Oct 04, 2021 October 04, 2021 Study Session - 5:00 p.m.

[00:00:02]

ON THE VIDEO. OKAY, THE VIDEO IS LIVE.

>> GREAT, GOOD EVENING I WOULD LIKE TO CALL TO ORDER THE OCTOBER 4, 2021 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION, LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY. A RECENT CHANGE TO GUIDELINES OF 20-28.15 OPEN PUBLIC MEETINGS AND EXTEND CREATION OF PUBLIC MEETINGS AND EXTEND THE BUSINESS MEETINGS IN MISCELLANEOUS VENUES GUIDANCE. THAT AS OF JUNE 30, 2021 THE PUBLIC AGENTS CAN HOST IN-PERSON PUBLIC MEETINGS UNDER THE OPEN PUBLIC MEETINGS BUT CURRENT FACE COVERING REQUIREMENTS IS IN PLACE. THIS BOARD VALUES ENGAGEMENT WITH THE BOARD, THE BOARD WILL CONTINUE TO COMPLY WITH THE LAWS RELATED TO OPEN PUBLIC MEETINGS AND CURRENT EMERGENCY REQUIREMENTS RELATED TO MISCELLANEOUS VENUES.

IF THAT GUIDANCE AND OTHER REQUIREMENTS RELATED TO COVID-19 CANNOT BE MET, THE BOARD MUST HOLD ITS MEETINGS REMOTELY, AND PROVIDE ACCESS TO VIDEO AND AUDIO.

THE BOARD HAS DETERMINED TO HOLD ITS MEETINGS REMOTELY.

THE BOARD WILL CONTINUE TO NOTIFY THE PUBLIC OF THE LOCATION OF ITS MEETINGS THROUGH THE BOARD MEETING TAB ON THE BOARD DOCS TAB ON THE WEB PAGE. AND AT THIS TIME PLANNED THAT SEPTEMBER, OCTOBER AND NOVEMBER WILL HELD REMOTELY, AND VIDEO WILL BE LIVESTREAMED ON THE WEBSITE.

IF YOU ARE UNABLE TO LISTEN TO THE MEETING ON THE WEBSITE.

YOU MAY ALSO DOING SO CALLING, TO LISTEN TO THE MEETING.

WE HAVE SEVERAL TOPICS ON THE AGENDA FOR TONIGHT FOR THE STUDY

[1. Discussion of Policy #2411, Academic Acceleration, First Reading]

STARTED ON THIS? >> ABSOLUTELY, AS THE BOARD KNOWS ADMINISTRATIVE POLICY HAS BEEN DELEGATED TO ME TO MANAGE PROCESS, BUT THERE IS TIMES THAT STATE LAW REQUIRES THE BOARD TO TAKE ACTION ON ADMINISTRATIVE POLICY.

HERE WE HAVE ONE OF THOSE INSTANCES WHERE THE BOARD NEEDS TO TAKE ACTION, HOUSE BILL 1599, HAD A NUMBER OF DIFFERENT COMPONENTS TO IT AND REALLY IN THAT FINAL STEP IN COMPLYING WITH THE TOTAL HOUSE BILL 1599 REQUIREMENTS AND TONIGHT TALKING ABOUT THE ACADEMIC ACCELERATION POLICY AND WE HAVE MIKE GORDEN WALK US THROUGH THE PIECES AND SHARE THE RESEARCH AND THINKING AND BENCHMARKING ACROSS DISTRICTS TO WHAT THIS ACADEMIC ACCELERATION POLICY MEANS IN PRACTICE AND POLICY.

MIKE. >> CHECK TO SEE THAT EVERYONE SEES THE FIRST SLIDE OKAY. DR. HOLMEN MENTIONED THIS IS THE LAST SERIES OF REQUIREMENTS FROM HOUSE BILL 1599, AND PRECOVID THERE WAS A NUMBER OF REQUIREMENTS IN HOUSE BILL 1599, ENTITLED GRADUATION PATHWAYS AND TALKED ABOUT CHANGES FOR THE DISTRICT FOR ASSESSMENT SYSTEMS AND CHANGES TO THE HIGH SCHOOL BEYOND PLAN AND COURSE ENROLLMENTS AND WAIVERS.

AND ALL SORTS OF THINGS AND REQUIRED TO BE IN PLACE BEFORE NOW. AND AS WE HAVE DR. HOLMEN MENTIONED THE LAST THING ON THE LIST OF REQUIREMENTS IS ACADEMIC ACCELERATION POLICY THAT WILL START TO HAVE IMPACT ON STUDENTS '22-23 SCHOOL YEAR AND BECAUSE THIS IS TIED TO THE SMARTER ASSESSMENT IN WASHINGTON OF SCIENCE.

AND AS YOU KNOW THOSE ASSESSMENTS NOT GIVEN LAST YEAR BUT IN THE FALL OF THIS YEAR. AND WE ALSO HAVE REQUIREMENTS RELATED TO STUDENTS' COURSE TAKING THAT ALLOWS ADVANCED COURSES. AND AGAIN THIS IS THE FIRST YEAR

[00:05:02]

WE WANTED TO START HELPING PEOPLE UNDERSTAND THE INTENTIONS BEHIND THIS. AND THERE IS LANGUAGE IN THE POLICY AND THE CONVERSATIONS THAT HAPPENED AROUND IT IN THAT THERE HAVE BEEN AS WE DISCUSSED MANY TIMES HISTORIC BARRIERS TO ADVANCED COURSE WORK. AND THE BARRIERS COULD BE FOR ANY NUMBER OF REASONS BUT THEY HAD DISPROPORTIONATE AFFECT OF STUDENTS OF SCHEDULE AND LOW SOCIOECONOMIC BACKGROUND AND STUDENTS WITH ENGLISH AS A SECOND LANGUAGE.

AND THE IDEA TO GET THROUGH THE BARRIERS PUT IN PLACE FOR ANY NUMBERS OF REASONS THAT ALLOWS STUDENTS TO ACCESS COURSES.

AND THE GOAL BY THE TIME THEY GET TO THE END OF HIGH SCHOOL, THEY HAVE ACCESS THAT IS INTENTIONAL TO DUAL CREDIT OPPORTUNITIES AND THOSE DUAL CREDIT OPPORTUNITIES AS YOU KNOW ALLOW STUDENTS TO EARN COLLEGE CREDIT AND FINANCIAL BENEFIT SO FEWER CLASSES TO TAKE IN COLLEGE THAT ARE VERY EXPENSIVE.

ALL OF THOSE IDEAS BEHIND ACADEMIC ACCELERATION POLICY AND AS YOU MOVE FROM INTENTION TO PRACTICE AND WHERE THE WORK BEGINS AND WHERE WE SPEND OUR TIME.

HIGH-LEVEL OVERVIEW OF THE REQUIREMENTS.

FIRST STUDENTS THAT TAKE SMART ASSESSMENT IN EIGHTH GRADE AND MEET STANDARD MUST BEEN ROLLED -- WHERE IT'S INTERESTING IN THE NEXT RIGOROUS ADVANCE COURSE IN HIGH SCHOOL.

FOR ENGLISH THAT ALLOWS STUDENTS TO BE ENROLLED IN THE NEXT ADVANCED ENGLISH COURSE AND FOR MATH NEXT MOST ADVANCED MATH COURSE AND OPEN UP OPPORTUNITIES FOR SOCIAL STUDIES COURSES AS WELL. AND THEN FOR SCIENCE, AS OPPOSED TO MATH AND ELA WHERE STUDENTS ARE AUTOMATICALLY ENROLLED IN THE NEXT ADVANCED COURSE, IN SCIENCE IT MAKES THEM ELIGIBLE.

YOU MAY KNOW IN THE PAST THAT COURSES HAVE PREREQUISITES ON THEM AND LETTER GRADE OR TEACHER RECOMMENDATION, AND THIS SAYS IF YOU MEET STANDARD YOU HAVE ELIGIBILITY TO TAKE THE CLASS.

AND THAT BEING SAID AND TALK ABOUT THIS LATER, THERE ARE COURSES THAT BUILD IN A PROGRESSIVE WAY.

RATHER THAN SAYING THAT THE NEXT ADVANCED COURSE IS AF F -- AP PHYSICS OR AP CHEMISTRY AND ADVANCE COURSE COULD BE SEQUENTIAL AND THINK OF THAT DEVELOPMENT OVER TIME.

WE WANT TO BE SURE THAT WE ARE NOT PUTTING STUDENTS INTO REMEDIAL COURSES IF THEY MEET STANDARD ON EITHER OF THOSE TWO ASSESSMENTS. IN ADDITION STUDENTS THAT TAKE ADVANCED COURSES ARE ELIGIBLE OR ENROLLED IN THE NEXT ADVANCED COURSE. THIS IS TRICKY FOR EXAMPLE, IF YOU TAKE AN ADVANCED PLACEMENT CHEMISTRY CLASS THERE IS NOT A NEXT CLASS TO BE AUTOMATICALLY ENROLLED IN AND SOMETHING TO WORK THROUGH. BUT ALLOWS YOU TO SAY IF I PASSED THE ADVANCED CLASS AND ENROLLED.

AND NOT SAY THAT YOU SHOULDN'T BE IN THIS CLASS OR HAVE PREREQUISITES KEEPING YOU FROM ACCESSING.

AND PARENTS AND GUARDIANS HAVE THE ABILITY TO SAY, THIS DOESN'T ALIGN WHAT WE WANT OUR STUDENT TO TAKE, AS WELL AS STUDENTS HAVE THE ABILITY TO HAVE SAY IN THAT.

AND ANY CHANGES OR ANY ENROLLMENT NEEDS TO BE ALIGNED WITH THE HIGH SCHOOL BEYOND PLAN GOAL THAT PUTS THEM IN A SEQUENCE OF COURSE TAKING AND SAY THAT'S THE REASON I WANT PUT IN THAT CLASS THAN AUTOMATICALLY ENROLLED IN THIS OTHER.

THIS IS THE BIG BUCKETS OF THE POLICY, HOW IT PLAYS OUT IS THE INTERESTING PART. WHERE WE STILL HAVE WORK TO DO AND WHY WE ARE DOING THIS NOW TO GET EVERYTHING QUEUED UP WHEN STUDENTS ENROLL IN CLASSES NEXT YEAR.

HERE'S AN EXAMPLE OF MATH AND WHERE IT GETS INTERESTING.

AND IN WASHINGTON AND AROUND THE STATE, WE HAVE STUDENTS ENROLLED IN EIGHTH GRADE MATH. AND SAY THAT A STUDENT DOESN'T DO SO WELL IN THAT CLASS. AGAIN WE DON'T HAVE A LOT OF THIS AND SOME CASES THAT IT HAPPENS AND OTHER SCHOOL DISTRICTS. THE TEACHER MIGHT SAY YOU KNOW WHAT, THE STUDENT ISN'T READY FOR ALGEBRA, AND PUT THEM IN

[00:10:06]

SO NOW THAT THE WAY THAT IT WORKS IF A STUDENT TAKES MATH AND REGARDLESS OF THE GRADE THEY EARN, IF THEY MEET STANDARDA SMARTER ASSESSMENT THEY ARE AUTOMATICALLY ENROLLED IN ALGEBRA. AND THEN SIMILARLY IF THEY PASS MATH CLASS AND AUTOMATICALLY ENROLLED IN GEOMETRY.

AND THOSE ARE REQUIRED FOR GRADUATION AND AGAIN WE MAY HAVE A GREAT AP STATISTICS CLASS AND DON'T NEED ALGEBRA, THAT IS ADVANCED CLASS. WELL, YOU HAVE TO HAVA ALGEBRA TO GRADUATE, IT'S A STATE REQUIREMENT AND DISTRICT REQUIREMENT. WHAT WE READ FOR MATH NEXT AFTER ALGEBRA IS ALGEBRA 8 AND THEN GEOMETRY.

AND IF THEY GO WITH THE SEQUENCE THE OPPORTUNITY TO BE ENROLLED IN THE DUAL CREDIT BY SENIOR YEAR AND THE POTENTIAL FORCOLLEGE CREDIT. AND ENGLISH LANGUAGE ART IS FOUR YEARS OF ELA AND STATE BOARD DOESN'T SPECIFY SPECIFIC COURSES AND STUDENTS HAVE LOTS OF OPTIONS IN ENGLISH LANGUAGE ARTS AND SOCIAL STUDIES. WE STILL HAVE WORK TO DO TO DEFINE ONCE YOU LEAVE LANGUAGE ARTS AS AN EIGHTH GRADER WHAT ARE THE MOST ADVANCED CLASSES. AND AS WE LOOK AT SCIENCE AND SEE QUESTIONS THAT COME UP AND LOOKS LIKE QUESTIONS YOU HAVE.

AND SIMILARLY LOOK SCIENCE AS AN EXAMPLE, AGAIN WITH SCIENCE WE DON'T HAVE PRESCRIBED COURSES, THREE YEARS OF SCIENCE, TWO YEARS OF LAB. AGAIN STUDENTS MIGHT HAVE MET STANDARD ON WASIC, AND WE HAVE IN OUR HIGH SCHOOLS HONOR COURSES AS NINTH GRADERS. WE HAVE DONE A LOT OF WORK AND OUR SCHOOLS A LOT OF WORK TO ELIMINATE THE LETTER-BASED GRADE REQUIREMENT FOR THE COURSES. AND THE WAY THAT WE READ, ELIGIBLE FOR AND STUDENTS MEET STANDARD IN EIGHTH GRADE AND ELIGIBLE AND GO INTO CHEMISTRY AS SEQUENCE COURSE.

AND AGAIN THE CHOICE OF THOSE COURSES IS DEPENDENT ON THE STUDENT'S HIGH SCHOOL AND BEYOND PLAN.

IF THE STUDENT IS AUTOMATICALLY ENROLLED IN ONE OR THE OTHER THEY MAY NOT TAKE THE CLASS THEY NEED.

WE NEED TO BE CLEAR ON HOW STUDENTS ARE ENROLLED IN COURSES AND WHICH COURSES ENROLLED IN. STUDENTS DO HAVE CHOICE AND SAY IN THEIR COURSE TAKING AND. WE WANT TO BE SURE THEY ARE TAKING THE COURSES THEY NEED TO TALK AND WANT TO TAKE.

BUT AGAIN THIS PATHWAY ALLOWS THEM TO GET INTO DUAL CREDIT COURSES MUCH MORE QUICKLY. YOU CAN IMAGINE FOR ENGLISH LANGUAGE ARTS, IF WE HAVE HONORS ENGLISH LANGUAGE ARTS AND EASTLAKE HIGH SCHOOL WE HAVE HONOR HUMANITIES AND THE QUESTION DO THEY AUTOMATICALLY GET ENROLLED IN THAT HONOR TRACK. AND LOOKING AT NEIGHBORING DISTRICTS AND SOME HAVE GOTTEN RID OF GENERAL COURSES ALTOGETHER AND CALL EVERY NINTH GRADE HONORS COURSE.

WHICH IS INTERESTING. AND OTHERS MIGHT HAVE A GENERAL NIEPTH GRADE COURSE AND HAVE AN HONORS COURSE AND ENROLLING IN THAT. IT'S INTERESTING TO PLAY THIS OUT AND COURSE CATALOGS. SEE QUESTIONS AND THEN TALK ABOUT NEXT STEPS. I WILL GO IN THE ORDER I SEE,

CASSANDRA. >> THANK YOU, SO I KNOW WE HAVE CLASSROOMS OF EIGHTH GRADERS TAKING GEOMETRY.

