. IT IS ALSO HERE.

SO THE FIRST SECTION OF OE-14 REALLY SPEAKS TO THE BOARD'S VALUES. TO GET TO THE POINT WITH WHERE WE HAVE THIS WRITTEN STATEMENT, THINK ABOUT THE JOURNEY THAT THE BOARD HAS BEEN ON, WORK TOGETHER AROUND IDENTIFYING YOUR COMMON VALUES, WORK WITH THE COMMUNITY TO HEAR FROM THE COMMUNITY BOTH INITIALLY, AROUND THEIR EXPERIENCES SUBSEQUENTLY AROUND THE DRAFT POLICY.

THAT THEN IT CHANGES WERE MADE. THE BOARD HAS ALSO BEEN ENGAGED IN PROFESSIONAL READING AND PROFESSIONAL DEVELOPMENT OVER THE LAST YEAR. SO THIS STATEMENT REALLY IDENTIFIES THE BOARD'S VALUES. FURTHERMORE, THE BOARD GOES ON TO TALK ABOUT THE BACKGROUND THAT THIS POLICY IS BASED IN.

IN TALKING ABOUT THE EDUCATIONAL SYSTEMS, SOME OF THAT RELATES TO THAT DATA. I WAS TALKING ABOUT EARLIER, THE PERSISTENT GAPS THAT WE CONTINUE TO SEE IN OUR DATA WHERE NOT ALL STUDENTS ARE HAVING THE SAME LEVEL OF SUCCESS AS THEIR PEERS YET THEY ARE ABSOLUTELY SHOULD HAVE ACCESS TO THE SAME LEVEL OF OPPORTUNITY AND EXPERIENCES AS THEIR PEERS. THE POLICY BACKGROUND SPEAKS TO THE BOARD'S VIEW OF THE BACKGROUND OF THE SITUATION.

AND THEN YOU DIRECT THE SUPERINTENDENT TO ESTABLISH AND MAINTAIN AN INCLUSIVE CULTURE FOR STUDENTS, STAFF AND FAMILIES THAT IDENTIFIES AND ILLUMINATES DISCRIMINATORY BELIEFS, PRACTICES AND PREJUDICES AND RESULTS IN EQUABLE OPPORTUNITIES AND OUTCOMES FOR STUDENTS.

FURTHERMORE, THE BOARD GOES ON TO IDENTIFY 11 DISCRETE POLICY STATEMENTS TALKING ABOUT THE ENVIRONMENT THAT THE BOARD EXPECTS TALKING ABOUT THE EXCESS TO OPPORTUNITIES AND EXPERIENCES WITHIN THE SCHOOL DISTRICT, THE EXPECTATION AROUND RIGOROUS LEARNING AND INSTRUCTION FOR STUDENTS.

THAT OUR CURRICULUM IS BOTH CULTURALLY RESPONSIVE AND INCLUSIVE, PROVIDING FOR THE SOCIAL EMOTIONAL WELL-BEING FOR OUR STUDENTS. WE HAVE A HIGHLY QUALIFIED AND DIVERSE WORKFORCE. THAT WE ALSO ENSURE THAT STAFF RECEIVE ONGOING, PROFESSIONAL DEVELOPMENT AND LEARNING IN ISSUES OF EQUITY, RACE, DIVERSITY, INCLUSION AND CULTURAL RESPONSIVENESS. EXCUSE ME, AND ANTIRACISM.

IT IS ALSO ABOUT INCLUDING THE DIVERSE PERSPECTIVES OF OUR COMMUNITIES. YOU HAVE INDICATED THAT TO PROVIDE CULTURALLY RESPONSIBLE AND SAFE METHODS TO ADDRESS CONCERNS THAT FAMILIES SHOULD BE ABLE TO BRING A CONCERN FORWARD WITHOUT THE FEAR OF RETRIBUTION FOR VOICING THEIR CONCERN. THAT CONCERN SHOULD BE ADDRESSED IN AN APPROPRIATE MANNER SO HAVING A SYSTEM THAT ALLOWS FOR THAT THAT IS CLEAR AND CAN INDICATED TO FAMILIES, IS A VALUE THAT THE BOARD HAS IDENTIFIED.

THE BOARD ALSO INDICATES THAT ENSURING AN ONGOING COLLECTION

[01:25:01]

SO THAT THE OVERVIEW OF THE POLICY THAT THE BOARD HAS DRAFTED, RECEIVED FEEDBACK ON, REDRAFTED.

MY LAST VERSION OF OE-14 MAYBE WAS AT VERSION 6, SEVEN OR EIGHT BECAUSE WE'VE DONE A TREMENDOUS AROUND OF WORK ON THIS POLICY TO GET TO THIS POINT.

SO ERIC, DOES THE BOARD WANT TO HAVE CONVERSATION NOW ABOUT THE POLICY OR WOULD BE HELPFUL IF I WENT THROUGH MY ENTIRE REVIEW PROVIDING SOME EXAMPLES AROUND INDICATORS AND DEFINITIONS?

>> I THINK IT WOULD BE HELPLESS TO CONCLUDE THE PRESENTATION FIRST.

>> I WANT TO TALK ABOUT SOME OF THE NEXT STEPS I THINK ABOUT FINALIZING MY NEXT STEP IN MY NEXT STEP REALLY IS, AS OF THE BOARD ADOPTS OE-14 POTENTIALLY AT THE AUGUST 23 MEETING THAT IS WHEN IT WILL BE ON THE BOARD'S AGENDA FOR ACTION, FOR ME IT SEEMS APPROPRIATE TO HAVE AN ENGAGEMENT PROCESS WITH A DIVERSE GROUP OF INDIVIDUALS TO HELP PROVIDE CONTEXT AND FEEDBACK FOR THE DEFINITIONS AND INDICATORS, AS WELL.

SO I'M NOT JUST SITTING IN ISOLATION COMING UP WITH WHAT I THINK GIVEN MY CONTEXT, MY EXPERIENCES, MY LIVED EXPERIENCES AS THE DEFINITIONS AND INDICATORS FOR THIS POLICY.

SO THAT IS WHY YOU SEE THAT LAST BULLET POINT THERE THAT REALLY, THAT MEANS I WILL BE BRINGING BACK THE FINAL SET OF INTERPRETATIONS AND INDICATORS IN THE SEPTEMBER ÃOCTOBER TIMEFRAME. WE HAVE TALKED ABOUT DOING THAT A LITTLE BIT EARLIER BUT WHEN I THINK ABOUT DOING THIS WELL WITH THE VOICES OF OUR COMMUNITY EMBEDDED IN THIS, TO ME THAT IS THE APPROPRIATE APPROACH TO GETTING THIS WORK DONE. SO, THINKING ABOUT SOME OF THE EXAMPLE INTERPRETATION AND INDICATORS, JUST TO BE TRANSPARENT THERE SOME SLIDES THAT HAVE MORE INFORMATION THAT WE PROBABLY HAVE TIME TO GO OVER TONIGHT.

I WILL POST THIS IN BOARD DOCS BOTH FOR THE COMMUNITY TO SEE BUT ALSO FOR THE BOARD TO HAVE AS WELL.

SHOULD YOU HAVE QUESTIONS ABOUT ANY OF THEM, HAPPY TO ANSWER TONIGHT BUT IT ALSO, I'M USING THE WORD EXAMPLE VERY PURPOSEFULLY BECAUSE I DON'T WANT TO GIVE THE INDICATION THAT THESE ARE DRAFTS OR THAT THEY HAVE HAD A STAKEHOLDER PROCESS TO COME TO THEM. I HAVE SPOKEN WITH DIRECTORS, OUR ASSISTANT AND ASSOCIATE SUPERINTENDENTS AROUND SOME OF THESE BUT THAT IS JUST THAT VERY INITIAL THINKING AROUND SOME OF THESE AND RESPONSE TO SOME OF THEM.

AND SO, I CAN SEE, YOU CAN SEE THAT I AM TRYING TO BE VERY PURPOSEFUL ABOUT WHAT THESE ARE AND WHAT THESE ARE NOT.

THEY ARE NOT THE FINAL INTERPRETATION AND EDUCATOR, THEY ARE ACTUALLY NOT EVEN A DRAFT.

THE LANGUAGE IS OFFERED AS A CONSIDERATION IT'S NOT LANGUAGE THAT'S BEEN THOROUGHLY VETTED. THE VETTING PROCESS IS ENGAGING AND HAVING PEOPLE WORK WITH ME ON OF THESE BUT THE LANGUAGE IS OFFERED TO PROVIDE SOME CONTEXT FOR THE TYPE OF INDICATORS OR DATA THAT THE BOARD COULD EXPECT THROUGH THIS PROCESS.

ONE OF THE THINGS I DID AS I MET WITH THE INTERNAL TEAM HEARING THEM TALK ABOUT AND THINK ABOUT THE POLICY STATEMENTS THAT THE BOARD WHICH ARE IN FRONT OF THE BOARD THIS EVENING AND HEARING THEM JUST THINK ABOUT AND TALK ABOUT THE DIFFERENT INDICATORS THAT COULD POTENTIALLY BE PART OF THE MONITORING PROCESS, I THEN WENT TO A GRID.

THERE WAS SIX DIFFERENT TYPES OF DATA THAT WE REALLY WERE TALKING ABOUT. PERCEPTION OF STUDENTS, PERCEPTION OF PARENTS AND FAMILIES AND PERCEPTIONS OF STAFF. WHEN WE THINK ABOUT, LET'S TAKE 14.1, IT'S REALLY ABOUT SAFETY, INCLUSIVENESS AND ANTIRACIST

[01:30:01]

YOU SEE THAT SOME OF THE POLICY STATEMENTS REALLY LEAD TO AN INDICATOR THAT POINTS TO ADMINISTRATIVE POLICIES.

SO HOW IS THE OPERATIONAL WORK OF THE SCHOOL DISTRICT ACTUALLY ALIGNED WITH THE BOARD'S POLICY IN FULFILLMENT OF THAT.

SOME OF THE POLICY STATEMENTS DO HAVE A DEFINITE OUTCOME THAT CAN BE REPORTED TO PROVIDE ONGOING DATA AND MEASUREMENT OF PROGRESS. SO AGAIN, AN INITIAL THINKING AROUND THE DIFFERENT POLICY STATEMENTS AND THE TYPES OF DATA THAT THE BOARD COULD EXPECT.

NOW GETTING INTO THE DETAIL THAT I WILL NOT GO THROUGH ABSOLUTELY EVERY EDUCATOR HERE AND TO BE HONEST WITH YOU, I AM MORE CONCERNED ABOUT THE EXAMPLE INTERPRETATION THAT I AM THE INDICATORS BECAUSE IT IS THROUGH THE INTERPRETATION OF THE BOARD'S POLICY THAT THE INDICATORS BECOME FINALIZED AND CONVICTED CONNECTED AND SO THE EXAMPLE INTERPRETATION THE BOARD HAS SOUGHT THIS A COUPLE OF MEETINGS AGO FOR 14.1.

I DID A LITTLE BIT OF WORK AROUND THE INTERPRETATION OF SOME OF THE OTHER POLICIES BUT I BELIEVE EACH OF THE POLICIES HAVE INDICATOR LANGUAGE EMBEDDED IN THEM.

YOU CAN SEE HERE EXAMPLE INDICATORS OF 14.1 THAT THIS POLICY STATEMENT ENSURES STUDENTS HAVE AN ANTIRACIST, INCLUSIVE, EQUITY, WELCOME AND SAFE CLASSROOM ENVIRONMENT SO IT'S PERCENT OF STUDENTS BOTH THE ALL STUDENT CATEGORY AND DESEGREGATED BY OTHER FACTORS THAT INDICATE THAT THEY BELIEVE THEIR SCHOOL IS A PLACE THAT REFLECTS AN INCLUSIVE, EQUITABLY, WELCOMING AND SAFE ENVIRONMENT.

SO YOU CAN SEE THERE ARE DIFFERENT INDICATORS AROUND STUDENTS, STAFF AND FAMILIES. REPORTING ABOUT THEIR EXPERIENCE AND THEIR PERCEPTION.

YOU CAN ALSO SEE BOTH OUR TEACHERS AND OUR BUILDING LEADERS HAVE A FRAMEWORK FOR THEIR PROFESSIONAL GROWTH AND EVALUATION. WITHIN THAT, THERE IS A LANGUAGE THAT THEY ARE EVALUATED ON THAT REALLY DOES THE BOARD'S POLICY STATEMENT SO YOU CAN SEE THOSE ARE DATA WE HAVE ACCESS TO AND WE CAN SEE HOW ARE THOSE LEADERS THAT ARE RATING BOTH OUR BUILDING LEADERS AND TEACHERS TALKING ABOUT HOW OUR STAFF ARE IMPLEMENT THESE IN THEIR CLASSROOMS OR SCHOOLS. WHEN WE THINK ABOUT 14.2, IT'S THE ENVIRONMENT BUT FOCUSED ON OUR STAFF AND SO YOU CAN SEE HERE AGAIN SOME OF PERCEPTION DATA REPORTS OF STAFF AND THEN ALSO, DO WE ACTUALLY HAVE A POLICY THAT ADDRESSES ISSUES OF DISCRIMINATION? 14.3, AGAIN ON THE INTERPRETATION SIDE YOU CAN SEE IN TERMS OF WE WILL BE WORKING TO INTERPRET AND SUPERINTENDENT INTERPRETATION A STATEMENT ON THE INDICATORS SIDE AGAIN SOME STUDENT REPORTING INFORMATION TO US. WHAT IS INTERESTING ABOUT OUR CURRENT CLUBS AND ACTIVITIES, NOT ALL CLUBS ARE ALIKE, SOME CLUBS MEET VERY REGULARLY AND HAS SOME CLUBS DON'T MEET AS REGULARLY. WE DO NOT HAVE THE CLEAREST OF DATA AROUND STUDENT PARTICIPATION IN THOSE BECAUSE FROM TIME TO TIME STUDENTS FLOAT IN AND OUT OF THOSE CLUBS. BUT UNDERSTANDING OUR STUDENT ACCESS TO THOSE, THEN IT LEADS TO REALLY OUR STUDENTS BEING ABLE TO INDICATE DO THEY HAVE A PLACE WHERE THEY FEEL CONNECTED IN THEIR SCHOOLS? BECAUSE WE KNOW THAT CLUBS, ACTIVITIES, SPORTS THESE ARE ALL WAYS THAT STUDENTS FEEL CONNECTED TO THEIR SCHOOLS. IT'S IMPORTANT TO UNDERSTAND THAT AS WE THINK ABOUT STUDENTS FEELING CONNECTED TO THEIR SCHOOLS. I WANT TO TALK, I WENT BACK TO 14.3, YOU SEE THAT LAST BULLET IN THE INDICATORS, ONE OF THE STATEMENTS IN THE POLICY IS THAT TO PROVIDE ALL STUDENTS WITH EQUITABLE ACCESS TO OPPORTUNITIES AND SO WE ACTUALLY NEED TO HAVE A SYSTEM AND A PROCESS TO BE ABLE TO DEMONSTRATE THAT AND TO ENACT THAT.

14.4, ENSURE APPROPRIATELY RIGOROUS EXPECTATIONS FOR STUDENTS AND APPROPRIATE SUPPORTS LEADING TO STUDENT SUCCESS. YOU CAN SEE YOUR SOME EXAMPLE INDICATORS GETTING INTO THE IMPLEMENTATION OF STANDARDS, A

[01:35:05]

PERCENT OF STUDENTS REPORTING THAT THEY HAVE ACCESS TO A RIGOROUS COURSEWORK BECAUSE WE MAY HAVE STUDENTS THAT COULD TAKE A RIGOROUS COURSE, THEY HAVE ACCESS TO IT BUT THEY HAVE CHOSEN NOT TO. SO GETTING SOME OF THAT PERCEPTION DATA FROM HER STUDENTS IS IMPORTANT.

