Feb 07, 2022 February 7, 2022 Board Meeting - 7:00 p.m.

[A. Regular Board Meeting February 7, 2022 - 7:00 p.m.]

[00:00:07]

CALL TO ORDER FEBRUARY 7 2022 LAKE WASHINGTON SCHOOL BOARD MEETING.

LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY.

UNDER THE GUIDELINES FOR ATTENDING BOARD MEETINGS AND PROCLAMATION 20 Ã28.15, ANY OPEN PUBLIC MEETINGS ACT AND PUBLIC RECORDS ACT PROHIBITION ON IN PERSON MEETINGS CONTINUES BUT THERE IS AN EXEMPTION FOR PUBLIC MEETINGS THAT CAN COMPLY WITH THE GUIDELINES FOR BUSINESS MEETINGS FOUND IN MISCELLANEOUS VENUES GUIDANCE. THAT GUIDANCE STATES BOARD MEETINGS AND OTHER PUBLIC AGENCIES MAY HOLD IN PERSON MEETINGS WITH NO RESTRICTIONS AT CAPACITY AND NO PHYSICAL DISTANCING REQUIREMENTS. ALL APPLICABLE FEES COVERING REQUIREMENTS MUST BE FOLLOWED. THIS BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN OUR MEETINGS. WE WILL CONTINUE TO COMPLY WITH LAWS RELATED TO OPEN PUBLIC MEETINGS AND ALL EMERGENCY REQUIREMENTS RELATED TO MOSTLY NICE MENUS.

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

DUE TO NONCOMPLIANCE AT PRIOR MEETINGS THE BOARD HAS DETERMINED TO HOLD ITS MEETINGS REMOTELY AT THIS TIME. THE BOARD WILL NOTIFY THE PUBLIC OF THE LOCATION OF ITS MEETINGS TO THE MEETINGS TAB ON BOARD DOCKS. AT THIS TIME, IS PLANNED THAT ALL BOARD MEANS WILL BE HELD REMOTELY UNLESS THERE ARE CHANGES IN THE GUIDANCE PROVIDED. BOARD MEETINGS, STUDY SESSIONS AND SPECIAL BOARD LEADERS WILL CONTINUE TO BE LIVE STREAMED ON THE DISTRICT WEBSITE. IF YOU ARE UNABLE TO LIFESTREAM THE WEEDING YOU CAN CALL TO LISTEN, THE PHONE NUMBER IS 425-936-2813, CONFERENCE ID

[B. Opening Items]

TO APPROVE THE AGENDA FOR THIS EVERY SEVEN MEETING. >> SO MOVED.

>> SECOND PEER. >> MO-- MOVED AND SECOND AS PRESENTED.ALL IN FAVOR?

[C. Recognitions]

HIGHLIGHT THIS EVENING, PLEASE LEAD US THROUGH THAT. >> YOU KNOW WHAT I APOLOGIZE.

I WILL READ THE FIRST PROCLAMATION. RECOGNIZING NATIONAL SCHOOL COUNSELING WEEK. IF THERE'S SOMEONE ELSE ON THE BOARD WOULD LIKE TO BE THE SECOND PROCLAMATION, THAT IS CAREER AND TECHNICAL EDUCATION MONTH.

THANK YOU. I WILL READ THE FIRST. IT READS WHEREAS LAKE WASHINGTON SCHOOL DISTRICT 89 SCHOOL COUNSELORS HELP STUDENTS REACH THEIR POTENTIAL AND REAL SCHOOL COUNSELORS ARE ACTIVELY COMMITTED TO HELPING STUDENTS EXPLORE THEIR ABILITIES, STRENGTHS, INTEREST TALENTS AS THESE TRANSLATE TO CAREER AWARENESS AND DEVELOPMENT AND REAL SCHOOL COUNSELORS HELP PARENTS FOCUS ON WAYS TO FURTHER THE EDUCATIONAL PERSONAL AND SOCIAL GROWTH OF THE CHILDREN. WHERE SCHOOL COUNSELORS WORK WITH TEACHERS AND OTHER EDUCATORS TO HELP STUDENTS EXPLORE THE POTENTIAL AND SET REALISTIC GOALS FOR THEMSELVES. WHERE SCHOOL COUNSELORS SEEK TO IDENTIFY AND UTILIZE COMMUNITY RESOURCES, THAT CAN ENHANCE AND COMPLEMENT COMPREHENSIVE SCHOOL COUNSELING PROGRAMS AND HELP STUDENTS BECOME PRODUCTIVE MEMBERS OF SOCIETY AND WHEREAS COMPREHENSIVE DEVELOPMENTAL SCHOOL COUNSELING PROGRAMS ARE CONSIDERED AN INTEGRAL PART OF THE EDUCATIONAL PROCESS THAT ENABLES ALL STUDENTS TO ACHIEVE SUCCESS IN SCHOOL. THEREFORE THE BOARD OF DIRECTORS DO HEREBY PROCLAIM THIS WEEK FEBRUARY 7-11 2022, AS NATIONAL SCHOOL COUNSELING WEEK. THEY GET TO ALL OF OUR WONDERFUL COUNSELORS.

DIRECTOR, COULD YOU PLEASE READ THE SECOND PROCLAMATION? >> OUR SECOND PROCLAMATION IS FOR CAREER AND TECHNICAL EDUCATION MONTH. WHERE AS CAREER AND TECHNICAL

[00:05:01]

ACHIEVEMENT. >> THERE WAS FEEDBACK THAT'S WHY STOPPED.

>> I WAS HEARING MYSELF EARLIER. CONTINUE ON.

>> WILL CORRECT THE FIRST PART. WHERE STUDENTS IN CAREER AND TECHNICAL EDUCATION PROGRAMS PARTICIPATE IN AUTHENTIC, MEANINGFUL EXPERIENCES THAT IMPROVE THE QUALITY OF EDUCATION AND INCREASE STUDENT ENGAGEMENT AND ACHIEVEMENT. AND WHEREAS CAREER AND TECHNICAL EDUCATION PROVIDES STUDENTS WITH CAREER EXPLORATION OPPORTUNITIES EARLIER IN THE EDUCATIONAL EXPERIENCE, WHICH ENABLES THEM TO MAKE INFORMED AND BENEFICIAL DECISIONS ABOUT THEIR ACADEMIC COURSEWORK AS WELL AS PURSUIT OF ESTABLISHED PROGRAMS OF STUDY AND CAREER PATHWAYS, WHERE LEADERS FROM BUSINESS AND MINISTRY NATIONWIDE REPORTING INCREASING CHALLENGES RELATED TO THE SKILLS GAP AND CONNECTING QUALIFIED PROFESSIONALS WITH AVAILABLE CAREERS IN CRITICAL AND GROWING CTE RELATED FIELDS INCLUDING HEALTHCARE, ENERGY, ADVANCED MANUFACTURING AND INFORMATION TECHNOLOGY.

AND WHEREAS CAREER AND TECHNICAL EDUCATION PREPARES STUDENTS FOR THESE AND OTHER FULFILLING CAREERS THE OFFERING INTEGRATED PROGRAMS OF STUDY THAT LINK SECONDARY AND POSTSECONDARY EDUCATION AND LEAD TO THE ATTAINMENT OF INDUSTRY RECOGNIZED CREDENTIALS. WHEREAS ENSURING THAT PLAYERS HAVE ACCESS TO A QUALIFIED WORKFORCE IS A CRUCIAL STEP IN ENSURING PRODUCTIVITY AMONG THE BUSINESS AND INDUSTRY COMMUNITIES AS WELL AS CONTINUED AMERICAN GROWTH -- AMERICAN ECONOMIC GROWTH AND GLOBAL COMPETITIVENESS. AND WHEREAS LAKE WASHINGTON SCHOOL DISTRICT HAS APPROXIMATELY 17,963 STUDENTS PARTICIPATING 116 DIFFERENT CAREER AND TECHNICAL EDUCATION COURSE OPTIONS TAUGHT BY 145 CAREER AND TECHNICAL EDUCATION TEACHERS.

THEREFORE THE BOARD OF DIRECTORS DO HEREBY PROCLAIM FEBRUARY 1 THROUGH 28, 2022 AS CAREER AND TECHNICAL EDUCATION MONTH. AND THANK YOU VERY MUCH TO ALL OF OUR TEACHERS IN THAT AREA AND ALL OF OUR SUPPORT STAFF AND PULLING THOSE THINGS OFF.

[D. Audience Participation]

>> THANK YOU. THE NEXT ITEM IN THE AGENDA FOR TONIGHT IS PUBLIC COMMENT.

THE BOARD WELCOMES THE PUBLIC TO THE BUSINESS MEETING OF THE BOARD AND ENCOURAGES COMMUNITY ENGAGEMENT. THE BOARD DEDICATES 30 MINUTES AT THESE MEETINGS TO HEAR FROM THE PUBLIC DURING A PUBLIC COMMENT PERIOD. CURRENTLY THERE ARE TWO OPTIONS TO SUBMIT PUBLIC COMMENT, THE FIRST IS IN WRITING. TO DO SO, PLEASE SUBMIT YOUR COMMENTS BY EMAIL TO THERESA HARDING THE EMAIL IS THARDING@LWSD.ORG, PLEASE POST MY 3:00 P.M. ON THE DAY OF THE BOARD MEETING. THE COMMENTS ARE COMPILED DISTRIBUTED TO THE BOARD AND POSTED ON THE DISTRICT WEBSITE. DUE TO CON STRENGTHS NOT ALL INDIVIDUALS THAT SUBMIT WRITTEN COMMENT WILL HAVE THEIR STATEMENT READ.

PUBLIC COMMENT WILL BE OFFERED IN THE ORDER IN WHICH IS RECEIVED.

IN ADDITION YOU MIGHT PROVIDE TELEVISED PUBLIC COMMENT. PLEASE ALSO EMAIL THERESA HARDING I WANT PM OF THE DAY OF THE BOARD MEETING. MICROSOFT TEAMS LINK WILL THEN BE SHARED WITH YOU TO JOIN THE BOARD MEETING DURING THE PUBLIC COMMENT PERIOD.

COMMENTS ARE RECORDED AND TELEVISED. IN ADDITION, COMMENTS ARE LIMITED TO THREE MINUTES PER PERSON, I WILL BE MAINTAINING A STOPWATCH AND A WARNING THEN CUTTING YOU OFF IF YOU GO OVER THREE MINUTES. AFTER PUBLIC COMMENT HAS CONCLUDED, IT IS REQUESTED THAT YOU LEAVE THE TEAMS MEETING AND CONTINUE WATCHING LIFESTREAM BROADCAST IF YOU'RE INTERESTED THROUGH THE DISTRICT WEBSITE. WE HAVE SEVERAL PEOPLE SIGNED UP FOR TELEVISED PUBLIC COMMENT TONIGHT. WE WILL GO IN THE ORDER THAT THEY CAME IN. THE FIRST SIGNED UP FOR TONIGHT IS RAMSEY --

>> GOOD EVENING. MS. HARDING, WAS A POWERPOINT PRESENTATION THAT I SENT YOU? THANK YOU. MY NAME IS RAMSEY -- PARENT OF A MIDDLE SCHOOL CHILD IN THE SCHOOL DISTRICT. I'M FOLLOWING UP ON MY COMMENTS FROM THE LAST MEETING REGARDING THE MASKED MANDATE ASKING THE BOARD TO STOP ENFORCING THE MAST MANDATE AND TO ENCOURAGE DEPARTMENT OF HEALTH TO STOP THE MASKED MANDATE.ONIGHT I WILL FOCUS ON THE FACT OF WHY I SAID THE MASKED MANDATE IS EFFECTIVELY USELESS. IT IS USELESS BECAUSE IT ALLOWS STUDENTS TO COMPLY BY WEARING PURELY DECORATIVE AND USELESS MASKS.

NEXT SLIDE PLEASE. THE DEPARTMENT OF THE CDC HAS UPDATED ITS GUIDANCE AND WHILE

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THEY ORIGINALLY STARTED OUT IN FEBRUARY, MARCH 2020 SAYING DON'T WEAR MASKS THEN IN MAY AND JUNE IT WAS WEAR MASKS. CLASS MUST ONLY NOT N-95. THEN WE GO TO MARCH 2021 WHERE THEY SAID VACCINATED PEOPLE DID NOT WHERE TO WEAR MASKS INDOORS.

A COUPLE MONTHS LATER THEY FLIP-FLOPPED AGAIN AND SAID NO VACCINATED PERSONS DO NEED TO WEAR MASKS, BUT CLOTH MASKS ARE STILL OKAY AND FINALLY COMING AROUND TO RECOGNIZE THE CLOTH MASKS ARE OKAY. I THINK TO ALLOW THE BLIND FAITH OF THE BOARD, WOULD BE A MISTAKE AND WE ASKED THE BOARD TO STOP ENFORCING THE MASKED MANDATES.

GO TO THE NEXT SLIDE, PLEASE. IF THEY WOULD TAKE THE RECOMMENDATION IT IS NOT GOING

TO HAVE A CATASTROPHE, THE MAP YOU SEE ALL THE GREEN -- >> IF YOU COULD CONCLUDE,

PLEASE. >> ALL GREEN STATES WE DO NOT MANDATE MASKS IN SCHOOLS, LOOSING FIVE OTHER STATES IN THE LAST WEEK DROPPED THE MASKED MANDATE FOR SCHOOLS, WASHINGTON SHOULD DO THE SAME AND SCHOOL DISTRICTS SHOULD ENCOURAGE IT.

THANK YOU. >> THANK YOU FOR COMING TONIGHT.

NEXT ARTHUR WEINER. >> YOU ARE UN-MUTE. >> GOOD EVENING LAKE WASHINGTON SCHOOL BOARD MEMBERS. HER NAME IS ARTHUR WEINER. MY WIFE AND I HAVE THREE CHILDREN IN THE LAKE WASHINGTON SCHOOL DISTRICT AT THREE DIFFERENT SCHOOLS.

I'M STANDING OUTSIDE THE LAKE WASHINGTON SCHOOL DISTRICT RESOURCE CENTER.

ASKING WHY CAN'T YOU BOARD MEETING BE HELD IN PERSON. OTHER DISTRICTS, NEIGHBORING DISTRICTS ARE HOLDING THEIR MEETINGS IN PERSON. AND I'M HERE TO ASK YOU ONCE AGAIN, TO STOP PLAYING COVID WITH THEIR CHILDREN. IT IS TIME TO REJECT THE MASKED MANDATES. YOU'VE HEARD SUFFICIENT EVIDENCE, YOU WILL HEAR MORE EVIDENCE, PUBLICATIONS ACROSS THE LAND, ABC NEWS, NBC NEWS ALL REPORTING MASKS ARE NOT WORKING. IN FACT, THEY HAVE A HARMFUL EFFECTS.

SO PLEASE, TAKE A LEADERSHIP ROLE, STAND UP FOR OUR STUDENTS AND REJECT THE MASKED MANDATES.

THANK YOU VERY MUCH. >> NEXT WE HAVE SIGNED UP, THERESA LANE.

>> HI THERE, HER NAME IS THERESA LANE. MY HUSBAND AND I HAVE TWO CHILDREN IN THE LAKE WASHINGTON SCHOOL DISTRICT. GOOD EVENING, DOCTOR AND SCHOOL BOARD DIRECTORS, THANK YOU FOR ALLOWING US TO BE HERE TONIGHT. THERE WILL BE THREE OF US READING THE STATEMENT OF INTENT ON BEHALF OF THE WASHINGTON PARENTS ALLIANCE FOR LAKE WASHINGTON SCHOOL DISTRICT HERE WE ARE ALL HERE WILL GO IN ORDER SO IT STAYS FLUID.

NEVER BEFORE IN THE HISTORY OF WASHINGTON HAS YOUR JOB BEEN SO DIFFICULT.

WE EXTEND OUR GRATITUDE FOR YOUR SERVICE DURING THIS UNPRECEDENTED TIME THESE PAST TWO YEARS. WE HELP OUR STATEMENT OF INTENT AND THE DOCUMENTS ALREADY

[00:15:02]

THE PUBLIC DISCLOSURES REQUEST HAVE BEEN SENT TO ALL DIRECTORS AT THE LAKE WASHINGTON SCHOOL DISTRICT. MANY DIRECTORS ACROSS THE STATE INCLUDING SEATTLE SCHOOL DISTRICT, AND SEVERAL MORE THROUGHOUT KING COUNTY HAVE ALREADY BEEN SERVED OR WILL BE SERVED THE SAME DOCUMENTS OVER THE NEXT 30 DAYS, BY THOUSANDS OF PARENTS STATEWIDE TO HAVE COME TOGETHER AS A UNIFIED VOICE. TO ENSURE THAT THIS EFFORT IS RECOGNIZED AS A DEMONSTRATION OF SUPPORT, THE KING COUNTY SHERIFF HAS ALSO BEEN GIVEN A COPY OF THE DOCUMENTS AND INFORMED OF OUR PEACEFUL INTENT.

WE RECOGNIZE THERE IS A FUNDAMENTAL CONFLICT OF INTEREST BETWEEN SCHOOL GOVERNMENT AND PARENTS. SCHOOL GOVERNMENT HAS INVESTED INTEREST IN THE SYSTEM AS A WHOLE, WHILE PARENTS HAVE A VESTED INTEREST IN THE CHILDREN.

WE'VE IDENTIFIED THAT THE SOURCE OF THIS CONFLICT MAY STEM FROM THE FACT THAT OUR LOCAL SCHOOL BOARDS, YOU ALL, HAVE BEEN INCREASINGLY TAKEN AWAY, DECISION-MAKING AUTHORITY BY WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION AND OTHER STATE AGENCIES.

THE SUPERINTENDENT OF PUBLIC INSTRUCTION HAS CLEARLY THREATENED TO WITHHOLD TAXPAYER FUNDS THAT RIGHTFULLY BELONG TO OUR SCHOOL DISTRICT. BASED ON WHETHER OR NOT WE COMPLY WITH HEALTH POLICIES WE MAY OR MAY NOT AGREE WITH. NOWHERE IN THE REVISED CODE OF WASHINGTON, THIS POWER GRANTED TO MR. -- OR THE SUPERINTENDENT OF PUBLIC INSTRUCTION TO WITHHOLD THE FUNDS THEY ARE ENTRUSTED TO DISPENSE TO LOCAL SCHOOL DISTRICTS.

>> THANK YOU, I'M GOING TO MOVE THE COMPUTER OVER. I AM KEITH LANE TERESA MY WIFE JUST SPOKE. I WILL CONTINUE. WE THE PEOPLE FOUNDED THIS COUNTRY WITH THE STRUCTURE THAT WAS DESIGNED TO KEEP THE GREATEST AUTHORITY AT THE LOCAL LEVEL OF GOVERNMENT. YET OUR GOVERNOR AND STATE AGENCIES HAVE MADE UNILATERAL DECISIONS FOR THE WHOLE POPULATION. WHILE IGNORING THE VOICES OF THE LOCAL SCHOOL BOARDS AND PARENTS. PERHAPS WE LOST SIGHT OF THAT ORIGINAL VISION OF STRONG LOCAL AUTHORITY WHEN WE LET STATE AND FEDERAL AGENCIES AND NATIONAL SCOREBOARD ASSOCIATION GET ENOUGH CONTROL TO WITHHOLD OUR STATE FUNDING OVER MATTERS THAT SHOULD BE A PERSONAL MEDICAL CHOICE FOR EVERY CITIZEN. ALL OF US SHARE THE RESPONSIBILITY OF GETTING OURSELVES INTO THIS DANGEROUS PREDICAMENT.

OF A FEW PEOPLE DICTATING TO THE MASSES.E ALSO SHARE THE RESPONSIBILITY OF GETTING OURSELVES OUT OF THIS PREDICAMENT. THERE IS A SOLUTION AND A PATH FORWARD. THE DOCUMENTS PREVIOUSLY SENT TO YOU OUR FIRST ACT OF HELPING YOU, LOCAL SCHOOL BOARD, TAKE BACK YOUR RIGHTFUL AUTHORITY TO DETERMINE HOW BEST TO REPRESENT THE PARENTS OF THE SCHOOL DISTRICT. PLEASE USE THESE PUBLIC DISCLOSURE REQUESTS AS AN OPPORTUNITY TO EDUCATE YOURSELF AND US, SO WE CAN BETTER UNDERSTAND THE ENTANGLEMENT WE FIND OURSELVES IN WITH STATE AGENCIES OVERSTEPPING THEIR LAWFUL BOUNDARIES. ACCORDING TO RCW 20 88345 020, ALL WASHINGTON STATE SCHOOL BOARDS ARE REQUIRED TO BE MEMBERS OF WASDA, MCINTYRE INTRODUCED A BILL BEING DRAFTED IN THE WASHINGTON STATE SENATE THAT PROPOSES LOCAL SKORT MEMBERSHIP BE OPTIONAL RATHER THAN MANDATORY. MAKING MEMBERSHIP OPTIONAL WOULD RETURN DECISION-MAKING AUTHORITY BACK TO THE LOCAL LEVEL, AND SEND A CLEAR MESSAGE TO WASDA, THAT WE ERRONEOUSLY LET POWER BECOME TOO CENTRALIZED. WASDA HAS BEEN TREATING WASHINGTON STUDENTS AND STUDENTS AS IF THEY BELONG TO ONE LARGE SCHOOL DISTRICT RATHER THAN RESPECTING THE AUTHORITY OF THE 295 ELECTED SCHOOL BOARDS.

THANK YOU. >> HELLO, I'M ANGELA PIPER. I'VE BEEN A HEALTHCARE PROVIDER IN KIRKLAND FOR THE LAST 17 YEARS, I ALSO HAVE A MIDDLE SCHOOL OR IN LAKE WASHINGTON SCHOOL DISTRICT. IN ADDITION TO PROVIDING THE INFORMATION REQUESTED IN THESE DOCUMENTS, WE ASKED IF LAKE WASHINGTON SCHOOL BOARD TO THE FOLLOWING.

FIRST, REACH OUT TO THE DISTRICT LEGISLATURES, EXPRESSING SUPPORTIVE

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SECOND, STRONGLY ROOTED URGE WASDA WITHDRAW MEMBERSHIP FROM NSBA. CURRENTLY OTHER STATES HAVE LOST AND IT WASHINGTON OTHERS UPSET TO SEE WASDA SOME OF THE MATTER.

AFFIRMING PARENTS ARE PRIMARY STAKEHOLDERS NUTRITIOUS FUTURE. NEIGHBORING DISTRICTS CONSIDERING DOING THE SAME, A COPY OF THE RESOLUTION CAN BE PROVIDED FOR YOU.

AS WE FINISHED THE 2021 Ã2022 SCHOOL YEAR WE ENVISION OUR HOMEOWNERS PARTNERSHIP BETWEEN PARENTS, SCHOOL DISTRICT LEADERSHIP AND LEGISLATORS TO RESTORE THE FREEDOM OF PERSONAL CHOICE OVER WHAT OUR TEACHERS AND STUDENTS WHERE ON THEIR FACES AND PUT IN THEIR BODIES.

AS WELL AS RESTORE AUTHORITY TO THE LOCAL LEVEL OF GOVERNMENT. HOWEVER, IF THE EXTREMES ARE IGNORED BY THE LAKE WASHINGTON SCHOOL BOARD, WE WILL TAKE OUR CHILDREN OF THE PUBLIC SCHOOL SYSTEM BY FALL 2022. AS YOU ARE WELL AWARE, OVER 50,000 I'M SORRY 55,000 CHILDREN ARE BEEN WITHDRAWN FROM THE WASHINGTON STATE PUBLIC SCHOOL SYSTEM OVER THIS YEAR. THAT NUMBER WILL MORE THAN LIKELY TRIPLE F MASK MINUTES ARE UPHELD. IN A COVID VACCINE IS MADE REQUIREMENT OF ATTENDANCE.