>> RIGHT. >> WHAT DOES THAT LOOK LIKE?

>> GREAT QUESTION, SAME THING, STUDENTS TAKING GEOMETRY WOULD AUTOMATICALLY BE ENROLLED IN THE NEXT COURSE, ALGEBRA II AND THAT ALLOWS PRECALC. AND ALGEBRA II IS A PRECOURSE FOR PRE-CALC AND SETS THEM UP AND MOVE THIS UP AND DOWN AND

NEXT COURSE IN THE SEQUENCE. >> WHERE WOULD AP STATS FIT IN?

[00:15:03]

>> IT COULD COME AFTER ALGEBRA II.

AND AGAIN IF THEY WERE TAKE BEING AS NINTH AND 10TH GRADER

AND AP-CALC. >> WHAT ABOUT FOR THE KIDS THE MATH IN HIGH SCHOOL IT'S NOT ENOUGH FOR THEM.

DO WE HAVE ANY PARTNERSHIPS WITH LOCAL COLLEGES IF KIDS WANT TO

TAKE THE NEXT COURSE? >> YEAH, WE HAVE COLLEGE IN THE SCHOOLS AND RUNNING START COURSES AND THOSE ARE DUAL COURSE OPTIONS AND TO GIVE THEM ACCESS BEFORE GRADUATION.

>> RIGHT, I DON'T KNOW OF ANY COMMUNITY COLLEGE OR LOCAL BC THAT OFFERS A HIGH-LEVEL OF MATH THAN WE OFFER, IS THAT OFFERED

SOMEWHERE? >> CALCULUS AB OR BC?

>> RIGHT. >> OFF THE TOP OF MY HEAD I DON'T KNOW, NOW YOU ARE STARTING TO GET INTO RATHER THAN SEQUENTIAL COURSES YOU ARE GETTING SPECIALIZED.

IT'S NOT THE NEXT COURSE IN THE SEQUENCE, WE CAN CHECK ON THAT.

>> THAT WOULD BE GREAT TO FIND OUT WHAT OPTIONS WE HAVE.

>> MARK. >> SIRI -- GUESS NOT.

THERE WAS A QUESTION ON FACEBOOK ABOUT PARENTS, ESPECIALLY ONE PARENT IN PARTICULAR SAYING, LOOK MY DAUGHTER ALL OF A SUDDEN PUT IN THESE ACCELERATED CLASSES AND HAD TOO MANY OF THEM.

AND CAME BACK AND SAID, DAD THIS IS TOO MUCH.

AND RATHER THAN HAVE HER GO THROUGH THE SEMESTER AND FEEL THAT BURDEN AND WANTED ONE CLASS TO DROP BACK TO A REGULAR CLASS OR ELECTIVE. AND TOLD THEY COULDN'T DO IT.

AND I QUESTION TO MISCOMMUNICATIONS OR WHAT.

IF A STUDENT IS AUTOMATICALLY ENROLLED IN WHATEVER HIGHER LEVEL CLASS. DO THEY HAVE THE OPTION TO OPT

BACK OUT? >> YEAH, SO THERE IS TWO PARTS.

ONE BEFORE THE FACT, CAN YOU JUST INDICATE THAT YOU DON'T WANT TO BE PLACED THERE. AND SECOND AFTER YOU GET IN.

BEFORE THE FACT PROBABLY END UP AND STUDENTS SIGNING UP FOR ENROLLMENT AND OPT OUT AND TRY IT AND OVER MY HEAD.

PROBABLY WHAT WE ARE SEEING IN SCHOOL FACING THAT WE STAFF AND ENROLL THE STUDENTS IN COURSES AND WHEN LARGE NUMBER OF STUDENTS LEAVE WE HAVE TO RESCHEDULE EVERYTHING.

AND MAY NOT BE SPACE, CAPACITY OR STAFFING NECESSARILY.

I THINK THOUGH WE HAVE TO PROBABLY DRAW A SOFTER LINE GIVEN THAT WE ARE AUTOMATICALLY ENROLLING STUDENTS IN THAT.

AND THERE NEEDS TO BE A PERIOD OF TIME END OF THE SEMESTER, YEAH YOU CAN BACK OUT IF IT'S TOO MUCH.

EVEN IF YOU WANTED TO TRY BECAUSE IT'S GOING TO BE AUTOMATIC. THAT BEING SAID ALL THE CHALLENGES SUDDENLY CLASS DROPS FROM 20-10 AND ANOTHER CLASS 30-40, AND HOW STAFF THAT AND THE CHALLENGE AFTER SEMESTER

STARTED. >> ONE OF THE FAMILIES BEFORE THE SEMESTER STARTED AND THE DAUGHTER STARTED TO FREAK OUT AND NOT FOUR COURSES OF HONOR CLASSES IN A SEMESTER.

RIGHTFULLY SO, AND THAT'S UPFRONT AND THE PARENTS SAY I DON'T HAVE A PROBLEM. AND AT THAT POINT IT DOESN'T AFFECT YOUR NUMBERS OF BALANCE OF CLASSROOMS. BUT TOLD, GO AHEAD AND TRY, SEE IF YOU CAN DO IT.

[INAUDIBLE] PARENTS WANT TO DO. >> I THINK IT'S SITE SPECIFIC AND CONTENT SPECIFIC AND SCHOOLS WORK TO GET THE SCHEDULES THAT KIDS WANT AND YEAH YOU ARE RIGHT THAT'S THE CHALLENGE WE HAVE TO BE READY FOR. SIRI.

>> SORRY, TRYING TO WORK THROUGH ALL THE LITTLE REMOTE THINGS.

SO AS I HEAR THIS, IT'S VERY CLEAR TO ME THIS ALIGNS WELL WITH WHAT WE TALKED ABOUT OB14 AND THE EQUITY POLICY AND INCLUSION THAT WE PUT FORWARD. APPRECIATED HOW IT'S ALIGNING AND INTENDED CONSEQUENCES AND HOW YOU THOUGHT THROUGH THEM.

AND LOOKED THROUGH IF YOU TEST WELL AND AUTOMATICALLY PLACED IN. AND FOR STUDENTS THAT DO WELL IN THE CLASS AND GRADES ARE GOOD, HOWEVER THEY DON'T TEST WELL.

HOW WILL THAT PLAY OUT UNDER THIS POLICY?

[00:20:02]

>> YEAH, ACCORDING TO THE WAY THAT WE CURRENTLY SCHEDULE, SAY THAT YOU PASS EIGHTH GRADE MATH AND ENROLLED IN ALGEBRA.

AND EVEN WITH A 1 OR 2 THAT DIDN'T KEEP YOU OUT OF ALGEBRA, IN THE NEXT COURSE. WHAT WE MIGHT SEE A STUDENT TAKE ALGEBRA AND DOESN'T TEST WELL AND GETS A LOW GRADE AND SAY MAYBE DOESN'T MEET STANDARD. ACCORDING TO THIS YOU DON'T AUTOMATICALLY GO TO GEOMETRY, THERE IS A CHOICE AND CONVERSATION WITH THE STUDENT AND FAMILY, DO YOU WANT TO RETAKE ALGEBRA OR GEOMETRY. YOU PROBABLY GET MORE FLEXIBILITY AND OPTIONS YOU ARE NOT BY THE LETTER OF THE POLICY REQUIRED TO AUTOMATICALLY BE ENROLLED IN GEOMETRY.

YOU MIGHT SAY I WANT TO RETAKE IT.

>> THIS IS MORE OR AS OPPOSED TO AND?

>> IF YOU DON'T MEET STANDARD AND IF YOU DO MEET, YOU ARE PLUGGED IN. AND STUDENTS THAT MEET STANDARD HAVE MORE FLEXIBILITY IN COURSE TAKING THAN THOSE THAT MEET STANDARD AND PLUG INTO NEXT COURSE.

>> AS LONG AS WE DON'T SET UP BARRIERS TO ALLOW TO DO SO.

THAT'S THE OTHER PIECE. AND THOSE TESTS AND NEVER MEANT AND SAY THIS -- THOSE TESTS NEVER DEFINED FOR INDIVIDUAL ACHIEVEMENT. THEY ARE DONE FOR TESTING OF A SYSTEM. SO ANY TIME THAT WE ARE LOOKING AT THIS FOR INDIVIDUALS, I GET HIGHLY CONCERNED.

AND SO THIS I UNDERSTAND THAT THIS IS WHERE THE LEGISLATION HAS GONE. BUT I DO THINK WE NEED TO THINK ABOUT THAT. BECAUSE THOSE ARE DIFFERENT.

SO WITH THAT AS THEY GET PLACED INTO THESE.

AND I KNOW THAT PUALIC SCHOOL DISTRICT HAD DONE A WAYS BACK AND I THINK THIS IS MODELED AFTER THE WORK THEY DID.

AND EVERETT DID SOME WORK THIS WAY AS WELL.

HOW DO YOU MAKE SURE AS WE PUT STUDENTS IN THESE COURSES HOW DO WE ENSURE ADDITIONAL RESOURCE SUPPORT? SOMETIMES IT'S BUILDING A CONFIDENCE, YOU KNOW WHAT? YOU CAN GET THROUGH THIS PIECE AND YOU WILL BE GOOD.

UNLESS WE HAVE THOSE SYSTEMS IN PLACE TO SUPPORT THEM.

I'M CONCERNED THAT THEY BACK OUT AND WE HAVEN'T DONE WELL IN THAT REGARD EITHER. HOW DO WE ENSURE THE GREATEST LIKELIHOOD OF SUCCESS? IF MY DAUGHTER IS HAVING A HARD TIME AND WITH RESOURCES GET A TUTOR.

IS THERE ANY GUARANTEE THAT OUR STUDENTS WILL HAVE SIMILAR SNAEKZ ACCESS? YEAH, THAT'S THE BOTTOM LINE AND REFERENCE TO KIDS THAT TAKE ADVANCED COURSES DO BETTER IN HIGH SCHOOL AND COLLEGE. AND SAYING CAUSATION THERE THAT MAY BE CORRELATION. AND YOU TAKE AN ADVANCED COURSE AND HAVE PREP OR RESOURCE OR SUPPORT OR ON A PATHWAY THAT ALLOWS TO YOU DO THAT. THERE IS ASSUMPTION THAT JUST PLUGGING KIDS INTO ADVANCED COURSES AND THE WORLD OPENS AND EVERYTHING IS EASY AND GREAT IN COLLEGE.

I THINK WHAT YOU ARE POINTING TO, IF YOU WANT TO BE SUCCESSFUL AND NEED SUPPORT, CALLED SCAFFOLDING TO CONTINUE ALONG TO DUAL CREDIT. AND PART OF IT AND WHERE OUR TEACHERS HAVE A LOT TO SAY TALKING TO THEM.

SUDDENLY MORE KIDS IN ADVANCED COURSES AND HOW WE CHANGE OUR PRACTICE FOR A BROADER RANGE OF SUPPORT FOR STUDENTS.

AND IF WE SAY THAT EVERY STUDENT THAT MEETS STANDARD ON SMARTER BALANCE GOES TO HONORS IN ENGLISH IN NINTH GRADE.

THAT CHANGES THE WAY THAT WE PROVIDE THE SUPPORT.

I THINK YOU ARE SAYING PROVIDE THE SUPPORT TO BE SUCCESSFUL.

CONCRETELY WHAT THAT LOOKS LIKE TO SHARE IN THE STUDY SESSION TO HAVE ASSESSMENTS TO SCREEN THE STUDENTS AND WAYS TO MONITOR OVER TIME. AND YOU HAVE EVIDENCE BASED SUPPORTS THAT FOLLOW. FOR EXAMPLE, IN MATH A SERIES OF INTERVENTIONS YOU DO WHEN A STUDENT IS NOT GETTING A CONCEPT OR SKILL. IDEALLY THOSE ARE BUILT INTO OUR CURRICULUM AND THE TEACHERS ARE EQUIPPED TO DELIVER THOSE AND GRADE LEVEL TEAMS MONITOR. AND THAT OPENS FOR ADDITIONAL SUPPORTS, TUTORING AND IN-SCHOOL SUPPORT AND MIXING FOR SKILLS.

LOTS OF WAYS TO SLICE AND DICE IT, I AGREE WITH YOU 100%.

IF EVERY STUDENT IS TAKING ADVANCED COURSES OR MORE STUDENTS THERE NEEDS TO BE MORE SUPPORT TO DO THAT.

AND WE WERE CHATTING AN A LITTLE IN CABINET.

ALL OF THESE RESOURCE SPECIFIC AND THE COUNSELOR SUPPORT AND

[00:25:03]

AND TO ANSWER THE QUESTION, YES, TEACHERS HAVE TO LOOK AT DIFFERENT WAY TO SUPPORT WITH BROADER RANGE OF KIDS.

>> AS I ASSUME AS YOU CREATE A BUDGET FOR THE FOLLOWING SCHOOL YEAR THIS WILL BE TAKEN INTO ACCOUNT BECAUSE THAT IS IMPACT AND WE NEED TO BE THOUGHTFUL. AND COLLEGES HAVE A LOT OF GOOD EXPERIENCE HOW YOU WORK IN THESE REQUIREMENTS AS THEY TRY TO BROADEN HOW THEY ARE OUTREACHING IN DIFFERENT WAYS.

LESSONS LEARNED THERE. THERE ARE GOOD EXAMPLES I THINK IT'S THE RIGHT THING TO BE DOING, NOT SET UP BARRIERS FOR THE STUDENTS. AND THE QUESTION, WHERE IS THE BASELINE DATA CURRENTLY AND HOW THIS TRACKED OVER TIME? I KNOW THAT WE HAVE SEEN D DISPROPORTIONATELY AND I KNOW THERE IS A LOT OF WORK DONE, HOW WILL THAT MOVE FORWARD WITH THAT

DATA? >> ONE OF THE THINGS THAT WE ARE INITIALLY LOOKING AT AND MATT GILLINGHAM IS DRAFTING WITH JON.

AND ONE MEASURE IN THAT POLICY LOOKING AT ENROLLMENT PATTERNS BY GROUPS AND ONE OF THE WAY THAT IS WE ANNUALLY CHECKING.

ARE WE SEEING AN INCREASE IN ADVANCE OF ALL STUDENTS IN ADVANCED COURSES. AND IF YOU RECALL YEARS AGO AS WE DID WORK ON MATH TRACK WAYS AND TRACKING OF TIME FOR THE STUDENTS NOT ONLY IN THE COURSE OF YEAR BUT THE COURSES THAT FOLLOWED. FOR EXAMPLE, WE HEARD FROM FOLKS WAY BACK WHEN AND MATT LEBANKO DAYS AND IF YOU PUT KIDS IN HIGH SCHOOL AND FLOUNDER AND SEEING THAT KIDS TAKING ALGEBRA IN MIDDLE SCHOOL WILL FLOUNDER IN HIGH SCHOOL.

AND LOOKED AT THEIR GRADES AND COURSE-TAKING PATTERNS AND THEY DID WELL IN HIGH SCHOOL AND ADVANCED COURSES.

THE DATA DIDN'T SHOW WHAT OUR FEARS WERE.

