May 09, 2022 May 9, 2022 Board Meeting - 7:00 p.m.

[A. Regular Board Meeting - May 9, 2022 at 7:00 p.m.]

[00:00:19]

THERE WE ARE PRETTY GOOD EVENING.

OUT LIKE TO CALL TO ORDER THE MAY 9, 2020 22 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT AND IN PERSON.

UNDER THE GUIDELINES FOR ATTENDING BOARD MEETINGS THAT REMAIN IN EFFECT, THROUGH THE END OF THIS MONTH, THE PROCLAMATION Ã28.15. THE OTHER PUBLIC MEETINGS ACTED RECORDS ACT PROCLAMATION, THE REMAINS RESTRICTIONS ON IN PERSON MEETINGS, BUT THERE ARE EXEMPTIONS FOR MEETINGS THAT CAN COMPLY WITH THE QUOTE GUIDELINES FOR BUSINESS MEETINGS IN THE MISCELLANEOUS MENUS GUIDANCE.

THAT GUIDANCE ALLOWS GOVERNING BODIES TO OPT OR HOST IN PUBLIC MEETINGS AS PERMITTED UNDER EMERGENCY PROCLAMATION 20Ö8.

HERE ARE CURRENTLY NO RESTRICTIONS FOR CAPACITY IN THE PHYSICAL DISTANCING APARTMENT NOW MODIFIED APARTMENTS TO BE REQUIRED. SOME THAT GUIDANCE SUBSETS AT THE END OF THIS MONTH. THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN THE MEETINGS OF THE BOARD.

WE WILL CONTINUE TO COMPLY WITH ALL LAWS RELATED TO OPEN PUBLIC MEETINGS AND ALL EMERGENCY DEPARTMENTS RELATED TO COVID-19. IF THAT GUIDANCE AND THOSE APARTMENTS CANNOT BE MET, THE BOARD MUST HOLD ITS MEETINGS REMOTELY AND PROVIDE ACCESS ELECTION AND AUDIO.HAT WILL NOTIFY THE PUBLIC IN LOCATION MEETINGS THROUGH THE MEETINGS TAB ON BOARD DOCS AT THIS TIME, EXPLAINED THAT ALL FUTURE MEETINGS WILL BE IN PERSON HERE AT THE RESOURCE CENTER.

OARD MEETINGS, STUDY SESSIONS, AND BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE DISTRICT'S WEBSITE.F THEY ARE UNABLE TO LIVE STREAM THE MEETING, THE MAKO TO LISTEN AND THAT PHONE NUMBER IS 425 936 2183.

THE CONFERENCE ID IS 37127. WE DID NOT SPEAKING TO THAT? CLICK ON. GREAT, EXCELLENT.

[B. Opening Items]

ON THE BOARD TAB. YOU CAN EMAIL ALL BOARD MEMBERS BY EMAILING THE EMAIL ALIAS BOARD MEMBERS AT LWF THE DUCTWORK. OKAY, I WILL NOT ENTERTAIN A MOTION TO APPROVE THE AGENDA FOR THE MAY 9, 2022 MEETING.

>> SO MOVED. >> SECOND.

>> MOVED BY AND ACTUALLY FOR EVERYONE AT THE GOOD OF THE ORDER HERE. I JUST WANT TO INDICATE PRORATED THE BOARD MAKE SURE EVERYBODY IS AWARE.E HAVE MADE A SLIGHT ADJUSTMENT TO THE AGENDA TONIGHT.

THE SUPERINTENDENT REPORT WILL FOLLOW AUDIENCE PARTICIPATION TONIGHT AND BE AHEAD OF THE CONSENT AGENDA.

SO, WITH THAT, CLEAR FOR EVERYONE, THE MOTION TO APPROVE

STILL? >> I STILL MOVED TO PRESENT THE

AGENDA AS PRESENTED. >> MOVED BY DIRECTOR PLEASER AND SECONDED BY DIRECTOR CARLSON THAT WE APPROVE THE AGENDA AS PRESENTED ALWAYS IN FAVOR PLEASE SIGNIFY BY VOTING

[C. Recognitions]

I. >> I.

>> ANY POST? HEARING NONE. THE MOTION CARRIES.

THE FIRST ITEM ON THE AGENDA IS A PROCLAMATION DECLARING MAY 11, 2022 AS NATIONAL SCHOOL NURSE DAY.

I WILL ASK DIRECTOR CHOI TO READ THE PROCLAMATION.

YOUR MIC MIGHT BE OFF.

[INDISCERNIBLE] ONE MINUTE.

>> WE CANNOT HEAR YOU.

[LAUGHTER] >> ALL RIGHT.

>> GO AHEAD DIRECTOR CHOI. >> WEARS CHILDREN TODAY FACE MORE COMPLEX AND LIFE-THREATENING HEALTH PROBLEMS REQUIRING CARE IN SCHOOL.

AND WHEREAS ALL STUDENTS HAVE THE RIGHT TO HAVE THEIR HEALTH NEEDS SAFELY MET WHILE IN THE SCHOOL SETTING.

AND WHEREAS SCHOOL NURSES UNDERSTAND THE LENGTH AND LINK BETWEEN HEALTH AND LEARNING AND ARE IN A POSITION TO MAKE A POSITIVE DIFFERENCE FOR CHILDREN EVERY DAY.ND WHEREAS SCHOOL NURSES HAVE SERVED A CRITICAL ROLE IN IMPROVING PUBLIC HEALTH AND ENSURING STUDENT ACADEMIC SUCCESS FOR MORE THAN 100 YEARS.

AND WHEREAS SCHOOL NURSES ARE PROFESSIONAL NURSES, WHO EVINCE THE WELL-BEING AND ACADEMIC SUCCESS AND LIFE ACHIEVEMENTS OF ALL STUDENTS BY SERVING ON THE FRONT LINES AND PROVIDING A CRITICAL SAFETY NET FOR HOURS NATION'S MOST FRAGILE CHILDREN.

THEREFORE, WE THE MEMBERS OF THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS DO HEREBY PROCLAIM WEDNESDAY, MAY

11, 2022 AS A SCHOOL NURSE DAY. >> GREAT.

THANK YOU DIRECTOR CHOI. IF YOU COULD CONTINUE OUR

RECOGNITION? >> ABSOLUTELY PUT OUT LIKE TO ADD ASSOCIATE SUPERINTENDENT UP TO THE PODIUM TO PRESENT INFORMATION. REALLY WE WANT TO A PROGRAM UPDATE FOR THE BOARD AROUND OUR NURSES.

[00:05:02]

MIKE? >> ALL RIGHT.

STILL GETTING USED TO BEING BACK IN PERSON.

SO WONDERFUL. AS DOCTOR MENTIONED, IT HAS BEEN A FEW YEARS SINCE WE SHARE WITH THE BOARD AND UPDATED ON OUR HEALTH SERVICES PROGRAM. TONIGHT IN THIS WEEK ON ME LOVE THEM AS WE ARE HONORING OUR NURSES IN RECOGNIZING OUR NURSES, WE WANT TO SHARE WITH YOU SOME OF THE MANY, MANY RESPONSIBILITIES THEY HAVE TO KEEP OUR SCHOOLS SAFE.

LOOK AT? OKAY.

GAIN AS DOCTOR HOLMAN MENTIONED, THERE ARE SO MANY PEOPLE THAT HAVE HELPED US NAVIGATE THESE LAST FEW YEARS AND ONE GROUP THAT REALLY STANDS OUT IS BEING KEY TO THOSE EFFORTS ARE OUR NURSES AND WE CANNOT THANK THEM ENOUGH. WE DISCLOSE THAT WITH THAT TONIGHT. OUR HEALTH SERVICES DEPARTMENT FALLS UNDER OUR SPECIAL SERVICES PROGRAM AND SO, IN OUR HEALTH SERVICES, THE HEALTH SERVICE MANAGER SHELLEY O'ROURKE WHO STEPPED INTO THE WALL THIS YEAR AND IS DOING AN AMAZING JOB OF COORDINATING AND NAVIGATING OUR HEALTH SERVICES PROGRAMS AND IN PARTICULAR, AS WE HAVE BEEN WORKING THROUGH ONE OF THE COUNTLESS CHANGES THAT HAVE COME THROUGH NEW COVID REQUIREMENTS ON TOP OF ALL THE OTHER RESPONSE ABILITIES OUR NURSES HAD PICTURES TO REALLY SHOUT OUT TO SHELLEY O'ROURKE. WE HAVE 21 BUILDING NURSES AND HEALTH SERVICE MANAGERS IN OUR SCHOOLS.

SERVING STUDENTS AND STAFF EVERYTHING A DAY.

IN ADDITION, WE HAVE NURSES WHO PROVIDE ONE TO ONE SUPPORT FOR STUDENTS WITH VERY SPECIFIC HEALTH RELATED NEEDS.

SOME OF THOSE ARE DISTRICT EMPLOYEES AND SOME OF THEM WE CONTRACT WITH. THEY'RE CALLED AGENCY NERVOUS NURSES. IN ADDITION THIS YEAR, WE HAVE FOLKS THAT ARE HELPING US MANAGE COVID CASES MANAGEMENT.

COVID CASE MANAGEMENT. ALL THE PAPERWORK AND DOCUMENTATION THAT GOES ALONG WITH THAT AND SO, THEY ALL WORK IN PARTNERSHIP. AGAIN TO DO ALL THE THINGS THAT NURSES ARE REQUIRED TO DO AND HEALTH SERVICES REQUIRED TO DO AND MANAGE COVID ON TOP OF THAT.

WE PUT UP A HIGH-LEVEL SUMMARY OF SOME OF THE MANY THINGS THAT OUR NURSES ARE REQUIRED TO DO AND DO EACH DAY TO SUPPORT OUR STUDENTS AND STAFF.SO, THESE ARE JUST A SNAPSHOT. WHATEVER THE TO DO IS GIVE YOU A FEW EXAMPLES FOR SOME OF THESE.

JUST AS A EXAMPLE OF SOME THE WORK THEY DO.

AS WE MENTIONED EARLIER, OUR NURSES ARE LICENSED NURSES WHO ARE PROVIDING REALLY SPECIFIC CARE FOR OUR STUDENTS AND THESE ARE COMPLEX TASKS. EVERY SINGLE ONE OF THESE.

AND SO, HAVING WONDERFUL QUALIFIED PEOPLE LEADING THAT WORK MAKES ALL THE DIFFERENCE FOR OUR STUDENTS AND SCHOOLS.

SO, ONE WE HAVE SHARED A FEW YEARS AGO AS YOU RECALL, WE HAVE NEW VISION AND HEALTH REQUIREMENT CHANGES.

SO, OUR NURSES STAMP OVER THAT. AND IT IS A MAJOR MAJOR TASK.

WE PROVIDE SCREENING FOR STUDENTS IN K1 THROUGH FIVE.

AND ALSO IN GRADES SEVEN. AND SO, THINK ABOUT THE HUNDREDS OF STUDENTS AND IN FACT THE THOUSANDS OF STUDENTS THAT ARE NURSES" WORK WITH THE DIVISION AND HEARING SCREENINGS. THEY ALSO CANNOT DO THAT ON AND SO, THEY WORK WITH PARENT VOLUNTEERS AT EACH SCHOOL.

UP TO 10 TO 20 FOLKS THAT HELP WITH THAT PROCESS AND MANAGING THE FLOW OF STUDENTS AND PEOPLE SO THEY CAN GET THAT SCREENING DONE. AND WE KNOW HOW FOUNDATIONAL THAT SCREENING IS TO STUDENT SUCCESS IN SCHOOL.

WE CAN TELL COUNTLESS STORIES AS WELL AS HAVING A VISION SCREENING THAT ALLOWED THEM TO SUDDENLY HAVE ACCESS TO THE CURRICULUM AND INSTRUCTION AND SAME WITH HEARING.

THAT IS SUCH A FOUNDATIONAL PART OF THE QUALITY OF THE PROGRAM THAT WE CAN PROVIDE TO OUR STUDENTS.

AGAIN, THIS NURSES ARE REALLY JUST LAYING THE FOUNDATIONAL WORK THAT HELPS OUR STUDENTS TO BE SUCCESSFUL IN OUR SCHOOLS.

IN ADDITION AS YOU ALL KNOW, WE HAVE STUDENTS WITH LIFE-THREATENING CONDITIONS THAT NEED TO BE MANAGED.

GUESS A FORMER PRINCIPAL, I CAN TELL YOU STUDENTS THAT WERE RIGHT ON THE EDGE OF BEING IN CRISIS BASED ON THEIR HEALTH NEEDS AND HAVING A NURSE THAT CAN PROVIDE THEM THAT SUPPORT REALLY AGAIN ACCESS TO SCHOOL. IF STUDENTS WITH LIFE-THREATENING ALLERGIES. WITH STUDENTS WITH DIABETES THAT NEED TO BE MANAGED ON A DAILY BASIS.

STUDENTS WHO EXPERIENCE SEIZURES AND CARDIAC ISSUES AND ASTHMA. AND SO, ALL OF THOSE ARE MANAGED ON AN INDIVIDUAL STUDENT LEVEL WITH A NURSE, WHO

[00:10:02]

IF YOU THINK ABOUT ALL THE PEOPLE THAT SURROUND STUDENTS IN THE SCHOOL'S WELCOME ADMINISTRATORS AND TEACHERS, THEY ALL NEED TO KNOW HOW TO RESPOND AT WHAT TO DO AS WELL.

AND SO, OUR NURSES ARE CONDUIT FOR THAT.

AGAIN, THAT ALLOWS OUR STUDENTS TO HAVE ACCESS TO SCHOOL AND BE SUCCESSFUL IN SCHOOL. AND AS I MENTIONED, THERE IS THAT STAFF SUPPORT PEACE. AND SO, OUR STAFF MEMBERS AS WELL AS NURSES ARE PART OF THE HEALTH SUPPORT FOR OUR KIDS.

OUR NURSES PROVIDE TRAINING IN A VARIETY OF AREAS.

ARTICULARLY AT THE BEGINNING OF THE YEAR.

ALSO THROUGHOUT THE YEAR AND THEN OBVIOUSLY WITH OUR COVID THAT WE HAVE ADMITTED TO, THERE IS TRAINING AND SUPPORT THERE AS WELL. PROVIDING TRAINING AROUND HEALTH INFORMATION AND BLOOD-BORNE PATHOGENS, WHAT YOU DO IN DIFFERENT SITUATIONS? WORKING WITH OUR HEALTH ROOM FOLKS. WE HAVE ACTUAL PAGES THAT DESCRIBE HOW TO RESPOND TO STUDENTS WITH LIFE-THREATENING INJURIES AND STAFF MEMBERS CAN READ IT TO THIS AND SEE WHAT EXACTLY THEY ARE SUPPOSED TO DO.EEPING US UP-TO-DATE.

MAKING SURE THEIR STUDENTS GET MEDICATION THAT THEY NEED.

AND AGAIN, THAT ONE ÃONE NURSE SUPPORT FOR KIDS IS REALLY IMPORTANT. ALL THOSE THINGS RELATE TO PEOPLE IN THE SCHOOL. NOT ONLY THE NURSE CORPS REQUIRED TO SEE THE STUDENTS ARE HEALTHY AND SAFE.

AND THEN AS YOU HAVE KNOWN, WE HAVE SHARED IN THE PAST, MANY OF OUR STUDENTS HAVE WHAT ARE CALLED INDIVIDUAL HEALTH PLANS THAT DESCRIBE THEIR CONDITION AND WHAT NEEDS TO BE IN PLACE FOR THE STUDENTS TO HAVE SUCCESS IN SCHOOLS.UR NURSES ARE THE KEY PLAYERS IN MANAGING AND MAINTAINING AND DEVELOPING THIS HEALTH PLANS AND CONSULTATION OF FAMILIES.

AND OTHER SCHOOL STAFF.HIS BRILLIANT LAYOUT VERY CLEAR PRECISE LANGUAGES. EXACTLY HOW THE STUDENTS NEEDS ARE TO BE MANAGED. AGAIN, WITHOUT THOSE, STUDENTS DO NOT HAVE CONSUMABLE ACCESS AND SUCCESS IN SCHOOLS.

AND THEN ANOTHER HOT TOPIC THAT YOU ALL KNOW, AND AGAIN, THIS IS A MAJOR TASK. MAKING SURE THAT ALL OF OUR STUDENTS HAVE THE PROPER IMMUNIZATIONS.

THE START OF THE SCHOOL YEAR. SO THEY CAN GET IN THE SCHOOL AND BEING CLASSES AND BE SAFE IN SCHOOL.

AND SO, JUST THE MANAGEMENT OF THE TRACKING AND KNOWLEDGE ABOUT ANY VACCINATION REQUIREMENTS MET, AS THEIR COMING TO THE SCHOOL THING ABOUT ALL THE STUDENTS WHO COME IN NEW TERROR DISTRICT. IMMUNIZATION APARTMENTS UP TO SPEED. THAT IS A BIG BIG JOB.

AGAIN, EACH ONE OF THESE THINGS, AS YOU CAN SEE IS SUCH A MAJOR TASK IN OUR SCHOOLS. IN ADDITION, THEY MANAGE EXEMPTIONS AND FOR STAGE NEED TO GET THEIR VACCINATIONS, THEY WORK WITH FAMILIES TO MAKE SURE THEIR ADMINISTRATORS TO MAKE SURE THE STUDENTS ARE GETTING ACCESS TO HEALTHCARE SO THEY CAN GET THE REQUIRED IMMUNIZATIONS AND GET INTO SCHOOL AS SOON AS POSSIBLE. MANY OF THESE ARE RELATED TO STATE REQUIREMENTS IN TERMS OF STUDENTS BEING ABLE TO ACCESS SCHOOL OR NOT BASED ON THEIR IMMUNIZATION STATUS.

FINALLY, AS WE MENTIONED, AGAIN, JUST A HIGH-LEVEL SNAPSHOT OF THE MANY THINGS THAT HAVE BEEN LAYERED ON TOP OF ALL THE NORMAL NURSERY APARTMENTS THAT ARE IN PLACE YEAR-TO-YEAR. AND SO, OUR NURSES HAVE REALLY BEEN KIND OF THE COOL OF OUR APPROACH TO MANAGING COVID AND MAKING SURE OUR STUDENTS HAVE ACCESS TO SCHOOL.

SO, THEY HAVE SERVED AS A BUILDING MEDICAL COORDINATOR.

DAVE RESPONDED TO SYMPTOMS. THEY DO CASE MANAGEMENT.

THEY REPORT. THERE'S IS COUNTLESS TASKS THAT THEY HAVE BEEN DOING ON TOP OF ALL THE OTHER WORK.

AND SO, WE CANNOT THINK OUR NURSES ENOUGH FOR THE AMAZING WORK THEY'VE DONE OVER THE PAST TWO YEARS TO REALLY MAKE SURE OUR KIDS CAN BE SUCCESSFUL IN OUR SCHOOLS.

INALLY, THE WORK OF NURSES IS VERY TIGHTLY LINKED, PARTICULARLY THESE DAYS TO OUR PUBLIC HEALTH AGENCIES.

AND HEALTHCARE PROVIDERS AND SO, OUR NURSES AND PARTICULARLY OUR NURSE MANAGER IS IN CLOSE CONTACT WITH LOCAL HEALTH AGENCIES. THE COMMUNICATION AND THAT RELATIONSHIP AND PARTNERSHIP REALLY IS ABSOLUTELY ESSENTIAL FOR STUDENTS AND STAFF TO BE SUCCESSFUL.

SO, IT WAS A VERY BRIEF PROGRAM REPORT THAT CAPTURES AT HIGH LEVEL MANY THINGS OUR NURSES DO.

BUT ALSO REALLY ONE OF THE PURPOSES OF THEM IS TO HONOR AND ACKNOWLEDGE THESE PROFESSIONALS THAT REALLY DO AMAZING WORK. SO, I WANTED TO THANK THEM.

THANK YOU. >> I ALSO WANT TO RECOGNIZE DOCTOR SHANNON HITCH, WHO IS HERE THIS EVENING.

HE IS OUR EXECUTIVE DIRECTOR OF SPECIAL SERVICES.

OUR HEALTH SERVICES PROGRAM FALLS UNDER HER LEADERSHIP.

WE ALSO HAD TWO SURE HEALTH SERVICES MANAGERS THAT ALSO HELPED LEAD THE WAY. DOCTOR T ANDREW THOMPSON, WHO TRANSITIONED TO HEALTH SERVICES OVER ON THE KIDS AT PENINSULA IN JANUARY. AND SHELLEY OVER CAME AND IN JANUARY AND CONTINUED THAT WORK.

AND SO, THE WHOLE TEAM EFFORT AND REALLY APPRECIATE OUR NURSES AND LEADERSHIP FOR EVERYTHING THEY'VE DONE.

>> GREAT, THANK YOU FOR PUTTING OUT THAT PRESENTATION.

THE NEXT ITEM ON THE AGENDA IS REGARDING THE NAMING OF THE ONLINE SCHOOL. DOCTOR HOLMES, WOULD YOU SHARE

WITH THE BOARD? >> YES I WILL.

[00:15:03]

AND SO, TONIGHT WAS A REFLECTION OF THAT, BECAUSE PRIOR TO THAT, IT WAS THE BOARD THAT WAS TAKING ACTION ON NAMING SCHOOLS AND MASCOTS. OUR CURRENT ADMINISTRATIVE POLICY REQUIRES ME TO TAKE THAT ACTION.

AND SO, POLICIES 6970 NAMING FACILITIES AND MASCOTS OPEN SPACING NAMES AND MASCOTS FOR NEW ELEMENTARY MIDDLE AND HIGH SCHOOL FACILITIES. SHALL BE SUBMITTED TO THE SUPERINTENDENT FOR CONSIDERATION AND APPROVAL.

FURTHERMORE, POLICY STATES THAT THE SUPERINTENDENT SHALL NAME EACH NEW SECONDARY SCHOOL ACCORDING TO THE NEIGHBORHOOD OR DISTRICT IN WHICH IS LOCATED.

OR BY SELECTING THE NAME OF A LIVING OR DECEASED PERSON THAT HAS NATE MADE A SIGNIFICANT HUMANITARIAN CONTRIBUTION.

WE'RE A PLACE RELATED TO LOCAL AREA OR PACIFIC NORTHWEST HISTORY. AND SO, THAT IS IN THE POLICY, AND WE HAVE A PROCEDURE IN PLACE THAT WE ASK OUR SCHOOL LEADERS TO FOLLOW TO ENSURE THAT THERE IS A CONSISTENT PRACTICE OF WALKING THROUGH THIS.

AND SO, JUST A FEW OF THE REQUIREMENTS THAT ARE ON OUR SCHOOLS TO GO THROUGH THIS PROCESS.

FIRST, THE PRINCIPAL ACTUALLY HAS TO DO OUTREACH IN COMMUNICATION WITH PROSPECTIVE OR CURRENT STUDENTS.

IN THIS CASE, IT WAS CURRENT STUDENTS, BECAUSE THE SCHOOL HAD ALREADY OPENED. STUDENTS GO THROUGH A NOMINATING PROCESS.HERE IS A COMMITTEE THAT IS SELECTED, A STAKEHOLDER COMMITTEE MADE OF PARENTS, STAFF, STUDENTS.

AND THEY HAVE THE TASK OF TAKING NOMINATIONS AND PARING IT DOWN.HE NEXT STEP OF THE PROCESS IS FOR THAT SET TO COME TO ME FOR REVIEW AND EVALUATION.

AND THAT IT GOES BACK TO THE STUDENTS.

TO DO SOME VOTING AND THINGS LIKE THAT.

AND THEN ULTIMATELY WE COME TO TONIGHT.

AND SO, I AM PLEASED TO RECOGNIZE THE DIRECTOR OF SECONDARY EDUCATION. WHITNEY MEISER AN ONLINE PRINCIPAL CHERYL KENYON HERE TONIGHT WITH US.

I WANT TO THANK CHERYL FOR WALKING DUTIFULLY THROUGH THIS PROCESS. WALKING WITH HER SCHOOL AND STUFF TO DO THIS. ON FEBRUARY 28, SHE NOTIFIED HER STUDENTS OF THE PROCESS AND STARTED THE NAMING, THE REQUEST FOR NAMES TO BE SUBMITTED. ON MARCH 27, THE SUBMISSION PROCESS CLOSED AND THERE WERE 78 SUBMISSIONS THAT WERE RECEIVED.HE NAMING COMMITTEE THEN TOOK THE TASK OF REVIEWING THOSE NAMES AND THEY WERE TO PARE DOWN BETWEEN SIX AND EIGHT. PRINCIPAL KENYON BROUGHT SEVEN NAMES TO ME FOR REVIEW. OF THOSE SEVEN, I SENT A SIXPACK FOR THE STUDENTS TO VOTE ON.

WE USED A TWO-STEP PROCESS WHERE THE STUDENTS VOTED ON ALL OF THEM. AND THEN THE TWO THAT RECEIVED THE HIGHEST VOTE COUNT WERE THEN PUT BACK TO STUDENTS.

AND ONE OF THOSE NAMES WAS SELECTED.

AND I AM PLEASED TO RECOGNIZE THAT THE FULL PROCESS WAS AS FOLLOWS. I'M EXCITED TO RECOGNIZE OUR ONLINE SCHOOL IN THE SAMMAMISH RIVER VALLEY ONLINE SCHOOL.

AND WHAT IS SO UNIQUE ABOUT THIS NAME, THIS CAME FROM A FIFTH-GRADE STUDENT WHO RELATED THE NAME SAMMAMISH RIVER VALLEY TO THE CO-SALISH TRIBES FROM THIS AREA.

IN RECOGNITION OF THAT, I WILL NOT RECOMMEND OUR STUDENTS FOR THE PARTICIPATION OF THEIR PROCESS.

PRINCIPAL KENYON FOR THE LEADERSHIP TO THIS.

I KNOW IT'S NOT EASY TO NAVIGATE THIS PROCESS.

THE NEXT STEP OF THE PROCESS MIGHT BE AS CHALLENGING AS THEY'RE GOING TO BE SELECT A MASCOT.

AND SO, THEY ALREADY HAVE SOME MASCOTS THAT THEY HAVE IDENTIFIED. THEY HAVE A SIMILAR PROCESS.

I THINK ONE OF THE KEY THINGS THAT PRINCIPAL KENYON WILL STRESS WITH THE STUDENTS IS THAT WE NOT HAPPENING.

WE HAVE A BASIS FOR THAT NAME. WE HAVE THE RECOGNITION OF THE CO-SALISH TRIBES IN THIS AREA. IS THERE A MASCOT THAT HAS A RELATIONSHIP OR IT WOULD BE REALLY MEANINGFUL FOR THE SCHOOL? AND SO, I'LL BE EXCITED TO BRING THAT BACK TO THE BOARD FOR THE NEAR FUTURE.