ALSO, WHEN YOU THINK ABOUT THE POLICY STATEMENT AND THEN IT LEADS TO ALSO, DO STUDENTS REPORT THAT THEY ACTUALLY HAVE AN ADULT SUPPORTING THEM IN THEIR AREAS OF NEED? AND SO, AGAIN IS THE PERCEPTION OF STUDENTS IS DO THEY HAVE AN ADULT THEY FEEL CONNECTED TO IN THE SCHOOL AGAIN, PERCENT OF STUDENTS REPORTED THAT THEY WANT RIGOROUS COURSEWORK IS THAT ENCOURAGEMENT BY ADULTS IN THE SYSTEM AND IT REALLY IS A SECONDARY QUESTION WHEN I THINK ABOUT A QUESTION OR PERCEPTION DATA POINT THERE WENT TO ASK ELEMENTS ARE STUDENTS IT REALLY IS THAT PERCENT OF STUDENTS REPORTING THAT ADULTS ENCOURAGE THEM TO DO THEIR BEST. THE VERY ELEMENTARY TYPE TERM BECAUSE THAT'S WHAT YOU WOULD ASK STUDENTS.

AND THEN, GOING INTO PERCEPTIONS OF A FAMILIES AROUND ACCESS TO COURSEWORK AND SUPPORT IN AREAS OF NEED.

FOR 14.5, PROVIDE CURRICULUM AND INSTRUCTION THAT IS CULTURALLY RESPONSIVE. SOME PERCEPTION DATA FOR STUDENTS, FAMILIES AND STAFF, WE ALSO THROUGH OUR CURRICULUM ADOPTION PROCESS HAVE A SCREENING TOOL THAT ALLOWS US TO ESSENTIALLY RATE THE CURRICULUMS THAT WERE WE ARE ADOPTING DIFFERENT ELEMENTS OF EFFECTIVENESS, CULTURALLY RESPONSIVENESS AND APPLYING THAT AND ACTUALLY DOCUMENT AND THAT OVER TIME TO MAKE SURE THAT WE ACTUALLY UNDERSTAND THAT IS ALIGNED WITH OUR VALUES.

AND THEN, WHEN WE THINK ABOUT IF WE WANT TO HAVE CULTURALLY RESPONSIVE AND INCLUSIVE INSTRUCTION, OUR STAFF NEED TRAINING IN DEBT AND I KNOW WE HAVE A SPECIFIC POLICY STATEMENT AROUND TRAINING BUT WHEN YOU THINK ABOUT CURRICULUM AND INSTRUCTION, THE SUCCESS OF OUR EDUCATORS AND THEIR ABILITY TO IMPLEMENT MAYBE NEW PRACTICES THAT IS A PART AND PARCEL WITH EFFECTIVE TRAINING. IN 14.6, IT'S IN SHORT HIGHLY QUALIFIED AND DIVERSE WORKFORC .

WHEN I THINK ABOUT SOME OF THE INDICATORS THAT COULD POSSIBLY BE JUST KNOWING THE DEMOGRAPHIC MAKEUP OF OUR STAFF COMPARED TO THE STUDENT DEMOGRAPHIC MAKEUP HELPS US TO UNDERSTAND WHAT THAT CONNECTION IS. LOOKING AT WHEN WE THINK ABOUT A HIGHLY QUALIFIED WORKFORCE, IT'S UNDERSTANDING THE PERCENT OF TEACHERS AND ADMINISTRATORS THAT ARE RATED HIGHER AT THE END OF THE YEAR SUMMARY EVALUATION.

WHEN YOU THINK ABOUT RETENTION, REPORTING OF THE PERCENT OF STAFF THAT ARE RETAINED THREE, FIVE, 10, 15 PLUS YEARS IN THE DISTRICT. WHY DID I COME UP WITH THOSE? IT SOUNDED REASONABLE AT THIS POINT IN TIME THAT DOCTOR ROSS WOULD GIVE ME A BETTER SET OF DATA AROUND THOSE.

AND THEN WHEN I THINK ABOUT THE RECRUITMENT, IT'S ABOUT REPORTING ABOUT THE PARTNERSHIPS THAT INCREASE OUR ABILITY TO RECRUIT DIVERSE AND HIGHLY QUALIFIED WORKFORCE.

SO THOSE WERE JUST SOME OF THE INDICATORS THAT I THOUGHT OF FOR 14.6. WHEN I THINK ABOUT 14.7, ENSURING STAFF RECEIVE ONGOING PROFESSIONAL DEVELOPMENT.

FIRST INDICATOR, THE PERCENT OF STAFF THAT ACTUALLY RECEIVED THE TRAINING I THINK IS AN IMPORTANT INDICATOR.

PERCENT OF STAFF REPORTED THAT THEY HAVE INCREASED THEIR ABILITY TO PROVIDE A MORE EQUITABLE EDUCATION FOR STUDENTS. GIVEN THE POLICY STATEMENT I BELIEVE REPORTING THE ACTUAL CONTENT OF THE STAFF TRAINING BECAUSE THE BOARD WAS A SPECIFIC AROUND THE CONTENT PIECES AND THEN THE PERCEPTIONS OF STUDENTS, FAMILY AND STAFF REPORTING INFORMATION ABOUT TYPES AND CHANGES IN CLASSROOM AND SCHOOL ENVIRONMENTS. DO MORE STUDENTS FEEL SAFE AND INCLUDED, WELCOMED AND VALUED IN THEIR CLASSROOMS? DO MORE FAMILIES REPORT THAT THEY BELIEVE THEIR CHILD IS MORE WELCOMED AND VALUED AND SAFE IN THEIR CLASSROOMS? AND DOES STAFF FEEL THAT SAME WAY? AND THAT LAST ONE IS THE STUDENTS REPORT OF THE LEVEL OF DISCUSSION ON SUBJECTS OF RACE, EQUITY AND INCLUSION.

FOR 14.8, THE INCORPORATION OF DIVERSE PERSPECTIVES.

[01:40:01]

THAT IS NOT HERE IN THE POLICY STATEMENT BUT YOU CAN SEE AS I THINK ABOUT THIS POLICY, IT LEADS ME TO BELIEVE THAT IT IS NOT JUST ABOUT ACCESS TO INFORMATION BUT INFORMATION THAT IS UNDERSTANDABLE, DIGESTIBLE AND ACCESSIBLE BY THAT FAMILY. WHEN WE THINK ABOUT OUR COMMUNITY PARTICIPATING IN OUR SCHOOLS, I THINK ABOUT THE DIVERSITY OF OUR VOLUNTEERS AND WHEN WE THINK ABOUT OPPORTUNITIES FOR OUR STUDENTS TO ENGAGE WITH DIVERSE INDIVIDUALS, HERE I PUT RACE AND ETHNICITY BUT THERE ARE SO MANY DIFFERENT WAYS THAT WE COULD THINK ABOUT DIVERSITY IN THE DIFFERENCES, THE UNIQUE DIFFERENCES THAT MAKE ALL OF US UNIQUE AND SPECIAL. OUR STUDENTS INTERACTING WITH THE VOLUNTEERS IS ANOTHER WAY THAT WE CAN PROVIDE OPPORTUNITIES TO ENGAGE WITH PEOPLE THAT ARE DIFFERENT THAN THEM. I WILL NOT GO BACK TO MY SOAPBOX AROUND HER VISION BUT I TRULY BELIEVE THAT STUDENTS ARE TO BE FUTURE READY, THEY ARE ACTUALLY ENGAGING AND KNOW HOW TO ENGAGE WITH PEOPLE THAT ARE DIFFERENT THAN THEM.

AND THAT IS NOT JUST I'M IN THE SAME SPACE BUT I CAN ACTUALLY DIALOGUE AND ENGAGE WITH PEOPLE THAT ARE DIFFERENT THAN ME.

AND I CAN APPRECIATE THOSE DIFFERENCES.

FURTHERMORE, PERCENT OF THE COMMUNITY PARTNERS REPORTING OUT THAT ARE ACHIEVED INTO THE PARTNERSHIP ARE ALIGNED WITH SHARED GOALS. PERCENT OF FAMILIES REPORTING THAT THEY ARE INVOLVED IN DECISIONS THAT THE DISTRICT AND THEIR SCHOOL ARE MAKING. PERCENT OF FAMILIES REPORTED THAT THEY HAVE INFLUENCE OVER THE DECISIONS RELATED TO THEIR CHILD'S EDUCATION. IN THE MAKEUP OF PARTICIPANTS AND DISTRICT COMMITTEES AND TASK FORCES.

WE INVITE OUR COMMITTEES AND FAMILIES TO PARTICIPATE ON COMMITTEES AND TASK FORCES OFTEN AND WE WANT THEM TO REPORT TO THE BOARD THE SAME INDIVIDUAL THAT KEEPS GETTING INVITED TO A TASK FORCE OR WE ACTUALLY ARE WE REPRESENTING OUR COMMUNITY WELL ON OUR CURRICULUM COMMITTEES AND OUR TESTS VERSUS TASKFORCES TO ADDRESS ISSUES HERE IN THE DISTRICT. ON 14.9, PROVIDING CULTURALLY RESPONSIVE AND SAFE METHODS TO ADDRESS CONCERNS.

AGAIN, INDICATORS OF A DEMONSTRATION OF A REPORTING PROCEDURE, PERCENT OF FAMILIES REPORTING THAT THEY ARE AWARE ABOUT THE REPORTING PROCEDURE. PERCENT OF INDIVIDUALS REPORTING THAT INDICATE THEIR CONCERN WAS HANDLED IN ACCORDANCE WITH THE STATED PROCEDURE.

AND I BROKE APART ITEM 3 AND FOUR THERE BECAUSE TO ME THERE'S A DIFFERENCE BETWEEN THEIR PROCEDURAL PROCEDURE THAT WAS FOLLOWED WHICH IS A CRITICAL IMPORTANT TO ADDRESS CONCERNS BUT ALSO PERCENT OF INDIVIDUALS MAKING A REPORT THAT INDICATE THEIR CONCERN WAS RESOLVED.

I THINK BOTH ARE IMPORTANT. IN THAT LAST ONE THERE AT THE PERCENT OF INDIVIDUALS MAKING A REPORT THAT INDICATE THEY WERE NOT RETALIATED AGAINST DUE TO RAISING A CONCERN AS A VIOLATION OF THE POLICY. 14.10, IS THE ANALYSIS OF DATA SO DEMONSTRATION OF THE DATA ANALYTICS AND OE-14 AND THE DEMONSTRATION OF DATA ANALYTICS TO UNDERSTAND ISSUES RELATED TO ANTIRACISM, EQUITY AND INCLUSION ACROSS THE SPECTRUM OF MONITORING REPORTS AND WORK IN THE DISTRICT OUR SCHOOL IMPROVEMENT PLANS THAT USED DATA AND SO I BELIEVE THE BOARD IS REALLY LOOKING AT A HOLISTIC APPROACH TO MAKING SURE THAT OUR SCHOOL DISTRICT IS USING DATA TO MAKE INFORMED DECISIONS TO MEET OUR MISSION AND VISION. FINALLY, 14.11 IS THINK ABOUT OUR FISCAL AND HUMAN RESOURCES. DEMONSTRATION OF A DOCUMENT AND A CLEAR BUDGET PROCESS, DEMONSTRATION OF CLEAR AND RELEVANT COMMUNICATIONS RELATED TO RESOURCES, BUDGET AND STAFFING. PERCENT OF FAMILIES REPORTED THEY UNDERSTAND HOW THE DISTRICT SPENDS THE RESOURCES.

PERCENT OF FAMILIES REPORTING THEY UNDERSTAND, LOOKS LIKE YOU HAD A DANGLING PARTICIPLE THERE, I DID NOT FINISH MY SENTENCE. THE LAST ONE DEMONSTRATING THE USE OF THE EQUITY AND ANALYSIS TOOL TO MAKE DECISIONS ABOUT ALLOCATED RESOURCES. ARE WE TRULY APPLYING WHAT WE KNOW ABOUT BEST PRACTICES AND ENSURING THAT ALL STUDENTS HAVE ACCESS TO A RIGOROUS OPPORTUNITIES, HIGH EXPECTATIONS THROUGH OUR ANALYSIS OF ALLOCATION OF FISCAL AND HUMAN RESOURCES. SO THAT IS MY PRESENTATION

[01:45:02]

HAPPY TO TAKE QUESTIONS OR THE BOARD CANNOT DIALOGUE AS YOU SEE FIT.

>> JUST FOR THE BOARD, WE ARE ADOPTING THIS ON WELL WE ARE SLATED TO ADOPT THIS ON THE 23RD.

SOME THINGS TO THINK ABOUT TONIGHT ARE COMMENTS ON THE POLICY ITSELF, ANY QUESTIONS FOR DOCTOR HOLMEN OR FEEDBACK.

COMMENTS ALONG PROCESS AND DO WE NEED ANOTHER STUDY SESSION BETWEEN NOW AND THE 23RD. I'M NOT SAYING THAT WE DO IS JUST AN IDEA, OR BECOME TROUBLE GOING FORWARD TO THE 23RD FOR FINAL READ AND ADOPTION? SO, BEFORE WE DO THAT, I DON'T KNOW HOW MUCH PEOPLE HAVE AROUND COMMENT, WE HAVE BEEN AT IT FOR TWO HOURS, DOES ANYONE NEED A BREAK RIGHT NOW?

>> YES.

>> IT BEFORE WE GO INTO FURTHER DISCUSSION, WE WILL TAKE A FIVE MINUTE BREAK AND NOW, AND IT IS 9:56 PM AND WE WILL ADJOURN UNTIL 9:01 PM. SO WE ARE RECESSED, ADJOURNED FO

>> THERE WE ARE, THAT WAS FAST. EXCELLENT, SO WE ARE CONTINUING THE DISCUSSION AROUND THE FIRST READING OF OE-14 ENTITLED ANTIRACISM, EQUITY AND INCLUSION.

THIS IS BEING PRESENTED FROM THE FIRST READING AND TONIGHT'S MEETING AND WILL BE PRESENTED FOR SECOND READING ON THE AUGUST 23 MEETING. LET'S SEE HERE, ANYONE ON THE BOARD WANT TO START OFF WITH ANY QUESTIONS, COMMENTS, THOUGHTS AROUND THE POLICY THAT IS BEING PRESENTED FIRST READING TONIGHT? DIRECTOR BLIESNER.

>> FIRST OFF, I AM GLAD IT'S FINALLY MADE IT TO THE BOARD IT'S BEEN A LONG PROCESS THAT WE BEEN GOING THROUGH TO HAVE THIS POLICY IN THIS FORMAT HAVING STARTED THIS BACK IN 2018, I BELIEVE. INITIALLY, AS A FIRST EPISODES EXCITED TO FINALLY HAVE A HERE AND HAVE THIS CONVERSATION.

SO I APPRECIATE YOU GOING TO THOSE INDICATORS, AS WELL.

I THINK THOSE POLICIES PIECES REFERRED A LOT OF FEEDBACK FROM PEOPLE, SOME OF IT IS NOT NECESSARILY FEEDBACK THAT'S IN ALIGNMENT, THEY COME FROM ALL SPECTRUMS ACROSS THE BOARD SO I GUESS MY APPROACH HAS BEEN FOR THIS TO REALLY HAVING A WAY TO HAVE A HOLISTIC IN THE POLICY AND IS A WORK TO THE INDICATORS AND THOSE PEACE CAN HELP DEFINE THOSE COMPONENTS AND DRIVE CHANGE WITHIN OUR SYSTEM AND HAVE AN EQUITABLE, ANTIRACIST AND INCLUSIVE SCHOOL DISTRICTS. I DO BELIEVE THE ANTIRACISM IS IMPORTANT TO KEEP AND MAINTAIN THAT THROUGHOUT THIS POLICY.

AS A STRONG PIECE SO THE ONE PIECE I DID HAVE AS YOU WALK THROUGH INDICATORS WITH THOSE ALSO BE DESEGREGATED BY DIFFERENT SUBGROUPS? THAT'S ONE PIECE AT A QUESTION ON.

>> LIKE WE HAVE DONE WITH ALL OF OUR RESULTS REPORTING, I'M TRYING TO THINK THERE'S ANY OPERATIONAL EXPECTATIONS THAT WE HAVE DESEGREGATED BASED ON FACTORS.

