[00:00:10]
          GOING TO GO AHEAD AND GET READY TO GET STARTED. 
          [1. Call to order]
          >> LOOKS LIKE WE ARE ON. >> ERIC LALIBERTE:  OKAY. 
          GOOD MORNING. I WOULD LIKE TO CALL TO ORDER THE MARCH 19, 2022 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING IN PERSON. UNDER THE GUIDELINES FOR ATTENDING BOARD MEETINGS AND PROCLAMATION 20-2815, THE OPEN PUBLIC MEETINGS ACT AND PUBLIC RECORDS ACT, THERE REMAINS A PROHIBITION ON IN-PERSON MEETINGS AND AN EXEMPTION FOR MEETINGS THAT CAN COMPLY WITH THE GUIDELINES OF BUSINESS MEETINGS IN THE GUIDANCE. THE GUIDANCE STATES THAT AS OF JUNE 30, 2021, BODIES OPTING TO HOST IN-PERSON MEETINGS UNDER THE OPEN PUBLIC MEETINGS ACT MAY DO SO WITH NO RESTRICTIONS OF CAPACITY AND NO PHYSICAL DISTANCING REQUIREMENTS AND ALL APPLICABLE AND CURRENT FACE COVERING REQUIREMENTS MUST BE FOLLOWED. AND REQUIREMENTS WERE RECENTLY MODIFIED BY GOVERNOR INSLEE AND KING COUNTY. 
          THE BOARD WANTS PUBLIC PARTICIPATION AND WILL COMPLY TO ALL LAWS WITH THE OPEN MEETINGS ACT RELATING TO MY LANEIOUS VENUES. WE WILL LOCATE THE PUBLIC THROUGH BOARD DOCS. AIL FUTURE BOARD MEETINGS WILL BE IN PERSON. BOARD MEETS AND SPECIAL SESSIONS WILL CONTINUE TO BE LIVESTREAMED ON THE DISTRICT'S WEB SITE. IF YOU WERE UNABLE TO ATTEND LISTEN TO THE MEET 425-9 425-936-2813. 
          CONFER ID. WE HAVE A LONG MEETING 
          [1. Land Acknowledgement]
STRETCHING OVER THE NEXT TWO DAYS. 
          THE FIRST ITEM ON THE EXTENDED STUDY SESSION IS THE LAND ACKNOWLEDGMENT. DR. HOLMEN, CAN YOU GET US 
          STARTED. >> ABSOLUTELY. 
          APPRECIATE THIS TOPIC AND APPROPRIATE TO LAUNCH OUR EXTENDED STUDY SESSION WITH THIS DISCUSSION AND CONVERSATION. ON MARCH 1, THE BOARD MET WITH MARY WILBER. SHE IS THE NATIVE AMERICAN EDUCATION COORDINATE THEIR SERVES LAKE WASHINGTON NORTH SHORE AND BELLEVUE. NOT ONLY DOES SHE SERVE THOSE TWO DISTRICTS BUT TRULY SHE IS A LEADER IN THE COMMUNITY AND WE ARE SO FORTUNATE TO HAVE HER AS A COLLEAGUE REPRESENTING OUR INDIGENOUS STUDENTS ACROSS THE REGION. 
          SHE SHARED WITH THE BOARD WHAT A LANDAGE KNOWLEDGEMENT IS AND PROVIDED ADDITIONAL CONTEXT WITH THE BOARD WHAT IT MEANS TO CONSIDER A LAND ACKNOWLEDGMENT AND WALKED THROUGH SOME OF THE HISTORY AROUND THE PACIFIC NORTHWEST IN PARTICULAR. 
          AND PROVIDED SOME GUIDANCE FOR THE BOARD AROUND WHAT ARE SOME OF THOSE NEXT STEPS THAT WILL BE APPROPRIATE TO TRULY AND MEANINGFULLY ADOPT A LAND ACKNOWLEDGMENT. 
          PART OF THAT ADOPTION IS A PARTNERSHIP WITH LOCAL TRIBAL LEADERSHIP. SHE TALKED ABOUT A GOVERNMENT RELATIONSHIP AND ONGOING COLLABORATION. 
          SO THE BOARD DETERMINED THE NEXT STEP WAS TO ASSIGN THE TASK, IF YOU WILL, OF STARTING TO ARTICULATE IN WRITING A MORE THOROUGH LAND ACKNOWLEDGMENT THAT DOES WALK THROUGH SOME OF THE HISTORY OF TRIBES IN THE NORTHWEST. 
          AND LEADING TO A WRITTEN LAND ACKNOWLEDGMENT. 
          ADDITIONALLY THE BOARD RECOGNIZED THAT TO DO A LAND ACKNOWLEDGMENT AS WELL THROUGH COLLABORATION WITH OUR LOCAL TRIBES THAT ENGAGING AND WORKING THROUGH THAT PROCESS WITH THEM WOULD BE IMPORTANT. SO SINCE THE MARCH 1 MEETING, APPRECIATE DIRECTOR CARLSON AND THE JOB HE HAS DONE AROUND DRAFTING THAT LONGER STATEMENT TO CONSIDER THE HISTORY HERE IN THE NORTHWEST. DIRECTOR CARLSON HAS REACHED OUT TO LEADERSHIP FROM THE SNOQUALMIE TRIBE. 
          IS THAT CORRECT? >> CHRIS CARLSON:  INFORMALLY. 
          >> THANK YOU. JUST TO RECEIVE FEEDBACK AROUND THE WRITTEN CONTENT OF WHAT IS PROVIDED HERE TODAY. 
          AND SO TODAY IS THE OPPORTUNITY FOR THE BOARD TO REVIEW THE WRITTEN CONTENTS OF WHAT WAS BEING PRESENTED. 
          DIALOGUE ABOUT THAT. AND THEN DETERMINE ACTIONABLE NEXT STEPS AROUND MOVING THIS -- THIS PROCESS AND IDEA 
          [00:05:03]
FORWARD OF A LAND ACKNOWLEDGMENT. 
          SO IN THE ADMINISTRATIVE CONTENT IN BOARD DOCS ITEM 1 IN THE AGENDA TITLED "LAND ACKNOWLEDGMENT"IS THE DRAFT STATEMENT. I UPLOADED THE TOMB WORD DOCUMENT THAT SHOWED TRACK CHANGES FOR THE DOCUMENT. 
          SO WITH THAT, ERIC, I WILL HAVE YOU WALK THROUGH THAT 
          INFORMATION AND DISCUSSION. >> ERIC LALIBERTE:  CHRIS, DO YOU WANT TO TAKE THE LEAD ON THIS? 
          >> CHRIS CARLSON:  SURE. AND SO I CIRCULATED THIS A COUPLE OF DAYS AGO. HOPEFULLY EVERYBODY HAD A CHANCE TO READ THROUGH IT TO NOT HAVE A HOT TAKE, BUT RATHER HAVE A THOUGHTFUL TAKE WHERE WE ARE IN THIS PROCESS. 
          I HAD APPROACHED IT FROM THE FAIRLY NAIVE POINT OF VIEW OF NEVER REALLY UNDERSTANDING WHAT THE LAND ACKNOWLEDGMENTS HAVE BEEN. I HAVE SEEN THEM AROUND, BUT WHY ARE THEY AND WHAT ARE THEY AND TO ME IT HAS BEEN VERY FRUSTRATING TO SEE THINGS THAT ARE A PARAGRAPH LONG THAT ARE READ AS A FORMALITY. AND WITHOUT THE RATIONALEE BEHIND THEM. SO I WENT WITH A SLIGHTLY BIGGER VISION OF TRYING TO CONNECT TO -- SO IF SOMEONE SAW OUR LANDSAGE KNOWLEDGEMENT, AT LEAST THE LONG FORM I AM PROPOSING THEY WOULD HAVE SOME UNDERSTANDING WHY WE ARE DOING A LAND ACKNOWLEDGMENT AND IS IT A LEARNING OPPORTUNITY. 
          SO TOWARD THAT END, I TRIED TO EDUCATE MYSELF AS SOMEONE WHO DID NOT GROW UP IN THIS STATE, AND, THEREFORE, DID NOT -- HAS NOT BEEN THROUGH ANY EIGHTH GRADE HISTORY OF WASHINGTON STATE, AND IT TURNS OUT TO BE A LITTLE BIT OF A CHALLENGE TO DO THAT. I MEAN, THIS IS ONE OF THE IRON NIECE. AND SO MY HOPE -- IRONIES. 
          SO MY HOPE WAS TO PROVIDE A SHORT FORM THAT COULD BE READ AS A LANDAGE KNOWLEDGEMENT AT THE BEGINNING OF THE MEANING AND A LINK TO THE LONG FORM FOR THOSE WHO WANT TO KNOW MORE AND LEARN MORE WILL HAVE AN EASY WAY TO LEARN OF OUR LAND ACKNOWLEDGMENT, WHAT IT IS AND WHAT WE ARE ACKNOWLEDGING. 
          AND IN SOME WAYS, WHAT I WAS HEARING IS THAT WE HAVE OUR -- IN CONSULTATION WITH SNOQ SNOQUALMIE, WE DEVELOPED SOME LESSON PLANS. AND THOSE LESSON PLANS ARE ABSOLUTELY ACCESSIBLE FOR OUR INTERNAL SYSTEM, BUT SOMEONE COMING IN FOUR OUR EXTERNAL SYSTEM, IT IS AN OPPORTUNITY TO EDUCATE WHY YOURSELF IF THAT WAS SERVED UP. 
          I WAS HOPING THAT THE LONG FORM WOULD BE -- A LINKER INTO WHAT WE HAD DEVELOPED WITH OUR LOCAL TRIBES. 
          AND SO,  THE -- THE STARTING POINT FOR ME WAS TO TRY TO MAKE SURE THAT WE HAVE THE HISTORY AS BEST WE CAN ACCESSIBLE AND ACCURATE AND THANKS TO SEVERAL PROOFREADERS, IT IS MORE ACCURATE THAN MY FIRST DRAFT WAS. 
          AND I WILL SAY THAT MISS MCKENNA DORMAND HAS USEFUL FEEDBACK WITH THE ACTUAL TEXT I GOT IN THERE AND A POINT AROUND WHAT IS A LANDAGE KNOWLEDGEMENT VERSUS WHAT IS A  HISTORY ACKNOWLEDGMENT. THE LAND ACKNOWLEDGMENT. 
          TO IMPROVE THE DOCUMENT AND HELP US UNDERSTAND WHAT IS A LAND ACKNOWLEDGMENT AND NOT. I AM ACTUALLY EXCITED OF TURNING THIS INTO A LINK OR TO -- DEEPER INFORMATION, LEARNING PLANS SO ADULTS WHO HAPPEN TO RUN ACROSS IT WILL BE ABLE TO EDUCATE THEMSELVES ON THE LOCAL HISTORIES, WHICH CAN BE DONE, BUT IT IS NOT TRIVIAL, AND IT WOULD BE NICE IT WAS A LITTLE BIT MORE ACCURATE THAN WHAT I WAS ABLE TO FIND. 
          FIND ON THE INTERNET MORE OR LESS. 
          SO THE DOCUMENT WE HAVE RIGHT NOW IS -- I AM -- I THINK THE MOST IMPORTANT PIECE OF FEEDBACK FROM HER IS -- AT THIS POINT AN INFORMAL CONNECTION TO THE SNOQUALMIE TRIBE. 
          FORMALLY IF YOU LOOK AT THE DRAFT, WHAT WE HAVE DISCUSSED ON MARCH 1 WAS A SORT OF BO BOILERPLATE TEMPLATE THAT WAS GIVEN US TO THROUGH MISS ROBER. AND AS I READ THAT, I WAS TRYING TO FIGURE OUT WHO WAS INVOLVED. 
          [00:10:01]
IT HAD FOUR TRIBAL GROUPS. THREE THAT ARE FEDERALLY RECOGNIZED. ONE REMAINS UNRECOGNIZED. 
          WHEN I STARTED DIGGING INTO THE MAPS THE MUGGLE SHEET AND THE SNOW NO MA'AMISH AND THE GROUPS ARE WHERE THEIR TRADITIONAL LANDS, INDIGENOUS LANDS WITHIN OUR DISTRICTS AND I PULLED THAT BACK TRYING TO ACKNOWLEDGE. THE TREATY INVOLVED THE WH WHITE:RIVER TO CANADA AND INVOLVES MANY GROUPS FAR BEYOND OUR DISTRICT AND MORE MEA MEANINGFUL IF OFF LAND ACKNOWLEDGMENT TO DETERMINE THAT YOUR LAND CONNECTS TO WHICH TRIBE AS TO WHICH TRIBES WERE IN THE AREA. 
          AT THE SAME TIME, I HAVE BEEN DOING -- I HAVE BEEN FRETTING A LOT. I CAN'T SAY I HAVE BEEN DOING MY BEST -- BUT FRETTING ABOUT OFFENDING A TRIBE BY NOT INCLUDING THEM. SQUAMISH, MOST OF THE LAND IS ON THE SOUND. A COUPLE OF SETTLEMENTS ON THE WEST SIDE OF THE SEATTLE PENINSULA BUT ONE YOU GET TO LAKE WASHINGTON IS SQUAMISH AND THE SNOQUALMIE. 
          IF HE DO DESCRIBE OTHER TRIBES, THE MUCKLESHOOT. 
          THEY WILL HAVE JUST AS MUCH CLAIM AS GROUPS NORTH OF HERE AT SKIHOMISH OF THE NEIGHBORING TRIBES THAT ARE ON THIS HAND. 
          WEATHER TO MAKE IT A ENDLESS LIST TO SHOW THAT I WAS TRYING TO BE INCLUSIVE I HAD NOT DONE MY HOMEWORK WHO ACTUALLY WAS HERE. I PULLED IT BACK AND AT THE SAME TIME, ACKNOWLEDGING THAT THE TREATY OF POINT ELLIOT IS MUCH BROADER THAN WE AS A DISTRICT ARE SO AT THIS POINTS, I AM LOOKING FOR ONLY ONE THING THAT IS AN OUTSTANDING QUESTION IN MY MIND AND I KNOW THIS IS -- AND THAT IS THE LANGUAGE THAT HAS BEEN PROPOSED HAS -- THAT THE FIRST DRAFT WE GOT FROM MARY THAT IS HERE IS SOMETHING YOU COULD USE OR IT SHOULD LOOK SOMETHING LIKE T THIS. 
          IT HAD THE -- OUR DISTRICT IS ON THE I THINK DIJ NEWS LAND. 
          AND THIS IS SOMETHING WHERE I JUST -- INDIGENOUS LAND -- TO ME I THINK DIJ NEWS DOESN'T MEAN TRADITIONAL. 
          TO ME INDIGENOUS IS AN AVERAGE I HAVE IT THAT DESCRIBES LAND. 
          INDIGENOUS IS ON THE LANDS OF THE PEOPLE. 
          THEY HAVE RESERVED TREATY RIGHTS TO FISH AND HUNT ON THESE LANDS, BUT IS IT STILL THEIR LAND? IT IS SOMETHING THAT I WONDER ABOUT. 
          AND I DON'T -- ANYWAY, IN TRYING UNDERSTAND WHAT EACH OF THE WORD -- WORDS IN THE ACKNOWLEDGMENT MEANS, SUCH THAT WE ARE NOT SAYING THAT ALL LANDS OF LAKE WASHINGTON ARE TECHNICALLY THE PROPERTY OF THESE TRIBES TODAY. 
          AND MAYBE THAT IS JUST ME WORRYING. 
          MAYBE I SPENT TOO LONG WORKING NEAR LAWYERS, BUT IT IS SLING SOMETHING THAT I FEEL WE HAVE MUCH TO ACKNOWLEDGE HISTORICALLY. AND MISS DORMAND POINTED OUT THAT MAYBE I ACKNOWLEDGED HISTORICALLY THAT A LAND ACKNOWLEDGMENT IS FROM A TRIBAL SIDE AND NOT OF THE HISTORY OF ATROCITIES BUT JUST ACKNO ACKNOWLEDGING THAT THESE ARE THEIR LANDS AND HAVE BEEN SINCE OF MEMORIAL. 
          ANYWAY, THAT IS WHERE I AM AT AND I AM HOPING THAT WE CAN TAKE THIS -- IF THERE ARE EDITS THAT NEED TO BE MADE TO MAKE SUCH EDITS. I THINK PART OF IT WILL NEED TO BE A LIVING DOCUMENT AND MOVE FORWARD WITH THE SHORT FORM THAT WE CAN READ AT THE BEGINNING OF THE MEETING ADOPTED -- NOT TODAY, BUT CERTAINLY SOON. 
          AND AT THE SAME TIME, ALLOWING TIME TO BUILD OUT LINKS FROM THE LONG FORM INTO OUR CURRICULUM. 
          IF SOMEBODY WANTS TO LEARN M MORE, CAN EASILY LEARN MORE FROM OUR WEB SITE. SO THAT IS WHERE WE ARE AT. 
          AS I MENTIONED, THERE IS ONLY ONE CONCERN I HAVE AND MAYBE 
          [00:15:02]
THIS IS BECAUSE I AM WORRIED OF HOW THE LAWYERS INTERPRET THE LANGUAGE. SO I WILL OPEN IT UP -- OH -- AND THEN ONCE WE HAD A LITTLE BIT OF A DISCUSSION. 
          IT IS WHAT DO WE DO NEXT? AND THE "WHAT DO WE DO NEXT" THROUGH MISS DORMAND, A GOOD CONSULTANT TO GO WITH THE SNOQUALMIE TRIBE. AND SNOMISH IS NOT ORGANIZED BUT AN -- I KNOW THEY EXIST AS A ORGANIZED AND COMMISSIONER CHOI HAS A CONNECTION AND PERHAPS WE CAN REACH OUT TO THE SNOMISH FOR THEIR FEEDBACK ON THIS. 
          FIRST THE QUESTION FOR US. ARE WE COMFORTABLE WITH THE LANGUAGE IN HERE AND MORE OR LESS THAT WE NEED -- HOPEFULLY MORE THAT WE NEED TO PUT IN HERE. 
          I WOULD BE UNCOMFORTABLE PUTTING MUCH LESS. 
          >> I WILL GO FIRST. THANKS, CHRIS, FIRST OF ALL, FOR ALL THE WORK THAT WENT INTO THIS. 
          JUST A QUESTION. SO THE RED LINES THAT APPEAR IN THE DOCUMENT, THOSE ARE FROM MISS DORMAND? 
          >> CHRIS CARLSON:  YES. >> I -- YOU KNOW,  STARTING AT THE SHORT FORM VERSION OF IT, WHICH IS AT THE BOTTOM OF THE DOCUMENT, I MEAN, I AM -- I AM COMFORTABLE WITH ALL OF THE LANGUAGE IN THERE. AND I AM SPECIFICALLY COMFORTABLE WITH THE USE -- RECOGNIZING THAT OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST. 
          SO TO ME,  WE CAN USE THE WORD "TRADITIONAL"BUT THE WORD FITS 
          AS WELL. >> CHRIS CARLSON:  OKAY, TH 
          THANKS. >> SO I AM COMFORTABLE -- THE ONE THING THAT I DO WONDER ABOUT THE SHORT-FORM VERSION OF IT IS THAT WE WILL -- MY THINKING AT LEAST IS THAT WE WILL EMBED IN OUR OGP POLICIES IN EACH -- AT EACH -- AT THE START OF EACH MEETING. WE WILL -- THE BOARD WILL READ ALOUD THE SHORT FORM LAND ACKNOWLEDGMENT. 
          AND I WONDER IF THAT SHORT -- I AM JUST WONDERING ALOUD IS THE SHORT FORM WILL RECOGNIZE WHAT IS DRAFTED AND ADOPTED A LONGER FORM AND LET THOSE LISTENING KNOW WHERE THAT WILL BE. 
          >> CHRIS CARLSON:  THAT IS WHAT I WAS TRYING FIGURE OUT. 
          I DON'T THINK VERBALLY READING AN URL IS USEFUL FOR EVERYONE. 
          >> ERIC LALIBERTE:  NO. >> CHRIS CARLSON:  I THINK IT IS ENTIRELY POSSIBLE WE CAN OPEN THE MEETING WITH THE URL SHOWN WHILE DOING IT. SO IF SOMEBODY WANTED TO GO FURTHER, THEY WOULD HAVE AN EASY LINK TO THE LONG FORM. 
          AND TO MAKE IT HUMAN TYPEABLE LIFE FORM. 
          A TINY -- OF WHATEVER SORT SO EVERYONE WHO IS WATCHING IT AND LISTEN ASKING IMMEDIATELY TYPE IT IN AND ACCURATELY GET TODAY 
          LONG FORM. >> ERIC LALIBERTE:  OKAY, THAT 
          IS A GOOD IDEA. >> CHRIS CARLSON:  PLAYING IT IN THE OGPS. NOT SOMETHING THAT IS THE HIM WITH OF THE FIVE OF US, BUT SOMETHING THAT BECOMES A PART 
          OF OUR SYSTEM. >> ERIC LALIBERTE:  JOHN, DO YOU HAVE SOMETHING TO ADD THERE? 
          >> I WAS GOING TO SAY EMBEDDING IT IN OUR WEB SITE,  WE ARE PROBABLY ABLE TO USE IT -- CREATE A URL THAT IS ALSO MEANINGFUL AND ACCESSIBLE. SOMETHING LIKE LWSD.ORG SWLSH LANDACKNOWLEDGMENT SO IT IS SIMPLE IN THOSE TERMS. 
          >> ERIC LALIBERTE:  THAT IS A GOOD IDEA. 
          DO YOU HAVE SOMETHING, CHRIS? >> CHRIS CARLSON:  I FORGOT TO MENTION IN THE SHORT FORM. THE LAST SENTENCE, MEANINGFUL UPDATE THAT WE DISCUSSED ON MARCH 1, ACKNOWLEDGE THE LAND TO MAKE A EQUIPMENT AS A BOARD TO PROVIDING THE BEST POSSIBLE EDUCATION FOR CHILDREN OF THESE TRIBAL GROUPS AND ALL TRIBAL GROUPS. BECAUSE TO ME, THAT MEANS SOMETHING MORE THAN NEARLY ACT MANAGE TOING THAT THEY WERE HERE FIRST BUT ACKNOWLEDGING THAT WE WILL CONTINUE TO KEEP THEIR HISTORY ALIVE AND TEACH THEIR CHILDREN AS WELL AS EVER. 
          >> ERIC LALIBERTE:  ALL RIGHT, GO AHEAD. 
          >> MARK STUART:  TWO THINGS. ON THE OE WLSHINGZ THAT WE PUT UP. SINCE WE ARE ACKNOWLEDGES THESE TWO NATIONS TO HAVE THEIR OEP ALSO. 
          JUST A THOUGHT. >> CHRIS CARLSON:  SOMETHING I HAVE BEEN THINKING HARD A LOT. AND ACCRUING WHETHER THE WEB SITES -- HONESTLY WITHIN THE LONG FORM, I WOULD HAVE HOT LINKS EMBEDDED TO PIECES OF INFORMATION THAT WILL LEAD TO 
          [00:20:01]
DEEPER DIVES ON OR OFF THE S SITE. 
          THERE ARE TRIBAL HISTORIES FOR MOST OF THE LOCAL TRIBES THAT ARE QUITE FASCINATING AND WELL-DONE. 
          AT THE SAME TIME, IF YOU GO TO THE MUCKLE SHOOT, THEY ARE NOT DIRECTLY APPLICABLE TO OUR LAND, AND IT IS FASCINATING -- REALLY IT IS. DEFINITELY SOMETHING I WANT HYPERLINKS ALLOWED AND ENCOURAGED. 
          SORT OF A BIBLIOGRAPHY OF CONNECTIONS. 
          >> MARK STUART:  MY OTHER START IS GIVEN MARY'S LONG-TERM WORK ON THIS TOPIC AND HER ONGOING WORK, I THINK THAT IN THE SENTENCE THAT WE TALK ABOUT THE EDUCATION ON THE HISTORY AND THE CHILDREN OF THE DISTRICT, I THINK WE OUGHT TO TALK -- 
          MENTION THE PROGRAM. >> CHRIS CARLSON:  AND THIS IS WHERE I THINK YOU ARE RIGHT IN THE SENSE THAT WE WANT TO HAVE A LINK THROUGH TO THE PROGRAM, BUT IN TERMS OF A STATEMENT AT THE BEGINNING OF THE MEETING, I THINK THAT REITERATING THAT THE PROGRAM EXISTS EVERY TIME WINDS UP -- IT IS NOT A MEANINGFUL THING THAT WE ARE SAYING OUT LOUD. 
          IT IS MORE MEANINGFUL IF WE HAVE THE CONNECTIONS THAT WE 
          PROVE WE ARE WALK THE WALK. >> MARK STUART:  MY CONCERN IS THAT THE NATIONS ARE VERY -- ONE OF THE THINGS THEY ARE WORKING ON A LOT WAS AFTER THE QUOTE, UNQUOTE, "SCHOOLS" ON MASS GRAVES. I DID NOT WANT ANYONE TO MISCONSTRUE THAT WE WERE TALKING ABOUT ANYTHING ALONG THOSE LINES. THAT WAS MY ONLY CONCERN. 
          OTHERWISE I LIKE IT, JUST THAT I WANT TO MAKE SURE THAT NO ONE 
          COULD -- >> CHRIS CARLSON:  A GREAT POINT, MARK. AND TOWARD THAT END, I WILL SAY THAT AS WE HAVE SOMETHING THROUGH THAT HAS THE LINK TO THE LAND ACKNOWLEDGMENT, WE WILL HAVE A TINY LINK TO OUR CURRICULUM SO ANYONE CAN EASILY SEE IT. 
          BECAUSE, YES, THAT IS -- YOU KNOW, IN THE UNIVERSE OF TRAGEDIES, THAT IS PERHAPS ONE OF THE WORST. 
          >> SO I JUST WANTED TO -- LOOKING AT MISS DORMAND'S COMMENT THAT IS WRITTEN OUT ON THE SIDE,  I THINK SHE BRINGS UP A REALLY INTERESTING POINT. IT -- THE INTENTS BETWEEN THE SHORT LAND ACKNOWLEDGMENT THAT IS READ AT FORMAL GATHERINGS AND MEETINGS VERSUS THIS LONG HISTORY THAT IS BEING PROPOSED. 
          I FEEL LIKE WE ARE TRYING TO DO TWO DIFFERENT THINGS. 
          AND PUTTING IT UNDER THE SAME TITLE. 
          I THINK THE SHORT VERSION IS THE LAND ACKNOWLEDGMENT BUT THEIR ADDITION IS THEIR HIS HISTORY, OUR HISTORY AS A ST STATE. AND I DON'T THINK IT NECESSARILY NEEDS TO BE REPRESENTED AS A LAND A LONDER LAND ACKNOWLEDGMENT ON THE WEB SITE. 
          ALMOST LIKE WE CAN APPRECIATE THE HISTORY OF THE STATE AND AN ACCURATE INFORMATION OF IT IF YOU WOULD LIKE THAT INFOR INFORMATION. BUT I DON'T KNOW THAT IT IS APPROPRIATE TO HAVE KIND OF THAT HISTORY BE CONSIDERED A LAND ACKNOWLEDGMENT BECAUSE IT IS NOT. 
          >> CHRIS CARLSON:  THAT IS ABSOLUTELY WHAT I WAS TALKING ABOUT IN TERMS OF THE LIVE DOCUMENT. 
          THIS IS SOMETHING THAT I AM HOPING THE LONGER VERSION CAN EXPLAIN THE DIFFERENCE BETWEEN A LAND ACKNOWLEDGMENT AND HISTORICAL ACKNOWLEDGMENT BUT VERY IMPORTANT AND CRITICAL THAT WE INCLUDE THE HISTORICAL PIECE UNDER THE RIGHT TITLE. 
          AND SO HER TEXT HERE REALLY HELPED ME -- I HAD STARTED TO UNDERSTAND -- THE MARCH 1 MEETING WITH -- WITH MISS WILBUR, FOR ME IT WAS COMING OUT OF IT UNDERSTANDING -- I WENT INTO IT THINKING THAT WE COULD HELP THE TRIBES TO HELP US WRITE THIS, BUT COMING OUT OF IT, AND SOMETHING THAT WE NEED TO WRITE AND MEAN. AND THEN WE CAN CONSULT WITH IT IF WE HAVE DONE IT INCORRECTLY. IF THERE IS ANY FAULT IN WHAT WE HAVE DONE, BUT MUCH MORE MEANINGFUL IF WE PUT IT TOGETHER. THIS TAKES THAT TO ANOTHER LEVEL. YOU KNOW, NOT ONLY WHO NEEDS TO WRITE IT, BUT WHAT IS IT. AND I AGREE WITH YOU THIS IS SOMETHING THAT ITS GOING POSSIBLE TO THERE IS A LONG FORM EXPLAINING WHAT IS A LAND ACKNOWLEDGMENT. 
          THOSE OF HOUSE ARE CLUELESS CAN LEARN A LITTLE BIT MORE WHERE IT IS COMING FROM AND WHY IT IS THERE. 
          WHY IT IS THERE IS ON BOTH SIDES. 
          IT IS IMPORTANT AS A BOARD TO DECIDE HERE IS WHY WE HAVE IT 
          [00:25:05]
HERE AND HERE IS THE MEANING OF THE TRIBAL GROUPS BEING ACKNOWLEDGED BUT DO NOT CALL THE HISTORY LAND ACKNOWLEDGMENT AND SOMETHING THAT WILL TAKE SOME CONSULTATION WITH THE TRIBES BUT IT IS IMPORTANT ACKNOWLEDGE THAT IT IS MORE A 
          PARAGRAPH. >> LEAH CHOI:  I WILL ASK A QUESTION, IF MAYBE THERE IS A HISTORY TEACHER WHO TEACHES THIS WHO WILL BE WILLING TO SIT DOWN AND GO THROUGH -- 
          >> CHRIS CARLSON:  REASONABLY CONFIDENT -- HONESTLY I KNOW ONE PERSONALLY. SO I AM REASONABLY CONFIDENT WE WILL BE ABLE TO GET A NUMBER OF THOSE 8TH GRADE HISTORY TEACHERS. IN MANY WAYS IT WILL BE ACTUALLY -- IN ADDITION TO REACHING OUT FORMALLY TO THE TRIBES, THE EAST SIDE NATIVE AMERICAN GROUP -- MAKE SURE THAT THEY ALL UNDERSTAND WHAT IT IS AND THINK THAT WE HAVE DO IT -- WELL, AT LEAST NOT TOO BADLY. 
          >> MARK STUART:  MY THOUGHT IS ON THE LONGER VERSION WHATEVER IT IS. ESPECIALLY THE HISTORY. 
          IT WOULD SEEM TO ME THAT A LOT OF THE WORK THAT MARY DOES TO TEACH THE STUDENTS IN ENAP THEIR RIFT SHOULD BE TRACKING 
          TO THAT TO BE QUITE FRANK. >> CHRIS CARLSON:  ABSOLUTELY. 
          THAT IS MY INTENT. >> MARK STUART:  SHE WOULD BE THE PERSON TO GO TO FOR V VETTING, IF YOU WILL, FOR ADDING AND SUBTRACTING AND I THINK SHE PROBABLY HAD -- AS OPPOSED TO CREATING NEW LINKS, I THINK SHE WILL BE A GREAT LINK FOR US TO THE NATIONS AND ALL OF THE NATIONS. 
          >> CHRIS CARLSON:  THE FIRST PERSON I DID AN INFORMAL CONSULT WITH WAS MARY. AND WHAT IS INTERESTING WITH THAT IS I KNEW AND MARY KNEW SHE IS NOT A MEMBER OF EITHER. 
          SHE IS VERY CAREFUL ON SPEAKING ON THEIR BEHALF. 
          BUT SHE DOES A VERY GOOD JOB OF REPRESENTING ALL OF OUR NATIVE CHILDREN. SO SHE GAVE A GREAT MUCH LESS DETAILED FEEDBACK THAN I GOT FROM MISS DORMAND AND SOLID FEEDBACK HOW THIS FITS WITH TRIBAL -- EVEN FIRST NATIONS BUT FURTHER FIELD TRIBAL GROUPS ON THE OTHER SIDE OF THE CASCADES, ON THE OTHER SIDES OF THE ROCKIES THAT THIS WILL WORK AND SHE WAS GENERALLY COMFORTABLE WITH IT AND IT WAS VERY INTERESTING BECAUSE WHEN WE MET WITH MARY ON MARCH 1, SHE WAS VERY CAREFUL ON MAKING DEFINITIVE STATEMENTS WHETHER THE MUCKLESHOOT WERE INSIDE OF THIS. 
          I DID MY OWN HOMEWORK. IF IT WAS RIGHT OR WRONG, I WAS WILLING TO TAKE THE BLAME FOR IT. 
          BUT CONSULTING IN GETTING TO MISS DORMAND. 
          SHE WAS COMFORTABLE WITH THAT AND THE LANGUAGE THAT WAS THERE COVERS JUST ABOUT EVERYBODY IN THE SOUND REGION. 
          AND TAILORING IT TO YOUR CHUNK OF THE SOUND WAS APPROPRIATE. 
          >> MARK STUART:  I WANTED TO MAKE SURE THAT IT WOULDN'T HAVE 
          ANY CONFLICT WITH ENAG. >> WE ARE WORKING WITH THE EAST SIDE NEIGHBORHOOD PROGRAMS ON DEVELOPING THE LESSON PLAN TO MAKE IT PUBLICLY TO ANYONE WHO IS INTERESTED IN LEARNING THE HISTORY OF OUR DISTRICT IS, TO ME, A VERY FAVORABLE OUTCOME OF THIS BECAUSE IT IS HARD WORK. VERY HARD WORK FIGURING OUT WHAT HISTORY APPLIES ON THE MICRO SCALE. 
          THE HISTORY OF REDMOND CITY. THAT IS HARD TO FIND WHEN YOU GO TO THE BIGGER TEXTBOOKS. DO THE HARD WORK OF WORKING WITH OUR LOBE TRIBES TO DEVELOP THESE LESSONS PLANS. 
          TO ME IT IS A VALUABLE THING FOR OUR CITIZENS TO BE ABLE TO 
          FIND THEM. >> MARK STUART:  I WAS VERY CONCERNED WHEN MY OLDER SON -- IT WAS TOLD IT WAS EVOLVED SINCE HIS YEARS THERE. THANK GOODNESS BECAUSE SKIMMING A SURFACE THAT WAS -- A ROCK COULD HAVE SKIMMED MORE WATER THAN WHAT WE HAD. I COMPARED IT TO WHAT I HAD IN OKLAHOMA FOR HISTORY. AND IT WAS REALLY VERY. 
          I MEAN EVEN BEYOND -- PARDON ME, BEYOND THE NATIONS THE 
          DEVELOPMENT OF -- EXCUSE ME -- >> CHRIS CARLSON:  THAT'S ALL 
          RIGHT. >> MARK STUART:  -- STATE WAS LACKING. AND BOTH -- COVER THE SPECTRUM. 
          >> CHRIS CARLSON:  YEAH, AND SO ABEGAN THIS, I DON'T KNOW IF I 
          [00:30:11]
MENTIONED IT THIS-TO-THIS GROUP. 
          THE LOCAL DISTRICT PUBLISHED IN 2004 AND THAT 13-PAGE DOCUMENT STARTED IN 1851 WITH WHITE SETTLERS. 
          NO INDICATION THAT OUR DISTRICT HAD ANY EDUCATION BEFORE THAT TIME. IT TIMED THE BUILDING AND THE DEDICATION OF THE FIRST SCHOOLHOUSE FOR WHITE SETTLERS IN THE DISTRICT. IT REALLY JUST DIDN'T SEE -- I DON'T THINK THAT NATIVE-AMERICANS IN OUR DISTRICT HISTORY IN 2004, WHEN YOU KNOW BETTER, YOU DO BETTER. 
          AND WE ARE TO DO BETTER. >> MARK STUART:  AND THE WORLD HISTORY GAFFE WE HAD SEVERAL YEARS AGO. 
          WE WENT BACK 500 YEARS IF YOU GO BACK 505, YOU PICK UP THE MUSLIM TODAY ON ME, HAVING THAT CUT OFF WAS JUST -- AND TO BE QUITE FRANK, A LITTLE BIT CONDESCENDING. 
          CAR >> CHRIS CARLSON:  I AGREE WITH THAT BUT WANT TO FOCUS ON THE NATIVE AMERICAN HISTORY. 
          >> AND I WOULD LIKE TO FOLLOW UP WITH -- AND ON MISS DORMAND'S COMMENTS ON THE LAND ACKNOWLEDGMENT AND HISTORY. 
          COMMENT KIND OF STRIKES THAT AND SOME PIECES THAT WE WILL HAVE TO THINK ABOUT. WHEN YOU HAVE THE COMPONENT AND SHE HIGHLIGHTED THE PIECE ABOUT THE BOARDING SCHOOLS. 
          AND THIS WAS HISTORICAL KEY AND HER POINT GOOD NOT ABOUT ATROCITIES OF THE PAST OF PURPOSE OF THE LAND. 
          I THINK WE NEED TO HONOR THIS PIECE. 
          AS I WAS THINKING ABOUT THAT AND THE LAST LINE -- I APPRECIATE AS I WAS FIRST LEARNING TO PROVIDE THE BEST EDUCATION FOR OUR CHILDREN AS WELL. 
          MY THOUGHT IS THAT WE WERE COMBINING TWO THINGS AND THAT WOULD BE MY CONCERN. I DON'T KNOW WE WORD THAT IN A WAY OR THINK ABOUT THAT IN REGARDS TO A LAND ACKNOWLEDGMENT COMPONENT AS OPPOSED. 
          WE TIE IN TO THE ROLE OF PUBLIC EDUCATION AND I WONDER HOW IT FITS INTO THE LAND ACKNOWLEDGMENT AND IN CONVERSATION WITH OTHER PEOPLE THAT THAT CAN BE MR. FLESHED 
          OUT. >> CHRIS CARLSON:  WHICH IS EXACTLY WHERE I WAS STRUGGLING WITH IT. 
          TO USE WHAT POWER WE HAVE AS A BOARD BUT AT THE SAME TIME NOT TO MUDDY THE WATER. INTERESTINGLY, I THINK MISS DORMAND WAS COMFORTABLE WITH THAT LAST SENTENCE AND TRYING TO WORK WITH THE TRIBES, IN CONSULTATION WITH THEM IS THIS APPROPRIATE. I THINK THAT -- HONESTLY I MAY BE OVERCOMPROMISING ME BEING AN AUTHOR AND SHE DID PULL OUT THE FIRST SENTENCE AND ACKNOWLEDGING THE ATROCITIES WHICH IS WHERE MY HEART WAS AT THE TIME AND I WILL BE VERY INTERESTED TO SEE WHAT FEEDBACK WE WILL GET FROM THE TRIBAL GROUPS AND MAY TWEAK THE WORDS OF CONTINUING EDUCATION IN THE 
          LAND. >> JON, YOU CAN GO AHEAD. 
          >> TWO THINGS FOR ME IN THE PROPOSED LAND ACKNOWLEDGMENT. 
          I THINK, FOR ME, POTENTIALLY A PIECE MISSING OF THE BOARD'S COMMITMENT TO THE RELATIONSHIP. AND COMMITMENT TO DOING THE WORK. AND HOWEVER THAT IS FRAMED, BECAUSE A LAND ACKNOWLEDGMENT FROM WHAT I GATHER FROM MARY. 
          IT IS AN OUTCOME. IT ISN'T A LEAD. 
          AS A OUTCOME OF THE WORK, THE COMMITMENT AND THE RELAT RELATIONSHIP, THIS LAND ACKNOWLEDGMENT, THAT IS WHERE THE MEANING COMES FROM. AND SO WITHOUT ALL OF THOSE PRECEDING PIECES, THE LAND ACKNOWLEDGMENT. 
          WE DON'T WANT A STATEMENT THAT IS JUST WORDS THAT ARE READ IF HE BEGINNING OF THE MEETING. WE WANT TO COMMIT BECAUSE AS I THINK ABOUT IT, OUR NEXT TOPIC OF OE-14. 
          THIS IS PART AND PARCEL WITH CREATING INCLUSIVE ENVIRONMENTS FOR OUR STUDENTS, STAFF AND FAMILIES. 
          I BELIEVE IT IS HOW WE CONTINUE TO WORK TOWARD A SENSE OF 
          [00:35:04]
BELONGING. AND SO. 
          THERE IS A COMPONENT THAT IT IS THE COMMITMENT AND THE ACTIONS THAT REALLY GO WITH THAT. AND WHAT I THINK OF A LAND ACKNOWLEDGMENT. THAT IS ONE PIECE. 
          AND THE ARTICULATION OF THE WORK, THE BOARD IS DOING IN AN ONGOING BASIS IN THIS REGARD, AND REALLY DOES PROVIDE A FR FRAMEWORK FOR, YOU KNOW, HOW YOU COMMITTED OF DOING THAT WORK AND HOW IT IS TRULY CONNECTED TO YOUR WORK AS A BOARD. SO THAT IS A PIECE FOR ME. 
          AND YOU -- THE PIECE AROUND THE BOARDING SCHOOLS. 
          WHEN I THINK OF OUR ROLE AS PUBLIC EDUCATORS. 
          WHY IS THAT ATROCITY STAND OUT TO US. 
          WELL, WE THINK OF OUR RESPONSIBILITY FOR THE CAR CARETAKING OF CHILDREN IN THEIR EDUCATION. 
          TO ME A CONNECTION WHY THAT IS SO DIRECTLY CONNECTED TO OUR WORK. WHETHER IT IS HERE OR NOT, I UNDERSTAND HOW JUST THE IDEA OF CHILDREN NOT BEING SAFE TO THE POINT OF DEATH IS SO PERSONAL TO US IN OUR WORK AND COMMITMENT. I UNDERSTAND THAT PIECE. 
          WHETHER IT IS HERE OR NOT, BUT I JUST WANTED TO COMMENT ON THAT ATROCITY IS -- IT HITS HOME VERY TRUE FOR SCHOOL OFFICIALS BECAUSE OUR COMMITMENT IS SAFETY, HEALTH, EDUCATION, WELL BEING. THAT IS THE ANTITHESIS OF THAT. 
          >> CHRIS CARLSON:  THANK YOU FOR SAYING THAT SIMPLY BECAUSE -- MY GUT FELT THAT. MY HEAD DIDN'T UNDERSTAND WHY. 
          AND IT IS SOMETHING -- THIS IS ONE OF THE MOST INTERESTING PIECES OF IT. THE HISTORIES THAT YOU CAN FIND WITHOUT DIVING DEEP INTO THE LIBRARY. 
          THESIS PROCESS AND WHAT I FOUND ONLINE DOES NOT SAY ANYTHING WHAT HAPPENED AFTER THE TREATY OF LAKE ELLIOTT. 
          THE TULALIB TRIBE HISTORY. THE CHILDREN WOULD NOT BE SENT NORTH, THEY WOULD HAVE BEEN EDUCATED HERE AND I COULDN'T FIND ANY EVIDENCE AT ALL WHAT WAS HAPPENING HERE. 
          SO ANYWAY, SOMETHING THAT I AM HOPING WE CAN -- YOU ARE RIGHT. 
          THIS IS A COMMITMENT. AND THAT'S WHY -- THANK YOU FOR HELPING ME REMEMBER, I DON'T WANT THIS TO JUST BE A THROWAWAY. I WANT THIS TO BE A COMMITMENT. 
          I THINK WE ARE GETTING THERE. AND I WILL -- I WILL MIGHT -- TILL TAKE ME DAY ARE TWO TO REALLY GET THAT LAST SENTENCE RIGHT. BUT ONCE I GET THAT, I WILL FORWARD IT BACK WITH FEEDBACK WHETHER WE ARE COMFORTABLE WITH IT. BUT AT THAT POINT, IT IS READY TO GO OUT TO THE SNOWSQUAMIE, TO THE DUAMISH AND ENAP ON COMMUNITY FEEDBACK. SOMETHING YOU HAVE CONCERNS WITH. SOMETHING THAT YOU ARE COMFORTABLE WITH. HOW CAN WE MAKE IT BETTER. 
          A NORTHBOUND MANY WAYS, WE NEED TO GO OUT THERE TO EXPLAIN TO THEM THIS IS THE BEGINNING. NOT THE FINAL PRO DUCK. 
          THIS IS SOMETHING WE WANT TO -- PRODUCT. 
          WE WANT TO PUT SOMETHING ON THE BOOKS AND THIS IS A PROCESS SO THE COMMUNITY DOESN'T FEEL THIS IS A ONE PAGE OR ONE-AN ONE-AND-A-HALF-PAGE THING. MARK. 
          >> MARK STUART:  THE CONVERSATION GOES BACK TO YOUR STATEMENT NOT WANTING TO HAVE JUST A THROW-AWAY STATEMENT. 
          OPPOSED TO CALLING IT A LANDAGE KNOWLEDGEMENT. 
          THE ONE YOU HAVE STRUCTURED NOW NOT ONLY LAND ACKNOWLEDGMENT BUT EQUIPMENT. LAND ACKNOWLEDGMENT AND OUR COMMITMENT TO -- HOWEVER YOU WANT TO PUT IT,  BUT PERHAPS IT IS NOT JUST OH, HERE IS OUR LAND ACKNOWLEDGMENT. 
          CALL IT SOMETHING LIKE THAT OUR COMMITMENT AND ACKNOWLEDGMENT GIVES A NOD OF WHAT YOUR DESIRE AND NEED IS. 
          GOES BEYOND THE STANDARD -- >> CHRIS CARLSON:  I DON'T WANT TO VIRTUE SIGNAL FOR ANYONE ELSE. 
          I WANT TO DO IT FOR US. >> SIRI BLIESNER:  SORRY -- 
          [00:40:02]
          >> MARK STUART:  MAKE IT INCLUSIVE BUT THE IDEA WE ARE NOT JUST TALKING OF A LAND ACKNOWLEDGMENT, BUT WE ARE 
          STATING OUR COMMITMENT. >> CHRIS CARLSON:  THANKS. 
          >> SIRI BLIESNER:  SO I DO APPRECIATE THE ADDITION OF THE RELATIONAL COMPONENT. AND WHAT YOU SAID HOW DO YOU 
          TIE IT MORE DIRECTLY TO THE -- >> CHRIS CARLSON:  WHAT WE ARE 
          DOING. >> SIRI BLIESNER:  AND THE LIVED EXPERIENCE I GUESS IS THE PIECE AND RECOGNIZE THE MEMORIAL AND THAT COMPONENT, BECAUSE IT IS ABOUT THAT WELL OUR RELATION TO CONTINUE TO BUILD BEYOND THAT AND DEVELOP THOSE PIECES. WHOEVER YOU CAN DO THAT, WOULD 
          BE GREAT. >> CHRIS CARLSON:  ANYWAY, I THINK I HAVE ENOUGH TO WORK WITH. 
          ERIC. >> ERIC LALIBERTE:  JUST REAL QUICK ON PROCESS. CHRIS, I GAVE YOU A THUMBS UP WHEN YOU WERE DESCRIBING PROPOSED FOR THE PROCESS. 
          I WANT TO SAY ALOUD. THAT SOUNDED GREAT FOR ME. 
          THAT IS A GREAT WAY TO GO ABOUT IT. 
          SO -- ANYWAY, THAT DOES MAKE SENSE. 
          AT LEAST I HAVE AN INTEREST IN SOMETHING WE START SOON BUT THAT WE ARE GOING ABOUT IT TODAY, I WOULD PRIORITIZE HAVING A COMPLETE PROCESS OVER ADOPTING OR GETTING IT IN OUR 
          MEETINGS ASAP. >> CHRIS CARLSON:  YEAH. 
          SO PUTTING A LITTLE BIT MORE STRUCTURE ON IT. 