AND TRACKING OVER TIME INDIVIDUAL STUDENTS IN ADVANCED COURSES. AND BOTH OF THOSE, AND EQUITY POLICY AND TRACKING BY GROUPS AND SUBGROUPS AND TRACKING OVER TIME HOW OTHER STUDENTS DO IN LATER YEARS.

SO WE MAKE SURE THAT WE ARE NOT SETTING KIDS UP AND YEAH WE PUT YOU IN THESE ADVANCED COURSES EARLY ON AND YOU HAD A SERIES OF CHALLENGES AND FAIL COURSES AND DIDN'T GET INTO ADVANCED COURSES. AND FINALLY THE OTHER BIG ONE BECAUSE IT'S THE INTENT OF THE LEGISLATION IS TO TRACK DUAL CREDIT ENROLLMENT AND SEE IF WE SEE INCREASES IN THE NUMBER OF DUAL CREDIT COURSES THAT ACCUSED ARE EARNING COLLEGE CREDIT FOR.

>> ALL RIGHT, THANK YOU. AS I SAID THIS ALIGNS WELL WHERE WE ARE GOING AND AVOID UNINTENDED CONSEQUENCES ALONG THE WAY. SOMETIMES YOU FIX ONE THING AND SOMETHING ELSE HAPPENS, I KEEP THINKING ADDITIONAL SUPPORT.

>> MARK. >> I WAS THINKING BACK TO EARLIER QUESTION AND TALKING ABOUT SCAFFOLDING AND SUPPORTS.

PERHAPS SOME STUDENTS NOT AWARE AS OTHERS AS THE AVAILABLE SCAFFOLDING FOR THEM. AND THE PARENTS NOT AWAY AND I CAN SEE APPREHENSIVE IF I WANT JOHNNY OR SUSIE IN THAT CLASS WITH THE IDEA THEY MAY BE OVER THEIR HEAD.

BUT IF THEY KNOW THEY HAVE SCAFFOLDING OVER HEAD, WE CAN PROMOTE THAT THROUGH COUNSELORS AND MIDDLE SCHOOL FOLKS GETTING READY TO HIGH SCHOOL. THAT WOULD BE GREAT.

ESPECIALLY IF ECONOMIC IMPACT ON THE CLASS.

IF FEES FOR THE CLASS. I'M THINKING DUAL CREDIT CLASSES AND SO FORTH. WHERE YOU HAVE LOWER INCOME STUDENTS OR FIRST-TIME COLLEGE STUDENTS, IF THEY KNOW IT'S WORTH THE RISK AND THERE IS ALSO HELP FINANCIALLY.

I THINK THEN YOU WILL SEE PERHAPS SOME OF OUR NUMBERS SHIFT. AND MORE EQUITY IN THOSE CLASSES. I THINK THERE IS A FEAR FACTOR TO BE QUITE FRANK. I RECALL AS FIRST ONE IN MY FAMILY TO GO TO COLLEGE AND SOME THAT SAID NO.

BUT -- ANYWAY, THE POINT IS I WOULD LIKE TO SEE US TRY TO DO SOME OUTREACH PRIOR TO THEM GETTING INTO THAT PATHWAY, IF YOU WILL. SO THEY FEEL, THEY THE SUPPORT.

>> THANKS. >> CASSANDRA.

>> I WANTED CLARIFY DIRECTOR BLIESNER, WHAT WAS THE REQUEST ON THE BASELINE INFORMATION? WERE YOU ASKING FOR A CURRENT BASELINE INFORMATION ON WHO IS TAKING WHAT COURSES?

[00:30:03]

>> I WAS AS MY KID COMMENTED THAT'S IT, WHO IS REGISTERING WHERE AND THE BROKEN BY THE SUBGROUPS AND LOOKED AT THAT BEFORE. AND KNOWING THAT BASELINE NOW AND DRAW POLICY FROM MONITORING AS WELL.

>> GREAT, I SUPPORT THAT. >> SO ONE OTHER COMPONENT THAT REALLY DOES COME UP ESPECIALLY AS YOU MOVE INTO THE UPPER CLASSES AND AND CHEMISTRY AND FEES ATTACHED.

WE HAVE TO REMOVE THOSE FEES. IF WE MANDATE THAT STUDENTS BE PUT IN THEM, THOSE FEES NEED TO BE COVERED AND THINK HOW THAT'S

A BARRIER TO ENTRANCE. >> HAVING A SIMILAR CONVERSATION ABOUT FEES IN GENERAL, AND THAT'S A GREAT POINT.

LIKE YOU SAID, ONCE WE START MANDATING IT AND NO LONGER

ELECTIVE. >> I KNOW THAT'S A RESOURCE, THAT'S A COMPONENT BUT THAT'S OUR AP TESTTESTS.

THAT'S ANY LAB FEES AND FEES AS PROVIDED.

AS THESE ARE MANDATED AND IT'S A PUBLIC SCHOOL WE SHOULD REMOVE

THOSE BARRIERS COMPLETELY. >> TO WRAP IT UP, NEXT STEPS.

THIS IS TONIGHT'S FIRST READING AT THE BOARD MEETING AND OCTOBER 18 WOULD BE THE DECISION. IF AND WHEN AND IF WE HAVE TO MAKE ADJUSTMENTS TO OUR FRAMING OF THIS, BUT WE'RE LOOKING AT GETTING REALLY CLEARLY IN OUR COURSE CATALOGS WHAT ARE THE COURSES THAT ARE THE MOST NEXT RIGOROUS ADVANCED COURSE.

SO PEOPLE ARE CLEAR ON WHAT YOU TAKE WHEN YOU MEET STANDARD IN EIGHTH GRADE. AND WHAT COURSES ARE AVAILABLE FOR EXAMPLE, IF YOU ARE TAKING ADVANCED COURSE AS JUNIOR OR SOPHOMORE, WHAT ARE THE NEXT IN THE SERIES OR NEXT MOST ADVANCED. AND THEN WE UPDATE THE PROCEDURES FOR OPTING OUT. AGAIN FAMILIES ARE REQUIRED TO HAVE THAT OPTION. BUT I THINK LIKE FOLKS WERE SAYING AND MARK SAYING PEOPLE NEED TO BE CLEAR TO BE SUCC SUCCESSFUL.

AND BEFORE YOU OPT OUT KNOW THESE ARE IN PLACE FOR YOU.

AND TO HAVE A VERY GOOD SYSTEM FOR AUTOMATIC ENROLLING PROCESS AND WORKING WITH STAFF AND DATA SERVICES AND HAND SCHEDULING ALL THE INCOMING NINTH GRADERS IS A BIG TASK.

AND FAMILY INFORMATION ABOUT THAT AUTOMATIC ENROLLMENT BEFORE THEY START SIGNING UP FOR THE COURSES.

AND ALL OF THIS LINES UP FOR '22-23, AND BACK HERE IN THE FALL TO GET THIS INFORMATION READY COURSE CATALOGS BECAUSE KIDS SIGN UP FOR COURSES DURING THE YEAR, COMING SOONER THAN LATER. MARK.

YOU'RE MUTED. MARK, YOU'RE MUTED.

>> MY WIFE HAS BEEN LOOKING FOR ONE OF THOSE FOR YEARS -- IN RESPECT TO WHAT SIRI WAS SAYING AS WE START TO WORK THROUGH THIS. CAN WE START LOOKING UP FRONT SO WE DON'T HAVE TO PLAY CATCH UP WITH SOME KIDS TO DETERMINE.

LET'S GET RID OF THIS LAB FEE AND GET RID OF THIS AP FEE, SO FORTH. THIS IS GOING TO DRIVE OUR NUMBERS. THIS IS GOING TO PUT FENCES IN FRONT OF THOSE KIDS THAT CAN'T AFFORD IT.

OR IT'S GOING TO BE TOUCH AND GO FOR THEM TO AFFORD IT.

AND I THINK THAT'S GOING TO AFFECT OUR EQUITY NUMBERS, TO BE QUITE FRANK AND TO BE QUITE FRANK AFFECT THOSE KIDS ABILITY TO EXCEL AND THAT'S NOT FAIR. AND IF WE KNOW UP FRONT AND THIS CLASS HAS THIS FEE AND THAT FEE, TOSS THEM.

>> YES SIR -- YES WE DO AND WE KIND OF YES AND WE HAVE SOPHOMORES AND JUNIORS AND SENIORS AND A SMALLER SUBSET OF WHOLE, AND EIGHTH GRADERS GOING INTO COURSES THAT DON'T HAVE FEES. AND WE HAVE TIME TO CATCH UP AND SMALLER PROBLEM IN TWO OR THREE YEARS WHEN LARGER NUMBER OF KIDS COMING IN. AND BOTTOM LINE TO YOUR POINT, YES WE CAN PULL THE FEES FOR ALL COURSES, NOT ENTIRELY BUT EVALUATING THEM AND MAKING DECISIONS WHEN AND HOW IT MAKES SENSE. ALL OF THOSE FEES COVER THE COST OF THE COURSES. MATERIALS AND TRIPS AND THINGS LIKE THAT AND NOT HAVE FALL THROUGH THE CRACKS BECAUSE WE

CANCELED A FEE. >> ONE IS AUTOMATIC ENROLLMENT

[00:35:03]

>> I THINK THAT'S ALL I HAD FOR TONIGHT.

LIKE I SAID WE HAVE FIRST READING TONIGHT AND SECOND

READING COMING. >> I WANT TO ASK ABOUT THAT PROCESS WISE. SO IT'S ON THE CONSENT AGENDA TONIGHT FOR A FIRST READING. AND THEN IT WILL COME BACK TO THE BOARD FOR ADOPTION AT THE 18TH MEETING IS THAT THE IDEA?

>> CORRECT. >> AND WITH THAT IS THE PROPOSAL THAT WOULD ALSO BE ON THE CONSENT AGENDA ON THE 18TH?

>> YES. >> IS EVERYONE COMFORTABLE WITH

THAT? >> YES, I WOULD HOPE THAT WITHIN THAT TIME FRAME WE COULD GET SOME FEEDBACK ON THE QUESTIONS AND PIECES WE PUT FORWARD PRIOR TO THAT ADOPTION COMPONENT GOING

FORWARD. >> AND SO --

>> I AGREE. >> THE SPECIFIC QUESTIONS THAT I DOCUMENTED WERE, WHAT CLASSES, CASSANDRA ASKED WHAT CLASSES BEYOND LAKE WASHINGTON OFFERS IN MATH ARE AVAILABLE REGIONALLY.

SIRI YOU ASKED A QUESTION ABOUT CURRENT DEMOGRAPHIC BREAKTHROUGH IN DUAL CREDIT COURSE ENROLLMENT.

>> AND I DO BEYOND DUAL CREDIT, ALL OF THEM.

BE HONEST. >> WOULD YOU BE MORE SPECIFIC

WHEN YOU SAY ALL OF THEM? >> ALGEBRA WOULD BE ONE.

BECAUSE WE LOOKED AT THAT BEFORE WHERE WE ARE AT NOW AND BE INTERESTED TO KNOW THAT. IT'S KIND OF ACROSS THE BOARD, HOW WOULD YOU KNOW BY REMOVING THESE BARRIERS WE'VE MADE

CHANGE. >> SO DO WE WANT TO STRICTLY

FOCUS ON MATH FOR THIS? >> NO.

>> NO, WE NEED A BASELINE FOR EVERYTHING, I THINK.

>> SO -- >> PERHAPS DON'T NEED THAT FOR ADOPTION OF THE POLICY. IF THAT'S WHAT YOU ARE LOOKING

AT MIKE. >> YEAH --

>> BECAUSE WE NEED A BASELINE EVENTUALLY.

>> IF YOU COME BACK AND SAY WE CAN HAVE A BASELINE IN THREE MONTHS ALONG THESE LINES. I DON'T HAVE AN ISSUE VOTING ON A POLICY IN THAT REGARDS BUT TO KNOW THAT IT'S COMING AND

BENEFICIAL. >> AND I AM LOOKING AT THE REPORTS OVER TIME AND THIS DATA IS EMBEDDED IN OE'S AND OUR

POLICY REPORTS. >> AGREED.

>> YES. WHAT I DON'T KNOW IS -- TIM KRUEGER MAY BE WATCHING RIGHT NOW AND SAYING SHAKING HIS HEAD AND THIS COULD BE DONE IN 4.5 MINUTES OR LONGER QUESTION.

AND TO ASSURE THE TIME TO DO APPROPRIATELY, I HAVE NO IDEA WHAT THE TURN-AROUND TIME FOR THE REQUEST.

>> ABSOLUTELY. BUT NOT JUST FOR MATH, EAL AND

SCIENCE. >> AND CASSANDRA'S POINT ABOUT COLLEGE LEVEL AND NOT JUST THE MATH, ANY OF THE CLASSES THAT CAN ALSO BE COLLEGE LEVEL. BECAUSE MATH MAY BE GREAT FOR ONE STUDENT TRACK BUT NOT RIGHT FOR MY STUDENT TRACK, THAT'S FOR SURE. AND I CAN SEE THAT WITH OTHER

EMPHASIS. >> YEAH --

>> MY ONLY PROBLEM -- SORRY, MIKE.

BUT MY ONLY PROBLEM HAVING IT ON CONSENT AS IT COMES FORWARD.

THAT SOME OF THESE DISCUSSION POINTS MIGHT BE LOST ON THE PARENTS. AND THE UNDERSTANDING OF THE SCAFFOLDING AND SO FORTH. IF WE COULD HAVE AT LEAST A BRIEF DISCUSSION OF IT. AS IT'S PRESENTED SO THEY UNDERSTAND THAT. IF IT'S ON CONSENT IT'S GONE IN 10 SECONDS. AND I DON'T WANT TO BURDEN OUR TIME FRAME BUT ALSO DON'T WANT TO HAVE PARENTS NOT UNDERSTAND THAT IT'S OUT THERE TO BE QUITE FRANKLY, TO THE DOZEN PEOPLE

THAT MIGHT BE LISTENING. >>.

-- >> I AGREE.

>> GO AHEAD MIKE. >> WE WANT TO CHECK IN WITH TIM, WE HAVE LOTS AND LOTS OF ADVANCED COURSES AND KIDS CAN GO IN MULTIPLE WAYS. AND THAT'S THE WORK TOO, TO FIGURE OUT AUTOMATIC ENROLLMENT POTENTIALLY CUTS YOU OFF TO LOTS OF ADVANCED OPTIONS IF WE ARE NOT CLEAR WHAT COURSE GOES WITH WHAT COURSE AND CAN SHARE THAT. AND WE CAN PULL ALL OF OUR AP, WE DID THIS FOR A CONSOLIDATED REVIEW AND CAN DO THAT.

BUT WHEN WE SAY ALL CLASSES WE ARE PROBABLY TALKING HUNDREDS OF DIFFERENT OPTIONS WITH MATH, ELA AND SCIENCE TOGETHER.

[00:40:02]

MATH EASIER BECAUSE SEQUENTIAL. BUT THEY CAN BRANCH OUT TO GREAT ELECTIVES FOR KIDS AND SIMILARLY FOR SCIENCE PROBABLY MORE SO.

SO JUST BECAUSE WE DON'T HAVE FROM YEAR-TO-YEAR THE SAME ENROLLMENT IN DIFFERENT COURSES, OVER TIME WE MIGHT.