>> OE-10.

>> SO YES, WE WOULD.

>> THAT WOULD BE MY ONE PIECE BECAUSE OTHERWISE THINGS GET HIDDEN WITHIN THEIR IF WE DON'T BREAK THOSE THINGS OUT IN THAT FASHION.

>> IN 14.1, YOU CAN SEE IT INDICATES WILL BE DESEGREGATED BY FACTORS AND SO YES, THAT WOULD BE APPLIED TO THE POLICY.

>> OKAY PERFECT.

>> JOHN, I WOULD LIKE TO MAKE SURE I KNOW THESE WERE JUST EXAMPLES AND I TAKE THAT FOR WHAT IT IS.

THERE SEEMS TO BE A LOT OF SPECIFICITY AROUND CERTAIN ISSUES FOR CERTAIN GROUPS, INCLUSION WAS NOT ONE OF THEM, MAYBE IT'S BECAUSE WE ALL FEEL THAT PERHAPS INCLUSION COVERED THE GAMUT BUT I THINK ESPECIALLY OUR PARENTS WITH THE SPECIAL NEEDS KIDS, THAT IS VERY IMPORTANT TO THEM BECAUSE ARE NOT FEELING INCLUDED. AND, I DON'T WANT US TO GO AWAY FROM THIS WITH ANY GROUP OF PARENTS OR STUDENTS FEELING THEIR ISSUES WERE IGNORED. I NOTE THAT WAS NOT YOUR INTENTION BUT I WOULD LIKE TO MAKE SURE WE KEEP AND EVENHANDED WITH THAT.

>> THANK YOU, WHEN WE THINK ABOUT INCLUSION THERE ARE TWO PRONGS INTO INCLUSION, THERE ARE INCLUSIVE PRACTICES OF EDUCATING STUDENTS WITH DIFFERING ABILITIES AND HOW WE CONTINUE TO PROVIDE AND MAKE MEANINGFUL AND RELEVANT

[01:50:01]

AND THEN THERE'S THAT SENSE OF BELONGING WHEN WE THINK ABOUT INCLUSION. SO, THANK YOU FOR BRINGING THAT UP.

>> GOOD EXAMPLE, WE USED TO HAVE A CLASS AT RIBBON HI, MY SON WAS INCLUDED SO MUCH PRIMARILY AS AN INSTRUCTOR AND TWO OTHER STUDENTS BUT THERE WERE OTHER TIMES THAT BASICALLY HE WAS PUSHED IN A CORNER AND TOLD THE COLOR.

THAT'S WHY I THINK WHAT WERE DOING WITH A LOT OF PARENTS IS JUST BECAUSE THEY ARE IN THE ROOM DOESN'T MEAN THE BEEN INCLUDED.

>> THANKS.

>> TO FOLLOW ON MARK'S COMMENT, I ALSO HAVE BEEN READING IT THROUGH THIS AND THINKING ABOUT IS IT CLEAR AND IS IT OBVIOUS THAT INCLUSION INCLUDES SPECIAL EDUCATION STUDENTS.

IT USED TO BE A TERM, USUALLY RESERVED FOR SPECIAL EDUCATION INCLUSION AND I DON'T WANT TO LOSE THE PROGRESS THAT WE HAVE MADE TOWARD INCLUSION. THE PILOTS THAT WE DID AT MARK TWAIN AND AT EINSTEIN AND KIRKLAND MIDDLE FOR FULLY INCLUSIVE CLASSROOMS, I THINK WE LEARNED A LOT AND I THINK WE CAN WE EXPAND THAT AND TO ALL STUDENTS I'M SORRY ALL SCHOOLS AND THE GOAL IS FOR EVERYONE TO FEEL COMFORTABLE.

I JUST HOPE IT'S UNDERSTOOD THAT THIS ALSO INCLUDES SPECIAL EDUCATION STUDENTS. I DID HAVE A QUESTION, GO AHEAD, DID YOU HAVE SOMETHING?

>> I HAVE A QUESTION, OF THE POLICIES WE HAVE WRITTEN, ARE THERE ANY CHANGES OR RECOMMENDATIONS YOU WOULD MAKE IN ORDER TO ENSURE THAT THAT IS ADDRESSED TO MAKE OR IS THAT SOMETHING TO THINK ABOUT THE NEXT COUPLE OF WEEKS, IS THERE SOMETHING THAT THERE'S ANY CHANGES OR POLICIES AS WRITTEN CONNECT

>> ALTEC THE NEXT COUPLE WEEKS AND LOOK THROUGH IN MY COMMENTS TO ERIC AND JOHN. YES, BECAUSE WE STILL THE CAPACITY TO AMEND THE POLICY THERE, THIS IS FIRST READING FOR A REASON.

>> IS MUCH AS WE HAVE GONE THROUGH AND SAMPLED FROM SHORELINE FROM A NORTHSHORE FROM BELLEVUE, SO FORTH, I KNOW THAT SOME OF US HAVE READ TO THEM AND A SOME OF US HAVE NOT, I WOULD LOVE TO SEE FROM DIFFERENT PERSPECTIVES FOLKS LOOK THROUGH THEM TO FIND THE GEMS THAT ARE IN THERE THAT WERE MISSING BECAUSE I'M NOT SAYING THAT WE SHOULD BASICALLY PHOTOCOPY THEIR POLICY BECAUSE IT DOES NOT APPLY REALLY AS FAR AS I'M CONCERNED, LAKE WASHINGTON IS LAKE WASHINGTON.

BUT WITH THAT SAID, I WOULD HATE TO LOSE A GOOD IDEA.

I'M NEVER WENT TO STOP A GOOD IDEA.

IN PARTICULAR, I NOTICED THERE IS SOMETHING IN SHORELINE THAT I NOTICED IN THE BELLEVUE POLICY AND I THOUGHT WOW, I DO NOT THINK OF THAT. ANYWAY, JUST THOUGHTS.

>> I CAN PROVIDE SOME A SENSE OF A POLICIES TO THE BOARD THIS WEEK IF THAT IS OF INTEREST. I KNOW COMMUNITY MEMBERS HAVE ALSO PROVIDED A FEW DIFFERENT POLICIES FROM DIFFERENT PLACES FROM ACROSS THE COUNTRY THAT RESONATED WITH THEM SO I CAN PROVIDE THOSE TO THE BOARD ON THURSDAY.

>> SHORELINE HAD INCLUDED GROUPS OF STUDENTS USING SERVICE DOGS.

>> I WOULD LIKE TO ADD TO THAT. WE'VE HAD THE OPPORTUNITY TO LOOK THROUGH A FEW DIFFERENT POLICIES AND HAD THE OPPORTUNITY TO PULL THOSE THINGS IN AS WELL.

IT WOULD BE BENEFICIAL TO BE ABLE TO GO THROUGH.

I THINK THERE'S BEEN A LOT OF VALUE THAT LAKE WASHINGTON HAVE TO WORK TO CREATE OUR POLICIES AND ON THE WORK NECESSARY IN WHICH TO GET THERE, AS WELL. SO THERE HAS BEEN A LOT OF WORK IN DOING SO AND CAN CONTINUE. THE PIECE TO REMEMBER, THIS IS A LIVING DOCUMENT, AS WE GO THROUGH IT AND WORK THROUGH SOME OF THESE ARE WE CAPTURING THE OVERALL VALUES THAT NEED TO BE THERE. IF SOMETHING IS MISSING LIKE SOME OF YOU BROUGHT UP INCLUSION IN THE CONCERN IN THAT PIECE, WHAT IS THE COMPONENT THAT COULD POTENTIALLY BE HIGHLIGHTED IN THAT WAY?

>> THANKS FOR WEIGHING IN. I DID WANT TO ALSO MENTIONED THAT WE DID RECEIVE A LOT OF EMAIL COMMUNICATION WITH DIFFERENT PERSPECTIVES AND VIEWS ON THIS POLICY.

IN ORDER FOR ALL PEOPLE TO FEEL WELCOME, I WOULD LIKE TO ENSURE THAT THERE IS A WAY TO MOVE FORWARD AS A DISTRICT AND TRY

[01:55:04]

I THINK THAT SOMETIMES WE TWEAK A POLICY.

I DON'T THINK OF BEEN ON THE BOARD SINCE WE OUTRIGHT ADOPTED A NEW ONE AND THEN IT DON'T ALWAYS FOLLOW UP OR GET FEEDBACK FROM COMMUNITIES SO AS A BOARD MEMBER I THINK WOULD HELP ME TO BE INVOLVED IN THE PROCESS OF HEARING FEEDBACK.

>> DOCTOR HOLMEN, YOU MENTIONED PART OF THE INDICATOR PROCESS WAS TO HAVE A DIVERSE GROUP OF ANY VISUALS YOU ARE WORKING WITH, WOULD THAT BE A PLACE IN WHICH TO THAT YOU SEE THAT FEEDBACK?

>> I WAS GOING TO ASK ABOUT WHO IS THE MAKEUP OF THE DIVERSE WORKGROUP AND I KNOW YOU DON'T HAVE THE ANSWER TO THAT YET.

IT SOUNDED LIKE IT WOULD BE STAFF MEMBERS FOR SURE BUT YES, I THINK THERE IS ROOM FOR BOARD DIRECTOR OR TO AND ALSO OTHER OPPORTUNITIES.

>> YES, STAFF DEFINITELY HAVE A PIECE OF THE EQUATION BUT THERE IS ALSO REPRESENTATION FROM OUR COMMUNITY.

WE HAVE LATER ON THE AGENDA ABOARD COMMITTEE FOCUSED ON POLICY AND I COULD SEE THE TWO BOARD MEMBERS THAT PARTICIPATED IN THAT COMMITTEE PARTICIPATING IN THAT GROUP AS WELL.

IT FEELS VERY CONNECTED TO THAT BOARD COMMITTEE WORK.

>> TWO THOUGHTS AT THIS POINT, ONE IS THAT LOOKING AT THE POLICY THAT WE HAVE DRAFTED RIGHT NOW, I FEEL COMFORTABLE MOVING FORWARD TO ADOPTION ON THE 23RD.

THAT SAID, WE RECEIVED TWO DOZEN EMAILS TODAY AND AS I READ THROUGH THEM THERE SOME VERY THOUGHTFUL FEEDBACK THAT I WANT TO PUT MORE THOUGHT TO AND THINK ABOUT THOSE IN COMPARISON TO OUR POLICIES AND JUST BE A LITTLE MORE THOUGHTFUL ABOUT OUR POLICIES. I WOULD ENCOURAGE EVERYONE TO READ TO MAKE SURE WE READ EVERYTHING.

IF THE BOARD AS WE GET CLOSER TO THE 23RD IF THE BOARD DOES NOT FEEL LIKE WE ARE QUITE THERE, WE CAN SCHEDULE ANOTHER MEETING AFTER THE 23RD AND BRING IT BACK AGAIN AND CONTINUE TO WORK ON IT. I THINK THERE'S REAL IMPORTANCE AND HAVING SEVEN ADOPTED BEFORE THE UPCOMING SCHOOL YEAR BUT WE CAN CONTINUE THAT WORK. I GUESS RIGHT NOW I PERSONALLY FEEL COMFORTABLE MOVING FORWARD BUT I SAY THAT MINDFUL THAT I'M NOT READ ALL THE WORDS THAT YET OUR COMMUNITY HAS SENT US IN THE LAST 48 HOURS AND I EXPECT WILL RECEIVE MORE AFTER THIS MEETING. I GUESS, I WENT AGAIN TO THOSE WERE STILL WITH US AT 9:19 PM, I REALLY APPRECIATE THE FEEDBACK WERE GETTING AND ASK THAT YOU CONTINUE TO PROVIDE IT BECAUSE IT, THIS IS HOW THE POLICY GETS SHAPED, IS WITH PEOPLE WHO KNOW THIS WORK, SHARING THEIR FEEDBACK WITH THE BOARD. THE BOARD'S EMAIL ADDRESS IS BOARDMEMBERS@LWSD.ORG. THANK YOU.

>> IF I COULD EDIT ONE OF THINK, AS WE COME BACK TO THE AUGUST 23 MEETING, IF WE HAVE A SPECIFIC SUGGESTIONS OR CHANGES THAT WOULD BE GREAT TO HAVE THAT THEN, AS WELL.

SO IF YOU'RE NOT HAPPY WITH SOMETHING, SEE IF YOU BEEN ABLE TO COME UP WITH SOMETHING THAT WOULD MAKE A BETTER OR IF YOU LIKE TO ADD TO SOMETHING WHAT THAT WOULD BE SO WE CAN MOVE FORWARD WITH THAT CONCEPT, AS WELL.

>> I AGREE, I AM TRYING TO THINK PROCESS WISE THE BEST WAY OF HAVING THAT COME FORWARD TO MEETING.

I GUESS YOU COULD BRING IF YOU HAVE ADDITIONAL DRAFT LANGUAGE, BRING IT COPIES WITH THAT WITH THE SO WE CAN REVIEW IT AT THE MEETING. DO YOU HAVE ANY THOUGHTS ON THAT DOCTOR HOLMEN CONNECT?

>> I WONDER IF IT BOARD MEMBERS COULD SEND DIANE AND MYSELF COMMENTS BY MAY BE THE END OF THIS WEEK.

>> HOW ABOUT MONDAY?

>> BY NEXT MONDAY WOULD BE GREAT BUT THEN I WOULD ALSO OFFER THAT SIRI, CASSONDRA AND I COULD GET BACK TOGETHER WITH THE COMMENTS FROM THE BOARD AND BECAUSE THAT'S REALLY BEEN THE

[02:00:01]

>> YEAH, I AGREE. AND IF WE COME TO THE MEETING WILL WORK THROUGH THAT AS WELL. I THINK WHAT DOCTOR HOLMEN PROPOSED IS THE MOST PRACTICAL WAY OF WORKING THROUGH THIS.

>> AGREED. I THINK THAT'S A GREAT IDEA.

I WANT TO MAKE SURE IF THERE ARE CHANGES THEY HAVE THE OPPORTUNITY TO BE ADDED INTO IT AND NOT NECESSARILY POSTPONE EVERYTHING IN THE PROCESS.

>> ANY OTHER QUESTIONS, COMMENTS ON THE FIRST READING? SO JUST A REMINDER THAT THIS WAS THE FIRST READING OF OPERATIONAL EXPECTATION POLICY NUMBER 14 WHICH IS TITLED ANTIRACISM, EQUITY AND INCLUSION.

IT WAS PRESENTED FOR THE FIRST READING AND TONIGHT'S BOARD MEETING AND WILL BE PRESENTED FOR A SECOND READING AND POSSIBLE ADOPTION AT THE AUGUST 23 BOARD MEETING.

OUR NEXT ITEM ON THE AGENDA ON THE NONCONSENT AGENDA IS A PUBLIC HEARING ON THE ADOPTION OF THE 2021 Ã22 BUDGET.

ARE WE READY TO GO INTO THAT RIGHT NOW?

>> WE ARE ABSOLUTELY READY.

>> DOCTOR HOLMEN, IF YOU COULD GET US STARTED.

>> EMINENT ASK SUPERINTENDENT BARBARA OSTERMAN IS TO COME UP AND THIS IS THE PENULTIMATE STEP IN THE BOARD ADOPTING THE 21 Ã22 BUDGET SO TONIGHT YOU HAVE RESOLUTION 2317 IN FRONT OF YOU AND WITH THAT, I WILL HAND IT OFF TO CHRIS AND BARBARA TO WALK US THROUGH THE INFORMATION OF A PUBLIC HEARING.

>> THIS IS THE PUBLIC HEARING FOR THE 2021 Ã22 BUDGET THAT THE BOARD OF THE ADOPTING ON AUGUST WHEN HE THIRD.

THE DOOR TO BE ADOPTING THE OFFICIAL BUDGET DOCUMENT THAT WAS COMMITTED TO THE STATE. THE BUDGET MUST BE ADOPTED BY AUGUST 31 AND FILED WITH THE ESD BY SEPTEMBER 3.

THE DRAFT BUDGET WAS PRESENTED TO THE DUKE BOARD ON JUNE 20, NO CHANGES TO THE BUDGET HAVE BEEN MADE SINCE THAT TIME.