          MY HOPE WAS TO CONSULT WITH THE LOCAL TRIBAL GROUPS ON THE ENEP ON THE SHORT FORM AS THE FIRST -- LET'S GET THIS STARTED GIVING THEM TIME WORK WITH US ON THE LONG FORM TO -- AND GIVING US TIME TO WORK ON THE LONG FORM TO CONNECT IT INTO THE CURRICULUM THAT WE ALREADY HAVE AND ROLL IT OUT AS MATURE THING RATHER THAN -- HONESTLY, I TEND TO BE A FIRST DRAFT KIND OF GUY. FORTUNATELY THERE ARE PEOPLE WHO ARE MORE PROFESSIONAL THAN I AM. 
          >> ERIC LALIBERTE:  DR. HOLMEN. >> WHEN I THINK OF NEXT STEPS, I THINK OF IT A LITTLE BIT DIFFERENTLY. 
          IF WE WANT A LONG-STANDING RELATIONSHIP TO THE SNOWSQUAMIE AND DUA MISH TRIBES,  I THINK OUR FIRST STEP IN THAT IS TO ESTABLISH A RELATIONSHIP. AND TO SIT DOWN AND TALK ABOUT SHARED INTEREST, AND TALK ABOUT OUR HOPES AND IN THAT, THEN A 
          . >> AGAIN AN OUTCOME THAT THE BOARD WILL FORMALLY RECOGNIZE OUR LOCAL STRIBS -- TRIBES. 
          WHETHER THAN SEEKING FEEDBACK ON A STATEMENT BUT TO REACH OUT AND CONDUCT RELATIONSHIP BUILDING FIRST THE INTEREST THAT THE BOARD HAS TO FORMALLY RECOGNIZE OUR LOCAL TRIBES. 
          AND I WOULD ALSO PROPOSE THAT A FORMER LAND ACKNOWLEDGMENT IS ONE PIECE OF RECOGNITION, BUT TO GIVE A BOARD STATEMENT AT THE BEGINNING OF EACH MEETING, COMMITTING TO THE RECOGNITION, COMMIT TOGETHER WORK, AND RECOGNIZING APPROPRIATELY AND WELL, KIND OF THE LANGUAGE YOU PROPOSED HERE. 
          AS HAVING THAT PERFECT,  I DON'T THINK THAT IS WHAT IS AUTHENTIC. BUT WHAT IS AUTHENTIC IS THE COMMITMENT TO DO THE WORK AND ESTABLISH THE RELATIONSHIP FOR THE BETTERMENT OF, NOT ONLY OUR NATIVE STUDENTS -- STUDENTS, BUT REALLY OUR WHOLE COMMUNITY. BECAUSE -- THEN I THINK ABOUT, WHAT DOES THIS DO -- IF WE THINK ABOUT THE BOARD'S ROLE OF GOVERNANCE OF THE SCHOOL DISTRICT, THIS REALLY IS IS A LEADERSHIP STEP THAT THE SCHOOL BOARD TAKING TO SAY THIS IS ONE -- THIS IS A VERY MEANINGFUL WAY THAT WE RECOGNIZE RECOGNIZE RECOGNIZE AND ENSURE THAT WE ARE TAKING STEPS TOWARD INCLUSION IN OUR SCHOOL DISTRICT. 
          THIS IS ONE OF THOSE WAYS. AS A BOARD, OUR ROLE IS TO ESTABLISH RELATIONSHIPS, YOU KNOW GOVERNMENT TO GOVERNMENT TO ESTABLISH COMMITMENTS AND THAT -- THAT REALLY DOES SET AN EXAMPLE FOR THE REST OF THE DISTRICT FOR THE COMMITMENT BEING FORMED AT THE HIGHEST LEVEL OF OUR SCHOOL DISTRICT. 
          [00:45:04]
SO AS I THINK OF NEXT STEPS, TO ME THAT FEELS LIKE THE RIGHT 
          NEXT STEP. >> CHRIS CARLSON:  I THINK THAT IS A GREAT IDEA. AND SO,  YES, I FEEL THAT ERIC WILL BE DESCRIBING IT QUITE RIGHT AND DOING IT FASTER AND COMPATIBLE. THAT -- IF THERE IS A WAY TO ORGANIZE SOMETHING, I THINK IT REALLY SHOULD BE BOARD TO GOVERNMENT SO TO INVITE -- OR TO ASK THAT WE CAN HAVE A MEETING FOR THE TRIBES. ENAP IS A GROUP WE CERTAINLY HAVE RELATIONSHIPS WITH. AND THE SNOWSQUAMIE TRIBE CONSULTS WITH US ON SOME TITLE PROGRAMS BUT DEFINITELY SOMETHING THAT IS WORTHWHILE AND THE BOARD TO FORMALLY MEET WITH THE ELDERS TO WORK OUT WHERE WE ARE GOING WITH THIS. 
          SO I -- I AM HAPPY TO ACTUALLY LET YOU, JON, AS -- TO REACH OUT TO THEM TO COORDINATE A MEETING AT WHATEVER TIME AND CONVENIENCE WORKS FOR THEM. I MEAN, FORMALLY THE BOARD COULD REACH OUT, BUT I THINK IT IS MORE -- IN MANY WAYS MORE MEANINGFUL FOR THE EXECUTIVE TO REACH OUT. 
          >> SIRI BLIESNER:  ON BEHALF THE BOARD. 
          >> CHRIS CARLSON:  ON BEHALF THE BOARD AND THE EDUCATION. 
          >> MARK STUART:  AND CHRIS, IT GOES TO YOUR UPBRINGING AND RESEARCH ORIENTATION AND YOUR PH.D.  ORIENTATION THAT YOU WANT TO HAVE IT AS INCLUSIVE AS POSSIBLE AS OPPOSED TO JUST ALSO THE IDEA THAT -- IT WILL NEVER BE AS COMPLETE AS YOU WANT IT. NOTHING EVER IS. 
          SO YOU HAVE TO GET -- HERE IS A START HERE IT IS AND WE FLESH OUT AS WE ARE GOING ALONG. WE ALREADY HAVE GOTTEN THIS F FAR, BUT MY BIGGEST -- BIGGEST CONCERN IS WHEN YOU TRY MAKE IT PERFECT, PERFECT, PERFECT. THE LONGER IT GOES, THE MORE LIKELY IT GETS KICKED DOWN THE ROAD. 
          THAT IS MY ONLY CONCERN BECAUSE GOD FORBID THERE WAS ANOTHER ISSUE SUCH AS ANOTHER PANDEMIC THAT THROWS THINGS OFF KITER AGAIN. THROWS IT OFF SCHEDULE. 
          AND SO I LIKE THE IDEA THAT JON IS SAYING, LET'S GET GOING RIGHT NOW AS A COMMITMENT OF THE EDUCATION AND WITH THE IDEA THAT OUR LAND ACKNOWLEDGMENT WILL BE FOLLOWING. 
          >> ERIC LALIBERTE:  QUIET IN HERE. 
          JUST TO FOLLOW UP ON JON'S COMMENTS. 
          YOU KNOW,  I THINK IF POSSIBLE, IT WOULD BE NICE HAVE THE FULL BOARD AT THAT -- AT THAT MEETING. 
          IF WE CAN SET THAT. IF IT IS NOT POSSIBLE, THAN TWO -- TWO REPRESENTATIVES OF THE BOARD. 
          LET'S SEE -- BUT I THINK IF WE CAN MAKE IT WORK FOR A FULL BOARD MEETING, THAT WOULD BE GOOD STARTING POINT. 
          AND I LOST MY TRAIN OF THOUGHT. >> MARK STUART:  WITH ALL THE 
          CITY GOVERNMENTS. >> ERIC LALIBERTE:  THAT WE HAVE DONE FROM TIME TO TIME WITH CITY GOVERNMENTS. 
          CORRECT, THAT IS RIGHT. I LOST MY TRAIN OF THOUGHT. 
          DR. HOLMEN, HELP ME OUT. >> DR. HOLMEN:  THE CURRENT THING IN WITH BOARD WORK, UNDER GOVERNOR INSLEE, YOU CAN'T HAVE IN-PERSON MEETINGS UNLESS YOU COMPLY WITH X, Y, Z. 
          ONE IS THE BROADCASTING AND AUDIO VERSION OF THE MEETING. 
          I STRUGGLE WITH THAT WHEN WE THINK OF RELATIONSHIP BUILDING. 
          IT DOESN'T FEEL RIGHT. I DON'T KNOW WHY. 
          >> LOOKS LIKE SHOWTIME. >> DR. HOLMEN:  THAT IS NOT AT ALL WHAT WE ARE SEEKING. A FULL BOARD WE WILL HAVE TO COMPLY WITH THAT. BECAUSE IT WILL BE A SPECIAL MEETING OF THE BOARD. IF IT IS REPRESENTATIVES OF THE BOARD WILL FALL UNDER DIFFERENT REQUIREMENTS SINCE THEY ARE NOT 
          REACHING QUORUM. >> ERIC LALIBERTE:  A GOOD POINT. MY MINDS IS CHANGED WHAT OUR 
          PRIORITY SHOULD BE. >> DR. HOLMEN:  I AGREE THAT THE FULL BOARD IS IDEAL. IT DONE SEEM AUTHENTIC. 
          [00:50:01]
          >> MARK STUART:  THAT IS THE FOLLOW-UP TO BE QUITE FRANK. 
          THE FULL BOARD IS A FULL-UP, TO GET THE WORK DONE FOR A QUOTE, UNQUOTE COMMITTEE FOR LACK OF A BETTER TERM. 
          AND IT IS NOT A SHOWBOAT. >> ERIC LALIBERTE:  I REMEMBER MY OTHER THOUGHT. DR. HOLMEN YOU REFERENCED -- I ALSO WANT TO DO A TIME CHECK. WE WILL MOVE ON. 
          I HAVE TO UNFORTUNATELY MOVE TONIGHT NEXT ITEM SOON, BUT YOU HAD MENTIONED AN IDEA OF PROVIDING AN UPDATE OR STATEMENT AROUND. COULD YOU RESTATE WHAT YOU -- I THINK WHAT I HEARD FROM YOU HAVE THE IDEA MAYBE THE BOARD CAN PROVIDE AN UPDATE OF THE ONGOING WORK AT FUTURE MEE MEETINGS. IS THAT BASICALLY WHAT YOU S 
          SAID? >> DR. HOLMEN:  I WONDER IF THE BOARD TAKE THE OPPORTUNITY AS YOU OPEN MEETINGS TO JUST RECOGNIZE THAT THIS ONGOING WORK AND COMMITMENT. 
          BECAUSE TO ME, WHAT WE DID TODAY IS PART AND PARCEL WITH THE LAND ACKNOWLEDGMENT. IT IS REALLY WHAT WE HAVE DONE TODAY FOR THE FIRST HOUR OF OUR MEETING. 
          A VERY WINDY PATH OF A LAND ACKNOWLEDGMENT, BUT IT REALLY HAS BEEN ABOUT HOW DO WE ACKNOWLEDGE, YOU KNOW, THE NATIVE PEOPLES OF OUR THAT RESIDE WITHIN OUR SCHOOL DISTRICT AND RECOGNIZE THEIR -- THEIR PRESENCE IN TIME AND MEMORIAL. I MEAN, THAT IS WHAT WE HAVE DONE IN THE LAST HOUR. SO I JUST THINK -- I DON'T KNOW IF IT NEEDS TO BE A WRITTEN STATEMENT AT THE BEGINNING OF A BOARD MEETING OR A RECOGNITION OF THE PROCESS THE BOARD IS 
          GOING THROUGH. >> ERIC LALIBERTE:  DR. 
          BLIESNER. >> SIRI BLIESNER:  A TIMELINE AND THE DIFFERENT OUTCOMES OF THE OPERATIONAL COMPONENTS AND JUST TO HAVE AN IDEA HOW IT PLAYS OUT. 
          WHEN I THINK OF THE LAST STATEMENT OF A UPDATE AND COMMITMENT, I THINK OF ALL THE WORK WE HAVE BEEN DOING THROUGH EQUITY AND INCLUSION AND THOSE COMPONENTS AND I SEE THIS AS ONE ASPECT OF THE WORK BEING DONE HERE. 
          IF WE ARE TO HIGHLIGHT, I WOULD RECOMMEND THAT WE ARE HIGHLIGHTING ON A BROADER PERSPECTIVE THAT INCORPORATES THE DIFFERENT WORK GOING ON WITH REGARDS TO THOSE PIECES CONCERNED THAT IT IS HIGHLIGHTING A SUBGROUP AND NOT TAKING IN THE OVERALL CONCEPT OF THE WORK BEING DONE FOR ACROSS THE BOARD STHING WOULD BE FROM AN EQUITY -- SIDE. 
          AND WHAT OE-14 WAS ABOUT. WE TALKED OF A QUARTERLY UPDATE AND HAVE NOT SUCCEEDED GOING FORWARD. 
          I SEE WITH EACH OF OUR STUDENT GROUPS AND OUR POPULATIONS, WE MIGHT APPROACH THINGS DIFFERENTLY DEPENDING ON THE NEEDS OF THOSE COMMUNITIES AND FAMILIES. 
          HOW WE HIGHLIGHT THAT AND BRING THAT FORWARD IS IMPORTANT. 
          AND I SEE THE LAND ACKNOWLEDGMENT IS ONE COMPONENT THAT WE ARE WORKING TO ENSURE OUR NATIVE AMERICAN STUDENTS AND FAMILIES SEE THEY ARE VALUED AND IMPORTANT WITHIN THAT. AND I THINK WE NEED TO THINK ABOUT HOW WE DO THAT ACROSS THE BOARD AS WELL. 
          >> ERIC LALIBERTE:  AGREED. THANK YOU. 
          KHOIS KHOIS THE ONLY THING I WANTED -- 
          >> LEAH CHOI:  THE ONLY THING I WANTED TO ADD REAL QUICK. 
          I WAS GOOGLING OUR SCHOOL DISTRICT'S LAND ACKNOWLEDGMENT AND EVERYONE HAS A VERSION, BUT QUITE INTERESTING THE RANGE OF WHAT EACH DISTRICT HAS CHOSEN TO DO BUT I WASN'T SURE IF YOU ALREADY LOOKED IT UP BUT IT MIGHT BE WORTH TAKING A PEEK AT 
          IT. >> CHRIS CARLSON:  HONESTLY MY FIRST DRAFT I WANTED TO DO IT NAIVE TO WHAT THE STANDARD WAS. 
          BUT I HAVE BEEN GOING BACK AND HAVE STARTED LOOKING AT SOME OF THE OTHERS. AND IT IS INTERESTING. 
          IT IS COMPLICATED. BUT I DO HOPE THAT WE WILL BE ABLE TO AS JON POINTS OUT, THIS IS A JOURNEY. 
          THIS IS NOT A PUBLICATION. IF WE DO THIS AND DO IT RIGHT, IT IS SOMETHING THAT I BELIEVE TO BE IN THE BEST INTERESTS OF YOU ARE DISTRICT AND OUR STUDENTS OF THE DISTRICT. 
          I AGREE WITH DIRECTOR BLIESNER THAT IF WE ALWAYS PUT AN UPDATE ON WHAT WE ARE DOING WITH NATIVE COMMUNITIES AND WE WOULD NEED TO INCLUDE AN UPDATE WHAT WE ARE DOING WITH -- WE HAVE MANY COMMUNITIES WHO HAVE HISTORICALLY BEEN UNDERSERVED 
          [00:55:01]
SO AN OE-14 UPDATE AS PART OF OUR BOARD MEETING IS ENTIRELY 
          APPROPRIATE. >> ERIC LALIBERTE:  INSTEAD OF THAT NOMENCLATURE, EQUITY AND INCLUSION UPDATE. 
          HE WILL HAVE THAT AT THE TOP OF EACH MEETING -- BUSINESS 
          MEETING GOING FORWARD. >> ERIC LALIBERTE:  OKAY. 
          WE ARE AT 9:00. ANYTHING ELSE ON THIS AGENDA ITEM FOR THE GOOD OF THE ORDER? DR. BLIESNER. 
          >> SIRI BLIESNER:  THANK YOU FOR YOUR WORK, CHRIS, FOR DOING IT. AND MARY WILBER FOR COMING AND DOING OUR STUDY SESSION AND ALL THE OTHER EFFORTS THAT WE ARE DOING FORWARD. I WANTED TO PUT THAT OUT THERE. 
          >> CHRIS CARLSON:  YEAH, THANK YOU. 
          >> ERIC LALIBERTE:  WE HAVE A -- NOW TEN-MINUTE BREAK. 
          9:15, WE WILL BEGIN OUR DISCUSSION AROUND OPERATIONAL 
          [2. Discussion of OE-14, Anti-Racism, Anti-Discrimination, Equity and Inclusion in Education]
  GREAT, 9:17. THE NEXT ITEM ON AGENDA IS OPERATIONAL 14. THIS IS SCHEDULED UNTIL 11:30 OR SO. DR. HOLMEN, IF YOU WANT TO KICK 
          US OFF. >> SUPERTENDENT HOLMEN: ABSOLUTELY. LET ME GET ORIENTED HERE. 
          OKAY. AND WE ARE LIVE. 
          OKAY. SO MUCH DELAYED CONVERSATION ABOUT BRINGING BACK INTERPRETATION AND INDICATORS INVOLVING OE-14. I WANT TO RECOGNIZE THAT OF OUR SITUATION IN BOARD DOCS. SEPTEMBER 14, THE BOARD FORMALLY ADOPTED OE-14. AND REALLY THE INTENT OF THE NEXT STEPS WAS AROUND PRETTY BROAD COMMUNITY OUTREACH AND COLLABORATION. UNFORTUNATELY WE KNOW HOW TO SCHOOL YEAR HAS PLAYED OUT. AND JUST THE ABILITY TO DO THAT WELL JUST WAS NOT PRESENT. AND SO NOT BEING ABLE TO ACCOMPLISH THAT IN THE WAY WE WANTED TO DOES NOT MEAN THAT OUR COLLABORATION AND OUTREACH WITH OUR COMMUNITY WON'T . IT IS IMPORTANT FOR OE-14 EVEN THOUGH WE DON'T HAVE  WE IN INTENDED STARTING THIS IS IMPORTANT. AND BOARD DOCS INFORMATION AROUND HOW DID THIS INFORMATION GET GENERATED. 
          WE ARE GOING THROUGH THE INTERNAL PROCESS OF THE DEVELOPMENT OF AN ADMINISTRATIVE POLICY AND TO THAT END OUR EQUITY AND FAMILY ENGAGEMENT DEPARTMENT HAS BEEN ENGAGED IN THAT WORK WITH EXTERNAL AND INTERNAL STAKEHOLDERS WITH THE BETTER PART OF FOUR TO FIVE YEARS BUT MOST RECENTLY TARGETED AND FOCUSED ON THAT WORK OVER THE LAST YEAR. THE EQUITY AND FAMILY ENGAGEMENT DEPARTMENT HAS USED OE-14 REALLY AS A BENCHMARK TO ENSURE THERE WAS CONSISTENCY AND COHESION BETWEEN THOSE TWO POLICY SETS SO THAT ANYTHING THAT IS DEVELOPED ON THE ADMINISTRATIVE SIDE IS REALLY IN CONCERT AND IS IN ALIGNMENT WITH OPERATIONAL EXPECTATION 14. 
          ADDITIONALLY,  AFTER TODAY'S CONVERSATION, I WILL BE MEETING WITH THE WITH A TEE AND FAMILY ENGAGEMENT DEPARTMENT OR PART OF THE TEAM TO REVIEW THE OVERALL INDICATORS AND INTERPRETATION TO GET THEIR FEED. 
          BACK. TO HEAR THEIR THOUGHTS. 
          I WOULD BRING INTO THE ROOM THE BOARD'S COMMENTS AND THOUGHTS FOR TODAY SO WE CAN MOVE THIS FORWARD INTO THE NEXT STEPS AND PROCESS WHICH IS WE ARE ENSURING AROUND OUR TEAM FOR DATA. AND SOME OF THE DAY WE TALK ABOUT TODAY IS AVAILABLE AND SOME OF IT NEEDS TO BE BUILT UP. HOW IT WE DETERMINE THESE ARE AVAILABLE FOR MONITORING. MONITOR THE OE-14 FOR THE 2 2021-'22 SCHOOL YEAR SO THE BOARD HAS THE OPPORTUNITY TO SEE THOSE DATA AND THEN WITH THE ONGOING COMMITMENT OF MYSELF AND I KNOW THE BOARD OF ONGOING ENGAGEMENT AROUND THIS WORK WITH OUR COMMUNITY. SO EXCITED WHAT THAT LOOKS L 
          [01:00:01]
LIKE. SO REALLY TODAY IS A AROUND THE BOARD REVIEWING AND DISCUSSING THE INTERPRETATION AND INDICATORS. YOU WILL SEE OUR FORMAL MONITORING DOCUMENT, POLICY DOCUMENT IN BOARD DOCS THAT HAVE CURRENT INDICATORS. INTERPRETATION AND INDICATORS. 
          AND REALLY MY INTENT IS TO GO KIND OF POLICY POINT BY POINT SO THAT THE BOARD CAN REVIEW THE POLICY STATEMENT, REVIEW REINTERPRETATION. PROVIDE THE INPUT OFF THIS FOR ADDITIONS, DELETIONS OR MODIFICATIONS AROUND THAT SO THAT ON MONDAY I CAN BLANK TO THE EQUITY FAMILY ENGAGEMENT TEAM AND DO THE INTERNAL WORK AROUND THE DATA PORTIONS OF THAT. AND THEN IN APRIL, BRING IT TO THE BOARD FOR FORMAL ACTION AND ADOPTION SO THAT WE CAN THEN MONITOR THE POLICY. JUST WANT TO REMIND -- I KNOW I DON'T NEED TO REMIND US, BUT I THINK IT WAS INTERESTING TO SEE WHAT THE WORK DID AROUND ADOPTION OF OE-14. 
          THE BOARD SPENT A TARGETED AND FOCUSED ALMOST 12 TO 14 - CONSIDERING THE DIFFERENT ASPECTS OF A POLICY AND WITH THAT, IT WENT THROUGH A NUMBER OF ITERATIONS OF A POLICY. 
          AND ALL THE WAY FROM CONSIDERATION THE VALUES THAT THE BOARD WAS ARTICULATING TO THE SPECIFIC COMPONENTS THAT ARE EMBEDDED WITHIN THE POLICY. AND SO THAT -- THOSE CONVERSATIONS AND DISCUSSIONS WERE HELD IN STUDY SESSION. 
          THE BOARD CONDUCTED PROFESSIONAL READING, HELD NUMEROUS LINKAGE SESSIONS MULTIPLE TIMES DURING THE 2021 SCHOOL YEAR. PARTNERED WITH PUGET SOUND ISD AROUND PROFESSIONAL LEARNING AND HELD A NUMBER OF MEETINGS, FORMAL BOARD MEETINGS TO CONSIDER COUNTY WITH FIRST READING, SECOND READINGS, AND FINAL POLICY ADOPTIONS ON SEPTEMBER 13. MOST RECENTLY, THE BOARD MET WITH OUR NATIVE AMERICAN EDUCATION COORDINATOR MARY WILBER WHO WE JUST REFERENCED IN OUR LAST AGENDA ITEM AND HER PARTNERSHIP. AND THIS IS REALLY PART OF BOARD'S COMMITMENT TO EQUITY AND ENSURING AN INCLUSIVE SAFE PLACE FOR STUDENTS IN LAKE WASHINGTON. 
          AND SO,  I THINK IT WOULD BE GOOD FOR THE BOARD JUST TO TALK A COUPLE OF MINUTES, PULL UP THE INTERPRETATION -- THE INTERPRETATION AND INDICATORS, DO A READ OF THAT, JUST SO THAT OFF THIS SET, AND THEN WE CAN KIND -- SO THAT YOU HAVE THAT SET AND WE CAN KIND OF GO THROUGH STEP BY STEP OF THE POLICY TO ANTICIPATE WHY THE INTERPRETATION IS WHAT IS IT IS AND HOW THOSE INDICATORS DO ALIGN. 
          AND SO I WOULD PROPOSE THE BOARD TAKE ABOUT FIVE MINUTES JOTD DOWN NOTES AND MOVE INTO THE CONVERSATION. 
          IT IS AVAILABLE IN BOARD DOCS UNDER THE SECOND ITEM ON THE AGENDA. 
          [01:19:35]
          >> SUPERTENDENT HOLMEN:  OKAY. A COUPLE OF THINGS AS WE JUMP 
          [01:19:39]
INTO THIS. AS I WENT THROUGH THIS, THERE 
          [01:19:43]
ARE CERTAIN POLICY STATEMENTS THAT ARE PROCESS DRIVEN. 
          THERE ARE CERTAIN PROCESS POLICY STATEMENTS THAT ARE SEEKING PERCEPTION DATA. AND CERTAIN POLICY STATEMENTS THAT ARE SEEKING KIND OF GA GATHERED OR FOUND DATA. 
          AND SO I TOOK INTO CONSIDERATION AS I WAS -- AS I 
          [01:20:01]
WAS WALKING THROUGH THIS AS I THINK OF PERCEPTION DATA, L LONG-TERM I THINK BEST PRACTICE IS TO HAVE PERCEPTION DATA TRIANGULATED IF YOU WILL. SO LOOKING AT -- AT AN ISSUE AND HAVING MULTIPLE PERSPECTIVES HELP PAINT A MORE THOROUGH PICTURE EVEN THOUGH THAT MAY NOT BE ABLE TO BE ACCOMPLISHED TODAY AND THAT IS BEST PRACTICE WHEN WE LOOK AT PERCEPTION DAY PARTICULARLY IN OE-14 THAT WE WOULD WANT TO CONSIDER. ANOTHER ISSUE WE HAVE RUN INTO IN THE PAST WHEN THINKING OF THE FATHERED AND FOUND DATA, ENSURING THAT THE DATA THAT WE ARE LOOKING AT ACTUALLY ANSWER THE QUESTIONS THAT WE ARE ASKING AND NOT MAKING AJUMPS THAT IS MIGHT LEAD TO ANSWERING THE QUESTION OR TANGENTIALLY ANSWERS THE QUESTIONS AND HOW WE MAKE OUR DETERMINATION. 
          JUST TO BE CAREFUL WHICH DATA TO ANSWER THE QUESTIONS. 
          YOU FOUND LIST OF QUESTIONS AT THE BEGINNING OF THE POLICY AND WHERE IT COMES FROM. WHEN I THINK OF ALIGNMENT FROM THE ADMINISTRATIVE POLICY, THAT SET OF DEFINITIONS COME DIRECTLY FROM THE WORK THAT THAT TEAM HAS CONDUCTED. 
          SO RATHER THAN CREATING NEW DEFINITIONS OR TRYING TO PUT NEW LANGUAGE TO THOSE DEFINITIONS. 
          I THOUGHT IT WAS IMPORTANT TO HAVE ASSIGNMENT IN THAT -- ALIGN NUMBER THAT AND THAT WORK WAS DONE WITH -- ALIGNMENT IN THAT AND THAT WAS DONE WITH STAKEHOLDER AND TO USE THAT AS DEFINITIONS. AS A LEAD IN TO THE POLICY SOME TERMS BEING DEFINED THERE THAT ARE NOT SPECIFICALLY CALLED OUT IN THE POLICY TERMS MAY COME UP IN THE LANGUAGE OF SOME OF THE DAY PRESENTED. ALSO WANTED TO ADD WITH THE ALIGNMENT POLICY SIDE, WE ARE WORKING THROUGH OUR LEADERSHIP TEAM AND UNDERSTAND GOING THE 50-PLUS COMMITMENTS THAT ARE ARTICULATED IN THE POLICY IS SOMETHING THAT ACTUALLY WE ARE ABLE TO DO. THAT TEAM FOR EVERY COMPONENT OF OE-14, THERE ARE COMMITMENTS THAT ARE MADE ON THE ADMINISTRATIVE POLICY SIDE. AND SO WHEN WE THINK OF KIND OF THE ACTIONAL WORK OF OUR -- OUR POLICY HERE, THAT REALLY THAT HAPPENS ON THE ADMINISTRATIVE SIDE. 
          AND SO THAT LEADS TO -- WELL, WHAT ARE WE ACTUALLY DOING WITH OE-14. WELL, THE MONITORING OF A OPERATIONAL EXPECTATION IS THE BOARD'S UNDERSTANDING OF THE EVALUATION OF THE BOARD SUPERINTENDENT THAT I AM OPERATING WITHIN THE PARAMETERS THAT THE BOARD HAS SET THINK OF THE OVERALL EQUITY WORK, THE BOARD NEEDS THE ASSURANCES OF THE ACTIVITIES AND DATA AROUND THIS AND THE ADMINISTRATIVE SIDE WHICH IS KIND OF THAT SET OF COMMITMENTS THAT I SPOKE TO. 
          SO I THINK BOTH ARE IMPORTANT FOR THE BOARD TO KNOW AND UNDERSTAND AND I THINK LONG-TERM HOW WE PROVIDE THE BOARD WITH UPDATES, YOU KNOW. I HEARD THE BOARD EXPRESS AN INTEREST AROUND MORE OF AN UPDATE AROUND OE-14, MORE FREQUENTLY THAN LESS. AND I THINK WHAT YOU PROBABLY WILL HEAR IS BASED ON THOSE COMMITMENTS. 
          BECAUSE THAT IS THE ONGOING WORK THAT IS HAPPENING IN THE SCHOOL DISTRICT. SO JUST WANTED TO CALL THOSE PIECES OUT BEFORE WE JUMP IN TO -- TO GOING THROUGH. 
          AND SO, FOR ME, IT WOULD BE HELPFUL IF WE WENT THROUGH THE POLICY FROM TOP TO BOTTOM AS I TAKE NOTES THAT WILL BE THE EASIEST WAYS FOR ME. I WANT TO SHARE MY SCREEN AND I PULLED UP THE POLICY DOCUMENT SO, YOU KNOW THE BOARD HAS VALUE STATEMENT DIRECTED TO THE SUPERINTENDENT AND YOU SEE THE DEFINITIONS AND ANY DISCUSSION AND FEEDBACK AROUND KIND OF THAT OPENING PORTION AND DEFINITIONS? 
          [01:25:05]
          >> SO,  THIS IS A VERY MATURE DRAFT AND IS GREAT AND I -- IN TWO DEFINITIONS THERE ARE VERY MINOR GRAMMATICAL PROBLEMS. CULTURALLY RESPONSIVE. THE PHRASE CULTURAL NORMS IS DUPLICATED. THE SECTION HE DID FINING INSTITUTIONAL AND SYSTEMIC RACISM. 
          IS INSTITUTIONAL RACISM IS DISCRIMINATION BASED ON RACE THAT -- AND THERE IS MISSING "IS"BETWEEN THAT AND EMBEDDED. 
          >> JOHN:  THANK YOU. >> I AM SURE MORE IMPORTANT THINGS TO BE MADE BUT I WILL BREAK THE ICE. 
          >> ERIC LALIBERTE:  YOU MAY HAVE ALREADY DONE THIS AND I AM ASKING TO YOU DO SOMETHING AGAIN. 
          CAN YOU DESCRIBE THE PROCESS OF HOW YOU WENT ABOUT DEVELOPING 
          THESE DEFINITIONS? >> SUPERTENDENT HOLMEN:  THE DEFINITIONS HAVE BEEN DEVELOPED THROUGH THE ADMINISTRATIVE POLICY SIDE THE WORK. SO THAT WORK WAS ORIGINALLY STARTED TO BE LED WITH DR. GLORIA HENDERSON AS OUR NEW DIRECTOR OF EQUITY AND FAMILY ENGAGEMENT CAME ON BOARD. 
          PABLO ORTEGA HAS TAKEN THAT MEND MENTEL UP AND CONTINUED THAT -- THAT MANTLE UP. AND THE FAMILY ENGAGEMENT DEPARTMENT WHO IS WORKING ON THIS EXTERNAL STAKEHOLDER GROUPS THAT THEY WORK WITH. MATT WILL YOU ADD ANYTHING TO THE ENGAGEMENT AROUND THE DEFINITIONS. 
          >> MORE SO ABOUT THE PROCESS. DR. HARRISON LED A SUBCOMMITTEE OF THE DISTRICT'S EQUITY TEAM, DISTRICT ADMINISTRATORS, DISTRICT STAFF, PARENTS AND COMMUNITY MEMBERS. 
          AND STARTING TO DEVELOP THAT. THAT WORK PROCEEDED THE BOARD ADOPTING OE-14. THIS YEAR, ONE OF THE THINGS THAT WE NOTICED IN THE DRAFT THAT THEY ARE WORKING WITH, WE WANTED TO ALIGN THAT POLICY WORK AND GO BACK AND MAKE REVISIONS TO CROSS BLOCK IT AGAINST OE-14. 
          AND -- AND THERE WAS A RECOGNITION THAT THERE WAS A NEED FOR DEVELOPING SOME COMMON UNDERSTANDING OF TERMS THAT WERE BEING REFERENCED IN THE POLICY. 
          THE DEFINITIONS WERE DEVELOPED BY THAT STAKEHOLDER GROUP. 
          AND IN SOME CASES THEY WERE REFERENCING AND BASED OFF OF DEFINITION NOTICE LITERATURE AND THE COMMUNITY HAVING TO SELF-DEFINE WHAT THOSE -- SOME OF THOSE TERMS MEAN. 
          BUT THAT HAS BEEN -- THOSE DEFINITIONS HAVE BEEN COLLABORATIVELY DEVELOPED FROM THAT WORK AND DR. HOLMEN MENTIONED IT HAS BEEN AN ITERATIVE PROCESS. 
          THAT COMMUNITY GROUP HAS DEVELOPED WHAT WE BELIEVE IS A SERIES OF ACTION THAT -- THAT ARE IMPORTANT FOR US TO BE ABLE TO REALLY TAKE MEANINGFUL ACTION TO REALIZE MORE WEAK TABLE OUTCOMES, GOING BACK TO THE CENTRAL LEADERSHIP TEAM MEMBERS THAT WE THOUGHT WAS RESPONSIBLE FOR LEADING THAT WORK AND GOING BACK TO THE COMMUNITY AGAIN TO SAY, ALL RIGHT, THIS IS HOW WE KIND OF INTERPRET HOW WE THINK WE MAKE THAT WORK. AND THE COMMUNITY THEN SAYING, ALL RIGHT, HERE IS HOW WE TWEAK -- HERE ARE OUR RECOMMENDATIONS OF CONSIDERING THESE THINGS AND WE ARE GOING BACK AND CHECKING, AGAIN, WITH CENTRAL LEADERSHIP TEAM BECAUSE IT IS IMPORTANT THAT -- FOR THAT WORK THAT IT IS NOT ONLY THE RIGHT WORK BUT ALSO COMMITMENTS THAT CAN BE MADE. 
          A LITTLE MORE THAN YOU ASKED, BUT THAT IS KIND OF THE PROCESS. AND IT IS A REALLY UNIQUE PROCESS FOR HOW WE DON'T NORMALLY ENGAGE IN ADMINISTRATIVE POLICIES THAT WAY AND, AGAIN, TRYING TO BE INTENTIONAL ABOUT IF YOU ARE GOING TO HAVE AN EQUITY POLICY, IT REALLY -- THAT SHOULD -- IT IS IMPORTANT THAT THAT WORK ACTUAL IS DONE IN A WAY THAT IS CONSISTENT WITH THE VALUES THAT POLICIES ARE TRYING TO ADVOCATE FOR. 
          >> ERIC LALIBERTE:  MARK? >> MARK STUART:  I LOOKED AT I AND ASK AWAY FROM IT. PARDON -- 
          >> ERIC LALIBERTE:  MARK, WILL YOU TURN YOUR MICROPHONE ON IT. 
          >> MARK STUART:  I WASN'T ABLE TO ARTICULATE ANYTHING INTELLIGENT. YOU LOOK AT THE DIRECTOR OF THE SUPERINTENDENT. AND RACIST AND DISCRIMINATORY AND WEAKABLE OPPORTUNITY FOR STUDENTS. 
          I AM NOT SEEING AND MAYBE IT IS BECAUSE IT IS OVER A MORE BLANKET COMMENT OR WORD, BUT NOTHING REALLY ABOUT ABILITY. 
          [01:30:04]
AND I KNOW AS I SCROLLED DOWN LATER, THE STUDENTS' SURVEY. 
          DO YOU INTERACT WITH KIDS OR STUDENTS WITH DIFFERENT GROUPS THAN YOUR OWN. AND WAS LEFT OUT. 
          AND IT -- HAVING SEEN THE WAY -- JUST IN THE LUNCHROOM, ALL OF A SUDDEN YOU SEE THE QUOTE, UNQUOTE, SPED TABLE AND YOU SEE THE REST OF THE GROUP. VERY RARELY DO YOU SEE THE SPED KIDS KINDS OF INTEGRATED, IF YOU WILL, INTO THE -- YOU SEE 
          WHERE I AM GOING. >> SUPERTENDENT HOLMEN:  I BELIEVE SO. SO ARE YOU -- SO IN THE DEFINITIONS, THERE IS A DEFINITION OF INCLUSION, BUT NOT A DEFINITION OF -- OF ABILITY -- DIFFERING ABILITY. 
          IS THAT KIND OF WHAT YOUR. >> MARK STUART:  I WOULD LIKE TO SEE THAT SPELLED OUT A LITTLE MORE BECAUSE SEEMS TO ME -- THAT WOULD PROBABLY READ TO THE SURVEY TALKING ABOUT DO YOU INTERACT WITH OR HAVE TIME SPENT WITH WHATEVER IT WAS, 
          SURVEY WORD WAS. >> ERIC LALIBERTE:  JUMPING OFF OF WHAT MARK WAS SAYING, DEFINITION IS SOMETHING. 
          AND IN THE INTERPRETATIONS BELOW. 
          I THINK EXPLAINING WHAT THAT MEANS. 
          >> MARK STUART:  AS YOU LOOK AT THE SURVEY, JON, HOW OFTEN DO YOU SPEND TIME AT SCHOOL WITH STUDENTS FROM DIFFERENT RACES, ETHNICITIES, CULTURES. HOW OFTEN DO YOU HAVE CLASSES WITH. HOW OFTEN DO STUDENTS TA-DA-DA, HANG OUT WITH EACH OTHER. DO YOU SEE WHERE I AM GOING? AS WE START WANT TO MAKE INCLUSION EVEN DEEPER AND BROADER INTO THE SYSTEM, I THINK WE NEED TO TWHAEBING. 
          >> AND MY ADDITIONAL ACTS IS WHEN WE GET TO THOSE COMP COMPONENTS, BRING THAT UP AGAIN TO MAKE SURE I AM DOCUMENTING IT SPECIFICALLY WHERE YOU ARE SEEING THAT AS WELL. 
          MARC MARK I WAS LOOKING AT THE VERY BEGINNING AND I WANTED TO 
          GIVE YOU AN EXAMPLE. >> SUPERTENDENT HOLMEN:  THANK 
          YOU. >> ERIC LALIBERTE:  LET CHRIS 
          GO FIRST. >> CHRIS CARLSON:  STRUCTURALLY WITHIN THE DEFINITIONS THERE IS ONE WHERE IT HAS A REFERENCE. 
          UNDER "RACE," SINGLETON IS ACKNOWLEDGED. 
          I THINK THAT IS APPROPRIATE. SOMETHING THAT MAKES ME WONDER IF THERE ARE OTHER PIECES OF THIS. 
          I WOULDN'T BE SURPRISED IF IT IS WHOLE CLOTH LOCALLY AND CONNECTION OF OTHER PIECE THIS WAS THAT WILL GO DEEPER THAT IT WILL BE APPROPRIATE TO INCLUDE THEM. 
          >> ERIC LALIBERTE:  MY ONLY COMMENT AROUND THE DEFINITION IS I HAVE NO COMMENTS AROUND THE DEFINITION. 
          YOU KNOW I -- I JUST WANT TO BE HONEST. 
          I DON'T FEEL -- I WAS CURIOUS ABOUT THE PROCESS BECAUSE THIS -- YOU KNOW, THIS ACCURATELY DEFINING THESE TERMS IS SOMETHING I DON'T -- I DON'T FEEL LIKE I HAVE THE SUBJECT MATTER KNOWLEDGE TO DO THAT. AND I WAS PLEASED TO HEAR WHAT THE PROCESS WAS. AND IT IS WHAT I READ SEEMS FINE AND APPROPRIATE TO ME AND THE PROCESS WHAT IT SHOULD HAVE 
          BEEN. >> SUPERTENDENT HOLMEN:  WE CAN ALWAYS COME BACK. DROP DOWN TO 14.1. 
          STUDENTS HAVE AN TIE RACISTIST, INCLUSIVE, WELCOMING SAFE SCHOOL AND ENVIRONMENT. I INTERPRET ANTIRACIST IS THAT EXPRESSES THAT EVERY GROUP IS EQUAL AND BRINGS WITH ASSETS THAT CAN ENRICH THE CLASSROOM AND COMMUNITY. 
          I INTERPRET THIS TO MEAN THAT WE ARE COMMITTED TO POLICIES AND PRACTICE THAT BUILD A CULTURE AND SYSTEMS THAT ARE INCLUSIVE AND EDUCATES ITS CONSTITUENTS REGARDING LAKE WASHINGTON SCHOOL DISTRICT'S COMMITMENT FOR CREATING CLASSROOM ENVIRONMENTS THAT STUDENTS ARE SUPPORTIVE AND EQUIPPED TO BE ACTIVE CITIZENS BEYOND LAKE WASHINGTON FOR INCLUSIVE AND EQUITABLE COMMUNITIES. 
          YOU CAN SEE THE INDICATE ERRED SELECTED REALLY DO DRIVE FROM WHAT WOULD BE OUR PANORAMA SURVEY, IDENTIFYING SOME OF THOSE SPECIFIC PERCEPTION PIECES THAT COULD HELP DESCRIBE OUR STUDENTS' PERCEPTIONS OF HOW THEY ARE EXPERIENCING OUR CLASSROOMS. ERIC. 
          [01:35:07]
          LALZ. >> ERIC LALIBERTE:  SO THE YOU TOUCHED UPON ONE OF MY COM COMMENTS, THE COMPLIANCE WILL BE THE ANNUAL PANORAMIC SURVEY. I THINK IN THE FINAL DRAFT THAT SHOULD BE EXPLICIT OF WHAT THAT IS AND WHAT -- WHAT THAT SURVEY IS, AND IT IS EVERY STUDENT IS PROVIDED -- WELL, I THINK YOU SHOULD SPELL THAT OUT. I WANT TO JUST PUT BACK IN THE CONVERSATION, DIRECTOR STUART'S COMMENT ABOUT ABILITY. 
          PERCEPTION DAY FROM STUDENTS TO SURVEY QUESTIONS TO ASK HOW OFTEN DO YOU SPEND TIME AT SCHOOL WITH STUD WITH DIFFERENT RACES, ETHNICITIES AND CULTURE. THE VALUE WE HAVE IS THAT STUDENTS ARE SPENDING TIME WITH STUDENTS OF DIFFERENTABILITIES AND THAT COULD BE -- OR PROBABLY SHOULD BE A SURVEY QUESTION AS WELL. I GUESS MAYBE THE QUESTION THEN BASED ON MY COMMENT IS, SHOULD THAT BE A SEPARATE QUESTION OR PART OF THE -- YOU KNOW, SHOULD THAT BE ANOTHER COMMENT, ANOTHER ELEMENT, OR ANOTHER SEPARATE -- A SEPARATE QUE QUESTION, I DON'T KNOW. CURIOUS. 
          >> SUPERTENDENT HOLMEN:  MATT, DO YOU HAVE A COMMENT AROUND 
          THAT SPECIFIC -- >> JUST GENERALLY AS WE LOOK AT THE SURVEY OF THE QUESTIONS. SOME OF THE ONES PROPOSED SPECIFIC TO PANORAMA. AND I BELIEVE WHEN WE HAVE THE STUDY SESSION BACK IN JANUARY AND KIND OF TALKED ABOUT THAT. 
          AND SO IT IS JUST IMPORTANT FOR US TO CALL OUT WHAT IS THE INTEREST THAT MIGHT NOT BE MISSED HERE. 
          IF WE ALTER THE QUESTION THAT IS IN THE SURVEY, ONE OF THE THINGS THAT WE LOSE IS OUR ABILITY TO BENCHMARK AGAINST OTHER DISTRICTS ACROSS THE COUNTRY AND WHEN I PRESENT PROPOSED CHANGES TO R-3 AND PANORAMA WORK TO FIGURE OUT WHAT IS REASONABLE TARGET WITH NATIONAL BENCHMARK. 
          NOT THAT WE CAN'T. WE HAVE THE ABILITY TO SURVEY THOSE TOOLS AND IF WE CHOOSE TO CUSTOMIZE THOSE TOOLS BEYOND -- TAKE WHAT IS OFF THE SHELF. THAT WILL BE THE THING THAT WE WILL LOSE JUST IN THAT ELEMENT. THEY HAVE BEEN GOOD PARTNERS AND ENGAGE IF THERE ARE OTHER THINGS AND PROPOSE MODIFICATIONS THAT THEY CAN RESEARCH AND STUDY. 
          JUST MORE OF THE DESIGN, NOT TO -- NOT TO DISMISS OR DIMINISH THAT INTEREST AT ALL, JUST -- THAT AS WE GO TO LOOK AT, THOSE WILL BE THINGS THAT WE HAVE TO EVALUATE WHEN IT COMES TO 
          SETTING TARGETS. >> I THINK IT IS REALLY IMPORTANT TO BE ABLE TO HAVE THAT COMPARISON DATA IS SOMETHING THE BOARD IS INTERESTED IN. 
          THE OTHER QUESTION IS, ARE THESE -- THE SURVEY QUESTIONS THAT ARE IN -- THAT ARE CURRENTLY AS INDICATORS OF COMPLIANCE, ARE THOSE EXISTING PANORAMA SURVEY QUESTIONS. 
          IS THAT PART OF THEIR EXISTING QUESTION SET? 
          >> YEAH, THEY HAVE A NUMBER OF DIFFERENT QUESTION SETS THAT WE CAN PULL FROM. THE SENSE OF BELONGING IS ONE THAT WE HAVE USED AN ONE THAT WE CURRENTLY MONITOR THAT IN OE-14. THE DIVERSITY INCLUSION IS A NEW QUESTION SET. IT IS NOT CURRENTLY BENCHMARKED NATIONALLY. IF DISTRICTS DO THAT, THEY ARE STARTING TO ESTABLISH APPROPRIATE PERCENT TILES OF WHERE STUDENTS ACROSS THE COUNTRY ARE LANDING IN THOSE. 
          SO THAT SOMEONE -- THAT ONE IS NEW. 
          I BELIEVE WE ASKED IT IN FALL OF 2020  ON THE BACK TO -- BACK TO SCHOOL SURVEY. ONE OF OUR INTERESTS AS WE DO THESE AND CLARIFY WITH THE BOARD POLICIES TO DEVELOP A STANDARD SET OF QUESTIONS THAT WE WILL CONTINUALLY MONITORING. 
          PANORAMIC CAME OUT OF INTEREST OF A PROGRAMMING TOOL USING FOR PROGRAMS AT ELEMENTARY LEVEL AND FOR THE PURPOSES OF MONITORING AND INCLUSION OF STUDENT VOICE. 
          >> ERIC LALIBERTE:  GO TO MARK AND THEN SIRI. 
          >> MARK STUART:  IF YOU WANT TO COMPARE IT WITH THE PANORAMIC, YOU HAVE TO HAVE A SEPARATE QUESTION AND SEPARATE SESSION AND IMPRESS ON THE FOLKS FROM PANORAMA, THIS BELONGS. 
          [01:40:01]
AND FOR US -- WILL MAKE US A LEADER IN PUSHING THEM TO ACKNOWLEDGE THEY HAVE KIND OF A BLIND SPOT. 
          ALSO WHEN WE GET THIS SURVEY STUDENTS, DO WE INCLUDE STUDENTS OF DIFFERENT ABILITIES TO SEE IF THEY -- HOW THEY FEEL ON IT. THERE ARE GOING TO BE DIFFERENT LEVELS OF ACT TO RESPOND, BUT THAT DOESN'T MEAN THAT WE SHOULDN'T DO OUR PART TO TRY TO INCLUDE THEIR OPINIONS AS WELL. 
