Jun 06, 2022 June 06, 2022 Board Meeting - 7:00 p.m.

[00:00:13]

>> GOOD EVENING. I LIKE TO CALL TO WORD THE JUNE 6, 2022 LAKE WASHINGTON SCHOOL BOARD MEETING.

WHAT I SAY? THAT'S NOT RIGHT! I'D LIKE TO CALL TO ORDER JUNE 6, 2022 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT ALL SCHOOL BOARD MEMBERS ARE PRESENT AND DIRECTOR STUART IS PARTICIPATING REMOTELY. THE BOARD VALUES PARTICIPATION AND ENGAGEMENT IN THE MEETINGS. WE WILL CONTINUE TO LIVE STREAM REGULAR MEETINGS. IF YOU ARE NOT ABLE TO VIEW THOSE MEETINGS YOU MAY CALL TO LISTEN.

435-926-2813, CONFERENCE ID 37127.

THE FIRST THING I WOULD LIKE TO DO IS TO ENTERTAIN A MOTION TO AMEND THE AGENDA FOR THE JUNE 6, 2022 MEETING -- TO MOVE UP TO THE TOP OF THE AGENDA THE RECOGNITION OF OUR PTSA

SCHOLARSHIP A MOOT: AWARDS. >> A MOVE.

QUICK SECOND. >> ALL IN FAVOR OF APPROVING

[D. Recognitions]

SO WE ARE TAKING A LITTLE OUT OF THE ORDER TONIGHT.

THANK YOU FOR YOUR FLEXIBILITY. THE FIRST ITEM ON OUR AGENDA TONIGHT IS RECOGNITION OF OUR SCHOLARSHIP RECIPIENTS.

DR. HOLMEN, CAN YOU PLEASE INTRODUCE EQUITY.> ABSOLUTELY. ON AN ANNUAL BASIS WE WORK WITH OUR PTA PARTNERS TO RECOGNIZE SCHOLARSHIP PARTICIPANTS.

TONIGHT WE HAVE BRANDY HERE. OUTGOING PTA COUNCIL PRESIDENT.

AFTER 120 YEARS OF COUNCIL PRESIDENT (LAUGHING) WE REALLY APPRECIATE -- SHE HAS SERVED IN SO MANY DIFFERENT ROLES IN HER TIME IN THE PTA. REALLY APPRECIATE THAT.

SO TONIGHT, WE HAVE THE AWARDS. BRANDY, IT'S ALL YOURS!

>> OKAY! THANK YOU, DR. HOLMEN! WE REALLY ARE HONORED TO BE ABLE TO TAKE TIME AT THE SCHOOL BOARD MEETING! THANK YOU, SCHOOL BOARD MEMBERS, FOR HAVING US HERE. IT REALLY DOES TAKE A VILLAGE TO BRING OUR SCHOLARSHIP PROGRAM TO FRUITION.

OUR PTSA COUNSEL IS FREQUENTLY CONFUSED WITH THE LWSD-PTSA.

WE DO WORK TOGETHER. WE ARE INCREDIBLY FORTUNATE TO HAVE THE PARTNER OF THE DISTRICT AND THE SCHOOL BOARD AND THE VARIOUS ENTITIES THAT HELP.

SO WE WANT TO THANK EVERYBODY WHO SUPPORTS US.

WE HAVE OUR VICE PRESIDENT, CHRIS WEGMAN, IS THE VICE PRESIDENT WHO RUNS A SCHOLARSHIP PROGRAM.

KRISTEN DORWIN IS OUR CHAIR. AND THEY'RE JUST SO MANY PEOPLE THAT WORK TO BRING THIS AMAZING CELEBRATION TOGETHER.

SO IN ADDITION, EACH OF OUR 44 PTAS HELPS CONTRIBUTE TO THE FUND RAISING FOR THIS. AND SO -- IT'S DISTRACTING FOR ME TO HEAR MYSELF (LAUGHING)! OKAY! [LAUGHTER] WE HAVE OUR 44 PTAS AND THEY ALL HELP COLLABORATE AND RAISE THE FUNDS.

THE LAKE WASHINGTON SCHOOL DISTRICT, OF COURSE.

THE LAKE WASHINGTON SCHOOL FOUNDATION.

THE LW WAY HELP FUND THE AMOUNT FOR THE AWARDS THAT WE ARE ABLE TO GET. THIS YEAR, WE ARE ACTUALLY ABLE, THROUGH ADDITIONAL DONATIONS FROM PRIVATE DONORS, TO BE ABLE TO OFFER 17 SCHOLARSHIPS.

15 FOR STUDENTS AND TO FOR STAFF.

I JUST THINK THAT'S AN INCREDIBLY AMAZING AMOUNT OF COMMUNITY SUPPORT THAT WE ARE OFFERED.

SO I JUST REALLY WANT TO THANK EVERYBODY FOR THAT AND THE

[00:05:01]

SO WITHOUT FURTHER ADO, I'M GOING TO INTRODUCE KRISTEN DORWIN, OUR SCHOLARSHIP CHAIR, AND MANAGER AM (NAME).

>> THANK YOU, BRANDY! WE ARE GENERALLY USED TO DOING EVERYTHING ON ZOOM THESE DAYS, SO IT'S WEIRD TO BE UP IN FRONT OF A GROUP AGAIN. I'M PLEASED TO INTRODUCE THE RECIPIENTS OF OUR 2022 LWPTSA SCHOLARSHIP PROGRAM.

THE STUDENTS AND STAFF HAVE ACCOMPLISHED AMAZING THINGS DESPITE ONGOING CHALLENGES OF LEARNING AND TEACHING DURING A PANDEMIC. I'M EXCITED TO SHARE MORE ABOUT THESE INSPIRING INDIVIDUALS. SO WHEN I CALL YOUR NAME, RECIPIENTS, IF YOU COULD COME UP HERE? BRANDY IS GOING TO HAND YOU A CERTIFICATE AND YOU ARE GOING TO HANG OUT UPFRONT FOR US TO ADORE! ALL RIGHT! SO OUR FIRST STAFF SCHOLARSHIP RECIPIENT IS JESSICA (NAME). SHE TEACHES EARLY CHILDHOOD EDUCATION IN (NAME)ELEMENTARY. HER GOAL IS TO OBTAIN A MULTILINGUAL TEACHING ENDORSEMENT TO BETTER SUPPORT MULTILINGUAL STUDENTS, MAKE CONNECTIONS WITH THEIR FAMILIES AND SEE THEM ADVANCE IN ACADEMIC, SOCIAL AND LIFE SKILLS IN THE SCHOOL AND EXTENDED COMMUNITY.

JESSICA HAS WORKED IN THE DISTRICT 18 YEARS .

PLEASE JOIN ME IN CONGRATULATING JESSICA.

[APPLAUSE] OUR NEXT RECIPIENT WAS NOT ABLE TO JOIN US TONIGHT, BUT MICHELLE SHAW IS A TEACHER OF THE VISUALLY IMPAIRED WHO SERVES THE JUANITA AND REDMAN LEARNING COMMUNITIES. ABOUT HALF OF THE STUDENTS WITH WHOM SHE WORKS HAS VISUAL IMPAIRMENTS ALONG WITH OTHER DISABILITIES.ICHELLE PLANS TO ATTEND A COURSE OFFERED BY THE PERKINS SCHOOL OF THE BLIND THAT TEACHES SKILLS AND STRATEGIES FOR THE SPECIFIC NEEDS OF THE STUDENTS.

SO CONGRATULATIONS, MICHELLE! [APPLAUSE] NOW I WILL PRESENT OUR STUDENT SCHOLARSHIP RECIPIENTS, BEGINNING WITH OUR PERSEVERANCE SCHOLARSHIP WINNERS. THIS IS GIVEN TO A STUDENT WAS A WELL-ROUNDED COMMUNITY MEMBER AND WHO CAN SHOW EXCELLENCE IN THEIR LIFE AND ACADEMICS INVASIVE HARDSHIPS WERE CHALLENGING LIFE CIRCUMSTANCE. THANKS TO A GENEROUS DONATION FROM THE FAMILY OF GABRIEL MARTIN (NAME), A FORMER TEACHER, WE WERE ABLE TO OFFER TO PERSEVERANCE SCHOLARSHIPS THIS YEAR. OUR FIRST RECIPIENT OF THE IS SIDNEY (NAME).HE PLAYS VARSITY SOCCER, WAS A MEMBER OF THE LINK CREW AND BELONGED TO NUMEROUS CLUBS.

ADDITIONALLY, SHE IS CAPTAIN OF THE ALPINE CLUB SKI RACING TEAM. SHE PLANS TO ATTEND THE UNIVERSITY OF BOULDER FOR ENVIRONMENTAL DESIGN.

[APPLAUSE] >> OUR NEXT RECIPIENT OF PERSEVERANCE SCHOLARSHIP IS ALISA SAM S. ELYSE ATTENDS EASTLAKE HIGH SCHOOL, WHERE SHE IS AN OFFICER IN THE JAPANESE CULTURE CLUB, NATIONAL HONOR SOCIETY AND JEWISH STUDENT UNION. SHE IS ALSO A MEMBER OF THE EASTLAKE STUDENT ADVISORY BOARD.

SHE IS TRAINED IN KARATE FOR 12 YEARS AND IS TESTING FOR HER SECOND DEGREE BLACK BELT THIS MONTH.

POLICE PLANS TO ATTEND THE UNIVERSITY OF BRITISH COLUMBIA AS A COMMERCE MAJOR. THESE JOIN ME IN CONGRATULATING ELYSE! [APPLAUSE] OUR NEXT SCHOLARSHIP IS THE TURNAROUND SCHOLARSHIP, WHICH IS PRESENTED TO A STUDENT WHO HAS SIGNIFICANTLY IMPROVED THEIR ACADEMIC RECORD.

THIS YEAR'S RECIPIENT OF THE TURNAROUND SCHOLARSHIP IS JESSICA LANGE. JESSICA ATTENDS LAKE WASHINGTON HIGH SCHOOL, WHERE SHE IS PRESIDENT AND COFOUNDER OF THE BLACK STUDENT UNION CLUB. SHE IS ALSO THE ASP VICE PRESIDENT AND IS AN ANCHOR, REPORTER AND PRODUCER ON CANE NEWS, WHERE SHE PRODUCED HER OWN DIGITAL SEGMENT, PERSPECTIVES ON REMOTE LEARNING.

SHE PLANS TO ATTEND SAN DIEGO STATE UNIVERSITY WITH A MAJOR AND PUBLIC ADMINISTRATION AND A DOUBLE MINOR AND INTERDISCIPLINARY HONORS AND AFRICANA STUDIES THROUGH THE WEBER HONORS PROGRAM. PLEASE JOIN ME IN CONGRATULATING JESSICA.

[APPLAUSE] OUR NEXT SCHOLARSHIP IS THE LAKE WASHINGTON EDUCATION ASSOCIATION TO LEAVE SCHOLARSHIP, WHICH IS PRESENTED TO THE STUDENT PLANNING TO PURSUE A CAREER IN THE FIELD OF EDUCATION.

THE SEARS T LEE RECIPIENT IS ROSE MAE KEEGAN.

ROSE IS NOT ABLE TO JOIN US TONIGHT, AS SHE IS PERFORMING AT HER FINAL BAND CONCERT. SHE ATTENDS EASTLAKE HIGH SCHOOL, WHERE SHE IS THE BAND PRESIDENT, FLUTE SECTION LEADER

[00:10:02]

SHE IS ALSO A LINK CREW LEADER AND A VOLUNTEER TUTOR.

ROSE PLANS TO ATTEND THE UNIVERSITY OF NOTRE DAME, WHERE SHE WILL STUDY MATH AND WORK TOWARDS A CAREER IN EDUCATION AND EDUCATION POLICY. PLEASE JOIN ME IN CONGRATULATING ROSE.

[APPLAUSE] >> OUR NEXT SCHOLARSHIP IS THE ELYSE CAR SCHOLARSHIP, WHICH IS GIVEN TO A STUDENT PLANNING TO ATTEND A TWO-YEAR VOCATIONAL OR TECHNICAL SCHOOL.

THIS YEAR'S RECIPIENT IS COLTON HI CHECK.

COLTON ATTENDS REDMOND HIGH SCHOOL WHERE HE PLAYS VARSITY FOOTBALL AND LACROSSE, AND IS A MENTOR FOR ATHLETES FOR KIDS.

HE IS A MEMBER OF THE COMMUNITY RESPONSE TEAM, IS A CERTIFIED FIREFIGHTER AND COMPANY OFFICER OF HIS FIREFIGHTER ENGINE CREW.

OLTON PLANS TO ATTEND PENNSYLVANIA SCHOOL OF TECHNOLOGY TO EARN A DUAL DEGREE OF EMERGENCY -- --.

PLEASE JOIN ME IN CONGRATULATING COLTON.

[APPLAUSE] OUR NEXT SET OF SCHOLARSHIPS ARE FOR MERIT, WHICH INCLUDES ACADEMIC ACHIEVEMENT, COMMUNITY SERVICE, EXTRACURRICULAR PARTICIPATION AND LEADERSHIP.

TWO AWARDS ARE GIVEN UP HER LEARNING COMMUNITY, AND THE LEARNING COMMUNITY IS DETERMINED BY THEIR HOME ADDRESS. OUR FIRST SET OF SCHOLARSHIPS ARE FOR THE EASTLAKE LEARNING COMMUNITY.

OUR FIRST RECIPIENT IS (NAME) FROM EASTLAKE HIGH SCHOOL.

AN OFFICER (INDISCERNIBLE) AND PLAYS VARSITY DOUBLES BADMINTON. SHE IS ALSO COFOUNDER OF SEEK TUTORING, TEACHING ENGLISH TO KIDS IN UNDERDEVELOPED AREAS.

SHE PLANS TO STUDY COMPUTER SCIENCE.

PLEASE JOIN ME IN CONGRATULATING (NAME).

[APPLAUSE] OUR NEXT RECIPIENT IS DAPHNE (NAME) FROM EASTLAKE HIGH SCHOOL.

DAPHNE IS AN OFFICER IN THE MAP HONOR SOCIETY, KEY CLUB, FRENCH HONOR SOCIETY AND NATIONAL ENGLISH SOCIETY.

SHE ALSO PLAYS VARSITY DOUBLES BADMINTON AND IS A VOLUNTEER INTERN FOR THE FARMERS MARKET. DAPHNE PLANS TO ATTEND THE UNIVERSITY OF WASHINGTON IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING DAPHNE.

[APPLAUSE] >> OUR NEXT RECIPIENT IS ALANA LOWY FROM THE CAMBRIDGE PROGRAM AT 18 OHIO.

ALANA IS A DACA OFFICER AND INTERNATIONAL COMPETITOR AND COMPETITIVE CHEERLEADER AT JUANITA HIGH SCHOOL.

SHE IS ALSO INVOLVED IN THE COMMUNITY THROUGH PEER TUTORING FOR ENGLISH LANGUAGE LEARNERS. AND PLANS TO ATTEND SOUTHERN METHODIST UNIVERSITY FOR BUSINESS FINANCE.

AND IS EXCITED TO BE A CHEERLEADER THERE AS WELL.

PLEASE JOIN ME IN CONGRATULATING ALANA.

[APPLAUSE] OUR NEXT RECIPIENT IS GRACE WANG FROM JUANITA HIGH SCHOOL. GRACE IS THE FOUNDER AND LEADER OF THE ACTS OF RANDOM KINDNESS CLUB AT JUANITA HIGH SCHOOL, AND IS ALSO AN ACTIVE IN OTHER CLUBS INCLUDING THE SOCIETY FOR URBAN GARDENING, H OSA AND TSA. GRACE IS A NATIONAL MERIT COMMENDED STUDENT AND EARNED AN AP SCHOLAR AWARD.

GREECE PLANS TO ATTEND UC IRVINE IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING GRACE.

[APPLAUSE] OUR NEXT RECIPIENT IS -- I'M SORRY IF I DON'T PRONOUNCE US CORRECTLY -- (NAME) FROM LAKE WASHINGTON HIGH SCHOOL. CANNOT BECAUSE THE SENIOR CLASS PRESIDENT, VICE PRESIDENT OF MEMBERSHIP FOR DECCA AND A MEDIA MANAGER FOR GIRLS WHO CODE.

CONNECT ALSO PLACED VARSITY DOUBLES BADMINTON AND PARTICIPATES IN RECREATIONAL AND COMPETITIVE DANCE.

SHE PLANS TO ATTEND THE UNIVERSITY OF WASHINGTON TO PURSUE BUSINESS AND ENGAGE IN THE INTERDISCIPLINARY HONORS PROGRAM. PLEASE JOIN ME IN CONGRATULATING CANNATA.

[APPLAUSE] >> OUR NEXT RECIPIENT IS BREANNA GAYE FROM LAKE WASHINGTON HIGH SCHOOL.

RIHANNA IS THE VP OF LEADERSHIP FOR DECCA, COFOUNDER OF BUILD ON (NAME) AND COMMUNICATIONS BOARD MEMBER FOR THE ACLU CLUB.

ADDITIONALLY SHE IS CAPTAIN OF THE LAKE WASHINGTON VARSITY SWIM TEAM AND IS A FOUR-YEAR VARSITY SWIMMER.

SHE PLANS TO ATTEND THE UC MARSHALL SCHOOL OF BUSINESS IN THE FALL. PLEASE JOIN ME IN CONGRATULATING BREANNA.

[APPLAUSE] OUR NEXT RECIPIENT, COHEN AND LOU FROM REDMOND HIGH SCHOOL IS NOT ABLE TO JOIN US TONIGHT.

CONAN IS PRESIDENT ABOUT THE RHS NATIONAL HONOR SOCIETY AND RHS SEXUALITY ANDGENDER ALLIANCE.

IT IS ALSO THE TREASURER OF THE SPEECH AND DEBATE CLUB .

ALSO A NATIONAL MERIT FINALIST. HE PLANS TO ATTEND HARVARD UNIVERSITY IN THE FALL. PLEASE JOIN ME IN CONGRATULATING CONAN.

[APPLAUSE] OUR NEXT RECIPIENT IS SANNISHA

[00:15:14]

SANNISHA IS PRESIDENT OF THE WASHINGTON STUDENT MATH ASSOCIATION AND COPRESIDENT OF THE SCIENCE OLYMPIAD.

NEWS HAS ALSO RECEIVED THE PRESIDENTS VOLUNTEER SERVICE GOLD AWARD FOR COMMUNITY SERVICE.

SHE IS EXCITED TO ATTEND THE UNIVERSITY OF WASHINGTON COMPUTER SCIENCE. PLEASE JOIN ME IN CONGRATULATING MISHA.

