[A. Regular Board Meeting - 7:00 p.m.] [B. Opening Items] [00:00:10] EVENING. I WOULD LIKE TO CALL TO ORDER THE SEPTEMBER 12, 2022 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT AS WELL AS OUR TWO STUDENT REPRESENTATIVES. THE BOARD VALUES PARTICIPATION ENGAGEMENT IN THE MEETING AND THESE MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE LAKE WASHINGTON SCHOOL DISTRICT WEBSITE. YOU ARE ALL ABLE TO EMAIL THE BOARD, TO CALL US AND TO MEET WITH US OR ANY OF THE ABOVE. WITH THAT, OUR FIRST STEP IS TO ENTERTAIN A MOTION TO APPROVE THE SEPTEMBER 12, 2022 AGENDA. >> SO MOVED. QUICK SECOND. >> IT HAS BEEN MOVED BY DIRECTOR JOY AND ERIC LALIBERTE. ALL THOSE WHO ARE FOR SAY AYE. ANY OPPOSED? [C. Recognitions] SEEING NONE WE WILL CONTINUE. WE ARE VERY PLEASED TO INTRODUCE THE SELECTION OF OUR TWO STUDENT REPRESENTATIVES TO OUR LAKE WASHINGTON SCHOOL BOARD. THE STUDENT REPRESENTATIVES WILL ACT AS A LIAISON FOR STUDENTS AND PROVIDE INPUT AS THE BOARD CONDUCTS THEIR WORK, EVALUATION AND DECISION-MAKING. OUR STUDENT REPRESENTATIVES FOR 2022, 2023, ARE EVAN KURTZ A SENIOR AND SHIVANI SAMA A JUNIOR AT TESLA STEM HIGH SCHOOL REPRESENTING THE SCHOOLS AT THE REMNANT AND EASTLAKE DIVISIONS. I WOULD LIKE TO GIVE THE OPPORTUNITY FOR BOTH OF THEM TO INTRODUCE THEMSELVES TO EVERYBODY HERE AND I KNOW YOU'VE DONE IT ONCE BEFORE AND I'M GOING TO HAVE YOU DO IT ONE MORE TIME. PLEASE. >> BOARDMEMBER: MY NAME IS EVAN KURTZ AND I AM VERY PROUD TO BE REPRESENTING THE SCHOOLS IN THE JUANITA AND LAKE WASHINGTON HIGH SCHOOL DISTRICT. I THINK IT IS A VERY DIVERSE DISTRICT AND I'M VERY EXCITED TO BE ABLE TO WORK WITH THEM TO ENSURE WE HAVE EQUITABLE TREATMENT FOR EVERYONE IN OUR AREA. [APPLAUSE] >> BOARDMEMBER: HI, I AM SHIVANI SAMA AND I AM REPRESENTING THE SCHOOLS IN THE REDMOND AND EASTLAKE AREA. I AM VERY EXCITED TO REPRESENT THE STUDENT OPINION AND HOPEFULLY BE ABLE TO PROVIDE STUDENTS WITH THE CHANGES THAT THEY WANT TO SEE. [APPLAUSE] >> PRESIDENT: THANK YOU AND WELCOME. THE NEXT ITEM ON THE AGENDA IS THE OPEN SCHOOL REPORT AND I WILL PASS THAT ON. >> BOARDMEMBER: WE HAVE IT WHOLE TEAM OF PEOPLE TO SHARE WITH THE BOARD AND CELEBRATE THE OPENING OF THE 2020 FEBRUARY 20, 2023 SCHOOL YEAR. OUR DEPUTY YOULIEUTENANT ARE HE AND ARE SECONDARY LEVELS ARE HERE TO REPRESENT OUR SCHOOLS. AS THE TEAM GETS PREPARED THEY WILL COME AND PROVIDE AN OPENING SCHOOL REPORT TO SHARE WITH US THE HIGHLIGHTS OF STUDENTS COMING BACK. I THINK MANY OF YOU IN THE ROOM KNOW WHAT A CELEBRATION IT HAS BEEN THIS YEAR TO INVITE STUDENTS BACK TO OUR CAMPUSES. IT HAS BEEN JOYOUS, AND THE CELEBRATION OF THE STAFF ACROSS THE DISTRICTS HAVE DONE IT A TREMENDOUS AMOUNT TO ENSURE THAT THE STUDENT EXPERIENCE AS THEY TRANSITION BACK TO THIS FALL WAS QUITE TREMENDOUS. WITH THAT, I WILL HAND IT OFF TO YOU DEPUTY SUPERINTENDENT BB. >> BOARDMEMBER: I HAVE THE DISTINCT PLEASURE TO INTRODUCE OUR LEVEL DIRECTORS WILL DIRECTOR OF ELEMENTARY EDUCATION AND SECONDARY EDUCATION. THEY ARE WORKING ON GETTING THE PRESENTATION UP. YOU CAN SEE IT'S A BEEN A POSITIVE OPENING. I GOT TO SPEND SOME TIME IN SCHOOLS LAST WEEK. THERE IS A GOOD ENERGY IN THE SCHOOLS AFTER A COUPLE OF YEARS OF REALLY TOUGH EXPERIENCES FOR KIDS IT WAS GREAT TO SEE SO MANY FAMILIES ENGAGING. SO, THE LEVEL DIRECTOR TEAM IS ACTUALLY GOING TO SHARE A LITTLE BIT MORE WITH THEO. THESE ARE OUR LEVEL DIRECTORS. A REALLY INTREPID GROUP OF PEOPLE THEY SPEND THE MAJORITY OF THEIR TIME IN SCHOOLS COACHING PRINCIPLES, WORKING WITH STAFF, PROBLEM-SOLVING, DIFFERENT ISSUES AND WE COULD NOT BE MORE PROUD TO GET TO WORK WITH THEM THIS YEAR AND I WILL TURN IT OVER TO YOU GUYS. >> SPEAKER: THANK YOU BOARD MEMBERS AND DOCTOR BOARDMAN, I [00:05:03] AM THE DIRECTOR OF ELEMENTARY FOR LAKE WASHINGTON IN JUANITA AND I AM A PROUD DIRECTOR OF THE LAKE WASHINGTON JUANITA ELEMENTARY SCHOOLS. I WANT TO ECHO WHAT I HEARD. IT HAS BEEN A POSITIVE START. THE WORDS HAVE BEEN HOPEFUL, OPTIMISTIC, ENTHUSIASTIC TO START THE SCHOOL YEAR. TEACHERS ARE THRILLED. TEACHERS AND STAFF ARE THRILLED TO START THE YEAR AND IT FEELS MORE TYPICAL THIS