I WANT TO BE THOUGHTFUL TO GIVE DATA THAT ACTUALLY HELPS US MAKE DECISIONS. BUT WORK WITH TIM TO FIGURE OUT WHAT COURSES AND JON SAID MIGHT BE EASY TO PULL ALL HONOR COURSES AND ADVANCED COURSES AND PUT IN A SPREADSHEET.

SIMILARLY I THINK WE HEARD WHAT ARE THE SUPPORTS IN PLACE OR COULD BE IN PLACE. AND WHAT ARE ADDITIONAL OPTIONS

BEYOND HIGH SCHOOL. >> AND I THINK THE OTHER PIECE TO THIS IS IF THE BOARD IS THINKING ABOUT THIS AS A SPECIFIC INDICATOR, IN TERMS OF YOUR OPERATIONAL EXPECT AS A -- EXPECTATIONS. WE NEED TO FIND WHERE THIS ALIGNS WITH OPERATIONAL EXPECTICATIONS.

AND TALKING ABOUT ALIGNMENT AND THAT IS WORK THAT POLICY TEAM

AND I WILL TAKE O -- ON. >> I WAS CONCERNED ABOUT HAVING IT ON CONSENT AGENDA, I THINK IT'S VERY HELPFUL TO HAVE THE DISCUSSION IN PUBLIC. SO THAT PARENTS CAN FOLLOW ALONG AND GIVE PUBLIC COMMENT IF THEY CHOOSE.

>> MIKE, I KIND OF AGREE, I WONDER IF YOU GIVE A BRIEF SYNOPSIS FOR THE BOARD TONIGHT AND HELPFUL WITH THE BACKGROUND AND HISTORY AND ODD NUANCES TO THIS IMPLEMENTATION.

>> AND THEN THE NEXT WEEK COME IN WITH HERE'S SOME DATA THAT WE WILL PULLING TOGETHER -- NEXT MEETING, HERE'S SOME DATA THAT WE WILL PULL TOGETHER TO MONITOR OVER TIME.

THAT FOLKS HAVE INFORMATION ABOUT WHAT IS AVAILABLE TO THEM

AND OPTIONS SECONDARY. >> AND THINK LOWER THE FEAR

FACTOR. >> AND ONE THINGS REQUIRED TO COMMUNICATE THE CHANGE AND ONE FORM HELPFUL.

>> AND DIANE ON THIS, I GUESS PULL THAT OFF CONSENT AGENDA AND

PUT ON NON-CONSENT NOW. >> OKAY.

>> TIMING ON AGENDA, TAKE IT FIRST ON THE AGENDA?

NON-CONSENT AGENDA. >> DO YOU WANT TO DO THIS -- DO

YOU WANT TO DO THAT TONIGHT? >> WHICH PART?

>> WERE YOU HOPING TO PULL IT TONIGHT AND HAVE IT ON

NON-CONSENT? >> THAT'S WHAT I JUST HEARD.

>> IS IT ON CONSENT FOR FIRST READING?

>> IT IS. >> YOU TYPICALLY WOULD NOT PUT SOMETHING ON CONSENT FOR FIRST READING.

BECAUSE THAT'S THE TIME THAT WE HAVE THE DISCUSSION.

>> WELL THERE ARE THREE PEOPLE THAT WANT TO.

>> WHY DON'T WE GO AHEAD AND PULL IT OFF.

AND MIKE YOU CAN ESSENTIALLY DO WHAT YOU DO TONIGHT.

>> YEP. >> IS THERE A DEADLINE MIKE THAT

WE HAVE TO THIS TURNED? >> WE'RE LUCKY THAT SMARTER BALANCE WAS DELAYED. THAT'S THE MEASURE THAT WE USE.

ONE OF THE KEY MEASURES THAT WE USE TO ENROLL.

AND THAT WON'T HAPPEN UNTIL THE FALL AND THE ADVANCE COURSE TAKING FOR NEXT. REALLY QUEUEING UP FOR '22-23.

WE NEED TO HAVE THINGS START TO ROLL WITH COUNSELORS AND TEACHERS AND IDENTIFY TO GET THINGS IN THE COURSE CATALOGS.

EVEN THOUGH WE START SENDING THOSE OUT IN JANUARY, THAT ROLLS FAST. AND START NOVEMBER UPDATING COURSE CATALOGS AND OCTOBER 4 ALREADY.

>> THE MORE INFORMATION BEFOREHAND THE BETTER.

>> GREAT. AND SO DIANE YOU ARE MAKING THAT CHANGE ON THE AGENDA FOR THIS EVENING?

>> IT WOULD BE BETTER FOR THE BOARD TO MAKE A MOTION TO TAKE IT OFF THE CONSENT AGENDA TO THE NON-CONSENT.

I'M AFRAID I WILL BREAK LINKS IF I CHANGE THE AGENDA.

>> GREAT. >> WE CAN DO IT THAT WAY.

>> ANYTHING TO KEEP THE [INAUDIBLE] AWAY.

>> SO PROCESS WISE I WANT TO MAKE SURE THAT I KNOW HOW PROCEDURAL IT WORKS AND ERIC WILL ASK FOR A MOTION TO APPROVE CONSENT AND SOMEONE WILL MOVE FOR MODIFICATION, IS THAT

CORRECT? >> THEY CAN DO IT WHEN THEY GO TO MOVE TO APPROVE THE AGENDA, MAKE THE CHANGE.

THEY CAN AMEND THE AGENDA AT THAT POINT.

FIRST MOTION. >> WE'LL DO IT THAT WAY.

>> OKAY. ANY OTHER QUESTIONS ON THE

[00:45:02]

[2. Bond and Levy Planning]

>> YES, AND SO AS THE BOARD KNOWS THE JOURNEY CONTINUES WITH OUR LEVY, LEVY, LEVY PLANNING. USED TO BE BOND AND LEVY.

BUT NOT THIS TIME AROUND. SO IT'S LANGUAGE WE'VE HAD TO SHIFT AS WELL WITH DROPPING THE TERM, THE TERM BOND FOR NOW.

AND DURING STUDY SESSION WANTED TO REVIEW THREE SPECIFIC THINGS.

ONE IN OUR LAST MEETING, BARBARA TALKED ABOUT WITH THE UPDATE OF ASSESS THE VALUATION THAT WE WERE JUST MADE AWARE OF.

IT DOES ADJUST THE RATES. WE WORKED DILIGENTLY TO MODIFY THE RATES IN ALL OF OUR CONTENT. BOTH THE RESOLUTIONS AND THE PRESENTATION YOU SEE TONIGHT IN THE BOARD MEETING.

WANT TO MAKE SURE THAT WE DISCUSSED TIMING OF THE MEASURES AND THEN THE RESOLUTIONS. THAT YOU'LL BE SEEING TONIGHT AND DISCUSSING TONIGHT. THEY'RE IN BOARD DOCS, IF YOU ARE IN THE STUDY SESSION FOR BOARD DOCS, I PUT A LINK DIRECTLY IN THE CONTENT FOR THE BOARD MEETING.

SO IF YOU WANTED TO PULL THOSE UP YOU CAN.

AND BARBARA YOU WANT TO TALK THROUGH THE UPDATED RATES.

>> YEAH, WHAT WE DO EVERY TIME THIS YEAR AROUND THIS TIME PRIOR TO THE ELECTION. SO WE HAVE BEEN PLANNING BASED ON ASSUMPTIONS. WE KNOW 2021 ACTUAL RATES BECAUSE THOSE ARE BEING COLLECTED THIS YEAR AND MAKE ASSUMPTIONS ON 2022 AND '23-26 RATES GOING FORWARD, THAT'S PART OF THE FOUR YEAR. IN THE FALL THOUGH AND EARLY OCTOBER WE -- SORRY, LATE SEPTEMBER WE RECEIVE AN ESTIMATED AV FOR 2022. SO WE ARE UPDATING THE 2022 RATES BASED ON THAT ESTIMATED AVR ESTIMATE ORIGINAL WAS 5% AND PRELIMINARY ESTIMATE IS 10%. WE WANT TO REFLECT OUR ACTUAL 2022 RATES AND THEN WHAT THE LEVY COLLECTIONS ARE THE '23-26 RATES AND THOSE WILL BE AFFECTED.

THOSE ASSUMPTIONS HAVEN'T CHANGED STILL MAKING A 5% PER YEAR ASSUMPTION AND AGAIN THAT'S A CONSERVATIVE ASSUMPTION.

WE KNOW THAT THE AVERAGE COMES IN HIGHER THAN THAT BASED ON LAST FIVE-YEAR TREND AND THE TEN-YEAR TREND.

YOU SEE THE RATES SLIGHTLY DIFFERENT BASED ON THAT.

AND I CAN -- I DON'T KNOW IF YOU WANT ME TO GO OVER THE RATES

THEMSELVES? >> YEAH, I THINK IT MIGHT BE HELPFUL BECAUSE WE ARE USED TO THE OLD RATES AND NOW WE HAVE

NEW RATES. >> THE 2021 TAX RATE IS 257 AND THAT'S MADE UP AGAIN OUR EPNO AROUND 90 CENTS AND OUR CAPITAL PROJECTS LEVY FOR TECH AND FACILITIES OF 52 CENTS AND BOTH THE BOND, OUR DEBT SERVICE RATE PLUS THE 2019 CAPITAL LEVY AROUND 1.19. WITH THE AV CHANGE FOR 2022, THE TOTAL TAX RATE DROPS TO 243. AROUND 85 CENTS FOR APNO AND 45 CENTS FOR CAPITAL AND 1.08 FOR THE REST OF THE MEASURES.

WHAT WILL DO FOR THE '23-26 IS AGAIN YOU'LL SEE THE PRESENTATION TONIGHT. THE EPNO RATE WILL BE 1.03.

THE CAPITAL FACILITY RATE WILL BE 49 CENTS AND THEN THE CONSTRUCTION COMBINED RATES WILL BE AROUND 1.32.

AROUND -- AND AGAIN WE'LL SHOW THE REST OF THE RATES BEYOND THE FOUR-YEAR WINDOW. SO THAT'S JUST THE UPDATE.

SO INSTEAD, I THINK ORIGINALLY YOU HAD SEEN LIKE A 1.09 AND 52 CENTS AND TOTAL OF $3. NOW IT'S 1.03, 49 CENTS AND

TOTAL OF 2.84. >> AND SO WHY IS THAT IMPORTANT TO NOTE? I THINK IT'S IMPORTANT TO NOTE THAT YOU WILL HAVE STAKEHOLDERS REVIEWING OUR CONTENT FROM THE LAST FOUR TO SIX MONTHS. WHERE WE'RE MAKING OTHER

[00:50:03]

AND THEN THIS IS A VERY DISTINCT POINT IN TIME WHERE WE ARE ADJUSTING BASED ON NEW INFORMATION.

AND SO HELPING -- HELPING FOLKS UNDERSTAND THAT I THINK IS REALLY IMPORTANT AS THEY'RE ASKING QUESTIONS, WHAT BE THESE NUMBERS AND THOSE NUMBERS. IT'S PART OF THE PROCESS.

UPDATING OUR ASSUMPTIONS AND ACTUALS AS INFORMATION COMES IN.

>> SO JUST TO CLARIFY THE TOTAL AMOUNT COLLECTED IS THE SAME

ACROSS THE BOARD. >> CORRECT.

YEAH. DOES NOT CHANGE THE TOTAL DOLLARS WE WILL BE REQUESTING BUT DOES CHANGE THE RATES.

>> THANK YOU. >> I HAVE BARKING DOG -- TAKE A HOUSE AND $800,000, THE NUMBER WE HAVE OFTEN SEEN IN OUR PRESENTATION ASSESSED VALUE TAX. THIS LOWER RATE MEANS FOR A HOMEOWNER ANY INCREASE WOULD BE -- WELL, THAT WOULD MEAN THAT IT WOULD BE A LOWER AMOUNT, I THINK THE NUMBER I HAD SEEN BEFORE FOR EXAMPLE HAD BEEN $340 INCREASE IN TAXES FOR 800,000.

AND NOW THAT NUMBER WILL BE LOWER NOW.

>> RIGHT, YES. AND AGAIN THE REMINDER ABOUT EVEN WHEN AV-SR TOTAL, AV ACROSS THE DISTRICT THAT'S RELATED TO NEW CONSTRUCTION AS WELL AND THE BUSINESSES.

THE INDIVIDUAL HOMEOWNER IS NOT NECESSARILY SEEING THE FULL IMPACT OF THAT. BUT THEY DO SEE A POSITIVE IMPACT BECAUSE THEIR INDIVIDUAL RATE GOES DOWN WHEN THE TOTAL AV OF THE DISTRICT GOES UP DUE TO NEW CONSTRUCTION AND THINGS LIKE

THAT. >> OKAY, THAT'S WHAT I THOUGHT, THAT MAKES SENSE TO ME. THANK YOU.

>> I THINK THE OTHER PIECE TO THAT THOUGH AS AV GROWS ACROSS THE DISTRICT AN INDIVIDUAL'S HOUSE ALSO INCREASED IN VALUE AS WELL. THAT'S WHAT IS REALLY HARD ABOUT LIKE NARROWING IN A DOLLAR AMOUNT AND CHANGES.

BECAUSE IT'S SO CONTEXTUAL TO AN INDIVIDUAL.

YOU KNOW WE CAN TALK ON GRAND SCALE WHAT THOSE CHANGES ARE.

AND SO THE BOARD KNOWS THAT WE UPDATED THE AVERAGE HOUSE PRICE WE ARE REFERENCING TO 1 MILLION INSTEAD OF 800,000.

JUST TO BE FAIR IN HOW WE TALK ABOUT TAXES BECAUSE THE MEDIAN

HOUSE IN OUR DISTRICT IS 927. >> YEP.

>> AND SO WE -- WE ROUNDED IT UP TO 1 MILLION, "A," THE MATH IS

WAY EASIER -- >> THE PRESENTATION TONIGHT WILL REFERENCE HOUSE VALUE OF 1 M MILLION AND WHAT THAT WILL LOOK

LIKE. >> YES.

>> AND LET'S GIVE THAT BACKGROUND REASONING TOO SO THAT EVERYONE REALIZES THAT WE ARE NOT THINKING ABOUT MCMANSIONS.

AND ALSO WHEN WE TALK ABOUT THAT AND ONE OF THE ISSUES THAT HAS COME UP AND WHEN WE TALK ABOUT ONE-TIME OWNERS IN OUR DISTRICT AND ESPECIALLY OLDER RESIDENTS TAXED OUT OF THE NEIGHBORHOODS.

I THINK WE SHOULD ALSO MENTION THE FACTS THAT SENIORS AND THEIR EXEMPTION ON SOME REAL ESTATE TAXES THAT THEY SHOULD CHECK INTO THAT AND HAVE IMPACT ON HOW MUCH THEIR REAL ESTATE TAXES WOULD BE. JUST SO THEY ARE AWARE OF IT.

SO NOT OH, MY GOD HERE'S THE SCHOOL AND IN ADDITION TO -- SEE

WHERE I AM GOING. >> YES, AND I DON'T KNOW THE DETAILS OF THAT QUALIFICATION AND I HAVE BRIEFED IT BUT SHOULDN'T SPEAK BUT EACH INDIVIDUAL LOOK INTO IT.

>> ON THE COUNTY WEBSITE. >> THAT'S WHERE YOU FIND IT.