PART OF THE POLICY STATES THAT THERE IS A SELECTION OF COLORS AND IMAGERY. AND THAT IS UNDER THE DIRECTION OF THE PRINCIPAL. AND SO, PRINCIPAL KENYON WILL GO THROUGH THE PROCESS AS WELL WITH HER SCHOOL.

AND THE BIG CITY TO BRING THAT SHOW TO THE BOARD.

AND I'M EXCITED ABOUT THAT. ND SO, CONGRATULATIONS CHERYL FOR ALL OF THIS. YOUR SCHOOL OFFICIALLY HAS A NAME.

[APPLAUSE] >> EXCELLENT.

[D. Audience Participation]

[00:20:09]

IT WAS NICE TO HAVE A SURPRISE. THE NEXT ITEM ON THE AGENDA IS PUBLIC COMMENT. THE BOARD OF LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO THE MEETINGS OF THE BOARD AND ENCOURAGES COMMUNITY ENGAGEMENT PRINT WE DEDICATE 30 MINUTES AT THESE MEETINGS TO HEAR FROM THE PUBLIC DURING A PUBLIC COMMENT PERIOD.

WITH THE RETURN TO IN PERSON MEETINGS, WE HAVE UPDATED THE PROCESS DESIGNED FOR PUBLIC COMMENT.O DO SO, PLEASE GO TO OUR WEBSITE. WW.

LW SD.ORG./BOARD/PUBLIC COMMENT.

TO SIGN UP TO PARTICIPATE IN THE PUBLIC COMMENT BY NOON ON THE DATE OF THE BOARD MEETING. COMMENTS WILL BE OFFERED IN THE ORDER OF SIGN-UP BEGINNING WITH SPEAKERS IN PERSON FOLLOWED BY VIRTUAL AND CONCLUDING WITH WRITTEN COMMENTS AS TIME ALLOWS. AND IF YOU HAVE WRITTEN COMMENTS, YOU MAY EMAIL THE EMAIL ADDRESS PUBLIC COMMENT@LWSD.ORG. EXCUSE ME.

KAY GREAT. AS A REMINDER GROUND RULES.

WE HAVE THREE MINUTES FOR PUBLIC COMMENT.HERE IS A GREEN LIGHT. A YELLOW LIGHT AND A RED LIGHT OVER THERE. WHEN THE RED LIGHT FLASHES, I WILL HAVE TO POLITELY ASK YOU TO CONCLUDE YOUR COMMENTS SO WE CAN ACCOMPLISH JUSTICE ACCOMMODATE THE PERIOD ALLOTTED. SO, WE HAVE SEVERAL SIGN-UPS SIGN UP FOR PERSON. FIRST, I HAVE ASHLEY.

IS ASHLEY HERE? OKAY.

NEXT I HAVE CAMILLE BRENNAN AND OLIVIA RULES.

IF YOU GUYS JUST WANT TO COME TO THE MICROPHONE?

HELLO.>> HELLO. HI.

[INDISCERNIBLE] I THINK SO.

>> [LAUGHTER] ALL RIGHT. START WHENEVER.

HELLO, MY NAME IS CAMILLE.> I AM LIVE.

WE ARE BOTH SENIORS AT REVEREND HIGH SCHOOL.

AND WE ARE BOTH PLANNING TO GRADUATE AND MAJOR IN EDUCATION. MUSIC EDUCATION.

WE ARE SPEAKING AT TODAY'S MEETING TO ADDRESS THE STUDENTS ABILITY TO DECORATE GRADUATION CAPS.

THIS IS SOMETHING THAT IS A TRADITION IN MANY OTHER HIGH SCHOOLS AND UNIVERSITIES ACROSS THE COUNTRY.

TO NAME ONE. GRADUATES AT THESE SCHOOLS ARE GRANTED THE PRIVILEGE AND JOY OF SHOWING THEIR CREATIVITY, DIVERSITY, PASSIONS, AND FUTURE PLANS THROUGH THE DECORATION OF

THE GRADUATION. >> CURRENTLY AT THE HIGH SCHOOL, GRADUATING SENIORS ARE NOT ALLOWED TO DECORATE THE CAPS. I REACHED OUT TO ASSOCIATE PRINCIPAL MR. ROBERT JONES, WHO SAID THE GRADUATION CEREMONY IS A FORMAL CEREMONY AND OUR DESIRE FOR ITS APPEARANCE TO MATCH A LEVEL OF FORMALITY. INDICATING THAT WE WILL NOT BE

ALLOWED TO DECORATE OUR CAPS. >> WE BELIEVE THE CEREMONY IS CELEBRATING SENIORS AND OUR COMPLIMENTS OF THE LAST FOUR YEARS. WE HAVE BEEN UNABLE TO HAVE A NORMAL HIGH SCHOOL SPRINGS AND THEREFORE HAVE MISSED OUT ON MANY OPPORTUNITIES TO EXPRESS OURSELVES TO OUR PEERS, TEACHERS, AND OTHER EDUCATORS IN THE CLASSROOM.

THE CELEBRATION OF GRADUATES, WHILE FORMAL SHALL CELEBRATE INDIVIDUALITY IN EACH PERSON'S PERSONAL EXPERIENCE AT THE HIGH SCHOOL.ROPER EXAMPLES OF FORMAL EVENT WHERE EACH STUDENT IS STILL ALLOWED TO WEAR WHAT THEY FEEL STRESSES THEM BEST.

HROUGH STYLES OF CLOTHING, PICTURES, AND SUCH.

>> OWING GRADUATES TO SHOW THE DIFFERENCE AND IDENTITIES THROUGH DECORATIVE CAPS ALLOWS PARENTS AND STUDENTS TO SHOW THE DIVERSITY OF THE SCHOOLS AND STUDENTS.

EMBRACING YOUR DIVERSITY IS SOMETHING THAT L SWD HAS BEEN TRYING TO IMPLEMENT OUR SCHOOL SYSTEMS. ONE OF THE DECISIONS WE MADE AT THE BEGINNING OF THE YEAR WAS TO CHANGE HOMECOMING QUEEN, KING, PRINCE AND PRINCESS TO BE COMING HOMECOMING ROYALTY SO WE WERE NOT SENDING GENDER ROLES.

[LAUGHTER] >> WE HOPE STUDENTS DECORATING CAPS WILL EXPRESS THEMSELVES IN A CONTROLLED ENVIRONMENT WHERE THEY FEEL SAFE WITH FRIENDS AND FAMILY.OMETHING THAT HAS BEEN SHARED WITH US SINCE THE BEGINNING OF OUR EDUCATION IS THAT THIS WILL BE OUR GRADUATION.

SOMETHING TO CELEBRATE THE CLASS OF 2022.

AND WE FEEL THAT OUR CEREMONY Ã ÃTHE SUN.

>> OKAY. >> WE ARE ONLY ALLOWED TO CELEBRATE OUR ACCOMPLISHMENT. EXPRESS THIS NEW TO OUR ADMINISTRATIVE TEAM, YET WE ARE THE SAME WORDS OVER AND OVER AGAIN THAT THIS IS I FORMAL CEREMONY.

>> WE WILL COME UP WITH A MEETING HALFWAY POINT.

WE PLAN TO ALLOW ADMINISTRATION TO REMAIN SOMEWHAT IN CONTROL.

OF THE ANSWER MONEY, BUT ALSO HOURS TO ENSURE THAT THERE IS

[00:25:03]

STUDENTS WILL PROVIDE DESIGN IDEAS AHEAD OF TIME FOR APPROVAL. NOT ONLY THE ADMINISTRATION TO SCREEN THE CAPS, BUT FOR ANYTHING IS NOT SCHOOL APPROPRIATE. THIS CAN BE ORGANIZED THROUGH GROUP OF STUDENTS, THROUGH GROUP OF LEADERSHIP STUDENTS, WERE MORE THAN HAPPY TO DO IT AND STUDENTS THAT WANT TO

DECORATE THE CAPS. >> TO GAIN SUPPORT AND SHOW THE STUDENT BODY WAS ON BOARD, WE RELEASED THE PETITION ON CHANGE.ORG. THIS PETITION HAS BEEN LIKE HER IN TWO WEEKS AND WE CURRENTLY HAVE 321ST SIGNATURES AS OF TONIGHT COULD WE DO NOT JUST AS WE HAVE NOT ONLY HAD MANY STUDENTS THAT AGREE TO SIGN, BUT ALSO TEACHERS AND PARENTS OF RHS. WE ALSO HOPE YOU CAN HELP US SUPPORT US IN REASONING WITH THE ADMINISTRATION SO THAT THE GRADUATE CLASS OF 2022 CAN SHOULD DIVERSITY AND CREATIVITY EDITS OR MONEY MEANT FOR CELEBRATING US AND OUR

TREATMENTS. >> WE HOPE TO BE ABLE TO COMMUNICATE WHETHER OR NOT STUDENTS CAN PROCEED WITH DECORATING CAPS BECAUSE AS OF NOW, THERE HAS BEEN NO DIRECT COMMUNICATION. ADMIN'S TOWARDS STUDENTS, PARENTS, TEACHERS ABOUT DECORATED CAPS.

WE THANK YOU FOR HEARING US. >> THANK YOU.

>> THANK YOU FOR COMING TONIGHT.

IF YOU WOULDN'T MIND, CAN YOU SEND EMAIL TO BOARD MEMBERS AT LW SD.WORK AND WE WILL FOLLOW UP?

>> YES, THANK YOU. OF COURSE.

>> THANK YOU. >> PLEASE, THANK YOU.

>> THIS PIECE OF OUR BOARD MEETING IS NOT NORMALLY THESE WERE WE HAVE A DIALOGUE.HANK YOU SO MUCH FOR THE INPUT.

WE'RE GONNA MAKE SURE THAT SOMETHING HAPPENS ON THIS QUICKLY, BUT THIS IS NOT A CONVERSATION.

THANK YOU. >> THANKS FOR COMING.

>> NEXT, WE HAVE A SIGN APPEARED WITH FRANK AND FELT.

>> HELLO, GOOD EVENING. I'M HERE TO TALK ABOUT THE EMERSON HIGH SCHOOL DAYCARE. I HAVE BEEN A TEACHER AT EMISON HIGH SCHOOL SINCE 2015. I'VE USED THE DAYCARE SINCE 2006 COMPARED ONE OF MY FIRST CHILD WAS BORN.

I SPOKE TO THE BOARD IN DECEMBER.

ABOUT THE DECISION TO CLOSE THE DAYCARE.

I COULD SPEAK FOR DAYS ABOUT THE BENEFITS OF THIS DAYCARE TO THE COMMUNITY. THE DISTRICT, THE STUDENTS, AND THE FAMILIES WHO USE IT. I KNOW, I'VE THREE MINUTES.

WE WERE DELIGHTED WHEN DOCTOR HOMAN CHOSE TO REVERSE HIS DECISION IN JANUARY AND KEEP THE DAYCARE OPEN.

AT THAT TIME, HE SAID THE PLAN WAS TO INCREASE THE RATES.O MAKE THE DAYCARE SELF-SUSTAINING.

WE INTERPRETED THIS AS THE DISTRICT SUPPORTED THE DAYCARE.

HOWEVER, UPPER I SEE YOU PROPOSE A GREAT TO MARKET RATES, WHICH MEANS THE SAME RATES FOR PROFIT TAKERS.

DISREGARDS THE VALUE OF EMERSON AND THE DAYCARE BRINGING TO THE DISTRICT. THE END RESULT WILL LIKELY BE THAT THE DAYCARE WILL STILL CLOSE.

CONSIDER FOR A MOMENT THOSE OF US WHO HAVE POURED OUR TIME AND ENERGY AND HEARTS INTO THE DAYCARE AND THE STUDENTS AT EMERSON HIGH SCHOOL.

OT THE BOTTOM LINE. NOT THE NUMBERS.

THE DISTRICT IS STILL APPROACHING THIS DECISION AS A BUSINESS DECISION. RATHER THAN AN EQUITY DECISION.

OR HUMAN DECISION. WHO WILL BE HARMED BY THIS DECISION AT THE DAYCARE EVENTUALLY DOES CLOSE? TEEN PARENTS. AND THERE'S NO DAYCARE AVAILABLE FOR THEM.VEN THOUGH YOUR PROPOSAL PUTS THEM AT THE TOP OF YOUR PRIORITIES LIST.

FUTURE STUDENTS, WHO WOULD BENEFIT FROM THE DAYCARE FROM THE PRESENCE OF THE DAYCARE AND OPPORTUNITY TO LEARN IMPORTANT LIFE SKILLS. TEACHERS AND STAFF, I WANT TO STAY WITH THE DISTRICT BECAUSE OF THIS AMAZING BENEFIT.

COMMUNITY MEMBERS, WHO CHOOSE TO USE THE DAYCARE BECAUSE THEY BELIEVE IN THE PROGRAM AND SUPPORT THE DISTRICT.

IF MAKING SURE STUDENTS AND STAFF HAVE ACCESS TO THE DAYCARE IS NOT A MATTER OF EQUITY, I'M NOT SURE WHAT IS.

THE EMERSON DAYCARE IS WORTHY OF THE SCHOOL BOARDS FULL SUPPORT AND CONSIDERATION. I THANK YOU FOR YOUR TIME.

>> THANK YOU MRS. FRANKENFIELD. >> OKAY, NEXT, WE'RE MOVING TO ONLINE PUBLIC COMMENT. FIRST, I HAVE LINDSAY ÃAS THEY

ARE, THANK YOU. >> MY NAME IS SUSIE.

MY NAME IS NICOLE. I'M SORRY FOR MY LITTLE BIT OF A COLD AND AMONG THE BACKEND. AFTER DAY OF TEACHING, THIS SOUNDS AWFUL. THANK YOU FOR THE OPPORTUNITY TO SPEAK ABOUT THE EMERSON DAYCARE PROGRAM.

MY NAME IS LINDSAY STEGALL. TEACH SIXTH AND SEVENTH.

MATH THE INTERNATIONAL COMMUNITY SCHOOL.

MY DAUGHTER JOINED EMERSON IN FEBRUARY 2022.

WE WERE THRILLED AT THE OPPORTUNITY TO HAVE THE PART OF A PROGRAM ON MY SCHOOL CALENDAR AND AFFORDABLE.

MY FAMILY JOINED IN THIS WORLD OF CONVERSATIONS AT THE PROGRAM COULD BE CLOSING. THE SILVERLINING WAS GIVEN THE OPPORTUNITY TO HEAR THE STORIES OF HOW THIS PROGRAM HAS POSITIVELY IMPACTED OUR COMMUNITY.

I PERSONALLY COME FROM MY SCHOOL THAT HAD A DAYCARE PROGRAM. I KNOW THE WAYS THAT THAT PROGRAM SHIFT MY PERSONAL AND PROFESSIONAL PATH.

[00:30:02]

THE HEART OF THE MATTER EXPONENTIALLY RAISING THE RATES OF COST OF CHILDCARE FORCES TEACHERS LIKELY TO CHOOSE BETWEEN THE PROFESSION I LOVE AND THE FAMILY I HAVE FOR THE FAMILY I HOPE TO GROW. I DID NOT GO INTO TEACHING FOR THE MONEY, BUT MONEY BECOMES A REAL TOPIC WHEN YOU CANNOT AFFORD TO HAVE CHILDREN WITHIN THE DISTRICT THAT YOU TEACH.

HE EMERSON PROGRAM AND AT SUBSIDIZED RATES MAKES US A REALITY FOR US. IT ERASES WHAT IS OTHERWISE AN IMPOSSIBLE FINANCIAL EQUATION FOR TEACHERS, WHO NOT OTHERS.

I GO TO CLOSE THE QUESTION. HOW DOES ONE CONTINUE TO TEACH A DAYCARE FOR ONE OR TWO BECAUSE OF THE COST OF A MORTGAGE PRICE? FURTHERMORE, WHAT DOES THIS LOOK LIKE FOR YOU AND YOUR COLLEAGUES ENTERING THE PROFESSION? THE CHALLENGES THEY FACE KNOWING HOW HARD IT IS TO LIVE IN THE DISTRICT.

MARGINALLY INCREASING RATES AND MOVING TOWARDS A COST NEUTRAL SCENARIO CREATES ROOM FOR CONVERSATION AND FINANCIAL PROBLEM-SOLVING WITHIN FAMILIES.

DESPITE THE HARDSHIPS OF UNPRECEDENTED INFLATION.

MOVING TO A MARKET RATE SCENARIO POSES DOORS AND OPPORTUNITIES FOR MY FAMILY AND OTHERS LIKE MOST OF US DON'T EVEN LIVE IN THE MARKETS THAT ARE BEING LOOKED AT FOR THOSE PRICING SCENARIOS AND FOR THAT IN ITSELF SPEAKS VOLUMES.

THANK YOU FOR THE OPPORTUNITY TO SHARE MY EXPERIENCE.

>> GREAT, THANK YOU FOR COMING TONIGHT.

EXT, I HAVE SARAH BELFIELD. AND THEN FOLLOWING THIS BELFIELD IS JEANETTE PLUMB.

CUSTOMÁ GOOD EVENING. THANK YOU AGAIN FOR THE OPPORTUNITY TO SPEAK. AROUND THE PROPOSED TUITION AND INCREASE FOR THE EMERSON DAYCARE.

AGAIN, MY NAME IS TARA BELFIELD.

I WORK AS A SCHOOL PSYCHOLOGIST AT REVEREND HIGH SCHOOL AND I'M ALSO A EMERSON DAYCARE PARENT. THIS EVENING, I'M SPEAKING TO THE BOARD TO REQUEST THE PROPOSED RATES BE REMOVED FROM THE CONSENT AGENDA AND VOTED ON.

AS AN INDIVIDUAL LINE ITEM AND OVER THAT THE VOTE BE DELAYED TO ALLOW FOR FURTHER PUBLIC COMMENT AND REVIEW.ORE IMPORTANTLY, I'M ASKING THE SCHOOL BOARD TO SUPPORT OUR LEADERSHIP AND UPHOLDING THE COMMITMENT MADE TO THE COMMUNITY. WHILE FEES WERE PROJECTED TO INCREASE, IT WOULD OPERATE AS A COST NEUTRAL PROGRAM.

IN JANUARY 24, MYSELF AND SEVERAL OTHER STAFF AND ADMINISTRATORS RECEIVED A WRITTEN COMMUNICATION FROM DOCTOR HOMAN. STATING THAT TO KEEP THE PROGRAM OPEN, WE WILL DETERMINE THE FEE STRUCTURE THAT ENSURES A COST NEUTRAL PROGRAM. ADDITIONALLY ON THE BOARD MEETING AND THE 24TH, DOCTOR HOMAN AGAIN STATED TO THE COMMUNITY'S COMMITMENT TO ENSURE COST NEUTRALITY.

FROM OUR UNDERSTANDING OF THE OPERATIONAL COST OF THE DAYCARE, DOUBLING THE TUITION RATE WOULD ALLOW IT TO OPERATE THAT NEARLY COST NEUTRAL. WE OURSELVES ASK THE KEEP THE DAYCARE OPEN PROPOSED APPRAISEMENT OF 100 PERCENT INCREASE. THE RATES BEING VOTED ON THIS EVENING REFLECT MARKET RATES AND WHAT AN INCREASE BY 300 TO 400 PERCENT.VER THE NEXT THREE YEARS.

THE EMERSON DAYCARE PROGRAM IS A UNIQUE SCHOOL-BASED PROGRAM. AS COMPARED TO OTHER PROFIT COMMUNITY DAYCARE'S, THESE TAKERS OFFER EXTENDED HOURS, ARE OPEN MORE DAYS THROUGHOUT THE CALENDAR YEAR AND OFTEN PROVIDE MEALS AND SNACKS AND A SHOCK THAT PREPARES THEM.

DIAPERS USE AS STANDARDS-BASED CARE AND OFFER ADDITIONAL CLASSES SUCH AS KARATE. EACH FAMILY A EMERSON UNDERSTANDS THAT IT'S A UNIQUE DAYCARE EXPERIENCE AND THOSE FROM IN THE COMMUNITY. THE INEQUALITIES ARE WHY OUR FAMILY PERSONALLY CHOSE THIS OPTION.

OWEVER, UNLESS SIMILAR SERVICES ARE GOING TO BE PROVIDED, IT IS UNREASONABLE TO COMPARE EMERSON'S TUITION STRUCTURE TO OTHER FOR-PROFIT TAKERS IN THE COMMUNITY.

IN CLOSING, WE ASK THE DISTRICT TO NOT ONLY DELAY THE VOTE, BUT TO RECONSIDER THE PROPOSED TUITION RATES.

IF APPROVED TODAY, A POTENTIAL CONSEQUENCE MIGHT BE A DECLINE IN ENROLLMENT. THEREBY, JUSTIFYING THE CLOSURE.

FTER THE 250 TEEN PARENTS CERTIFIED BUT THAT PROGRAM AND FUTURE PLANS TO COME, THIS BOAT IS NOT JUST THE TUITION INCREASE. BUT MAY SIGNAL THE END OF THE PROGRAM THAT SINCE 1976, HAS REMOVED SYSTEMIC BARRIERS FOR PARENTS IN OUR COMMUNITY AND IN ORDER FOR THEM TO ACCESS AND PURSUE THEIR EDUCATION. THANK YOU.

>> THANK YOU MRS. BELFIELD. NEXT IS JEANETTE PLUMB AND THEN

TORI JESSE. >> ALL RIGHT.

HELLO. GOOD EVENING.

Y NAME IS JEANETTE PLUMB AND I AM A PARENT WHOSE DAUGHTER

[00:35:01]

THE OPPORTUNITY WE HAVE HAD TO HAVE A PLACEMENT SOMEWHERE ON CAMPUS, AS WELL AS HAVING TRUSTED ADULTS TAKE CARE OF OUR DAUGHTER HAS MEANT A LOT TO OUR FACILITY.

ADDITIONALLY, THE PRICE HAS BEEN A GREAT BENEFIT.

AND WITH THE PROPOSED INCREASE, WHICH WAS SIGNIFICANTLY HIGHER THAN ANY OF US HAD ANTICIPATED, IT DOESN'T CAUSE FINANCIAL HARDSHIP FOR MANY OF US. I THINK GOING INTO THIS BASED ON PREVIOUS COMMENTS ABOUT IT BEING COST NEUTRAL, MANY OF US IN OUR GROUP HAVE THOUGHT DOUBLING OR SOMETHING AROUND THAT MIGHT'VE BEEN ÃTHIS WOULD'VE BEEN SOMETHING WE WERE LOOKING FORWARD TO OR LOOKING AT.

BUT, SORRY, I ALSO HAVE A COLD.

BUT, THIS INCREASE DOES ÃÃ IT SHOCK OUR FAMILY THAT WE ARE HAVING TO LOOK ELSEWHERE FOR POTENTIAL DAYCARE'S AND THEN WITHIN THIS SEARCH, WE ARE ALSO FINDING THAT MANY PLACES IN OUR AREA TO HAVE WEIGHT LISTS. WITH THIS SORT OF INCREASE, BEING AS LARGE AS IT IS AND THEN AT, BUT THE LAST MINUTE OR FALL, IT DOES KIND OF PUT A HARDSHIP ON EVERYBODY WITHIN MULTIPLE FAMILIES IN OUR GROUP. IF WE NEEDED TO FIND ADDITIONAL DAYCARE WHERE WE WOULD BE ABLE TO FIND IT? BEYOND JUST THE FINANCIAL HARDSHIP OF HAVING SUCH A LARGE INCREASE, THAT WAS NOT NECESSARILY EXPECTED.

IT IS A FAIRLY UNIQUE PROGRAM AND I AM VERY GRATEFUL TO BE PART OF IT. I JUST HOPE THAT IT WILL CONTINUE. AND THAT IS THE END.

THANK YOU. >> THANK YOU.

EXT I HAVE TORI JESSE. >> HELLO.

I AM TORI JESSE AND I HAVE THREE CHILDREN IN THE DISTRICT.

TWO BOYS AND A GIRL. AND NONE OF THEM TAKE ADVANTAGE OF EMERSON. BUT, I CONSIDER AN ESSENTIAL SERVICE FOR MY KIDS AS WELL AS ALL KIDS IN THE COMMUNITY TO HAVE THAT OPTION IF THEY EVER WERE TO NEED IT.

AND AS SOMEONE WHO'S WORKED IN FINANCIAL OPTIMIZATION AND RISK MANAGEMENT, I'VE CONDUCTED MANY TOTAL COST OF OWNERSHIP AND INVESTMENT ANALYSIS. THESE CALCULATIONS ARE HIGH AT FIRST GLANCE. BECAUSE THEY INCLUDE EVERYTHING FROM A PERCENTAGE OF A BUILDING DEPRECIATION TO HEATING AND MAINTENANCE. HOWEVER, THE BULK OF THESE COSTS ARE NOT THERE'S JUST THE EFFECTIVE COST OF THE EMERSON PROGRAM AND WHAT'S PAID ON TOP OF THE COST OF THE SCHOOL AS A WHOLE. THOSE COSTS ARE MINIMAL AS THE EMERSON DAYCARE UTILIZES STUDENT VOLUNTEERS AND PROVIDE MANY OF THE SUPPLIES. COMPARING A PUBLIC DAYCARE THAT UTILIZES STUDENT VOLUNTEERS WITH A FOR-PROFIT DAYCARE THAT HAS FULLY PAID STAFF INCLUDING SUPPLIES AND FACILITY COSTS IS NOT APPROPRIATE, BOTH IN TERMS OF OPERATING COSTS, AS WELL AS SERVICES RENDERED AND PRICE OF TUITION.

FACULTY WHO ENROLL THEIR CHILDREN IN EMERSON DAYCARE CHOOSE TO SUPPORT AN ESSENTIAL SERVICE TO THE STUDENTS IN HER DISTRICT AND COMMUNITY. SO, WE WILL REMAIN AVAILABLE TO STUDENTS WHEN NEEDED. WE NEED TO SUPPORT OUR LW ST FACULTY TO ENABLE THIS PROGRAM BY KEEPING IT FINANCIALLY VIABLE FOR THEM. THANK YOU.