YEAR. DURING LEAVE WEEK I WAS ABLE TO GET INTO EVERY SINGLE BUILDING. THE THEME AROUND LAKE WASHINGTON, JUANITA ELEMENTARY WERE REALLY FOCUSED ON BUILDING CONNECTIONS, CREATING SENSE OF BELONGING FOR STAFF AND CHILDREN AND A FOCUS ON WELLNESS. YOU CAN SEE THERE'S A LOT OF TEAMBUILDING ACTIVITIES AT THE RAIL ELEMENTARY I THINK THEIR THEME IS BUILDING FORWARD. AND THEN AT FROST THEY ARE PUTTING TOGETHER PUZZLES AND LEARNING TO WORK TOGETHER AND MAKING SURE THAT EVERYBODY UNDERSTANDS WE HAVE A PIECE OF THIS PUZZLE AND WE ARE AN IMPORTANT PART OF THE SCHOOL AS WE SOLVE PROBLEMS. DOCTOR HOMAN AND DOCTOR HITCH KICKED US OFF ON TUESDAY WITH OUR MISSION WORK AND I HAVE A PHOTO OF THE STAFF. I THINK THEY ARE HAMMING IT UP FOR ME BUT THEY ARE WORKING ON AN ACTIVITY THAT WAS CREATED ON CELEBRATIONS. THINGS WE ARE ALREADY DOING THAT ARE INCLUDING KIDS AND PUSHING KIDS AND SOME OF THE NEW PRACTICES THAT THEY ARE LEARNING. AND THEN, THIS LAST WEEK WE GOT TO GO IN THE BUILDINGS AND ACTUALLY SEE THE KIDS IN PROGRESS. I KNOW AT THE END, RIGHT BEFORE WE OPENED AT LAKEVIEW I WAS REALLY EXCITED TO PARTICIPATE IN A CIRCLE BY THE STAFF. THEY ALL WENT AROUND AND THEY SAID WHAT THEY WANT STUDENTS TO FEEL AFTER THE FIRST DAY AND OVERWHELMINGLY IT WAS LOVE, CONNECTED AND BELONGING. IT WAS THROUGHOUT THAT AND WE SAT ALL WEEK LONG AT LAKE WASHINGTON AND JUANITA SCHOOLS. THE LAKE WASHINGTON SCHOOLS ARE ALL WORKING ON INCLUSION THIS YEAR AND THEY ARE WELCOMING BACK SEVERAL FAMILIES AND STUDENTS TO THEIR NEIGHBORHOOD SCHOOLS THIS MORNING I WAS AT ROSE HILL ELEMENTARY AND I GOT TO WELCOME A FOURTH-GRADER WHO GOT TO ATTEND FRANKLIN IN THE LEARNING CENTER PROGRAM AND HE IS NOW A FOURTH-GRADE STUDENT AT FRANKLIN ELEMENTARY WHO GETS TO ATTEND SCHOOL WITH HIS INNER GARDEN BROTHER. THE PARENTS ARE THRILLED. TEARS DROPPING DOWN THEIR EYES. IT IS A REALLY EXCITING CONNECTION. BUT WE STILL HAVE A LOT OF THE TYPICAL THINGS. PIGEON IS WELCOMING KINDERGARTNERS BACK TO SCHOOL AND WE SEE SOME FIRST-GRADERS USING PLATO TO WRITE THEIR NAMES AND I HAD TO TAKE A PICTURE OF THE LUNCH ROOM. TO BE HONEST I HOPED I NEVER SAW A LUNCHROOM LIKE THAT AGAIN BUT WE HAVE 116 KINDERGARTNERS AT RUSH ELEMENTARY LEARNING THE PROCEDURES OF A LUNCHROOM. I WAS THERE TO HELP THEM OUT FRIDAY AFTERNOON. A LOT OF THE SCHOOLS ARE FULLY LAUNCHING PARENT SQUARE. THEY SHARED WITH ME SOME OF THE FEEDBACK THEY'RE GETTING FROM PARENTS AND IT IS A REALLY GREAT WAY TO CONNECT AND MAKE ALL THOSE FAMILIES YOU LIKE THEY BELONG AS WELL. I WAS GOING TO SAY CLICK IT BUT I'M IN CHARGE OF THAT. THEN THE JUANITA SCHOOL PROGRAM OPENED UP. I WAS ABLE TO GET TO A COUPLE OF MEET AND GREETS. THIS IS THE JUANITA SCHOOL MEET AND GREET. IT IS ONE OF OUR SMALLER ELEMENTARY SCHOOLS BUT YET THE FAMILIES WRAPPED AROUND THE BUILDING. IT WAS VERY LONG. TEARS DOWN MY EYES BECAUSE SECOND AND THIRD GRADE FAMILIES, FIRST TIME AT A MEET AND GREET. FIRST TIME IN THE BUILDING. I WAS REALLY EXCITED AND FROM WHAT I HEARD IT WAS LIKE THAT AT EVERY ELEMENTARY SCHOOL IN LAKE WASHINGTON. EVIL ARE EXCITED TO BE ENGAGED WITH THEIR SCHOOL COMMUNITY AND WELCOMED INTO THE CLASSROOMS. THEN THE STUDENTS IN THE WANITA AREA, SANDBERG ELEMENTARY ARE DOING THE MARSHMALLOW TOWER IN FIFTH GRADE AND AGAIN WORKING ON THE SAME THINGS THAT THE STAFF IS WORKING ON BUILDING COMMUNITY AND BUILDING RELATIONSHIPS WITH THE SENSE THAT WE WANT ALL KIDS TO FEEL LIKE THEY BELONG. >> SPEAKER: HI EVERYONE MY NAME IS SANDY DENNEHY I'M THE DIRECTOR AT REDMAN AND EASTLAKE AREA. I WOULD ECHO EVERYTHING THAT STAFF HAS JUST TALKED ABOUT WITH LAKE WASHINGTON AND JUANITA REGIONS. OUR DLT THEME THIS YEAR WAS GROWING TOGETHER. IT REALLY TOOK ON A LIFE OF ITS OWN ACROSS REDMAN AND EASTLAKE [00:10:03] REGIONS OF THE DISTRICT. I GOT TO ATTEND A NUMBER OF WELCOMES FROM THE PRINCIPLES TO THE STAFF AND ADINA ALCOTT SHOWED WHAT IT TAKES TO GARDEN AND HOW YOU CAN REPRESENT THE WORK T THE WORK TO REPRESENT STUDENTS AND CREATE AN ENVIRONMENT WHERE STUDENTS ARE GOING TO THRIVE. REBECCA AND KIMO NUDE DUO OF ADMIN APPEARED TO GROW TOGETHER WITH LET GO AND YOU CAN