Nov 01, 2021 November 01, 2021 Board Meeting - 7:00 p.m.

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

[00:00:09]

>> GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE NOVEMBER 1, 2021 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY.

THERE HAS BEEN AN UPDATE TO THE GUIDELINES FOR ATTENDING PUBLIC BOARD MEETINGS. PROCLAMATION 20 DASH 28.15 TO THE OPEN PUBLIC MEETINGS ACT AND PUBLIC RECORDS ACT EXTENDS THE PROBE (INDISCERNIBLE) MEETINGS TO CREATE AN EXCEPTION TO PUBLIC MEETINGS THAT CAN QUOTE COMPLY TO THE GUIDELINES FOR BUSINESS MEETINGS FOUND IN THE MISCELLANEOUS VENUES GUIDANCE. THAT GUIDANCE STATES AS OF JUNE 30, PUBLIC BODIES OF PUBLIC AGENCIES OPTING TO HOST IN PERSON MEETINGS MAY DO SO WITH NO RESTRICTIONS ON CAPACITY AND NO PHYSICAL DISTANCING REQUIREMENTS.UT ALL CURRENT APPLICABLE FACE COVERING REQUIREMENTS MUST BE FOLLOWED.

THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT OF THE MEETINGS WITH THE BOARD. HE BOARD WILL CONTINUE TO COMPLY WITH THE LAWS RELATED TO UPLAND STOMACH OPEN PUBLIC MEETINGS ACT AND CURRENT EMERGENCY REQUIREMENTS RELATED TO CURRENT MISCELLANEOUS VENUES.

BUT THOSE REQUIRES CAN'T BE MET, THE BOARD MUST HOLD ITS MEETINGS REMOTELY. DUE TO RECENT NONCOMPLIANCE AT SCHOOL BOARD MEETINGS, THE BOARD IS HOLDING MEETINGS REMOTELY. AT THIS TIME IT IS PLANNED ALL BOARD MEETINGS STOMACH MEETING SCHEDULED IN NOVEMBER WILL BE HELD REMOTELY UNLESS THERE ARE CHANGES TO THE GUIDANCE PROVIDED. THE MEETINGS WILL BE CONTINUED LIVE STREAM AT THE DISTRICT WEBSITE.

AND IF YOU ARE UNABLE TO ACCESS THE MEETING ONLINE, YOU MAY CALL TO LISTEN. THAT PHONE NUMBER IS 425-936-2813, CONFERENCE ID 37127.

AND YOU ARE ALSO WELCOME AT ANY TIME TO EMAIL THE BOARD OUTSIDE

[B. Opening Items]

>> SO MOVED. >> SECONDED.

>> ALL IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

[C. Audience Participation]

THE BOARD DEDICATES 30 MINUTES FROM THESE MEETINGS TO HEAR FROM THE PUBLIC IN THE PUBLIC COMMENT PERIOD.

THERE ARE TWO OPTIONS TO PROVIDE PUBLIC COMMENT.

THE FIRST IS IN WRITING.O DO SO PLEASE EMAIL DIANE JENKINS@ÁUNTRAN9Á.Y 3 PM ON THE DATE OF THE BOARD MEETING.

WRITTEN COMMENTS ARE COMPILED AND DISTRIBUTED TO THE BOARD AND POSTED ON THE DISTRICT'S WEBSITE.

DUE TO TIME CONSTRAINTS NOT ALL MEMBERS WHETHER COMMENTS READ ALOUD. IT WILL BE READ AS ORDER RECEIVED AND TIME PERMITS. YOU COULD ALSO EMAIL DIANE JENKINS AND PLEASE DO SO BY 1:00 THE DAY OF THE MEETING.

A MICROSOFT TEAMS LINK WILL BE SHARED WITH YOU.OU CAN THEN SHARE YOUR COMMENTS WHICH ARE RECORDED AND TELEVISED.

PUBLIC COMMENTS WILL BE LIMITED TO THREE MINUTES PER PERSON.

YOU ARE ASKED TO TURN YOUR COMMENT OFF AND CAMERA AND MICROPHONE ON AND SPEAK FOR THE DESIGNATED THREE MINUTES.

AFTER YOUR COMMENT IS CONCLUDED, IT IS REQUESTED THAT YOU LEAVE THE TEAMS MEETING AND CONTINUE WATCHING THE LIVE STREAM BROADCAST ON THE DISTRICT'S WEBSITE.

WE HAVE TWO PEOPLE SIGNED UP FOR TELEVISED PUBLIC COMMENT TONIGHT. I THINK I SAW THEM BOTH SIGNED IN. FIRST I HAVE KEITH KIRBY.

>> THANK YOU. FIRST, THANKS FOR YOUR TIME AND CONSIDERATION THIS EVENING. I WOULD LIKE TO SPEAK ABOUT VACCINES. WITH THE RECENT FDA APPROVALS ON THE 5 TO 11-YEAR-OLDS AND ESSENTIALLY SPEAK OUT AGAINST ANY POTENTIAL MANDATE FOR CHILDREN TO TAKE WHAT IS AN EXPERIMENTAL DRUG. IF PARENTS WANT TO PROVIDE THIS TO THEIR CHILDREN I THINK IT'S THEIR PREROGATIVE.

HOWEVER, I DON'T THINK -- THIS SHOULD BE 100 PERCENT VOLUNTARY AND NOT MANDATED FOR ANY REASON WHATSOEVER.

MY THOUGHT PROCESS IS BASED OFF OF PUBLICLY AVAILABLE DATA FROM

[00:05:02]

HOWEVER, IT IS BEEN SHOWN THAT THERE IS RISK FROM TAKING A DRUG THAT IS STILLING CLINICAL TRIALS.

AS THE CURRENT USE IS A MURDER THE SEA USE AUTHORIZATION.

IN MY MIND IT'S SIMPLE. IF THESE VACCINES DON'T STOP INFECTION OR TRANSMISSION, THEN I DON'T SEE ANY MORAL, ETHICAL OR PRACTICAL REASON TO MANDATE VACCINES.

ESPECIALLY ON CHILDREN. AND IF THERE ARE NO LONG-TERM RANDOMIZED STUDY ON THE EFFECTS OF THIS VACCINE ON CHILDREN, I THINK IT'S A VERY BIG RISK. WHAT IS KNOWN CHILDREN OF THE 5 TO 11 AGE GROUP HAVE A GREATER THAN 99 PERCENT RECOVERY RATE.

THOSE THAT DO PERISH HAVE EXISTING COMORBIDITIES THAT INCLUDE HEART DISEASE, DIABETES, CHRONIC RESPIRATORY ILLNESSES TO NAME A FEW. THERE IS A VERY INTERESTING COMORBIDITY LISTED ON THE CDC WEBSITE.

I QUOTE INTENTIONAL INJURY AND UNINTENTIONAL INJURY AND POISONING. AND IT DOESN'T MAKE A LOT OF SENSE HIGHLY POISONED AND ALSO DIE OF COVID.

IT DOESN'T MAKE ANY SENSE AND IT SEEMS LIKE BAIT AND MANIPULATION. PERSONALLY I'VE DONE MY BEST TO KEEP AN OPEN MIND AS THE SITUATION UNFOLDS.

BUT THE AGENDA BEING PUSHED BY THE FDA, CDC AND PFIZER IS BECOMING SUSPECT IN MY EYES. ALL THESE AGENCIES HAVE CLEAR CONFLICTS OF INTEREST BETWEEN ONE ANOTHER WHICH DOESN'T LEND CREDIBILITY. PFIZER PROFITED FROM THE OPIOID EPIDEMIC, SOMETHING SEATTLE IS ACUTELY AWARE OF AND THE COMMUNITY IS PAYING FOR AND CLEANING UP.

PFIZER RECEIVED THE LARGEST CRIMINAL FINE IN US HISTORY FOR NEFARIOUS ACTIVITIES RELATED TO THEIR DRUG BUSINESS.

AND NOW THEY ARE MAKING BILLIONS OF DOLLARS IN PROFIT BECAUSE OF THESE DRUGS. WHEN OUR ELECTED OFFICIALS IN WASHINGTON ARE EXEMPT FROM VACCINE MANDATES AND OWN PFIZER STOCK? IT DOESN'T REALLY SEEM LIKE IT'S ABOUT PUBLIC SAFETY ANYMORE.

IT SEEMS LIKE IT'S ABOUT PROFIT.

SO AGAIN, MY POSITION IS I THINK PUSHING VACCINE MANDATES ON ANYONE IS WRONG AND NOT JUSTIFIABLE.

ESPECIALLY ON CHILDREN. THERE ARE NO LONG-TERM STUDIES ON THE SIDE EFFECTS OF THESE DRUGS.

SO THESE RISKS ARE WHOLLY ON THEM.

IN CLOSING, I WOULD LIKE TO GIVE A QUOTE FROM THE FDA ADVISORY COMMITTEE MEMBER WHO SAYS WE ARE NEVER GOING TO KNOW HOW SAFE THIS VACCINE IS UNTIL WE START GIVING IT.

WHICH IS A VERY ALARMING STATEMENT THAT THIS INDIVIDUAL BELIEVES IT'S ACCEPTABLE TO ADMINISTER THIS PRODUCT ON CHILDREN WHO ARE ALL BUT GUARANTEED TO SURVIVE -- ESSENTIALLY TREATING THE CHILD POPULATION AS LAB RATS.

SO THAT'S ALL I HAVE TO SAY. THANK YOU FOR YOUR TIME TONIGHT. AND I JUST STRONGLY ENCOURAGED THE BOARD TO DO EVERYTHING IN THEIR POWER TO LEAVE THIS DECISION TO VACCINATE CHILDREN PURELY IN THE HANDS OF THE PARENTS. BECAUSE THAT'S WHERE I THINK IT

BELONGS. >> THANK YOU FOR COMING TONIGHT. NEXT WE HAVE ARTHUR WEINER.

I THINK I SAW HIM SIGNED IN. >> I AM HERE.

I AM HAVING SOME TECHNICAL DIFFICULTIES.

>> WE CAN SEE AND HEAR YOU JUST FINE.

>> YES. HOW DO I SHARE MY SCREEN HERE? I WAS TOLD I CAN SHARE MY SCREEN.

>> I DON'T KNOW THAT YOU CAN. I'M NOT SURE.

I'M NOT SURE WHAT WE ARE SET UP TO HAVE HERE.

>> WELL, I DID REQUEST, EARLIER, WHEN I SIGNED UP FOR PUBLIC COMMENT TO SHARE MY SCREEN.

AND I WAS TOLD I COULD. SO IF I CANNOT, I GUESS I WILL DEFER UNTIL THE TIME THAT I CAN.

>> ACTUALLY, MR. WEINER, I THINK WE ARE WORKING ON IT RIGHT NOW. I SEE DR. HOLMEN SIGNALING TO ME. SO GIVE ME ONE MOMENT TO SEE IF WE CAN MAKE THAT WORK. DO WE HAVE THE ABILITY TO GRANT MR. WEINER TO SHARE HIS SCREEN? I THINK WE ARE TRYING.

>> THIS IS FREQUENTLY A CHALLENGE INVOLVED.

>> FOR WHATEVER REASON, I CAN'T IN THE MEETING CHANGE IT.

THE SETTINGS AREN'T ALLOWING ME TO.

[00:10:21]

>> WELL, SEEING AS THE NEXT BOARD MEETING IS A FEW WEEKS AWAY, IF I WOULD BE ALLOWED A FEW MINUTES TO EMAIL IT TO DR.

HOLMEN, AND THEN COME BACK TO ME IF THAT'S OKAY?

THAT WOULD WORK FOR ME. >> YEAH, WE CAN DO THAT.

MR. WEINER, IF YOU CAN DO THAT. WE WILL GET THROUGH THE CONSENT AGENDA IN THE MEANTIME, AND I WILL RETURN TO YOU FOR PUBLIC

COMMENT. >> I AM QUITE FAMILIAR WITH MS.

JENKINS EMAIL ADDRESS. >> OKAY.

>> BUT I'M NOT FAMILIAR WITH DR. HOLMEN'S ADDRESS.

WOULD YOU BE SO KIND AS TO RECITE IT OUT LOUD FOR ME?

>> ABSOLUTELY. IT'S JOHOLMEN AT LWSD.ORG.

>> OKAY. I WILL EMAIL IT OVER TO YOU.

I APPRECIATE YOUR FLEXIBILITY. >> YEAH, JUST STAND BY, MR. WEINER. WE'LL COME BACK TO YOU.

>> I WILL MUTE MYSELF AND TURN MY CAMERA OFF.

>> OKAY. EXCELLENT.

ACTUALLY, WE HAVE SOME WRITTEN PUBLIC COMMENTS.SO I WILL WORK THROUGH THAT AND THEN WE WILL GO BACK TO MR. WEINER.

WE RECEIVED TWO WRITTEN PUBLIC COMMENT SUBMISSIONS FOR TONIGHT'S MEETING. THE FIRST IS FROM LUIS PATH, A RESIDENT AND FORMER STUDENT. I'M CONCERNED ABOUT THE RECENT EVENTS REGARDING THE INAPPROPRIATE MEMORIALIZATION OF THE ANNIVERSARY OF 9/11 AS QUOTE PATRIOT DAY.

WHY WAS THE MUSLIM STUDENT ASSOCIATION NOT INCLUDED IN THE DISCUSSION? THOSE STUDENTS VOICES NEEDED TO BE HEARD IN ORDER TO UNDERSTAND THE FULL IMPACT OF 9/11 AND TO BEGIN TO UNDERSTAND THE INTERSECTIONALITY FOR MANY PEOPLE THAT EXIST BETWEEN BEING MUSLIM AND BEING BLACK OR BROWN. I AM CALLING ON YOU TO DO BETTER BY APPLYING AN EQUITY LENDS TO DECISIONS AND COMMUNICATIONS ON THIS AND OTHER MATTERS.

NOT DOING SO OPENS THE DOORS FOR THREATS AND ATTACKS TO BE DIRECTED TO TEACHERS AND STUDENTS.

NOT DEFENDING TEACHERS OR HOLDING ACCOUNTABLE TO THOSE WHO CAUSE HARM OR ACKNOWLEDGING THE HARM AND HOPES IT GOES WAY UPHOLDS THE STATUS QUO. WHEN TEACHERS ARE AFRAID AND WHEN STUDENTS CANNOT PROCESS THEIR EMOTIONS FROM THE IMPACT, IT IS IMPOSSIBLE FOR TEACHERS TO TEACH EFFECTIVELY AND STUDENTS TO LEARN. SO I ASKED THE ADMINISTRATION TO DO THE FOLLOWING: ONE, MAKE A DISTRICTWIDE STATEMENT ON HOW THE SUPERINTENDENT, DIRECTOR OF EQUITY AND FAMILY ENGAGEMENT AND ASSISTANT SUPERINTENDENT OF COMMUNITIES WILL STAND WITH ALL ADMINISTRATORS AND TEACHERS WHO COMMIT TO THE LWSD EQUITY AND FAMILY ENGAGEMENT MISSION. TWO, ENSURE THE EASTLAKE TEAM CONDUCTS A POSTMORTEM AND DEVELOPS A PLAN FORWARD TO ALLOW STUDENTS AND TEACHERS TO REFLECT ON PATRIOT DAY WITH AN EQUITY LENDS. FOLLOW THROUGH WITH THE JUSTICE APPROACH WITH THOSE WHO CAUSE HARM TO TAKE ACCOUNTABILITY.

TWO IN-STORE RUST IN STUDENTS AND TEACHERS.

CONSULTING CONTRACT WITH AN OUTSIDE GROUP EXPERIENCE WITH APPROACHES OF RESTORATIVE JUSTICE AND TRANSFORMATIVE JUSTICE THROUGH AN EQUITY LENDS FOCUS.

THANK YOU, SIGNED LOUISE PATHE, KIRKLAND WASHINGTON.

WE ALSO RECEIVED A SUBMISSION FROM ALISA SAYING.

IT WILL BE POSTED, THE FULL SUBMISSION FROM THIS SAYING.

IT'S VERY THOROUGH. IT'S ABOUT SEVEN PAGES LONG.

I'M NOT ABLE TO READ ALL OF IT ALLOWED BECAUSE OF THE TIME.

BUT I READ IT ALREADY AND I WILL ATTEMPT TO SUMMARIZE IT INSISTING TO WORDS. I AM THE PARENT OF A HIGH SCHOOL STUDENT IN THIS DISTRICT.

I AM WRITING YOU ALL TO EXPRESS VERY SERIOUS CONCERNS I HAVE ABOUT THE NEW GRADING SYSTEM THAT'S BEEN ADOPTED AND LAKE WASHINGTON SCHOOL DISTRICT ICICLES.

I HAVE AN EDUCATIONAL BACKGROUND IN POLICY DEVELOPMENT AND WAS FORMERLY EMPLOYED AS A POLICY ANALYST IN WASHINGTON DC. IN MY PROFESSIONAL OPINION, I BELIEVE THAT THIS NEW GRADING POLICY IS EXACERBATING INEQUITIES AMONG THE STUDENT POPULATION AND CAUSING NEGATIVE MENTAL HEALTH IMPACTS UPON STUDENTS WHO ARE EXPERIENCING THIS NEW GRADING SYSTEM.UE TO THESE NEGATIVE IMPACTS, I AM ASKING THAT THE DISTRICT ACT IMMEDIATELY SO THE GRADING

[00:15:02]

AND THEN, MISS SAYING RIGHTS, THIS APPEARS WHAT HAS HAPPENED.

ONE, THERE IS NO PUBLIC CONSULTATION FOR THE NEW GRADING POLICY. IT LOOKS LIKE THE PUBLIC CONSULTATION PROCESS FOR THE NEW GRADING POLICY DID NOT HAPPEN. IT IS MY UNDERSTANDING THAT THE MAIN SOURCE OF INFORMATION UPON WHICH THE POLICY CHANGES ARE BASED IS A BOOK CALLED QUOTE GRADING FOR EQUITY -- WHAT IT IS WHAT MATTERS AND HOW IT TRANSFORM SCHOOLS AND PUBLIC CLASSROOMS BY JOEL FRIEDMAN. I REVIEW THE MATERIALS AND AM WORRIED (INDISCERNIBLE). URRENT READING PRACTICES OVERALL ARE RELIABLE. THERE IS REAL-WORLD EVIDENCE THAT A GRADING SYSTEM THAT IS HEAVILY WEIGHTED ON TESTS CAUSES A LOT OF ANXIETY AND STRESS TO STUDENTS.

A STUDENT WHO HAS TEST ANXIETY REPORTED SUFFERING FROM ANXIETY ATTACKS DURING TESTS. SO THIS NEW GRADING SYSTEM PUTS KIDS WITH ANXIETY AND PARTICULARLY KIDS WHO SUFFER FROM TEST ANXIETY AT A DISADVANTAGE.

IN CONCLUSION, IT AMOUNTS TO A BIG POLICY MISTAKE.

AS A RESULT, PARENTS ARE NOW RAISING AN ALARM THAT THE NEW GRADING SCHEME IS CAUSING INCREASED STRESS AND ANXIETY TO THE CHILDREN. THUS THERE NEEDS TO BE A FULL REVERSAL OF THE NEW GRADING SYSTEM SO STUDENTS DON'T CONTINUE TO BE PSYCHOLOGICALLY HARMED BY IT.

SO THE FULL SUBMISSION FROM MS. SAYING WILL BE POSTED ON BOARD DOCS AND AVAILABLE FOR VIEWING BY THE BOARD AND THE PUBLIC AS WELL. SO THOSE WERE THE WRITTEN PUBLIC COMMENTS THAT WE RECEIVED TONIGHT.

DR. HOLMEN, -- NO. NOT QUITE.

>> I'VE NOT RECEIVED IT YET. I DID SEND AN EMAIL TO ARTHUR SO HE CAN JUST REPLY BACK TO MY EMAIL AS WELL.

>> OKAY. >> IF THAT COMES IN, I WILL LET YOU KNOW.> OKAY. WE WILL MOVE TO THE CONSENT AGENDA, THEN. BEFORE WE DO THAT, I WANT TO THANK EVERYONE WHO TOOK THE TIME TO PROVIDE PUBLIC COMMENT IN PERSON OR IN WRITING FOR OUR MEETING TONIGHT.

[D. Consent Agenda]

>> SO MOVED. >> SECOND.

>> MOVED BY DIRECTOR STUART AND SECONDED BY DIRECTOR BLIESNER THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED.

DR. HOLMEN, WE PLEASE ROLL THE BOARD?

>> ABSOLUTELY.

>> THE CONSENT AGENDA PASSES UNANIMOUSLY.

THE MOTION TO APPROVE THE CONSENT AGENDA PASSES UNANIMOUSLY. DR. HOLMEN CAN YOU PLEASE SUMMARIZE THE DONATIONS TONIGHT?

>> YES. WE HAVE DONATIONS COMING FROM THREE DISTINCT ENTITIES THIS EVENING.

ONE FROM OUR LAKE WASHINGTON SCHOOLS FOUNDATION PARTNER, TOTALING OVER $11,000. PTSA TOTALING OVER $21,000 AND FROM PRIVATE SOURCES OVER $5500 FOR A GRAND TOTAL OF OVER $37,000 IN DONATIONS TO OUR SCHOOLS AND PROGRAMS. I WANT TO THANK ALL THREE OF THOSE DIFFERENT BODIES, TWO OF THEM BEING OUR VERY DIRECT PARTNERS IN THE LAKE WASHINGTON SCHOOLS FOUNDATION AND PTSA. I WANT TO THANK THEM.

>> GREAT. MR. WEINER, I HAVE NOT FORGOTTEN ABOUT YOU. WHEN WE HAVE FIGURED OUT A WAY

[E. Non-Consent Agenda]

BUT WE WILL KEEP MOVING THROUGH THE AGENDA.

THE FIRST ITEM ON THE NINE CONSENT AGENDA IS A HUMAN RESOURCES REPORT. THE HUMAN RESOURCES UPDATE.

DR. HOLMEN, WE PLEASE GET US STARTED?

>> YEAH. AT A MINIMUM ANNUALLY, WE ASK OUR HUMAN RESOURCES TEAM TO PROVIDE THE BOARD WITH AN UPDATE. IT'S AGAIN APPROPRIATE BECAUSE TONIGHT YOU ARE ACTUALLY DOING THE MONITORING OF OPERATIONAL

[00:20:04]

AND TONIGHT, YOU GET TO HEAR AN UPDATE IN REGARDS TO THE TOTAL PROGRAM OF HUMAN RESOURCES AND ALL OF THE WORK THEY ARE DOING TO STAFF OUR SCHOOLS. BUT IT'S NOT JUST HOW THEY ARE STAFFING OUR SCHOOLS, IT'S HOW THEY ARE DOING THAT WORK AS WELL THAT IS EQUALLY AS IMPORTANT.

AND SO, HERE TONIGHT TO GUIDE OUR PRESENTATION IS DR. JOY ROSS, SUPERINTENDENT OF HUMAN RESOURCES.

JOY? WE CAN'T HEAR YOU.

SO DR. ROSS IS GOING TO SIGN OUT REAL QUICK.