          DO YOU FEEL INCLUDED? DO YOU FEEL -- DO PEOPLE REACH 
          OUT TO YOU? >> SUPERTENDENT HOLMEN:  YEAH, MY NOTE WAS MODIFY QUESTION. DIRECTOR CHOI. 
          KHOIS KHOIS AID COUPLE OF -- >> LEAH CHOI:  I HAD A COUPLE OF THINGS. FIRST WAS I AM SLIGHTLY HESITANT THAT THE ONLY INDICATOR OF COMPLIANCE IS THE OPT-IN SURVEY RESPONSE. WE ARE MISSING THE VOICE OF THE STUDENT POPULATION, THE POCKET THAT WOULD BE MOST IMPACTED THINK ABOUT POLICY AND I DON'T HAVE A REMEDY TO THAT. 
          AND TO HAVE AN INDICATOR OF COMPLIANCE THAT IS NUMERICAL AND POTENTIALLY X NUMBER OF COMPLAINTS OR REPORTED INSTANCES OF RACISM AND EQUALITY AND WHAT IS MEASURE THAT IS CONSIDERED COMPLIANT OR NOT. 
          WOULD BE A SUGGESTION. >> MARK STUART:  I AGREE. 
          BECAUSE WITHOUT THAT, IT BEGS THE QUESTION WHY ARE YOU EVEN BRINGING THIS UP. AND ALSO, IF WE DON'T RECORD THOSE INCIDENTS, WE ARE NOT ACKNOWLEDGING THAT WE STILL 
          HAVE A PROBLEM. >> SUPERTENDENT HOLMEN: ANOTHER PIECE TO THIS IS LATER IN THE POLICY, WE HAVE A SPECIFIC SECTION THAT CALLS OUT THE REPORTING REQUIREMENT PROCEDURE IN THAT PIECE. LET'S -- IF -- WHEN WE GET TO THAT SECTION, IF WE FEEL THERE IS MORE THAT CAN BE ADDED TO THE ENVIRONMENTAL, THEN LET'S ADD IT THERE AS WELL. 
          >> LEAH CHOI:  I DID WANT TO COMMENT OF THAT SECTION. 
          14.9. SAYS ADDRESSING GRIEVANCES REPORTED. BUT DOESN'T SAY ANYTHING ABOUT THE REPORTING PROCESS. I DON'T KNOW IF IT IS APPROPRIATE TO DO IT THERE OR HERE. 
          >> SUPERTENDENT HOLMEN:  LET'S DO IT THERE. 
          BUT THANK YOU, THOUGH. >> ERIC LALIBERTE:  DIRECTOR 
          BLIESNER. >> SIRI BLIESNER:  READING 14.1 AND 14.2 AS WELL AND 14.3, THE DISPROPORTIONNALITY THAT CAN EXIST AND WHAT I DON'T SEE ON THE STUDENT SURVEY IS BREAKING OUT OF THAT IN RELATION TO THE DIFFERENT SUBGROUPS THAT CAN GET TO SOME OF YOUR QUESTIONS AROUND DIFFERENT ABILITIES. 
          IF YOU BREAK IT OUT BY STUDENTS WITH DIFFERENT ABILITIES. 
          IF YOU BREAK IT OUT BY RACE, ETHNICITY AND PROPORTIONALITY IN THOSE OF A SENSE OF BELONGING OF A POSSIBILITY TO SORT OF ADDRESS THAT PERCEPTION PIECE. 
          I FEEL THAT IS MISSING IN THIS PIECE. 
          THE DIVERSITY AND INCLUSION, MY CONCERN IS REALLY RACE CULTURE-BASED AND ISN'T BROAD ENOUGH TO ADDRESS THE MULTIFACETS THAT CAN IMPACT A STUDENT'S FEELING INCLUDED WITHIN OUR ENVIRONMENT APPROXIMATELY SO HOW YOU EX-AND IN AND DO THAT, I THINK YOU CAN DO SOME OF THAT BY DISAGGREGATING ON THE FIRST O ONES TO BE ABLE TO LOOK AT THAT SOME. IN RESPONSE WITH DIRECTOR CHOI, HOW DO YOU GET THOSE POTENTIALLY DO NOT OPT INTO THE SURVEY A FOCUS GROUP THAT TARGETED OF SPECIFIC GROUPS THAT WE GATHER INFORMATION WHAT THEIR EXPERIENCE IS AND BRINGS LIFE TO THIS DATA HERE TO GIVE -- THIS IS WHAT WE ARE SAYING THAT 85% SAY THIS. WELL. 
          WHAT ARE THEY SAYING WHAT HAPPENED IT MEANS TO NOT FEEL INCLUDED OR WHAT IT MEANS TO FEEL INCLUDED AND WE HAVE A BETTER PICTURE AND ANOTHER COMPONENT THAT CAN BE ADDED. 
          A LINKAGE THAT WE DO AS BOARD TO TARGET THAT SORT OF THING AND TO THINK THROUGH THAT SIDE. BECAUSE THERE ARE MULTIPLE WAYS THAT WE CAN DO AN EVALUATION OF A MONITORING REPORT IS NOT JUST THROUGH SURVEY AND THE BOARD CAN HAVE A DIFFERENT ROLE IN THAT. AND I TOSS THAT OUT AS WAYS TO THINK ABOUT. I AM NOT SURE -- IT SOUNDS 
          [01:45:03]
LIKE, MATT, THIS IS COMING. WHAT IS THE BASELINE. 
          HOW DO YOU KNOW YOU ARE IN COMPLIANCE. 
          THIS GIVES ME THE INDICATOR, BUT IT DOESN'T GIVE ME A 85%, WE SAY WE ARE IN XLIRNS. OR IT IS IMPROVING EVERY YEAR AS WE SEE IT. IF DISPORTIONNALITY. 
          SEEING THE CHANGE WHERE WE NEED TO. 
          WE WANT TO SEE THE GROWTH. I SEE YOU ABOUT TO TALK, MATT, 
          SO GO. >> WE CAN LOOK AT OUR THREE LATER TODAY. AND MORE DETAIL. 
          ONE THINGS WORKING WITH PANORAMA. 
          THEY HELPED US CROSSWALK OUR SURVEY ITEMS AGAINST ALL OF OUR BOARD POLICIES. NOT JUST OE-14 BUT ASKED THEM TO DO THAT AGAINST ALL THE PLACE WHERE IS WE MIGHT WANT TO ENSURE THAT WE HAVE STUDENT VOICE AND STUDENT DATA TO INFORM THAT. AND I ALSO ASKED THEM TO SHARE WITH US THE PERCENTILE CUTOFFS FOR EACH OF THE SURVEY AREAS SO WE ESSENTIALLY COULD SAY THIS WOULD BE OUR TARGET AND IF YOU HEARD ME TALK BEFORE SOME ITEMS 67% HIT IT OUT OF THE PARK AND OTHER ITEMS 67% MIGHT BE HORRIBLE AND SO THAT -- IT IS ALIGNING WITH A CONSISTENT PERCENTILE TARGET FOR THAT. 
          SOME OF MAJORS LIKE CULTURAL AWARENESS AND ACTION, AREAS THAT ARE NEW MAJORS HAVEN'T HAD THAT DEVELOP YET AND WE WOULD HAVE TO ESTABLISH OUR OWN BASELINE JUSTICE BECAUSE THEY ARE NEW ENOUGH WHERE A LOT OF THE SOCIAL, EMERGENCY LEARNING LONG ENOUGH WILL ESTABLISH PERCENT AISLE MEASURE. 
          -- PERCENTILE. >> SIRI BLIESNER:  YOU SAY THE PERCENTILE AND 60% IN AGRE AGREEMENT. 
          >> IT COULD BE. AND CONSISTENTLY SAY FAR INTEREST OF A SCHOOL DISTRICT THAT WE WOULD LIKE TO FOR THESE AREAS WOULD LIKE NOBODY THE 90TH PERCENTILE AND HAVE A CORRESPONDING FAVORABILITY R RATE. 
          FOR ONE ITEM COULD BE 75% OF STUDENTS RESPONDING FAVORABLY. 
          FOR ANOTHER 60. EACH OF THOSE WILL BE -- WILL BE ASSURED THAT THOSE TARGETS ARE SET AT THE 90TH PERCENTILE. 
          SOME OF THE ITEMS ARE NEW ENOUGH THEY JUST HAVEN'T -- NOT COMFORTABLE RELEASING WHAT THAT IS YET AND THEY HAVEN'T ESTABLISHED ENOUGH DATA SET. AND WE INDICATED WHAT OUR INTEREST IS TO HELP SET REASONABLE TARGETS. 
          >> SIRI BLIESNER:  THAT IS GREAT. 
          HAVING THAT AS AN INDICATOR AT SOME POINT WILL BE BENEFICIAL. 
          >> SUPERTENDENT HOLMEN:  I WANT TO COMMENT ON THE QUESTION OF DESEGREGATION. MY ASSUMPTION GOING INTO MONITORING THAT THE BOARD WILL NOT ACCEPT A REPORT THAT DOESN'T HAVE THESE DATA BROKEN OUT BY SUBGROUPS IN DEMOGRAPHIC CATEGORIES. THE ENTIRE -- MY ASSUMPTION GOING INTO THIS IS -- AND YOU HAVE POLICY LANGUAGE WITHIN OE-14 THAT I BELIEVE REQUIRES IT. 
          AND THAT EACH OF THESE WOULD BE DISAGGREGATED TO THE LEVEL WE ARE ABLE TO DEPENDING ON THE DATA SET. 
          >> SIRI BLIESNER:  WITHIN THAT INDICATOR WHERE OFF PERCENTILE FOR AN OVERALL, HOW DOES THAT FALL OUT WITHIN THE SUBGROUPS IN THAT PIECE AND THE SUB-TILE. YES, I AGREE. 
          WE CAN SEE IT BUT WHERE DO WE SAY WE ACHIEVED INCLUSION ACROSS ALL OUR GROUPS. I THINK OF GRADUATION RATES. 
          HOW DO WE WORK ACROSS US TO GET EVERYBODY UP TO THE EXPECTED LEVEL. I WOULD EXPECT THAT WE HAVE DIFFERENT LEVELS THAT COME OUT ON THIS. 
          WHAT THEN IS THE LEVEL OF COMPLIANCE AS TO HOW WE TALK ABOUT THAT AND WHAT WE DO OUR GOAL IS WE WANT TO MAINTAIN WHAT EXISTS AND HOW DO WE MAKE SURE WE MONITOR THAT PIECE BENCHMARKS FOR THOSE. AND DATA IS SET WHICH GROUPS ARE OR ARE NOT DIFFERENT BENCHMARKS. 
          >> SIRI BLIESNER:  14.3 WITH DISPROPORTIONNALITY, I WOULD DO THE SAME FOR 14 14.1 AND 14.2 OF DISPROPORTION AT AND HOW TO EXISTS. YOU CAN ALWAYS LOWER A BAR AS 
          [01:50:03]
          OPPOSED TO RAISE ONE. >> SUPERTENDENT HOLMEN:  GO 
          GOTCHA. >> SIRI BLIESNER:  DOES THAT MAKE SENSE. DON'T SET INDIVIDUAL TARGETS BECAUSE THAT ALWAYS LOOKS WR WRONG. 
          >> ERIC LALIBERTE:  I WANT TO FOLLOW UP ON INTO. 
          IT LOOKS -- AMOUNTLY IT IS NOT A BIG DEAL. 
          WHY NOT HAVE BENCHMARKS FOR SUBGROUPS? 
          >>. >> SUPERTENDENT HOLMEN:  MY RATIONALE FOR THAT? TO ME SIMILAR TO ACADEMIC STANDARDS. WE DON'T HAVE ACADEMIC STANDARDS BASED ON X FACTOR. THE SYSTEM THEN SHIFTS AND CHANGES TO ENSURE KIDS ARE REACHING THAT STANDARD. 
          AND SO, YOU KNOW, PROGRESS INDICATORS ARE DIFFERENT THAN BENCHMARKS. AND SO, YOU KNOW, OVER TIME, YOU ARE HOPING THAT YOUR DOCTOR YOUR SUBGROUPS OF STUDENTS THEY ARE MAKING PROGRESS OVER TIME TOWARD THAT BENCHMARK RATHER THAN SAYING, WE ARE SATISFIED WITH A STUDENT GROUP NOT MEETING A BENCHMARK LALSZ LALIBERTE CAN I CONTINUE. 
          A -- >> ERIC LALIBERTE:  CAN I CONTINUE. A THOUGHT EXPERIENCE FOR 14.1. 
          SET A BENCHMARK FOR SENSE OF BELONGING WE ARE ACHIEVING THAT FOR AWED STUDENTS IN THE DISTRICT. 
          100% HAVE A SENSE OF BELONGING BUT ONLY 10% OF BLACK STUD DON'T. THAT A REAL PROBLEM. 
          I THINK EVERYBODY WILL AGREE WE ARE SET WHATEVER THE STANDARD SAYS IS DISTRICT WIDE WE WOULDN'T BE IN COMPLIANCE. 
          DOESN'T THAT BEG THE QUESTION WHY ARE WE NOT MONITORING THAT FOR SUBGROUPS. I UNDERSTAND ON THE ACADEMIC SIDE. I UNDERSTAND THE DISCOMFORT IN DOING THAT AND THE PROBLEM THAT COULD CREATE. 
          BUT I JUST WANT TO WRESTLE WITH THIS. 
          >> SUPERTENDENT HOLMEN:  I DON'T SEE A DIFFERENCE. 
          BENCHMARK GRADUATION RATED OF 94%. 
          A REASONABLY HIGH NUMBER AND WE COME AN PRESENT RS AND RES. 
          AND WE CAME IN AND REPORTED -- 94.2. 
          AND MOVE ON. I DON'T THINK ANY OF US WILL BE SATISFIED WITH THAT AS A REPORTING MECHANISM IN THAT I BELIEVE ALL OF US EXPECT ALL OF OUR STUDENTS TO REACH THE TARGETS THAT WE ARE PROPOSING IN THAT IF THERE ARE POPU POPULATIONS WITHIN OUR STUDENTS THAT AREN'T MEETING THOSE TARGETS, THAT IS NOT CONSIDERED IN COMPLIANCE OF ANY OTHER MONITORING AND APPLIES TO THIS AS WELL. 
          MATT,  DO YOU HAVE A COMMENT SPECIFICALLY ABOUT THAT? 
          >> YEAH, YOUR COMMENT OF OES. AND WHEN WE ARE LOOKING AT THIS -- WE ARE LOOKING AT IT TO THE EXTENT USING STUDENT PERCEPTION DATA. WHAT WE ARE REALLY ASKING IS THE EXTENT TO WHICH STUDENTS ARE TELLING US THAT WE ARE MEETING THIS AND KIND OF THE LINGUISTIC FRAME THAT REALLY IS THIS IS THE EXTENT TO WHICH OUR STUDENTS ARE SAYING WE ARE DOING THESE THINGS AND THEY MAY HAVE THOSE DIFFERENT EXPERIENCES AND NOT THAT STUDENTS ARE MEETING IT, BUT THE EXTENT OF WHICH DIFFERENT SUBGROUPS OF STUDENTS SAY WE ARE MEETING THOSE. AND WITH OUR -- BECAUSE THESE QUESTIONS ARE REALLY REFLECTED FOR US. 
          AS WE KIND OF LOOK AT THAT AND I GUESS THE QUESTION I WROTE DOWN IS, HOW DO WE DRAFT THE TARGET THAT KIND OF ACCOUNTS FOR -- A UNIVERSAL TARGET AND ANNOUNCES THE ABILITY OF 
          [01:55:06]
DIFFERENT SUBGROUP OF STUDENTS MAY EXPERIENCE SCHOOL 
          DIFFERENTLY OR PROPORTIONATELY. >> SUPERTENDENT HOLMEN:  MAYBE CRAFTING THE INDICATOR LANGUAGE TO BE MORE SPECIFIC AROUND WHAT THE BOARD'S EXPECTATION OF THE ALL STUDENT CATEGORY VERSUS 
          SUBGROUPS OF STUDENTS. >> HERE IS A NUANCE BETWEEN REMOTE AND IN-PERSON. IN TEAMS, THERE IS A CHEAT CODE OF WHO RAISED THEIR HAND FIRST. AND I DON'T HAVE THAT RIGHT N NOW. SO I BELIEVE IT GOES CHRIS, 
          LEAH, SIRI AND MARK. >> LEAH CHOI:  I HAVE GONE SOMETHING ABOUT SIRI'S COMMENT. I AM CURIOUS -- I UNDERSTAND WHEN WE ARE LOOKING AT THE REPORTING DATA, WHY IT IS IMPORTANT TO COMPARE TO NATIONALLY NORMED NUMBERS, BUT I WILL MAKE THE ARGUMENT WHEN WE ARE TRYING TO SET BENCHMARKS OR GOALS FOR OUR DISTRICT THAT IT IS SLIGHTLY IRRELEVANT IN SAYING THAT WE ARE IN THE 90TH PERCENTILE IF 50% OF OUR STUDENTS FEEL A SENSE OF BELONGING. 
          I DON'T FEEL THAT INDICATES SUCCESS FOR OUR DISTRICT OR OUR STUDENTS. I THINK IT IS A NATIONAL FAILURE. SO I WOULD -- I DON'T -- I DON'T KNOW IF IT IS APPROPRIATE FOR THESE SURVEY QUESTIONS TO SAY, YOU KNOW, THAT WE ARE IN THE 90TH OR 80TH PERCENTILE FOR THAT QUESTIONS. I DON'T THINK THAT IS INDICATIVE OF WHAT WE WANT TO SEE FOR OUR STUDENTS. 
          >> SUPERTENDENT HOLMEN:  I DON'T DISAGREE WITH YOU. 
          BUT REPORTING THE PERCENTILE IS IMPORTANT. 
          THE PERCENTILE HAS A FRAME OF REFERENCE WHETHER IT IS NATIONAL FAILURE, PROVIDES A REFERENCE POINT AS OPPOSED TO A 
          STAND-ALONE PERCENT. >> I THINK IT IS GOOD TO KNOW BUT I DON'T THINK THAT SHOULD BE OUR GOAL. 
          AND WE ARE TALKING OF AN INDICATOR FOR COMPLIANCE. 
          A GOAL FOR US TO ACHIEVE, RI RIGHT. 
          AND SO -- IT IS A GOOD TO KNOW THAT -- THAT IS CONSIDERED A 950TH PERCENTILE -- 90TH PERCENTILE STAFF IT CAN BUT I DON'T THINK THAT IS SOMETHING WE SHOULD BE STRIVING TO IF. 
          >> SUPERTENDENT HOLMEN:  SO -- I UNDERSTAND THAT BUT I ALSO KNOW THAT THERE ARE OTHER THINGS THAT GO INTO THE REASON WHY STUDENTS MAY BE REPORTING ONE WAY OR ANOTHER. 
          SOME OF THAT COULD BE SYSTEM FAILURE ON A VERY LARGE SCALE. 
          AND SOME OF THAT COULD BE YOUTH AND ADOLESCENT EXPERIENCES AND PERSPECTIVES. SO I THINK THERE IS A LOT THAT 
          GOES INTO IT. >> LEAH CHOI:  WHICH STRE STRENGTHSENS THE ARGUMENT THIS SHOULDN'T BE THE ONLY MESH KHURM -- NOT THE ONLY MEASUREMENT OF ANSWERING THIS 
          QUESTION. >> SUPERTENDENT HOLMEN:  OTHER 
          DAY SET. >> LEAH CHOI:  OF MEASURING. 
          >> ERIC LALIBERTE:  ONE OF THE VALUES OF USING THE PERCENTILE PIECE IS THE ACKNOWLEDGMENT OF THE SURVEY DESIGN I THINK THAT -- THAT IS AN ACKNOWLEDGMENT OF IT AND OVER TIME AS WE -- IN ORDER TO INCORPORATE MORE OF MONITORING, WE WILL HAVE TO BRING IN SOME THE RESULTS INTO OUR IN-HOUSE DATA SYSTEMS FOR US TO BE ABLE TO REALLY DESEGREGATE THAT THEIR PLATFORM DOESN'T ALLOW US WHICH WILL HELP US TO GET A LITTLE BIT MORE NUANCE OF UNDERSTANDING THE RESULTS SO WE CAN ACTUALLY DRIVE ACTION USING MORE PERCEPTION DATA. 
          I WILL ASK THE QUESTION IF WE ARE REPORTING DAY THAT WE AS ADULTS SAY OUR CLASSROOMS ARE GREAT, BUT OUR STUDENTS ARE SAYING, NOT SO MUCH WHICH DATA SET TO ME PROVIDES GREATER EVIDENCE. I WOULD SAY STUDENT DATA PROVIDES GREATER EVIDENCE BECAUSE NUMBERS OF REPORTING. 
          A WHOLE BUNCH THERE AS WELL THAT FEEL STEVE REPORT. 
          [02:00:03]
ALL OF THOSE COMPONENTS AS WELL AND THAT'S WHY. 
          WE ARE TALKING OF PERCEPTION DAY OF STUDENTS FOR A NUMBER OF YEARS AROUND THESE THINGS. AND SO THAT'S WHY I -- WELL, THAT'S WHY I AM PROPOSING AS THE ONSET THIS IS THE DATA SET, BUT I HAVE HEARD A FEW OTHER DATA POINTS THAT CAN HELP. 
          SO. CHRIS AND THEN MIKE. 
          >> CHRIS CARLSON:  AS I WAS READING THROUGH I KIND OF WENT DOWN A RABBIT HOLE. IF I AM DOING SOMETHING OTHER THAN WHAT IS BEING DISCUSSED. WE CAN FINISH THAT CONVERSATION 
          BEFORE I GO OVER TO MY THING. >> SUPERTENDENT HOLMEN:  YOU 
          ARE OKAY. >> CHRIS CARLSON:  14.3, UNDER THE INDICATORS OF COMPLIANCE, SECOND TO LAST BULLET POINT, SPECIAL EDUCATION DEMONSTRATES INCREASING ACCESS TO GENERAL EDUCATION SETTINGS. AND THAT -- THERE IS AN IMPLICIT VALUE JUDGMENT VALUE BY USING THE WORD "INCR "INCREASING"WHICH SUGGESTS THAT THE GOAL FOR THIS IS 100% GENERAL EDUCATION FOR 100% OF STUDENTS. 
          AND WHILE I RECOGNIZE THAT WE PROBABLY HAVE TOO LITTLE ON AVERAGE FOR SPECIAL EDUCATION STUDENTS, I AM CONCERNED THAT FOR MANY SPECIAL EDUCATION STUDENTS, 100% OF TIME IN THE EDUCATIONAL CLASSROOM WOULD NOT BE THE BEST WAY TO SERVE THESE STUDENTS. AND SO I WAS WONDERING IF THERE WAS A WAY TO FINESSE THAT, BECAUSE RIGHT NOW THE GOAL NEEDS TO BE INCREASING IT. BUT INCREASING AS A PERMANENT GOAL IS 100% ACCEPTABLE OUTCOME AND I AM NOT SURE THIS IS THE BEST OUTCOME FOR STUDENTS BEING SERVED FOR SPECIAL EDUCATION. 
          SO SECOND TO LAST BULLET POINT OF 14.3. 
          >> SUPERTENDENT HOLMEN:  GUILT DOWN THAT RABBIT HOLE WITH YOU. 
          BECAUSE A REASON I CHOSE THE WORD "INCREASING." 
          >> CHRIS CARLSON:  YES. >> SUPERTENDENT HOLMEN:  I BELIEVE OUR STRATEGIC PLAN AND INCLUSIONARY PRACTICES OF STUDENTS WITH SPECIAL NEEDS HAVE BEEN WELL ARTICULATED AND THE IDEA OF THAT -- WE ARE FOCUSED ON THAT IN A NUMBER OF LEVELS. ONE OUR PRESCHOOLS HAVE SHIFTED TO AN INCLUSIVE MODEL OF SERVICES. 
          AND SO WE DON'T -- WE DON'T HAVE CENTER PROGRAMS FOR OUR PRESCHOOL STUDENTS RIGHT NOW. IT IS AN INCLUSIVE MODEL. 
          WE HAD AN INCLUSION PILOT OCCURRING IN FOUR ELEMENTARY ELEMENTARY SCHOOLS I BELIEVE IT WAS AND IT WILL BE EXPANDING THAT TO THE -- ALL OF THE ELEMENTARY FEEDERS IN THE LAKE WASHINGTON LEARNING FEEDER THIS NEXT YEAR. 
          AND SO I BELIEVE IN ACTIONS IN KIND OF TRA STRATEGIC WORK THAT IS GOING ON RIGHT NOW,  I THINK WE ARE ALL SAYING THAT THE LEVEL OF INCLUSION AND ACCESS TO GENERAL ED IS NOT WHAT WE BELIEVE IT SHOULD BE. THESE ARE LIVING DOCUMENTS AND LIVING INDICATORS BECAUSE THERE WILL COME A POINT WITH 
          INCREASING MAINTAINS ACCESS. >> CHRIS CARLSON:  APPROPRIATE 
          IS WHAT I WAS THINKING. >> SUPERTENDENT HOLMEN:  I DON'T BELIEVE WE ARE AT A THRESHOLD THAT WE BELIEVE IS 
          APPROPRIATE FOR STUDENTS. >> CHRIS CARLSON:  AND THAT'S -- THAT IS WHAT I INTERPOLATED. MY ASSUMPTION WAS THAT WAS WHAT YOUR INTENT IS. AND I AM COMFORTABLE WITH THAT AS LONG AS THAT IS WHAT YOU ARE THINKING I WANTED TO MAKE IT EXPLICIT. THANKS. 
          >> ON CHRIS'S POINT AND YOUR ANSWER THAT YOU ARE INTERPRETING IT TODAY IN MARCH AT THAT POINT CHRIS SAID IS THAT WHAT YOU KNOW. AND IF YOU PUT THAT IN DOCUMENT AND FIND SOME WAY OF INSERTING THAT. 
          >> THAT WAS MY UNDERMENTAL CONCERN THIS WAS NOT EXPLICIT BUT AT THE SAME TIME, I DO BELIEVE IT IS A LIVING DOCUMENT AND TEN YEARS FROM NOW I WOULD ABSOLUTELY EXPECT THE SUPERINTENDENT TO BE PAYING ATTENTION TO THE WORDING OF ALL OF THESE AND CHANGING IT WHEN IT IS APPROPRIATE. 
          RIGHT NOW I BELIEVE IT IS APPROPRIATE. 
          [02:05:10]
WHY DON'T GO MIKE AND BREAK IN THE TIMELINE AND I THINK IT WILL BE GOOD FOR US TO TAKE A QUICK BREAK. 
          MIKE AND THEN SIRI. >> ONE THING -- THE OTHER FACTOR IS THAT CATEGORIES ARE 100%. 
          IF YOU ARE INCREASING STUDENTS IN THE CATEGORY, THERE MAY BE TIME FOR BEING SERVED IN A SLIGHTLY DIFFERENT SETTING. 
          AND I EPS DRIVE A LOT OF THAT BUT WE ARE NOWHERE NEAR 100% AND I DON'T EXPECT THAT ANY TIME SOON, AND OUR GOAL IS TO INCREASE TIME. SO DIFFERENT TOPIC I WANTED TO SHARE. AND WE TALKED ABOUT THIS BE BEFORE. AND I DON'T EXPECT WE DO A MAJOR CHANGE, BUT THE NUMBER OF INDICATORS IS A CHALLENGE AND I DO READING AROUND KPIS AND LEADS TO YOU SPECIFIC ACTIONS. 
          WHEN WE HAVE A LIST OF TEN INDICATORS. 
          SOMEONE LOW AND ONE IS HIGH. YOU ARE GOING TO BE -- AND TRYING TO SAY ALL OF THOSE ARE CONTRIBUTING TO THIS GOAL. 
          WHICH OF THOSE LEVERS ARE YOU GOING TO PULL TO REACH THE G GOAL. AND HOW MUCH TIME WILL YOU SPEND ON IT. I GUESS I JUST WONDER ABOUT -- IF WE ARE SAYING EVEN 14.3 IS A GOAL AND I WOULD GO FURTHER AND SAY THE WHOLE AREA IS A GOAL. AND THE INDICATORS ARE REALLY -- THEY ARE -- AND TO SET THAT ASIDE FOR A SECT. 
          AND EVEN THE INDICATORS UNDER SUBSECTION THAT IS A LOT AND IF WE ARE MONITORING THOSE, HOW CAN WE SAY THOSE ARE LEADING TO THAT OUTCOME AND ONE IS UP AND ONE IS DOWN AS A SYSTEM. 
          AND SO RECOMMENDATION MIGHT BE TO THINK ABOUT WHAT ARE THE FEW INLAND KATEERS THAT REALLY WE NEED TO DEAL WITH. 
          IF WE ADDRESS THOSE, THOSE ACTUALLY LEAD TO OUTCOMES THAT FACTOR INTO THE OTHERS. I WAS, FOR EXAMPLE, LOOKING AT THE CURRICULUM AND A LOT OF THINGS IN THERE. 
          IF YOU FOCUS ON A FEW OF THEM YOU WILL ADDRESS SOME OF THE OTHERS THAT ARE RELATED AND I THINK THAT CUTS ACROSS ALL OF OUR OES AND RECOMMEND THINKING OF PRIORITIZING AND SET SOME ASIDE AND THAT IS A MUCH BIGGER ASK AND A LOT OF WORK BEING DONE TO IDENTIFY THESE IF WE ARE INCREASING TIME IN OTHER EDUCATION SET, WILL ADDRESS A LOT OF FACTORS AND JUST THAT GOAL ITSELF WILL HAVE A VERY FOCUS ON THE WORK RELATED TO 
          THAT. >> SUPERTENDENT HOLMEN:  THANK YOU. SIRI, MARK AND THEN -- 
          >> BREAK. >> SUPERTENDENT HOLMEN:  BREAK. 
          >> SIRI BLIESNER:  FEW THINGS BUILDING OFF OF WHAT MIKE WAS TALKING ABOUT. IF I REMEMBER CORRECTLY, THE SENSE OF BELONGING ROLL UP, THOSE FIVE CONCEPTS. 
          THAT IT IS A SCALE THAT ROLL UP INTO ONE OVERALL AS WELL AS THE DIVERSITY AND INCLUSION AND THAT IS A MUCH STRONGER WAY OF DOING AN YOU INDICATOR REGARDLESS. 
          ONE POINT IS NEVER AS GOOD. TO HAVE FIVE THAT WILL BUILD INTO THAT IS MUCH STRONGER AND LOOKING AT THE OVERALL AS OPPOSED TO THE INDIVIDUAL AND THAT WILL -- AND WHEN THE DIFFERENCES -- WHERE ARE THESE DIFFERENCES BREAKING OUT IN THE INDIVIDUAL FACTOR IN THESE SURVEYS. 
          THAT A PIECE THAT GETS  -- THE . AND TO THE OVERALL POLICY AND MIKE, WRITTEN IN THE POLICY AND WHEN I READ THIS I DON'T SEE THIS. I CAN POTENTIALLY ARGUE FROM SENSE OF BELONGING. SAFE I DON'T BELIEVE I CAN. 
          AND THIS IS NOT THE PRIORITY AT THIS POINT IN TIME WE NEED TO PUT IT IN FOR THE POLICY OR DO WE NEED TO PAY ATTENTION TO THAT. MIKE, YOU SEND TO THAT DISCUSSION WITH YOUR COMMENTS. I THINK IF WE HAVE POLICY WE SHOULD BE PAYING ATTENTION IN ORDER TO MONITOR IT IN SOME FASHION KNOWING THAT THIS IS A HUGE CONVERSATION THAT EXISTS WITH TOWARDS SAFE AND SECURITY AND ALL THOSE COMPONENTS. 
          I DO THINK WE NEED TO PAY ATTENTION TO ITS IT DOES DRIVE IN THAT AND I WONDER WHAT THAT INDICATOR IS. 
          >> TO THAT POINT YOU HAVE TEN INDICATORS FOR ONE POLICY POINT. PERHAPS WE HAVE TOO MANY INDICATORS LUMPED TOGETHER AND SHOULD BE TWO OR THREE DIFFERENT POINTS THAT WAY YOU SAID TWO ARE HERE, THREE ARE UP 
          [02:10:03]
HERE AND ANOTHER SIX ARE UP HERE OR WHATEVER YOU ARE NOT BEING ABLE TO ADDRESS THOSE THAT ARE FAILING AND SOMETHING WRONG HERE. WHAT IS WRONG WITH THIS PICTURE AND THE OTHER NUMBERS WILL SKEW THAT AND SEPARATING OUT SOME OF THOSE POINTS AND IF YOU HAVE, AGAIN, TEN INDICATORS. 
          MAYBE OUGHT TO BE HAVING FIVE DIFFERENT -- NOT FIVE, BUT TWO DIFFERENT GROUPS IN FIVE. CONDITION WHERE. 
          I AM NOT A STATISTICIAN BUT SEEMS TO ME THAT -- BY NOT L LUMPING THEM TOGETHER WE ARE -- WE ARE LOOKING AT SOME NEEDS. 
          >> ERIC LALIBERTE:  GREAT. OKAY. 
          WHY DON'T WE DO THIS AND GO AHEAD AND TAKE A BREAK 
          >> ERIC LALIBERTE:  ALL RIGHT, YOU WANT TO CONTINUE DRIVING US 
          THROUGH THIS. >> SUPERTENDENT HOLMEN: ABSOLUTELY. OKAY. 
          AND SO JUST IN THE SPIRIT OF ONGOING TRANSPARENCY. 
          WE DEVELOPED AN AGENDA AND TIME IN THE UPCOMING STUDY IN THE 28 TOTS DO WORK FROM THE EXTENDED STUDY SESSION AND I BELIEVE THERE IS CONTINUED WORK THAT WILL NEED TO BE DONE ON OE-14. 
          I AM NOT EVEN SURE WE WILL GET THROUGH THE WHOLE POLICY TODAY. 
          SO I WANTED TO MAKE SURE WE SET THAT TIME ASIDE FOR A COUPLE OF REASONS. ONE. 
          TO COMPLETE OUR WORK, BUT ALSO TO DO IT IN A TIMELINE THAT THAT ALLOWS US TO MOVE IT TO THE NEXT STEP TO DO MONITORING DURING THIS MONITORING CALENDAR YEAR. 
          AND SO WE -- WE HAVE ABOUT 45 MINUTES. 
          THERE WAS A QUESTION OF DO WE JUST CONTINUE WITH THE SAME PROCESS WE ARE USING. FOR ME, I GUESS I APPRECIATE JUST THE ONGOING DIALOGUE ABOUT THESE PIECES. 
          IT HELPS, YOU KNOW KIND OF FRAME OUR NEXT ACTIONS AROUND THE POLICY WHEN I BRING IT BACK TO THE BOARD, WE CAN SEE THIS CONVERSATION REPRESENTED IN THE CHANGES THINK THAT BRING. 
          AND SO, CHRIS, I SEE -- >> CHRIS CARLSON:  IN THE SPIRIT OF -- OF NOT DOING IT LINEARLY BUT A CONCERN IN 14.5 THAT WE CAN TOUCH BEFORE WE GET BACK TOGETHER ON THE 28TH. 
          AND THIS IS THAT THE INDICATORS OF COMPLIANCE FOR 14.5 IS BASICALLY -- THE FIRST THREE ARE STUDENTS REPORTING A CURRICULUM WITH CULTURALLY OF THE FAMILIES TO BE CULTURALLY RESPONSIVE. ALL THREE OF WHICH ARE VALID QUESTIONS, BUT THERE -- IF YOU ASK THE AVERAGE WHITE DUDE HOW CULTURALLY APPROPRIATE OUR LAND ACKNOWLEDGMENT IS, HE WILL LOOK AT IT AND SAY IT LOOKS CUL CULTURALLY APPROPRIATE BUT I DON'T KNOW. AND WHAT I SEE IS MISSING FROM THE COMPLIANCE IS HOW MANY COMPLAINTS WE HAVE RECEIVED REGARDING CURRICULUM AND MATERIAL AND OUR ABILITY TO RESOLVE THEM. IF WE HAVE NOT JUST NATIVE AMERICAN -- NOT JUST ONE GROUP, BUT IF A MINORITY GROUP HAVE A CONCERN OF A CURRICULUM AND WE LOOK AT THAT AND SAY YEAH, WE NEED TO FIX THAT. MORE IMPORTANT THAN ALL WHITE IN THE DISTRICT SAY, YEAH, THAT IS OKAY. 
          THE NEGATIVE FEEDBACK OF CURE RICK LAUGH COMPLAINTS RATHER THAN THE MOST -- CURRICULUM COMPLAINTS RATHER THAN THE MOST -- I GO TO THE DEFINITION OF CULTURALLY RESPONSIVE TO SEE IF I KNOW WHAT IT MEANT AND I SURE NOT BEING SECRETARY RESOLVE TODAY OF, BUT HOPEFULLY COME BACK WITH SOMETHING ON THE 
          28TH. >> ERIC LALIBERTE:  ANYONE ELSE WITH ANYTHING ON 14.1? OR DO WE CAPTURE EVERYTHING 
          BEFORE THE BREAK? >> LEAH CHOI:  REAL QUICK FOR 14.1 AND 14.2. I THINK IT IS IMPORTANT TO GO BACK TO OUR DEFINITIONS AND DESIGN "SAFE"IN THE CONTEXT OF THIS POLICY. ARE WE TALKING ABOUT ACTUAL 
          [02:15:01]
PHYSICAL SAFETY FROM HARM OR ARE WE TALKING ABOUT AN EMOTIONALLY SAFE SPACE OR HOW ARE YOU INTERPRETING "SAFE." 
          AND HOW ARE WE MONITORING IT. >> SUPERTENDENT HOLMEN:  MAYBE. 
          >> MARK STUART:  MAYBE YOU NEED A DECISION NOT PHYSICAL BUT 
          EMOTIONAL OR WHATEVER. >> SUPERTENDENT HOLMEN:  SHOULD 
          WE SHIFT TO 14.2? >> LEAH CHOI:  I WAS JUST GOING TO SAY, COULD YOU TELL US ABOUT THE TEACHER SURVEY THAT IS 
          BEING USED? >> SUPERTENDENT HOLMEN:  I CAN. 
          AND MATT, I WILL RELY ON YOU TO HELP ME WITH THIS. 
          SO WE -- CURRENTLY WE USE -- AND DALE, YOU PROBABLY CAN PROVIDE A FRAMEWORK FOR THIS AS WELL, THE NINE CHARACTERISTICS OF HIGHLY-EFFECTIVE SCHOOLS SURVEYED WITH OUR STAFF WITHIN THAT -- SOME OF THESE QUESTIONS ARE ASKED BUT I BELIEVE THE INTENT FOR REPORTING IS TO START EMBEDDING THESE QUESTIONS INTO A PANORAMA SURVEY SO WE HAVE A CONSISTENT METHOD OF HOW WE ARE COLLECTING IT ACROSS THE BOARD FOR REPORTING. 
          MATT, DO YOU WANT TO TALK ABOUT THAT? 
          >> YEAH, REALLY IT IS OTHER THAN -- WE HAVE NOT BEEN USING PANORAMIC CONSISTENTLY AS A TOOL FOR SURVEYING STAFF. 
          WE HAVE SURVEYED STAFF ONCE ON THIS PARTICULAR TOPIC AND THAT WAS -- BUT THAT WAS MORE OF A ONE-OFF, SO THE INTEREST WOULD BE IN USING THAT CONSISTENTLY WITH THE CONTEXT OF THIS 
          POLICY. >> LEAH CHOI:  IS THIS SURVEY OFTEN VOLUNTARILY UNANIMOUS OR -- 
          >> YES. THE SURVEY -- SURVEY FOR WHETHER STUDENT, STAFF AND FAMILIES WILL ALWAYS BE VOLUNTARY. STUDENTS -- THE COOLS HAVE THE ABILITY TO GET IN AND SEE INDIVIDUAL STUDENT RESULTS FOR STAFF. WE -- LIKE I AM LOOKING RIGHT NOW. AND DO NOT HAVE THAT -- THAT ABILITY TO SEE INDIVIDUAL STAFF RESPONSES. 
          I CAN SEE BREAKDOWNS BY SCHOOL AND ACROSS THE DISTRICT. 
          >> THE RESPONSE RATE IS SIM SIMILAR. 
          WAS IT 60, 65%, GIVE OR TAKE. >> SUPERTENDENT HOLMEN:  DALE, DO YOU RECALL OUR CHARACTER TEXAS STATISTICS FOR OUR SU SURVEYS? PART OF IT HAS TO DO WITH HOW 
          THEY ARE ADMINISTERED. >> SO THE SUR SWRAI PRIMARILY USED IN THE PLANNING SES -- [INAUDIBLE] -- AND WANT TO HAVE A HIGH RESPONSE RATE. 
          AND TO SAY, OKAY, FOR THE NEXT HOUR, HALF HOUR, TO DO A SURVEY AND THEY GOT THAT INFORMATION BACK. 
          TO PRIORITIZE AND THINGS WE WANT TO FOCUS ON. 
          >> SUPERTENDENT HOLMEN:  DO YOU RECALL THE TYPICAL RESPONSE RATES? I KNOW 2007, BUT I DON'T HAVE 
          IT AT MY FINGERTIPS. >> 80%. 
          >> SUPERTENDENT HOLMEN:  OKAY. >> ALL STAFF BUT NOT JUST -- THEY ARE A LITTLE BIT DIFFERENT SOMETIMES. 
          HOLY HOLE I THINK COMMENTS FROM 14.1 THAT ARE APPLICABLE IN TERMS OF ACCESS TO DATA AND DATA TYPES THAT APPLY 14.2 AS 
          WELL. >> ERIC LALIBERTE:  ERIC, THEN 
          MARK AND THEN CHRIS. >> ERIC LALIBERTE:  ARE WE ABLE TO DISAGGREGATE THIS DATA FOR STAFF? 
          DO WE HAVE. >> SUPERTENDENT HOLMEN:  NINE CHARACTERISTICS -- NO. BECAUSE WE HAVE TO ASK THEM DEMOGRAPHIC DATA THAT THEY ARE REPORTING. 
          SINCE WE DON'T COLLECT IT, ANONYMOUS DATA. 
          IN OUR NINE CHARACTERISTICS. WE DO NOT ASK DEMOGRAPHIC OTHER 
          THAN SCHOOL AND JOB TYPE. >> SIRI BLIESNER:  BUT YOU 
          COULD? >> SUPERTENDENT HOLMEN:  YES, WE COULD, BUT WE DON'T CURRENTLY. 
          AND THEN MY QUESTION TO MATT WOULD BE IN PANORAMA. 
          [02:20:01]
WE WOULD HAVE TO SPECIFICALLY ASK THOSE DEMOGRAPHICS. 
          THE. >> SAME THING, WE ARE ABLE TO CROSS REFERENCE AGAINST OUR STUDENT INFORMATION SYSTEM TO PULL UP DEMOGRAPHIC INFORMATION AND IT IS NOT WHAT WE HAVE AND THE SURVEY IS ANONYMOUS, WE WOULD HAVE TO WORK TO FIGURE OUT HOW WE WANT TO ADMINISTER IT IN SUCH A WAY TO GET THAT. 
          >>. >> SIRI BLIESNER:  I WOULD ASK FOR THOSE DEMOGRAPHIC COMPONENTS AT THE END BECAUSE IT IS A PRETTY STANDARD PRACTICE MARC MARK I THINK IT 
          MADE SENSE. >> SUPERTENDENT HOLMEN:  MARK 
          AND THEN CHRIS. >> MARK STUART:  YOU MENTIONED EARLIER STUDENTS AND STAFF AND FAMILY AND PARENTS, AM I CORRECT? I AM NOT SEEING THE PARENT COMPONENT ON HERE. MAYBE I AM MISSING IT. 
          I DON'T KNOW. MY THOUGHT IS IF IT IS ONE OF THE COMPONENTS THAT YOU ARE HAVING A DIFFICULT RESPONSE RATE FROM THAT I CAN IMAGINE THAT I SUGGEST THAT WE WORK THROUGH DIFFERENT ORGANIZATIONS WITHIN THE COMMUNITY TO -- TO GET BY INFORM ON THE SURVEY. HOW IMPORTANT IT IS THAT THEIR. 
          THEIR ETHNIC GROUP -- WHATEVER IT MIGHT BE, SPECIAL NEEDS GROUP. TO WORK THROUGH TO MAKE SURE YOU GET ENOUGH OF A SURVEY TO MAKE IT MEANINGFUL FOR YOU. 
          AND TO HAVE THOSE FOLKS REPRESENTED. 
          I KNOW IN WORKING WITH THE CENTRAL CULTURAL AMERICANO, THEY FELT -- THEY FELT THAT THEIR COMMUNITY WASN'T BEING HEARD. IS IT BECAUSE WE ARE NOT GOING OUT BROAD THAT WE NEED TO FUNNEL THROUGH AN ORGANIZATION THAT THEY UNDERSTAND AND WORK WITH CONSTANTLY OPPOSED TO US INTERACTING ONCE A YEAR OR SOMETHING. 
          JUST A THOUGHT. >> SUPERTENDENT HOLMEN:  THANK 
          YOU. >> I WANT TO DETRACT MY EARLIER STATEMENT I HAVE BEEN INPATIENT TO CLICK ONE OR TWO TIMES. 
          BUT IT IS ALL CONFIDENTIAL AND WE HAVE THE DEMOGRAPHIC DATA ON THE PANORAMIC TOOL THAT WE WOULD BE ABLE TO DO THAT. 
          >> WITH STAFF. >> WITH STAFF. 
          THANK YOU. >> SIRI BLIESNER:  QUICKLY, DO YOU CLICK INCOME AND RANGE OF INCOME? HOLY 'NOLES. WHAT IS EMBEDDED -- 
          >> SUPERTENDENT HOLMEN:  NO, WHAT IS IN THE SURVEY. 
          HOW MANY YEARS SOMEBODY IS TAUGHT. 
          GENDER. THEIR PRIMARY GRADE LEVEL SUBJECT ROLE. RACE AND ETHNICITY AND BAKED INTO THE SURVEY AND WE HAVE TO ENGAGE WITH THEM IN THE CONVERSATION AROUND ANY OTHER CUSTOMIZATION. 
          >> SIRI BLIESNER:  OKAY, TH THANKS. 
          >> CHRIS CARLSON:  I AM GOING TO THE NEXT SEGMENT. 
          MIKE'S COMMENT OF HOW MANY INDICATORS DO YOU PUT UNDER THE HOOD. 14.2 IS A PERFECT EXAMPLE HOW I WANT TO HEAR FROM THIS. .T IT IS THE TEACHER STAFF SURVEY OF REPORTING OUT EVERY SINGLE QUESTION. I TRUST YOUR JUDGMENT TO AGGREGATE THE QUESTIONS TO GIVE US A SENSE FOR HOW STAFF FEELS REGARDING DO WE HAVE AN AN EYE R TIE RACIST. 
          DO WE HAVE AN INCLUSIVE. QUESTIONS THAT ARE DISCORD ON THE SAME TOPIC THAN DIVE INTO THEM. 
          AND I AM VERY COMFORTABLE WITH HAVING TO ROLL THEM UP INTO THE STAFF SURVEY THAT THE OVERALL RESULTS WILL BE THE FIRST PAGE OF THIS RATHER THAN JUST STARTING WITH QUESTION NUMBER 33. QUESTION NUMBER 48. 
          IT IS BETTER THAN THE GRANULARITY OF EACH QUESTION. 
          >> ERIC LALIBERTE:  YOU CAN GO FIRST. 
          >> LEAH CHOI:  I WANT TO SAY I AGREE WITH THAT IN TERMS OF IF THAT IS THE METHOD FOR GETTING THAT INFORMATION I DON'T NEED THE INDIVIDUAL QUESTIONS FOR THE RESULT OF THE STAFF SURVEY AND I DO HAVE A PROBLEM WITH THE STAFF SURVEY, OPTIONAL, VOLUNTARY, OPT IN, BRINGING THE ONLY MEASURE OF COMPLIANCE. 