GROW SYMBOLIZING THE MINDSET AND EMBRACING CHANGE IS THE THEME AS WELL. EASTLAKE HAD THEIR ANNUAL ELC PLC BARBECUE AND IT IS A BIG DEAL. THEY BROUGHT OUT STAFF FROM ALL SEVEN OF THE ELEMENTARY SCHOOLS TOGETHER TO EAT, PLAN, DISCUSS, BRAINSTORM, RECONNECT WITH EACH OTHER AND IT WAS A REALLY AMAZING EVENT. AND THOSE SCHOOLS ALSO HAVE THEIR OWN CUSTOM-MADE APRONS. IN ADDITION, THERE WAS A STRONG THEME OF EQUITY, INCLUSION, SOCIAL EMOTIONAL WELL-BEING AND SELF-CARE THAT BEGAN LEAP WEEK AND CARRIED OVER INTO THE FIRST WEEK, FIRST DAYS OF SCHOOL. IT WAS CLEAR BY WHAT YOU SAW ON THE WALLS AND IN THE CLASSROOMS THE WORDS YOU HEARD SPOKEN WHEN TEACHERS WERE GREETING KIDS, ALL STUDENTS, STAFF AND COMMUNITY WERE WELCOME AT THE SCHOOLS. THE SMILES AND THE LAUGHTER THIS YEAR REALLY RESONATED WITH ME. IT REALLY FELT LIKE A NEW BEGINNING AND A NEW YEAR. AND IT IS GOING TO BE EXCITING. CAIRO WAS ON-SITE ON THE FIRST DAY OF SCHOOL AND CHECKING IN ON THEIR FIRST DAY AND WE MAY HAVE MENTIONED THEIR NEW PRESTIGIOUS STATUS AS A NATIONAL SCHOOL OF CHARACTER TO HER. THAT IS REALLY COOL. WE HAVE PATROL, WE HAVE ASSEMBLIES WE HAVE GUESTS AND VOLUNTEERS CAN NOW BE IN OUR SCHOOL AND THANK YOU LEAH FOR TAKING THE TIME TO VISIT A COUPLE OF SCHOOLS WITH ME AT DICKINSON AND MARTIN. IT WAS REALLY FUN TO WALK YOU AROUND. BOTH OF US WERE WALKING AROUND NEW IN OUR ROLES TOGETHER. AND I MAY HAVE SLIPPED A PICTURE OF MY YOUNGEST SON, TOMMY, WHO STARTED KINDERGARTEN ON FRIDAY. I GOT TO SEE FIRSTHAND THE EXCITEMENT AND ENERGY RADIATING FROM THE SCHOOL, STAFF, THE KIDS AND ALSO THE DISAPPOINTMENT THAT HE CAME HOME AND REALIZED HE HAD TO WAIT TWO MORE DAYS UNTIL HE GOT TO GO BACK TO SCHOOL AGAIN. THIS YEAR, I REALLY TRULY BELIEVE THAT WE ARE OFF TO A GREAT START. THE FEEL IN THE SCHOOLS AND HAVING BEEN IN OUR SCHOOLS FOR A NUMBER OF YEARS JUST FELT DIFFERENT THIS YEAR. I FELT GOOD AND POSITIVE AND JUST LOOKING FORWARD TO A GREAT YEAR. THANK YOU. >> SPEAKER: GOOD EVENING. I AM MATT LIVINGSTON. DIRECTOR OF THE JUANITA AND LAKE WASHINGTON REGION. TO ECHO THE FOLKS ON MY TEAM IT'S BEEN GREAT TO START SCHOOL IN SECONDARY AS WELL. A LOT OF POSITIVE ENERGY A LOT OF OPTIMISM AND THE TOP LEFT PICTURE THAT IS LAKE WASHINGTON HIGH SCHOOL. THAT'S ABOUT 50 STUDENTS WHO ARE WELCOMING THE STAFF BACK THE MORNING OF THE FIRST DAY. THEY HAVE MUSIC AND WHEN I WALKED BY IT WAS DANCING QUEEN AND YOU COULDN'T HELP BUT BUST A MOVE AND THEY GOT EXCITED THAT I WAS DANCING AND THEN THEY TURNED UP MUSIC AND IT WAS GREAT! THE STAFF AT THE BOTTOM IS PREPARING FOR STUDENTS AND THE PROCEDURES TO WELCOME THEM BACK. THE TOP MIDDLE IS ICS AND AGAIN MESSAGING IS REALLY IMPORTANT. MESSAGING AROUND WELCOMING STUDENTS HELPING THEM FEEL INCLUDED KNOWING THEY ARE PART OF THE COMMUNITY AND THAT WE ARE EXCITED TO HAVE THEM BACK IN THE BUILDINGS PEERED WE HOPED THAT YOU SHOWED THEM THAT, TOLD THEM THAT AND IN THE BOTTOM MIDDLE THAT IS THE LINK CREW ASSEMBLY FOR NINTH GRADE AT LAKE WASHINGTON HIGH SCHOOL. ANOTHER OPPORTUNITY FOR STUDENTS TO BE WELCOMING BACK, WELCOMING THE NEW STUDENTS TO THE SCHOOL AND IN THE BOTTOM RIGHT THAT IS THE ORIENTATION ASSEMBLY AT FINN HILL MIDDLE SCHOOL. THE FIRST DAY. THAT'S SIX, SEVENTH AND EIGHTH GRADE ALTOGETHER AND THEY INTRODUCED THE STAFF AND PLAYED THEME SONGS FOR EACH STAFF MEMBER AND THE STRATEGY THERE IS TO HELP [00:15:04] THE STUDENTS CONNECT WITH THE STAFF SO THAT THEY CAN START TO BUILD RELATIONSHIPS WITH THEM WHERE THEY SEE THEM AS BULL AND AS SUPPORT AND NOT AS SCARY STRANGERS THAT THEY CAN'T CONNECT WITH. THE TOP RIGHT, THEY WON THE BEST SHOE AWARD. FINN HILL IS THE FALCONS AND THAT'S A STAFF MEMBER WHO HAD CUSTOM-MADE SHOES MADE WITH FALCON PRIDE IN THERE BLUE AND GOLD COLORS. THERE IS NO LIMIT. IN THE MIDDLE SCHOOLS ONE OF THE STRATEGIES THAT THE SCHOOLS USE IS TO HAVE A STAGGERED START. SIXTH-GRADERS WOULD COME FIRST IN THE MORNING AND THEN SEVENTH AND EIGHTH WOULD COME A LITTLE BIT LATER AND THE OLDER STUDENTS WOULD BE TOUR GUIDES AND WELCOMING COMMITTEES FOR THE STUDENTS. IN THE TOP LEFT THAT IS ROSE HILL MIDDLE SCHOOL AND THE STUDENTS