THE BUDGET WAS POSTED ON THE WEB AND REQUIRED ADS REPLACED IN THE LOCAL PAPERS FOR TODAY'S PUBLIC HEARING.

COPIES OF THE BUDGET WERE MADE AVAILABLE IF INTERESTED PARTIES AND A PLACE TO EMAIL COMMENTS ABOUT THE BUDGET WAS PROVIDED.

IN ADDITION, WE ALSO PROVIDED OUR REGULAR AWARD-WINNING BUDGET SUMMARY THAT PROVIDES ADDITIONAL TRANSPARENCY FOR THE COMMITTEE AND SHOWS HOW RESOURCES ARE ALIGNED WITH STRATEGIC GOALS. THE COPY OF THE BUDGET SUMMARY WAS INCLUDED IN THE BOARD PACKET FOR TODAY'S MEETING AND IS POSTED ON THE WEBSITE. HARDCOPIES OF BOTH F1 95 BUDGET AND THE BUDGET SUMMARY ARE AVAILABLE FOR ANYONE THAT IS INTERESTED BY CONTACTING BUSINESS SERVICES RATED THESE DOCUMENT CAN ALSO BE FOUND ONLINE ON THE CLADISTIC'S WEBSITE BY GOING TO PROGRAM AND SERVICES BUSINESS SERVICES, BUDGETS AND FINANCIAL REPORTS AND CLICK ON THE PROPOSED 2000 21 Ã22 BUDGET. WE DID NOT RECEIVE ANY REQUEST FOR THE PUBLIC FOR THE BUDGET DOCUMENT ANOINTED WE RECEIVED ANY EMAILS OF THE PUBLIC COMMENTS.

THE WEBSITE DID RECEIVE OVER 175 VIEWS SINCE THE BUDGET WAS PRESENTED ON JUNE 20. THE RESOLUTION TO ADOPT THE BUDGET CONTAINS APPROPRIATIONS FOR EACH FUND AND I WOULD LIKE TO THANK EVERYONE THAT WAS INVOLVED IN THE BUDGET PROCESS THIS YEAR AND THE BUDGET TEAM FOR OTHER WORK IN PUTTING THE BUDGET TOGETHER.

>> GREAT, THANK YOU EVERYONE. SO AT THIS TIME I WILL OPEN THE PUBLIC HEARING FOR THE ADOPTION OF THE 2021 Ã2022 BUDGET.

STATE STATUTES REQUIRE THE BOARD TO HOLD A PUBLIC HEARING AND ADOPT THE BUDGET BY RESOLUTION.

IS ANYONE WHO WISHES TO ADDRESS THE BOARD ON THIS TOPIC?

[02:05:08]

I WILL ENTERTAIN A MOTION FROM A DIRECTOR BLIESNER AT THIS TIME.

>> I MOVE THAT WE TABLE ITEMS OVER FOUR, FIVE AND SIX WHICH IS APPROVAL OF OE-5, OE-10 AND RESULT-2 GIVEN THE TIME RENT.

>> SECOND.

>> MOVED AND SECONDED THAT WE TABLE AND MOVE TO THE NEXT MEETING AGENDA ITEMS ON APPROVAL OF OE-5, OE-5 AND APPROVAL OF RESULT-2. THOSE BE BROUGHT BACK TO THE BOARD AT THE AUGUST TONY THIRD MEETING.

ALL THOSE IN FAVOR PLEASE IS SIGNIFIED BY VOTING AYE.

NEXT AYE.

>> ANY OPPOSED CONNECT HEARING IT NONE THE MOTION PASSED AND THOSE ITEMS ARE TABLED UNTIL OUR NEXT BOARD MEETING.

THE NEXT ITEM ON THE AGENDA IS CREATION OF BOARD POLICY REVIEW COMMITTEE. DOCTOR HOLMEN WOULD YOU PREVIEW THIS FOR THE BOARD?

>> YOU WILL SEE IN YOUR PACKET ITEMS NUMBER SEVEN AND EIGHT ARE DIRECTLY CONNECTED. PRESIDENT LALIBERTE LET ME KNOW THE BOARD IS CONSIDERING THE DEVELPMENTS OF THE COMMITTEE AND SO IN GOING TO YOUR LITURGY LITERACY POLICIES PULLED OUT WHAT INFORMATION THE BOARD WOULD CONSIDER FOR THE DEVELOPMENT OF A BOARD COMMITTEE AND SO YOU CAN SEE THERE THE ATTACHMENT UNTAPPED SEVEN IN YOUR AGENDA OUTLINES AS I THOUGHT ABOUT THE BOARD COMMITTEE, THE PURPOSE WHO WOULD PARTICIPATE IN ALL THE ITEMS THAT COME WITH THE DEVELOPMENT OF A BOARD COMMITTEE IS LISTED THERE.

SO REALLY THE PURPOSE OF THE BOARD POLICY REVIEW COMMITTEE IS THAT SELECTED MEMBERS WILL WORK WITH MYSELF TO MAKE RECOMMENDED CHANGES TO OPERATIONAL EXPECTATIONS IN RESULTS POLICIES. THESE SELECTED BOARD MEMBERS WILL ANALYZE POLICY LEG WHICH, SUPERINTENDENT ROTATIONS, INDICATORS, TIMING FOR MONITORING, BOARD FEEDBACK PROCESS AND MONITORING REPORT PRESENTATION PROCEDURES.

MEMBERSHIP IS IT TO BOARD MEMBERS SELECTED BY NOMINATION, ACCEPTED OF THE NOMINATION AND MAJORITY VOTE PROCESS.

REPORTING SCHEDULE AT A MINIMUM REPORTING QUARTERLY TO THE BOARD AROUND THE WORK OF THIS COMMITTEE.

IT'S A TWO-YEAR TERM TO PARTICIPATE ON THIS REVIEW COMMITTEE. THAT IS JUST HAVE A LITTLE BIT OF INSTABILITY OVER THE DURATION OF TIME KNOWING THAT THIS WILL SPAN OVER A PERIOD OF TIME INTO THESE REVIEWS.

THE LAST PIECE IS SOMETHING THAT THE BOARD PUTS IN THEIR GOVERNANCE CULTURE POLICY. IT'S AUTHORITY OVER RESOURCES.

SO JUST A STATEMENT THIS COMMITTEE DOES NOT PROVIDE BOARD MEMBERS WITH ANY ADDITIONAL AUTHORITY OVER RESOURCES AND THAT THESE SELECTED BOARD MEMBERS RETAIN THE AUTHORITY TO IDENTIFY POLICY CONCERNS, DEVELOP RECOMMENDATIONS AND PROVIDE FEEDBACK OR RATIONALE FOR SUGGESTED CHANGES TO THE BOARD. AND THAT IS THE PROPOSAL AROUND THIS BOARD COMMITTEE.

>> ONE COMMENT AND HOPEFULLY JUST TO COMMENTS BEFORE WE MOVE FORWARD. THE FIRST IS THE BOARD RECALLS WE HAD A LOT OF DISCUSSION ABOUT HAVING TO PUT IN A MORE ROBUST PROCESS FOR CONTINUING TO DEVELOP POLICIES FOR REVISING POLICIES AND MAKING SURE THAT WHEN AN IDEA COMES FORWARD TO DO THAT THAT IT DOESN'T JUST FALL BY THE WAYSIDE AND THAT WE ARE CONTINUING TO WORK THERE POLICIES AND HAVING THOSE EVIL. SO CREATING A WORKING GROUP THE IDEA WAS TO CREATE A WORKING GROUP TO DO THIS WORK AND THEN BRING THAT FORWARD. SO TWO THINGS WE NEED TO DO TONIGHT OR COULD DO TONIGHT, THE FIRST IS WE WOULD NEED A

[02:10:01]

AND THEN ONCE IT'S CREATED THERE WOULD BE A PROCESS SIMILAR TO THE LEADERSHIP POSITIONS TO NOMINATE AND APPOINT TO BOARD MEMBERS TO BE ON THE COMMITTEE.

SO AT THIS TIME, FIRST, ARE THERE ANY QUESTIONS BEFORE WE GO FORWARD? DIRECTOR STUART.

>> I'M NOT SURE IF THIS IS THE RIGHT PLACE OR NOT.

OUR PUBLIC, PARENTS AND COMMUNITY HAVE EXPRESSED A NUMBER OF TIMES THE LACK OF TRANSPARENCY AND MY CONCERN IS BY ADDING ANOTHER LAYER, THEY'RE GOING TO FEEL THAT THEY WERE LEFT OUT OF THIS ISSUE. WHATEVER IT MIGHT BE.

I UNDERSTAND THE DESIRE TO MAKE SURE THAT NOTHING FALLS INTO THE CRACKS BUT AT THE SAME TIME AS WE FACE SOME FUTURE NEEDS AND FUTURE DESIRE TO WORK WITH THE COMMUNITY I DON'T WANT THEM TO FEEL THEY HAVE BEEN ALIENATED AND LEFT OUT.

BECAUSE IT WAS NOT TRANSPARENT ENOUGH.

>> THANKS, I THINK IS IMPORTANT FEEDBACK.

IT'S IMPORTANT AS WE DO THE WORK OF THE BOARD WE LOOK AT POLICIES TO ADOPT WHEN WE HAVE A BUILT-IN PROCESS AROUND APPROVAL MODIFICATIONS TO POLICY.

ANY OTHER QUESTIONS OR COMMENTS? DOCTOR BLIESNER.

>> I MOVE, EVERYBODY TO ENTERTAIN A MOTION?

>> ALL ENTERTAIN A MOTION FOR THIS POLICY.

>> I MOVE THAT WE ADOPT THE CREATION OF A BOARD POLICY REVIEW COMMITTEE.

>> SECOND.

>> HAS BEEN MOVED AND SECONDED THAT WE APPROVE THE CREATION OF A BOARD POLICY REVIEW COMMITTEE.

ANY OTHER COMMENTS ON THE MOTION?

>> I WOULD COMMENT THAT THE COMMITTEE LOOKS LIKE IT SAYS AT A MINIMUM QUARTERLY UPDATES AND I THINK WE CAN CHANGE THAT MINIMUM TO BE MORE FREQUENT TO HELP AT THE TRANSPARENCY PIECE.

>> IF YOU WANT TO.

>> SO I SUGGEST AN AMENDMENT TO THE BOARD POLICY REVIEW COMMITTEE AND I SUGGEST THAT WE HAVE AT LEAST MONTHLY UPDATES RATHER THAN QUARTERLY UPDATES. FOR BETTER TRANSFERS IT.

TRANSPARENCY.

>> HAS BEEN MOVED BY DIRECTOR SAGE TO AMEND THE CHARTER OF THE BOARD COMMITTEE, I DON'T KNOW IF I HAVE A TITLE FOR THIS. OKAY WILL CALL THE CHARTER OF THE PROPOSED BOARD COMMITTEE. TO MODIFY THAT THE SELECTED BOARD NUMBERS WILL PROVIDE THE FULL BOARD AT A MINIMUM MONTHLY UPDATES OF IDENTIFIED WORK ITEMS. IS THERE A SECOND TO THAT MOTION?

>> SECOND.

>> ANY DISCUSSION ON THE MOTION TO AMEND THE REPORTING SCHEDULE AND THE PROPOSED CHARTER?

>> I WOULD SAY I'M FINE WITH THE IMMINENT ALTHOUGH I'M NOT SURE IT'S NECESSARY AS IT SAID IT WAS A MINIM SO IT ALLOWS US TO DO AS OFTEN AS NEEDED TO THE PROCESS.

SO I'D SAY THERE STILL OPTION OF THE BOARD WANTED AND THEY WANTED TO SAY BIWEEKLY THAT WOULD BE AN OPTION AS WELL.

SO YOU JUST SET A HIGHER STANDARD BY DOING THIS.

>> I CAN LIVE WITH EITHER. I'M FINE WITH QUARTERLY.

I DON'T KNOW THAT THE WORK WILL HAVE IT AT SUCH A RAPID PACE THAT MONTHLY UPDATES ARE NECESSARY.

BUT I CAN SUPPORT THE A MOMENT, AS WELL.

OKAY, ANY QUESTIONS OR COMMENTS ON DIRECTOR SAGE IS AMENDMENT TO MAC?

>> WILL VOTE ON THE MOMENT THE MMN IS TO AMEND THE SCHEDULE IN THE CHARTER FOR THE PROPOSED BOARD COMMITTEE ALL THOSE IN FAVOR PLEASE IS SIGNIFIED BY VOTING AYE.

>> AYE.

>> ANY OPPOSED? HEARING NONE THE MOTION CARRIES. NOW IT BEFORE THE BOARD IS A DIRECTOR SAGES, DIRECTOR BLIESNER'S TO PROVE THE COMMITTEE IS NOW AMENDED SUCH THAT SELECTED BOARD MEMBERS WILL PROVIDE WITH A MINIMUM OF MONTHLY UPDATES WITH WORK ITEMS

[02:15:02]

ANY OTHER QUESTIONS, COMMENTS OR PROPOSED AMENDMENTS? OKAY HEARING NONE, WE WILL VOTE ON THE MOTION ALL THOSE IN FAVOR PLEASE SIGNIFIED BY VOTING AYE.

>> AYE.

>> ANY OPPOSED? OKAY MOTION PASSES THREE ÃONE.

THE NEXT ITEM ITEM ON THE NOT CONSENT AGENDA IS THE NOMINATION OF THE BOARD MEMBERS TO BOARD POLICY REVIEW COMMITTEE. SO NOMINATIONS FOR TWO BOARD MEMBERS TO SERVE ON THAT NEWLY CREATED BOARD POLICY REVIEW COMMITTEE.

>> I WOULD LIKE TO NOMINATE DIRECTOR BLIESNER.

ASK ANY OTHER NOMINATIONS? I NOMINATE DIRECTOR SAGE.

DIRECTOR BLIESNER AND DIRECTOR SAGE HAVE BEEN NOMINATED TO SERVE ON THE POLICY REVIEW COMMITTEE ANY OTHER NOMINATIONS? I GUESS I PROBABLY SHOULD HAVE DONE ONE AT A TIME. IS THAT FINE? HEARING NONE NOMINATIONS ARE NOW CLOSED.

DIRECTOR BLIESNER, DO YOU ACCEPT THE NOMINATION TO SERVE ON THE POLICY REVIEW COMMITTEE FOR A TWO-YEAR TERM?

>> I DO.

>> DIRECTOR SAGE DO YOU ACCEPT THE NOMINATION TO SERVE ON THE REVIEW COMMITTEE.

>> YES.

>> HAS BEEN MOVED BUT I LOST TRACK, MOVED BY DIRECTOR SAGE THAT THE BOARD. WE ARE GOING TO DO THIS WAY, DIRECTOR SAGE, THERE ARE TWO NOMINATIONS, OR GONNA DO ALL AT ONCE. TWO NOMINATIONS DESERVED ON THE POLICY REVIEW COMMITTEE THOSE NOMINATIONS ARE DIRECTOR SAGE AND DIRECTOR BLIESNER. ALL THOSE IN FAVOR PLEASE SIGNIFIED BY VOTING AYE.