          [02:25:08]
          >> CHRIS CARLSON:  HERE YOU ARE RUNNING IN THE CHALLENGES THAT WE HAVE FOR THIS SPACE. HOW MANY THINGS DO WE MEASURE. 
          SOMETIMES WE ARE SCRATCHING OUR HEADS ON, IS THERE ANYTHING THAT WE MEASURE THAT CAN ADDRESS THIS. 
          AND IF THERE IS MORE. >> MARK STUART:  TO MAKE THAT SURVEY MORE MEANINGFUL, YOU HAVE TO HAVE THE COMPLIANT IN THERE. SURVEY FROM STAFF AND THEN AT THE ELEMENTARY AND THIS LEVEL OR THAT LEVEL IN THIS GROUP OR THAT GROUP. JUST SO WE SEE THAT IS WHERE THE GRUMBLES ARE. AND THEN TO SEE HOW THAT COMPARES TO THE SURVEY. BECAUSE THERE IS A DISCONNECT THAN SOMETHING IS WRONG, I DON'T KNOW. 
          I DON'T KNOW WHAT IT IS, BUT SOMETHING IS NOT RIGHT. 
          BACK TO SIRI'S POINT OF INCOME ON THE SURVEY. 
          WITH STAFF, I CAN SEE MUCH EASIER BY VIRTUE OF STAFF GR GROUP. AND WHEN TALKING OF COMMUNITY AND WHEN WE ARE TALKING PARENTS AND WE ARE TALKING THE PART OF OUR EQUITY PROGRAM THAT LOOKS AT INCOME. 
          WE NEED TO FIGURE OUT WAY TO DELICATELY, IF YOU WILL, LOOK AT INCOME LEVELS, BECAUSE -- BECAUSE YOU WILL HAVE DIFFERENT INCOME LEVELS FOR DIFFERENT -- WITHIN THE GROUPS. 
          I DON'T KNOW HOW, TO BE QUITE FRANK. 
          YOU CAN DO THAT. THAT WILL BE ONE OF THOSE QUESTIONS THAT THEY DON'T SKIP AND SAY, NONE OF YOUR BUSINESS, BUT IT IS, AGAIN, WORKING WITH THE COMMUNITY ORGANIZATIONS TO MAKE SURE THAT THOSE CONSIDERATIONS ARE INCLUDED IN -- WHEN THEY ARE ANSWERING A QUESTION. 
          OTHERWISE, WE ARE GOING TO HAVE NEVER BE ABLE TO TRACK THE LOW INCOME STUDENTS OR LOW INCOME FAMILIES. 
          >> 14.2 LARGELY MIRRORS 14.1. IN COMPLIANCE OF 14.1, SENSE OF BELONGING, DIVERSITY, INCL INCLUSION. 
          BELONGING, DIVERSITY AND INCLUSION INDICATORS. 
          FOR 14.2, IT IS ONLY BELONGING. WHY? 
          >> SUPERTENDENT HOLMEN:  I DON'T REALLY HAVE A GREAT RESPONSE TO THAT OTHER THAN, YES, WE CAN INCLUDE IT. 
          >> ERIC LALIBERTE:  OKAY. OKAY. 
          I AM NOT NECESSARILY ADVOCATING THAT WE SHOULD. 
          >> SUPERTENDENT HOLMEN:  I AGREE THAT WE SHOULD. 
          >> ERIC LALIBERTE:  ALL RIGHT, GREAT. 
          >> SUPERTENDENT HOLMEN:  I MEAN THE THEORY OF ACTION IS PERCEPTION OF THAT AROUND STUDENTS TELL US SOMETHING, THEN I THINK THE SAME THEORY WILL APPLY TO STAFF. 
          >> ERIC LALIBERTE:  I AM NOT SAYING IT NEEDS TO MIRROR IT EXACTLY, BUT MAYBE A NARROWER ... I THINK IT APPLIES. 
          >> SUPERTENDENT HOLMEN:  I DO TOO. 
          HOLE HOLY CHRIS? >> CHRIS CARLSON:  SHIFTING GEARS TOWARD EARLIER QUESTIONS ABOUT SAFETY. 
          ONE OF THE THINGS I WRESTLED WITH WHEN WE SPEAK OF EMOTIONAL SAFETY IS EQUATING THAT WITH THE DISCOMFORT AND SO I JUST WANTED TO ASK TO YOU -- AS YOU DEFINE SAFE AND WELCOMING TO MAKE SURE THAT THERE IS ROOM FOR RESPECTFUL DISCOMFORT. 
          BECAUSE MOST IMPORTANT ISSUES ARE ISSUES THAT SOMEBODY IN THE ROOM WILL BE DISCOMFORT -- UNCOMFORTABLE WITH AND HELPING OUR STUDENTS HOW TO WORK THROUGH THAT IS IMPORTANT. 
          SO IT IS JUST -- BE CAREFUL IN HOW YOU ARE DEFINING THAT. 
          >> SUPERTENDENT HOLMEN:  IF I REMEMBER CORRECTLY, THAT PROBABLY BLEEDS OVER INTO OUR R-3 DISCUSSION. 
          SORRY, MATT, I KEEP ASKING TO YOU CHIME IN. 
          BECAUSE YOU KNOW THIS AT A DEEPER LEVEL, BUT PART OF OUR 3 GETS TO THAT SELF-REGULATION RESPONSIBILITY TO MONITOR AND ADJUST GIVEN STRESSFUL ENVIRONMENT. 
          I MEAN THINGS LIKE THAT ARE SOME OF THE DATA SETS THAT WE ARE PROPOSING IN R 3. SO, OKAY, GREAT. 
          BECAUSE I -- STRESS IS A UNIVERSAL TRUTH. 
          [02:30:07]
AND LEVELS OF STRESS THAT HELP YOU, YOU KNOW, MOVE FORWARD. 
          YOU ALSO HAVE TO UNDERSTAND HOW TO WORK THROUGH STRESS. 
          AND HOW DO YOU, YOU KNOW, GET BACK TO A BETTER STATE OF MIND TO BE PRODUCTIVE. TO BE -- 
          >> CHRIS CARLSON:  ALSO THE EMOTIONAL INTELLIGENCE TO RECOGNIZE WHEN SOMEONE ELSE IS DISTRESSED. 
          AND FINDING A WAY TO CONTINUE THE CONVERSATION WITHOUT DISTRESSING UNNECESSARILY. ANYWAY, I DON'T FEEL THIS NEEDS 
          TO BE DISCUSSED HERE. >> ERIC LALIBERTE:  ANYBODY ELSE HAVE ANYTHING ON 14.2? 
          >> SUPERTENDENT HOLMEN:  ALL RIGHT, 14.3. 
          >> ERIC LALIBERTE:  I THINK WE MAY HAVE -- HOLD ON. 
          LET ME THINK BEFORE I START TALKING. 
          >> SUPERTENDENT HOLMEN:  THE PRIOR COMMENT AROUND 14.3 IS THE CONCEPT OF INCREASE ACCESS TO GENERAL EDUCATION SO A REQUEST TO DEFINE WHAT INCREASE IS. 
          AND I BELIEVE I CAN INCLUDE -- I CAN FURTHER THE SUPERINTENDENT'S INTERPRETATION TO UNDERSTAND WHAT ACCESS TO GENERAL EDUCATION SETS MEANS IN TERMS OF THE APPLICATION OF THE 
          POLICY THAT IS THE INDICATOR. >> CHRIS CARLSON:  14.3. 
          A QUESTION NOT A STATEMENT. IS IT IMPORTANT TO DEFINE ELIGIBLE STUDENTS? I THINK IT IS FAIRLY INTERPRETABLE. BUT AT THE SAME TIME, HOW YOU HAVE CHOSEN TO INTERPRET ELIGIBLE STUDENTS FOR HIGHLY CAPABLE PROGRAMS COULD BE AN IMPORTANT DEFINITION FOR US TO BUY INTO. ANYWAY. 
          >> SO AGAIN I USE THE DETERMINE PURPOSELY. 
          BECAUSE IT HELPS TO PUT A BOUNDARY AROUND WISCONSIN STUDENT GROUPS ARE REPORTED ON BECAUSE I THINK IT HELPS. 
          OUR CURRENTLY ELIGIBLE STU STUDENTS. 
          WE MAY DISAGREE WITH THE M MAKE-UP OF THE GROUPS AND DISPROPORTIONATE AND DOESN'T HAVE LEVELS OF REPRESENTATION AND SOME STUDENT GROUPS THAT ARE NOT REPRESENTED AS WELL. 
          AND SELECTED THE WORD "ELI "ELIGIBLE"BECAUSE IT TELLS US THAT THE SYSTEM TOOK ACTION AND IS THE OUTCOME. 
          AND WHY I SELECTED THE WORD ELIGIBLE. 
          >> CHRIS CARLSON:  THE REASON I LOOKED AT THIS. 
          THE LAST BULLET POINT. EDUCATION WHICH IS ELIGIBLE FOR SPECIAL ED. DISPRO NARTION AT IS EX-APPLICABLY NOT AVAILABLE FOR STUDENT PROGRAMS. HOLE HOLY I PURPOSELY DID NOT USE THE DETERMINE DISPROPORTION AT IN OUR STUDENT PROGRAM AND I USED IT IN STUDENT POPULATION. 
          DISPORTION AT IS SOMETHING HELD ACCOUNTABLE TO WITH QUALIFICATION OF STUDENTS. AND PROSES AND PROCEDURES THAT WE ARE REQUIRED TO COMPLY WITH AND IT IS A DATA SET THAT IS ALSO READILY AVAILABLE. IF WE SAY NO DISPROPORTION AT BECAUSE IT IS A CEILING OF DIFFERENT SUBSETS OF STUDENTS 
          [02:35:03]
RATHER THAN REPRESENTING THOSE WHO ASKING WHO IS NOT REPRESENTED. AND THEN DETERMINING FROM THAT DO WE BELIEVE THAT THAT IS OF CONCERN. 
          ONE OF THE DATA SETS I REMEMBER REPORT TOGETHER BOARD PROBABLY ABOUT EIGHT YEAR AGO THAT KIND OF CAUGHT MY ATTENTION IS LOOKING AT WHICH STUDENTS WERE ACCESSING AP COURSES AND WHICH WERE ACCESSING RUNNING START. AND REMARKABLE TO ME WE TAKE OUR TWO LARGEST SUBSETS:  ASIAN STUDENTS AND WHITE STUDENTS. 
          PREDOMINANTLY WHITE STUDENTS WERE ACCESSING RUNNING START AND PREDOMINANTLY OUR ASIAN STUDENTS WERE ACCESSING AP. 
          THE WHY BEHIND THAT I DON'T KNOW ALL OF THAT, BUT FOR US TO SAY THAT IS DISPROPORTIONATE WOULD BE A FAILURE FOR US TO UNDERSTAND THE REASONS WHY AND TO ENSURE THAT THERE IS COMMUNICATION OF FAMILIES THAT THEY UNDERSTAND THAT ARE PROVIDING ACCESS AND DESCRIPTION AROUND THE FULL ARRAY OF PROGRAMS THAT ARE AVAILABLE TO STUDENTS. 
          SO -- >> CHRIS CARLSON:  THANK YOU FOR CLARIFYING THAT. THE REASON I WAS CONCERNED IS DISPROPORTIONALITY AND ELIGIBILITY IS GREATER CONCERN THAN DISPROPORTIONALITY AND PARTICIPATION. 
          WHAT YOU JUST DESCRIBED IN TERMS OF TWO DIFFERENT RACIAL GROUPS CHOOSING DIFFERENTIALLY, THEY ARE BOTH ELIGIBLE. 
          IF SOMETHING THAT AP PROGRAMS WERE -- FOR SOME REASON ONLY ASIAN STUDENTS WERE ELIGIBLE FOR THOSE AND WHITE STUDENTS, THEN I WOULD BE VERY CONCERNED SO I AM NOT SURE THAT EVIDENCE THAT HE WILL GIBL QUIBBLE STUDENTS ARE PARTICIPATING IN SELECT STUDENT PROGRAMS IS MY GREATEST CONCERN. 
          I WOULD BE MORE CONCERNED OF ELIGIBILITY. 
          DISPROPORTIONATELY. ANYWAY, I JUST -- I THINK I SAID IT TWICE IF ANYBODY ELSE WANT TO CHIME IN.. 
          >> SIRI BLIESNER:  THE ONE I THINK SPECIFICALLY IS CHOICE SCHOOLS. OUR INVOLVEMENT IN CHOICE SCHOOLS WHEN YOU LOOK ACROSS TESLA STEM, FUTURES CAMBRIDGE AND EMERSON. YOU LOOK ACROSS THOSE AND THE DIFFERENT DEMOGRAPHICS WITHIN THOSE AND THE DIFFERENT EXPERIENCES AND OUTCOME AMONGST THOSE.3 THAT IS THE POOH HE IS THAT GETS PROBLEMATIC AND THE QUESTION I HAVE WHEN I LOOK AT THE INDICATOR. 
          THE SCHOOL ANALYZED AND IDENTIFIED AREAS OF GREATEST NEED AND THEN DO WHAT WITH IT. SO AS AN INDICATOR I AM NOT SURE IT SAYS OFF PLAN,  BUT YOU HAVE TO CREATE ACTION IN WHICH TO ADDRESS. AND WHEN WE SAY SELECT STUDENT PROGRAMS, ARE THESE -- ALL OF THESE PROGRAMS WILL BE DONE EACH YEAR ON MONITORING PORT. THAT IS MY QUESTION AND DIFFERENT ONES THAT ARE DONE ON A ROTATING SPECIAL. 
          AND TALKING OF THE HIGHLY CAPABLE PROGRAM AND BEING ABLE TO DECREASE DISPROPORTIONATE AND IMPROVE ACCESS TO ALL STUDENT GROUPS THAT ARE ELIGIBLE AND THE MANNER OF DOING SO IT BE TEST AND THROUGH COMPONENT THAT WE ARE NOT CAPTURING THAT COMPONENT AND NO REASON TO BELIEVE THE HIGHLY CAPABLE PROGRAM WILL BE ABLE TO DEFINE BASED ON RACIAL ETHNICITY GROUP. A LEGAL PACKING. 
          IT FALLS OUT VERY DIFFERENTLY. ADVANCED PLACEMENT SHOW THAT OUR LOW-INCOME STUDENTS ARE N NOT, AND BLACK OR AFRICAN-AMERICAN STUDENTS OR LATINO, WHY IS THAT? HOW DO WE CHANGE BECAUSE OF THE ACADEMIC RIGOR THAT WE PUT INTO THAT AND HOW TO USES BARRIERS. NOT SURE THAT THE INDICATOR ALSO GIVE ME THAT AND THAT IS MY CONCERN BECAUSE IT IS MORE PROCESS. I WOULD ARGUE THAT OUR RESULTS WHERE I SEE THAT COME THROUGH. I GET THAT. 
          EQUITABLE ACCESS THAT WE HAVE REMOVED THOSE BARRIERS AND DEMONSTRATE THAT THEY HAVE ACCESS INTO IT. 
          SO I THINK THOSE ARE THE PIECES AND THOSE INDICATORS NOT QUITE 
          [02:40:06]
AS ACTION ORIENTED TO LOOK AT COMPLIANCE. 
          >> CHRIS CARLSON:  YOU JUST REMINDED ME ON THE OE INDICATORS. FREQUENTLY ON THE OE INDICATORS THAT WE HAVE A PLAN AND RATHER THAN MAN IS SUCCESSFUL. 
          >> SIRI BLIESNER:  ALWAYS PROBLEM BECAUSE YOU NEED TO 
          IMPLEMENT IT. >> CHRIS CARLSON:  DRAWING A CONNECTION TO THE RESULTS SIDE IS VALUABLE -- I AM SORRY, JON, THERE IS SO COMPLICATED BUT SOMETHING TO HAVE A TIGHTER CONNECTION FROM THIS TO THE RESULTS REPORT SOMEHOW WILL BE ABLE TO HELP ME OVERCOME MY CONCERNS THAT WE ARE NOT SPEAKING TO OUTCOMES RATHER THAN HAVING A PLAN. 
          >> SIRI BLIESNER:  ON STUDENT ACTIVITIES. 
          YOU LISTED -- HIGH SCHOOL CLUBS THAT CORRESPOND WITH A CREDIT BASE -- EXPLAIN TO ME THE GROUPS YOU HAVE OUTLINED THERE. 
          HOW ABOUT THAT. >> SUPERTENDENT HOLMEN:  PART OF THAT IS TRYING TO ARTICULATE WHERE WE HAVE CONSTITUTEENT DATA TRACKED CONSISTENTLY. MANY OF OUR STUDENT CLUBS ARE CHOICE UP AND SOME STUDENTS PARTICIPATE IN TWO MEETINGS. 
          SOME ARE THERE ALWAYS. NOT CURRENTLY TRACKED IN THE STUDENT INFORMATION SYSTEM AND TO BE ABLE TO GENERATE THOSE DATA CONSISTENTLY ACROSS ALL SETTINGS. 
          WE WILL HAVE TO INTRODUCE A NEW PROCEDURE ORDER TO DO THAT. 
          A PULL SKILLED SHIFT OF OUR HIGH SCHOOLS TO BE ABLE TO DO THAT. DO YOU HAVE ANY OTHER -- I KNOW YOU AND JOHN HAVE TALKED ABOUT THIS. 
          APPLEGATE HAS TALKED ABOUT THIS FOR A LONG TIME. 
          >> THE NATURE -- THERE ARE STUDENTS -- THEY FORM. 
          THEY DISSOLVE. THEY IN SO IN LOOKING AT KIND OF THAT CONSISTENCY, WHAT ARE AREAS THAT WE ESSENTIALLY ROSTER. ROSTER PARTICIPATION AND THIS IS AN AREA WHERE WE CAN CONSISTENTLY REPORT BACK TO THE BOARD. WE -- WE CERTAINLY HAVE BEEN TALKING ABOUT IT IN TERMS OF ATHLETICS. 
          WE BUILT PRETTY ROBUST SYSTEM FOR LOOKING AT TITLE IX WHICH IS DISPROPORTIONALITY ON THE BASIS OF SEX AND SO BE THE BASIS OF OTHER DEPOSIT GRAPHICS THAT WE HAVE ACCESS TO WITH OUR STUDENT INFORMATION SYSTEM. STARTED WITH ESSENTIALLY PROGRAMS THAT ARE ROSTERED SUCH THAT WE CAN PULL THAT AND A LOT OF OUR CLUBS ARE HEY, DROP BY TUESDAY AFTERNOON AND NOT NECESSARILY A FORMALITY THAT WE HAVE TO DEVELOP A SYSTEM AND DEVELOP WHAT ARE THE IMPLICATION THAT WAS AND ABILITY TO DO THIS ACROSS ALL OF OUR DECKED DAIRY SCHOOLS. 
          >> IF MAKES SENSE TO GO WITH THE ROSTERED ONES THAT WE HAVE AT THIS POINT AS WE LEARN THE VALUE BEHIND IT AND CONSIDER WHETHER OR NOT IT IS WORTH IT TO DO A PROCESS. 
          I APPRECIATE THAT, THANKS. >> SUPERTENDENT HOLMEN:  MARK? 
          >> MARK STUART:  WITH TEN COMES TO THE ROSTERING IDEA AND WE HAVE SO MANY AFTERSCHOOL ACTIVITIES THAT ARE BASICALLY IN LIEU OF GLASS. YOU THINK OF NEWSPAPER OR DEBATE. ONE OF THE REASONS WE HAVE THAT IS WE CONDITIONED SHOW HOW MUCH INTEREST -- IN THE LEVEL INTEREST. IF YOU ONLY HAVE FIVE STUDENTS PARTICIPATING THE AFTERNOON, THAT IS PRETTY LOW BUT BEING ABLE TO ROSTER THOSE CLASSES, THOSE CHOOSES OR OTHERS BECAUSE I AM NOT FAMILIAR SOME OF THE OTHERS AND YOU SEE, WELL, I HAVE GOT ENOUGH REALLY FOR A CLASS. 
          AND DOING IT AFTER SCHOOL. MAY BE EXCLUDING SOME STUDENTS. 
          AND PARTICIPATING IN SPORTS. MY THOUGHT IS THAT THE IDEA OF ROSTERING HELPS TO ENGAGE NEED FOR AN ACADEMIC CLASS. 
          LET'S SAY THE STUDENT ATHLETE WHO ALSO MAY NOT BE -- MAY REALIZE THAT THEY WILL NEVER GO PROFESSIONAL OR COLLEGE SCHOLARSHIP AND HAVE THAT INTEREST. 
          [02:45:02]
MAY EXHIBIT THAT INTEREST IN SPORTS. 
          AND THE ROSTERING IS GOING TO BE VERY IMPORTANT TO GAUGE THE CURRENT, BUT WE ALSO NEED TO START SURVEYING STUDENTS WHEN 
          IT COMES TO INTEREST LEVELS. >> SUPERTENDENT HOLMEN:  SORRY, THANK YOU. MIKE? 
          >> YEAH, I WANTED TO SPEAK TO CHRIS AND SIRI'S COMMENTS A LITTLE BIT AROUND ELIGIBILITY. LET'S CHOICE WITH A LOTTERY SYSTEM. ESSENTIALLY EVERYBODY IS ELIGIBLE FOR AN EXTENT. WE DO A LOT OF WORK FOR THE CRITERIA THAT AREN'T RELATED TO THE CLASS AND TRY TO ELIMINATE SOME OF THE BARRIERS AND SEE DISPROPORTIONALITY AND WHAT MAKES ME WINDER WHY ARE STUDENTS NOT ENROLLING IN THE LOTTERY SYSTEM. IS IT BECAUSE I DON'T FEEL I AM WELCOMED? I SEE MYSELF REPRESENTED. 
          I DON'T SEE THE VALUE IN IT? MORE TO ASK THE STUDENTS. 
          GOING BACK TO SIRI'S QUESTIONS, YES, RESULTS NEED TO DRIVE IT. 
          MORE THAN JUST WE LOOK AT IT. AND IT IS THERE. 
          AND IDENTIFY AREAS OF NEED. AND YOU LOOK AT THE -- TO SEE THAT IT IS SUCCESS ENVELOPE YOUR EFFORTS TO SUCCESS. 
          YOU LOOK AT IT AND OPPORTUNITIES THERE WHERE YOU SAY I AM LOOKING TO ADDRESS THOSE AND MORE CHOICES. 
          AND I WILL JUST GIVE EXAMPLES, SOMETIMES PARENTS GO INTO A CHOICE SCHOOL AND MESSAGES INTENTIONAL OR UNINTENTIONAL THAT DELIVER INTO BEING WEL WELCOME. 
          AND THESE POINT TO THINGS WE ACTUALLY DO. 
          I AM TRYING TO COMMUNICATE HERE IS AT LEAST ADDRESS OR DEVELOP PLANS TO DEVELOP AS PART OF THE INDICATOR SINLY THAN DESERVING. 
          >> SUPERTENDENT HOLMEN:  CHRIS. >> CHRIS CARLSON:  THANKS, MIKE. SHIFTING GEARS TO A BIGGER PICTURE THING THAT OCCURRED TO ME. 
          SURVEYS -- SPEAKING OF A GUY WHO LIKES TO MEASURE. 
          SURVEYS MAKE ME NERVOUS. BUT THE THING THAT MAKES ME EVEN MORE NERVOUS IS LISTENING TO THE COMPLAINT DEPARTMENT AT THE SAME TIME, LET'S TALK IS COMPLEMENTARY TO ANY OF THE SURVEYS. THE CONCEPT OF SEEING THE THINGS THAT ARE MOTIVATING THE SYSTEM AND TELLING SOMEONE THAT SOMETHING IS WRONG WITH THE SYSTEM AN IMPORTANT PULSE POINT THAT COMPLEMENT THE SURVEYS ON ENVIRONMENT. 
          AND SO I WANT TO PUT IT OUT THERE IF THERE WAS A WAY TO AGGREGATE INFORMATION. I AM NOT SAYING WE COUNT THE NUMBER OF E-MAILS, BUT SOMETHING. 
          IF YOU COUNT TO THE NUMBER OF E-MAILS WE HAVE A MAJOR PROBLEM AT BLACKWELL AND NOWHERE ELSE, NO, INCIDENTS THAT ARE IN FAVOR OF -- YES, THERE WAS A PROBLEM HERE AND WE HAD NOT NOTICED AND WE SPOKEN TO IT AND THINK WE HAVE ADDRESSED IT. 
          AND I THINK SOMETHING THAT COULD BE USEFUL, BUT SETTING THAT AGAINST. THIS IS THE FIRST TIME WE ARE TALKING OF INDICATORS FOR OE OE-14. 
          I DON'T WANT TO OVERWHELMING YOU ADDING ANOTHER THING WHERE LET'S TALK IS A COMPLICATED ONE TO ENROLL IN THE SYSTEM AND DEFINITELY SOMETHING THAT WILL PROVIDE INFORMATION TYPICALLY AROUND 14.1 AND 14.2. POSSIBLY SOME OF THESE OTHERS. 
          AND AN OVERAVERAGING COMMENT NOT SPECIFIC TO ANY SOMEONE. 
          >> I THINK THE OTHER PIECE IS THERE ARE GOING TO BE INDICATORS THAT WE IDENTIFY THAT CAN HE CAN'T REPORT ON THIS YEAR. AND THEY ARE HERE EVEN IF -- THE EVIDENCE STATES DATA NOT AVAIL. 
          >> CHRIS CARLSON:  THAT WOULD BE WONDERFUL. 
          JUST TO SAY THIS IS WHAT WE THINK BUT WE CAN'T GET IT YET. 
          THAT COULD BE VERY VALUABLE. >> TO THAT POINT AND SIRI'S POINT ABOUT CHOICE SCHOOLS. WE HAVE TALKED TO -- AT LEAST MY EIGHT YEARS. AND CHRIS TO THE BEGINNING OF IT THAT THE BARRIER OF CHOICE SCHOOL IS TRAPPING. 
          AS WE LOOK -- THE IDEA EARLIER. NOT JUST NECESSARY OR -- JUST ENOUGH TO SURVEY STUDENTS, BUT THEN COME UP WITH A PLAN OF HOW YOU ARE GOING TO ADDRESS IT. IN SURVEY OF STUDENTS ABOUT 
          [02:50:07]
CHOICE SCHOOLS. IS TRANSPORTATION A BARRIER. 
          THEN WE ARE DRESSING ONE OF THE STICKING POINTS THAT WE HAVE LEADER PARENTALLY TAMPA. WE KNOW THAT 10% SAY THIS STRAPTION -- OKAY. WE ARE WORKING ON A FALSE ASSUMPTION. IF 90% AND WHAT IN THE WORLD 
          ARE WE GOING TO DO ABOUT IT. >> FROM A GENERAL STANDPOINT OF CHRIS'S COMMENT OF "LET'S TALK." THAT IS AGAIN, PUBLIC COMMENT IS ANOTHER PLACE WHERE A LOT OF DIFFERENT TOPICS COME IN, ESPECIALLY WITH THE WRITTEN PUBLIC COMMENT THAT WE ARE UTILIZING AT THIS POINT. 
          I THINK WE HAVE A LOT MORE OF JUST TOPIC PIECES THAT COME. 
          AND THESE ARE OTHER PLACES AND FOCUS GROUP IS THE KEY TARGETED CONNECTIONS TO LEARN DEEPER ABOUT ANY OF THESE ISSUES THAT FALL OUT THE SURVEY IS A LITTLE PIECE AND THEN TO DIVE IN 
          FURTHER. >> STUDENT PERCEPTION DATA AROUND US. WOULD THAT -- HERE IS A QUESTION FOR THE BOARD AND DR. HOLMANMEN. 
          STUDENTS PERCEIVED ABILITY TO ACCESS THESE PROGRAMS. IS THAT -- IS THAT A HELPABLE INDICATOR. 
          THAT IS THE QUESTION. IS THAT TELLING US ANYTHING AND 
          IS IT POSSIBLE? >> LEAH CHOI:  I WOULD ARGUE THAT IS PROBABLY THE NUMBER ONE DRIVING FACTOR OF PRECIP PRECIPITATION. SO, YES, IF A STUDENT THINK THEY ARE ELIGIBLE OR CAPABLE IT IS OPEN TO THEM AND THEY ARE ANTICIPATE. AND SOMETHING THAT IS OPTIONAL AND INACCESSIBLE. I THINK THAT PROBABLY DRIVES A 
          WHOLE LOT OF ANTICIPATION. >> YEAH, I DON'T KNOW THAT -- I WANT TO PUT THAT AS SOMETHING TO MAYBE FOLLOW TO SEE IF THAT 
          IS NOT SOMETHING WE CAN FOLLOW. >> SIRI BLIESNER:  AN ADVISORY BOARD MAY BE A GOOD PLACE TO PLANT SOME OF THESE THINGS. 
          >> ONE OF THE THINGS THAT DR. HOLMEN AND I WERE TALKING ABOUT 14.3 AS WE WORK THROUGH POTENTIALLY CAN SERVE AS A MODEL IS THE MODEL WE HAVE AROUND TITLE 9. 
          AND TRYING TO FIGURE OUT AND THE ART OF WHAT WORKS INTO THE MONITORING AND THEN WHAT BECOMES PART OF PRACTICE. 
          BECAUSE WHAT WE LOOK AT FROM AN ATHLETIC STANDPOINT FROM GENDER START WITH THE CAPTION DAY AND LOOK TO SEE DISPROPORTIONALITY AND THE FIRST PART OF A MULTIPART TEST THAT WE RUN THROUGH TO LOOK AT. AND YOU LOOK AT THE NEXT PART -- ESSENTIALLY THE INTEREST. AND ARE YOU SATISFIED. 
          WHAT SGLOOIM. A REASON WHY YOU MAY OR MAY NOT BE SATISFIED IN THAT INTEREST AND CONTINUES TO GO DOWN AND BUILT PROCESS AROUND THE DAY AT THAT AND THE SCHOOLLESS THEMSELVES FROM EQUITY ACCESS COMMITTEES THAT ARE MADE UP OF STUDENTS, PARENTS, COACHES, ADMINISTRATORS WHO WALK THROUGH THIS AND A SCHEDULED CYCLE WHERE THEY ACTUALLY REVIEW THEIR DATA AND A WAY -- INTEGRATE THAT  A WAY FOR CHANGE. SINCE WE IMPLEMENTED THAT, IT RESULTED IN ADDING PROGRAMS AND CHANGES. 
          AND WE BELIEVE WE ARE NOW -- OR MET PART ONE THAT IS A RARE FEAT THAT WE MET THAT AT BOTH THE MID LEVELS AND HIGH SCHOOL LEVEL I DON'T KNOW HOW WE REPORT THAT OUT TO THE BOARD AND A NUANCED PIECE AND THAT IS PART OF THE INTEREST IN 14.3. 
          HOW DO WE, AGAIN, ALIGN THAT THROUGHOUT PRACTICES THROUGHOUT THE SUCH WE CAN INCORPORATE THAT AND THAT WE WILL CONTINUE TO CUT A FLOOD 8 ON USING THAT AS A CONCEPTUAL MODEL THAT 
          MIGHT FIT FOR THIS. >> THANK YOU, ERIC AND THEN 
          [02:55:02]
          MARK. >> ERIC LALIBERTE:  GOT IT. 
          ON THE PARTICIPATION LEVEL, AND GOING BACK TO YOUR POINT ABOUT TITLE 1 BEING AT LEAST A MEASURE OF SOME SORT OF PARTICIPATION, REQUEST WE WERE TO BREAK OUT THE NUMBER OF TITLE I STUDENTS PARTICIPATING, X, Y OR Z, WILL GIVE US AN INDICATION OF THE ABILITY BASED ON INCOME BECAUSE FAMILY CAN'T PICK THEM UP. AFTERNOON SCHOOL OR AFTERSCHOOL JOB IN FACT I WOULD SUGGEST THAT TRENDS IN A LOT OF DIFFERENT ECONOMIC LEVELS AND YOU HAVE TO FIGURE OUT ONCE HE GOT THERE. ASKING STUDENTS IS HE WORKING IN AN AFTERSCHOOL JOB OR BE BEFORE-SCHOOL JOB? AND THAT THEN TELLS YOU WHAT IS GETTING INTO THEIR TIME EITHER FOR ACADEMICS AND EXTRACURRICULARS. 
          WHAT IS -- HOW IS THAT IMPACTING -- OH, LORD, I USE THAT AS A VERB. HOW IS THAT AFFECTING THEIR ABILITY TO USE THATS EDUCATION OR INTEREST LEVEL. 
          IF YOU HAVE AN APTITUDE IN KHAEL CHEAT. 
          FOR DEBATE AND THIS AND THAT. THE FOURTH COOL,  HAVE A LOT FOR SLEEP. AND THE IDEA THAT WE CAN FIGURE THIS COMPONENT INTO IT AND COMPARE TO OUR DISTRICT. 
          BUT QUITE FRANKLY IF WE PUT IT OUT THERE AND NOT BLEND IT INTO AN EXISTING QUESTION BECAUSE OF SEPARATE QUESTIONS, WE POINT OUT WHOEVER WE ARE WORKING WITH THERE ARE THESE ARE AREAS THAT 
          ALL OF US SHOULD BE LOOKING AT. >> WITH REGARDS TO OUR TITLE 1, WE -- WE DON'T HAVE ANY SECONDARY SCHOOLS THAT CURRENTLY ARE TITLE I SCHOOLS. WE HAVE TWO ELEMENTARY SCHOOLS THAT ARE DESIGNATED AS TITLE I. TO THAT POINT THEN. 
          WE TALK ABOUT NOT WITH THE REDUCED LUNCH. 
          AND I WOULD LIKE FOR US TO SEEK AN OUTSIDE OPINION FROM A CIVIL RIGHTS ATTORNEY OR WHOEVER WE CAN GO TO SAY, HOW CAN WE USE THIS DATA SO WE CAN BETTER SERVE THOSE CHILDREN. 
          ESPECIALLY IN HIGH SCHOOL. BECAUSE RIGHT NOW WE ARE JUST ASSUMING THAT WE CAN'T BECAUSE IN THE PAST IT WAS THIS,  THAT, AND THE OTHER THING BUT MAYBE EE AVENUES THAT COULD YOU DO IT. 
          NOW WE LEARN HOW IT WE CAN'T. FIGURE OUT HOW WE CAN DO IT AND ANSWER THE NEED. I THINK PRIOR -- IT WOULD PROBABLY TAKE US ACTING AT D. O. E., OSBI, I DON'T KNOW. 
          BUT SOMEWHERE OUTSIDE OF OUR OWN REALM BECAUSE ONCE WE START TALKING TO OURSELVES, WE ARE KIND OF IN A CIRCULAR MOTION IN 
          THAT RESPECT. >> SUPERTENDENT HOLMEN:  SBI HAVE RULES THAT THEY PRODUCE AN UPDATE ON AN ANNUAL BASIS AS 
          WELL. >> MARK STUART:  THERE ARE THE RULES. LET'S GET THEIR INTERPRETATION OF THE RILES. IF WE WANT TO SEEK X, Y  AND Z EDUCATION TO EVERYONE HANS THE OPPORTUNITY FOR THESE STUDENTS, HOW CAN WE DO SO GIVEN THE RULES THAT ARE IN PLACE AND WHAT CAN WE TO DO -- BECAUSE WE ARE NOT HEARING THOSE STUDENTS IF WE DON'T KNOW THEY ARE TH THERE. 
          AND SO IN SOME WAYS, BY DOING SO, THE RULES ARE IN PLACE AND ACTUALLY ROAD BLOCK, THEY NODE THAT. 
          IF THEY DON'T KNOW THEY ARE A ROAD BLOCK, THEY WILL NEVER 
          CHANGE THEM. >> GREAT, THANK YOU. 
          >> ERIC LALIBERTE:  WE ARE AT TIME BUT, MATT, IF THERE ARE 
          ANY THOUGHTS ON THIS. >> SO WE HAVE THE ABILITY TO DESEGREGATE AND ROSTER ON A NUMBER OF DIFFERENT CHARACTERISTICS. I THINK THE CHALLENGE IS TRYING TO DISTINGUISH WHERE WE SEE DISPROPORTIONALITY. 
          AND LOOKING AT OUR DATA. A COUPLE YEARS OLD. 
          BUT I CAN SEE THAT THEY ARE ROUGHLY A THIRD OF OUR STU STUDENTS. HIGH SCHOOL STUDENTS PARTICIPATE IN ATHLETICS IF I DISSEGREGATE BY LOW INCOME, ONLY 20%. AREA WE HAVE A GAP AND MODEL UNDER TITLE IX AND DO THIS IN A CLEAN, CLEAR WAY. 
          [03:00:05]
ARE WE IMPACTING THE INTEREST AND ARE THERE -- ARE WE UNPACKING KIND OF -- IN TITLE 9, THE LANGUAGE IS LEGITIMATE AND NONDISCRIMINATORY REASONS AS TO WHY. 
          BECAUSE IF THERE AREN'T. YOU ARE LOOKING TO CLOSE THE GAP OFFERED ARE AVSHD ARE AVRTD ARE AND SEE DISPROPORTIONALITY AND ACT SELVES THE SCHOOL DISSTRP STRICT AND SOME OF THE ACCESS. THAT IS TRYING TO IMPACT THIS SAY HOW DO WE PUT THIS SO IT IS SIMPLE AND SCHOOLS MOO HE HADLY GO THROUGH AND AN ANNUAL PROCESS THAT THEY WORK THROUGH MULTIPLE TIMES AND SOMETHING THAT IS REALLY -- HAD DOCK KIDS OF ESTABLISHED CASE LAWS TO BE ABLE TO DEVELOP THOSE MODELS. 
          A FRAMEWORK AND THAT'S -- THAT WILL BE THE PART IN TRYING TO 
          REFINE IT TO A SIMPLE MONITOR. >> THANKS. 
          I NOW UNDERSTAND, I THINK, WHAT YOU WERE TALKING ABOUT. 
          THAT IS GOOD. WE WILL LEAVE IT AT THAT. 
          OKAY. WE ARE AT -- WE ARE AT TIME FOR THIS. WE WILL CONTINUE THIS 
          CONVERSATION -- YES? >> SUPERTENDENT HOLMEN:  MARCH 
          28. >> ERIC LALIBERTE:  MARCH 28 AT OUR REGULAR SCHEDULED STUDY SESSION. 
          WE WILL CONTINUE AND PICK UP WHERE WE LEFT OFF. 
          I THINK WE GOT THROUGH 14.3. AND WE WILL CONTINUE ON AND KEEP WORK THONG UNTIL WE ARE -- UNTIL WE ARE DONE. 
          OKAY. SO WE HAVE HALF AN HOUR NOW FOR LUNCH BEFORE RESUMING AT NOON TO DISCUSS STUDENT 
          REPRESENTATIVES TO THE BOARD. >> SUPERTENDENT HOLMEN:  YOU KNOW, ERIC, I WOULD PROPOSE WE GIVE A FEW EXTRA -- I DON'T THINK THE NEXT AGENDA 
          [3. Student Representative to the Board]
          >> ERIC LALIBERTE:  WE ARE STARTING AGAIN. 
          THE NEXT STOPIC ON THE STUDY SESSION IS STUDENT REPRESENTATIVE TO THE BOARD. DR. WHO WILL MEMORIAL, ARE YOU GET -- DR. HOLMEN, YOU GO GET US STARTED. 
          >> SUPERTENDENT HOLMEN: ABSOLUTELY. 
          THE BOARDS A EXPRESSED AN INTEREST AND VALUE IN CONNECTING WITH AND HEARING FROM STUDENTS ON A REGULAR BASIS. ONE OF THOSE WAYS THAT THE BOARD WOULD LIKE TO MOVE FORWARD WITH IS TO IDENTIFYING A PROCESS TO HAVE STUDENT REPRESENTATIVES PARTICIPATING WITH THE BOARD DURING BOARD MEETINGS AND AND OF BOARD ACTIVITIES. I WAS ASKED TO BRING A RECOMMENDATION AND SO I PUT TOGETHER SOME THOUGHTS AND IDEAS. I ALSO PUT IN -- IN THIS ITEM UNDER -- IN BOARD DOCS. ITEM NUMBER 3. 
          PUT IN SOME THINKING AROUND STUDENT REPRESENTATIVES TO THE BOARD AND I THOUGHT IT WAS AN INTERESTING ARTICLE THINK THAT INCLUDED FOR YOU TO REVIEW AS WE ARE THINKING ABOUT THIS. 
          MAYBE NOT IN THE MOMENT FOR FUTURE READING AND THEY ASK A NICE JOB OF WALKING THROUGH THAT. 
          I WANTED TO ADD PIECES OF CONSIDERATION FOR DISCUSSION. 
          EVERY BOARD HAS A DIFFERENT REASON WHY THEY HAVE STUDENT RE PS SITTING ON THE BOARD AND DIFFERENT PROCESSES AND PROCEDURES AND DIFFERENT NUMBER OF STUDENTS. 
          I GRABBED LANGUAGE FROM SOME LOCAL AND BOARDS FROM ACROSS THE COUNTRY FOR WHY THEY ARTICULATE THAT THEY HAVE STUDENT REPS ON THE BOARD. ONE LOCAL BOARD STATED THAT THE STUDENT SERVE IN AN ADVISORY CAPACITY AT BOARD MEETINGS AND DON'T VOTE, AND CONTRIBUTE TO STUDENT INSIGHT AND ENCOURAGE ABOUT POLICIES, PROCEDURES AND DECISIONS THAT EFFECT STUDENTS. 
          THEY SERVE AS A LIAISON FOR STUDENT LEADERSHIP AT COOLS AND REPORT IT FELLOW STUDENTS OF THE WORK OF BOARD AND FUTURE ACTIVITIES. I WANT TO POINT OUT THAT THIS STATEMENT COMES FROM A SCHOOL DISTRICT WITH A SINGLE HIGH SCHOOL. SO YOU THINK ABOUT A SINGLE HIGH SCHOOL DISTRICT AND WHAT THAT EXPERIENCE WOULD BE LIKE TO HAVE A STUDENT REPRESENTATIVE ON THE BOARD. 
          YOU HAVE DIFFERENT OPPORTUNITIES WHEN YOU HAVE A SINGLE HIGH SCHOOL VERSUS DISTRICT-LIKE HOURS WHERE WE HAVE FOUR COMPREHENSIVE HIGH SCHOOLS AND THEN A NUMBER OF STUDENTS PARTICIPATING IN HIGH SCHOOL IN OUR CHOICE PROGRAMS IN MULTIPLE LOCATIONS AND ON MULTIPLE CAMPUSES. 
          ANOTHER DISTRICT STATED THE RATIONALE FOR STUDENT REPS THAT THEY ARE A LIAISON BETWEEN ALL STUDENT AND THE SCHOOL BOARD, AND BETWEEN THE SCHOOL BOARD TO STUDENTS. 
          THEY REPRESENT STUDENT INT INTEREST, WHICH THEY COMMENTED 
          [03:05:02]
ON A STUDENT VOICE. ON POLICY AND PROCEDURES. 
          THEY ARE A VOICE TO THE BOARD REGARDING STUDENT ISSUES, QUESTIONS, CONCERNS AND SUCCESSES. 
          THAT THEY ARE REPRESENTING STUDENTS DURING LEGISLATIVE EVENTS. AND THIS THEY PROVIDE COMMUNICATION BETWEEN SC SCHOOL-BASED LEADERSHIP AND THE SCHOOL BOARD AND COMMUNITY. AGAIN,  ANOTHER DISTRICT NOT CLOSE TO US BUT WITHIN THE STATE OF WASHINGTON THAT HAS A SINGLE HIGH SCHOOL. ANOTHER LARGER SCHOOL DISTRICT ARTICULATED THERE THEIR WHY OF STUDENT REPRESENTATIVES OF THE SCHOOL BOARD ATTEND SCHOOL BOARD MEETINGS DURING THE SCHOOL YEAR,  TYPICALLY TWICE A MONTH ON THURSDAY EVENINGS. 
          THEY PROVIDE STUDENT VOICE ON KEY DECISIONS THAT THE BOARD CONSIDERS AND CAN LEARN FIRST HAND HOW THE SCHOOL DISTRICT OPERATES -- SORRY, CALLING OUT TO A SCHOOL DISTRICT. 
          STUDENTS ARE LIAISONS AND GIVEN A MONTHLY PRESENTATION DURING THE BOARD MEETING TO INFORM OF ACTIVITIES AT THE SCHOOL. 
          AND IN TURN, THE REPRESENTATIVE SHARE IMPORTANT DISTRICT NEWS TO STUDENTS AND JOIN SCHOOL BOARD MEMBERS IN THEIR ANNUAL VISIT TO OLYMPIA WHERE THEY MEET WITH LEGISLATORS AND SUPPORT OF ALL OF THE DISTRICT BOARDS AND HAVE STUDENT REPRESENTATIVES PARTICIPATING. HOPE WHAT SIGH BEING CAPTURED. 
          I AM NOT TIED TO ANY PORTION OF THE RECOMMENDATION AND SO THAT THE BOARD HAS SOMETHING TO RESPOND TO MANIPULATE CHANGE AND COMPLETELY THROW OUT. AND SO THAT IS THE SPIRIT THAT THIS RECOMMENDATION IS BROUGHT. STUDENT REPRESENTATIVES TO THE BOARD FIRST. THAT THE STUDENT REPRESENTATIVE SERVE IN AN ADVISORY CAPACITY AT BOARD MEETINGS. 
          THAT STUDENT REPRESENTATIVES REPRESENT THE PERSPECTIVE OF STUDENTS ON ISSUES IN DECISIONS THAT THE BOARD IS MAKING. 
          STUDENT REPRESENTATIVES HAVE AN OPPORTUNITY TO PROVIDE A STUDENT UPDATE AT THE BOARD IN EACH OF THE MEETINGS INFORMATION WE WILL IT OR HAVEN'T TO THE BOARD'S WORK AND ARE IN CONFERENCE ACTIVITIES. OUR LEGISLATIVE CONFERENCE HAVE SPECIFIC ACTIVITIES FOR STUDENTS AND FOR THEM TO PARTICIPATE AND ENGAGE IN THAT. EVER. 
          IN TERMS OF THE NUMBER OF STUDENT REPRESENTATIVES AND LENGTH OF TERM. RECOMMENDING THAT TWO STUDENT REPRESENTATIVES BE SEATED WITH ONE STUDENT BEING A JUNIOR. 
          THE SECOND STUDENT BEING A SENIOR IN HIGH SCHOOL. 
          AND THROUGH THAT ROTATION YOU ALWAYS PREDICTABLELY HAVE ONE STUDENT REP IS BACK GROUND AND EXPERIENCE TO PROVIDE SOME LEVEL OF MENTORSHIP TO THE NEW INDIVIDUAL ON THE BOARD. 
          AND SO, IF WE FOLLOWED UP -- FOLLOWED THROUGH WITH THAT THIS SPRING WOULD BE THE OFF CYCLE YEAR WHERE WE SELECT TWO STUDENT REP, ONE INCOMING SENIOR AND ONE INCOMING JUNIOR. 
          AND IDENTIFY STUDENT FROM THE WEST SIDE OF THE DISTRICT AND THE EAST SIDE OF THE DISTRICT TO ENSURE AT SOME LEVEL WE HAVE REGIONAL REPRESENTATION FOR THE BOARD. 
          AND THERE IS NO RATIONALE FOR WHY WE WOULD START A TWO-YEAR TERM FOR THE EAST VERSUS THE WEST, BUT YOU CAN SEE THAT IS JUST KIND OF HOW IT FELL. KNOWING THAT WE WILL HAVE TO SELECT TWO STUDENT REPS THIS YEAR. 
          THINKING OF THE PROCESS FOR HOW STUDENT REPV SELECTED. 