THAT ARE IN THE PURPLE SHIRT THOSE ARE THE WEB LEADERS WHO ARE TAKING THE NEW SIXTH-GRADERS AROUND AND SHOWING HIM THE SCHOOL. WANITA HIGH SCHOOL HAVE THE SAME VERSION AND IT IS CALLED FLIGHT SCHOOL WHERE STUDENTS ARE GIVEN A PASSPORT AND ON THE PAPER IN THE BOTTOM MIDDLE ARE DIFFERENT LOCATIONS THROUGHOUT THE SCHOOL AND AS THE STUDENTS VISIT EACH OTHER'S LOCATIONS THEY WOULD GET A STAMP AND BY THE END OF THE ORIENTATION TOUR THEY WOULD HAVE SEEN ALL THE IMPORTANT PARTS OF THE SCHOOL. DIFFERENT SCHOOLS USING DIFFERENT STRATEGIES TO WELCOME BACK STUDENTS TO ORIENT THEM TO MAKE SURE THEY FILL COMFORTABLE AND INCLUDED. WE HAD A BRAND-NEW GUEST AT WANITA. THE RAVEN IS NOW PART OF THE SCHOOL THAT IS A BRAND-NEW MASCOT COSTUME THAT WAS UNVEILED A COUPLE OF WEEKS AGO. ONE OTHER STRATEGY ON THE BOTTOM LEFT THAT IS FINN HILL MIDDLE SCHOOL. IF YOU WANT STUDENTS TO ENJOY THEMSELVES AND SEE THE STAFF AS FUN PEOPLE THAT THEY HOPEFULLY CAN TRUST YOU DO KARAOKE. AND EVERY STAFF MEMBER HAD A SONG AND IT WAS PART OF THEIR WAY TO CONNECT WITH THE STUDENTS AND IT WAS VERY SUCCESS. THE OTHER WAY THAT STUDENTS GET ENGAGED IN SCHOOL IS THROUGH ATHLETICS AND ACTIVITIES. WE HAVE ALREADY HAD A COUPLE OF GAMES SO FAR. THAT AT THE TOP WAS JUANITA HIGH SCHOOL AND AT THE TOP RIGHT IS LAKE WASHINGTON AND REDMAN'S GIRLS SOCCER GAME. THESE ARE JUST EXAMPLES OF ANOTHER WAY THAT STUDENTS CAN GET ENGAGED AT SCHOOL TO HELP THEM FEEL CONNECTED AND CHEER ON THEIR FRIENDS AND IT ALL SUPPORTS THE IDEA THAT WE ARE ALL FAMILY AND ALL COMMUNITY AND WE ARE ALL PART OF IT TOGETHER. >> SPEAKER: THANKS MUCH. I AM WHITNEY MEISSNER AND I SUPPORT SECONDARY SCHOOLS IN THE REDMAN EAST LAKE AREA AND I AGREE WITH EVERYTHING THAT MY COLLEAGUES HAVE SHARED IT HAS BEEN A PHENOMENAL START TO THE SCHOOL YEAR. I WOULD ADD A HUGE THANK YOU TO THE SCHOOL UTSA HERE THAT MIDDLE SCHOOL SIGN WAS OUT IN FRONT OF REDMAN FOR MANY DAYS COURTESY OF THE PT ESSAY. AND THEN THE STAFF AT RMS. EVERY SCHOOL I WENT INTO HAD SOME SORT OF MOTIVATIONAL SIGNAGE AT EVERYPLACE LIKE YOU SEE ON THE RIGHT. THE IDEA THAT WE ARE FOCUSED ON POSITIVES AND CONNECTIONS AND BELONGINGS IS PALPABLE IN THE BUILDINGS. . I WAS IN TWO SCHOOLS THIS MORNING REDMAN MIDDLE SCHOOL AND INGLEWOOD MIDDLE SCHOOL AND THE TEACHERS WERE THRILLED TO BE THERE AND THE STUDENTS WERE THRILLED TO BE THERE. I DON'T KNOW FOR SURE WHAT SUNDAY NIGHT WAS FOR EVERYONE BUT THEY WERE THERE WITH SMILES ON THEIR FACES THIS MORNING AND IT WAS WONDERFUL. I'D A CHANCE TO VISIT A COUPLE OF CLASSROOMS AND I ENCOURAGE YOU TO JOIN US FOR THAT. IT CAN HAPPEN IN A MULTILINGUAL WITH ENGLISH OR MULTI- LANGUAGE LEARNERS. PEOPLE WHO HAVE SAFETY NETS OR IEP OR 504. IT IS GOING EXTREMELY WELL. I SAW CULTURE AND CONNECTION AND YOU HEAR A LOT OF THAT TODAY AND THAT'S WHAT WE ARE FOCUSED ON THROUGHOUT THE DISTRICT AND IN OUR SCHOOLS THAT I SUPPORT AS PALPABLE. A LITTLE WALK-THROUGH HERE, THE TOP LEFT IS STAFF ACTIVITY DURING LEAP AT REDMAN MIDDLE SCHOOL WHERE THEY WERE DEVELOPING THEIR PBS EXPECTATIONS AND COMING UP WITH VALUE STATEMENTS FOR EACH GROUP PUT TOGETHER A VALUE STATEMENT THAT IS UP IN THE CLASSROOM. YOU CAN SEE WHAT THEY ARE WRITING I DIDN'T TAKE TEACHERS OF ALL OF THEM BUT THEY WERE ABSOLUTELY POSITIVE AND INSPIRING. AT THE TOP THE LEADERSHIP TEACHER GIVING [00:20:01] ADVICE TO OTHER TEACHERS ON HOW TO DO THEIR ADVISORY AND THEY HAD A FULL ON TOP GUN THEME WITH FLIGHT SUITS, AVIATORS THE WHOLE DEAL. I HEARD REDMOND MIGHT BE DOING SOMETHING SIMILAR, SOON. A NICE BANNER OUTSIDE OF TIMBERLINE ALSO. IN THE MIDDLE IS A PIECE FROM INGLEWOOD DOING THE WORK AND THEY HAVE SPENT TWO YEARS REFINING THEIR CORE VALUES AND I SAW THEM IN EVERY CLASSROOM I VISITED TODAY. ALONG THE BOTTOM THERE IS MORE REDMAN WILL SCHOOL THAT IS THE DEAN AT EASTLAKE HIGH SCHOOL DOING SOME BEHAVIORAL EXPECTATIONS WITH THE STAFF AND THE PRINCIPAL AT REDMAN MIDDLE SCHOOL A GREAT STAFF DOING GREAT THINGS. TRULY, I WISH I COULD CONTAIN THE POSITIVE ENERGY THAT WE ARE EXPERIENCING WITH STUDENT AND STAFF AT SCHOOLS RIGHT NOW IT HAS BEEN A PHENOMENAL START. AND THAT