[APPLAUSE] >> OUR NEXT RECIPIENT IS JENNIFER (NAME) FROM TESLA STUMP HIGH SCHOOL.HO WAS RECEIVING ONE OF OUR LARGE SCHOLARSHIP.

SHE IS PRESIDENT OF THE MODEL UNITED NATIONS CLUB, COPRESIDENT OF THE ALCOTT ELEMENTARY MATH CLUB VOLUNTEER PROGRAM, AND HAS WON AWARDS AND NUMEROUS SCIENCE RESEARCH COMPETITIONS. SHE IS ALSO THE TEAM CAPTAIN AND VARSITY'S SINGLE PLAYER FOR THE EASTLAKE HIGH SCHOOL BADMINTON TEAM. JENNIFER WILL BE ATTENDING JOHNS HOPKINS UNIVERSITY IN THE FALL.

PLEASE JOIN ME IN CONGRATULATING JENNIFER.

[APPLAUSE] OUR LAST RECIPIENT IS ELI MAINE, A RUNNING START STUDENT FROM JUANITA HIGH SCHOOL, WHO WAS RECEIVING ONE OF OUR AT-LARGE SCHOLARSHIPS.

ELI IS PART OF A ROBOTICS TEAM THAT JUST PLACED FIFTH IN THE WORLD AT THE BX ROBOTIC COMPETITION.

HE RUNS HIS OWN BUSINESS DESIGNING AND PRINTING 3D PARTS FOR CLIENTS, AND ALSO VOLUNTEERS AS A MENTOR FOR OTHER TEENS WHO ARE STRUGGLING WITH POSTURAL ORTHOSTATIC TACHYCARDIA SYNDROME, A CHRONI ILLNESS HE WAS DIAGNOSED WITH AT THE BEGINNING OF HIS HIGH SCHOOL YEARS.

ELI IS ATTENDING WHITMAN COLLEGE WITH A FOCUS ON PHYSICS AND ENGINEERING.LEASE JOIN ME IN CONGRATULATING ELI !

[APPLAUSE] >> OUR SCHOLARSHIP PROGRAM WILL NOT BE POSSIBLE WITHOUT THE SUPPORT OF THE 44 LOCAL PTAS IN OUR DISTRICT, THE HIGH SCHOOL, COLLEGE AND CAREER SPECIALISTS WILL ENCOURAGE THE STUDENTS TO APPLY AND WILL CONTINUE TO SUPPORT US THROUGHOUT THIS PROCESS.

OUR AUCTION TEAM, LED BY (NAME) , THE LEICA WASHINGTON EDUCATION ASSOCIATION AND THE LAKE WASHINGTON SCHOOL DISTRICT. WE ARE ALSO THANKFUL FOR THE FAMILY WHO DONATED FUNDS FOR PERSEVERANCE AND AT-LARGE SCHOLARSHIPS. FINALLY I WOULD LIKE TO THANK OUR FANTASTIC TEAM OF JUDGES FOR THE HOURS THEY PUT INTO REVIEWING THE APPLICATIONS AND THE VPS A PROGRAM, (NAME) AND (NAME). AND (NAME) AND (NAME) FOR REDACTING NAMES FROM EACH APPLICATION.

AND OF COURSE ALL THE WONDERFUL STUDENT AND STAFF WHO HAVE SUBMITTED THEIR APPLICATIONS FOR THE SCHOLARSHIPS.

PLEASE JOIN ME ONCE MORE IN CONGRATULATING THEM ON THIS ACCOMPLISHMENT!

[APPLAUSE] >> AND WE WANT TO ADD ONE MORE THANK YOU TO EVERYBODY LINING THE WALLS! (LAUGHING) THANK YOU FOR SHARING THE SPACE TONIGHT WITH OUR STUDENTS AND THEIR FAMILIES.

WE REALLY APPRECIATE THAT! CONGRATULATIONS, STUDENTS! AND GO OUTSIDE FOR A PICTURE (LAUGHING)!

[APPLAUSE] >> ALL RIGHT.

SO OUR STUDENTS ARE JUST FILING OUT RIGHT NOW.

THANK YOU TO THE FOLKS WHO ALLOW THEM TO USE THEIR SEATS! WE'RE JUST HAVING A FEW TECHNICAL ISSUES THAT WE ARE SEEING IF WE CAN RESOLVE BEFORE WE CONTINUE.

[00:20:14]

[B. Opening Items]

>> I DON'T BELIEVE IT WILL. >> BUT IT IS AVAILABLE ON THE BOARDPACKET FOR ACCESS NOW? OKAY.

GREAT. I WILL READ IT ALOUD .

AND THEN, IN ADDITION, IS AVAILABLE IN THE BOARD PACKET.

IT IS A PROCLAMATION OF THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS TITLED SAFETY AND THE PREVENTION OF GUN VIOLENCE IN OUR SCHOOLS. A PROCLAMATION OF THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT NUMBER 414 SUPPORTING THE SCHOOL SAFETY AND THE PREVENTION OF GUN VIOLENCE FOR STUDENTS, STAFF AND OUR COMMUNITY.

WHEREAS THE BOARD OF DIRECTORS SHARES THE GRIEF THAT SCHOOL COMMUNITIES ACROSS THE NATION ARE EXPERIENCING DUE TO RECENT TRAP: TRAGIC EVENTS IN TEXAS AND GOT VIOLENCE IN SCHOOLS ACROSS THE COUNTRY AND ARE SKATE W STATE.

WHERE'S THE BOARD OF DIRECTORS RECOGNIZES THAT MORE THAN 311,000 STUDENTS HAVE EXPERIENCE GUN VIOLENCE AT 311 SCHOOLS ACROSS OUR COUNTRY. WHEREAS THE BOARD OF DIRECTORS RECOGNIZES THAT THE LEADING CAUSE OF DEATH FOR US CHILDREN AND ADOLESCENTS, AS OF 2020, OR FIREARM RELATED INJURIES, REFLECTING A LONG TERM TREND OF INCREASING FIREARM RELATED MORTALITY, AND A CONTINUING FAILURE TO PROTECT OUR CHILDREN FROM A PREVENTABLE CAUSE OF DEATH.

WHERE'S THE BOARD OF DIRECTORS HAS FUNDED CONTINUED SAFETY AND SECURITY ENHANCEMENT AT OUR SCHOOLS AND ADDITIONAL MENTAL HEALTH AND SAFETY SERVI STUDENTS.

AS THE BOARD OF DIRECTORS ADVOCATED FOR AND CONTINUES TO SUPPORT THE GUN VIOLENCE PREVENTION LEGISLATIVE PLATFOR , ADOPTED AT THE 2019 WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION LEGISLATIVE CONFERENCE.

WHEREAS THAT LEGISLATIVE PLATFORM CALLS ON THE LEGISLATURE AND CONGRESS TO ADOPT LEGISLATION THAT ONE, PROMOTES GUN VIOLENCE PREVENTION ADEQUATELY -- -- (INDISCERNIBLE) AND MATERIALLY ADVANCES THE COORDINATED DELIVERY OF MENTAL HEALTH PREVENTION AND INTERVENTION PROGRAMS BETWEEN SCHOOLS AND THE COMMUNITY.

TUKILA REJECTS ANY EFFORTS TO ARM EDUCATORS OR STAFF AND MAINTAINS EXISTING REGULATIONS OF FIREARMS AT SCHOOL.

AND THREE SUPPORTS THE EXISTING REGULATION BANNING FIREARMS FROM SCHOOLS AS DETAILED UNDER RCW 9.41280 AND SUPPORTS ADDITIONAL LEGISLATION THAT REDUCES RISK OF MASS CASUALTY EVENTS SUCH AS SAFE FIREARMS STORAGE AND WHERE IS THE BOARD OF DIRECTORS BELIEVES THAT TEACHERS AND STAFF SHOULD BE SAFE AND FOCUSED ON EDUCATING STUDENTS AND SUPPORTING THEIR ACADEMIC, SOCIAL AND EMOTIONAL . NOW THEREFORE WE, THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS, PROCLAIM WASH LAKE WASHINGTON'S ONGOING COMMITMENT TO IMPLEMENT SAFETY FOCUS POLICIES AND PRACTICES DESIGNED TO SUPPORT STAFF AND STUDENT SAFETY, SUPPORT THE EFFORTS OF OUR LOCAL COMMUNITIES AND JURISDICTIONS TO PROTECT OUR CHILDREN AND COMMUNITIES FROM GUN VIOLENCE. WORK IN COLLABORATION WITH OUR CITIES AND NEIGHBORING MUNICIPALITIES TO ENSURE OUR REPRESENTATIVES AT THE STATE AND FEDERAL LEVELS UNDERSTAND THE URGENCY OF PROTECTING OUR SCHOOLS FROM GUN VIOLENCE.

I CALL UPON THE WASHINGTON STATE LEGISLATURE AND UNITED STATES CONGRESS TO ENACT LEGISLATION THAT EFFECTIVELY REGULATES ACCESS TO FIREARMS IN THE INTEREST OF SCHOOL SAFETY, REJECTS ANY EFFORT TO ARM EDUCATORS OR STAFF, FUNDS PUBLIC HEALTH RESEARCH EDUCATION ON FIREARMS RELATED ISSUES AND THE CHLORINATED DELIVERY OF MENTAL HEALTH PREVENTION AND INTERVENTION PROGRAMS , AND FUNDS PHYSICAL IMPROVEMENTS NEEDED TO PREVENT UNWANTED ACCESS TO OUR SCHOOLS IN CAMPUS. THIS IS A PROCLAMATION APPROVED BY THE BOARD OF DIRECTORS AT OUR MEETING TONIGHT.

WE NEED A MOTION TO APPROVE THAT PROCLAMATION? WILL TAKE ONE. I'LL ENTERTAIN A MOTION TO

APPROVE THAT PROCLAMATION. >> SO MOVED.

>> SECOND. >> MOVED BY DIRECTOR CHOI, SECONDED BY DIRECTOR CARLSON THAT WE APPROVE PROCLAMATION

[00:25:01]

[C. Superintendent Report]

IT IS APPROVED. THANK YOU, EVERYONE.

THE NEXT ITEM ON THE AGENDA IS THE SUPERINTENDENT REPORT.

DR. HOLMEN, COULD YOU START US OFF?

>> YET. AND THANK YOU FOR MOVING MY SUPERINTENDENTS REPORT EARLY IN THE AGENDA THIS EVENING.

I THINK IT'S APPLICABLE AND REASONABLE TO FOLLOW UP WITH INFORMATION ABOUT SAFETY AND SECURITY HERE IN LAKE WASHINGTON SCHOOL DISTRICT. I FIRST WANT TO RECOGNIZE AND APPRECIATE THE BOARD OF DIRECTORS FOR TAKING THE STANCE IN MAKING THIS PROCLAMATION. I THINK EACH OF US IN THIS ROOM TONIGHT CAN ATTEST ITS UNACCEPTABLE DESK OF THE VIOLENCE THAT WE ARE SEEING ACROSS THE COUNTRY AND SCHOOLS.

WHEN WE THINK OF SCHOOL, THE HUB OF LEARNING, THE LIFE OF THE COMMUNITY. AND TO SEE THAT VIOLENCE THAT WE'VE SEEN IN OUR SCHOOLS IS JUST UNACCEPTABLE.

OUR STAFF, OUR STUDENTS, OUR COMMUNITIES DESERVE TO HAVE SCHOOLS THAT ARE SAFE, SECURE. LEASES FOR LEARNING, PLACES WHERE YOUNG PEOPLE GROW. PLACES WHERE YOUNG PEOPLE GROW UP. THEY ARE CONNECTED TO POSITIVE ADULTS, POSITIVE PEERS. AND SO, WE TAKE THE SAFETY AND SECURITY OF OUR SCHOOLS VERY SERIOUSLY.

WE'VE BEEN IN WHAT I'LL CALL A JOURNEY IN DEVELOPING A LAYERED SECURITY PROGRAM. IT IS SOMETHING THAT WE ALWAYS ARE THINKING ABOUT HOW DO WE INCREASE THE SAFETY OF OUR CAMPUSES? FROM THE MENTAL HEALTH AND WELL-BEING OF OUR YOUNG PEOPLE TO THE ACTUAL PHYSICAL PLANT.

IT'S A COMBINATION OF A MYRIAD OF STRATEGIES.

AND WE DO ASK THAT OUR LEGISLATIVE AUTHORITIES TAKE ACTION TO CONTINUE TO CREATE SAFER SCHOOLS, SO THAT OUR STUDENTS CAN COME TO SCHOOL. THAT OUR EMPLOYEES CAN COME TO WORK IN TWO LOCATIONS, SCHOOLS WHERE THEY ARE SAFE.

WHERE THEY FEEL SECURE. OR THEY CAN DO THE WORK OF TEACHING AND EDUCATING CHILDREN.

AND SO TONIGHT I ASKED THE ASSOCIATE SUPERINTENDENT MATT GILLINGHAM TO PROVIDE AN UPDATE TO THE BOARD REGARDING WHAT WE CALL OUR LAYERED SAFETY AND SECURITY.

IT PROVIDES AN OVERVIEW OF THE MANY LAYERS THAT WE DO HAVE.

AND ALSO SOME ADDITIONAL STEPS AND REVIEW THAT WE WILL DO MOVING FORWARD. AND SO, MATT, I WILL HAND IT OVER TO YOU TO PROVIDE AN UPDATE.

>> THANK YOU, DR. HOLMEN. TONIGHT, I HAVE WITH ME DIRECTOR OF RISK AND SAFETY SERVICES SCOTT EMERY.

HE'S BEEN A CRITICAL PART OF LEADING OUR EFFORTS TO DEVELOP A LAYERED SAFETY AND SECURITY MODEL, WHICH HAS REALLY EVOLVED OVER I'D SAY OVER THE LAST FIVE YEARS.

AS WE CONTINUE TO LOOK AT AND THINK ABOUT HOW DO WE KEEP OUR STUDENTS AND OUR STAFF SAFE BY TAKING A WHOLE IC APPROACH.

I LIKE TO WALK THROUGH WHAT ENTAILS THOSE LAYERS AND TALK BRIEFLY ABOUT SOME OF THE WORK BEHIND EACH OF THEM.

SO THE CONCEPT OF LAYERED SAFETY AND SECURITY IS RECOGNIZE THAT THERE IS NO SINGLE ONE LAYER OF PROTECTION THAT IS GOING TO ADDRESS ALL THREATS OR RISKS OR EMERGENCIES. BUT RATHER, IS THROUGH A COMBINATION NETWORK OF THESE. MUCH LIKE DIFFERENT LAYERS OF FILTERS THAT WE STAND A GREATER LIKELIHOOD OF IDENTIFYING RISKS AND POTENTIAL THREATS, AND BEING ABLE TO ADDRESS THOSE AND MITIGATE THOSE. SO IT'S REALLY THIS IDEA WITH LOOKING AT EACH OF THESE LAYERS TOGETHER AND THINKING ABOUT THE WELL-BEING OF OUR STUDENTS. THINKING ABOUT HOW WE KEEP OUR CLASSROOMS SAFE AND WHAT GOES ON IN THAT RESPECT.

THINKING ABOUT THE SCHOOL SAFETY AS A LAYER.

THINKING ABOUT WHAT ARE THE INTERNAL PRACTICES THAT WE HAVE THAT CAN KEEP US SAFE? THINKING ABOUT EXTERNAL SAFETY.

WE ALSO HAD TO THINK ABOUT CYBER SAFETY AS WELL.

RECOGNIZING THAT OUR STUDENTS, YOU KNOW, ALSO LEAD DIGITAL LIVES. AND THEN, THINKING ABOUT WHAT'S OUR MANAGEMENT STRUCTURE FOR PULLING ALL OF THESE TOGETHER? SO WE THINK ABOUT WELL-BEING, YOU KNOW, THAT'S REALLY WHAT WE ARE LOOKING AT IS THINKING ABOUT HOW DO WE RESPOND TO THE NEEDS OF OUR STUDENTS? PARTICULARLY THINKING ABOUT BEHAVIOR AS A FORM OF COMMUNICATION.

SO WE HAVE IN SCHOOL COUNSELING SUPPORT.

THE BOARD HAS OVER THE PAST FIVE YEARS MADE SOME SIGNIFICANT INVESTMENTS IN BEHAVIORAL HEALTH.

[00:30:05]

THAT IS WHERE WE ESSENTIALLY CAN WALK AROUND ANY CONCERNING BEHAVIORS, WORDS AND CAN ACTUALLY BE A LITTLE BIT MORE PROACTIVE. WE DON'T HAVE TO WAIT UNTIL SOMEBODY DOES SOMETHING CONCERNING.

IT'S A MULTIDISCIPLINARY TEAM. IT TAKES A LOOK AT THAT.O WE HAVE MENTAL HEALTH PROFESSIONALS, WE HAVE SCHOOL STAFF. INTERVIEW FAMILIES, CONSULT WITH POLICE AGENCIES TO TRY TO WALK AROUND TO SAY WHAT EXTENT DOES SOMEONE ACTUALLY POSE A THREAT VERSUS MAKING ATHREAT? DISTINGUISHING BETWEEN THOSE TWO AND LOOKING AT WHAT ARE THE SUPPORTS NECESSARY TO ADDRESS THAT BEHAVIOR ? WE'VE MADE A NUMBER OF INVESTMENTS IN CLASSROOM SAFETY OVER THE PAST FEW YEARS. ONE OF THOSE YOU SEE HERE IS A LOCKDOWN SHADE. SO MANY OF OUR CLASSROOMSHAVE WINDOWS . AND WANTING TO BE ABLE TO QUICKLY -- LIMITS AVAILABLE . ALL DOORS ARE LOCKED.

LASSROOM DOOR LOCKS ARE REALLY IMPORTANT.

WE HAD DOORS THAT YOU WOULD ESSENTIALLY HAVE TO GO OUTSIDE TO LOCK OR PUT A KEY END. SO WE HAVE REDONE THE DOORS SO THAT THEY CAN ALL BE LOCKED FROM THE INSIDE.

WHEN YOU HAVE STUDENTS POTENTIALLY LOCKED DOWN, OR WHETHER IT'S JUST AN EMERGENCY, HAVING KIDS TO BE ABLE TO TAKE CARE OF BASIC NEEDS IN EACH OF THE CLASSROOMS. AND THE TRAINING THAT GOES ALONG WITH STAFF FOR BEING ABLE TO USE THOSE RESOURCES. ON A SCHOOL SAFETY LEVEL, THERE'S A NUMBER OF RESOURCES AND THINGS WE THINK ABOUT.

WE DO HAVE CONTRACTUAL RELATIONSHIPS WITH EACH OF OUR MUNICIPAL POLICE AGENCIES. OUR DISTRICT ENCOMPASSES FOUR DIFFERENT MUNICIPAL AREAS. AND SO EACH OF THOSE AREAS HAVE OFFICERS WHO ARE TRAINED IN WORKING WITH YOUTH.