AS A BODY OF PARENTS ACROSS RUSHING THIS DAY, WE'VE HEARD YOU COLLECTIVELY.

YOU'VE BEEN SINCERELY TELLING US HANDS ARE TIED BY WASDA AND OPSI.

TOGETHER LET'S ONTO HER HANDS AND RESTORE THE SCHOOL DISTRICT.

THANK YOU FOR YOUR TIME AND ATTENTION. >> OKAY, NEXT WE HAVE SIGNED UP

IS ROB HOROWITZ. >> HELLO, CAN YOU HEAR ME? >> JUST FINE.

>> GREAT. MY NAME IS ROB HOROWITZ, HERE IS MY STATEMENT.

GOD GRANT ME THE SERENITY TO ACCEPT THE THINGS I CANNOT CHANGE, COURAGE TO CHANGE THE THINGS I CAN, AND WISDOM TO KNOW THE DIFFERENCE. LONG OVERDUE, IS TO APPLY THIS SAGE ADVICE WHICH MANY OF YOU KNOW AS A SERENITY PRAYER. TO COVID AND SCHOOLS.

AND AS THREE PILLARS, WISDOM, ACCEPTANCE AND COURAGE. THE WISDOM TO DISCERN WHAT IS AND IS NOT UNDER OUR CONTROL. IT IS NOT ALWAYS EASY BUT SOMETIMES A SINGLE STORY EVAPORATES ANY REMAINING AMBIGUITY. IN DECEMBER 2021, TWO THIRDS OF THE 25 WORKERS AT A BELGIAN RESEARCH STATION IN ANTARCTICA, CAUGHT COVID.

AFTER TAKING EVERY POSSIBLE PRECAUTION, INCLUDING VACCINATION AND 10 DAYS QUARANTINE PRIOR TO LEAVING SOUTH AFRICA FOR ANTARCTICA, INCLUDING MANY PCR TESTS ALONG THE WAY. AGAIN, EVERY CONCEIVABLE PRECAUTION WAS TAKEN.

BUT HERE IS A REALITY, WE CANNOT STOP COVID TRANSMISSION AND INFECTION.

IT IS NOT WHAT I WANT TO HEAR, IS NOT WHAT YOU WANT TO HEAR, BUT THAT'S THE TRUTH AND IT'S TIME TO ACCEPT THINGS WE CANNOT CHANGE. ONTO THE BUSINESS END OF THE SERENITY PRAYER. COURAGE. IN THIS CASE, COURAGE TO ACKNOWLEDGE PAST MISTAKES AND TO CHANGE COURSE. WE'VE WITNESSED HEARTBREAKING INCREASES AND ANXIETY, DEPRESSION, SUICIDE, SCREEN ADDICTION, DIMINISHED INTEREST IN SCHOOL AND OTHER ILLS AMONG OUR CHILDREN THE PAST TWO YEARS.

THE VIRUS IS NOT THE CULPRIT. IT IS LESS LETHAL TO OUR CHILDREN THAN THE FLU.

THANK GOD! BUT OUR RESPONSE IS TO BLAME INCLUDING THE FORCED ISOLATION, FORCED MASKING AND SHAME-BASED VACCINE COERCION FOR KIDS. HOWEVER WELL-INTENTIONED, THE STRATEGIES DID NOT ACHIEVE STATED OBJECTIVES AND ONLY LEFT DESTRUCTION IN THEIR WAKE.

NOW IS A TIME TO HAVE THE COURAGE TO CHANGE COURSE. IT WAS A GREAT FIRST STEP? LET'S DITCH THE FAILED STRATEGIES AS A COWBOY POET WILL ROGER SAID, IF YOU FIND YOURSELF IN A HOLE, STOP DIGGING. PLEASE, PLEASE HELP US STOP FORCED MASKING. HELP US STOP CONSTRAINTS IN SCHOOL ACTIVITIES.

HELP US STOP THE PUSH TOWARDS MANDATORY COVID VACCINATION FOR OUR KIDS.

THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK AND FOR LISTENING.

>> NEXT, WE SIGNED UP TONIGHT IS BEN LYNCH. >> YES, HELLO.

DOCTOR BEN LYNCH, PHYSICIAN GRADUATED FROM -- LOOK, I GET THAT YOU ARE CAUGHT BETWEEN THE

[00:25:04]

AS YOU'VE HEARD FROM MULTIPLE OTHER STATEMENTS. IF MASKS ARE NOT WORKING, THE VACCINES ARE NOT WORKING AND THIS GROUP BUT IN THE HIGH-RISK GROUP, THEY APPEAR TO BE.

BUT CHILDREN ARE NOT HIGH-RISK. SO WHY DO WE KEEP ENFORCING THINGS THAT DON'T WORK? AS BOARD MEMBERS, YOU HAVE A JOB TO DO. ACCORDING TO YOUR WEBSITE, RIGHT HERE, WHAT DOES THE SCHOOL BOARD DO? SCHOOL DIRECTORS WORK TOGETHER TO OVERSEE THE SCHOOL DISTRICT. I WILL HIGHLIGHT TWO THINGS COULD YOU REVIEW, REVISE AND ADOPT POLICIES AND YOU SERVE AS COMMUNITY REPRESENTATIVES. SO IF THE MANDATES ARE NOT WORKING, AND CHILDREN CONTINUE TO GET SICK, TEACHERS CONTINUE TO GET SICK, MY KID ASLEEP TO SCHOOL BECAUSE HE'S IN CLOSE CONTACT WITH ANOTHER STUDENT. MY SON WAS ALREADY HAD COVID, HAS NATURAL IMMUNITY, THAT'S COMPLETELY DISREGARDED. ONLY VACCINES ARE THE THING THAT WORK, THAT IS NONSENSE. THIS IS THE ONLY INFECTION I KNOW OF IN THE WORLD, THAT NATURAL IMMUNITY MEASURES FOR NOTHING. THAT IS NOT RIGHT.

MASKS DO NOT WORK, AND IF YOU GO TO THE DEPARTMENT OF HEALTH WEBSITE, THEY HAVE FOR THINGS TO PREVENT OR TREAT, CLOTH MASKS, VACCINES, TESTING DATA DASHBOARDS.

THERE'S NOTHING IN THERE ABOUT OBESITY, LOSING WEIGHT, NOTHING IN THERE ABOUT EXERCISE AND MODERATION, SUPPORTING HUMAN SYSTEMS. NOTHING ABOUT NUTRIENTS AND HEALTHY FOOD CHOICES. THERE IS NOTHING ABOUT YOU KNOW, EXERCISE IN TERMS OF INCREASING HAPPINESS.HERE IS NOTHING IN THERE ABOUT VITAMIN D SUPPLEMENTATION OR GETTING ON THE SUN WHICH WASHINGTON STATE IS PROBABLY ONE OF THE TOP STATES IN THE NATION, THAT IS A VITAMIN D DEFICIENCY. THERE IS RESEARCH AFTER RESEARCH AFTER RESEARCH, THAT SHOWS VITAMIN D DEFICIENCY INCREASES NOT ONLY COVID RISK, BUT COVID SENSITIVITY OF GETTING THE INFECTION IN THE FIRST PLACE. SO BASIC REVIEW OF THE PRELIMINARY EVIDENCE THAT SEVERITIES INCREASE IN VITAMIN D DEFICIENCY.HOSE WHO ARE AT HIGHER RISK FOR COVID-19 MATCH THOSE WHO ARE AT HIGHEST RISK FOR SEVERE VITAMIN D DEFICIENCY. OKAY? THEN THEY STATE THEIR 141 ARTICLES, 141, PRESENTING BIOLOGICAL PLAUSIBILITY EVIDENCE OF VITAMIN D SUFFICIENCY INCREASES RESISTANCE TO VIRAL INFECTIONS. WE NOT EVEN TALKING TREATMENT.

SO DITCH THE MASKS, START EDUCATING ABOUT VITAMIN D. START EDUCATING BRACKETING IN THE SUN PERSISTED IN ON THE XBOX. THIS IS A BRILLIANT OPPORTUNITY FOR YOU ALL AS A BOARD TO GO TO THE DEPARTMENT OF HEALTH. THE DEPARTMENT OF HEALTH, GO THERE SHOW THE EVIDENCE, DOCTOR CARLSON, YOUR JOB AT FRED HEDGES TO LOOK AT BIOLOGICAL ACTION. YET WITH COVID. AND I'M SURE YOU ALREADY KNOW THAT VITAMIN D DEFICIENCY IS A SIGNIFICANT RISK FACTOR FOR COVID-19.

>> THANK YOU SIR. >> NEXT WE HAVE SIGNED UP IS MIKE --

>> YES HELLO. I HOPE YOU CAN HEAR AND SEE ME OKAY.

>> JUST FINE. >> OKAY GREAT. I'M ACTUALLY HERE WITH MY NINE-YEAR-OLD WHO'S 1/4 GRADER. AND SHE TELLS ME THAT SHE WEARS A MASK FOR THREE HOURS AND THEN TAKES IT OFF WITH THE REST OF HE CLASS FOR 20 MINUTES TO EAT LUNCH IN THE HE VERY ROOM THAT SHE IS REQUIRED TO WEAR A MASK AND FOR THE REST OF THE DAY. I WOULD LIKE TO ASK YOU DOCTOR CARLSON AND ANY OTHER HEALTH PROFESSIONAL THAT OSTENSIBLY IS FOLLOWING THE SCIENCE.

AS A BARRISTER TO TAKE THE BREAK DURING THE 20 MINUTE WINDOW WHEN THE CHILDREN ARE EATING LUNCH? IS IT TAKING A TIMEOUT? IS IT SLEEPING? NAPPING? IS IT EATING? IS IT NOT TRANSMITTING? WHAT ARE WE DO WITH KIDS, WHAT IS IT AFFECTS OF MICKEY CHILDREN MASTER FOR THE OTHER 3 TO 6 HOURS A DAY? AND THIS IS POTENTIALLY REDUCING TRANSMISSION WITH DIRTY, USELESS, IF WE'RE GOING TO BE LOGICALLY CONSISTENT, LET'S MAKE ALL THE CHILDREN WE ARE N-95 RESPIRATORS.F WE'RE GOING TO BE LOGICALLY CONSISTENT.

WE NEED TO MAKE THE CHILDREN EAT LUNCH OUTSIDE. WITHOUT A MASK, OKAY? BUT IF WE'RE GOING TO PRETEND THAT WE ARE DOING ANYTHING WITH THESE FACEMASKS THAT ARE NOT

[00:30:04]

I KNOW ABOUT Y'ALL BUT WHEN YOU CONTINUALLY WEAR A MASK, IT IS SUFFOCATING.

OKAY? AND SO, THESE KIDS ARE NOT PROPERLY WEARING THEM.

SO ESSENTIALLY THERE GETTING NO PROTECTION, AND GETTING ALL THE DOWNSIDES OF NOT SEEING FACES.

OF THE NONVERBAL CUES, NOT BEING ABLE TO SEE THEIR TEACHER.

WE CAN DO ONE WAY MASKING. IF THE PARENTS OF THE KIDS ARE WORRIED, THEY CAN WEAR THEIR MASKS. THERE IS NO PROBLEM WITH THAT. BUT TO MANDATE MASKS THAT WE KNOW ARE SCIENTIFICALLY AT THIS POINT ESPECIALLY TRANSMISSION RATE OF OMICRON, WE ARE NOT YOU FOLLOWING THE SCIENCE. LOOK AT THE CDC DATA LIKE A FLIP ON THE PHONE, MARCH 21 STUDY SHOWED THAT THE MOST EFFECTIVE WAY TO REDUCE TRANSMISSIONS IN SCHOOLS WAS OPEN A WINDOW. AND MASKS WERE NOT STATISTICALLY SIGNIFICANT SCHOOLS DURING TRANSMISSION HONESTY MY DAUGHTER'S SCHOOL WINDOW OPEN.

OKAY? SO THE TEACHERS IF THEY ARE SCARED THEY CAN WEAR N-95.

IF THE STUDENTS OR PARENTS OF STUDENTS ARE SCARED, WHAT THEY WERE N-95? WE'RE KIDDING OURSELVES GIVING POINTLESS ADVICE WITH MASKS THAT ARE NOT DOING ANYTHING FOR THOSE CHILDREN. THEY ARE HARMING THEM BY PREVENTING THE COMMUNICATION OF POSSIBLY MOUTH BREATHING AND DENTAL AND THE WHOLE THING. THEN I CAN THE BENEFIT AND GETTING ALL THE DOWNSIDES OF THE NONVERBAL CUES THAT THEY ARE MISSING.

AND SO, I WOULD SAY LET'S BE LOGICALLY CONSISTENT. LET'S GO ALL THE WAY.

MAKE THEM WERE N-95 YOU WANT TO SEE THEM ON THE TEACHERS. BY THE WAY, I DON'T SEEK TEACHERS, THEY WERE POORLY FITTED FACEMASKS THAT ARE NOT SCIENTIFICALLY ABOUT.

I URGE YOU TO FOLLOW THE SCIENCE. THANK YOU FOR THE OPPORTUNITY.

>> THANK YOU FOR COMING TONIGHT. NEXT I HAVE SIGNED UP, I BELIEVE IT IS ANNIE -- I'M SORRY FOR DID NOT QUITE GET THAT RIGHT.

>> THAT'S ALL RIGHT. HI EVERYONE, MY NAME IS ANNIE -- A DIFFICULT NAME.

THANK YOU FOR YOUR TIME. YOUR EFFORTS, YOUR ENERGY, WE VERY MUCH APPRECIATE IT, WE HAVE A FIRST GRADER THIS YEAR IN LAKE WASHINGTON SCHOOLS. MY FAMILY, MY MOM, DAD AND I CAME FROM IRAN IN 1989. I WILL TELL YOUR STORY AND KIND OF WRAP IT UP THAT WAY.

WE CAME HERE BECAUSE WHEN I WAS THREE THE KING AND A RAM LEFT THE REGIME CHANGED AND WE LOST THE FREEDOM OF BEING CHRISTIAN AND A MUSLIM COUNTRY. SOON AFTER CAME THE WAR.

WE LOST OUR HOME. AFTER THAT CAME THE BIG HUGE SHIFT OF WHAT YOU GUYS SAW HOW MANY TAKE OFF AND IRAN BECAME THE ISLAMIC REPUBLIC. SO I LOST MY RIGHTS AS A WOMAN.

I WAS WORTH LESS THAN A COW. WE FOUND A WAY OUT, WE PUT EVERYTHING WE HAD TO COME TO AMERICA. THIS IS MY HOME. WHY WE CAME HERE FOR A CHOICE, FOR FREEDOM. HER ABILITY TO LIVE HOW WE WANT.

AND TO HAVE A GREAT PLACE TO EDUCATE OUR CHILDREN. AFTER A LONG TIME, WAS SETTLED IN WASHINGTON. AND I MET MY HUSBAND AND WE HAD TWO KIDS.

YOU KNOW, AS HARDEST THINGS WERE AND IRAN, NEVER DID THEY FORCE ME TO PUT SOMETHING IN MY BODY WERE IN MY CHILD'S BODY. AND I JUST BEG OF YOU, PLEASE. TAKE A MOMENT, THINK ABOUT THE LEGACY YOU WANT TO LEAVE BEHIND AS A BOARD. JUST PONDER ON THAT FOR A FEW SECONDS. AND REALIZE THAT IT IS NOT JUST AN INJUNCTION TO STOP AN ILLNESS. YOU'RE SETTING A PRECEDENCE. AND THAT PRECEDENTS MEANS THAT CHOICES LOST, THAT FREEDOM IS LOST. AMERICA'S ALIENATION WE KNOW THAT OFFERS FREEDOM AND CHOICE. ONCE YOU TAKE THAT AWAY, THERE IS NO PLACE ELSE FOR US TO GO.

THERE IS NO PLACE FOR OUR KIDS TO GO OR FOR OUR GRANDKIDS. WHAT WOULD YOU WANT YOUR LEGACY TO BUILD? THAT WE FOLLOW, WHAT ORGANIZATION SAID? OR THAT WE DID WHAT WAS RIGHT FOR OUR KIDS? I THANK YOU, BLESS YOU ALL,

LOTS OF HUGS AND HOPE TO SEE YOU ONE DAY IN PERSON. >> THANK YOU FOR COMING TONIGHT. NEXT I HAVE SIGNED UP IS KAYLA --

[00:35:06]

>> HELLO EVERYONE. >> HELLO. CHRIS MY NAME IS KAYLA -- HE CAN REFER TO ME WITH DAY, SHE, OR HE PROMISED FOR THE EDUCATION MANAGER FOR FRIENDS OF NORTH CREEK FOREST, A SMALL NONPROFIT. JUST PITCHING A PROGRAMS A LITTLE BIT HERE. WE HOST K-12 FIELD TRIPS ALONGSIDE VARIOUS OTHER PROGRAMS. MOST OF OUR FIELD TRIPS ARE SCIENCE BASED.

BUT WE CAN ALSO HOST ART, LITERATURE, HISTORY AND OTHER LESSONS.

WE OFTEN HOST EVENTS THAT WORK TOWARD THE NEXT GENERATION SCIENCE STANDARDS BY FACILITATING STUDENT PROJECTS IN THE FOREST OVER SEVERAL FIELD TRIPS.

WE HELP STUDENTS DEVELOP QUESTIONS THAT THEY HAVE ABOUT THE ENVIRONMENT, GATHER DATA AND SUPPLY FILL EQUIPMENT FOR THE PROJECTS. AT THE END THEY OFTEN PREPARE A REPORT OR PRESENTATION WITH THE FINDINGS. AND IN THE PAST, THIRD-GRADERS HAVE TESTED STREAM TEMPERATURE AT THE TOP AND BOTTOM OF THE FOREST FINDING THAT THERE WAS A COLD AND EFFECTIVE RESULTS WERE LATER SUBMITTED TO THE SHORELINES BOARD TO HELP SET BUFFER SIZE IN THE SHORELINE MASTER PROGRAMS UPDATE. ALL OF OUR PROGRAMS OR FREE BECAUSE THEY HAVE GRANTS AND DONATIONS. SO FAR WE HAVE NORTH SIDE SCHOOL DISTRICT -- I'M USING THE OPPORTUNITY TO ADVERTISE TO THE LAKE WASHINGTON SCHOOL DISTRICT, WHERE WE RECENTLY WORKED WITH --. WE CAN HOST NORTH CREEK FOREST OR VISIT SCHOOLS, A PARK CLOSER TO THE SCHOOLS AND HOST VIRTUAL LESSONS.

WEST SLAUSON TRANSPORTATION STIPENDS AVAILABLE TO AWARD SELECT SCHOOLS IN NEED.

AND WE HOST FIELD TRIPS ALL THROUGHOUT THE SCHOOL YEAR, LENGTH, RANGING FROM EARLY MINUTES ON A CAMPUS UP TO FIVE HOURS IN THE FOREST. WE ALSO HAVE SOME DAY CAMPS WERE PLANNING TO HOST THE SUMMER BUT ARE NOT QUITE READY TO ADVERTISE THOSE.

THE MAIN REASON WE HOST EDUCATION EVENTS IS BECAUSE OUR MISSION STATEMENT IS TO MAINTAIN AND IMPROVE THE ECOLOGICAL FUNCTION OF NORTH CREEK FOREST THROUGH EDUCATION, STEWARDSHIP AND CONSERVATION PERPETUITY. TEACHING PEOPLE ABOUT URBAN FORESTS REASON NORTH CREEK FOREST WILL CONTINUE TO BE PROTECTED FOR FUTURE GENERATIONS. AND POTENTIALLY OTHER URBAN NATURAL SPACES CAN BE PRESERVED AS WELL THROUGH EDUCATING PEOPLE ABOUT THEM. IF YOU'RE INTERESTED IN TALKING ABOUT OUR PROGRAMS YOU CAN CONTACT ME AT MY EMAIL WHICH CAN BE FOUND ON OUR WEBSITE.

THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME.HANK YOU FOR SHARING THAT.

THAT IS THE END OF OUR TELEVISED PUBLIC COMMENT FOR TONIGHT.

I ALSO WANT TO RECOGNIZE THAT THE BOARD RECEIVED ADDITIONAL WRITTEN PUBLIC COMMENT THAT MATERIAL IS, HAS BEEN DISTRIBUTED TO THE BOARD AND IS POSTED ON BOARD DOCS AND IS

[E. Consent Agenda]

>> SO MOVED. >> SECOND. >> WILL BY DIRECTOR CARLSON SECOND BY DIRECTOR STEWART. WE PROVE THE CONSENT AGENDA AS PRESENTED.

PLEASE PULL THE BOARD.

[F. Non-Consent Agenda]

[00:40:07]

>> THANK YOU. ANY QUESTIONS FROM THE BOARD ON THE MONITOR REPORT?

DIRECTOR BLAZER. >> HAVE A QUESTION ON 3.3. IT HAS TO DO WITH THE POLICIES THAT ARE IN PLACE IN REGARDS FOR, I HAVE TO OPEN IT SO I CAN SEE IT.

THE INDICATORS, IS PROTECTING AGAINST RETALIATION AND LEGAL DISCRIMINATION.

YOU DO MENTION THE POLICIES THAT ARE IN PLACE. THIS MIGHT BE A FACT THAT WE NEED TO REVIEW THE INDICATORS IN THE LONG RUN. BECAUSE THE EVIDENCE I THINK WAS, WHETHER ANY NEEDS DOING ANYTHING? WE HAVE A POLICY, WHAT WAS THE OUTCOME FROM THE POLICIES. I DON'T KNOW IF YOU HAVE ANYTHING ON THAT.

LIKE HOW MANY WERE SUBMITTED IF ANY? I THINK THAT WAS MY QUESTION.

NOT NECESSARILY IF WE ARE IN COMPLIANCE NOT REALLY SORT OF MORE, I HAVE A FEELING THIS IS JUST WE HAVE A POLICY BUT HOW IS THE POLICY ACTUALLY BEING IMPLEMENTED AND DOES OUR

COMMUNITY KNOW IT EXISTS? >> AND SO, AS YOU POINTED OUT, THE INDICATOR OF COMPLIANCE STATUS OF THE DISTRICT HAS POLICIES THAT GOVERN PROTECTION AGAINST RETALIATION AND ILLEGAL DISCRIMINATION. WHAT I'M HEARING IS, PROBABLY AN ADDITIONAL INDICATOR FOR MONITORING SHOULD REALLY BE THE DATA ASSOCIATED WITH THOSE POLICIES BECAUSE THE MAJORITY OF THESE POLICIES HAVE A PROCEDURE THAT WHEN IF YOU TAKE 4200 COMPLAINTS CONCERNING STAFF PROGRAMS, THERE IS A PROCESS TO SUBMIT A COMPLAINT. THAT IS 4220 P WHICH IS A PROCEDURE WHICH OUTLINES THAT. NONDISCRIMINATION, THERE'S A PROCEDURE TO REPORT THOSE THINGS. I UNDERSTAND YOUR QUESTION AND I WILL TAKE NOTE TO UPDATE THE

INDICATORS FOR THE FUTURE. >> OKAY THANKS I WAS JUST SORT OF AS I LOOKED AT IT.

ENSURING THAT WE ARE ACTUALLY MEETING THE NEEDS OF OUR COMMUNITY IN THAT PIECE.

>> I TRIED SHARING MY SCREEN SO PEOPLE COULD SEE THE POLICY. -- OKAY THERE WE ARE.