>> AYE. ANY OPPOSED? HEARING ON THE MOTION CARRIES, THANK YOU ALL FOR HELPING TO THAT. THANK YOU FOR DIRECTOR BLIESNER AND DIRECTOR SAGE FOR ACCEPTING THE NOMINATION THE GONNA SERVE ON THIS NEWLY CREATED COMMITTEE AND FOR AGREEING TO PROVIDE MONTHLY UPDATES TO THE BOARD. THE NEXT ITEM IS THE

[F. Superintendent Report]

>> TODAY MY SUPER ATTENDANCE REPORT WILL INCLUDE THE SCHOOL START TIME INFORMATION I ALSO THOUGHT IT APPROPRIATE TO PROVIDE THE BOARD WITH AN UPDATE AROUND OUR FALL 2021 PLANNING. JUST GIVEN THE LEVEL OF INFORMATION AND CONTENT IN CHANGES THAT CONTINUE TO OCCUR THE STATE DEPARTMENT OF HEALTH JUST UPDATED THEIR GUIDANCE FOR K-12 SCHOOLS MAYBE TWO WEEKS AGO, A WEEK AND HALF AGO AND SO WE JUST RECEIVED THAT IT DOES HAVE A SOMEWHAT UNIQUE CHANGES IN IT SO I JUST WANT TO TALK ABOUT THOSE AND REFERENCE THOSE. MIGHT REPORT TONIGHT HAS THREE DIFFERENT COMPONENTS TO IT SCHOOL START TIME, SCHOOL CONFIGURATION AND PLANNING AND THEN ALSO INFORMATION ABOUT HEALTH AND SAFETY PLANNING. I DIDN'T WANT TO START WITH THE SCHOOL START TIME INFORMATION JUST GIVEN COMMUNICATION THAT WE HAVE RECEIVED VIA EMAIL. WE HAVE RECEIVED PUBLIC COMMENT OVER A PERIOD OF TIME AROUND SCHOOL START TIMES AND SO I WANT TO DO A BIT OF LOOK BACK JUST TO SEE WHAT HAS BEEN DONE, IT WAS REFERENCED TONIGHT IN PUBLIC COMMENT AND THEN TO PROVIDE INFORMATION ABOUT THE WORK THAT OCCURRED OVER THE LAST COUPLE OF MONTHS JUST LOOKING AT OUR CURRENT SYSTEMS TO SEE WHAT CAN BE DONE IF ANY AT ALL RELATED TO THIS SCHOOL

[02:20:08]

WE HAVE PARENTS COMING IN WHO ALSO BRING THEIR WORK LIFE EXPERIENCES WITH THEM AND MY GUESS IS THAT THEY PROBABLY HAVE VERY SIMILAR INTERESTS FOR OUR STUDENTS, STUDENT WELL-BEING, ACADEMIC SUCCESS, AND EFFECTIVE USE OF RESOURCES.

I THINK I HEARD SOME OF THAT TONIGHT IN THE PUBLIC COMMENT SO IT'S JUST INTERESTING THAT THEY KIND OF LEAD WITH THAT AND THAT'S WHAT I WAS THINKING ABOUT, AS WELL.

BECAUSE WE ALL WANT WHAT IS ABSOLUTELY BEST FOR STUDENTS, WITH OUTCOMES FOR OUR STUDENTS TO BE OF AN EXCELLENT NATURE AND WE HAVE LIMITED RESOURCES AND WE WANT TO USE THEM WISELY AND WELL FOR STUDENTS. AND SO, THE SCHOOL START TIME ADVISORY WAS AN OUTGROWTH OF THE COLLEGE AND CAREER READINESS TASK FORCE THAT REALLY WAS LOOKING AT THE 24 CREDIT REQUIREMENT AND SHIFTS AND CHANGES TO THE HIGH SCHOOL PROGRAM TO THINK ABOUT HOW DO WE PROVIDE THE REQUISITE OPPORTUNITIES FOR STUDENTS TO BE ABLE TO ACHIEVE THE NEW 24 CREDIT REQUIREMENT THAT THE STATE WAS ADOPTING AND IMPLEMENTING. ART AND PARCEL WITH THAT COMES SCHOOL START TIMES BECAUSE AS THE BOARD KNOWS WE ADOPTED A SEVEN PERIOD DAY BUT WHAT WE HAD LOOKED AT AT THAT TIME WAS A MULTITUDE OF DIFFERENT OPTIONS.

THERE WERE MODELS CALLED 4 X 4 MODELS FOR YOU TAKE FOUR CLASSES ONE SEMESTER, FOUR CLASSES THE NEXT SEMESTER FOR A FULL CREDIT EACH FOR A TOTAL OF EIGHT CREDITS.

THERE'S A FOUR BY EIGHT WHERE YOU TAKE AN EIGHT FULL CLASSES.

WE LOOKED AT TRIMESTER SCHEDULES AND SO WE LOOKED AT ALL OF THOSE, ALL OF WHICH HAD IMPLICATIONS FOR SCHOOL START TIMES. ULTIMATELY WE ADOPTED A SEVEN PERIOD DAY. WE INCREASED THE HIGH SCHOOL DAY BY 20 MINUTES. WE ADJUSTED THE REQUIRED INSTRUCTIONAL HOURS TO EQUATE TO A FULL CREDIT AND WITH ALL OF THAT MATH EQUALS THE CURRENT HIGH SCHOOL DAY WHICH THEN AT THE SCHOOL START TIME ADVISORY LOOKED AT ARE THERE WAYS TO MAKE ADJUSTMENTS TO THE SYSTEM TO ACCOMPLISH SOME OTHER GOALS THAT WE HAVE AS WELL WHICH IS A LATER START TIME FOR OUR HIGH SCHOOL STUDENTS. AS WAS REFERENCED TONIGHT, WE READ THE RESEARCH AND HAVE SEEN THE DATA ABOUT THE IMPORTANCE OF THE TIME WHEN ADOLESCENTS ARE ACTUALLY SLEEPING AND HOW THAT CHANGES OVER TIME FROM YOUNG ADOLESCENCE INTO THE TEENAGE YEARS. SO THE SCHOOL START TIME ADVISORY TOOK A LOOK AT THAT, CAME UP WITH THAT RECOMMENDATION TO IMPLEMENT THE CURRENT SCHEDULE WE HAVE.

WHEN THE DOCTOR CAME ON BOARD I BELIEVE THE BOARD HAD THIS CONVERSATION WITH HER AS WELL AND SHE RECOMMISSIONED THE SCHOOL START TIME ADVISORY TO CONDUCT AN ANALYSIS OF THE IMPACT OF A SCHOOL START TIME CHANGES AND EVALUATE IF FURTHER ADJUSTMENTS COULD BE MADE. SO THIS WILL START TIME ADVISORY GOT TOGETHER AND IT DID THAT WORK AND ULTIMATELY IN DECEMBER 2019 AND I DO HAVE TO REFLECT THAT IS THREE MONTHS BEFORE WE ALL LAUNCHED INTO THE PANDEMIC WHICH IS INTERESTING TO THINK ABOUT LIFE IN DECEMBER 2019.

BUT SHE CAME TO THE BOARD, REPORTED TO THE BOARD AND THEN SENT OUT COMMUNICATION TO OUR COMMUNITY AND THAT TEAM REALLY LOOKED AT WHY, A WIDE ARRAY OF COMPONENTS OF A SCHOOL START TIMES AND YOU CAN SEE HERE THIS LANGUAGE FROM THE LETTER THAT WAS SENT OUT TO COMMUNITY IT SAYS IN LOOKING AT POTENTIAL SCHEDULE REVISIONS THE DISTRICT CONSIDERED THE FOLLOWING FACTORS. FIRST, THE ORIGINAL DECISION-MAKING PROCESS THAT LED TO THE CURRENT START TIMES FOR SCHOOLS. THE CURRENT RESEARCH ON ADOLESCENT HEALTH. IMPACTS OF THE START AND END TIMES ON A CURRENT FAMILY SCHEDULES AND POTENTIAL FOR ADDITIONAL DISRUPTIONS. THE RECOMMENDATIONS FROM THE

[02:25:01]

THE CURRENT PROGRAM MODELS INCLUDING THE IMPACT POTENTIAL CHANGES WOULD HAVE ON TRANSPORTATION SCHEDULES AND STAFFING NEEDS. THE IMPACT ON PROGRAM FLEXIBILITY AS A LAY QUESTION CONTINUES TO GROW.

AND LIKE WASHINGTON'S CURRENT INTEREST PETITION MODEL AND POLICY REQUIREMENTS FOR ELIGIBILITY.

AS YOU CAN SEE, THAT TEAM TOOK A VERY WIDE LOOK AT THAT BUT ULTIMATELY CAME BACK THAT WE WERE MAINTAINING STATUS QUO WITH THE CURRENT SCHEDULE. SINCE THAT POINT UNTIL NOW, WE HAVE BEEN DEALING WITH THE PANDEMIC.

SO SOME MAY SAY WHY HAVE YOU NOT BEEN DEALING WITH THE SCHOOL START TIME ISSUES SINCE THEN, WHY HAVE YOU NOT DONE OTHER WORK? THE TRUE ANSWER IS WE HAVE BEEN DEALING WITH OTHER PARTS OF THE SYSTEM AS WE HAVEN'T MANAGED AND IT NAVIGATED THE PANDEMIC. AND SO, AS WE IMPLEMENTED REMOTE LEARNING ONE OF THE THINGS ONE BRIGHT SPOT FOR SECONDARY STUDENTS WAS THAT INSTRUCTION DID NOT START UNTIL 9 AM. AND SO, THROUGH REMOTE LEARNING AND BECAUSE OF THE PANDEMIC WE ACTUALLY WERE ABLE TO ACCOMPLISH ONE OF OUR GOALS FOR OUR HIGH SCHOOL STUDENTS.

WE HEARD FROM MANY OF OUR FAMILIES THAT WHILE NOT EVERYTHING WAS WONDERFUL AND IT REMOTE LEARNING, THE PANDEMIC IS A DIFFICULT, THERE'S CHALLENGES, BUT ONE OF THE ABSOLUTE BRIGHT SPOTS FOR KIDS WAS THEIR SLEEP SCHEDULE ALIGNED BETTER WITH THE SCHOOL SCHEDULE BECAUSE OF THAT 9 AM START. AND SO, WE HEARD THAT LOUD AND CLEAR AND THE FEEDBACK THAT WE GATHERED FROM FAMILIES LAST SPRING AND SO I DID ASK FOR A REVIEW OF OUR START TIMES KNOWING THAT IF THERE WAS A SIMPLE SOLUTION TO THE PROBLEM, WE COULD IMPLEMENT THAT, THAT WOULD NOT BE A PROBLEM.

SO OUR DIRECTOR OF TRANSPORTATION WERE TO THE CONSULTANT WHO IS ALSO WORKING WITH DANA AND HER TEAM ON THE ROUTING ON AN ONGOING BASIS. SO WORKED WITH A CONSULTANT TO DEVELOP MODEL OPTIONS TO ACCOMPLISH AND 8 O'CLOCK OR LATER START TIME FOR OUR HIGH SCHOOL STUDENTS.

AS YOU CAN IMAGINE, WITH THAT, COMES OUTCOME.

AND CONSEQUENCE. SO THIS IS CURRENT, WE HAVE A THREE-TIERED TRANSPORTATION SYSTEM AND IN VERY SIMPLE TERMS, WHAT DOES THAT MEAN? IT MEANS HE IS THE SAME FLEET OF BUSES AND DRIVERS TO ACCOMPLISH EACH OF THESE TRANSPORTATION REQUIREMENTS. YOU CAN SEE HIGH SCHOOL, ICS AND SOME MIDDLE SCHOOL AND THAT RED BAND, THE REMAINING OF A MIDDLE SCHOOL IN THAT YELLOW BAND SO THERE'S SOME CROSSOVER THERE AND OUR ELEMENTARY SCHOOL HAS TWO DIFFERENT START TIMES SO YOU CAN SEE YOU NEED THE BUSES FOR THAT AND THEN ALBERT REQUIRED TRANSPORTATION FOR STUDENTS THAT QUALIFY THEIR IEP'S, THEY ALSO RECEIVE TRANSPORTATION.

SO YOU CAN SEE ALL OF THAT EQUATES TO 93 ROUTES.

IN OUR TRANSPORTATION SYSTEM. THESE ARE THE CURRENT START TIMES AND SO THIS, THE ANNOUNCEMENT THAT THE DOCTOR MADE OF DECEMBER 2019, THIS IS WHAT SHE WAS REFERRING TO AS A STATUS QUO. WHAT YOU DON'T SEE HERE IS OUR PRESCHOOL. AND IF YOU RECALL, I PROBABLY WILL NOT GET THE NUMBER OF YEARS RIGHT BUT THREE SCHOOL YEARS AGO WE CAME TO A POINT IN AUGUST WHERE WE REALIZED WE ARE NOT GOING TO BE ABLE TO PROVIDE TRANSPORTATION TO PRESCHOOL THE SAME WAY WE HAD IN THE PAST. ESSENTIALLY, WHAT WE HAD DONE WAS WE WERE ABLE TO TRANSPORT PRESCHOOL OUTSIDE OF THIS TIERED MODEL AND SO WE COULD PROVIDE PRESCHOOL WITH THEIR OWN START AND END TIMES. ISOLATED FROM THE REST OF THE SYSTEM. FOR A FEW DIFFERENT REASONS AND IT REALLY THE MAJORITY OF THAT REASON WAS A REDUCTION IN A DRIVERS, NOT BECAUSE WE DID HAVE FUNDING FOR THEM, WE JUST DID NOT HAVE ENOUGH DRIVERS. WE HAD TO INCLUDE THE PRESCHOOL ROUTES INTO THE ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL AND A SPECIAL EDUCATION PROGRAMS TO FIGURE OUT HOW TO GET THEM TO SCHOOL. SO THE CONSEQUENCE OF THAT WAS PRESCHOOL WITH A START TIME AFTER OUR ELEMENTARY START TIME

[02:30:02]

GETTING OUT OF SCHOOL AROUND 205 TO 2:50 PM.

MIDDLE SCHOOLS STARTING BETWEEN EIGHT AND 8:35 AM.

ELEMENTARY STARTING BETWEEN 850 AND 9:20 AM.

AND SO, THE TEAM BROUGHT ME FOR DIFFERENT OPTIONS.

TO EVALUATE FOR THIS NEXT SCHOOL YEAR.

SHOULD WE CHOOSE TO MOVE FORWARD WITH THE CHANGE.

SO I REVIEWED THOSE OPTIONS, BARBARA BUT THOSE TO ME, EVALUATED THEM AND LOOKED AT THEM.

I JUST WANT TO CALL OUT SOME OF THEM WHEN I USE THE WORD CONSEQUENCE I DON'T MEAN A NEGATIVE BUT ANYTIME YOU MAKE A CHANGE THERE'S A REQUISITE SHIFT THAT HAS TO HAPPEN AND SO FOR OPTIONS WERE BROUGHT, EACH OF THEM ACTUALLY ACCOMPLISHED THE GOAL THAT 8 O'CLOCK OR LATER START TIME FOR HIGH SCHOOL. BUT WITH THAT CAME SIGNIFICANT CHANGES FOR OUR ELEMENTARY AND MIDDLE SCHOOL.

PART OF THIS GOES BACK TO WHAT THE DOCTOR COMMUNICATED AROUND WE HAVE CURRENT POLICY THAT INDICATES WHO WILL BE PROVIDED TRANSPORTATION. THOSE WERE THOSE FACTORS THAT IS INCLUDED IN THIS WE CALL IT THE WALK RADIUS AND THE NUMBER OF STUDENTS WITHIN THAT AREA THAT ACTUALLY ARE AFFORDED TRANSPORTATION. SO CHANGES FOR ELECTRIC INCLUDED THEM STARTING BETWEEN 730 AND 8 O'CLOCK AND RIGHT NOW IF YOU REMEMBER THE START TIME FOR ELEMENTARY IS BETWEEN 850 AND 9:20 AM. CHANGES FROM MIDDLE SCHOOL, THEY COULD START AND SOME OF THE OPTIONS AS LATE AS 9:20 AM AND OTHER OPTIONS THERE STARTING AS EARLY AS 7:45 AM.

AGAIN, A SIGNIFICANT CHANGE IN BOTH THE ELEMENTARY AND THE MIDDLE SCHOOL SCHEDULE. AND NO CHANGE TO OUR PRESCHOOL SCHEDULE. AND SO, I KNOW THERE'S INTEREST FROM BOTH INTERNAL AND EXTERNAL STAKEHOLDERS AROUND OUR PRESCHOOL START TIMES, AS WELL. BECAUSE WHAT A 10 O'CLOCK START DOES IS THAT PUTS PRESCHOOLERS STILL IN SCHOOL AROUND FOUR Ã 4:15 PM. THAT'S NOT THE IDEAL TIME FOR THREE OR FOUR-YEAR-OLD TO BE LEARNING.