IS IT. YOU. [APPLAUSE] >> PRESIDENT:;-) VERY MUCH ALWAYS EXCITING TO HEAR ABOUT THE OPENING OF SCHOOLS AND THAT IS SUCH A GREAT BEGINNING. [D. Audience Participation] WITH THAT, OUR NEXT ITEM ON THE AGENDA IS PUBLIC COMMENTS. BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO BUSINESS MEETINGS OF THE BOARD AND ENCOURAGES COMMUNITY ENGAGEMENT. WE DEDICATE 30 MINUTES TO HEAR FROM THE PUBLIC DURING PUBLIC COMMENT PERIOD. YOU CAN SIGN UP FOR PUBLIC COMMENT. PLEASE GO TO OUR WEBSITE TO SIGN UP TO PARTICIPATE. BY NOON ON THE DAY OF THE BOARD MEETING. COMMENTS WILL BE OFFERED BY TIME OF SIGN-UP AND TIME ALLOWED. WE DO ASK THAT YOU KEEP YOUR COMMENT TO 3 MINUTES SO WE CAN ENSURE THAT EVERYBODY HAS THE OPPORTUNITY AND TYPICALLY YOU WILL SEE THE GREEN, YELLOW AND RED AND IT GOES YELLOW AT THE TIME YOU HAVE ONE MINUTE IT'S RED AND THEN WE ASK YOU TO WRAP UP IF YOU HAVE NOT FINISHED YOUR STATEMENT AND FEEL FREE TO PROVIDE US A WRITTEN COPY OF WHAT YOU HAVE SAID AND THAT IS SOMETIMES EASIER AS WELL SO WE CAN REFERENCE THAT AND WE MAKE SURE IT GETS INTO RECORDS THAT WAY. WITH THAT, I'M GOING TO START WITH THE THIRD PERSON WHO SIGNED UP. I AM STARTING WITH MJ CARLSON. WELCOME. >> PUBLIC SPEAKER: GOOD EVENING. SCHOOL BOARD DIRECTORS, STUDENT REPRESENTATIVES. IN MY ECHOING? IT SOUNDS WEIRD FROM HERE. I AM MJ CARLSON THE PROUD PARENT OF A FINN HILL FALCON. NOT PROUD ENOUGH THAT I HAVE THE SHOES ALL HAVE TO FIND THOSE. I AM ALSO PART OF A GROUP OF COMMUNITY MEMBERS WILL COME TONIGHT TO IN THE SRO PROGRAM AND REINVEST THE SUBSTANTIAL BUDGET IN PROGRAMS THAT ACTUALLY IMPROVES SAFETY AND WELL-BEING SUCH AS MENTAL HEALTH SERVICES. YOU SHOULD HAVE RECEIVED A REPORT FROM US THIS MORNING WITH A TON OF RESEARCH AND CITATIONS AND I AM GOING TO HAVE A QUICK RECAP OF THE NATION WIDE RESEARCH ON SRO AND I'LL HAVE MY COLLEAGUES SPEAK ON THE POLITICAL ISSUES. A QUICK RECAP. NUMBER 1 THERE'S NO EVIDENCE THAT SRO PROGRAMS PREVENT SCHOOL SHOOTINGS. SECOND, IF A SCHOOL SHOOTING DOES OCCUR, GOD FORBID A STUDY LAST YEAR FOUND THAT THE PRESENCE OF AN ARMED GUARD EITHER AND SRO OTHERWISE DOUBLES THE NUMBER OF FATALITIES THAT OCCUR. IN OTHER WORDS IT IS STATISTICALLY SAFER TO BE IN A SCHOOL SHOOTING AT A SCHOOL WITHOUT AN SRO THAN A SCHOOL WITH AND SRO. THIRD, THERE'S NO STRONG EVIDENCE THAT SRO PROGRAMS ARE AFFECT WITH AT DECREASING CRIME RATES AT SCHOOL CAMPUSES. IN ONE STUDY THE PRESENCE OF THE NUMBER OF SRO DECREASED FIGHT BUT INCREASED OTHER CRIMES. GENERALLY A WASH. THAT'S IT FOR THE UPSIDE. NOW, FOR THE DOWNSIDE OF THE SRO PROGRAM HERE THERE IS RESEARCH THAT SRO PROGRAMS WERE SENDING ACADEMIC OUTCOMES. SCHOOLS WITH SROS HAVE HIGHER TRUANCY RATES, MORE EXPULSIONS THAN SCHOOLS WITHOUT. A RECENT STUDY FOUND THAT SCHOOLS THAT GOT A FEDERAL GRANT FOR SCHOOL POLICE SAW A 2.5 PERCENT DECREASE IN HIGH SCHOOL GRADUATION RATES AND A FOUR PERCENT DECREASE IN COLLEGE ENROLLMENT RATES COMPARED TO A CONTROLLED GROUP. EVEN MORE CONCERNING LEE, SCHOOLS WITH SROS HAVE SIGNIFICANTLY MORE ARREST AND REFERRALS TO PROSECUTION THAN SCHOOLS WITHOUT. KIDS GET FUNNELED INTO THE CRIMINAL LEGAL SYSTEM FOR THE TYPES OF MISDEMEANORS THAT BACK IN MY DAY WOULD HAVE BEEN HANDLED BY A VICE PRINCIPAL AS A BEHAVIORAL PROBLEM AND NOT BY A COP AND A CRIME. THIS IS ABSOLUTELY HAPPENING LOCALLY AS WELL AS NATIONALLY. OUR [00:25:04] KIRKLAND SROS FOUND THREE QUARTERS OF REFERRALS FOR PROSECUTION WERE FOR KIDS EITHER POSSESSING OR USING MARIJUANA. I DON'T THINK THAT IS HOW THE DISTRICT OUGHT TO BE ADDRESSING DRUG USE IN OUR STUDENT BODY. KIDS WHO ARE MISBEHAVING DESERVE AND EDUCATED RESTORATIVE APPROACH TO BEHAVIOR CHANGE NOT A CRIMINAL RECORD. BEFORE I CONCLUDE, I ALSO WANT TO NOTE THAT ALL OF THESE RISKS FALL DISPROPORTIONATELY ON BLACK AND BROWN KIDS AND DISABLED AND NEURO- DIVERGENT KIDS. I THINK I AM OUT OF TIME SO I WILL STOP THERE. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU. THE NEXT PERSON I HAVE SIGNED UP IS KRISTIN DORWOOD. >> PUBLIC SPEAKER: MY NAME IS KRISTIN DARWIN AND I AM A PARENT OF TWO STUDENTS WHO ATTEND JUANITA HIGH SCHOOL. I'M SPEAKING TODAY BECAUSE MY STUDENTS CONTINUALLY REPORT TO ME THAT THEY FEEL LESS SAFE AND MORE ANXIOUS AT SCHOOL DUE TO THE PRESENCE OF ARMED POLICE OFFICERS IN THE BUILDING. AS YOU KNOW, WE HAD A CREDIBLE THREAT LAST SPRING. OUR COMMUNITY AND KIDS RESPONDED APPROPRIATELY AND USE THE RESOURCES THEY HAD TO ALERT RESPONSIBLE ADULTS TO THE THREAT. KIDS TOLD PARENTS, CALLED 911 OR CALL THE TIP LINE NUMBER THAT IS PRINTED ON THE BACK OF THEIR ASP CARD. KIRKLAND PD WAS PART OF THE RESPONSE TO PROTECT STUDENTS FROM THIS THREAT. THIS DOES NOT MEAN, HOWEVER, THAT THE SRO WAS A KEY PART OF PROTECTING STUDENTS. HE WAS, PER HIS REPORT, ON VACATION WHEN THE THREAT WAS REPORTED. I'M SOMEWHAT CONCERNED THAT HE MENTIONED GETTING CALLS TO HIS PERSONAL PHONE ABOUT THE THREAT AND IS STILL WAITING FOR AN ANSWER TO MY QUESTION AS TO WHETHER ANY STUDENTS HAD ACCESS TO THE SROS PERSONAL PHONE NO. REGARDLESS OF THAT FACT THE THREAT WAS REPORTED IN MULTIPLE WAYS BY STUDENTS AND THE SRO'S PARTICIPATION IN THE EVENT WAS NOT SIGNIFICANT. I DON'T KNOW IF THE STUDENT MAKING THREAT WAS ON THE SROS RADAR PRIOR TO THE EVENT. I HAVE BEEN READING SRO REPORTS AND HAVE ADDITIONAL CONCERNS ABOUT SROS DROPPING INTO CLASSROOMS AND TEACHING CLASSES. THESE CONCERNS ARE SHARED BY OTHER PARENTS WHO WILL SPEAK MORE ON THIS TOPIC. THE RCW REGARDING SRO STATES THAT AT THE BEGINNING OF EACH SCHOOL YEAR SCHOOL DISTRICTS THAT HAVE SAFETY AND SECURITY STAFF WORKING ON SCHOOL PROPERTY MUST PRESENT TO AND DISCUSS STUDENTS AND DISTRIBUTE TO STUDENT FAMILIES INFORMATION ABOUT THE ROLE AND RESPONSIBILITIES OF SAFETY AND SECURITY STAFF. I HAVE NOT RECEIVED THIS INFORMATION NOR HAVE MY STUDENTS. I AM CONCERNED THAT THIS DISTRICT MAY PLAN TO CONTINUE TO SUPPORT AND FUND THE SRO PROGRAM DESPITE A LOT OF EVIDENCE THAT SRO CONTRIBUTES TO STUDENT SAFETY. I AM EVEN MORE CONCERNED THAT THE DISTRICT MIGHT DO SO DESPITE SIGNIFICANT DATA THAT SUGGEST THAT HAVING ARMED SROS IN STUDENTS IS HARMFUL TO STUDENTS ESPECIALLY BSTUDENTS REGARDLESS OF HOW WATERED-DOWN IT MIGHT BE. CONTINUING TO HAVE AN SRO PROGRAM INDICATES TO ME THAT THE DISTRICT IS MORE INTERESTED IN APPEARANCE AND THEY ARE IN REALITY THE DATA DOES NOT SUPPORT THE CONTINUANCE OF THIS PROGRAM. THANK YOU AND THANK YOU TO OUR HARD-WORKING CLASSIFIED STAFF. [APPLAUSE] [CHEERING] >> PRESIDENT: THANK YOU THE NEXT PERSON I HAVE SIGNED UP IS SARAH FRANKLIN. >> PUBLIC SPEAKER: GOOD EVENING. MY NAME IS SARAH FRANKLIN AND I HAVE TWO STUDENTS IN THE DISTRICT. I WANT TO TALK TO YOU ABOUT SOME CONCERNS THAT COMMUNITY MEMBERS HAVE HAVE ABOUT ARMED GUARDS IN THE SCHOOL. ANY VERSION OF THE SRO PROGRAM WAS STILL RAISE THESE CONCERNS. THE FIRST MAJOR CONCERN IS THAT POLICING IN SCHOOLS DISPROPORTIONATELY TARGETS BLACK AND DISABLED STUDENTS MORE THAN OTHERS. THIS PLANT WILL DATA TO SUPPORT THIS AS WELL AS PUBLIC COMMENT FROM LOCAL FAMILIES. LGBTQ+ STUDENTS AND IMMIGRANT STUDENTS ALSO REPORT FEELING TARGETED BY AND UNSAFE POLICE IN SCHOOLS. WHY ARE WE SACRIFICING THE ACTUAL SAFETY OF SOME STUDENTS FOR THE PERCEPTION OF SAFETY FOR OTHERS? ESPECIALLY WHEN IT IS AN ILLUSION OF SAFETY AS YOU HEARD FROM MJ EARLIER. IN A LETTER TO THE CITY OF KIRKLAND THE RIGHT TO BREATHE COMMITTEE WHICH IS IN EASTSIDE BLACK LED ORGANIZATION SAID IT WOULD BE HEARTBREAKING TO CONTINUE TO SUBJECT SOME STUDENTS TO THE ONGOING NEGATIVE, PSYCHOLOGICAL EFFECTS AND POTENTIAL BODILY HARM OF ARMED, UNIFORMED OFFICERS IN SCHOOLS IN EXCHANGE [00:30:03] FOR THE RARE POSSIBILITY THAT AN SRO BE AT THE RIGHT PLACE AT THE RIGHT TIME TO INTERVENE IN A MANNER THAT WOULD ACTUALLY DECREASE THE IMPACT OF THE SHOOTER. THE FACT IS, THIS IS UP FOR A DEBATE AND IT IS A PAINFUL REMINDER THAT THE REAL-WORLD WELL-BEING OF LAX STUDENTS IS TOO EASILY BARTERED IN EXCHANGE FOR THE PERCEPTION OF COMFORT AND PREFERENCES OF THE WHITE MAJORITY. ANOTHER MAJOR CONCERN IS THAT THE ARREST RATES FOR SCHOOLS WITH SROS IS AT LEAST THREE AND HALF TIMES HIGHER THAN THE RATE FOR SCHOOLS WITHOUT SROS. THIS CONTRIBUTES TO THE SCHOOL TO PRISON PIPE LINE. IN SCHOOLS WITH SROS TYPICAL YOUTH BEHAVIOR IS CRIMINALIZED