ANY OTHER QUESTIONS FROM THE BOARD? ON THE MONITORING REPORT? NO OKAY. DIRECTOR? YOU UN-MUTED AND THEN REALLY

DOES APPEAR. >> ALSO ADMIRED FOR THE DISCUSSION PHASE.

>> OKAY. I WILL ENTERTAIN A MOTION TO APPROVE THE MONITOR REPORT AS COMPLIANT WITH THE EXCEPTIONS NOTED THEREIN. OR ANY OTHER MOTION ANYONE WANTS TO MAKE AROUND UP. WHEN WOULD LIKE TO MOVE TO APPROVE THE MONITORING REPORT?

>> AND LOOK TO IMPROVE THE MONITORING REPORT AS PRESENTED BUT EXCEPTIONS OF 34 AND 35 NOT

COMPLIANCE WITH THE PLAN TO BRING THEM INTO. >> THANK YOU DIRECTOR.

>> SECOND. >> THERE IS A MOTION PENDING AND A SECOND.

ANY DISCUSSION AROUND THE MOTION? AND SORRY TO HAVE A QUESTION OR

CLARIFICATION? >> NO, JUST A TECHNICAL PIECE. FOR SOME REASON, CHRIS, I KNOW HE IS A SCAMMER ON BUT HE'S NOT SHOWING ON THE MONITOR THAT IS BEING BROADCAST.

I WONDER IF YOU WANT TO TURN YOUR CAMERA OFTEN ON REAL QUICK.

YOU HAVE NOT BEEN SHOWING FOR LEXI, AND THAT YOU ARE, THANK YOU.

>> HOW BIZARRE. >> HE IS ON MY CAMERA. >> I SEEM FINE.

[00:45:01]

>> OKAY. THANK YOU, , ANY DISCUSSION, THERE'S A MOTION PENDING ANY FURTHER DISCUSSION ON THE MONITORING REPORT.

>> I DID HAVE SOMETHING FOR THE BOARD TO CONSIDER AND PARTIALLY ALONG THE SAME LINES AS THE INDICATORS. 3.4 WHICH IS ACTUALLY NOT COMPLIANCE AND WE ACTUALLY HAVE ABOUT SIX BULLET POINTS CLEAR UNDER THAT POLICY, AND THIS, THEY DO NOT COME INDICATORS ARE VERY LIMITED AND ACTUALLY CAPTURING WHAT THOSE AREAS ARE PRETTY SEXY PRETTY SIGNIFICANT COMPONENT. I DON'T THINK THE EVIDENCE GIVES US A GOOD PICTURE BUT I DON'T THINK WE'VE CHOSEN INDICATORS TO GIVE US A GOOD PICTURE BEHIND THIS.

I LIKE TO REVISIT INDICATORS TO CREATE A MORE ROBUST THAT ACTUALLY ADDRESSES SOME OF THE SUB POLICIES. I THINK THE PANORAMA SURVEY WE TALKED ABOUT TWO WEEKS AGO GIVES US INSIGHT THAT WE CAN USE PRISSY OVERLAP WITH OE14 IN MANY WAYS.

I LIKE TO DO THIS TO GET A BETTER FEEL. FILCKR MR. BIG COMPONENT BEHIND THAT. WE DON'T HAVE THE RIGHT INDICATORS TO DO SO.

>> ANY FURTHER DISCUSSION FROM THE BOARD ON THE OE3 MONITORING REPORT?

-- ANYTHING FURTHER TO ADD? >> I DO BUT LET DIRECTOR STEWART GO, I CAN COME BACK.

>> I JUST WANT TO ASK A QUESTION OF DIRECTOR BLIESNER. WHAT WOULD YOU RECOMMEND, YOU

SAID SOME ARE MISSING. I'M JUST CURIOUS. >> YOU KNOW IS, SINCE THAT IS THE SUPERINTENDENT ROLE IN WHICH IS SORT OF DRIVING TO THE INDICATORS, I'M GOING TO KIND OF LEAVE IT THERE. AND I THINK IT ACTUALLY TAKES LITTLE MORE SO I DO THINK WE

COULD -- >> MY CURIOSITY. >> LET ME JUST COMMENT ON THAT.

AS I WAS GOING THROUGH THIS AND AS WE WERE FINALIZING THIS, YES, THE INDICATORS THAT WERE REPORTING ON OUR WHAT WAS APPROVED AND WHAT IS THERE. IT FEELS LIKE THE VOICE OF THOSE AFFECTED AND IMPACTED ARE NOT PART OF THIS. AND SO WHEN I THINK OF INDICATORS, IS GOING TO BE AROUND, THE INDICATORS WE SHOW HERE ARE STAFF REPORTING ON HOW PARENTS FEEL. IT REALLY SHOULD BE ABOUT OUR COMMUNITY AND PARENTS, HOW ARE THEY FEELING IN OUR SCHOOLS AND HOW THEY FEELING IN OUR BUILDINGS? I THINK THAT IS PROBABLY THE BRIDGE THAT WE NEED TO GAP, TO REPORT ON THIS MORE ACCURATELY.

>> THANK YOU. I WOULD ALSO SAY FOR 2.2 WHICH WAS ABOUT A FORMAL COMPLAINT PROCESS, AGAIN, ACTUALLY FELT WAS THE COMPLAINT GRIEVANCE BUT WE SCREWED UP THE FORMAL ONE.

MUCH OF WHAT WE HAVE IS A INFORMAL AS I START TO DIVE INTO THAT A LITTLE BIT.

AND HOW WELL ARE WE DOING THAT PIECE? HOW DOES THAT PLAY IN? HOW DO PEOPLE FEEL IN THAT WAY? I THINK WE MISSED THE COMPONENT SPEAKING TO EXACTLY WHAT YOU

JUST SAID. >> I REALLY WANT TO HIGHLIGHT 3.1 THOUGH.

AND THE TECHNOLOGY PIECE AND THE SECURITY, FABULOUS WORK. EXCELLENT THINGS DISCUSSION WITH WHERE WE ARE AT. THERE WAS A LOT OF REALLY GOOD WORK IN SUPPORTING OUR USERS, ESPECIALLY BRINGING ON A LOT ADDITIONAL DEVICES, ADDING ALL THE DIFFERENT SECURITY COMPONENTS, WORKING WITH OUR COMMUNITY PARTNERS TO REALLY HIT THE TECHNOLOGY THING IS A

HIGHLIGHT TO BE ABLE TO CALL OUT REALLY STRONGLY. >> 3.5, I APPRECIATE THAT EXTERNAL FACTORS PLAY A ROLE IN THE ABILITY TO ACHIEVE THAT. YOU KNOW, I WANT TO SAY THE WORDS OUT LOUD, AS WE HOPEFULLY, THE VERY NEAR FUTURE, START RESUMING NORMAL ACTIVITIES, MY EXPECTATION IS IT WILL BE A CHALLENGE TO GET THAT BACK UP AGAIN AND GET THE SAME LEVEL OF COMMUNITY ENGAGEMENT WE DID BEFORE. AND I REALLY HOPE THERE IS A CONCERTED EFFORT AROUND THAT. AND WE HEARD A LOT FROM PARENTS, PARTICULARLY ABOUT A YEAR AGO WHEN WE WERE TALKING ABOUT THE CHALLENGES OF RESUMING IN PERSON EDUCATION SINGER WANT TO HELP BUT TELL ME WHAT I CAN DO. SO UNDER THE INTEREST IS OUT THERE IN THE COMMUNITY. BUT I WANT TO RECOGNIZE THAT IT IS ESSENTIALLY, IT IS SAD BUT

[00:50:03]

AS COMPLIANT WITH EXCEPTIONS NOTED THEREIN FOR 3.4 AND 3.5 AS WELL AS APPENDIX FOR BRINGING THOSE INTO COMPLIANCE. ALL THOSE IN FAVOR PLEASE SIGNIFY.

ANY OPPOSED? MOTION CARRIES UNANIMOUS. THE NEXT ITEM ON THE AGENDA IS

-- >> BEFORE WE GO ON? >> PLEASE.

>> BOARD SUMMARY. THE SUMMARY DOCUMENT, WHO WILL BE DOING THAT TO BRING BACK TO

THE NEXT MEETING? >> HERE IS WHAT I WOULD ASK. BECAUSE MY INITIAL REACTION WAS TO THROW IT BACK AT YOU. WHICH WAS UNFAIR. SO, INSTEAD, I'M ACTUALLY, I WOULD ASK SOMEONE FROM STAFF COULD TRY TO PROVIDE ME WITH A, JUST LISTEN BACK TO THE LAST DISCUSSION AND PROVIDE ME WITH THE SUMMARY. AND THEN I WILL WITH THAT, PRODUCE SOMETHING. I DON'T NEED ANYTHING FANCY JUST BULLET POINTS.

>> AND TO THAT END I WILL HAVE THAT REPORT OUT ON WHAT THE BOARD DISCUSSED.

DO YOU WANT MY COMMENTS INCLUDED IN THAT AS WELL? BECAUSE IT REALLY ISN'T BOARD COMMENTS OR DIALOGUE BUT THERE IS NOT AN AGREEMENT AS I WAS MAKING THE COMMENT AND I BELIEVE THAT'S REPRESENTATIVE OF WHAT THE BOARD IS HOPING FOR.

>> I THINK THAT IS RIGHT. >> OKAY. >> I THINK I'D LIKE THAT

INCLUDED. >> GREAT. AND THAT IN TERMS OF THE PATTERN FOR MONITORING. TONIGHT THE BOARD APPROVED THIS AND THEN AT THE NEXT MEETING, THE BOARD WILL THEN APPROVE THE BOARD SUMMARY. THAT WILL BE THE PATTERN GOING THROUGH THIS. AS WE GET INTO MONITORING IT ACTUALLY WILL REQUIRE A BIT OF TURNAROUND, THIS ONE IS LITTLE BIT SIMPLER BECAUSE I BELIEVE OUR NEXT BOARD MEETINGS LITTLE FURTHER OUT THEN TWO WEEKS. BUT WHEN HER TWO WEEK PLATTER IT WILL REQUIRE US TO TURN

THOSE AROUND PRETTY QUICK. >> THANK YOU, THAT'S CORRECT. THAT'S RIGHT.

AND FOR THE BOARD, THE PLAN IS, TO HAVE THAT COME BACK ON A NON- CONSENT AGENDA IN THE NEAR TERM GOING FORWARD.O THEY CAN BE CLEAR AND THAT COULD BE ADDITIONAL DISCUSSION AROUND THAT SEVERAL TO MAKE SURE IT'S UNDERSTOOD WHAT WE ARE ADOPTING.

OKAY, THE NEXT ITEM ON THE AGENDA, I'M SORRY BEFORE MOVE ON ANYTHING FURTHER ON THIS AGENDA ITEM? NEXT ITEM ON THE AGENDA IS REVIEW AND APPROVAL OF MONITORING REPORT R-1 ON MISSION OF LAKE WASHINGTON SCHOOL DISTRICT.

DOCTOR HOLMEN, CAN YOU PLEASE? >> GREAT, THANK YOU. AS THE BOARD KNOWS, YOU SET THREE DISTINCT POLICIES REGARDING THE -- SITE WE ARE TALKING ABOUT RESULTS ONE THE MISSION AND VISION OF THE SCHOOL DISTRICT. THIS IS TALK ABOUT OUR LARGE-SCALE OUTCOMES IN TERMS OF STUDENTS GRADUATING, STUDENTS ON TRACK TO GRADUATE AND POSTSECONDARY OUTCOMES. AND SO ASSISTANT SUPERINTENDENT DALE CODY WILL PROVIDE YOU WITH THE REPORT TONIGHT AND THEN WE HAPPY TO TAKE ANY QUESTIONS THAT YOU HAVE, TIM OUR DIRECTOR OF DATA RESEARCH AND ACCOUNTABILITY IS ALSO HERE. AS YOU KNOW, HE DOES THE LION SHARE OF THE DATA WORK FOR US, AND CAN ALSO ANSWER QUESTIONS IN REGARDS TO SOME OF THE DATA.

I ALSO WANT TO RUN THE BOARD THAT YOU HAVE ACCESS TO DATA VISUALIZATIONS.

THE MONITORING REPORT PROVIDES ONE SET OF DATA AND VISUALS, THE PRESENTATION HAS LESS THAN THAT. KNOWING THAT THE MONITORING REPORT IS A FULL REPORT BUT THE BOARD ACTUALLY HAS MORE ACCESS TO EVEN MORE DATA IN OUR DATA SYSTEM AND SO I JUST WANT TO REMIND YOU THAT THERE ARE DATA THAT ARE AVAILABLE TO YOU THAT ALSO PROVIDE EVIDENCE REGARDING THE RESULTS OF THE DISTRICT. ND WITH THAT, DALE, DO YOU WANT TO START THE PRESENTATION?

[00:55:04]

WE KNOW THAT THERE ARE SPECIFIC STUDENT GROUPS THAT CONTINUE TO EXPERIENCE LESS SUCCESS.E'LL TALK ABOUT SOME OF THOSE WE SAW SOME INTERESTING GAINS IN THESE DATA WE ALSO SAW SOME CONCERNING DATA SETS AND SO WE WILL POINT BOTH OF THOSE OUT. HERE IS ALSO REASONABLE PROGRESS HAS BEEN MADE WITH NOTED EXCEPTIONS. AND SO, AS THE BOARD REMEMBERS, WENT THROUGH A PROCESS TO IDENTIFY INDICATORS. SET BENCHMARKS AND WE ARE SPECIFIC METRICS FOR HOW WE ARE EVALUATING AND MEASURING THESE PIECES.

SO DID DALE COME OVER THIS SLIDE IS THE START OF THE DATA PRESENTATION.

>> IT IS. CHRIS L HANDED OVER TO YOU, THANK YOU.

>> GREAT GOOD EVENING. IT IS MY PLEASURE TO PRESENT THE R-1 MONITORING REPORT THIS EVENING. WE'RE STARTING WITH ON-TIME GRADUATION RATE FOR THE CLASS OF 2021, IT WAS AT 93.1 PERCENT. THE FOLLOWING SUBGROUPS WERE BELOW TARGET. FOR GRADUATION RATE. THERE ARE IMPLICATIONS THAT THE PANDEMIC CAUSED, SOME STUDENT GROUPS DIFFICULTY ACCESSING EDUCATION, EVEN THOUGH WE DID WORK EXTREMELY HARD SETTING UP SYSTEMS AND PROCESSES TO CONNECT ALL STUDENTS WITH THEIR EDUCATION. WE SEE POSITIVE FOUR YEAR TRENDS WITH OUR BLACK AFRICAN-AMERICAN STUDENTS AND SPECIAL EDUCATION STUDENTS. ANOTHER WAY TO DISPLAY THE GRADUATION RATES OVER A BIT LONGER PERIOD OF TIME. AS YOU CAN SEE GRADUATION RATE IS STABLE SO SLIGHT INCREASES AND DECREASES OVER TIME. YET ANOTHER WAY, SHOWING THE INDIVIDUAL SUBGROUPS. GRADUATION RATES OVER TIME. NOTE THE AFRICAN-AMERICAN GROUP INCREASING TO 92.1 PERCENT. WE CELEBRATE THIS AND THAT WE STILL HAVE WORK TO DO.

AS YOU CAN SEE OVER THE PAST FOUR OR FIVE YEARS, BLACK AFRICAN-AMERICAN STUDENTS GRADUATING ON AVERAGE BETWEEN 85 PERCENT DURING THAT PERIOD OF TIME.

BUT AGAIN, WE SHOULD CELEBRATE THIS AND CONTINUE OUR WORK TO THAT END.

AS YOU CAN SEE, WAS OF WORK TO DO WITH THE HISPANIC LATINO AND ANY RACE AND OTHER GROUPS THAT TYPICALLY PERFORM WELL ARE CONTINUING TO DO SO. THIS IS A PERCENTAGE OF STUDENTS NOT DROPPING OUT OF SCHOOL DURING HIGH SCHOOL. 86 STUDENTS IN THE CLASS OF 2021 DROPPED OUT. A LARGE NUMBER OF THE STUDENTS 40 AT THE AGE OF SIX CLASSIFIED AS STUDENTS REPORTED MOVING OUT OF THE DISTRICT, A CONFIRMATION OF ENROLLMENT WAS NOT RECEIVED.

19/86 LEFT FOR UNKNOWN REASONS. THE OTHER 27 LEFT DUE TO EMPLOYMENT, LACK OF ACADEMIC PROGRESS IN ATTENDANCE. PERSONAL CHOICE OR PURSUIT OF A GED OR AA.

OF THE 86 STUDENTS THAT DROPPED OUT, FOUR LEFT IN NINTH GRADE, 19 LEFT IN 10TH GRADE.

TURNING LEFT IN 11TH GRADE AND 43 LEFT IN 12TH GRADE. HERE WE SEE THE SUBGROUPS THAT ARE BELOW TARGET. AND THE SUBGROUPS HAVE A POSITIVE FOUR YEAR TREND BEING BLACK AFRICAN-AMERICAN AND MULTILINGUAL LEARNERS. AND IN THIS SLIDE, WE CAN SEE WE HAD 1959 STUDENTS STARTED THE NINTH GRADE IN SEPTEMBER 2017.

OVER THE COURSE OF THOSE FOUR YEARS WE HAD 83 STUDENTS TRANSFER OUT.

WE HAD 227 STUDENTS ENTER THE SYSTEM. WE HAD 86 STUDENTS DROP OUT.

[01:00:08]

HERE, WE'RE TALKING ABOUT PERCENTAGE OF STUDENTS GRADUATING IN SEVEN YEARS.

THE EXTENDED RATE. SEVEN YOUR GRAD RATE IS 98 PERCENT SO MOST OF THESE ARE YELLOW SHOWING THAT WE ARE APPROACHING OUR TARGET. THERE ARE TWO SUBGROUPS THAT ARE BELOW TARGET, BLACK AFRICAN-AMERICAN AND MULTILINGUAL LEARNERS.

WE ARE SEEING SLIGHT POSITIVE TRENDS IN BLACK AFRICAN-AMERICAN, HISPANIC LATINO, LOW INCOME AND SPECIAL EDUCATION STUDENTS. AGAIN, DIFFERENT WAY TO DISPLAY

THE DATA. >> I SAW A HANDBOOK, JUST A CLARIFYING QUESTION BEFORE WE

MOVE TOO FAR AWAY. >> I'M SORRY. >> A COUPLE OF SLIDES BACK WHEN YOU'RE SHOWING THE INCOMING STUDENTS AND HOW MANY TRANSFERRED OUT, THE OUTSIDE.

YOU MENTIONED OF THE 86 DROPOUTS, 40 OF THEM WERE, THEY MOVED THE DISTRICT?

OTHERWISE DIFFERENT THAN TRANSFERS OUT. >> WHAT IS THE DIFFERENCE

BETWEEN THAT? >> I CAN SEE THE ANSWER AND I SEE TIM CAME ON THE SCREEN AS WELL. AND SO, COGNITION OF OUR GRADUATION RATE IS VERY PARTICULAR. WE HAVE TO BE ABLE TO ACCOUNT FOR EVERY STUDENT THAT HAS BEEN ENROLLED IN A SCHOOL DISTRICT. SO WHEN A STUDENT MOVES, OUR STAFF ARE, THEY WORK HARD TO MAKE SURE THAT WE ARE ABLE TO ACCOUNT FOR WHERE A STUDENT RESIDES AND ATTENDS SCHOOL.

BUT THERE'S TIMES WHERE A STUDENT LEAVES AND WE ARE NOT ABLE TO ACTUALLY MATCH THE DATA UP AND SO, WE ARE THEN ACCOUNTABLE FOR THAT STUDENT WITHIN OUR GRADUATION RATE.

TIM, DO YOU WANT TO ANSWER THAT GREATER DETAIL OR WITH ADDITIONAL INFORMATION?

>> ELSE ADD TWO THINGS. OPSI HAS SPECIFIC GUIDANCE AND WHAT WE CAN DECLARE TRANSFER FROM THE REASONS. TYPICALLY IS WHEN YOU GET A RECORDS REQUEST FOR ANOTHER DISTRICT. SELECT THE NUMBER ONE REASON WE CAN OFFICIALLY CALL A TRANSFER TRANSFER. IF THE STUDENT YOU KNOW THESE DROPOUTS THAT STILL TALK ABOUT WHERE THESE WERE TRANSFERS BUT UNKNOWN, SOMEONE LIKE THAT ACTUALLY TOLD THE SCHOOL AND SAID HEY, I'M MOVING TO NORTH DAKOTA AND GOING TO HIGH SCHOOL IN NORTH DAKOTA.

AND WE NEVER HEAR BACK. WE TRIED TRANSFER RECORDS, WE'LL GET A RECORDS REQUEST.

THEY SAID THAT THEY ARE TRANSFERRING SOMEWHERE BUT WE NEVER CAN ACTUALLY OFFICIALLY CONFIRM PERSONAL STAFF ARE TRYING REALLY HARD TO DO THAT BUT LEGALLY, THEY WILL ALWAYS BE ASSOCIATED WITH US UNTIL WE OFFICIALLY KNOW THAT THEY'VE GONE SOMEWHERE ELSE.

AND WE GET AUDITED BY THE STATE. THEY GO THROUGH OUR GRADUATES AND PICKED, OR NOT GRADUATES AND GRADUATES AND PICK RANDOM STUDENTS AND SAY, YOU SAID THE STUDENT TRANSFERRED OUT, PLEASE SHOW JUST PAPERWORK TO BACK UP THAT CLAIM THAT THE OFFICIALLY

TRANSFERRED OUT. >> THANK YOU FOR THE CLARIFICATION.

>> THANK YOU GENTLEMEN. SORRY I DID NOT SEE YOUR HAND UP.

OKAY, THIS IS WHERE WE GO -- I THINK YES I THINK YOU COVER THE SLIDE.

SHOWING THE SEVEN YOUR GRADUATION RATES. THIS IS SHOWING THE RATE STABLE AGAIN SLIGHT INCREASES AND DECREASES OVER TIME. AND YET, A DIFFERENT WAY SHOWING THE SEVEN YOUR GRADUATION RATES SHOWN THE INDIVIDUAL SUBGROUPS OVER TIME AS WELL. IF WE TALK ABOUT NOW OUR STUDENTS WHO LEAVE OUR SYSTEM AND PERCENT OF THE STUDENTS WHO GRADUATE ENROLLING IN POSTSECONDARY INSTITUTIONS, THE DATA YOU SEE HERE IS BASED ON NATIONAL CLEARINGHOUSE. AND THIS DATA TRACKS POSTSECONDARY ENROLLMENT. THE STUDENTS IN THIS MEASURE ONLY GRADUATES.

WE DO NOT HAVE DATA ON OTHER POSTSECONDARY PATHWAYS SUCH AS GOING TO THE MILITARY.

HERE WE SEE SUBGROUPS THAT ARE BELOW TARGET AND ACTUALLY ALSO HAVE A -4 YEAR TREND.

[01:05:02]

IN FACT ON JANUARY 13, 2022, THE NEW YORK TIMES PUBLISHED AN ARTICLE OF COLLEGE ENROLLMENT.

STATING TOTAL UNDERGRADUATE ENROLLMENT DROPPED 3.1 PERCENT FROM THE FALL OF 2020 TO THE FALL OF 2021. BRINGING THE TOTAL DECLINE SINCE THE FALL OF 2019, TO 6.6 PERCENT OR 1.2 MILLION STUDENTS. ENROLLMENT, COMMUNITY COLLEGES WAS DOWN 13.2 PERCENT OR 700,000 STUDENTS COMPARED WITH 2019.