WE HAVE REGULAR DRILL SCHEDULES THAT SCHOOLS DO ON A MONTHLY BASIS. WE HAVE SCHOOL SAFETY AND PREVENTION SPECIALISTS AT OUR SECONDARY SCHOOLS.

AND THEN, OUR SCHOOL ADMINISTRATORS ARE IN TASKED WITH MAKING SURE THAT WE ARE DOING OUR DRILLS.

THAT WE HAVE OUR INCIDENT COMMAND PLANS AND THAT EMERGENCY PLANS ARE IN PLACE AND LEADING ALL OF THIS AT THE SCHOOL LEVEL. THIS IS THE DISTRICT SAFE SCHOOLS ALERT WEBSITE. WE HAVE AN ONLINE TIP REPORTING SYSTEM, WHERE FAMILIES CONTACTS, USE THE WEB, EMAIL OR CALL IN. STUDENTS CAN DO THIS AS WELL.

THIS IS AVAILABLE THROUGH OUR MAIN WEBSITE, OR YOU CAN ACCESS IT AT -- --. THIS IS A NEW SYSTEM.

I BELIEVE JUST TWO YEARS AGO THAT WE PUT THIS DESK OF THE VECTOR WAS PUT IN AND REPLACED THE PREVIOUS SYSTEM.

ON THE INTERNAL SAFETY, WE'VE IMPLEMENTED A VISITOR MANAGEMENT SYSTEM CALLED RAPTOR.

ID AND BADGING IS ANOTHER COMPONENT OF THAT TO MAKE SURE PEOPLE ARE IDENTIFIED THAT MIGHT BE IN THE BUILDINGS.

WE HAVE A COMMUNICATIONS SYSTEM CALLED RAPID RESPONDER THAT WE WORK WITH DURING EMERGENCIES THAT ALLOWS US TO COORDINATE EMERGENCY RESPONSE ACROSS THE DISTRICT.

THE FIRST TIME WE GOT A CHANCE TO UTILIZE IT WAS WHEN WE HAD THE FIRE UP BY ROCKWELL A FEW YEARS AGO.

THAT ALLOWED US TO COORDINATE TRANSPORTATION VERY QUICKLY.

TO EVACUATE STUDENTS FROM ROCKWELL AND GET THEM OVER TO REDMOND MIDDLE SCHOOL. SO EVEN THE STAFF WAS IN DIFFERENT PLACES, WE WERE ABLE TO QUICKLY USE THAT TOOL.

WE USE A PROTOCOL CALLED ALICE, IN TERMS OF HELPING TO HAVE OUR STAFF AND STUDENTS THINK ABOUT HOW THEY CAN RESPOND TO A VARIETY OF SITUATIONS THAT MAY PRESENT THEMSELVES.

EACH OF OUR SCHOOLS DEVELOP A COMPREHENSIVE EMERGENCY MANAGEMENT PLAN. WE ALSO THINK ABOUT SECURITY

[00:35:02]

FROM AN EXTERNAL SAFETY STANDPOINT, WE HAVE BEEN INVESTING IN ENTRY AND ACCESS CONTROL.

ESSENTIALLY, OUR SCHOOLS NOW ARE LOCKED DOWN ALL THE TIME.

SO VISITORS BUZZ IN TO BE ABLE TO GAIN ACCESS.

STAFF MEMBERS BADGE IN TO BE ABLE TO UNLOCK LOCKED DOORS.

THAT'S ONE ADDITIONAL LAYER OF SECURITY.

WE HAVE INVESTED IN SECURITY CAMERA SYSTEMS OVER THE PAST DECADE TO BE AT OUR SCHOOLS AND HAVE BEEN IN THE PROCESS OF UPGRADING FENCING AND GATING IN CERTAIN AREAS FOR OUR SCHOOLS.

HERE YOU CAN SEE, THIS MAP HERE SHOWS THE ONGOING INVESTMENT IN THOSE CAPITAL PROJECTS, SAFETY AND SECURITY UPGRADES.

AND SO SECURITY CAMERAS HAVE ACTUALLY APPEARED ON THREE DIFFERENT CAPITAL LEVIES. IN 2010, 2014 AND 2019.

AND YOU CAN SEE THAT ALL OF OUR SCHOOL SITES HAVE SECURITY CAMERA SYSTEMS. DOOR LOCKING HARDWARE WAS SOMETHING THAT WAS IN THE 2014 CAPITAL LEVY, ALONG WITH LOCKDOWN SHADES AND THE ACCESS CONTROLS.

AND YOU CAN SEE THAT ALL SCHOOLS HAVE THOSE.

ENTRY CONTROLS, WHERE THE CAPITAL LEVIES IN 2018 AND 2019. THOSE ARE IN PLACE AT ALL OF OUR SCHOOL SITES. IN THE SECURITY SYSTEM UPGRADES, WERE ALSO IN THE CAPITAL LEVY IN 2018.

THE NEW AND ONGOING WORK RIGHT NOW THAT WAS IN THE 2022 CAPITAL LEVY IS AN EMERGENCY LOCKDOWN BUTTON THAT ALLOWS FOR US TO PUT A SCHOOL INTO LOCKDOWN WITH THE PUSH OF A BUTTON. SOME OF OUR PROJECTS THAT WERE FUNDED UNDER THE LAST BOND HAVE ALREADY HAD THAT, PUT IN PLACE.

AND THEN, THE REMAINING SCHOOL SITES THAT WILL BE PUT IN PLACE AS A RESULT OF THE CAPITAL LEVY.

CYBER SAFETY IS AN ONGOING AREA OF, YOU KNOW, SAFETY AND SECURITY. THINKING PARTICULARLY OF HOW WE SAFEGUARD OUR INFORMATION IN OUR SYSTEMS. SO FIREWALL PROTECTION, ADVANCED THREAT PROTECTION ARE A COMPONENT OF THAT. FINALLY, THINKING ABOUT OUR SAFETY TEAM. SO WE HAVE BUILT OUT A RISK AND SAFETY SERVICES DEPARTMENT. I'M REALLY THANKFUL FOR THAT DEPARTMENT. THE LAST COUPLE OF YEARS, JUST AS WE HAVE REALLY KIND OF CREATED THAT DEPARTMENT, THEY WERE TASKED WITH A SIGNIFICANT EMERGENCY WHICH HAS BEEN OUR COVID RESPONSE. SO THAT TEAM HAS TAKEN THE EMERGENCY PLANNING THAT WE WOULD HAVE DEVELOPED OR HAD IN MIND THAT WE WOULD'VE THOUGHT FOR AN EARTHQUAKE OR SOME EVENT LIKE THAT. AND IT HAS LED OUR DISTRICT AND THINKING ABOUT HOW DO WE CONTINUALLY RESPOND TO CHANGES IN THE VIRUS AND THE IMPACT FOR US.

SO THAT TEAM, I'M REALLY THANKFUL TO SCOTT AND HIS TEAM'S LEADERSHIP ON THAT. AND I'M ALSO LOOKING FORWARD FOR HAVING SOME ADDITIONAL CAPACITY FOR THAT TEAM TO GO THROUGH AND DO SECURITY AUDITS OF OUR BUILDINGS AND OUR PROCESSES TO MAKE SURE WE ARE IMPLEMENTING THE THINGS WE'VE SAID HERE THE WAY THAT WE WANT THEM TO BE IMPLEMENTED.

AND WITH THAT, DR. HOLMEN, THAT'S A BRIEF UPDATE ON OUR LAYERS AND SOME OF THE WORK WE'VE DONE OVER THE PAST FEW

YEARS WITH RESPECT TO SAFETY. >> I DO HAVE ONE ADDITIONAL THING. WHEN WE THINK ABOUT ALL OF THESE LAYERS, IT'S ALSO INDIVIDUALS IN OUR COMMUNITY BEING BRAVE ENOUGH TO SAY SOMETHING WHEN THEY SEE SOMETHING THAT IS CONCERNING TO THEM.

THERE ARE SAFE PEOPLE IN OUR SCHOOLS FOR OUR STUDENTS TO GO TO. IF COMMUNITY MEMBERS HAVE CONCERNS, WE HAVE THE TIP LINE. WE ALSO HAVE ADULTS ALL WITHIN OUR BUILDING THAT TAKE THESE TYPES OF REPORTS SERIOUSLY.

BECAUSE AS WE SEE, WE WANT TO RESPOND TO THAT FOR A VARIETY OF REASONS. ONE OF WHICH IS WE DON'T WANT TO EXPERIENCE VIOLENCE OF ANY TYPE WITHIN OUR SCHOOLS.

SO UNDERSTANDING THAT SEEING SOMETHING AND SAYING SOMETHING

[00:40:06]

SCHOOLS. >> THANK YOU, DR. HOLMEN.

[E. Audience Participation]

THE BOARD OF DIRECTORS WELCOMES THE PUBLIC AND ENCOURAGES COMMUNITY ENGAGEMENT. WE DEDICATE 30 MINUTES OF THESE MEETINGS TO HEAR FROM THE PUBLIC DURING THE PUBLIC COMMENT PERIOD. TO SIGN UP TO PROVIDE PUBLIC COMMENT, PLEASE GO TO THE DISTRICTS WEBSITE, WWW.LWDS.ORG/BOARDPUBLIC COMMENTS.

TO SIGN UP TO PARTICIPATE IN PUBLIC COMMENT.

PLEASE DO SO BY NOON ON THE DATE OF THE BOARD MEETING.

COMMENT WILL BE OFFERED IN THE ORDER OF SIGN-UP BEGINNING WITH SPEAKERS IN PERSON, FOLLOWED BY VIRTUAL, AND CONCLUDING WITH ANY WRITTEN COMMENT AS TIME ALLOWS.

SO I WILL START WITH OUR FIRST SIGN-UP FOR IN PERSON PUBLIC COMMENT. THAT IS SALLY JENKINS.

I APOLOGIZE, MS. JENKINS, COME FORWARD.

I FORGOT TO GIVE THE GROUND RULES.

THREE MINUTES PER PERSON. THERE'S A GREEN, A YELLOW AND RED -- ACTUALLY, I'M NOT TOTALLY SURE BUT I THINK IT MEANS ONE MINUTE ANDRED MEANS STOP, I GUESS?KAY! OR ABOUT TO CONCLUDE SOON . OKAY.

THANK YOU. SORRY! WE LEAD YOU ASTRAY THERE! JUST ONE MOMENT.

THANK YOU! >> THANK YOU.

MEMBERS OF THE LAKE WASHINGTON SCHOOL BOARD AND SUPERINTENDENT HOLMAN, MY NAME IS SALLY JENKINS.

I HAVE BEEN IN THE DISTRICT FOR 10 YEARS AND THE VICE PRESIDENT OF THE LAKE WASHINGTON EDUCATION SUPPORT PROFESSIONALS, OR LWESP. ONIGHT I AM SPEAKING ON BEHALF OF THESE TALENTED AND DEDICATED STAFF MEMBERS.HERE IN THE LAKE WASHINGTON DISTRICT, WE HAVE AN UNFORTUNATE 20 YEAR PATTERN OF FAILING TO REACH A BARGAINING AGREEMENT BETWEEN LWESP IN THIS DISTRICT BEFORE THE EXPIRATION OF OUR CONTRACTS. OUR CURRENT CONTRACT EXPIRES ON AUGUST 31. OUR MEMBERS ARE FRUSTRATED BY MEMORIES OF WORKING FOR MONTHS WITHOUT A CONTRACT, MOST RECENTLY IN 2019. I ASK YOU TO CONSIDER WHAT'S AT STAKE FOR OUR MEMBERS AND OUR COMMUNITY IN THIS BARGAIN.

HERE ARE THE FACTS: INFLATION IS RISING IN KING COUNTY.

KING COUNTY IS ONE OF THE MOST EXPENSIVE PLACES TO WORK AND LIVE IN THE COUNTRY. THE WASHINGTON STATE LEGISLATURE SAID WE NEED 5.5 PERCENT ACROSS THE STATE TO KEEP UP WITH INFLATION. BUT ACCORDING TO THE BUREAU OF LABOR STATISTICS, KING COUNTY'S INFLATION RATE IS NEARLY DOUBLE THIS. WHEN COSTS GO UP, OUR MEMBERS INCOMES ARE HIT HARDER. LAKE WASHINGTON SCHOOL DISTRICT IS STRUGGLING TO RETAIN GREAT EDUCATORS.

LWESP NUMBERS W MEMBERS ARE LEAVING THE DISTRICT WITHIN THE FIRST SEVEN YEARS OF EMPLOYMENT.

AS OF APRIL 2022, LWSD HAS SEEN 29 LWESP REPRESENTED STAFF LEAVE THE DISTRICT. TO PUT THIS IN CONTEXT, MOST ELEMENTARY SCHOOLS HAVE THREE OFFICE SUPPORT PROFESSIONALS.

SO THE DEPARTURE OF 29 REPRESENTS A COMPLETE LOSS OF 10 ELEMENTARY STAFFING. LAKE WASHINGTON SCHOOL DISTRICT HAS FAILED TO STAY COMPETITIVE. OUR DISTRICT HAS NOT KEPT COMPENSATION OF OFFICE STAFF COMPETITIVE WITH THAT OF SURROUNDING DISTRICTS. WE NEED OUR DISTRICT TO OFFER A COMPETITIVE WAGE SCALE TO KEEP PACE WITH THOSE OTHER AREA DISTRICTS. LAKE WASHINGTON SCHOOL DISTRICT MAINTAINS AN EXCESSIVE AND FUND BALANCE.

OUR DISTRICTS AND FUND BALANCE CAN MORE THAN PAY A COMPETITIVE WAGE TO RETAIN OUR GREAT OFFICE PROFESSIONALS.

[00:45:02]

AND THAT NUMBER HAS GROWN AND IS NOW APPROXIMATELY $85 MILLION. LWESP MEMBERS HAVE BEEN OPERATING IN CRISIS MODE FOR TWO YEARS, WITH A TOP PRIORITY OF PUTTING STUDENTS NEEDS AHEAD OF OUR OWN.

WE FEEL UNDERAPPRECIATED FOR THE YEARS OF COMMITMENT AND DEDICATION WE HAVE PUT INTO WORKING HERE AND THE RELATIONSHIPS WE HAVE BUILT WITH STUDENTS AND FAMILIES.

IN ADDITION TO THE STRESS OF WORKING DURING A PANDEMIC.

WE LIVE WITH THE REALITY THAT WE EARN LESS THAN OUR COUNTERPARTS WHO WORK IN NEIGHBORING DISTRICTS.

OUR BARGAINING WITH THE DISTRICT BEGAN THREE MONTHS AGO WITH POSITIVE MOMENTUM. WE'VE CONTINUED TO GIVE OUR BEST TO THE STUDENTS AND COMMUNITIES WE SERVE.

BUT THE DISTRICT MUST BE WILLING TO COMPENSATE US.

BOARD MEMBERS, I CALL ON YOU FOR ACTION.

I IMPLORE YOU TO DO WHAT'S RIGHT FOR OUR STUDENTS, STAFF SCHOOL AND COMMUNITIES. OUR MEMBERS STAND BEHIND A CONTRACT THAT ENSURES WHERE COMPETITIVE DISTRICT.

THE MESSAGE FROM OUR MEMBERSHIP IS CLEAR: A GREAT SCHOOL YEAR STARTS WITH A GREAT CONTRACT. THANK YOU.

>> THANK YOU, MS. JENKINS.

[APPLAUSE] [CHEERING] OKAY.

NEXT, WE HAVE BARBIE YOUNG. >> WELL, ON A DIFFERENT TOPIC BUT ALSO A CRISIS AND ONE I THINK WE ARE ALL VERY FAMILIAR WITH. WE'RE GOING TO TALK ABOUT YOUTH MENTAL HEALTH AND WHAT WE CAN DO ABOUT IT IN OUR SCHOOLS.

SO I'M BARBIE YOUNG. I'M THE EXECUTIVE DIRECTOR OF NAMI EASTSIDE, WHICH IS THE NATIONAL ALLIANCE ON MENTAL ILLNESS. I AM ALSO A FOUNDING MEMBER OF BALANCE IN MIND WITH THE LAKE WASHINGTON SCHOOL FOUNDATION.

AND I'M ALSO A TRUSTEE FOR THE LAKE WASHINGTON FOUNDATION.

I'M ALSO A PARENT. ARE OUR KIDS OKAY IS A QUESTION WE BEEN ASKING FOR A WHILE. I DON'T THINK THEY ARE.

BUT OUR TEACHERS, OUR FACULTY, OUR COUNSELORS OKAY? I THINK WE HAVE SOME WORK TO DO THERE TOO.

HOW ARE OUR PARENTS DOING? WE HAVE WORK TO DO THERE TOO.

SO I ACTUALLY MET WITH SOME COUNSELORS AND FACULTY TO TALK ABOUT HOW DO WE SUPPORT THEM? HOW DO WE SUPPORT THE STUDENTS? IN THAT CONVERSATION, I LOOKED AROUND AND I SAID ARE YOU GUYS OKAY? BECAUSE THEY DIDN'T APPEAR OKAY. THEY JUST LOOKED AT EACH OTHER AND SAID NO, WE NEEDED SUPPORT TO TO FOR OUR MENTAL HEALTH.

SO WE REALLY NEED TO BE ON THE SAME PAGE, BOTH AS THE DISTRICT, AS THESE GRASSROOTS ORGANIZATIONS, AS OUR SCHOOLS, AND FOR EVERY GRADE LEVEL TO HELP PROTECT OUR KIDS.

THE ONE CONCERN THAT OUR FACULTY HAD IS THAT THEY WANTED THE DISTRICT TO BE BEHIND ANY EFFORTS THAT THEY HAD ABOUT MENTAL HEALTH. THEY WANTED TO FEEL LIKE THEY WERE SUPPORTED AND ON THE SAME PAGE.

SO WE DO HAVE ALL THESE ORGANIZATIONS WORKING DILIGENTLY, EVERY SINGLE DAY, TO ADDRESS THE CRISIS.

WE STARTED A YOUTH AMBASSADOR PROGRAM LAST FALL WITH THE NAMI EASTSIDE. AND THE BEST THING ABOUT THAT IS THEY HAVE TOLD US WHAT THEY NEED -- BUT THE SOLUTIONS ARE.

AND THEY HAVE BRILLIANT SOLUTIONS.

THERE ARE SEVERAL OF THEM WHO ARE GOING TO PRESENT TONIGHT.

SO THE ANSWER IS WHAT I WANT TO FOCUS ON.

HOW DO WE SOLVE THIS? HOW DO WE GET AHEAD OF IT? HOW DO WE GET BEHIND? THE NUMBER 1 THINGS ARE STUDENT SAID -- IT'S VERY SIMPLE -- THEY NEED TOOLS.