THEN, SHE WILL SIGN BACK IN. THERE IS A BIT OF A GREMLIN IN HER CAMERA AS OF LATE! SO WHEN SHE GETS BACK, I

PROMISE YOU IT WILL WORK. >> CAN YOU HEAR ME? IT ALWAYS HAPPENS! GOOD EVENING.

THANK YOU SO MUCH. I AM GOING TO SHARE MY SCREEN BUT I'M GOING TO TURN MY CAMERA OFF.

JUST IN THE EVENT THAT I HAVE ADDITIONAL CHALLENGES! SO JON, IF YOU WOULD GIVE ME A -- CAN WE SEE? AWESOME! I'M GOING TO SHUT MY CAMERA OFF. GOOD EVENING AND THANK YOU SO MUCH. THIS IS THE SECOND YEAR THAT I AM IN THIS SPACE.HIS IS ALSO THE SECOND YEAR THAT WE ARE RETURNING IN SOME SORT OF REMOTE AND IN PERSON LEARNING.

AND THE WORK OF HUMAN RESOURCES IS REALLY THE INNER WORKINGS AND THE BEHIND-THE-SCENES WORK OF THE RECRUITMENT EFFORTS OF THE ONBOARDING EFFORTS AND THE STAFFING EFFORTS.

AND JUST THE LIFECYCLE OF THE EMPLOYEE.

SO AS WE THOUGHT OF THIS PRESENTATION THIS EVENING, WE REALLY WANTED TO GIVE YOU A HOLISTIC VIEW OF WHAT HUMAN RESOURCES DOES AND HOW IT IMPACTS THE OVERALL SYSTEM.

SUFFICE IT TO SAY, IN THESE COVID TIMES, WE HAVE CERTAINLY BEEN CHALLENGED IN WAYS THAT WE HAVE NOT BEFORE.

I THINK IT WOULD BE REMISS IF I DIDN'T REFERENCE THE LARGER WORKFORCE CHALLENGES. BUT ALSO CHALLENGES THAT HAVE COME WITH THE MOST RECENT GOVERNOR'S MANDATE FOR VACCINATION.AND HOW THAT EXPERIENCE IS PLAYING OUT IN THE HUMAN RESOURCES WORLD. SO WE ARE GOING TO HAVE SEVERAL MEMBERS OF OUR LEADERSHIP TEAM TONIGHT SPEAK SPECIFICALLY TO THEIR AREAS AND BODIES OF WORK. I REALLY WANT YOU TO HAVE AN APPRECIATION FOR HOW THE HUMAN RESOURCES DEPARTMENT IMPACTS THE LARGER SYSTEM. I THINK WE COULDN'T START THIS, TRUTHFULLY, IF WE DIDN'T HAVE IMAGES OF KIDS.

YOU KNOW, FOR DEPARTMENTS THAT DON'T HAVE DAY-TO-DAY INTERACTION WITH STUDENTS, IT'S REALLY IMPORTANT FOR US TO SOMETIMES SEE FACES. SEVERAL OF US HAVE HAD THE OPPORTUNITY TO GO INTO SCHOOLS THIS YEAR.

BECAUSE WE NEED TO BE REMINDED ABOUT OUR WHY.

WHY IT IS THAT WE DO THE WORK. SO I REALLY WANTED TO GROUND THIS CONVERSATION ACKNOWLEDGING ALL THE EFFORTS OF HUMAN RESOURCES ARE TRULY IN SERVICE OF OUR KIDS.

WE DO THAT BY ENSURING THAT ADULTS HAVE SPACES WHEREBY THEY CAN THRIVE, BUT REALLY OUR WHY ARE THESE SPACES.

LOOK AT THE LIFECYCLE OF AN EMPLOYEE.

TONIGHT, WHO YOU WILL HEAR FROM IS OUR DIRECTOR OF CERTIFICATE RECRUITMENT, MET GERARD. HE WE WILL HAVE LAURA HACK HIM BACK AND SAM YUAN.

THEY WILL TALK ABOUT THE HIRING AND STAFFING PROCESSES.

AND THEN, JARED KELLY WILL THE OVERALL BODY OF EMPLOYEE RELATIONS AND ENGAGEMENT. THAT ALSO INCLUDES LABOR RELATIONS WORK. SO THINKING ABOUT THE ENTIRE EMPLOYEE LIFECYCLE, THIS TRULY GIVES YOU A SYNOPSIS OF WHAT SOMEBODY WHO IS JOINING OUR FORCES, WHAT EXPERIENCE -- OR SOMEBODY WHO IS CURRENTLY AN EMPLOYEE OF OURS MIGHT HAVE EXPERIENCED WHEN THEY CAME ON. SO REALLY WANTING TO GIVE A HOLISTIC OVERVIEW OF THOSE LARGER BODIES OF WORK.

SO I WOULD LIKE TO INVITE MET GERARD TO START US OFF WITH THE

RECRUITMENT PROCESS.>> GOOD EVENING, PRESIDENT LALIBERTE

[00:25:15]

I'M NEW TO THE DISTRICT. I STARTED THIS SUMMER.

I'M EXCITED AND I WANT TO THANK DR. ROSS TO SELECT ME FOR THIS POSITION. IT'S ALWAYS EXCITING TO FIND SOME GREAT NEW TALENT FOR OUR ORGANIZATION.

AND IT COMES FROM A PLACE IN MY OWN STORY WHERE MY FATHER IMMIGRATED FROM ANOTHER COUNTRY SO I COULD BE SITTING HERE TODAY PRESENTING TO THE BOARD. O I REALLY APPRECIATE THAT.

YOU CAN SEE SOME DATA HERE FROM 2020.

IN 2021. SOME OF OUR NEW HIRES.

THROUGH THE PROCESS OVER THE LAST FEW YEARS.

AS I DUG INTO SOME OF THE DATA AND LOOKING AT THE TRENDS.

OPPORTUNITIES FOR SOME GROWTH. I WANTED TO BREAK THAT DOWN AND PAINT A PICTURE OF WHERE WE ARE AT.

OBVIOUSLY, THERE HAS BEEN A VERY CLEAR DIFFICULT SCENARIO AND COMING UP WITHENROLLMENT NUMBERS.

HOW MANY ACTUAL POSITIONS IN FTE DO WE HAVE ? THAT'S LED TO A NONTRADITIONAL PROCESS FOR HIRING.

WE HAVEN'T IN THE LAST TWO YEARS DONE OUR TRADITIONAL ELEMENTARY POOL PROCESS. WE'VE DONE OUR HIRING A LITTLE LATER THAN NORMAL, WHICH MAKES IT DIFFICULT TO MAKE A SIGNIFICANT IMPACT. BECAUSE WE ARE NOT PULLING FROM THAT SAME GROUP OF TALENTED TEACHERS BECAUSE THEY ARE HIRING THEM MUCH LATER. I'VE ALWAYS PRIDED MYSELF AND STARTING MUCH EARLIER AND BEING THE FIRST ONES TO OFFER WITH THE VARIOUS RELATIONSHIPS THAT WE HAVE.

THE OTHER THING I WOULD LIKE TO PAINT THE PICTURE IS OUR STUDENT POPULATION CHANGES COMPLETELY EVERY 12 YEARS.

SO OUR WORKFORCE DOESN'T CHANGE QUITE SO DRASTICALLY.

SO IT'S OFTEN DIFFICULT TO MIMIC THAT SAME WORKFORCE AS OUR STUDENT POPULATION. BUT MY MAIN FOCUS AND A FOCUS FOR THE DISTRICT AS A WHOLE TO SERVE THE DEMOGRAPHICS THAT WE SERVE. YOU CAN GO TO THE NEXT SLIDE.

THIS IS A BREAKDOWN OVER THE LAST TWO YEARS OF OUR WHOLE WORKFORCE AND NOT JUST THE NEW HIRES.

OPPORTUNITIES FOR GROWTH. WE MADE CONCERTED EFFORTS AND CONSIDERABLE PROGRESS IN MY OPINION GIVEN THE FACTORS OF WHERE WE ARE AT. AND HOW WE MOVED FORWARD.

I THINK WE ARE ADDING SOME OPPORTUNITIES TO INCREASE EFFICIENCY USING NEW TECHNOLOGIES, EMBRACING NEW PARTNERSHIPS. WITH THAT YOU ARE SEEING A SIGNIFICANT AMOUNT OF HIRING IN THE CLASSIFIED RANKS AS WE GO THROUGH WHAT THEY ARE CALLING THE GREAT RECESSION.

AND PEOPLE REALIGNING WHERE THEY WANT TO WORK AND WHERE THEY WANT TO MAKE AN IMPACT. I THINK CLASSIFIED IS A PLACE WHERE WE HAVE HAD GREAT IMPROVEMENT.

AND CAMILLE AND HER TEAM DID A TREMENDOUS JOB OF BUILDING NEW PARTNERSHIPS LOCALLY WITH THE CITY OF REDMOND.

THE SEATTLE JOBS NETWORK AND A WHOLE HOST OF OTHER THINGS THAT HAVE LED TO MANY PLACEMENTS FOR OUR CLASSIFIED SUBS, AND YOU SEE A SIGNIFICANT INCREASE THAT REPRESENTS OUR POPULATION.

SO I WENT TO PUT THAT CHART OUT THERE.

ALSO, AGAIN, THE WHOLE POPULATION OF OUR CERTIFICATED STAFF AND ADMINISTRATIVE STAFF -- I'M REALLY HOPEFUL WE WILL GET TO A PLACE WHERE WE CAN START OUR POOL PROCESS OF ELEMENTARY POOL PROCESS AND HIRING.

WHERE WE CAN GET TO CANDIDATES MUCH EARLIER.

AND WE WILL CONTINUE TO BUILD NEW PARTNERSHIPS AND PROGRAMS THAT HAVE ALREADY BEEN ESTABLISHED.

AGAIN, I LIKE TO THROW SOME SHOUT OUTS TO SAM FOR STARTING SOME OF THE ALTERNATIVE ROUTES PROGRAMS. OUR ALTERNATIVE ROUTES PROGRAM IS SIGNIFICANT AND REALLY DIVERSIFYING OUR POPULATION AS WE INCREASE THOSE NUMBERS.

IN OUR ALT ROUTES PROGRAM THOSE ARE FOLKS COMING FROM THE CLASSIFIED RINGS INTO THE TEACHER WORKFORCE.

RIGHT NOW WE HAVE 21. 12 THOSE ARE OF DIVERSE BACKGROUNDS AND PEOPLE OF COLOR WHICH MAKE UP 57 PERCENT.

WE HAVE A TOTAL OF 74 STUDENT TEACHERS, WHICH INCLUDES OUR PRACTICUM PLACEMENTS AS WELL AS OUR SCHOOL COUNSELING INTERN.

SO YOU ARE SEEING A SIGNIFICANT INCREASE FOR THOSE FOLKS IN THAT DEMOGRAPHIC TO HELP MAKE AN INCREASE IN THOSE OPPORTUNITIES TO DIVERSIFY OUR WORKFORCE.

AND IT'S BEEN GREAT. I THINK MORE OPPORTUNITIES TO GET MORE PLACEMENT. AND BUILD A REPUTATION AND A BRAND AROUND RECRUITMENT. LAKE WASHINGTON SCHOOL DISTRICT BEING AN EMPLOYER OF CHOICE IN OUR AREA AND COMMUNITY AND PEOPLE WANT TO SERVE THERE. I'M A RELATIONSHIP PERSON.

THAT'S THE FOCUS OF MY ABILITY TO RECRUIT AND HIRE FROM ACROSS THE COUNTRY. I THINK WE HAD ROUGHLY 30+

[00:30:11]

I THINK JUST ADDING TO THAT WILL MAKE A SIGNIFICANT DIFFERENCE TO BRING PEOPLE TO WASHINGTON TO TEACHER.

AS YOU KNOW, OUR TEACHER PREP PROGRAMS IN WASHINGTON STATE AREN'T VERY DIVERSE. SO WE NEED TO GO AND FIND OTHER PLACES WHERE WE CAN DO THAT. I'VE DONE THAT PRETTY SUCCESSFULLY IN OTHER DISTRICTS IN OUR AREA.

AGAIN, WE WILL CONTINUE TO BUILD THE PIPELINE OF STUDENT TEACHERS AND INTERNS. AND ALSO CREATE VARIOUS CANDIDATE SUPPORTS. WE ARE DOING SOME NEW THINGS WITH OUR STUDENT TEACHERS THIS YEAR.

CREATING WORKSHOPS WHERE WE CAN PREPARE THERE FOR INTERVIEWS AND WORK PLANNING. AND OPPORTUNITIES TO CONNECT WITH ONE ANOTHER AS WE BUILD A RELATIONSHIP AND BOND AROUND LAKE WASHINGTON SCHOOL DISTRICT.

I WILL LEAVE YOU WITH A LITTLE BIT OF A STORY.

SOCIAL MEDIA IS KEY TO ANYTHING AND EVERYTHING WE DO THESE DAYS. I WAS AT A RECRUITING EVENT TWO YEARS AGO, WHERE WE TOOK PRINCIPLES AND FOLKS AND WE DID INTERVIEWS RIGHT ON THE SPOT. WE WERE OFFERING CONDITIONAL OFFERS AT THE EVENT. I STARTED DOING THIS TREND OF HEY, LET'S TAKE A SELFIE WITH YOUR JOB OFFER.

WE HAVE THIS CARBON COPY OLD SCHOOL WAY OF SIGNING YOUR LETTER OF INTENT. WE TOOK A SELFIE.

HEY, DO ME A FAVOR AND POSTED ON YOUR SOCIAL MEDIA.

THAT WOULD BE GREAT. LITERALLY AN HOUR LATER, SOMEBODY CAME BACK TO OUR TABLE AND SAID HEY, I JUST SAW THAT JOHN ANDERSON -- THAT'S NOT THEIR NAME -- ACCEPTED A JOB.

I WAS WONDERING IF THERE WAS ANY OPPORTUNITY FOR MORE OPENINGS? THAT'S EXACTLY WHAT WE NEEDED TO DO. THOSE ARE THE LITTLE TRICKS THAT MADE A SIGNIFICANT ABILITY FOR ME TO RECRUIT AND HIRE.

THOSE ARE THE KIND OF THINGS THAT MAKE A BIG DIFFERENCE.

WITH THAT, I WILL PASS IT OVER TO YOU, SAM.

I WANT TO SAY THANK YOU TO SAM. HE HAD MY ROLE PRIOR TO ME.

HE HAS TAKEN ME UNDER HIS WING. SO I WILL TURN IT OVER TO HIM TO GO OVER STAFFING AND DATA OPERATIONS.

>> HI, IT'S ACTUALLY LAURA. CAN YOU HEAR ME? EXCELLENT. THANKS, MATT.

SO IN COLLABORATION OF SAM AND JARED, I AM ON THE STAFFING AND DATA OPERATIONS SIDE OF HUMAN RESOURCES.

THAT INCLUDES THE FRONT DESK, STAFFING AND REPORTING.

SO ONCE MATT'S TEAM HAS OFFERED TO THESE WONDERFUL CANDIDATES, THEY BEGIN THEIR JOURNEY WITH HR STAFFING AND DATA OPERATIONS TEAM. WE BECOME THE MAIN POINT OF CONTACT IN HR AND DO THE BEHIND-THE-SCENES WORK TO GET EMPLOYEES SET UP. AS A NEW HIRE, WE WORK WITH THEM TO SIGN THEIR CONTRACTS, COMPLETE THEIR ONBOARDING PROCESS. WE CREATE THEIR SKYWARD PROFILE, WHICH ALLOWS THEM TO GET THEIR TECHNOLOGY ASSETS FOR THEIR POSITION. WE COLLECT REVIEW AND PROCESS THE SALARY PLACEMENT DOCUMENTATION.IN ORDER TO ACCURATELY PLACE THEM ON THE SALARY SCHEDULE.

IN THE SALARY PLACEMENT PROCESS IS COMPLETED BY FOUR TEXTS.

NE FOR EACH LEARNING COMMUNITY WHO PROCESSES ALL THOSE TRANSCRIPTS, CLOCK OUR FORMS AND VERIFICATIONS FOR EXPERIENCE THAT A CERTIFICATED STAFF MEMBER HAS EARNED PRIOR TO COMING TO EMPLOYMENT WITH US.

THEN, FINALLY WE CREATE (INDISCERNIBLE) FOR ALL THE NEW HIRES. OUR WORK IS NOT ONLY FOCUSED ON NEW HIRES, ALSO ON OUR CURRENT EMPLOYEES THROUGHOUT THEIR ENTIRE CAREERS WITH US. AFTER THE NEW HIRE PROCESS, ALL THAT CHANGES ARE PROCESSED THROUGH THE TEAM WAS NOT SOME EXAMPLES AS YOU CAN SEE ON THE SLIDE IS THAT WE PROCESS CONTRACTUAL STATUS CHANGES, LOCATION CHANGES FTE OUR CHANGES, POSITION CHANGES, ACCOUNT CODES, NONMEDICAL LEAVE, CERTIFICATION, NAME CHANGES, ADDRESS, SALARY ADVANCEMENT -- ALL TEACHERS ADVANCE ON THE SALARY SCHEDULE BASED ON EDUCATION, NEW DEGREES, CREDIT AND CLOCK HOURS. SO WE PROCESS ALL OF THOSE EACH YEAR. WE ALSO SET UP ANY SUPPLEMENTAL ASSIGNMENTS LIKE COACHING STIPENDS, EXTENDED DAYS, THOSE TYPES OF THINGS. AND ULTIMATELY, WHEN AN EMPLOYEE'S TIME WITH THE DISTRICT HAS ENDED AND THEY ARE LEAVING, WE COMPLETE THEIR ASSIGNMENTS AND THEIR PROFILES WITH US. AND IF THEY LEAVE AND REQUEST VERIFICATION OF EXPERIENCE, THAT GOES THROUGH OUR TEAM AS WELL. SO LITTLE BIT OF CONTEXT OF THIS WORK. SO FAR WE HAVE COMPLETED OVER 300 FRONT DESK APPOINTMENTS SINCE SEPTEMBER 1. AND WE HAVE CREATED OVER 11,000 PAY ASSIGNMENTS FOR 3845 EMPLOYEES.

[00:35:39]

IN ORDER TO ACHIEVE THIS GOAL THIS YEAR, WE ARE REALLY FOCUSING ON REVIEWING OUR PROCESSES AND MAKING SURE THEY ARE EFFICIENT AND TIMELY. AND THAT THE WORK IS ALIGNED EARLIER. AN EXAMPLE OF THIS IS WORKING ON TRANSITIONING FOR MORE PAPER-BASED PROCESS TO ELECTRONIC PROCESSES. SO WE ARE IMPLEMENTING FRONTLINE CENTRAL THIS YEAR. WHICH WILL REALLY ALLOW NOT ONLY OUR NEW HIRES BUT ALSO OUR CURRENT EMPLOYEES TO RECEIVE FORMS FROM US ELECTRONICALLY. THEIR CONTRACTS FROM US ALSO ELECTRONICALLY. AND THAT WILL GIVE THEM THE GREATER VISIBILITY INTO THE SYSTEM AND THE FORMS THAT THEY HAVE SUBMITTED TO US. IN ADDITION TO THAT, AS YOU HEARD PREVIOUSLY FROM OUR TECHNOLOGY TEAM, WE WILL BE IMPLEMENTING CUMULATIVE AND REVIEWING OUR PROCESSES TO ALIGN WITH THAT AND INCREASE OUR CUSTOMER SERVICE.

SO THAT'S JUST AN OVERVIEW OF ALL THE MANY TASKS THAT WE SEE HERE IN THE HR OPERATIONS AND DATA TEAM.

I WOULD LIKE TO INTRODUCE MY COLLEAGUE SAMUEL HAHN WHO WOULD SHARE ON THE SUBSTITUTE EFFORT SIDE.

>> GOOD EVENING, SCHOOL BOARD MEMBERS.

DR. HOLMEN, THANKS FOR THE PRIVILEGE TO PRESENT ABOUT SOME OF THE STAFFING WORK THAT GOES ON.

JUST FOR SOME CONTEXT. THE LAST COUPLE OF TIMES I HAD THE PRIVILEGE OF BEING A PART OF THE HR TEAM TO PRESENT.

I WAS SITTING IN A DIFFERENT SEAT.

THIS YEAR AS THE DIRECTOR OF STAFFING AND DATA OPERATIONS FOCUSING ON THE 55 SCHOOL BUILDINGS AND THE OVER 2000 CERTIFICATED STAFF.ND I ALSO HAVE THE PRIVILEGE OF SUPERVISING THE SUB OFFICE, WHICH ONE OF YOUR TWO SUPERVISORS (INDISCERNIBLE) HAS BEEN A CHALLENGE.

AS WE HAVE SEEN BOTH IN THE LOCAL NEWS AND THE NATIONAL SCALE. SO AS WE CONSIDER THE IMPACT THAT COVID-19 HAS HAD ON THE LARGER K-12 SYSTEM, THE AREA SUBSTITUTES HAVE BEEN IMPACTED IN SIMILAR WAYS.

IN SOME WAYS, MORE SO. THE AREA OF SUBSTITUTES HAS ALWAYS BEEN A CHALLENGE. THE STATE OF WASHINGTON, THERE IS A REQUIREMENT THAT CERTIFICATED SUBSTITUTES COMPLETE A (INDISCERNIBLE) TO EARN A CERTIFICATE.

FOR THIS REASON, OUR PULL OF THE MOST CONSISTENTLY AVAILABLE SUBSTITUTES HAVE BEEN OUR RETIRED TEACHERS.

THEY HOLD HER TEACHING CERTIFICATE.

THEY ARE NOT SEEKING FULL-TIME EMPLOYMENT.

SO VERY OFTEN THEY CONTINUE AS A RETIREE HIGHER.

IF YOU CAN IMAGINE IN THE PAST TWO YEARS, THESE RETIRED TEACHERS HAVE BEEN THE MOST HEAVILY IMPACTED BY COVID.

DURING THE REMOTE LEARNING YEAR, THEY WERE THE MOST HESITANT TO COMPLETE THE REQUIRED TECHNOLOGY TRAINING.

THEY WERE THE MOST RELUCTANT TO TEACH REMOTELY, AS IT WAS DEFINITELY OUTSIDE OF THEIR COMFORT ZONE.

AS WE RETURNED BACK TO SCHOOL, THEY WERE THE MOST AT RISK IN REGARDS TO THEIR HEALTH. FOR THIS REASON, THEY ARE ONCE AGAIN RELUCTANT TO WORK AS SUBSTITUTES.

RECENTLY WITH THE VACCINE REQUIREMENTS AND CHILDCARE ISSUES, FAMILY MEMBERS TO CARE FOR, MOVES OUT OF STATE AND A WIDE VARIETY OF OTHER REASONS, OUR SUBSTITUTE POOL HAS BEEN DEPLETED LIKE LITERALLY NEVER BEFORE.

OUR SYSTEM HAS HAD TO ADJUST IN UNPRECEDENTED WAYS.

IN THIS NEXT SLIDE WHAT YOU WILL SEE IS SOME OF THE WORK WE HAVE BEEN DOING. OUR CURRENT STEPS.

WE HAVE BEEN COMMUNICATING WITH BUILDING PRINCIPLES.