FIRST YEAR ENROLLMENT IS 9.2 PERCENT LOWER THAN THE PEN TO DIFFERENT LEVELS IN OE-3 .

REFILL SEEN OUR DATA. WE SEE WHITE, ASIAN AND NON-LOW INCOME STUDENTS FOR THE TARGET OR -- KNOW WE LOOK AT PERCENT OF GRADUATES WHO COMPLETED AT LEAST ONE DUAL CREDIT COURSE WITH A B OR HIGHER. WHY DO WE LOOK AT DUAL CREDIT? WHAT ARE SOME OF THE RESEARCH SAY? A STUDY IN 2014 HIGH SCHOOL STUDENTS IN MINNESOTA, FINDS THAT STUDENTS WERE MORE LIKELY TO ENROLL IN COLLEGE AND COMPLETE A DEGREE THE OTHER STUDENTS HOWEVER THE STUDY NOTES THAT EVIDENCE IS NOT SUFFICIENT TO SUPPORT A CAUSAL EFFECT. A NSBA STUDY STUDENTS ENROLLED IN DUAL CREDIT PROGRAMS IN OREGON DURING THAT THE STUDENTS WERE MORE LIKELY TO GRADUATE HIGH SCHOOL, ENROLL IN COLLEGE AND PERSIST THROUGH THE FIRST YEAR OF COLLEGE THEN STATE AVERAGE.

THE STUDENTS ALSO HAD A HIGH OVERALL ACADEMIC ACHIEVEMENT THEN STATE AVERAGE, EACH DOZEN 17 REVIEW OF THE PREVIOUS EMPIRICAL LITERATURE ON DUAL ENROLLMENT BY THE INSTITUTE OF EDUCATIONAL SCIENCES, WHAT WORKS CLEARINGHOUSE FINDS POSITIVE EFFECTS OF DUAL ENROLLMENT PROGRAMS. AN POSTSECONDARY GREEN ENTERTAINMENT.

AT HIGH SCHOOL COMPLETION. WE LOOK AT DUAL CREDIT COURSES WE'RE TALKING ABOUT ANY COURSE DESIGNATED AS ADVANCED PLACEMENT, COLLEGE AND HIGH SCHOOL, -- WE SEE THE SUBGROUPS ARE BELOW TARGET. WITH MOST STUDENT GROUPS SHOWING A POSITIVE FOUR YEAR TREND. HERE WE LOOK AT THE PERCENT OF NINTH GRADERS EARNING CREDIT FOR ALL COURSES ATTEMPTED THE PERCENT OF NINTH GRADERS THAT ARE EARNED CREDIT FOR ALL COURSES WAS 83.2 PERCENT. THIS IS OVER 10 PERCENT AWAY FROM THE TARGET.

THERE IS A -4 YEAR TREND FOR ALL STUDENTS CATEGORY. NINTH GRADE COURSES THAT HAD THE MOST STUDENTS WITHOUT FULL CREDIT, APRIL 20, 2021, WERE ENGLISH, LANGUAGE ARTS COME OVER HUNDRED 59 STUDENTS, ALGEBRA ONE THERE 116 STUDENTS. BIOLOGY, 110 STUDENTS.

WORLD HISTORY HAD A85 STUDENTS. WE DID NOT, WHEN ABLE TO OFFER THE SAT PRIOR TO THE SHOWS THE PERCENTAGE OF 10TH GRADE -- THE BENCHMARK SCORE ON THE EVIDENCED READING AND WRITING SECTION. YOU CAN SEE THAT IT WAS 85 PERCENT.

STATEWIDE THE PERCENT THAT BUT THE BENCHMARK WAS 64. NATIONALLY, IT WAS 62.

WE SEE THE SUBGROUPS BELOW BENCHMARK WITH POSITIVE TRENDS FOR OUR BLACK AFRICAN-AMERICAN

AND MULTILINGUAL LEARNERS. >> HERE WE SEE THE PERCENTAGE OF LAKE WASHINGTON SCHOOL FOR 10TH GRADERS THAT MET THE MATH BENCHMARK. THERE WAS A 64 PERCENT.

STATEWIDE, THE PERCENT THAT MET MATH WAS 39 PERCENT AND NATIONALLY, IT WAS 36 PERCENT.

HERE WE SEE ALL GROUPS BELOW BENCHMARK. EXCEPT FOR ASIAN STUDENTS WHO ARE 86.1 PERCENT. WE DO SEE A POSITIVE TREND FOR OUR BLACK AFRICAN-AMERICAN STUDENTS. AND LASTLY, THE RECOMMENDATIONS FOR THE 2022 Ã2023 SCHOOL YEAR. STRATEGIC WORK OF THE DISTRICT IS AIMED AT ENCOMPASSING OUR MISSION VISION FOR STUDENTS RESULTS TWO AND THREE PROVIDE AN OVERALL ASSESSMENT OF ACADEMIC INTERPERSONAL SKILLS AND ATTRIBUTES OF OUR STUDENTS. THESE REPORTS HIGHLIGHT THE EFFORTS IN PLACE TO CONTINUE ADDRESSING STUDENT BEINGS, CONTINUED FOCUS ON STUDENT AND

[01:10:05]

>> JUST A QUICK QUESTION. WHEN WE COMPARE TO NATIONAL AVERAGE, WE ARE DOING THE NATIONAL AVERAGE NOT COMPARING IT TO DISTRICTS SIMILAR TO US, CORRECT?

>> YOU WANT TO TALK A LITTLE ABOUT, MY ANSWER WOULD BE WHETHER IT'S NATIONAL AVERAGE THEN WERE NOT COMPLAINING TO DISTRICTS. I THINK THE QUESTION WAS PROBABLY REGARDING THE PSAT BECAUSE OF THE B IS A TRUE NATIONAL AVERAGE.> IT SEEMS THAT WHEN A LOT OF THESE WERE TALK ABOUT NATIONAL AVERAGES, AS I UNDERSTOOD IT.

AND IT JUST SEEMS LIKE TO COMPARED NATIONAL AVERAGES WOULD TAKE YOU FAR BELOW OUR ABILITIES AND OUR FINANCIAL OWNER PIERCINGS LIKE WE WANTED TO COMPARE TO DISTRICTS THAT

ARE VERY SIMILAR IN NATURE. >> YEAH, JUST AS SPECIFICALLY ON THE PSAT, THE DATA FOR A BENCHMARKING DISTRICTS IS NOT AVAILABLE. SO WE KNOW THAT THE STATE OR

NATIONAL COMPARISON FOR THAT. >> AS PART OF OUR ANALYSIS AND THIS WASN'T THE PARAGRAPH AT

THE END. >> IS AT FILLING THE PSAT FOLKS?

PERHAPS WE CAN PUSH THEM ON. >> IS MORE ABOUT RELEASE OF RECORDS AND THE OTHER THING IS WE GET THE PSAT FOR ALL 10TH GRADERS. IS THE MEASURE WE ARE USING.

THAT IS NOT NECESSARILY SOMETHING THAT ALL DISTRICTS ARE DOING.

TYPICALLY, A LOT OF DISTRICTS ARE IS A NATIONAL QUALIFYING EXAM.

WAS GOING TO HAPPEN AS WE WERE COMPARING TO SELECT THE STUDENTS GO TO DISTRICTS IS KIND OF A HARBINGER TO ACTUALLY TAKE OUR OVERALL PERCENT AND COMPARE BENCHMARKING DISTRICTS.

>> THANK YOU. >> THANK YOU, TIM. PRESIDENT LALIBERTE?

>> JUST HOUSEKEEPING SPEED WILL KEEP WITH QUESTIONS FROM THE BOARD AND ONCE WE'VE EXHAUSTED THE QUESTIONS I WILL ENTERTAIN A MOTION RELATED TO THIS. THEN WE CAN HAVE FURTHER

DISCUSSION. >> ERIC YOU WANT TO FACILITATE THE QUESTIONS?

>> I DON'T. -- DID A GREAT JOB. >> NO, I GUESS IS THE ANSWER.

THE QUESTION I HAVE SOMETIMES I SAY NEVER, NEVER OCCURRED TO ME ARE NEVER PICKED UP ON IT BEFORE TONIGHT. THAT IS OF THE DROPOUTS, HALF I THINK ARE TRANSFERS THAT, UNACCOUNTED FOR TRANSFERS. AND SO, ONE WAY PERHAPS EVEN THE MOST OR ONE WAY TO INCREASE OUR GRADUATION RATE WOULD SIMPLY BE TO HIRE AN ARMY OF PEOPLE TO TRACK PEOPLE DOWN ACROSS THE COUNTRY, RIGHT? I SAY THIS BUT I REALLY JUST WANT TO UNDERSTAND THIS.

IF WE WERE TO FIND 20 MORE STUDENTS, IT WOULD IMPROVE, I HAVE IT HERE IMPROVE THE

GRADUATION RATE, RIGHT? THERE WILL BE FEWER DROPOUTS. >> YES.ND KIND OF HOLISTICALLY, YES IT WOULD REDUCE THE TOTAL OF OUR GRADUATING CLASS.

BUT IT WOULD ALSO REMOVE KIND OF THE NEGATIVE INDICATORS IN THE GRADUATION RATE.

I WANT TO ALSO BE TRANSPARENT OTHER WORTH IT TIM HAS DONE WITH HIS TEAM.

THEY WORK AND COLLABORATE WITH OUR HIGH SCHOOL AND TIM COULD PROBABLY TELL US THE EXACT PEOPLE AT THE HOSPITAL TO DO THIS WORK. BUT THEY DO SIGNIFICANT DUE DILIGENCE TRYING TO TRACK THE STUDENTS DOWN. FOLLOW-UP AND FOLLOW-UP AND FOLLOW-UP IT BECAUSE IT IS IMPORTANT TO THEM AS YOU, IN THE ROLE OF -- WANT TO MAKE SURE WE BRING AS ACCURATE AS POSSIBLE SO WE ARE REPORTING INFORMATION THAT IS YOU KNOW,

TRULY THE OUTCOME OF OUR SYSTEM. >> I KNOW A LOT OF WORK HAS GONE INTO MAKING SURE THAT WE ARE YOU KNOW, TRACKING AND FOLLOWING UP AS MUCH AS POSSIBLE. I KNOW IF YOU NEED ADDITIONAL INFORMATION ON THAT.

WE TALKED ABOUT THIS IS ONE OF THOSE YOU KNOW, AREAS TO WORK ON AND IMPROVE.

I KNOW THAT TIM IS WORKING ON IT. >> THERE IS A LITTLE BIT OF CLERICAL WORK THAT IS IN THE GRADUATION RATE AND I CAN SAY WE FOUND EXACTLY FOUR MORE

[01:15:07]

BUT WE STILL CONTINUE TO WORK ON THOSE NON-GRADUATES, THAT DATA UNTIL THEY ARE IN THEIR SEVENTH YEAR. WE ACTUALLY HAVE FOUND OF THOSE 86 WE'VE ACTUALLY FOUND FOUR.

THEY WILL NOT SHOW UP IN THE FOUR YEAR RATE. BECAUSE WE WERE PAST THE DEADLINE BUT WILL ACTUALLY SHOW UP, THEY'LL BE TAKEN OUT OF THE -- RATE.

WE ACTUALLY CONTINUE TO TRY TO FIND THEM. BUT THIS IS ALSO THE HIGHEST AND I THINK THERE IS A LOT OF MOVEMENT AND STEWS THAT WERE NO-SHOWS OR SAID THAT THEY WENT

TO WHERE WE COULD JUST NOT FIND THEM. >> THANK YOU THAT WAS VERY, BASICALLY ANSWERED MY SECOND QUESTION WHICH IS I WOULD THEN ASSUME THAT THOSE REFINED I THINK IT'S WHAT YOU JUST SAID THOSE FIND IS REFLECTIVE AND THE GRADUATION RATE.> EVERY FEW MONTHS WE PROVIDE A LIST OF SCHOOLS AND SAY, HERE ARE SOME POTENTIAL NON-GRADUATES AND EVERY YEAR WE PROVIDE THEM WITH THE FOUR-YEAR, FIVE-YEAR, SIX YEAR, SEVEN YEAR NON-GRADUATES.

BECAUSE IF YOU ARE A NON-GRADUATE AND THEREFORE YOUR YOU NOT GRADUATE POTENTIAL OF THE FIVE, SIX AND SEVEN. WE CONTINUALLY TRY TO FIND THEM.

>> OKAY. THAT'S INTERESTING. DALE, YOU WANT TO KEEP?

>> YOU BET. DOCTOR AND DIRECTOR CARLSON. >> AS A FOLLOW-UP ON WHAT ERIC WAS ASKING. AFTER UNDERSTAND WHAT WAS SAID DURING THE PRESENTATION, IF THEY TRANSFER SOMEWHERE ELSE AND WE SIMPLY GET SOMETHING REQUESTING THAT WE FORWARD THE TRANSCRIPT, ACCOUNTS THAT THEY HAVE BEEN TRANSFERRED. OKAY SO YEAH I CAN IMAGINE THAT THEY ARE GHOSTS. . IT IS PLAUSIBLE TO ME THAT CAN BE TWO PERCENT OF THE KIDS THAT MOVED OVERSEAS. BUT I APPRECIATE THE ENERGY YOU'RE PUTTING IN THIS. I'M GOING TO SHIFT GEARS ON THIS.

WE TALKED ABOUT THE, IN THE REPORT, THE TABLES, TABLE 1, AND GRADUATING IN FOUR YEARS.

ONE OF THE THINGS THAT I ALWAYS FRET OVER IT MEANS THAT THERE ARE SOME CORRELATIONS THAT COULD BE MAKING PARTICULAR GROUPS. TABLE NUMBER FOUR GRADUATES ENROLLING A POSTSECONDARY INSTITUTION BUT YOU -- 70 PERCENT OF MULTILINGUAL, MULTILINGUAL PROGRAM IS ACTUALLY QUITE SUCCESSFUL. IN THE SENSE OF AFTER STUDENTS EXIT THE MULTILINGUAL PROGRAMS, THEY ARE PERFORMING AT A LEVEL THAT IS STATISTICALLY SIMILAR FOR THOSE THAT WERE NEVER IN A RELOAD. BUT THAT HIGHLY CORRELATES WITH SOME OF THE OTHER GROUPS. OUR BIGGEST PIECE OF THE MOST LITTLE STUDENTS IS HISPANIC STUDENTS. I WONDER IF THAT ARTIFICIALLY DRAGS DOWN THE NUMBERS, PARTICULARLY FOR HISPANIC LATINO GROUP AND SOME OF THESE ANALYSES.

BECAUSE LIKE I SAID, WE ARE -- IF YOU DO NOT SPEAK ENGLISH WHEN IN HIGH SCHOOL, GRADUATING ON TIME IS, THE GOAL IS LESS LEARN ENGLISH THEN WORRY ABOUT GRADUATION.

SO, ANYWAY, PLEASE TABLES MY FIRST INSTINCT IS NOT TO LEAVE THE MULTILINGUAL GROUP INSIDE OF ALL OF THE OTHER GROUPS APPEARED VISIBLY TO SET THEM AS MULTILINGUAL AND HAVE ALL THE OTHER NUMBERS REPORTED AS NON-EL L STUDENTS. BECAUSE YOU WIND UP TRYING TO EXPLAIN WHERE STUDENTS FAILING? SOME STUDENTS ARE NOT FAILING, THEY JUST DON'T SPEAK ENGLISH

YET. DOES THAT MAKE SENSE? >> CAN ASK QUESTION? I THINK WHAT YOU'RE ASKING FOR IS AS WE DO THE ANALYSIS, IF THERE IS A RELATIONSHIP BETWEEN TWO DATA POINTS ACTUALLY COULD PROVIDE KIND OF GREATER EVIDENCE OR GREATER

CONSIDERATION TO CALL THAT OUT, IS THAT FAIR? >> YET.

BASICALLY I DON'T WANT TO ADD TO ANOTHER COLUMN TO THE TABLE WILL ACCOUNT FOR NON-MULTILINGUAL AND THEN EVERYONE WOULD BE TWO DIFFERENT COLUMNS.

AT THE SAME TIME IT WINDS UP BEING SOMETHING THAT WE'VE ALREADY LEARN SOMETHING WHEN THEY ARE IN EL L. AND TO INCLUDE THEM IN ANOTHER CATEGORY AND ASK OURSELVES WHY

IS THAT CATEGORY SUFFERING? FEEL IT'S DOUBLE JEOPARDY. >> GOTCHA.

[01:20:07]

>> SO, ANYWAY IT'S JUST SOMETHING LIFTING OFF THE MULTILINGUAL LEARNERS AND THEN RECORDING ALL THE OTHER NUMBERS AMONG THE NON-EL L STUDENTS WOULD MAKE ME, I'D BE MORE SATISFIED BUT I DON'T, CANNOT MANDATE THAT I AN SEE YOU'RE WONDERING WHAT'S GOING ON BUT I'M TRYING TO GET THE IDEA ACROSS THAT IF A KID IS FAILING BECAUSE THEY DON'T SPEAK ENGLISH, I'M NOT TOO WORRIED ABOUT THAT BECAUSE OUR ELL PROGRAM IS DOING A GOOD JOB.

SO ANYWAY. >> CAN YOU REMIND ME OF THE BUSINESS RULE FOR REPORTING AN

ML STUDENT IN THE FOUR YEAR GRADUATION RATE? >> RECEIVING SERVICES -- IT CAN BE RELATIVELY SMALL. I DO WANT TO ADDRESS, THERE IS ON THE DISPLAYS, THERE IS A FILTER AT THE VERY TOP THAT YOU CAN ACTUALLY GO AND SAY, NON-MULTILINGUAL LITTER.

THEN YOU CAN SEE THE GRADUATION RATES FOR ALL OF THE -- >> I KNOW THAT I CAN SEE THAT.

THE THING IS AT THE TABLES PRESENTED WIND UP BEING IN THE PUBLIC RECORD.

AND THAT IS SOMETHING WHERE DON'T THINK THE PUBLIC CAN SEE THAT DISTINCTION WHERE I COULD IF YOU WANT TO GET UNDERNEATH THE HOOD. I WANT TO TAKE A HIT WHERE WE DESERVE TO TAKE A HIT. BUT WE PENALIZE OURSELVES OR IN MULTILINGUAL STUDENT WHO IS STILL RECEIVING ELL SERVICES IS, I'M NOT SURE OF THE REPRESENTATION OF HOW THE SYSTEM IS PERFORMING. ANYWAY, I THINK I'VE EXPRESSED THAT INCOHERENTLY AS IT IS.

THE LAST THING I WANTED TO SAY IS BACK TO ERIC'S POINT. THE STATE REQUIRES US TO REPORT OUR ON-TIME RATE IN TERMS OF IF THEY ARE GHOST AFTER GOING TO OUR DROPBOX.

BUT IF WE KNOW THAT THE STUDENT TOLD US THEY WERE LEAVING AND WE COULD NOT FIND THEM, INTERNALLY WE COULD FIND THAT NUMBER FOR OUR GRADUATION RATE. AND I WOULD NOT MIND DOING THAT

IN THESE REPORTS TO US. >> THAT IS SOMETHING I'VE BEEN WRESTLING WITH.

I WILL HOLD MY COMMENTS FOR LITTLE BIT ON THAT. I'M STILL THINKING ABOUT IT.

I KNOW THE QUESTIONS FROM THE BOARD ON -- DIRECTOR? >> I'M SORRY.

>> THAT'S ALL RIGHT. >> JUST A FEW QUESTIONS AND LOOKING THROUGH THIS.

YOU'D MENTIONED, I AGREE WITH LITTLE TO THEY WILL PIECE UP DIRECTOR CARLSON BROUGHT UP, IT'S ALWAYS BETTER TO TALK ABOUT, HOW DO YOU FEEL WITH THAT EFFECTIVELY? IN LOOKING AT SOME OF THIS THERE IS THE DECLINING TREND THAT WE ARE SEEING IN THE LATINO STUDENT POPULATION WITH A GRADUATION RATE AND GOT TO ME IS SOMEWHAT OF A, I'M CURIOUS AS TO WHAT YOU ALL HAVE BEEN LOOKING AT AND HOW WE DO THAT AND HOW THAT MIGHT POTENTIALLY BE LOOKED AT MORE EFFECTIVELY BECAUSE IT DEFINITELY WAS SOMETHING THAT GRABBED MY ATTENTION AND WE ARE MOVING REALLY WELL AND NOW FOR WHATEVER REASON IT IS NOT GOING

THAT DIRECTION. >> AND SO I WILL TAKE JUST A PRELIMINARY COMMENT AROUND THAT. IT IS ONE OF THE THINGS THAT WERE OBVIOUSLY WE ARE SEEING AS WELL. WHAT I KNOW IS OVER THE LAST COUPLE OF YEARS, MANY OF OUR HISPANIC LATINO FAMILIES, THEY HAD A DIFFICULT TIME UNDERSTANDING OR CONNECTING WITH A LOT OF THE CHANGES YOU KNOW, SOME FAMILIES YOU KNOW, NEED TO REACH OUT TO OTHER FAMILIES, THINGS LIKE THAT. I NOTE DIRECTOR STAGE WAS WORKING DILIGENTLY AROUND SOME VIDEO TO HELP PROVIDE DISTRICT INFORMATION IN SPANISH SO THAT FAMILIES CAN HAVE ACCESS TO THAT. I KNOW A LOT OF FAMILIES SAID IT WAS HIGHLY BENEFICIAL TO THEM TO UNDERSTAND ALL OF THE DIFFERENT CHANGES THAT WERE OCCURRING.

I HAVE OFTEN WONDERED, HAS THAT LED TO KIND OF A TWO YEARS OF FEELING SOMEWHAT DISCONNECTED FROM A SYSTEM THAT WAS ALREADY HARD TO CONNECT TO? SO IS THERE SOMETHING, IT'S

WHAT I'VE WONDERED ABOUT. >> ABSOLUTE. I COULD -- IS ALL GREAT QUESTIONS. I GUESS THAT'S WHAT I'M LOOKING FORWARD TO HEARING IT, HOW WE

[01:25:01]

I KNOW THERE'S A LOT OF WORK BEING DONE BUT EVEN WITH WHAT HAS BEEN DONE IT IS STILL NOT MOVING THE DIRECTION WE WANT. I THINK THAT IS MY QUESTION. YOU DON'T HAVE TO HAVE AN ANSWER FOR THAT NOW. I WAS THERE AS PART OF THE STRATEGIC UPDATE PROBABLY.

AND REALIZE IT'S OPERATIONAL. >> I ALSO, OUR EQUITY AND FAMILY ENGAGEMENT TEAM.

THEY ARE BOOTS ON THE GROUND, WORK WITH FAMILIES AND SCHOOLS AND STUDENTS, AND A LOT OF DIFFERENT WAYS THAT AREN'T FORMAL PROCESSES. BUT THEIR ENGAGEMENT AND WORK WITH FAMILIES IS REALLY IN THAT KIND OF REAL-TIME RESPONSIVE NEED OF FAMILIES.

IT IS PROBABLY ALSO AN UPDATE AROUND WHAT WORK HAVE THEY DONE SPECIFICALLY.

>> THAT WOULD BE GREAT. THE OTHER PIECE, WHO THE NEW GRADUATION PATHWAYS THAT WERE PUT INTO PLACE A YEAR AND 1/2 AGO. I DON'T REMEMBER EXACTLY WHEN.

AND SOME OF THAT IS LOOK AT THE POST SECONDARY INDICATOR, WE ARE VERY LIMITED TO ONLY TWO-YEAR OR FOUR-YEAR COLLEGE ENROLLMENT AND IT SPECIFICALLY STATES WE DON'T INCLUDE APPRENTICESHIP, MILITARY OR OTHER AREAS THAT STUDENTS MIGHT BE GOING TO.