THAT IS SOMETHING THAT ALSO NEEDS TO BE TAKEN INTO CONSIDERATION AS WE THINK ABOUT THIS.

SO AT THIS POINT IN TIME, I JUST WANT TO BE CLEAR THAT WE ARE MAINTAINING OUR CURRENT START TIMES FOR THE 21 Ã22 SCHOOL YEAR. FOR A VARIETY OF REASONS.

SOME OF WHICH I WANT TO TALK THROUGH.

FOR ME, WHEN I THINK ABOUT LARGE SCALE DECISIONS THAT HAVE LARGE COMMUNITY AND STAKEHOLDER IMPACT, TO ME THAT REQUIRES PROCESS, COMMUNICATION, ENGAGEMENT AND FEEDBACK.

AND SO, FOR ME, THAT IS SOMETHING THAT HAS NOT TAKEN PLACE WITH THE MAJORITY OF OUR FAMILIES.

WE ALSO HAVE AN IMMEDIATE CONSEQUENCE THAT WE KNOW ABOUT THAT WE HEARD ABOUT EVEN WHEN WE MADE CHANGES TO THE SCHOOL START TIMES DUE TO THE SEVEN PERIOD DAY, WE LET FAMILIES KNOW IN EARLY SPRING, EVEN THEN THAT WAS TOO LATE FOR MANY FAMILIES BECAUSE OF CHILDCARE ISSUES, BECAUSE OF PLANET SUPPORTS, MANY OF OUR STUDENTS WITH DISABILITIES HAVE A SPEECH LANGUAGE PATHOLOGIST, OT PT, A VARIETY OF THERAPIES THAT AS A FAMILY YOU'RE PLANNING THAT OUT A YEAR IN ADVANCE TO BE ON A SCHEDULE AND MAKE SURE. SO OUR CHANGE IN A SCHOOL START TIMES FOR THE SEVEN PERIOD DAY COMPLETELY DISRUPTED THAT FOR MANY FAMILIES SO CHILDCARE, THERAPY SERVICES AND THINGS LIKE THAT. AND SO, FOR ME TO DO THAT AT THIS LATE DATE OR EVEN IF IT WAS A MONTH AGO OR 45 DAYS AGO, IT'S TOO LATE IN THE GAME TO NOTIFY FAMILIES OF SUCH A SUBSTANTIAL CHANGE. SINCE THE DOCTOR ANNOUNCED THIS

[02:35:07]

I THINK WE CAN THINK ABOUT THE PROBLEM DIFFERENTLY AND POTENTIALLY COME UP WITH DIFFERENT SOLUTIONS AND SO TRANSPORTATION IS ONE OF THOSE THAT WE ACTUALLY HAVE FLEXIBILITY AROUND BUT IF WE ARE GOING TO MAKE CHANGES TO THE PROVISION OF A TRANSPORTATION I THINK WE NEED TO ENGAGE, COMMUNICATE AND HEAR FROM OUR STAKEHOLDERS AROUND THOSE CHANGES AND IF THE CHANGE IN HIS START TIME ACTUALLY IS WORTH THE COST OF THOSE CHANGES.

IT'S A MULTILAYERED, MULTIVARIABLE ISSUE THAT IF I COULD SNAP MY FINGERS AND MAKE IT HAPPEN RIGHT NOW, I WOULD, BECAUSE I ALSO BELIEVE THAT IT IS IN THE BEST INTEREST OF STUDENTS AND SO I AM EXCITED TO RECONSTITUTE THIS TEAM AND GET THEM BACK TOGETHER BECAUSE I ALSO THINK DOING IT AS EARLY AS POSSIBLE SO THAT IF THE CHANGES FOR THE 22 Ã23 SCHOOL YEAR ARE TO HAPPEN FAMILIES IN NEED TO KNOW AS EARLY AS POSSIBLE.

THAT IS MY LAST SLIDE AROUND SCHOOL START TIME AND I AM HAPPY TO TAKE ANY QUESTIONS FROM THE BOARD NOW ABOUT THAT.

>> DIRECTOR SAGE RAISED HER HAND AND THEN DIRECTOR STUART.

>> SO, LAST SPRING I SENT SOME EMAIL TO YOU AND PERHAPS TO BARBARA ABOUT THE COMMUNITY RIDE PROGRAM.

SAMMAMISH AND THAT WENDY THE AREA IN KIRKLAND HAVE A COMMUNITY RIDE BUS AND I DON'T KNOW ALL OF THE DETAILS BUT IT SOUNDS LIKE IT WILL PICK YOU UP FROM YOUR DOORSTEP AND TAKE YOU TO ANY LOCATION IN THE COMMUNITY THAT IS ON ITS ROUTE AND IT BASICALLY DOES A BIG CIRCLE TO PICK PEOPLE UP.

IN SAMMAMISH ONE OF THE MOST POPULAR DESTINATIONS WHEN THEY BEGIN THIS, I BELIEVE IT WAS 2019, WAS EASTLAKE HIGH SCHOOL.

SO WE HAVE SOME TRANSPORTATION OPPORTUNITIES TO TAKE ADVANTAGE OF AND TO RUN PILOTS FOR NOW AND THEN GIVING IT STUDENTS AN OPPORTUNITY TO RIDE TO SCHOOL AN HOUR LATER AND TAKE A CLASS ONLINE OR IN SOME OTHER FORM AFTER SCHOOL OR AT A TIME THAT IS MORE CONVENIENT FOR THEM. NOT EVERYBODY, IT WOULD BE A PILOT, BUT IT WOULD ADDRESS SOME MOVEMENT IN THIS AREA AND IT WOULD HELP US LOOK AT THINGS DIFFERENTLY THEN TRANSPORTATION IS OUR ONLY FOCUS.

>> DIRECTOR STUART THEN DIRECTOR BLIESNER.

>> SOMETHING REAL QUICK AND THIS WILL REQUIRE JOHN TO COME BACK IN THE PICTURE. JOHN, YOU HAD NEWS IN YOUR BULLETIN THAT YOU SENT OUT TO US ABOUT METRO PEOPLE.

METRO HAS BEEN THE ONE WAY THAT WE WERE ABLE TO GET LAKE WASHINGTON HIGH SCHOOL A LATER START TIME.

BUT NOW THEY OFFER TO MORE THAN DOUBLE THE FEE AND QUC)BEC AT THE SAME TIME. WHEN YOU FEEL FOLKS IN A LITTLE BIT ABOUT THAT ABOUT THE IMPACT.

>> I DON'T HAVE THE EXACT DOLLARS AND CENTS AS WE ENTERED INTO THIS NEXT SCHOOL YEAR ON AN ANNUAL BASIS AND BARBARA IS GOING TO SHAKE HER HEAD IF IT'S NOT AN ANNUAL BASIS WE NEGOTIATE A CONTRACT WITH METRO TO PROVIDE A SERVICE TO ALL THE HIGH SCHOOL STUDENTS AND THAT ATTENDANCE AREA.

AS WE WENT TO NEGOTIATE THAT CONTRACT WE DID HEAR FROM THEM THAT THE PRICES I BELIEVE MORE THAN DOUBLED FOR THIS SCHOOL YEAR WHICH REALLY CAUSED US TO PAUSE BECAUSE THAT COST-BENEFIT ANALYSIS WITH LIMITED RESOURCES SITUATION WE HAVE TO TAKE A

[02:40:07]

AND SO YES, THAT DID OCCUR, WE ARE MOVING FORWARD WITH THOSE CONTRACTS BECAUSE AGAIN, WE ARE IN AUGUST, WE JUST GOT THE CONTRACT AS OF LATE. WE REALLY DON'T HAVE A CHOICE WHETHER TO MOVE FORWARD OR NOT JUST BECAUSE AGAIN, CHANGING EVERYTHING ON IT FAMILIES CAUSES CHALLENGE, CAUSES CONCERN. IF WE WERE TO PROVIDE YELLOW BUS SERVICE TO PART OF THE LAKE WASHINGTON HIGH SCHOOL COMMUNITY BUT NOT THE WHOLE, THEN ONLY PART OF THE STUDENTS AT LAKE WASHINGTON HIGH SCHOOL WOULD HAVE THE METRO PASS.

SO IT'S ALL SORTS OF THINGS, WITH THAT AND SO YES, THAT WAS PART OF OUR WORK OVER THE LAST COUPLE OF WEEKS WITH METRO.

>> TO GIVE FOLKS AN IDEA I MAKE SURE I JOT IT DOWN BECAUSE GOD KNOWS REMEMBER I WOULD NOT REMEMBER IT.

CURRENTLY, WERE PAIN METRO FOR THE SERVICES TO LAKE WASHINGTON HIGH SCHOOL, $85,000. THE PLANT HIKE WAS ONLY SUPPOSED TO BE TWO 125,000, BASICALLY OF 45,000 ON JOHN.

METRO CAME BACK WITH A NEW FIGURE ON MORE THAN 90,000.

NOT EXACTLY WITHIN THE INFLATION GUIDELINES.

THAT IS ONE OF THE FACTORS AND I UNDERSTAND WHY AT THIS POINT ARE LEFT WITH BETWEEN HEART ROCK AND A HARD PLACE.

WANT PEOPLE TO UNDERSTAND THE IMPACT THIS WILL HAVE IN THE COMMITMENT WE HAVE TO THE STUDENTS TO GET THEM TO MAKE SURE THEY ARE CONSISTENTLY OR CONSISTENT SCHEDULES WITHOUT BOLICK SEEN IT UP WITH ONE FOR YELLOW BUSES AND ONE FOR METRO.

I THINK THIS CALLS FOR SOME DISCUSSION WITH THE METRO BOARD FOR THE FUTURE. ESPECIALLY AS WE LOOK AT HOW TO INCORPORATE A LATER START TIME.

>> I DO ALSO WANT TO RECOGNIZE THAT I KNOW METRO IS EXPERIENCING SIMILAR ISSUES WITH OTHER TRANSPORTATION PROVIDERS JUST OTHER BUSINESS IN GENERAL JUST BEING ABLE TO MAINTAIN A WORKFORCE AND ITEM PROVIDING THE ACCOMMODATION OF ADDITIONAL ROUTES FOR THEM. IT WAS AN ADD-ON BEFORE BUT THE VARIABLES IN PLAY AS WELL ADDED TO THE SIGNIFICANCE OF IT.

BUT THEY HAVE BEEN A GOOD PARTNER FOR MANY YEARS I KNOW THEY'RE GOING THROUGH CHALLENGE RIGHT NOW AND WE WILL CONTINUE TO WORK WITH THEM AS WE MOVE OUT OF THE PANDEMIC I WOULD HOPE THINGS GET BACK TO A MORE NORMAL SET UP THAT WERE MORE YOU STUPID USED TO.

>> DIRECTOR BLIESNER.

>> THANK YOU FOR BRINGING BACK THE COMMITTEE AND THE ADVISORY GROUP TO COME BACK WITH THE CHANGES.

I THINK THE INFORMATION RECEIVED AT THE STUDENTS AT THE VERY END IN A TRAINING TEAM AS WELL DISCUSSION OF WHAT REALLY MATTERED TO THEM IN REGARDS TO WHEN THE START TIMES WERE BECAME A KEY IMPORTANT INFORMATION THAT PLAYS INTO THIS. AT THE SAME TIME, AS HE SPOKE ABOUT THOSE APPRECIATE THE INNOVATION CONCEPT THAT TRANSPORTATION BECAUSE RECEIPT SEEMED TO ALWAYS BE STUCK THERE AND DIRECTOR SAGE AND THE OTHER OPTIONS KNOWING THERE'S A LOT OF CHANGE IN OUR COMMUNITY RIGHT NOW, LIGHT RAIL COVENANT IS ANOTHER COMPONENT SO PUBLIC TRANSPORTATION IS A PIECE, WE NEED TO BE THINK ABOUT THE ONE MILE DOWN.

ALL THESE PIECES CAN PLAY INTO STUDENT TRANSPORTATION AS WELL.

SO HOW WE PARTNER AND DO THOSE THINGS I CAN SEE THIS PLAN INTO THAT. YOU ALSO HAD MENTIONED THE 9 O'CLOCK START TIME WAS GREATLY APPRECIATED BY OUR STUDENTS AND FAMILIES DURING THIS AND I ALSO HEARD ABOUT THE SHIFT OF SCHEDULE OF HAVING A DAY OFF AND HAVING THAT BE ASYNCHRONOUS CAN YOU GET THROUGH THE ONLINE CAPACITY TO HAVE MORE FLEXIBILITY. THINK ABOUT THOSE OPTIONS AS THEY GO THROUGH THIS IS A LOOK TO SCHEDULING AND DIFFERENT PIECES I KNOW THOSE ARE ALL THOSE COMPONENTS THE SHIFT WAS DONE FOR A SEVEN PERIOD DATE THERE'S A LOT OF THINGS WE CAN DO THOSE SORTS OF THINGS ESPECIALLY WITH AN ONLINE OPTION.

I'M EXCITED ABOUT THE POSSIBILITY OF HOW THIS CAN PLAY OUT. TO REALLY SORT OF BREAK THE MOLD AND LOOK AT THIS SORT OF DIFFERENTLY THAN WE HAVE BEFORE.

>> I ECHO EVERYTHING DIRECTOR BLIESNER SAID.

ONE THING I HEARD A LOT ONE OF THE OPTION OF, I KNOW IT'S HARD

[02:45:07]

NOT NECESSARILY REQUIREMENT OF ALL STUDENTS.

AND THEN THE OBVIOUS THAT RATE OUT THE GREATEST IMPEDIMENT, RIGHT NOW ARE MAKING A POLICY CHOICE PROVIDING A YELLOW BUS ACCESS FOR EVERY SCHOOL FOR EVERY STUDENT TO OUR HIGH SCHOOL SO THAT LEE QUESTION HIGH SCHOOL IS A PRIORITY AT A CERTAIN TIME. I SAID SOMETHING THAT TRIGGERED YOU, DO YOU WANT TO SPEAK ON THAT FIRST PART.

>> NOT FULLY TRIGGERED BUT I WANT TO CLARIFY, YES A POLICY DECISION AROUND TRANSPORTATION BUT IT IS ALSO THE COMMITMENT TO OUR COMMUNITY OF ENGAGEMENT, FEEDBACK LOOPS, RECOGNIZING IMPACT. THOSE ARE AS IMPORTANT AS THE TRANSPORTATION IMPACT AND SO, BECAUSE WE HEARD THAT LOUD AND CLEAR THE LAST TIME WE MADE THE SHIFT FROM MANY OF OUR COMMUNITIES THAT THE SHIFT AND IT WAS 30 Ã40 MINUTES IT WAS NOT EVEN IN OUR. EVEN THOSE SHIFTS CAUSED RIPPLES FOR MANY OF THEM.

>> ABSOLUTELY, THE ISSUE CAN BE SOLVED, IT CAN BE MITIGATED BY A LONG ENOUGH RUNWAY. WERE PROBABLY GOING TO HAVE TO MAKE A CHOICE IF WE SHIFT START TIMES IT'S GOING TO BE AT THE COST OF OUR CURRENT TRANSPORTATION.

SO I'M GLAD THAT WE ARE THINK ABOUT IT THAT WAY AND THINK ABOUT WHETHER THAT IS SOMETHING WE WANT TO DO.

AND MAYBE IN THE END IT'S NOT SOMETHING OUR COMMUNITY WANTS BUT I THINK IT'S GOOD TO AT LEAST THINK ABOUT BEING WILLING TO MAKE THAT SHIFT AND INCUR THAT COST OF MAKING THE SHIFT.

DIRECTOR STUART.

>> I WANT TO MAKE IT CLEAR WE UNDERSTAND THAT THE AMERICAN PEDIATRICS BUT THAT THEY HAVE POINTED OUT THE START TIMES AND THE HEALTH REQUIREMENTS AND SO FORTH, WE UNDERSTAND THAT AND I PERSONALLY WOULD LOVE TO SEE IT BUT I WOULD ALSO LOVE TO SEE US HAVE NEW DRIVERS. I ALSO UNDERSTAND THAT AS WE MOVE OUR HIGH SCHOOL STUDENTS TO A LATER TIME THAT HAS AN IMPACT ALSO ON FAMILIES WHERE THE HIGHS WILL STUDENT MAYBE THE CAREGIVER IN THE AFTERNOON. OR IN THE EARLY MORNING OF GETTING LITTLE SISTER AND BROTHER OFF TO SCHOOL.