          ONE OF THE THINGS AS I LOOK AT AND PREDOMINANTLY WHERE THE BOARD IS SELECTING STUDENT REPS FROM, IT IS TYPICALLY FROM LEADERSHIP CLASSES AT HIGH SCHOOLS. 
          FOR ME,  THAT FELT LIKE WE WERE LIMITING PARTICIPATION AND REPRESENTATION FROM THE STUDENTS ACROSS OUR SCHOOL DISTRICT BECAUSE I KNOW THAT OUR LEADERSHIP OF STUDENTS HAVE GOOD EXPERIENCES AND EXPERTISE TO SHARE. 
          BUT THERE ARE OTHER STUDENTS THAT AREN'T PARTICIPATING IN LEADERSHIP THAT ALSO HAVE UNDERSTANDING OF OUR SCHOOL SYSTEM AS WELL. THAT IS WHY I DIDN'T PUT A 
          [03:10:01]
PARAMETER AROUND WHO CAN APPLY TO PARTICIPATE AS A STUDENT REPRESENTATIVE OF THE BOARD. I USE THE TERM "ELIGIBLE." LAKE WASHINGTON HIGH SCHOOL STUDENTS ON AN ONGOING BASIS YOU ARE A CURRENT SOPHOMORE IN HIGH SCHOOL THAT MAKES YOU ELIGIBLE TO APPLY TO BE REPRESENTATIVE TO THE BOARD AS OPPOSED TO SETTING ANY OTHER CRITERIA AND ABOUT INTEREST AND COMMITMENT TO A TWO-YEAR TERM. AND SO FAR THIS YEAR ALONE, ELIGIBILITY WOULD BE FOR THE BEST SIDE OF THE DISTRICT. 
          A CURRENT JUNIOR. FOR THE EAST SIDE OF THE DISTRICT A CURRENT SOPHOMORE SO WE HAVE THAT ROTATION SET UP AS WE MOVE FORWARD WITH THIS. THERE WASN'T A DISTRICT I SAW THAT DIDN'T HAVE AN APPLICATION PROCESS,  BUT FOR ME, I USE THE TERM "SHORT" BECAUSE WHAT I DON'T THINK WE ARE LOOKING FOR IS, YOU KNOW, WAR AND PEACE. BUT I THINK WHAT WE ARE LOOKING FOR IS -- IS -- STUDENTS JUST TO REPRESENT SOME LEVEL OF INFORMATION IDENTIFY, YOU KNOW, AN ADULT THAT CAN SPEAK ON THEIR BEHALF. TO GO THROUGH THE PROCESS OF SELECTING THAT YOU HAVE ADDITIONAL DAY TO PULL FROM AS YOU MAKE THE SELECTION. BECAUSE WHAT I KNOW IS, WE HAVE GREAT KIDS IN LAKE WASHINGTON. SO THE SELECTION OF TWO WILL BE EXTREMELY DIFFICULT. AND SO THAT THEN I PROPOSE IN TERMS OF THAT SELECTION PROCESS ON AN ON. 
          GOING BASIS THE BOARD CHAIR SUPERINTENDENT AND SELECTED CABINET AND CENTRAL TEAM MEMBERS TO CONDUCT IF YOU WILL INTERVIEWS ON SELECTED STU STUDENTS. 
          AND SELECTION WILL BE BASED ON INTEREST, BACKGROUND, EXPERIENCES AND REFERENCES GO THROUGH THAT PROCESS AND HAVE A CERTAIN INDIVIDUAL AND THIS YEAR TWO. 
          SPEAKING OF SUPPORT FROM OUR STUDENT REPS THAT IT IS NOT JUST ABOUT THEM SHOWING UP ON A MONTHLY BASIS TO BOARD MEETINGS AND HOPING THEY HAVE WHAT THEY NEED. 
          AND SO IDENTIFYING A FEW KEY PLAYERS IN ALL OF THIS. 
          YOU KNOW, KNOWING THAT THE EXECUTIVE ASSISTANT TO THE SUPERINTENDENT WOULD BE A KEY CONTACT FOR STUDENTS TO ENSURE THAT THEY HAVE WHAT THEY NEED, THE INFORMATION THAT THEY CAN ASK QUESTIONS IF THEY ARE NOT ABLE TO COME TO A MEETING. 
          LIKE WHO DO THEY CALL. ALL OF THOSE PIECES AND DETAILS I THINK IS IMPORTANT FOR US TO KNOW AND UNDERSTAND, BUT ALSO FOR THE STUDENT THEN TO UNDERSTAND. 
          I THINK ON AN ANNUAL BASIS, ENSURING THAT THE BOARD CHAIR AND SUPERINTENDENT MEET WITH THE TWO STUDENT REPRESENTATIVES TO DO LEVEL SETTING, MAKING SURE THAT WE ARE CONNECTED WITH THE STUDENT AND MAKING SURE THAT WE BUILD RELATIONSHIPS WITH THEM AND THEY WILL BE AN ONGOING PART OF THE BOARD'S AND MY WORK, EXPLAINING, IF YOU WILL, EXPECTATION FOR ATTENDANCE AT BOARD MEETINGS, ROLES AND RESPONSIBILITIES AND JUST TO BE ABLE TO ANSWER QUESTIONS. 
          I THINK THERE IS ALSO AN IMPORTANT -- A COUPLE OF TO TOUCHPOINTS THROUGHOUT THE YEAR BOTH IN NOVEMBER AND FEBRUARY TO REVIEW THINGS LIKE THE BOARD'S CALENDAR,  CLARIFY QUESTIONS, YOU KNOW, JUST KINDS OF THAT MAINTENANCE OF THE RELATIONSHIP AND THE ROLE AND THEN ON AN ONGOING BASIS MAKING SURE THEIR KEY CONTACT IN THE DISTRICT IS PROVIDING THEM WITH INFORMATION OF BOARD STUDY AND SPECIAL BOARD MEETINGS, LEGISLATIVE MEETINGS AND TRAVEL, MAKING SURE THAT THINGS LIKE THAT ARE ALL SQUARED AWAY. 
          I DIDN'T PUT IN HERE PARENT CONTACT BUT ENSURING THEIR PARENTS ARE APRICE $OF SOMETHING LIKE THAT SO THEY ARE AWARE OF WHAT IT IS. MAKING SURE THAT WE HAVE APPROPRIATE DOCUMENTATION AND SIGNATURES FOR ACTIVITIES BECAUSE THAT REALLY FALLS IN THE CATEGORY OF A STUDENT TRIP AND MAKING THEIR WE COMPLY WITH ALL OF THE RULES OF A STUDENT TRAVELLING FOR DISTRICT BUSINESS. 
          AND MAKING SURE THAT OUR STUDENT REPRESENTATIVES HAVE KIND OF MEETING CONDUCT AND PROTOCOLS SO THEY WOULD KNOW WHAT TO EXPECT AS THEY ENTER INTO A SPACE THAT IS NEW TO THEM. BUT WILL ALSO BE NEW TO US AS WELL. AND THEN, I THINK, CONTINUING TO EVALUATE THIS AS A PROTOCOL. WE MAY FIND WHAT I JUST 
          [03:15:01]
PROPOSED IS PERFECT OR WHATEVER WE LAND ON, BUT JUST AN EVALUATION OF THAT, AND AFTER THAT FIRST YEAR, DOCUMENTING THAT IN THE GOVERNANCE CULTURE POLICIES SO WE KNOW WHAT IT IS THAT THE BOARD REPRESENTATIVE PROCESS AND PROGRAM IS SO I DON'T KNOW WHO SAID IT, THAT TEN YEARS FROM NOW IT IS NOT JUST AN ORAL HISTORY OF WHAT IT WAS INTENDED TO BE, BUT WE ACTUALLY DOCUMENT THAT PROCESS, PROCEDURE AND EXPECTATIONS. 
          THAT IS MY RECOMMENDATION. >> ERIC LALIBERTE:  WHO WANTS TO START TELLING JON WHAT HE GOT WRONG. 
          SORRY, NOT A FAIR PROMPT. 
          >> LEAH CHOI:  THANK YOU, DIRECTOR HOLMEN. 
          A GREAT STARTING POINT FOR OUR DISCUSSION. 
          I DO WANT TO SAY THAT THE BENEFITS OF HAVING A STUDENT REPRESENTATIVE TO THE SCHOOL BOARD PRETTY CLEAR, WE HAVE TO TAKE INTO CONSIDERATION WHAT THE STUDENT WILL GET OUT OF THIS RELATIONSHIP AND THIS TIME COMMITMENT. 
          AND THIS SHOULD BE OUTLINED OR INCLUDED IN OUR PLAN, FOR LACK OF A BETTER WORD. I AM THINKING THERE NEEDS TO BE SOME SORT OF A COMPONENT OF -- SOME TYPE OF A GOAL FOR THESE STUDENTS WHEN THEY ARE COMING IN. 
          SO THEY ARE COMMITTING TO TWO YEARS. 
          AND A BIG PART OF IT IS LEARNING THE PROCESS HOW SCHOOL DISTRICT OPERATES, WHAT CIVIC ENGAGEMENT MEAN, RIGHT. 
          MAYBE THAT IS ONE OF THE CONDITIONS OF OUR APPLICATION PROCESS OR THE INTERVIEW PROCESS. 
          WHAT WOULD YOU LIKE TO SEE CHANGE IN YOUR SCHOOL FOR THE BETTER AND THEN THEY HAVE TO WORK THROUGH THAT AND TRY GET THAT ACCOMPLISHED IN THE TWO YEARS THAT THEY ARE THERE OR SOMETHING ALONG THE LINES OF, THEY NEED TO HAVE -- THEY NEED TO HAVE A CONCRETE -- SOMETHING THEY WILL GAIN FROM THIS AS WELL. NOT JUST US GETTING FEEDBACK 
          FROM STUDENTS. >> JUST A QUESTION ABOUT THAT. 
          YOU ARE THINKING OF THIS BEING A STUDENT REPRESENTATIVE WITH AN ADVOCACY COMPONENT TO IT. IS THAT -- 
          >> LEAH CHOI:  I GUESS COULD YOU SCALL IT ADVOCACY OR -- IT IS ALMOST LIKE A PROJECT COMPONENT, RIGHT? IT IS LEARNING BY DOING. AND PARTICIPATING. 
          >> SUPERTENDENT HOLMEN:  THANK YOU. 
          >> SIRI BLIESNER:  A FEW THINGS AND JUST TO BUILD ON THAT PIECE THERE. THE PRESENTATION OF ON THE CONFERENCE OF STUDENT PROJECTS BEING DONE BY THE REPS. 
          AND TROOPS BUILD ON THAT IN THE SENIOR YEAR, THEY WILL BE LOOKING IN THE SECOND YEAR AFTER THEY WORKED FOR A YEAR ON THE BOARD AND TACKLING SOMETHING THAT IS BIGGER. 
          I THINK THE IDEA OF GOALS IS GREAT AND WORKING THEM OUT WITH THEM. I WOULD BE HESITANT HONESTLY FOR THEM TO BE WHAT THEY CAME WITH INITIALLY, BECAUSE OFTEN WHEN YOU LEARN MORE YOU BROADEN WHAT YOU BELIEVE ARE THE ISSUES AND CONCERNS. I WOULD PREFER A LITTLE MORE TIME THAT THEY ARE ENGAGED. I APPRECIATE THE TWO-YEAR COMPONENT. RIVERVIEW RUNNING A TWO-YEAR COMPONENT. A GOOD OPTION. 
          IF WE ARE BUILDING THE LEGISLATURE AND AN OPPORTUNITY TO TESTIFY IN OLYMPIA AS WELL AND DO THOSE COMPONENTS. 
          THAT DOES SOME GOOD BUILDING. I WILL ENCOURAGE TO ADD WASDA AS A KEY PIECE BECAUSE THEY HAVE A STATEWIDE STUDENT REP AND DOING COMPONENTS FOR STUDENT REPRESENTATIONS AT THIS TIME. I WOULD ADD THAT AS PART OF THE JOB RESPONSIBILITIES HONESTLY, AN INTRIGUED HOW TO BE INVOLVED WITH THE STUDENT ADVISORY COUNCIL THAT IS SET UP AND A DIRECT LINK FOR THEM TO BE ABLE TOO ACCESS MULTIPLE VOICES IN THE STUDENT ADVISORY SIDE. AND BE ABLE TO BROADEN THAT PERSPECTIVE AND BRING THAT FORWARD. 
          ON YOUR PIECE, YOU HAVE ONE BOARD MEMBER, I WOULD INCLUDE TWO BOARD MEMBERS TO BE IN THAT SELECTION. 
          WHETHER THE CHAIR AND SOMEONE ELSE OR TWO BOARD MEMBERS, I DON'T KNOW IF THAT MATTER SO AS MUCH BECAUSE THE CHAIR DOES CHANGE ALL THE TIME. ANOTHER QUESTION -- I DON'T KNOW HOW TO DO IT. POTENTIAL OF A STUDENT BEING ON THERE. I DON'T KNOW THE ONE WHO IS A SENIOR, THEY CAN BE PART THAT SELECTION PROCESS. 
          JUST AS SOMETHING TO THINK ABOUT IS THAT VOICE COMING FORWARD THEY CAN THINK OF IT AS THAT STUDENT PERSPECTIVE. 
          AND THEN ALSO POTENTIALLY SETTING UP A BOARD CONTACT WITH THEM WHICH TYPICALLY WOULD BE THE CHAIR, BUT SOMEBODY THEY 
          [03:20:05]
CAN CONTACT AND MAKE CLEAR WHAT THAT RELATIONSHIP SO THEY DON'T HAVE TO WAIT UNTIL A SPECIAL MEETING AND BEING ABLE TO ANSWER QUESTIONS. I AM EXCITED TO HAVE SOMETHING WRITTEN ON PAPER FOR THIS. I WILL SAY IN THE LAST LEGISLATIVE CONFERENCE, I WAS SADDENED WE DIDN'T HAVE A STUD PEN TO THE PARTICIPATE IN THE CONVERSATIONS THAT EXISTED AND DIFFERENT PIECES BECAUSE WE DIDN'T HAVE THIS SET UP. 
          THING A PERFECT OPPORTUNITY DO THE LEARN BY DOING AND GIVE OPPORTUNITIES FOR THE STUDENTS IN THE SETTING. 
          I RECOGNIZE ONE STUDENT DOESN'T RECOGNIZE EVERY STUDENT. 
          I MYSELF IS ONE STUDENT REPRESENTING THE ENTIRE DISTRICT. IN SOME REGARDS, WE ARE GIVING THEM THE SAME RESPONSIBILITY AND I THINK THAT IS A PERFECTLY ACCEPTABLE OPTION. AND I ALSO SEE POSSIBILITY THAT THEY COULD HELP LEAD WITH STUDENT LINK NAJS DOING THAT AND HELP DOING THOSE SORTS OF THINGS. 
          I SEE KEY ROLES THE STUDENT REPS CAN TO DO BUILD THAT STUDENT VOICE PIECE AND MORE EFFECTIVELY. 
          THANK YOU FOR BRINGING THIS FORWARD AND I STRONGLY ENCOURAGE THAT WE MOVE FORWARD AT THIS TIME. 
          >> ERIC LALIBERTE:  I THINK HAVING TWO REPS IS A GOOD IDEA. 
          BALANCING EAST AND WEST MAKES SENSE TO ME. 
          AS GOOD A FRAMEWORK AND HAVING OFF-YEAR CYCLES MAKES SENSE. 
          ALL THIS SOUNDS GOOD. THE SELECTION PROCESS. 
          I WANTED TO CLARIFY. IS THE RECOMMENDATION THAT THE -- I GUESS, WHAT -- WHAT IS THE RECOMMENDATION AS TO WHO -- WHO SELECTS THE -- THE -- THE REPS? I SEE THAT -- IN THE RECOMMENDATION, IT IS THAT THE CHAIR AND THE SUPERINTENDENT AND LEADERSHIP TEAM CONDUCT THE INTERVIEWS BUT THE SELECTION 
          PROCESS ITSELF. >> SUPERTENDENT HOLMEN:  TO ME IT SEEMS APPROPRIATE FOR THAT TEAM TO COME TO A CONSENSUS. 
          >> ERIC LALIBERTE:  THINGS MAKES SENSE TO ME TOO AND I ECHO DIRECTOR PWLEESNER'S COMMENT. 
          TO HAVE THE SENIOR STUDENT PARTICIPATING OR THE STUDENT WHO IS -- YOU KNOW, THE SENIOR WHO WILL NO LONGER -- NOT THE MOST SENIOR REPRESENTATIVE, BUT THE ACTUAL SENIOR ACADEMIC YEAR THAT WILL NO LONGER BE THE REPRESENTATIVE TO WARP THAT JUST MAKES SENSE TO ME. I HAVE SOME KIND OF WACKY IDEAS AROUND SELECTION. I AM GOING TO HOLD THOSE JUST FOR A LITTLE BIT TO SEE WHAT OTHER PEOPLE SAY FIRST. 
          >> MARK STUART:  I LIKE THE IDEA OF THE EAST-WEST. 
          MY CONCERN WAS THAT WE HAVE EAST-WEST PICTURE, FULL. 
          BUT FOR THEM IN THE LEARNING COMMUNITIES. 
          I MEAN, I AM -- TOSSED AROUND THE IDEA OF HAVING -- HAVING EACH REP SERVE A QUARTER. THAT WAY YOU CAN HAVE EACH SCHOOL REPRESENTED DURING THAT -- THAT ACADEMIC YEAR. 
          I DON'T KNOW IF IT WILL GET THE TASTE OF IT OR EFFECTIVENESS OF IT IF IT WAS THAT BRIEF. THAT IS MY ONLY CONCERN. 
          IF WE WERE LOOKING AT A E EAST-WEST SELECTION PROCESS, AND LET'S SAY FOR -- LET'S SAY ON THE WEST SIDE FIRST YEAR, IT IS JUANITA. WOULD WE BE LOOKING AT, OKAY, TO BALANCE THAT, WOULD NEXT YEAR HAVE TO NECESSARILY BE, LAKE WASHINGTON? JUST TO HAVE A OFF YEAR AND OFF YEAR. I THINK IT MIGHT BE A GOOD WAY OF SPREADING IT OUT AND NOBODY GETS THEIR -- FEELING THAT THEY ARE BEING LEFT OUT. I WOULD HATE TO SEE THAT HA HAPPEN. BECAUSE I DON'T WANT -- WHETHER IT IS WEST VERSUS WEST OR EAST VERSUS EAST TO SEE THAT, GEE, ONLY THAT SCHOOL THAT GETS TO DO IT. 
          BECAUSE THAT IS GOING TO KILL THE WHOLE IDEA TO BE FRANK 
          BEFORE IT GETS STARTED. >> SO I ACTUALLY HAVE A COUPLE OF THOUGHTS, BUT FIRST I WANTED TO START WITH -- I WAS SURPRISED NOT TO SEE THE STUDENT ADVISORY COUNCIL BE PART OF THIS RECOMMENDATION. WE HAVE ONE. 
          THAT SHOULD BE A FRAMEWORK. THE REASON I -- IF WE CALL IT A STUDENT REPRESENTATIVE, WHO THE HECK ARE THEY REPRESENTING. 
          AND THEY ARE THEN PICKING THE STUDENT REPRESENTATIVE, THAT IS REALLY NOT HOW WE PICK MOST REPRESENTATIVES. 
          [03:25:03]
TO ME IT MAKES SENSE FOR THE STUDENT ADVISORY COUNCIL FOR THEM TO NOMINATE THEIR STUDENT REPRESENTATIVE TO THE BOARD AND THE STUDENT ADVISORY COUNCIL SHOULD BE WHERE WE GUARANTEE REPRESENTATION TO THE DISTRICT. AND I AM ACTUALLY AM BEARSSED TO ADMIT, I HAVE NO IDEA IF ANY ONE OF OUR HIGH SCHOOLS HAS A REPRESENTATIVE ON THE STUDENT ADVISORY COUNCIL. 
          I COMPLETELY AGREE WITH MARK'S CONCERN ABOUT, OKAY, TWO YEARS WE HAVE JUANITA. TWO YEARS WE HAVE LAKE WASHINGTON. BUT DOES A KID AT ICS COUNT AS A REPRESENTATIVE OF THE WEST IF THEY LIVE IN SAMMAMISH. 
          TO ME A FUNDAMENTAL PROBLEM OF THE EAST-WEST. 
          TALKING OF STUDENT REPRESENTATIVE, WE NEED A STRUCTURE OF WHICH THE STUDENTS ARE REPRESENTED AND MAKES THE STUDENT REPRESENTATIVES. STUDENT BOARD MEMBERS TO BE REPRESENTATIVES OF THE STUDENT ADVISORY COUNCIL AND I DON'T KNOW WHAT IT LOOKS LIKE BECAUSE I AM A DOUBTING THOMAS. 
          LET ME KNOW WHAT THE STUDENT ADVISORY COUNCIL LOOKS LIKE AND I WILL GIVE YOU MORE. IF IT IS SOMETHING FROM A STUDENT ADVISORY COUNCIL AND REPRESENTS ALL OF OUR HIGH SCHOOLS DOESN'T LEAVE THE CHOICE SCHOOLS OUT OF IT WHICH IS MY FIRST INSTINCT BECAUSE THEY HAVE PLENTY OF ATTENTION IN OTHER DIMENSIONS. WHY SHOULD THEY BE REPRESENTING EAST AND WEST SIDE AND THE KIDS AT A NEIGHBORHOOD SCHOOLS. 
          I WANT TO OVIATE. AND ALL KIDS ARE REPRESENTED AND A BOARD REPRESENTATIVE. THAT IS MY PREFERENCE. 
          CAN YOU TELL ME WHAT THE STUDENT ADVISORY COUNCIL LOOKS 
          LIKE? >> SIRI BLIESNER:  DR. HOLMEN WILL SAY THAT IS WHAT. THAT WAS PART OF THE PIECE OF HOW THEY CONNECTED TO THE STUDENT ADVISORY COUNCIL. 
          IF YOU REMEMBER INITIALLY THE STUDENT HAVE ADVISORY COUNCIL WAS STARTED, PART OF WHAT THEY ASKED DID DETERMINE THE CONNECTION AND LINKAGE TO THE BOARD AND ESTABLISH THOSE PIECES. AS WE ALL KNOW PANDEMIC HIT. 
          LOTS OF DIFFERENT THINGS AND BENEFICIAL OF BEING TO BE IN A REMOTE ENVIRONMENT AND INVOLVE A LOT OF KIDS. 
          IN THINKING THROUGH, DOES A STUDENT REP HAVE TO COME FROM THE STUDENT ADVISORY COUNCIL? I AM NOT COMPLETELY CONVINCED IT DOES. THEY ARE ALREADY IN AN ADVISORY ROLE AND THE PERSON WANT TO WORK -- THEY ARE A DIRECTLY AJOHN IN TO THE BOARD FROM THE STUDENT ADVISORY COUNCIL. 
          THAT IS THE ROLE THAT IS PLAYED BECAUSE THAT IS WHERE THEY CAN GET THE REPRESENTATION THAT ADDRESSES ALL THOSE PIECES AND YET THEY DON'T HAVE TO SIT ON THE STUDENT ADVISORY COUNCIL. 
          BUT I DO THINK -- I WROTE THIS NOTED RIGHT BEFORE THIS COMMENT, YOU MUST HAVE A STRONG STUDENT ADVISORY DOWN SUPPORT THE STUDENT REPRESENTATIVE WITHIN THIS LARGE OF A SCHOOL DISTRICT IF THEY WANT TO BE ACTIVATING STUDENT VOICE. 
          NORTH SHORE, THEY DON'T HAVE A STUDENT REP. 
          THEY HAVE A STUDENT ADVISORY COUNCIL ONLY. 
          WE CAN WORK IN A BLENDED COMPONENT AND DO MORE LEARN BY DOING THROUGH THE CIVIC ENGAGEMENT FROM THAT PIECE AND BE ABLE TO USE THE STUDENTS AS LEADER ROLE AS WELL TO THE STUDENT ADVISORY COUNCIL. I DO THINK THEY GO HAND IN HAND AND WE NEED TO STRENGTHEN IT. BUT I WOULD NOT CUT THEIR TIME SHORT, BECAUSE I THINK YOU NEED TIME TO LEARN THE ISSUES TO BE 
          ABLE TO GO FORWARD. >> ERIC LALIBERTE: INTERESTINGLY I AGREE WITH SIRI. 
          >> I AGREE WITH SIRI TOO -- ONLY ON THAT ONE SMALL POINT THOUGH. 
          THE -- AND THE REASON WHY I THINK, I AM GOING TO GET TO MY -- TO MY IDEA. IS THE -- THE GROUP OF PEOPLE WHO ARE WILLING TO DO THE JOB IS DIFFERENT IF IT IS ELECTED VERSUS SOMETHING THAT IS APPOINTED. 
          USUALLY A SMALLER GROUP OF PEOPLE WHO ARE WILLING TO -- A DIFFERENT GROUP TOO WHO ARE INTERESTED AND SOMETHING THAT IS ELECTED BY THE STUDENT ADVISORY COUNCIL AND I THINK THAT IS GOING TO LIMIT OR CHANGE THE -- I THINK DETRIMENTALLY CHANGE THE POTENTIAL STUDENTS THAT CAN HAVE INTEREST IN THIS POSITION. SO MY SORT OF WACKY IDEA -- THE REASON I HAVE THE CONCEPT. I AM NOT SAYING WE SHOULD DO THIS, BUT I THINK IT ILLUSTRATES WHY THE BOARD HAVING -- HAVING THE BOARD ASK FOR APPLICATIONS AND THEN INTERVIEW PEOPLE MAKE SENSE. WHAT IF WE WERE TO HAVE A SORT 
          [03:30:03]
OF -- A PROCESS WHERE WE SELECTED A GROUP OF, SAY, 20, 30 STUDENTS WHO -- WHO THE BOARD FELT COULD -- SHOULD BE A GOOD OPPORTUNITY FOR THEM AND RANDOMLY SELECTED FROM THAT JUST TWO. THERE I THINK -- I READ ABOUT THIS A LITTLE BIT AND THAT YOU WENT -- WHEN YOU HAVE A RANDOM SELECTION PROCESS,  IT ACTUALLY DOES INCREASE THE PEOPLE WHO ARE WILLING TO DO IT. SO JESUS AN IDEAS. 
          >> SIRI BLIESNER:  ANY ONE THOSE 20 PEOPLE. 
          >> ERIC LALIBERTE:  IF YOU INTERVIEW -- FLEW THE INTERVIEW PROCESS YOU WOULD DETERMINE THAT, YES, THIS PERSON IS QUALIFIED AND REMOVE POTENTIAL BIASES FROM THE SELECTION PROCESS SO MAYBE NOT SOMETHING WE DO JUST RIGHT NOW, BUT I WANTED TO PUT IT OUT AS AN IDEA THAT IF WE WERE -- IF WE TRULY BELIEVE THE STUDENT IS QUALIFIED THEN THEY ARE IN THE POOL. AND THERE IS A DRAWING OUT OF THE HAT. THOSE ARE THE TWO. 
          SELECT THE INITIAL 20 OR 30? >> ERIC LALIBERTE:  THE SAME PROCESS THAT YOU DECIDE ON THE TWO. 
          INSTEAD OF SAYING -- THESE ARE THE PEOPLE WE ARE HIRING. 
          WE MAKE DETERMINATION ON WHETHER THEY ARE QUALIFIED TO DO IT. AND THEN FROM THERE -- 
          >> MARK STUART:  BUT THE FINAL ONES CANNOT HAVE TO COME FROM THE 20 TO 30  POOL? DON'T NECESSARILY HAVE TO BE 
          EXCLUDED EITHER. >> ERIC LALIBERTE:  WHAT I AM PROPOSING TO GUESS TO PUT THIS CONCRETELY. 
          I AM THINKING OUT LOUD HERE. I AM PROPOSING WE HAVE AN INTERVIEW PROCESS AND AN APPLICATION PROCESS AND FROM THAT, THE -- THE TWO BOARD MEMBERS, STUDENT REPRESENTATIVE AND CABINET DECIDE -- YOU KNOW, SELECT -- SELECT -- BUT DETERMINE WHETHER THAT THESE STUDENTS WOULD -- THE CANDIDATES AND FROM THAT 40 A RANDOM SELECTION PROCESS. 
          >> MARK STUART:  FROM THE APPLICANTS. 
          >> ERIC LALIBERTE:  SCREENING. THAT IS THE WORD. 
          >> MIKE? >> SO I THINK YOU KNOW THAT WE HAVE STUDENTS ON THE MATERIALS COMMITTEE AND INCREDIBLY VALUABLE AND ABSOLUTELY THE RIGHT DIRECTION TO GO. 
          I WANT TO GIVE LOGISTICS THAT COME UP AS IT RELATES TO THE PROCESS. I THINK IT WAS THREE YEARS THAT I WORKED WITH THE GROUP. SOME YEARS WE HAD A STUDENT FROM THE MAIN COMPREHENSIVE HIGH SCHOOLS. 
          AND SOME YEARS, EVERYBODY SHOWED UP TO EVERY MEETING. 
          SOME YEARS NOBODY AND WE JUST LOSE TRACK OF THEM. 
          AS YOU KNOW STUDENTS HAVE BUSY LIVES AND HAVEN'T MADE CULTURE TO -- WHERE THERE IS THIS EXPECTATION. 
          PART OF THIS THROUGH THE APPLICATION PROCESS OF BEING REALLY CLEAR, LIKE IF YOU ARE -- IF THE EXPECTATION IS YOU ARE AT 90% OF THE MEETINGS AND ANY OTHER BACK-UP PLAN BECAUSE IT FEELS VERY AWFUL IN THE FIRST FEW YEARS THAT STUDENTS DON'T SHOW UP AND YOU HAVE AN ABILITY TO REPLACE THEM. 
          I RECOMMEND SOMETHING ALONG THAT LINE IF TWO CAN'T HELP WITH THAT, ANOTHER STUDENT. I AM ABSENT. 
          I GET A REPORT -- A SUMMARY REPORT FROM MY COLLEAGUE. 
          THE OTHER THING -- I DID PULL UP A DESCRIPTION OF THE ADVISORY. NOMINATION PROCESS FOR ADVISORY MEMBERS. I THINK YOU HAVE NOMINATIONS, YOU DO LOSE -- LOSE SOME STUDENTS THAT WILL BE VERY WELL SUITED. AND TALKING -- AND TALKING ABOUT THE RACIAL MAKE-UP OF THE GROUP AND HOW STUDENTS GET ACCESS. AND SOMETIMES THE. 
          NO NATION PROCESS MAY ACCESS THAT. 
          AND A PROCESS TO REALLY BE EXPLICIT OF THE COMPOSITION OF THE WHOLE ADVISORY AND REPRESENTS THE MAKE-UP OF THE ENTIRE DISTRICT. WHAT I PROPOSE OR RECOMMEND IN ADDITION TO WHAT IS BEING DESCRIBED IS RECRUITMENT PROCESS THAT GOES TO THE ADVISORY AND ASKS THEM TO GET THE WORD OUT AND GOES TO SCHOOL AND HAS INTRODUCTORY MEETING AND SO STUDENTS KNOW WHO THEY GET TO INTO AND WHY. 
          THE QUESTION WHAT DOES THE STUDENT GET OUT OF IT? TO MANY STUDENTS CONNECTED TO A CAREER INTEREST. 
          AND ALSO AN TUNED THAT I THINK IT IS LEGITIMATE. 
          [03:35:06]
COLLEGE AND WORK APPLICATION. RESUME. 
          GIVES YOU EXPERIENCE AND GIVES YOU A LEG UP. 
          THERE IS VALUE IN THAT TOO. I THINK YOU COULD SEE A SIMILAR THING, BUT I WOULD RECOMMEND BEING REALLY EXPLICIT ON WHAT THE EXPECTATIONS ARE THAT ARE BUILT INTO THE PROCESS AND LAMB VERIFICATION. TWO, A WIDE RANGES RECRUITMENT. 
          AND WE ARE VERY CAREFUL ABOUT -- AT JUANITA, THEY GET THE SAME LEVEL OF RECRUITMENT AS REDMOND HIGH, SO WE DON'T INTENTIONALLY CREATE THIS DISCREPANCY AND READ IT OR BLEND IT INTO THE PROCESS THAT IS BEING DESCRIBED WHERE YOU HAVE A LARGER GROUP AND A MORE REPRESENTATIVE GROUP. 
          CLEAR WHAT THE EXPECTATIONS ARE BECAUSE OTHERWISE YOU WILL NOT BE GETTING FOLKS WHO WOULD HAVE THOUGHT OF IT OTHERWISE AND THE FIRST FEW YEARS TO HAVE THE PARTICIPATION THAT YOU WANT AND 
          YOU LOSE THAT. >> MARK? 
          >> MARK STUART:  I LIKE THE IDEA NOT TO GO THROUGH THE NOMINATION PROCESS. MY BIGGEST CONCERN IS I DON'T WANT IN END UP BEING THE CL CLIQUE, THE IN KIDS. 
          WON'T GO -- THERE IS ANOTHER EUPHEMISM FOR THAT, BUT I WANT TO MAKE SURE IT IS REPRESENTATIONAL ACROSS THE BOARD WHETHER BY SEX, RACE, ETHNICITY AND ALSO BY GRADE -- ACADEMIC PERFORMANCE. THERE ARE SOME KIDS WHO ARE LET'S SAY C STUDENTS THAT THIS WILL BE THE THING FOR THEM TO BE SPARKED TO HAVE AN INTEREST IN SCHOOL. 
          MORE OF AN INTEREST IN GOVERNMENT THAN THEY HAVE FROM TRIGONOMETRY OR WHATEVER. THIS MAY BE THE SPARK THAT NEEDS TO LIGHT THEM. CERTAIN CLASSES DO THAT TO A STUDENT. BUT I WOULD LIKE TO MAKE SURE THAT IT DOESN'T BECOME THE ELITE THREE, FIVE, WHATEVER. 
          BECAUSE THAT THEN JUST DEFEATS THE WHOLE PURPOSE. 
          AND I LIKE THE IDEA THOUGH OF NOT MAKING -- NOT WRITING UP YOUR EXPECTATIONS UNTIL AT LEAST A YEAR. 
          BECAUSE I CAN SEE THAT BEING 18 SHIFT FROM WHERE THEY IN THE APPLICATION ONCE REALITY SETS IN. 
          >> CHRIS? >> CHRIS CARLSON:  I THINK MARK JUST HIT SOMETHING VERY CLEARLY FOR ME. 
          AND IT IS IMPOSSIBLE FOR TWO STUDENTS TO BE REPRESENTATIVES OF ALL STUDENTS. THE ONLY WAY TO BE REPRESENTATIVE A FORMAL STRUCTURE THEY ARE REPRESENTING THE BROADER STUDENT BODY AND THEY ARE A LIAISON TO THE STUDENT ADVISORY COUNCIL. THE STUDENT ADVISORY COUNCIL, I REMEMBER VAGUELY HEARING SOMETHING ABOUT. 
          THIS IS -- THERE IS A SILVER LINING TO THE PANDEMIC. 
          THESE KIDS ARE ZOOM LITERAL. THE ZOOMERS IN OUR SCHOOLS ARE BETTER THAN MOST OF MY COLLEAGUES OF HITTING THE MUTE BUTTON WHEN THEY SHOULD. THE ABILITY TO HAVE A STUDENT ADVISORY COUNCIL THAT IS TRULY REPRESENTATIVE ALL VOICES AT THE TABLE. AND IT IS AN IDEAL SITUATION AND AS BEING POINTED OUT, IF YOU WERE DOING THIS RIGHT, IT IS A RESPONSIBILITY. AND THERE NEEDS TO BE A CARROT THAT GOES WITH IT. BUT THE RESPONSIBILITY. 
          WHAT IS THE RESPONSIBILITY? FOR RESPONSIBILITY, THEY HAVE TO BE A CERTAIN FRACTION OF THE STUDENT ADVISORY COUNCIL MEETING SO THEY KNOW WHAT THE STUDENT ADVISORY IS AT. 
          TO MIKE'S -- TWO UNEXCUSED LICENSES SENDS A NEW REPRESENTATIVE TO THE BOARD BECAUSE WE NEED FOR THAT CONNECTION TO BE REAL AND RELIABLE. 
          BUT THE CALF H CARROT COMMUNITY COUNCIL AND YOU KNOW THE THINGS THAT ARE IMPORTANT FOR THE STUDS ENT AND LEARN HOW THE BOARD WORKS. AND BRING IT TO THE STUDENT LIAISON TO THE BOARD AND DEVELOPED BY THE STUDENT ADVISORY COUNCIL. SPEARHEADED BY THE STUDENT WHO IS THE LIAISON TO THE BOARD. IT IS VIABLE AND NOT THAT WE HAVE A REPRESENTATION OF THE SINGULAR STUDENT THAT IS THE BRIDGE, THAT MEANS THAT STUDENT HAS -- HONESTLY IT'S SELF-SELECTING AND ONLY A FEW HOURS IN THE DAY AND STUDENT ADVISORY COUNCIL MEETINGS AND ALL OF OUR MEETINGS. 
          THAT WE HAVE ALL THE STUDENT RELATED THINGS THAT THEY FIND INTERESTED IN THE AGENDA FRONT LOADEDED SO THEY CAN GO HOME AND FINISH THEIR HOMEWORK. TO EXCUSE THEM -- IF THEY WANT 
          [03:40:02]
TO STICK AROUND FOR THE WHOLE NINE YARDS, GREAT. 
          BUT ANYWAY,  IS SOMETHING THE SELF-SELECTION VERSUS OUR SELECTION. I LIKE THE IDEA TO MAKE SURE THEY ARE QUALIFIED. BUT FOR ME, A STUDENT WHO HAS BEEN IN THE STUDENT ADVISORY COUNCIL FOR A YEAR IS QUALIFIED TO TAKE ON THE ADDITIONAL RESPONSIBILITY OF BRIDGING TO THE BOARD. YES, THERE ARE STUDENTS WHO AREN'T REPRESENTATIVE BUT AN ADVISORY COUNCIL PROBLEM NOT THE STUDENT INDIVIDUAL REPRESENTATIVE PROBLEM. 
          STUDENTS BEING IN THE ADVISORY COUNCIL IS VERY IMPORTANT TO ME AND STUDENT SELECTED TO DO THE BRIDGING. 
          BUT THE KIDS DOING IT -- WE ALL KNOW THEM. 
          SHE SHOW UP BECAUSE IT IS IMPORTANT AND NOT JUST FUN. 
          AND I REALLY LIKE YOUR PROJECT CONCEPT, GIVING THEM THE RIGHT TO DRIVE SOMETHING, WHETHER IT IS SOME PIECE OF PROPERTY THAT IS DIRECTLY RELEVANT TO STUDENTS OR WHAT. 
          THAT IS HOW YOU GET THE KIDS TO CARE. 
          HONESTLY, I -- FROM THE LAST YEAR AND A HALF OF E-MAILS FROM KIDS, THERE IS NO QUESTION TO ME THAT GETTING TO A ZERO F FOOTPRINT OR WAR BON NEUTRAL. THE KIDS CARE ABOUT THAT. 
          WE HAVE NOT DRIVEN THAT BUT A STUDENT REPRESENTATIVE BRINGING THAT TO US TO THE STUDENT ADVISORY COUNCIL AS AN IMPORTANT ISSUE. THAT IS HAPPENING IN CONVERT WITH OUR STUDENT -- YES, I AM SKEPTICAL BUT I BELIEVE IT CAN BE VALUABLE AND BUILD IN THE EVALUATION TO MAKE SURE IT IS REMAINING VALUABLE AFTER A YEAR. 
          AND IF IT IS NOT VALUABLE, FIXING IT SO IT BECOMES VALUABLE AND NOT JUST KILLING IT. 
          THANKS. >> MARK STUART:  CHRIS, TO YOUR POINT OF EAST VERSUS WEST AND WHERE DO YOU PUT THE ICS STUDENT. IT CAN GO ANYWAY. 
          WHETHER THEY BE WHERE THEY ARE RESIDING OR WHERE THEY GO TO SCHOOL. SO -- AT ICS, OKAY, THEY ARE REPRESENTING THAT SIDE OF THE DISTRICT. 
          I HAVE NO PROBLEM WITH THAT. I DON'T WANT TO EXCLUDE THOSE STUDENTS AT ALL AND I WANT THEM TO PARTICIPATE AND IT'S -- IT IS IMPORTANT THAT THEY BE A PARTICIPATE TONIGHT AND SO WHETHER IT'S -- AGAIN, WHETHER -- WHETHER THEY LAY THEIR HEAD AT NIGHT AND PUT THEIR TAILS IN THE DESK IN THE MORNING. 
          ONE WAY OR OTHER DIFFERENTIATE THEM IN THIS. 
          >> ERIC LALIBERTE:  SO WE ARE AT TIME AND TRY -- WHAT I AM HEARING FROM EVERYONE, AND YOU PROBABLY TAKING BETTER NOTES THAN I WAS. EVERYONES WITH OKAY WITH THE CONCEPT OF TWO STUDENTS WITH ALTERNATING TERMS, RIGHT. 
          SELECTION PROCESS, I THINK, WE WERE REALLY LANDING ON THE INNER -- A SHORT APPLICATION FOLLOWED BY AN INTERVIEW WITH TWO BOARD MEMBERS, SUPERINTENDENT SOME CABINET INVOLVEMENT AND SOME STUDENT INVOLVEMENT, IF POSSIBLE. 
          AND THIS GROUP SELECTING -- I DON'T THINK MY IDEA FLOATED OR FLEW, AT LEAST FOR NOW. AND THEN THAT GROUP SELECTING THE TWO -- OR THE -- THE TWO FOR THIS YEAR AND GOING FORWARD WILL BE ONE EACH YEAR, RIGHT. AND I THINK WE ARE ALL -- I THINK WE ARE BASICALLY. IN TERMS OF THE ROLE. 
          THERE IS A LITTLE -- A LITTLE MUSHIER. 
          DID YOU -- DID YOU PULL ANYTHING FROM THAT DR. HOLMEN. 
          >> SUPERTENDENT HOLMEN:  I HEARD A LOT OF GREAT IDEAS AND I ALSO KNOW THAT I WOULD RATHER START SMALLER THAN BIGGER BECAUSE THE BIGGER IT GETS, THE MORE STAFF TIME IT WILL TAKE TO MANAGE AND MAKE SUCCESSFUL AND WANT TO MAKE SURE THAT WE IN A NARROWLY FOCUSED DESCRIPTION TO BE ABLE TO DO THAT WELL AND BUILD THAT OUT. AND I WILL DO SOME WORK TO FLESH OUT WHAT THE ROLE IS OF THE STUDENT REP AND WE CAN GET FEEDBACK ON THAT EITHER IN A MEETING OR OTHERWISE. 
          I ALSO -- MY -- MY PAPER HAND WENT OFF TO COMMENT ON THE RANDOMIZED PIECE THAT THERE IS ALSO A LAYER WHAT IS THE BOARD'S WORK OVER OF THE NEXT COUPLE OF YEARS BECAUSE THAT CAN ALSO INFLUENCE THE STUDENT SELECTION PROCESS AND I THINK OF THE BOARD'S ADOPTION OF OE-14 AND STUDENTS WITH LIVED 
          [03:45:04]
EXPERIENCES THAT CAN BENEFIT THE BOARD IN THAT VOICE BEING PRESENT, I DON'T KNOW THROUGH RANDOMIZED PROCESS. 
          THROUGH THE SELECTION PROCESS IS ANOTHER WAY TO LOOK AT IT. 
          AND THEN -- I THINK MY POINT ABOUT THE NEED TO -- SORRY, WHAT? LEAH. 
          >> LEAH CHOI:  I ACTUALLY DISAGREE WITH THAT. 
          BECAUSE THE PRIORITIES OF THE BOARD ARE GOING TO BE THE PRIORITIES OF BOARD. THE STUDENT THAT IS COMING IN THAT MIGHT HAVE DIFFERENT PRIORITIES, I MEAN, THAT IS IN ADDITION. IT IS NOT GOING TO NECESSARILY CHANGE WHAT OUR PRIORITIES ARE. SO I DON'T THINK THAT IT SHOULD BE -- IF ANYTHING -- IF WE GO DOWN THAT ROUTE OF SELECTING STUDENTS BASED OFF OF WHAT WE ARE TRYING TO ACCOMPLISH ALREADY, WE ARE KIND OF FORCING OUR AGENDA ON THE STUDENT REP. 
          AND THAT SORT OF DEFEATS THE PURPOSE OF THEM COMING ON. 
          FOR THEIR UNIQUE IDEAS AND THEIR DIFFERENT PERSPECTIVES, WHICH IS WHAT WE ARE LOOKING FOR. 
          >> ERIC LALIBERTE:  THAT IS THE FUN OF THE PROCESS. 
          >> SIRI BLIESNER:  I THINK IT IS IMPORTANT FOR THEM TO BE AWARE OF WHAT THE BOARD PRIORITIES ARE GOING FORWARD AND POTENTIALLY HOW THEY ARE OF IT. 
          AND I THINK IT IS PROBLEMATIC AS YOU LAY OUT AND AS WE ALL HAVE TO LEARN AS WE COME FORWARD WITH THESE ROLES AND OUR OWN PRIORITIES, AT THE SAME TIME, HOW DOES THAT FIT IN THE LARGER PRIORITIES AND THAT WILL BE THE STUDENT VOICE AS WELL. 
          >> ERIC LALIBERTE:  LAST THING OF MIKE'S POINT. 
          PUSHING IT OUT TO THE SCHOOLS FORMALLY AND ADVERTISE AND MAKE SURE STUDENTS ARE AWARE. NOT JUST HAVING THOSE STUDENTS COME TO US, BUT MAKING SURE AND THROUGH THE KEY PROGRAMS AND MARY WILBER EAST SIDE NATIVE AMERICAN EDUCATION PROGRAM THROUGH THE WORK WITH JOHNNY AND SOME OF THE FAMILY COMMUNITY ENGAGEMENT IS THE OTHER PIECE. 
          >> ERIC LALIBERTE:  WE ARE IN A POSITION TO PUSH FORWARD AND 
          START WITH THIS IN THE SPRING? >> SUPERTENDENT HOLMEN: 
          ABSOLUTELY. >> SIRI BLIESNER:  CAN WE GET AN UPDATE OF WHERE THE STUDENT ADVISORY COUNCILS ARE AT. 
          WRITTEN UP IN THE BOARD'S BR BRIEFING. 
          >> SUPERTENDENT HOLMEN:  SURE. >> ERIC LALIBERTE:  GREAT. 
          THANK YOU, DR. HOLMEN FOR TAKING THE TIME TO HAVE THE 
          RECOMMENDATION FOR TODAY. >> MARK STUART:  TO THAT POINT, SIR, THE COMPOSITION OF THE STUDENT REPRESENTATIVES THAT WE HAVE CURRENTLY. TWO REPRESENTATIVES -- SORRY, INTERESTING TO KNOW WHAT THEIR SPREAD IS. 
          LOCATION, AGE, SEX, ETHNI ETHNICITIES, SO FORTH. 
          THAT WAY WE GET A FEEL FOR WHERE THEY CAME FROM AND WHERE WE ARE LACKING, PERHAPS, EVEN. I DON'T KNOW, JUST A THOUGHT. 
          >> ERIC LALIBERTE:  OKAY. GREAT. 
          SO WE ARE AT 1:05. WE WILL TAKE A BREAK FOR TEN MINUTES. AND RESUME AT 1:15 WITH A DISCUSSION 
          [4. Discussion of R-3, Life Skills and Citizenship]
          >> RESULT OF THREE. THIS IS SCHEDULED TO GO UNTIL 3:15 AND WE WILL TAKE ANOTHER BREAK THEN. 
          JOHN AND MATT. >> AS BOARD KNOWS WE HAVE BEEN IN DISCUSSION AROUND R 3 FOR THE PAST 15  YEARS. 
          TRYING TO FIND THE RIGHT FIT, RIGHT DATA SET TO REALLY INFORM THE BOARD'S EVALUATION OF RESULTS RELATED TO WHAT IS CURRENTLY TITLED LIFE SKILLS AND CITIZENSHIP. 