>> AS WE START TO GET MORE INFORMATION ON OUR LEVY, WE WILL PUT AN FAQ ON OUR WEBSITE AND THAT WILL HAVE, AND WE ALWAYS PUT THAT INFORMATION INCLUDED IN OUR FAQ'S.

>> FANTASTIC. >> THAT WILL BE ON OUR WEBSITE

AS WELL. >> APPRECIATE IT.

>> OKAY, THE OTHER TOPIC IS TIMING OF ALL OF THESE MEASURES.

AND I THINK I TOLD YOU LAST WEEK THAT EVERY DAY I FLIP FLOP ON THIS. AND THAT IS TRUE AND WE PUT THE RESOLUTIONS OUT ON FRIDAY. AND YOU WILL SEE THAT ALL OF THE MEASURES ARE CURRENTLY SCHEDULED ARE BEING RECOMMENDED IN THE RESOLUTION TO RUN IN FEBRUARY. THAT IS TRUE STILL.

THE RESOLUTIONS DO SAY THAT AND I FLIP FLOP NINE DIFFERENT TYPES THIS WEEKEND. BECAUSE I -- I TRULY UNDERSTAND THE REASON TO RUN THEM ALL IN FEBRUARY.

[00:55:02]

AND SO I DON'T KNOW IF MORE DISCUSSION, IF YOU THOUGHT ABOUT IT. SINCE OUR LAST MEETING.

I KNOW THAT CHRIS AND I MET LAST WEEK AND DISCUSSED IT AND TOSSED IT AROUND A LITTLE BIT. IF OTHER COMMENTS BEFORE THE MEETING TONIGHT THAT WE WANT TO DISCUSS.

HAPPY TO DO SO. >> IS YOUR CURRENT POSITION ALL FEBRUARY? OR ARE YOU SAYING YOU CHANGED YOUR POSITION AND GOING TO TELL US TONIGHT?

>> NO, THE RESOLUTION SAYS ALL IN FEBRUARY.

SO THAT'S WHERE I'M AT. AND PART OF THE REASON IS, I THINK IT PUTS THE DISTRICT IN THE BEST POSITION TO HAVE THE INFORMATION AROUND THE FUNDING OF THESE LEVIES AS EARLY AS POSSIBLE. AND SO IF WE HAVE NOTICE THAT ALL THREE LEVIES PASS IN FEBRUARY, IT ACTUALLY GIVES US A REALLY LONG TIME TO PLAN FOR THE CONSTRUCTION AZPECTS -- ASPECTS AND THINGS LIKE THAT. BECAUSE OF THAT, I THINK THAT'S IMPORTANT. SAY THAT THE CONSTRUCTION MEASURE WASN'T TO PASS IN FEBRUARY, IT GIVES US NINE MONTHS TO PLAN FOR WHATEVER THAT NEXT ITERATION IS.

BE IT A BETTER CAMPAIGN, BE IT -- WHATEVER THAT IS.

I THINK THERE IS BENEFITS IN RUNNING ALL THREE IN FEBRUARY.

THAT ULTIMATELY IS WHY THE RESOLUTIONS ARE WHAT THEY ARE.

. >> YOU HAVE 62 MINUTES TO CHANGE

YOUR MIND THOUGH. >> BUT -- I THINK DIANE WOULD SAY NO, SHE WON'T ALLOW ME TO CHANGE THEM.

>> OKAY. >> AND TONIGHT BARBARA WILL YOU HAVE THE -- I GUESS I CAN DO THE MATH MYSELF, $2.84 AND YOU ARE SAYING 1 MILLION HOME IS WHAT YOU'RE BASING THE CALCULATION ON. AND THEN THAT CHANGES -- WELL, YOU CAN ONLY ASK FOR ONE AMOUNT AND ONCE YOU PUT IT ON THE BALLOT, YOU CAN'T ASK FOR ANYMORE THAN THE AMOUNT COLLECTED ANYWAY. YOU ALWAYS NEED THE AMOUNT THAT

YOU SAID YOU NEED TO BUILD. >> CORRECT.

>> CORRECT. AND THAT AMOUNT NEVER CHANGES.

AND I THINK THAT GETS CONFUSING SOME TIMES FOR PEOPLE.

WE CAN'T JACK IT UP, IF YOUR HOUSE VALUE GOES UP AGAIN.

WE CAN ONLY COLLECT THE AMOUNT THAT WE COMMITTED TO COLLECTING.

>> LIKE FOR THE CONSTRUCTION LEVY 295 MILLION LEVY.

>> RIGHT. >> ONCE THAT GOES ON THE BALLOT, THAT DOESN'T CHANGE. THERE IS NOTHING THAT CAN CHANGE IN THAT. NOW SOMEONE'S INDIVIDUAL HOME VALUE CAN CHANGE, OUR TOTAL AV CAN CHANGE UP OR DOWN.

THAT DOESN'T CHANGE THAT 295. THAT JUST CHANGES THE DIVISOR FOR ANYONE INDIVIDUAL HOMEOWNER IN TERMS OF WHAT THEIR PROPERTY

TAX BILL WILL BE. >> SO REPHRASING THAT, IF YOUR HOUSE IS DOING BETTER THAN THE AVERAGE IN THE DISTRICT, YOU MIGHT GO UP BUT ON AVERAGE IT'S A STABLE RATE DOLLARS PER YEAR

ACROSS THE LIFE OF THE LEVY. >> YES.

>> DO WE PERHAPS SHOOT OURSELVES IN THE FOOT BY USUALLY WHEN YOU LOOK AT THE AVERAGE, YOU USUALLY DON'T UP IT WHEN YOU LOOK AT THAT. YOU GO TO THE LOWER END.

SINCE THIS IS 927, ARE WE SHOOTING OURSELVES IN THE FOOT CALLING IT 1 MILLION AS OPPOSED TO 900,000? YOU SEE WHAT I AM SAYING, USUALLY WHEN YOU DECIDE TO DO THAT, YOU DON'T JACK UP THAT HIGH.

>> I THINK THE VALUE IN MAKING THE MATH EASY WAS JUSTIFIED.

>> I THOUGHT 900,000 WAS EASY TOO AND WHY I AM ASKING.

AND I AM NO MATH WHIZ YOU KNOW. >> AND MAYBE IT'S IMPORTANT BECAUSE THE QUESTION THAT PEOPLE WILL HAVE, HOW MUCH MORE WILL THIS COST ME? WHAT IS GOING TO COST ME.

AND IF THAT'S ESSENTIALLY CLOSE TO THE MEDIAN ASSESSED VALUE IN OUR DISTRICT, I THINK IT'S IMPORTANT TO HAVE THAT

INFORMATION OUT THERE. >> AND SAY, LOOK IF YOU KNOW THAT YOUR HOUSE IS NOT AT THAT VALUE, DON'T SWEAT IT.

FIGURE YOUR OWN MATH. >> YEAH RIGHT.

OKAY. >> AND SO THEN THE OTHER PIECE IS -- ARE THERE ANY QUESTIONS ABOUT THE RESOLUTIONS?

[01:00:06]

>> YES, AND SO I THINK THE EPNO AND THE CAPITAL LEVY RESOLUTIONS ARE FAIRLY STANDARD. NOTHING, NO MAJOR CHANGES FROM YOU KNOW PRIOR YEARS. THE VOTERS PAMPHLET IS NOW REQUIRED. IT USED TO BE OPTIONAL AND WE USED TO HAVE TO PUT IN OUR RESOLUTION THAT WE REQUESTED THE VOTER PAMPHLET AND SEE THAT IN THE RESOLUTION TO CONFIRM.

LEGAL COUNSEL SAYS THEY LIKE TO SEE IF IT TO CONFIRM WE ARE PARTICIPATING IN THE VOTER PAMPHLET.

AND THE CONSTRUCTION LEVY, THE CAPITAL LEVY, WE HAVE TO DO BETWEENING THE LANGUAGE AND OUR ATTORNEY LET US KNOW LATE -- TWEAKING OF THE LANGUAGE AND I DIDN'T WANT TO CHANGE ANYTHING BETWEEN FRIDAY AND THIS MORNING. I THINK WE MAY HAVE TO REWORD IT SLIGHTLY TO BE WITHIN OUR WORD LIMIT.

SO -- SO OUR ATTORNEY'S AS ASSISTANT WAS OUT ON VACATION ON FRIDAY WE HAVE LOOKING AT THAT. WE PROBABLY -- WE KNOW THESE ARE DRAFTS. AND THAT'S TOTALLY OKAY.

WE WILL DO A LITTLE BIT OF TWEAKING IN THE LANGUAGE TO MAKE SURE THAT WE HAVE OUR WORD COUNT CORRECTLY.

>> BARBARA, I KNOW SOMETHING THIS YEAR THAT I DIDN'T RECOGNIZE THIS YEARS PAST. AND NOT ONLY LIMITING YOUR WORDS BUT LIMITING HOW YOU DIVIDE THEM UP.

LIKE TWO PARAGRAPHS -- NOT THREE AND NOT FOUR, WHATEVER IT AMOUNTS TO. JUST BE AWAY.

I THINK THAT CHANGED THIS YEAR. >> AND I'M SPECIFICALLY TALKING

ABOUT THE RESOLUTIONS. >> I'M SORRY I WAS TALKING ABOUT THE BOARD [INAUDIBLE]. SORRY, NEVER MIND.

>> JUST A QUICK CLARIFYING QUESTION ON THAT.

THE BALLOT LANGUAGE THAT I SEE IN THE RESOLUTION THAT TITLE, BUILDING EXCELLENCE CAPITAL LEVY, THAT TITLE WILL APPEAR ON

THE BALLOT? >> THAT TITLE WILL APPEAR ON THE

BALLOT. >> EXCELLENT.

AND THERE IS A PATHENTHICAL TO FOLLOW THAT WILL APPEAR.

>> YES, AND WE DOUBLE CHECKED AND THAT'S SIMILAR TO -- THE PARENTHESISED ITEM IS SIMILAR TO WHAT WE DID LAST TIME.

AND THAT SAID, ONCE WE SUBMIT IN DECEMBER.

IF THERE ANY CONCERN WITH THE BALLOT LANGUAGE FROM KING COUNTY PERSPECTIVE, THEY WILL REACH OUT TO OUR LEGAL COUNSEL AND LET US

KNOW. >> OKAY, I LIKE IT.

I THINK IT'S GREAT. >> THANK YOU FOR CALLING OUT THAT TITLE, THAT'S SOMETHING THAT WE LANDED ON.

AND REALLY THAT BUILDING EXCELLENCE IS THE ENTIRE PROGRAM. NOT JUST THIS SINGLE LEVY AND YOU WILL SEE THAT IN THE PRESENTATION TONIGHT AS WELL.

>> GREAT. >> I'M GOING TO JUMP IN HERE AND THIS MIGHT BE A SEGUE BUT I'M WONDERING IF THERE NEEDS TO BE SOME KIND OF ADVOCACY AND MAYBE THAT'S NOT THE RIGHT WORD.

SINCE WE ARE IN MORE CONSTANT CONTACT WITH OUR LEGISLATORS AND EVEN CONGRESSIONAL MEMBERS. THERE IS SOME ADVOCACY THAT COULD BE DONE AROUND THE LIMIT FOR SENIOR CITIZENS AND DISABLED PERSONS. AND THE EXEMPTION THAT THEY QUALIFY FOR. BECAUSE IT'S PRETTY DIFFICULT TO GET AN EXEMPTION IN THIS AREA. AND SO MAYBE THAT'S SOMETHING THAT WE CAN THINK ABOUT IN ORDER TO HELP THE PEOPLE THAT IT MIGHT

BE MOST DIFFICULT ON. >> I HAVE NEIGHBORS THAT HAVE THEIR AGE DISCOUNT EASILY. ALL THEY HAD TO DO -- AND VERY HELPFUL TO BE QUITE FRANK WHEN THEY CALLED INTO THE COUNTY.

>> YEAH I HAVE NEIGHBORS JUST BECAUSE SOMEBODY HAS A PENSION FROM BACK IN THE DAY, THEY DON'T QUALIFY FOR IT EVEN THOUGH THEY ARE BARELY OVER THE LIMIT. AND THERE'S NO RELIEF THERE.

SOLE -- SO. >> OKAY.

>> WONDERING ABOUT THAT. >> OKAY.

>> ANYTHING ELSE IN -- ANYTHING ELSE?

>> OH, ORDER. ORDER OF THE ITEMS ON THE

[01:05:03]

AND THEREFORE IT ENDED UP ON THE BACK OF THE BALLOT AND SOME PEOPLE DIDN'T SEE IT -- ALLEGEDLY.

AND IS THERE A POSSIBILITY TO RECONFIGURE THE ORDER OF THE BALLOTS AT ALL? [INAUDIBLE]?

>> WE ARE -- THE RESOLUTIONS ARE PRESENTED IN, PROPOSITION 1 IS EPNO AND PROPOSITION 2 IS CAPITAL LEVY AND PROPOSITION 3 IS BUILDING EXCELLENCE CAPITAL LEVY.

YOU ARE REMEMBERING TWO ELECTIONS AGO, MARK, I THINK IN

2014. >> YEP.

>> AND SINCE THAT TIME KING COUNTY HAS PUT IN BOLD LETTERS, TURN THE BALLOT OVER. SO THEY RECOGNIZED THAT BACK AFTER THE 2014 ELECTION AND HAVE TAKEN STEPS.

>> THOUGHT I WOULD ASK. >> OKAY FIRST READING TONIGHT, WE'LL HAVE A PRESENTATION. OKAY.

>> AND SO MY PRESENTATION IS -- WELL IT HAS COMPONENT PARTS IT'S REALLY A WHOLE. I'M ALSO WONDERING IF IT WOULD BE HELPFUL FOR ME AS WE MAY PULL THIS VIDEO AND USE IT FOR DIFFERENT PURPOSES. FOR ME TO GO THROUGH THE TOTAL PRESENTATION. VERSUS BOARD ASKING QUESTIONS IN THE MIDDLE. I'M FINE IF WE DO IT EITHER WAY.

I JUST LIKE I KNOW I WILL USE THIS VIDEO AND SEND IT TO OUR DISTRICT LEADERSHIP TEAM TO BE SURE THEY ARE UP TO SPEED.

YOU MAY WANT TO USE THE VIDEO TO, YOU KNOW, TO A COMMUNITY MEMBER. SO --

>> ALL RIGHT. GREAT.

EVERYONE HOLD YOUR QUESTIONS UNTIL THE END OF THE PRESENTATION. SO WE HAVE A NICE CLEAN VIDEO.

>> CAN I ASK ONE QUESTION RIGHT NOW THEN?

>> PLEASE DO. >> OKAY, IN LOOKING AT THE CONSTRUCTION LEVY OR BUILDING EXCELLENCE I SHOULD SAY WOULD BE BETTER. NOTICING HOW THE RATES ARE SHIFTING AS YOU GO THROUGH THAT IN THE DOLLAR COLLECTION.

WILL BE TOUCHING ON THAT? IT'S THE DOLLAR AMOUNT AND THE REPLACEMENT? I MEAN -- I DON'T KNOW, THAT'S ONE OF THOSE PIECES WHEN YOU LOOK AT THAT AND MOST PEOPLE AREN'T. I KNOW I LOOK AT THAT AND YOU START TO RECOGNIZE HOW ARE YOU PULLING THAT OFF AND NOT INCREASING TAXES AND IT'S THE WAY THAT YOU STRUCTURE THE DEBT AND PAYING OFF OF BONDS AND LEVIES.