ARE WE LOOKING AT HOW WE CAN CAPTURE SOME OF THAT TO BE ABLE TO BETTER UNDERSTAND THE COMPLETE EXPERIENCE OF OUR STUDENTS AND SPEAK WITH REPRESENTATIVES SLAUGHTER ANOTHER'S WORK SHE'S WORKING ON TO HOW TO REWORK THIS PIECE A LITTLE BETTER.

AND SO I'M JUST TRYING TO FIGURE THAT PIECE OUT. WE SEEM LIKE WE'RE MISSING A

GAP AMONGST OUR STUDENTS HONESTLY. >> AND IS PROBABLY ME MY NINTH YEAR PARTICIPATE IN THIS REPORT. I THINK WE'VE TALKED ABOUT THIS EACH YEAR. IT IS ONE OF THOSE AREAS IS EXTREMELY DIFFICULT.

SO I KNOW FOR OUR STUDENTS ON IEP THERE'S A POST GRADUATION FOLLOW-UP.

I KNOW THE RATE OF RETURN ON EVEN IN THAT AREA, IT'S A LIMITED NUMBER OF STUDENTS, IS DIFFICULT. IT IS FIGURING OUT A WAY TO HAVE CONSISTENT INFORMATION THAT IS REPORTABLE IN THAT SPACE. AND SO WHEN YOU THINK ABOUT YOU KNOW, AND APPRENTICESHIP IS FIGURE HOW DO WE CONSISTENTLY DO THAT? MILITARY HAS ALWAYS BEEN ONE WHERE I WONDERED, THERE'S A DATA SYSTEM NOT TRACKS THAT SOMEWHERE. I JUST DON'T KNOW IF WE WILL EVER GET ACCESS TO THAT DATA SET. BECAUSE OUR STUDENTS GO AND THEY PARTICIPATE IN REALLY MEANINGFUL POST SECONDARY EXPERIENCES THAT WE SHOULD BE REPORTING ON.

SO I DON'T KNOW IF TIM OR DALE OR ANYONE HAS ANY ADDITIONAL INFORMATION ABOUT TRACKING STUDENTS BEYOND WHAT WE ARE ABLE TO DO RIGHT NOW, BUT I DON'T DISAGREE THAT THAT

INFORMATION YOU THINK WOULD BE REALLY MEANINGFUL. >> I DON'T HAVE ANYTHING ADDITIONAL. I WAS THINKING ABOUT SOMEWHERE OUT THERE NEEDS TO BE SOME DATA, THERE HAS TO BE SOME DATA ON MILITARY AND STUDENTS WHO ENTER THE MILITARY.

WHATEVER BRANCH OR FORM. I KNOW THAT, THAT WOULD BE CURIOSITY OF MINE AS WELL.

INTERNSHIPS AND APPRENTICESHIPS WOULD BE AN INTERESTING, INTERESTING DATA SET TO TRY TO FIGURE OUT HOW TO CREATE A SYSTEM AROUND. THAT WE WOULD, HAVE TO THINK

ABOUT HOW WE WOULD GET THAT COLLECTED. >> TIM?

ALSO A MICROPHONE GO OFF. >> ARE JUST GOING TO ADD ONE OF THE MOST FEASIBLE WAYS TO GET AS CLOSE TO POSSIBLE IS TO GET SOME EXIT SURVEY. TO FIGURE OUT WHAT INTENT IS.

THIS IS LOOKING AT WHAT THE OUTCOME IS. BUT IN THE ABSENCE OF ALL THE OTHER DID THIS REALLY HARD TO GET, MILITARY, ETC., STRAIGHT TO WORKFORCE.

PROBABLY GETTING INTENSE AS CLOSE TO GRADUATION AS POSSIBLE AS OUR BEST BET GETTING ACCURATE DATA. AND IF YOU HAVE INTENT TO LOOK OUTCOME TO SEE YOU KNOW THERE IS THAT, I KNOW YOU DID THIS WITH BELLEVUE COLLEGE STUDENTS TO SEE HOW MANY STUDENTS AND TENDED TO THE BELLEVUE COLLEGE AND THEN THESE NATIONAL DATA TO DETERMINE HOW MANY ACTUALLY TO BELLEVUE COLLEGE AND THEN THEY LOOK AT THAT SORT OF THE CALL IT SUMMER MELT.

AND THEN LOOK AT HOW COULD THEY TURN IT. >> THE OTHER PIECE OF THAT QUESTION THAT KIND OF -- ARE GRADUATION PATHWAYS THAT ARE THERE.SIX OR SEVEN DIFFERENT PATHWAYS AVAILABLE. DO WE HAVE THAT AS TO WHICH PATHWAY A STUDENT TOOK IN WHICH

FOR THE GRADUATION? >> WE DO HAVE WHICH PATHWAY THE STUDENT TOOK.

[01:30:05]

IF THEY TOOK A COURSE, MANY ARE DOING IT BASED ON THEIR COURSE OF STUDY.

NOT NECESSARILY BY INTENT BUT THEY FULFILL MANY OF THE DIFFERENT PATHWAYS.

AND ALSO IN THE LAST COUPLE OF CLASSES, THERE'S BEEN THE WAIVER.

SO MANY STUDENTS HAVE NOT COMPLETED GRADUATION PATHWAYS TO THE PANDEMIC.

IT IS A LITTLE BIT MESSY THERE. GIVE STUDENTS TAKE YOU -- THE ASVAB. THEY USE IT TO DETERMINE WHAT KIND OF SKILLS THEY MIGHT HAVE FROM THE ASSESSMENT SO THE DATA IS NOT NECESSARILY GOING

TO TELL US INTENT BY ITSELF. >> ABSOLUTELY. EVEN AS WE LOOK AT THE POST SECONDARY, HAVING SOME IDEA, THE PIECE HERE IS, WHAT IS THE INTENT AND WHY, WHY DO SOME GROUPS HAVE A SIGNIFICANTLY LOWER ENROLLMENT IN SECONDARY AND IF WE DON'T ASK THEM, WE WILL NEVER KNOW. SO I DO THINK THAT IS A PIECE ME JUST OF THE CUBA AS TO HOW WE GET THAT SOME OF THE INFORMATION TO BETTER BE ABLE TO SUPPORT AND DO THINGS.

I THINK YOU DO CREDIT COURSE, WHO IS PRETTY CLEAR IN THOSE NUMBERS THAT WE STILL HAVE REPRESENTATION THAT ISN'T QUITE WHERE IT NEEDS TO BE IN REGARDS TO ALL STUDENTS BEING ABLE TO ACCESS. ANOTHER COST ISSUES POTENTIALLY ASSOCIATED WITH THAT, IT'LL BE INTERESTING TO KNOW WHETHER THE BARRIERS ARE STUDENTS AND BEING ABLE TO ACCESS THOSE THINGS AND IF WE ARE ENSURING WE ARE REMOVING THOSE, I KNOW THE ACADEMIC RIGOR PIECE WAS A COMPONENT ADDED. IT WILL BE INTERESTING TO SEE HOW THIS PLAYS OUT BUT WHAT SUPPORTS MIGHT BE ABLE TO DO. JUST A PIECE AS I SEE AS I LOOK AT THAT.

I'LL BE QUIET NOW, SORRY. >> THANK YOU. DIRECTOR STEWART THEN DIRECTOR

-- >> AND WONDERING, THEY APPRENTICESHIPS IF WE EVER NOR MORE CENTRALIZED PROGRAM WITH VERY SOON AND SO FORTH, WOULD HELP US GATHERING DATA? I WOULD THINK SO. I KNOW THERE BEEN A NUMBER OF COMMUNITY LEADERS, CITY COUNCIL PEOPLE SO FORTH. THEY REALLY WANTED TO SEE US DO MORE WITH THE APPRENTICESHIPS TO THE VARIOUS TRADES AND SO FORTH. IT SEEMS LIKE WE FORMALIZE THAT VIRTUALLY CAPTURE THE DATA SECOND OF ALL YOU ALSO PERHAPS GET THE ATTENTION THE KIDS, THEY HAVE AN APTITUDE. THEY'RE JUST NOT SEEING IT BECAUSE THEY DON'T SEE A PROGRAM. MORE OF A NOMINATION IN QUESTION.

THE OTHER THING IS GOING BACK TO THE, TRYING TO CAPTURE THE SOUTH DAKOTA STUDENT OR THE ONE GOING TO FLORIDA HOWEVER THAT THAT'S WHAT THEY INTENDED AND YOU NEVER HEAR FROM THEM AGAIN.

I WOULD BE VERY RETICENT TO ADD FOLKS WITHOUT BEING ABLE, I'D LIKE THAT WE FOUND POOR FOLKS GREAT, FANTASTIC WE KNOW EXACTLY WHERE THEY WENT.UT IF WE DON'T HAVE A GOOD WAY OF TRACKING THAT, I WOULD RATHER ERR ON THE SIDE OF YOU JUST DON'T KNOW AS OPPOSED TO TRYING

TO TAKE CREDIT FOR SOMETHING THAT WE JUST DON'T KNOW. >> DIRECTOR?

>> I HAVE A COUPLE OF QUESTIONS. THE FIRST ONE WAS, YOU MENTIONED AS A STUDENT ENROLLED BEFORE NINTH GRADE, THE GRADUATION RATE WAS 94, 95 PERCENT BUT IF THEY AN ROLE AFTER NINTH GRADE IT DROPPED TO 76 PERCENT I BELIEVE.

DO YOU KNOW WHY? HAS THERE BEEN ANY -- >> I DON'T KNOW, IT'S A GREAT QUESTION. I DON'T KNOW OF ANY DIRECT OR SPECIFIC FOLLOW-UP BECAUSE STUDENTS ARE AFTER NINTH GRADE, TO REALLY KIND OF CAPTURE THEIR EXPERIENCE OR TRACK THEIR YOU KNOW THEIR PROGRESS THROUGHOUT. SO I DON'T KNOW BUT I DON'T KNOW IF JOHN HAS SOMETHING.

>> I THINK TIM IS TALKED ABOUT THIS BEFORE. ARE THERE, THE STUDENT IS TRANSFERRING AND A LOT OF TIMES, THEY MAY BE CREDIT DEFICIENT IN TERMS OF

[01:35:01]

SO THERE'S ALL SORTS OF -- PIECES THAT AS THEIR COMING INTO THE SYSTEM, THERE'S JUST NOT A PERFECT MATCH. MAYBE THEY'RE COMING TO WASHINGTON STATE FROM A DIFFERENT STATE AND I DO REMEMBER ALL OF THE RULES AROUND WASHINGTON STATE HISTORY, THERE IS A CERTAIN POINT IN TIME I THINK WAR BECOMES WAIVED WHERE OTHER POINTS IN TIME IT IS NOT AND THOSE ARE PARTS OF IT. TIM, DO YOU HAVE ANY OTHER DATA

PIECES THAT YOU HAVE NOTICED? >> NO JUST IN GENERAL WHEN YOU HAVE HIGHLY MOBILE STUDENTS ARE COMING IN, MANY OF THEM WITH CREDIT DEFICIENCIES. JUST THE NATURE OF BEING REAL, GOING FROM HIGH SCHOOL TO HIGH SCHOOL. WERE COMING TO US YOU KNOW 10TH GRADE, FROM ANOTHER COUNTRY. THEY MAY BE STARTING WITH ZERO CREDITS.

IT'S SORT OF, IT JUST DEPENDS IN GENERAL, OUR GOAL IS TO HELP ANY STUDENT WHEN IT COME TO US.

WE WELCOME THEM, TRY TO ENSURE THEY HAVE ALL THE CREDITS POSSIBLE, DO HAVE A REVIEW OF TRANSCRIPT AS THEY COME IN TO BASICALLY WORD THEM ANY CREDITS THEY DESERVE, WE ARE ACTUALLY LOOKING AT WASHINGTON STATE HAS A NEW LAW ON ON-TIME GRADUATION FOR STUDENTS.

AND SO WE ARE LOOKING AT HOW TO REPORT THAT ACROSS THE SYSTEM SO THAT STUDENTS AREN'T

PENALIZED FOR BASICALLY BEING MOBILE. >> AND THEN, ANOTHER QUESTION THAT I HAD WAS, WHEN I WAS LOOKING AT THE BENCHMARK DISTRICTS THAT WE WOULD COMPARE OURSELVES TO, IT WAS REALLY INTERESTING TO SEE, -- THAT KIND OF DID THE EXACT OPPOSITE OF THIS IN THE LAST FOUR YEARS. THEIR RANKINGS WHERE THEY WERE LIKE FOUR OR FIVE YEARS AGO IS KIND OF WHERE WE'RE AT NOW. THEY HAVE KIND OF IMPROVED AS THE YEARS HAVE GONE BY.

AND I WAS JUST KIND OF ISN'T THEN NOTICED AND THEY ARE NEIGHBORS AND SIMILAR DEMOGRAPHICS AND I DON'T KNOW WHAT THEY'RE DOING OVER THERE DIFFERENTLY BUT MAYBE WE SHOULD BE ASKING. OUR NEIGHBORS! [LAUGHTER] AND THEN, THE ONLY OTHER THING I WANTED TO BRING UP WAS I WAS A LITTLE, I'M HAPPY TO SEE THE POSITIVE FOUR YEAR TRENDS PARTICULARLY OF BLACK AND AFRICAN-AMERICAN STUDENTS.

SEEING A POSITIVE TREND IS GREAT. I'M WORRIED ABOUT THE, I GUESS THE GAP BETWEEN SEEING A ALMOST A 93 PERCENT OF OUR AFRICAN-AMERICAN AND BLACK STUDENTS GRADUATING ON TIME, BUT SEEING THEIR OTHER STATISTICS FOR NINTH GRADE, PASSING ALL OF THEIR SUBJECTS IN NINTH GRADE AND TOOL, WHAT'S IT CALLED?

THE DUAL -- >> DUAL CREDIT. >> YES, DUAL CREDIT.

I GUESS THE DROP THAT YOU SEE THE PERCENTAGE FOR THE STUDENTS AS WELL AS THEIR PSAT SCORES FROM 93 PERCENT OF STUDENTS GRADUATING AND THEN HAVING 74 PERCENT TAKING AT LEAST ONE DUAL CREDIT COURSES SCISSORS THEM. CREDIT FOR ALL THE NINTH GRADE CLASSES. IT IS SUCH A BIGGER GAP THAN SOME OF OUR OTHER DEMOGRAPHICS.

I'M CURIOUS, IT'S ALMOST, I DON'T WANT TO SAY IT'S A REFLECTION OF MEDIA QUALITY OF EDUCATION THEY ARE RECEIVING BUT THERE IS SOMETHING DIFFERENT GOING ON.

WE DON'T SEE THAT TYPE OF GAP WITHIN OTHER DEMOGRAPHICS. THAT IS ALSO SOMETHING I WANTED

TO CALL OUT. >> ABSOLUTE, AND THAT IS SOMETHING WE RECOGNIZED IN OUR DATA FOR A NUMBER, THERE'S AN GROUPS OF STUDENTS TO PERVASIVELY PERFORM AT LEVELS THAT ARE UNACCEPTABLE OR BLACK AFRICAN-AMERICAN STUDENTS AND WHAT WE THINK ABOUT PERFORMANCE IT'S REALLY A REFLECTION OF OUR SYSTEM. AND SO, THOSE PERFORMANCES ARE WHAT THEY ARE TODAY BUT THAT'S REALLY WHY WE ARE WORKING ON THE SYSTEM BECAUSE WE THINK

[01:40:01]

BECAUSE IT IS BEYOND JUST, CAN OUR TEACHERS TEACH ALL STUDENTS? THERE'S MORE TO IT THAN THAT. I COMPLETELY AGREED WITH HER SENTIMENT THAT THERE IS DATA HERE THAT TELL A STORY. THAT HAS TO DO SOMETHING FOR US.

THE BOARDS RESULTS POLICIES ARE FOR EVERY STUDENT AND SO IT'S ABOUT IT'S ABOUT ASSURING OF ACADEMIC PROGRAMS AND THINGS LIKE THAT AS WELL BUT ALSO WORKING ON THE SYSTEM.

THE CULTURE THAT OUR STUDENTS ARE EXPERIENCING. THEIR SAFETY AND WELL-BEING IN OUR SCHOOLS. YOU ARE JUSTIN'S WHOLE SYSTEM CONCERN THAT WE HAVE THAT WE

NEED TO ADDRESS FOR OUR STUDENTS. >> ANY ADDITIONAL BOARD MEMBER

QUESTIONS ON THE REPORT OR PRESENTATION TONIGHT? >> OKAY, I WILL ENTERTAIN A MOTION TO APPROVE THE RESULTS ONE MONITORING REPORT AS PRESENTED WHICH WAS WITH REASONABLE PROGRESS WITH THE EXCEPTIONS ARE NOTED IN THAT REPORT.

>> SO MOVED. >> SECOND. >> THANK YOU.

MOVED AND SECONDED. ANY ADDITIONAL COMMENT ON THE REPORT OR PRESENTATION TONIGHT?

>> JUST THE ONE THING. WE DO MAINTAIN THE HIGH GRADUATION RATE OF 93 PERCENT AND WE HAVE BEEN THERE FOR ABOUT THE LAST FOUR YEARS. IT GOES UP AND DOWN A LITTLE, WHERE MAINTAIN THAT BUT HAD TO BE BUMPED TO THE NEXT LEVEL? HOW DO WE GET THE NEXT SIX PERCENT, SEVEN PERCENT THAT WE DON'T HAVE. I THINK A LOT OF WORK WE ARE DOING IS TO HELP DO THAT, BUT IT DOES SEEM, WE JUMP TO ONE PLATEAU AND NOW IT'S THE TIME OF HOW TO GET TO THE NEXT ONE? I THINK SOME OF THE PARADIGM SHIFTS.

I LIKE THAT PIECE OF IT THOUGH. THAT'S JUST MY ONE THING WHEN I LOOK AT THAT.

I DO THINK THE STRATEGIES WE ARE GOING FORWARD BEING ABLE TO DO THINGS WILL HOPEFULLY START TO MAKE THE SHIPS. I THINK COMMUNITY ENGAGEMENT AND WORKING WITH THOSE STAKEHOLDERS WERE MOST IMPACTED BY THE ISRAELI WILL BE ONE OF THE POINTS AND HOW WE BETTER SERVE HER BETTER JUST ISSUES WITHIN THE ENVIRONMENT. JUST, WE DO THAT REALLY WILL

AND GAPS EXIST. >> TWO, SO FIRST I WANT TO ECHO THE DIRECTOR 'S INTEREST IN TRYING TO CAPTURE MORE THAN JUST THOSE WHO ARE ATTENDING. COLLEGE IS A TWO-YEAR PROGRAM.

I THINK THAT THE INTEREST OF THE BOARD HAS ALWAYS BEEN THAT OUR GRADUATES HAVE A MEANINGFUL POST GRADUATION EXPERIENCE, UNDERSTAND THE DIFFICULTIES IN CAPTURING THE DATA BUT IT WAS SUGGESTED IN TERMS OF AN EXIT SURVEY. TO ME, THAT SOUNDS INTERESTING! THAT IS DATA I WOULD LIKE, I'D BE REALLY CURIOUS TO SEE WHAT THAT LOOKS LIKE.

SO I WOULD JUST ADVOCATE THAT WE DO THAT AS SOON AS POSSIBLE. SECOND THING THAT, I'M REALLY WRESTLING WITH THE GRADUATION DATA THAT THE CONCEPT OF WHAT DO WE DO WITH 40 OF THE 80 STUDENTS THAT WE JUST DON'T HELP? AND BECAUSE IT IS MEANINGFUL AND IMPORTANT TO KNOW WHERE OUR STUDENTS COME THE WORK OF TRACKING OUR STUDENTS WHEN THEY LEAVE THE DISTRICT IS IMPORTANT WORK. IT IS MEANINGFUL TO DO THAT, HAVE THE INFORMATION. BUT I DON'T MEAN, I DON'T MEAN WHEN I SAY THAT, NOT TO MINIMIZE IT ALL BUT IT IS THE OTHER 40 STUDENTS WHO ARE, WHO ARE NOT GRADUATING, WE KNOW DID NOT GRADUATE. THAT IS THE MOST, TO ME THOSE ARE THE MOST IMPORTANT NUMBERS.

[01:45:02]

I'VE BEEN ON THE BOARD FOR A WHILE EVERY TIME WE DO ONE OF THESE WE ASK, ASK FOR SOMETHING ELSE OR SOMETHING BE DELETED AND I ALWAYS HATE DOING THAT BUT I DO WONDER IF IT WOULD BE HELPFUL TO SPLIT THAT OUT. I'M JUST GOING TO THROW THAT OUT TO SPLIT IT OUT AND TRACK INDEPENDENTLY, IF WE KNOW WE ARE CERTAIN DID NOT GRADUATE. IF I AM -- I FEEL ACTIVE GET

PUSHBACK FROM THAT TOO. >> STRONG SUPPORT BUDDY. >> JOHN, CAN YOU TELL ME WHY

THAT MIGHT NOT BE A GOOD IDEA? >> I WOULD RECOMMEND THIS REPORTING OUT IN AGGREGATE NUMBER OF STUDENTS BECAUSE THERE IS MULTIPLE CATEGORIES OF QUOTE UNQUOTE DROPOUT.

THAT I THINK ARE IMPORTANT TO REPORT. THINK WHAT I WOULD NOT RECOMMEND IS PROVIDING YOU WITH A DIFFERENT GRADUATION RATES FOR A CLASS OF YOUR 2021 IN THIS CASE.

THERE ARE RULES IN PLACE THAT I THINK THERE'S A REASON THOSE RULES ARE IN PLACE.

IT IS SO THAT SCHOOL DISTRICTS ARE COMPLYING WITH THE PROCEDURES TO ENSURE THAT THERE IS ACCURATE REPORTING SO FOR ME IT WOULDN'T FEEL RIGHT IF WE SAID NO GRADUATION RATE IS 93.1

BUT IT REALLY IS 95.8. >> I AGREE WITH THAT AND AGREE WITH THAT THAT'S WHY I WAS WRESTLING WITH IT. IT IS IMPORTANT THE PROCESS, THE ACCOUNTABILITY IS

IMPORTANT. >> CORRECT. >> REPORTING IT THAT WAY.

WE ARE TRYING TO MEASURE AND HOLD THE SYSTEM ACCOUNTABLE. WE ARE REALLY, NOT TO MINIMIZE WHAT WE ARE THE MOST INTERESTED I THINK IN THE 40 THAT WE ARE CERTAIN.

AND FOR MAKING THAT NUMBER AS SMALL AS POSSIBLE. GETTING TO ZERO RIGHT?

>> YES. TIM MENTIONED THAT HE, THAT THEY PING SCHOOLS PERIODICALLY THROUGHOUT THE YEAR WITH INFORMATION. THERE IS A REPORT THAT WE ACTUALLY RECEIVE OR THAT WE GENERATE, OR REMEMBER THE NAME OF THE REPORTER P3 10 MAY BE.

THERE IS A REPORT THAT TELLS US YES I CAN'T BELIEVE I JUST PULLED IT OUT OF THE HAT! BUT THAT TELLS US, STUDENTS THAT ARE YOU KNOW, CURRENTLY IN A DROPOUT STATUS AND WHICH STATUS THEY ARE ALIGNED WITH. THERE ARE PROBABLY 10, 12, 15 DIFFERENT CATEGORIES THAT A STUDENT WOULD FALL INTO DEPENDING ON DROPOUT. SOME STUDENTS ARE SAYING, I'M NOT COMING TO SCHOOL ANYMORE. BECAUSE I DON'T, I'M NOT BEING ACADEMICALLY SUCCESSFUL.OU KNOW TO SOME OTHER OF LIFE REASONS WHY A STUDENT IS NO LONGER ATTENDING.