THEY RECEIVED TEMPLATES TO REACH OUT TO THEIR COMMUNITIES.

WE INCLUDED FRONTLINE ONLINE APPLICATION LINKS.

AND INSTRUCTIONS RUN STEPS AS TO HOW VOLUNTEERS, COMMUNITY MEMBERS, CLASSIFIED STAFF MEMBERS COULD APPLY FOR EMERGENCY SUBSTITUTE CERTIFICATION.

WE HAVE SEEN ON THE NEWS THE IDEAS AROUND SUBSTITUTE BONUSES AND WHATNOT. BUT WHAT WE HAVE REALLY SEEN IS THE INCENTIVES HAVE PLAYED A ROLE IN WHICH DAY SUBJECT:SUBSTITUTE WORKS. BUT THE IDEA OF SUBBING FOR A SCHOOL DISTRICT IS CENTERED AROUND WORKING IN THE COMMUNITY

[00:40:02]

WE CONNECTED WITH THOSE STUDENT-TEACHER PROGRAMS THAT MATCH ROAD SPOKE ABOUT. WE CONNECTED WITH UNIVERSITY PROGRAM ADVISORS. WE CONNECTED WITH MENTOR TEACHERS AND BUILDING PRINCIPLES.

ALL WITH THE GOAL OF EMERGENCY SUBS ARE DEFYING OUR CURRENT TEACHER FORCE. SO UP-TO-DATE, DURING THE ENTIRE MONTH OF OCTOBER, WE ISSUED 23 EMERGENCY SUBSTITUTE SEARCH FOR OUR TEACHERS.WE HAVE 23 OTHERS WE ARE WORKING WITH. SOME OF THEM ARE IN THE CYCLE WHERE THEY COULD DO SOME SUBSTITUTE TEACHING.

SO AS THEY START THEIR STUDENT TEACHING WILL BE WORKING WITH THEM AS WELL. SOME BUILDING PRINCIPLES RECOMMENDED CLASSIFIED STAFF MEMBERS, WHETHER THEIR ROLES OR SCHEDULES WERE FLEXIBLE SO THEY COULD BE ISSUED AS EMERGENCY SERVICE. WE ARE READY HAD 21 COMMUNITY MEMBERS AND VOLUNTEERS AND THEY ARE CURRENTLY IN THE PROCESS.

THESE NUMBERS ARE CONSTANTLY BEING ADJUSTED AS OF THE TIME THAT I PUT IN SOME OF THIS DATA.

WE'VE HAD TWO OF OUR COMMUNITY MEMBERS RECEIVE THEIR EMERGENCY SUBSTITUTE CERTIFICATION. ONE, I BELIEVE HIS LOCAL FIREFIGHTER AND ANOTHER IS A PARENT OF ONE OF HER STUDENTS.

SO FOR SOME CONTEXT, WITH THE TYPICAL REQUIREMENTS OF SUBSTITUTE TEACHING. DURING OUR NORMAL RECRUITING PROCESS DURING THE HEAVY SUBSTITUTE HIRING MONTHS OF SEPTEMBER AND OCTOBER, THIS PAST HIRING SEASON WE HIRED 48 SUBSTITUTE TEACHERS. 21 OF THEM.

44 PERCENT WERE RETIRED REHIRES.

DURING OCTOBER, ALONE, WE CERTIFIED 32 EMERGENCY SUBS.

WE HAVE 44 OTHER CANDIDATES THAT WE ARE WORKING WITH.

SO JUST A FEW OTHER DATA POINTS TO SHARE WITH YOU AS WELL.

OUR CURRENT REALITY -- IT IS A CHALLENGE.

I DID SOME COMPARISONS TO THE LAST TIME WE HAD A QUOTE NORMAL START OF THE SCHOOL YEAR IN PERSON WHICH WAS 2019.

AT THAT TIME, WHILE THEY WERE NOT ALL ACTIVE WE HAD OVER 600 SUBS ON OUR EMAIL DISTRIBUTION LIST.HAT WAS CHALLENGING.

TYPICALLY WE ADDED OUR LIST BASED ON WHO WAS ACTIVE.

BUT THAT WAS THE 2019 SCHOOL YEAR.

WHERE THEY DIDN'T WORK THE ENTIRE SCHOOL YEAR.

SO THE NUMBER WENT UP BUT THEY WEREN'T ALL ACTIVE.

AS OF TODAY, WE HAVE 335 CURRENTLY ELIGIBLE SUBSTITUTE WHO HAVE MET THE VACCINATION REQUIREMENT.

SOME OTHER POINTS OF COMPARISON.

WE HAD TO CUT DOWN ON MANY OF OUR RELEASE DAYS.

SOMEWHERE TEACHERS NEED TO BE RELEASED FOR PLACEMENT TESTING OR WORKING WITH THEIR STUDENTS ON FAST BRIDGE OR OTHER ASSESSMENTS. EVEN WITH THOSE BEING CUT DOWN, THE AVERAGE NUMBER OF TEACHER ABSENCES -- AND I COMPARED OCTOBER, BECAUSE SEPTEMBER IS WHERE THE ATTENDANCE IS A LOT HIGHER IN OUR SCHOOLS. AND AS WE HAD TO ADJUST TO THE COVID-19 CHALLENGES OF HAVING STUDENTS AND STAFF IN BUILDINGS, I TOOK AN OCTOBER AVERAGE OF NUMBER OF TEACHER ALLBIRDS STOMACH ABSENCES PER DAY.

2019 IS 951. THIS YEAR IS THE AVERAGE OF 177 ABSENCES PER DAY. AS YOU CAN SEE WITH OUR DEPLETED SUB POOL AND GREATER NUMBER OF ABSENCES, YOU SEE THE FILL RATE PERCENTAGE ON AVERAGE HAS SIGNIFICANTLY DECREASED TO 74 PERCENT THIS YEAR.O SOME OTHER THINGS TO KEEP IN MIND.

WE HAVE A VERY SMALL NUMBER OF CAREER SUBSTITUTES.

THOSE WHO WENT THROUGH A TEACHER PREP PROGRAM AND WANT TO SUB AND LOVE THE FLEXIBILITY.

WE HAVE A LOT OF RECENTLY CERTIFIED TEACHER CANDIDATES.

AND KEEP IN MIND THAT POOL IS ALWAYS REVOLVING.

AS THEY GET JOBS AND TAKE A LONG-TERM SUB POSITIONS, FINISH THE POSITIONS AND ARE BACK IN THE POOL.

WE HAVE ALMOST 40 OF OUR CURRENT SUBSTITUTE POOL AND LONG-TERM SUB POSITIONS. SO ABOUT 10 PERCENT OF OUR ACTIVE SUB POOL IS TIED UP IN A LONG-TERM SUB POSITION FOR A LEAVE OF ABSENCE. THAT'S ANOTHER ONE OF THE CHALLENGES THAT ADDS TO OUR CURRENT REALITY.

IN THE LAST SLIDE IS JUST A SNIPPET OF WHAT WE SENT OUT TO OUR BUILDINGS. REALLY STRESSING THEIR COMMUNICATION THAT WE WANT TO ENCOURAGE PEOPLE DO YOU WANT TO WORK IN YOUR OWN COMMUNITY? THAT HAS BEEN THE MOST ATTRACTIVE THING TO RECRUIT SUBSTITUTES.

SO THEY CAN WORK IN THEIR LOCAL SCHOOLS.

WE PROVIDED ALL THE LINKS NECESSARY.

WE PROVIDED ALL THE DIFFERENT OPPORTUNITIES THAT ARE AVAILABLE. AND THE CONTACT INFORMATION IF THERE ARE ANY QUESTIONS.AND IF THE SCHOOL BOARD KNOWS OF ANY FOLKS WHO ARE INTERESTED, PLEASE FEEL FREE TO PASS THIS ON. BECAUSE WE ARE ALWAYS WELCOMING FOLKS TO SUBSTITUTE TEACH IN OUR SCHOOLS.

WITH THAT, I WILL END IT WITH THE DIRECTOR OF CLASSIFIED

EMPLOYEES AND LABOR RELATIONS. >> ALL RIGHT.

THANK YOU SAM. GOOD EVENING.

[00:45:01]

ALBEIT REMOTELY. I'M JARED KELLY, DIRECTOR OF HUMAN RESOURCES FOR CLASSIFIED LABOR AND HUMAN RELATIONS.

I'M GOING TO PROVIDE A GENERAL OVERVIEW OF THE LABOR AND EMPLOYEE RELATIONS PROGRAM. TO DIFFERENTIATE BETWEEN THE TWO, LABOR RELATIONS IS A RELATIONSHIP BETWEEN MANAGEMENT AND UNION PARTNERS IN ORDER TO MAKE DECISIONS WITHIN THE ORGANIZATION.YOU HEAR THE TERM WORKING CONDITIONS.

THAT REFERS TO WAGES, HOURS OF WORK AND SAFETY AND SECURITY AT WORK. AN EMPLOYEE RELATIONS IS THE RELATIONS BETWEEN THE DISTRICT AND OUR EMPLOYEES.

THIS FOCUSES ON INDIVIDUAL AND COLLECTIVE RELATIONSHIPS IN THE WORKPLACE WITH AN EMPHASIS ON THE RELATIONSHIP BETWEEN MANAGER SUPERVISION AND THEIR TEAM MEMBERS.

AT THE LEADERSHIP LEVEL OF OUR PROGRAM, DR. ROSS OVERSEES THE PROGRAM. MS. FONG IS OUR PRIMARY REPRESENTATIVE AND I AM OUR PRIMARY CLASSIFIED REPRESENTATIVE. IT'S IMPORTANT TO NOTE THAT ALL THREE OF US SUPPORT AND COLLABORATE WITH ONE ANOTHER AS IT PERTAINS TO THE PROGRAM TO ENSURE CONSISTENCY.

IN SUPPORTING VARIOUS WORKLOADS AS WE GO THROUGHOUT THE SCHOOL YEAR. I WANTED TO PROVIDE A LIST OF OUR LABOR PARTNERS. THIS IS REALLY WHERE THE WORK BEGINS AND BLOSSOMS. WE HAVE 12 DIFFERENT UNIONS WE WORK WITH AND COLLABORATE WITH VERY CLOSELY.

I AM PERSONALLY AND PROFESSIONALLY PROUD OF THE RELATIONSHIPS WE HAVE AS A DISTRICT.

I'VE LEARNED THROUGH MY CAREER AND ESPECIALLY MY TIME AT LAKE WASHINGTON THAT EVEN THOUGH WE MIGHT HAVE A CONTRACT TO FOLLOW, THERE REALLY ISN'T A PLAYBOOK FOR THE DISTRICT AND UNION LEADERS TO FOLLOW AS A PERTAINS TO LABOR RELATIONS.

IT'S HEAVILY ABOUT RELATIONSHIPS AND BUILDING TRUST. THIS LEADS TO COOPERATIVE WORK, REGARDLESS IF THE DISCUSSION IS SOMETHING WE CAN AGREE ON OR POINT OF CONTENTION. THIS IS ESPECIALLY CRITICAL AS WE NAVIGATE THE PANDEMIC TOGETHER.

AS A GENERAL OVERVIEW, THIS SLIDE PROVIDES AREAS OF WORK WE PERFORM. LOOKING AT THE FIRST BLOCK SUB WE MEET WITH OUR LABOR PARTNERS AND LABOR-MANAGEMENT.

THE CERTIFICATED SIDE MEETS WEEKLY.

THE CLASSIFIED SIDE MEETS MONTHLY WITH EACH VARIOUS UNIT.

LABOR-MANAGEMENT IS A COLLABORATIVE MEETING WITH BOTH PARTIES BRINGING DIFFERENT REPRESENTATIVES DEPENDING ON WHAT WE ARE DISCUSSING. TO BE FORWARD THINKING AS WE GO THROUGH THE YEAR. THESE MEETINGS ARE ALSO A PRECURSOR TO BARGAINING -- OPEN COLLECTIVE-BARGAINING AGREEMENTS. WHICH TAKES US TO THE NEXT TWO BLOCKS. OUR TEAM PREPARES THE DISTRICT POSITION FOR BARGAINING.O IT'S A CRITICAL PART OF RETENTION FOR OUR EMPLOYEES. I FEEL BARGAINING IS PERCEIVED AS A REOCCURRING REQUIREMENT THAT HAPPENS AFTER SO MANY YEARS. AND IT'S JUST REALLY NOT TRUE.

WE TAKE THE APPROACH THAT IT'S AN ONGOING RELATIONSHIP REQUIRING CONVERSATIONS TO CONTINUE PARTNERSHIP.T'S NOT JUST THE THREE MONTH BLOCK TO HAMMERING UPDATES TO A CONTRACT AND GETTING IT DONE. IT'S A COMBINATION OF PAST WORK. WE DON'T VIEW COLLECTIVE BARGAINING AS REQUIREMENT EVERY SO MANY YEARS.

IT'S REALLY ABOUT OUR EMPLOYEES.

PROVIDING THEM SUPPORT NEEDED TO GET THEIR WORK ACCOMPLISHED.

TO PUT THEM IN A SAFE WORK ENVIRONMENT AND MAKE THEM SUCCESSFUL AND ENGAGE. AND TO INCENTIVIZE RETENTION.

YOU KNOW, WHAT YOU HEARD FROM THE BEGINNING OF THIS BRIEFING.

WE ALSO HAVE TO ENSURE THAT WE ARE BEING FISCALLY RESPONSIBLE.

LOOKING AT THE NUMBERS, WE HAVE FIVE SEPARATE CLASSIFIED AGREEMENTS TO ACCOUNT FOR THE OTHER 11 UNION PARTNERS.

WE ALSO HAVE TWO HANDBOOKS THAT ENCOMPASS OUR NONREPRESENTED STAFF. WE HAVE OUR DLT HANDBOOK FOR OUR ADMINISTRATION TEAM. AND THEN THE HANDBOOK FOR THE OTHER NONREPRESENTED GROUPS. TYPICALLY WHEN AGREEMENTS CLOSE. WE ALSO WORK ON LETTERS AND MEMORANDUMS OF UNDERSTANDING. THIS IS A QUASI- MEMORANDUM (INDISCERNIBLE) NOT ADDRESSED IN THE CONTRACTS. THE MOST RELATIVE EXAMPLE IS WORKING CONDITIONS AS THEY REVOLVE AROUND THE PANDEMIC.

I CAN PERSONALLY SAY THAT I'VE WORKED ON ABOUT 10 CLASSIFIED MO USE SINCE MARCH 2020 REGARDING COVID-19.

I KNOW THE CERTIFICATED SIDE HAS ALSO WORKED VERY CLOSELY WITH WEA (INDISCERNIBLE) WORKING CONDITIONS. WE WERE ABLE TO GET CREATIVE IN

[00:50:22]

I WANTED TO GIVE ONE EXAMPLE. THIS TOOK PLACE IN FEBRUARY 2021. THE DISTRICT MADE THE DECISION TO RETURN ELEMENTARY SCHOOL STUDENTS TO THE BUILDING.

THIS CREATED A NEED FOR ADDITIONAL INSTRUCTIONAL ASSISTANCE AND PARA-EDUCATORS. BECAUSE THESE POSTED POSITIONS WERE ONLY A FEW MONTHS FROM FEBRUARY TO JUNE, BASED ON OUR INSURANCE ELIGIBILITY RULES, THE POSITIONS WEREN'T ELIGIBLE FOR INSURANCE FOR THE TERMS OF SEB.

SO THE TEAMSTERS ALL AGREED THIS WAS UNSATISFACTORY.HESE EMPLOYEES WERE HELPING THE DISTRICT IN A TIME OF NEED.

THEY WERE COMING INTO A BUILDING WITH STUDENTS DURING A TIME OF A PANDEMIC. WHEN THE VACCINE WASN'T READILY AVAILABLE. SO WE NEEDED TO WORK TOGETHER TO FIGURE SOMETHING OUT. AND FINDING A WAY TO GETTING THEM BENEFITS. DURING THAT TIME, WE CAME UP WITH A CREATIVE WAY TO GUARANTEE THESE EMPLOYEES INSURANCE BY CREATING A HIRING POOL.

AFTER WE BROUGHT BACK OUR LONG-TERM EMPLOYEES WHO TOOK LEAVES BASED ON COVID CONCERNS TO MAKE SURE WE HAD SPOTS FOR THOSE INDIVIDUALS BASED ON THEIR LONG-TERM SERVICE WITH US. SO I'M OVERSIMPLIFYING WHAT THIS LOOKED LIKE. IN THE LIFT IT TOOK BASED ON TIME CONSTRAINTS. BUT THIS MADE THE EMPLOYEES BENEFITS ELIGIBLE. SO IT WAS REALLY OUT-OF-THE-BOX COLLABORATION BETWEEN THE TWO UNION GROUPS AND THE DISTRICT TO BENEFIT SHORT-TERM EMPLOYEES TO ENSURE WE HAVE THE COVERAGE TO KEEP STUDENTS SAFE IN THE BUILDING.

AND IT ALSO PROVIDED THE NECESSARY BENEFITS THESE EMPLOYEES DESERVE. I THINK THIS IS ONE EXAMPLE OF HOW THOSE RELATIONSHIPS GOT US THROUGH DURING A VERY HECTIC AND TUMULTUOUS TIME TO WORK TOGETHER TO BENEFIT THE EMPLOYEES OF THE DISTRICT. MOVING ALONG, IN ADDITION WE ENSURE CONTRACTS ONCE THEY ARE IN PLACE.

WE PROBLEM SOLVED AT THE CLOSEST LEVEL BEFORE THINGS ELEVATE TO A FORMAL GRIEVANCE. BUT IF THEY DO, WE HAVE SUPERVISORS AND LEADERSHIP CHAIN THROUGH THE GRIEVANCE PROCESS TO ASSIST IN RESOLVING THE GRIEVANCE FINALLY WE ENSURE THE DISTRICT FOLLOWS THE APPLICABLE LAWS SUCH AS EQUAL OPPORTUNITY AND CIVIL RIGHTS COMPLIANCE.WE CONDUCT WORKPLACE INVESTIGATIONS INTO ALLEGED MISCONDUCT. SO THIS IS A GENERAL OVERVIEW OF THE LABOR AND EMPLOYEE RELATIONS PROGRAM.

I THINK ALL OF YOU. I APPRECIATE ALL OF YOUR TIME.

THIS CONCLUDES MY PORTION OF THE BRIEFING.O I'M TURNING

IT BACK OVER TO DR. ROSS. >> I DON'T THINK WE CAN -- AT LEAST, I'M NOT ABLE TO HEAR DOCTOR CROSS.

I CAN HEAR YOU! I CAN SEE YOU, BUT I CAN'T HEAR

YOU! >> AND SO, YOU CAN SEE HERE ON THE SCREEN -- THIS WAS A CONVERSATION DR. ROSS AND I HAVE BEEN HAVING. THIS WHOLE IDEA OF HOW DO WE WANT TO POSITION OURSELVES WITH OUR EMPLOYEES THAT WE ARE BRINGING INTO THE DISTRICT? IT'S REALLY ABOUT RECRUITING, GROWING, AND ENABLING PEOPLE TO FLOURISH.

AND WHEN YOU THINK ABOUT PEOPLE FLOURISHING, E, THEY ARE MUCH MORE LIKELY TO FEEL CONNECTED TO THE ORGANIZATION.

THEY ARE GOING TO FEEL CONNECTED TO THEIR WORK.

TO THE MISSION OF THE DISTRICT. HEY ARE GOING TO FEEL WHOLE AS EMPLOYEES AND PEOPLE. AND SO, JUST THE WHOLE IDEA OF CREATING ENVIRONMENTS WHERE PEOPLE CAN FLOURISH.

THAT'S LONG-TERM WORK. THAT'S EVERYDAY WORK.

BECAUSE IT'S ALSO ABOUT CHANGING AND ETHOS ABOUT AN ENTIRE ORGANIZATION. WHEN WE THINK ABOUT REALLY IDENTIFYING STRATEGIES TO ALLOW PEOPLE TO GROW AND FLOURISH WITHIN OUR ORGANIZATION. WHICH FOR SOME, MEANS THEY WILL BE HERE FOR LONG TERM. FOR OTHERS, IT MIGHT MEAN IT ALLOWS THEM TO TRANSITION TO A DIFFERENT POSITION ELSEWHERE IN PUBLIC EDUCATION. BECAUSE IT'S REALLY ABOUT CHILDREN BEING EDUCATED WELL. AS REALLY AN INDUSTRY.

THAT'S WHERE THE WHOLE CONCEPT OF RECRUIT, GROW AND FLOURISH COMES FROM.O I WANT TO THANK THE WHOLE TEAM.

EACH OF YOU BROUGHT A REMARKABLE LENS INTO YOUR WORK THAT YOU ARE DOING RIGHT NOW. ND FROM START TO FINISH, THAT WAS TREMENDOUS. SO I APPRECIATE DR. ROCHE AND

[00:55:15]

I WANT TO THANK MATT FOR PRESENTING TONIGHT FOR THE FIRST TIME TO OUR BOARD OF DIRECTORS.

LAURA HACKMAN BRACK, NEW TO THE TEAM AS OF LAST YEAR.

BUT HER FIRST TIME PRESENTING TO THE BOARD OF DIRECTORS.

SO THANK YOU TO ALL OF THEM. WITH THAT, WE WOULD BE HAPPY TO TAKE ANY QUESTIONS. DR. ROSS, IF YOU WANT TO JUMP OUT AND JUMP BACK IN, I'M SURE YOUR MICROPHONE WILL WORK.

>> IT LOOKS LIKE DIRECTOR STUART HAD HIS HAND UP FIRST AND THEN DIRECTOR SAGE. X I BELIEVE THIS GOES TO MATT.

YOU MENTIONED THE RELATIONSHIPS YOU HAVE A NUMBER OF COLLEGES AND OTHER STATES -- MICHIGAN, TEXAS AND CALIFORNIA.

ONE OF THE HURDLES I'VE HEARD WE FACE WHEN WE ARE TRYING TO RECRUIT FROM OUT OF STATE, WHICH I THINK ANY COMPANY HAS, TOO, IS THE ABILITY TO MAKE THOSE PEOPLE WHOLE FOR THE MOVE. ARE WE LOOKING AT ANY EFFORTS TO HELP RELOCATION? AND AS WE ARE TALKING TO OUR CURRENT EMPLOYEES, I'VE EXPERIENCED OTHER ORGANIZATIONS WHERE IF YOU PREFER A RECRUIT AND THEY STAY FOR SIX MONTHS, YOU GET A NICE LITTLE THANK YOU NOTE THAT HAS SOME DOLLARS ATTACHED TO IT. I DIDN'T KNOW IF WE WERE LOOKING AT THAT AS WELL?> I THINK WE ARE ALWAYS LOOKING FOR CREATIVE WAYS. I THINK THAT'S ALSO A GREAT QUESTION AND I WOULD LOVE TO GET A LITTLE MORE INFORMATION OF WHAT WE HAVE DONE IN THE PAST.