>> YES. >> AND PROBABLY WE WON'T BE ABLE TO GO INTO THAT LEVEL OF DETAIL TONIGHT, THAT'S PART OF OUR FAQ INFORMATION AND SHARE THAT THE BONDS ARE BEING PAID OFF.

AND AGAIN THIS ALLOWS US TO LAYER IN A POTENTIAL 2024 BOND MEASURE AS WELL. SO THESE RATES WERE STRUCTURED

SO THAT COULD OCCUR. >> WELL AND REALLY THE WHOLE PLAN IS STRUCTURED TO "A" ACCOMPLISH THE GOALS AROUND BUILDING AND CONSTRUCTION. BUT ALSO TO TAKE INTO CONSIDERATION TAXES PAID BY INDIVIDUALS AS WELL.

THIS IS THE ONE PLAN THAT ALLOWS US TO ACHIEVE BOTH OF THOSE.

WHILE DOING A BALANCE OF BOTH LEVY AND BOND.

SO OBVIOUSLY THE BOND PROGRAM ALL THE WAY THROUGH HAD THE BEST IN THE MOMENT TAX IMPLICATIONS. BUT IT'S LONGER TERM.

SO THERE ARE KIND OF PRO'S AND CON'S TO THE DIFFERENT STRATEGIES WE BROUGHT FORWARD. I THINK THIS ONE, I THINK IT'S

THE BEST OF ALL WORLDS ACTUALLY. >> OKAY.

ANY OTHER QUESTIONS? OR COMMENTS FROM THE BOARD?

[3. Discussion of 2022 Legislative Priorities]

DR. HOLMEN CAN YOU TEE US UP AND THEN DIRECTOR SAGE WILL LEAD

THIS. >> ABSOLUTELY, I APOLOGIZE THAT DIRECTOR SAGE AND I DIDN'T HAVE TIME TO CONNECT BEFOREHAND.

I DON'T KNOW FULLY AND WAZ HAS DELAYED THEIR PROCESS AND THE DISTRICT'S PROCESS AND WAZ'S PROCESS GOES HAND IN HAND AND WE LEGISLATE WITH LAKE WASHINGTON PLAT FORM AND THE PRIORITIES OF THE DISTRICT AND THE BOARD. AS WE THINK ABOUT OUR ADVOCACY

[01:10:04]

WORK TO BE DONE IN THE FUTURE. >> COULD YOU PUT LAST YEAR'S

PLATFORM UP ON THE SCREEN? >> YES I CAN -- GIVE ME ABOUT 45

SECONDS. >> SO I HAVE HAD THE OPPORTUNITY TO HAVE CONTINUED ADVOCACY WORK THROUGH OTHER ORGANIZATIONS THAT I BELONG TO AND KEPT IN TOUCH WITH OUR MEMBERS OF CONGRESS AND LEGISLATURE OVER THE SUMMER. AND THERE ARE A FEW THINGS ON LAST YEAR'S PLATFORM THAT I SENSE THERE IS NOT AN APPETITE FOR. AND I WONDER IF WE LOOK AT LAST YEAR'S PLATFORM, WHICH IS NOW ON THE SCREEN.

AND JUST TAKE A FIRST PASS IF EACH OF US THINK WHAT IS MAYBE ONE THING THAT PROBABLY ISN'T GOING TO HAPPEN IN THE LEGISLATURE THIS YEAR. MAYBE WE SHOULDN'T FOCUS ON IT.

MY SUGGESTION IS I DON'T SENSE ANY APPETITE FOR SIMPLE MAJORITY SCHOOL BONDS. EVEN THOUGH THAT WOULD DIRECTLY ASSIST US IN OUR ISSUES WITH TRYING TO KEEP UP WITH GROWTH.

IF THERE'S SOMETHING YOU SEE MISSING ON THIS, GIVEN THE LAST YEAR THAT WE'VE HAD. OR IF THERE IS SOMETHING THAT YOU FEEL I'M NOT SURE THAT ANYONE IS REALLY GOING TO PAY ATTENTION TO THAT THIS SESSION. SINCE WE ARE VERY MUCH STILL IN RESPONSE TO THE VIRUS. I THINK WE REALLY WANT TO LASER

FOCUS WHAT OUR ADVOCACY IS. >> COULD WE BUMP THAT UP IN SIZE A LITTLE BIT. I COULD FIND THE PAGE BUT AS

SOON DO IT HERE. >> I APPRECIATE THE FACT THAT IT'S UNLIKELY THAT SIMPLE MAJORITY IS GOING TO HAPPEN THIS YEAR. BUT GOING IN 2024 WE WANT TO KEEP THAT ON OUR ADVOCACY AND TALKING AND WE STILL CARE.

>> THAT'S FAIR. >> DIDN'T WE GET HOLD HARMLESS ON LAST YEAR JON, DIDN'T THAT COME THROUGH?

>> I DON'T THINK SO. >> WE DID GET SOME HOLD HARMLESS RELATED TO COVID. THE ESSER FUNDING THAT WE GOT $350 PER PUPIL MANY DISTRICTS GETTING 3,000 PER PUPIL.

AND GAVE US UP TO $500 PER PUPIL AND STILL SIGNIFICANT UNDERFUNDING AND GOT HOLD HARMLESS TRANSPORTATION.

>> AND CHRIS, THE TIMES HAD AN ARTICLE ON ESSER FUNDING AND THAT SHOWS SOME DISTRICTS GOT $6,000 PER STUDENT IN ESSER

FUNDING. >> THAT'S NOT GOING TO BE US.

>> IT WAS NOT US BUT DOESN'T MEAN THAT EVERY SINGLE STUDENT IN OUR DISTRICT DOESN'T NEED THE TECHNOLOGY AND THE SOCIAL-EMOTIONAL SUPPORT AND THAT'S THE FRUSTRATING PIECE

THAT ALL STUDENTS NEED SUPPORT. >> JON IN THE CONTEXT OF THE URGENT IS THERE A RESIDUAL PIECE OF HOLD HARMLESS TO KEEP ON THERE? AND THE OTHER QUESTION IN EMERGENCY LIABILITY RESPONSE IS THAT OBSOLETE? IS THAT ADDRESSED? I THINK AS DIRECTOR SAGE NOTED WE'RE STILL IN THE THROES OF THIS THING AND IF STILL POTENTIAL LIABILITY EXPOSE R EXPOSURE THAT WE HAVE TAKEN AND IF POTENTIAL LIABILITY EXPOSURE KEEP IT ON THERE AND WANT YOUR

TAKE ON THAT. >> AN INITIAL RESPONSE, CHRIS, IT FEELS LIKE THE FIRST BULLET POINT THERE, THERE'S SOME ADDITIONAL WORK THAT WE COULD DO.

THE SECOND BULLET POINT THERE, I FEEL LIKE AND OTHERS CAN CHIME IN IF THEY DISAGREE. IT JUST DOESN'T SEEM AS NECESSARY. IN TERMS OF A PLATFORM.

IT DOESN'T MEAN THAT WE DON'T NEED TO CONTINUE TO MAKE SURE THAT WE'RE NOT PAYING ATTENTION TO ISSUES OF LIABILITY AND THINGS LIKE THAT. BUT IN TERMS OF AN ACTUAL PLATFORM FOR LEGISLATIVE ADVOCACY, I'M NOT SURE THAT'S WORTH THE TIME TO SPEND WHEN OTHER THINGS ARE OF HIGHER

PRIORITY. >> THANKS.

[01:15:01]

>> WELL, I THINK KIND OF FELL ON DEAF EARS WITH A LOT OF FOLKS, SOUNDED SELF-SERVING AND VERY SELF--- GIVEN OURSELVES AN ESCAPE DOOR AND I DON'T THINK THAT PEOPLE APPRECIATED THAT ON

CAPITOL HILL. >> I WANT TO RECOGNIZE SIRI AND

THEN ERIC WITH THEIR HANDS UP. >> YOU KNOW THERE IS A FEW THINGS I UNDERSTAND UNDER THE URGENT THE HOLD HARMLESS DOESN'T HAVE MUCH TO DO WITH AT THIS POINT.

I THINK THERE IS OTHER, AND I THINK THAT RECOVERY IS WHAT WE WANT TO LOOK AT NOW AND SPEAK TO THAT.

I THINK THE ESSER ISSUE AND THE COMPONENT THERE ARE COSTS THAT WE HAVE INCURED AND CONTINUING TO INCUR BECAUSE WE JUST HAVE THE NUMBER OF STUDENTS THAT WE HAVE.

PPE COSTS. THE SAME REGARDLESS OF WHERE YOU LIVE. I THINK THAT'S A COMPONENT.

I AGREE WITH CHRIS WE HAVE TO KEEP SCHOOL CONSTRUCTION FUNDING AS A COMPONENT. THAT'S CONTINUAL PIECE AND WORKING AROUND STAFF AND THAT'S A CONSTANT.

WE HAVE TO HAMMER THAT HOME. AND THE PIECE THAT I ARGUE VITAL IS TECHNOLOGY FUNDING. IT'S TIME TO PRESSURE THAT HEAVIER AND HARDER BECAUSE WE WENT TO ONE TO ONE.

WE DO THAT LOCALLY AND THIS THOSE ARE LOCAL DOLLARS AND THIS IS TRUE ACROSS THE STATE. IF EQUITY IS WHERE WE ARE GOING WITH THIS THAT'S A PUSH WE SHOULD TRY TO PUSH AND LEAD IN THE TECHNOLOGY SIDE. AND OUR LEGISLATORS SHOULD BE WILLING TO DO THAT. WE NEED TO BE ABLE TO TELL THE STORY. I THINK TECHNOLOGY FUNDING IS A BIG COMPONENT TO BUILD INTO THE PROTOTYPICAL SCHOOL MODEL THAT HASN'T BEEN THERE. I THINK UNINTENDED IMPACTS LIKE SEV AND BARBARA CAN DO A BETTER JOB ARTICULATING THE MULTIPLE DIFFERENT IMPACTS IN THE LAST FOUR YEARS ON OUR BUDGET DUE TO MANDATES THAT COME THROUGH THAT WE ARE NOW ABSORBING LOCALLY.

AND THAT IS ALL POST-MCCLEARY AND THOSE ARE THINGS TO PUT HOME, SEV IMPACTS ARE LEVY DOLLARS.

AND OUR SOCIAL-EMOTIONAL LEARNING YOU HAVE TO KEEP AND ATTRACT AND RETAIN QUALITY. AND THAT'S AN EQUITY PIECE AND HUGE PIECE AND PUSH THAT WITH LEGISLATURE AS WELL.

>> AND SPECIAL EDUCATION WE CONTINUE TO HAVE GAPS AND I DON'T SEE THAT FALLING OFF THE LIST.

>> THE QUESTION ARE THERE SMALL PIECES OF THESE THAT WE CAN START TO DISCUSS AND HIGHLIGHT WITH PEOPLE MORE EFFECTIVELY? I GUESS THAT'S THE COMPONENT TO START TO THINK ABOUT.

>> YES, SIRI ARE YOU SUGGESTING THAT WE MOVE TECH FUNDING OUT OF

ONGOING THAN URGENT. >> POSSIBLY, I'M NOT SURE IT'S URGENT, MY CHALLENGE WE HAD ONLINE HIT AND WHAT HAPPENED ACROSS THE STATE AND ONE-TIME DOLLARS THAT PEOPLE ARE USING THROUGH ESSER TO DO THIS. YOU HAVE TO KEEP TECHNOLOGY,

THAT'S A FOUR YEAR REPLACEMENT. >> IF YOU GET 6,$6,000 A STUDEN

YOU CAN ACCORD THAT WORK. >> ONCE, WHAT ABOUT FOUR YEARS WHEN THOSE ARE REPLACED. IF WE WANT TO TAKE WHAT WE LEARNED ONLINE AND LEVERAGE THAT, CONSISTENT SOURCE OF FUNDING IS GOING TO BE A PIECE. ON HOW TO DO THAT.

>> AND THAT'S STATEWIDE. THAT BECOMES WHERE WE ARE POTENTIALLY LEADERS IN IT BUT IT'S CERTAINLY WHERE EVERYONE HAD TO FLIP THAT SWITCH OVER THE LAST YEAR.

>> AND THE LEGISLATURE IS AWARE OF THE DISCUSSIONS AROUND THIS.

I THINK THEY MADE PROGRESS LAST SESSION AND OUR LEGISLATORS THIS IS ONE OF THE THINGS THAT THEY ARE SORT OF ALL OVER.

>> WE NEED TO BE CLEAR WHAT WOULD THAT BE? PERHAPS IT'S NOT -- NOT JUST FUNDING IN GENERAL.

FUND THIS PIECE SPECIFICALLY THAT WE COULD REALLY LEVERAGE THIS YEAR FOR WHAT WE'VE LEARNED AND TELL THAT STORY.

AND THEN START TO PULL IT IN THAT WAY.

>> AND I'M GOING TO SUGGEST THAT WE DID A COUPLE OF 90 SECOND OR TWO-MINUTE VIDEOS LAST YEAR THAT I WAS ABLE TO SEND TO LEGISLATORS AND CONGRESS, AND TOLD THE STORY, SPECIAL EDUCATION. AND JON'S PART TALKING ABOUT THE SHORT FALL IN FUNDING 19.2 MILLION TO MAKE UP LOCALLY AND THAT'S A QUICK, THEY SEE IT AND VISUAL AND HOPEFULLY THEY REMEMBER. I THOUGHT THAT WAS EFFECTIVE, I DON'T KNOW JON IF YOU THOUGHT IT WAS.

>> I THINK IT WAS AND I WANT TO COMPLIMENT YOU AND MYSELF IN THOSE VIDEOS, WE DID A GREAT JOB.

NO, I AGREE THOSE SHORT SNIPPETS.

[01:20:01]

I'M NOT SUGGESTING A TIKTOK CHANNEL FOR THIS.

NO, I AGREE THAT BEING ABLE TO SHARE VIDEO AND CONTENT THAT WAY. PEOPLE ARE MORE APT TO DIGEST IT

DIFFERENTLY. >> I WOULD SAY THAT THE KIDS MADE IT. EVERYONE IS INTERESTED IN KIDS AND THEY DID A FANTASTIC JOB. JUST BEING THEMSELVES OF COURSE.

AND THAT REALLY, REALLY HITS HOME WHEN YOU SEE THE KIDS AND HOW THEY ARE AFFECTED OR WHAT GREAT THINGS THEY'RE DOING THAT WE NEED TO BE ABLE TO CONTINUE FUNDING.

ANY OTHER SIRI BEFORE I MOVE TO ERIC.

>> I WANT TO ECHO I AGREE WITH CHRIS AND SIRI ABOUT THE NEED TO KEEP SCHOOL CONSTRUCTION FUNDING AND SIMPLE MAJORITY ON OUR PLATFORM. WE NEED TO KEEP TALKING ABOUT IT AND IN THE MIND OF THE LEGISLATORS.

AND THE OTHER THING TO HIGHLIGHT THIS YEAR, I WOULD LIKE TO SEE US HIGHLIGHT ATTRACTING HIGH QUALITY DIVERSE STAFF.