>> THANK YOU FOR COMING TONIGHT.> THAT IS LISTENING

TO THE TEAMS. >> THAT IS ALL THE PUBLIC, WE HAVE FOR TONIGHT. IN ADDITION, I WANT TO RECOGNIZE THAT THE BOARD HAS RECEIVED WRITTEN, IN ADVANCE OF THIS MEETING. THOSE WRITTEN COMMENTS HAVE BEEN DISTRIBUTED TO THE BOARD AND THE COMPILATION HAS BEEN POSTED IN BOARD DOCS. WE HAVE RECEIVED EMAIL ALIAS AND SENT IT INDIVIDUALLY AS WELL AS THE MEETING AND THE BOARD HAS ÃÃI FEEL CONFIDENT SAYING THOROUGHLY READ

[E. Superintendent Report]

I WILL TURN IT OVER TO DOCTOR HOMAN FOR THE SUPERINTENDENT

REPORT. >> LEARNING EMERSON DAYCARE FEES AND OTHER FEES WOULD BE ON THE CONSENT AGENDA TONIGHT, I THOUGHT IT WOULD BE APPROPRIATE GIVEN THE CHANGE IN FEES FOR THE EMERSON DAYCARE THAT I PROVIDE AN UPDATE AND SOME ADDITIONAL INFORMATION. ANOTHER ABOUT SOME QUESTIONS AROUND PURPOSE OF THE FEE INCREASES AND APPROPRIATE AND THINGS LIKE THAT. YOU KNOW, I THINK FIRST AND

[00:40:03]

OUR STUDENTS THAT ARE PARENTS. BUT ALSO OUR STUDENTS THAT ATTEND EMERSON HIGH SCHOOL. WE KNOW IT ALSO IS A BENEFIT TO OUR STAFF MEMBERS THAT HAVE THEIR CHILDREN PARTICIPATING IN THE PROGRAM. AND SO, LIKE SOME PEOPLE WE DEAL WITH, IT'S THESE TENSIONS THAT WE HAVE TO DEAL WITH.

WHICH THERE IS A SITUATION WHERE YOU HAVE TO MAKE DECISIONS AND FOR US, WE CHANGED THE DECISION THAT WE MADE. WHICH IS TO CLOSE THE DAYCARE.

AND IT REALLY THAT WAS FINDING A PATHWAY TO WHAT IS THE OPPORTUNITY TO KEEP THIS OPEN? SO, I ASKED MY TEAM TO DO SOME WORK AROUND WHAT ARE SOME OF THE FEW STRUCTURES AT SURROUNDING CHILDCARE FACILITIES? BUT I ALSO ASKED THEM TO LOOK AT WHAT IS THE PRESENT ACCOMMODATION FOR US TO MAKE THIS A REVENUE NEUTRAL PROGRAM? O, IT WAS BOTH LOOKING EXTERNALLY AND WHAT ARE THE FEES AND FACILITIES ARE CHARGING? INTERNALLY, WHAT ARE THE COSTS ASSOCIATED WITH THIS AND KNOWING THE COST FOR US ARE TIED DIRECTLY TO BARGAIN CONTRACTS. TIED DIRECTLY TO THINGS THAT ARE SUBJECT SUCH AS IPD. INFLATION AREA ADJUSTMENTS.

ALL THOSE WERE TAKEN INTO ACCOUNT.

SO, AS WE LOOK AT THAT, WE IDENTIFIED THAT WEIGHT AROUND $2500 PER STUDENT, THAT DEPENDS ON WHICH STUDENTS WERE ENROLLED AT WHICH AGES. AND THAT IS THE INFANT FAITH.

THE TODDLER FEE BEING 2125 AND THE PRESCHOOL BEING 30 MONTHS TO 30 ÃÃLOOKING AT THAT, THAT IS WHAT A COST NEUTRAL PROGRAM WOULD COST US. THAT, AS WE THOUGHT ABOUT GOING TO THAT LEVEL IN THE FIRST YEAR, YOU CAN SEE THAT WE PUT A THREE STEP INCREASE OVER THE NEXT THREE YEARS IN PLACE.

ALSO WANT TO POINT OUT THAT ANOTHER PIECE THAT WE NOTIFIED THE BOARD OF WAS THAT WHILE THESE PROPOSED RATES THAT WILL CONTINUE TO EVALUATE THIS. YEAR OVER YEAR.

BECAUSE IT'S IMPORTANT FOR US TO HAVE A PROGRAM THAT IS SUSTAINABLE. BOTH PHYSICALLY AND FOR OUR STUDENTS. WE ALSO KNOW THAT DSHS, THEY DO FIND AND PROVIDE FUNDING FOR ANY OF ARISTIDE THAT ARE ALSO PARENTS FOR THEIR CHILDREN TO ATTEND.

AND THEY PROVIDE FUNDING AT AROUND FOR INFANTS AT $1700 A MONTH. I HEARD SOME FOLKS SPEAK TONIGHT THAT WE HAVE A DIFFERENT MODEL IN TERMS OF WHEN PROGRAMS AND SERVICES ARE OFFERED.

THAT IS TRUE. WE OFFER SERVICES FOR 10 MONTHS OUT OF THE YEAR. AND WE CHARGE FEES FOR 10 MONTHS OUT OF THE YEAR AS WELL. THERE IS A QUESTION AS WELL AROUND CTE. AND HOW DOES THIS EITHER CONNECT OR NOT CONNECT TO CE CTE? SK QUESTIONS AROUND THAT TODAY TO MAKE SURE I WAS CLEAR.

RIGHT NOW, NONE OF OUR CHILD DEVELOPMENT COURSES IN THE DISTRICT HAVE THE REQUIREMENT OF A LAB PIECE.

AND SO, THAT IS TRUE OF ALL OF THE PROGRAMS ACROSS THE DISTRICT. I ALSO ASKED WHAT ARE THE CHILD DEVELOPMENT COURSES THAT WE OFFER ACROSS THE DISTRICT THAT WOULD MAY BE PREVIOUSLY HAD, BUT DO NOT CURRENTLY HAVE A LAB CONNECTION ÃÃA LAB CONNECTION BEING A CONNECTION WITH STUDENTS. FAMILY HEALTH, CAREER CONNECTIONS, CHILD DEVELOPMENT ONE AND TWO, PSYCHOLOGY, AP PSYCH, AND THE TEACHER EDUCATION ACADEMY ONE AND TWO.

WHICH IS REALLY A TRAINING PROGRAM FOR TEACHING.

ND SO, WE ALSO KNOW THAT ALL THESE COURSES ARE NOT OFFERED AT ALL OF OUR SCHOOL. SOME OF THE PROGRAMS THAT THE TEAM LOOKED AT FOR EXTERNAL BENCHMARKING IN TERMS OF FEE STRUCTURES. ONE WAS KIDS CLUB BELLEVUE.

ONE WAS TENDER CARE. FOURTH WAS THE WHOLESOME PLAY HOUSE. AND EXCUSE ME, THIRD WAS DEXTER'S FOURTH WAS THE YMCA. THEY ALL HAVE VARYING FEE STRUCTURES WITH 10 OF THE OBVIOUS INFANTS IN THE MOST COSTLY IN PRESCHOOL BEING THE LEAST EXPENSIVE IN THESE FORMATS. AND SO, THE PROPOSAL TO BRING TO YOU TONIGHT IS LOOKING FOR THE ABILITY TO PROVIDE THIS

[00:45:01]

SO THAT WE CAN CONTINUE TO OFFER THIS PROGRAM AND SERVICES FOR OUR STUDENTS IN THE DISTRICT.

BUT ALSO TO OUR STUDENTS WHO HAVE ACCESS TO THIS AS WELL.

>> THANK YOU DOCTOR HOLMAN. ANY QUESTIONS ON THE BOARD FOR THE SUPERINTENDENT BOARD TONIGHT? DIRECTOR BELIEVES IN HER? YOU ARE THE FIRST TO TOUCH HER

MICROPHONE. >> DID I WIN? OKAY. MY QUESTIONS, AS YOU LOOK AT THE TOTAL AMOUNT FOR THAT FEE STRUCTURE THAT COMPONENT, THAT THE INCREASE FOR THIS YEAR, WAS THERE A THOUGHT AROUND A SLOWER STAIR STEPPING PROCESS IN WHICH TO GET TO THAT? WERE THE IMPACT OF THE RAISING OF THOSE FEES WOULD HAVE?

>> AND SO, ONLY THING ABOUT A COST NEUTRAL PROGRAM, IT CURRENTLY WILL NOT BE A COST NEUTRAL PROGRAM.

AND SO, WE LOOKED AT A NUMBER OF OPTIONS AND ULTIMATELY, THIS

IS WHERE WE LANDED. >> I'M GONNA FOLLOW UP ON THAT.

SO, RIGHT, THE IDEA IT WAS THIS TO BE A COST FUTURE PROGRAM. IF IT IS FULLY SUBSCRIBED IN THIS ACADEMIC COMING ACADEMIC YEAR, WILL COST NEUTRAL.

THAT CORRECT? >> CORRECT.

>> IN OUR PACKET, PROPOSED RATES FOR FUTURE YEARS.

WHEN BE COSTLY? WHEN WOULD IT BECOME COST

NEUTRAL? >> RIGHT NOW, AT THAT æ

>> ASSUMING WE FULLY SUBSCRIBED.

>> ITS THIRD YEAR FEES. FOR US, HIS WORDS COST NEUTRAL.

>> OKAY.

CUSTOMÁ ANY OTHER QUESTIONS? DIRECTOR CARLSON?

AND THEN DIRECTOR STUART. >> I ACTUALLY WANT TO ASK DIRECTOR PLEASE NOTE QUESTION IN A DIFFERENT FRAMEWORK.

STRUCTURALLY, I APPRECIATE THAT THIS IS A REVENUE THING, WHICH IS A CHALLENGE. AT THE SAME TIME, THE POINTS THAT HAVE BEEN MADE ARE ENTIRELY VALID THAT WE MUST HAVE THE PROGRAM LIKE THIS FOR STUDENTS IN DISTRICT.

EVEN IF THERE ARE CURRENT STUDENTS, THEY WILL BE IN THE FUTURE. THERE HAVE BEEN IN THE PAST, AND THE SUN AND SO, TO THE EXTENT THAT IT'S A SUBSIDIZED PROGRAM, IT'S NOT LIKE WE ARE OVERCHARGING USERS TO SUBSIDIZE STUDENTS. SOMETHING WERE WILL BE CONTRIBUTING WITH STUDENTS. SOMETHING I WONDER WHERE AND WHY ÃÃRIGHT NOW, THE GAP IS A GAP BETWEEN TESTIS WE WERE READY FOR DUBLIN, BUT WHAT WE HAVE HERE IS A TRIPLING.

WHILE THE TRIPLING IS A RANT? BECAUSE WE KNOW THAT THIS IS SOMETHING WHERE WE'RE GIVING FAMILIES SOME INTO ADAPTIVE A SYSTEM WHERE WE CANNOT AFFORD TO CONTINUE TO SUBSIDIZE AS HEAVILY AS WE HAVE.'M CURIOUS WHERE WE LANDED ON A 3X MULTIPLIER FOR THE FIRST YEAR? YES?

>> ABSOLUTELY. I'M HAPPY TO SPEAK TO THAT.

IF THE BENCHMARK WAS TRYING TO CREATE A COST NEUTRAL PROGRAM, IF THAT IS WHAT WE ARE LOOKING TO ACHIEVE, AND WE KNOW WE HAVE SOME VERY CHALLENGING BUDGET WORK AHEAD OF US.

AND SO, KNOWING THAT LOOKING AT THE ABILITY TO NOT ACHIEVE THE FULL OUTCOME OF A COST NEUTRAL PROGRAM IN YOUR ONE, I DO NOT KNOW THE LAST TIME WE ADJUSTED THE RATES FOR EMERSON DAYCARE.

I DO NOT HAVE THE DATA WITH ME TODAY.

THAT COULD HAVE BEEN ANOTHER MAY BE FLAWED IN THE PROCESS OVER THE YEARS. NOT REALLY ADJUSTING OVER TIME SO THAT YOU KNOW, WHEN WE TOOK A LOOK AT IT, WE WERE SO FAR BEHIND. AND THEN TRYING TO ACCOMPLISH BOTH MAINTENANCE OF THE PROGRAM AND COST NEUTRALITY.

THEY PUT US IN THIS PLACE. >> DID YOU HAVE ANYTHING

DIRECTOR CARLSON? >> DIRECTOR STUART? WE WILL RETURN DIRECTOR CARLSON TO.

>> COMPARISONS THAT YOU BROUGHT UP, WHAT WERE THE WAITING LISTS

FOR THAT? >> I'M SORRY.

EACH OF THOSE. >> I'M SORRY.

USUALLY I DON'T NEED TO BE LOUDER.

MY ARE THE NUMBER OF WAITING LISTS FOR AMOUNT OF WAITING LISTS AND THE AMOUNT OF TIME IT WOULD TAKE FOR ANYONE OF THESE PEOPLE TO GET INTO ONE OF THOSE PROGRAMS?

>> DIRECTOR STUART, I DON'T HAVE THAT DATA IN FRONT OF ME.

I DON'T KNOW IF ÃÃIN THE SUN. >> I DON'T KNOW IF WE CAPTURE THAT DATA WHEN WE TALKED THE WAITING OR THE FEED

[00:50:03]

INFORMATION. >> DIRECTOR CARLSON, DID YOU

HAVE ANYTHING FURTHER? >> YES.

SO, I APPRECIATE THE CHALLENGE OF SOLVING THE BUDGET.

OME THINGS THAT THE GAP BETWEEN WHAT THE PARENTS MENTIONED AND WHAT WE ARE ASKING IS ABOUT 500 BUCKS PER KID. 10 MONTHS, $5000 PER KID.

AND 8 TO 11 KIDS. THAT'S 40,000 $55,000 THAT WE ARE SUBSIDIZING. THIS YEAR.

IF WE WENT WITH THE PROPOSAL TO ASK INSTEAD OF A 3X.

SO, I UNDERSTAND THE SCALE OF WHAT WE ARE GRAPPLING WITH.

IT IS SOMETHING WERE THE MAJOR COSTS, YOU HAVE GOT 2 AND A HALF FTE TO MAINTAINING THE PROGRAM.

AND IT'S HARD. I MEAN, THIS IS NOT SOMETHING WHERE ANYBODY WOULD DO IT CASUALLY.

IS THE GAP BETWEEN 1800 FOR AN INFANT AND TWO AND HALF THOUSAND FOR AN INFANT ÃÃIS THAT ENOUGH? I FEEL FOR FAMILIES THAT MAY HAVE BEEN USING A SIGNIFICANTLY SUBSIDIZED SYSTEM. AT THE SAME TIME, THERE IS GOING TO BE DIFFICULTY IN ADJUSTING TO THIS IN THE LONG RUN MATTER HOW YOU COUNTED. I DO WONDER IF WE COULD GET A LITTLE BIT MORE LONGER RAMP, BUT THAT'S ABOUT IT.

WE'RE TALKING ABOUT THIS IS ADOPTING THE STRUCTURE TONIGHT.

OKAY. I'M HEARTSICK, BUT I CAN LIVE WITH TRYING TO DEAL WITH THE BUDGET THAT IS FINITE.

CUSTOMÁ DIRECTOR TROY? >> YOUR MIKE IS STILL NOT

WORKING. >> I CAN APPRECIATE THE EFFORT BEHIND THE ANALYSIS. STRICTLY FROM A BUDGET STANDPOINT. TRYING TO MAKE THE NUMBERS WORK AND TRYING TO MAKE THE PROGRAM SELF-SUFFICIENT.

I AM CURIOUS THOUGH AS TO THE PROCESS, IF WHAT THE PROCESS WAS. IN BRINGING THE COMMUNITY THAT USES THIS PROGRAM DURING THE DECISION-MAKING PROCESS.

BECAUSE, IT DOES SEEM TO HAVE TAKEN EVERYBODY BY SURPRISE.

THE LEAP FROM THE COST PRIOR TO WHAT IS BEING PROPOSED AND THEREFORE, I AM CURIOUS WHAT WAS THE INPUT? IF THERE WERE CONVERSATIONS THAT INCLUDE THE COMMUNITY THAT

USES THE PROGRAM NOW. >> YES SO, THANK YOU FOR THE QUESTION. SO, THE LAST TIME WE COMMUNICATED WAS WHEN THE DECISION TO WAS MADE TO CHANGE THE DECISION TO CLOSE THE EMERSON DAYCARE AND AT THAT TIME, WE LET THEM KNOW WHAT WE WOULD BE LOOKING AT AND THAT WE WOULD BE UPDATING THE FEES IN THE SPRING.

AND SO AS FAR AS ACCIDENTS WITH THE COMMUNITY, WE DID NOT DO

THAT. >> DIRECTOR?> I HAVE A QUESTION. IN REGARDS TO THE HANDS-ON COMPONENT. WOULD THIS STILL CONTINUE BY HAVING THE DAYCARE? DOES THIS STILL PROVIDE THE CHILDCARE EXIT SITE? WOULD THIS PROVIDE AN OPPORTUNITY FOR STUDENTS TO STILL BE ENGAGED WITH THAT?

>> SO, THE MAINTENANCE OF THE PROGRAM IS REALLY TESTIS THE SCHOOL MAKES IT A DECISION TO HAVE STUDENTS PARTICIPATE.

IT'S NOT PART OF RCT REQUIREMENT.

SO, IF IT'S ON THE ON SITE, THE COMMISSION CAN MAKE A DECISION.

>> THE ANSWER WOULD BE ASKING STUDENTS WOULD SOLVE THE OPPORTUNITY. PART OF THIS IS I THINK ABOUT THE DISCUSSION POINTS THAT WE HAVE HAD IN REGARDS TO THAT THEY ARE TRYING TO BRING US BACK TO OUR STUDENTS.

ND SOME OF THE VALUE THAT WE HAVE THAT TENET STUDENTS WHO HAVE ACCESS TO THE CHILDCARE IF NEEDED.

BUT, THERE ARE ALSO THOSE STUDENTS WITHIN THE SCHOOL THAT HAVE ON-SITE CHILD DEVELOPMENTS.

AND WE TALK ABOUT HANDS-ON LEARNING.

TALKING ABOUT THAT OPPORTUNITY FOR INTERNSHIPS AND THAT PLACE.

IT IS A PIECE TO ME THAT ÃÃ THAT IS THE PIECE THAT I THINK ABOUT AS SORT OF THE KEY IN SOME OF THIS.

SO, AS WE LOOK AT THOSE FEES, SECOND IMPACT.

THE YMCA DOES A SLIDING SCALE. NOT JUST FOR TEEN PARENTS ACROSS THE BOARD FOR ANY FAMILY BASED ON THEIR INCOME.

SO, I THINK THOSE ARE MY SOMEWHAT CONCERNS WITH THE FEES GOING AS HIGH AS THEY DO SO QUICKLY.

SHIFT AS QUICKLY AS THEY CAN AND THE POTENTIAL OF LOSING THAT CHILD DEVELOPMENT EXPERIENCE FOR FAMILIES.

[00:55:06]

WE ARE CONSISTENTLY LOOKING AT THOSE OVER TIME.

MY CHILDREN BENEFITED FROM THIS GREATLY.

AND THEY ARE FABULOUS TO HAVE AVAILABLE IN THAT SETTING.

I'M CONCERNED THAT THEY WERE NOT IT IS DISCUSSED PRIOR TO HAVING THIS CONVERSATION PRIOR. THAT IS THE CHALLENGE.

>> WE CURRENTLY HAVE A STUDENT PARENTS ACCESSING THE PROGRAM.

>> WE HAVE ONE STUDENT WHO IS PARTICULARLY ELIGIBLE PAGES NOT PARTICIPATING RIGHT NOW. THAT'S NOT THE WAY TO SAY.

>> THANK YOU. >> IF THE ÃÃIN STUDENT ÃÃ THE FINANCE PART OF THAT IS ALWAYS BEEN A HARD NOT FOR ME TO CRACK. THE ÃÃIT'S SUBSIDIZED.

IT SUBSIDIZED BY DSHS. DH DSHS ESSENTIALLY COVERS THE COST OF STUDENT PARTICIPATION OF THE PROGRAM?

>> CORRECT. >> ALMOST.

>> ALMOST?> FOR INFANTS, THEY REIMBURSED 9573 PER DAY.

WHICH IS $1700 PER MONTH. >> OKAY.

>> YOU CAN SEE THAT THERE IS A COST DIFFERENTIAL THERE THAT THE DISTRICT WOULD THEN COVER FOR OUR STUDENTS.

>> OKAY. AND YES.

RIGHT, OKAY. THAT IS HELPFUL, ALL RIGHT, THANK YOU. ALL RIGHT, ANY OTHER QUESTIONS FROM THE BOARD TONIGHT ON THE SUPERINTENDENT REPORT?

>> WANT TO THANK YOU FOR THE ADDITIONAL INFORMATION.

[F. Consent Agenda]

>> ABSOLUTELY. >> OKAY.

HE NEXT ITEM ON THE AGENDA IS APPROVAL OF THE MAY 9, 2022 CONSENT AGENDA. TO ANY BOARD MEMBERS HAVE ANY ITEMS THEY WISH TO REMOVE FROM THE CONSENT AGENDA TO BE DISCUSSED INDIVIDUALLY? AND JUST A REMINDER FOR EVERYONE ON THE BOARD THAT IS AT OUR GOVERNANCE POLICIES, REMOVING AN ITEM FROM THE CONSENT AGENDA REQUIRES ONE REQUEST BY A BOARD MEMBER AND CONCURRENCE BY A SECOND BOARD MEMBER. DIRECTOR STEWART?

>> EMERSON, PLEASE. X EXCUSE ME.

>> REMOVE EMERSON FROM THE CONSENT AGENDA AND MOVE IT TO

NONCONSENT FOR DISCUSSION. >> I VOTE.

>> OKAY. IS THERE A CONCURRENCE FROM

ANYBODY ELSE ON THE BOARD? >> YOUR MICROPHONE IS PROBABLY

NOT ON. >> I JUST DON'T KNOW HOW TO DISCUSS THIS PIECE OF IT WITHOUT PULLING IT.IBERTY DISCUSSED. MY FEELINGS.

I'M STUCK WITH IT. >> A DISCUSSION POINTS.

AND THAT'S WHY I DID NOT DOING IT DURING QUESTIONS PER.

DURING THE BOARD,.PPORTUNITY- >> GREAT AFTER EVERYTHING IS

DEAD AND GONE. >> IS THERE A CONCURRENCE ON THE REQUEST TO PULL THE EMERSON DAYCARE FEES FROM THE CONSENT

AGENDA?> YES. >> OKAY.

OKAY. SO, WE HAVE REMOVED THE EMERSON DAYCARE FEES FROM THE CONSENT AGENDA.

AND WE'RE DOING THAT LIVE, EXCELLENT.

THANK YOU TERESA. SO, WITH THE CONSENT AGENDA AS PRESENTED, MINUS THE ITEM, IS THERE ÃÃI WILL ENTERTAIN A

MOTION TO CONSENT THE AGENDA. >> SO MOVED.

>> SO MOVE.OVED BY DIRECTOR GLEASON.

SECOND BY COMMISSIONER CHOI. ALL THOSE IN FAVOR?> OTHERS MODIFICATION AS I RECENTLY PRESENTED.IGNIFY BY SAYING

HI. >> I.

>> I. > I. >> ANY POST?

>> I THINK I WOULD WILL ROLL CALL.

>> OKAY, THANK YOU. THANK YOU EVERYONE.

WENT ROGUE. DOCTOR HOMAN, WOULD YOU PLEASE

PULL THE BOARD? >> DIRECTOR BELIEVES THERE?

DOCTOR CARLSON? >> DIRECTOR CHOI?

VICE PRESIDENT STEWART? >> PRESIDENT LIBERTY?

>> YES. >> WOULD YOU SUMMARIZE THE

DONATIONS? >> I WILL HAPPY ÃÃPRIVATE SOURCES OR PTS A HAS DONATIONS TOTALING OVER $97,000.

[01:00:06]

DOLLARS IN DONATIONS. THESE DONATIONS ALLOW US TO PROVIDE PROGRAMS, SERVICES, SUPPORTS FOR EVER STUDENTS THAT

[G. Non-Consent Agenda]

AND SO, IT IS WITH GREAT APPRECIATION THAT WE ACCEPT THESE DONATIONS TONIGHT.

>> THANK YOU DOCTOR HOMAN. THE NEXT ITEM ON THE AGENDA IS THE FIRST NONCONSENT AGENDA. DISTRICT TEXTBOOK ADOPTION FOR SIXTH GRADE THROUGH 12 FOR SOCIAL STUDIES.

DOCTOR HOMAN, WOULD YOU PLEASE KICK OFF THE PRESENTATION?

>> ABSOLUTELY. YOU RECEIVED AN UPDATE REGARDING OUR 612 SOCIAL STUDIES ADOPTION.

AND COVID DEFINITELY HAS IMPACTED THIS PROCESS.

AND SO, WHILE WE WILL BRING TO A VERY STRAIGHTFORWARD SIX THROUGH 12 GRADE CURRICULUM ADOPTION, TONIGHT WE HAVE A SUBSET OF THAT. AND SO, IT'S WITH APPRECIATION THAT THE TEAM IS HERE TONIGHT TO PRESENT TO YOU.

I WILL INVITE DOCTOR GENDREAU'S DIRECTOR OF TEACHING AND LEARNING TO THE PODIUM TO WALK US THROUGH THE RECOMMENDED

ADOPTION. >> OKAY.

WILL SAY THAT EVEN THOUGH COVID HAS BEEN A CHALLENGE, WE A LOT TO CELEBRATE TONIGHT. I'M REALLY EXCITED TO RESENT YOU TONIGHT.E WILL GET GOING.

BEFORE WE START, I WANT TO TAKE A MOMENT TO HONOR THE STEWARDS OF THE LIEN. WE ACKNOWLEDGE THAT WE ARE THE INDIGENOUSLY OF THE SALESPEOPLE WHO RESERVED THE RIGHTS TO THIS LAND. INCLUDING THE DUWAMISH, SUQUAMISH TRIBE, AND SUQUAMISH INDIAN TRIBE.

WE THINK THE CARETAKERS OF THE LAND TO LIVE AND CONTINUE TO LIVE SINCE TIME AND MEMORIAL. WE HONOR THEIR STEWARDSHIP OF THE LAND, PAST, PRESENT, AND FUTURE.

WE ACKNOWLEDGE AND RESPECT THEIR CONTINUING CULTURE AND THE CONTRIBUTION THEY MAKE TO THE LIFE OF THIS CITY AND REGION.

I WANT TO INVITE OUR PRESENTATION TEAM TO, PICK WE'RE GONNA TAKE TURNS PRESENTING.

WE WANTED TO HIGHLIGHT WHAT A GREAT TEAM WE HAD.

WE STARTED THIS ADOPTION IN FALL OF 2020.

AND WE HAVE ABOUT 60 PEOPLE WHEN WE STARTED THE ADOPTION INCLUDING STUDENTS AND COMMUNITY MEMBERS, REPRESENTATION FROM LABOR SECRETARY SCHOOLS.

WE HAVE A GREAT GROUP OF PEOPLE THAT IN THE THICK OF COVID CAME TO PRESENT AND WORK WITH US OR LAST TWO YEARS.