WITH COVID, WE JUST HAVEN'T BEEN TRAVELING THE SAME AS WE USUALLY DO. I HAVEN'T HAD THE OPPORTUNITY TO REALLY GET INTO THAT. GIVE ME A COUPLE OF DAYS AND I CAN CONNECT WITH DR. ROSS AND DR. HOLMEN TO MAKE SURE I GET YOU EVERYTHING YOU NEED ON THAT QUESTION.

FROM MY EXPERIENCE, WE WEREN'T ABLE TO DO THAT WITH PUBLIC FUNDS. BUT I DID COME UP WITH SOME CREATIVE WAYS. THERE WAS A TEACHERS CREDIT UNION THAT GAVE LOANS TO FOLKS THAT WE HELPED -- FOR FOLKS TO GET HERE AND BUILDING PIPELINES FOR FOLKS ACROSS THE COUNTRY.

BUT WE HAD A PRETTY SUCCESSFUL OPPORTUNITY FROM MICHIGAN, SPECIFICALLY, WHERE ONCE I BROUGHT -- I CALLED THEM THE FAB FIVE. THERE WAS A GROUP OF FIVE THAT CAME OVER FROM MICHIGAN. THEY WERE MY RECRUITERS FOR THEIR FRIENDS AND OTHER COLLEAGUES.

THEY WERE LIKE THE HOUSING -- THEY ALL RENTED ONE BIG HOUSE.

THEY BROUGHT THEIR FRIENDS OVER AND IT WAS A GREAT EXPERIENCE.

A LOT OF IT HAS TO DO WITH BUILDING THE RELATIONSHIPS WITH PEOPLE THAT COME TOGETHER. I FOUND A FEW GOT ONE PERSON TO COME, IT WAS HARD FOR THEM TO STAY.

BUT IF YOU GOT A COUPLE OF THEM TO COME TOGETHER, THEY COULD BE THEIR OWN LITTLE SUPPORTS. YOUR FIRST YEAR OF TEACHING IS

ALWAYS DIFFICULT. >> JUST CURIOUS.

I ALSO WANT TO THANK YOU FOR THE IDEA OF NOT JUST PICKING ONE PERSON BUT FRUIT FROM THE SAME SOURCE.

I AGREE. IT'S MORE COMFORTING TO KNOW YOU HAVE FOLKS WITH YOU GOING TO THE SAME MOTIONS YOU ARE.

AND THE FACT THAT WASHINGTON ONLY HAS AN AGREEMENT WITH MICHIGAN FOR ACCEPTING CERTIFICATIONS, THAT DOESN'T SURPRISE ME IN THE LEAST. BUT I'M LOOKING FORWARD TO HAVING MORE ACCENTS LIKE MINE! FROM TEXAS!

>> DR. SAGE? >> THANK YOU.

I KNOW OUR HIGH SCHOOLS ARE ALSO LOOKING AT SUPPORTING STUDENTS WHO WANT TO GO INTO TEACHING OR EDUCATION.

I KNOW WHY NEED A HIGH SCHOOL HAS AN IN-HOUSE PROGRAM WHERE YOU CAN MEET WITH YOUR COUNSELOR IF YOU THINK YOU MIGHT BE INTERESTED IN THIS CAREER PATH.

AND PERHAPS SIGN UP FOR EARLY CHILDHOOD EDUCATION AND CHILD DEVELOPMENT, ETC. I KNOW DR. HOLMEN AND I MET DENNIS TRY TO REMEMBER WHEN IT WAS? MAYBE AT THE BEGINNING OF COVID WITH ERIC (NAME) CASCADIA COLLEGE ABOUT HOW DO WE KEEP THESE KIDS GOING AND INTERESTE ? TO CREATE OUR OWN LITTLE IN-HOUSE PIPELINE OF EDUCATORS.

WHAT ELSE ARE WE LOOKING AT IN SCHOOLS, IF ANYTHING? FOR OUR STUDENTS, I GUESS -- FOR THE OPPORTUNITIES FOR

STUDENTS? >> I WILL GO AHEAD AND TAKE THAT ONE. I WILL HAVE TO GET BACK TO YOU ON THAT, CASSONDRA. WE HAD THIS CONVERSATION A COUPLE WEEKS AGO AS WELL. I JUST DON'T REMEMBER WHERE -- I BELIEVE THAT WAS THE CTE PROGRAM.

SO WE WILL FOLLOW UP WITH THE BOARD ON THAT.

[01:00:01]

>> OKAY. >> I DON'T REMEMBER IF IT CONTINUED. IF COVID HAD AN IMPACT ON IT? AND I AGREE. BECAUSE YOU THINK ABOUT -- THERE ARE A LOT OF STUDENTS -- THEY LOOK AT A TEACHER THAT'S BEEN VERY SPECIAL AND UNIQUE FOR THEM AND IT DRIVES THEM TO THINKING ABOUT BEING AN EDUCATOR.

AND WHAT A GREAT POINT IN TIME TO GIVE THEM SOME GUIDANCE AND AN OPPORTUNITY TO BE ABLE TO THINK ABOUT THAT A LITTLE BIT DIFFERENTLY. AND ACTUALLY TO TAKE ACTION ON

IT. >> AND IT'S HELPFUL.

BECAUSE THERE WERE SEVERAL BILINGUAL STUDENTS WERE INTERESTED. SO THEN THAT ALSO GROWS SOME OF OUR SPANISH SPEAKING EDUCATORS. THANK YOU.

>> DIRECTOR BLIESNER AND THEN, DIRECTOR STUART AGAIN.

>> SO FIRST I WOULD LIKE TO SAY THANK YOU FOR THE VERY COMPREHENSIVE OVERVIEW OF HUMAN RESOURCES AND ALL THE WORK YOU ARE DOING. I APPRECIATE HEARING SOME OF THE STORIES AROUND THE ISSUES AND CHALLENGES OF COVID AND THE WAY YOU WERE LOOKING AT THOSE AND BREAKING THOSE FORWARD.

THANK YOU VERY MUCH FOR ALL OF THAT.

A QUESTION I HAD WAS ON RETENTION.

THIS DOESN'T NEED TO BE ANSWERED TONIGHT.

BUT FOR THE FUTURE -- WHAT ARE SOME POLICIES GOING FORWARD AND HOW WE ARE DOING RETENTION OF OUR EMPLOYEES? IS THERE ANY DIFFERENCE WITH WHO STAYS WITH OUR DISTRICT OR NOT? AND SO, WHAT CAN WE DO TO ADDRESS THOSE THINGS? I REALIZE YOU HAVE LIMITED TIME AND YOU CAN'T ANSWER EVERYTHING BUT I GREATLY WOULD APPRECIATE

THAT FOCUS AT SOME POINT. >> I THINK THE LAST SLIDE IS INDICATIVE OF A CONVERSATION THAT WE HAD AROUND RETENTION.

AND WHAT THAT LOOKS LIKE. HENCE, THE GROWTH, THE FLOURISH MEANT. THOSE ARE CERTAINLY EFFORTS THAT WE ARE TALKING ABOUT AND INTENTIONAL TO DESIGN SOME

EFFORTS AROUND. >> EXCITING TO HEAR!

>> DIRECTOR STUART AND THEN DIRECTOR CARLSON.

>> PLAYING OFF OF WHAT CASSANDRA WAS ASKING ABOUT.

I'D LIKE US TO ALSO LOOK AT THE IDEA OF WHEN WE GET A LOT OF PEER TUTORS THAT GO INTO THE SPECIAL NEEDS GROUP.

I THINK THAT'S A GREAT PULL TO LOOK AT.

I KNOW WE HAVE A MANDATED TWO-YEAR DEGREE PROGRAM.

BUT I WOULD LIKE TO SEE A WAY IN WHICH WE COULD PERHAPS HAVE THEM DUAL TRACK THAT. BECAUSE I SAW GREAT PEER TUTORS OVER THE YEARS. ONE KID IN PARTICULAR WHO WASN'T FLOURISHING IN SCHOOL. BUT WHEN HE CAME IN AS A PEER TUTOR, HE WAS JUST A TOTALLY DIFFERENT KID.YOU COULD TELL THIS WAS A TALENT HE HAD. JUST A THOUGHT.

I WOULD LIKE TO PURSUE THAT IF AT ALL POSSIBLE.

SECOND OF ALL, IN ADDITION TO YOUR RELATIONSHIPS WITH VARIOUS SCHOOLS AND OTHER ORGANIZATIONS -- SCHOOLS -- HOW ARE WE GOING TO CHANGE OUR OUTREACH, IF YOU WILL, SINCE THE HISTORIC BLACK COLLEGES ARE ALL EAST OF THE MISSISSIPPI AS I RECALL.

AND I KNOW THAT THERE ARE PROBABLY SOME NON-HISTORIC ONES WEST OF THE MISSISSIPPI BUT THAT'S ANOTHER STORY I GUESS.

HOW ARE WE GOING TO TRY TO CHANGE OUR DEMOGRAPHICS?

>> I THINK CONTINUING THOSE PARTNERSHIPS.

A LOT HAS SHIFTED TO VIRTUAL. I SPOKE ABOUT USING MORE TECHNOLOGY AND BUILDING ON THE SOCIAL MEDIA PIPELINE OF FOLKS.

OUR CURRENT TEACHERS. I BEEN IN HR FOR 17 YEARS NOW.

SPECIFICALLY, USING YOUR OWN EMPLOYEES AS A REFERRAL BASIS IS STILL THE NUMBER 1 WAY PEOPLE LEARN AND HEAR ABOUT JOBS. THE OTHER THING IS BUILDING WITH OUR OWN GROUPS AND EMPLOYEES AROUND HOW WE RESPOND ON SOCIAL MEDIA. IF YOU JUST DID A QUICK SEARCH ON FACEBOOK ON TEACHER RETENTION OR TEACHER, YOU MIGHT NOT SEE A LOT OF POSITIVE THINGS ON THOSE FEEDS.

SO HOW ARE WE COUNTERACTING THAT TO USE OUR CURRENT FOLKS TO SHARE THE GREAT DAYS THEY HAVE AND ALSO BEING REAL.

UNDERSTANDING WHAT KIND OF CAREER IT IS AND USING SOME OF THOSE STORIES. KIND OF LIKE A USER PROFILE OR A JOB PROFILE OF SOMEONE. TELL A STORY.

USE MY STORY. WHEN I TALK ABOUT MY FATHER

[01:05:02]

THAT HAS POWER AND MEANING TO MAKE AN IMPACT FOR SOMEONE ELSE. OH GOSH, I CAN BE THAT PERSON TO CHANGE THE THRESHOLD FOR MY ENTIRE FAMILY MOVING FORWARD.

SO THOSE KINDS OF STORIES HELP BUILD THE CASE AND BUILD THE BRAND. AND IT CREATES THE EXCITEMENT OF WANTING TO COME TO PARTNER WITH ME AND US AS WE HELP TO CHANGE THE FUTURE OF EDUCATION AND THE DEMOGRAPHIC OF OUR

WORKFORCE. >> I THINK ONE OF THE THINGS , I THINK BACK TO EARLIER IN THE YEAR WHEN CAMILLE ALEXANDER WAS INTENTIONAL ABOUT CHANGING HOW WE ADVERTISED.

SO AN EMPLOYEE SPOTLIGHT. IT'S A VIDEO SERIES.

VERY INTENTIONAL ABOUT CREATING VIDEOS FOR HARD TO FILL JOBS.

SO THERE WAS SOMEBODY FROM LAKE WASHINGTON THAT STOOD IN FRONT OF OUR BUILDING, THAT TALKED ABOUT THE EXCITEMENT OF THIS OPPORTUNITY. AND JUST GAVE SOME HIGHLIGHTS.

BUT TO PUT A HUMAN FACE AND PERSONALITY TO THIS OPPORTUNITY. AND WE GOT SO MANY MORE RESPONSES TO THAT APPROACH THEN WE WOULD HAD WE SENT OUT A VERY TRADITIONAL, TYPICAL TYPE OF ADVERTISEMENT.

SO REALLY BRINGING LIFE TO THE OPPORTUNITY.

AND ALSO TELLING OUR STORY. WE HAVE STORIES THAT HAVE TO BE TOLD. AND WE USE THAT TO REALLY REPRESENT OPPORTUNITY TO JOIN US.

SO I THINK THOSE INTENTIONAL EFFORTS ARE GOING TO PERSONALIZE IT.ND I THINK IT WILL GIVE PEOPLE AN OPPORTUNITY TO SEE US DIFFERENTLY. ULTIMATELY, WE WANT PEOPLE TO SEE US AS THE EMPLOYER OF CHOICE.

>> I APPRECIATE IT. I APPRECIATE THE IDEA THAT YOU ARE FOCUSING ON GETTING CURRENT TEACHERS TO RECOMMEND PEERS.

OR FOR THAT MATTER, HELP RECRUIT.

I REALLY APPRECIATE THE IDEA. GOING BACK TO YOUR OWN ALMA MATER AND TALKING TO THE PERSON WHO WAS YOUR ADVISOR SAYING WHO WAS A HOTSHOT COMING OUT OF YOUR SCHOOL THIS YEAR? I THINK IT'S A GREAT WAY -- I SEE THE FOOTBALL BACKGROUND ON YOUR SCREEN. THAT'S THE WAY YOU RECRUIT FOOTBALL PLAYERS, SO WHAT THE HECK! THIS GOES BEYOND -- THIS GOES INTO OUR NEGOTIATIONS.

BUT AS OUR COMMUNITY WATCHES THIS PRESENTATION AND SEES (INDISCERNIBLE) BEING PAID 18 AND $19 AN HOUR .

AND SEEING THE BANNERS PROMOTING JOBS FOR BUS DRIVERS AT $30 AN HOUR -- I CAN'T IMAGINE HOW DISHEARTENING IT IS AS A PARA ON IA WHEN THEY FIND OUT A BUS DRIVER HAS MORE VALUE THAN THEY ARE. AND I DON'T THINK THEY ARE.

TO BE QUITE FRANK, MY SON WOULDN'T HAVE GOTTEN THROUGH SCHOOL WITHOUT THE PARA HE HAD. I THINK WE SHOULD FOCUS ON THAT ISSUE. THANKS.

>> THANK YOU. >> OKAY.

DIRECTOR CARLSON AND THEN WE WILL WRAP UP.

>> YEAH. I ACTUALLY JUST WANTED TO SAY (LAUGHING) SOMETHING I'VE NEVER SAID TO A TEAM PRESENTING ON HR BEFORE. WHICH WAS THAT WAS A REALLY EXCITING PRESENTATION. THAT WAS SPECTACULAR.

YOU ALL KNOCKED IT OUT OF THE PARK.

THANK YOU. I FEEL LIKE YOU ARE GOING IN THE DIRECTION -- WE HAVE BEEN LOOKING FOR CHANGES AND IT IS CLEAR THAT YOU ARE TAKING THE LEAD TO MAKE THAT HAPPEN.

THAT IS EXACTLY WHAT I WANT TO SEE IS A BOARD MEMBER.

>> THANK YOU. THANK YOU, TEAM.

>> EXCELLENT. THANK YOU.

THANK YOU, EVERYONE. BEFORE WE GO TO THE NEXT ITEM ON THE AGENDA, I DID PROMISE MR. WEINER WE WOULD RETURN TO HIM WHEN WE ARE ABLE TO. I BELIEVE WE HAVE HIS PRESENTATION THAT WE CAN QUEUE UP.

SO WE WILL COMPLETE PUBLIC COMMENT NOW.

MR. WEINER, THANK YOU FOR BEARING WITH US.JUST AS A REMINDER, WE LIMIT PUBLIC COMMENT TO THREE MINUTES PER PERSON. AND I THINK WE HAVE IT READY TO GO. SO SIR, IF YOU WOULD LIKE TO

START, GO AHEAD. >> THANK YOU SO MUCH.

CAN YOU HEAR ME OKAY? >> YES.

>> FANTASTIC. I REALLY APPRECIATE YOU BEING FLEXIBLE WITH THE AGENDA. IT MEANS A LOT TO ME.

YOU CAN MOVE TO THE NEXT SLIDE. THE FIRST THING I WANTED TO TOUCH ON WAS THAT LWSD RESOLUTION FOR REPLACING THE EXISTING EDUCATIONAL PROGRAMS AND OPERATIONS LEVY.

I WANTED TO THE PUBLIC FOR A MOMENT.

THAT IS A TAX OVER $1000 OVER $1 MILLION ASSESSED VALUE.

I HAVE NO DOUBT THE BOARD WILL CORRECT ME IF I AM INCORRECT.

AS I UNDERSTAND IT FROM THE STUDY SESSIONS, THE AMOUNT OWED BY THE TAXPAYER WILL INCREASE AS YOUR ASSESSED VALUE

[01:10:01]

PERHAPS NOT DIRECTLY TO THE KING COUNTY TREASURER, BUT YOU ARE PAYING THIS TAX.O I WOULD ENCOURAGE THE PUBLIC TO FORCE THE DISTRICT TO GET ITS FISCAL HOUSE IN ORDER AND MAKE THE HARD CHOICES, RATHER THAN CONTINUING TO TAX THE POPULATION. SO I ENCOURAGE VOTERS TO REJECT THIS TAX WHEN IT IS PLACED ON THE BALLOT.EXT SLIDE, PLEASE. I WANTED TO TOUCH ON COVID FOR A QUICK SECOND. I'M AGAINST MASKING OUR CHILDREN. I'VE SPOKEN OUT BEFORE IN PRIOR MEETINGS ABOUT THIS. AND I WANT TO REITERATE THAT CHILDREN ARE NOT AT RISK OF DEATH FROM THIS VIRUS.

I HAVE SOME STATISTICS THAT I WILL RUN THROUGH HERE IN THE NEXT COUPLE OF SLIDES. ALL OF THE STATISTICS ARE DIRECTLY FROM THE GOVERNMENT WEBSITES DIRECTLY.

AND I HAVE CITED THE SOURCE. IN WASHINGTON STATE, STATEWIDE THIS YEAR, 10 PEOPLE UNDER THE AGE OF 20 HAVE DIED FROM COVID.

MORE PEOPLE HAVE DIED FROM OTHER THINGS.

CHILDREN ARE NOT AT RISK OF DEATH FROM THIS VIRUS.

AND AS WE BEGIN TO CONTEMPLATE VACCINATION FOR THE AGE GROUPS -- I JUST WANT TO REITERATE, ACCORDING TO OUR OWN STATE -- CHILDREN ARE NOT AT RISK OF DEATH FROM THE VIRUS.I'D LIKE YOU TO JUST -- I WOULD LIKE THE PUBLIC, FOR A SECOND, TO HAVE A LOOK AND UNDERSTAND THAT IN 2021, COMPARED WITH 2020, THE 12 TO 19-YEAR-OLDS, THE CASE COUNTS HAVE DOUBLED.

THIS YEAR, THE VACCINE IS AVAILABLE.

AS I UNDERSTAND, A SIGNIFICANT PERCENTAGE OF THE 12 TO 19-YEAR-OLDS ARE VACCINATED. YET, THE CASE COUNTS ARE INCREASING DRAMATICALLY.IT -- IT JUST DOESN'T MAKE A LOT OF SENSE TO ME. AGAIN, I REITERATE, CHILDREN

ARE NOT AT RISK OF DEATH FROM THE VIRUS.>> MR. WEINER, IF YOU COULD JUST CONCLUDE. WE ARE AT A LITTLE OVER THREE

MINUTES NOW. >> ALL RIGHT.

THE LAST SLIDE -- THE VERY LAST SLIDE, PLEASE.

I GIVE YOU THE FIGURES OF UNVACCINATED DOTS BUT THE CDC REPORTS THE FIGURES ARE TOO LOW TO REPORT.

THANK YOU AND HAVE A GOOD NIGHT.

I APPRECIATE YOUR TIME. >> THANK YOU FOR COMING

TONIGHT, SIR. >> BY -BYE.

>> OKAY. DR. HOLMEN, THANK YOU FOR MAKING THAT WORK. THE NEXT ITEM ON THE NONCONSENT AGENDA IS THE FACILITIES UPDATE.

DR. HOLMEN, CAN YOU PLEASE KICK US OFF?

>> YEAH. I WANT TO WELCOME EXECUTIVE DIRECTOR OF SUPPORT SERVICES BRIAN BUCK.

HE'S HERE TO PROVIDE US WITH THE FACILITIES UPDATE.

I BELIEVE HE HAS A PRESENTATION TO SHARE WITH YOU THIS EVENING.

WELCOME, BRIAN. >> HELLO! THANK YOU. LET ME KNOW IF YOU ARE UNABLE TO SEE THE PRESENTATION. MY NAME IS BRIAN BUCK I'M THE EXECUTIVE DIRECTOR OF SPORTS SERVICES.

I APPRECIATE THE OPPORTUNITY TO PRESENT THE FACILITIES UPDATE TO YOU TODAY. JUST AS A REMINDER, THE FACILITIES AND TECHNOLOGY SYSTEMS ALIGNED WITH THE STRATEGIC PLAN WITH THE EFFECTIVE USE OF RESOURCES.

WE WILL START OFF TALKING ABOUT OUR 2019 CAPITAL PROJECTS LEVY.

THE PROJECTS LEVY HAS ADDITIONS AT FOUR ELEMENTARY SCHOOLS AND AT LAKE WASHINGTON HIGH SCHOOL. HERE'S A PICTURE OF THE LAKE WASHINGTON HIGH SCHOOL CORE EXPANSION.

THIS CORE EXPANSION OPENED IN THE FALL OF 2021.

AND THIS IS JUST POINTING TO THE NEW AUXILIARY GYM AND TO THE COMMONS UP THERE. AGAIN, THE COMMONS OPENED A YEAR EARLY, IN OCTOBER 2020. AND THE AUXILIARY GYM OPENED THIS FALL. AND HERE ARE SOME PICTURES.

TO THE LEFT IS THE NEW AUXILIARY GYM.

AND THE TOP RIGHT, THERE, IS THE NEW COMMONS MEZZANINE EXPANSION. THE BOTTOM RIGHT SHOWS THE INVESTABLE TO THE NORTH GYMNASIUM.

[01:15:02]

THE TOP LEFT IS THE NEW CLASSROOM ADDITION WING.

THE TOP RIGHT IS INSIDE ONE OF OUR EIGHT NEW CLASSROOMS. THE BOTTOM IS A CLOSE-UP OF OUR TEACHING WALL IN ONE OF OUR NEW CLASSROOMS. MARK TWAIN ELEMENTARY, THE BOTTOM PICTURE, SHOWS THE NEW LIBRARY.

AND THEN, THE EXTENDED COVER PLATE.

THE TOP LEFT IS INSIDE THE LIBRARY.

AND TOP RIGHT IS ONE OF OUR NEW CLASSROOMS. FOR OUR CORE EXPANSION IN THE KIRKLAND AREA, CONSTRUCTION STARTED THIS AT TWAIN AND ROSE HILL.

FRANKLIN STARTED A LITTLE BIT LATER.

ACCOMPLISHMENTS THUS FAR -- LIKE I MENTIONED, CONSTRUCTION STARTED IN AUGUST. SITE WORK, FOOTING AND FOUNDATION COMPLETED IN OCTOBER.

UPCOMING, WE WILL HAVE CONCRETE POURS IN OCTOBER THROUGH NOVEMBER, WITH STEEL ASSEMBLY BEGINNING IN NOVEMBER.