          AND THROUGH GREAT EFFORTS ON THE BOARD'S PART AND STAFF'S PART, WE HAVE TAKEN A NUMBER OF RUNS AT IT. 
          AND IT CONTINUES TO NOT MEET THE BOARD'S NEEDS NOR STAFF'S NEEDS IN ARTICULATING LIFE SKILLS AND CITIZENSHIP AS A RESULT FOR OUR STUDENTS. AND SO A FEW MONTHS BACK, MATT BROUGHT TO THE BOARD A CONCEPT AROUND USING THE WASHINGTON 
          [03:50:05]
STATE SOCIO EMOTIONAL LEARNING BENCHMARKS AS REALLY A GUIDE FOR RESULTS 3. THE BOARD CONCURRED WITH THAT AS A CONCEPT. MATT, SIRI AND I MET TO REVIEW POLICY IMPLICATIONS TO REVIEW POLICY INDICATOR CONSIDERATIONS AND WHAT THOSE PIECES WOULD LOOK LIKE. 
          AND SO TODAY MATT HAS BROUGHT AN UPDATED VERSION OF POLICY INTERPRETATION AND INDICATORS FOR CONSIDERATION OF RESULTS. 
          >> THANK YOU, DR. HOLMEN. IN YOUR BOARD PACKET TODAY, YOU HAVE A DOCUMENT THAT LOOKS AT KIND OF EACH OF THOSE AREAS. 
          AND, AGAIN, ONE OF THE -- COUPLE OF CHALLENGES THAT WE -- WE HAD DISCUSSED WITH R-3. ONE IS THE ABILITY FOR THE BOARD POLICY TO SERVE AS KIND OF CLEARING A CALL TO ACTION FOR THE ORGANIZATION. AND SO THAT THERE WAS AN OPPORTUNITY WITH THE WASHINGTON STATE SOCIAL EMOTIONAL LEARNING BENCHMARKS TO ORGANIZE THE IDEAS AROUND LIFE SKILLS AND CITIZENSHIP IN SUCH A WAY THAT IT IS CLEAR TO UNDERSTAND, PROVIDES A SCHEMA FOR THE ORGANIZATION, AND IS ALSO REALLY ALLOWS US TO ALIGN PROGRAMMING AND DELIVERY OF INSTRUCTION WITH THAT. AND SO ONE OF THE OTHER BENEFITS THAT WE LOOKED AT IS BY KIND OF ATTACHING TO EFFORTS THAT THE STATE HAS BEEN UNDERGOING REALLY INTENTIONALLY FOR MULTIPLE YEARS WITH A VARIETY OF STAKEHOLDERS. 
          THAT WE WOULDN'T BE NECESSARILY KIND OF CREATING SOMETHING FROM WHOLE CLOTH BUT WE WOULD BE ABLE TO LEVERAGE THE WORK THAT THEY HAVE -- THAT THEY HAVE DONE. 
          AND SO, -- SO TODAY BRINGING IN PROPOSED CHANGES TO THAT POLICY LANGUAGE. ALSO IN THINKING ABOUT THAT, IT REQUIRES US TO RETHINK OF THE INTERPRETATION OF THAT LAN LANGUAGE, AS WELL AS THEN WHAT ARE THE INDICATORS. 
          AND ONE OF THE CHALLENGES FOR THE INDICATORS FOR R-3 IS THAT IN MANY WAYS, THEY -- THEY US TO HAVE TO MAKE A VARIETY OF ASSUMPTIONS ABOUT THOSE RES RESULTS. 
          SO, FOR EXAMPLE, STUDENT DISCIPLINE WAS BEING USED AS A PROXY FOR STUDENTS DEMONSTRATING THE ABILITY TO TAKE PERSONAL RESPONSIBILITY. AND WE -- WE KNOW THAT WHILE CERTAINLY THAT MIGHT BE AN ELEMENT OF STUDENT BEHAVIOR, THAT THERE IS A VARIETY OF OTHER FACTORS IN BOTH STUDENTS -- THAT DRIVE STUDENT BEHAVIOR AS A FORM OF COMMUNICATION AND ALSO THAT ALSO DOCTOR -- THE DECISION WHETHER OR NOT TO EXCLUDE A STUDENT FROM SCHOOL IS ONE THAT ALSO IS INFORMED BY THE ENVIRONMENT AND INFORMED BY THE -- BY THE ADULTS THAT ARE MAKING SOME OF THOSE DECISIONS. AND SO REALLY, THERE ARE MULTIPLE FACTORS AT PLAY WITH A LOT OF THESE INDICATORS. 
          AND SO WE ARE USING THEM TO KIND OF DRAW CONCLUSIONS ABOUT THE EXTENT OF WHICH OUR STUDENTS ARE NOT GAINING THE SKILLS. SO PROPOSING A DIFFERENT SET OF INDICATORS AS WELL AS TARGET FOR THOSE. 
          AND LIKE FOR US TO ORIENT THE BOARD THE DOCUMENT WE HAVE HERE FIRST AN GIVE THE BOARD TIME TO KIND OF READ AND REVIEW AND SIMILAR TO OUR CONVERSATION WITH OE-14, THEN WE CAN GO THROUGH AND LOOK FOR POLICY AND THEN EACH SUB COMPONENT FOR INDICATION HAVE SOME TARGETS. IF YOU GO TO THE TABLE OF CONTENTS, I CAN TALK ABOUT EACH OF THOSE. 
          FIRST FIND PROPOSED REVISION TO THE POLICY LANGUAGE THAT ALIGN WITH THE -- THE SIX STATE SCL BENCHMARKS. 
          THE LANGUAGE IS NOT EXACTLY THE SAME. 
          WE LOOKED AT IT AND ADAPTED IT TO MORE POLICY LANGUAGE AND HOPEFULLY MAKING IT A LITTLE MORE ACCESSIBLE. 
          BUT STILL IS ALIGNED WITH THAT. AND ALL THE INTERPRETATIONS ACTUALLY REALLY USE THE STATE SCL  BENCHMARK LANGUAGE AS FAR AS THOSE. NEXT FIND CHANGES OF INTERPRETATIONS, INDICATORS AND TARGETS. 
          RIGHT NOW WE ARE PROPOSING AT THE OUTSET THAT WE USE THE 
          [03:55:02]
STUDENT PERCEPTION DATA THROUGH THE PANORAMIC SURVEY AND WE FIND THAT OUT IN ADDITIONAL CONSIDERATIONS THAT THAT IS -- WE HAVE TALKED ABOUT HERE AND WITH OE-14 USING A SINGLE SOURCE HAS ITS LIMITATIONS AND THIS WILL ALLOW US TO BEGIN MONITORING THIS POLICY WHILE WE WORK THROUGH ADDITIONAL WAYS TO MONITOR THE POLICY AND AGAIN LOOKING AT IT FOR BOARD TO INCLUDE THINGS LIKE OPPORTUNITIES TO ENGAGE WITH STUDENT STUDENT KIND OF FOCUS GROUPS TO UNPACK THAT. 
          UNPACK THAT PERCEPTION DATA. WE CAN EVENTUALLY LOOK AT STAFF AND FAMILY PERCEPTION DATA AND WE WILL START LOOKING AT IF THERE IS -- OBSERVABLE DATA OR FOUND DAY THAT THAT WOULD BE APPROPRIATE TO USE BUT THAT AVOID SOME OF THE PITFALLS OF THE FOUND DATA WE HAVE RIGHT NOW WHICH IS REALLY -- INCORPORATES A LOT OF VARI VARIABLES. 
          SO I THINK WHEN WE UNPACK ADDITIONAL CONSIDERATIONS AS WELL. THERE ARE SOME KNOWN LIMITATIONS TO THE PERCEPTION -- OR THE SURVEY DATA. 
          THE TOOL ITSELF THAT WE TRY TO CALL OUT AND JUST TO ACKNOWLEDGE. THEN SOME THINGS BY VIRTUE OF -- WE GO AHEAD AN MAKE SOME CHANGES, THAT WE WILL ALSO -- THAT IT ALSO IMPLIES THAT WE WILL FOLLOW UP TO MAKE CHANGES WITH OE-10 AND WE HAVE REQUIREMENTS TO MONITOR ATTENDANCE AND DATA WHICH WE MONITOR IN R-3 AND OE-10 IS A PLACE TO MONITOR THOSE. LASTLY PULLED TOGETHER FOUR DIFFERENT APPENDICES. ONE, YOU WILL SEE THE -- YOU WILL SEE THE SURVEY QUESTIONS THAT ARE USED IN EACH KIND OF QUESTION BANK. ONE OF THINGS THAT IS REALLY IMPORTANT ABOUT PANORAMA AND UNDER THAT APPENDICES, FOR THE MOST PART, THE -- IT IS A -- IT IS A SELECTIVE RESPONSE. 
          AND SO THERE ARE FIVE OPTIONS GIVEN TO STUDENTS OF HOW TO RESPOND. THERE ARE ALMOST ALWAYS FRAMED USING FAVORABLE LANGUAGE AND DEGREE TO WHICH SOMETHING IS FAVORABLE OR NOT THE FIRST TWO WILL BE ESSENTIALLY LESS THAN FAVORABLE. A MIDDLE OPTION THAT IS GENERALLY PRESENTED AS SOMEWHAT OR NEUTRALLY AND WHAT IS REPORTED OUT IS THE FINAL TWO RESPONSES THAT ARE CONSIDERED AS FAVORABLE. JUST HIGHLIGHTED THOSE SO THE BOARD CAN SEE THAT'S -- THAT IS WHAT IS BEING REPORTED OUT AS FAVORABLE, AND SO AS THE INDICATORS, YOU ARE ESSENTIALLY SEEING THE ONLY TWO MOST FAVORABLE RESPONSES COUNTING TOWARD FAVORABILITY. THE INDICATORS AND TARGETS, WORK WITH PANORAMA TO ESTABLISH WHAT WAS THE 90TH PERCENTILE AS A TARGET FOR THEM. AND YOU CAN SEE THAT THE TARGETS CAN VARY BASED ON THE WAY THE DISCUSSIONS ARE FRAMED AND WE SAW THAT EARLIER TODAY AND VARIABILITY OF HOW STUDENTS RESPOND TO THOSE. WE GET THE DATA -- WORK TO ESTABLISH DATA SYSTEMS, WE MIGHT BE ABLE TO LOOK AT DEGREE UNFAVORABLE AND TRY TO DIFFERENTIATE BETWEEN I WOULD SAY THE SHOULDER SHRUG RESPONSE OF THE SOMEWHAT VERSUS THE NEGATIVE -- THE NEGATIVE RESPONSE SO APPENDIX A BREAKS OUT THE QUESTION AND RESPONSE OPTIONS FOR EVERY ITEM BEING PROPOSED AS AN INDICATOR. APPENDIX B, JUST AS A REMINDER, PROVIDES ITS RESOURCE OF WHAT ARE THE WASHINGTON STATE BE BENCHMARKS. APPENDIX C PROVIDES A CROSSWALK BETWEEN WHAT IS CURRENTLY THE R-3 INDICATORS AND THE SOCIAL -- THE WASHINGTON STATE SOCIAL EMOTIONAL BENCHMARKS PRESENTED TO THE BOARD IN DECEMBER. AND NOT ALL.S THE 
          [04:00:58]
          >> POLICY REVISION THAT CHANGES SOMETHING IN A MEANFUL WAY. 
          I AM SO FREAKEN EXCITED. I MEAN, HONESTLY, YOU LOOK AT THE OLD STUFF LOOK AT THE RED LINE ON THAT. 
          THINKING CREATIVELY SHOULDN'T BE SOMETHING TO THINK OF THE R-1 SUBJECT. THIS WAS ALREADY COVERED. 
          IT WAS REDUNDANT. NOW IT IS MEANINGFUL. 
          I AM EXCITED OF SOMETHING THAT IS DRY AS POLICY R-3 I AM NOT SAYING THEY WERE CORRECT, I KNEW THEY WERE WRONG. 
          THIS IS SO MUCH BETTER. THIS MEANS SOMETHING. 
          THIS NEW STUFF IS EXTRA ORDINARY. 
          ANYWAY, HAVE FUN. 
          [04:13:14]
          >> LOOKS LIKE WE ARE READY TO GO. 
          [04:13:37]
          >> WE WILL START WITH THE POLICY LANGUAGE AND TALK ABOUT 
          THAT. >> ERIC LALIBERTE:  THAT WILL BE HELPFUL AND THEN WORK OUR WAY DOWN AND TALK ABOUT THE 
          INDICATORS FOLLOWING THAT. >> THANK YOU. 
          OKAY. I THINK I SAID THIS OFF MIC A LITTLE WHILE AGO. ONLY THING -- CHRIS WAS CORRECT, THE POLICY LANGUAGE IS -- IT IS -- I HAVE NO COMMENTS ON THE POLICY LANGUAGE ITSELF. I THINK IT IS GREAT. 
          I THINK THE CHANGES MAKE A LOT OF SENSE. 
          THERE ARE -- THE LANGUAGE THAT WE HAVE NOW TO ME IS MORE CONSISTENT WITH HOW WE HAVE BEEN TALKING ABOUT OUR INTERESTS AROUND R-3. AND NOT NECESSARILY -- YES, CHANGES ARE GOOD. ONE THING I AM -- I AM WO WONDERING ABOUT IS THE TITLE. LIFE SKILLS AND CITIZENSHIP. 
          I DON'T THINK THAT IS QUITE ACCURATE FOR WHAT IS NOW IN THE POLICY LANGUAGE. AND -- AND OBVIOUS POTENTIAL POLICY -- POLICY CAN BE SOCIO, EMOTIONAL LEARNING. 
          FOR SOME REASON,  I DON'T LIKE THAT TERM THAT MUCH. 
          I CAN'T QUITE PUT MY FINGER ON WHY I DON'T LIKE IT, BUT I JUST NEVER HAVE PARTICULARLY LIKED THAT TERM, BUT SOMETHING MORE OF IN THAT DOMAIN WHAT WE HAVE NOW AND THROWING THAT OUT FOR 
          [04:15:05]
EVERYBODY ELSE TO COME UP WITH A BETTER TITLE. 
          >> MARK STUART:  I THINK WE HAVE TWO SEPARATE POLICIES NOW TO BE QUITE FRANK. WE HAVE ONE THAT WAS FOCUSED ON SKILLS, LIFE SKILLS AND CITIZENSHIP, AND NOW WE HAVE ONE THAT FOCUSED ON SOCIAL AND EMOTIONAL LEARNING. 
          AND I THINK YOU ARE REALLY LOOKING AT TWO SEPARATE TRACKS. 
          IN LOOKING -- AS I LOOKED AT THE -- 3.1 THROUGH 11 -- IS THERE A 12? YEAH, 12. 
          I SAW IT GOING FROM STR STRAIGHTFORWARD LANGUAGE TO JARGON TO EDUCATION JARGON TO -- AND CLOUDS IT. 
          IT DOESN'T CUT TO THE CHASE. NOW,  AGAIN, IF YOU WERE LOOKING TO HAVE A POLICY ON SOCIO AND EMOTIONAL LEARNING, THIS FITS THE BILL. BUT IT DOESN'T CUT IT FOR LIFE SKILLS AND CITIZENSHIP REALLY. IT GETS -- YOU GET VERY ESOTERIC WITH IT. IF YOU GIVE ABOUT FIVE DIFFERENT LINES, YOU CAN BRING IT BACK TO CITIZENSHIP. 
          BUT YOU HAVE TO EXPLAIN IT BACK TO IT. 
          WE OUGHT TO -- HAVE -- I AM SORRY,  PLAIN SPEAKING, R TO OUR AUDIENCE. WE ARE HAVING AN AUDIENCE OF -- DOZENS OF LANGUAGES THAT ARE SPOKEN IN THIS COUNTRY -- IN THIS DISTRICT AND ACT TO SEE ENGLISH AS COMPREHENSIBLE. 
          ENGLISH AS A FIRST LANGUAGE TO CHANGE IT IS INCOMPREHENSIBLE TO ME. I HAD TO REASON MY WAY BACK TO THE ORIGINAL INTENT. AND THIS BOTHERED ME BECAUSE YOU ARE GOING TO HAVE PARENTS OUT THERE LOOKING TO SEE HOW THAT FITS. AND IT LOOKS LIKE WE ARE TRYING TO SET UP A POLICY THAT WILL FIT OUR SUR AS OPPOSEDED TO A POLICY THAT WILL FIT OUR NEED. AND I DON'T MEAN THIS CROSSLEY, IT IS JUST -- IT IS LIKE TWO DIFFERENT THINGS. 
          AND WE CAN'T -- THE IDEA IS THAT I THINK WE ARE REALLY CREATING POLICY TO FATE SURVEY AS OPPOSED OF ESTABLISHING A POLICY TO CREATE WHAT WE WANT AS A BETTER STUDENT OUTCOME, BETTER PERSON, WELL BEING. I MEAN, I HAVE NEVER -- WHEN I TRIED SOLVE IT -- PROBLEM EFFECTIVELY, IDENTIFYING AND APPLIED SOCIALLY APPROPRIATE EMOTIONS, BEHAVIOR AND COMMUNICATION. YES, YOU SAY SOMETHING POL POLITELY, YOU SAY SOMETHING DIRECTLY, AND YOU SAY SOMETHING CLEARLY, BUT THE OTHER STUFF, COME ON, FOLKS. 
          IT'S JUST -- YOU KNOW, IF YOU WANT TO LIVE IN AN IVORY TOWER AND HAVE OUR POLICIES IN A IVORY TOWER, IS FINE. 
          BUT NOT GOING TO BE VERY APPLICABLE. 
          IN MY MIND -- AND I CAN BE WRONG AND GOD KNOWS IT HAS B BEEN. BUT STRIKES ME AS PIE IN THE 
          SKY. >> LEAH CHOI:  UM I THINK THAT IN TERMS OF THE POLICY LANGUAGE, THERE IS A COUPLE OF WORD CHOICES THAT I AM GRA GRAPPLING WITH. 
          AND, FOR EXAMPLE, IN 3.2, IDENTIFY AND APPLY SOCIALLY APPROPRIATE EMOTIONAL REGULATION BEHAVIORS AND COMMUNICATIONS. I FEEL LIKE IT IS VERY -- IT IS KIND OF AMBIGUOUS. AND I FEEL LIKE WHAT IS CONSIDERED SOCIALLY ACCEPTABLE CHANGES ALL THE TIME. 
          SO YEAH, I DON'T HAVE AN ALTERNATIVE SUGGESTION. 
          JUST READING THAT AND ALSO USING WORD CHOICES KIND OF LIKE IN 3.4, TREAT OTHERS FAIRLY FROM DIFFERENT CULTURES. 
          PEOPLE FROM DIFFERENT CULTURES WILL MAKE THE ARGUMENT THAT NO ONE IS EVER FAIRLY DEPENDING ON WHO YOU ARE. 
          SO WHAT DOES THAT MEAN? WHO WHOSE DEFINITION OF FAIR 
          [04:20:01]
ARE YOU USING. SO JUST LITTLE NUANCED THINGS LIKE THAT STOOD OUT TO ME. SYRACUSE SAIRA QUICK REVIEW OF THE POLICY. I APPRECIATE THIS IS BASED ON THE BENCHMARKS WE SPOKEN ABOUT BEFORE AND WORD CHOICES ARE ALWAYS A DIFFERENT COMPONENT AND GOING THROUGH AND LOOKING -- KNOWING THAT THE WORK DONE BY THAT COMMITTEE FOR THE WASHINGTON STATE SOCIAL EMOTIONAL LEARNING WAS QUITE EXTENSIVE AND INCORPORATED A VARIETY OF THINGS. 
          I APPRECIATE THE COMMENTS FROM DIRECTOR STUART. 
          THERE ARE ISSUES WITH WAY WE WROTE IT PRIOR WAS BIAS AND PROBLEMATIC WHEN I READ THROUGH IT. 
          THESE CAN BE REMOVED AND JARGON ADDRESSED AND WORKED THROUGH. 
          I KNOW WHEN I READ THE SOCIAL, EMOTIONAL LEARNING BENCHMARKS PUT FORWARD AND I KNOW THAT THEY WERE PUT IN A POLICY LANGUAGE. AND THERE IS SMITHING THAT CAN HAPPEN, BUT I SEE IT IS EACH ONE OF THOSE SIX IS WHAT IS LISTED HERE IN YOUR CROSSWALK AT THE ENDS OF THIS SORT OF LAYS OUT HOW THAT SIDEWALK. SO I WOULD LIKE TO BE CLEAR FROM MY UNDERSTANDING AND IF YOU CAN CLARIFY THIS IS, THESE WERE NOT DEVELOPED BECAUSE OF PANORAMA SURVEY. 
          IN READING IT YOU WENT THERE TO SEE WHAT YOU CAN UTILIZE AND MEASURE AND CREATE AN INDI INDICATOR. 
          IS THAT FAIR? >> YEAH, SO FIRST OF ALL IN READING THESE, WE HAD 12 ITEMS. AND THE STATE BENCHMARK IS SIX AROUND HOW THEY ARE LINED UP IS NOT INTENDED ANY ONE ONE RELATIONSHIP AND LAID THEM OUT OF THE STATE BENCHMARK AND TOOK THE FIRST SIX AND PUT THEM IN THAT. 
          THAT IS ONE PEACE. AND AS FAR AS THE INDICATORS AND SAID FTD WASHINGTON STATE BENCHMARKS -- WE DID THIS BEFORE THE POLICY. HOW WOULD WE MEASURE THESE AND WHAT WILL BE THE ITEMS THAT WE WOULD USE. 
          SO THAT WAS -- THAT WAS THE -- THE INTENT WAS TO START WITH THE BENCHMARKS AND THEN TO SAY, WHAT WOULD BE ONE WAY TO USE PERCEPTION DATA TO HELP INFORM US ABOUT THAT. 
          >> SIRI BLIESNER:  THANKS. I JUST WANTED TO CLARIFY THAT WAS THE APPROACH AND THAT WAS MY TAKE ON IT. 
          I WOULD APPRECIATE THE CHANGES. THE TITLE IS DIFFERENT. 
          HOW TO YOU DEFINE "SHIPSHIP"IS DIFFERENT FOR EVERYBODY HOW THAT WILL BE DONE AND STRU STRUCTURES THAT TITLE A LITTLE MORE AS THE DIRECTOR OF LIBERTY. 
          AND A PIECE TO DRIVE IT STRONGER. 
          I DO BELIEVE THEY ARE LIFE SKILLS. 
          THAT CLEAR. AND LIFE SKILLS ARE PART OF CITIZENSHIP. I CAN ARGUE BOTH SIDES OF THE COIN PRETTY EASILY BUT I THINK IT ES A SLIGHT SHIFT, YES, BECAUSE I KNEW THERE WAS A PROBLEM WITH WHAT WE HAD INITIALLY ON THIS POLICY AND WHAT WE WERE GOING TO DO. 
          THE NEXT AGENDA ITEM WHEN TALKING OF THE PROFILE OF A GRADUATE WILL PLEAD INTO THIS AS WELL. 
          I APPRECIATE THE CHANGES AND THINGS WE MAY BE MISSING THAT WE NEED TO ADDRESS OR WORD CHANGING THAT NEEDS TO HAPPEN TO ENSURE THAT WE HAVE CAPTURE THOSE THINGS. 
          FOR THE MOST PART FROM A LET'S MOVE FORWARD AND LET'S DO WHAT WE CAN DO WITH WHAT WE HAVE, I THINK IT WORKS VERY WELL 
          >> MARK,  IF YOU SKIP FORWARD TO PAGE 17, APPENDIX B -- ALL 
          CAPS, YEAH. >> MARK STUART:  I SAW THAT, 
          YEAH. >> MARK'S POINT ABOUT WHAT IS THE -- WHAT THE HEADLINE FOR EACH OF THESE. 
          THE HEADLINE IS NOT THERE YET FOR MANY OF THESE, BUT AT THE SAME TIME, THEY MAP VERY WELL TO MENTION -- MENTION OF SOCIAL BENCHMARKS. THEY ARE NOT MAPPED ONE ON ONE, BUT THE SOCIAL BENCHMARK IS SOMETHING TO WRAP MY HEAD AROUND. IF IT IS ANOTHER ONE OF THOSE THINGS THAT RESLICE OUR DATA AND ANALYZE AND FIND SOMETHING ELSE. WHEN WE FIRST WOKE THIS, EXHIBIT A STRONG WORK ETHIC. FUNDAMENTALLY,  I THOUGHT I 
          [04:25:02]
KNEW WHAT MATT WAS GOING TO PROPOSE. 
          I KNEW WHAT WE HAD WAS BROKEN. MOST OF THE THINGS WERE IMMEASURABLE, THEY MIGHT HAVE BEEN IMPORTANT BUT TO EXTRACT THEM FROM THE STUDENT LIST ALWAYS DROVE ME INSANE. 
          AND I REALLY DO LIKE THESE BUT AS REPLACEMENT. 
          NOT A REVISION. THIS IS A REBOOT COMPLETELY OF R-3. YOU LOOK AT IT FROM THAT FR FRAMEWORK IT WORKS FOR ME GETTING AT THINGS THAT ARE EASILY MEASURED. AND APPENDIX B THAT COMES IN IS SELF-AWARENESS. I GUESS THAT IS SORT OF A HIPPY DIPPY CONCEPT, BUT WHEN YOU READ THROUGH THIS, OKAY, I GET THAT.3 I GET WHAT THIS MEANS FROM THEIR SELF-AWARENESS DEFINITIONS. 
          SO I AM VERY EXCITED ABOUT THIS THE FACT TO MAKE R-3 MEANING SR.  FOR ME WRATH I AM SEALING LIKE YOU AND YOUR TEAM TO FIND SOMETHING THAT WE ALREADY LOOKED AT THAT MEANS SOMETHING MORE THAN WHAT WE ALREADY LOOKED AT AND I NEVER -- I NEVER BELIEVED WE WERE DOING THAT. 
          NOW I BELIEVE THAT WE CAN. THE ONLY STRUCTURAL CONCEPT. 
          AND MENTIONED IN THE WRITING THAT DISCIPLINE IS NO LONGER IN THERE. BUT DISCIPLINE SO BELONGS IN THE SAFE CHOICES SECTION. BECAUSE THAT IS AN OBJECTIVE MEASURE OF HOW KIDS ARE DOING AT SELF-REGULATION. 
          IF WE HAD AN ENTIRE POPULATION. ALL OF OUR SKIDS WERE SOCI SOCIOPATHS. THEY ARE VERY GOOD AT SELF-S RELATEING AND THIS WILL NOT BE TRUE, BUT DISCIPLINE WILL GIVE US TRUE ANSWER SOMETHING IS WRONG WITH OUR SURVEY. 
          >> SIRI BLIESNER:  I WOULDN'T GO WITH TRUTHS BUT ANOTHER DATA 
          POINT. >> ERIC LALIBERTE:  BUT ANYWAY, IF ALL OF THE KIDS SOCIOPATHS I DON'T THINK WE ARE SUCCEEDING. 
          I DON'T SEE A NATIONAL  FOR ATTENDANCE. 
          I THINK IT IS IN OE-10 DISCIPLINE IS LOOKED AT ONE WAY IN OE-10. ATTENDANCE IS NOT MEASURED. 
          AND SO I WOULD RECOMMEND THAT WE COME BACK WITH OE-10 AND SAY 
          HOW WOULD WE WANT TO DO THIS. >> MEASURE BOTH IN OUR SIPS BUT I EXPECT THE BOARD TO BE INDEPENDENTLY MONITORED WOULD BE A GREAT IDEA. IF YOU LOOK AT THE STRUCTURE OF THE BENCHMARKS. THE. 
          ALL OF THE PROPOSE MEASUREMENTS ARE OUT OF THE SURVEY. 
          YOU LOOK AT THE SURVEY FROM THE LAST THREE. 
          A DIFFERENCE HOW I THINK I AM TREATING OTHER PEOPLE AND HOW OTHER PEOPLE FEEL I AM TREATING THEM. 
          AND I DON'T KNOW IF THE SURVEY HAS THE MIRROR QUESTION. 
          HOW OFTEN HAVE I BEEN BIASED VERSUS HOW LONG WILL I BE TREATED IN A MATTER. LOOKING THROUGH THE QUESTIONS, I DIDN'T SEE QUESTIONS THAT MIRROR. 
          I DON'T KNOW HOW MUCH CONTROL OVER THE QUESTIONNAIRE. 
          >> SUPERTENDENT HOLMEN:  CHRIS, COULD YOU GIVE THAT TO ME 
          AGAIN. >> CHRIS CARLSON:  IF YOU ASK -- LET'S GO WITH SOCIAL ENGAGEMENT, DEMONSTRATES IS A SENSE OF SCHOOL AND COMMUNITY RESPONSIBILITY. 
          I FEEL A GREAT SENSE OF SCHOOL AND COMMUNITY RESPONSIBILITY. 
          BUT IF YOU ASK, WHAT DO THE OTHER STUDENTS. 
          DO YOU FEEL THE REST OF YOUR SCHOOL HAS A STRONG SENSE OF SCHOOL IDENTIFY AND COMMUNITY RESPONSIBILITY AND YOU ANSWERED, I DON'T SEE THAT. THAT IS A DISCONNECT. 
          AND IF THEY ARE ALL SAYING CONSTANTLY TURNING OVER TRASH CANS, THE TRUTH IS SOMEWHERE IN BETWEEN HERE AND THIS IS SOMETHING THAT I CAN USE TO MONITOR IF WE HAVE CONTROL OVER THE QUESTIONNAIRE. SO OVERALL, I AM VERY EXCITED ABOUT THIS NOT THAT I THINK IT HAS CORRECTED SOMETHING THAT WAS WRONG, BUT REPLACED SOMETHING THAT WASN'T USEFUL TO SOMETHING THAT IS USEFUL. I TAKE YOUR POINT. 
          WE DO NEED TO FIND A WAY TO MAKE THIS -- THE LANGUAGE HAS TO BE CLEAR TO THOSE WHO HAVE NOT BEEN STEEPED IN THE JARGON OF SEL. YOU SHOULD BE ABLE TO READ THE POLICY WITHOUT KNOWING WHAT SCL STAND FOR. 
          WILL TAKE A LITTLE WORK BUT NOT IMPOSSIBLE. 
          >> ERIC LALIBERTE:  I AGREED. PERSONAL ASSETS. 
          I HAD TO LOOK UP WHAT THAT MEANT. 
          AND A NUMBER OF THINGS. THE SUPERINTENDENT 
          [04:30:03]
INTERPRETATION OF EACH OF THESE IS MUCH CLEARER, LESS JARGONY LANGUAGE AND INCORPORATE SOME OF THAT INTO THE POLICY ITSELF RATHER THAN THE SUPERINTENDENT LANGUAGE, REPLACING SOME OF THE TERMS THAT MAYBE USED LESS COMMONLY IN GENERAL PARLANCE. 
          BUT -- SHOOT,  I LOST TRACK OF WHAT I WAS GOING TO SAY. 
          OH, YEAH, TO ECHO DIRECTOR CARLSON'S POINTS. 
          RESULTS 3, AS WE HAD IT BEFORE, HAS BEEN -- HOW I DO USE THE TERM USELESS, BUT FRUSTRATING FOR EVERYONE, RIGHT. 
          AND I DO THINK THAT THIS -- WHEN I LOOK AT THIS, I AM GOING TO SEE SOMETHING OR A REPORT THAT WILL BE MEANINGFUL FOR BOARD AND WILL BE MEANINGFUL FOR THE SYSTEM AND IS ACTUALLY SOMETHING THAT IS USEFUL. I AM REALLY EXCITED ABOUT THAT. 
          AND I AGREE WITH DIRECTOR STUART, THAT WE CAN SAY -- I THINK THAT EACH OF THESE CAN BE SAID A LITTLE BIT CLEARER BUT I AM ABLE TO -- AFTER READING IT A FEW TIMES, I WAS BASICALLY ABLE TO UNDERSTAND EACH OF T THEM. 
          THAT SHOULD NOT BE THE GOAL. THE GOAL IS FOR SOMEONE TO READ IT ONCE AND UNDERSTAND IT. I KNOW WHAT WE ARE MONITORING AND I AM COMFORTABLE GOING FORWARD WITH THIS. 
          I AM STILL WRESTLING WITH TI TITLE. 
          YOU KNOW. IS IT LIFE AND SOCIAL SKILLS IN I DON'T KNOW. WHEN I LOOK AT THIS, ONE PART -- IT IS DIVIDED IN TWO ALMOST. PERSONAL ATTRIBUTES AND MORE OF INTERACTING WITH OTHERS WITH THAT ASPECT OF IT. 
          I DON'T KNOW. I DON'T HAVE ANYTHING, BUT IT'S -- IT'S NOT LIFE SKILLS AND CITIZENSHIP ANYMORE. 
          I DON'T THINK IT IS PERSONAL AND SOCIAL SKILLS IS SOMETHING 
          THAT SOUNDS BETTER. >> MARK STUART:  WHEN I LOOKED AT THIS INITIALLY I SAW WHAT WE WERE TRYING TO -- TO REINTERPRET THE LAST ONE. WHAT I AM SEEING IS WE BASICALLY ARE THROWING OUT THE LAST ONE TO BE QUITE FRANK. 
          BECAUSE YOU COULDN'T FIND A VEHICLE TO MEASURE IT. 
          NOW THAT, TO ME, PROBLEMATIC. IF YOU CAN'T FIGURE OUT A WAY TO MEASURE IT, THEN WE HAVE TO FIND -- THERE HAS GOT TO BE MEASUREMENTS OUT HERE FOR THIS SORT OF THING. 
          WE DON'T JUST LOOK INTERNALLY. REGARDING HOW MANY TIMES YOU REINTERPRET THE BACK SESSION OF THIS REPORT, IT IS NOT APPLES TO APPLES, FOLKS. AND THERE IS A SEGMENT OF OUR COMMUNITY THAT HAS A REAL PROBLEM WITH US LAPSING FROM ACADEMIA TO SCL. WE HAD A LOT OF NUMBER NEGATIVE COMMENTS OF SEL. WILL THAT FALLS IN THE SPECTRUM OF OUR COMMUNITY AND THEIR POINTS OF VIEW, SO WE SAY, IT DOESN'T REALLY MATTER. THE IDEA IS IF YOU ARE GOING AFTER CITIZENSHIP, IF YOU ARE GOING AFTER -- IF YOU WERE GOING AFTER SOCIAL SKILLS, TELL ME THAT -- DON'T TELL ME ONE REPLACES THE OTHER AND R 3 IS A NEW THING. 
          NOW TO R 4, R-4  SHOULD GO ON TO CITIZENSHIP PART AND HOW DO WE MEASURE THAT? I AM SURE THERE IS GOING TO BE A WAY. ONE DOESN'T REPLACE THE OTHER, -- BUT IT REPLACES IT AND TH THROWS OTHER ONE OUT INTO THE GARBAGE CAN. AND I THINK -- ASPECTS THAT WE JUST TOSSED AWAY. WE NEED TO FINDS A WAY TO MEASURE THEM. BECAUSE THEY ARE IMPORTANT. 
          JUST BECAUSE IT IS DIFFICULT, DONE MEAN YOU GIVE UP. 
          ONE QUESTION ON THE SURVEY, DO YOU GIVE UP EASILY? AND I KNOW YOU GOT TO BE FRUSTRATED AS HELL BANGING YOUR HEAD AGAINST THE WALL TO FIND A VEHICLE. 
          BUT LORD HAVE MERCY. AGAIN TOTAL REPLACEMENT. 
          TOTALLY DIFFERENT TOPIC, I SHOULD SAY. 
          TOTALLY DIFFERENT TOPIC. YOU CHANGED TOPIC BECAUSE ONE DIDN'T FIT AND FINE IF WE WANT TO MEASURE IT. 
          THAT IS GREAT. WE WILL MEASURE IT. 
          BUT WE WON'T BE MEASURING WITH WHAT WE WERE ORIGINALLY LOOKING 
          AT, I DON'T THINK. >> SUPERTENDENT HOLMEN:  IF I CAN RESPONSE, WITH R-3 IS WHAT CHANGE ARE YOU WANTS BE TO 
          [04:35:05]
EFFECT WITHIN -- WITH OUR STUDENTS. 
          AND SO I THINK THE INTEREST WITH R-3,  WHETHER CURRENTLY OR WHOEVER YOU WANT TO MODIFY IT, WHAT ARE YOU WANTING TO COMMUNICATE TO THE REST OF THE ORGANIZATION ABOUT THE CHANGE IN TERMS OF THE VALUES. AND TRYING TO, YOU KNOW, PART OF OUR WORK IS HOW DO WE ALIGN FROM POLICY ALL THE WAY DOWN INTO THE CLASSROOM LEVEL OF WHAT THAT -- WHAT THAT LOOKS LIKE. SO KIND OF MULTIPLE CONVERSATIONS WHAT IT IS THAT THE BOARD -- IS THE BOARD BEING CLEAR OF THE VALUES AND HOLDING UP TO THE ORGANIZATION TO SAY THIS IS WHAT IS IMPORTANT FOR US TO FOCUS ON. 
          AND OUR GRADUATES AND DOING SO IN A WAY THAT CAN DRIVE THAT AS CHANGES. AND SOMETIMES I AGREE WITH DOCTOR ASURA. YOUR RESPONSIBILITY TO DRAW IT OUT IS IMPORTANT BECAUSE WE KNOW WHAT CHANGES WE ARE AFFECTING. AND SO I THINK WHAT I HAVE OBSERVED BEING IN ROLE THAT R-3 AS IT IS WRITTEN DOES NOT PROVIDE CLARITY. FOCUS ON SOCIAL AND EMOTIONAL SKILLS OR SOMETHING ELSE, NOT ONLY STRUGGLE TO MONITOR WITH THE RIGHT TYPE OF MESH KHURMS, BUT STRUCTURED IN SUCH A WAY THAT PROVIDES CLARITY IN THE ORGANIZATION THAT CAN REALLY DRIVE THE CHANGE. SO I THINK THAT IS -- WE WERE LOOKING AT THIS AND HAVING THAT DEBATE. 
          THAT WILL BE TWO THINGS. PROVIDES CLARITY IN THE ORGANIZATION THAT WE ARE HOPING WHAT STUDENTS GET AND ALSO -- THAT WE CAN WORK WITH OUR DIRECTOR AND OUR PRINCIPALS AND TEACHER AND THEY KNOW HOW THIS TRANSLATES INTO SOMETHING THAT 
          IS COHESIVE FOR THEM. >> SO A FEW THINGS. 
          ONE IS, I AGREE FROM LIFE SKILLS AND CITIZENSHIP TO LIFE SKILLS. I THINK THERE IS OVERLAP IN SOME OF THOSE SKILLS, BUT NOT A ONE TO ONE. 
          BOTH OF THEM ARE IMPORTANT TO TEACH. 
          WHAT THAT CONTENT IS,  THAT IS ROOM FOR DISAGREEMENT. 
          IF WE LOOK AT OUR POLITICAL CLIMATE AND OUR EXPERIENCES IN THIS ROOM. RESPECTFULLY DISAGREEING RATHER THAN THREATENING PEOPLE. RIGHT. 
          A LIFE SKILL AND CITIZENSHIP THAT WE WANT PEOPLE TO LEAD. 
          WITH THE FEW EXEMPTIONS IN HERE IS VERY -- STAYING FOCUS. 
          I WOULDN'T THINK THAT PEOPLE WOULD SAY THAT STAYING FOCUS IS NOT A GREAT SKILL TO HAVE. A LESSON TO TEACH THAT WILL SERVE OUR STUDENTS IN SCHOOL AND OUT OF SCHOOL AND VALUABLE SKILLS THAT I THINK ARE IMPORTANT. 
          I HAVE A QUESTION OF GOING TO CITIZENSHIP THOUGH, I THINK THERE IS A WHOLE OTHER STRAND OF CITIZENSHIP. 
          I CAN RESPECTFULLY DISAGREE AND STAY FEE CUSSED, BUT VOTING IS A RESPONSIBILITY OF CITIZENSHIP AND HOW MY ACTIONS EFFECT OTHERS OF CITIZENSHIP AND ONE OF THE ROLES OF PUBLIC AND CITIZENSHIP SOMETHING WE NEED TO ATTEND TO AND NOT VETTED IN SOME PARTS, BUT THE SKILLS ARE ABSOLUTELY IMPORTANT, WILL SERVE OUR KIDS AND I LOVE HOW THEY ARE TEASING IT OUT BECAUSE IT ALLOWS TO YOU FOCUS MUCH MORE AND LEAD TO ACTIONS. 
          THE MAJORITY OF US CAN READ I CAN SAY I CAN SEE HOW A SCHOOL WILL INCORPORATE SOMETHING THAT CHANGES TO THAT MEASURE TO LEAD TO A BETTER OUTCOME FOR KIDS WHICH IS SOMETHING THAT R-3 HAS NEVER DONE AS CHRIS SAID I WAS MUCH MORE EXCITED. 
          NO MORE ROOM TO SAY THIS ONE IS FUNKY AND THIS IS OKAY. 
          THE ONE I WILL USE -- NOT A DING OF THE WORK OF THE SEL GROUP, BUT THE WHOLE IDEA OF MIND SET HAS BEEN THROUGH THE RINGER IN TERMS OF HOW PEOPLE ARE PERCEIVING THIS. 
          WHEN THIS WAS WRITTEN IT WAS VERY POPULAR AND A LOT OF STUDIES THAT REASON IS BEEN QUESTIONING WHETHER THAT IS SOMETHING THAT COULD BE TAUGHT OR CAN DO AND THE RESOURCES TO TEACH IT AS WELL. WE HAVE IN OUR SCHOOLS A FEW WEEKS BACK, PUTTING UP POSTERS LIKE BELIEVE IN YOURSELF AND GO OUT THERE AND WORK HARD. WE VICE PRESIDENT SEEN CHANGES IN KIDS. ANOTHER ONE I DO AGREE. 
          IT IS A RIGHT THING TO GIVE UP BECAUSE YOU ARE DOING SOMETHING THAT ISN'T LEADING YOU DOWN PAST MY RECOMMENDATION THAT 
          [04:40:03]
THESE INDICATORS KNOW AND CONTINUE TO A POSITIVE CHANGE IN KIDS AND THOSE ARE THE VALUES YOU HAVE AS THE BOARD. 
          THE ACTIONS THAT SCHOOLS CAN MAKE AND MY RECOMMENDATION TO ZERO IN AS IF THEY ARE A RIGHT INDICATOR AND CITIZENSHIP IS PART OF THE CONVERSATION OF THE PROFILE OF A GRADUATE AND WHERE THAT MIGHT FIT IN OR OTHER SMALL PIECES THAT RELATE MORE 
          TO CIVICS. >> MARK STUART:  WHAT MIKE S SAID, WE COME UP WITH A R-3. A NEW R-3. 
          ARE THERE'S A PECTS OF THE OLD ONE THAT NEED TO BE LOOKED AT? 
          >> IF HE ACCOMPLISH R-3. IT IS POSSIBLE TO HELP THE STUDENT GET TO A R-4. BECOME A GOOD CITIZEN AND VOTER AND INVOLVED A COMMUNITY AND WHATEVER. 
          PROVIDES A FOUNDATION FOR THE OTHER, BUT DOES NOT REPLACE THE OTHER. AS LOOKING AT IT I WAS SAYING THIS IS SUPPOSED TO MAKE IT CLEARER. 
          IT DIDN'T FOR ME, IT WAS DIFFERENT. 
          WASN'T ANY CLEARER. ACTUALLY A LITTLE MORE FUZZY. 
          BUT, AGAIN, THAT IS JARGON. SO IF WE ARE LOOKING TO ACCOMPLISH SOMETHING ELSE, THAT IS FINE. 
          BUT NOT ACCOMPLISHING WHAT THE BUT WAS INTERPRETING WHAT WAS 
          FOUND. >> WE WILL GO TO DR. HOLMEN 
          THAN SYRACUSE, CHRIS. >> SUPERTENDENT HOLMEN:  I WILL HOLD FOR NOW. LEAH. 
          >> LEAH CHOI:  I WAS GOING TO SAY THAT LIFE SKILLS A VERY ACCURATE REPRESENTATION ON WHAT IS BEING REPRESENTED WITH THIS. 
          I AGREE WITH EVERYTHING THAT MIKE SAID. 
          THE CITIZENSHIP PIECE MAY NEED A LITTLE BIT MORE BUT WHEN I LOOKED AT THIS, I LOOKED AT A STUDENT LEARNING EMOTIONAL BEHAVIORS AND SKILLS, MANAGING THEM 70S, MANAGING EMOTION, THOSE ARE ALL LIFE SKILLS. I DON'T KNOW WHAT OTHER BUCKET WOULD YOU PUT THAT UNDER. I ACTUALLY DON'T HAVE AN ISSUE WITH THE TITLE FOR R-3. AND I WAS CONFUSED WHAT WE WERE GOING TO DO NEXT. ARE WE GOING TO GO THROUGH EACH POINT OR TALKING ABOUT EVERYTHING NOW. 
          BECAUSE I HAVE SOME OTHER INDICATORS AND TARGETS, COMMENTS, SHOULD I SAVE THOSE OR -- 
          >> I BELIEVE THE GOAL WAS TO SEE IF THIS IS THE RIGHT POLICY. BECAUSE IF THE BOARD SAID THIS IS THE WRONG POLICY, THEN GOING THROUGH THE INDICATORS WOULDN'T 
          BE BENEFICIAL. >> LEAH CHOI:  SO I WILL HOLD. 
          >> MAYBE LATER. >> SIRI BLIESNER:  THANK YOU, MIKE. I APPRECIATE THE WAY YOU PUT THAT FORWARD. WITH THAT. 
          LIFE SKILLS, SOCIAL SKILLS, AND LIFE SKILLS THAT SUPPORT ACADEMIC SUCCESS. AND THAT WE ARE LOOKING FOR EDUCATIONAL COMPONENTS BEHIND IT. 
          AND THAT IS THE PIECE TO BE THINKING ABOUT AS WELL. 
          NOT ONLY IS IT PERSONAL SUCCESS, BUT THE ACT SUCCESS. 
          AND THING THAT IS ANOTHER CRITERIA TO PUT OUT THERE AND THE GROWTH MINDS SET IS AN INTERESTING PIECE TO PLAY THROUGH THAT. AND -- AND PLAY THAT OUT. 
          SO THE ONLY OTHER QUESTION I HAVE THAT. 
          AND TALKING ABOUT JARGON. IN THE SEL, THEY ACTUALLY HAVE THE TWO WORDS, THE TITLE AND A DESCRIPTION OF WHAT IT WAS. 
          I DON'T KNOW IF IT IS THE TITLE COMPONENT IS A PIECE THAT WE UTILIZE AND YOU CHOSE TO REWRITE THAT INSTEAD, BUT THE TITLE ITSELF SAYS JARGON DOESN'T SAY A LOT EITHER. 
          SO I GET THAT. BUT JUST THINKING THROUGH THAT. 
          LIFE SKILLS, THAT'S WHAT THESE. A 
          >> MARK STUART:  THERE ARE A COUPLE OF PIECES THAT I THINK WE SHOULD TEAR APART AND YOU IN THE OUR OWN CONVERSATION. 
          THE FIRST ONE IS CITIZENSHIP SOMETHING WE WANT FOR IT TO BE ITS OWN BEAST. AND WHAT IS CITIZENSHIP. 
          THE INTERESTING THING FOR ME ABOUT THIS IS THAT  MARK YOU HAVE GOOD POINT. I AM ENTIRELY THRILLED TO THROW OUT THE BATH WATER, BUT IS THERE A BABY IN HERE. 
          THAT IS THE CONSIDERATION. I ACTUALLY -- IF YOU BEAR WITH ME, THE OLD 3.1, THINK CREATIVELY AND CONSISTENTLY IS 
          [04:45:02]
COVERED BY R-1. 3., WE ARE TELLING KIDS HOW THEY ARE SUPPOSED TO PARTICIPATE IN CLASS. ARE WE OR ARE WE NOT PROVIDING DIFFERENTIATED INSTRUCTION. I NEVER LIKED 3.4 AS WELL. 