MYSELF AND THEN KRISTA STEVENS, WHOSE HER K-12 SOCIAL STUDIES SPECIALIST, TIFFANY FROM INGLEWOOD MIDDLE SCHOOL, AND TERESA HENDERSON COULD WE ALL THE PIECES THAT WILL PRESENT YOU TONIGHT REPRESENTING WHAT WE'VE BEEN DOING TODAY COULD WE WANTED TO GIVE YOU A BRIEF OVERVIEW OF THE HEALTH OF THE SOCIAL STUDIES ADOPTION IN THE PIECES THAT ARE SEPARATE FROM THE BOARD PRESENTATION AND STUDY SESSION THAT WE HAD A COUPLE OF MONTHS AGO.

WANTED TO GIVE YOU A CLEAR PICTURE OF THE RESOURCES THAT WERE RECOMMENDING TONIGHT. AND HELP YOU UNDERSTAND WHAT YOU ARE EXCITED ABOUT SOME OF THAT.ND SHARE WITH OUR TEACHERS AND WHAT THE STUDENTS HAVE SAID ABOUT THE RESOURCES AND WHAT WE ARE EXCITED ABOUT. SOME OF THE THINGS THAT WE'VE DONE ALONG THE WAY TO MAKE SURE THAT WE HAD THIS ADOPTION IS REALLY HELPING OUR STUDENTS EXPERIENCED DIVERSE PLANNING AND MULTIPLE PERSPECTIVES AS THEY LEARN SOCIAL STUDIES AND ALIGNED WITH THE SKILLS THAT ALIGN WITH THE 24 CENTURY LEARNING. WE WANTED TO SHOW YOU THE STEPS AND ANTIRACIST STRATEGIES AS PART OF THE IMPLEMENTATION.

O, SOME OF THE THINGS THAT WE DID, AS WE WENT THROUGH OUR TYPICAL TWO YEAR ADOPTION PROCESS, OUR FIRST YEAR IS THE INTENSIVE MONITORING YEAR. THE TOPICS THAT YOU SEE HERE WERE MULTIPLE SESSIONS THAT WE HAD AS PART OF OUR CURRICULUM ADOPTION WORK. WE MET EVERY OTHER WEEK TWICE A MONTH FOR TWO HOURS. AND WENT TO ALL OF THESE DIFFERENT PIECES TO MAKE SURE THAT WE WERE APPROACHING OUR WORK WITH DEEP RESPECT FOR ALL THE DIFFERENT PARTS OF IT AND TO REALLY THINK OF IT AS A WAY TO BE TRANSFORMATIVE IN OUR STUDENT SOCIAL STUDIES EXPERIENCE.

COUPLE OF THINGS REALLY WANTED TO CALL OUT WAS HAVING THE STUDENT VOICE IS REALLY POWERFUL AND ONE FORM THE COMMUNITY. AS THE COLLABORATION OF MULTIPLE THE PARTNERS, THIS IS SOMETHING WE HAD A LOT OF PEOPLE FROM OUR CENTRAL OFFICES AND FROM OUR SCHOOLS WORKING TO MAKE SURE THAT WE HAD THAT REALLY RICH EXPERIENCE.

[01:05:03]

AND OUR SECOND YEAR, WHERE WE FIND THE RUBRICS AS I SHOULD BEFORE, THE END OF THE FIRST YEAR AND THEN IN OUR SECOND YEAR, WE WERE REALLY FOCUSED ON THE EVALUATION OF RESOURCES AND ENGAGING IN STUDENTS, PARENTS, AND COMMUNITY MEMBERS IN THE RESOURCES SO THEY CAN REALLY WEIGH IN ON THE PROCESS.

SO, STUDENT MEMBERS AS PART OF THE ADOPTION COMMITTEE.E HAD AND REVISITED CLASSROOMS BEFORE THAT DURING THE PILOT AS WE WERE ABLE TO REMOTE CLASSROOMS. AS PART OF THE PILOTING, WE SURVEYED EVERY STUDENT FOR BOTH OF THE CURRICULUMS. EACH CLASSROOM PILOTED EACH CURRICULUM.

STUDENTS WERE SURVEYED SO WE COULD GATHER AND PUT IN ANONYMOUSLY AND TEACHERS WORK WITH THE STUDENTS TO MAKE SURE THAT WE HAD A GENUINE CONVERSATION ABOUT HOW THIS LEARNING EXPERIENCE REALLY FELT.

E HAD TEACHER FROM ALL THE SECONDARY SCHOOLS ON THE ADOPTION COMMITTEE AND WHEN WE MOVED TO PILOTING, WE INVITED EVEN MORE TEACHERS AND BECAUSE WE WANTED AS BROAD OF AN EXPERIENCE HAS WE POSSIBLY COULD.

SO, WE HAD LOTS OF TEACHER INPUT DURING THE INPUT PROCESS.

AND DURING FEEDBACK DURING THE PILOT PROCESS.

WE HAD A PRINTING COMMUNITY INFORMATION IT.

WE ALSO HAD ALL THE RESOURCES THAT YOU MADE NOTICED AT SOME POINT OUT HERE ON TABLES. ALL OF THE PARENTS OF STUDENTS THAT WERE INVOLVED IN THE PILOT HAD EMAILS HOME SAME ACCESS TO THE PRINCE COULD ACCESS AS WELL.

WE HAD LOTS OF ENGAGEMENT WITH STAKEHOLDERS TO GET AS MANY PLACES AS WE POSSIBLY COULD. IN THAT TWO YEAR PROCESS, ALL THAT FIRST YEAR LEARNING, GETTING EACH OF THE COURSES ALL THAT LEARNING TOGETHER. THE PILOTING PROCESS KIND OF WHERE WE ARE PAUSING RIGHT NOW. THE COMPLICATIONS OF COVID SLOWED SOME PROCESSES DOWN AND DID NOT STOP THEM AND SLOWED THEM DOWN. TONIGHT, WE ARE RECOMMENDING CERTAIN RESOURCES FOR SIXTH GRADE, SEVENTH GRADE, AND GRADES NINE AND 10.ND THE SPECIFICS ABOUT WHAT'S HAPPENING WITH IT GREAT AND HIGH SCHOOL AND WILL PICK THOSE UP IN THE FALL. BUT, OUR GOAL WITH THIS ADOPTION IS REALLY TO THINK ABOUT HOW WE PROVIDE ROBUST AND EQUITABLE RESOURCES FOR SOCIAL STUDIES THAT REALLY CHANGE THE LEARNING EXPERIENCE FOR STUDENTS.

THE EXCITING PART OF THE NIGHT IS GOING TO START NOW AND THE TEACHERS ARE GOING TO TALK ABOUT THE RESOURCES.

[LAUGHTER] ND HERE'S TIFFANY TO COME TALK WITH YOU ABOUT THE SIXTH

GRADE SOCIAL STUDIES. >> SUCH A BIG LEAD UP THERE.

GOOD EVENING. MY NAME IS TIFFANY LAMONT.

AND I AM 1/6 GRADE LANGUAGE ARTS AND SOCIAL STUDIES TEACHER FROM INGLEWOOD MIDDLE SCHOOL. I HAVE TAUGHT AT ENGLEWOOD FOR EIGHT YEARS AND THANK YOU FOR HAVING THIS HERE.

I THINK IT WAS LIKE 2 AND A HALF TO 3 YEARS AGO.

CRYSTAL STEPHENSON HAD A LITTLE EMAIL THAT SAID HEY ADOPTION COMMITTEE. IT WILL BE FUN.

[LAUGHTER] AND IT HAS BEEN MANY THINGS.

INCLUDING FUN. BUT, A GREAT LEARNING EXPERIENCE. LITTLE DID I KNOW WHAT WAS IN STORE FOR ME. AND FOR US.

BUT, I AM EXCITED TO BE HERE TONIGHT AND I'M EXCITED TO PRESENT TO SEND GAUGE NATIONAL GEOGRAPHIC OR AS KIDS LIKE TO CALL IT, NAT GEO. AT THE BEGINNING OF THE NAT GEO TEXTBOOK, I ASKED THE QUESTION WHY STUDY HISTORY AND MORE SPECIFICALLY, WHY STUDY ANCIENT HISTORY? THE ANSWER IS NO MATTER WHAT CIVILIZATIONS WE STUDY, WHETHER IT'S MESOPOTAMIA, EGYPT, CHINA, INDIA, MESOAMERICA, OR EUROPE, GREECE AND ROME SPECIFICALLY, THE LESSONS STUDENTS LEARN FROM THE PAST HELP US HAVE A BETTER UNDERSTANDING OF THE WORLD WE LIVE IN. HOW DID WE GET HERE? HAT LESSONS CAN WE LEARN? HOW CAN WE DO BETTER? IT'S BY FINDING THE RIGHT CURRICULUM THAT IS SO IMPORTANT. THE STAKES WERE SO HIGH.

SO, WHEN WE TAKE A LOOK AT NATIONAL GEOGRAPHIC, ONE OF THE THINGS THAT WE SEE ARE THE SKILLS AND RESOURCES HERE.OR EVERY CHAPTER.OOK, IT DOESN'T WORK.

FOR EVERY CHAPTER, YOU WILL FIND A VARIETY OF RESOURCES FOR TEACHERS TO USE. THINGS LIKE GRAPHIC ORGANIZERS.

NOTE TAKING LESSONS. AND VOCABULARY PRACTICE.

ONE THING THAT I PARTICULARLY LIKE IS UNDER THE SKILL SECTION. YOU CAN SEE RIGHT HERE.

SKILLS LESSONS. IT'S UNDER THE SKILL SESSION, YOU WILL SEE A LEARNING THE STRATEGY.

HERE, NAT GEO OFFERS A STRATEGY AND A GUIDED MODEL FOR STUDENTS. AND STUDENTS, AFTER REVIEWING THE GUIDED MODEL, GET THE OPPORTUNITY TO APPLY THE STRATEGY OF THEMSELVES.

HESE ARE SKILLS THAT ARE CROSS CURRICULAR.

AND WORK NOT ONLY IN SOCIAL STUDIES, BUT IN LANGUAGE ARTS.

SCIENCE, AND EVEN MATH. NAT GEO IS BROKEN UP INTO 11 UNITS. WITHIN EACH UNIT, THERE ARE THREE CHAPTERS. AND WITHIN EACH CHAPTER, THERE ARE SECTIONS. THERE ARE FORMATIVE AND SUMMATIVE ASSESSMENTS FOR EACH SECTION.

CHAPTER AND UNIT. AS A TEACHER, WHEN I AM MOST EXCITED ABOUT IS THAT AFRICAN AND MESOAMERICAN CIVILIZATIONS

[01:10:02]

DISTRICT WIDE. WE NOW HAVE THE OPPORTUNITY TO ADD IN NEW CIVILIZATIONS THAT WE DID NOT HAVE BEFORE AND REALLY EXPAND OUR STUDENTS WORLDWIDE VIEW.

ONE OF THE THINGS THAT IS MOST IMPORTANT TO STUDENTS.

WE TRY THAT AGAIN. ONE OF THE THINGS THAT'S MOST IMPORTANT IS HOW STUDENTS ACCESS MATERIAL.

THE STUDENT LEARNS THE SAME. AND SO, HAVING MULTIPLE OPTIONS FOR ACCESS WAS VITAL. FIRST, YOU CAN SEE HERE THAT THE ONLINE EDITION IS OFFERED IN BOTH ENGLISH AND SPANISH.

THAT IS ESPECIALLY IMPORTANT AS WE HAVE DUAL EMERGING STUDENTS INCOMING INTO THE MIDDLE SCHOOL IN TWO YEARS.

SECOND, YOU CAN SEE THAT EVERY PART OF THE ONLINE BOOK HAS AN AUDIO COMPONENT. ONE OF THE THINGS THAT MY STUDENTS LIKED BEST IS THAT THE AUDIO SOUNDS LIKE A REAL PERSON AND NOT LIKE A COMPUTER IS TALKING TO THEM.

AUDIO IS PARTICULARLY IMPORTANT BECAUSE AS YOU ALL KNOW, WE BOTH HAVE AUDIO AND VISUAL LEARNERS.

FOR AUDITORY AND VISUAL LEARNERS.

AND SO, WE WANT TO OFFER THE OPPORTUNITY TO REACH STUDENTS WHERE THEY ARE MOST COMFORTABLE.

FOR ANY WORD IN THE TEXT, AND YOU CAN SEE RIGHT HERE HIGHLIGHTED IN YELLOW. STUDENTS CAN DOUBLE-CLICK AND GET AN IMMEDIATE DEFINITION OF THE WORD.

OR CONNECT DIRECTLY TO THE ONLINE RESOURCES ABOUT THE WORD. STUDENTS CAN HIGHLIGHT PASSAGES, TAKE NOTES, BOOKMARK A FAVORITE PAGE, AND MY FAVORITE IS SIMPLIFY THE READING.

PASSAGES.SSENTIALLY, THAT MEANS THAT WE TAKE OUT SOME OF THE EXTRA WORDS THAT MIGHT BE A LITTLE MORE DIFFICULT FOR LOWER-LEVEL ORDINARY READERS WITHOUT LOSING THE CONTENT.

FINALLY, AS YOU MIGHT EXPECT, STUDENTS LOVE THE IMAGES THAT NACCHIO OFFERED. THEY ARE BRIGHT AND HYBRID.

AND ENGAGING. PICTURES THAT KIDS WANTED TO LOOK AT AND LEARN MORE ABOUT. ONE AREA THAT NACCHIO OFFERS THAT NO ONE ELSE REALLY CAN IS HIGHLIGHTING ACTUAL ARCHAEOLOGISTS AT ANTHROPOLOGISTS AND HISTORIANS AND GEOGRAPHERS. THAT ARE WORKING AROUND THE WORLD RIGHT NOW ON THIS PRESENT DAY TO ANSWER SOME OF THE QUESTIONS. SOME OF THE MYSTERIES OF ANCIENT CIVILIZATIONS.

IDS GET TO READ ABOUT THESE PEOPLE AND LEARN ABOUT THE CAREERS AND IT BRINGS RELEVANCY TO THE STUDY OF ANCIENT CIVILIZATIONS. AND IT MAKES A CONNECTION FROM PAST TO PRESENT. AND FINALLY, HERE ARE SOME STUDENT FEEDBACK. YOU CAN SEE THAT THEY REALLY LIKED ALL PARTS OF THE BOOK. THE DIGITAL TEXTBOOK EXPLAINS THE CHAPTER FROM DIFFERENT PEOPLE'S VIEWS AND OPINIONS.

T WAS EASILY ACCESSIBLE. EASY TO NAVIGATE.

AND OF COURSE MY FAVORITE, IT WAS COOL.

THANK YOU AND NOW, I'M GONNA TURN OVER TO KYLA FOR SEVENTH

GRADE. >> HI.

I'M KYLA THOMPSON. I'VE BEEN AT ENGLEWOOD MIDDLE SCHOOL FOR 16 YEARS NOW. I ONLY MISSED A FEW MEETINGS LAST YEAR BECAUSE I WAS IN OTHER MEETINGS WITH SOME OF YOU. ANYHOW, I DID PILOTING BOTH SEVENTH GRADE AND EIGHTH GRADE CURRICULUMS THIS YEAR AND IT'S INTERESTING BECAUSE ONE OF THE SEVENTH GRADE PILOTS WAS FROM NACCHIO AND ONE OF THE EXPERIENCES FOR MY STUDENTS WAS COMPLETELY DIFFERENT FROM THIS EXPERIENCE.

WE RECOMMENDED THE EDUCATION PROGRAMS OF NATIONAL GEOGRAPHIC. THE HUGE REASON WAS BECAUSE ACTUALLY DID APPLY TO THE DIVERSITY IN TERMS OF EXPERIENCES. IT ACTS AS MULTIPLE MODES OF THINKING. HOW THEY PRESENT FINAL PROJECT IN ART AND WRITING.

IT HAD A HUGE VARIETY AND RESOURCES.

WHICH IS REALLY EXCITED TO SEE EXTENDED RESOURCES.

THAT I DID NOT KNOW ABOUT. AND HAVING SEARCHED FOR NEW CURRICULUMS, EVERY YEAR, SOMETHING OFTEN THAT I FIND SOME THINGS COMPLETELY DIFFERENT THAN THINGS THAT I'VE SEEN BEFORE. THAT WAS REALLY EXCITING.

T WAS FRAMED AROUND DEEP STUDENT THINKING ABOUT DIFFERENT PEOPLE AND THEIR IMPACT.

SO, EACH LESSON DID HAVE THE LESSON STEPS ALL LISTED OUT.

ONE OF THE THINGS THAT WAS REALLY VALUABLE AS IT WAS ACTUALLY CURRICULUM. IT WAS COHESIVELY BACKWARDS

[01:15:07]

WHICH WAS INCREDIBLY HELPFUL FOR OUR SUPPORT TEACHERS.

OUR ADVENT TEACHERS PER THIS WAS THE THING THAT MADE HER MOST EXCITED BECAUSE SHE COULD LOOK ON ONE AND SEE EXACTLY WHAT WE'RE DOING AND HELP STUDENTS DEVELOP QUESTIONS FOR THEM TO USE FOR THE WEEKLY TUTORIALS.

DIRECTLY FROM HERE.T'S IT ALSO HAS EXPLORE MORE AND LEARN MORE BOTH AT THE BOTTOM OF THE PAGE.

AND THOSE ARE SOME OF THEM ARE VIDEOS, WHICH WE DO HAVE.

THE CAPACITY TO POST ON STREAMS SO THAT STUDENTS CAN ACTUALLY ACCESS THEM. WHICH WE DID DURING THE PILOT, BUT THAT IS PART OF WHERE WE'RE GOING.

IT HAS SO MANY THINGS THAT ACTUALLY GIVE YOU THE TOOLS TO FULLY CHALLENGE YOUR GIFTED STUDENTS AND STUDENTS WHO ALREADY GOT CURIOUS AND WANT TO KNOW MORE.

AND THAT'S ALL THERE AND AVAILABLE FOR THEM AT ANY TIME.

OR FOR YOU TO PULL INTO YOUR LESSON.

THESE ARE TWO OF MY STUDENTS EXAMPLES OF THEIR GRAPHIC STORIES AT THE END OF THE UNIT.

O, ONE OF THESE IS ABOUT NATIVE AMERICAN REMOVALS.

AND OF COURSE ONE OF THEM IS THE GOLD RUSH.

ONE OF THE THINGS THAT WAS GREAT IS THAT INTEGRATED INTO THESE LESSONS WAS NOT ONLY HOW DO YOU DEVELOP YOUR STORY? HOW DO YOU GET THE INFORMATION FOR YOUR STORY? BUT, I ALSO HAD LITTLE PIECES ABOUT HOW DO YOU DRAW SO THAT IT ACTUALLY MAKES SENSE. SO THAT YOUR CHARACTERS HAVE MOTION AND DO WHAT YOU WANT THEM TO DO.

SO, ESPECIALLY THIS ONE ON THE RIGHT.

THE WAY THAT THESE STICK FIGURES ARE DRAWN IN SIMPLE SHAPES. CAME DIRECTLY FROM A LESSON THAT WAS PART OF THE UNIT. AND THE BIGGEST THING WAS THAT THE ONLY CURRICULUM THAT CAME ANYWHERE NEAR CLOSE TO EQUITY GOALS OF ACTUALLY LOOKING AT PEOPLE THAT WERE PART OF U.S. HISTORY. PEOPLE WERE NOT JUST A SIDEBAR.

E HAD TODAY ABOUT ABOLITIONISTS THAT WAS SPECIFICALLY TALKING ABOUT WOMEN AND THEIR ROLE IN ABOLITION MOVEMENT.HICH WAS SO CRITICAL.

TALKING ABOUT THE FIRST COWBOYS.

BEING BLACK AMERICANS. NOT THE FIRST AMERICANS BEING BLACK COWBOYS, BUT THE BUFFALO SOLDIERS THAT WERE RECRUITED AS PART OF THAT. BUT THE FIRST COWBOYS BEING BY CARELESS. SORRY.

SO, GETTING INTO THOSE ACTUAL STORIES OF REAL PEOPLE, WHERE STUDENTS COULD SEE THEMSELVES IN THE LESSON.

AND EACH DAY, BEING ABOUT A DIFFERENT GROUP OF PEOPLE.

ONE HUGE THING FOR ME, I'VE MULTIPLE STUDENTS IN MY CLASS, WHO HAVE LEVEL I READING AND WRITING AND ENGLISH SKILLS.

OT HAVING THINGS THAT TRANSLATED EQUITABLY FOR THOSE STUDENTS WAS NOT ACCEPTABLE TO ME.

THIS IS MY STUDENTS WORK. TRANSLATED INTO ARABIC.

HE DID ALL THIS. THIS IS ALL HIS WORK.

AND BECAUSE IT WAS ON ONE NOTE, HAS THE FULL MICROSOFT CAPACITY TO TRANSLATE INTO THE ENTIRE LIST OF LANGUAGES.

NOT JUST ONE OR TWO. SO, THAT MADE IT REALLY EASILY ACCESSIBLE. AND THIS IS GETTING BACK INTO THE EQUITY PEERS. BUT IT ALSO MADE EQUITABLE FOR TEACHERS TO BE ABLE TO ADJUST THE INSTRUCTION, BECAUSE IT'S ON ONE NOTE. EVERYTHING COULD BE ADJUSTED TO WHAT IT NEEDS TO BE IN ORDER TO TEACH OUR STUDENTS ON A DAILY BASIS. HAVE SOME STUDENT FEEDBACK HERE AS WELL. AND IT'S GREAT TO HEAR FROM STUDENTS WHO ARE SEEING THEIR OWN CULTURES IN THE CURRICULUM.

VEN WHEN THEY ARE NOT DIRECTLY PART OF THIS PART OF HISTORY OF THE UNITED STATES EXPANSION.

BUT SEEING THEIR OWN STORIES REFLECTED IN ONE THAT LOOKS LIKE. IT'S FULLY INTEGRATED INTO OUR MICROSOFT SYSTEMS. WE CAN TAKE THE ONE NOTE PAGES AND ATTACH THEM TO THE TEAMS ASSIGNMENTS.

[01:20:04]

ALYSSA ACTUALLY GIVES US MORE INFORMATION ABOUT WHAT STUDENTS CAN DO. WHICH NONE OF THE OTHER ONES THAT WERE LOOKED AT DEAD. THIS MAKES IT FULLY READY TO GO WITH OUR SYSTEMS. NOT HAVING TO LEARN SOMETHING COMPLETELY NEW. OUTSIDE OF JUST THE LESSONS PLANS THEMSELVES. REALLY EXCITED ABOUT EDUCATION GOING FORWARD WITH SEVENTH GRADE.

>> HELLO. I BROUGHT PROPS.

MY NAME IS PIERCE HENDERSON PREDOMINATE TEACHER ARE JUST PAID FOR SEVEN YEARS. I GOT MY OLD BOOK HERE HERE.

THIS IS FROM THE LAST OPTION, WHICH I THINK WAS IN 2008 FOR THIS BOOK IS 14 YEARS OLD. IT'S HAD A GOOD RUN.

IT'S GETTING A LITTLE TIRED. ALMOST AS OLD AS THE FRESHMEN IN MY CLASS. THIS IS THE BOOK THAT WE ARE RECOMMENDING. RIGHT HERE.

ORLD HISTORY INTERACTIVE. MY STUDENTS CALL ME MR. G. MY COWORKERS HAVE LATELY CALLED ME THE TEXTBOOK GUY.

BECAUSE I SPENT A LOT OF TIME IN IN THE PANDEMIC AND THE DOWNTIME REVIEWING TEXTBOOKS. READING ALL OF THESE THINGS.

AND THE ONE THAT WE ARE RECOMMENDING TO MAKE YOU THINK IS THE BEST ONE. IT HAS THE MOST ROBUST SET OF TOOLS. AND IT ALL REALLY STARTS WITH A COMPLEX TEXT. SO, IT'S REALLY RICH STORY.

IT'S ABOUT 1200 PAGES. I'LL LET YOU BORROW IT IF YOU WOULD LIKE. WHAT WE REALLY LIKED ABOUT IT WAS THAT IT IS THREE-DIMENSIONAL.

IT SUPPORTS CRITICAL THINKING. A LOT OF THE STANDARDS THAT WE HAVE IN PLACE IN SOCIAL STUDIES REGARDING ECONOMICS, CIVICS, HISTORY, YOU NAME IT. THERE IS SOMETHING IN HERE FOR OUR STUDENTS AND TEACHERS. IT CONTINUES TO BROADEN THE AMOUNT OF PERSPECTIVES. DESCRIBED IN THE NARRATIVE OF THE TEXT. AND TO ECHO WHAT TIFFANY SAID EARLIER. AND EXPAND THE SCHOLARSHIP PARTICULARLY ON THE AMERICAS AND AFRICAN CIVILIZATIONS THAT WE REALLY WANT TO SEE REFLECTED IN A BOOK.

AN UPDATED BOOK HERE. I'M GONNA MOVE ON TO SOME OF THE DIGITAL TOOLS HERE. BECAUSE THIS IS WHERE I THINK THIS PROGRAM PARTICULARLY SHINES.

THE OLD BOOK HERE WAS AVAILABLE IN PDF STUDENTS.

IT IS BASICALLY JUST A FLATTENED VERSION OF THE BOOK THAT YOU CAN ACCESS ON YOUR LAPTOP AND THIS PARTICULAR PROGRAM OFFERS A WHOLE LOT MORE PARTICULARLY SOME OF THE INTERACTIVE RESOURCES THAT YOU CAN SEE IN THE SCREEN THERE.

I GOT REALLY EXCITED ABOUT MAX THAT STUDENTS CAN CLICK AROUND WITH AND SEE THAT THEY'VE A LITTLE LESS PLAQUE THAN INK ON A PAGE.OME OF THE OTHER THINGS OFFERED BY THIS PROGRAM ARE REALLY EXCITED LIKE 3D MODELS.

OF A MAIN FACE. THAT IS ONE EXAMPLE I HAD TO HIGHLIGHT THERE IN THE EXHIBIT.

HEY HAVE GALLERIES FULL OF IMAGES.

ONE THING THAT WAS REALLY EXCITING FOR ALL OF US, ESPECIALLY FOR STEERING STUDENTS TOWARDS CONSIDERING AP COURSE OR ADVANCED STUDY IN SOCIAL STUDIES WAS INTERACTIVE PRIMARY SOURCES. PARTICULARLY, THIS ONE WAS FUN TO USE IN THE CLASSROOM POLITIC THE HER ALMA ROBBIE.

TEXT THAT'S DIFFICULT TO ACCESS.

IT'S CARVED INTO STEEL. WHAT I LIKED ABOUT IT IS ALL YOU GOT A PIECE OF THE PRIMARY SOURCE BUT YOU ACTUALLY DOING SOME HISTORY AND INTERPRETING DOCUMENTS LIKE A HISTORIAN WOULD BE GETTING SOME MODALITY AND THEN ASKED THE QUESTION.