HERE ARE A COUPLE OF SHOTS. ON THE LEFT IS THE FOOTING AND FOUNDATIONS FRAMING HAPPENING AT TWAIN ELEMENTARY.

ON THE RIGHT IS THE ROSE HILL EXPANSION AREA FOR THE COMMONS.

CARSON ELEMENTARY CLASSROOM ADDITION CONSTRUCTION BEGAN THIS SUMMER. AND IS ON SCHEDULE TO OPEN IN THE FALL. ACCOMPLISHMENTS THUS FAR, AGAIN, EARLY CONSTRUCTION ACTIVITIES WITH FIRST POUR CONCRETE SLAB POURED IN OCTOBER.

IN NOVEMBER, WE WILL START STEEL ASSEMBLY.

HERE IS A PICTURE AGAIN OF THE FOOTING AND FOUNDATIONS FRAMING. WE DID HAVE A CARPENTERS UNION STRIKE DURING THIS TIME. BUT WE WERE ABLE TO KEEP ON SCHEDULE. THIS IS THE WORK OF THOSE CARPENTERS. AND THEN, ALSO, NEXT SUMMER WE WILL BRING IN THE CORE EXPANSION AT CARSON ELEMENTARY.

IN ADDITION TO THOSE ADDITIONS, WE HAD ELEMENTARY SCHOOL SECURITY CAMERAS PROJECT FOR SAFETY AND SECURITY UPGRADES.

THOSE WERE COMPLETED IN OCTOBER 2020.

WHAT WE ARE LOOKING AT IS THE HIGH SCHOOL SECURED ENTRY MODIFICATIONS. REDMAN HIGH SCHOOL HAS A NEW CANOPY WITH A DIRECT ENTRY TO THE LEFT.

STRAIGHT INTO THE OFFICE. AND THEN, ON THE BOTTOM PICTURE IS THE INVESTABLE AT LAKE WASHINGTON HIGH SCHOOL.

AND UNDERNEATH THE EXISTING CANOPY IS A NEW ENTRY DIRECTLY INTO THE OFFICE AT LAKE WASHINGTON HIGH SCHOOL.

AND THE PICTURE TO THE RIGHT IS EASTLAKE HIGH SCHOOL.

IT'S A CLOSE-UP OF THE ENTRY CONTROL SYSTEM.

AND THE DOORWAY INTO THEIR NEW OFFICE CONFIGURATION.

THE COMPLETED PROJECTS FOR THE 2019 LEVY, JUST AS A REMINDER, IN 2020 WE OPENED THE LAKE WASHINGTON CLASSROOM ADDITION.

IN THE COMMONS WAS COMPLETED IN OCTOBER 2020.

FOR THE 2019 LEVY, WE HAVE $120 MILLION.

WE HAD $24 MILLION BALANCE OF PREVIOUS SCAB DOLLARS AND 2006 BOND FUNDS ON HAND. PLUS WE RECEIVED 1.2 MILLION IN ADDITIONAL SCAP FUNDS FOR LAKE WASHINGTON HIGH SCHOOL.

LEVY PROCEEDS ARE CONTINUING TO COME IN AS IT RELATES TO EXPENDITURES. THREE OUT OF OUR FOUR ELEMENTARY CLASSROOM ADDITIONS ARE COMPLETE.

IN THE ADDITION AT CARSON IS STILL YET TO BE COMPLETED.

FOR THE 2016 BOND PROJECTS, HERE IS A REMINDER OF THOSE

[01:20:01]

BALL FIELDS WERE COMPLETED IN SEPTEMBER.

TENNIS COURTS WERE COMPLETED IN SEPTEMBER.

AND FIELD EVENTS FOR TRACK AND FIELD WERE COMPLETED IN OCTOBER. COMPLETED PROJECTS FROM THE 2016 -- THIS IS THE EARLY LEARNING CENTER AT THE OLD REDMAN SCHOOLHOUSE AND THE ONE NEED A HIGH SCHOOL REBUILD LARGE PROJECT. AS A REMINDER, EXPLORER COMPLETED IN 2017. (INDISCERNIBLE) COMPLETED IN 2018, WITH TIMBERLINE COMPLETED IN (INDISCERNIBLE).

THE 2016 BOND PLAN $429 MILLION.

449 HAS BEEN COLLECTED TO DATE. THE MAJORITY OF OUR SCAP FUNDS HAVE BEEN RECEIVED. WE HAVE ABOUT $4 MILLION REMAINING AND WILL COME IN THIS YEAR AS WE FINALIZE AND CLOSE OUT OUR PROJECTS. WE HAVE ALSO ALLOCATED REMAINING FUNDS TOWARDS THE PURCHASE OF THE 25 ACRE PARCEL, (INDISCERNIBLE) IN IN REDMAN. SO OUR CAPITAL PROJECTS LEVY, THE 2018 CAPITAL PROJECTS LEVY. THIS LEVY IS RENEWED BY VOTERS EVERY FOUR YEARS. SALLY ASKMAN SHARED AT A PREVIOUS BOARD MEETING UPDATES ON THE TECHNOLOGY WORK.

I WILL SHARE A LITTLE BIT ABOUT SOME OF THE FACILITIES PROJECTS. FOR BUILDING SYSTEMS AND IMPROVEMENTS. ON THE LEFT IS A ROOF RESTORATION AT FRANKLIN ELEMENTARY.

AND THE BOTTOM RIGHT, THE SAME AT REDMOND ELEMENTARY.

THE TOP RIGHT IS LED LIGHTS THAT WE INSTALLED AT THE HIGH SCHOOL STADIUMS. THIS IS THE EASTLAKE HIGH SCHOOL STADIUM. WE ALSO HAD A LIFECYCLE REPLACEMENT. OUR CONTROL SYSTEMS ARE VERY ADVANCED NOWADAYS. AND REALLY RELY ON THE DISTRICTS NETWORK. SO WE WORKED REALLY CLOSELY WITH FORCE BAKER INNER TECHNOLOGY OPERATIONS GROUP TO BRING IN THE BEST CONTROLS THAT WE CAN.

THIS ALLOWS US TO MONITOR THE EQUIPMENT.

TO ENSURE THAT IT IS WORKING AS DESIGNED.

AND WE CAN TROUBLESHOOT AND SAVE TECHNICIAN HOURS BY REMOTELY ADJUSTING THE EQUIPMENT.HERE'S ANOTHER PICTURE OF JUANITA. THE TRACK AND STADIUM TURF FIELD WAS REPLACE THE SUMMER. BELOW, YOU CAN SEE WE'VE GOT SOME GRASS SEED GROWING. THIS IS THE NEW FIELD EVENTS AREAS FOR TRACK AND FIELD. TO THE LEFT IS THE BASEBALL FIELD AND SOFTBALL FIELD. AND YOU CAN SEE THE TENNIS COURTS IN THE DISTANCE. ON THE RIGHT IS THE NEW GYM FLOOR AT ONE NEED A HIGH SCHOOL.

HERE ARE A COUPLE OF CLASSROOM CONVERSIONS.

ON THE RIGHT IS A CLASSROOM THAT WAS CONVERTED TO A SCIENCE LAB AT FINN HILL MIDDLE SCHOOL. AND THEN, A PROJECT TO ROOM THAT WAS CONVERTED TO A GENERAL CLASSROOM AT TESLA STAMP.

HERE -- THE TOP TWO ARE EXCITING PROJECTS FOR LOOP CHANGES AT REDMAN MIDDLE SCHOOL.

THE REDMAN MIDDLE SCHOOL RELOCATED THE ENTRANCE TO THE NORTH PARKING LOT. EXTENDED THE LENGTH OF THE LOOP AND INCREASED THE QUEUING STORAGE.

ON THE BOTTOM LEFT IS ALSO A LOOP CHANGE AT ROSA PARKS ELEMENTARY. IN THE MIDDLE IS ABBAS CONTROLLED SYSTEM. IT'S AN ALARM SYSTEM, INTRUSION CONTROL SYSTEM THAT DISTRICTWIDE WE UPGRADED OUR ALARM SYSTEMS STOP THIS SUMMER -- OR THIS PAST YEAR, REPLACED THE ALARM SYSTEMS AT 13 SCHOOLS.

THE BOTTOM RIGHT IS OUR NEW BUS WATCH AT THE NEW SUPPORT CENTER. IT'S AN ECO-FRIENDLY BUS WASH SYSTEM THAT RECYCLES WATER. WE ARE ABLE TO KEEP OUR BUSES NICE AND CLEAN OUT IN THE COMMUNITY.

AND HERE WE GO. THIS IS OUR GROUNDBREAKING CEREMONY AT KIRK ELEMENTARY. I JUST WANT TO REMIND AND THANK OUR VOTERS THAT THESE PROJECTS SUPPORT STUDENT AND STAFF

[01:25:01]

ANY QUESTIONS? >> I SEE DIRECTOR STUART HAS HIS HAND RAISED. IF ANYBODY ELSE HAS ANY QUESTIONS, PLEASE USE THAT RAISED HAND FEATURE.

>> BRIAN, I THINK ONE OF THE THINGS WE DON'T GET TO TALK ABOUT VERY OFTEN IS WHEN WE UPGRADE THESE BUILDINGS, THE ROOF CONFIGURATIONS OR THE ROOF COVERINGS -- CAN YOU GIVE US A LITTLE BIT -- A SHORT PRESENTATION ON HOW THESE CHANGES WERE DONE FOR EVERGREEN PURPOSES, IF YOU WILL? ENERGY MODIFICATIONS AND THAT SORT OF THING?

>> I BELIEVE YOU ARE ASKING ON THE ROOF SYSTEM ITSELF?

>> WELL -- I RECALL WHEN TIMBERLINE WAS BUILT, THERE WERE ASPECTS OF THE ROOF CONSTRUCTION THAT WERE MADE TO REFLECT LIGHT SO YOU WOULDN'T HAVE TO WORRY ABOUT HEAT EXCHANGE AND SOME OTHER ASPECTS.

I THINK OUR COMMUNITY WOULD LIKE TO KNOW WHAT OUR EFFORTS HAVE BEEN TO MAKE OUR BUILDINGS GREENER IF YOU WILL?

>> ABSOLUTELY. SO MOST IF NOT ALL OF OUR ROOFS REFLECT SUNLIGHT TO KEEP THE HEAT FROM OUT OF THE BUILDING.

WE ALSO LOOK AT PRESERVING -- PROACTIVELY PRESERVING THE LIFE OF THE ROOF. AND THE ROOF RESTORATIONS THAT WE LOOKED AT TODAY, WERE REALLY COATINGS THAT ADD SIGNIFICANT LIFE TO THE SYSTEM. THAT YOU DON'T NEED A FULL REPLACEMENT. SO THAT'S HOW WE DO IT.

AT TIMBERLINE, THEY HAD A DIFFERENT ROOF SYSTEM AND HAD SOME BALLASTS THAT ALSO REFLECT HEAT AND SUNLIGHT.

>> THANKS. NOT ONLY DO I APPRECIATE THE ENVIRONMENTAL KNOW BUT THE FISCAL NOTE.

THANK YOU VERY MUCH. >> DOCTOR CARLSON?

>> SO I'VE GOT A QUESTION. I WAS LOOKING AT THE LIBRARY, BACK IN SLIDE 13. IT LOOKED LIKE THE STACKS ARE ON WHEELS NOW? I'M NOT SURE I'VE SEEN THAT BEFORE. IS THAT AN APP THAT:ADAPTATION TO MAKE OUR LIBRARIES MORE MULTIPURPOSE?

>> YEAH. THAT'S PRETTY MUCH A STANDARD

NOW. >> THAT'S REALLY COOL.

THANK YOU!>> ANY OTHER QUESTIONS ON THE FACILITIES UPDATE? OKAY.

GREAT. THANK YOU.

THAT WAS FUN TO SEE THOSE. THE NEXT ITEM ON THE AGENDA TONIGHT ON THE NONCONSENT AGENDA OE FOUR.

A REMINDER FOR THOSE WATCHING AT HOME.

SO TONIGHT WE ARE MONITORING ONE OF OUR NOW 14 OPERATIONAL EXPECTATION POLICIES. THROUGH THESE POLICIES, THE BOARD ESTABLISHES ITS VALUES FOR HOW THE SCHOOL DISTRICT IS EXPECTED TO OPERATE IN THE EXPRESS CONDITIONS THAT MUST EXIST AS BUSINESSES CONDUCTED. THROUGH THESE REPORTS, AND THE ACTIONS -- EXCUSE ME. THESE MONITORING ACTIONS MAKE UP PART OF THE BOARD'S OVERSIGHT OF THE ORGANIZATION AND ASSURE THE BOARD THAT THE OPERATIONAL STANDARDS ARE BEING MET. SO DR. HOLMEN, IF YOU COULD

GIVE US -- GET US STARTED? >> ABSOLUTELY.

ON THE NONCONSENT AGENDA UNDER TAB THREE IS OPERATIONAL EXPECTATION FOR. PERSONNEL ADMINISTRATION.

AS A REMINDER TO THE BOARD, THIS IS MONITORING FOR THE 2021 SCHOOL YEAR. JUST GIVEN ALL OF THE WORK WE HAD THIS SPRING, WE DELAYED A NUMBER OF OUR MONITORING REPORTS. THAT DOESN'T CHANGE THE PURPOSE. IT'S REALLY ABOUT ENSURING EFFECTIVENESS IN ALIGNMENT WITH THE BOARD'S OPERATIONAL EXPECTATIONS. SO OPERATIONAL EXPECTATION FOR PERSONNEL ADMINISTRATION -- THE POLICY STATES THE SUPERINTENDENT SHALL ASSURE THE RECRUITMENT, EMPLOYMENT, DEVELOPMENT EVALUATION AND COMPENSATION OF DISTRICT EMPLOYEES IN A MANNER NECESSARY TO ENABLE THE DISTRICT TO

[01:30:02]

ALL SECTIONS ARE DESIGNATED AS IN COMPLIANCE.

AND AT TIME OF INITIAL REPORTING, WHICH WAS THE MIDDLE OF SPRING, THE EVIDENCE WAS BASED ON THE PRIOR 12 MONTHS , WHEN WE MONITOR THIS AGAIN THIS SPRING, IT WOULD BE 12 MONTHS AGAIN. BUT THERE WON'T BE A GAP.

IT WILL BE SPRING TO SPRING AGAIN.

SO WITH THAT, I PRESENT OPERATIONAL EXPECTATIONS FOR

THE BOARD. >> SO THE MONITORING REPORT WAS PROVIDED TO THE BOARD IN ADVANCE OF THE MEETING.

IT IS ALSO POSTED ON BOARD DOCS FOR THOSE WHO WISH TO VIEW IT.

ARE THERE ANY QUESTIONS OR CLARIFICATIONS FOR ANY BOARD MEMBERS REGARDING ANYTHING IN THE MONITORING REPORT? DIRECTOR SAGE? DIRECTOR BLIESNER AND THEN DOCTOR SAGE E. I SAW YOUR VIRTUAL HAND BEFORE

I SAW CASSANDRA'S. >> (LAUGHING) MY QUESTION IS WITH 410 AND 411. IT MENTIONS THAT WE ARE NOT ABLE TO COMPLETE THE DISTRICT CLIMATE SURVEY? WHICH WAS TO BE PART OF THE EVIDENCE.

I AM WONDERING, IS THAT GOING TO HAPPEN THIS YEAR? WAS THERE SOMETHING ELSE THAT WAS DONE? JUST TO BETTER UNDERSTAND (INDISCERNIBLE) SENSE OF COMPLIANCE BECAUSE IT'S UNCLEAR.

>> YES. THE INTENT IS TO GET BACK INTO OUR REGULAR CYCLE OF SURVEYING STAFF, COMMUNITY, STUDENTS.

LAST YEAR WE IMPLEMENTED WITH STUDENTS -- THE PANORAMA SURVEY CONTINUING THAT THIS YEAR. GIVEN A VARIETY OF FACTORS, WE DID NOT CONDUCT OUR STAFF SURVEY LAST YEAR.

BUT THAT WILL BE REINSTITUTED THIS YEAR.

>> OKAY, GREAT. THANK YOU.

>> I HAD A QUESTION ON -- LET ME SEE WHICH NUMBER IT ACTUALLY IS -- 10.3 ON DISPROPORTIONALITY.

I THINK THAT'S DISCIPLINE, IS THAT CORRECT?

10.3? >> ARE YOU -- I THINK YOU MIGHT

HAVE JUMPED AHEAD. >> I DID!

I JUMPED RIGHT TO 10! >> THAT'S OKAY.

IT'S IMPORTANT. THAT'S A GOOD QUESTION.

ANY OTHER? YES, DIRECTOR BLIESNER?

>> SO THE OTHER QUESTION -- THE HR REPORT PRIOR WAS VERY HELPFUL IN GETTING A BIG OVERALL PICTURE.

SO THANK YOU FOR PUTTING THAT IN THERE.

4.3, WHICH TALKS ABOUT THE MAKEUP OF OUR STAFF AND THE RECRUITMENT PIECE? THE PIECE THAT'S IN THERE IS WE ONLY RACE AND ETHNICITY AS DIVERSITY.

I KNOW THAT'S WHAT WE ACCEPTED. HAS THERE BEEN ANY CONSIDERATION AS TO HOW WE BROADEN THAT CONCEPT?

>> SO I THINK WE HAVE HAD THIS CONVERSATION PREVIOUSLY ABOUT WHAT ARE OTHER FACTORS THAT WHEN WE THINK ABOUT DIVERSITY OF STAFF THAT WE WANT TO PAY ATTENTION TO? IT COULD ALSO BE GENDER EQUITY. WHEN YOU THINK ABOUT OUR ELEMENTARY SCHOOLS, OFTENTIMES, VERY HEAVILY FEMALE TEACHERS.

SO YES, I THINK THERE ARE SOME DIFFERENT COMPONENTS TO IT.

IF I REMEMBER CORRECTLY, OUR -- >> OUR INDICATOR ONLY LISTS

ONE. >> SO THE SUPERINTENDENT'S INTERPRETATION SPECIFIES ETHNICITY AS THE INDICATOR.

SO WHY DON'T I JUST TAKE A NOTE TO REINTERPRET THAT SO IT'S MORE IN ALIGNMENT WITH WHAT A TRUE DIVERSIFIED WORKFORCE

LOOKS LIKE? >> THAT WOULD BE GREAT.

>> THANK YOU. >> 4.7 -- THE POLICY STATES RECRUITMENT AND RETENTION? YET NONE OF THE EVIDENCE SPEAKS TO RETENTION. AGAIN, THE INDICATORS THEMSELVES DON'T SAY THAT IT SHOULD SO THAT THE PIECE WE NEED TO WORK THROUGH. THAT WAS --?

>> 4.7. >> OKAY.

SO JUST REINTERPRET THAT AND JUST MAKE SURE WE ARE INCLUDING

-- >> MM-HMM.

THE RETENTION. ACTUALLY, AND 4.3 I THINK IT

SAYS RETENTION TOO. >> SO 4.7 IS THAT COMPENSATION BENEFITS PLANS AND WORKING CONDITIONS ATTRACT AND RETAIN.

THANK YOU. >> 4.3 ALSO HAS THE SAME RETENTION. SO THINKING THROUGH THE WHOLE

POLICY OF THAT IS BENEFICIAL. >> GREAT.

[01:35:15]

>> DIRECTOR STUART -- I'M SORRY, DIRECTOR BLIESNER, DO

YOU HAVE ANYTHING FURTHER? >> NO, I THINK THAT'S GOOD.

HANK YOU. >> DIRECTOR STUART?

>> AS WE ARE LOOKING AT THE DIVERSITY ISSUE, I WOULD ALSO LIKE TO LOOK AT -- I DON'T THINK WE HAVE (INDISCERNIBLE).

THINK IT'S IMPORTANT TO THOSE KIDS COMING UP WHO NEED TO SEE A ROLE MODEL. THAT THEY COULD ACTUALLY BE A TEACHER. AND IT WOULD BE GREAT.

>> YEP. THANK YOU.

>> ANY OTHER BOARD MEMBER QUESTIONS OR CLARIFICATIONS IN REGARD TO THE REPORT BEING PRESENTED TONIGHT? OKAY. HEARING NONE, I WILL NOW ENTERTAIN A MOTION TO APPROVE THE MONITORING REPORT FOR OE FOR AS PRESENTED. AND IT WAS JUST TO REMIND THE BOARD THE SUPER NTENDENT CERTIFY IT WAS PRESENTED AS

COMPLIANT. >> I MOVED TO APPROVE OE FOR AS

PRESENTED. >> SECOND.

>> MOVED BY DIRECTOR GLEASON HER AND SECONDED BY DIRECTOR STUART THAT WE APPROVE OE FOR AS PRESENTED.

>> THE ONLY THING I WOULD LIKE TO SAY IS THAT KNOWING THAT THERE WERE CHALLENGES WITH REGARDS TO BEING IMPLEMENT SURVEYS -- BUT THE AGREEMENT IS ADDING -- RETENTION? IT SEEMS TO ME THAT WE ARE IN COMPLIANCE OF HOW TO PUT IT FORWARD. I ACTUALLY APPRECIATE ALL THE WORK HR HAS DONE. HONESTLY, THAT WAS REALLY IMPRESSIVE AND HEARING THE SUB WORK AND BEING ABLE TO SEE SOME OF THAT DATA? THAT WAS REALLY USEFUL.

SO I WOULD LIKE TO GIVE KUDOS TO HR STAFF AND THE WORK THEY HAVE DONE. AND BEING ABLE TO PULL A LOT OFF DURING COVID AND THE OUT-OF-THE-BOX THINKING AND INNOVATIVE WAY TO WORK THE RELATIONSHIPS AND NEGOTIATIONS.

SO THANK YOU FOR YOUR WORK.

>> ANY OTHER BOARD MEMBER COMMENTS? ANYWAY, GOOD JOB. SO I THINK THAT'S IT.

ANY FURTHER COMMENTS? SO IT'S BEEN MOVED BY DIRECTOR BLIESNER AND SECONDED BY DIRECTOR STUART.

ALL THOSE IN FAVOR SAY AYE. ANY OPPOSE? HEARING NONE, THE MOTION PASSES.HE NEXT ITEM ON THE AGENDA IS APPROVAL OF THE MONITORING REPORT FOR OE 10.

THAT IS THE LEARNING ENVIRONMENT AND TREATMENT OF STUDENTS. DR. HOLMAN, CAN YOU GIVE US A QUICK PRESENTATION? ABSOLUTELY.

OE 10 WAS BROUGHT TO THE BOARD WITH A NUMBER OF INDICATORS THAT WERE NOT IN COMPLIANCE. THE BOARD REQUESTED FOR SOME ADDITIONAL INFORMATION AROUND THOSE AREAS THAT WERE OUT OF COMPLIANCE. SO HAS AN APPENDIX TO IT TO PROVIDE INSIGHT TO THOSE AREAS THAT ARE NOT IN COMPLIANCE.