SO WE HAVE TO CONSIDER THAT, AS WELL.

JUST TO PUT A PLUG IN THOUGH FOR OUR BUS SYSTEM THERE HAVE BEEN ADS ON COMO AND OTHER STATING DRIVER EDMONDS AND OTHER DISTRICTS AND THEY PAY FIVE BUCKS.

WE PAY 30 BUCKS IF ANYONE IS INTERESTED SO SIGN WITH US.

>> EVER GONNA TALK ABOUT TRANSPORTATION I WANT TO RECOGNIZE OUR DIRECTOR OF TRANSPORTATION DANA CHANDLER IS DOING A GREAT JOB OF RECRUITING, TRAINING AND DEVELOPING A CULTURE IN OUR TRANSPORTATION PROGRAM WHERE PEOPLE REALLY WANT TO BE THERE. I BELIEVE SHE FOR THE FIRST TIME AND BARBARA WILL SHAKE HER HEAD AGAIN, WE ARE OVER 100 DRIVERS FOR THE FIRST TIME IN MANY, MANY YEARS.

BEING ABLE TO RECRUIT, HIRE AND RETAIN A DRIVER'S OVER A LONG PERIOD OF TIME ALSO THEN IT HELPS SOME OF THESE VARIABLES THAT SEEM UNDOABLE AS WE GO THROUGH THESE PROCESSES.

>> WHAT WOULD REALLY LIKE TO HAVE?

>> BECAUSE OF THE CURRENT THREE-TIERED SYSTEM TO REALLY DISCONNECT HIGH SCHOOL FROM THE TRANSPORTATION SYSTEM SO WE CAN TRANSFER THEM ON THEIR OWN WE WOULD NEED AN ADDITIONAL 36 DRIVERS AND BUT THERE'S ALSO A BUS IMPACT THAN AS WELL.

WE DO HAVE SOME ADDITIONAL BUSES RIGHT NOW BUT WE NEED TO PURCHASE ADDITIONAL BUSES. BUCKS CURRENTLY DO WE HAVE WITH THE 100 DRIVERS ARE WE SOCIAL AND DRIVERS?

>> I DON'T KNOW AND I DON'T MEAN TO PUT ANYONE ON THE SPOT.

[02:50:04]

>> BARBARA WANTS TO GIVE THE ANSWER, I CAN TELL.

>> I GUESS WE COULD USE AS MANY DRIVERS AS WE CAN.

>> BECAUSE OF WHAT WE WANT TO ACCOMPLISH JUST THINK ABOUT PRESCHOOL. IF WE HAD 10 OR 15 MORE DRIVERS THEY COULD PROVIDE PRESCHOOL WITH TRANSPORTATION.

>> 100 BUS DRIVERS WILL COVER THE CURRENT ROUTES WERE PLANNING ON OUT BUT THAT IS NOT ENOUGH DRIVERS TO REALLY COVER, WE NEED SUBS AND SO IT'S NOT ENOUGH DRIVERS TO COVER ON A DAILY BASIS, WE HAVE DRIVERS THAT ARE OUT SIX SICK, OUT ON LEAVE. IDEALLY WOULD LIKE THAN EVER TO BE HIGHER SO THAT WE HAVE, SO THAT OUR OFFICE STAFF ARE NOT OUT DRIVING ON A DAILY BASIS WE DON'T HAVE ENOUGH DRIVERS.

IT IS PROGRESS BUT WE WOULD LIKE TO GET MORE DRIVERS HIRED.

WE ARE WORKING TOWARDS THAT.

>> I WANTED TO HEAR THAT FROM OTHER STAFF, TWO.

>> ANY OTHER COMMENTS OR QUESTIONS CONNECT? SOUNDS I GET MORE FOR US.

>> I DO. I WANT SPEND EDGE MENACE AMOUNT OF TIME ON THIS BUT I THINK IT'S IMPORTANT FOR THE BOARD TO KNOW WHEN WE THINK ABOUT OUR IN PERCENT LEARNING.

WE ARE REQUIRED TO PROVIDE IN PERCENT LEARNING FOR ANY STUDENT THAT WANTS IT AND THE MAJORITY OF LAKE WASHINGTON STUDENTS ARE RETURNING TO IN PERSON.

WE HAVE LESS THAN ONE PERCENT OF OUR STUDENTS THAT HAVEN'T SELECTED TO PARTICIPATE IN OUR ONLINE LEARNING PROGRAM FOR THE 21 Ã22 SCHOOL YEAR. AND SO, WITH THAT REQUIREMENT TO PROVIDE IN-PERSON LEARNING THERE IS THEN HEALTH AND SAFETY PIECES THAT THE UPDATED GUIDANCE IS REALLY IN RESPONSE TO THAT. FOR OUR ONLINE LEARNING PROGRAM RIGHT NOW AND THIS WAS AS OF A FEW DAYS AGO, WE HAVE RIGHT AROUND 100 ELEMENTARY STUDENTS THAT WILL BE PARTICIPATING IN OUR ONLINE SCHOOL PROGRAM AND IF YOU REMEMBER THE STATE BOARD OF EDUCATION ADOPTED RULES TO BE ABLE TO ALLOW DISTRICTS TO COUNT STUDENTS, THEIR SEAT TIME, THE SAME IN THE REMOTE LEARNING MODEL AS WE DO WITH OUR STUDENTS THAT ARE ATTENDING BRICK-AND-MORTAR SCHOOL. THEY CALL THAT THE CONTINUOUS LEARNING 2.0 BECAUSE WITH THIS NEW RULES ALSO, RULES AROUND MORE AND CONSISTENT CONTINUOUS LEARNING WITH TEACHERS SO LIVE INSTRUCTION, LIVE CONNECTION NEEDS TO BE 70 PERCENT OF THEIR SCHOOL TIME. WHICH THAT IS DIFFERENT THAN WHAT WE HAD IMPLEMENT IT LAST YEAR.

AND WE HAVE TO PROVIDE THE PROVISION OF ALL SERVICES TO STUDENTS. FIGURING THAT ALL OUT IS PRETTY UNIQUE. WE JUST GOT THE RULES A COUPLE OF MONTHS AGO. RICHARD SNYDER, OUR ONLINE PRESIDENT HAS DONE A GREAT JOB OF REALLY SETTING THE STAGE FOR US TO MOVE FORWARD WITH THIS. HE IS CONTINUING TO GET SOME LEVEL OF INQUIRY FROM FAMILIES AROUND THAT.

I KNOW MARK LET ME KNOW EARLIER TONIGHT THAT THERE IS FAMILIES THAT HAVE ASKED ARE WE STILL ACCEPTING STUDENTS INTO THAT PROGRAM AND SO I'LL WORK WITH THE TEAM TO MAKE SURE IT IS CLEAR WHAT THAT ANSWER IS. FOR OUR SECONDARY STUDENTS WE ARE NOT USING THE CONTINUOUS 2.0 RULES WE ARE ACTUALLY ADOPTING AN ALTERNATIVE LEARNING EXPERIENCE AND ELITE PROGRAM FOR OUR STUDENTS SO AS TO SEPARATE STATE REGULATIONS THAT WE ARE APPLYING ONE FOR ELEMENTARY AND ONE FOR SECONDARY. WE HAVE AROUND 45 STUDENTS THAT HAVE SIGNED UP TO DO THAT PROGRAM.

SO, I REALLY APPRECIATE THE TEAM FOR IMPLEMENT TEAM THIS BECAUSE THIS IS NOT BEEN AN EASY LIFT TO TAKE NEWLY CREATED RULES AND IMPLEMENT. IT FEELS LIKE THAT'S WHAT WE DID ALL YEAR LAST YEAR WAS RULES IMPLEMENT, RULES IMPLEMENT, SO I APPRECIATE THE TEAM TAKING THE TIME TO REALLY MAP THIS OUT SO WE CAN DO IT AS WELL AS WE CAN.

WHEN WE THINK ABOUT HEALTH AND SAFETY PLANNING, I JUST WENT TO THE DEPARTMENT OF HEALTH GUIDANCE AND PULLED OUT SOME KEY PIECES THAT I THINK ARE IMPORTANT TO NOTE.

MASKING AS YOU CAN IMAGINE IS A POLARIZING TOPIC.

[02:55:06]

BUT AT THIS TIME, IT HAS BEEN INDICATED BY THE GOVERNOR AND THEN REINFORCED BY THE SUPERINTENDENT THAT ALL STUDENTS ARE REQUIRED TO WEAR MASKS WHILE ATTENDING SCHOOL.

WITH THAT LIMITED EXCEPTIONS FOR HEALTH.

HEALTH AND MEDICAL REASONS. ADDITIONALLY, ALL STAFF ARE REQUIRED TO WEAR MASKS WHEN STUDENTS ARE PRESENT.

AND WHEN IT STUDENTS ARE REASONABLY EXPECTED TO BE ON CAMPUS. AND SO, ALL STAFF AND STUDENTS WILL BE MASKED IN THE CLASSROO .

THE GUIDANCE ALSO GOES ON TO STATE THAT BUS DRIVERS AND BUS RIDERS NEED TO CONTINUE WEARING MASKS, AS WELL.

BUT THAT STUDENTS AND STAFF ARE NOT REQUIRED TO WEAR MASKS OUTDOORS. THIS IS THE DEFERMENT OF HEALTH GUIDANCE BUT WE ALSO KNOW THAT OUR KING COUNTY PUBLIC HEALTH OFFICIAL HAS MADE RECOMMENDATIONS AROUND MASKING AND THOSE CONTINUE TO APPLY EVEN THOUGH THEY ARE RECOMMENDED GUIDANCE FROM OUR LOCAL HEALTH AUTHORITY BUT THIS IS FROM OUR CURRENT DEPARTMENT OF HEALTH GUIDANCE AND REQUIREMENTS. CURRENTLY LABOR AND INDUSTRY GUIDELINES WHICH IS THE GUIDELINES THAT WE USE FOR IMPLEMENTATION OF PROCEDURES WITH STAFF ALLOWS VACCINATED STAFF TO NOT WEAR A MASK WHEN STUDENTS ARE NOT PRESENT AND WHEN STUDENTS WOULD REASONABLY NOT BE ON CAMPUS.

THAT IS CURRENT GUIDANCE BUT ALSO WE KNOW OUR LOCAL PUBLIC HEALTH OFFICIAL HAS MADE RECOMMENDATIONS AROUND MASKING WHILE INDOORS. THERE HAS BEEN QUESTIONS AROUND WHERE DOES THE AUTHORITY COME FROM.

WHERE DOES THE GUIDANCE COME FROM AROUND MASKING? AND SO, I GRABBED INFORMATION FROM THE GOVERNOR, FROM THE DEPARTMENT OF HEALTH AND THEN THE SUPERINTENDENT MADE A STATEMENT, A RECORDED STATEMENT AROUND THE MASK REQUIREMENT AND HOPEFULLY IT'S HELPFUL FOR FOLKS BECAUSE OF SOME ARE CONCERNED WITH THE MASK REQUIREMENT AND AT THIS POINT IT'S NOT SOMETHING THAT IS IN OUR HANDS TO MAKE A DIFFERENT DECISION ABOUT. PHYSICAL DISTANCING, A TERM WE GREW VERY FAMILIAR WITH. WE REMEMBER THE DISCUSSIONS AROUND A SIX FOOT DISTANCE, THREE FOR DISTANCE, WHAT IS BEING ASKED FOR US RIGHT NOW IS THAT WE MAINTAIN THREE FEET PHYSICAL DISTANCING OF THE STUDENTS IN THE CLASSROOM.

YET, IF THAT THREE FEET THEN IT WOULD NOT ALLOW STUDENTS TO PARTICIPATE IN IN PERCENT LEARNING THAT WE ARE ABLE AND AFFORDED TO BE ABLE TO REDUCE THAT THREE-FOOT DISTANCING.

WE ARE ALSO ASKED TO MAINTAIN PHYSICAL DISTANCE OF THREE FEET OR MORE BETWEEN STUDENTS. WHEN OUTSIDE OF THE CLASSROOM, AS WELL. SO THAT IS SOMETHING WE WILL CONTINUE TO WORK THROUGH. GO AHEAD.

NEXT OUTSIDE THE CLASSROOM, THAT REALLY MEANS DURING PASSING PERIOD'S CONNECT

>> DURING PASSING PERIOD THAT THE INCIDENTAL.

YOU WOULD NOT ACHIEVE A CLOSE CONTACT DESIGNATION BUT THEY DO MAKE RECOMMENDATIONS AROUND PASSING PERIOD, MAINTAINING DIRECTIONALITY ON EITHER SIDES OF HALLWAYS.

WHEN I WAS REFERRING TO REALLY WAS AROUND LUNCH PERIOD'S.

COMMON AREAS AND DURING HIGH-RISK ACTIVITIES SUCH AS PE AND THINGS LIKE THAT. AND SO, THE REQUEST IS THAT WE MAXIMIZE DISTANCE BETWEEN STUDENTS AND TO THE DEGREE POSSIBLE AND THAT IS THE LANGUAGE RIGHT OUT OF THE DEPARTMENT OF HEALTH GUIDANCE. YOU CAN IMAGINE THE CHALLENGE WITH IMPLEMENT TEAM THIS TYPE OF GUIDANCE BECAUSE IT REALLY GETS DOWN TO THE NUANCE OF THE SIZE OF THE CLASSROOM.

THE NUMBER OF STUDENTS IN AN OVERALL LET'S TAKE 1/3 GRADE AT ANY GIVEN ELEMENTARY AND PUTTING THOSE STUDENTS INTO A CLASS AND THE MAKEUP OF THAT CLASS, THE TYPE OF FURNITURE THAT SCHOOL HAS PURCHASED, ALL OF THESE THINGS GO INTO FIGURING OUT HOW TO DO THIS AND THEM ANYTHING ABOUT LUNCH, RUNNING SIX LUNCHES IS NOT FEASIBLE BECAUSE THAT MEANS STUDENTS SHOW UP TO SCHOOL AND ELEMENTARY AT 9:20 AM THEY

[03:00:04]

OUR SCHOOL LEADERS ARE GOING TO BE WORKING THROUGH THIS OVER THE COMING WEEKS AS HE MOVED TO IMPLEMENTATION.

THE GUIDANCE CONTINUES TO REFERENCE VENTILATION.

WE ACTUALLY EXCHANGE OUR CLASSROOM TO A GREATER THEN THE EXPECTED STANDARD. OUR TEAM WHEN IT COVID 19 HIT, OUR TEAM ACTED SWIFTLY TO INCREASE THE RATINGS ON OUR FILTRATION IN OUR SCHOOLS. THEY ALSO THEN MOVED TO AN AIR EXCHANGE SYSTEM TO MAKE SURE THAT WE WERE CONSTANTLY ROTATING THE AIR IN OUR CLASSROOMS BECAUSE WE KNOW THAT HELPS REDUCE THE SPREAD OF THE VIRUS.

HANDWASHING PREVIOUSLY WAS ALMOST RIGIDLY REQUIRED AT SPECIFIC TIMES. I THINK THIS SHOULD HAVE BEEN IN PLACE SINCE THE BEGINNING OF TIME.

HANDWASHING AND HAND HYGIENE THAT IS NOT JUST A COVID 19 THINK THAT'S JUST GOOD PRACTICE THAT WE WANT ALL OF OUR STUDENTS AND ADULTS TO CONTINUE PAYING ATTENTION TO BECAUSE COVID 19 IS TODAY BUT WE NOTE WE ARE DOING WITH ALL SORTS OF THINGS THAT COULD SPREAD BECAUSE OF POOR HAND HYGIENE AND NOT PAYING ATTENTION TO THAT.