ONSIDER WHAT YOU'VE READ. AND IT BREAKS UP THE DOCUMENT.

IT MAKES A LITTLE MORE DIGESTIBLE.

CONSIDERING ITS AGE. THERE ARE SOME OF THE THINGS ON HERE THAT WE REALLY NEED INTERACTIVE TIMELINES.

CHARTS, LOTS OF INFOGRAPHICS. JUST FINDING NEW WAYS TO PRESENT INFORMATION THAT CAN SEEM OLD OR DISTANT.

TO OUR STUDENTS IS REALLY POWERFUL.

IN LINE WITH THEIR EQUITY GOALS AND THE IDEA THAT WE WANT TO PUT AS MANY PERSPECTIVES ON WORLD HISTORY FRONT OF OUR STUDENTS AS POSSIBLE, I HAVE ADDED SOME OF THE WAYS THAT THIS PARTICULAR PROGRAM DOES THIS.

PARTICULARLY LIKED YOUR SECTION ON WORLD RELIGIONS.

THE ARTS AND SCIENCE AND TECHNOLOGY.

THESE PARTICULAR TOPICS ARE REALLY FUN TO ADDRESS IN THE CLASSROOM AND IT'S FUN WHEN YOU HAVE A CORTEX TO FALL BACK ON WHEN YOU'RE TALKING ABOUT REALLY IMPORTANT THINGS TO A LOT OF PEOPLE. INCLUDING RELIGION.

GOOD TO HAVE A GOOD SOLID TAX THERE.

THIS PROGRAM REALLY OFFERED THAT MORE.

REALLY EXCITING THING FOR I THINK BOTH TEACHERS AND STUDENTS WAS THE ACCESSIBILITY OF THIS TEXT.

LIKE MANY OF THE OTHER PROGRAMS AND RECOMMENDED HERE TONIGHT.

THIS ONE IS AVAILABLE IN MANY LANGUAGES.

AND I TESTED IT MYSELF WITH STUDENT LAPTOPS.

JUST TO SEE ANY LANGUAGE IS TO MAKE THE TEXT APPEAR IN AND IT

WAS A LOT. >> WOULD ALSO REALLY LIKED WAS THE SPANISH PRINT MATERIALS. BUT FAR ENOUGH AWAY, WE NEED SPANISH MATERIALS THE MOST MOST FREQUENTLY MOST ANECDOTAL EXPENSE. FROM HAVING A PRINT OPTION FOR SPANISH FORK WAS PARTICULARLY HELPFUL.

[01:25:03]

SO, WE HAVE A REALLY COMPLEX HISTORY TEXTBOOK FOR OUR GIFTED STUDENTS WERE LIKE REALLY INTO AND ONBOARD AND BROUGHT IN.

AND THEN WITHIN THE DIGITAL SIDE OF THIS PROGRAM, THEY HAVE LEVEL TEXTS FOR STUDENTS THAT MAY NEED ADDITIONAL SUPPORT IN THE CLASSROOM. WORK MULTI LINGUAL AND NEED SOME ADDITIONAL SUPPORTS. THE BOOK WILL READ TO YOU.

IT'S ALSO NOT LIKE A ROBOT, WHICH I APPRECIATED.

>> AND SO, IT PROVIDES A REALLY ROBUST WAY FOR STUDENTS OF ALL ABILITIES AND INTERESTS TO GET ON BOARD REALLY QUICKLY.

AND FOR TEACHERS TO GET THOSE RESOURCES TO THE KIDS.

STUDENTS. AS QUICKLY AS POSSIBLE.

IN THE SAME ONE PLACE. THEN OFF-LINE READER IN THE PROGRAM AS WELL. WHICH ADDRESSES SOME EQUITY CONCERNS OF DIGITAL TOOLS. AN ONLINE BROADBAND ACCESS.

WHICH I APPRECIATED. AND FINALLY, SUMMARIES FOR STUDENTS THAT NEED THIS ADDITIONAL SUPPORTS AND MAYBE THEY ARE ABSENT OR SOMETHING LIKE THAT.

LOTS AND LOTS OF TOOLS HERE. THE RIGHT-HAND SIDE, YOU COULD SEE THE SPANISH RESOURCES OFFERED THERE AS WELL.

PRINT RESOURCES WERE PARTICULARLY INTERESTING TO US.

AND HERE'S OUR STUDENT FEEDBACK.

THERE IS ONE, I THINK YOU REALLY LIKE.

ONE OF THE VERY BOTTOM. YOU CAN TELL I HAD LEARNED BACK TO THINGS TODAY AND MADE CONNECTIONS AND DIFFERENCES BETWEEN THEM. LOOKING AT AN ISSUE OR SOMETHING LIKE THAT FOR MORE THAN ONE PERSPECTIVE IS REALLY SOMETHING WE STRIVE FOR IN MY CLASS.

I LIKE THAT COMMENT. THANK YOU FOR YOUR TIME.

SOMEBODY HANDED OVER TO CRYSTAL HERE.

>> I THINK I MAY GO TO STUDY SESSION.

>> THE K-12 SOCIAL STUDIES SPECIALIST AND GLAD TO BE HERE WITH YOU TO MAKE IT ALL MOVE FAIRLY QUICKLY SINCE ANOTHER BOARD SHORT ON TIME AS WELL. I'LL BE ADDRESSING SOME OF OUR STEPS AND WILL BE TAKE MOVING FORWARD AND SOME OF THE WAYS WE HAVE TIME TO CONTINUE WORKING ON ENHANCING THE EQUITABLE PERSPECTIVES WITHIN OUR MATERIALS.

IN RELATION TO ADDRESSING THE EQUITY COMPONENT, ONE OF THE MAJOR THINGS WE WANT TO DO MOVING FORWARD IS CONTINUE TO REVISIT MATERIALS THAT WE SAW DURING THE EVALUATION PROCESS THAT WE THOUGHT WOULD BRING STRENGTH TO WHAT WE FELT WAS THE STRONGEST OVERALL OPTIONS OF OVERALL.OME OF THE OPEN EDUCATIONAL RESOURCES THAT WE LOOKED AT WE ARE NOT APPROPRIATE AS A CONFERENCE OF CURRICULUM BUT WOULD MAKE IT EXCELLENT SUPPLEMENTAL AND ALSO MOVED TO ENHANCE OUR DIVERSITY PERSPECTIVES. PURSUANT MOVING FORWARD WITH MAKING THIS THE PROCESS OF ART MATERIALS COMMITTEE.

WE BEGIN INTEGRATING US AS WE DO THAT SCOPE AND SEQUENCE WORK MOVING FORWARD AS WELL. ADDITIONALLY, WE'VE BEEN WORKING WITH A VARIETY OF OTHER DEPARTMENTS AS WELL AS EQUITY DEPARTMENTS. MULTILINGUAL SPECIALISTS AND SPECIAL EDUCATION SPECIALIST TO MAKE SURE THAT WE ARE REALLY BEING MINDFUL AS WE MOVE FORWARD TO ADDRESS THIS DIVERSE COMPONENT. AND OF COURSE WE HAVE OUR WONDERFUL COMMUNITY PARTNERS WHO WORK WITH US IN PREVENTING FOR THE ADOPTION OF TEACHERS WHO CONTINUE TO PARTNER WITH US MOVING FORWARD AS WE PLAN A TEACHER PROFESSIONAL DEVELOPMENT TO LEARNING OVER THE NEXT YEAR OF IMPLEMENTATION ESPECIALLY. ADDITIONALLY, WITH THOSE NEXT STEPS AND KIND OF A SYSTEM DISTRICT COMPONENT, WHAT WE WILL BE LOOKING AT IS MAKING SURE AGAIN THAT WE ARE PARTNERING WITH OTHER DEPARTMENTS.

AS ALL THE DEPARTMENTS WILL ALSO BE HELPING US CONSULT PUBLISHERS AS WE DESIGNED THE TRAINING FOR TEACHERS MOVING FORWARD. THINKING ABOUT EMPHASIZING THAT UNIVERSAL DESIGN FOR LEARNING AND ANTIRACIST PRACTICES.

AS A CORE COMPONENT THAT WAS BOTH AN INTEREST OF OUR COMMITTEE AND IN INTEREST OF OUR GROUP AND WORK MOVING FORWARD AS A SOCIAL STUDIES AREA.

AND THAT ALSO PULLING IN THAT STUDENT VOICE.AS WE ARE LEARNING AND WORKING WITH THIS NEW SET OF CURRICULUM.

OUR IT AND WHAT WE NEED TO CHANGE AS WE IMPLEMENT BASED OFF OF THEIR FEEDBACK.

ADDITIONALLY, AS WE MOVE FORWARD, WE WILL BE CONSTRUCTING AN IMPLEMENTATION COMMITTEE AS I MENTIONED.

THAT TOP OF THE COMMITTEE WILL BE TO GUIDE OUR WORK AS WE WORK WITH THESE NEW MATERIALS. THINK ABOUT PULLING IN THE OAK SPI SCREENING TOOL TO GUIDE SOME OF OUR SUPPLEMENTAL SOURCES THAT WERE LOOKING FOR. TO DETERMINE THAT VERTICAL ALIGNMENT MAKING SURE THAT WE CONSISTENT WHAT WE OFFER STUDENTS, BUT ALLOWING FLEXIBLE FOR STUDENTS TO REALLY ALSO CUSTOMIZE WHAT THEY ARE INSTRUCTING.

TO THE STUDENTS THAT DIRECTLY IN FRONT OF THEM.

ESPECIALLY WITH THE SIZE OF OUR DISTRICT AND THE FOUR DIFFERENT AREAS WE PRIMARILY SERVE, WE NEED TO HAVE IT FLEXIBLY.

SO THE STUDENTS IN OUR SPACES FEEL THEY ARE BEING AUTHENTICALLY ENGAGED WITH THE MATERIALS THAT WE HAVE.

AND IN THINKING ABOUT ALSO AGAIN PROVIDING A SUPPORT PROFESSIONAL LEARNING FOR ALL TEACHERS.

>> THIS IS WHERE YOU ARE HEARING THE SKILLS WE WERE TALKING ABOUT. OVER ADOPTIONS AND WORK, I THINK ABOUT ONE OF THOSE CROSSCUTTING SKILLS THAT ARE

[01:30:04]

JUST WANTED TO BRING THAT BACK INTO THE ROOM.

SO, ONE OF THE THINGS THAT MADE THIS ADOPTION REALLY COMPLEX AND YOU PROBABLY LIKE ONE THING THAT I'M GUESSING YOU CAN ASK IS WHERE WE ADOPTING THREE DIFFERENT SETS OF RESOURCES? AND WHY WOULD WE BE ADOPTING SIX DIFFERENT SOURCES?

>> IN SOCIAL STUDIES, EACH COURSE HAS A DIFFERENT AUTHOR.

I SOME OF US PROVIDE FOUR DIFFERENT COURSES FOR HIGH SCHOOL. THREE DIFFERENT COURSES FOR HIGH SCHOOL. MY INTENT IS TO GET AN A IN U.S. HISTORY. IN THE CIVIC SPIRIT GOVERNMENT.

EACH COURSE HAS A DIFFERENT AUTHOR.

AND SO, IT HAS TO BE EVALUATED SEPARATELY.

SO, I MADE IT REALLY COMPLEX BECAUSE 9 TO 12, ELA HAS ONE PUBLISHER AND THEY DEVELOP A CURATE SAYS THE RESOURCES THAT ARE THE SAME THROUGHOUT THE FOUR YEARS.

NOT THE SAME IN SOCIAL STUDIES.

UR VALUATION HAD TO GO AHEAD AND LOOK AT WHAT WAS AVAILABLE IN EACH GRADE LEVEL AND GO THROUGH BASICALLY A MINI ADOPTION PROCESS FOR EACH OF THE GRADE LEVELS.

IN ORDER TO GET WHAT WE REALLY WANTED.

AND IT'S BEEN SUPER INTERESTING.

PIERCE TALKED ABOUT THE COURSE FOR NINE AND 10.

THE COURSES THAT WE LOOKED AT MIDDLE SCHOOL WERE VERY, VERY VERY, VERY DIFFERENT. AND WE'RE KIND OF NONSERVICE FOR US WE'RE GONNA CALL IT SPECIFICALLY.

BUT, THERE WERE [LAUGHTER] YES. SO, WE HAD TO DO JUSTICE WE REALLY HAD TO DIVE INTO EACH COURSE SO WE CAN ENSURE THAT WHAT WE ARE ADOPTING WOULD FIT WITH OUR OVERALL VISION.

SO THAT THE NEXT SET OF WORK THAT CRYSTAL TALKED ABOUT THE SCOPE AND SEQUENCE IN VERTICAL ALIGNMENT IS CAN BE REALLY KEY.

AS A PROFESSIONAL LEARNING FOR TEACHERS.

BECAUSE WE STILL NEED THAT 6 TO 12 ALIGNMENT.

WE CANNOT COUNT ON PUBLISHERS TO DO BECAUSE IT'S MORE COMPLEX THAN THAT. SO, WE ARE PROPOSING AND RECOMMENDING THREE-COURSE TONIGHT.

WE HAD SOME CHALLENGES WITH OUR OTHER COURSES LIKE WITH IT GREAT, WE ARE ACTUALLY LOOKING AT ONE OF THE CURIOUS COURSE PRECLUDES A BRAND BRAND-NEW COURSE.

AND THEY ARE NOT DONE ENOUGH WHERE WE CAN SAY WE ARE CONFIDENT THAT THIS IS WHAT WE WANT.

WE'VE GOT TWO GOOD RESOURCES IN EIGHTH GRADE, BUT WE NEED MORE INFORMATION CURRICULUM TO MAKE THAT DECISION COULD WE'RE NOT POSTAL FALL FOR THAT. AND WE ALSO HAVE WITH COVID, THE PEARL OF GREAT, WE HAD A WHOLE BUNCH OF U.S. HISTORY TEACHERS WERE RESTARTED THE PROCESS AND TO SCHEDULES CHANGING AND LIFE CHANGING AND OMICRON.

THE TIME HE GOT THE PILOTING, WE DIDN'T FEEL CONFIDENT THAT WE HAD ENOUGH TEACHERS THAT HAD BEEN DEEPLY IN THE PROCESS AND THAT'S REALLY IMPORTANT TO US. SO WE PROCESSED POLITIC 11TH GRADE SENECA STREET UNTIL WE KNEW THAT WE HAD TEACHERS THAT WERE FULLY ABLE TO ENGAGE IN PILOT PROCESS.

WE'RE MEETING WITH U.S. HISTORY TEACHERS TO GET THAT SET UP FOR FALL. WE WANT TO MAKE SURE THAT IT WAS A QUALITY PROCESS.

ND THEN CIVICS, WAS SIMPLY A LOGISTICAL SCHEDULING ISSUE.

CIVICS IS NOT TAUGHT IN MOST OF OUR BUILDINGS IN THE SPRING.

WE EVALUATED RESOURCES IN THE FALL, BUT WE CANNOT PRODUCT WE ACTUALLY HAVE KIDS IN CIVICS CLASSES TO BE ABLE TO KNOW WHAT RESOURCES ARE GONNA WORK. THAT'S WHY WE ARE PAUSING ON THOSE ONES, BECAUSE WE'VE DONE SO MUCH WORK IN SOME EXPLAINING, WE DON'T WANT TO RUSH ANYTHING ON THE PROCESS.

WE WANT TO MAKE SURE WE DO IT THOROUGHLY.

SO, WE HAVE A LOT TO CELEBRATE. GONNA BE A LOT OF THINGS ONGOING WORK. WE STARTED OUR MEETINGS REMOTELY. WE HAD GREAT ATTENDANCE AND GREAT ENGAGEMENT. COLLABORATION FOR MULTIPLE DEPARTMENTS. IT IS REALLY EXCITING TO BE ABLE TO GET TO THIS POINT WERE WE ARE RECOMMENDING THESE RESOURCES. AND MANY OF THESE POINTS ON THIS SLIDE ACTUALLY CAME FROM ASKING THE COMMITTEE.

EDDIE FEEL ABOUT OUR WORK AND WHAT YOU WANT TO CELEBRATE? AND THESE WERE THE THINGS THAT CAME OUT AND PEOPLE SAID I WOULD LIKE TO CELEBRATE. WE ALSO REALLY NEED TO THINK PEOPLE. THE ADOPTION COMMITTEE WAS SO COMMITTED TO DOING THIS WORK AND IT WAS REALLY HARD.IS INTENSIVE LEARNING. TWO HOURS A REALLY WEAK.

A HUGE COMMITMENT I MADE SOME OF SUPPORT FROM OTHER DEPARTMENTS AND ENGAGEMENT THAT WERE ABSOLUTELY WONDERFUL.

BUT TEACHERS ARE PILOTING WHEN WE WERE INFORMED OMICRON.

AND IT WAS JUST AS WE WERE SUBBING IN ALL THEIR PLANNING PERIOD. IT WAS JUST TOUGH.

AND WE REALLY NEED TO THINK THAT.

AND THEN THE STUDENTS AS WELL. AS YOU CAN TELL FROM STUDENT COMMENTS HERE, THEY WERE FULLY ENGAGED AND EXCITED TO BE PART OF THE PROCESS AS WELL. SO, THANK YOU SO MUCH FOR YOUR TIME AND CONSIDERATION AND WE ARE READY FOR ANY QUESTIONS YOU

MIGHT HAVE. >> DIRECTOR STUART?

>> WANT TO THANK YOU ALL. IN FINDING TOPICS THAT ACTUALLY STUDIED VERY DEEPLY. IN SCHOOL.

AND THEN RUN AWAY FROM A FEW OTHER TOPICS.

IN FACT, JUST IN THE SHORT TIME, I'VE BEEN FAMILIAR WITH THE EXODUS OF THE AFRICAN-AMERICAN CAROLINAS, BUT I NEVER HEARD IT CALLED THE X DUSTERS, THANK YOU.UE TURNED COMMISSIONER. I APPRECIATE IT.

I CERTAINLY APPRECIATE AND AS MUCH AS MERELY TOUCHING ON BUFFALO SOLDIERS, I HOPE THEY'RE PART OF YOUR LESSON

[01:35:02]

N AFRICAN-AMERICAN. ASTONISHING.

THANK YOU VERY MUCH. YOU HAVE MADE MY EVENING.

[LAUGHTER] >> DIRECTOR CARLSON?

>> I ALSO WANT TO THANK YOU. THIS IS COOL STUFF AND YOUR ENTHUSIASM IS EXCELLENT. YOUR ENTHUSIASM FOR YOUR TONES MR. G. LOVELY, BUT IF WE CAN KEEP THEM OUT OF THE BACKPACKS, THAT WOULD BE LOVELY.

[LAUGHTER] DO HAVE A SPECIFIC QUESTIONS FOR SIXTH AND NINTH AROUND WORLD HISTORY. THERE IS A GAP THAT FALLS AT 500 CE. WHERE SEX IS UP TO 500 CE.

NINTH IS AFTER. AND THAT SORT OF TAKES ISLAM AND PUTS IT IN A COURSE SEPARATE FROM ALL THE OTHER MAJOR WORLD RELIGIONS. HOW ARE WE HANDLING THAT? BECAUSE I'VE NOT BEEN HAPPY WITH THE WAY THEIR EXISTING CURRICULUM HANDLE THAT SPLIT.

[LAUGHTER] >> ANGRY.

>> ANGRY. I HAVE TAUGHT BOTH THE NINTH AND 10TH GRADE CLASSES SEVERAL TIMES AND IT HAS BEEN A STRUGGLE AS A DEPARTMENT AND OUR HS TO FIGURE OUT EXACTLY WHERE TO BEGIN THE 10TH GRADE CLASS AND WHERE TO END THE NINTH GRADE CLASS. AND I STRONGLY FEEL THAT A SURVEY WORLD RELIGIONS IS PROBABLY BEST FIT IN THE NINTH GRADE CLASS: ONE PLACE. TO GIVE THEM TIME TO ALL THE MAJOR RELIGIONS AND I KNOW THAT EACH BUILDING DOES A LITTLE DIFFERENTLY.HIS PARTICULAR PROGRAM IS A SURVEY OF OLD WORLD HISTORY. IT DOES CONTAIN THE ORIGINS OF ISLAM AND SO, I IMAGINE IT'S PROBABLY UP TO THE BUILDING LEVEL THAT IS HOW FITS WITH THE COURSE CATALOG.HE

INFORMATION. >> THANK YOU.

IS AN ANSWER I CAN LIVE WITH. >> THE OTHER PIECE THAT I ADD TO IS WHAT CRYSTAL REFERENCE. IS THAT LIKE THE NEXT UP, CLICK ANYTIME TO PURCHASE A CURRICULUM AND OTHER GREAT THINGS ABOUT IT. ANOTHER LIMITATION SPREAD OUR NEXT STEP WOULD BE THE REALIGNMENT AND LOOK AT THOSE PIECES. IT'S NOT THERE THAT NEEDS TO BE THERE? AND HOW DO WE TAKE THOSE RESOURCES AND WITH THEM IN SUCH A WAY THAT WE CAN RELATE TO LIVER GUARANTEE OVAL LEARNING FOR KIDS.

AND IT'S GONNA TAKE CARE ADOPTION COMMITTEE TURNING INTO THE IMPLEMENTATION COMMITTEE AND CONTINUE THAT WORK OVER THE

NEXT SEVERAL WORKS YEARS. >> THANK YOU.

[LAUGHTER] EAL QUICK. >> ONE OF THE THINGS THAT WILL BE REALLY COOL TO SEE, THIS PARTICULAR BOOK IS STILL NEWS MY CLASS. GUNDERSON GOT HIS COPY.

FOR THE LAST TIME THESE WERE ADOPTED WAS 14 YEARS AGO.

AND I THINK THAT MAYBE AT SOME POINT SOMEBODY SHOULD REEVALUATE HOW FREQUENTLY THESE ADOPTIONS OCCURRED.

JUST TO ENSURE THAT THIS MUCH TIME DOESN'T TAKE PLACE BETWEEN

THE ADOPTIONS. >> SOMETHING FOR CONSIDERATION.

THANK YOU. ASK ANY OTHER QUESTIONS FOR THE

BOARD? >> I HAVE A QUESTION.

IS HAVE A COMMENT ACTUALLY JUST TO SAY THANK YOU AS WELL.

ACTUALLY APPRECIATED YOUR SLIDE THE WAY YOU LISTED ALL THE VALUES IN THE DIFFERENT COMPONENTS.

ADJUSTING THE EQUITY, IT'S CLEAR THAT ALL THE CONVERSATIONS WE HAVE ARE BEING INTEGRATED VERY WELL TO THIS ADOPTION PROCESS. AND BUILT THROUGH SO, THE WHOLE LANGUAGE ACCESSIBLY, THE LEVEL CAPACITY AND UNIVERSAL DESIGN LEARNING. THANK YOU FOR KEEPING AT THE FOREFRONT. IN BUILDING THAT THROUGH AS YOU

GO THROUGH. >> MY PLEASURE.

>> ANY OTHER QUESTIONS TO THE BOARD?

>> DOCTOR TROY? [LAUGHTER] FIRST, THANK YOU.

SO EXCITING TO KIND OF SEE THE NEW CURRICULUM DOES COME INTO OUR SCHOOL. I JUST KEEP THINKING BACK TO THE OLD HISTORY CLASSES THAT I ATTENDED.

I'M SO SORRY SOME TEACHERS THERE SO BORING.

AND I JUST LOOK AT THESE RESOURCES AND THEY'RE JUST SO AMAZING IN COMPARISON TO WHAT WE HAD BACK THEN.

SO, THANK FOR THAT.HERE'S JUST CURIOUS FOR THE PILOTS CLASSROOMS THAT IMPLEMENTED CAN YOU TELL US HOW MANY CLASSES

IMPLEMENTED THESE NEW. >> FOR PILOTING, I BET SHE

CRYSTAL CAN. >> SORRY,.

OFF THE TOP MY HEAD, I DO NOT HAVE A NUMBER PRODUCTION HAPPILY PROVIDE FOR THE BOARD IF YOU LIKE.

IT'S COURSE TO ASSIST EACH SEVENTH AND EIGHTH HAD A DIFFERENT NUMBER OF PILOT TEACHERS.

AGAIN, IT WAS AS MANY TEACHERS AS WE WERE INTERESTED.

I BELIEVE WE HAVE I BELIEVE NO FEAR WITHIN SEVEN.

AND UPWARDS OF 12Ä3 IN SOME COURSES BUT WE DID HAVE A SLIGHTLY SMALLER NUMBER IN OUR HIGH SCHOOL.

UPPER TIER COURSES, JUST BECAUSE WE HAVE FEWER SECTIONS THAT WERE AVAILABLE FOR SOME OF THOSE COURSES.

BUT IF YOU WOULD LIKE, I CAN FOLLOW UP WITH THE NEW OFFER.

>> I WOULD SAY ENGLEWOOD, SEVENTH GRADE TEAM DID IT COULD ENGLEWOOD, WE HAD A COMBINATION OF THREE, SIX, 27.

2/8 AND THEN WE WERE ABLE TO TOUCH BASE WITH ONE ANOTHER AND COMMUNICATE. TALK ABOUT WHAT WE WERE RECEIVING. AND ALL THE OTHER SCHOOLS.

THEY DID THE SAME. AS WELL.

>> DIRECTOR CARLSON? >> IT'S WANT TO SEE YOU HAVE

MIA NACCHIO. >> OKAY.

I WILL NOT ENTERTAIN A MOTION TO APPROVE THE RECOMMENDATION FROM THE SOCIAL STUDIES ADOPTION COMMITTEE TO ADOPT THE

[01:40:13]

>> SO MOVED. >> MOVED BY DIRECTOR STEWART.

SECONDED BY DIRECTOR CARLSON. THE BOARD APPROVED THE RECOMMENDATION FOR THE SOCIAL STUDIES ADOPTION COMMITTEE.

TO ADOPT THE MATERIALS THAT HAVE BEEN APPROVED BY THE INSTRUCTIONAL MATERIALS COMMITTEE AS PRESENTED.

ALL THOSE IN FAVOR, PLEASE SIGNIFY BY SAYING I.

>> I. >> ANY POST?

>> UNKNOWN, THE MOTION CARRIES. THANK YOU EVERYONE FOR YOUR NICE TO SEE EVERYONE IN PERSON.