THEY NEED SELF-CARE AND COPING SKILLS.

PROBABLY, ALSO, WHAT OUR TEACHERS, OUR PARENTS AND EVERYBODY NEEDS RIGHT NOW. BUT THESE ARE AVAILABLE TO US.

AND THERE ARE SOME CHALLENGES WE HAVE.OMETIMES THEY ARE NOT COST-EFFECTIVE, NOT EASY TO DELIVER.

BUT I FOUND AT LEAST ONE PROGRAM THAT WE COULD IMPLEMENT THAT COULD DELIVER FROM ELEMENTARY AGE TO PARENTS, THE TEACHERS EVIDENCE BASE, WHICH IS VERY IMPORTANT, COGNITIVE, BEHAVIORAL-BASED PROGRAM FOR COPING SKILLS AND SELF-CARE AND CONFIDENCE BUILDING, WHICH I'M ALL OVER THAT.ND I WOULD LOVE TO TALK TO YOU MORE ABOUT IT.

SO PLEASE LISTEN TO OUR YOUTH AMBASSADORS, BUT THEY HAVE TO SAY ABOUT WHAT IS HAPPENING AND WHAT WE CAN DO ABOUT IT

[00:50:04]

WE ALL NEED TO BE 100 PERCENT DOING THE SAME THING FOR EVERYBODY. THANK YOU.

>> THANK YOU, MS. YOUNG.

[APPLAUSE] NEXT I HAVE KARESH JOSIE.

>> GOOD EVENING. MY NAME IS GRISHA JOSIE.

I COME HERE AS A PARENT AND COMMUNITY MEMBER.

MY DAUGHTER GOES TO (INDISCERNIBLE) SCHOOL.

I WANTED TO SHARE SOME OBSERVATIONS WITH YOU ONTHE RELATED TOPIC THAT BARBIE JUST TALKED ABOUT , AS EQUALLY CONCERNED ABOUT THE YOUTH AND EDUCATION SYSTEM AS A WHOLE.

HOW DO WE FIND A POSITIVE APPROACH AROUND MENTAL HEALTH AND THE WELL-BEING OF THE ENTIRE OF THE ECOSYSTEM? SERVE THE HOMELESS COMMUNITIES IN DOWNTOWN SEATTLE AND AND PART OF NAMI EASTSIDE AS A VOLUNTEER.

I'M ALSO WORKING WITH VERY LARGE CORPORATIONS TO ADDRESS MENTAL HEALTH WELL-BEING'S OF THE EMPLOYEES ALTOGETHER.

WE BELIEVE IT'S NOT JUST A MODEL IMPERATIVE, BUT IT'S A BUSINESS IMPERATIVE AS WELL. WE ARE DOING SOME VERY COOL WORK AND IS IMPACTING EMPLOYEES POSITIVELY.

WE REALIZE THAT EVEN THOUGH WE HAVE A LOT OF MONEY, THERE'S A SHORTAGE OF STAFF ACROSS THE ENTIRE SPECTRUM.

THEY'RE NOT ABLE TO PROVIDE ENOUGH PROVIDERS GLOBALLY.

COMING DOWN TO (INDISCERNIBLE) STOP IT'S A VERY COMPLEX -- OUTPUTTING OF CULTURES. WHAT WE ARE TRYING TO DO WAS WE HAVE SOME (INDISCERNIBLE). WE RECENTLY FOUND OUT FROM MCKENZIE AND COMPANY THAT 50 PERCENT OF THE YOUTH IN WASHINGTON STATE SUFFER FROM ANXIETY AND DEPRESSION.

WE DON'T KNOW NUMBERS OF OUR STAFF AND OTHER ASSOCIATED MEMBERS STOP BUT WE ALSO REALIZE IS THAT IT STARTS WITH FAMILY, COMMUNITIES. IF PARENTS ARE STRESSED, IT GETS PASSED ON TO THE CHILDREN AS WELL.

SO ONE OTHER THING I WANTED TO BRING TO YOUR CONSIDERATION IS WE NEED TO LOOK AT INTERVENTION FROM MANY ANGLES SO WE CAN (INDISCERNIBLE) RESILIENT CHILDREN.

SO LOOK AT WHO (INDISCERNIBLE) LOOKS AT MENTAL HEALTH HOLISTICALLY. WHAT KIND OF GOALS ARE WE SETTING UP? WHAT DOES SUCCESS LOOK LIKE FOR US? AND HOW ARE WE MEASURING MENTAL HEALTH EQUITY WITHIN LWSD? AND HOW ARE WE SHARING PROGRESS REGULARLY? (INDISCERNIBLE) INTEREST TO COLLABORATE TO SOLVE THIS HOLISTICALLY SO WE CAN APPROACHES TO BENEFIT EVERYBODY.

THANK YOU VERY MUCH. >> THANK YOU FOR COMING.

[APPLAUSE] NEXT WE HAVE STEPHANIE AND I

WERE YELLOW. >> I'M A REDMOND RESIDENT AND ALSO PART OF THE NAMI EASTSIDE PROGRAM THAT BARBIE AND GIRISH SPOKE ABOUT. I'M COMPLETING MY MASTERS IN PSYCHOLOGY WITH A CONCENTRATION IN HEALTH WELLNESS AND EARLY INTERVENTION. SO BEEN ENTERING WITH NAMI SPECIFICALLY ON THEIR YOUTH AMBASSADOR PROGRAM.

OVER THE PAST SIX MONTHS, I HAVE GATHERED SOME EXPERIENCES AND INFORMATION I WOULD LIKE TO SHARE WITH YOU.

THIS IS SPECIFICALLY WITHIN THE LAKE WASHINGTON SCHOOL DISTRICT. THE STUDENTS I'M WORKING WITH HAVE EXPRESSED THEIR PASSION FOR INCREASED AWARENESS, EDUCATION AND ADVOCACY FOR MENTAL HEALTH IN THEIR SCHOOLS.

VERY ADAMANTLY. THEY ARE VERY PASSIONATE ABOUT THIS. MANY STUDENTS EXPLAIN THEY DON'T FEEL THE CURRENT COUNSELING IN SCHOOLS IS ADEQUATE TO MEET THEIR NEEDS. STUDENTS ARE ASKING FOR SPECIFIC GUIDANCE ON HOW TO SPEAK WITH THEIR PEERS ABOUT ANXIETY, DEPRESSION AND VERY SPECIFICALLY, SUICIDE.

AND THEN, WE CONDUCTED A SMALL SURVEY, RELATIVELY IN THE SCHEME OF THE DISTRICT, FOR OUR 20-2022 HEALTH CONFERENCE.

SO I WANTED TO SHARE SOME OF THOSE RESULTS WITH YOU.

21.3 PERCENT OF STUDENTS RESPONDED YES TO A FRIEND CONFIDING IN THEM ABOUT SUICIDAL THOUGHTS.

THE MAJORITY OF RESPONDENTS WERE BETWEEN THE AGES OF 12 AND

[00:55:02]

THE NUMBER 1 RESPONSE WITH 67.7 RESPONSE AS SELF-CARE STRATEGIES. THINK OUR STUDENTS ARE EXTREMELY OVERWHELMED AND THEY ARE ASKING US FOR SUPPORT.

I FEEL STRONGLY THAT INCREASED EFFORTS NEED TO BE MADE TO INTEGRATE MORE MENTAL HEALTH EDUCATION IN THE CURRICULUM, SUCH AS MENTAL HEALTH FIRST AID TRAINING (INDISCERNIBLE) THAT BARBIE MENTIONED. STUDENTS NEED TO BE GIVEN MORE OPPORTUNITY TO SPEAK UP ABOUT THEIR NEEDS.

BECAUSE THEY ARE ASKING FOR SUPPORT.

>> HI EVERYONE, I'M ROXANNE. I'M A SENIOR AT EASTLAKE.

I CAN ONLY SAY THAT FOR A FEW MORE DAYS NOW! I'VE ALSO BEEN VOLUNTEER AT NAMI E SITE FOR ABOUT A YEARAND 1/2. I'M A FOUNDING MEMBER OF THEIR YOUTH AMBASSADOR PROGRAM. I REALLY PASSION ABOUT MENTAL HEALTH SUPPORT AND ADVOCACY, ESPECIALLY WITHIN SCHOOLS .

BECAUSE OF THIS I FEEL LIKE I COULD TALK ABOUT MENTAL HEALTH FOREVER. TODAY I WILL KEEP IT TO THE MAIN CONCERNS. IN OUR RECENT NAMI MENTAL HEALTH CONFERENCE, SOME OF THE CHALLENGES STUDENTS EXPRESS THEY FACE INCLUDE FACING IMPROPER COPING SKILLS, BODY IMAGES AND OTHER SOCIAL PRESSURES.

(INDISCERNIBLE) I FOUND MYSELF STRUGGLING TO FIND WAYS TO CALM DOWN AND REGAIN CONTROL. SO WITH THOSE COPING SKILLS.

LATER WHEN I BEGAN THE YOUTH AMBASSADORS, BARBIE DID A TRAINING FOCUS ON ANXIETY WHERE WE LEARNED ABOUT COMING ANXIETY AND WALKING SOMEBODY THROUGH PANIC ATTACK.

THIS IS IMPORTANT TO ME AS I'VE LEARNED SOME TRICKS I'VE NEVER HEARD BEFORE.HEY ACTUALLY FELT EFFECTIVE FOR ME.

LEARNING THE PROPER STEPS TO WALK SOMEONE THROUGH AN ANXIOUS MOMENT HELPED ME FEEL EMPOWERED TO HELP THOSE AROUND ME IF NEEDED. ALSO BODY ISSUES LINKED TO SELF-ESTEEM IS A COMMON PROBLEM WITH TEENAGERS.

I THINK SCHOOLS CAN ATTACK THIS ISSUE AT AN EARLY AGE USING SCIENCE-BASED EDUCATION TO HIGHLIGHT THE IMPORTANCE OF HEALTHY RELATIONSHIP WITH FOOD AND EXERCISE AND THEREFORE BODY IMAGE. I THINK EMPHASIZING THE SCIENCE AND FACTS CAN (INDISCERNIBLE) ON UNREALISTIC STANDARDS THAT ARE BEING FED TO STUDENTS (INDISCERNIBLE).

ALSO THROUGH MY EXPERIENCE WITH NAMI I LEARNED ABOUT SOME OF THE WARNING SIGNS OF CURRENT MENTAL HEALTH CONCERNS OR MENTAL ILLNESSES. I THINK IMPLEMENTING EDUCATION PROGRAMS THAT GIVE SCIENCE-BASED TIPS AND PROVIDING EDUCATION ABOUT MENTAL HEALTH CAN ALLOW FOR FRIENDS AND PARENTS TO BEST SUPPORT STUDENTS AROUND THEM AND CREATE A COMMUNITY THAT IS SUPPORTIVE OF MENTAL HEALTH.

AND FURTHER, I LIKE TO CLOSE WITH THE COUNSELING RESOURCES.

I'VE HEARD A COUPLE OF STUDENTS EXPRESS TO ME AND SOME OF MY CLUB MEMBERS THAT I AM PART OF ITS GOAL THAT THEY TRIED TO GO TO THEIR COUNSELORS FOR HELP, BUT THE COUNSELORS HAVE SO MANY RESPONSIBILITIES THAT THEY DIDN'T REALLY FEEL THAT THE COUNSELORS COULD PROVIDE THEM WITH THE HELP THAT THEY NEED.

AND I THINK A CONSIDERABLE CHALLENGE OF MENTAL HEALTH STRUGGLES COME FROM FEELING ALONE.

IMPLEMENTING SOME SORT OF GROUP THERAPY WITHIN SCHOOLS COULD FOSTER A FEELING OF TOGETHERNESS AND HELP PROVIDE STUDENTS WITH PROPER SUPPORT. SO I WANT TO ACKNOWLEDGE ALL THE PROGRESS WE'VE MADE, BUT I THINK THERE ARE DEFINITELY CHANGES WE CAN MAKE TO IMPROVE STUDENT MENTAL HEALTH.

THANK YOU.

[APPLAUSE] >> THANK YOU BOTH.

NEXT, WE HAVE SCOTT HAGERMAN.

[APPLAUSE] >> GOOD EVENING COME ABOARD.

THANK YOU FOR HAVING US. DR. HOLMEN, THANK YOU.

WE ARE HERE TO REPRESENT -- -- AND PIGGYBACK ON WHAT THE LWESP SET. BURN BARGAINING AS WELL.

ARE EXPECTING THIS TO GO WELL, BUT WE KNOW THERE ARE A LOT OF ISSUES WITH FINANCE RIGHT NOW. I'VE GOT WITH ME, WHICH I WOULD LIKE TO GIVE TO DR. HOLMEN HERE, THIS IS A PETITION OF OVER 500 SIGNATURES FROM AROUND THE DISTRICT TO ASK THAT YOU SUPPORT ALL OF OUR CLASSIFIED PEOPLE AS WE GO THROUGH THE PORTIONS OF BARGAINING AND GETTING TWO OF YOUR CONTRACT AND A FAIR WAGE. THANK YOU.

[APPLAUSE]

[CHEERING] >> OKAY.

[01:00:06]

>> I'M HERE. >> EXCELLENT! ONE MOMENT, WE'RE JUST GOING TO TURN THE AUDIO UP IN THE ROOM A LITTLE BIT. MS. CLARK, CAN YOU JUST KEEP TALKING SO WE CAN GET YOUR AUDIO RIGHT (LAUGHING)?

>> CAN YOU STILL HEAR ME? >> YES, BUT FAINTLY.

HOLD ON! ONE SECOND! HOLD ON JUST ONE MORE SECOND. I'M SORRY! WE ARE ALMOST THERE! SORRY! HOLD ON. OKAY.

I THINK WE'VE GOT IT NOW. SORRY ABOUT THAT! YOUR TURN. GO AHEAD.

>> NO WORRIES. MY NAME IS ALLIE CLARK.

I'M A HIGH SCHOOL STUDENT. I'M ALSO YOUTH AMBASSADOR PROGRAM E. AND OBVIOUSLY I'M HERE TO TALK ABOUT MENTAL HEALTH AND JUST IN TERMS OF WHAT IS THE PROBLEM? COMING OUT OF COVID, OBVIOUSLY MENTAL HEALTH WAS ALWAYS A MAJOR CONCERN AND DEFINITELY NEEDED FOCUS.

COMING OUT OF THE PANDEMIC, WE ARE SEEING JUST A WIDE NUMBER OF CRISES ACROSS THE BOARD. IT IS SO INCREDIBLY IMPORTANT THAT WE ADDRESS THIS NOW, AS IT WILL ONLY GET WORSE FROM HERE IF WE LEAVE IT BE. I KNOW FOR ME PERSONALLY I STRUGGLE WITH ANXIETY. THE PANDEMIC WAS VERY ISOLATING. I THINK A LOT OF PEOPLE WERE LIKE OH MY GOSH, WE'VE GOT TO GET THE KIDS BACK IN SCHOOLS.

IT'LL BE BETTER ONCE WE CAN GET THE KIDS -- BUT I THINK SOMETHING WE DIDN'T THINK ABOUT WAS JUST THE AMOUNT OF SOCIAL ANXIETY THAT STUDENTS WOULD BE FEELING.

FOR ME, GOING FROM SEEING PEOPLE I KNEW VERY WELL TO GOING TO SCHOOL WHERE I WAS CONSTANTLY AWARE PEOPLE'S PERCEPTIONS OF ME? IT MADE MY HEAD FEEL VERY LOUD AND VERY BUSY WITH JESSE'S VOICES MAKING ME JUST VERY NERVOUS. AND THAT'S NOT AN ENVIRONMENT FOR SUCCESS. AND I KNOW I ALSO WORKED WITH A LOT OF ELEMENTARY SCHOOL AGED KIDS DURING THE PANDEMIC.

YOU COULD DEFINITELY TELL THAT A LOT OF THEM WERE JUST REALLY OVERALL NERVOUS. THEY FELT REALLY UNCERTAIN.

THEY DON'T UNDERSTAND WAS HAPPENING.

I DON'T THINK A LOT OF US UNDERSTOOD WAS HAPPENING AND WHAT IS HAPPENING. IT IS SO CRITICAL THAT WE START TAKING ACTION TO REDUCE THE STIGMA AND HAVE OPEN CONVERSATIONS. ONE OF THE BEAUTIES OF THE SCHOOL BOARD IS THEY HAVE THE POWER TO ADDRESS THIS ISSUE ACROSS THE BOARD. STARTING ELEMENTARY AND GOING ALL THE WAY UP TO HIGH SCHOOL. THAT MEANS DOING PREVENTATIVE WORK WHEN THEY ARE YOUNG AND HELPING INSTILL SKILLS AND COPING MECHANISMS THAT WILL PREPARE THEM FOR CHALLENGES LATER ON. KNOW FOR ME, GOING THROUGH THE PUBLIC SCHOOL SYSTEM, I REALIZE THAT A LOT OF THE WAYS WE ADDRESS MENTAL HEALTH ARE GOING TO BE LIKE POWERPOINTS HERE AND THERE THAT GIVE US SOME STATISTICS AND GOOD INFORMATION.

FOR INSTANCE, WHERE THE SYMPTOMS OF DEPRESSION? WHICH IS VERY IMPORTANT TO KNOW.

HOWEVER, I THINK WE LACK A SENSE OF CONNECTION AND COMMUNITY AND OPEN CONVERSATION.

INSTEAD OF BEING HERE AND THERE WE NEED MENTAL HEALTH CURRICULUM TO BE WOVEN INTO HOW WE EDUCATE.

WE NEED TO HAVE SUPPORT GROUPS, WORKSHOPS AND WE NEED TO HAVE YOUTH LEADERS. I KNOW WORKING WITH NAMI HAS JUST MADE ME EVEN MORE AWARE OF HOW MANY YOUNG PEOPLE ARE SO PASSIONATE ABOUT THE SUBJECT. AND HOW MUCH THEY REALLY HAVE SUCH AN IMPORTANT VOICE IN THIS.ND WE NEED TO MAKE SURE THESE YOUTH LEADERS HAVE AN ACTUAL VOTE WHEN THESE DECISIONS ARE BEING MADE. IN ADDITION, WE NEED TO MAKE SURE -- I KNOW BARBIE TOUCHED ON THIS EARLIER.

WE NEED TO MAKE SURE WE PREPARE TEACHERS AND COUNSELORS WITH RESOURCES NECESSARY TO COMBAT THESE CHARGES. KNOW WE ARE TIRED OF HEARING THIS, BUT THESE ARE UNPRECEDENTED TIMES.

T IS SO CRITICAL THAT WE ALL CONTINUE TO LEARN AS MENTAL HEALTH IS AN EVER EVOLVING DISCUSSION.