WE MADE EQUITY WORK A PRIORITY FOR US AND I THINK THAT OUR PLATFORM NEEDS TO MATCH THAT. SO --

UH-HUH. >> THOSE ARE THE THREE THINGS THAT POP OUT AT ME AS I LOOK AT IT.

THE OTHER THING THAT'S -- AND WE'LL HAVE A CHANCE TO TALK ABOUT MORE AND PROBABLY GETTING AHEAD OF MYSELF.

BUT ONE OF THE BENEFITS OF THESE LAST COUPLE OF YEARS WE LEARNED HOW TO ADDRESS SOME OF OUR FACILITY NEEDS BY PROVIDING HIGH-QUALITY REMOTE EDUCATION. AND I THINK HAVING A PLATFORM AROUND PROVIDING CONTINUED FLEXIBILITY FOR DISTRICTS TO BE ABLE TO INNOVATE IN THAT SPACE AND PROVIDE IT.

>> [INAUDIBLE]. >> I AM HAVING A HARD TIME EVEN REMEMBERING, I KNOW THAT GOING INTO THE CURRENT YEAR THERE WAS A QUESTION WHETHER WE WOULD BE ABLE TO CONTINUE PROVIDING REMOTE EDUCATION. I KNOW THAT WAS RESOLVED THAT WE WERE, I DON'T KNOW IF THAT'S ANOTHER TEMPORARY RESOLUTION OR SOMETHING THAT IS PERMANENTLY BAKED IN.

>> AND-EVOLVES AROUND ALTERNATIVE LEARNING EXPERIENCE AND HOW THEY ONLY FUND AT 75% OF FTE.

THERE IS DEFINITELY ADVOCACY ON THAT ISSUE ALONE.

>> SO -- LOOKING AT THIS I SEE A LOT OF OPPORTUNITY -- SORRY JON, A LOT RETAINED WHAT WE HAVE ALREADY.

>> SO MY COMMENT, I HAD MY HAND UP, MY COMMENT AROUND ERIC'S COMMENT ABOUT INSTRUCTIONAL HOURS RULES.

YES THEY UPDATED THEM THIS YEAR, CONTINUOUS LEARNING 2.0 RULES.

THEY WORK FOR A FULL-TIME STUDENT.

ONE OF THE THINGS THAT WE THOUGHT ABOUT JUST THINK IF WE COULD ACTUALLY HAVE MORE FLEXIBLE SCHEDULED COURSES.

TAKE A HIGH SCHOOL OPPORTUNITY WOULD PREFER TO DO A REMOTE CLASS MAYBE NOT HAVE THAT FIRST PERIOD.

IT'S ONE OF THE WAYS THAT WE ACCOMPLISHED A LATER START DURING REMOTE LEARNING. THAT MANY, MANY OF OUR CONSTITUENTS AND STUDENTS REALLY, REALLY APPRECIATED.

JUST THE WHOLE PIECE AROUND WHAT DEFINES AN INSTRUCTIONAL HOUR IT'S VERY RIGID RIGHT NOW. FOR A GOOD REASON.

I UNDERSTAND WHY. BUT I ALSO THINK THAT THE EXPERIENCE WE JUST HAD AS A STATE SHOULD ALSO HELP US LEARN FROM AND I THINK WE DEMONSTRATED THAT EDUCATORS THEIR INTEREST IN EDUCATING STUDENTS IN EVEN REMOTE SPACE.

THAT WAS A FEAR OF STATE BOARD THAT THERE WOULD BE COMPROMISE IN LEARNING OF STUDENTS. BUT I THINK WE LEARNED A LOT AND DEVELOPING A PLATFORM AROUND THAT ERIC POINTED OUT ABOUT SPACE AND CAPACITY AND UNIQUE LEARNING EXPERIENCES FOR

STUDENTS. >> MARK, I SEE YOUR HAND.

ONE FOLLOW UP TO JON'S COMMENT. IN JULY AS A PRIVATE INDIVIDUAL, BECAUSE I DIDN'T HAVE BOARD APPROVAL.

BECAUSE I DIDN'T ASK BECAUSE IT WAS LIKE SUDDENLY THE SBE MEETING AND I WENT TO THE STATE BOARD EDUCATIONAL MEETING AND ADVOCATED FOR THE FLEXIBILITY. AND BARBARA THANK YOU FOR GETTING THE INFORMATION I WAS ABLE TO USE.

AND THERE IS SEVERAL SBE MEMBERS LOOKING AT THIS AND DISCUSSING HOW WE CAN MOVE FORWARD WITH THAT KIND OF OPTION.

WHERE IT COULD ALLOW KIDS A LATE START TO HIGH SCHOOL, WHO REALLY ARE LOOKING FOR THAT. AS AN OPTION.

AND JUST THE CREATIVITY OF BEING ABLE TO TAKE A COURSE THAT MAYBE WE COULDN'T OFFER. AND TAKE IT ONLINE IN SOME OTHER FORM. AND STILL RECEIVE THAT HIGH

[01:25:01]

SO YES, I WOULD LOVE TO PUT THAT IN OUR ADVO -- ADVOCACY FOR IN YEAR. MARK.

>> AND I THINK THAT WE TALK ABOUT LESSONS LEARNED AND WE LEAN ON AND WE LEARNED LESSONS. WE LEARNED SOME THE HARD WAY.

SOME WORKED. SOME DIDN'T.

BUT WE LEARN WHAT ARE PRIORITIES WHEN YOU HAVE MORE REMOTE LEARNING. AND WE ALSO LEARNED THAT KIDS PRIOR TO THE PANDEMIC WERE HAVING CONNECTIVITY PROBLEMS THAT WE DIDN'T SEE UNTIL WE HIT THE PANDEMIC.

AND I THINK THAT WAS ONE OF THE FEW SILVER LININGS IN IT, IF ANY TO BE QUITE FRANK OUT OF THE PANDEMIC.

THAT WE REALIZED THAT SOME KIDS GEOGRAPHICALLY OR ECONOMICALLY JUST HAVING SIGNAL PROBLEMS THAT COULDN'T BE TAKEN CARE OF WITHOUT THOSE HOT SPOTS. AND I THINK WE COULD TALK ABOUT HOW WE NEED TO -- WE DON'T WANT TO GO BACKWARDS.

AND SO I THINK IN THAT PREAMBLE I THINK THAT WE TALK ABOUT LESSONS LEARNED FROM OUR PERSPECTIVE AND FROM A BROADER

PERSPECTIVE. >> ARE YOU SUGGESTING -- ARE YOU THINKING ABOUT CHANGING THE PREAMBLE TO ADDRESS THAT MARK?

>> I WAS THINKING TO TALK ABOUT LESSONS LEARNED AND LESSONS WE ARE STILL LEARNING TO BE QUITE FRANK.

YOU SEE WHERE I AM GOING? >> UH-HUH.

>> IT MAKES THEM MORE CURRENT AND ALSO GIVES US TO BE FRANK, I THINK THAT WILL BE OPENING THE SENTENCE WITH ANY LEGISLATOR, WE LEARNED LESSONS AND LEARNED THEM THE HARD WAY AND WE DON'T WANT TO GO BACKWARDS. I THINK THERE IS ALSO A LOT OF FEDERAL FUNDING WE ARE NOT TAPPING INTO THAT IS NOT EXACTLY THE TOP LAYER. AND SO WE NEED TO WORK WITH DELL BENNY'S OFFICE AS MUCH AS POSSIBLE AND SEE WHAT IS OUT THERE THAT WE ARE NOT SEEING ON THE SURFACE, IF YOU WILL.

>> OKAY, YOU WANT TO SEND ME A FOLLOW-UP E-MAIL ON THAT?

>> SURE. >> OKAY, ANY OTHER THOUGHTS ON WHAT WE MIGHT WANT TO ADD OR SUBTRACT? IN MY MIND I AM STILL TRYING TO GET IT ALL ON ONE PAGE AND NOT HAVE OUR FONT GO ANY SMALLER. I'M TRYING TO THINK HOW WE CAN WORD THIS AND PUT ALL THE TOPICS THAT ARE REALLY VITAL, URGENT AND ONGOING. AND GET OUR MESSAGE ACROSS.

SO SIRI. SO THE ONLY PIECE THAT I SEE TO PULL FROM, AS WE GO FORWARD WITH THE GENERAL ASSEMBLY AND WAZ'S PRIORITIES AS WELL. AND ARE THERE ITEM THAT IS COME TO THE SURFACE THERE AND THAT WE HAVEN'T SEEN COMING HERE OR THROUGH THOSE DISCUSSIONS THAT WE WANT TO PULL IN?

>> SURE I KNOW THAT YOU ARE WORKING ON THE SPREADSHEET WITH

THE POSITIONS, YOU HAVE AN IDEA? >> YOU HAD SENT ME THE ONE THAT

WAS DONE, WE CAN SEND THAT OUT. >> OKAY, AND THEN SORT OF ANK FOR A RANK VOTE OR PULL OUT YOUR TOP 10 OR TOP 20.

>> THERE IS A COMBINATION AND A PIECE THAT YOU APPROVE OR DISAPPROVE OF NEW PRODUCTS COMING FORWARD.

AND THAT'S STEP 1. AND BASED ON THAT YOU PULL FORWARD THE STANDING POSITIONS. AS WELL.

AND THEN THE PERMANENT POS POSIT POSITIONEDS -- POSITIONS TO RANK ORDER AND IT'S IMPORTANT AND ON A SCALE OF 1-3, 1-5 AND RANK FROM THERE.

>> AND THAT SOUNDS WHAT WE DID LAST YEAR BUT I THINK I MISSED ONE OR TWO AND CONFUSED THIS VERSION OR THAT VERSION ON A

COUPLE. >> I THINK WE CAN COMBINE THINGS AND CERTAIN THINGS AND ALL OF THOSE DIFFERENT COMPONENTS AND THAT'S WHAT MAKES IT A LITTLE HARDER TO DO.

>> RIGHT, THE OTHER PIECE ON THAT TOTALLY JUST LOST MY TRAIN OF THOUGHT -- ANYWAY, THE WAZ CONFERENCE FOR GENERAL ASSEMBLY IS ACTUALLY AT THE END OF THE MONTH.

IT'S OVER A MONTH LATER THAN NORMALLY HAPPENS BECAUSE THEY HAD TO CANCEL THE IN-PERSON EVENT AND PREPARE TO PUT ON A VIRTUAL EVENT. MARK.

>> CASSANDRA WHEN IT COMES TO THE GRAPHICS AND COMBINE AND NOT MAKING FONT SMALLER. AND EVEN PANDEMIC LEGISLATORS SAYING DON'T GIVE ME PAPER AND SEND ELECTRONICALLY.

>> THAT'S WHAT WE DID, WE DIDN'T GIVE ANY PAPER COPIES.

[01:30:04]

>> I THINKING THAT MAY GIVE US FLEXIBILITY INTO THE LAYOUT THAT ONE, ALLOW YOU TO GET AS MUCH AS YOU WANT -- NOT AS MUCH BUT MORE SO. AND ALSO EFFECT THE READABILITY OF IT. I'M SURE THAT SOME OF OUR COMPUTER GRAPHICS FOLKS IN COMMUNICATION WOULD LOVE A CHALLENGE. THERE IS NO REASON WE HAVE TO

FIGURE IT OUT FOR THEM. >> IF WE CAN ACCOMPANY IT WITH VIDEO, THAT'S VERY SHORT AND SUCCINCT THAT TELLS THE STORY.

THEY ARE ALWAYS ASKING US FOR THE STORY THAT GOES BEHIND THE

DATA. >> DEFINITELY.

>> OR GOES WITH THE DATA. >> IF THEY CAN IDENTIFY WITH THE KID, BECAUSE IT LOOKS LIKE THEIR NEPHEW OR NIECE OR OWN KIDS OR HEAR IT IN THE PRESENTATION THEY GET AT THE DINNER TABLE.

I THINK IT WILL GO A LONG WAYS BEYOND STILL ESPECIALLY WITH THE 50% MAJORITY, THAT SEEMS SO TECHNICAL AND SO OUT THERE AND YET SO NECESSARY. WHEREAS IF YOU HAD A KID TALKING, GEE, WHEN WE WROTE IN CLASS IT'S 50 PLUS 1.

WHY IN THE HECK DO ADULTS HAVE TO GO TO SOMETHING LIKE THIS?

I DON'T KNOW. >> THANKS.

>> OR CLASSROOM VOTING. THAT MIGHT BE --

>> MASKS ON. >> THERE YOU GO.

>> ANY OTHER COMMENTS? OKAY.

TWO AVOID HAVING SOMETHING THAT SEEMS LIKE IT COULD BE A SERIAL MEETING, I WILL SEND EACH OF YOU AN EXCEL SPREADSHEET AND PLEASE ONLY SEND IT BACK TO ME. OTHERWISE IT CAN BE LOOKED AT HEY YOU ARE KIND OF HOLDING A MEETING WITHOUT ALLOWING THE PUBLIC IN TO VIEW IT. I WILL CORRELATE ALL THE ANSWERS AND THEN TURN AROUND AND BRING IT BACK.

OKAY, THAT'S ALL I HAVE. >> OKAY.

[4. Discussion of Guidelines for Public Comment]

DR. HOLMEN CAN YOU TEE THIS UP A LITTLE BIT AND I CAN TALK ABOUT

IT TOO. >> AS THE BOARD KNOWS WE'VE HAD INCREASED PUBLIC COMMENT AND WE ALSO HAD UNIQUE PUBLIC COMMENT.

ANONYMOUS PUBLIC COMMENT. IT JUST CAUSED ERIC AND I TO DISCUSS ARE THERE OTHER BOUNDARIES AND PARAMETERS THAT WE CLARIFY THE RULES OF PUBLIC COMMENT FOR THIS BOARD.

THAT WAS KIND OF THE CONVERSATION THAT WE HAD.

I INTENDED TO CONNECT WITH LEGAL COUNSEL JUST TO GET THEIR FEEDBACK. HAVEN'T DONE THAT YET.

DID FIND AN ACLU REFERENCE AROUND WASHINGTON STATE.

THEY HAVE A KIND OF Q & A AROUND PUBLIC COMMENT IN WASHINGTON STATE FOR PUBLIC BOARDS. WHICH WAS OF INTEREST, I DON'T THINK ANYTHING BEYOND WHAT WE GENERALLY KNOW ABOUT PUBLIC COMMENT. IF YOU GOING TO MAKE IT AVAILABLE, YOU NEED TO MAKE IT AVAILABLE TO EVERYONE.

YOU CAN PUT LIMITS BASED ON TIME.

YOU CAN'T PUT LIMITS BASED ON VIEWPOINTS.

WHICH WAS A KEY AREA. AND IF THERE IS DISRUPTIONS THAT YOU CAN ACT ACCORDINGLY. BUT A DISRUPTION ISN'T LET'S SAY I HAND MOTION THAT YOU DISAGREE WITH.

OR -- YOU KNOW THINGS LIKE THAT. THAT DEMONSTRATES LIKE ALLEGIANCE TO X, WHATEVER X IS. SO PUBLIC COMMENT IF MADE AVAILABLE BECAUSE IT'S NOT REQUIRED.

MANY -- MOST PUBLIC BOARDS DO ALLOW FOR PUBLIC COMMENT.

AND IF YOU ARE GOING TO DO THAT, IT REALLY IS A FORUM THAT IS AN OPEN-PUBLIC FORUM. THAT PEOPLE CAN COME AND PROVIDE THEIR COMMENT. ERIC.