[APPLAUSE] OKAY, IT IS A: 41 PRODUCED OF A NUMBER OF ITEMS LEFT ON OUR AGENDA, BUT WE'VE BEEN GOING FOR ALMOST AN HOUR: 45 NOW. WE WILL TAKE THE STEPS WE WILL TAKE A RECESS. WE WILL RESUME AT EIGHT: 50 P.M. NEXT, CURRENTLY ON THE AGENDA, THE MONITOR REPORTS FOR OE 10 AND OE 11, APPROVAL OF CLICKS BACK ON. I DON'T THINK CLICKS IS THE RIGHT VERB. OKAY, IT IS 8:52.

DUE TO TIME, I WILL ENTERTAIN A MOTION TO TABLE UNTIL OUR NEXT MEETING, WHICH IS MAKE 23RD. THE MONITOR REPORTS FOR OE TENANT OE 11. SO MOVED.

>> SECOND. >> MOVED BY DIRECTOR CARLSON AND DIRECTOR STEWART. THE MONITORING OF OE 10, WHICH IS LEARNING ENVIRONMENT STUDENTS AND OE 11.HICH IS THE INSTRUCTIONAL PROGRAM UNTIL THE NEXT MEETING.

WHICH IS SCHEDULED FOR MAY 23. ANY DISCUSSION ON THE MOTION? OKAY, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY SAYING I.

>> . >> .

>> I. [LAUGHTER]

>> THAT WAS QUITE LOUD. I. ALL THOSE OPPOSED, SIGNIFY BY SAYING OPPOSED. THE MOTION CARRIES.

THOSE ITEMS ARE TABLED UNTIL THE NEXT MEETING.

THE NEXT ITEM ON OUR AGENDA IS APPROVAL OF THE BOARD SUMMARIES FOR MONITORING REPORTS OE EIGHT AND OE NINE.

I'M GETTING SOME HOT MIKE FEEDBACK HERE.

E WILL KEEP GOING. OKAY, IN OUR BOARD PACKET FOR TONIGHT ARE THE MONITOR SUMMARIES.

FOR OE 18 OE NINE. THEY BEEN APPROVED BY THE BOARD ON APRIL 25 BOARD MEETING. I THINK WE ARE OKAY NOW.

AND TERESA, AGAIN DID THE LION SHARE OF THAT MEETING AND PREPARING THE INITIAL SUMMARY. I REVIEWED AND MADE A FEW MINOR EDITS AND THAT IS WHAT IS IN OUR PACKET FOR TONIGHT.

ANY QUESTIONS OR COMMENTS? OR CONSTRUCTIVE FEEDBACK FROM DIRECTOR PLEASE AND ARE ON THE BOARD SUMMARIES FOR THE MONITORING REPORTS OE EIGHT OR OE NINE.

WE DID IT LAST TIME AND WE INCORPORATED IT.

BUT, ANY QUESTIONS ON THE BOARD SUMMARIES FROM OE EIGHT OR OE NINE? OKAY, HEARING NONE.

I WILL ENTERTAIN A MOTION TO APPROVE.

I WILL TAKE THEM BOTH TOGETHER. TO APPROVE THE BOARD SUMMARIES FOR MONITORING REPORTS OE EIGHT AND OE NINE IN OUR PACKET

TONIGHT. >> SO MOVED.

>> SECOND. >> MOVED BY DIRECTOR GLEASON AND SECOND BY DIRECTOR CHOI. SUMMARIES FOR OE EIGHT AND OE NINE AS PRESENTED. ANY OTHER DISCUSSION?

>> I WOULD JUST LIKE TO SAY I DO APPRECIATE THE SUMMARY AS WELL AS UNDER EACH POLICY ITEM THAT TOOK PLACE.

THAT HAS BEEN OFFICIAL TO SEE HOW THAT PLAYS OUT.

AND HOPEFULLY THAT WILL BE MORE USEFUL GOING FORWARD FOR DOCTOR HOLMAN AS WELL.

CUSTOMÁ I RECOMMEND WE CONTINUE WITH THAT.> RIGHT.

ANY OTHER DISCUSSION? OKAY, ALL THOSE IN FAVOR

SIGNIFY BY'S VOTING I. >> I.

>> I. ANY OPPOSED? HEARING NONE.

THE MOTION CARRIES. MY VOLUME IS UP A LITTLE TOO HIGH OR SOMETHING.

I KNOW. WHO KNOWS.

I AM FINE. I KNOW.

I AM NEVER FIVE.

[LAUGHTER] OKAY.

THANK YOU. THANK YOU AGAIN TERESA FOR THAT. AND FOR DOING AUDIOVISUAL TECH TONIGHT TOO. THE NEXT ITEM ON THE AGENDA IS STUDENT REPRESENTATIVE TO THE BOARD.

THE BOARD OF DIRECTORS VALUES STUDENT VOICE IN ONE METHOD OF

[01:45:08]

THE BOARD PREVIOUSLY DISCUSSED A STUDENT REPRESENTATIVE TO HAVE AN EXTENDED STUDY SESSION IN MARCH.

AND WE HAVE CONTINUED THAT CONSIDERATION.

THERE HAS BEEN SOME WORK DONE ON THAT BY DIRECTOR HOLMAN AND DIRECTOR CHOI SINCE THEN. AND IT'S IN OUR PACKET TONIGHT.

SOME INFORMATION ITEMS AND PROPOSAL AROUND THAT PROCESS.

I THINK ÃÃI THINK THE MOST EFFICIENT WAYS BY HANDING IT OVER TO DIRECTOR CHOI. AND IF WE COULD LEAD IT TO THIS PERSON AND I WILL TAKE IT BACK FOR THE MOTION PIECE.

>> SOUNDS GOOD.

SO, IN YOUR BOARD PACKETS, THERE IS ESSENTIALLY THREE TYPES OF DOCUMENTS.HESE ARE LIVING AS FORMS AT THE MOMENT.

THAT TERESA WAS KIND OF PRINTING THEM OUT AS DOCUMENTS FOR US TO REVIEW FOR TODAY. THE FIRST IS KIND OF AN OVERVIEW OF THE PROGRAM. THE PURPOSE OF WHAT THE STUDENT REPRESENTATIVE BOARD OF DIRECTORS WOULD DO.

KIND OF THE TERMS OF OFFICE. THE RESPONSIBILITY AND DUTIES.

AND AN OVERVIEW OF WHAT THE APPLICATION PROCESS WOULD LOOK LIKE. THE SELECTION PROCESS AND A REMOVAL PROCESS AS WELL. AND THEN REQUIREMENTS OF THE OVERSIGHT PROGRAM.

HAVE TO PUT IN A NOTE HERE AND THINK THE DISTRICT AND RIVERVIEW SCHOOL DISTRICT FOR THEIR BECAUSE A LOT OF THESE, THE BITS AND PIECES WERE TAKEN FROM THEIR TWO PROGRAMS. A LOT OF WORK THAT THEY'VE ARTIE DONE WERE PIGGYBACKING OFF OF THAT. THANK YOU TO THEM.

SO, I GUESS IS IT VALUABLE TO GO THROUGH THIS SECTION BY SECTION? DIRECTOR LIBERTY OR æ

>> THIS IS AS GOOD AS MINE. >> OKAY.

WE CAN START WITH THE PURPOSE OF HOW I SUMMARIZED IT.

LET'S SEE, LAKE WASHINGTON SCHOOL BOARD OF DIRECTORS RECOGNIZES THAT THE PRIMARY RESPONSIBILITY OF THE BOARD IS TO REPRESENT, LEAD, AND SERVE THE COMMUNITY THROUGH EFFECTIVE GOVERNANCE OF THE DISTRICT. WE BELIEVE THAT STUDENT VOICE IS A CRITICAL COMPONENT OF EFFECTIVE GOVERNANCE IN ORDER TO ADVOCATE FOR THE DISTRICT AND STUDENTS THAT WE SERVE.

HEREFORE, THE BOARD WILL CREATE NONVOTING AND ADVISORY POSITIONS TO ACT AS STUDENT REPRESENTATIVES TO THE BOARD.

ONE REPRESENTING THE EASTERN HALF OF OUR SCHOOL DISTRICT AND ONE REPRESENTING THE WESTERN HALF OF OUR WESTERN SCHOOL DISTRICT BOUNDARIES. ONE WOULD BE FOR US TO HAVE TWO SCHOOL REPRESENTATIVES AT THE SCHOOL BOARD EVERY GIVEN YEAR.

THEY WOULD SERVE TWO YEAR TERMS AND ONE WOULD BE AN INCOMING SOPHOMORE.R INCOMING JUNIOR PRINT THE OTHER WOULD BE A SENIOR FOR THIS FIRST YEAR. AND THEN THE NEXT YEAR, THAT JUNIOR WOULD BE A SENIOR AND THEN THEY WOULD CHOOSE ANOTHER APPLICANT THAT WOULD BE AN INCOMING JUNIOR NEXT YEAR.

HEY CAN SERVE TWO YEAR TERMS. UNDER THE STUDENT REPRESENTATIVE TO THE DISTRICT WELL, SOMEONE IS PROVIDING A VOICE TO THE BOARD. SERVE AS A UTILIZE COMMUNICATION TOOLS USED TO FACILITATE COMMUNICATION BETWEEN THE SCHOOL BOARD AND STUDENT BODIES, 4 PARTICIPATE IN OPEN MEETINGS AND BOARD DISCUSSIONS BUT WILL NOT HOLD VOTING RIGHTS OR CLOSED EXECUTIVE SESSIONS, FIVE, WHEN THE PROTOCOLS AND METHODS TO ENGAGE IN AND PARTICIPATED LEADING AND ADVOCATING FOR CHANGES TO THE STUDENT BODY DEEMED IMPORTANT SIX, REPRESENT THE DISTRICT IN ACCORDANCE WITH THE FOLLOWING QUALIFICATIONS SELECTION PROCEDURES RESPONSIBILITIES. ANY COMMENTS OR CHANGES PEOPLE WOULD LIKE TO SEE UP UNTIL THAT POINT?

>> SO WAS THIS FANTASTIC I AM NOT DISTRESSED BUT ONE QUESTION I HAVE FOR YOU IF THE STUDENT DOES NOT HOLD VOTING RIGHTS WE HAVE PROTOCOL FOR CALLING ON THEM?

IS THE BOARD? >> DO YOU MEAN FOR

PARTICIPATION? >> IF THEY ARE NOT MAKING A

[01:50:02]

MAKE SURE? >> I IMAGINE THEY WOULD PARTICIPATE AS WE ALL PARTICIPATE IN DISCUSSIONS BUT IF WE WERE MAKING A MOTION OR VOTING AT ANY POINT, THEY WOULD NOT BE ABLE TO PARTICIPATE THEM.

>> I WILL EXPRESS MY VIEW. AND SIMILAR TO WHEN THERE ARE QUESTIONS FROM THE BOARD, THEY WOULD BE ABLE TO PARTICIPATE IN THAT AND WHEN A MOTION IS PENDING IF THEY DON'T HAVE VOTING RIGHTS I DO THINK IT WOULD BE APPROPRIATE FOR THE STUDENT TO COMMENT ON THE

MOTION. BAD OFFER, >> IF THEY HAD VOTING RIGHTS

HOW WOULD THEY VOTE? >>

>> IF I HAD A QUESTION AND THIS IS A REAL QUESTION NOT ONE THAT IS A QUESTION PHRASED AS A COMMENT, NUMBER ONE, THE STUDENT REP, SAYS IT WILL PROVIDE STUDENT BY ? VOICE TO THE BOARD OF DIRECTORS AND DISTRICT ADMINISTRATION AND IS THE SECOND PART I AM WONDERING, IS THAT WHAT, THIS IS A COMMENT IN THE FORM OF A QUESTION, IS THAT WHAT WE WANT OR IS IT TO BE A VOICE AND WE HAVE THERE IS A STUDENT ADVISORY COUNCIL THAT IS IN PLACE THAT IS SUPPOSED TO BE A LINK TO ADMINISTRATION ON OPERATIONAL MATTERS.

>> I KINDA VIEW IT AS DEFAULT BECAUSE THERE'S DISTRICT ADMINISTRATION PRESENT AT ALL OF OUR BOARD MEETINGS AND THEREFORE ANYTHING THEY WOULD SAY, ADMINISTRATION WOULD HEAR.

>> YOU HAVE. YES. I AGREE.

OKAY THANK YOU. >> ANYBODY ELSE?

>> GO AHEAD. >> ACTUALLY TO PROVIDE STUDENT VOICE TO THE BOARD OF DIRECTORS ACTUALLY TO THE POLICY AND DIRECTION OF THE SCHOOL DISTRICT. . THE VIEWPOINT IS THEY ARE PART OF THE BOARD IN SOME REGARDS AND THERE IS NOT A VOTING MEMBER SO IT IS NOT TO US, IT

IS WITH US. >> WE COULD JUST MOVE FORWARD.

>> I AM FINE WITH THE WORDS ON THE PAGE.

>> NOW THE STUDENT ADVISORY COUNCIL HAS BEEN BROUGHT UP. IT'S NOT EXPLICITLY INHERE THE RELATIONSHIP BETWEEN THE STUDENT REP AND THE STUDENT ADVISORY COUNCIL AND I AM A LITTLE CONCERNED THAT WITHOUT EXPLICITLY DEFINING THESE COORDINATE THAT THEY END UP BEING COMPETING AVENUES OR OTHERWISE DISCONNECTED AND SO IS THAT SOMETHING THAT WE NEED TO EXPLICITLY HAVE THEM CONNECTED TO THE STUDENT ADVISORY COUNCIL?

>> SO, WHEN I WROTE THIS UP I CONSIDERED IT TO BE SEPARATE ENTITIES.

THE CANDIDATES FOR STUDENT REP TO THE BOARD ARE SELECTED THROUGH OUR PROCESS THROUGH THE APPLICATION AND WILL ACT AS REPRESENTATIVES TO THE BOARD NOT NECESSARILY WE COULD OPEN UP FOR DISCUSSION IF THEY SHOULD BE MEMBERS OF THE STUDENT ADVISORY COUNCIL BUT THE WAY THAT I CREATED THIS WAS SPECIFICALLY TO THE BOARD.

>> THAT IS WHERE I WOULD LIKE TO BE EXPLICIT ABOUT IT BECAUSE IF THE STUDENT ADVISORY COUNCIL IS AN AVENUE HOW DO THESE RESPONSIBILITIES FUNDAMENTALLY DIFFER?

>> I DON'T BELIEVE THEY ARE AN AVENUE TO GIVE DIRECT INPUT TO THE BOARD AT THIS TIME.

>> WITH THE WORK THAT HAS BEEN DONE WITH THE STUDENT ADVISORY COUNCIL I SEE THEM BEING SEPARATE ENTITIES AND YOU HAVE A STUDENT ADVISORY COUNCIL REPRESENTATIVE TO THE BOARD THERE'S CONNECTION BUT NOT NECESSARILY PLACEMENT I'M GOING TO TOSS IT TO YOU.

SO WITH THE PARTICIPATION IN THE ADVISORY COUNCIL WANED AND THAT WAS PARTIALLY COMING OUT OF COVID-19 SO I THINK RECONSTITUTING IT I CAN SEE THE STUDENT REPS TO THE BOARD BEING A LIAISON WITH THE STUDENT ADVISORY BECAUSE IT WOULD BE IMPORTANT FOR THEM TO SHARE THE INFORMATION THEY ARE THINKING ABOUT THAT GROUP AS WELL IT'S A WAY FOR THEM TO EXPAND THEIR

[01:55:02]

>> IF WE DO IT OFFICIALLY OR UNOFFICIALLY IF THOSE STUDENTS WHO ARE REPRESENTED TO THE BOARD AND THE OTHERS ARE ON THE COUNCIL AREN'T TALKING TO EACH OTHER I WOULD BE SO SHOCKED, BECAUSE THERE'S ISSUES THAT THEY BOTH WILL WANT THEIR ISSUES THEY WILL NEED TO FIGURE OUT HOW TO APPROACH THE BOARD, THE ADMINISTRATION AND BY VIRTUE OF THEM MONEY TO BE ON THESE ORGANIZATIONS OR ON THE SPOTS I CAN'T IMAGINE THEM NOT TRYING TO FIGURE OUT HOW TO

INFLUENCE THEM IF POSSIBLE. SO I DON'T THINK IT MATTERS >> I AM COMFORTABLE AND VERY

PLEASED WITH EVERYTHING AND FOR PUTTING THAT TOGETHER AND >> JUST QUICK THINGS.

WHEN YOU SAY IN THE APPLICATION IT SAYS ? WHY IT'S A TRANSCRIPTION DOES NOT FILTER STUDENTS AND THEY DON'T VIEW THE TRANSCRIPT AS WITH THE BOARD WOULD APPROVE OF IT MAY

NOT APPLY IS JUST A QUESTION. >> SO I THINK I SPECIFIED AND QUALIFIED APPLICANTS ENROLLMENT IN A SCHOOL THAT IS ON THE BOUNDARY AND IT'S NOT DEPENDENT ON THEIR HOME LOCATION BUT WHATEVER SCHOOL THEY ARE ENROLLED AT AND SO I CAN COME BACK TO THE QUESTION ABOUT THE TRANSCRIPT WE GET TO THAT PART IF THAT'S OKAY AND THE TERM OF OFFICE WHICH WE DISCUSSED WOULD BE EVERY SPRING THERE WOULD BE ONE STUDENT SELECTED EXCEPT THE FIRST YEAR AND TWO SCHOOL YEARS AND IN AUGUST THE APPLICANT'S JUNIOR YEAR CONCLUDING IN JUNE OF THE APPLICANT'S SENIOR YEAR AND IN THE EVENT OF A VACANCY DURING THE SCHOOL YEAR ANOTHER STUDENT WOULD BE SELECTED FROM QUALIFIED APPLICANTS AND FOR THE REMAINDER OF THE SCHOOL YEAR.ARE THERE ANY THOUGHTS ON THE TIMEFRAME?

>> IT SOUNDS GOOD TO ME. >> I ACTUALLY WANT TO COME BACK WITH WHAT JOHN BROUGHT UP AND LIVING NEAR ICS AND THEY WERE CHOICE SCHOOLS GEOGRAPHIC LOCATIONS AND A COMMUNITY OF STUDENTS AND IT MATTERS MUCH MORE TO WHERE THEIR SCHOOL AND HOW I WOULD PREFER TO HAVE KIDS AND THEY WILL HAVE FAST CONNECTIONS WRIGLEY AND ARE CHOICE HIGH SCHOOLS WILL NOT BUT I WILL WAGER ABOUT 3-1 ODDS WE HAVE AN EXCESS OF KIDS APPLY TO ME THIS IS REPRESENTATIVE AND IF WE HAVE A KID FROM ICS AND A KID FROM TESLA AND THEY ARE BOTH RESIDENTS THEY ARE NOT CONNECTED TO THE OTHER DISTRICTS I WOULD CHANGE THAT

>> SO THE REASON I PUT THE SCHOOL OF ENROLLMENT WAS BECAUSE THE WAY THAT I ENVISION STUDENTS BEING ACTING AS A LIAISON BETWEEN THE SCHOOLS AND THE BOARD WAS THE CONNECTION POINT FOR DISSEMINATING ANY INFORMATION FROM BOARD MEETINGS OR WHATNOT WHAT HAPPENED THROUGH THEIR SCHOOLS AND NOT NECESSARILY THROUGH THE NEIGHBORHOODS.

AND DEPENDING ON WHERE THE SCHOOL IS LOCATED WE ARE ASKING THEM TO BE REPRESENTATIVE OF NOT THEIR OWN SCHOOL THOUGHT OF ALL OF THE HIGH SCHOOLS WITHIN HALF OF THE DISTRICT THEREFORE IT'S MORE RELEVANT WHERE THE ENROLLMENT IS AS THAT WOULD BE THE PRIMARY AVENUE FOR OUR

[02:00:01]

>> I DON'T MEAN TO COMPLICATE MATTERS BUT I UNDERSTAND THE PROBLEMS HERE ESPECIALLY WHEN YOU HAVE CHOICE SCHOOLS THERE'S NO GEOGRAPHIC I HATE TO DO THIS BUT I WILL DO IT ANYWAY YOU HAVE EAST, YOU HAVE WEST AND I DON'T NOW I AM JUST ASKING. IT'S NOT TIME NOT GOING TO FOLLOW MY SORE BUT I'M TRYING TO FIGURE OUT A WAY TO MAKE IT MORE REPRESENTATIVE OF THE CHOICE PROGRAMS. AGAIN.

>> THIS IS NOT A HILL I'M GOING TO DIE ON. AND I AM PERFECTLY WILLING TO ?

>> I THINK A CONSISTENT DECISION AND DAVE MOVE FORWARD AND IF IT NEEDS TO BE REVISED

IT CAN BE DISCUSSED. >> THAT'S WHY MATT ESSENTIALLY

AND I SIDE WITH THE WORDS THAT ARE CURRENTLY ON THE PAGE BREAK >> NOT TO MINIMIZE DIRECTOR

CARLSON'S POINT. >> WE WILL FIGURE IT OUT I HAVE A MEANINGFUL COMMENT ON TERM OF OFFICE SECTION 3. AS IT'S CURRENTLY PHRASED IT ASSUMES THE STUDENT LEAVES THE DISTRICT IN THE SECOND YEAR AND THEY SHOULD SERVE THE REMAINDER OF

THEIR TERM AND >> SO I WAS GOING TO ASK THE QUESTION.

WHETHER OR NOT THEY SHOULD BE IN FOR THE REMAINING TERM OR IF THEY SHOULD BE A RELATED

APPLICATION. >> SO WHEN YOU SAID OTHER STUDENTS SELECTED FROM QUALIFIED APPLICANTS IS THAT A NEW APPLICATION BECAUSE AS LONG AS IT'S IN THE APPLICATION WE MAY CALL AN APPLICATION TO SERVE THE REMAINDER OF THE TERM

THAT'S MY TAKE ON IT. >>

>> I WAS NOT THINKING THAT IT WOULD BE ANOTHER APPLICATION CYCLE BECAUSE IF YOU HAVE A STUDENT THAT IS SELECTED AND THEY LEAVE BECAUSE THEY HAD TO MOVE ANY PICK SOMEONE ELSE AND THEY DID ANOTHER APPLICATION PROCESS AND THAT PERSON ENDED UP LEAVING OR SOMETHING YOU HAVE THE POTENTIAL TO BE GOING THROUGH HOW MANY APPLICATION CYCLES IN THE YEAR SO MY THOUGHT PROCESS WAS YOU WOULD PULL FROM THAT PERSON'S WHATEVER THEY APPLIED AND GO THROUGH THE ELIGIBLE CANDIDATES THAT WERE ON THE LIST.

>> THAT SOUNDS GOOD TO ME. I AM FINE WITH IT BEING A TERM AS WELL.

>> WITH THE ELECTION BE IN THE SPRING TIME FOR THE FOLLOWING YEAR OR WOULD IT BE IN THE FALL I TAKE A WHILE FOR THE PROCESS TO GET GOING? SO JUST FOR CLARITY, WE WERE DISCUSSING TERM OF OFFICE IN THE EVENT OF A VACANCY AND WAS EVERYONE WANTING IT TO BE FOR THE REMAINDER OF THE TERM THAT THEY WERE FILLING?

[02:05:18]

>> IN THE RESPONSIBILITIES OF THE STUDENT REPRESENTATIVE, ONE WOULD BE TO ADHERE TO THE RULES AND REGULATIONS PERTAINING TO THE BOARD MEMBERS PRELOAD BOARD GOVERNMENT POLICIES AND 2 ATTEND ALL REGULAR SCHOOL BOARD MEETINGS WHICH OCCURRED DURING THE TERM OF OFFICE THE SCHEDULE FOR THE YEAR IS POSTED ANNUALLY. REGULAR BOARD MEETINGS OCCUR DURING THE EVENING HOURS ON SCHOOL NIGHTS OF BOARD OF DIRECTORS MAY HAVE PERMISSION FOR STUDENT REPRESENTATIVES TO LEAVE PRIOR TO THE CONCLUSION OF THE MEETING IF STUDENT REPORTS HAVE BEEN GIVEN. THREE, 10 SPECIAL MEETINGS, THAT SHOULD BE AND OR BOARD RETREATS AS REQUESTED AND INVITED BUT NOT CLOSED-DOOR EXECUTIVE SESSIONS 4 TO REVIEW ALL MEETING MATERIALS PRIOR TO EACH MEETING AND PREPARATION FOR PARTICIPATION AND DISCUSSION AT REGULAR OPEN MEETINGS WHERE APPROPRIATE AND APPLICABLE STUDENTS MAY NOT MAKE ANY MOTIONS OR VOTE PROVIDE REGULAR REPORTS TO THE BOARD DURING SCHEDULED STUDENT INPUT PORTIONS OF THE BOARD MEETING AGENDA INCLUDING BUT NOT LIMITED TO TOPICS SUCH AS STUDENT ACTIVITIES EVENTS TOPICS CONCERNS FROM THE STUDENT BODY SIX, REPORT BACK TO THE STUDENT BODY BOARD DELIBERATIONS AND ACTIONS THAT ARE RELEVANT TO THE STUDENT BODY SEVEN REFRAIN FROM COMMITTING ANY GROUP ORGANIZATIONS OR ENTITIES TO ANY POSITIONS OR ACTIONS WITHOUT EXPRESS PERMISSIONS AND AID IN ORIENTING INCOMING

REPRESENTATIVES. >> ONE PIECE OF FEEDBACK GIVEN THE BROAD UNDERSTANDING THE VARIOUS STUDENTS HAVE FOR AN APPROPRIATE AMOUNT OF TIME I WOULD MIND PUTTING A TIME LIMIT ON THE EXPECTED REPORT TO THE BOARD UP FRONT.

>> MAY I MAKE A RECOMMENDATION? >> IF THEY CAN'T SAY THAT 15 MINUTES, THEY DIDN'T DO THEIR JOB.

>> YOU TO BE PART OF THE ORIENTATION. AND I GUESS I DIDN'T QUESTION THAT, I MEAN, WE WILL BE ADDING AN AGENDA ITEM TO OUR BOARD MEETING FOR STUDENT INPUT I WOULD SAY PROBABLY BEFORE BOARD MEMBER, WOULD BE AN APPROPRIATE SPOT IN THE AGENDA BUT SOMETHING TO THINK ABOUT IS WHERE THAT WOULD SLOT IN. I DON'T THINK WE HAVE TO SET

THAT HERE. >> I THINK IT WOULD BE EARLIER IN THE EVENING WE MIGHT BE ABLE TO DISMISS THEM.

>> THAT'S A MUCH BETTER IDEA. PROBABLY AROUND PUBLIC COMMENT SECTION

>> I WOULD ARGUE THAT AS A STUDENT BOARD REPRESENTATIVE BEING DISMISSED DURING THE MEETING IS SOMETHING THAT WOULD NOT NEED TO HAPPEN BECAUSE THEY SHOULD BE INVOLVED IN THE WHOLE MEETING UNLESS THERE IS AN EXECUTIVE MEETING AFTER THAT.