I'LL WRAP THIS UP. THE OVERALL GOAL IS TO HAVE A CONSISTENT CURRICULUM THAT HELPS CONTINUE TO BUILD SKILLS FROM ELEMENTARY ALL THE WAY THROUGH HIGH SCHOOL AND ISN'T JUST A ONE OFF HERE AND THERE. WE NEED TO INSTILL A SENSE OF COMMUNITY, WHERE WE CAN HAVE THESE DISCUSSIONS AND REDUCING THE STIGMA.ND WE NEED TO HAVE CONNECTION.

OVERALL THIS WILL BUILD A SENSE OF RESILIENCY IN THE STUDENT POPULATION THAT WILL CARRY THEM ALL THE WAY THROUGHOUT THEIR LIVES. SO THANK YOU SO MUCH FOR YOUR

[01:05:01]

AND LET'S MAKE SURE WE HAVE THE FUNDING TO KEEP THESE PROGRAMS.

>> ALLIE, THANK YOU SO MUCH FOR COMING TONIGHT AND BEING FLEXIBLE. THANK YOU! [APPLAUSE] NEXT I HAVE SIGNED UP IS BRENDA GOOD TUCCI OH. I DO NOT BELIEVE SHE IS IN THE TEAMS MEETING. NO.

I SEE AN INVITATION WAS SENT BUT -- OKAY.

THE NEXT ONE I HAVE IS JIM MCCOY, WHO -- I'M NOT SURE -- I DO NOT SEE MR. MCCOY EITHER. OKAY.

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

I ALSO WANT TO RECOGNIZE THAT THE BOARD RECEIVED A SUBSTANTIAL AMOUNT OF WRITTEN PUBLIC COMMENT IN DEFENSE OF THE MEETING TONIGHT. MOST OF THAT WAS ON SCHOOL SAFETY. THAT PUBLIC COMMENT HAS BEEN DISTRIBUTED TO THE BOARD. IT'S ALSO AVAILABLE FOR VIEWING ON THE DISTRICT'S WEBSITE UNDER THE BOARD MEETINGS TAB FOR THIS MEETING. AND IT WILL BE PART OF OUR MEETING. OKAY.

[F. Consent Agenda]

>> SO MOVED.> SECOND. >> MOVED BY DIRECTOR CARLSON, SECONDED BY DIRECTOR BLIESNER. WOULD YOU PLEASE ROLL THE BOARD. ROLL-CALL VOTE] OKAY. SO FOR YESES AND ONE UNABLE TO VOTE. OKAY.

THE MOTION CARRIES. THE NEXT ITEM -- ACTUALLY, HOLD ON. BEFORE WE MOVE, LET'S RECESS FOR A COUPLE OF MINUTES STARTED AS SOON AS THE TV SCREEN TURNS BACK ON. GREAT!

[G. Non-Consent Agenda]

PRESENT THAT? >> ABSOLUTELY.

IN YOUR BOARD PACKET, YOU HAVE A MONITORING REPORT FOR OX OPERATIONAL EXPECTATIONS 10, LEARNING ENVIRONMENT AND TREATMENT OF STUDENTS. THE POLICY OPENS BY SAYING THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A LEARNING ENVIRONMENT THAT IS SAFE, RESPECTFUL, FREE FROM UNNECESSARY DISRUPTION AND CONDUCIVE TO EFFECTIVE LEARNING. THE REPORT EVALUATES EIGHT SECTIONS OF OE-10 DURING THE 20-21 SCHOOL YEAR.

SPECIFICALLY SEPTEMBER 2020 THROUGH AUGUST 2021.

SIX OF THE EIGHT SECTIONS ARE DESIGNATED AS IN COMPLIANCE WITH 10.2 AND 10.6 BEING MARKED AS OUT OF COMPLIANCE.

SPECIFICALLY FOR 10.2 THE PERCENTAGE OF STUDENTS RESPONDING FAVORABLY ON THE PANORAMA SURVEY DID NOT MEET THE LEVEL OF 80 PERCENT IS INDICATED.

79 PERCENT OF STUDENTS IN GRADES THREE THROUGH FIVE AND 70 PERCENT OF STUDENTS IN GRADES SIX THROUGH 12 RESPONDED FAVORABLY TO THE QUESTION RELATED TO SCHOOL SAFETY.

10.6 THE PERCENTAGE OF STUDENTS RESPONDING FAVORABLY DID NOT MEET THE LEVEL OF 85 PERCENT. 3 PERCENT OF STUDENTS GRADE 3 THROUGH FIVE AND 42 PERCENT OF STUDENTS IN GRADES SIX THROUGH 12 RESPONDED FAVORABLY IN QUESTIONS RELATED TO SENSE OF BELONGING. AN APPENDIX HAS BEEN PROVIDED TO THE BOARD TO PROVIDE INFORMATION ABOUT EFFORTS TO MOVE OB 10 TO FULL COMPLIANCE. I OFFER THIS REPORT AS AND COMPLIANT WITH EXCEPTIONS NOTED.

>> OKAY. SO FOR THE BOARD, JUST REMINDER A TWO-STEP PROCESS. FIRST, IF THERE ARE ANY QUESTIONS ON THE REPORT.ND THEN I WOULD AIN A MOTION AND TAKE DISCUSSION AT THE TIME. ANY QUESTIONS OF ANYTHING ON THE REPORT? DIRECTOR BLIESNER?

[01:10:08]

>> SO I HAD EMAILED A LIST OF QUESTIONS.

AND SO, I CAN WALK THOSE NOW OR IF YOU HAVE THOSE I WOULD LIKE TO RESPOND, I'M HAPPY TO DO IT THAT WAY.HICH WAY IS EASIER?

>> I SENT THAT TO ASSOCIATE SUPERINTENDENT MATT KILLING HIM. MATT, DO YOU JUST WANT TO WALK THROUGH THOSE QUESTIONS? KNOW YOU HAVE THOSE.

SO HE CAN ASK THE QUESTIONS AND PROVIDE A RESPONSE, IF THAT'S

BENEFICIAL? >> IT WOULD BE HELPFUL.

I'D BE HAPPY TO (INDISCERNIBLE) BUT MY GOAL AS I WAS READING IT, THERE WERE DEFINITELY QUESTIONS THAT I CAME UP WITH. SOME IN REGARDS AND JUST THE WAY THE POLICY ITSELF WAS WRITTEN.

OTHER WAS THE INDICATORS WE CHOSE AND OTHERS WERE I'D LIKE TO HAVE A LITTLE MORE INFORMATION.

I THINK WE ARE DOING GOOD WORK AND NOT REALLY HEARING IT FROM HERE.

(INDISCERNIBLE) AND WALK THROUGH THOSE RESPONSES?>> THAT'S MUCH BETTER! YEAH! I'M HAPPY TO WALK THROUGH THOSE.

AND I'LL GO THROUGH THE QUESTIONS THAT YOU ASKED, DIRECTOR BLIESNER, AND PROVIDE A RESPONSE TO THOSE.

SIR 10.1, YOU WOULD ASK THE QUESTION -- MAINTAINING COLLABORATIVE SCHOOL CULTURE. YOU INDICATED THAT IT ALIGNED WELL WITH THE CONCEPT OF THE CLIMATE SURVEY.

YOU HAD ASKED TO BE HAVE PLANS TO DO ADDITIONAL SURVEYS THAT MIGHT PROVIDE SOME PERCEPTION ON THIS EXPERIENCE? AND I THINK SINCE THIS TIME SINCE YOU INITIALLY REVIEWED THIS, WE'VE TALKED ABOUT AND HAVE ACTUALLY LAUNCHED DOING PERCEPTION SURVEYS THROUGH THE PANORAMA PLATFORM WITH OUR STAFF AND WITH OUR FAMILIES STEP TO BE ABLE TO CROSS THE LINE. I ACTUALLY DON'T HAVE THAT.

I'VE DONE A CROSSWALK OF WHICH SURVEYS ITEMS ALIGNED WITH THE POLICY AREAS. SO WITH THE 22-23 SCHOOL YEAR, WILL BE BRINGING FORTH NOW THAT WE HAVE STAFF AND FAMILY, WILL HAVE AREAS WHERE WE CAN ESSENTIALLY BRING THOSE INTO THE MONITORING REPORTS AND BRING THOSE FOR BOARD ACTION.

>> MATT, WILL WE BE ABLE TO USE THOSE DATA FOR THE 21-22 MONITORING? AS I SAY THAT OUT LOUD, I'M ANSWERING MY OWN QUESTION. BECAUSE WE ARE JUST RUNNING THOSE NOW. THIS MONITORING REPORT REFERENCES THE 20-21 SCHOOL YEAR.

THE NEXT REPORT WILL BE 21-22 AND CAPTURE THE DATA WE ARE

COLLECTING NOW. >> AND AT SOME POINT I LIKE TO DISCUSS THE TIMEFRAME WE ARE WORKING WITH THIS.

>> WE HAVE A MEETING ON THE CALENDAR TO DISCUSS.

>> EXCELLENT. >> YOU ASKED THE QUESTION -- AND 10.1, IT LOOKS AT PROFESSIONAL LEARNING COMMUNITIES, PROFESSIONAL COLLABORATION.

I HOPE IT'S OKAY, DIRECTOR BLIESNER, AND PARAPHRASING YOUR QUESTIONS. IN LOOKING AT -- YOUR QUESTION, REALLY, IS WE INDICATE THAT THEY HAVE THEM.

BUT TO WHAT EXTENT ARE THEY DOING THEM WELL OR CONSISTENTLY WITH OUR GOAL OF MAINTAINING A COLLABORATIVE SCHOOL CULTURE? ONE THING, AS PART OF OUR WORK WITH MTSS IS WE WILL BE USING A TOOL (NAME) DR. HOLMEN MENTIONED THAT EARLIER.

IT'S A (NAME) ASSESSMENT. SO I THINK ONE OF THE THINGS D, I HAVE NOT DONE THAT IN PREPARATION FOR THIS.

BUT I THINK THEFIDELITY INVENTORY ASSESSMENT ALLOWS US RADIATION OF THE DEGREE TO WHICH YOU ARE DOING SOMETHING WITH FIDELITY . AND COLLABORATION IS AN ELEMENT. SO THAT'S SOMETHING WE CAN LOOK AT WHEN WE DO THE INDICATORS, A TOOL THAT WE ARE PUTTING INTO THE SYSTEM THAT SEEMS LIKE IT MAY HAVE AN OPPORTUNITY TO

ALIGN WITH 10.1. >> WE COULD ALSO LOOK, POTENTIALLY, AT AN INDICATOR AROUND TEACHER EVALUATION.

CRITERION 8 WITHIN THE TEACHER EVALUATION FRAMEWORK IS SPECIFICALLY FOCUSED ON COLLABORATION AND PROFESSIONAL RESPONSIBILITIES. SO IF THAT'S AN INTEREST AND INDICATOR, WE COULD POSSIBLY PULL SOME DATA FROM OUR EVALUATION SYSTEM AROUND HOW OUR PRINCIPLES ARE RATING THE PERFORMANCE OF TEACHERS COLLABORATION.

AND THAT'S A REQUIRED COMPONENT FOR ALL OF OURTEACHERS, CRITERION EIGHT MAC , KNOWING THERE NOT ALL PARTICIPATING IN

[01:15:02]

PRACTICE, IS. >> FINALLY, ON 10.1, DIRECTOR BLIESNER, UA JUST MADE A REQUEST REGARDING LINKING DOCUMENTS. THAT'S GOING TO BE SOMETHING THAT WE CAN DO MOVING FORWARD. IN 10.2, YOU MADE A RECOMMENDATION REGARDING TIMEFRAME.

IN REFERENCE TO THE POLICIES. AND I BELIEVE THIS IS WHERE I ACTUALLY HAD A QUESTION FOR YOU IS WAS THAT COMMENT REFERENCING EQUITY TEAMS AND THAT LEVEL OF DETAILS AROUND THOSE AS AN

INDICATOR? >> IT WAS REGARDING THAT THE POLICIES WOULD BE REVIEWED. IS THAT EVERY THREE YEARS? IS IT EVERY FIVE YEARS? JUST HAVE A TIMEFRAME SO THERE IS SOMETHING TO LOOK AT. BECAUSE WE ARE NOT GOING TO LOOK AT REVIEWING A POLICY EVERY YEAR MOST LIKELY.

>> CORRECT. MAYBE ONE OTHER THING WE CAN LOOK AT IS MAZDA HAS A PRACTICE OF INDICATING WHEN POLICIES ALSO REQUIRE REVIEW. SO POTENTIALLY THAT COULD BE SOMETHING WE COULD LOOK AT AS WHEN THEY PROVIDE A NOTICE TO SCHOOL DISTRICTS, ARE WE UPDATING HOURS IN A TIMELY MANNER. YOU'D ASKED THE QUESTION IN RELATION TO PANORAMA SURVEY, IF WE COULD BREAK IT OUT BY ELEMENTARY, MIDDLE AND HIGH SCHOOL.

RIGHT NOW WE BREAK OUT OUR PANORAMA DATA AND GRADE BANDS 3 TO 5 AND 6 TO 12. THAT IS PARTLY BECAUSE WE ARE REPORTING FROM THE PANORAMA SYSTEM.

IF WE MOVE FORWARD WITH DEVELOPING OUR OWN INTERNAL DATA SYSTEM WHERE WE ESSENTIALLY EXTRACT THE PANORAMA DATA, THAT WOULD GIVE US MORE LATITUDE IN LOOKING AT HOW WE BROKE THOSE OUT. UNTIL THAT IS DONE, THAT'S THE

WAY THE DATA IS PRESENTED BACK TO US.>> THIS IS WHERE IT MIGHT BE INTERESTING TO HAVE THE STUDENT FEEDBACK SPECIFICALLY DIFFERENT FROM THE MIDDLE SCHOOL AND HIGH SCHOOL TO BETTER UNDERSTAND HOW THAT MIGHT BREAK OUT DIFFERENTLY UNTIL THAT EXISTS. ESPECIALLY THINKING OF THE PUBLIC COMMENT WE'VE HAD THIS EVENING.

IT ALIGNS ITSELF VERY WELL WITH WHAT WE ARE TALKING ABOUT RIGHT

NOW. >> YOU ASKED A QUESTION ABOUT REVISITING AND IT LOOKS LIKE IN MY NOTES I ALREADY HAD A COME UP BASED ON (INDISCERNIBLE). I WAS GOING UP SCRIPT.

>> YOU HAD MENTIONED 10.2. IN 10.2, I DID HAVE A QUESTION AROUND THE BASELINE YEAR (INDISCERNIBLE).

THE BASELINE YEAR IS IN BRACKETS.

THIS YEAR WAS THE BASELINE YEAR.

WAS THAT THE INTERPRETATION? WHEN WE THINK ABOUT INDICATORS AND COMPLIANCE, STRENGTH TO KNOW -- I THINK WE HAD SET 80 PERCENT AS OUR TARGET. IT 79, 77.

WE AREN'T AT TARGET, BUT THAT WAS SORT OF AN ARBITRARY TARGET. NOW THAT WE HAVE A BASELINE, WHAT ARE WE TALKING ABOUT GOING FORWARD?

(INDISCERNIBLE). >> SO I THINK, DIRECTOR CARLSON, WHAT YOU'RE SAYING IS WE WOULD ARBITRARILY SET 80 PERCENT IS WHAT WE THOUGHT WOULD BE A TARGET FOR OUR FIRST YEAR IN DOING THIS. WHAT WE FOUND IS OUR BASELINE IS SLIGHTLY LOWER THAN THAT. AND THE QUESTION IS WHETHER THAT IS OUR BASELINE AND SHOULD BE, ESSENTIALLY, THE FLOOR FOR AN OVI. IS 80 PERCENT OR SOME OTHER TARGET WHAT WE SHOULD REALLY BE HOLDING OURSELVES TO? SO I DO NOT HAVE AN IMMEDIATE RESPONSE ON THAT.

DR. HOLMEN? >> WILL BRING A RECOMMENDATION TO THE BOARD EARLY NEXT SCHOOL YEAR SO THEY CAN BE MONITORED

APPROPRIATELY.>> LET'S SEE. DIRECTOR BLIESNER, I HAVE ONE MORE QUESTION ON 10.2 REGARDING THE SCHOOL EQUITY TEAMS. WHICH STATES THAT ALL SCHOOLS HAVE A SCHOOL EQUITY TEAM.

AND DIRECTOR BLIESNER, TO PARAPHRASE, YOU WERE EXPRESSING INTEREST IN WHAT ARE THE REQUIREMENTS? WITH WHAT LEVEL OF FIDELITY TO THESE EQUITY TEAMS OPERATE WITHIN. SO TO PARAPHRASE -- THERE ADVANCING AND MAKING PROGRESS IN RELATION TO THEIR CHARTERS.

[01:20:03]

AND WE'VE HEARD THAT FROM OUR EQUITY TEAMS AS WELL AND FROM OUR SCHOOLS. IS WANTING A LITTLE GREATER CLARITY OF COMPOSITION PURPOSE AND WHAT THOSE EXPECTATIONS ARE. SO THAT'S SOMETHING WE'RE PUTTING INTO THAT POLICY. WE CAN BRING THAT BACK INTO

OE-10 AS WELL. >> THAT'S GREAT.

AND I APPRECIATE YOU RECOGNIZING THE CHECKBOX CONCEPTS NOT BEEN BENEFICIAL. MAKING THAT CONNECTION TO HOW THAT IMPACTS OUR STUDENTS IS SORT OF THE GOAL OF OE-10.

>> EXACTLY. SO 10.3, YOU HAD A FEW MORE QUESTIONS. ACTUALLY, YOU HAD A COMMENT AND APPRECIATING THE CALL OUT TO REMOTE LEARNING.

THANK YOU FOR THAT. YOU'D ASKED THE QUESTION OF WHY DO WE USE 10 OR MORE EXCLUSIONARY INCIDENTS AS AN INDICATOR? AND REALLY, WE SELECTED 10 AS A THRESHOLD. ONE OF THE THINGS THAT WE SAW IN OUR DATA IS TO USE THE TECHNICAL TERM, IT IS (INDISCERNIBLE) WONKY WHEN THE NUMBER IS REALLY SMALL.

IF WE ARE LOOKING AT IN THIS CASE, TRYING TO LOOK AT VARIATIONS -- 10 OR MORE ALLOWED US TO DIFFERENTIATE.

AS WE'VE TALKED ABOUT, WE'RE TRYING TO CONTINUALLY REDUCE OUR USE OF EXCLUSIONARY DISCIPLINE.