SO THE POLICY STATES THE SUPERINTENDENT SHALL MAINTAIN A LEARNING ENVIRONMENT THAT IS SAFE, RESPECTFUL AND FREE FROM UNNECESSARY DISRUPTIONS AND CONDUCIVE TO EFFECTIVE LEARNING. THE EFFECT OF SUMMARY STATES THIS REPORT EVALUATES EIGHT SECTIONS OF LEARNING ENVIRONMENT TREATMENT OF STUDENTS FOR COMPLIANCE.

FIVE OF EIGHT SECTIONS ARE DESIGNATED IN COMPLIANCE.

10.2, 10.3 AND 10.6 BEING MARKED AS OUT OF COMPLIANCE.

FOR 10.2, THE NUMBER OF STUDENTS RESPONDING FAVORABLY IN THE PANORAMA SURVEY DID NOT MEET THE LEVEL OF 80 PERCENT.

[01:40:01]

FOR 10.3, DESPITE REDUCTIONS AND DISCIPLINE RATES FOR ALL GROUPS, THE RELATIVE RATES OF DISCIPLINE -- HAS ACTUALLY INCREASED. FOR ITEM 10.6, THE PERCENT OF STUDENTS RESPONDING FAVORABLY TO THE PANORAMA SURVEY DID NOT MEET THE LEVEL OF 85 PERCENT. 73 PERCENT OF STUDENTS IN GRADES THREE THROUGH FIVE AND 42 PERCENT OF STUDENTS IN GRADES SIX THROUGH 12 RESPONDED FAVORABLY TO QUESTIONS RELATING TO SENSE OF BELONGING. THIS REPORT IS BASED ON EVIDENCE FROM THE PRIOR 12 MONTHS WHEN PRESENTED IN THE

SPRING. >> THANK YOU, DR. HOLMEN.

ARE THERE ANY BOARD MEMBER QUESTIONS OR CLARIFICATIONS REGARDING ANYTHING PRESENTED IN THE REPORT? DIRECTOR STUART, I THINK YOUR HAND WAS UP FIRST.

AND THEN, DIRECTOR SAGE.> YES.

AS WE LOOKED AT THE PANORAMIC SURVEYS -- GRANTED WE DIDN'T MAKE THE THRESHOLD WE WANTED TO MAKE FOR THE NUMBER OF KIDS RESPONDING. IT WOULD BE GREAT IF WE COULD BOOST IT. ESPECIALLY IN THE FUTURE.

BUT GOING TO THE ISSUE OF FEELING A SENSE OF BELONGING TO THE SCHOOL -- THAT CAME OUT ABOUT THE TIME EVERYBODY WAS JUST GETTING BACK INTO THE CLASSROOM MORE OR LESS, RIGHT? CAN YOU REMIND US OF THOSE PERCENTAGES? I HATE TO PUT YOU ON THE SPOT FOR THAT, BUT IF YOU HAVE IT, I

WOULD APPRECIATE IT. >> SO 73 PERCENT OF STUDENTS -- ELEMENTARY AGE STUDENTS IN GRADES THREE THROUGH FIVE REPORTED FAVORABLY TO A SENSE OF BELONGING.

42 PERCENT OF STUDENTS IN OUR SECONDARY SCHOOLS, GRADES SIX THROUGH 12 RESPONDED FAVORABLY TO A SENSE OF BELONGING.

MATT, DO YOU REMEMBER THE DATE THAT THESE DATA WERE PULLED

FROM? >> I DON'T REMEMBER THE DATE THE DATA WERE PULLED FROM. HOWEVER, OUR ELEMENTARY STUDENTS AT THAT TIME -- IF THEY ELECTED TO, THEY WERE BACK IN PERSON. AND WHERE WE WERE -- I BELIEVE WE WERE STILL REMOTE WITH OUR SECONDARY STUDENTS AT THAT POINT IN TIME. THIS IS AN ITEM THAT IS BENCHMARKED NATIONALLY. 73 PERCENT RESPONSE RATING ON THIS QUESTION BANK FOR ELEMENTARY PUTS OUR SCHOOL DISTRICT IN THE 90TH PERCENTILE.

SO WE DIDN'T MEET THE THRESHOLD THAT WE WERE AIMING FOR.

BUT NATIONALLY, THAT IS A GOOD SPOT TO BE.

SOMETIMES SOME OF THE QUESTIONS CAN BE FRAMED IN SUCH A WAY IT'S HARD TO SAY IF 60 PERCENT IS GOOD OR BAD.

THE 42 PERCENT IS NOT IN THE 90TH PERCENTILE.

IT'S IN THE 20TH PERCENTILE. SO IT'S NOT A GOOD PLACE TO BE.

WE HAVE ASKED THAT QUESTION BEFORE IN THE FALL.

WE ASKED SIMILAR QUESTIONS. IN THE FALL OF 2019, IT WAS 45 PERCENT. AND AT THAT POINT IN TIME, THE STUDENTS WERE ALL REMOTE. SO WE WEREN'T PARTICULARLY HIGH AT THE FALL AND IT DIDN'T GET ANY BETTER BY THE END OF LAST YEAR. BUT THERE IS ALSO A GAP AND CHANGE OF EXPERIENCES FROM SECONDARY TO ELEMENTARY ON THAT

QUESTION. >> TO FOLLOW UP WITH MYQUESTION -- WE HAVE THE 40 PERCENTILE IN THE SECONDARY .

THE OTHER 60 PERCENT -- DOES THAT BREAK OUT IN VARIOUS LEVELS? IT'S USUALLY VARIOUS LEVELS?

>> I'M TRYING TO DO TWO THINGS IN MY COMPUTER IS NOT LIKING ME ON MUTING AND LOOKING AT THE RESPONSE.

>> IT'S MY EFFECT ON COMPUTERS, MATT.

DON'T WORRY ABOUT IT! >> FOR EXAMPLE, ONE OF THE QUESTION SETS IN THAT QUESTION BANK, ONE OF THEM IS OVERALL HOW MUCH DO YOU FEEL LIKE YOU BELONG AT YOUR SCHOOL? AND THERE ARE FIVE RESPONSES THAT OUR STUDENTS CAN ANSWER.

COMPLETELY BLONDE, AND BELONG QUITE A BIT ARE CONSIDERED FAVORABLE RESPONSES. ON THAT QUESTION, 15 PERCENT OF

[01:45:06]

40 PERCENT SAY THEY BELONG QUITE A BIT.

BELONG SOMEWHAT IS THE MIDDLE (LAUGHING) OPTION.

IT IS NOT CONSIDERED A FAVORABLE RESPONSE.

AND 30 PERCENT OF OUR STUDENTS SAID THEY BELONG SOMEWHAT.

AND SO, YOU WERE TO TAKE THAT AND SAY BELONGING SOMEWHAT IS ACCEPTABLE, THAT WOULD BE 85 PERCENT OF OUR STUDENTS.

IF YOU LOOK AT BELONGING A LITTLE BIT, THAT'S 12 PERCENT OF OUR STUDENTS.AND DO NOT BELONG AT ALL IS FOUR PERCENT OF OUR STUDENT. THAT'S HOW THE DISTRIBUTION BREAKS DOWN IN TERMS OF THIS. IT'S ONE OF THE REASONS WHY IT'S NICE TO LOOK AT THE NATIONAL BENCHMARKING.

SOMETIMES THOSE MIDDLE QUESTIONS THAT ARE NOT FAVORABLE, BUT THEY ARE WORDED IN SUCH A WAY THAT, YOU KNOW, KIDS MIGHT ANSWER -- THEY MIGHT BE DOING OKAY AND ANSWER --

>> I GUESS MY POINT IS -- EVEN -- NOT HAVING BEEN IN THE CLASSROOM DURING COVID, IT WASN'T 50 PERCENT THAT DIDN'T FEEL CONNECTED. IT WAS THE IDEA OF

(INDISCERNIBLE)? >> THERE ARE STUDENTS -- OUR NINTH GRADERS AND 10TH GRADERS REPORTED THE LOWEST PERCENTAGES. SO STUDENTS WHO HAD AN IN PERSON LEARNING EXPERIENCE WITH THEIR SCHOOL REPORTED LOWER THAN OUR MIDDLE SCHOOL STUDENTS OR OUR UPPERCLASSMAN.

>> I COULD UNDERSTAND THE SIX GRADERS AND NINTH GRADERS FEELING DISCONNECTED. NOT HAVING BEEN IN THE HALLWAYS SO TO SPEAK. THANKS.

I APPRECIATE IT. THE TWO TOP CATEGORIES AGAIN --

WHAT ARE THEY TOLD TO? >> IN ORDER TO GET THAT DISTRIBUTION BREAKDOWN, I WOULD HAVE TO LOOK AT A SPECIFIC QUESTION.

DIRECTOR BLIESNER. >> THANK YOU.

SO WHAT I HAD JUMPED AHEAD TO -- THE LAST ROUND.

I ACTUALLY HAVE A QUESTION ABOUT 10.1.

THE ALL BUILDING SCHOOL IMPROVEMENT PLANS.

THE LIST OF PRIORITIES IN ALIGNMENT WITH AT LEAST ONE STRATEGIC INITIATIVE. I'M WONDERING IF THAT IS OUR GOAL? THAT THEY JUST NEED TO BE IN ALIGNMENT WITH ONE DISTRICT STRATEGIC INITIATIVE?

>> WHAT THAT IS REPORTING IS THAT OUR SCHOOLS ARE ACTUALLY IDENTIFYING GOALS WITHIN THEIR SCHOOL IMPROVEMENT PLAN.IT ISN'T SAYING THAT THEY AREN'T WORKING TOWARDS OR IMPLEMENTING THE STRATEGIC INITIATIVES THAT ARE ON THE PLAN FOR THAT YEAR.

>> OKAY. AND THEN, I THINK IT'S 10.3 -- THE DISPROPORTIONALITY AND DISCIPLINE RATES? SPECIAL EDUCATION VERSUS NON-SPECIAL EDUCATION.

IT LOOKS LIKE THERE WAS AN 8.8 DISPROPORTIONALITY RATE?IS THAT THE RIGHT WAY TO SAY THAT? OKAY.

AND THEN, LOW INCOME? IT WAS ALSO VERY HIGH AT EIGHT.

AND THEN, BLACK AFRICAN-AMERICAN STUDENTS WAS AT 5.6. SO ALL OF THAT CONCERNS ME, OBVIOUSLY. WHAT ARE OUR PLANS TO ADDRESS

THIS, I GUESS, IS MY QUESTION? >> THIS IS A DATASET THAT IS ACTUALLY FROM THE PREVIOUS YEAR.

THIS IS FROM 1920. ONE OF THE THINGS WE LOOKED AT WITH DISCIPLINE AND A COUPLE OF OTHER INDICATORS IS TO HAVE THE RANKINGS, RIGHT? SO WE ARE LOOKING BACK AN EXTRA YEAR. I WILL SAY THE BOARD HAS TWO TABLES. TABLE 1 LOOKS AT THE OVERALL RATE. SO IF YOU LOOK AT THE RATE, THE OVERALL RATE OF DISCIPLINE -- WE ARE TALKING ABOUT EXCLUSIONARY DISCIPLINE. ISCIPLINE RESULTING IN A STUDENT BEING REMOVED FROM SCHOOL.

IT WAS ACTUALLY CUT IN HALF FOR ALL STUDENTS.

IT WAS REDUCED FOR EVERY SINGLE STUDENT SUBPOPULATION.

>> YEAH, I SEE THAT. >> AND IRONICALLY, BECAUSE THE OVERALL RATE AND THE RATE FOR SOME OF OUR LARGER DECREASE MORE SIGNIFICANTLY THAN IT DID FOR THE GROUPS YOU CALLED OUT, CASSONDRA. SO OUR DISPROPORTIONALITY WENT

[01:50:06]

FEWER STUDENTS FROM EVERY SUBGROUP THAT ARE SUBJECT TO EXCLUSIONARY DISCIPLINE.UT THE DISPROPORTIONALITY INCREASED BECAUSE -- THAT'S HAPPENED TO US BEFORE.

IF YOU LOOK BACK AT 2015-16 WAS ANOTHER YEAR WERE WE MADE SOME SIGNIFICANT CHANGES IN DISCIPLINE.

IN THAT YEAR, WE MADE SOME CHANGES TO HOW WE WERE DOING EXCLUSIONARY DISCIPLINE AROUND SUBSTANCE USE.

IT WAS THE YEAR WE PUT IN A LOT OF OUR PREVENTION.

IT INCREASE OUR INTERVENTION SERVICES.

REDUCE THE NUMBER OF DISCIPLINES.

THE NUMBER OF STUDENTS WHO ARE SUBJECT TO THE DRUG DISCIPLINE WERE PREDOMINANTLY WHITE. SO IT ACTUALLY HAD THIS WEIRD, SORT OF COUNTER EFFECT. BUT THAT'S NOT TO EXCUSE THE DISPROPORTIONALITY. IT'S JUST THIS ODD RELATIONSHIP BETWEEN THE TWO. AND ALSO, SINCE THAT TIME, WE HAVE UPDATED OUR DISCIPLINE POLICY.

THE STATE HAS ALSO UPDATED THE WASHINGTON ADMINISTRATIVE CODE.

WHICH REALLY CHANGED A LOT OF THE REQUIREMENTS AROUND ENGAGEMENT WITH FAMILIES AND STUDENTS PRIOR TO EXCLUSIONARY DISCIPLINE. AND THEN, WE HAVE BEEN IN COVID. SO WE HAVEN'T BEEN IN A NORMAL YEAR TO BE ABLE TO LOOK TO SEE WHAT'S THAT IMPACT.

SO RIGHT NOW, WE KNOW WE HAVE STUDENTS COMING BACK TO US IN A VARIETY OF DIFFERENT WAYS. KIDS WHO HAVEN'T SOCIALIZED IN A SCHOOL SETTING FOR A WHILE. SOME WHO ARE EXHIBITING SOME BEHAVIORS THAT ARE CHALLENGING. THAT WE ARE WORKING AS A TEAM SO WE HAVE A LOT OF OUR CENTRAL LEADERSHIP TEAM MEMBERS WHO ARE MEETING REGULARLY TO LOOK AT HOW DO WE HELP OUR SCHOOLS IDENTIFY THE RIGHT TYPES OF POSITIVE SUPPORTS? LOOKING AT ARE THEY REALLY PROVIDING CLEAR INSTRUCTIONS AROUND EXPECTED BEHAVIORS AND ARTICULATING BECKLEY LOOKING AT INTERVENTIONS PRIOR TO HAVING TO RESORT TO EXCLUSIONARY

DISCIPLINE. >> SO DO WE LOOK AT THIS -- BY WEEK, I GUESS I MEAN THE OPERATIONAL SIDE OF THE DISTRICT, NOT NECESSARILY THE BOARD.

ALTHOUGH IT WOULD BE INTERESTING TO HAVE -- DO WE LOOK AT THIS QUARTERLY? DO WE LOOK AT THIS EVERY MONTH? HOW OFTEN DO WE HAVE EYES ON THIS?

>> YEAH. SO WE ARE IN THE PROCESS -- WHEN YOU HEARD US TALK ABOUT AN PSS.

IT'S A MULTI TIERED SYSTEM OF SUPPORT.

WE ARE ESTABLISHING A DISTRICT IMPLEMENTATION TEAM THAT IS MEETING TO SET UP THE STRUCTURES AT A DISTRICT LEVEL THAT WE MONITOR AND RESPOND TO THOSE NEEDS.

RIGHT NOW WE ARE DOING IT MORE ON AN AD HOC BASIS.

WEARE LOOKING AT WHERE SCHOOLS ARE STRUGGLING TO INSTITUTE THE POSITIVE INTERVENTIONS AND SUPPORTS FOR THEIR STUDENTS .

THROUGH LOOKING AT WE HAVE OUR DIRECTORS WHO ARE IN SCHOOL SEVERAL TIMES A WEEK. SO THEY REALLY HAVE A PULSE ON WHAT IS HAPPENING WITHIN OUR SCHOOLS.

AND WE HAVE BEEN FREQUENTLY SERVING OUR SCHOOLS TO TRY TO IDENTIFY WHAT ARE THE PRIORITIES AND AREAS THEY NEED

SUPPORT. >> SO AS FAR AS THIS DISCIPLINE DATA, HOW OFTEN IS IT LOOKED AT?

>> SO WE LOOK AT THIS A COUPLE OF TIMES A YEAR.

IT'S NOT SOMETHING THAT WE MONITOR AT A SCHOOL BY SCHOOL BASIS ALL THE TIME TO LOOK AT THAT.

BUT WE ARE LOOKING AT AND FOCUSED ON RIGHT NOW IS DO WE HAVE THE SYSTEMS IN PLACE THAT ARE BASED ON RESEARCH THAT WILL HELP US CONTINUE US TO REDUCE DISPROPORTIONALITY? AND REDUCE THE REMAINING RELIANCE THAT WE HAVE ON EXCLUSIONARY DISCIPLINE.> THANK YOU.

I KNOW IT'S NOT MY JOB TO TELL JON HOW OFTEN TO LOOK AT THINGS, BUT I WOULD BE VERY INTERESTED TO LOOKING AT THIS DISPROPORTIONALITY MORE FREQUENTLY RATHER THAN SPACE IT

OUT TOO FAR. >> DIRECTOR BLIESNER AND THEN DIRECTOR STUART. AND IF ANYBODY ELSE HAS ANY

QUESTIONS OR CLARIFICATIONS. >> YEAH.

SO THANK YOU. SO I GREATLY APPRECIATED THE APPENDIX. THAT GAVE THE ACTION ITEMS TO GO FORWARD. THAT'S VERY HELPFUL WHEN

[01:55:03]

>> YEAH. WE HAVE THE ABILITY TO DISAGGREGATE MY QUESTION ITEMS. ONE THINGS I WAS LOOKING AT WAS THAT SENSE OF BELONGING QUESTION AT THE SECONDARY LEVEL. I THINK WHEN I LOOK AT IT, LIKE 10.2 AROUND SAFETY, WE DIDN'T MEET OUR TARGET.

WE WERE REALLY CLOSE. AND WE HAD AN INCREASE FROM PREVIOUS SURVEYS BY 10 TO 14 POINTS.

BUT THE SENSE OF BELONGING I WAS REALLY CONCERNED ABOUT.

WHAT I SAW WHEN I LOOKED -- WHEN I WENT IN AND LOOKED AT THE DATA FOR THAT -- DISAGGREGATED BY GROUPS FOR THAT SECTION. WHEN I LOOK AT IT BY RACE, OUR STUDENTS RANGE -- FOR WHITE STUDENTS REPORT 41 PERCENT.

BLACK AFRICAN-AMERICAN STUDENTS REPORT 41 PERCENT.

HISPANIC LATINO STUDENTS REPORT 40 PERCENT.

SO NOT A FAIRLY TIGHT RANGE. GENDER -- MALES REPORT 44 PERCENT AND FEMALES REPORT 40 PERCENT.

SPECIAL EDUCATION STATUS -- STUDENTS SERVE WITH AN IEP (INDISCERNIBLE).

LANGUAGE LEARNER STATUS -- STUDENTS WHO ARE IDENTIFIED AS LANGUAGE LEARNERS 43 PERCENT. NON-LANGUAGE LEARNERS 42 PERCENT. SO THERE IS NOT -- AND WE HAVE SEEN -- FOR EXAMPLE, SOMETIMES SOME OF OUR QUESTIONS AROUND SAFETY ARE ENGLISH LANGUAGE LEARNERS REPORT LOWER LEVELS OF SENSE OF SAFETY THAN NON-ENGLISH LANGUAGE LEARNERS.

SO WE DO SOMETIMES SEE THOSE GAPS.

IN THE SENSE OF BELONGING, OUR STUDENTS ARE FAIRLY CONSISTENTLY REPORTING LOWER LEVELS OF SENSE OF BELONGING

THAN WE WOULD LIKE. >> (INDISCERNIBLE) EVEN IF THERE ARE NO DIFFERENCES, THAT IS GREAT INFORMATION AS WELL EVEN AS A PARAMETER PIECE.

AND MAYBE THAT IS OE-14 WITHOUT FALLS HOW? UNDER THE ANTIRACISM EQUITY AND INCLUSION POLICY.

BUT I DO THINK THAT'S AN IMPORTANT PIECE.

ALSO, THE PANORAMA APPEARS TO HAVE A PRETTY BIG DEPTH OF DATA. AND SURVEY INFORMATION FROM WHAT I CAN HEAR. WHICH MAKES (INDISCERNIBLE).

I DON'T KNOW IF AT SOME POINT IT WOULD BE BENEFICIAL TO DO A STUDY SESSION FOR THE BOARD IN REGARDS TO HERE'S WHAT OUR DATA HAS SHOWN ACROSS -- I WOULD LIKE A BETTER UNDERSTANDING, I GUESS. AS I SEE THIS DATA.

THAT IS SOMETHING I WOULD LIKE TO THROW OUT AS A POSSIBILITY.

>> OKAY. I WILL TALK TO DR. HOLMEN ABOUT THAT. WE HAVE A TIME SWITCH.

SOME OF OUR QUESTION BANKS THAT WE HAVE USED.E HAVE BEEN TALKING WITH PANORAMA TO DEVELOP A MULTIYEAR PLAN.

SO WE ARE ABLE TO CONSISTENTLY COME BACK TO THE BOARD WITH LONGITUDINAL DATA. AND PARTLY BECAUSE WE HAVE BEEN TRYING TO RESPOND IN THE LAST COUPLE OF YEARS TO THE UNIQUE NEEDS OF OUR STUDENTS AND STAFF.

BUT WHEN WE DO THAT, IT DISRUPTS OUR ABILITY OF HOW WE ARE MAKING PROGRESS IN CERTAIN AREAS.

>> YEAH.S I LOOKED AT THE APPENDIX, RESTORATIVE JUSTICE WAS MENTIONED AS SOMETHING TO BE PUT IN UNDER -- YOU WILL BE ACTIVELY IMPLEMENTING RESTORATIVE JUSTICE? I'M INTERESTED IN WHAT THAT MEANS? WHAT TYPE OF ACTIVITIES? JUST ANYTHING TO GIVE THAT PICTURE. BECAUSE THAT GETS THROWN A AROUND A LOT WITHOUT A REAL, CLEAR DEFINITION TO WHAT IT ACTUALLY IS. OR HOW WE ARE IMPLEMENTING IT IN OUR SYSTEM. THAT WOULD BE BENEFICIAL.

>> WE CAN PREPARE A BOARD BRIEF.

THAT'S ANOTHER AREA WHERE WE STARTED RESTORATIVE PRACTICES.

THE COHORT WITH ABOUT A DOZEN SCHOOLS.

[02:00:08]

BUT WE ALSO HAVE TO MAKE SURE OUR STUDENTS ARE SUPERVISED DURING THE DAY AS WELL. SO WE HAVE ADJUSTED TO DOING SOME MODIFYING PROFESSIONAL LEARNING SO WE ARE DOING THOSE IN THE EVENING. BUT THAT IMPACTS THE SCOPE OF WHAT WE ARE ABLE TO ACHIEVE OR THE TIMEFRAME OF WHICH WE ARE ABLE TO ACHIEVE IT. BUT I WILL WORK WITH OUR DIRECTOR OF STUDENT SERVICES ON GETTING A BRIEF PREPARED.