>> THE INTENTION WAS NOT FOR US TO DISMISS AT EVERY MEETING BUT ON A ONE-OFF WHERE THEY HAVE AN EXAM THE NEXT DAY AND NEED TO STUDY OR SOMETHING COMES UP IT WOULD BE A DISCUSSION

>> THE ONLY THING I DIDN'T PUT IN HERE WAS KIND OF AN EXPECTATION OF FOR LACK OF A BETTER WORD A PROJECT KIND OF A LEARNING PROCESS AND ABOUT HOW THE DISTRICT OPERATES THEIR SENIOR YEAR FOCUS ON SOME SORT OF INITIATIVE OR PASSION PROJECT THAT THEY WANTED TO BRING TO THE DISTRICT OR THE BOARD AIR GOING THROUGH THE MOTIONS AND LEARNING HOW THAT WORKS AND HOW I DON'T KNOW IF THAT IS SOMETHING THAT WE ORGANICALLY DEVELOP IN THIS FIRST YEAR OR SECOND YEAR OR THIS IS SOMETHING WE BUILD INTO THE DUTIES AND

RESPONSIBILITIES. >> IT'S A GREAT IDEA IT DOESN'T NEED TO BE IN WRITING. I THINK IT'S A GREAT IDEA BUT IT DOESN'T NEED TO BE IN

WRITING. >> SO THE ONLY REASON I WANTED TO PUT IN WRITING, I WANT TO VENTURE THE DISCUSSION OF WHAT A STUDENT IS GOING TO GET OUT OF THIS AND IF THERE IS AN EXPECTATION OF SOME SORT OF A PROJECT ASSOCIATED WITH IT I WAS THINKING THE OFFERS THE STUDENTS CREDIT FOR BEING THERE BOARD REPRESENTATIVE AND I THINK FOR THEM IT'S AND A HALF COLLECTIVE CREDIT AND IT COULD BE A CIVICS CREDIT OR ELECTRIC CREDIT. ? ELECTIVE CREDIT. I WILL LEAVE THAT QUESTION OUT

THERE. >> STUDENT BOARD REPS ON PRESENTATIONS AND THE WHOLE

[02:10:04]

>> I INTENDED FOR THAT TO FALL UNDER THE SPECIAL MEETINGS AND BOARD RETREATS AND

>> AND 2 THAT ARE VERY ACTIVE WITH OUR STUDENT REPS AROUND THE STATE.

>> WE HAVE GOT TO THIS POINT IT'S GREAT AND GIVEN A CREDIT WHEN YOU THINK ABOUT IT THAT'S GOING TO BE A HIGH MARK ON THE APPLICATION AND THE POST SECONDARY WORK AND I WOULD HATE TO SEE IT BE IN LIEU OF A CIVICS REQUIREMENT AND THERE'S BROADER EDUCATION VALUE AND I CAN SEE THE VOLUNTARY CLASSES BUT I WOULDN'T WANT TO SUBSTITUTE A CIVICS CLASS I

DON'T THINK. >> WE TRIED TO DO CLASS CREDIT IT DOESN'T MEAN WE HAVE TO HAVE A TEACHER AS AN ADVISOR I AM NOT SURE IT CAN BE DONE.

I AM NOT PREPARED TO COMMENT ON BUT ALL OF OUR COURSES ARE CATERER ONLINE WHICH MEANS A DIFFERENT LEVEL OF STANDARD. THERE'S CREDIT HOUR REQUIREMENTS.

THERE'S A NUMBER OF DIFFERENT COMPONENTS BUT I'M NOT PREPARED TO SPEAK TO HOW WE WOULD

PROVIDE A CREDIT. >> CAN YOU BE THE TEACHER?

>> SO THE QUALIFICATIONS FOR THE APPLICATION ON THE APPLICATION PROCESS FOR UNDER QUALIFICATIONS I PUT THE STUDENT APPLICANTS MUST BE COMPLETING THEIR SOPHOMORE YEAR OF HIGH SCHOOL WHEN APPLYING FOR THE TWO-YEAR TERM OF OFFICE EXCLUDING THIS FIRST YEAR OF IMPLEMENTATION WHEN ONE STUDENT WILL BE COMPLETING THEIR JUNIOR YEAR 2 STUDENT APPLICANTS MUST BE ENROLLED IN ONE OF THE HIGH SCHOOLS IN THE AREA, EASTERN OR WESTERN HALF OF THE DISTRICT WHICH THEY ARE APPLIED TO REPRESENT THREE STUDENT APPLICANTS MUST BE IN GOOD ACADEMIC STANDING AND NOT UNDER ANY SCHOOL DISCIPLINE 4 STREAM APPLICANTS MUST BE STRONG COMMUNICATORS AND FIVE MUST BE WILLING TO ENGAGE WITH MULTIPLE HIGH SCHOOL STUDENT BODIES AND MUST BE ABLE TO REPRESENT THE BODIES WELL BY TAKING RELEVANT INFORMATION BACK TO THEIR SCHOOLS AND SIX APPLICANT SHOULD HAVE AN INTEREST IN CIVIC ENGAGEMENT AND COHERENT GOVERNMENTS AND SEVEN STUDENT APPLICANTS MUST BE WILLING AND ABLE TO COMMIT TO THE TIME REQUIREMENTS OF ATTENDING AND PARTICIPATING IN REGULAR BOARD MEETINGS.

>> DOCTOR HUNT. STUDENTS TAKING INFORMATION BACK TO YOUR SCHOOL CAN YOU TALK ABOUT THAT? AND WHAT WOULD THE EXPECTATION BE FOR THEM TO COMMUNICATE IS THAT JUST WITH THE SCHOOL WE WERE THINKING OR IS IT WITH ALL HIGH SCHOOL STUDENTS?

>> I WAS THINKING IT COULD HAPPEN IN A COUPLE OF DIFFERENT WAYS EITHER IF THERE ARE DEDICATED STUDENT GROUPS AT SCHOOLS FOR EXAMPLE WE HAD A STUDENT HERE FROM A LEADERSHIP GROUP AT THE HIGH SCHOOL IF THERE WAS LEADERSHIP GROUPS THAT EACH HIGH SCHOOL MAYBE THEY COULD COORDINATE REGULAR UPDATES WITH EACH SCHOOL AND THAT'S HOW THEY WOULD

[02:15:03]

I DO THINK THERE IS EXPECTATION TO ESTABLISH SOME SORT OF COMMUNICATION WITH IT.

SO THE APPLICATION PROCESS INTERESTED APPLICANTS MUST SUBMIT ? TO THE BOARD OF DIRECTORS AND STUDENTS MUST OBTAIN A MINIMUM OF TWO RECOMMENDATIONS ONE OF WHICH MUST BE COMPLETED BY A STAFF MEMBER AT THEIR ENROLLED SCHOOL AND HAVE BEEN SUBMITTED BY THE ESTABLISHED DEADLINE AND FOR THE FINAL SELECTION WILL BE RANDOMLY SELECTED FROM A POOL OF ALL APPLICANTS THAT HAVE BEEN DEEMED QUALIFIED AS A RESULT OF THE RECOMMENDATION

AND INTERVIEWS. THAT WAS A SUGGESTION >> ANY THOUGHTS OR CONCERNS?

>> I LIKE THE APPLICATION PROCESS >> I WILL SPEAK TO WHY I LIKE IT. PARTICULARLY I LIKE THE RANDOM, I THINK IT REMOVES OR COULD HAVE THE CAPACITY TO REMOVE SOME PREJUDICE THAT COULD BE IMPLICIT IN OUR DECISION-MAKING PROCESS IF WE ARE DECIDING WHO IS BROADER TO HAVE A QUALIFIED GROUP OF PEOPLE THAT QUALIFIES I THINK IT'S A BETTER PROCESS FOR HAVING A MORE DIVERSE GROUP OF PEOPLE THAT COULD END UP IN THIS POSITION. SO MIKASA THINK IT MIGHT REMOVE SOME OF THE BIASES THAT MIGHT COME WITH WHAT SCHOOL THE STUDENT ATTENDS AND REMOVE SOME OF THOSE POTENTIAL ? IF IT'S A

RANDOM SELECTION. >> I'M GOING BACK I AM WONDERING HOW MUCH OF A DISADVANTAGE HAVING ? REMOVED FROM THE REST OF THE STUDENT BODIES WILL HAVE AN IMPACT ON THE ABILITY TO BE ELECTED BY THE STUDENTS HOW WELL WILL THEY BE KNOWN WHEN YOU GET DOWN TO IT IF WE DON'T GO BY RESIDENTS AS OPPOSED TO WHERE THE SCHOOL IS LOCATED. I AM NOT GIVING ANYBODY AND IN FACT I DON'T WANT TO GIVE ANYONE AN IMPEDIMENT TO BEING ABLE TO WORK THROUGH THE SELECTION PROCESS.

I'M JUST ASKING THE QUESTION REALLY.

>> DID YOU JUST SAY ELECTED? I AM LOOKING AND I THINK NUMBER FOUR IS THIS RANDOM SELECTION

AND I THINK IT'S A DRAW >> I AM BEHIND THAT. BUT IT WOULD AVOID THAT CONCERN YOU JUST RAISED AND I CAN GET BEHIND THIS AND OUR FEARLESS LEADER IS THE ONE THAT PROPOSED IT. THANK YOU FOR DOGGING ALL THE EYES AND LATISSE BY HAVING A REMOVAL PROCESS. SOON THERE IS A REMOVAL PROCESS IN CASE WE NEEDED AND THE STUDENT REPRESENTATIVES AT THE DISCRETION OF THE BOARD OF DIRECTORS AND THE BOARD MAY MOVE A STUDENT REPRESENTATIVE FOR A FAILURE TO NDING ATTENDAN AND ANY BEHAVIORS THE BOARD DEEMS UNACCEPTABLE TO THE LAKE WASHINGTON SCHOOL DISTRICT.

>> WHAT WOULD BE THE ACADEMIC HARM? FAILURE TO MAINTAIN THE ACADEMIC LEVEL? I DON'T KNOW IF THAT'S CLEAR TO BE QUITE FRANK AND WE MIGHT BE LIMITING IT TO THE UPPER TWO PERCENT OR THREE PERCENT OF STUDENTS AND THE KIDS WHO ARE MORE RECIPROCALLY MINDED PERHAPS OR MORE INVOLVED IN THE COMMUNITIES AT LARGE YOU MIGHT

[02:20:11]

NOT BE AS ? IS THE TOP TWO OR THREE PERCENT >> FROM THAT PERSPECTIVE WE SHOULD BORROW FROM ANOTHER SPACE HAVE LIMITS FOR PARTICIPATION IN SPORTS AND I THINK THIS WOULD BE REASONABLE IF WE CONSIDER THAT A MOMENT WITH ACADEMICS WE WOULD JUST

APPLY THE SAME STANDARD HERE. >> AND IT WAS AT THE BOTTOM ?

>> OKAY AND UNDER OVERSIGHT I HAVE A SUPERINTENDENT AND A BOARD OF DIRECTORS ESTABLISH AN ADVISORY PANEL FOR THE STUDENT REPRESENTATIVE INCLUDING BUT NOT LIMITED TO TWO MEMBERS OF THE BOARD OF DIRECTORS ONE DISTRICT STAFF MEMBER IN SUPPORT STAFF AT LOCAL AREA HIGH SCHOOLS AND 2 MEET WITH THE STUDENT REPRESENTATIVES AND ADVISORS AT THE TERM OF OFFICE TO REVIEW EXPECTATIONS RESPONSIBILITIES AND PARTICIPATION AND THREE, MEET WITH THE REPRESENTATIVES QUARTERLY TO ASSESS THE EXPERIENCE AND PLAN FOR FUTURE

ACTIVITIES. >> JUST FOR THE BOARD, EVERYONE'S EXPECTATIONS THAT THEY WOULD BE APPOINTED THE SAME WAY THAT WE APPOINT

COMMITTEES OR REPRESENTATIVE CAPACITIES >> I SEE NO REASON WHY IT WOULD JUST BE DIFFERENT THIS WOULD BE LIKE A COMMITTEE. SPIN WITH THE ONLY DANGER IS THIS NOT LIMITED TO TWO MEMBERS BUT IF WE GO BEYOND TWO MEMBERS IT'S AN OPEN MEETING SO IWOULD PREFER TO KEEP IT TO TWO MEMBERS SO IT DOESN'T BECOME SOMETHING .

[INDISCERNIBLE] >>. [LAUGHTER] SORRY.

>> OKAY GOOD TO ME. >> SO THAT WAS EVERYTHING I HAD FOR THE PROGRAM DESCRIPTION AND IF YOU HAVE A SAMPLE APPLICATION AND A SAMPLE RECOMMENDATION FORM UNDER THE APPLICATION SPECIFICALLY FOR THIS YEAR I HAVE A DUE DATE OF THE END OF MAY MAY 27 FOR THE APPLICATION TO BE RETURNED TO US WE ARE ON A TRUNCATED TIMELINE IDEALLY THIS WOULD BE SOMETHING WHAT GRADE THEY ARE IN AND THAT WILL BE APPLICABLE THIS YEAR AND IF THEY GIVE THEIR CONSENT FOR TRANSCRIPTS THE REASON I HAD TRANSCRIPTS ON THERE WAS TO ENSURE THAT THEY ARE IN GOOD ACADEMIC STANDING AND I THOUGHT IT MIGHT BE INFORMATIVE TO SEE THE KIND OF COURSEWORK THEY HAD TAKEN AS AN INDICATOR OF POTENTIALLY THE INTEREST SURROUNDING CIVIC ENGAGEMENT THAT WAS THE THOUGHT PROCESS LAYER AND EMAIL FOR US TO CONTACT THEM AND I HAVE SHORT QUESTIONS SO PLEASE EXPLAIN INTO A 50 WORDS OR LESS WHICH EDUCATIONAL GOALS LEARN HOW TO SERVE AS A STUDENT REPRESENTATIVE SUPPORT YOUR GOALS AND WHAT DOES SERVANT LEADERSHIP MEAN TO YOU AND THE SECOND ONE, THE THIRD ONE, WHAT WOULD YOU LIKE TO ACHIEVE AS A STUDENT REPRESENTATIVE TO THE BOARD AND THAT COMES BACK TO THE PROJECT IDEA AND THEN WHO IS SUBMITTING RECOMMENDATIONS ON THEIR BEHALF AND ACKNOWLEDGMENT THAT THEY READ THE DESCRIPTION OF THE ROLES AND RESPONSIBILITIES OF THE STUDENT REPRESENTATIVE SO THEY KNOW WHAT THEY'RE GETTING INTO.

[02:25:01]

>> SOMEWHERE IN HERE IT NEEDS TO BE CLEAR TO STUDENTS WHAT THE DIVISION BETWEEN WEST AND

EAST IS AND SO I IT'S IN THE DESCRIPTION MAY BE. >> A RANDOM LEARNING COMMUNITY AND EASTLAKE LEARNING COMMUNITY IS ONE. AND

>> IT WORKS FOR ME AND DOES THAT MEAN THE LOCATION OF THE SCHOOL?

>> EACH IS ASSIGNED INTO A LEARNING COMMUNITY.T MIGHT BE EASIER TO LIST THE HIGH SCHOOL. AND THIS ONE IS ON THE EAST SIDE AND THIS IS ON THE WEST SIDE SEWAGE SO JUST REMOVE QUESTION TWO AND THEN WE CAN ASSIGN MAYBE WHICH SIDE THEY

ARE APPLYING FOR. >> IT JUST EXPLICITLY SHOWS

THEM >> AND THEY JUST TELL US WHERE THE HIGH SCHOOL IS AND THEY DON'T HAVE TO APPLY FOR ONE OR THE OTHER. BUT MAYBE THEY DO BECAUSE OF THE OVERLAPPING NATURE YOU'RE GOING TO WIND UP TAKING A SIDE ROUTE AND LECTURER TAKING A

WESTSIDE ROUTE. >> OTHER THAN THIS FIRST YEAR WE WOULD NOT HAVE LISTED THE OPTIONS FOR THE OTHER SIDE SO WOULD BE PRETTY CLEAR

>> SO THAT THEY KNOW. >> YOUR SCHOOL WOULD NOT BE

LISTED IF WE WEREN'T ? >> THAT'S LEGIT.

>> I WOULD LIKE TO REMOVE THE REQUIREMENT TO PROVIDE TRANSCRIPTS.

CUMULATIVE GPA YOU'RE TALKING ABOUT MAINTAINING YOU HAVE TO HAVE A GOOD ACADEMIC STANDING

>> >> >> AND HAVING LESS THAN THE

STELLAR GPA. >> HOW LESS THAN STELLAR?

>> ARE WE SETTING A REQUIREMENT THAT THEY WOULD BE ABLE TO PARTICIPATE IN SPORTS

ACTIVITIES? >> I DON'T WANT TO HAVE THAT INFORMATION. WE WOULD STILL HAVE THE INFORMATION THAT THEY ARE ELIGIBLE TO PARTICIPATE IN SPORTS. THAT'S WE CAN SOMEHOW GET THIS

INFORMATION. >> IS IT AN HONOR SYSTEM CHECK

THE BOX IF YOU ARE ELIGIBLE? >> I AM NOT PREPARED TO SPEAK TO THE DETAILS OF THIS PROCESS BUT THERE IS A PROCESS BY WHICH ATHLETES ENSURE THAT THEIR GPA IS SUCH. IF WE WERE TO GET THE STUDENT NAMES WE WOULD HAVE TO GO STUDENT BY STUDENT TO CHECK SO I DON'T ADVISE THAT IF WE GET UPWARDS OF 200 STUDENTS US A LOT OF STAFF TIME BUT I'M SURE THERE IS A PROCESS IN PLACE THAT THE HIGH SCHOOLS USED TO VALIDATE THE ATHLETES GPAS. SO I WOULD IMAGINE WE COULD DO SOMETHING SIMILAR TO THAT.

>> AND GIVEN THE EMPHASIS OUR HIGH SCHOOLS HAVE ON MATH AND SCIENCE MORE SO THAN SOCIAL STUDIES, AND THAT BEING A HEAVY EMPHASIS, THE STUDENTS WHO ARE SOCIAL STUDIES ORIENTED WHO ARE LANGUAGE ARTS ORIENTED MAY BE AT A DISADVANTAGE IF YOU'RE LOOKING AT A GPA OF XYZ AS OPPOSED TO JUST THE MINIMUM IN MY MIND. I KNOW IF I HAD TO DEPEND ON TRIGONOMETRY I WOULD BE OUT OF LUCK.

>> SPRING IS AN INTERESTING TIME IN HIGH SCHOOL FOR STAFF BECAUSE THEY ARE FINALIZING LETTERS OF RECOMMENDATIONS FOR STUDENTS FOR COLLEGE THEY ARE PREPPING FOR GRADUATION JUST EVERYTHING INVOLVED THAT YOU KNOW ABOUT, I AM WONDERING ABOUT THE STAFF RECOMMENDATION AT A MINIMUM I WOULD WANT TO PUT A WORD LIMIT ON IT FOR THEM AS WELL BECAUSE IF A STAFF MEMBER IS ASKED FROM A STUDENT, WILL YOU LET WRITE ME A LETTER OF RECOMMENDATION? THEY WILL SAY YES AND THEY WILL WRITE AND THEY WILL DO AN EXCELLENT JOB I THINK WHAT WE

ARE LOOKING FOR. >> THIS IS A GOOD TIME TO LOOK

[02:30:01]

SO THE RECOMMENDATION FORM THAT I CREATED WAS YOUR NAME THE STUDENTS NAME WHETHER OR NOT YOU ARE STAFF HOW DO YOU KNOW THEM? ARE YOU THE TEACHER, THE COACH, CLUB ADVISOR, ARE YOU THE EMPLOYER BECAUSE THIS IS AND A CHECKBOX LIST OF APPLICANTS SKILLS SO VERBAL COMMUNICATION SKILLS WRITTEN COMMUNICATION SKILLS TEAMWORK WORK ETHIC ENTHUSIASM ATTITUDE ATTENDANCE AND OVERALL LEADERSHIP AND NOT OBSERVED AS BELOW AVERAGE, AVERAGE AND THEN LITERALLY A BOX FOR ANY ADDITIONAL COMMENTS.

>> LIMITED TO 500 CHARACTERS. >> 20 WORDS.

>> MAYBE 200 WORDS. >> ON THE APPLICATION WE HAVE 250 WORDS AND I WOULD ACTUALLY DROP THAT BECAUSE 250 IS A PAGE AND SO I WOULD DROP THAT TO PROBABLY 150 WORDS AT MOST. AND SO THEY DON'T SPEND ALL OF THIS TIME WRITING

>> I WOULD SAY 100 WORDS. WHICH IS FAIR. I THINK 100 IS ENOUGH TO ANSWER

THE QUESTIONS. >> AND WE MAY HAVE STUDENTS THAT ARE MORE THEY DON'T EXPRESS THEMSELVES WELL BUT THIS MIGHT BE THE ONE CATALYST THAT MAKES THEM COME OUT OF THEIR SHOP MAKES THEM WANT TO DISCUSS AND MAKE SOME WANT TO PARTICIPATE I DON'T WANT ARE THEY ON THE CHEER SQUAD? I JUST DON'T KNOW HOW YOU WOULD TO BE QUITE FRANK DESIRE ENTHUSIASM, IS HARD TO MEASURE.

>> I HAS IT AS ENTHUSIASM/ATTITUDE I THINK FOR ANY POSITION THAT YOU ARE REVIEWING APPLICANTS FOR, IT'S HARD TO DO THE CAVEAT OF THAT ONE CANDIDATE THAT MIGHT BE COMPLETELY DIFFERENT IN THIS ROLE AND WE ARE ASKING FOR A REPRESENTATIVE WHO WILL GO BACK TO HALF OF OUR HIGH SCHOOLS AND BE ABLE TO SHARE THESE COMMUNICATIONS I THINK IT'S REASONABLE TO ASK ABOUT THEIR ENTHUSIASM AND ATTITUDE.

>> I HEAR MIKE'S CONCERN ABOUT THE EXTROVERT INTROVERT AXIS BUT I WOULD WIND UP BEING EXPRESSED AND HOW THEY CAN COMMUNICATE IF YOU ARE EXTROVERT YOU WILL GET ? TO THE VARIOUS SCHOOLS OF YOUR INTROVERT YOU WILL PUT IT IN WRITING THAT I'M NOT WORRIED ABOUT THE ACCESS BEING BLACKBALLING INTROVERTS BY ASKING ABOUT.

[INDISCERNIBLE].T'S A GOOD QUESTION.

>> SO ONE OF THE THINGS I MIGHT ASK ON THIS IF THE HR ASSOCIATE SUPERINTENDENT MIGHT BE ABLE TO PROVIDE ANY FEEDBACK IN REGARDS TO SOME OF THE FRAMING OF THAT RECOMMENDATION OR THOSE PIECES.

SO I AM ASKING THAT OF THE SUPERINTENDENT TO SEE IF THAT IS A POSSIBILITY.

>> I WOULD ALSO A COUPLE OF OTHER PIECES I WOULD OFFER MAY BE TO ASSESS THE EQUITY AND FAMILY ENGAGEMENT TEAM AROUND THE LISTED SKILLS IS INTERESTING WHENEVER I TALK TO THEM THEY HAVE A DIFFERENT LENS ON WHEN I SEE THE TERM WORK ETHIC THEY WILL HAVE A DIFFERENT VIEW ON THAT TERM THEN WE MIGHT AND SO THAT WILL BE OF INTEREST TO HAVE THEM REVIEW THAT AND ALSO TO WORK WITH THE DATA TEAM AROUND THE COLLECTION OF PERSONALLY IDENTIFIABLE INFORMATION AND HOW WE KEEP THAT DATA STORE THAT DATA WITH INTEGRITY IN ALL

THE ASPECTS THAT GO WITH THAT. >> I WORRY THAT IT'S INTENTION

[02:35:01]

WHAT WOULD YOU LIKE TO ACHIEVE IS A STUDENT REPRESENTATIVE? IF SO WIDE OPEN QUESTION THAT DOESN'T GUIDE THEM TOWARDS ACKNOWLEDGING HOW WE WORK AND DOESN'T GET THEM FOCUSED ON WHAT WOULD YOU LIKE TO DO AS A PROJECT?SO I WAS GOING TO SUGGEST REPHRASING REFRAMING IT AS WHAT IS ONE POLICY WOULD CHANGE AND WHY?

>> I LEFT IT OPEN ENDED BECAUSE I THOUGHT IT WOULD BE VERY INTERESTING TO SEE THE RESPONSES THAT WE WOULD GET AND I THOUGHT IT WOULD BE BECAUSE WE ARE DOING THIS RANDOM SELECTION AND LEAVING IT OPEN ENDED GIVES OPPORTUNITY FOR STUDENTS TO SHOW WHAT THEY THINK A BOARD MIGHT DO AND HAVE MIGHT BE COMPLETELY WRONG BUT IF THEY SHOW HIGH INTEREST AND ENTHUSIASM AND WE THINK THEY COULD LEARN LITTLE BOARD MIGHT DO THAT'S PART OF THIS PROCESS OF TRYING TO EDUCATE OUR STUDENTS AND THEY SPECIFICALLY ADDRESS A POLICY THEY WOULD WANT TO CHANGE IT COULD BE ANYTHING IN US MORE OF AN INSIGHT INTO WHO THEY ARE OR

WHAT THEY'RE INTERESTED IN >> THAT'S WHY I FRAMED THE WAY I DID AND THE WAY WE ARE GOING

TO CHANGE THIS IS IF YOU WANT TO CHANGE THE POLICY >>

>> I JOINED THE BOARD NOT FULLY UNDERSTANDING WHAT THE JOB OF A BOARD MEMBER WAS AN THERE YOU GO. IF YOU WERE TO ASK ME I WOULD'VE GOTTEN IT ALL WRONG.

>> I WAS HOPING IF WE WERE GOING TO ASK THEM TO DO A PROJECT WE STARTED THEM THINKING ABOUT WHAT THAT WOULD BE IF THEY COME IN WITH SOMETHING, WHAT IS IT YOU WOULD LIKE TO ACHIEVE AND THAT'S A PROBLEM. THAT'S WHY I FRAMED MY IDEA FOR THIS PROGRAM THAT FIRST YEAR IS ALL ABOUT LEARNING LEARNING WITH THE BOARD DOES, HOW WE FUNCTION, LEARNING ABOUT POLICY GOVERNANCE LEARNING BY ATTENDING CONFERENCES AND FIGURING OUT THE DIFFERENT AREAS OF THE SCHOOL DISTRICT OPERATES IN FORMULATING YOUR IDEA OF WHAT YOU WOULD WANT TO ACHIEVE OR CHANGE FOR THE FOLLOWING YEAR YOUR SECOND YEAR

NOT COMING INTO IT KNOWING WHAT WE ALREADY DO AND >> I'M JUST WORRIED ABOUT MY ABILITY TO EVALUATE AN APPLICATION IT'S CLEARLY DIDN'T UNDERSTAND IF THEY REALLY WANT TO HAVE SODA BACK IN THE SCHOOL THEY MIGHT BE REALLY ENTHUSIASTIC ABOUT IT AND THEY DON'T KNOW WHICH GROUP WAS IN CHARGE OF THAT SO LIKE I SAID YOU GUYS HAVE DONE A LOT OF

WORK ON THE SLIME A SKEPTIC AND >> DID WE ARRIVE AT AN UNDERSTANDING IF WE WERE GOING TO ASK FOR A TRANSCRIPT OF THE STUDENT?