AND AS WE LOOK AT REALLY GETTING ALL OF OUR SCHOOLS TO BE -- OVER TIME, I WOULD SAY WITHIN THE NEXT YEAR OR TWO ARE THERE ANY OTHER DATASETS RELATED TO STUDENT DISCIPLINE THAT WE COULD BE LOOKING AT? THAT MIGHT ALLOW US TO GET A BETTER SENSE WHERE WE RIGHT NOW DON'T HAVE DATA.

>> WAS THERE ANY DISCUSSION TO UTILIZING A RATE AS OPPOSED TO

AN ACTUAL AND? >> YEAH, WE COULD USE A RATE AS AN ALTERNATIVE. I THINK WHEN WE GET TO SOME OF OUR ELEMENTARY SCHOOLS, YOU KNOW AS DR. HOLMEN MENTIONED, FOR OUR HIGH SCHOOLS AND MIDDLE SCHOOLS ABOUT THE SIZE OF THE SCHOOLS AND THE RATES -- -- WHEN WE LOOK AT THE VARIATION BETWEEN SCHOOLS, IT'S REASONABLE AMOUNT.

WE ARE ELEMENTARY SCHOOLS -- WE WON'T -- THAT MAY JUST BE ACCEPTABLE. MAY JUST WANT TO LOOK AT AND SAY OKAY, OUR SECONDARY SCHOOLS -- --.

>> I HAD A QUESTION ON 10.3. WHEN WE LOOK AT THE SECOND TABLE, THE DISPROPORTIONALITY RATIOS.

WE SEE THE DIFFERENCES WHEN WE LOOK AT THE DATA.

WE SEE AN INCREASING TREND FOR CERTAIN GROUPS OF STUDENTS.

DOES IT MAKE MORE SENSE THAT THE INDICATOR SHOULD POTENTIALLY SPECIFY DISPROPORTIONALITY OF DISCIPLINE HAS AT DECLINING TREND IN THESE AGGREGATED GROUPS?(INDISCERNIBLE). WE ARE SPECIFICALLY TRYING TO AVOID HAVING DISPROPORTIONALITY, RIGHT? SO WE SHOULD BE LOOKING AT THE TREND SPECIFICALLY FOR INDIVIDUAL GROUPS. AND HAVING THOSE TRENDS DECLINE FOR EACH GROUP? NOT AS A TOTAL?

>> THERE IS A UNIQUE -- A UNIQUE SORT OF EXPERIENCE THAT SEEMS TO HAPPEN WITH THE DATA. AS THE DISCIPLINE RATE FALLS OVERALL FOR ALL STUDENTS, THAT DISPROPORTIONALITY INCREASES FOR SOME GROUPS OF STUDENTS. WE'VE SEEN THAT HAPPEN OVER TIME. AS WE'VE CONTINUALLY HAVE FEWER

[01:25:04]

AND ADDING ALTERNATIVES OR MORE TOOLS TO OUR TOOLKITS ALLOWS US TO REDUCE ALL OF THAT. BUT YEAH.

AND THEN WE SEE IN THIS CASE, SPECIFICALLY STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. THAT DISPROPORTIONALITY HAS INCREASED. SO WE CAN COME BACK WITH SOME DIFFERENT WAYS OF HOW MIGHT WE WANT TO CONTEXTUALIZE THAT AND LOOKING AT THAT OR REFERENCING JUST THE DISPROPORTIONALITY IN GROUPS AND KNOWING THAT THAT IS GOING TO BE SOMETHING THAT WE'RE GOING TO CONTINUE TO LOOK AT, PARTICULARLY WITH A LOT OF OUR MTSS AND INCLUSIONARY WORK. I THINK IT SHOULD INFLUENCE THAT. I DON'T DISAGREE.

THAT IS WHAT YOU ARE TRYING TO GET AT, AS A BOARD, IS REDUCING DISPROPORTIONALITY. AND THEN I THINK THE OTHER PIECE THAT THE BOARD WAS LOOKING AT -- LET ME LOOK AT THIS. I THINK THE OTHER PIECE THE BOARD HAD WANTED TO LOOK AT, AND THIS IS WHERE WE GET INTO WHAT'S REPORTED DESK OF THE DIFFERENT AND GROUPS.

A STUDENT AT LAKE WASHINGTON HIGH SCHOOL, ARE THEY TREATED IN A SIMILAR FASHION AS A STUDENT AT REDMOND HIGH SCHOOL, FOR EXAMPLE. THAT'S DIFFERENT THAN DISPROPORTIONALITY, BUT THAT'S LOOKING AT SOME KIND OF CONSISTENCY ACROSS THE DISTRICT AND THE WAYS IN WHICH WE

APPROACH STUDENT BEHAVIOR. >> ANY OTHER QUESTIONS FROM THE

BOARD? >> I JUST HAVE ONE LESS QUESTION. WHAT TIME OF YEAR -- WHAT MONTH

IS PANORAMA ADMINISTERED? >> SORRY, DIRECTOR CARLSON --.

>> THAT'S RIGHT. WHAT MONTH OF THE YEAR IS A PANORAMA SURVEY GIVEN? AND 10:10.6, (INDISCERNIBLE) STUDENTS FEEL THEY DON'T BELONG.

THIS IS ADMINISTERED AT THE BEGINNING OF THE YEAR.

THE STANDARD TIME WHEN KIDS SWITCH DISTRICTS.

KIDS NEW TO THE SCHOOL SYSTEM ISN'T SURPRISING TO ME THAT THEY FEEL THEY DON'T BELONG HERE (INDISCERNIBLE).

I'M CURIOUS WHEN THE SURVEY HAPPENS.

>> GREAT. THANK YOU FOR THAT EXPLANATION.

AND IT GAVE ME ENOUGH TIME TO ACTUALLY PULL UP THE INFORMATION (LAUGHING). MOVING FORWARD, SO FOR OUR STUDENTS, WE ARE GOING TO ADMINISTER THE PANORAMA SURVEY TWICE A YEAR. NOW THAT WE HAVE DONE SOME OF OUR WORK TO ALIGN WHAT IT IS THAT WE WANT, WE WILL BE, IN THE SPRING -- AND THERE'S ALWAYS A LITTLE BIT OF LATITUDE -- NOW THAT WE HAVE SOME GREATER CLARITY WE WILL WORK WITH THE SCHOOLS TO SAY WHEN'S THE BEST TIME TO ADMINISTER? BUT WE ADMINISTER IT DURING THE STATE TESTING WINDOW.

IT'S A TIME WERE SCHOOLS OFTEN HAVE WEIRD SCHEDULES AND THIS FITS WITH THAT. THAT'S WHEN WE WILL BE ADMINISTRATING THE SEL QUESTIONS THAT ARE IN RELATION TO THE PROPOSED CHANGES FOR R-3.

AND IN THE FALL, AND THAT LAST FEW YEARS -- TWO YEARS AGO IT WASN'T TYPICAL, BUT THE LAST FEW YEARS WE BEEN ADMINISTERING THAT IN NOVEMBER. SO IT GIVES STUDENTS A COUPLE OF MONTHS TO GET INTO SCHOOL. BUT BEFORE WE ESSENTIALLY HIT THE HOLIDAY, BETWEEN THANKSGIVING AND WINTER BREAK.

THAT'S WHEN WE WILL BE ADMINISTERING RIGOROUS EXPECTATIONS, SAFETY, SENSE OF BELONGING, DIVERSITY AND INCLUSION. WHICH ARE ITEMS THAT BOTH RELATE TO OB 10 AND POSSIBLY COULD RELATE TO ASPECTS OF OE-14. SO SENSE OF BELONGING COULD CERTAINLY BE INFLUENCED BY STUDENTS WHO ARE TRANSITIONING INTO A NEW SCHOOL -- WOULD BE NATURAL TO ASSUME THEY WOULD REPORT LOWER SENSE OF BELONGING THAT A STUDENT WHO MAY HAVE BEEN AT THAT SCHOOL FOR COUPLE OF YEARS.

>> I THINK DIRECTOR STUART HAS A QUESTION.

>> YET. MATT, I APPRECIATE THE FACT THAT YOU TRY TO FIT TIMES TO ADMINISTER THOSE TESTS WHEN ART THE LEAST DISRUPTIVE TO THE STUDENTS CLASSES.

[01:30:07]

>> YEAH. IT CERTAINLY COULD.

THIS YEAR, WE ADMINISTERED THAT SURVEY A LITTLE BIT LATER THAN I WOULD HAVE LIKED. BUT THAT'S BECAUSE WE WERE TRYING TO COORDINATE THAT WITH THE WORK WE WERE DOING ON R-3.

SO WHAT I DO KNOW IS THAT'S A LONG WINDOW AND OUR SCHOOLS HISTORICALLY HAVE -- THEY HAVE OPPORTUNITIES.

OR SOMETIMES UNIQUE TIMES THEY NEED TO SCHEDULE AROUND.

AND SO -- BUT WE WILL GO BACK AND WORK WITH OUR SCHOOLS TO KIND OF UNDERSTAND WHEN'S THE BEST TIME TO ADMINISTER THESE? KNOWING THAT WE WILL HAVE ESSENTIALLY TO SURVEY WINDOWS.

WITH OUR FAMILIES AND STAFF, WILL ALSO DEVELOP A REGULAR AND

PREDICTABLE CYCLE FOR SURVEYS. >> I'M JUST SAYING, THE NOVEMBER 1 SOUNDING LIKE A NORMAL SCHEDULE FOR THE KIDS.

IT'S THE SPRING ONE, IT'S KIND OF AN ODD TIMING.

I DON'T KNOW IF THAT AFFECTS THEIR ANSWERS, THEIR FEELINGS

OF BELONGING AND SO FORTH. >> YEAH.

IT CERTAINLY COULD. AND I'LL ADMIT, I'VE NOT BEEN IN A SCHOOL BUILDING FOR A FEW YEARS.

SO THAT'S WHY WANT TO TALK ABOUT THOSE WHO ARE IN BUILDINGS RIGHT NOW. TO UNDERSTAND IF THAT'S THE OPPORTUNE AND IDEAL TIME TO ADMINISTER THAT SURVEY OR NOT.

>> MAYBE THE STUDENTS COULD TELL US, TOO?

>> ANY OTHER QUESTIONS FROM THE BOARD? DIRECTOR BLIESNER HAS A FEW MORE (INDISCERNIBLE).

>> SORRY! >> LET'S SEE.

WHERE WAS I UP. SO 10.6.

I INDICATED, PERHAPS, A PREFERENCE FOR LOOKING AT SOME TREND DATA MOVING FORWARD. I'M SORRY.

I'M TRYING TO UNDERSTAND THIS QUESTION.

SO DIRECTOR BLIESNER ASKED OF THE STUDENTS THAT RESPONDED BELONG A LITTLE BIT OR DID NOT BELONG AT ALL, IS THERE ANY DEMOGRAPHIC OR CHARACTERISTICS THAT ARE MORE LIKELY REPRESENTED?O IF WE WERE TO DISAGGREGATE THAT STUDENT, WOULD THERE BE SOME LEARNING THAT WOULD INDICATE FOR US? SO I DID LOOK AT THAT DATA. THAT'S ONE OF THE NICE THINGS ABOUT THE PLATFORM IS WE CAN LOOK TO SEE, BASED ON CERTAIN CHARACTERISTICS OF HOW DIFFERENT STUDENT GROUPS RESPOND. STUDENTS RECEIVING SPECIAL EDUCATION SERVICES DID REPORT A LOWER SENSE OF BELONGING THAN THEIR PEERS. I THINK THAT'S ONE OF THE KEY ASPECTS OF SOME OF OUR INCLUSION WORK.

AND HELPING TO ADDRESS THAT SENSE OF BELONGING.O THAT WAS THE ONE GROUP THAT STOOD OUT TO ME THAT WAS NOTICEABLY -- -- DIFFERENT. THE OTHERS WERE ACTUALLY ALL OTHER GROUPS APPEAR TO BE FAIRLY COMPARABLE WITHIN A PERCENTAGE POINT OR TWO OF EACH OTHER.

AGAIN, YOU ASKED ABOUT BREAKING IT DOWN BY DIFFERENT AGE GROUPS.I BELIEVE THAT WAS THE END OF YOUR QUESTIONS.

HOPEFULLY, I ANSWER THEM FOR YOU WELL ENOUGH.

>> YOU DID. THANK YOU.

THERE ARE TWO COMMENTS I LIKE TO TOSS IN THERE TOO.

THERE ACTUALLY WAS A VERY GOOD RECOMMENDATION.

OUR STUDENTS HAD A PERCEPTION STATING THEY FELT VERY RESPECTED BY THEIR TEACHERS. I THINK THAT'S A GOOD REFLECTION UPON THE DISTRICT AND OUR STAFF AND THE INTEGRATION THAT WE DO. AND IT HELPS TO HIGHLIGHT THAT COMPLIANCE SO I WANT TO MAKE SURE THAT GOT CALLED OUT.

AND IN YOUR APPENDIX WHEN YOU GAVE SOME OF THE EXPLANATION OF THINGS YOU WERE GOING TO DIG INTO, YOU MENTIONED LOOKING AT

[01:35:01]

I THINK THOSE ARE GREAT WAYS OF LOOKING HOLISTICALLY AT WHAT THOSE LEARNING ENVIRONMENTS NEED.

SO THANK YOU FOR DOING THAT AS WELL.

>> SO I WILL NOW ENTERTAIN A MOTION TO APPROVE THE MONITORING REPORT FOR OB 10 IS PRESENTED AS COMPLIANT WITH THE NOTED EXCEPTIONS AND 10.2 AND 10.6 IS NONCOMPLIANT.

BUT WITH THE PLANNED APPENDIX TO BRING THOSE INTO COMPLIANCE.

>> SO MOVED. >> SECOND.

>> MOVED BY DIRECTOR CARLSON, SECONDED BY DIRECTOR BLIESNER.

TO MOVE THE MOTION AS I PRESENTED IT.

ANY ADDITIONAL COMMENT FROM THE BOARD? DIRECTOR BLIESNER, WOULD YOU LIKE TO GO FIRST?

>> I'M NOT SURE IF IT'S GOING TO BE HERE OR (INDISCERNIBLE) HAS TO DO WITH SOME OF THE DESKTOP MIGHT BE AFTER THIS FACT. I AGREE WE ARE IN COMPLIANCE.

I WILL VOTE TO APPROVE AS PRESENTED.

THAT'S NOT IT. I QUESTION COMES DOWN TO AROUND GRADING PRACTICES AND HOMEWORK POLICIES.

WE DON'T EVER ADDRESS THOSE IN HERE AT ALL WITHIN OUR POLICY.

THEY REALLY DO SEEM TO BE IMPACTING LEARNING ENVIRONMENT IN SEVERAL WAYS. (INDISCERNIBLE) I'M PROBABLY DOING THIS IN THE WRONG SPOT. SO I APOLOGIZE.

SO I THINK THERE MIGHT BE A POSSIBILITY OF US TO THINK ABOUT WHAT TYPE OF SUB POLICY OR SOMETHING, IF WE WANT TO BE ABLE TO THINK ABOUT THAT PIECE? I DO THINK THOSE IMPACT.

AND AS WE MOVE TOWARDS EQUITY AND HAVE THAT CONVERSATION, WE COULD OUTLINE SOME OF THE VALUES OR PARAMETERS? NOT THE ACTUAL PRACTICES BUT THE VALUES? I JUST WANTEDTO PUT THAT OUT THERE IS SOMETHING THAT HAS

COME FORWARD. >> I'M SO GLAD YOU BROUGHT THAT UP. THE OTHER NIGHT , DR. HOLMEN SAID THE BOARD A SURVEY AND BOARD BRIEFS THE OTHER WEEK ASKING FOR IDEAS FOR STUDY SESSION AND PROGRAM UPDATES.

I WAS SITTING IN MY COMPUTER TRYING TO REMEMBER ONE ADDITIONAL THING THAT I KNEW I WANTED.

-- -- I'LL SAY IT VERBALLY AS OPPOSED TO IN WRITING.

I DON'T KNOW IF IT'S A STUDY SESSION OR AN UPDATE -- I KNOW WE'VE DONE WORK ON GRADING PRACTICES.

I WOULD JUST LIKE AN UPDATE FROM STAFF ON THAT (INDISCERNIBLE) WORK PLAN FOR NEXT YEAR.

I NEGLECTED TO INCLUDE THAT IN THE WRITTEN SURVEY I PROVIDED.

>> THE LINK IS STILL LIFE. >> CAN I AMEND IT? (INDISCERNIBLE). OKAY.

ANY ADDITIONAL COMMENT FROM THE BOARD? THANK YOU. DIRECTOR STUART.

>> YEAH. MATT, AS WE ARE HEARING THE COMMENTS ON GRADING AND SUCH, I THINK BACK TO LAST YEAR'S UPRISING, IF YOU WILL, BY PARENTS WHEN AP STUDENTS WERE ALL OF A SUDDEN SWITCH TO 90 PERCENT ON THEIR TEST AND 10 PERCENT ON THEIR HOMEWORK. IS THERE ANY REFLECTION OF DISSATISFACTION BY STUDENTS? OR MAYBE SINCE IT'S JUST THE AP STUDENTS, I DON'T KNOW IF IT'S ABLE TO BE MEASURED -- (INDISCERNIBLE). DOM EQUITY.

>> MARKET, I UNDERSTAND YOUR QUESTION.

I DON'T KNOW IF WE HAVE THE DATA HERE TO BE ABLE TO RESPOND TO THAT. WE WOULD HAVE TO LOOK INTO THE PANORAMA BUT HAPPY TO DIG IN AND GET THAT ANSWER.

>> I'M JUST CONCERNED THAT THE PANORAMA MIGHT NOT BE ABLE TO CAPTURE IT TO BE QUITE FRANK. IN THERE SUCH A CONCERN BY PARENTS THAT I REALLY DON'T WANT US TO GLOSS OVER IT SUB I DON'T THINK THAT'S OUR INTENTION.

BUT WITH THE TOOL WE HAVE, WE MAY HAVE TO LOOK FOR AN ADDITIONAL TOOL OR BE TALKING TO PARENTS AND STUDENTS ABOUT THE TESTING SYSTEM ANYWAY. SEPARATE FROM (INDISCERNIBLE).

>> MARK, COULD YOU REPLACE THE LAST -- SORRY, THE AUDIO IS NOT IDEAL. COULD YOU REPEAT THE LAST TWO

SENTENCES YOU SAY? >> YEAH! JOIN THE CLUB. I'M JUST CONCERNED THAT I KNOW THE PANORAMA IS SET UP REALLY FOR A SPECIFIC SET OF QUESTIONS. IT DOESN'T REFLECT THE PROBLEMS THAT STUDENTS AND PARENTS HAD LAST YEAR WITH THE FLUCTUATION.