>> I APPRECIATE ALL THE EFFORT .

THE LEARNING ENVIRONMENT HAS BEEN A CHANGING PIECE IN THE LAST 18 MONTHS. SO I APPRECIATE ALL THOSE

EFFORTS. >> ANY OTHER QUESTIONS OR CLARIFICATIONS? I'M SORRY, DIRECTOR STUART, IT LOOKS LIKE YOU HAVE YOUR HAND RAISE.

>> MATT, WHEN YOU TALK ABOUT EXCLUSIONARY DISCIPLINE, ARE WE TALKING ABOUT EXPULSION?I KNOW WE MOVED A NUMBER OF YEARS AGO TO EXPULSION WITHIN THE WALLS AS OPPOSED TO GOING HOME.

HIS EXCLUSIONARY GOING TO BE WHAT WE ARE TALKING ABOUT?

>> YEAH.O WE COUNT EXCLUSIONARY DISCIPLINE AS ANY FORM OF DISCIPLINE WHICH REMOVES THE STUDENT FROM THEIR CLASSROOM SETTING. SO THERE HAVE BEEN PRACTICES -- AT LEAST IN THIS DISTRICT OVER THE PAST FEW YEARS.

WE HAVE WORKED TO STOP, SUCH AS YOUR KID IS HAVING A BAD DAY, SEND THEM HOME AND IT'S OFF THE BOOKS.

AND IN SCHOOL SUSPENSION. BUT THAT'S NOT REALLY RECORDED.

IN THE EXPECTATION THAT I HAVE HAD FOR US IS IF WE ARE REMOVING A STUDENT FROM THE CLASSROOM, THAT WE NEED TO NOTE IT. THERE ARE A COUPLE OF REASONS FOR THAT. THAT STUDENT AND THEIR FAMILY ARE ENTITLED TO DUE PROCESS UNDER BOTH OUR POLICIES AND UNDER THE STATE ADMINISTRATIVE CODE.

AND ACTUALLY, IT THEN ALLOWS US TO HAVE THE DATA TO UNDERSTAND THE IMPACT. AND SO, -- YEAH.

IF THE STUDENT IS KEPT IN THE OFFICE ALL DAY AS PART OF A DISCIPLINARY CONSEQUENCE, THAT IS AN IN SCHOOL SUSPENSION.

EVEN THOUGH THEY WERE REMOVED FROM SCHOOL, THEY WERE EXCLUDED FROM THEIR CLASSROOM AND IT SHOULD BE RECORDED AND

REFLECTED IN THIS DATA. >> BUT THEY WILL HAVE THEIR ASSIGNMENTS AND THE TEACHER WILL COME AND TELL THEM WHAT THEIR ASSIGNMENTS ARE. THEY JUST REALLY WILL BE PARTICIPATING IN THE CLASSROOM DISCUSSIONS AND SUCH?

>> YEAH. IN SCHOOL SUSPENSIONS ARE GENERALLY PREFERABLE. I KEEP HEARING ONE OF THE CHALLENGES THIS YEAR IS JUST COAT THAT ALSO REQUIRES AN ADULT TO SUPERVISE THEM. AND SO, IN THE INSTANCES WHERE SCHOOLS ARE MAKING THE DECISION TO EXCLUDE STUDENTS, I BELIEVE THAT OUR DATA WILL REFLECT THAT THAT OPTION IS BEING USED LESS AS IT WAS IN THE PAST. BECAUSE WE DON'T HAVE AS MANY ADULTS. OR THEY ARE COVERING FOR OTHER

PEOPLE. >> OKAY.

THE OTHER ISSUE THAT HAS BEEN BROUGHT TO ME BY PARENTS IS THAT WHEN THEIR STUDENT IS THE VICTIM OF IT, THERE'S A WALL THAT GOES UP. I UNDERSTAND THE IDEA OF PRIVACY AND RESPECTING THE RIGHTS OF THE STUDENT WHO COMMITTED THE VIOLATION.UT THE STUDENT THAT WAS -- IT WAS COMMITTED UPON, AS IT WERE -- THEY DON'T FEEL LIKE THERE IS ANYTHING BEING DONE. I'M NOT SAYING THAT WE HAVE TO HAVE SPECIFICS. BUT I THINK OUR FAMILIES WILL FEEL BETTER KNOWING THAT JOHNNY OR SUSIE OR WHOEVER -- THAT THE ACTIONS AGAINST THEM ARE NOT GOING UNNOTICED.

AND THAT ACTIVITIES ARE GOING ON.

BECAUSE THE PARENT DOESN'T SEE IT -- THE KID DOESN'T SEE IT.

AS FAR AS THEY ARE CONCERNED, THE SCHOOL IS IGNORING IT.

AND THAT'S REPORTS I'M GETTING FROM THE PARENTS.

I KNOW WE ARE NOT. I THINK WE NEED TO SOMEHOW REPORT THIS WAS TAKING PLACE, THAT WAS TAKING PLACE AND THIS WAS TAKING PLACE. JUST SO THEY REALIZE THE KID COMMITTING THE VIOLATION ISN'T GETTING AWAY SCOTT FREE.

HE OR SHE IS BEING DISCIPLINED. AND THAT THE ENVIRONMENT WILL BE HOPEFULLY BETTER ONCE THIS IS OVER WITH.

I APPRECIATE IT. >> YEAH.

I DON'T DISAGREE. OFTENTIMES WE ARE LOOKING AT

[02:05:03]

AND THEY ARE NOT ABLE TO BE RESTORED OR TO MOVE FORWARD WITH THAT. IN DOING THAT WELL TAKES TIME.

IT TAKES TIME FOR OUR PRINCIPALS AND OTHER EDUCATORS INVOLVED. SO THAT IS DEFINITELY SOMETHING WE ARE LOOKING AT TRANSFORMING. BUT UNFORTUNATELY, ALSO MORE CAPACITY TO DO THAT IS A LITTLE RESTRICTED RIGHT NOW.

>> IF THE PRINCIPAL KNEW THAT THERE WERE CERTAIN THINGS THEY COULD TELL -- THE STUDENT WILL GO THROUGH THIS STEP IN THIS STEP AND THIS STEP FOR DISCIPLINE.

AND HOPEFULLY, THAT WOULD HELP ALLEVIATE A LITTLE BIT OF STRESS FROM THE PARENT. ALSO, A LOT OF THIS ISN'T VIOLENCE OR DISCIPLINE ISSUE. IT'S A DISCIPLINE ISSUE ON RACE WHEN IT COMES TO RACIAL -- THAT'S WHERE THE PARENTS REALLY COME UNGLUED. AND I WOULD TOO.

>> MM. >> SO THE RATE RATIO NUMBERS? I TOTALLY UNDERSTAND THAT IF YOU REDUCE THE OVERALL RATE, THEN YOU CAN GET SOME WEIRD REACTIONS.

BUT WHEN YOU SEE A JUMP IN THE RATE RATIO FOR ONE OF OUR GROUP SET ARE ALREADY OVER DISCIPLINE PER SE? THAT MEANS, BASICALLY, YES WE ARE REDUCING IT ON AVERAGE, BUT WE ARE REDUCING IT FASTER IN THE GROUPS THAT WEREN'T ALREADY AT HIGH DISCIPLINE RATES. AND THAT -- IT -- THERE SOMETHING INTERESTING GOING ON UNDERNEATH THE HOOD.

SO I APPRECIATE THAT WE ARE TRYING TO COMPARE THE DATA FROM OUR DISTRICT AGAINST OTHER DISTRICTS.

SO THAT'S WHERE IT MAKES SENSE TO GO TO THE WASHINGTON STATE REPORT CARD AND PULL DOWN THE DATA.

BUT FROM THAT RATIO PERSPECTIVE, WHY DIDN'T WE REDUCE IT -- I REALLY DO WANT TO KNOW MORE ABOUT WHAT IS GOING ON WITH THAT 3.2 PERCENT THAT ARE STILL THERE AND SPD? WHY WERE WE NOT ABLE TO REDUCE THAT AS MUCH IN A SUBCATEGORY AS WE DID OVERALL? ESPECIALLY WHEN WE WERE TRYING TO SPECIFICALLY PRODUCE IT IN GROUPS -- WHERE WE LOOK AT THE NUMBER AND IT'S LIKE DUDE, IT'S ALREADY DISPROPORTIONATE.

WE HAVE TO DO SOMETHING ABOUT THAT.

I WOULD LIKE TO HEAR MORE USING OUR OWN DATA ABOUT SPECIFICALLY WHAT WAS GOING ON, RATHER THAN THE BIG PICTURE OF WHAT WE CAN USE TO COMPARE TO OTHER DISTRICTS.

I'M NOT ASKING YOU TO DO THAT TONIGHT BECAUSE I KNOW YOU CAN'T. THIS IS WEEKS OF WORK.

BUT IT'S IMPORTANT. >> MARK, DO YOU HAVE A QUESTION OR COMMENT? IF IT'S A COMMENT, I'M GOING TO ASK FOR A MOTION AND THEN WE CAN CONTINUE WITH THE COMMENTS.

>> GO AHEAD. IT WAS A COMMENT.

>> OKAY. ANY OTHER QUESTIONS OR CLARIFICATIONS ON THE REPORT? NO? OKAY. I WILL ENTERTAIN A MOTION TO APPROVE THE MONITORING REPORT OF OP 10 AS PRESENTED, WHICH IS IN COMPLIANCE WITH THE EXCEPTIONS NOTED IN THE REPORT.

PARTIAL COMPLIANCE TO BE PRECISE.

>> I MOVED TO ACCEPT LEARNING ENVIRONMENT AS PRESENTED WITH NOTED EXCEPTIONS IN THE THREE AREAS.

>> ALL RIGHT. IS THERE A SECOND?

>> SECOND. >> OKAY.

A MOVE BY DIRECTOR BLIESNER. ANY BOARD MEMBER COMMENTS?

>> TO CHIME IN WITH WHAT CHRIS WAS SAYING.

WHERE THE AREAS OF VERY LITTLE DISCIPLINE ARE REQUIRED, TO HAVE THAT GO DOWN JUST REALLY DOESN'T -- IT'S NOT AS IMPORTANT TO THE OVERALL COMMUNITY.

THE IDEA OF WHERE WE ARE HAVING THE DISPROPORTIONATE AREA? THAT'S WHERE WE NEED TO CONCENTRATE ON.

THAT'S WHERE I WOULD LIKE TO SEE EITHER OUR EFFORTS AND ALSO OUR ATTENTION GOING TO. THE FACT THAT WE HAVE ALL THESE KIDS OVER HERE THAT ARE DISCIPLINED ONCE A YEAR OR TWO

[02:10:03]

BY COMPARISON. WHEREAS THOSE KIDS THAT ARE CONSTANTLY HAVING SITUATIONS, WE HAVE TO FIND WAYS OF CORRECTING THAT. AND I WOULD LIKE TO SEE US HAVE

MORE EMPHASIS ON THAT. >> DIRECTOR BLIESNER?

>> NO, DOCTOR CARLSON. >> OKAY.

DOCTOR CARLSON? >> SO I -- I PARTIALLY AGREE WITH WHAT MARK JUST SAID. I REALLY WANT TO UNDERSTAND WHAT THE CHANGES WERE AND WHO GOT PULLED OUT OF THE EXCLUSIONARY DISCIPLINARY SYSTEM LAST YEAR? AND WHY ARE THE KIDS STILL AND EXCLUSIONARY DISCIPLINE STILL THERE? ARE THESE VIOLENT THINGS WHERE IT'S LEGALLY REQUIRED? I DEFINITELY LIKE TO UNDERSTAND MORE UNDERNEATH THE HOOD. BUT I WOULD NOT QUITE FULLY ENDORSE THE ASSERTION THAT IT'S LOW AND NOT IMPORTANT IN OTHER GROUPS. BECAUSE, YOU KNOW, WHAT IS IT? .7 PERCENT OF OUR WHITE STUDENTS IS A MUCH BIGGER NUMBER THAN 3.5 PERCENT ESCROW 3.9 PERCENT OF OUR BLACK AND AFRICAN-AMERICAN STUDENTS. SO THERE ARE A LOT OF KIDS STILL BEING DISCIPLINED. I ALSO WANT TO UNDERSTAND THE BREAKDOWN BETWEEN RACES. WHY WE ARE GETTING LESS BANG FOR THE BUCK IN GROUPS WHO ARE ALREADY OVER REPRESENTING OUR DISCIPLINARY SYSTEMS. BUT IT'S SOMETHING GOOD.

THINK UNDERSTANDING WHERE THE KIDS -- I'M SORT OF ASSUMING THAT YOU'RE IN YEAR, IT'S NOT ENTIRELY NEW KIDS INVOLVED IN THIS SORT OF SYSTEM? AND TO THAT EXTENT, ARE THE KIDS WHERE WE ARE MANAGING TO SHIFT OUT OF EXCLUSIONARY DISCIPLINE AND OTHER KIDS THAT ARE NOT? WHO ARE GETTING HIT WITH DISCIPLINE YEAR AFTER YEAR? ANYWAY, THAT'S A FOLLOW-UP. SORRY.

I ENTIRELY FAILED TO KEEP IT ON COMMENTS RATHER THAN QUESTIONS.

BUT THAT'S A LONG-TERM QUESTION I WOULD LIKE TO SEE NEXT TIME

COME AROUND. >> IT WAS STILL A COMMENT TOO.

IT WORKED. >> ANY OTHER COMMENTS ON THE

MOTION? >> THE ONLY COMMENT AND PUTTING THIS THROUGH AS WE LOOK TOWARDS THESE MONITORING PORTS IS I THINK WE NEED TO BE DISAGGREGATING BY THE DIFFERENT SUBGROUPS AS WE WORK THROUGH THESE.

AND LOOKING FOR THOSE DISPROPORTIONALITY'S ON A CONSISTENT BASIS. I THINK THAT WOULD BE THE ONE PIECE I WOULD PUT IN AS A REQUEST.

ANYTIME WE ARE LOOKING AT SURVEY DATA, THAT WE ARE AT LEAST AND TRENDING. THAT WOULD BE THE COMPONENT.

>> I ALSO THINK THE SOCIOECONOMIC ASPECT.

CHRIS'S POINT, WHERE WE ARE TALKING ABOUT THE DISPROPORTIONATE FRACTIONS, IF YOU WILL OR PERCENTAGES.

I THINK WHAT WE WILL CAPTURE IS IN THE AREAS OF SOCIOECONOMIC DIFFERENCES, WE MAY UNDERSTAND BETTER WHY CERTAIN ASPECTS OF THE NINE REPEATS ARE AND WHY THEY ARE NOT.

ANYWAY -- IF WE COULD (INDISCERNIBLE) BY THAT, THAT WOULD BE VERY HELPFUL TO HAVE A BETTER HANDLE ON IT.

>> JUST A COMMENT. I JUST WANT TO ECHO THE APPRECIATION FOR THE APPENDIX. WHERE IT IS ARTICULATED, WHAT IS BEING DONE TO ADDRESS THE AREAS OF NONCOMPLIANCE.

IT'S EASY FOR ME TO FOLLOW. I'VE A QUESTION TOO.

THIS IS COMING -- WE WILL HAVE A WEEK 10 IN THE SPRING, RIGHT? OKAY. SO WE WILL SEE NEW DATA AS WELL? NEWER DATA IN THE SPRING, DO I HAVE THAT RIGHT? OKAY.

I AM LOOKING FORWARD TO THAT. OKAY.

IT WAS MOVED BY DIRECTOR BLIESNER AND SECONDED BY -- ILOS TRACK. I BELIEVE IT WAS DIRECTOR CARLSON, THAT WE APPROVE THE REPORT AS PRESENTED, WHICH IS IN COMPLIANCE WITH THE EXCEPTIONS THAT ARE NOTED IN THE REPORT. THAT IS COMPLIANT WITH THE EXCEPTIONS NOTED. ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.

[F. Superintendent Report]

THE NEXT ITEM ON THE AGENDA IS THE SUPERINTENDENT REPORT.

[02:15:11]

>> GREAT. TONIGHT, IN MY PATHWAY FORWARD UPDATE, I JUST WANT TO PROVIDE SOME INFORMATION AND CONTEXT FOR OUR COVID TESTING PROGRAM HERE IN THE DISTRICT.

AS YOU KNOW, WE HAVE BEEN WORKING TO BUILD UP OUR TESTING PROTOCOLS, GIVEN THE RECENT GUIDANCE FROM THE DEPARTMENT OF HEALTH. AND SO, RIGHT NOW, WHEN WE THINK OF DEMAND, WE HAVE DEMAND FOR ABOUT A THOUSAND STUDENT TESTS ON A WEEKLY BASIS. WHEN YOU EXTRAPOLATE THAT OUT TO A SEMESTER, THAT'S 18,000 TESTS.

THAT'S 36,000 STUDENT COVID TESTS A YEAR.

GIVEN OUR RECENT VACCINE MANDATE THAT WAS JUST IMPLEMENTED, WE HAVE 100 STAFF MEMBERS THAT ARE ALSO REQUIRED TO BE TESTED ON A WEEKLY BASIS. AND SO, THAT IS 100 WEEKLY TESTS, 1800 TEST PER SEMESTER. WHEN WE THINK ABOUT TEST TO STATE PROGRAM, SHOULD THAT BE IMPLEMENTED? THAT RIGHT NOW, GIVEN OUR DATA IS AN ADDITIONAL 300 TESTS PER WEEK. SO AN ADDITIONAL 5400 PER SEMESTER. AN ADDITIONAL 10,800 ANNUALLY.

SO AS YOU CAN SEE, THAT'S A LOT OF TESTING FOR A SCHOOL DISTRICT ENTITY TO TAKE ON. RIGHT NOW AS YOU KNOW, WE ARE DEVELOPING SITES ACROSS THE DISTRICT TO BE ABLE TO ACCOMMODATE TESTING. THAT CAPACITY IS 600 TESTS WEEKLY, OR 10,000 A SEMESTER OR 21,000 IN A YEAR.

EVEN WITH WHAT WE ARE DOING, WE ARE NOT EVEN ABLE TO KEEP UP WITH DEMAND. IT'S IMPORTANT TO NOTE THAT WE STILL HAVE NOT FULLY STAFFED THOSE FIVE SITES, EVEN THOUGH THERE IS ONGOING DEMAND FOR THOSE TESTS.

AND WHY HAVEN'T WE STAFF THOSE SITES? IT TRULY IS STAFFING SHORTAGES THAT YOU HEARD FROM HUMAN RESOURCES TONIGHT IN A NUMBER OF AREAS.

WE ARE CONTINUING TO REACH OUT TO BE ABLE TO STAFF WITH OUR HEALTH OFFICE PROFESSIONALS AND THE TEAM TO BE ABLE TO CONDUCT THOSE TESTING SITES. WE ALSO KNOW THAT EACH OF OUR INDIVIDUAL SCHOOL SITES HAS A VERY LIMITED ABILITY TO CONDUCT SOME LEVEL OF TESTING. THOSE ARE JUST A HANDFUL OF TESTS ON ANY GIVEN DAY. THAT REALLY ISN'T A FULL-SCALE TESTING PROGRAM. THAT ABILITY WAS IN RESPONSE TO THE DEPARTMENT OF HEALTH PUBLIC HEALTH REQUIREMENTS AND GUIDANCE THAT WE ENTERED INTO THE SCHOOL YEAR WITH.

SO THAT IS THE TESTING CAPACITY THAT WAS REQUIRED.

I'M GOING TO TALK A LITTLE BIT ABOUT SOME OF THE CHANGES AND PUBLIC HEALTH GUIDANCE AND REQUIREMENTS.

WHAT WE KNOW IS THAT IN THE NEXT -- IN THE COMING TWO MONTHS WITH THE 5 TO 11-YEAR-OLD VACCINE COMING ONLINE, WE KNOW THAT OUR NEED FOR TESTING IS GOING TO SHIFT.

BECAUSE WE KNOW THAT STUDENTS THAT ARE CLOSE CONTACT THAT ARE VACCINATED, THEY DON'T REQUIRE A TEST.

IT'S ENCOURAGED THAT THEY GET TESTED, BUT THEY ARE NOT REQUIRED TO BE TESTED TO BE IN SCHOOL.

WE DON'T KNOW THE PERCENT OF FAMILIES THAT WILL HAVE THEIR 5 TO 11-YEAR-OLDS VACCINATED. BUT WHAT WE DO KNOW IS THERE WILL BE A PERCENT. AND THAT WILL START TO SHIFT THE NUMBER OF STUDENTS THAT REQUIRE TESTING.

I'M GOING TO TALK ABOUT THE CONDITIONS THAT REQUIRE QUARANTINE, ISOLATION, AND/OR TESTING.

BECAUSE THAT ALSO HELPS TO UNDERSTAND THE TESTING PROGRAM THAT WE ARE THINKING ABOUT IMPLEMENTING.

ANYTIME A STUDENT HAS A COVID SYSTEM -- (LAUGHING) SYSTEM -- SYMPTOM, THEY MAY RETURN TO SCHOOL WITH THREE CONDITIONS IN PLACE. THEY'VE RECEIVED THE NEGATIVE TEST, THEY HAVE NOT HAD A FEVER WITHIN 24 HOURS, AND THEIR SYMPTOMS HAVE SIGNIFICANTLY IMPROVED.

SO AS YOU CAN SEE, A STUDENT THAT DOESN'T HAVE COVID -- AND THERE IS A HOLD DECISION TREE AROUND HOW YOU MAKE THESE DETERMINATIONS ABOUT WHAT TYPE OF SYMPTOM IT IS.

THERE ARE SOME SYMPTOMS THAT, I GUESS, IN A NONPUBLIC HEALTH TERMINOLOGY ARE LESS CONNECTED TO COVID.

[02:20:07]

SO FOR SOME STUDENTS, THAT IS A QUICK TURNAROUND WHERE FOR OTHERS, IT'S A LITTLE BIT LONGER.

THE SECOND CONDITION THAT REQUIRES QUARANTINE ISOLATION OR TESTING OUR STUDENTS WHO ARE IN CLOSE CONTACT WITH SOMEONE WHO IS COVID POSITIVE. AS YOU MAY OR MAY NOT KNOW, PUBLIC HEALTH JUST UPDATED THEIR GUIDANCE AT THE END OF LAST WEEK REGARDING THIS CONDITION.

SO RIGHT NOW, THE GUIDANCE REALLY IS THAT STUDENTS MAY RETURN AFTER SEVEN DAYS WITH A NEGATIVE TEST ON DAY FIVE.

WHAT WE KNOW IS -- AND I WILL GET TO THIS A LITTLE LATER IN MY COMMENTS -- A SHIFTING GUIDANCE LIKE THAT TAKES TIME.

IT TAKES PROCEDURAL CHANGES. WE HAVE TO BE ABLE TO IMPLEMENT THAT WITH FIDELITY ACROSS OUR SCHOOL SITES.

WE ALSO KNOW THERE ARE FAMILIES AND STUDENTS THAT WILL CHOOSE NOT TO GET TESTED. WE ARE ALREADY EXPERIENCING THAT. SO THOSE STUDENTS ARE STILL WITHIN THAT 10 TO 14 DAY PERIOD.