          3.5. W WELL WITH OTHERS. 
          3.6 BEFORE I GET WITH EVERYTHING I AM WORRIED ABOUT THROWING OUT. 3716 A NATURAL HOME UNDER THE NEW 3.4 OLD 3.7. THIS IS CITIZENSHIP AND WHAT DOES THAT MEAN AND IS IT OR IS IT NOT COVERED BY THE NEW 3.6. 
          THE OLD 3.8 MAINTAIN A LOCAL AND GLOBAL PERSPECTIVE. 
          3.9, EXHIBIT A STRONG WORK ETHIC. 
          THE OLD 3.10, TAKE PERSONAL RESPONSIBILITY. 
          11, DEMONSTRATE RESILIENCY AND 12, MAINTAIN BALANCE. 
          THE ONLY THING I THINK THERE IS DEBATED WHETHER IT IS FALLING UNDER THE NEW RUBRIC IS WHERE IS CIVIC RESPONSIBILITY AND SOMETHING WE CALL CITIZENSHIP AND DO WE WANT TO CALL CIT CITIZENSHIP OUT AS ITS OWN THING. 
          THAT IS MY PERSPECTIVE. THERE IS A PIECE OF BABY THERE THAT I THINK WE NEED TO DEBATE. A BROADER PICTURE AND QUITE COMFORTABLE TOSSING THE OLD STRUCTURE BECAUSE HARD TO MEASURE, DIDN'T TELL US MUCH AND 90% OF US WAS COVERED BY SOMETHING ELSE. AND. 
          WE HAVE A WHOLE LOT OF WORD SMITHING TO DO. 
          AND JOHN, DO YOU WANT TO TELL US WHAT YOU THINK OF CIT 
          CITIZENSHIP? >> I AM TRYING TO GO INTO SOME DETAIL THAT WE CAN PULL IN. SO -- THE FIRST FIVE STANDARDS OF THE WASHINGTON STATE SOCIO EMOTIONAL BENCHMARKS ARE CONSISTENT WITH THE SOCIAL EMOTIONAL STANDARDS WHICH ARE DEVELOPED BY CASTLE. THE SIXTH ONE THAT IS ADDED SOCIAL ENGAGEMENT. WHEN BREAK THAT DOWN, UNDER THAT THERE ARE SIX -- THREE KIND OF BENCHMARKS AND THEY FURTHER BREAK THAT DOWN. I AM JUST GOING TO GO THROUGH THOSE. NOT CALLED OUT IN THE POLICY BUT MAY ADDRESS CITIZENSHIP OR NOT. 
          THE REASON THE STATE ADDED A SIXTH BENCHMARK. 
          SIXTH STANDARD TO ADDRESS THIS CONCEPT OF CITIZENSHIP AND PROVIDE SCHOOLS WITH A HOLISTIC FRAMEWORK THAT DEMONSTRATES A SENSE OF SCHOOL COMMUNITY AND RESPONSIBILITY. 
          DEMONSTRATES THE ABILITY TO WORK WITH OTHERS, SET, MONITOR, ADAPT, ACHIEVE AND EVALUATE GOALS. 
          AND THEN CONTRIBUTES PROD PRODUCTIVELY TO ONE'S SCHOOL, WORKPLACE AND ONE COMMUNITY. THEY FURTHER AND THEY HAVE GOT IN APPENDICES. WHAT DOES THAT LOOK LIKE AND THE TERMS THEY USE ARE SUCH THAT THESE WILL BE ONES THAT YOU CAN LOOK AT IN AN EARLY ELEMENTARY SCHOOL. 
          THE CONCEPT WITHIN A COMMUNITY IS JUST KINDERGARTEN CLASSROOM. 
          THAT IS THE SIZE OF YOUR WORLD, RIGHT. 
          OR YOUR TABLE MATES. WHEREAS HIGH SCHOOL STUDENT, WE ARE PREPARING OR AT THE STAGE WHERE WE ARE REALLY TRYING TO MAKE SURE -- ENSURE THAT OUR STUDENTS HAVE A MORE KIND OF EXPANSIVE VIEW OF COMMUNITIES. HERE FOR HIGH SCHOOLS, HERE ARE SOME OF THE -- UNDER THE CONTRIBUTES PRODUCTIVELY TO ONE SCHOOL WORK AND COMMUNITY. THE STATE HAS IDENTIFIED WHAT WOULD BE SOME OF THE INDICATORS TO LOOK FOR, ANALYZE, PROMOTE FOR PROMOTING A HEALTHY AND SCENE WILL ENVIRONMENTS. 
          I CAN USE ANALYSIS AND CRITICAL UNDERSTANDING SKILLS FOR THE BROAD IMPACT OF SAFE AND RISKY ONLINE BEHAVIORS. 
          SO THERE -- IT MAY BE AND I AM NOT PREPARED RIGHT NOW TO KIND OF TAKE THE BOARD COMPLETELY THROUGH THAT PARTICULAR STANDARD TO FULLY EVALUATE CITIZENSHIP, BUT THAT -- THAT COULD BE OF INTEREST OF OR SOMETHING THAT IS WORTH EXP EXPLORING TO SAY DOES THAT SATISFY THE BOARD'S EMPHASIS ON CITIZENSHIP? AND DO WE FRAME IT IN SUCH A WAY THAT IN THE POLICY THAT IS BOTH CLEAR AND ACTIONABLE TO 
          [04:50:04]
THE ORGANIZATION OR DOES IT NEED TO BE CALLED OUT IN A DIFFERENT WAY SUCH THAT THAT MAINTAINS THE BOARD'S INTEREST. 
          SO JUST WANTED TO CALL THAT OUT THAT I BELIEVE THE STATE THE COMMITTEE WORKING ON THIS. THAT WAS THEIR INTENT BECAUSE SOMETHING THAT THEY WERE INTENTIONALLY ADDED BECAUSE THE FIRST FIVE ARE REALLY THE SOCIAL-EMOTIONAL STANDARDS. 
          THE SIXTH ONE WAS AN ADDITIVE. >> WHEN I THINK OF CITIZENSHIP, THERE IS PART OF ME THAT JUST, YOU KNOW, FEELS VERY STRONGLY ABOUT -- I LIKE THE CONCEPT OF CITIZENSHIP, WHICH ANY TIME I FEEL SOMETHING THAT STRONGLY, I FORCE MYSELF TO PAUSE BECAUSE THAT IS USUALLY THE WRONG ANSWER TO THE QUESTION. 
          AND I SAY THAT BECAUSE MY SENSE OF CITIZENSHIP IS VERY EURO-CENTRIC IN TERMS OF CITIZENSHIP. 
          AND I THINK OUR CHARGE THAT WE HAVE PUBLICLY STATED WAS TO DEVELOP STUDENTS TO BE FUTURE READY FOR A GLOBAL SOCIETY THAT IS WHAT WE ARE PREPARING STUDENTS FOR. 
          CITIZENSHIP IN TERMS OF -- YES, THROUGH OUR CIVIC COURSES, WE TALK ABOUT THE POLICIES AND PRACTICES AND, YOU KNOW, EVERYTHING THAT IT MEANS TO LIVE IN A DEMOGRAPHIC SOCIETY. 
          WHEN I THINK OF CITIZENSHIP, TO BE HONEST WITH YOU, I READ THESE AND I BELIEVE THIS IS IT WHAT WE WANT -- CITIZENS TO ACTED SUCH. AND SO I AM STRUGGLING WITH HOW CITIZENSHIP IS NOT REPRESENTED IN WHAT I AM CURRENTLY READING BECAUSE I WANT HOPEFULLY TO PREPARE OUR STUDENTS AND SOMEBODY MENTIONED THE NUMBER OF LANGUAGES SPOKEN IN THE DISTRICT. I THINK IT IS 120 PLUS. 
          AND THIS REPRESENTS HOW GLOBAL OUR SCHOOL DISTRICT IS, SO WHEN WE THINK OF PREPARING OUR STUDENTS TO POSSIBLY LIVE AND INTERACT AS A CITIZEN, WHETHER THAT IS HERE LOCALLY OR FROM ALL ACROSS THE GLOBE. I THINK THESE ASPECTS OF A PERSON ARE UNIVERSALLY APPLICABLE. 
          AND TO ME THAT IS THE DEVELOPMENT OF CITIZENSHIP IS DEVELOPING KIND OF THE HUMAN SIDE OF WHAT THAT IS. 
          KNOWING THAT OUR CIVICS COURSEWORK IS MUCH MORE TA TARGETED AROUND THE DEMOCRATIC PROCESS AND THINGS LIKE THAT. 
          IT IS DOT, DOT, DOT. IT IS NOT A CONCLUSION, BUT JUST AS I THINK ABOUT AND TRY TO GRAPPLE WITH MY OWN -- MY OWN UPBRINGING AND ORIENTATION TO CITIZENSHIP. 
          AND KNOWING THAT WE ALSO HAVE A VERY GLOBAL COMMUNITY THAT ATTENDS SCHOOL HERE IN LAKE WASHINGTON AND THIS MAY NOT BE THEIR COMMUNITY FOREVER AND MAY GO PLACES WHERE WHAT DOES IT MEAN TO OPERATE AND INTERACT WITH YOUR GOVERNMENT IN TERMS OF CITIZENSHIP IS VERY DIFFERENT NOT A COMPLETE THOUGHT BUT SOMETHING I AM GRAPPLING WITH. 
          >> ERIC LALIBERTE:  LET'S -- ACTUALLY I WANT TO TALK. 
          THAT'S OKAY. I HAVE BEEN -- WHAT DO I THINK AND I THINK OF THE IMPORTANT OF CITIZENSHIP. 
          IS THAT DEFINITION WE ALL HAVE AND IS THAT VALUE. 
          AND I GUESS FOR ME WHEN I THINK ABOUT IS THAT OUR SYSTEM GRADUATES WITH THE SKILLS TO CONTRIBUTE, YOU KNOW, WITH THE SKILLS TO BE ABLE TO CONTRIBUTE TO THE COMMUNITY I LIVE IN. 
          ONE OF THE BULLET POINTS UNDER WHAT I -- I AM GLAD THAT MATT DIRECTED. BULLET POINT TO SOCIAL ENGAGEMENT. CONTRIBUTES PRODUCTIVELY TO ONE SCHOOL, WORKPLACE OR COMMUNITY. THAT IS WHAT I THINK AT LEAST FOR ME. WHEN I THINK OF CITIZENSHIP, THAT IS WHAT I THINK OF. AND IT'S THE CHALLENGE -- THE CHALLENGES -- HONESTLY IT IS PHRASED DIFFERENTLY THAN I HAVE HISTORICALLY PHRASED IT AND MAYBE A LITTLE DIFFERENT THAN I THOUGHTS ABOUT. THE REAL HEART OF THE VALUE IS CAPTURED THERE. WHAT I WANT MY OWN CHILDREN TO GRADUATE WITH IS -- ARE THOSE SKILLS. 
          SO I GUESS -- START THIS CONVERSATION BY SAYING THIS 
          [04:55:01]
POLICY DOESN'T -- THE TITLE IS ALL WRONG. 
          IT DOESN'T TALK ABOUT CIT CITIZENSHIP. 
          FULL CIRCLE. THAT GUY WHO SAID THAT 20 MINUTES AGO IS WRONG. I DO ACTUALLY THINK IT WAS. 
          AND IT IS WHAT WE ARE MEASURING HERE DOES ENCOMPASS CITIZENSHIP. AND THERE YOU GO. 
          >> WE PROBABLY SHOULD HAVE ARTICULATED AT FRONT AND WE SHOULD SAY THAT. IF YOU ARE SAYING THAT THE MORE JARGONESQUE IF YOU WILL APPROACH TO THIS ENABLES A STUDENT TO X, Y AND Z. THEN I SEE IT. 
          BUT TO JUST REPLACE IT WITH THE JARGON. 
          IT DOESN'TZERO IN TO THE PARENT OR STUDENT. 
          WHAT IN THE WORLD ARE YOU TALKING ABOUT. 
          BUT ENABLE A STUDENT TO X, Y AND Z. 
          AMONG OTHER THINGS. AND MORE LIKE THAT TO SAY INCLUDED IN THIS ARE X, Y AND Z. 
          AND THAT WAY IT BRINGS IT BACK TO REALITY. 
          IT TAKES IT OUT OF THE TOWER. AND THAT IS MY CONCERN. 
          I DON'T WANT SOMEBODY WITH A -- IF I -- I AM A 11TH GRADER AND FIFTH GRADER. AND I CAN UNDERSTAND WHAT IS EXPECTED TO ME. WHY ARE YOU DOING IT FOR ME. 
          ONE OF THE THING THE STUDENT LOOKS AT, WHAT DOES IT HAVE TO DO WITH ME AND WHY ARE THEY FORCING IT DOWN MY THROAT. 
          WHY ARE THEY TRYING TO INSTILL THIS IN ME IF SOMETHING -- DOES IT FIT IN A THEORY OR WILL IT HELP ME DOWN THE ROAD TO BE A BETTER PERSON. PERHAPS THAT IS THE -- WHAT I AM LOOKING AT NOW. HAD I HAD THE PARAMETER THAT YOU ALL GAVE JUST NOW, I THINK I COULD HAVE BEEN ON BOARD WITH THIS JUST A MATTER OF BEING ABLE TO SAY WHAT YOU MEAN. 
          AS THEY SAY, WRITTEN TO A SIXTH GRADE LEVEL. 
          PUT A POLICY TO A SIXTH GRADE LEVEL,  FOLKS. 
          AND AT LEAST HAVE THE INTERPRETATION INTO IT BECAUSE OTHERWISE YOU ARE GOING TO LOSE EVERYONE. 
          >> I THINK THAT THEY REFERRED TO AND MATT REFERRED TO REPRESENTS CITIZENSHIP. THAT DOESN'T ENCAPSULATE -- RICHNESS OF THE BENCHMARKS AND MY RECOMMENDATION WOULD TO BE ADJUST A LITTLE BIT WHAT WE ARE GOING TO MEASURE AND LOOK AT WHEN WE ARE MEASURING THAT SIX STANDARD OR 3.6. 
          I ALSO SAY THAT THIS WILL BE CLOSER THAN WHAT WE AGREE TO. 
          I WAS THINKING THE IDEA OF TEACHING CITIZENSHIP. 
          REMEMBERING BACK TO AN 8TH GRADE LEGS OF PATRIOTISM. 
          AND THIS WAS THE WAY IT WAS TAUGHT. 
          AND SHOW THE PURPOSE OF SORTS. I DON'T THINK IT IS THE RIGHT PURPOSE AND AS I WAS SHARING EARLIER, A RESPONSIBILITY TO TEACH SKILLS THAT ALLOW US TO LIVE TOGETHER AROUND PART OF THAT IS LIVING TOGETHER IN A DEMOCRATIC SOCIETY. 
          I WILL BE NOT WANTING TO A NOT ADDRESS CITIZENSHIP, BUT THE STANDARDS I HEARD ARE PRETTY WELL VETTED AND DO ADDRESS THE VALUES OF THE BOARD AND THEN ARE YOU PULLING LIFE SKILLS AND CITIZENSHIP BACK TOGETHER AND ACCEPT RIGHTING THE SIXTH STANDARD. I AGREE THAT YOU SHOULD INCOOPERATE IT AND CALL IT OUT. IF THERE ARE SOME THAT ARE SPECIFIC AND -- MIGHT BE APPROPRIATE. 
          >> YOU GET TO THE TEXT BOOKS AND TO THE CIVIC. 
          TWO OR THREE USE THE WORD CITIZENSHIP. 
          SO, WE NEED TO LOOK AT IF WE ARE GOING TO TRY TO HELP KIDS TO DEFINE WHAT CITIZENSHIP SHOULD BE, WELL, WE ARE GOING TO SAY WE ARE TEACHING -- ESPECIALLY AT AP LEVEL, WHAT CITIZENSHIP SHOULD OR SHOULD BE, AND WE NEED TO MAKE IT UNDER STANDABLE TO THEM. AND GO FROM THERE WHETHER THE CITIZENS OF REDMOND, WASH WASHINGTON, OF THE UNITED STATES OR THE WORLD. NOW WHAT DO YOU THINK OF THE LESSON YOU LEARN HERE AND HOW YOU ADOPTED TO THE SYSTEM YOU ENDED UP LIVING IN THOSE SKILL ALSO APPLY. 
          IF YOU MOVE TO BUMBLE STICK IOWA. 
          OR IF I HAVE TO MOVE, HOW WILL I TAKE THOSE SKILLS THAT I 
          [05:00:07]
LEARNED AND APPLY THEM TO THIS SOCIETY THINK THAT LIVE IN TO BE SUCCESSFUL. IT DOESN'T HAVE TO BE EURO CENTRIC AND TAKING THESE SKILLS AND SAY HOW I DO LIVE IN THIS. 
          THE SAME WAY THE IMMIGRANTS WHO COME HERE WHO HAVE BEEN IN A MORE RESTRICTIVE GOVERNMENT RELATIONSHIP AND YOU HAVE PARENTS LIKE THIS. THEY HAVE BEEN TAUGHT NOT TO QUESTION AUTHORITY. WELL, NOT TO EVEN ASK QUESTION FOR AUTHORITIES BECAUSE IT LOOKS LIKE YOU ARE QUESTIONING THE AUTHORITY TO ADAPT TO THIS WORLD IN THE UNITED STATES, THAT ASKS TO YOU ASK QUESTIONS. ENCOURAGES YOU TO ASK QUES QUESTIONS. I THINK THAT IS WHEN I THINK 
          THAT IS WHERE IT COMES DOWN TO. >> SYRACUSE, CHRIS, JON. 
          >> FLIP A COIN. >> SIRI BLIESNER:  PUT OUR NAMES ON THE BOARD. THINKING ABOUT THAT AND SORT OF THAT PREAMBLE POLICE, WHEN WE DID OE-14, ONE OF THE THINGS WE DID WRITE THE BOARD STATEMENT AT THE BEGINNING OF THE PRE AMBLE. THAT IS WHY WE HAD THAT GOOD. 
          NO REASON WE SHOULDN'T BE DOING THAT ON OUR RESULTS EITHER, AND HAVE A REAMBLE WHY WE ARE GOING TOWARD -- A PREAMBLE AND WHY WE ARE GOING TOWARD THIS AND IN A BOOED STATEMENT AND WHY THIS RESULT MATTERS AND ADDRESSES THAT CITIZENSHIP BEING WITH ENGAGEMENT AND THE WORLD THAT IS IMPORTANT AND BEING ABLE TO BUILD THAT PEACE. AND SOMETHING WE TO DO ALL OUR RESULTS AND EXPECTATIONS. TO WRITE THE BOARD STATEMENT. 
          >> TWRING. I THINK I GOT YOUR HEADLINERS S ARE, MARK. AND YOU KNOW, IF YOU -- GRADUATES FROM LAKE WASHINGTON WILL BE ABLE TO AND HAVE THE SEL LANGUAGE BUT NUMBER ONE TO INVENTORY THEIR OWN SKILLS HONESTLY. NUMBER TWO, TO EXERCISE SELF-CONTROL. NUMBER THREE IS SET GOALS AND MAKE PLANS. THOSE ARE THE INTERNAL SELF-SKILLS. NUMBER FOUR IS RESPECTED OT OTHERS. NUMBER FIVE DO NO HARM WHICH IS A VARIATION OF RESPECT OTHERS. AND NUMBER SIX, CONTRIBUTE TO THEIR COMMUNITY. I THINK THAT SORT OF HEADLINERS -- YOU DON'T NEED TO SPEAK SEL TO KNOW WHERE WE ARE GOING WITH THAT BUT DON'T THROW AWAY THE CAREFUL, PRECISE LANGUAGE. 
          THESE ARE HEADLINES FOR EACH OF THE PIECES. 
          >> UNDERSTANDABLE LANGUAGE AS OPPOSED TO HAVING A DEEPER -- I HAVE TO GO TO THE DICTIONARY. IT IS A FIRST STAB AT PROVIDING SOMETHING THAT IS EASILY INTERPRETED THAT PEOPLE CAN SAY 
          I KNOW WHAT THAT MEANT. >> CAUTIOUSLY THAT INTERPRETATION CAN VARY DRAMATICALLY FROM INDIVIDUAL TO INDIVIDUAL ON A STATEMENT WITH SUCH A GENERAL PACE. 
          THAT IS THE PAEVTS CHALLENGE. >> THAT IS WHY I DON'T WANT TO LEAVE IT AT THE SHORT THING. YOU DO THE SHORT THING. 
          IF THEY ARE WONDERING THEY READ THE NEXT SENTENCE AND THEY GET WHAT YOU MEAN FOR THE SHORT VERSION. 
          >> SIRI BLIESNER:  IF WE ARE ASSIGN TOGETHER WASHINGTON STATE SEL STANDARDS AS FAR AS REFERENCING AND WHERE IT IS COMING FROM AND A DIRECT REFERENCE TO WHERE IT GOING. 
          >> HAVING THE PRE AMBLE SETS THE STAGE TO, ONE, WHERE IT COMES FROM. AND TWO, GIVES THE HEADLINE AS CHRIS WAS CALLING IT AS A DIRECT STATEMENT. 
          AND THEN LEAD INTO ALL THE ASPECTS THAT GO INTO IT. 
          IT IS JUST A MATTER OF BEING ABLE TO -- FOR THE PERSON READING THIS SAY I UNDER STAND WHAT YOU SAY HERE AND HOW IT WILL AFFECT HERE. AND THEN IT WILL END UP HERE IN THE MINUTIA THAT I MAY OR MAY NOT HAVE A RECOLLECTION FOR, BUT AT LEAST WILL BE ABLE. ASSEMBLY LINE, FULL. 
          AND GIVE THE PERSON -- I THINK I KNOW WHAT THEY ARE SAYING HERE. IT JUST HELPS FOLKS AND DOESN'T 
          FRUSTRATE THE HELL OUT OF THEM. >> MIKE IS UP NEXT AND THAN J 
          JON. >> LEAH CHOI:  I WAS GOING TO CHANGE TO LIFE AND GLOBAL CITIZENSHIP SKILL. 
          DO YOU THINK CLARIFYING GLOBAL CITIZENSHIP WILL GET RID OF THE 
          [05:05:01]
CONFUSION? SORRY, MARK. 
          I WAS PROPOSING LIFE AND SOCIAL CITIZENSHIP. 
          >> YOU KNEE MOMENT WHEN SOMEONE STEALS YOUR THUNDER, I CONCUR 
          WITH DIRECTOR CHOI'S COMMENT. >> YES,  I THINK ITS A GOOD TITLE. IT IS CONSISTENT WITH OUR MISSION VISION TO. AND CONSISTENT WITH WHAT WE ARE LOOKING FOR IN THE POLICY. SO I THINK IT IS A GOOD IDEA. 
          I -- I -- >> LIFE SKILLS AND SOCIAL SKILLS WHEN YOU COME DOWN TO IT AS OPPOSED TO CITIZENSHIP -- IN A -- IT ASKS WHY IN THE WORLD ARE WE DEFINING THAT. 
          AND I DON'T THINK WITHOUT SPECIFICALLY THROWING IT OUT. 
          HOW DO GET FROM A  TO B TO C. OTHER PERSON WILL GO HUH? IF YOU TALK OF THIS BEING A SOCIAL SKILL AND A LIFE SKILL, PEOPLE WILL SAY OKAY, THESE ARE THE BUILDING BLOCKS TO HOW TO BE A BETTER PERSON AND A BET PARTY OF SOCIETY, WHETHER A GLOBE REASONABLE LOCAL SOCIETY AND WHAT HAVE YOU. 
          >> ALONG THOSE LINES. MY SUGGESTION WILL BE LIFE SKILLS AND SOCIAL SKILLS. MOVE CITIZENSHIP INSIDE OF ONE OF THESE DOWN LOWER RATHER THAN EMPHASIZING IT IN THE TITLE AND THE REASON I AM SUGGESTING THAT IS THAT CITIZENSHIP BECOMES SOMETHING THAT IS LOADED AS FAR AS ARE YOU A CITIZEN OR ARE YOU NOT. ARE YOU A CITIZEN -- WHICH PIECES OF SOCIETY ARE YOU CITIZENS. 
          AND THE SOCIAL SKILLS EXTRAPOLATE WHATEVER LAYER OF SOCIETY THAT WE ARE PARTICIPATING IN. 
          THAT IS CITIZENSHIP FOR ME. >> A SPARK OF CONTROVERSY OR DIVISION. TO FINESSE IT. 
          >> A DEFINITION OF CITIZENSHIP. IF YOUR CITIZENSHIP IS I AM AN ACT AT THIS I HAVE IT MEMBER OF MY COMMUNITY. 
          I AM INVOLVED. THESE ARE THE DEFINITION OF CITIZENSHIP. WHY NOT HAVE IT IN THE TITLE. 
          >> A CITIZENSHIP WHETHER OR NOT OFF GREEN CARD? 
          >> SIRI BLIESNER:  HOW WE WANT TO DEFINE IT. 
          >> ERIC LALIBERTE:  READING IT IN THE TITLE OF A NEWSPAPER ARTICLE, CITIZENSHIP IS NOT ABOUT PARTICIPATION IN YOUR BOY SCOUT TROOP. VERY LIKE SEE THERE PEOPLE WILL ASSUME WE ARE DOING SOMETHING OF NATIONALITY INSTEAD OF 
          PARTICIPATION MA. >> LEAH CHOI:  WHY THE PROPOSAL OF GLOBAL CITIZENSHIP GETS RID OF THE NUISANCE OF TALKING OF A U.S. CITIZEN AND TALKING ABOUT A SPECIFIC COUNTRY. 
          >> AND THAT'S -- I AM NOT SURE THAT BYPASSES THE POLITICAL 
          LAND MINES. >> I HAVE NO CONCERN OVER THE POLITICAL LAND MINE. THAT'S HOW I FEEL. 
          I LIKE THE TITLE. I -- IF -- WE ARE NOT VOTING ON IT, BUT I AM NODDING MY HEAD ABOUT IT. 
          >> IN THE OLD HEARING WHERE WE WERE INVESTIGATING CRIME IN AMERICA AND SO FORTH AND WHAT IS WRONG WITH SOCIETY. 
          THEY ASKED THIS -- WHAT IS BEING DONE TO BE A GOOD CITIZEN IN THIS COUNTRY. I PAY MY TAXES. 
          THAT IS HOW HE DEFINED IT. HE CAN DO THESE ILLICIT 
          ACTIONS, BUT I PAY MY TAXES. >> AS LONG AS WE DEFINE CIT CITIZENSHIP WE CAN VIDEO IT IN THE TITLE. 
          IT NEEDS THE DEFINITION CLOSE TO THE TITLE RATHER THAN SOMETHING YOU EN DOESN'TER LATER ON IF YOU TAKE THE -- 
          ENCOUNTER LATER ON. >> I BELIEVE WHAT I AM HEARING SOME LEVEL OF CONSENSUS THAT THESE ARE IN THE REALM OF THE CORRECT POLICY STATEMENTS. AND IF ACCURATE MOVE ON TO THE INTERPRETER AND INDICATOR PART TO PROVIDE FEEDBACK AROUND THOSE AS WELL SO THE NEXT TIME YOU SEE US ON THIS TOPIC WE HAVE AN UPDATED VERSION OF THE ENTIRE POLICY INTERPRETATION 
          AND INDICATOR. >> ERIC LALIBERTE:  SOMEONE OKAYING WITH THAT. START WITH 3.1. 
          WE WILL BREAK IN HALF AN HOUR -- 
          >> ALL RIGHT, FINE. LET'S -- OKAY, FINE. 
          2:39. WE WILL BREAK UNTIL 2 
          [05:10:01]
OKAY, GOING BACK ON. SO WE WILL RESUME DISCUSSION THROUGH THE THREE KEY INDICATORS STARTING AT  INDICATORS. 
          THE INTEREST IN OPPORTUNITY MOVING AWAY FROM HAVING TO MONITOR FOR EVERY STUDENT EVERY INDIVIDUAL STUDENT. 
          THAT WAS LEADING US TO PICKING SOME INDICATORS THAT WERE NOT AS ALIGNED. SUPPOSING STARTING WITH PERCEPTION DATA AND THEN CONTINUING TO LOOK AND EXPLORE OTHER OPTIONS. THAT COULD BE OBSERVATIONAL DATA, DOING SOME DIPSTICKING  TO CROSS REFERENCE THE OPPORTUNITY FOR THE BOARD TO ENGAGE CORRECTLY WITH STUDENTS. 
          WHETHER A STUDENT ADVISORY COUNCIL. 
          TO CHECK ESSENTIALLY THE INTERPRETATION OF DATA. 
          SO THESE ARE NOT NECESSARILY PRESENTED AT THE END ALL BE ALL. 
          ALL OF THESE ITEMS. WITHOUT THESE ITEMS WE HAVE CUTE UP IN THE SPRING SURVEY THAT WOULD ALLOW US TO MONITOR. 
          I DIRECTED THE TEAM THAT DOES THAT TO PUT THAT IN. 
          IF YOU MAKE CHANGES THAT IS FINE WE JUST AS QUESTIONS. 
          BUT THESE ARE ALL THE DATA WE WOULD HAVE AVAILABLE TO US THIS YEAR. RATHER THAN HAVING IT BE ANOTHER CYCLE OUT. DO WE JUST WANT TO GO AROUND THE 
          BOARD AGAIN? >> I JUST HAD SOME GENERAL THOUGHTS AND CONCERNS I WOULD LIKE TO SHARE. 
          AGAIN, I THINK THAT THE VOLUNTARY NATURE OF THE SURVEY IS PROBLEMATIC. AND I DON'T KNOW IF WE EVER DISCUSSED WHETHER OR NOT THE DEMOGRAPHICS OF THE VOLUNTARY - MATCH KIND OF THE DEMOGRAPHICS OF THE OVERALL STUDENT POPULATION. AND IF NOT WHAT THE DISCREPANCY MIGHT BE. THAT MIGHT ALLEVIATE SOME OF MY CONCERNS THEY WERE SIMILAR, LET'S SAY. 
          BUT I THINK IT IS VOLUNTARY AND IT IS THE ONLY MEASURE WE HAVE SO FAR. AND IN GENERAL I HAD A QUESTION. 
          'S SELF-ASSESSMENT THE ONLY METHOD TO MEASURE FDL. 
          IS THAT SOMETHING YOU PARTNER WITH EVERGREEN AND ASK? WHAT ARE THE STANDARDS FOR MEASURING? AND CANDID ONLY BE SELF-REPORTED? 
          OR A SELF TEST? >> I CAN RESPOND TO A COUPLE AND I AGREE WITH SOME OF THE PARTICIPATION RATES AND WANTED TO CALL THAT OUT EARLIER TODAY WHEN YOU RAISED A SIMILAR CONCERN. I WENT IN TO DO A DATA EXTRACT TO SEE HOW THAT DATA COMES OUT. IN THE PANORAMA PROGRAM IT IS NOT DISAGGREGATED FOR WE ARE ABLE TO DO AND EXTRACT THAT TELLS US PER STUDENT IF THE STUDENT IS A TRUE OR FALSE. 
          DID THE STUDENT COMPLETE OR NOT? WITHOUT HAVING OUR ESTEEMED COLLEAGUE TIM KRIEGER HERE. I BELIEVE WOULD ALLOW US TO DISAGGREGATE NOT ONLY LOOK AT PARTICIPATION RATES BY SCHOOL BUT ALSO TO SAY TO WHAT EXTENT IS THIS SURVEY DATA REPRESENTATIVE OF OUR STUDENT POPULATION? AND THERE ARE STILL GOING TO BE SOME OF THOSE CAVEATS LIKE STUDENTS LEARNING ENGLISH. THE SURVEY IS ONLY CURRENTLY 
          [05:15:01]
TRANSITED INTO SPANISH. SO, TOTALLY APPRECIATE THAT. 
          AND THERE ARE SOME THINGS WE WANT TO PULL INDEPENDENCY THAT WOULD HELP US UNDERSTAND TO THE EXTENT FOR WHICH WE TAKE THINGS WITH A GREEN OR SALT OR NOT. AS FAR AS MEASURING SOCIAL EMOTIONAL LEARNING. THERE CERTAINLY ARE WAYS WE CAN CROSS. WE CAN CROSS REFERENCE, ONE OF WHICH WE CAN SURVEY OUR EDUCATORS. 
          AND DIZZY TO WHAT EXTENT DOES THIS ALIGN? WE CAN ALSO SURVEY PARENTS. FOR OUR STUDENTS, OUR PARENTS OR GUARDIANS AND ARE EDUCATORS WHAT ARE THEIR PERCEPTIONS AROUND STUDENT SKILLS? BEYOND SURVEY DATA WE CAN USE OBSERVATIONAL DATA. THAT GETS MORE CHALLENGING BECAUSE WE GET THIS TO A CERTAIN EXTENT WITH SOME GRADES. 
          YOU THINK - WE HAD RECENTLY HAD A PRESENTER ON GRADING. 
          AND RICHARD SOME INFORMATION. HAD DONE STUDIES JUST IN TERMS WITH MATH PROBLEMS. AND YOU WOULD THINK EVERYBODY WOULD ESSENTIALLY GRADE IT THE SAME WAY. 
          AND WHAT THEY FOUND IS AS WIDELY DIVERGENT PERSPECTIVES AND GRADING ON MATH PROBLEMS ACROSS THE COUNTRY. 
          20 TAKE SOMETHING LIKE AN ESSAY. WHAT MY RECOMMENDATION WOULD BE. 
          ONE OF THE REASON TO TAKE SOME TIME WITH THAT IS I WOULD GIVE US AN OPPORTUNITY TO PARTNER. PROBABLY LOOK AT PARTNERING WITH THE UNIVERSITY OF WASHINGTON SMART CENTER. 
          OR SOME OTHER GROUPS THAT EITHER LOCALLY OR NATIONALLY HAVE BEEN WORKING SPECIFICALLY AROUND SOCIAL EMOTIONAL LEARNING. 
          TO SAY WHAT ARE THE TOOLS WE WOULD USE FOR OBSERVATIONAL DATA? WE MAY NOT BE ABLE TO CAPTURE THAT ACROSS THE ENTIRE SCHOOL DISTRICT FOR EVERY GRADE FOR EVERY STUDENT. WE WOULD BE ABLE TO GO IN AND SAY TAKE A SAMPLING. WOULD GO AND ESSENTIALLY DO AN AUDIT TO WHAT EXTENT DO WE OBSERVE CERTAIN BEHAVIORS. 
          SO I THINK THERE'S TOTALLY OPPORTUNITIES FOR US TO DO THAT. 
          BUT TO DO THAT WILL I WOULD RECOMMEND WE TAKE SOME SPACE TO DEVELOP THOSE PARTNERSHIPS. AS WELL. 
          >> DIR LEAH CHOI:  THANK YOU AND I HAD ONE OTHER THOUGHT. 
          I UNDERSTAND THE WORK THAT. LEA AND I HAD ONE OTHER THOUGHT. 
          I UNDERSTAND THE WORK THAT IT WOULD TAKE TO TRACK INDIVIDUAL STUDENTS YEAR-OVER-YEAR. I CAN TOTALLY GET THAT. 
          IT IS NOT IDEAL IN ANY WAY. BUT IT IS KIND OF THE MOST IMPORTANT MEASURE OF SUCCESS. WHETHER OR NOT YOUR SOFA GOALS ARE GETTING BETTER YEAR-OVER-YEAR. 
          WHEN WE TALK ABOUT FOUR YEARS TRENDS OR PERCENT IMPROVEMENT AS A WHOLE. THAT CAN REALLY MASKS WHAT IS HAPPENING. BECAUSE IF YOU HAD STUDENTS THAT DID NOT PARTICIPATE LAST YEAR AND PARTICIPATED THIS YEAR. 
          AND ARE SCORING ABOVE THE NATIONAL NORM BUT DID NOT PARTICIPATE IN LAST YEAR'S IN THE SURVEY. 
          YOU WILL SEE A PERCENT IMPROVEMENT AND THE PERCEPTION IS WE ARE DOING BETTER, POTENTIALLY. 
          AND THE CONVERSE AS WELL. >> DIR. LEAH CHOI:  THAT WOULD NOT BE REFLECTIVE OF WHETHER OR NOT WE ARE PROVIDING SUCCESS FOR OUR STUDENTS. I DON'T WANT TO SAY WE HAVE TO TRACK EVERY SINGLE STUDENT EVERY YEAR OVER YEAR FOR THEIR ENTIRE CAREER. THAT IS NOT WHAT I AM TRYING TO SAY. BUT I FEEL THAT IS A FLAW IN THE 
          DATA. >> WHAT I THINK YOU ARE SAYING IS IF WE ARE LOOKING AT FOUR YEAR TREND DATA WHAT WE WANT TO DO. WE WOULD ONLY WANT TO FOR THAT PURPOSE. TO LOOK AT STUDENTS WHO PARTICIPATED ALL FOUR YEARS. SUCH THAT WE WERE REALLY SEEN FROM A LONGITUDINAL STANDPOINT. OUR STUDENTS THAT SURE THAT INFORMATION FOUR YEARS WITH US. THEY REPORT GROWTH IN THOSE AREAS. AND FROM AN INDIVIDUAL STANDPOINT FOR THIS YEAR. WE MAY HAVE KIDS WHO PARTICIPATED THIS YEAR BUT NOT LAST YEAR. 
          BUT NOT DISAGGREGATE THAT DATA. >> DIR. LEAH CHOI:  IDEALLY IF WE JUST TALK ABOUT THE DATA AND NOT THE WORK WITH THE DATA. 
          [05:20:01]
IDEALLY YOU WOULD WANT TO KNOW IF EACH INDIVIDUAL STUDENT. 
          IF LOOKING AT A TREND HE WAS A WHAT PERCENTAGE OF STUDENTS OVER THEIR OWN SCORE THE PREVIOUS YEARS. 
          NOT THIS GROUP OF STUDENTS AND OVERALL IMPROVED. 
          BECAUSE INDIVIDUALLY THAT STORY CAN BE VERY DIFFERENT. 
          OR ONLY THE TOP 20 PERCENT ARE FEELING GREAT ABOUT THEIR SOCIAL EMOTIONAL WELL-BEING. FEELING BETTER IN THE BOTTOM 20 ARE SAYING THE SAME. . 
          BUT OVERALL THE PICTURE WILL LOOK LIKE EVERYONE IS DOING BETTER. IF THAT MAKES SENSE. 
          >> THAT TEST AND INTRODUCES A DIFFERENT DIMENSION. 
          SO CAN HAVE A GOOD CONVERSATION WITH COLLEAGUES ON THE DATA TEAM. TO SEE HOW WE WOULD REPRESENT THAT AND TRACK THAT. [LAUGHTER] 
          THANK YOU. >> ANY ADDITIONAL QUESTIONS? I JUST HAVE A CLARIFYING QUESTION AND THEN A THOUGHT. 
          ON THE INDICATORS. FOR EXAMPLE GROWTH MINDSET TALKS ABOUT PERCENTAGE OF STUDENTS REPORTING POSITIVELY, ETC. ETC. 
          AND THEN WHEN I GO DOWN TO APPENDIX A WHERE THERE IS THE SURVEY QUESTIONS. DO I HAVE IT RIGHT THE SURVEY QUESTIONS ROLL UP INTO A PERCENTAGE? 
          IS THAT CORRECT? >> YES, FOR THAT PARTICULAR MEASURE AND LOOKS LIKE THERE ARE SIX QUESTIONS. 
          THAT WITHIN BE PRESENTED IN A UNIVERSAL PERCENTAGE. 
          LOOK TO REPLICATE THEIR BUSINESS RULES IN THEIR OWN DATA SYSTEM. 
          THAT WOULD ALLOW US TO DIVE INTO. 
          BUT YES GENERALLY YOU GET A 68 PERCENT OF STUDENTS RESPONDING FAVORABLY OVERALL IN THIS CATEGORY. 
          AND I BELIEVE THE ROLES ARE SUCH IT IS AN AVERAGE OF THE SIX AREAS. YOU GET THOSE FOR EACH ITEM. 
          >> THAT MAKE SENSE. >> MORE SPECIFICALLY ON THESE INDICATORS REPORT ONE. TO ME VINDICATOR IS LOOKING AT ONE ASPECT OF WHAT WE ARE SAYING IS 3.1. 
          AND THAT IS WHETHER I BELIEVE I CAN GROW. 
          WHICH IS DIFFERENT THAN - I THINK THAT IS DIFFERENT THAN JUST BEEN ABLE TO IDENTIFY WHAT MY EMOTIONS ARE. 
          AND IT IS NOT MEASURED. TO ME I DO NOT BELIEVE THAT IS MEASURED IS INDICATORS. DASH DO WE HAVE -. 
          I MEAN, DO WE HAVE SURVEY QUESTIONS WERE STUDENTS ARE ASKED, I BELIEVE I KNOW WHEN I AM HAPPY I KNOW WHEN I AM SAD? I KNOW WHEN I AM FRUSTRATED THOSE KINDS OF THINGS? 
          >> WE DO, I AM TRYING TO REMEMBER BECAUSE WE ARE CURRENTLY ASKING SOME OF THOSE QUESTIONS RIGHT NOW. 
          R REMEMBER THE FRAMING EXACTLY. ONE OF THE CHALLENGES, TOO. 
          IN THINKING ABOUT THE ADMINISTRATION. 
          FOR STUDENTS WITH A THIRD TO FIFTH GRADERS NOT WANTING THEM 
          TO TAKE FOUR OUR SURVEYS. >> PRES.ERIC LALIBERTE: 
          ABSOLUTELY. >> AND THINKING ABOUT THE INSTRUCTIONAL TIME. THAT THEY WANT TO DOWNPLAY THAT. 
          BUT THAT TENSION RIGHT NOW SURVEYING SERVING AT ALL THESE TIMES CURRENTLY MAKES IT - ANTICIPATED IT IS A 30 TO 45 MINUTE SESSION. YOU THINK ABOUT PROVIDING 
          INSTRUCTION. >> PRES.ERIC LALIBERTE: FOR ALL? 
          >> FOR ALL OF THESE. >> PRES.ERIC LALIBERTE: I DON'T REALLY WANT TO GO FURTHER THAN THAT.  ERIC LALIBERTE: I DON'T REALLY WANT TO GO FURTHER THAN THAT. 
          I WONDERING. LET ME ASK YOU. 
          WAS THE SELECTION OF THE GROWTH FOCUS ONE INTENTIONAL? BECAUSE YOU THOUGHT IT WOULD THE CLOSEST IN CAPTURING ALL OF THESE IN ONE? OR NO? 
          [05:25:14]
          >> THIS IS WHERE WE WERE GOING WITH AND SAYING LITERALLY ASKING PANORAMA. IS SAYING WE WANT YOU LOOK AT YOUR INSTRUMENTS AND WHAT ITEMS YOU HAVE TO MAP AGAINST IT. 
          FOR SOME AREAS I WOULD HAVE TO GO OUT AND PULL OUT THE WORK WORKSHEET  THEY PULLED OUT CERTAIN INSTRUMENTS. 
          SOMEBODY MADE THAT COMMENT EARLIER. 
          I THINK CLARISSA IT WAS WHAT IS YOUR PERCEPTION OF HOW YOU ARE TREATED IN THIS SPACE. AND THOSE ARE AREAS. 
          SOME OF WHICH WE SURVEYED AND ARE USING OR PLANNING TO USE AT OE-10. THERE ARE SOME OTHER ITEMS I HAVE TO PULL AND SAY TO BE NOT INCLUDE THEM HERE BECAUSE WE ARE MAPPING THEM IN ANOTHER AREA OR NOT? AND I CAN'T REMEMBER SPECIFICALLY FOR 3.1. 
          >> I JUST PULLED UP THE PANORAMA REPORT WE JUST RECEIVED. 
          AND ONE OF THE THINGS INDICATED IN THEIR IN THE AREAS OF GROWTH. 
          WAS JUST IRRELEVANT WHAT IT IS UNDER GROWTH. 
          BUT THERE IS IDENTIFICATION OF POSITIVE FEELINGS WITHIN THEIR. 
          I THINK THERE IS PROBABLY DATA AROUND EACH OF THE ELEMENTS OF THE POLICY. AROUND EMOTIONAL'S, PERSONAL ASSETS. WE HAVE IDENTIFIED GROWTH. 
          POTENTIAL EXTERNAL RESOURCES AND SUPPORTS. 
          THERE ARE QUESTIONS AROUND TO I HAVE AN ADULT THAT SUPPORTS ME AT SCHOOL? DO I HAVE AN ADULT OUTSIDE OF SCHOOL THE SUPPORTS? THOSE QUESTIONS ARE ASKED AND REPORTED ON FROM THE FALL REPORTING. 
          MY GUESS IT IS THERE ALREADY BEING ASKED. 
          >> FOR THAT SPECIFIC ONE I SAID WE WILL SUNSET IT AND TRY TO 
          KEEP THE SURVEY. >> THERE YOU GO. 
          I SEED MY TIME. >> GOING THROUGH THIS AND TRYING TO UNPACK ARE WE GETTING EVERYTHING. 
          AND GETTING TO WHAT IS THE RIGHT BALANCE OF THAT BECAUSE WE DON'T HAVE TO. BECAUSE WE MAY LOOK AT DOING DIFFERENT ITEMS IN THE COURSE OF A YEAR. 
          SOME OF THIS WILL DRIVE. THIS IS WHAT WE TALK ABOUT HOW DOES THIS POLICY DRIVE ARE CHANGES. 
          WE SPENT A LOT OF TIME ASSESSING STUDENTS ACADEMIC PERFORMANCE. 
          AND THERE IS A LOT OF CONVERSATION AROUND WHAT IS THE RIGHT AMOUNT OF TIME FOR THAT. AND, HISTORICALLY WE HAVE USED THE SURVEY AS A WAY OF INFORMING INFORMAL RESPONSES TO STUDENT NEEDS AND ARE COUNSELING PROGRAM. 
          SO I AM SENSITIVE TO HOW MUCH WE PUT IN. 
          AND GET AT THE SAME TIME IF THAT IS THE RIGHT WAY WE NEED TO MONITOR. BECAUSE THAT WILL DRIVE CHANGE THEN WE WILL HAVE TO BUILD OUT A PLAN. 
          IS A IT IS WORTH US INVESTING INSTRUCTIONAL TIME FOR THAT. 
          IT IS NOT THAT WE CAN'T OR SHOULDN'T. 
          IT JUST RECOGNIZES THERE IS AN INVESTMENT TO THAT WITH OUR 
          STUDENTS. >> I WILL SAY EXPLICITLY WHAT IS DANCING AROUND IN MY HEAD. I DO NOT THINK WE ARE PRIORITIZING THE RIGHT PART OF THIS POLICY AND WHAT WE ARE TRYING TO MEASURE. AT LEAST FOR ME. 
          FOR ME I THINK ABOUT THIS AS A PARENT. 
          I WANT MY CHILDREN TO IDENTIFY WHEN THEY ARE FEELING DEPRESSED OR FRUSTRATED. AND KNOW HOW TO ACCESS RESOURCES. AND THAT IS CAPTURED IN THE POLICY. BUT THAT IS NOT CAPTURED IN THE INDICATOR. AND TO ME - THAT IS MY VIEW OF WHAT THE PRIORITY SHOULD BE. MORE THAN BELIEVING - THAT IS WHY I WAS WONDERING. DOES THAT CONCEPT OF BELIEVING I CAN CHANGE MY CURRENT CIRCUMSTANCE. 
          DOES THAT CAPTURE SOME OF THESE OTHER PARTS OF IT, TOO? MAYBE IT DOES I DON'T KNOW ENOUGH ABOUT THE THEORY BEHIND IT TO KNOW. IT SEEMS DIFFERENT TO ME. 