ALL OF A SUDDEN GOING FROM 50-50 TO WHATEVER THE PERCENTAGE WAS TO 90 10. IF IT DOESN'T REFLECT THAT, WE

[01:40:02]

BECAUSE OF ITS OUT THERE WE ARE ONLY MEASURING IT WITH PANORAMA AND PANORAMA CAN'T MEASURE IT, AND WE ARE REALLY KIND OF IGNORING THOSE PARENTS AND STUDENTS.

>> I KNOW PART OF OUR WORK PLAN NEXT YEAR IS TO TAKE A LOOK AT SECONDARY GRADING PRACTICES. SO I WOULD IMAGINE PART OF THAT WOULD BE THE INCLUSION OF STUDENT VOICE IN NET.

I KNOW THERE IS A VARIETY OF DIFFERENT OPINIONS FOR OUR STUDENTS AROUND GRADING PRACTICES.

BUT THAT SOMETHING -- I KNOW ARE SECONDARY ADMINISTRATORS HAVE ASKED US TO PUT ON THE WORK PLAN FOR NEXT YEAR AS WELL. I THINK THERE IS INTEREST ALL

AROUND. >> OKAY.

>> ALL RIGHT. ANY ADDITIONAL COMMENT FROM BOARD MEMBERS TONIGHT? ON THIS SPECIFICALLY W SPECIFIC

MONITORING REPORT? >> DIRECTOR BLIESNER, YOU SAID TWO PIECES THAT YOU THINK COULD BE CONNECTED TO OB 10, GRADING

PRACTICES AND --? >> HOMEWORK POLICIES AND EQUITABLE COMMUNICATION ACROSS OUR DISTRICT (INDISCERNIBLE).

JUST WANT TO CALL OUT AND HIGHLIGHT AND ELEVATE THE EFFORTS TO DECREASE DISCIPLINE RATES ACROSS OUR DISTRICT.

IT'S GREAT TO SEE IT'S GOING DOWN.

AND I APPRECIATE THE EXTRA FOCUS TO ENSURE THAT'S HAPPENING. IT'S NOT HAPPENING DISPROPORTIONATELY. SINCE I'VE JOINED THE BOARD, I KNOW IT'S BEEN A BIG FOCUS FOR THE DISTRICT DASHCODE DECREASING THE EXCLUSIONARY DISCIPLINE AND DOING IT WITH AN EYE TOWARDS EQUITY. THAT SOMETHING I THINK I KNOW IS THE BOARD WE ALWAYS HAVE OUR ION.

FOR THIS PARTICULAR MONITORING REPORT.

SO GOOD WORK AND HOPE TO SEE MORE OF IT.

ANY OTHER COMMENTS? NO? OKAY. SO THERE IS A MOTION PENDING TO APPROVE MONITORING REPORT FOR OB 10 AS PRESENTED, WHICH IS IN COMPLIANCE WITH THE NOTED EXCEPTIONS IN 10.2 AND 10.6, WHICH ARE NOT IN COMPLIANCE. ALL THOSE IN FAVOR OF THE MOTION PLEASE SIGNIFY BY VOTING AYE.

ANY OPPOSED? HEARING NONE, THE MOTION CARRIES. THE PLAN IS FOR THE BOARD SUMMARY OF THIS MONITORING REPORT TO COME BACK AT THE JUNE 27 MEETING. THE NEXT ITEM ON THE AGENDA IS APPROVAL OF MONITORING REPORT FOR OE-11, WHICH IS THE INSTRUCTIONAL PROGRAM. DR. HOLMEN, COULD YOU GIVE A

SUMMARY OF THAT? >> YES.

OE-11 AND STRUCTURAL PROGRAM STATES THE SUPERINTENDENT SHALL MAINTAIN A PROGRAM OF INSTRUCTION THAT OFFERS CHALLENGING AND RELEVANT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS TO FIND THE BOARD'S RESULTS POLICIES.

AND SO IN YOUR BOARD PACKET TONIGHT, YOU HAVE A MONITORING REPORT THAT EVALUATES THE 14 SECTIONS OF OE-11INSTRUCTIONAL PROGRAM FOR COMPLIANCE DURING THE 20-21 SCHOOL YEAR.

SPECIFICALLY DATES OF SEPTEMBER 2020 THROUGH AUGUST 2021 .

IT SHOULD BE NOTED THAT 13 AND 14 SECTIONS ARE DESIGNATED AS IN COMPLIANCE WHEN ALLYING WITH THE INDICATORS WITH THE EVIDENCE OF 11.6 BEING MARKED OUT OF COMPLIANCE.

11.6 SPECIFIES THE MULTI TIERED SYSTEMS OF SUPPORT WORK.

AS THE BOARD KNOWS, WE HAD ESTABLISHED PROGRAM AND PROCESS TO ADOPT THAT. AND DUE TO COVID 2, THE EXPECTATION TO HAVE THAT IN PLACE IN ALL OF OUR SCHOOLS AT A CERTAIN LEVEL, WE DID NOT ACHIEVE THAT.

BUT WE ARE CONTINUING TO PURSUE THAT END.

SO THIS IS PRESENTED TO THE BOARD AS COMPLIANT WITH

EXCEPTIONS NOTED. >> OKAY.

ANY QUESTION FROM THE BOARD TONIGHT ON THE MONITORING REPORT FOR OE-11? DIRECTOR BLIESNER, DO YOU WANT

TO GO FIRST? >> SO I DID HAVE A QUESTION ON 11.1. I'M SORRY, IT'S NOT 11.1.

OH YEAH, IT IS. SO AN INDICATOR OF EVALUATION OF A PROGRAM. I WAS CURIOUS WHAT CRITERIA ARE USED (INDISCERNIBLE) IS MERITED OTHER THAN REQUIRED BY AN

OUTSIDE ENTITY? >> SO THERE IS A NUMBER OF

[01:45:05]

ONE, YOU JUST INDICATED, OUTSIDE AGENCY.

TO IS IT'S A GOOD PRACTICE ON AN ONGOING BASIS TO ENSURE WE ARE EVALUATING OUR PROGRAMS. IF YOU RECALL, WE'VE DONE A NUMBER OF PROGRAM REVIEWS OVER THE YEARS.

HIGHLY CAPABLE SERVICES. I THINK WE EVALUATED THAT PROGRAM THREE OR FOUR TIMES IN THE LAST 15 YEARS.

AS THE LAW CHANGE, SERVICES CHANGE AND THINGS LIKE THAT.

SPECIAL EDUCATION PROGRAM REVIEW.

WE BROUGHT IN AN OUTSIDE GROUP. THEY DID A THOROUGH PROGRAM EVALUATION. THERE IS NOTHING REQUIRING THAT. WE JUST IDENTIFIED SOME PROGRAM IMPROVEMENTS THAT WE SAW, WANTED TO BRING IN AN OUTSIDE AGENCY. OUR DIRECTOR OF -- DATA RESEARCH AND ACCOUNTABILITY, FORGIVE ME! HE ACTUALLY HAS AN INTERNAL PROGRAM REVIEW PROCESS THAT HE USES. AND SO, WE DON'T HAVE TO BRING IN AN OUTSIDE AGENCY. WE ALSO HAVE SOME INTERNAL TOOLS TO BE ABLE TO DO THOSE PROGRAM EVALUATIONS INSIDE, PULLING DATA, SPEAKING WITH STAFF AROUND -- STAKEHOLDERS -- EXCUSE ME -- AROUND PROGRAM EFFICIENCY AND EFFECTIVENESS.

FROM TIME TO TIME WE WILL BRING IN AN OUTSIDE EXPERT, PER SE, TO LOOK AT OUR DATA. OUR INFORMATION AND DOCUMENTS TO GIVE US FEEDBACK AND RESULTS.

OTHER TIMES WE DO IT INTERNALLY.

I WOULD ALSO SAY THAT ON AN ONGOING BASIS, OUR PROGRAM DIRECTORS ARE WORKING THROUGH CONTINUOUS IMPROVEMENT CYCLES.

SO THAT'S KIND OF A SMALLER SET OF PROGRAM REVIEW.

MAYBE THEY ARE LOOKING AT SMALLER COMPONENTS OF THEIR PROGRAM. FOR EXAMPLE, HIGHLY CAPABLE SERVICES JUST UPDATED SOME OF THEIR ASSESSMENT TOOLS.

SO THAT'S A SMALLER SCALE PROGRAM REVIEW THAT THEY CONDUCTED WITHIN THE DEPARTMENT.

IT WASN'T A FULL SCALE PROGRAM REVIEW.

BUT REALLY TARGETING AND LOOKING AT THAT ONE COMPONENT.

THEY PULLED IN STAKEHOLDERS. THEY DID SOME TESTING.

THEY TRIED A FEW DIFFERENT ASSESSMENTS.

ULTIMATELY, MADE A DETERMINATION.

SO THOSE ARE ALL SOME OF THE DIFFERENT PROGRAM REVIEW TYPES

THAT WE USE. >> THANK YOU.

>> I WAS GOING TO SKIP 211.9. SO IF YOU HAD SOMETHING BEFORE THAT? I HAVE A QUESTION REGARDING -- IT'S ALSO ANOTHER POTENTIAL INDICATOR CHANGE QUESTION, I GUESS YOU COULD SAY. WHEN WE ARE TALKING ABOUT THE USE OF TECHNOLOGY IN THE LEARNING ENVIRONMENT, AND ENSURING THAT OUR STUDENTS NEED TO KNOW THE SKILLS TO BE FUTURE READY, IS THIS AN AREA BECAUSE TECHNOLOGY IS EVOLVING SO RAPIDLY AND THE SKILL SETS THAT OUR STUDENTS NEED TO BE EFFECTIVE IN THAT SPACE -- ARE CHANGING YEARLY.

IS THIS WHERE WE COULD HAVE AN INDICATOR THAT INCLUDES SOME SORT OF AN EVALUATION OF THE ADVANCES IN TECHNOLOGY AND HOW THEY CAN APPLY TO OUR SCHOOL? O RATHER THAN SAYING, YOU KNOW, ANNUAL TRAINING OF TECHNOLOGY THAT THEY ALWAYS HAVE EVERY YEAR, THIS IS SOMETHING THAT THEY'VE ALL USE.

IS THERE A COMPONENT THAT WE WOULD WANT TO ADD ABOUT REVIEWING THE NEW ADVANCES IN THE NEW TECHNOLOGY AND HOW WE WOULD INTEGRATE THAT INTO OUR SCHOOLS? AND SPECIFICALLY I'M THINKING ABOUT WHEN WE WENT TO THE SBA CONFERENCE AND DIRECTOR BLIESNER ATTENDED THAT ONE ABOUT -- WHAT WAS IT? PROGRAMMING AND ALEXA?

>> (INDISCERNIBLE) THE ADOPTION OF NEW TOOLS FOR STUDENTS TO USE AND NEW SKILLS FOR STUDENTS TO ACQUIRE.

>> AND KEEPING UP WITH WHERE WE ARE GOING.

>> YEAH. I DON'T HAVE A FULL RESPONSE FOR YOU TONIGHT. I WANT TO THINK ABOUT THAT ONE.

BECAUSE THERE ARE A FEW DIFFERENT PIECES THAT I CAN THINK OF THAT WOULD REPORT ON HOW WE BRING IT IN.

I THINK YOU ARE ASKING A DIFFERENT QUESTION THOUGH.

I THINK YOU ARE ASKING HOWDO WE IDENTIFY ?

>> IS THERE A PROCESS WHERE WE ARE ATTEMPTING TO IDENTIFY AND

[01:50:02]

>> YEAH.KAY. THANK YOU.

>> I HAD A FEW QUESTIONS AROUND 11.5.

OPPORTUNITIES FOR STUDENTS TO DEVELOP TALENTS AND INTERESTS IN SPECIALIZED AREAS OF INTEREST.

SOME OF IT WAS JUST CLARIFICATION BECAUSE I WASN'T QUITE SURE WHAT IT MEANT. THE COURSE SELECTION PROCESS PROVIDES SECONDARY STUDENTS THE OPPORTUNITY TO SELECT COURSES OF INTEREST TO MASTER SCHEDULES.

AT SOME POINT IT WOULD BE BENEFICIAL TO UNDERSTAND WHAT THAT MEANS AND HOW THAT IS DONE.

BECAUSE I AM UNCLEAR OF HOW. SO WOULD BE GREAT TO BE ABLE TO EXPAND ON THAT AT SOME POINT. I WAS HAD A QUESTION (INDISCERNIBLE) IN REGARDS TO ETHNIC STUDIES AND THE AVAILABILITY OF THAT WITHIN OUR SCHOOLS AS WELL AS THE LEGISLATURE THAT HAS BEEN PASSED IN THE LAST SESSION.

IT SEEMS AN IMPORTANT PART OF THE INSTRUCTIONAL PROGRAM.

I WAS CURIOUS WHAT OUR PLANS ARE TO ADDRESSES AND HOW TO (INDISCERNIBLE) FOR THESE TYPES OF COURSEWORK.

SO HOW DOES THAT STUDENT VOICE WORK ITS WAY THROUGH THE SYSTEM? TO BE ABLE TO BE HEARD -- THAT

WAS THE PIECE I WAS UNCLEAR OF. >> I'M DOCUMENTING BOTH OF THOSE QUESTIONS. HE DIDN'T HAVE A QUESTION ABOUT ETHNIC STUDIES? YOU WERE JUST SAYING IT CAUSED YOU TO THINK ABOUT THIS? AND THAT THE QUESTIONS ARE AROUND -- HOW ARE WE GOING TO ADDRESS IT AND HOW DO WE SEEK STUDENT VOICE IN THE COURSES THAT ARE BEING OFFERED?

>> THE LATTER WOULD BE THE (INDISCERNIBLE) FOR THE SPECIALIZED AREA OF INTEREST. IF THIS IS OUR POLICY, HOW DO WE ENSURE TO GET THAT STUDENT VOICE TO ALWAYS GO INTO OUR MASTER SCHEDULES AND HOW TO DO SO? (INDISCERNIBLE). YOU ARE RIGHT.

BECAUSE (INDISCERNIBLE). >> THERE'S A PASSIVE WAY WE GET STUDENT VOICE. I THINK WHAT YOU ARE ASKING ABOUT IS THERE AN ACTIVE WAY? ONE OF THE WAYS WE GET STUDENT VOICE IS A SCHOOL IDENTIFIES NEW COURSES AND THEY PUT IT IN THE COURSE CATALOG. STUDENTS PASSIVELY EITHER ENROLL IN THAT OR THEY DON'T. THAT INDICATES WHETHER OR NOT WE ARE GOING TO RUN THAT COURSE STOP AND STUDENTS MAY SELECT A COURSE TO A VERY HIGH DEGREE, SO WE MAY THAT HAT COURSE MULTIPLE TIMES SOME MORE STUDENTS CAN ACCESS.

I THINK YOU ARE ASKING HOW WE ASKED STUDENTS WHAT YOU WANT TO

LEARN? >> EXACTLY.

>> AND DEVELOP THE COURSEWORK AROUND THAT.

COULD BE SOME GREAT OPPORTUNITY.

>> THANK YOU. >> YES, THAT'S EXACTLY IT.

THE ONLY OTHER PLACE I HAD WAS 11.7.

THESE ARE MORE JUST THINKING ABOUT DIFFERENT PIECES THAT HAVE COME OUT DURING THE YEAR. I NOTE AS WE COME OUT OF COVID THERE'S DIFFERENT POSSIBILITIES OF WHAT WE COULD DO WHEN WE WERE LIMITED DURING COVID. WE MIGHT WANT TO CONSIDER A SUB POLICY UNDER 11.7, OR TO REVISE IT A LITTLE BIT TO BE MORE SPECIFIC TO HANDS-ON OPPORTUNITIES AND CLEAR WITH INTERNSHIPS AND APPRENTICESHIPS.

IT CURRENTLY JUST TALKS ABOUT THE HIGH SCHOOL PLAN.

SO IT'S VERY PAPER-BASED AND IS A VERY ACTION ORIENTED FROM AN INDICATOR STANDPOINT. SO AS I LOOK THROUGH THAT, IT SEEMS THAT'S A PLACE WHERE WE MIGHT WANT TO EXPAND THE INDICATOR OF COMPLIANCE TO DEAL WITH MORE NUMBERS OF STUDENTS ACTIVELY ENGAGED WITH INTERNSHIPS OR EXTERNSHIPS OR BE ABLE TO DO A LIVED EXPERIENCE TO BRING THEIR LEARNING TO LIFE. BECAUSE THAT'S BEEN SOMETHING WE'VE BEEN SPEAKING TO AS PART OF THE INSTRUCTIONAL PROGRAM.

>> YOU, DIRECTOR CHOI AND DIRECTOR STUDENTS SAW SOME OF THAT DATA PRESENTED AT THE (NAME) MEETING, AROUND THE NUMBER OF STUDENTS PARTICIPATING IN THOSE ACTIVITIES. SO THOSE DATA ARE AVAILABLE.

>> THAT WOULD BE GREAT. >> ANY OTHER QUESTIONS FROM

[01:55:14]

BOARD MEMBERS TONIGHT? >> I HAD A QUICK CLARIFYING QUESTION ABOUT 11.8. WHEN USING ENCOURAGE NEW AND INNOVATIVE PROGRAMS, IS THAT INITIATED BY ? QUESTION MARK IS THAT STAFF, TEACHERS, STUDENTS ALL THE ABOVE? WHAT IS THAT PROCESS AND WHO DO YOU REFER TO?

>> SO THAT'S THE BOARD'S POLICY LANGUAGE.

SO THE INTERPRETATION OF THAT ACTUALLY DOESN'T IDENTIFY THE WHO. SO I WOULD BE MORE THAN HAPPY TO REINTERPRET THAT AND IDENTIFY THE WHO.

JUST TO BE VERY TRANSPARENT, RIGHT NOW, THAT NEW AND

INNOVATIVE PROGRAMS IS VERY INTERNALLY FOCUSED.>> ANY OTHER QUESTIONS? I WILL NOW ENTERTAIN A MOTION TO APPROVE THE REPORT FOR OPERATIONAL EXPECTATION 11, THAT'S FOR THE INSTRUCTIONAL PROGRAM AS PRESENTED AS COMPLIANT WITH THE NOTED EXCEPTIONS OF 11.6 AS NONCOMPLIANT BUT WITH THE PLAN TO BRING INTO COMPLIANCE.

>> SO MOVED. >> SECOND.

>> MOVED BY DIRECTOR CARLSON, SECONDED BY DIRECTOR CHOI.

ANY ADDITIONAL COMMENTS BY THE BOARD? OKAY. IN THAT CASE, YES, DIRECTOR

BLIESNER? >> JUST REALLY QUICKLY.

SO THE ONE COMMENT AS I WAS READING THROUGH IS -- PART OF THAT WAS THE NEW AND INNOVATIVE PIECE.

I'M NOT SURE THAT POLICY IS VERY CLEAR.