THE DEFINITION OF A CLOSE CONTACT CHANGED AND WHEN WE THINK ABOUT THE PROVISION OF IN PERSON LEARNING AND STUDENTS BEEN ABLE TO PARTICIPATE IN THE SCHOOL PROGRAMS IS MUCH AS POSSIBLE. THE DEPARTMENT OF HEALTH WAS VERY SPECIFIC THAT AS THEY ANALYZE THE CLOSE CONTACT AND THEY HAVE THE GOAL OF KEEPING KIDS IN SCHOOL AS MUCH AS POSSIBLE THAT THEY WERE ABLE TO MAKE THIS MODIFICATION.

THE NOTIFICATION IS THAT A CLOSE CONTACT IS NOW A STUDENT THAT'S WITH AT LEAST THREE FEET WHERE PREVIOUSLY IT WAS A STUDENT THAT WAS AT LEAST SIX FEET.

SO, THAT ACTUALLY ALLOWS US TO BE MORE STRINGENT IN THE STUDENTS THAT WOULD BE UNFORTUNATELY EXCLUDED FROM A CLASSROOM BECAUSE THEY WERE CLOSE CONTACT WITH ANOTHER STUDENT THAT WAS POSITIVE FOR COVID 19.

THIS EXCEPTION DOES NOT APPLY TO ADULTS.

IT'S JUST BETWEEN STUDENTS AND THERE IS RESEARCH, DATA AND SOME PILOTS AROUND CLOSE CONTACT BEEN AT THREE FEET WHICH THE OUTCOME WAS POSITIVE FOR STUDENTS.

THEY DO NOT SEE THE SPREAD OF THE VIRUS USING THIS DEFINITION OF CLOSE CONTACT. SO QUARANTINE WILL STILL BE A THING. I JUST THOUGHT I WOULD PROVIDE THE DEFINITION BECAUSE IT'S IMPORTANT TO REMEMBER THAT QUARANTINE IS WHEN SOMEONE HAS BEEN EXPOSED TO COVID 19 STAYS HOME AND AWAY FROM OTHERS FOR THE RECOMMENDED PERIOD OF TIME IN CASE THEY WERE INFECTED AND ARE CONTAGIOUS.

THAT'S THE OPERATIONAL DEFINITION THAT WE ARE WORKING ON. THERE ARE SOME EXCEPTIONS THAT ARE LISTED WITHIN THE GUIDANCE RIGHT NOW.

CLOSE CONTACTS WHO ARE FULLY VACCINATED AND DO NOT HAVE SYMPTOMS DO NOT NEED TO QUARANTINE BUT SHOULD, LIKE ALL OF US, CONTINUE TO WATCH FOR SYMPTOMS AND IF SYMPTOMATIC, GET TESTED. THAT IS SOMETHING WE ARE ABLE TO IMPLEMENT LAST YEAR FOR A VERY SMALL PORTION OF OUR HIGH SCHOOL STUDENTS TOWARDS THE VERY END OF THE SCHOOL YEAR.

THE DEPARTMENT OF HEALTH FURTHER WENT ON TO SAY THAT A CLOSE CONTACT WITH HAD A CONFIRMED COVID 19 CASE IN THE LAST THREE MONTHS AND HAS RECOVERED DOES NOT AND DOES NOT HAVE SYMPTOMS DOES NOT NEED TO QUARANTINE.

BUT SHOULD AGAIN WATCH FOR SYMPTOMS AND GET TESTED IF BECOMING A SYMPTOMATIC. THE CHANGE IN IT DEFINITION AROUND CLOSE CONTACT, THE UPDATE IN THE QUARANTINE RULES ALL IN SERVICE OF HEALTH AND SAFETY BUT ALSO KEEPING KIDS IN SCHOOL TO THE GREATEST EXTENT POSSIBLE.

AND THAT IS MY SUPERINTENDENCE REPORT.

>> QUESTIONS? DIRECTOR STUART.

>> TWO QUESTIONS, CAN MY KID TO REMOTE STILL, THE ANSWER IS

[03:05:08]

>> WHAT I DESCRIBED EARLIER IS RICHARD CONTINUES TO RECEIVE PEOPLE REQUESTING AND SO THE INDICATION IS THAT WE HAVE A REMOTE ACADEMY FOR FAMILIES THAT IDENTIFY HEALTH AND SAFETY NEED FOR THEIR CHILD AND SO GIVEN THAT WE ARE STILL IN THE MIDST OF THE PANDEMIC, YES.

>> I WANT TO MAKE SURE THE PARENTS, WE HAD A DEADLINE BEFORE AND WE ALWAYS HAVE THE SAME DEADLINE WHEN YOU'RE SIGNING UP FOR THINGS BUT PEOPLE, IT PASSED THREE MONTHS AGO, THERE'S NEW DELTA VARIANT OUT AN AMOUNT OF LUCK.

I WANT FOLKS TO UNDERSTAND THAT THEY ARE NOT.

IF THERE'S A HEALTH REASON, SAFETY REASONS, FOR CRYING OUT LOUD, CALLED THE DISTRICT AND TALK TO RICHARD.

>> RICHARD SNYDER.

>> ASKED FOR RICHARD SNYDER. FOR LACK OF A BETTER QUESTION.

BUT THANK YOU. THE ONE ELEPHANT IN THE ROOM I'M SURE NO ONE WAS TO TALK ABOUT IS WHAT HAPPENS IF WE HAVE TO CLOSE DOWN AGAIN, ARE WE PREPARED FOR SOMETHING LIKE THAT?

>> DIRECTOR STUART, WE LEARNED A TREMENDOUS AMOUNT LAST YEAR AND SO IF WE WERE NEEDING TO SHIFT, ALTHOUGH WE HAVE NOT GONE THERE YET, WE WOULD BE ABLE TO ENACT A PLAN VERY SWIFTLY, YES.

>> I THOUGHT THAT WAS THE ANSWER BUT I WANTED TO MAKE SURE ALL THE PARENTS HEARD THAT BECAUSE IT'S A QUESTION THAT HAS BEEN DOGGING SOME APPEARANCE.

I HAVEN'T HEARD ANYTHING ABOUT WHAT IF VANESSA BIG ELEPHANT IN THE ROOM I WANT TO MAKE SURE PARENTS THAT WE ARE PREPARED AND WERE READY, GOD KNOWS WE DON'T WANT IT TO HAPPEN BUT IF IT DOES, WE WON'T BE CAUGHT SHORT.

>> ANY OTHER BOARD QUESTIONS? DIRECTOR BLIESNER.

>> A QUESTION REGARDING TO QUARANTINE AND THE POSSIBILITY OF HIS STUDENTS HAVING TO QUARANTINE FOR A PERIOD OF TIME. WILL WE HAVE A CAPACITY FOR THEM TO BE LIVE STREAMING INTO THEIR CLASSROOM ESPECIALLY OUR HIGH SCHOOL STUDENTS AND MIDDLE SCHOOL STUDENTS SO THEY CAN KEEP UP WITH WHAT THEY'RE DOING BECAUSE IT'S ANOTHER SICK, THEY ARE JUST HOME.

>> I KNEW YOU'RE GOING TO ANSWER ME THAT AND I DON'T HAVE AN ANSWER FOR YOU.

>> I WAS OPEN IT WAS YES SO IT WOULD NOT BE A PROBLEM.

>> ANY OTHER BOARD MEMBER? DIRECTOR BLIESNER.

>> ANOTHER QUESTION IS AROUND SCREENING AND TESTING AND WILL WE BE LOOKING AT LIKE ATHLETICS THEY WERE TALKING ABOUT DOING SCREENING AND TESTING IN REGARDS TO THAT AND WILL WE BE LOOKING AT LOOKING AT DOING ANY SCREENING?

>> I WILL FOLLOW UP ON THAT, AS WELL.

I WOULD BE REMISS IF I TRIED TO GIVE YOU A THOROUGH ANSWER ON THAT. ASSOCIATE SUPERINTENDENT WOULD BE SQUIRMING BACK THERE BECAUSE I'M SURE I WOULD NOT PROVIDE YOU WITH ACCURATE INFORMATION.

>> OKAY, I HAVE ONE MORE. ON THE VACCINE KNOWING WE HAVE THE CLINICS BACK IN MAY AND JUNE OF THIS YEAR, KNOWING THERE MIGHT BE POTENTIALLY OTHER STUDENTS WHO STILL HAVE NOT GOTTEN THE CHILDHOOD VACCINES WHERE THEY MIGHT NOT HAVE THE OPPORTUNITY WILL WE BE SUPPORTING FAMILIES AND HAVING ACCESS TO THOSE?

>> I'LL FOLLOW THE DETAILS ON THAT BUT MATT WAS DESCRIBED THE OTHER DAY THAT VACCINE CLINICS BOTH FOR COVID 19 BUT ALSO FOR ROUTINE VACCINES KNOWING THAT THERE ARE MANY CHILDREN IN OUR COMMUNITIES AND ACROSS THE COUNTRY THAT THEIR ACCESS TO VACCINE OVER THE LAST 18 MONTHS HAS DIMINISHED GREATLY SO MATT IS WORKING WITH SOME OF COMMUNITY PARTNERS TO PROVIDE THAT, YES.

>> EXCELLENT, GLAD TO HEAR.

>> I DON'T HAVE ANY THING ELSE, ANYONE ELSE HAVE QUESTIONS OR COMMENTS? THE NEXT ITEM ON THE AGENDA IS

[G. Public and Community Affairs]

>> YES IT'S THE PERFECT SEGUE. THE MEETINGS AT ÃÃHAVE RESUMED AFTER A SHORT BREAK AND A LOT OF WHAT YOU JUST DESCRIBED DOCTOR HOLMEN ON UPDATED GUIDANCE FOR K-12 WAS DISCUSSED DURING THAT MEETING ALONG WITH ONE OF THE, I'M NOT SURE WHAT HER TITLE WAS, SHE WAS A NEW PERSON THAT JOINED US. SOMEONE WORKING WITH PUBLIC HEALTH HAS REACHED OUT TO EVERY SCHOOL DISTRICT IN KING COUNTY TO ASK WOULD THE DISTRICT BE INTERESTED IN HAVING EASIER

[03:10:01]

>> WHITNEY TAYLOR WAS HER NAME, SHE'S ON THE VACCINE TEAM.

WHITNEY TAYLOR.

>> WAS SHE CONTACTING DIRECTORS OR CONNECT

>> MATT SAYS YES.

>> THUMBS UP FROM THE BACK OF THE ROOM.

>> THANK YOU, AND ALSO THAT SARAH WILL BE CONTINUE TO BE THE SCHOOL RESPONSE PERSON TO CONTACT FOR SCHOOL DISTRICTS? AND I BELIEVE WE ARE GOING TO BE MEETING EVERY 2 TO 3 WEEKS WITH PUBLIC HEALTH AS THE SCHOOL YEAR PROGRESSES.

>> GREAT, THANK YOU. ALL RIGHT, ANY ONE ELSE HAVE

[H. Closing Items]

>> I APOLOGIZE FOR NOT BRINGING THIS UP DURING JOHN'S PRESENTATION. THERE'S BEEN QUESTIONS RAISED BY PARENTS BECAUSE THEY WANT TO FIND OUT WHAT WERE DOING AND REPARATION FOR BAND, ORCHESTRA AND CHOIR STUDENTS.

WITH FACE COVERINGS. I SHARED WITH YOU ALL KANSAS UNIVERSITY CAME UP WITH SOME GUIDELINES THAT WERE TRANSFERABLE TO US. I CANNOT TELL YOU BECAUSE I DID NOT PLAY IN BAND ORCHESTRA AND NO ONE WANTED TO SEE ME IN ACQUIRE OR HEAR ME AND ACQUIRE, THANK YOU VERY MUCH.

BUT MY POINT IS, THAT PARENTS AT THIS POINT THEY FEEL THEIR KIDS THEY LOST A LOT BY NOT HAVING THEIR BAND AND ORCHESTRA LAST YEAR AND I CAN UNDERSTAND. THEY ARE STILL SEETHING ABOUT IT. I REALLY WOULD ENCOURAGE US TO GET AS MUCH INFORMATION OUT AS SOON AS POSSIBLE ABOUT HOW BAND AND ORCHESTRA AND CHOIR WILL BE CONDUCTED.

>> ALSO FELL OVER THE BOARD SO YOU HAVE THE INFORMATION, AS WELL.

>> BASED ON PUBLIC COMMENT THIS EVENING AS WELL, THE OPTION FOR OUTDOOR LUNCH IN THIS SETTING. I WOULD APPRECIATE A FOLLOW-UP ON THAT IN REGARDS. I'LL BE HONEST I DON'T EAT INDOOR AT RESTAURANTS AT THIS POINT TIME SO I CAN APPRECIATE THE CONCERNS. IT SEEMS LIKE AN OPTION WE SHOULD BE ABLE TO LOOK AT AND PROVIDE SOME MEANS.

>> ANY OTHER BOARD MEMBER COMMENTS TONIGHT? I HAVE ONE, THAT IS I EXPECT THAT ATTENDEES WILL CONTINUE TO HAVE TO WEAR FACEMASKS AND COVERINGS AT OUR MEETINGS IN THE NEAR FUTURE. WE HAD A LITTLE BIT OF A ROCKY TIME TONIGHT WITH SOME INDIVIDUALS IN OUR MEETING.

IF ANYONE HAS, I DON'T HAVE A GOOD SOLUTION FOR IT RIGHT NOW.

BUT IF ANYONE HAS SOME IDEAS IF YOU COULD SHARE THOSE WITH ME AND WE HAVE A MEETING IN TWO WEEKS.

I THINK WE NEED TO BE MORE THOUGHTFUL ABOUT HOW WE MEET THE REQUIREMENTS THAT WE HAVE TO MEET AND CONTINUE TO PROVIDE ACCESS TO OUR COMMUNITY TO BE ABLE TO ENGAGE AT THE BOARD MEETINGS. EVEN WHEN MEMBERS OF OUR COMMUNITY ARE NOT BEING PERHAPS NOT MEETING THE STANDARD THAT YOU WOULD EXPECT IT STILL OUR JOB TO TO DO OUR BEST TO LISTEN TO THEM. ANYWAY, ALL I HAVE TO SAY IF ANYONE HAS ANY GOOD IDEAS YOU CAN SHARE THEM WITH ME BECAUSE I HAVE NONE. UNDER THE OPEN PUBLIC MEETINGS ACT IN PERSON BOARD MEETINGS ARE PERMITTED IN COMPLIANCE WITH CURRENT REGULATIONS AND A REMINDER AT THIS TIME YOU DO NOT NEED TO PREREGISTER, THAT MAY CHANGE.

TO ATTEND A BOARD MEETING. STUDY SESSION OR SPECIAL BOARD MEETING. HOWEVER, ALL ATTENDEES ARE REQUIRED TO WEAR FACEMASKS AND COVERING.

IF THE PRE-REGISTRATION CHANGES THAT WILL BE COMMUNICATED ON THE BOARD MAILING LIST. WE DO NOT HAVE A SENSE WHETHER THAT WILL CHANGE, NO. ALL RIGHT, OUR NEXT MEETING IS CURRENTLY SET FOR 5 PM BUT IS ALMOST CERTAINLY, THE STUDY SESSION WILL MOST CERTAINLY SHIFT TO 1 PM.

IT WILL SHIFT, EVERYONE IS AVAILABLE.

THERE WILL BE A STUDY SESSION AT 1 PM ON OCTOBER 23, AUGUST 23. IT WILL BE ON THE TRAY THIRD OF

[03:15:04]

THE BOARD WILL BE MEETING TO CONTINUE TO DISCUSS AND WORK ON LEVY AND BOND PLANNING. SO I WOULD ENCOURAGE THOSE WHO ARE INTERESTED TO TUNING OR VIEW THE VIDEO LATER.

FINALLY AT THE BOARD MEETING WILL FOLLOW ITS 7 PM.

WE REACHED THE END OF THE AGENDA I WILL ENTERTAIN A MOTION TO ADJOURN.

>> SO MOVED.

>> SECOND.

>> MOVED AND SECOND, ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

X AYE.

>> ANY OP

* This transcript was compiled from uncorrected Closed Captioning.