AND SO KIND OF THE WAY BACK MACHINE FOR ME, PROBABLY YEARS AGO WE WERE REPORTING THESE DATA TO THE BOARD. THEY ARE READILY AVAILABLE. TO ME, THEY ARE THE DATA THAT WE SHOULD BE PAYING ATTENTION TO SO WE CAN BUILD THAT INTO MONITORING.

TIM? >> THAT, I WAS GOING TO SAY WITH VERY SIMPLE FIRST AT AN APPENDIX THAT BASICALLY GIVE US HISTORICAL VIEW OF OUR WITHDRAWAL CODES.

ROSE WITHDRAWAL CAUSES OF THE CODE SET OF THE DENTIST AND GRADUATE OR THE OTHER 15 CODES.

IF YOU LOSE INTEREST. WHAT I'M HEARING IS WHAT I HEAR, IT'S VERY EASY REQUESTER CAN PUT IN THE APPENDIX, SIMILAR TO REPORT THE FEAR THE DISTRICT RANKINGS.

THERE WAS A REQUEST TWO YEARS AGO THEN THE LAST REQUEST WAS THE GRAPHICS WERE JUST LIKE THE ALL -- THIS IS VERY EASY WANT TO ADD. IT'S NOT A BIG DEAL.

THAT WILL CAPTURE WHAT YOU'RE GETTING AT. IT'S JUST US HISTORICAL ACCOUNTS TO UNDERSTAND HOW MANY STUDENTS IN EACH CLASS ARE IN THIS.

THEY WENT SOMEWHERE AND SAID THEY WENT SOMEWHERE THAN THESE OTHER STUDENTS THAT WE KNOW DID NOT GRADUATE. NOT TO BELABOR THIS FURTHER BUT I GUESS I'M STRUGGLING WITH IS, LET'S SAY THERE IS SOME NEW DATABASE OR SYSTEM THAT COMES INTO PLACE WHERE SUDDENLY WE WERE ABLE TO FIND 20 MORE STUDENT-TEACHER. THAT WILL CHANGE, IT WILL CHANGE OUR GRADUATION RATE. AND DOES THAT MEAN WE ARE ACTUALLY DOING ANYTHING BETTER?

[01:50:03]

I GUESS IT'S OBVIOUS IN HIS HYPOTHETICAL BUT THAT IS SORT OF THE ISSUE I'M STRUGGLING WITH YOUR LITTLE BIT. MAYBE THIS IS -- MAKING A MOUNTAIN OUT OF A MOLE HILL BUT

I DON'T KNOW. >> DO WANT TO GO ON A DIFFERENT TOPIC OR CAN I?

>> NO BUT TO BE QUITE FRANK COME ON THIS TOPIC ITSELF, I'M MORE INTERESTED IN WHY THAT GROUP DIDN'T GRADUATE. AND HOW WE CAN HELP THEM TO GRADUATE, TO GET INTO A PROGRAM, WHATEVER IT MIGHT BE. THEN TO WORRY ABOUT WITH OUR GRADUATION RATE IS 3.229 3.21.

IT IS IMPORTANT FOR PERHAPS OUR PROFESSIONAL EGO, BECAUSE WE LIKE TO BE THE NEXT DISTRICT OVER. BUT AT THE SAME RATE I'D RATHER KNOW WHY AND WHAT WE CAN DO TO HELP THOSE KIDS. BECAUSE TO ME THAT'S MORE IMPORTANT.

YOU KNOW, MAYBE, WE CAN'T FIND THEM. NOT THE ONE THAT MOVED AWAY AND SAID THEY GOING TO SOUTH DAKOTA BUT THE LOCAL ONES. MAYBE THERE'S NOTHING WE CAN DO BUT I SURE AS HELL WOULD LIKE TO TRY. AND I DON'T KNOW WHAT THAT WOULD ENTAIL. BUT GOING BACK TO THE POINT ABOUT COMPARING US TO ISSAQUAH AND TRENDS THERE. MAYBE WE OUGHT TO BE ASKING WHY THEY ARE SUCCEEDING IN AREAS WE ARE NOT? I DON'T KNOW. IF IT'S POSSIBLE TO GAIN, IF THERE'S ANY KIND OF A REASON, -- SYSTEMIC, I DON'T KNOW! A CONVERSATION BETWEEN THE DISTRICTS FOR WHOEVER IT IS. IF INDEED WE SEE A DEFICIENCY WHERE SOMEONE ELSE IS REALLY STARTING TO GO GANGBUSTERS I'D REALLY LOVE TO SEE WHY. THAT'S ALL!

>> I AGREE WITH YOU. I'M TRYING TO UNDERSTAND FOR THE KIDS, IT IS IMPORTANT TO UNDERSTAND NOT ONLY WHAT CATEGORIES BUT WHY ARE THE KIDS IN THAT DROPOUT CATEGORY? I SUPPORT.BUT ERIC, I FINALLY MIGHT'VE HAD A EUREKA AROUND HOW TO MAKE THIS ALL WORK.

I THINK TIM'S PROPOSAL, A APPENDIX A GIVES US THE CATEGORIES.

40/86 WITH THIS CATEGORY, THEY GHOSTED US. AND THAT IS SOMETHING THAT I FEEL YOU ARE CONCERNED ABOUT US COUNTING A SUCCESS IF WE JUST START MANAGING AND TRACKING THE CODES BETTER IS NOT A FAIR WAY TO MEASURE SUCCESS. BUT PRACTICALLY SPEAKING IT IS IMPORTANT BECAUSE I REALLY WANT TO KNOW, WHY DO THE KIDS DROP OUT? OR ARE THEY REAL DROPOUT VERSUS GHOSTS? AND SO, THE APPENDIX LED TO PROPOSED ORDER SOLVES THIS TO MY SATISFACTION.HE OTHER PIECE OF IT IS ACTUALLY REALLY IMPORTANT FOR US WHEN WE ARE TALKING ABOUT THESE GRADUATION RATES.

I TRY TO KNOW THIS YEAR'S GRADUATION RATE NUMBERS.ND IF I'VE GOT NUMBERS MEMORIZE, -- THINK WE NEED THE SAME NUMBERS YOU GET OUT OF PUBLIC RESOURCES BUT TO HAVE THE NUANCED DISCUSSION LIKE THIS TONIGHT. SO WE CAN ACTUALLY DIG INTO

THINGS AND UNDERSTANDING ON BETTER DETAIL. >> YES, I AGREE.

DIRECTOR BLIESNER? >> AGREE, YES ABSOLUTELY. STICK TO THE PUBLIC NUMBERS.

LET'S BE CONCERNED ABOUT THOSE WHO ARE ACTUALLY DROPPING OUT, WHAT CAN WE DO ABOUT IT? THE OTHER PIECE IS MUCH OF THIS IS VERY MUCH DATA-DRIVEN IN A PASTRY OR FEEL WERE MISSING A PIECE OF THE STUDENT VOICE AS SPIETH RESULTS ONE ACTUALLY SPEAKING TO OUR STUDENTS AND ASKING HOW WAS YOUR 12 YEARS WERE THREE YEARS WITHIN OUR DISTRICT? WHAT WORKED AND WHAT DIDN'T? TRYING TO UNDERSTAND FROM THE STORY OF OUR STUDENTS AND NOT NECESSARILY ONLY FROM THE DATE OF PEACE, THINK THAT WE CAN LEARN A LOT FROM HAVING THAT DIRECT ENGAGEMENT ON A REGULAR BASIS WITH OUR STUDENTS. ALMOST LIKE EXIT FOCUS GROUPS THAT WE DO POTENTIALLY. OR SOMETHING ALONG THE LINES TO GET AT SOME OF THIS DISCUSSION WHAT IT MEANT TO BE A STUDENT IN OUR SYSTEM AND HOW PREPARED YOU FEEL GOING OUT.

[01:55:06]

>> I'M GOING TO PLANT THAT AS A POTENTIAL THOUGHT, IT'S NOT REALLY AN INDICATOR IN THE SENSE OF QUANTITATIVE BUT IT REALLY STARTS TO GET SOME BREADTH AND I THINK THE DATE IS GIVEN AS PLACES WHERE WE MIGHT WANT TO ASK SOME QUESTIONS OF OUR STUDENTS SPECIFICALLY.

I THINK WE CAN HELP FILL IT OUT TO SEE HOW WELL WE ARE DUE FROM THEIR VIEWPOINT.

>> ANY OTHER BOARD MEMBER COMMENTS? DIRECTOR CARLSON?

>> THIS IS JUST QUICK CALL BACK TO THE THING I WAS TALKING ABOUT EARLIER MULTIPLE LANGUAGE LEARNERS BEGAN TO RETREAT FROM THE SAME A PARTICULAR SET OF TABLES WITH PSAT.

THEY HAVE MORE MULTI LANGUAGE LEARNERS CURRENTLY IN ELL COURSES.

YOU HAVE -- IS THAT SOMETHING WHERE THE MULTILINGUAL IS EVEN FAIR TO BE INCLUDED IN YOUR PSAT PERFORMANCE. THAT IS THE ONE THAT WAS OF GREATEST CONCERN TO ME.

SO ANYWAY. IT IS STILL SOMETHING NEW WAS FOR THE OTHER TABLES BUT THIS IS ONE. DIRECTOR STEWART AND THEN DIRECTOR --

>> ONE THING PIERCING WORKED WITH SCHOOL BOARDS AROUND THE COUNTRY, WHETHER IT IS THROUGH THE DEPARTMENT OF EDUCATION, THERE OUGHT TO BE A WAY FOR US TO BE ABLE TO HAVE A BETTER, ALL JOYSTICKS HAVE A BETTER HANDLE ON STUDENTS AND THEIR TRANSFERS AND SO FORTH.

I DON'T KNOW WHERE I WOULD BE, IT SEEMS LIKE IT WILL BE THE NATURAL PATH TO TRY AND GET TO THIS DAY A BETTER AND IT SEEMS LIKE OUR PROFESSIONAL DELEGATION, THE RIGHT WAY TO GET ACTION FROM THE DOD AND FIND OUT WHAT'S THERE. INFORMATION ON ENLISTMENT.

AND TO BE QUITE FRANK, IT'S ONLY A FEW DOZEN HERE. EVEN IF THAT IS 100 GUYS ARE REALLY GOING TO MOVE THE NEEDLE THAT MUCH? I DO NEED TO CONCENTRATE ON WHY

THEY ARE LEAVING. >> I GUESS THIS COMMENT IS REGARDING THE DOUBLE DIPPING OF THE MULTILINGUAL WITH AN, WHICHEVER DEMOGRAPHIC YOU ARE LOOKING AT.

MY ONLY I GUESS PUSHBACK ABOUT LOOKING LIKE EXTRACTING THE STUDENTS OUT FROM ONE BUCKET OR THE OTHER, IS EVERY OTHER DEMOGRAPHIC OR LOWER INCOME STUDENT POPULATIONS.

ALTHOUGH STUDENTS ALSO FALL IN A DIFFERENT DEMOGRAPHIC GROUP. ARE WE SAYING THAT WE WANT TO ONLY ASSIGN A CERTAIN CATEGORY TO THE STUDENTS WHEN WE DON'T NECESSARILY KNOW THAT IS PERHAPS THE STATUS OF THEIR INCOME OR THEIR RACE OR WHAT COMPONENT IS AFFECTING THEIR EXPERIENCE AND OUTCOMES AT OUR SCHOOLS. AND SO IT IS HARD FOR ME TO ISOLATE ANY OF THOSE. INDIVIDUALLY TO LOOK AT THEM, AND IT MAKES SENSE.

I DO THINK YOU HAVE TO KEEP THEM COME THE STUDENTS IN THOSE GROUPS, I DON'T KNOW FOR BEING CLEAR AND GETTING A LOT OF CONFUSED LOOKS IF YOU LIKE! [LAUGHTER]

>> I THINK POSSIBLY, ONE OF THE REASONS THAT DIRECTOR CARLSON BROUGHT THE FORWARD IS THE DATA AROUND EXITED ML STUDENTS AND THEIR SUCCESS. AND WHEN YOU TAKE OUR DATA AND YOU LOOK AT EXIT AS JEWS COMPARED TO THE ALL STUDENT GROUP, IT REALLY IS SYNONYMOUS AND AT TIMES OUR ML STUDENTS ACTUALLY OUTPERFORM THE STUDENT GROUP.

AND SO MAY BE THE THEORY OF ACTION BEHIND THE PROPOSALS GIVEN THE ML PROGRAM IS SO HIGHLY SUCCESSFUL, DOES LOOKING AT NON-ML STUDENTS PROVIDE US WITH ADDITIONAL INFORMATION ABOUT THE RESULTS OF THE DISTRICT?I THINK BECAUSE WE KNOW THAT THE PROGRAM IS SO SUCCESSFUL, THAT THE STUDENT, WHEN THE EXIT THE PROGRAM, ARE PERFORMING AT OR ABOVE THE ALL

[02:00:09]

THE DISTRICT? >> REPHRASING THAT, THE STUDENTS WERE CURRENTLY IN ITS ARE NOT PERFORMING VERY WELL ON ANY OF OUR METRICS BECAUSE THEY'RE WORKING ON ENGLISH.

SO IT IS THE EXITED STUDENTS WHERE WE CARE ABOUT HOW THEY ARRIVED AT A LEVEL WHERE THERE -- AND SO PUTTING, COUNTING STUDENTS THAT ARE CURRENTLY IN EL L AND STUDENTS WERE NOT SUCCESSFULLY EDUCATING IS UNFAIR TO THE SYSTEM. THAT IS MY THESIS.

I MEAN GOOD LORD. IF I HAD TO LEARN A SECOND LANGUAGE IN HIGH SCHOOL, SHE WOULD NOT WANT TO SEE MY GRADES FOR MY FRESHMAN YEAR. SO IT IS SOMETHING THAT, SOMETIMES, I AM TRYING TO FOCUS ON WHAT, WHERE DO WE NEED TO IMPROVE VERSUS WHERE WE MEASURING SOMETHING THAT IS AN ARTIFACT OF OTHER PIECES. IN THIS CASE YOU DON'T SPEAK ENGLISH WELL SO THEREFORE YOU'RE NOT DOING WELL ON THE PSAT.

I'M REALLY NOT THAT INTERESTED IN MEASURING THAT. >> RE: SPEAKING PARTICULARLY TO THE, NINTH GRADE, 10TH GRADE PSAT BUT NOT THE GRADUATION RATES?

>> GRADUATION RATES WILL BE LESS IMPORTANT BECAUSE IT NINTH AND 10TH WE HAVE MORE KIDS IN EL L. IS DOWN TO ABOUT 36 KIDS BY THE TIME THEY ARE SENIORS. THERE ARE FEWER KIDS, IS A SMALLER NUMBER IS NOT MESSING UP THE REST OF THE DATA AND JUST PUSHING THINGS AROUND IS DRAMATIC BUT WHEN YOU HAVE ANY KIDS THAT ARE YOU LLS 10TH GRADERS TAKING THE PSAT, THEY ARE DISPROPORTIONATELY PRESENT IN A DIFFERENT DEMOGRAPHIC GROUP, -- THAT WILL DEPRESS THE

HISPANIC LATINO PERFORMANCE WHEN YOU'RE REALLY JUST SAYING, >> MAY BE SO SAYING THAT THEY ARE NOT PERFORMING WELL IN THEIR PSAT SHOULD BE ABOUT OFFERING THEM -- OFFERING THEM

IN SPANISH. >> IS A SNAPSHOT IN TIME, IS NOT NECESSARILY WHERE THEY ARE

GOING TO BE AT THE END. AND I THINK -- >> ERIC YOU HAD --

>> AND FINALLY, I FINALLY UNDERSTOOD YOUR POINT I THINK. JUST NOW! WHICH IS, YOU'RE RIGHT. SO IF, LET'S JUST SAY 100 PERCENT THEORETICALLY.

HYPOTHETICALLY. LET'S SAY 100 PERCENT OF A PARTICULAR SUBGROUP WAS ALSO ELL, RIGHT? THEN THAT DOESN'T REALLY TELL US ANYTHING ABOUT HOW COMMON DOESN'T NECESSARILY TELL US ANYTHING ABOUT HOW WE ARE DOING IN THAT SUBGROUP.

I UNDERSTAND YOUR POINT I DON'T KNOW THAT I TO THE POINT THAT I WANT TO SEE ANYTHING PRESENTED DIFFERENTLY BUT YOU KNOW, I ACTUALLY UNDERSTAND WHAT YOU'RE SAYING NOW.

AND IT IS INTERESTING. BECAUSE FOR EXAMPLE, REALLY WHAT WE ARE TRYING TO DO IS, 29.6 PERCENT OF HISPANIC LATINO STUDENTS WERE ABLE TO ACHIEVE -- THAT IS NOT GOOD, THE QUESTION IS HOW BADLY ARE WE FAILING A 50 OR 60 PERCENT I DON'T KNOW WHAT IT IS, IT SOME SIGNIFICANTLY HIGH PERCENT OF STUDENTS ARE ALSO EL L STUDENTS.

PULLING THAT OUT WITH POTENTIALLY TELLING US MORE ABOUT, IT WOULD TELL US MORE ABOUT HOW MUCH THE SYSTEM IS FAILING, RIGHT? IS THAT?

>> YEAH, SO -- SORRY, MORE TIMES WE CAN EXPLAIN THIS MADE WHITNEY TO THE SAME PAGE.

THE IDEA IS, TO ME THIS IS MORE LET'S SAY STUDENTS, KIDS ARE STILL LEARNING ENGLISH.

A ZERO PERCENT PASS RATE. AND THEY ARE NOT RANDOMLY DISTRIBUTED ACROSS OTHER GROUPS. THAT MEANS THAT ENGLISH-LANGUAGE LEARNERS, THE DEFICIT THERE WILL PULL DOWN OTHER GROUPS DISPROPORTIONATELY.

AND MAKE IT LOOK LIKE THERE A GREATER PROBLEM THAN THEY ARE. THE FACT THAT THE HISPANIC LATINOS ARE 29.6 EVEN IF ALL 80 OF THESE MULTILINGUAL LEARNERS WERE HISPANIC, IT IS STILL A PROBLEM ABOUT 40 PERCENT. IT IS NOT SUBSTANTIALLY WORSE THAN BLACK AFRICAN-AMERICAN UNDER THE SCENARIO. WE ARE PULLING THEM OUT, EXPECT THE STUDENT WHO IS NOT ABLE TO

[02:05:05]

TERRIBLE PERFORMANCE. >> BUT ACTIONS AND IT WILL AFFECT OUTCOMES REGARDLESS OF HOW PROFICIENT THEY GET ENGLISH AT SOME POINT, RIGHT? IF THEY FAIL THE PSAT AND HAVE IT BECOME FLUID IN ENGLISH BY THE TIME THEY TAKE THE SAT OR ACT IT WILL DETERMINE WHETHER OR NOT WHAT THE POST SECONDARY EDUCATION PLANS ARE AND WHETHER OR NOT WE DEEM IT TO BE SUCCESSFUL OR UNSUCCESSFUL OR WHATEVER. IN THE CATEGORY STUDENTS.

I THINK IT IS STILL VERY IMPORTANT TO KNOW THAT WHILE THEY ARE IN THAT PROGRAM, THE QUOTE UNQUOTE SUCCESS RATE OF THEIR SCORES OR WERE NOT ARE STILL VERY MUCH REFLECTIVE OF POTENTIALLY WHERE THEY MIGHT END UP, FAIR OR NOT. WHICH IS WHY WE HAVE TO LOOK AT

IT. >> WE ARE TO LOOK AT IT AND JUST WORRY ABOUT COMPOUNDING IT WITH OTHER VARIABLES. INCLUDING THE -- WE CAN LOOK AT ELL.

BILLIKEN EVERY ELSE WITH THE ELL MIXED INCOME I'M AFRAID CAN LEAD YOU TO SOME CONCLUSIONS ARE OFF TARGET. IF WE NEED TO LOOK ON THE -- WORK ON THE ELL PROGRAM IS ONE THING BUT IF A PARTICULAR GROUP LOOKS LIKE THERE DOING -- ANYWAY, IT IS DEFINITELY, IT IS MUCH MORE PRONOUNCED AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL BECAUSE THAT'S WHERE MOST OF OUR KIDS ARE FROM ELL. THERE ARE RELATIVELY FEW AND HIGH SCHOOLS.

I'M NOT REALLY SURE WE HAVE ENOUGH IN HIGH SCHOOLS AS FAR AS POST ELL.

BUT THEY START IN HIGH SCHOOL TO REALLY MAKE THE SAME STATEMENT THAT WE KNOW OUR PROGRAM AND THEIR EXITING AND PERFORMING AT THE SAME AS EVERYONE ELSE.

LEARNING ALGEBRA KNOW THE LANGUAGE WILL BE A NIGHTMARE, WOULDN'T IT?

SO. >> DIRECTOR, A NIGHTMARE PERIOD.

>> REAL QUICK, WHEN YOU SAY SOMETHING LOUD. AS ALWAYS AWKWARD HAVING THIS CONVERSATION IS ABOUT, FOR ME IT IS AT LEAST ABOUT SUBGROUP PERFORMANCE BECAUSE REALLY THE LANGUAGE THAT WE HAVE MAKES IT SOUND ALMOST AS IF THE STUDENTS ARE FAILING WHERE THEY THINK EVERYONE, I KNOW EVERYONE ON THIS BOARD RECOGNIZES THAT WHEN WE HAVE GAPS, IT'S BECAUSE THE SYSTEM IS FAILING, NOT INDIVIDUAL STUDENTS. WE AS A SYSTEM ARE FAILING.

WANT TO SAY IT OUT LOUD AND RECOGNIZE IT IS AWKWARD HAVING THIS CONVERSATION SO THAT IS

NOT WHAT ANYONE MEANS. >> THANKS FOR THE REMINDER. OU ARE DEAD ON.

>> I HAVE TRIED AND TRIED IT JUST REALLY HARD TO HAVE THIS CONVERSATION.

HONESTLY IT IS SOMETHING ANY MORE TRAINING ON WHERE HOW TO ADOPT THE RIGHT LANGUAGE TO HAVE THIS CONVERSATION WITHOUT MAKING IT SOUND THE STUDENTS ARE FAILING.

>> DIRECTOR STUART? >> IT WAS MENTIONED IN THE MIDDLE OF THE MULTILINGUAL, BILINGUAL, ELL STUDENTS, SHE TOUCHED ON A POINT THAT WE BRIEFLY HAS TO CHARGE UP AND THAT IS THE LOW INCOME STUDENTS. BEING ABLE TO IDENTIFY LOW INCOME STUDENTS AND THEIR PERFORMANCE RATES AND YOU KNOW, THE IDEA OF HAVING A POST-GRADUATION SURVEY TO SEE WHERE THEY ARE GOING FOR OTHER KIDS, IS ONE THING BUT IT WOULD SEEM TO ME THAT IF WE WERE SURVEYING THE KIDS IN LOW INCOME, WHO WERE PERFORMING THE

[02:10:05]

IS THERE ANY WAY OF LOOKING AT THOSE LOW INCOME FIGURES? OR FOR THAT MATTER ANY INCOME STRATEGIES SEE WHAT WE CAN DO TO BOOST OUR PERFORMANCE AND OUR PERFORMANCE WHAT WE ARE GIVING THEM. I AM THOUGHT TO QUITE FRANK EDITING OF AND WHERE WE KNOW THERE'S LOW INCOME, THE ABILITY TO GET A COMPUTER SYSTEM OR A COMPUTER ACCESS.