WE ALSO HAVE STUDENTS THAT ARE VACCINATED.

THAT IF THEY ARE EXPOSED TO A POSITIVE COVID INDIVIDUAL, THEY DO NOT NEED TO QUARANTINE. BUT THE GUIDANCE DOES RECOMMEND GETTING A COVID TEST WITHIN 5 TO 7 DAYS.

THEN THERE IS A TEST TO STAY PROTOCOL.

IT'S A QUESTION I KNOW YOU RECEIVED AS A BOARD.

I RECEIVED IT AS WELL. WHAT THAT IS IS THAT STUDENTS MAY RETURN WITH A TEST TO STAY PROCESS.

WE KNOW THAT DISTRICTS HAVE TO BE APPROVED BY THEIR LOCAL HEALTH DEPARTMENTS FOR A TEST TO STAY PROTOCOL.

AND THERE ARE CONDITIONS THAT HAVE TO BE MET FOR A FULLY IMPLEMENTED STATE TESTS TO STATE PROGRAM.

FIRST IS AN APPROVED MEMO OF AGREEMENT WITH THE LOCAL PUBLIC HEALTH DEPARTMENT. WE HAVE TO DISTRIBUTE AND COLLECT CONSENT AND REGISTRATION FORMS FROM FAMILIES TO BE ABLE TO PARTICIPATE.

WE NEED TO RECEIVE A CERTIFICATE OF WAIVER.

IT'S CALLED A CLEA IN THE INDUSTRY.

IT'S ESSENTIALLY APPROVAL TO BE ABLE TO USE THE SPECIFIC COVID TEST THAT YOU ARE USING.AS FAR AS TESTING? YOU HAVE TO ENSURE THAT STUDENTS ARE TESTED TWICE DURING THE SEVEN DAYS FOLLOWING EXPOSURE TO THE CLOSE CONTACT.

AND WE HAVE TO REPORT THE TEST RESULTS TO PUBLIC HEALTH WITHIN 24 HOURS. SO THOSE ARE THE CONDITIONS THAT ATTEST TO STAY PROGRAM HAVE WITHIN.

DIRECTOR BLIESNER, DO YOU WANT TO COMMENT?

>> NO, I JUST HAD A QUICK QUESTION TO CLARIFY.

FOR TEST TO STAY, IF IT'S A VACCINATED CHILD, THERE IS NO

TEST TO STAY? >> CORRECT.

>> THIS IS ONLY FOR UNVACCINATED?

>> YES. FOR UNVACCINATED INDIVIDUALS WHO ARE IN CLOSE CONTACT. THAT IS WHO THE TEST TO STAY

PROGRAM IS FOR. >> SO THAT WOULD SIGNIFICANTLY BE IN OUR ELEMENTARY SCHOOLS RIGHT NOW BUT NOT SO MUCH IN

OUR HIGH SCHOOLS? >> CORRECT.

AND AS WE SEE 5 TO 11-YEAR-OLD VACCINES COME ONLINE, THAT WILL ACTUALLY REDUCE OVERTIME. THOSE THAT WOULD BE ELIGIBLE FOR A TEST TO STAY PROGRAM. THE OTHER GROUP OF STUDENTS THAT REQUIRE CONSIDERATION FOR QUARANTINE ISOLATION OR TESTING OUR STUDENTS THAT ACTUALLY TEST POSITIVE FOR COVID-19.

FOR THOSE STUDENTS, THEY ISOLATE FOR 10 DAYS AFTER SYMPTOMS HAVE IMPROVED. AND THEN, THEY CAN RETURN.

THERE ACTUALLY CURRENTLY ISN'T A REQUIREMENT FOR TESTING FOR THOSE STUDENTS. SOME FACTORS THAT I ALSO WANT TO POINT OUT IN TERMS OF DEVELOPING A TESTING PROGRAM AND IMPLEMENTING IT WITH FIDELITY.

WASHINGTON DEPARTMENT OF HEALTH AND KING COUNTY PUBLIC HEALTH HAVE SUBSTANTIALLY ADJUSTED AND MODIFIED THEIR GUIDANCE THREE TIMES WITHIN THE LAST 6 TO 8 WEEKS.

ANYTIME WE RECEIVED A CHANGE FROM PUBLIC HEALTH, IT COMES WITH THESE SIGNIFICANT AND MASSIVE IMPACTS TO THE SYSTEM.

THE WHOLE ORGANIZATION HAS TO UNDERSTAND IT AND ADDRESS IT.

WE HAVE TO REVIEW AND CHANGE OUR PROCESSES AND DOCUMENTATION. WE HAVE TO COMMUNICATE IT TO ALL STAKEHOLDER GROUPS. WE HAVE TO PROVIDE TRAINING.

WITH ALL OF THESE, WE HAD TO THEN CONSIDER STAFFING ADJUSTMENTS. AND THEN, WE HAVE TO MOVE TO IMPLEMENTATION, EVALUATION OF THAT IMPLEMENTATION, AND

[02:25:03]

SO WHEN YOU THINK ABOUT THE LAST 6 TO 8 WEEKS, HAVING THREE OF THOSE TYPES OF CHANGES? IT'S BEEN A SIGNIFICANT CHALLENGE. AND WHEN YOU THINK ABOUT OUR STAFFING SHORTAGES WITH THAT? TO BE ABLE TO IMPLEMENT THE TESTING PROGRAM? IT'S JUST BEEN ANOTHER FACTOR THAT HAS LED TO SOME CHALLENGES.

WHEN WE TALK ABOUT STAFFING CHALLENGES AND SHORTAGES, IT TRULY IS AFFECTING ALL LAYERS OF THE ORGANIZATION.

OPEN POSITIONS -- IT'S BOTH CERTIFICATED AND CLASSIFIED.

BUT IT IS ALSO WITHIN THOSE THAT ARE WILLING TO PARTICIPATE IN OUR TESTING PROGRAM. SO A COUPLE OF NEXT STEPS THAT I WANT TO IDENTIFY. WE ARE CURRENTLY IN THE PROCESS OF REVIEWING AND EVALUATING THE NEW SEVEN DAY GUIDANCE.

SO THAT WAY WE CAN RETURN STUDENTS THAT ARE CLOSE CONTACT QUICKER. WITH THAT TEST ON DAY FIVE SO THEY CAN RETURN WITHIN SEVEN DAYS.

WE ARE GOING TO CONTINUE OUR EFFORTS TO STAFF UP OUR TESTING PROGRAM. WE ARE ALREADY -- AND WE JUST ANNOUNCED TODAY VIA EMAIL TO FAMILIES -- WE ALREADY HAVE A VACCINE CLINIC SCHEDULED FOR THIS COMING WEEKEND WITH S VNA.

I KNOW MATT WOULD KNOW THE ACRONYM.

IT'S -- MATT? >> (INDISCERNIBLE) VISITING NURSE ASSOCIATION. IT'S THAT TIVELY SCHEDULED.

WE ARE WAITING FOR THE CDC TO FINALIZE ITS AUTHORIZATION.

AND TO CONFIRM THAT THE SCHEDULE DOSES ARRIVE.

WHICH WE SHOULD KNOW PROBABLY LATE TOMORROW FOR BOTH OF

THOSE. >> YEP.

SO WE ARE EXCITED TO BE ABLE TO OFFER THAT TO FAMILIES WHO ARE INTERESTED. I HAVE ALSO ASKED THE TEAM TO MOVE FORWARD TO SUBMITTING OUR APPLICATION TO KING COUNTY PUBLIC HEALTH FOR TEST TO STAY. KNOWING THAT IS SOMETHING WE CAN DO IMMEDIATELY IS SUBMIT THE APPLICATION SO THAT WE HAVE APPROVAL. KNOWING THAT TO IMPLEMENT A TEST TO STAY PROGRAM COMES WITH IT A SIGNIFICANT STAFFING ADD.

BUT IT ALSO COMES WITH PROCESSES AND PROCEDURES.

MAKING SURE WE HAVE ALL THOSE PIECES IN PLACE TO BE ABLE TO TEST MULTIPLE TIMES, TRACK THOSE, AND ALSO TO BE ABLE TO REPORT THAT WITH FIDELITY TO KING COUNTY PUBLIC HEALTH.

WE ALSO WILL KNOW IN THE COMING WEEKS AND MONTH WHAT'S THE LEVEL OF NEED FOR ATTEST TO STAY PROGRAM? AND DOES IT MAKE MORE SENSE TO FOCUS OUR TESTING STRATEGY ELSEWHERE? JUST GIVEN THE QUANTITY OF STUDENTS THAT REQUIRE TESTING RIGHT NOW.

SOME FUTURE CONSIDERATIONS ARE WE ARE GOING TO EVALUATE THE CHANGES OF TESTING NEEDS RELATED TO 5 TO 11-YEAR-OLDS BASED ON THE VACCINE. WE WILL CONTINUE TO LOOK AT THE OPPORTUNITY TO IMPLEMENT TEST TO STAY.

BECAUSE WE WANT KIDS IN SCHOOL. THE BEST OPPORTUNITY FOR THEM TO LEARN AND TO CONNECT WITH PEERS.

SO THAT WAY WE CAN PAY ATTENTION TO MENTAL HEALTH, SOCIAL AND EMOTIONAL WELL-BEING IS IF THEY ARE IN OUR SCHOOLS.

SO IF WE HAVE THE OPPORTUNITY TO IMPLEMENT THE TEST TO STAY, WE WILL DO THAT. WE ARE ALSO GOING TO PROVIDE A PATHWAY FORWARD MESSAGE TO ALL FAMILIES THIS WEEK AROUND OUR TESTING PROGRAM. AND JUST PROVIDE SOME DETAILS AND SPECIFICITY AROUND WHAT IS OCCURRING AND WHAT ISN'T OCCURRING. IN SOME OF THE PIECES AROUND THAT JUST SO WE ARE CLEAR WITH OUR FAMILIES.

IF WE COULD SNAP OUR FINGERS AND IMPLEMENT A TEST TO STAY PROGRAM, WE ABSOLUTELY WOULD. BUT WE ALSO KNOW THAT COMES WITH SOME REQUIREMENTS AND A LEVEL OF FIDELITY THAT WE WOULD REQUIRE OF OURSELVES. BUT ALSO PUBLIC HEALTH WOULD REQUIRE OF US AS WELL. SO THAT'S MY SUPERINTENDENCE REPORT TONIGHT. AND BOTH MATT AND MIKE ARE HERE TO ANSWER ANY ADDITIONAL QUESTIONS THAT I DIDN'T COVER

OR THAT THE BOARD HAS. >> DIRECTOR STUART, YOU HAVE A

QUESTION? >> YES.

OVER THE LAST SEVERAL MONTHS, AS WE HAVE GONE THROUGH ALL THE PROBLEMS WITH THE PANDEMIC AND PARENTS HAVE COME FORWARD TALKING ABOUT HOW THEY WOULD LIKE TO VOLUNTEER AND SO FORTH, IS THERE ANY AVAILABILITY FOR US TO SUPPLEMENT OUR TESTING STAFF WITH PARENT VOLUNTEERS? I REALIZE YOU HAVE TO HAVE CERTAIN TRAINING AND CERTAIN KNOWLEDGE, BUT IS THERE A WAY WE CAN SUPPLEMENT THE STAFF SO WE COULD MAKE IT MORE EFFECTIVE? ON THE TESTING?

AND KEEP UP WITH THE TESTING? >> I SEE MATT JUST JOINED US.

I'VE A COMMENT TO THAT AS WELL. THERE ARE SOME ASPECTS OF

[02:30:02]

LIABILITY. >> OKAY.

>> WHEN WE ARE IMPLEMENTING SOME OF THESE TYPES OF PROGRAMS.E ALSO WANT TO MAKE SURE THEY ARE IMPLEMENTED IN A MANNER THAT WE HAVE SOME LEVEL -- OR DIFFERENT LEVEL OF AUTHORITY OVERSIGHT. SO THAT'S WHY WE HAVE REALLY FOCUSED ON HIRING STAFF. OR PARTNERING WITH PUBLIC HEALTH OR OTHER AGENCIES THAT HAVE HIRED STAFF.

>> I DON'T DISAGREE WITH THE STRATEGY.

I'M JUST SAYING THERE ARE A LOT OF PARENTS OUT THERE SAYING LOOK, I CAN HELP IN HIS SHORTAGE HERE OR SHORTAGE THERE. PERHAPS AS WE ARE TRYING TO DRAW STAFF OFF OF OTHER DUTIES, IT COULD BE THE BACK FIELD WHERE WE HAVE PEOPLE VOLUNTEERING.

WHETHER IT'S CLERICAL OR WHATEVER CASE IT MIGHT BE.

JUST A THOUGHT. >> MY QUESTION IS ACTUALLY FOR DIRECTOR BLIESNER. WAS THERE SOME KIND OF A VOLUNTEER PUBLIC HEALTH -- EVER REMEMBER YOU MENTIONING

SOMETHING LIKE THAT. >> IS A PUBLIC HEALTH RESERVE CORPS. AN MATT GILLINGHAM IS

WELL-VERSED WITH IT AS WELL. >> ALTHOUGH WE CAN CALL ON IT, I DID MY DAMNEDEST TO SIGN IT. IT DIDN'T WORK.

SO IT'S NOT LIKE WE CAN RAPIDLY BECOME PUBLIC HEALTH CORE VOLUNTEERS.

>> YOU ARE BUT (INDISCERNIBLE). > BUT I WOULD BE HAPPY TO DO SO AS WELL. SO LET ME KNOW!

>> SO I ACTUALLY WANTED TO -- JON, THE CLEA THING WHERE YOU DON'T KNOW THE ACRONYM? YOU HAVE NO IDEA THAT NOBODY HAS GOTTEN THE CLEA WAIVER. THIS BOGGLES MY MIND THAT THEY WOULDN'T LET US DO THIS 18 MONTHS AGO WHEN WE NEEDED TO DO IT. SO THE FACT THAT IT CAN BE DONE IS UNBELIEVABLE. THEY HAVE GIVEN US THE OPPORTUNITY TO DRIVE SOMETHING THROUGH.

I STILL 100 PERCENT AGREE -- GETTING VACCINATED KIDS IS 900 PERCENT MORE IMPORTANT THAN TEST TO STAY.

IF WE CAN GET THE VACCINES INTO THE KIDS, THEN YOU DON'T NEED THE TEST TO STAY. THAT'S A BACKUP SYSTEM.

LET'S GET IT IN PLACE FOR FAMILIES WHO NEED IT FOR VARIOUS REASONS. I THINK IT'S IMPORTANT TO IMPLEMENT IT BUT IT'S SECONDARY TO -- THANKS SO MUCH!

IT IS SPECTACULAR. >> DIRECTOR STUART, DO YOU HAVE

SOMETHING FURTHER? >> YES, I HAVE A QUESTION.

THE ONLY REASON I'M ASKING THIS IS I'M GETTING EMAILS FROM PEOPLE WATCHING. HOW WAS IT THAT OTHER DISTRICTS ARE ABLE TO IMPLEMENT TEST TO STAY SO QUICKLY AND WE CAN'T? IS IT THE VOLUME OF OUR STUDENTS? IS IT THE FACT THAT THEY ANNOUNCED THEY HAVE A PROGRAM AND THEY DON'T HAVE IT IN PLACE YET? I DON'T KNOW -- I'M JUST ASKING SO THE PUBLIC HAS A BETTER

FIELD >> THAT'S A GREAT QUESTION.

I KNOW A NUMBER OF OUR NEIGHBORS HAVE APPLIED TO KING COUNTY TO BE APPROVED FOR TEST TO STAY AND HAVE NOT IMPLEMENTED IT. I KNOW SOME OF OUR NEIGHBORS WHO HAVE APPLIED AND ARE IMPLEMENTING.

SO WE ARE GOING TO REACH OUT TO A FEW OF THOSE JUST TO UNDERSTAND HOW THEY ARE IMPLEMENTING TEST TO STAY.

I KNOW ONE OF OUR NEIGHBORS HAS ONE OF THE MOST SUBSTANTIAL TESTING PROGRAMS IN THE STATE OF WASHINGTON.

SO MY GUESS IS THEY PROBABLY WERE POSITIONED A LITTLE DIFFERENTLY THAN OTHERS TO IMPLEMENT THIS.

WE ARE A COUPLE OF OUR OTHER NEIGHBORS ARE IN A LITTLE MORE SIMILAR SITUATIONS TO US. WE HAVE A MAGNITUDE OF SCALE THAT WE ARE ALSO DEALING WITH. SO GOING TO LEARN FROM OUR

NEIGHBORS AS WELL. >> I APPRECIATE THAT.

BECAUSE THROUGHOUT THIS ENTIRE PANDEMIC WE ARE ALWAYS COMPARING OURSELVES TO OTHER DISTRICTS OR OUR PARENTS ARE.

IT'S ALWAYS FUN TO WATCH THE FACEBOOK PAGES TO SEE HOW THEY ARE COMPARING THEMSELVES TO US. AND SAYING WHY CAN'T THEY BE MORE LIKE US. SO IT'S ALWAYS GREENER OVER THE

FENCE. >> WHAT IS SO INTERESTING IS EVERY DISTRICT IS STAFFED SO DIFFERENTLY.

SO THERE ARE SOME DEPENDENCIES. SOME DISTRICTS PRIORITIZE DIFFERENT TYPES OF STAFFING. PRIOR TO THE PANDEMIC.

[02:35:01]

I APPRECIATE THAT. THANK YOU, MARK.

>> THANK YOU. >> SO MY UNDERSTANDING IS THAT THERE HAVE BEEN FUNDS -- OR AT LEAST THERE ARE OPPORTUNITIES TO HAVE STAFF WHO ARE PAID TO BE ABLE TO DO THE TESTING? SO THAT YOUR DISTRICT ITSELF -- THAT'S MY UNDERSTANDING OF AT LEAST THE LOCAL DISTRICT -- THAT THEY ARE NOT PAYING FOR IT. IT'S BEING UTILIZED THROUGH

THIRD-PARTY COMING IN? >> MATT HAS JOINED US TO BE ABLE TO PROVIDE YOU WITH A DIFFERENT LEVEL OF DETAIL.

>> I'LL JUST JUMP IN. WE ACTUALLY HAVE, THROUGH THE STATE, HAVE APPLIED TO RECEIVE FUNDING FOR SOME OF THE FOLKS THAT WERE HIRED SPECIFICALLY FOR THE REGIONAL TESTING SITES.

AND SO, WE ARE GETTING CLOSE UP.

THE GUIDANCE KEEPS CHANGING. SO WHAT THE SCALE OF WHAT WE ARE PLANNING FOR HAS CONTINUED TO SHIFT AND CHANGE.

SO WE ARE A LITTLE BIT AT A SENSE OF TRYING TO UNDERSTAND WHAT WE ARE BUILDING OUT. HOW DOES THAT MATCH THE ACTUAL EXPECTED VOLUME AND HOW IS THAT GOING TO CHANGE WITH PEDIATRIC VACCINATION? BUT WE HAVE APPLIED FOR STATE FUNDING TO HELP SUPPORT THE STAFFING THAT MIKE'S DIVISION HAS BEEN HIRING TO RUN THE TESTING SITES.

>> ANY OTHER QUESTIONS? OKAY.

[G. Public and Community Affairs]

ANYTHING TO REPORT TONIGHT? >> I WOULD JUST TOUCH BRIEFLY ON WHAT I DID AT THE STUDY SESSION FOR ANYBODY WHO HAS TUNED IN SINCE. DIRECTOR BLIESNER AND I SPENT FRIDAY AND HALF OF SATURDAY AT THE WASHINGTON STATE SCHOOL DIRECTORS GENERAL ASSEMBLY. IT USED TO BE CALLED THE LEGISLATIVE ASSEMBLY. WHERE SCHOOL DISTRICTS ACROSS THE STATE RANKED PRIORITIES FOR ADVOCACY WITH A LEGISLATOR AND GREAT SANDING POSITIONS AND LEGISLATIVE POSITIONS BY WHICH TO ADVOCATE. AND THE RESULTS OF THE STATEWIDE VOTE HAVE NOT COME OUT YET.

THEY WERE SUPPOSED TO BE OUT TODAY.

I'M HOPING TO SEE THEM TOMORROW.

BUT AS FAR AS US MOVING FORWARD WITH OUR OWN DISTRICT PRIORITIES, FROM INITIAL RESPONSES THAT EACH OF YOU SENT TO ME SEPARATELY AND I COMPILED, SOME OF THE THINGS THAT ARE RISING TO THE TOP ARE FUNDING, BEHAVIORAL SUPPORT SERVICES AND SEL. REVIEWING THE PROTOTYPICAL SCHOOL MODEL, FUNDING FOR SED. FUNDING FOR BASIC AD.

EARLY CHILDHOOD EDUCATION AND KINDERGARTEN PREP.

SCHOOL CONTRACTION REVENUE. FULLY FUNDING STAFFING LEVEL AND A COUPLE OF OTHERS. SO YOU WILL BE SEEING A SPREADSHEET FROM ME VERY SOON. THAT WILL HAVE NO MORE THAN 20 PRIORITIES THAT YOU GET TO (LAUGHING) YOU GET TO RANK VOTE AND RETURN TO ME SO WE CAN HAVE THIS CONVERSATION AT THE LOCAL DISTRICT LEVEL. THANK YOU.

>> THANK YOU. ANYONE ELSE? GREAT. THE NEXT ITEM ON THE AGENDA IS BOARD MEMBER COMMENTS. DO ANY BOARD MEMBERS HAVE ANY ADDITIONAL COMMENTS FOR TONIGHT? OKAY. WE HAVE REACHED --

>> JUST ONE COMMENT. >> YES?

>> TOMORROW, YOUR BALLOTS ARE DUE NOVEMBER 2 FOR ELECTION.

SO PLEASE BE SURE TO VOTE IF YOU HAVE NOT ALREADY AND TO GET IT IN. THERE ARE LOTS OF DROP BOXES OR

YOU CAN PUT IT IN YOUR MAILBOX. >> HE JUST REMINDED ME.

[H. Closing Items]

>> I THINK YOU COULD GET ARRESTED FOR THAT!

>> THE NEXT BOARD MEETING IS ON NOVEMBER 15 WITH A STUDY SESSION AT 5 PM. THE MEETING WILL BE HELD REMOTELY. AND THE BOARD MEETING TO FOLLOW AT 7 PM. THE BOARD WILL NOW MEET IN EXECUTIVE SESSION FOR THE PURPOSE TO CONSIDER THE SELECTION OF A SITE OR THE ACQUISITION OF REAL ESTATE BY LEASE OR PURCHASE. IN THE MINIMUM PRICE OF WHICH REAL ESTATE WILL BE OFFERED FOR SALE OR LEASE.

THE BOARD WILL MEET IN EXECUTIVESESSION FOR 30 MINUTES .HIS WILL BE FOLLOWED BY AN ADDITIONAL EXECUTIVE SESSION FOR THE PURPOSE TO REVIEW THE PERFORMANCE.

DR. JON HOLMEN THE SUPERINTENDENT.

THE BOARD WILL MEET FOR -- I HAVE AN HOUR HERE.

BUT NO MORE THAN AN HOUR.

* This transcript was compiled from uncorrected Closed Captioning.