>> I THINK JOHN SAID WE COULD PIGGYBACK ON ELIGIBILITY THEY ARE ELIGIBLE.

>> I HAVE THREE AND HALF RESPONSIBILITIES COMING OUT OF THIS CONVERSATION.

ONE IS THE DATA PIECE WHICH IS A LEGAL REQUIREMENT AND SEE IF WE CAN GET OUR EQUITY IN FAMILY

[02:40:04]

HALF-POINT. >>

>> I HAD A LAST TOPIC HOW WE WOULD LIKE TO GET THIS APPLICATION PROCESS OUT THERE AND COMMUNICATE AND I BELIEVE OTHER SCHOOL DISTRICTS HAVE UTILIZED MULTIPLE ROUTES AND COMMUNICATIONS AND ALSO THEY HAVE COLLABORATED WITH THE SOCIAL STUDIES TEACHERS AND IS A MAIN SOURCE OF CONTENT TO INFORM THEIR STUDENT ABOUT THIS OPPORTUNITY AND THE OTHER NORMAL DISTRICT COMMUNICATION ANY THOUGHTS AROUND THAT?

>> AND I WAS PICKING UP ALL OF THOSE THAT WOULD BE THE MOST CHALLENGING TO BE CONSISTENT ACROSS THE BOARD AND IF WE MESSAGE THE ADMINISTRATIVE TEAMS AND THE ASK OF YOU PLEASE CHECK YOUR EMAIL BECAUSE NOT ALL OF OUR STUDENTS CONSISTENTLY CHECK THEIR EMAIL

AND >> WHAT IF THEY GET IT VIDEO? ASSUME IT TO PUSH OUT THE

STUDENTS. >> TIME REQUIREMENTS.

>> FOR NEXT STEPS WILL ENTERTAIN A MOTION FROM THE BOARD TO ADOPT THE PROCESS AS PRESENTED TONIGHT TO HAVE STUDENT REPRESENTATIVES AND TO DELEGATE TO THE DIRECTOR AND MYSELF TO WORK WITH STAFF TO FINALIZE AND EXECUTE THAT PROCESS.

>> SECOND. >> I NEED A MOTION.

>> I WAS JUST OFFERING AN IDEA. >> I MAKE THAT SAME MOTION.

>> OKAY. MOVED BY DIRECTOR STEWART SECONDED BY DIRECTOR CARLSON.

ANY COMMENTS? STUDENT GLAD TO HAVE IT HAPPENING.

THANK YOU SO MUCH >> THANK YOU. I KNOW I'M NOT THE MOST SUPPORTIVE OF THAT WAS WELL DONE.

>> ALL IN FAVOR SIGNIFY BY VOTING AYE. OPPOSED? HEARING THEN, THE MOTION CARRIES. OKAY.

THE NEXT ITEM ON THE AGENDA IS A DISCUSSION OF THE EMERSON DAYCARE FEES ON A NONCONSENT AGENDA AND REQUEST OF THE BOOK MOVED TO NONCONSENT AGENDA SO THEY HAVE ESSENTIALLY PRESENTED THE ITEM IN THE SUPERINTENDENT REPORT. DO YOU HAVE ANYTHING TO ADD AT

THIS TIME? >> SO WE HAVE THE NONCONSENT

[02:45:05]

AGENDA OF THE PROPOSED BEAT FEES >> WE NEED TO DO FOR THINGS WE CAN APPROVE IT WE CAN VOTE TO NOT APPROVE IT WE COULD MAKE UP OUR OWN SET OF FEES AND WE COULD TABLE IT AND DIRECT FURTHER ACTION FOR THE SUPERINTENDENT AS WELL SO FIRST IS THERE EMOTION FROM ANYONE ON THE BOARD? DISCUSSION?

>> I JUST WANT TO BE CLEAR ON THE MOTION.

>> I AM MOVING TO TABLE IT FOR TONIGHT AND NOT TAKE ACTION AND GIVE DIRECTION IF NECESSARY.

>> ARE YOU LOOKING TO TABLE IT TO A PARTICULAR MEETING?

>> IS THERE A SECOND? >> AND A DISCUSSION ON THAT?

>> I WILL LET YOU GO FIRST IF YOU WOULD LIKE TO.

>> THIS IS A REALLY PAINFUL SCOPE AND I AM NOT SURE IF I HAVE SEEN THE BACKGROUND AROUND THE FISCAL GAP THE DIFFERENCE BETWEEN USING AN ESTIMATE OF THE TODDLER SPACE IS THE AVERAGE COST PER STUDENT AND THE FISCAL DIFFERENCE BETWEEN 555 AND THEY PROPOSED 1550 AND THAT STILL DOESN'T BRING THE REVENUE IF I TAKE THE THREE YEARS OUT IS REQUIRED TO BRING US I THINK IT MAKES SENSE PURELY FROM A STAFFING PERSPECTIVE OUR CURRENT DOLLARS ABOUT $55,000 A YEAR IS ABOUT 25.6 RUNNING THIS PROGRAM SO WE HAVE TO COVER TWO PEOPLE HUNDRED 57 IS THE COST OF THE PEOPLE IT'S NOT BUILDINGS AND I WOULD LIKE TO SEE THAT MASS EXPLICITLY AND IT'S NOT THE REASON I AM ASKING IS THAT I DON'T NEED TO SEE THAT BUT I BELIEVE THE COMMUNITY NEEDS TO SEE IT AND THIS IS A SMALL COMMUNITY AND THE DEGREE TO WHICH WE HAVE BEEN SUBSIDIZING THEM DON'T HAVE ANY IDEA OF THE SCALES AND SOMETHING I DON'T THINK IN THE LONG RUN WE COULD AFFORD TO SUBSIDIZE A PROGRAM EXCEPT FOR STUDENTS THEY WANT A CHILD THAT CAN BE FULLY SUBSIDIZED BY THE DISTRICT AND THE PARTICIPANTS WHO WERE THERE AS COMMUNITY MEMBERS AND HIS TEACHERS I DO FEEL FOR THEM ON THIS IS SOMETHING THAT THE COMMUNITY HAS HEARD VERY CLEARLY AROUND THE MOUTH THAT IS REQUIRED TO BRING THIS TO A POINT WHERE WE ARE NOT HEMORRHAGING CASH OVER A PROGRAM IS COSTING THE DISTRICT 150,000 A YEAR. IT'S QUITE DIFFICULT TO JUSTIFY THAT'S AN AWFUL LOT OF THE SUBSIDIZING RIGHT NOW AND I FEEL LIKE THERE PAYING BUT AT THE SAME TIME WE NEED TO BE ABLE TO SAY THAT VERY CLEARLY AND CONCISELY AND WE ARE NOT SURE THAT WE HAVE SEEN THOSE NUMBERS BEFORE TONIGHT AS POSSIBLE WE MISS THEM. I'VE SEEN THE GAP BEFORE

[02:50:21]

>> THANK YOU DIRECTOR CARLSON >> I WOULD LIKE TO ADD IN REGARDS TO ? 911 AND THE FLOW OF INFORMATION AND APPROPRIATE INPUT WITH STAKEHOLDERS I WOULD OFFER THAT THE FEEDBACK ANALYSIS IMPACTING THE ASBURY TELECOMMUNICATION AND THEREFORE IT WARRANTS REEVALUATION IN

CONVERSATION AROUND THIS TOPIC. >>

>> THERE'S NO REASON WHY WE CAN'T GO TO THE FOUNDATION AND SEEK ASSISTANCE AND WE ARE THINKING ? IN THAT RESPECT AND IF YOU KILLED THE PARENT PORTION YOU WILL KILL THE PROGRAM BECAUSE THE NEXT STUDENT COMES ALONG ONCE CLEAR OF THE INCONSISTENCIES WITH THE TEXT AND THE RIGHT TO SPECIFY THE COMING YEARS AND THE DETAILS FOR THIS AGENDA ITEM THIS MAY BE THE SELF-SUPPORTING PROGRAM IS MY UNDERSTANDING LAST JANUARY THE PARENTS OF THE HIGH SCHOOL PARTICIPANTS OFFER TO PAY DOUBLE OF THE CURRENT RATE NEXT FALL THEY WOULD PAY FOR 10 MONTHS OF THE YEAR SEPTEMBER THROUGH JUNE DESPITE THE FACT THERE IS NO COVERAGE FOR SCHOOL VACATIONS HOLIDAYS OR WEEKDAYS IN THIS WOULD BRING US UP TO THE PROJECTED COST AND AND HUNDRED PERCENT OF THE SALARIES TO THE DAYCARE PROGRAM STAFF ARE TENDING TO YOUNG CHILDREN AND HIGH SCHOOL STUDENTS DURING THE VOLUNTEER TIME FURTHERMORE THE PARAGRAPH INTRODUCING THE CHARTER THEY PROPOSED GRADUATED STACY PROPOSED 2022 AND 2023 RATES THE GOAL TO GET THE MARKET RATE WHEN YOU SAY MARKET RATES YOU'RE TALKING ABOUT A SELF SUPPORTIVE PROGRAM AND CANDOR CARE ALONE TAKES THEM OVER 5 MILLION PER YEAR IN REVENUE THE NONPROFIT ON THE CHART IS CURRENTLY INVESTING IN A GOOD DEAL OF MONEY OF OUR SANCTION TO YOU ? PROGRAMS OFFERING SUBSIDIES DISCOUNTS AND THE ENTITIES DON'T OPEN THEIR DOORS UNTIL 7:30 AM WHEN THE STUDENT TEACHERS ARE SUPPOSED TO BE IN THE CLASSROOM AND IN JOHN'S EMAIL AND ANNOUNCEMENT, OUR COMMUNITIES HAVE BEEN VERY VOCAL ABOUT THE IMPORTANCE OF ? WE ALSO HAVE HER TESTIMONY SUPPORTING THE CTU PROGRAMS ON CHILD DEVELOPMENT AND ON BEHALF OF THE BOARD I WANT TO KNOW WHY WE ARE SEEING PROPOSED RATE HIKES THAT WOULD MAKE THE DAYCARE CENTER A PROFIT SHARING FACILITY RATHER THAN MOVING TOWARDS WHAT HAS BEEN DESCRIBED AS A SELF-SUPPORTING PROGRAM AND I HAVE LITTLE LOT TO REMIND MY BOARD MEMBERS OF THE EMAIL

[02:55:07]

I DISAGREE THAT IF ANYBODY TOLD PARENTS ONE THING IN JANUARY AND ANOTHER A COMMENT THAT I RECALL IS THE PROGRAM WOULD BE FEE-BASED AND BRING IT INTO ALIGNMENT TO ATTEMPT TO ACHIEVE COST NEUTRALITY WE ARE NOT EVEN THERE I HAVE NO RECOLLECTION OF ANYTHING BEING SAID I WILL NOT BE VOTING TO TABLE THIS ITEM, IF THERE WERE ABOUT, I WOULD VOTE TO APPROVE IT TONIGHT BECAUSE I BELIEVE IT IS NOT IT IS CONSISTENT WITH OUR POLICIES AND THE PROPOSED FEE IS NOT OUT OF COMPLIANCE OF ANY POLICY AND IF I THINK IT SHOULD BE $10 LESS OR THOUSAND DOLLARS LESS OR HUNDRED DOLLARS LESS IS NOT MY JOB AS A BOARD MEMBER SO I WILL NOT BE VOTING TO TABLE IT

>> I WANT TO APPRECIATE OPPORTUNITY FOR THE DISCUSSION AND I DON'T BELIEVE THERE WAS ANY DESIRE BY ANY BOARD MEMBER OR ORGANIZATION TO MISLEAD ANYBODY IN THE PROCESS I BELIEVE THE ABILITY TO GET THROUGH A COST NEUTRAL CONCEPT WAS THERE AND THAT IS THE COMPONENT THAT IS THERE I THINK IF I REMEMBER CORRECTLY OUR EXTENDED DAY WORKS ON A COST MUTUAL CONCEPT AS A SELF-SUPPORTING PROGRAM AND SO IT WOULD MAKE SENSE THAT THIS WOULD AS WELL BE IN LINE WITH POLICY THAN SOMEPLACE I ALSO WOULD AGREE WITH THE DIRECTOR THAT WE ARE CAUTIOUSLY STEPPING OUT OF OUR LANE AS BOARD MEMBERS AND I THINK WE NEED TO BE THINKING ABOUT THIS WITH WHAT WE DO I APPRECIATE THE TIMELY COMMUNICATION AND THERE IS A PIECE OF INFORMATION THAT APPEARS MIGHT NOT HAVE BEEN AS CLEARLY COMMUNICATED AS NEEDED BUT THE STAKEHOLDER GROUP THAT THE INCREASE MIGHT BE POSSIBLE HAVE WE NOT DONE INCREASES OVER TIME IS REASONABLE SO I THINK THAT I WOULD SUPPORT GIVING ADDITIONAL INFORMATION IN REGARDS TO THE FINANCIAL COMPONENT OF WHAT'S PUTTING THAT FORWARD AND THEN BEING ABLE TO TABLE THAT FOR THE NEXT ALTHOUGH I AM NOT 100 PERCENT CONVINCED BECAUSE HONESTLY THERE ARE A LOT OF ISSUES RIGHT NOW CHILDCARE IS NOT REALLY PART OF OUR MISSION WE DO IT TO SUPPORT OUR STUDENTS AND WE DO IT TO SUPPORT OUR STAFF IT'S A HUGE ISSUE IN A BIG PICTURE SO I DO RECOGNIZE THE CHALLENGES AND DIFFICULTIES COMING FORWARD IN TRYING TO ADDRESS THOSE I THINK THERE ARE BROAD PIECES THIS IS SOMETHING THE SCHOOL DISTRICT AND THE BOARD WANTS TO TAKE THE WE NEED TO TACKLE IT IN A VERY DIFFERENT WAY AND THAT'S A CONCERN THAT THIS IS A SMALL PIECE AND SO LOOKING AT IT THAT WAY AND HOW WE GO ABOUT IT I AM OKAY WAITING TWO WEEKS AS LONG AS THAT DOESN'T IMPACT THE BUILDING FOR THE DISTRICT OR FAMILIES IF THEY NEED TO SEE CHILDCARE FOR DOESN'T FIT SO I THINK THE TIMELINESS IS IMPORTANT.

[03:00:08]

>> ANY ADDITIONAL BOARD MEMBER COMMENTS?

>> I WOULD JUST LIKE TO REITERATE, IN THIS PARTICULAR INSTANCE THE TIMELY FLOW OF INFORMATION TO FAMILIES THAT WOULD BE DIRECTLY IMPACTED BY THE FEES INCREASE IS PARTICULARLY RELEVANT BECAUSE AS A MOTHER OF 2 YOUNG CHILDREN WHO HAS TO ARRANGE CHILDCARE FOR NEXT YEAR BECAUSE ONE OF MY CHILDREN IS NOT OLD ENOUGH FOR SCHOOL YET THAT PROCESS HAPPENED IN FEBRUARY OF THIS YEAR THE DEADLINES WERE CHILDCARE APPLICATIONS AND SELECTION HAPPENED SEVERAL MONTHS AGO SO COMING FORWARD WITH THIS TYPE OF AN INCREASE AT THIS TIME WITHOUT THE COMMUNICATION TO THE COMMUNITY IS PARTICULARLY IMPACTFUL AND FOR THAT REASON I BELIEVE IT WARRANTS FURTHER DISCUSSION AND SPECIFICALLY TAKING INTO CONSIDERATION WHAT THESE FAMILIES ARE HAVING TO DECIDE WITHOUT POTENTIALLY SOMETHING THEY NORMALLY HAVE HAD THEY KNOWN ABOUT THIS SOONER.

>> DIRECTOR STEWART. >> ? ABOUT SIX WEEKS AGO WE WERE HAVING THE IMPOSSIBLE TASK OF FINDING STAFF FOR OUR CLASSROOMS. WE HAD A SHORTAGE OF TEACHERS, WE HAD A SHORTAGE OF AIDS WE HAD A SHORTAGE OF PARENTS WE WERE PUTTING ADMINISTRATORS IN THE CLASSROOMS A NUMBER OF TEACHERS WERE ABLE TO COME BACK EARLY FROM MATERNITY LEAVE BECAUSE THIS PROGRAM EXISTED IF WE WERE EXPERIENCING DIFFICULTY IN RECRUITING OR RETAINING IN THAT AGE GROUP WHERE ? FAMILIES ARE MAJOR THOUGHT PROCESS WE ARE NOT THINKING OUT OF THE BOX WHEN IT COMES TO FINANCE I WOULD LIKE TO SUGGEST THAT THERE ARE OTHER AVENUES TO MAKE OF THOSE DIFFERENCES AND I WANT TO SUGGEST TO MAKE UP FOR PAST TRANSGRESSIONS FOR NOT WRITING IT OVER THE YEARS AND IT'S CRUEL.

THERE'S NO WAY YOU'RE GOING TO BE ABLE TO TRIPLE SOMETHING OVERNIGHT.

I AM SORRY. IF YOU WOULD KILL THE COMPONENT FOR THE STAFF SLOTS IT WOULD KILL THE PROGRAM THERE WILL BE A PROGRAM FOR THE TEAM. TO MAKE ANY FURTHER DISCUSSION ON DIRECTOR CARLSON'S MOTION? OKAY MOTION BY DIRECTOR CARLSON SECONDED BY DIRECTOR TROY THAT WE TABLE THE PROPOSED EMERSON DAYCARE FEES AND BRING IT BACK ON THE AGENDA AT THE MAY 23 2022 MEETING. DID ACCURATELY STATE THE MOTION? ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE. THE POST? ME. THE MOTION CARRIES.OKAY. YES.

DOCTOR HUNT. >> I WANT TO REFLECT ON THE SUBMIT I TAKE SOME PROFESSIONAL CONCERN WITH MY ETHICS BEING CALLED INTO QUESTION TONIGHT I THINK I HAVE DEMONSTRATED MYSELF OVER THE YEAR TO HAVE THE HIGHEST ETHICS I DO WHAT I SAY I FOLLOW THROUGH I WILL REFLECT ON MY DECISIONS SO IT'S CONCERNING TO ME THAT MY ETHICS ARE BEING CALLED INTO QUESTION THE IDEA THAT I WOULD SAY SOMETHING TO A COMMUNITY GROUP BECAUSE I WANTED A LEVY TO PASS HI DEMONSTRATED THROUGH THE ENTIRE PROCESS THAT I WOULD MAKE DIFFICULT DECISIONS SUCH AS REMOVING THE HIGH SCHOOL AND INTO THE PROCESS AND I TAKE EXCEPTION TO THAT AND I HAVE DEMONSTRATED MYSELF OVER THE LAST FEW YEARS TO BE AN ETHICAL LEADER THIS WILL LEAD TO REFLECTIVE MAKE DECISIONS AND ALSO TONIGHT DIRECTOR TROY SAID

[03:05:08]

OKAY. WE WILL CONTINUE THE AGENDA FOR NOW THE NEXT ITEM IS PUBLIC AND COMMUNITY ? YOU HAVE ANYTHING TO REPORT TONIGHT?

>> I DO NOT. SOON IT DOES ANYONE HAVE ANYTHING THEY WOULD LIKE TO ADD? TWO PUBLIC AND COMMUNITY AFFAIRS?

[I. Closing Items]

ANYONE ELSE HAVE ANYTHING TO ADD?

>> WE HAVE BEEN WORKING THROUGH THE POLICIES OF AN EQUITY REVIEW I WILL SAY WE HAVE FOUND THE CHALLENGE OF WORKING THROUGH OUR POLICIES AND THINKING THROUGH THOSE WITH THE IDEA OF STAKEHOLDERS AND HOW IT IMPACTS IT DEFINITELY HAS BEEN A MUCH LONGER PROCESS THAN I EXPECTED IT TO BE BUT IT IS GENERATING SOME GOOD CONVERSATION AND BEING ABLE TO

WORK THROUGH SOME THINGS. >> I CONCUR WE HAVE IDENTIFIED QUESTIONS THAT WE WILL BE ASKING OF EACH OF THE POLICIES AND WE WILL DOCUMENT THAT I BRING IT BACK FOR REVIEW AND DISCUSSION IT HAS BEEN A HEALTHY PROCESS.

>> ANYTHING ELSE WITH ANY ADDITIONAL EQUITY UPDATES FOR TONIGHT? OKAY. THE NEXT ITEM ON THE AGENDA IS BOARD MEMBER COMMENTS.

DOES ANYONE HAVE A COMMENT FOR TONIGHT?

>> DOCTOR CARLSON? >> I WANT TO START WITH THE REQUEST FOR DISCUSSION I DO NOT FEEL THAT THERE IS AN ETHICAL, THERE IS NOTHING HERE THAT HAS BEEN DONE THAT IS UNETHICAL. THIS IS SIMPLY SOMETHING WHERE THE CONCERNS THAT I HAVE AROUND THIS REVOLVE AROUND THIS WAS AND IS AN IMPORTANT EXECUTIVE DECISION. GET THAT.

IT IS ALSO ONE WHERE THE COMMUNITY THAT IS AFFECTED I CHECKED MY EMAIL I HAVEN'T GOTTEN AN EMAIL ON THESE FEES UNTIL THIS WEEK THEY WERE CAUGHT AND IT IS OKAY FOR THEM

[03:10:07]

>> THANK YOU DOCTOR CARLSON. IN THE ADDITIONAL COMMENTS?

>>. [INDISCERNIBLE] IMPUGN INTEGRITY OR ETHICS BUT MY POINT WAS, WITH THE DISCUSSION PRIOR TO THE ELECTION AND WHAT HAS HAPPENED THERE IS A PROBLEM WITH PERCEPTION BY THE AUDIENCE PERCEPTION BY OUR COMMUNITY THAT ALL OF A SUDDEN WE PUT THE BRAKES ON SOMETHING AND AS SOON AS IT WAS EASY TO DO OR EASY TO CHANGE OUR MINDS, WE DID.

AND I LIKE THE FACT THAT WE ARE TABLING THIS I THINK THERE WILL BE A LOT OF COMMENT COMING OUT FROM FORMER STUDENTS, FORMER TEEN MOMS I KNOW OF ONE WHO WAS IN THE SECOND YEAR OF THE PROGRAM AS SHE WAS TOLD SHE BASICALLY HAD TO QUIT SCHOOL THAT WOMAN IS NOW A PHYSICIST IN BOSTON. I DON'T LIKE SEEING TEACHERS RUINED ON THE BASIS OF ? AND I DON'T THINK WE CAN RE-RESURRECT THIS PROGRAM IN A HEARTBEAT AS SOON AS ONE OR TWO STUDENTS BECOME TEEN MOMS AND KEEP IN MIND THAT THE PRIORITY IS TEEN MOMS AND SIBLINGS OF STUDENTS AS WELL SO I THINK TO JUDGE THIS ON THE PANDEMIC IS REALLY TOUGH IF YOU WANT TO STAIRSTEP TO GO TO THE RATE YOU ARE LOOKING FOR, FINE BUT NOT SOMETHING GOING FROM 0 TO 60 IN 30 SECONDS THAT'S UNFAIR TO PEOPLE ESPECIALLY WHEN THE PROGRAM WAS SUGGESTING STARTING AND YOU WILL HAVE TO BE AT WORK ALREADY.

>> ANY ADDITIONAL BOARD MEMBER COMMENTS TONIGHT?

>> I WANT TO CLARIFY SOMETHING WITH DOCTOR HOLMAN.Y INTERPRETATION IS A FLOW OF INFORMATION NOT INFORMATION AT ANY GIVEN POINT IN TIME THAT IN THIS OR BEGINS AT A SINGLE INSTANCE SO WHEN I WAS MAKING MY COMMENTS BEFORE I WAS REFERRING TO THE FLOW OF INFORMATION BETWEEN THE LOSS COMMUNICATION AT THIS CURRENT TIME AND THE FACT THAT THERE IS A DISCREPANCY AND WHAT THE DISTRICT IS LOOKING AT AND IF PERCEPTIONS ARE THAT DIFFERENT AN INDICATION THAT THERE MIGHT BE A BREAKDOWN AND. [INDISCERNIBLE]

>> AND THE OTHER COMMENT FOR TONIGHT?

>> I WANT TO THANK YOU FOR SPEAKING THOSE POINTS AND JUST MAKE SURE ? THANK YOU FOR YOUR WILLINGNESS TO DO THAT AND SO I APPRECIATE THE CLARIFICATIONS AS I HAVE SAID IT IS A FINE LINE THAT WE WALK SOMETIMES SO WITH THAT I WILL END IT AT THAT.

THANK YOU. >> I THINK I MAY HAVE SAID THESE ALREADY I REMAIN CONCERNED ABOUT THE BOARD FALLING INTO A PATTERN OF

[03:15:02]

>> MOVED AND SECONDED THAT WE TABLE THE 2 EXECUTIVE SESSION SCHEDULED FOR TONIGHT AND FIND A DATE SOON TO HAVE THOSE OCCUR. ANY DISCUSSION? OKAY. ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

IN THE OPPOSED? THAT MOTION PASSES AND I WILL BE IN TOUCH TOMORROW AND WE WILL WORK TO SCHEDULE SOMETHING SOON. AND JUST A REMINDER IT NEEDS TO BE SOON OUR POLICY, ONE OF THE ITEMS WAS SUPERINTENDENT EVALUATION AND WE HAVE COMMITTED TO HAVE THAT OCCUR BY MAY 30 THIS YEAR IT NEEDS TO HAPPEN SOON.

WE ARE AT THE END OF OUR AGENDA AND THE BOARD MEETING A STUDY SESSION AT 5 PM HERE FOLLOWED BY DOWN THE HALL AND HAVE A BOARD MEETING ON JUNE 6 ALSO I WOULD HAVE A BOARD MEETING AT 7 PM I WILL ENTERTAIN A MOTION TO ADJOURN THE 2022 MAY 9 BOARD MEETING.

>> MOVED BY ALL IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

>> AYE

* This transcript was compiled from uncorrected Closed Captioning.