          >> FUNNY YOU SAY THAT. THIS IS THE FIRST ONE TO TALK ABOUT AT THE SAME RESPONSE TO THIS INDICATOR I THINK THE 
          [05:30:01]
OTHERS ARE VERY ACTIONABLE. FOR EXAMPLE IN THIS ADDRESSES THAT INDIVIDUALIZATION AS WELL. IF WE ALIGN THIS TO THE PRACTICES IN OUR SCHOOLS THAT WE SHOULD SEE CHANGES. 
          FOR EXAMPLE IF MONITORING BEHAVIORS AS PART OF OUR NTSS THAT WE SHARED WE COULD SAY ONE OF THE THINGS WE WANT IS FOR STUDENTS TO COME TO CLASS PREPARED. 
          AND A SCHOOL DATA TEAM CAN LOOK AS A COMPANY ARE COMING TO CLASS PREPARED? AND THESE THREE ART WHAT IS OUR PLAN? THAT WOULD BE REFLECTED IN LARGER DATA. IT IS VERY ACTIONABLE AND BEHAVIOR DRIVEN. MY WORRY IS THIS IS A BELIEF SYSTEM I BELIEVE I HAVE CONTROL OVER THESE THINGS. 
          AND THAT IS A HARD ONE TO TEACH, HOW DO YOU TEACH PEOPLE TO CHANGE THEIR BELIEFS. I QUESTION THAT TO HOW DO YOU MEASURE IT. A KID CAN SAY I BELIEVE IT BUT MAYBE THEY DON'T AND MAYBE THEY DO. 
          THERE AND PARTICULARLY WITH MINDSET THERE'S A LOT OF CORRELATIONAL STUDY BUT NOT A LOT OF STUDY. 
          AND A CHANGE OF BELIEF. I AM LEARNING ABOUT ALL THE SCHOOLS IN THINK IS A VERY FORMALIZED MINDSET CURRICULUM. 
          IT CHANGE NOTHING. AND I JUST WORRY ABOUT THIS ONE BECAUSE IT IS BELIEVED DRIVEN. AS YOU ARE SAYING THERE ARE SOME FACTORS THAT COULD BE MORE BEHAVIORAL DRIVEN. 
          EVEN THE IDEA OF I CAN RECOGNIZE WHEN I AM ANGRY. 
          I WILL TAKE A DEEP BREATH. I WILL PAUSE. 
          THOSE ARE THINGS I CAN TEACH AT THOSE ARE RESPONSIBLE WAYS TO 
          ADDRESS BEING ANGRY. >> PRES. ERIC LALIBERTE: IF YOU ASK ME DO YOU HAVE CONTROL OVER YOUR ANGER I CAN SAY YES OR NO. 
          TO ME THIS INDICATOR NEEDS WORK BECAUSE IT IS HARD TO TEACH. 
          >> ASST. SUPT. MIKE VAN ORDEN: I DO NOT KNOW IF IT MEASURES WHAT WE WANT TO MEASURE WHILE THE OTHERS I CAN HAVE A STRONG LINE THROUGH THE DATA TOOLS AND THINGS WE CAN DO TO MAKE STUDENTS LIVES BETTER. BUT THE MINDSET ONE. 
          I HAVE STRUGGLED WITH MINDSET OVER THE YEARS BECAUSE OF HIS GREAT ON A TED TALK. BUT AS I HAVE BEEN READING ABOUT IT I HAVE SEEN A LOT OF CONCERNS RELATED TO IT. 
          AND I THINK THERE IS SOME CORRELATION SOME MAY BE POSITIVE. I JUST WORRY IF WE PUT THIS IN POLICY AND CREATE SYSTEMS AND TO A LOT OF THINGS THAT MAY NOT HELP KIDS. WHEREAS TEACHING KIDS TO MANAGE BEHAVIORS OR COME TO CLASS PREPARED AND FOCUSED ARE ALL TEACHABLE SKILLS. I GUESS MY RECOMMENDATION IS TO LOOK AT INDICATORS AND DATA IN THE SURVEY. 
          I THINK YOU WERE ALLUDING TO SOME OF THAT. 
          >> AS I WAS GOING THROUGH AND PULLING IT UP. 
          LOOKING AT IT AND HEARING THIS CONVERSATION WHICH IS WHAT MAKES US VALUABLE. THERE'S A DATA SET AROUND EMOTION REGULATION. THAT MAY BE MORE APPROPRIATE FOR THAT. AND WE HAVE ASKED - IT GETS MORE ACTIONABLE. QUESTIONS GET AROUND HOW OFTEN ARE YOU ABLE TO CONTROL YOUR EMOTIONS? WHEN YOU GET UPSET HOW OFTEN CAN YOU HELP YOURSELF RELAX? WHICH ALIGNS WITH A LOT OF OUR SOCIAL EMOTIONAL WORK. 
          PARTICULARLY AT THE ELEMENTARY LEVEL THAT CAN SAID THAT IDENTIFICATION. AND REGULATION. 
          KIND OF MADE A NOTE OF THAT. TO TAKE BACK INTO THAT. 
          >> I JUST HAVE A GENERAL PEACE. AS WE HAVE THE POLICY WRITTEN AND OFTEN THEY HAVE MULTIPLE PARTS LIKE THAT ONE HAS MULTIPLE PARTS TO IT. OFTEN TIMES THE INDICATORS DO NOT ADDRESS ALL THOSE PARTS. AND I THINK IT IS DONE FOR DIFFERENT REASONS. IDEALLY WE START TO THINK ABOUT TO WE NEED TO CHANGE THE POLICY? SO THAT IS CLEAR AND WE NEED TO MAKE IT MORE TARGETED TO WHAT IT NEEDS TO BE. 
          TO WE NEED TO EXPAND THE INDICATORS TO ADDRESS EACH ONE OF THOSE PARTS? AND I WILL PUT IT OUT AS A GENERAL. 'S I ALSO SAI ALSO SAW IT IN OEE SAFE AND WELCOMING PIECE. JUST AS WE THINK OF THOSE. 
          IF THERE ARE THINGS IN THE POLICY WILL NOT ADDRESS WITH INDICATOR. BE CLEAR AND EXPLICIT WHY. 
          AND WHAT ACTION SHOULD BE TAKEN IN WHICH TO RESOLVE IT. 
          OTHER CHANGE THE POLICY, TARGET IT BETTER OR AT SOMETHING DIFFERENT. THAT IS THE PIECE OF WOOD PUT OUT AS OPPOSED TO - THAT WE GET TO PICK AND CHOOSE FROM THE POLICY BUT WE WANT TO MONITOR. RATHER THAN THIS IS A PRIORITY WE WILL TACKLE BECAUSE WE BELIEVE IT TACKLES THE OTHER PIECES SIMILAR TO WHAT YOU ARE SAYING. 
          THAT IS IT JUST GENERAL THROUGHOUT. 
          >> ACROSS THESE IS A FOUR YEAR TREND. 
          [05:35:11]
AND I ACTUALLY SHOT JOHN AN EMAIL I DON'T KNOW IF YOU TAKE IT FROM THERE WITH AN EXCEL SPREADSHEET. 
          OR PULL UP A GRAPH. THE CHALLENGE WITH MAKING A TRENDLINE OFF OF FOUR DATA POINTS IS IT IS EXQUISITELY SENSITIVE TO THE FIRST AND LAST DATA POINT. 
          IS THIS YOUR HIGHER THAN FOUR YEARS AGO? THE ONES IN THE MIDDLE JUST SHOW THE SLOPE WILL BE THE TWO DATA POINTS. AND THE NET RESULT IS I AM NOT HAPPY WITH IT. BUT I DON'T KNOW WHAT TO REPLACE IT WITH EITHER WHICH IS FRUSTRATING. 
          AND IT IS SOMETHING IF WE ARE GOING TO TALK ABOUT TRENDLINES. 
          >> DIR. CHRIS CARLSON: I BELIEVE IT IS IMPORTANT TO SHOW THE TRENDLINE RATHER THAN THE SLOPE OF IT AND DON'T SUMMARIZE IT BASIS OF THE THAT CAN BE WONKY. YOU CALL AHEAD AS A ONE AND THE TALES A ZERO. THERE ARE TRENDS LINES ARE NEGATIVE AND THERE ARE POSITIVE AND THEY ARE RANDOM. 
          I AM JUST PROVIDING FEEDBACK ON THAT. 
          THAT THE TRENDLINE THE WAY IT IS CURRENTLY REPORTED. 
          I UNDERSTAND THE ATTEMPT TO PUT IT IN AN EFFICIENT FORM ONE REPORTING OUT OF THOSE TABLES. SO YOU CAN GET ALL THIS DATA. 
          IT WOULD BE BETTER TO SHOW US A PICTURE OF THE FOUR YEARS WITHOUT THE STRATA AS THEIR OWN COLOR. 
          SO WE COULD REALLY SEE IS THERE A TREND HERE ARE ONE WONKY DATA POINT. AND TO DEBATE WHETHER OR NOT TO IGNORE THAT DATA POINT. ANYWAY ENOUGH WITH THE STATS. 
          WILL. >> TRYING TO EXPLAIN WHY IT IS A PROBLEM RATHER THAN SAYING IT IS A PROBLEM. 
          BECAUSE I REALLY DO THINK IT IS A PROBLEM AND NOT EVEN SURE I HAD A FULL HANDLE WHY IT IS A PROBLEM. 
          BUT NOW I HAVE A BETTER FEELING FOR WHY IT IS NOT THE RIGHT WAY 
          TO EVALUATE. >> 3.1 I THINK I SAID AND EVERYONE ELSE IS NODDING WE WANT TO FIND BETTER INDICATORS HERE. 
          OR DIFFERENT INDICATORS. THERE ARE NO GOOD AND BAD INDICATORS. OKAY, SHOULD WE KEEP MOVING TO 3.2? SO, HERE I THINK THE INDICATORS MATCH THE POLICY IS MY VIEW. AND I LOOKED AT THE QUESTION, TOO. HERE I DON'T HAVE THE CONCERN I ARTICULATED WITH 3.1. CHRIS, LEAH DENMARK. 
          >> DIR. CHRIS CARLSON: THIS IS THE ONE THAT IS SUCH A NATURAL 
          FIT FOR THE SUPPORT. >> DIR. LEAH CHOI:  I WANT TO REITERATE EVAN ISSUE WITH SOCIALLY APPROPRIATE IN THE 
          POLICY. >> I AM SORRY. 
          YOU JUST DON'T LIKE THE TERM. >> IT FEELS UNCOMFORTABLE TO ME, TO I CAN'T QUITE PUT MY FINGER ON WHY. 
          >> IT IS APPROPRIATE BEHAVIOR SOCIALLY IS REDUNDANT. 
          >> SOCIAL WILL DEPEND ON YOUR UPBRINGING, YOUR HOME STATUS, YOUR HERITAGE IF YOU WILL. YOU KNOW, THE FACT THAT YOU ARE NOT EXHIBITING - YOU ARE NOT DEVELOPING A FACIAL TICK OR SOMETHING. BECAUSE YOU ARE TRYING TO CONTROL YOUR EMOTIONS. TO BE QUITE FRANK - NORTHWEST SOCIETY IF YOU WILL. OR SOCIAL GROUP COMPARED TO EAST COAST OR OKLAHOMA OR WHATEVER. WOW! TOTALLY DIFFERENT. WHEN YOU HAVE PEOPLE MOVING IN FROM ALL PARTS OF THE WORLD YOU AT YOU GO UP ESPECIALLY I THINK. 
          >> THE INTEREST ON THAT LANGUAGE WAS TO TRY AND RECOGNIZE AND 
          [05:40:05]
ACCOMMODATE THE CONTEXT FOR BEHAVIOR. 
          LIZZO PART OF THIS IS A LITTLE BIT OF - BECAUSE WE TALK A LOT ABOUT BEHAVIOR IS A FORM OF COMMUNICATION AND UNDERSTANDING 
          THAT. >> SOCIALLY APPROPRIATE IS 
          INFORMED BY BICULTURAL CONTEXT. >> V.P. MARK STUART: AND THAT MAY BE DIFFERENT IF TRYING TO LOCALIZE THAT WITH ESSENTIALLY WHAT IS A LITTLE BIT OF THAT. NOT NECESSARILY THAT MY INTERPRETATION OF SOMETHING THAT IS SOCIALLY APPROPRIATE IS APPLIED UNIVERSALLY. BUT THAT DOES NOT COME ACROSS. 
          WE WILL HAVE TO WORK THAT IS SUCH A WAY THAT IS FAIR. 
          >> THAT GOES BACK TO WHAT MIKE WAS SAYING EARLIER. 
          CITIZENSHIP, EVEN. WE WERE TAUGHT AS A KID IS IT THERE, YOU LISTEN, YOU ABSORBED AND THAT WAS IT. 
          AND I WAS A GOOD CITIZEN OF THE CLASSROOM. 
          AND OTHER PARTS OF THE COUNTRY OF IS ASKED TO ASK THE QUESTION WHY. TO THE TEACHERS APPRECIATE IT ALL THE TIME? NO. 
          DID MY GRADE POINT REFLECT IT AT TIMES, YES. 
          BUT OFTEN WHEN YOU ASK A QUESTION  GET A BETTER UNDERSTANDING BY ALL. THAT MAY NOT BE SOCIALLY APPROPRIATE IN THE SEATTLE AREA. MAYBE IN OTHER PARTS OF THE WORLD. AGAIN ARE YOU QUESTIONING THE AUTHORITY JUST TRYING TO GIVE THEM A BETTER EXAMPLE? 
          >> AND THAT WAS THE INTENT WE WILL WORKS THE LANGUAGE TO MAKE THAT CLEAR. BECAUSE I DEFINITELY HEAR THE BOARD. AND ALSO TO RECOGNIZE AND HOW TO 
          RELOCATE THE AGENCY. >> IT IS MONSTERS BUT THEY ARE ABLE TO DEMONSTRATE THE SKILLS AND THEN GET TO THE MEAT OF IT TO MANAGE ONE'S EMOTIONS. TO ME IT IS STUDENTS CONSTRUCTIVELY MANAGE THEIR STRESS. 
          WE ARE GETTING WHAT WE ARE ASKING OF THEM THERE CONSTRUCTIVELY CONTROLLING THEIR BEHAVIORS. 
          THAT IS ACTIONABLE. AND DOES NOT INVOLVE ANY IMPLICIT JUDGMENT OF WHAT IS SOCIALLY APPROPRIATE. 
          WE CAN JUST BYPASS IT. >> PRES. ERIC LALIBERTE: DIRECTOR CARLSON RAISE THE IDEA OF IF DISCIPLINE DATA - STUDENT DISCIPLINE DATA WOULD BE A HELPFUL INDICATOR? AND IT IS SOMETHING I THINK WE DO MEASURE IT. 
          I AM SURE WE DO IT IS PART OF THE POLICY IS MEASURING DISCIPLINE DATA. AND I WONDER, WHAT IS THE THINKING ON DISCIPLINE DATA? AND WHAT IS INDICATIVE OF WHAT 
          WE ARE TRYING TO ACHIEVE HERE? >> MATT GILLINGHAM: I THINK THERE ARE COUPLE THINGS WHEN WE LOOK AT DISCIPLINE DATA. 
          WE MEASURE DISCIPLINE DATA IN OE-10  THE BOARD HAS INTEREST IN LOOKING AT THE APPLICATION. OF EXCLUSIONARY DISCIPLINE. 
          THAT IS AN ACT IN ADULT HAS DETERMINED THE BEHAVIOR OF A STUDENT IS SUCH THAT IT PROMPTS THE CIRCUMSTANCES OR SOMETHING AROUND THAT. THE PROMPT REMOVAL OF THE STUDENT FROM SCHOOL. AS A BOARD WE MONITOR THAT IN OE-10 TO SAY IS THAT APPLICATION REASONABLY APPLIED CONSISTENTLY ACROSS THE DISTRICT. SO WE DO NOT HAVE THESE DISPARITIES IN THE APPLICATION. WHEN WE HAVE MONITORED DISCIPLINE AND R-THREE WE HAVE LOOKED EXCLUSIVELY AT THE EXCLUSIONARY DISCIPLINE. HISTORICALLY, FOR THE LAST FIVE YEARS OR SO. IT IS ROUGHLY THREE PERCENT SOME YEARS LOWER THAN THAT. IS PROBLEMATIC BECAUSE YOU CAN SAY DISPROPORTIONALLY STUDENTS WITH AN IEP ARE MORE LIKELY TO RECEIVE EXCLUSIONARY DISCIPLINE. BUT WE CAN LOOK AT ESSENTIALLY. 
          [05:45:05]
HOW OFTEN OR HOW FREQUENTLY ARE STUDENTS NEEDING SOME KIND OF REDIRECTION AROUND THEIR BEHAVIOR THAT MIGHT BE MORE THAN WHAT IS PROMPTED IN A TYPICAL CLASSROOM? THAT REDIRECTION. AND EXCLUSIONARY DISCIPLINE IS SUCH AN EXTREME SORT OF BEHAVIOR. 
          THERE ARE A VARIETY OF THINGS THAT ALMOST GO WRONG BOTH WITH THE STUDENT AND ALSO SOMETIMES WITH THE ADULTS. 
          I HAVE YOU STORIES. AN INITIAL INTERACTION WITH AN ADULT ESCALATED. WITH THE STUDENT AND THEY WENT INTO THIS FOR THEY WERE NOT ABLE TO RECOVER AND CALL IT A DAY. 
          MY HESITANCY AROUND USING EXCLUSIONARY DISCIPLINE. 
          IS WE ARE NOT REALLY ADDRESSING 99 PERCENT OF OUR STUDENT POPULATION. BUT THERE ARE OTHER WAYS WE CAN LOOK AT DISCIPLINE. WE ARE THINKING ABOUT OFFICE REFERRALS. OR SOMETHING THAT WILL TOUCH A BROADER POPULATION. AND WHERE WE WILL RUN INTO PROBLEMS IS RIGHT NOW WE DO NOT HAVE THE UNIVERSAL DATA SYSTEM. 
          ARE PRACTICES THAT I WOULD FEEL COMFORTABLE BRINGING TO THE BOARD. AND THIS ACCURATELY REPRESENTS THAT LOWER LEVELS BEHAVIOR. AS WE ARE WORKING MTSS WE ARE WORKING THAT DIRECTION BUT NOT THERE YET. 
          I CAN THINK MORE ABOUT HOW WOULD WE REFLECT SOME FOUND DATA. 
          AGAINST THIS. AT THERE MIGHT MEASURES WE HAVE AVAILABLE. THAT IS MY HESITANCY WITH EXCLUSIONARY IT IS EXCEPTIONAL. THAT I DON'T KNOW THAT IT IS REALLY GOING TO SPEAK TO 99 PERCENT OF OUR STUDENTS WHO DO NOT EXPERIENCE THAT. AND YET ALL OF OUR STUDENTS ARE EXPERIENCING AT VARIOUS TIMES. EITHER SUCCESSFULLY OR THEY 
          MIGHT HAVE CHALLENGES. >> THAT IS HELPFUL. 
          >> I WAS NOT THINKING EXCLUSIONARY IS MAKING THE ASSUMPTION THOSE SENT TO THE PRINCIPAL'S OFFICE IS SYSTEMATICALLY REPORTED BUT IT ISN'T. 
          I DO NOT TO ASK FOR SOMETHING THAT INCREASES THE BURDEN ON THE SYSTEM. WHEN THERE IS DATA LET'S LEVERAGE IT. QUICK SOMETHING TO PUT ON FOR 
          THE FUTURE POTENTIALLY. >> I THINK AND NTI NTSN NTSS  YE TOOL OR THE ELEMENTARY TOOL TO STELLE. 
          USING EXCLUSIONARY DATA IS LIKE TRYING TO FIGURE OUT YOU HAVE A SPARK ON THE STOVE VERSUS THE HOUSES ON FIRE. 
          SOMEWHERE IN BETWEEN THERE ARE A LOT OF STEPS YOU CAN TAKE TO MITIGATE THE SITUATION. WHAT YOU MIGHT MITIGATE AT THIS END IS A HELL OF A LOT DIFFERENT THAN HOW YOU MITIGATE IT ON THIS 
          SYSTEM. >> THIS MIGHT BE AN AREA OR WE ALSO LOOK AT WHERE AGAIN SYSTEMATICALLY. 
          MAYBE - WE HAVE SOME THAT HAVE OFFICE DISCIPLINE REFERRALS IN PLACE. AGAIN, WE CAN LOOK AT THIS POTENTIALLY A SAMPLING DATA. NOT IN TERMS OF IS THIS TRUE FOR ALL 31,000 SOME STUDENTS THAT WE ARE CHARGED WITH CARING FOR. 
          CAN WE LOOK AT A COUPLE DIFFERENT ENVIRONMENTS NOT RECOGNIZING IF THEY HAVE THOSE IN PLACE. 
          THE ENVIRONMENT THERE DOING SOME THINGS ENVIRONMENTALLY THAT WE REALLY LIKE. IN SOME SENSE THAT IS GOOD BECAUSE WHAT THEY ARE TRYING TO DO IS TAKE STEPS TO TRY AND MITIGATE THE ENVIRONMENTAL FACTORS THAT BECOME PROBLEMATIC. 
          WE CAN LOOK AT IT AND SAY AT CERTAIN SCHOOLS WHAT IS OUR OFFICE DISCIPLINE AND HOW CAN WE USE THAT? AND WILL NOT NECESSARILY HAVE THAT ACROSS THE BOARD. 
          AND THAT COULD BE BENEFICIAL. >> CAN I GET FOLLOW-UP QUESTION TO THAT? WHAT I AM WONDERING ABOUT THIS ONE. WE ARE HEARING ABOUT CHALLENGES OF STUDENT BEHAVIOR RETURNING AFTER HAVING BEEN AT HOME. 
          IS IT AREA WE WANT TO FOCUS AS A DISTRICT. 
          WHAT I WONDER ABOUT ARE TWO THINGS. 
          I AM A STUDENT I MANAGE MY BEHAVIORS QUITE WELL AND THAT I THROW A CHAIR ACROSS THE CLASSROOM. 
          THE OTHER ONE IS I DON'T EVEN GET PAST I DON'T RESPOND TO THE SURVEY BECAUSE I AM IN THE OFFICE AT THE TIME. 
          [05:50:01]
SO I DO NOT HAVE THE DATA FOR THAT STUDENT WHO WOULD REPORT. 
          YOU MENTIONED EARLIER THERE IS A STAFF SURVEY AND I WONDER IF THAT FOR SURE AMOUNT OF TIME WOULD ALLOW US TO MATCH THE TWO OF. STAFF IS REPORTING STUDENTS ARE ESCALATING STUDENTS ARE SAYING THEY ARE FINE OR VICE VERSA. 
          AND THAT CAN HELP US TRIANGULATE MORE BECAUSE NOW IT SEEMS LIKE A BROAD MEASURE THE MAY NOT BE AS SPECIFIC AS WE NEED. 
          OR AT THE BOARD LEVEL MONITORING. 
          >> I THINK HAVING THE STAFF SURVEY AND ADDING THOSE FOR A 
          NUMBER OF AREAS. >> TO THESE TWO POINTS, ONE, THE STAFF SURVEY - THE STAFF PERCEPTION ON HOW THE STUDENTS ARE MANAGING THEIR BEHAVIOR. WHEREAS THE STUDENT THINK I MANAGED WELL I HAVE NOT SMACKED SOMEBODY UPSIDE THE HEAD. 
          I MAY HAVE HAD GUFFAW  A BUT I AM NOT THROWING A CHERRY BOMB WHATEVER. AND IT GOES BACK TO A POINT THAT I SAW EARLIER. AND IT COMES DOWN TO THE SPARK VERSUS THE HOUSE ON FIRE. MANAGING ONE'S EMOTIONS, THOUGHTS AND IMPULSES AS OPPOSED TO THE INDICATOR AND TARGET OF SELF MANAGEMENT. NOW TO REGULATE. 
          TO ME REGULATE AND MANAGE. MANAGED MEANS YOU HAVE ADAPTED. 
          REGULATE TO ME IS A FAR HARSHER WAY OF LOOKING AT IT. AND YOU TRY TO FIGURE OUT HOW TO 
          FIT THAT ROUND PEG INTO A ROUND HOLE. >> V.P. MARK STUART: IF WE ARE TALKING MANAGING WE ARE TALKING MANAGEMENT. AND YOU MAY MANAGER EMOTIONS AND I MAY MANAGE MY EMOTIONS TO COME TO THE SAME CONCLUSION OR ACTION. 
          ARE TOTALLY DIFFERENT WAYS. MAYBE TO REGULATE IT MAYBE OR MAYBE NOT. 
          TALK ABOUT REGULATING BEHAVIORS. THAT IS ALMOST PEJORATIVE IN MY MIND. 
          >> THAT TERM IS NOT USED WITH THE STUDENTS SO I WILL MAKE A CHANGE IN IT. 
          I THINK THAT PANORAMA IS IS THAT TERM. BUT IT IS NOT A TERM THAT THEY 
          SEE IS THAT THE STUDENTS WOULD SEE MORE ON A SURVEY. >> MATT GILLINGHAM: I UNDERSTAND AS WE TRY TO IMPLEMENT IT A TALK ABOUT REGULATING THEIR EMOTIONS, THOUGHTS AND BEHAVIORS. 
          AGAIN, WHETHER IT IS TAKING A DEEP BREATH OR JUST CLOSING YOUR EYES AND COUNTING TO TEN. 
          WHATEVER IT IS YOU ARE MANAGING IT. YOU REGULATING IT? REGULATING MIGHT SAY IGNORE IT AND THEN FOLLOW-UP LATER. YOU SEE WHERE I AM GOING? 
          >> PRES. ERIC LALIBERTE: ANYTHING ELSE? LEAH? 
          >> DIR. LEAH CHOI:  I HAVE TWO QUICK THINGS. THE FIRST ONE I HESITATE TO BRING DISCIPLINARY DATA INTO THIS. MAINLY BECAUSE ONE, YOU ARE MAKING AN ASSUMPTION THAT SOME INSTANCE OF DISCIPLINARY ACTION IS REFLECTION OF OVERALL PROGRESS. AND BIGGER THAN SOCIAL EMOTIONAL REGULATION. 
          MANAGEMENT AND GROWTH. WITH A COULD HAVE JUST HAD A BAD DAY, A BAD OUR. 
          AND YOU ALSO HAD THAT OTHER CAVEAT. HOUR. AND YOU ALSO HAD THAT OTHER CAVEAT. YOU CAN USE THAT ON DISCIPLINE UNTIL YOU ARE CONFIDENT THAT THERE IS NOT ANY BIASES OR ANY ISSUES WITH YOUR DISCIPLINE METHODOLOGIES. AND IF IT IS WITHIN THE SYSTEM AND YOU CAN SAY THAT CONFIDENTLY TO REPRESENT THE RESULTS OF ANY OTHER COMPONENT OF THE STUDENTS DEVELOPMENT. JUST MY OPINION. AND I FORGOT WHAT MY OTHER ONE. 
          WHAT WERE YOU SAYING, MIKE? >> ASST. SUPT. MIKE VAN ORDEN: (INAUDIBLE) 
          >> DIR. LEAH CHOI:  RATHER THAN ASKING TEACHERS REMAIN AS THE STUDENTS ABOUT CLASSROOM 
          [05:55:02]
ENVIRONMENT. THEY ARE SAYING THEY PERCEIVE THEIR OWN BEHAVIOR AS FIND. BUT THE JOINT CLASSROOM ENVIRONMENT IS POORLY MANAGED OR A MESS OR CHAOTIC. I FEEL THAT ALMOST IS A MORE ACCURATE INTERPRETATION. BECAUSE THE SAME PERSON GIVING YOU THAT PERSPECTIVE. VERSUS AN ADULT WHO MAY SEE THINK SOMETHING COMPLETELY DIFFERENTLY. BUT AGAIN, I DON'T KNOW HOW YOU GET 
          THE DATA. >> PRES. ERIC LALIBERTE: AND MAYBE HOW WE THINK LONG-TERM. 
          HOW DO WE LOOK, AGAIN THE OPPORTUNITY TO LOOK AT SURVEY QUESTIONS WE MIGHT ASK. OR POTENTIALLY HOW WE MIGHT - YOU KNOW. DO A DIPSTICK AND BE ABLE TO TAKE. 
          WHETHER PHYSICALLY GOING IN RETAKING CASE STUDIES. DIGGING INTO SPECIFIC SCHOOL DATA THE STUDENTS PERCEPTION OF THEIR OWN SKILLS, TEACHER PERCEPTION. AFTER THEIR CONCLUSIONS THAT WE 
          CAN DRAW FROM THAT? >> MATT GILLINGHAM: AT THE BOARD LEVEL WHAT ARE WE TRYING TO GET AT IT THIS LEVEL TO DRIVE CERTAIN DECISIONS. AND ALSO ONE OF THE THINGS I DO LIKE HAVING AN ALIGNMENT USING THESE TOOLS. IS IT IS COMING OUT OF A PROGRAMMATIC APPROACH WHERE STUDENTS ARE LOOKING AT THIS. WHAT WE ARE DOING IS GIVING THEM FRAMEWORK FOR NOW LOOKING AT YOUR DATA AND ASKING THESE QUESTIONS WITHIN THE CONCEPTS OF NTS AS WITCHES LOOKING AT TIER ONE LEVELS. WHAT IS THE ENVIRONMENT AND WHAT IS THE ENVIRONMENT WE ARE CREATING FOR STUDENTS TO RESPOND? AS WE INTERPRET THE STUDENT IMPACT. AS A SYSTEMIC LEVEL. IT IS A LITTLE MORE CHALLENGING. BECAUSE IMPACTS ON MOST EVERY STUDENT ENVIRONMENT. I AM SURE THERE ARE THOUSANDS. BUT THAT COULD BE A WAY TO GET THAT IS TO A DEEP DIVE AND A COUPLE OF AREAS PULL THAT OUT MORE OF A CASE STUDY. BUT WE WILL KEEP THINKING ON IT. BECAUSE THIS 
          OPENS UP NEW OPPORTUNITIES FOR US. >> V.P. MARK STUART: AS YOU SIMULATE SPECIAL NEEDS STUDENTS INTO THE CLASSROOM. NOT JUST THE ABILITY BUT THE METHODOLOGIES THEY MAY REGULATE OR MEASURE THEIR EMOTIONS. CAN BE NIGHT AND DAY. I HEARD BACK TO ONE MAN IN THE CLASSROOM WITH MY SON. AND HE STARTED FEELING ANTSY HAD TO GET UP PHYSICALLY WALK AROUND THE ROOM, SIT DOWN AND HE WAS COOL. EVERYTHING WAS FINE. BUT IF YOU BEEN IN A CLASSROOM I HAVE BEEN RAISED IN FOR YOU CAN'T GET UP AND LESS WERE GIVEN PERMISSION TO. THAT WAS A REASON FOR HIM TO BE SENT TO THE PRINCIPAL'S OFFICE. I THINK IT GOES DOWN TO IF YOU GO FROM PERCEPTION DATA LIKE THE TEACHER'S PERCEPTION OF IT. THAT TEACHER IS TO UNDERSTAND THE INDIVIDUAL STUDENT. AND IT IS DIFFERENT FOR STUDENTS, TOO. AGAIN, IT COMES DOWN TO THE PERSON HOW THEY ARE RAISED. I WAS RAISED TO QUESTION PEOPLE AND THAT DROVE SOME TEACHERS 
          CRAZY. >> PRES. ERIC LALIBERTE: LEAH, I TAKE YOUR POINT ABOUT DISCIPLINE. SO I SAT BACK AND WHAT AM I LOOKING FOR? AND THE ANSWER IS WHEN YOU TALK ABOUT SELF-REPORTED SURVEY DATA. IF YOU ASK ME HOW MANY CONSTITUENTS HAVE FIVE PISTOLS IN THE LAST WEEK. I AM PRETTY SURE AND EXTERNAL POINT OF VIEW WOULD BE A MUCH MORE ACCURATE REPRESENTATION THAN ME SELF REPORTING ON THAT NUMBER. SO I AM JUST LOOKING FOR SOMETHING EXTERNAL TO SELF-REPORT. SOME OF US ARE NOT THAT SELF-AWARE. AND THAT IS THE WHOLE THING. THEY HAVE TRIED TO TEACH ME THAT MY ENTIRE LIFE. BUT NOT TO PUT TOO FINE A POINT 
          ON IT. >> DIR. CHRIS CARLSON: THOSE OF US AT OR ON THE SPECTRUM FOR 
          [06:00:02]
AUTISM DO NOT KNOW WHEN WE STEPPED ON PEOPLE'S TOES. ASKING US TO REPORT ON OUR BEHAVIOR IS VERY DIFFICULT. AND SO THAT IS SOMETHING THAT I AM LOOKING FOR THE EXTERNAL VALIDATION OF SOME OTHER JURISDICTION JUST WHAT I THINK.SO THAT IS SOMETHING THAT LOOKING FOR THE EXTERNAL VALIDATION OF SOME OTHER JURISDICTION JUST WHAT I THINK. AND SO, IT IS NOT BECAUSE IT IS THE RIGHT THING. IF NOT I BELIEVE THERE IS A TRUTH. THERE'S SOMETHING EXTERNAL THAT CAN CROSS VALIDATE. IF OF A TREND WE ARE SEEING IT IN BOTH INSTRUMENTS. 
          >> DIR. LEAH CHOI:  THAT GOES BACK TO WHAT I WAS SEEING BEFORE REALLY THE VALUABLE DATA IS INDIVIDUAL STUDENTS IMPROVEMENT YEAR-OVER-YEAR. BECAUSE WE ARE NOT SAYING IF STUDENT A AND STUDENT B ARE AT X PERCENTAGE AND Y PERCENTAGE. THEREFORE THE STUDENT IS BETTER OR WORSE. WE WANT TO KNOW IS  A AND B  ARE IMPROVING. THAT IS THE ULTIMATE GOAL. IT IS NOT 
          JUST A LETTER GRADE OF A, B, C, IS ABOUT THE TREND OVER TIME. >> DIR. CHRIS CARLSON: IT IS ABOUT THE TREND BUT MEANING THE TREND MEANS SOMETHING. TO ME THE MEASUREMENT ERROR IS AROUND QUESTIONS OF WHAT ARE YOU DOING IN YOUR LIFE SKILLS? HONESTLY, IS CONSIDERING MY GROUP OF COUSINS. THE ONES WHO THINK THEY ARE DOING THE BEST BUT THEY TIME THEY GOT TO THE END OF HIGH SCHOOL. MIGHT NOT HAVE ACTUALLY BEEN THE ONES WITH THE GREATEST LIFE SKILLS GOING 
          OUT. CONFIDENCE IS A DIFFERENT THING THAN COMPETENCE. >> BUT YOU ALSO NEED MORE THAN 
          JUST ONE DATA. >> I THINK THE CHALLENGE - I WILL GO BACK TO WHAT LEAH, STARTING WITH SELF PERCEPTION DATA IS IMPORTANT. IT ALLOWS US TO HAVE STUDENTS TELL US ABOUT THEIR EXPERIENCE. WE ARE WORKING IN SERVICE FOR OUR STUDENTS SO THE BOYS WERE PRESENTED. THERE ARE WAYS WE CAN DO UNPACKING THAT. BUT I COMPLETELY AGREE. THE BIG CHALLENGE FOR US WILL BE TO SAY HOW TO BE VALIDATE THROUGH SOME FORM OF OBSERVATIONAL DATA? 
          >> DIR. CHRIS CARLSON: I THINK THERE IS INTEREST IN HAVING EMPIRICAL DATA THAT ALLOWS US TO SAY - OUR STUDENTS ARE SAYING THIS ABOUT THEMSELVES. BUT IS THAT REALLY HAPPENING? 
          ADDING SOME STUFF PERCEPTION DATA CAN HELP. >> MATT GILLINGHAM: AND YET THE SAME WAYS THAT WE MIGHT THE CAVEAT WE PUT FOR SELF PERCEPTION WE CAN ALSO PLACE.AN MIGHT THE CAVEAT WE PUT FOR SELF PERCEPTION WE CAN ALSO PLACE. THAT WE ARE ALL HAVE OUR OWN PLANES PLUS AS WELL. THAT WOULD BE WHERE I THINK THERE NEEDS TO BE SOME REALLY INTENTIONAL WORK. 
          AND THAT IS WHERE I WANT TO ENGAGE WITH PARTNERS. I THINK MY FIRST IS THE UNIVERSITY OF WASHINGTON SMART CENTER THEY HAVE BEEN WORKING WITH US OVER THE PAST FEW YEARS WITH THE PROGRAMMING SIDE OF THIS. BECAUSE LOOKING AT DISCIPLINE DATA. IT IS LIKE MAYBE THERE'S A WAY WE CAN DO THAT THAT IS MEANINGFUL BUT IT HAS SO MANY PITFALLS FOR EACH OF THESE. AND AGAIN, WE ARE TRYING TO AVOID MEASURING SOMETHING THAT WE EITHER JUST DISMISS IT BECAUSE WE KNOW IT HAS NO VALUE. IN WHICH CASE WE ARE NOT ABLE TO USE THAT TO DRIVE MEANINGFUL CHANGE. WHAT YOU MIGHT TALK ABOUT IS IMPORTANCE. WE ARE MEASURING THINGS THAT ARE ACTIONABLE THAN WE CAN TIE IT BACK AND SAY. IF WE ARE NOT SEEING THE RESULTS THAT WE WANT HERE. WHAT CAN WE DO DIFFERENTLY? THAT HAS A LOT OF POWER. AND THIS IS STILL AN EMERGING AREA. AND EVEN WHEN WE TALK ABOUT GRADES THERE IS STILL LOTS OF DEBATE ABOUT HOW DO YOU ACCURATELY MEASURE STUDENT ACADEMICS. AND DO SO APPROPRIATELY. SO I HAVE RECOGNIZE. I THINK THAT IS A HUGE INTEREST AND NEED. AND WE THINK PART OF THAT WILL BE PART OF OUR JOURNEY. AS A AS WE GET CLARITY AROUND WHAT WE WANT WE CAN WORK TO SAY WHAT IS THE BEST WAY TO DO THIS? AND IT MAY LOOK DIFFERENTLY THAN HOW WE MONITOR. THAT IS A LONG WAY OF SAYING I DON'T KNOW. I THINK IT IS INCREDIBLY 
          IMPORTANT. >> DIR. LEAH CHOI:  IT WILL BE INTERESTING TO SEE WHAT OTHER PEOPLE ARE TRYING TO DO. BECAUSE I WOULD IMAGINE THERE IS PROBABLY SOME OTHER WEIRD CORRELATION WE ARE NOT THINKING ABOUT. MAYBE INTEREST IS OF BULLYING DECREASED AT A SCHOOL WHEN SDL  NUMBERS ARE REPORTED HIGHER. OR SOME OTHER CONCRETE MEASURE. THIS VANDALISM IN YOUR CLASSROOM WHEN OVERALL YOUR STUDENTS ARE REPORTING HIGHER SOCIAL EMOTIONAL ASSESSMENT 
          [06:05:01]
LEVELS OR WHATEVER. I IMAGINE OVER TIME THERE MIGHT BE MORE CONCRETE NUMBERS IT TO FIT INTO 
          THIS I JUST DON'T KNOW WHAT THEY ARE. >> V.P. MARK STUART: WILL BE LOOKED AT ARE THE HOW AND WHAT. SO IT IS MEASURE. HOWEVER THEY ENACTED? WHAT ARE THEY DOING? AND IN ORDER TO CHANGE A BEHAVIOR YOU HAVE TO UNDERSTAND WHAT THEY ARE DOING IT. THAT COMES AT A DIFFERENT LEVEL OF ANALYSIS IN MY MIND . IF YOU TELL ME I AM DOING X AND I SHOULD BE DOING Y. YOU HAVE NOT TOLD ME WHY I SHOULD DO IT AND I HAVE NOT TOLD YOU WHAT I WAS DOING THE ORIGINAL. THE STUDENT SITTING NEXT TO ME TAPPING HIS OR HER FOOT MAY BE DOING THAT SO HE OR SHE CAN CONCENTRATE. THAT WAY THAT PERSON HAS FIGURED OUT A WAY TO REGULARIZE THEIR ANXIETY. THE ME SITTING NEXT TO THAT PERSON THAT FOOT IS DRIVING ME CRAZY. SO I THINK WE NEED TO MAKE SURE AS WE LOOK AT THESE ISSUES. AND IF IT LEADS TO TRY TO CHANGE THE BEHAVIOR OR MONITOR THE BEHAVIOR. TRIED TO EXPLAIN TO THE STUDENT WHY THAT BEHAVIOR IS NOT ACCEPTABLE BEHAVIOR. HAVE TO GO INTO THE Y ON BOTH SIDES. IF YOU TELL ME WHY I SHOULD BE DOING SOMETHING I CAN SAY I CAN SEE THAT. AS OPPOSED TO TELLING ME DO THAT. 
          >> I AGREE BROADLY SPEAKING I AM LOOKING AT THIS ANY ONE KID IS A ROUNDING ERROR ON THE SYSTEM. SO I AM HOPING WE DON'T HAVE TO GET EVERY KID PERFECT. AND WE ARE REALLY LOOKING AT ACROSS 30,000 KIDS ARE WE HAVING BETTER OR WORSE PERFORMANCE ON THE METRIC WE HAVE CHOSEN TO MEASURE? IN THE CURRENT FRAME, THIS IS A COMPLETE OVERHAUL. AND IN SO DOING WE HAVE TO START SOMEWHERE. AND RATHER THAN START THERE PERFECTLY IS A QUESTION TO ME IS IF WE ARE STARTING WELL ENOUGH. MOST OF THESE PROPOSED R-3  MEASURES, I SHARE MY THOUGHTS ON THE FIRST ONE PRAYED ASKING KIDS ABOUT SELF-REGULATION OR ATTITUDE OR MINDSET. MINDSET CAUSES ME AS MUCH ANXIETY AS I AM SURE SOME OF YOU HAVE READ THE BOOK QUIET. ABOUT THE ADVANTAGES THE SYSTEM GIVES TO THOSE OF US WHO ARE EXTROVERTS AND INTROVERTS ARE HELPFUL FOR MAKING THEM EXTRA VERSUS MAKE THEM HAPPY OR MORE PRODUCTIVE. I AM ACTUALLY SUPPORTIVE OF USING PANORAMA. 
          >> DIR. CHRIS CARLSON: I DO NOT BY ANY STRETCH CONSIDER THIS THE LAST PASS. WHAT I AM SUGGESTING CROSS VALIDATION. THIS IS SOMETHING WE'VE GOT TO PUT SOMETHING TOGETHER BEFORE WE TRY 
          TO VALIDATE. BUT I APPRECIATE YOUR EFFORTS. >> PRES. ERIC LALIBERTE: OKAY WE HAVE GOTTEN THROUGH 3.2 WE HAVE ABOUT EIGHT MINUTES. IF YOU OPTION. I DON'T KNOW HOW MANY MORE COMMENTS PEOPLE HAVE ON THE REMAINING INDICATORS SPECIFICALLY. IF IT IS NOT MUCH WE CAN GET THROUGH THOSE. OR WE CAN PUSH THIS INTO ANOTHER MEETING, TOO. I AM FINE WITH EITHER JUST DON'T KNOW HOW MUCH MORE DISCUSSIONS THERE IS. I HAVE SOME MORE. NOT A LOT MORE BUT A COUPLE COMMENTS ON A COUPLE INDICATORS. DOCTOR CARLSON? 
          >> DIR. CHRIS CARLSON: I THINK WHAT IS IMPORTANT FOR EACH INDICATOR. IT ALSO ROUNDS OUT THE POLICY DISCUSSION. I THINK FOR EACH OF THE FIRST TWO WE IDENTIFIED PART OF THE POLICY LANGUAGE THAT MAY NEED ADJUSTMENTS AS WELL AS WE TALK TO THE INDICATORS AND THE DATA. 
          SO, I WOULD PROPOSE NOT TRYING TO DO THIS IN EIGHT MINUTES. IT IS TOO IMPORTANT. AND PROBABLY NOT THE MARCH 28TH MEETING. BUT I THINK THE FOLLOWING STUDY SESSION. I THINK WE USE THAT FOR R-3 IF WE NEED MORE OE-14 TIME. TO DO THIS CORRECTLY THAT WOULD BE MY PROPOSAL. 
          >> WOULD IT BE HELPFUL IF WE PROVIDE WRITTEN COMMENTS? AS A PRECURSOR? 
          >> PROBABLY, I THINK THAT THE CONVERSATION IS REALLY VALUABLE, TOO. 
          >> DIR. CASSANDRA SAGE: I AGREE JUST TO MOVE IT A LITTLE QUICKER. 
          [06:10:04]
          >> PRES. ERIC LALIBERTE: I CAN DO THAT >> DIR. LEAH CHOI:  MY ONLY QUESTION IS WHEN IS THE SPRING SURVEY WHEN YOU HAVE TO DECIDE WHICH QUESTIONS TO ASK? 
          >> SUPT. DR. JOHN HOLMEN: WE'VE ALREADY DECIDED WHICH QUESTIONS TO ASK THIS SPRING 
          >> DIR. LEAH CHOI:  SO DOES NOT MATTER. >> PRES. ERIC LALIBERTE: I THINK THE IDEA IS WE WOULD BRING THIS BACK AT THE APRIL 18TH STUDY SESSION AND CONTINUE DISCUSSION 
          THEN. >> AND WE CAN ASK QUESTIONS SO WE CAN FIGURE OUT OUR BEHAVIORS. 
          [5. Profile of a Graduate]
          >> PRES. ERIC LALIBERTE: I THINK THIS IS AS GOOD AS A SPOT AS ANY TO STOP FOR THE DAY. THE ITEM WE DID NOT GET TO WAS A PROFILE OF A GRADUATE. THERE ARE MATERIALS ON BOARD DOCS  FOR THAT. 
          >> SUPT. DR. JOHN HOLMEN: IT IS INFORMATIONAL IT IS A SHIFT IN USING THE STATES LANGUAGE INFORMATION GIVEN THE PROCESS THEY USED TO IDENTIFY THE OUTCOMES THAT WERE LOOKING FOR IN A GRADUATE. WE USED TO HAVE THE STUDENT PROFILE. THAT WILL BE - CAN SAY SUNSET AT SOME OF THE LANGUAGE WAS OUTDATED SOME INFORMATION WAS OUTDATED. SOME OF IT ALIGNED WITH OUR FORMER R-3 EFFORTS. AND THE STATE PROFILE OF A GRADUATE DID A BETTER JOB OF SIMPLY DESCRIBING WHAT OURS DESCRIBED IN A VERY THOROUGH WAY. I WILL PACKAGE IT IN A BOARD BRIEF IF WE NEED TO BRING IT BACK TO A STUDY SESSION WE CAN. BUT REALLY, WHAT WE WANT TO DO IS EMBED THE LANGUAGE OF THE PROFILE OF A GRADUATE INTO OUR MONITORING. TO THE GREATEST DEGREE POSSIBLE YOU HEARD DOCTOR ROWE IN HER SOCIAL STUDY ADOPTION PRESENTATION THE OTHER NIGHT. THEY USED IT AS PART OF THEIR WORK ON THE ADOPTION. IT IS STARTING TO BE USED IN THE DISTRICT AND WE WILL START USING IT AND MONITORING AS WELL. HOW? I DO NOT KNOW EXACTLY TODAY BUT IT IS A GOOD PROFILE. THEY DID A 
          NICE JOB. >> DIR. SIRI BLIESNER: HAS NOT BEEN BROUGHT TO THE BROADER 
          COMMUNITY? >> SUPT. DR. JOHN HOLMEN: THAT HAS NOT. 
          >> DIR. SIRI BLIESNER: I THINK THAT SHOULD BE A PIECE OF THE PLAN MOVING FORWARD. 
          [1. Recess until 8:00am Sunday, March 20, 2022]
          >> PRES. ERIC LALIBERTE: PERFECT. SO WE WILL RECESS AND THE MEETING WILL BEGIN AGAIN TOMORROW AT EIGHT AM. SAME
* This transcript was compiled from uncorrected Closed Captioning.