IT STINKS. SEEMS TO ME THAT WAS A GREAT MOVEMENT FORWARD BUT --

>> I WAS THINKING HOW TO CHARACTERIZE WHAT THE EFFORT CURRENTLY LOOKS LIKE.

WE START YOU KNOW, HELPING OUR STUDENTS IN MIDDLE SCHOOL, FILL OUT THE APPLICATION FOR THE, I

AM BLANKING ON THE NAME OF THE PROGRAM THAT ALLOWS STUDENTS. >> COLLEGE-BOUND?

>> SAY THAT AGAIN? >> COLLEGE-BOUND? >> THANK YOU.

IT AFFORDS STUDENTS TUITION FOR IN-STATE SCHOOLS. AND WE HAVE FOCUSED ON THAT FOR YEARS BECAUSE STUDENTS HAVE TO BE, THEY HAVE TO REGISTER AND APPLY PRIOR TO THE END OF THEIR EIGHTH GRADE YEAR. IF THEY ENTER HIGH SCHOOL AND HAVE NOT COMPLETED THAT, THEN THAT PROGRAM IS NO LONGER AVAILABLE TO THEM. AND SO WE'VE WORKED HARD TO GET THAT PERCENT OF EIGHTH GRADE STUDENTS WHO QUALIFY AND IT IS STUDENTS THAT QUALIFY AS LOW INCOME AND I BELIEVE ALSO THOSE IN FOSTER CARE IF I REMEMBER CORRECTLY AND MAYBE A COUPLE OF OTHER STUDENT GROUPS. WE HAVE PUT SOME THINGS IN PLACE TO PROVIDE STUDENTS ACCESS TO THINGS LIKE COLLEGE VISITS LIKE SPECIFIC DOLLARS THAT WE SET ASIDE MIGHT PROBABLY COMING KILLING HIM WOULD REMEMBER THIS WAS WHEN HE WAS DIRECTOR OF STUDENT SERVICES PROBABLY FIVE OR SIX YEARS AGO. THAT SCHOOLS HAVE RESOURCES TO DO CERTAIN THINGS. JUST BECAUSE THEY QUALIFY FOR A TUITION ASSISTANCE, WE FOUND THAT IF ALL OF THESE OTHER SUPPORTS WEREN'T IN PLACE, SUCH AS ACTUALLY HAVING AN EXPERIENCED ON A COLLEGE CAMPUS, ACTUALLY SUPPORT FILLING OUT A FAFSA.

A MINUTE HAVE A PARENT THAT WENT TO COLLEGE. AND THE DIFFICULTY OF USING FREE AND REDUCED INFORMATION BECAUSE IT IS SO CONFIDENTIAL. AND SO, DOES ALL THE PIECES THAT WE HAVE TO MANAGE, BUT WE ALSO LOOK AT JUST STUDENTS THAT AREN'T SUCCEEDING IN YOU KNOW ALL THOSE PIECES AS WELL. IT IS A LONG-WINDED WAY OF SAYING THERE ARE SOME THINGS IN PLACE THAT WE ARE DOING AND IN FREE AND REDUCED IS ONE OF THOSE MOST CHALLENGING DATA

SETS TO USE IN REAL TIME. >> MAYBE WHAT WE NEED TO BE DOING IS WORKING WITH OUR LEGISLATORS AND SEE IF THERE'S SOME WAY THAT THE DATA CAN BE USED TO HELP THE STUDENTS

RATHER THAN JUST FEED THEM. >> FUTURE MIND AS WELL -- ANY MORE COMMENTS FOR THE MONITORING REPORT? THERE IS A MOTION PENDING TO IMPROVE THE MONITORING REPORT AS PRESENTED WHICH IS WITH REASONABLE PROGRESS WITH KNOWN EXCEPTIONS IN THE REPORT.

ALL OF THOSE IN FAVOR OF APPROVING THE MOTION? ANY OPPOSED? HEARING NONE, THE MOTION PASSES. AS YOU MENTIONED FOR THE OE-3

[02:15:09]

DOCTOR HOLMEN, PLEASE. >> REAL TIME I MIGHT OFFER A SUGGESTION FOR TURNING AROUND MONITORING REPORTS SPECIFIC TO RESULTS FOR OBVIOUS REASONS, RESULTS DISCUSSIONS WILL BE MUCH MORE SUBSTANTIAL AND THOROUGH BECAUSE THERE ABOUT OUTCOMES, NOT ABOUT BOUNDARIES.

AND SO, I'M WONDERING IF WE WANT TO PUT A PROCESS IN WHERE RESULTS -- BOARD RESPONSE COMES BACK TO MEETINGS AFTER RESULTS REPORT VERSUS THE NEXT MEETING. I AM JUST, I'M THINKING OF THE TIME IT WILL TAKE STAFF TO GO THROUGH AND DOCUMENT YOU KNOW, THE DISCUSSION, THE REQUESTS AND ALL THAT. IT WILL BE QUITE SUBSTANTIAL AND I CAN MAKE SURE THAT WHATEVER BOARD MEMBERS TAKING THAT ON ACTUALLY HAS THE RIGHT AMOUNT OF TIME.

>> YEAH. IT MAKES SENSE TO ME. THIS WAS MY CONCERN.

THE LENGTH OF TIME BEFORE LYNETTE COMES TO THE BOARD AND OUR MEMORIES ARE WHAT THEY ARE.

>> I THINK THIS ONE IS FINE BECAUSE WE DO HAVE A SPIN OF TIME DIFFERENT THAN OUR TYPICAL EVERY TWO WEEKS. BUT IN THE FUTURE WE MAY WANT TO CONSIDER THAT.

>> I AGREE, I DO AGREE. IN PRACTICE THAT'S WHAT IS BEEN BEFORE TOO AND WE HAVE NOT BROUGHT ANYTHING BACK FOR THE NEXT ONE. MY THOUGHT IS LET'S TRY FOR THIS. LET'S TRY FOR THE NEXT MEETING. ANYONE FEEL OTHERWISE? I WILL WORK WITH SHRUGS. THAT'S WHAT WE WILL DO. I'VE NOT PULLED MY WEIGHT ON PREPARING THIS WRITTEN REPORTS BEFORE SO I WILL ALSO WORK ON THIS ONE WITH STAFF.

ALL RIGHT, DON'T KNOW WHY I DID THAT. THE NEXT ITEM ON THE AGENDA IS

[G. Superintendent Report]

DO YOU HAVE A SUPERINTENDENT REPORT FOR TONIGHT? >> I DO.

SOMEWHAT BRIEF. I WANT TO PROVIDE SOME ADDITIONAL INFORMATION.

WE HAD COMMUNITY COME TONIGHT AND YOU KNOW, JUST SHARE INFORMATION ABOUT THEIR CURRENT THINKING AND EXPERIENCES AND SOME OF THE DATA WE SAW SOME MEDIA PIECES COME IN TONIGHT AND YOU KNOW, QUESTIONS AROUND THE LEGALITY OF THE SUPERINTENDENTS COMMENTS AROUND WITHHOLDING FUNDING AND THINGS LIKE THAT. I JUST WANT TO RECOGNIZE IS THE BEGINNING OF THIS PANDEMIC, WE HAVE WORKED DILIGENTLY TO ALIGN OUR PRACTICES WITH PUBLIC HEALTH REQUIREMENTS. THAT IS IN PUBLIC HEALTH IT MEANS A COUPLE OF DIFFERENT THINGS. HIS WASHINGTON DEPARTMENT OF HEALTH, SEATTLE KING COUNTY PUBLIC HEALTH, WILL SOME OF THE GOVERNOR THROUGH THIS PROCESS, HAS ALSO EMERGENCY PROCLAMATION, MAJOR REQUIREMENT OF SCHOOL DISTRICTS. I THINK IT WILL WORK HARD TO ALIGN WITH THAT. NOT OVER IMPLEMENTING, NOT PUTTING REQUIREMENTS ON OURSELVES IN TERMS OF PUBLIC HEALTH. BUT ALSO NOT UNDERPERFORMING WITH THE REQUIREMENTS OF STATING AND I COULD TELL YOU THERE ARE INDIVIDUALS ON BOTH SIDES OF THAT CONVERSATION THAT WOULD LIKE US YOU KNOW, TO DO MORE AND THERE IS INDIVIDUALS THAT WOULD LIKE US TO DO LESS. I JUST WANT TO RECOGNIZE THOSE INDIVIDUALS CAME TONIGHT, MADE THOSE COMMENTS AND OUR COMMITMENT THROUGH THE WHOLE TIME PERIOD IS TO ALIGN AND COMPLY WITH THE REQUIREMENTS THAT HAVE BEEN PLACED ON SCHOOL DISTRICTS RIGHT NOW.

AND IMPLEMENT THOSE WITH AS MUCH FIDELITY AS POSSIBLE. ON AUGUST 25, 2021, SUPERINTENDENT SENT A LETTER TO THE SUPERINTENDENTS IN THE STATE OF WASHINGTON.

PROVIDING NOTICE THAT HE WAS ADOPTING OR IMPLEMENTING FOR IMMEDIATE ADOPTION, EMERGENCY RULES. RELATED TO THE PROVISIONS OF THE PANDEMIC AND ONE OF THOSE EMERGENCY RULES IS -- AS TO HIS FAILURE TO COMPLY WITH HEALTH AND SAFETY REQUIREMENTS.

[02:20:08]

AND SO, I KNOW THAT IS ON THE RADAR OF WASHINGTON DEPARTMENT OF HEALTH AS WELL AS THE GOVERNOR AS THEY THINK ABOUT THE NEXT STEPS. I CAN ASSURE OUR COMMUNITY THAT AS CHANGES ARE MADE WILL CONTINUE TO MODIFY PRACTICES AND PROCEDURES HERE IN THE

DISTRICT. >> THANK YOU. NEXT ITEM ON THE AGENDA IS

[H. Public and Community Affairs]

PUBLIC AND COMMUNITY AFFAIRS. ANYTHING TO REPORT TONIGHT? >> IDEA, IT'S BEEN A VERY BUSY SESSION ALREADY. THE FIRST AND THE LEGISLATURE WOULD HAVE THE FIRST CUT OFF OF MANY BILLS TO MAKE IT OUT OF COMMITTEE. IT WAS ALSO -- AND SUPERINTENDENTS LEGISLATIVE CONFERENCE THIS WEEK. WE HAD WEEK ON THE HILL. HAD THE OPPORTUNITY TO SPEAK WITH OUR REPRESENTATIVES FROM THE FIRST 45TH AND 48TH ALONG WITH NORTH SHORE, BELLEVUE AND OTHER SCHOOL DIRECTORS WHO FALL WITHIN THE LEGISLATIVE DISTRICTS AND START HIGHLIGHTING THE THREE KEY TOPICS.

AND THOSE OF THE BILLS ARE COMING THROUGH SO YOU HAVE WANT TO PAY ATTENTION TO WHICH FITS TO OUR PARTIES AS THE STAFFING ALLOCATION. IN REGARDS OF PHYSICAL, SOCIAL AND EMOTIONAL HEALTH. ADDRESSING THE PROTOTYPICAL SCHOOL MODEL AND INCREASING THE RATIO FOR LIKE A SCHOOL NURSE OR COUNSELOR OR PSYCHOLOGIST, ORDER COMPONENT YOUR SCHOOL NEEDS WITHIN THAT. AS IN THE WAYS AND MEANS OF THE SENATE.

SENATOR HELPED TO SPONSOR THAT BY 55 SO WE ARE STILL FOLLOWING UP.

YOU CAN LOOK THAT UP HAPPY TO ANSWER QUESTIONS. WE HAVE ACTUALLY I BELIEVE HAD STAFF TESTIFY FOR IT AS WELL. THE OTHER PIECE, THE BUDGET AND MOMENT, THE ENROLLMENT STABILIZATION BILL. WHICH IS BASICALLY THE SCHOOL DISTRICT ENROLLMENT OF THE 22 LEVEL, THAT ALSO HAS BEEN GOING THROUGH. WE ALSO HAVE THE OPPORTUNITY TO SPEAK TO LEGISLATORS ABOUT THAT. AND BEING ABLE TO SUPPORT THAT.

THE OTHER PIECE YOU SAW, AND THIS IS DIFFERENT IS THE BUDGET PROVISO THAT WAS PUT FORWARD BY SENATOR WELLMAN AND REPRESENTATIVE -- TO SET THE -- DOLLARS AT A MINIMUM OF 1500 PER SCHOOL DISTRICT. RIGHT NOW WE HAVE RECEIVED ABOUT $500 SO THESE WOULD BE EIGHT DOLLARS AVAILABLE IN WHICH TO ADDRESS THE COVID COST WE'VE HAD.

I THINK JOHN CAN SPEAK TO THIS A LITTLE BETTER HERE THE OPPORTUNITY TO SEND AN EMAIL TO THE REPRESENTATIVES WE'VE GOT VERY POSITIVE SUPPORT OF THEIR REACHING OUT TO SENATOR WELLMAN AND THE REPRESENTATIVE TO SIGN ON AND SUPPORT. ALSO INCLUDE WAY FOR YOU AS A BOARD DIRECTOR, TO BE ABLE TO SEND THE SAME THINGS SO JOHN YOU WANT TO JUMP IN?

>> SORRY, TWO MICROPHONES I HAVE TO TURN ON EVERY TIME. ABSOLUTELY.ARBARA AND I ALSO HAVE A PRESENTATION THAT WE WILL INCLUDE THAT INFORMATION IN, SPECIFICALLY TO WHAT THE DIRECTOR SPEAKING OF. AS A REMINDER, THE FEDERAL FUNDING FOR PANDEMIC RELIEF SCHOOL DISTRICTS REALLY CROSSED THE COUNTRY, HERE IN WASHINGTON STATE WE WERE ONE OF THE LOWEST PER-PUPIL RECIPIENTS OF FUNDS TO THE DEGREE, FOSSETT FELT RIDICULOUS.

[02:25:04]

WE RECEIVED ABOUT $12 MILLION IN FUNDING THEY RECEIVED $120 MILLION IN AS A RELATED FUNDING.OU THINK ABOUT WHAT THEY ARE ABLE TO DO IN RESPONSE, NOT JUST HEALTH AND SAFETY WISE BUT ALSO, ACADEMICS, RECOVERY, ALL THOSE TYPES OF THINGS.

THAT FOR US, WITH THE -- WAS DISAPPOINTING. THIS BUDGET PROVISO HAS MOVED FORWARD AND IT DOES APPEAR THAT IT IS RECEIVING SUPPORT AND SO, WE WILL SEE WHAT OCCURS, WHAT WE KNOW IS THAT IF THIS WAS TO MOVE FORWARD YOU KNOW LAKE WASHINGTON WE WOULD BE THE RECIPIENT OF PANDEMIC RELIEF DOLLARS. THINKING ABOUT WHAT WE ARE SPENDING RIGHT NOW AND THE AMOUNT OF LOCAL LEVEE DOLLARS THAT WE HAVING TO USE IN TERMS OF PANDEMIC RESPONSE, THIS WOULD BACKFILL SOME OF THOSE DOLLARS.

I BELIEVE BOTH THE HOUSE AND THE SENATE HAVE TWO PROVISOS THAT ARE SOMEWHAT DIFFERENT.

I BELIEVE IT IS THE HOUSE HAS A $1500 FLOOR SOPHOS WILL BE $1000 PER PUPIL. BELIEVE THE SENATE HAS PROVISO WHERE IT IS A CONSIDERATION OF EITHER 1000 1200 OR 1500 THAT THEY ARE

STILL CONSIDERING.DIRECTOR STEW? >> I'M SORRY. >> THIS WAS CALCULATED ON TITLE I SCHOOLS WEREN'T THEY? IF SPOKANE HAS 20 TIMES MORE AS BAD AS IT LOOKS, THAT WAS THE

REASON AM I CORRECT? >> IT WAS. AND SO, THE DOLLARS WERE ALLOCATED USING THE TITLE FORMULA. THE TITLE I FORMULA TAKES INTO ACCOUNT, COMMUNITY POVERTY. IT IS NOT DIRECTLY TIED TO OUR FREE AND REDUCED QUALIFICATION.

AND SO, BUT YES, THAT IS HOW THE DOLLARS ALLOCATED. OUR POINT WASN'T THAT SCHOOL DISTRICTS IT HAD MORE STUDENTS LIVING IN POVERTY SHOULD RECEIVE MORE.

OUR POINT WAS, WE SHOULD RECEIVE ADEQUATE ENOUGH DOLLARS FOR PANDEMIC RESPONSE BECAUSE EVERY SINGLE STUDENT WAS AFFECTED BY THE PANDEMIC REGARDLESS OF ECONOMIC STATUS BECAUSE IT-- WHAT ARE THEY GOIN TO PREDICATE THE NEW NUMBERS ON? A NEW FLOOR? OR WILL IT BE PREDICATED ON SOME OTHER MEASUREMENT?

>> THANK YOU THEY ARE LOOKING AT NEW FLOOR. AND SO FOR US, I BELIEVE WE ARE PER-PUPIL IT WAS RIGHT AROUND 400 WERE $430 PER PUPIL. LAST YEARS LEGISLATIVE SESSION THEY ACTUALLY CREATED A NEW FLOOR OF 500 SO WE DID RECEIVE SOME AMOUNT FROM THE WASHINGTON STATE LEGISLATURE IN THAT REGARD. THEY ARE PROPOSING TO INCREASE THAT FLOOR UP TO THE 1000 1200 $1500 MARK WHICH FOR ALL OF THOSE DISTRICTS THAT WERE BELOW

THAT, WOULD RECEIVE THOSE DOLLARS. >> OKAY THAT HELPS THANK YOU

VERY MUCH. >> THANK YOU. >> DOCTOR HOLMEN, YOU MENTIONED YOUR PRESENTATION. IS THAT FOR THIS EVENING OR DIFFERENT TIME?

>> IT IS WE BROUGHT A LEDGE UPDATE FOR THE BOARD. JUST TO PROVIDE A QUICK UPDATE AROUND SOME OF THE DIFFERENT BILLS THAT WE ARE PAYING ATTENTION TO AND SOME ACTIONS

THAT HAVE BEEN TAKEN IN REGARD TO THOSE BILLS. >> WITH THAT KNOWLEDGE, I'M GOING TO HAND IT OFF SO YOU CAN GO AHEAD AND DO THAT PRESENTATION AND IF THERE IS

ADDITIONAL INFORMATION YOU PROVIDE I WILL HAPPILY DO SO. >> GREAT.

I WILL INVITE ASSOCIATE SUPERINTENDENT BARBARA TO PRESENT THIS INFORMATION.

YOU KNOW THIS LEGISLATION HAS BEEN FAST AND FURIOUS AND IT'S FUNNY BECAUSE I ALWAYS SAY YOU KNOW SHORT SESSION THAT THERE'S NOT GOING TO BE A LOT OF BUDGET WORK DONE.

I FEEL THAT THE MAJORITY DECISION HAS BEEN BUDGET WORK BECAUSE OF THE FUNDING THAT THE LEGISLATURE HAS, DUE TO INCREASED REVENUES. IT HAS BEEN INTERESTING SESSION

SO FAR. BARBARA? >> AGAIN, YOU COVERED SOME OF THESE THINGS SO I WILL COVER THE REST AND SO JUST I WANT TO PROVIDE AN UPDATE REMINDER THAT YOU KNOW, AS THE BOARD DEVELOP A LEGISLATIVE PLATFORM, LOOK AT AREAS OF PARTY AND FOCUS AND OF

[02:30:06]

THE BOARD APPROVED A LEGISLATIVE PLATFORM AT THE DECEMBER 6 BOARD MEETING.

JUST THE MAIN AREAS WERE EQUITABLE. COVID SUPPORT, TECHNOLOGY, SPECIAL EDUCATION PROGRAM AND SERVICES, SOCIAL EMOTIONAL LEARNING, ATTRACT AND RETAIN HIGH QUALITY AND DIVERSE STAFF, SIMPLE MAJORITY FOR SCHOOL BONDS AND SCHOOL CONSTRUCTION FUNDING. SO, REMINDER THE LEGISLATIVE CALENDAR.

THE SESSION BEGAN JANUARY 10, FEBRUARY 15 IS THE LAST DAY TO PASS BILLS OUT OF THE HOUSE OF ORIGIN. FEBRUARY 16, THE STATE WILL RELEASE THE QUARTERLY REVENUE FORECAST SO THAT THEY CAN TEND TO MAKE PROPOSED BUDGETS UNTIL THE SEE THE NUMBERS.

WE ANTICIPATE AFTER THAT COME THE HOUSE AND SENATE WILL RELEASE THEIR BUDGET PROPOSALS.

AND THEN, MARCH 4 IS THE LAST DAY TO PASS OPPOSITE BILLS OUT OF THE HOUSE.

EXCEPT ANYTHING THAT IS NECESSARY TO MEET THE BUDGET. WE HOPE WE WILL GET A CONFERENCE BUDGET AND THEN MARCH 10, IS THE LAST DAY FOR THE REGULAR SESSION.

AND REMEMBER, THIS IS THE SECOND YEAR SO IT IS REALLY UPDATING THINGS FOR THIS YEAR.

THE NEXT YEAR WILL HAVE A FULL TWO-YEAR BUDGET. SO CAN WE DEVELOP THE PRIORITIES, THEY WERE APPROVED IN EARLY DECEMBER. WE BEEN MEETING WITH OUR LOCAL LEGISLATORS AND DECEMBER AND JANUARY. JUST A REMINDER, WE ARE CONNECTING EACH PRIORITY TO OUR STRATEGIC PLAN AREA -- MOSTLY, WHAT WE HAVE NOT SEEN ANY BILLS RELATED TO SPECIAL EDUCATION, BUT WE HAVE, YOU TALKED ABOUT THE HOLD HARMLESS FOR THE ENROLLMENT DECLINE, SO THOSE BILLS, THE NUMBERS ARE LISTED THERE.

DISTRICT STAFF, WE PROVIDE TESTIMONY THREE TIMES IN SUPPORT OF THE BILLS.

THE BUDGET PROVISO AGAIN ALSO MENTIONED, TO INCREASE THE FLOOR FROM 500 TO 1500.

DOCTOR HOLMEN EMAILED HIS LEGISLATORS OVER THE WEEKEND TO REQUEST SUPPORT FOR THIS.

AND THEN THE OTHER THING THAT THERE IS A BILL OUT THERE THAT WILL PROVIDE REIMBURSEMENT TO SCHOOL DISTRICTS FOR THE ACTUAL COST OF TRANSPORTATION FOR OUR -- SPECIAL EDUCATION AND FOSTER STUDENTS WILL GET REIMBURSED FOR THOSE RIGHT NOW BECAUSE THE MAJORITY OF THAT IS PROVIDED THROUGH OUR SPECIALIZED TRANSPORTATION CONTRACT, HOP SKIP AND DRIVE.

WE DON'T, AREN'T ABLE TO GET REIMBURSED. WE PROVIDED TESTIMONY AT THE END OF JANUARY IN SUPPORT OF THAT BILL. AND THEN UNDER SOCIAL, WELL-BEING SOCIAL EMOTIONAL LEARNING, THERE IS A BILL OUT THERE THAT WILL INCREASE MY PROTOTYPICAL SCHOOL FORMULAS. THERE IS A FORMULA FOR PHYSICAL, SOCIAL AND EMOTIONAL SUPPORT STAFF. AGAIN, WE PROVIDED TESTIMONY AND SUPPORT OF THE BILL ALSO AT THE END OF JANUARY. AND AGAIN, THERE IS FLEXIBILITY WITHIN THE FUNDS DO NEED TO BE USED FOR THE GROUP THAT, THE CLASSIFICATIONS, SOCIAL WORKERS, PSYCHOLOGISTS, COUNSELORS, BUT YOUR FLEXIBILITY WITHIN THE GROUP TO USE IT.