I THINK THAT WAS ESTABLISHED ON THE VERY SPECIFIC THINGS WE WERE DOING AT THE TIME. PERHAPS WE NEED TO RETHINK WHAT THE POLICY'S PURPOSE REALLY IS AND BE ABLE TO GTHE OTHER THING WAS A LOT OF THIS WAS SURVEY BASE.

SO AN INTEREST WAS HOW WOULD WE BE ABLE TO START TO SHIFT SOME WE'VE TALKED ABOUT SIGNATURE PROGRAMS AND HANDS-ON LEARNING IN ALL OF THOSE THINGS, BUT I DON'T SEE THAT FALL(INDISCERNIB.

I THINK THAT'S PART OF HOW WE HAVE IT STRUCTURED AND WE NEED TO THINK ABOUT HOW WE NOT THAT IT'S NOT HAPPENING.

I JUST DON'T THINK WE HAVE IT HERE TO BE SPOKEN TO.

>> ANY OTHER COMMENTS? MOVED BY DIRECTOR CARLSON AND SECONDED BY DIRECTOR CHOI. -- -- ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE. ANY POSTS? HEARING NONE, THE MOTION CARRIES.

THE PLAN IS FOR THE BOARD SUMMARY FOR THIS TO ALSO BE ON THE JUNE 27 MEETING. OKAY.

THE NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE MONITORING REPORT FOR OE-13, WHICH IS FOR TECHNOLOGY.

DR. HOLMEN, COULD YOU PROVIDE A SUMMARY?

>> YES. SO OE-13 TECHNOLOGY STATES THAT THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN TECHNOLOGY SYSTEMS AND APPLICATIONS CONSISTENT WITH THE ACCOMPLISHMENT OF THE BOARD'S RESULTS POLICY.

TONIGHT YOUR BOARD PACKET YOU HAVE A MONITORING REPORT THAT PRESENTS EVIDENCE OF COMPLIANCE IN ALL AREAS, DESIGNATED FOR THE MAINTENANCE AND ESTABLISHMENT OF TECHNOLOGY SYSTEMS AND APPLICATIONS FOR THE 2020-2021 SCHOOL YEAR, SPECIFICALLY BETWEEN SEPTEMBER 2020 AND AUGUST 2021.

>> ALL RIGHT. ANY QUESTIONS?

>>: I HAVE ONE. DIRECTOR STUART, I WILL LET YOU

GO FIRST. >> QUICK QUESTION.

IN ORDER TO HELP THE STUDENTS THROUGH THE PANDEMIC TIME, WE HAD TO DO HOTSPOTS. I THINK THAT ALSO, THOSE HOTSPOTS (INDISCERNIBLE) WE REALIZED THERE WERE A LOT OF STUDENTS THAT GEOGRAPHICALLY COULDN'T GET A SIGNAL AT HOME.

[02:00:06]

(INDISCERNIBLE). >> IN LAST YEAR'S BUDGET, THE BOARD APPROVED FUNDING FOR TWO MORE YEARS OF THE HOTSPOT PROGRAM. WHAT I'VE ASKED THE TEAM TO DO IS CONTINUE TO EVALUATE USAGE. IT ISN'T AS HIGHLY USED AS WE HAD HOPED FOR. AND SO I ALSO ASKED OUR TECHNOLOGY OPERATIONS TEAM, IS IT ABOUT PROMOTION? DO WE NEED TO DO SPECIFIC OUTREACH? ASKED FORREST BAKER TO WORK WITH OUR EQUITY AND FAMILY ENGAGEMENT TEAM. BECAUSE MORE THAN LIKELY THEY HAVE CONNECTION OR WOULD KNOW SOME OF THE COMMUNITIES WHERE FAMILIES MAY BENEFIT FROM HAVING ACCESS TO HOTSPOT.

SO IT HASN'T BEEN USED AS MUCH AS WE HAD DESIRED.

AND SO WORKING TO DO SOME SPECIFIC OUTREACH FOR NEXT YEAR AS WELL, AS WE CONTINUE TO EVALUATE IT.

I THINK WE REALIZE -- THE BOARD REALIZES THAT HAVING ACCESS TO HIGH-SPEED INTERNET REALLY IS PRIMARY FOR STUDENTS TO BE ABLE TO PARTICIPATE AND DO THEIR HOMEWORK.

PARTICIPATE IN CLASS WORK AND COLLABORATEWITH PEERS -- ALL OF THOSE THINGS THAT STUDENTS DO OFF SCHOOL HOURS .

AND MUCH OF THE TIME FROM THEIR HOMES.

>> I AGREE. MY POINT IS I'M GLAD YOU ARE SAYING YOU CAN HAVE THE IT FOLKS WORKING WITH THE EQUITY FOLKS TO SEE IF WE CAN MAKE SURE THAT AUDIENCES BEING HEARD. BECAUSE THAT'S A GROUP I MOST CONCERNED ABOUT NOT HAVING THE CONNECTIVITY FOR HIGH SPEED.

>> MY QUESTION, NOW THAT I'VE THOUGHT ABOUT IT MORE AND MORE, ALONG THE LINES OF HER REQUEST. SO 13.4 IS PARAPHRASING ESSENTIALLY A POLICY THAT IS AROUND TECHNOLOGY AND DATA SECURITY FOR STUDENTS AND STAFF.

I DON'T LIKE GOVERNING THROUGH ANECDOTE.

WE RECEIVED A FEW PUBLIC COMMENTS OR INQUIRIES FROM PARENTS RECENTLY ABOUT THIS. IT'S LED ME TO THINK THAT I ACTUALLY DON'T FULLY UNDERSTAND WHAT WE DO AS A DISTRICT IN TERMS OF WHAT WE HAVE IN PLACE FOR DATA SECURITY FOR STUDENTS.

NOT JUST DATA SECURITY, BUT ACCESS SECURITY FOR STUDENTS HAD THE RIGHT PROTOCOLS IN PLACE.

I GUESS -- ALSO MET ANOTHER SURVEY WHEN I GET HOME.

I GUESS I WOULD LIKE -- THIS MAY BE ON THERE BUT I DON'T RECALL. I LIKE A PROGRAM UPDATE OR -- I GUESS I WOULD LIKE IT IN THE FORM OF A PRESENTATION WHERE WE HAVE THE OPPORTUNITY TO ASK QUESTIONS.

NOT JUST THE BOARD BRIEF ABOUT WHAT WE HAVE IN PLACE RIGHT NOW. BECAUSE EVEN AS I LOOK AT THIS POLICY RIGHT NOW, I DON'T FEEL THAT I KNOW ENOUGH TO KNOW WHETHER IT'S SUFFICIENT FOR OUR STUDENTS.

SO --. >> CAN I GIVE A BRIEF RESPONSE? EVEN THOUGH IT WON'T BE THE FULL PRESENTATION.

WE ARE SO FORTUNATE TO HAVE MICROSOFT AS A PARTNER IN THIS.

WE ACTUALLY IMPLEMENT THE SAME LEVELS OF SECURITY THAT MICROSOFT IMPLEMENTS. THEY COME ON-SITE.

THEY HELP US ENSURE THAT WE ARE SET UP IN IMPLEMENTING THOSE POLICIES THAT KEEP A CORPORATION SUCH AS MICROSOFT SAFE AND SECURE. KNOWING THAT WE ALSO HAVE SIMILAR REQUIREMENTS. AND ACTUALLY AT TIMES, ELEVATOR RESPONSIBILITIES BECAUSE WE HAVE YOUNG PEOPLE.

IN THE RULES AROUND YOUNG PEOPLE, THEIR ACCESS TO CONTENT, THEIR ACCESS TO DATA AND INFORMATION.

AND THEN, THE PROTECTION OF THAT IS DIFFERENT THAN WHAT MICROSOFT HAS TO IMPLEMENT FOR THEIR EMPLOYEES.

SO THIS IS SOMETHING THE TEAM IS ALWAYS WORKING ON.

IT'S NOT A POINT IN TIME AND THEN WE ARE GOOD.

THEY ARE CONSTANTLY WORKING TO ENHANCE THIS.

BUT THEY ALSO ARE WORKING TO MAKE SURE OUR STUDENTS AND STAFF HAVE VERY GOOD ACCESS TO THE TOOLS.

[02:05:05]

WHEN YOU THINK ABOUT A FIVE-YEAR-OLD PUTTING IN RELATIVELY LENGTHY PASSWORD THAT MEETS A WHOLE BUNCH OF DIFFERENT CRITERIA? IT ACTUALLY IS A REASON WHY A KINDERGARTEN TEACHER MAY CHOOSE NOT TO USE TECHNOLOGY.

BECAUSE THE DIFFICULTY. SO THE TEAM IS WORKING THROUGH ADOPTING A SINGLE SIGN-ON PLATFORM RIGHT NOW SO YES OUR YOUNGEST LEARNERS, BUT ALL OF OUR LEARNERS HAVE EASY ACCESS TO OUR TOOLS. THEY HAVE TO DO THAT IN A MANNER THAT MAINTAINS THAT HIGH LEVEL OF PROTECTION SAFETY AND SECURITY. YES, THE TEAM WOULD LOVE TO COME AND PRESENT ON THIS. BECAUSE THEY ARE VERY PROUD OF THEIR WORK. THEY ARE DILIGENT ABOUT

MAINTAINING THIS AS WELL. >> THANK YOU.

>> ANY OTHER QUESTIONS FROM THE BOARD ON OE-13?

>> (INDISCERNIBLE) ON 13.2 WHEN WE TALK ABOUT ACCESS.

IN THE HOTSPOTS YOU MENTIONED IN THAT PIECE.

KNOWING THAT THE HOTSPOTS ARE THE ONLY WAY AND IT SEEMS THAT ISN'T NECESSARY. BUT WE DO KNOW THAT INTERNET ACCESS IS GOING TO BE VITAL AS WELL AS SPEED FOR OUR STUDENTS AND FAMILIES -- (INDISCERNIBLE) THIS IS THE WAY TEACHERS COMMUNICATE. SO IT IS VITAL THAT WE ENSURE THAT THERE IS ACCESS. AND THE HOTSPOTS (INDISCERNIBLE). HAVE WE LOOKED AT OTHER WAYS THAT WE ENSURE A MORE WIDE NETWORK OF INTERNET OPTIONS? I KNOW PLACES DESK WITH A PARTNER WITH THE CITY AND BE ABLE TO SET UP (INDISCERNIBLE) SO STUDENTS CAN SIGN-ON ACROSS THAT WAY. SO THERE ARE DIFFERENT METHODS BEING USED. ARE WE LOOKING AT THOSE?

>> I KNOW OUR TECHNOLOGY OPERATIONS TEAM HAS CONSIDERED ALL SAY. THAT'S PROBABLY THE RIGHT WORD A NUMBER OF DIFFERENT OPTIONS. HAVE WE TAKEN THE NEXT STEP TO SEE IF WE WANTED TO BRING IT INTO FRUITION? WE HAVE NOT. THERE ARE NUMBER OF DIFFERENT STRATEGIES. WE WERE FORTUNATE TO HAVE OUR OWN PRIVATE FIBER NETWORK THAT RUNS THROUGHOUT OUR ENTIRE SCHOOL DISTRICT. THERE ARE MANY ENTITIES THAT ARE JEALOUS OF OUR FIBER NETWORK.

SO WE ARE ALSO PROUD OF THAT. BUT IT GIVES US SOME DIFFERENT OPTIONS TO CONSIDER. AND SO YES WE'VE CONSIDER THOSE. THE COSTS ASSOCIATED WITH THAT.

I WONDER WITH SOME OF THE DIFFERENT GRANT PROGRAMS AND FEDERAL MONIES THAT ARE AVAILABLE FOR HIGH-SPEED INTERNET, THAT COULD BE AN OPPORTUNITY FOR US TO USE THOSE GRANTS TO ACCOMPLISH A GOAL SUCH AS THIS.

>> THAT WOULD BE GREAT. BECAUSE THIS JUST SEEMS TO ME AS A KEY ONE TO BE REALLY LOOKING TO 100 PERCENT ACCESS FOR FAMILIES AND STUDENTS. NOT JUST ON OUR PROPERTY, BUT

AT THEIR HOUSES. >> THAT COULD BE AN INDICATOR FOR COMPLIANCE IN THE FUTURE TO SAY 100 PERCENT ACCESS REPORTED.N IDEA. SOMETHING TO THINK ABOUT LATER.

ANY ADDITIONAL QUESTIONS ON OE-13? IF NOT, I WILL ENTERTAIN A MOTION TO APPROVE THE MONITORING REPORT FOR OPERATIONAL EXPECTATION 13 WHICH IS FOR TECHNOLOGY AS COMPLIANT AS PRESENTED.

>> SO MOVED. >> SECOND.>> MOVED BY DIRECTOR BLIESNER AND SECONDED BY DIRECTOR CARLSON.

ANY ADDITIONAL DISCUSSION ON OPERATIONAL EXCEPTION:

EXPECTATION 13? >> I WOULD LIKE TO HIGHLIGHT (INDISCERNIBLE) TO MAKE SURE TECHNOLOGY IS AVAILABLE.

THE USE OF MS TEAMS THAT OCCURS ACROSS THE BOARD.

THE WORK WITH THE SECURITY COMPONENT.

I KNOW CYBERSECURITY WAS A BIG PIECE THAT CAME FORWARD.HANK YOU FOR ALL THAT WORK AND MAKING SURE THAT BEING BECAUSE IT'S SUCH AN INTEGRAL PART OF LEARNING AT THIS POINT IN TIME.

APPRECIATE THOSE EFFORTS IN MAKING SURE THOSE THINGS ARE IN

COMPLIANCE. >> ANY ADDITIONAL COMMENTS TONIGHT? OKAY.

[02:10:04]

OKAY. THE NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. DIRECTOR BLIESNER, DO YOU HAVE

ANYTHING TO REPORT TONIGHT? >> I DO NOT.

>> OKAY. DOES ANYONE ELSE THEY WOULD LIKE TO ADD TO THE PUBLIC AND COMMUNITY AFFAIRS SECTION OF OUR AGENDA FOR TONIGHT? OKAY.

[I. Closing Items]

I HAVE A BRIEF ONE. AND THEN, IF ANYONE HAS ANYTHING ELSE TO ADD. DIRECTOR CHOI AND I MET OVER THE WEEKEND TO REVIEW APPLICATIONS FOR THE STUDENT REPRESENTATIVE POSITION THAT THE BOARD IS GOING TO BE FINALIZING AND SELECTING SOMEONE VERY SOON.

I WANT TO CALL OUT TWO THINGS FROM THOSE APPLICATIONS.THE FIRST IS WHICH TOUCHES ON EQUITY DIRECTLY IS HOW, I WOULD SAY -- ONE OF THE QUESTIONS THE RESPECTIVE STUDENT REPRESENTATIVES WERE ASKED IS ONE OF (INDISCERNIBLE) DO YOU WANT TO ACCOMPLISH? I WOULD SAY 80 PERCENT MENTIONED EQUITY EFFORTS AND IMPROVING STUDENT VOICE AND EQUITY EFFORTS. SOME CONFIDENT THAT ONE OF THE UP SHOTS OF HAVING A STUDENT REPRESENTATIVE JOINED THE BOARD WOULD BE A HEIGHTENED FOCUS ON EQUITY EFFORTS FOR THE BOARD AND WOULD BE TO ELEVATE THOSE. SORRY.

IN THE SECOND ITEM THAT WAS PREVALENT AMONG THOSE WHO SUBMITTED APPLICATIONS WAS AN INTEREST -- AND A CONCERN ABOUT STUDENT MENTAL HEALTH. WHICH IS RIGHT IN LINE WITH PUBLIC COMMENT WE HEARD TONIGHT.

THOSE ITEMS TOUCH ON OUR EQUITY WORK.

I THINK THE FUNCTION OF BRINGING ON A STUDENT REPRESENTATIVE IS GOING TO ELEVATE THE EQUITY WORK FOR THE BOARD AND PUT MORE PRESSURE ON THE BOARD TO MOVE THAT FORWARD.

ANYONE ELSE WITH ANYTHING ON AN EQUITY UPDATE TONIGHT? OKAY. THE NEXT AND FINAL ITEM ON THE AGENDA IS BOARD MEMBER COMMENTS.

DOES ANYONE HAVE ANY ADDITIONAL COMMENTS FOR TONIGHT?

DIRECTOR STUART. >> I WOULD LIKE TO THANK EVERYONE FOR HELPING OUT . I KNOW THIS HASN'T BEEN EASY TECHNOLOGICALLY, NOR -- WHATEVER.

AND I APPRECIATE ALL THE EFFORT THAT ERIC, JOHN AND ALL THE OTHERS PUT ON THIS. IT'S A BEAR.

IT WASN'T WORKING AND YOU GOT IT WORKING AS QUICK AS POSSIBLE. THANK YOU.

>> YEAH! THANKS FOR FLEXIBLY JOINING AND THANK YOU TO EVERYONE FOR MAKING IT WORK TONIGHT.

TEAM EFFORT FOR OUR TECHNOLOGY TONIGHT.

DIRECTOR CHOI? >> I WOULD JUST LIKE TO SEE THAT I HAD THE PRIVILEGE OF ATTENDING THE (NAME) GRADUATION CEREMONY THIS PAST WEEKEND. IT WAS MY FIRST GRADUATION EVENT (LAUGHING) IS A BOARD MEMBER.

IT WAS SUCH A PRIVILEGE. I'VE NEVER ATTENDED AN EVENT LIKE THAT BEFORE. AND I WOULD REALLY LIKE TO THANK MARY WILBUR FOR THE INVITATION AND FOR THE OPPORTUNITY TO PARTICIPATE. AND IN THE FUTURE, I DO THINK THAT WE SHOULD EXTEND THE INVITATION EVEN FURTHER OUT.

THERE ARE SO MANY OTHER SCHOOL DISTRICTS REPRESENTED AT THE EVENT. AND I'M SURE OTHER SUPERINTENDENTS AND BOARD MEMBERS ATTENDING. SO THANK YOU.

>> EXCELLENT. THANK YOU.

ANY OTHER BOARD MEMBER COMMENTS TONIGHT?OKAY! THE BOARD PLANS TO MEET NEXT ON JUNE 21.

THAT'S A TUESDAY, RIGHT?HAT IS A TUESDAY.

SLIGHTLY DIFFERENT THAN THE REGULAR SCHEDULE.

JUNE 21 AT 5 PM WITH A STUDY SESSION AT 7 PM.

AND THEN, AFTER THAT, THE NEXT MEETING IS ON MONDAY, JUNE 27 STUDY SESSION 5 PM BOARD MEETING 7 PM .

I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE JUNE 6, 2022

BOARD MEETING. >> A MOVE.

>> SECOND. >>

* This transcript was compiled from uncorrected Closed Captioning.