>> YEAH, SO -- PART OF THIS WAS THAT WE RECEIVED -- STARTED RECEIVING A LITTLE BIT OF ANONYMOUS WRITTEN PUBLIC COMMENT. THERE'S I THINK ONE -- MAYBE ONLY ONE TONIGHT IN THE PACKET AND THAT IS PART OF THE RECORD.

YOU KNOW AT THIS POINT THE VOLUME IS SUCH TO MAKE A DECISION BUT WANTED TO HAVE A DISCUSSION AROUND WHAT OTHER PEOPLE ARE COMFORTABLE ALLOWING PEOPLE WHO MAY NOT BE MEMBERS OF OUR COMMUNITY TO ANONYMOUSLY COMMENT.

BUT WHO MAY BE MEMBERS OF OUR COMMUNITY BUT ANONYMOUSLY COMMENT IN OUR MEETINGS. BOTH IN WRITTEN OR WRITING OR IN-PERSON OR VIA TEAMS. SO -- I JUST, I THINK IT'S

[01:35:05]

AND I WANT TO HAVE AN UNDERSTANDING WHERE PEOPLE ARE AT. SO IF THE VOLUME DOES CHANGE THAT WE CAN THEN HAVE A MORE INFORMED DECISION.

SO MARK, YOUR HAND WENT UP FIRST.

>> YEAH, TWO THINGS. ONE, IT USED TO BE [INAUDIBLE] THAT PEOPLE WOULD WHEN THEY CAME UP TO THE PODIUM THEY WOULD SAY, OKAY MY CHILD GOES TO THIS SCHOOL AND THAT SCHOOL.

AND IF THEY HAVE TWO OR THREE, WHATEVER.

THE POINT WE WERE ABLE TO REALLY IDENTIFY.

AND I THINK AS RECENTLY AS THE LAST PUBLIC MEETING WE ACTUALLY FULLY HELD. THERE IS AT LEAST ONE SPEAKER THAT DIDN'T HAVE KIDS AT ANY SCHOOLS AT ALL.

I THINK I WOULD LIKE TO HAVE THAT BE ONE OF THE PREAMBLES THAT ANYBODY SPEAKING OR WHEN THEY WRITE TO US, SAY WE ARE IN X SCHOOL. MY STUDENT IS HERE AND THERE AND SO FORTH. THAT WAY IT DOESN'T PREVENT THEM FROM LYING TO BE FRAFRANK. BUT IT DOES PREVENT THEM FROM HAVE THAT MUCH CREDIBILITY, IF THEY DON'T HAVE KIDS THAT LIVE IN OUR DISTRICT IT DOESN'T ADD TO THEIR CREDIBILITY.

ON ANONYMOUS VERY NONANONYMOUS. 99% OF THE TIME I AGREE ERIC,

OUGHT TO BE WITH NAME. >> JUST TO BE CLEAR, I DON'T KNOW THAT I AGREE WITH THAT. I'M ACTUALLY OKAY WITH SOME

ANONYMOUS COMMENT. >> THAT'S WHERE I GIVE THE POINT, WHEN THEY TALK ABOUT A SITUATION IN A SCHOOL.

AND THEY ARE TALKING ABOUT A SITUATION AND CONCERNED THAT THERE MIGHT BE RETALATION TO THE STUDENTS OR FAMILY AND ONE GROUP OF KIDS VERSUS ANOTHER GROUP. I UNDERSTAND THE IDEA TO BE ANONYMOUS IN PUBLIC COMMENT AND THE IDEA TO COME BACK PRIVATELY AND DISCUSS IT. IN FACT I MIGHT ENCOURAGE IT, IF THEY DON'T WANT TO BE IN PUBLIC COMMENT SOMETHING FOR PRIVATE DISCUSSION. JUST A THOUGHT.

>> YEP. DIRECTOR SAGE.

>> ON THAT THOUGHT, WE HAD THAT VECTOR ALERT SYSTEM THAT ANYBODY CAN PUT IN AN ANONYMOUS CONCERN. IS THAT JUST FOR STUDENTS? OR IS THAT ALSO FOR PARENTS? IT'S STAFF MEMBERS AS WELL.

>> YOU KNOW I HAVE TO CHECK ON THAT, I ALWAYS ASSUMED AS A STUDENT SUPPORT. I CAN FOLLOW UP ON THAT.

>> OKAY. >> THAT'S A GOOD QUESTION.

>> I DON'T KNOW IT'S WELL KNOWN, DO YOU?

>> WHAT IS THAT? >> I'M NOT SURE ABOUT THE PUBLIC

VECTOR. >> EVERY SECONDARY SCHOOL IS

PUBLICIZING IT. >> OKAY, THE PARENTS PROBABLY DON'T HAVE A CONCEPT OF IT. AND ESPECIALLY DOWN TO THE

ELEMENTARY. >> IT MIGHT EVEN BE ON THE HOME

PAGE. >> OKAY.

>> WHEN YOU GO TO THE SCHOOL'S SITE.

BUT I HAVEN'T CHECKED THAT. I HAVE SEEN IT ON SOME --

>> I THINK THEY HAVE TO BE REMINDED THAT CERTAIN ASPECTS ARE THERE AND ALL OF A SUDDEN LOOKS LIKE GRAPHIC AS OPPOSED TO OPPORTUNITY TO HELP. AND SLIDE BY IT.

AND YOU HAVE TO BE REMINDED THAT THERE IS AN OPTION HERE JUST FOR -- NOT ONLY MOVE INS BUT FOR BAD MEMORIES FROM YEAR TO YEAR.

>> SORRY, TRYING TO REMEMBER WHAT MY COMMENT WAS GOING TO BE.

COME BACK TO ME. >> DIRECTOR BLIESNER.

YOU'RE ON MUTE. WOULDN'T BE A MEETING.

>> IF I CAN REMEMBER -- SO I APPRECIATE PUBLIC COMMENT AND THE NEED AND KEEPING THE TIMTIME LIMITATIONS ON IT AND VALUABLE. THE WHOLE PIECE REQUESTING NAME AND RESIDENCE OR CHILDREN IN THE SCHOOL, I THINK IS PERFECTLY REASONABLE REQUEST. I DON'T THINK WE HAVE ANY AUTHORITY TO SAY IF YOU DON'T TELL US THAT YOU CAN'T SPEAK.

I AM FAIRLY CERTAIN THAT WE WOULD NOT HAVE AUTHORITY TO DO SO. BECAUSE WHEN YOU OPEN THE MIC, WE PROVIDE OPPORTUNITY FOR ANYONE WHO COMES NOT JUST FOR OUR RESIDENTS. SO THAT WOULD BE A ONE LEGAL QUESTION THAT WOULD NEED TO BE ASKED.

THAT IS MY UNDERSTANDING OF THAT RULING AROUND PUBLIC COMMENT.

I DO THINK IT'S CHALLENGING AS THE PUBLIC COMMENT GETS TO VICTERAL AND GETS TO A HATE SPEECH COMPONENT.

[01:40:02]

BECAUSE OF THE STANDARD IN WHICH IT IS DONE.

I THINK THAT'S AN IMPORTANT THING TO THINK ABOUT.

AND DEFINITELY TIMES WHEN DEFINITE COMPONENTS THAT HAVE BEEN VERY CHALLENGING I WOULD SAY.

AND HOW DO WE THEN WANT TO RESPOND TO THAT WITHIN THE REALM WILL PUBLIC COMMENT AT PUBLIC EX EXTENT -- COMMENTS. AND I AM STRONG PROPONENT THAT IT'S I'M TO LISTEN AND NOT ENGAGE, AND WHEN WE HAVE, IT HAS NOT GONE WELL. AND HEIGHTENS ISSUES THAN HOW WE HOLD THE CONVERSATIONS. THOSE ARE THE PIECES OF MY CONCERN, IS IT A PLATFORM FOR SOMEBODY TO GET THEIR MESSAGE OUT? AND ARE WE FACILITATING THAT THROUGH THE PROCESS OF PUBLIC COMMENT OR NOT.

THOSE ARE MY CONCERNS THAT I SEE.

AND I VALUE PUBLIC COMMENT AND BELIEVE THAT IT NEEDS TO HAPPEN,

MY CONCERNS. >> AND YOU HELPED ME REMEMBER WHAT I WAS THINKING ABOUT. I THINK THAT THE PUBLIC HAS A RIGHT TO COMMENT. I DON'T THINK YOU HAVE TO BE A PARENT WITH A STUDENT IN SCHOOL. THE PUBLIC THAT SUPPORTS US THROUGH FUNDING, FUNDS US. REALLY DESERVES TO HAVE A SPOT WHERE THEY CAN GIVE THAT PUBLIC COMMENT.

WHAT I GET CONCERNED ABOUT IS WHEN WE GET PUBLIC COMMENT FROM TEXAS. DON'T FEEL WE HAVE TO PUT PUBLIC COMMENT FROM WAY OUTSIDE OF OUR DISTRICT ON THE WEBSITE.

AND THE ANONYMOUS COMMENT, I CAN SEE WHERE ANONYMOUS PUBLIC COMMENT PEOPLE MAY SAY THINGS THAT THEY WOULDN'T HAVE SAID BEFORE. BUT IF THERE IS A WAY THAT MAYBE -- MAYBE IF THERE WAS A SYSTEM FROM PLACE FOR SOMEONE WAS CONCERNED ABOUT BEING ANONYMOUS AND ONE TRUSTED INDIVIDUAL THAT THEY COULD TALK TO AND SAY, LOOK.

JUST VERIFY I LIVE IN THIS AREA, ETC.

AND THEN NOT HAVE TO GIVE THEIR NAME TO US OR ON PUBLIC ROLLS.

I DON'T KNOW THE LEGALITIES WHETHER OR NOT THAT APPLIES.

AND I CAN'T IMAGINE JON WHEN YOU REMINDED US OF PUBLIC COMMENT DOES NOT HAVE TO OCCUR. A BOARD HAS TO DECIDE WHETHER OR NOT THEY WOULD LIKE TO ALLOW IT. ABSOLUTELY WE HAVE TO HAVE

PUBLIC COMMENT. >> YEAH.

>> CHRIS. >> SO I -- I SYMPATHIZE WITH THE FRUSTRATION AND AT THE SAME TIME KIND OF OCCUPATIONAL HAZARD.

I MEAN I'M SORRY. WE'RE STUCK DEALING WITH A PUBLIC WHERE I GUARANTEED YOU THERE ARE THOUSANDS OF PEOPLE THAT DIDN'T VOTE FOR -- PICK YOUR BOARD MEMBER.

AND THOSE AREN'T EVEN THE PEOPLE WHO ARE NECESSARILY OFFERING THE ANONYMOUS COMMENT. AND SO MY GENERAL ATTITUDE ON THIS IS AS LONG AS WE CAN KEEP CONTROL OF OUR OWN MEETING.

AND YOU KNOW THE 30-MINUTE TIMELINE, THE THREE MINUTES PER INDIVIDUAL. TO THE EXTENT THAT WE ENFORCE THAT AND I KNOW THAT WE OCCASIONALLY LET A STUDENT TALK A LITTLE LONGER THAN THREE MINUTES.

BUT THIS IS SOMETHING WHERE YOU HAVE TO ENFORCE IT THE BEST YOU CAN. AND HAVING SOMETHING WRITTEN GOING INTO THE RECORD OF OUR MEETING.

IF SOMEONE WANTS TO WRITE SOMETHING HATEFUL UNDER S PSEUDONYM AND LET THEM BE IDIOT AND IT'S A TROLL.

AND TO ME THIS FALLS UNDER THE BULLIES.

AND IGNORE BULLIES WHEN THEY BULLY.

AND THESE VOICES AND NOT DIGNIFY WORRYING WHAT TO DO ABOUT THEM, SIMPLY IGNORE THEM. ANYWAY --

>> OKAY. THAT WORKS FOR ME.

SO WE'LL CONTINUE ON JUST KEEP THIS ON EVERYONE'S RADAR.

I'LL CHECK BACK IF WE NEED TO. ANY --

>> [INAUDIBLE]. >> THE QUESTION IS, ARE WE STILL HOLDING TO THE TH30 MINUTES? WHAT I REMEMBER THE ANSWER IS

NO. >> WE ARE.

THERE HAVE BEEN SOME EXCEPTIONS OF THAT OF LATE WHERE WE HAVE GONE OVER THAT TIME TO ALLOW SUBSTANTIAL PUBLIC COMMENT ON

[01:45:05]

>> AND THAT'S A GOOD QUESTION SIRI.

>> THE SCRIPT FOR EACH MEETING SAYS THAT THE BOARD DEDICATES 30 MINUTES. I HAVE READ THAT ALOUD AT EVERY MEETING WHETHER WE ULTIMATELY FOLLOW IT AND WHAT WE SAY OUR

POLICY IS. >> WE WANT TO BE CLEAR IF THAT'S OUR POLICY THAT WE'RE FOLLOWING IT.

IF WE'RE GOING TO CHANGE IT, THAT WE ARE CLEAR THAT WE ARE CHANGING IT AS A BOARD TO CHANGE IT.

OR WE CHANGE THAT POLICY. JUST BECAUSE OTHERWISE IT'S DUE TO PRESSURE FROM ONE SIDE OR THE OTHER.

AND MINE IS CONSISTENCY TO BE CONSISTENT AS IT COMES THROUGH AND FOLLOW THAT POLICY. TOTALLY AGREE THAT EXTENDING IT

MADE SENSE. >> YEAH, I APPRECIATE THAT.

OKAY. ANYTHING ELSE FOR THE GOOD OF

THE ORDER? >> JUST TO BE CLEAR, I DON'T BELIEVE THAT THE BOARD'S POLICIES CURRENTLY HAVE PUBLIC COMMENT AS PART OF IT. AND IF IT DOES, I'M NOT

REMEMBERING. >> OKAY.

SIRI YOU BELIEVE IT DOES? >> I BELIEVE WE HAVE PUBLIC COMMENTED LISTED -- MAYBE I DON'T.

WHEN WE REVIEW IT, LET'S LOOK. >> OKAY.

OKAY, BECAUSE WE SHOULD REVIEW. IF WE DO -- AND I'M JUST NOT RECALLING IT AND MAYBE IT'S UNDER THE BOARD MEETING PROCESS POLICY. WE SHOULD MAKE SURE THAT THE BOARD'S POLICY ALIGNS WITH THE LANGUAGE THAT'S CURRENTLY LISTED

ON THE WEBSITE. >> WE DO HAVE IT IN THERE.

>> OKAY. IT'S ALMOST WORD FOR WORD WHAT -- NORMALLY READ ALOUD. PROVIDE 30 MINUTES PERIOD AT THE BEGINNING OF THE MEETING IN WHICH VISITOR MAY EXPRESS AN OPINION, EACH INDIVIDUAL PROVIDED UP TO THREE MINUTES.

OGP3. FOR THOSE AT HOME.

OKAY. IT'S 6:49 WE HAVE REACHED THEN THE AGENDA FOR THE STUDY SESSION.

WE GOT THROUGH FOUR TOPICS TONIGHT, IS THAT RIGHT? PRETTY GOOD WITH 10 MINUTES TO SPARE.

AND I GUESS WE HAVE REACHED THE END OF OUR AGENDA.

THE STUDY SESSION IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.