WHO DO NOT HAVE TO USE IT FOR ONE PARTICULAR CATEGORY. >>> UNDER EFFECTIVE USE OF RESOURCES WITH THREE PARTIES, NOTHING SO FAR COMING ON TECHNOLOGY AND CONSTRUCTION FUNDING. BUT THERE HAD BEEN SOME HEARINGS ON THE CHANGE TO THE SIMPLE MAJORITY REQUIREMENT. WERE CHANGING BOND PASSAGE FROM A SUPER MAJORITY TO SIMPLE MAJORITY. AGAIN THIS DOES REQUIRE A CONSTITUTIONAL AMENDMENT AND IT NEEDS TO GO BEFORE THE VOTERS FOR APPROVAL. SO RIGHT NOW THE LEGISLATURE NEEDS TO TAKE ACTION ON IT AND THEN IT WOULD GO TO THE VOTERS. FOR APPROVAL.

AGAIN WE PROVIDED TESTIMONY TWICE IN SUPPORT OF THESE BILLS.

AND THEN THE LAST CATEGORY OF EXCELLENT STAFF, AGAIN, THEY CONTINUE TO -- CERTIFICATION

[02:35:02]

WHEN NOT SURE IS ACTUALLY POSITIVE THING. IT CHANGES, SHORTENS A TIMELINE ON WHEN PARA-EDUCATORS NEED TO BE TRAINED. SO IF YOU REMEMBER, THEY PUT A MANDATED PARA EDUCATOR TRAINING TWO YEARS AGO, THAT IS, IT BECAME AN UNFUNDED MANDATE.

THEY PROVIDE SUMMARY, REIMBURSEMENT DOESN'T COVER THE WHOLE COST OF THE PROGRAM I THINK WE SPENT ABOUT $200,000 OR MORE THAN THE STATE FUNDS FOR OTHER STATE TRAINING.

WE ARE KEEPING AN EYE ON THAT BILL. THE EDGE EDUCATION BILLS THAT ARE OUT THERE THAT COULD HAVE POTENTIAL FINANCIAL IMPACT FOR US IF THEY DO NOT PROVIDE FUNDING RELATED TO THESE IS HOUSE BILL 1486, THEY ARE EXPANDING HIM AS A POTENTIAL TO ELIGIBILITY FOR UNEMPLOYMENT INSURANCE. WE ARE KEEPING AN EYE ON THAT.

THE HOUSE BILL 1732 LONG-TERM CARE PROGRAM WAS DELAYED ORIGINALLY PAYROLL DEDUCTIONS WOULD GO INTO EFFECT JANUARY. THAT WAS DELAYED IN THE GOVERNOR ACTUALLY SIGNED THAT BILL ON JANUARY 28. WE DID, WE WERE REQUIRED TO MAKE DEDUCTIONS FROM ALL OUR EMPLOYEES PAYCHECKS IN JANUARY AND NOW WE WILL HAVE TO TURN THAT AROUND AND REFUND THAT.

WE DID NOT, THE LAW DID NOT CHANGE IN TIME FOR US TO AFFECT JANUARY PAYROLL.

SO THERE'S A BILL OUT THERE, 1807 ABOUT CIVICS EVOCATION REQUIRES MANDATORY K8 YEAR-LONG CASE IN CIVIC EDUCATION. WE PROVIDED FEEDBACK FOR THE FISCAL NOTE AROUND THAT.

THAT WOULD HAVE A SIGNIFICANT IMPACT, HOSPITAL 1992 IS THE EXPANSION -- HOUSE BILL 1982.

THIS WAS HIGHLIGHTED, THE TITLE WAS ABOUT STATE EMPLOYEES AND ALLOWING THEM TO CARRY OVER ADDITIONAL VACATION LEAVE BUT BURIED WITHIN THE BILL, WAS ALSO INCREASINGLY 180 DAY LIMIT ON SICK LEAVE CASH OUT AND RETIREMENT FOR SCHOOL DISTRICT STAFF.

WHICH WOULD SIGNIFICANTLY INCREASE LONG-TERM LIABILITY REGARDING SICK LEAVE CASH OUT SO WE EMAILED SPONSORS OF THE BILL AND LANGUAGE HAS BEEN REMOVED FROM THE BILL AS IT STANDS NOW. THE OTHER THREE BILLS ARE 5155, THIS IS REGARDING LAWSUITS AND PREJUDGMENT INTEREST, JUDGMENTS, IT WOULD CHANGE THE INTEREST START OCCURRING THE MINUTE THE JUDGMENT IS ENTERED AND SO, THE SCHOOL ALLIANCE AND THE WASHINGTON STATE RISK-MANAGEMENT POOL WORKED TO GET AMENDMENT ON THE BILL TO EXCLUDE PUBLIC ENTITIES BECAUSE THAT WOULD HAVE BEEN HUGE FISCAL IMPACT TO THE INSURANCE COST AND THEN, 5326, ANOTHER RELATED TO TRANSPORTATION. THIS WAS A BILL THAT WAS SUBMITTED LAST YEAR, DID NOT GO THROUGH BUT THEY RESURRECTED AGAIN. IT IS A VERY STRANGE BILL THAT PRIVATE COMPANIES IF -- THEY ARE REQUIRED TO PROVIDE THE SAME BENEFITS.

IT'S VERY STRANGE BECAUSE IT IS NOT A REQUIREMENT FOR ANY OTHER PRIVATE COMPANY.

YOU KNOW THEY ARE RESPONSIBLE FOR PAYING THEIR OWN HEALTH AND RETIREMENT BENEFITS.

THAT IS A CONCERN FOR MANY DISTRICTS THAT CONTRACT OUT THE OUTCOME WILL CONTRACT OUT FOR OUR TRANSPORTATION SERVICES THUS PROVIDED IN-HOUSE WE DO PROVIDE SOME MINOR CONTRACTING AS A MERCHANT FOR SPECIALIZED TRANSPORTATION. LAST -- THIS IS THE FAMILY MEDICAL LEAVE ACT. INCREASE ELIGIBILITY FOR CERTAIN LEAVES.

WE DON'T THINK THIS BILL IS MOVING FORWARD. WE ARE WATCHING IT BECAUSE YOU HAVE READ IN THE NEWS THE PAID FAMILY MEDICAL LEAVE PROGRAM IS PREDICTED TO BE INSOLVENT IN A

[02:40:01]

THESE ARE JUST A REMINDER OF OUR TOPICS TO FULLY FUNDSPECIAL ED , PROVIDE ADDITIONAL SUPPORT FOR SEL TECHNOLOGY, IMPLEMENT SIMPLE MAJORITY, STREAMLINE SYSTEMS FOR TEACHER CERTIFICATION, FULLY FUND AND UPDATE PROTOTYPICAL FUNDING MODEL.

THE NEXT STEPS, WERE CONTINUING TO MONITOR LEGISLATIVE ACTION TO THE END OF MARCH, KEEPING AN

EYE ON THAT. ANY QUESTIONS? >> NO, THAT WAS GREAT!

>> ANYTHING ELSE TO REPORT ON THE LEDGE FRONT? >> IN THAT REGARD I THINK THE KEY IS, AS THE BILLS GO THROUGH AND GO FROM HOW ONE HOUSE TO THE OTHER, THEY WILL AGAIN BE OPPORTUNITY FOR HEARING AND TESTIMONY AND OUTREACH BECAUSE IT IS A ANOTHER GROUP OF LEGISLATORS TO BE REACHING OUT TO ONE SPECIFIC BILLS AND SUPPORT.

IF YOU'RE INTERESTED IN HELPING TO SUPPORT ANY OF THOSE OR DOING TESTIMONIES ON VIDEO AT THIS POINT SO IS A LITTLE EASIER TO DO. -- I DO THINK THE EXTRA WORK GOING ON IS HELPING OUR LEGISLATORS. THEY ARE AWARE OF ALL THE ISSUES REPORT FORWARD. IN SPEAKING TO HELP ADVOCATE FOR THE POSITION AND SUPPORTING

THE DISTRICT AND KIDS SO IT'S REALLY HELPFUL. >> REALLY TRIED TO CONTINUE TO REMIND THEM NOT TO ADD REQUIREMENTS BECAUSE IT'S JUST REALLY CHALLENGE EACH YEAR.

SOMETHING SEEMS SLIP AND THAT REQUIRES US NEED NEW THINGS. JUST TRYING TO KEEP AN EYE ON

THAT AS WELL. >> GREAT, THANK YOU. WITHIN PUBLIC AND COMMUNITY AFFAIRS, WHAT THEY LIKE TO START BUILDING AND IS A REPORT OUT FROM BOARD MEMBERS WHO ARE SERVING IN VARIOUS LIAISON CAPACITIES WITH OTHER CIVIC ORGANIZATIONS.

MARK, I KNOW IT'S BEEN A LITTLE BIT SINCE YOU WERE APPOINTED TO THE HUMAN SERVICES FORUM.

I GUESS COULD YOU, DO YOU HAVE ANY UPDATE I'M SORRY YOU ARE ON MUTE, I PROMPTED YOU.

>> WE HAVE HAD PRIMARILY A MEET AND GREET, MORE SO THAN ANYTHING OF SUBSTANCE.

THEY KICKED US OUT SO THEY CAN VOTE ON US THAN THEY LET US KNOW THAT WE WERE IN FOR THE NEXT MEETING. SOMETHING MORE SUBSTANTIAL. OTHERWISE WE NEED TO DO IT

OURSELVES. >> AND SO I GUESS YOU BEEN SEATED NOW AS A MEMBER.

>> YES. >> THANK YOU FOR DOING THAT. THE OTHER, I GUESS IS ANYONE ELSE HAVE SOMETHING TO REPORT ON ANY CIVIC ENGAGEMENT OPPORTUNITIES?

OR SERVICE? >> THERE IS THE LAKE WASHINGTON SCHOOLS FOUNDATION.

>> I WAS BOUND TO GET THAT NEXT. >> I WILL LET YOU TAKE IT FROM

THERE. >> THE DIRECTOR HAS SERVED AS LIAISON I BELIEVE THE TITLE IS LIAISON, CORRECT? LAKE WASHINGTON SCHOOLS FOUNDATION? FOR THE LAST SEVERAL YEARS. A CONFLICT NOW WITH MEETINGS, IT'S NO LONGER A CONFLICT OF INTEREST JUST A TIME CONFLICT JUST TO BE CLEAR. NO LONGER ABLE TO SERVE AND SO, WE NEED TO APPOINT A NEW LIAISON TO LAKE WASHINGTON SCHOOLS FOUNDATION.

TO SERVICE OUR LIAISON. THEIR BOARD MEMBER, I'M STARING AT YOU AND THIS OUT ENOUGH YOU CAN TELL. THANK YOU. WHO WOULD BE WILLING TO SERVE ON THE FOUNDATION. ENKE, DIRECTOR. IN FACT YOU ATTENDED ONE OF THE MORE RECENT MEETINGS IN PLACE OF DIRECTOR BLIESNER I THINK AS WELL.

>> YES, I DID. WAS THAT LAST MONTH? TIME IS FLYING BY.

[LAUGHTER] >> GREAT. I GET TO A POINT TO PEOPLE SO I AM GOING TO APPOINT DIRECTOR -- IF THIS IS IN READY OCCURRED I THINK THAT I'M HOPING THAT YOU

[02:45:10]

>> YES, I HAD EMAILED TO KATIE PHILLIPS, JUST THIS WEEKEND SO I'M NOT SURE SHE'S HAD A CHANCE TO LOOK AT IT BUT I WILL MAKE SURE BECAUSE THE MEETING IS THIS THURSDAY.

SO. >> I HAVE NOT HEARD YET SO THAT'S GOOD TO KNOW.

>> I WILL REACH OUT TO THEM TO HELP FACILITATE THAT. >> THANK YOU BOTH.

ANYTHING ELSE, ANYONE ELSE HAVE ANYTHING ELSE FOR PUBLIC AND COMMUNITY AFFAIRS TONIGHT?

[I. Closing Items]

DIRECTOR CARLSON? >> SO, SINCE I WAS THE ONE WHO KICKED THE HORNETS NEST, IF YOU LOOK I DO HAVE TO SPEAK TO SOMETHING. I WANT TO SAY THANK YOU TO THOSE WHO CAME TO SHARE THEIR OPINIONS ON POLICY THIS EVENING.

I CAN APPRECIATE THEIR FRUSTRATION. NONE OF US WOULD CHOOSE THE CURRENT CIRCUMSTANCES IF THERE WERE NOT A PANDEMIC. I ALSO APPRECIATE THE EFFORT THAT YOU MADE NOT TO YOU LET ME I WOULD RATHER REGRET FOR SOME REASON MY CAMERA WAS NOT BROADCASTED BECAUSE I SPENT HALF AN HOUR DOING MY LEVEL BEST TO LOOK RIGHT AT YOU SO YOU KNOW IS LISTENING. IT IS ALWAYS IMPORTANT TO COMPLAIN TO THE RIGHT DECISION-MAKERS. IN THIS CASE DOCTOR HOLMEN IS FOLLOWING THE MASK GUIDELINES SET BY THE WASHINGTON STATE DEPARTMENT OF HEALTH JUST AS OUR DISTRICT FALLS DEPARTMENT OF HEALTH GUIDELINES FOR SCHOOL LUNCHES. IF YOU WANT TO CHANGE MASK USAGE REQUIREMENTS YOU'RE NOT JUST IN THEIR CORRECT BODY DECISION-MAKERS.

BECAUSE IT IS APPROPRIATE FOR THE SCHOOL BOARD TO OVERRIDE PUBLIC HEALTH POLICY WHICH IS AT THE STATE AND COUNTY LEVELS. I ACTUALLY WAS A DISTANT FILMMAKER , SO STRENUOUSLY DISAGREE WITH YOU WITH MASKS AND VACCINES BEING DANGEROUS. BECAUSE OF DIFFERENCE OF OPINION BUT BECAUSE HER 28 YEARS OF TRAINING AND EXPERIENCE AS A PROFESSIONAL SCIENTIST. BECAUSE I PUBLISHED PEER-REVIEWED SCIENTIFIC MANUSCRIPTS WITH RISK FACTORS FOR SMALLPOX VACCINE ARE SERVED AS AD HOC MEMBER OF THE CDC NATIONAL VACCINE ADVISORY COMMITTEE. I'VE PATENTED METHODS FOR THE QUANTITATIVE MEASUREMENT FOR HUMAN IMMUNE RESPONSE. BECAUSE ANOTHER CDC SCIENTIST WHO CREATED BEARS THE VACCINE REPORTING SYSTEM. WE KNOW THOSE REPORT FOR 15 YEARS CLAIMING THE THE -- VACCINE TRANSMITTED TO THE HULK TO THE PRANKSTER WHO SUBMITTED FINALLY RETRACTED. SHORT FOR NEARLY 30 YEARS, I READ, UNDERSTOOD, SYNTHESIZED AND DONE THIS AS PART OF MY JOB. I'M NOT ON THE SCHOOL BOARD BECAUSE I'M A EPIDEMIOLOGIST BUT I'M A GENETIC EPIDEMIOLOGIST ON THE SCHOOL BOARD. I'VE AGREED WITH A LARGE MAJORITY OF COVID THAT IS FROM THE STATE DEPARTMENT OF HEALTH THROUGHOUT THE LAST TWO YEARS. SOMETIMES IT IS BEEN MESSY AND IT CHANGED TOO MUCH OR TOO SLOWLY, THEY'VE DONE THEIR BEST.

ALL THAT SAID, EVEN I'M CERTAIN JANUARY WAS AT THE TIME TO RELAX MASK POLICY, IN THE NOT-TOO-DISTAFUTURE I CAN'T -- IMAGINE IT WILL BE. PUBLIC OPINION IS NOT ONE OF THE PRIMERS THAT MATTER IN MAKING THE DECISION. THAT IS IF IT WERE MY DECISION TO MAKE WHICH IT IS NOT. IN CLOSING ACTUALLY PAINS ME TO HAVE SO MANY CONSTITUENTS ASKING YOUR SCHOOL BOARD TO CHANGE MASK POLICIES. THERE SOMETHING NOT IN THE AUTHORITY TO CHANGE. OUR SUPERINTENDENT CAN TAKE SCHOOLS ONLINE AND BRING THEM BACK IN PERSON WITHIN PUBLIC HEALTH GUIDELINES, BUT MATHEMATICS COME FROM THE STATE DEPARTMENT OF PUBLIC HEALTH, NOT YOUR SCHOOL DISTRICT. WHEN THE MASK MENDED AT THE STATE LEVEL CHANGE YOU CAN EXPECT US TO FOLLOW THE GUIDED SPIRIT ASKING US THIS IS A WASTE OF YOUR TIME BECAUSE WERE NOT ABOUT TO START IGNORING PUBLIC HEALTH RULES FOR THE

FULL COVID OR SCHOOL LUNCHES. THANK YOU. >> DIRECTOR STUART I THINK YOU

WERE NEXT. >> YES. I JUST NEED TO SEE IF THERE'S AN UPDATE ON THE INFORMATION REGARDING LAND ACKNOWLEDGMENT. WE DISCUSSED IT AT THE LAST MEETING THAT WE NEED TO LOOK INTO IT FURTHER. I REALLY HAVE NOT HEARD ANYTHING NEW, I REALIZE YOU'LL HAVE A LOT MORE ON YOUR PLATE, IT SEEMS LIKE IT SHOULD BE

ALMOST -- MOST ENTITIES DO IT. >> I HAD A CHANCE TO MEET WITH THE MAYOR.

OTHER IF YOU WANT ME TO RESPOND RIGHT NOW OR IF YOU WANT ME TO --

>> GO FOR IT! >> I MET WITH MARY WILBUR WHICH AS YOU KNOW IS ALWAYS A PLEASURE. SHE AND I JUST DISCUSSED, WAS THE BEST WAY FOR THE BOARD TO

[02:50:02]

SHE CANNOT MEET ON MONDAY NIGHT BECAUSE SHE HAS RESPONSIBILITIES WITH HER STUDENTS. AND SO, TERESA WILL REACH OUT AND HAVE THAT CONVERSATION WITH MARY, FUND A TIME SO WE CAN HOLD THAT AND THE BOARD CAN MOVE FORWARD.

>> THANK YOU. THANK YOU FOR BRINGING THAT UP. THANK YOU DOCTOR HOLMEN FOR THE REPORT. I THINK WE WILL LOOK TO SCHEDULE A STUDY SESSION NOT ON

A MONDAY. BEFORE THE NEXT MEETING. >> ILL BE A MONDAY HOPEFULLY

BEFORE THE NEXT MEETING. >> NOT ON A MONDAY. HOPEFULLY BEFORE THE NEXT

MEETING. >> THE BOUNDARY YOU PUT ON WAS BEFORE THE EXTENDED STUDY SESSION. BETWEEN NOW AND THE EXTENDED STUDY SESSION.

>> OKAY. YOUR HAND IS STILL RAISED, DO YOU HAVE ANYTHING?

>> SORRY. >> OKAY. I HAVE TWO COMMENTS.

ONE IS TO REMIND THOSE WHO STILL HAVE NOT VOTED THAT YOU CAN STILL VOTE UNTIL 8 PM TOMORROW. I'M CONFIDENT THAT IS A TIME IF YOU GET YOUR BALLOT IN THE DROPBOX TOMORROW BY APM. AND IF YOU, ONE OF THE ITEMS ON, THE ONLY ITEMS ON YOUR BALLOT, IF YOU LIVE IN LAKE WASHINGTON SCHOOL DISTRICT WILL BE THE THREE LAKE WASHINGTON SCHOOL DISTRICT. IF YOU WANT TO LEARN ABOUT THOSE, IF YOU GO TO THE WEBSITE THE FIRST THING YOU'LL SEE FLASHING BEFORE YOUR FACE IS A LINK TO THE 2022 EDUCATION LEVY PAGE IF IT DOESN'T SHOW FOR SOME REASON ON THE TOP THERE IS A BETTER THIS IS 2022 LEVEES AND YOU CAN LEARN ABOUT THERE'S INFORMATION FOR THE LEVEES ON THE BALLOT.

I WOULD ENCOURAGE THOSE, I WOULD ENCOURAGE EVERYONE TO VOTE AND I WOULD ENCOURAGE THOSE WHO ARE CURIOUS TO LEARN MORE ABOUT LEVEES TO DO THAT. WERE RIGHT THE BOARD TOO I'LL CHECK MY INBOX ALL DAY TOMORROW. AND THEN THE LAST ITEM IS ON, I WANT TO MAKE SURE HAVE THIS RIGHT. FEBRUARY -- HOLD ON.

I WANT TO GET THE INFORMATION. >> WHY YOU ARE LOOKING FOR THAT, REMIND FOLKS THAT THE BALLOTS INITIATIVES OR BALLOT MEASURES ARE ON SIDES OF THE PAPACY CAN'T LOOK TO ONE SIDE

YOU HAVE TO FLIP IT OVER. >> THANK YOU, YES. FLIP IT OVER.

YEAH. THE BUILDING ON SUCCESS LEVY IS ON THE BACKSIDE OF THE BALLOT.

SO THIS IS SOMETHING I PERSONALLY BEEN TRACKING. THE KINDERGARTEN REGISTRATION IS STARTING SOON AT THE END OF FEBRUARY. IT WILL BE AVAILABLE STARTING FEBRUARY 24, 2022. I INTEND TO BE THE FIRST PERSON TO REGISTER THIS YEAR.

>> THAT'S AWESOME! >> I WILL STAY UP. CAN YOU TELL I REALLY WANT -- OUT OF THE HOUSE MORE? AND SO, FOR THOSE WHO WANT TO LEARN MORE ABOUT KINDERGARTEN REGISTRATION, GO TO THE WEBSITE UNDER THE FAMILY AND STUDENT SECTION THERE IS A LINK TO REGISTRATION WHERE YOU CAN REGISTER ONLINE OR DOWNLOAD THE FORMS OR LEARN MORE ABOUT KINDERGARTEN REGISTRATION. I'LL TRY TO BE THE FIRST PERSON TO REGISTER THE CHILD FOR NEXT WEEK. ANY OTHER BOARD MEMBER COMMENTS? I HAVE BEEN LOOKING FORWARD TO THIS DAY FOR SINCE BEFORE MY SON WAS ACTUALLY BORN.

SO -- >> THAT'S AWESOME. >> OKAY, THANK YOU EVERYONE FOR

[02:55:04]

ANYTHING LAST FOR THE BOARD? THE NEXT MEETING IS ON MARCH 7, STUDY SESSION AT 5 PM FOLLOWED BY A BOARD MEETING AT 7 PM. BOTH MEETINGS ARE CURRENTLY SCHEDULED TO BE REMOTE, IF GOD IS CHANGES OR ANYTHING CHANGES THAT WILL BE POSTED ONLINE WELL IN ADVANCE OF THE MEETING.

I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE FEBRUARY 7, 2022 MEETING.

>> SO MOVED. >> SECOND. >> ALL IN FAVOR? ANY OPPOSED? HEARING NONE, MEETING IS ADJOURNED AT 9:59 PM.

WE WERE DONE BEFORE 10

* This transcript was compiled from uncorrected Closed Captioning.