AND STUDENTS ARE DISCIPLINED THROUGH POLICING THROUGH THINGS THAT WOULD HAVE PRIOR LATE BEEN HANDLED BY STUDENTS OR STAFF. ADDITIONALLY THESE REGULAR INTERACTIONS WITH POLICE HAVE LEGAL CONSEQUENCES FOR KIDS AND IT USED TO BE THAT IF A POLICE OFFICER CAME TO SCHOOL TO QUESTION A STUDENT A PARENT, GUARDIAN OR ADULT HAD TO BE THERE WITH THE E STUDENT. NOW STUDENTS ARE HAVING DAILY INTERACTIONS WITH POLICE THAT ARE COMPLETELY WITHOUT THAT SAFETY NET AND IF A STUDENT IS ARRESTED THAT LASTS. THAT IS PERMANENT ON THE RECORD. THIS IS A MAJOR LOSS OF RIGHTS FOR STUDENTS AND FAMILIES. WE WANT COMMUNITY, NOT CAR SEVERAL APPROACHES FOR OUR FAMILIES. I THINK DIRECTOR CLARK HERE THAT TEACHERS WANT THEIR STUDENTS TO FEEL LOVED, CONNECTED AND A SENSE OF BELONGING AND THAT'S WHAT WE WANT OUR STUDENTS. WE WANT THEM TO BE ABLE TO MAKE STAKES AND LEARN FROM THEM AND NOT PAY A PRICE THAT COULD LAST A LIFETIME. THAT IS WHAT SCHOOL SAFETY LOOKS LIKE. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU. THE NEXT PERSON WE HAVE SIGNED UP IS MARIA HARWELL. >> PUBLIC SPEAKER: I HOPE YOU'RE NOT OWING TO SKIP OVER KRISTIN HANSEN. >> PRESIDENT: THAT'S FINE, IT MIGHT NOT HAVE GOTTEN WRITTEN CORRECTLY. I DID I SKIPPED HER, I APOLOGIZE. >> PUBLIC SPEAKER: CAN I ASK THAT IT WILL BE RESET SO I KNOW WHEN MY TIME ARRIVES? THANK YOU. >> PUBLIC SPEAKER: MY NAME IS KRISTIN HANSEN AND I AM ON THE LEADERSHIP TEAM AND IT IS EASY TO THINK THAT THE CONCERNS MENTIONED BY MJ AND OTHERS AREN'T AN ISSUE HERE AND THAT OUR PROGRAM IS BETTER BUT THAT IS SIMPLY NOT TRUE. OUR GROUP HAS GATHERED AND REVIEWED THE KIRKLAND SRO REPORTS FOR SCHOOL YEARS 2019 THROUGH 2021. WE FOUND THAT THE TIME SPENT BY KIRKLAND SROS COULD GENERALLY BE BROKEN INTO SEVERAL CATEGORIES. TEACHING CLASSES, COUNSELING STUDENTS AND FAMILIES, HELPING ADMINISTRATION WITH SCHOOL DISCIPLINE AND CHARGING CHILDREN WITH CRIMES. ON TEACHING CLASSES - THEY ARE TEACHING BOTH FORMALLY AND INFORMALLY IN WAYS THAT MUST BE EXAMINED. THE ONGOING CLASS TAUGHT BY SRO IS ON FOURTH AMENDMENT COMMENTS SEARCH AND SEIZURE, DRUG PREVENTION AND ADOLESCENT DEVELOPMENT AND CHILD PSYCHOLOGY. WHERE ARE THE LESSON PLANS FOR THESE CLASSES? IN ADDITION TO THESE CLASSES THE REPORTS SHOW SROS TEACHING AND ARE POPPING INTO CLASSES FOR INFORMAL DISCUSSION AS A PRIMARY ACTIVITY OF THEIR DAY. IN HIS REPORT, SRO JOHN NESS RIGHTS, I ASSISTED TWICE IN WATCHING A CLASS WHEN A TEACHER HAD TO LEAVE 20 MINUTES EARLY. BOTH TIMES THE STUDENTS WERE GREAT AND ASKED A MULTITUDE OF QUESTIONS ABOUT LAW ENFORCEMENT. SRO LA BUCKY REPORTS THAT HE TOOK PART IN "INTEGRATED SOCIAL STUDIES CLASS AND PARTICIPATED IN CURRENT EVENT CONVERSATIONS REGARDING RACE RELATIONS IN AMERICA". RACE RELATIONS IS A COMPLEX TOPIC. A PERSONAL PERSPECTIVE OF AN ARMED OFFICER IN A CLASSROOM IS NOT APPROPRIATE. SRO MARK BROWN REPORTS "DURING THE DAY I SPEND THE MAJORITY OF MY TIME GOING INTO CLASSROOMS AND MEETING THE CHILDREN AND TEACHERS. I HAVE ASSISTED IN TEACHING AND PARTICIPATING IN SCIENCE, HISTORY, ENGLISH, INTERVENTION SPANISH AND MATH. AS PREVIOUSLY MENTIONED THE VERY PRESENCE OF POLICE IS TRAUMATIC FOR SOME STUDENTS CAUSING POOR EDUCATIONAL OUTCOMES. A CONCERN REGARDING COPS IN CLASSROOMS GOES BEYOND WHETHER THEY ARE ALL APPLIED TO BE TEACHING. IN EQUITY RELATED [00:35:02] FOCUS GROUPS WITH KIRKLAND RESIDENCE THE CITY OF KIRK UNNOTICED REST ONLY MOST BLACK GROUP PARTICIPANTS WERE CRITICAL OF A POLICE OFFICER BEING IN A SCHOOL ENVIRONMENT AS IT RELATED SPECIFICALLY TO THE SAFETY AND RESPECT OF THE BLACK STUDENTS AS WELL AS STUDENTS OF COLOR BROADLY. SOME FOCUS GROUP DISPENSE CHARACTERIZE THE PRESENCE OF AN OFFICER IN SCHOOLS AS A USE OF FORCE AND AN ARMED OFFICER GENERALLY MADE STUDENTS VERY UNCOMFORTABLE. SOME PARTICIPANTS EMPHASIZE THAT AN INTERPERSONAL RELATIONSHIP CAN'T OVERCOME AN INSTITUTIONAL PROBLEM. DESCRIBING HOW ONE FRIENDLY OFFICER WON'T ERASE YEARS OF EVIDENCE OF POLICE OFFICERS IN GENERAL BEING AN OPPRESSIVE FORCE. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU. NOW, MARIA, THANK YOU. >> PUBLIC SPEAKER: HI. MY NAME IS MARIA HARWELL AND MY PRONOUNS ARE SHE /HER. I WILL CONTINUE THE TOPIC OF HOW POLICING CHILDREN PLAYS OUT IN THE SRO REPORTS TO OUR SCHOOLS. KIRKLAND POLICE DEPARTMENT SAYS ONE OF THE PURPOSES OF THE SRO PROGRAM IS TO HELP STUDENTS STAY EMOTIONALLY SAFE AT SCHOOL. WE FOUND OUT THE KIRKLAND SROS DO A LOT OF INFORMAL COUNSELING. SRO TYLER DAVIDSON WRITES IN A REPORT I AM ACTIVE AS AN INFORMAL COUNSELOR. WHAT NIXON ARMED POLICE OFFICER THE CORRECT PERSON FOR THAT JOB? IN MANY WAYS OUR SOCIETY CRIMINALIZES MENTAL HEALTH CONDITIONS WE MUST NOT CONTINUE THAT WITH CHILDREN. THAT CHILD INTERACTS WITH, THE TONE OF THE CONVERSATION AND WHETHER THAT PERSON IS CARRYING A GUN MATTERS. MENTAL HEALTH CRISIS IS NOT A CRIME. IT IS CLEAR FROM THE LANGUAGE THAT SROS USE IN THERE REPORTS DETAILING THESE INTERACTIONS THAT POLICE ARE NOT THE BEST PROFESSIONALS FOR DEALING WITH THE MENTAL HEALTH OF STUDENTS. THE LANGUAGE SHOWS CLEARLY THAT THEY CEASE FIDELITY WITH A CRIME. SRO DAVIDSON WRITES STUDENT WAS INVESTIGATED FOR POSSIBLY MAKING SUICIDAL THREAT. HE ALSO WRITES ASSISTED HELEN KELLER ELEMENTARY PRINCIPAL AND STAFF WITHIN EIGHT-YEAR-OLD WHO SUFFERS FROM MENTAL HEALTH ISSUES HAVE A COMPLETE MELTDOWN WITHIN THE SCHOOL. WE ARE ALARMED THAT SROS ARE WORKING DIRECTLY WITH CHILDREN WITH SPECIAL NEEDS I.E. DISABLED CHILDREN. SRO DANIEL LIPKE REPORTS "I'VE BEEN HEAVILY INVOLVED IN COMMUNICATING WITH ONE SPECIAL EDUCATION STUDENT IN PARTICULAR THIS MONTH WHO CONTINUALLY ACTS AND TALKS IN A WAY THAT GOES BEYOND THE CAPABILITIES OF THE TEACHERS WHEN REQUESTED ". SROS ARE NOT SUPPOSED TO ASSIST WITH SCHOOL DISCIPLINE BUT THE REPORT SHOWS THAT THEY DO ANYWAY. SRO DAVIDSON OR VOTED "MULTIPLE TRIPS AND EXTRA TIME WAS SPENT AT TWO SCHOOLS DUE TO INCREASED ASSISTANCE WITH SCHOOL DISCIPLINE ISSUES AND CASES TO BE INVESTIGATED ". HE WAS ALSO SAYING A STUDENT MADE INAPPROPRIATE COMMENTS TO STAFF AND CAUSED MULTIPLE DISRUPTIONS. THIS LEADS US TO ANOTHER EXAMPLE OF THE HARM THAT SROS POSE THAT CHILDREN BEING CHARGED WITH AND REFERRED TO WITH CRIMES. AS THE PREVIOUS SPEAKER MENTIONED, SCHOOLS MUST STOP THE SCHOOL TO PRISON PIPELINE. SRO DAVIDSON REPORTED, "FINN HILL MIDDLE SCHOOL 12-YEAR-OLD WAS FOUND TO HAVE MARIJUANA AND VAPE PINS AT SCHOOL. HE HAS HAD MULTIPLE INCIDENTS REGARDING DRUG VIOLATIONS. THE NEXT STEPS ARE BEING TAKEN NOW AND I FILED CRIMINAL CHARGES ". A 12 YEAR OLD. THIS CHILD NEEDS SUPPORT NOT TERMINAL CHARGES. SRO DAVIDSON AGAIN "JHS STUDENT PULLED FIRE ALARM AT SCHOOL. STUDENT WAS IDENTIFIED AND WILL BE CHARGED THROUGH JUVENILE COURT ". THE STUDENT NOW HAS A CRIMINAL RECORD IN THERE LIFE IS FOREVER CHANGED. ALL THESE CONCERNS, IS PROPORTIONATELY IMPACTED, LOSS OF RIGHTS ALL OF THAT IS HAPPENING RIGHT NOW IN OUR DISTRICT. WE CANNOT PRETEND. THANK YOU. [APPLAUSE] >> PRESIDENT: THE NEXT PERSON IS JOY RANDALL. >> PUBLIC SPEAKER: GOOD EVENING EVERYONE. JOY RANDALL SHE/HER OR MY PRONOUNS AND I HAVE TWO CHILDREN IN THE LAKE WASHINGTON SCHOOL DISTRICT. WE HAVE HEARD THIS EVENING THAT SROS ARE NOT EFFECTIVE IN KEEPING SCHOOL SAFE NOR ARE THEY NECESSARY. FOR SCHOOL SAFETY. SROS DISPROPORTIONATELY IMPACT SOME [00:40:03] STUDENTS IN NEGATIVE WAYS TO GUILTILY BLACK, BROWN AND DISABLED STUDENTS. SROS PERFORM DUTIES FOR WHICH THEY ARE NOT ADEQUATELY TRAINED LIKE TEACHING, COUNSELING, MENTORING, INCLUDING DISCIPLINE EVEN THOUGH IT IS STATED THEY ARE NOT RESPONSIBLE FOR DISCIPLINE YET THEY ARE RELIED UPON IT. A REDMOND POLICE OFFICER RECEIVES 80 HOURS OF TRAINING 40 OF WHICH ARE SCHOOL SPECIFIC TO BECOME AN SRO. WHILE TEACHERS, MENTAL HEALTH PROFESSIONALS, SOCIAL WORKERS, NURSES MUST HAVE A BACHELORS DEGREE, MASTERS DEGREE PLUS LICENSURE THROUGH THE STATE OF WASHINGTON. WHO IS BETTER QUALIFIED TO TEACH COUNSEL, MENTOR AND DISCIPLINE OUR STUDENTS? NOT AN SRO. OUR SCHOOL SHOULD BE LACES LOTS OF WORK, UPLIFT AND HONOR EVERY SINGLE CHILD IN ALL WAYS THEY COME THROUGH THE DOORS. SCHOOLS SHOULD NOTBEWARE THEY COME FOR FOR CARE NOT WHERE THEY ARE POLICED AND CRIMINALIZED FOR BEING KIDS. MENTAL HEALTH PROFESSIONALS CAN AND SHOULD BE THE ONES TO CONTACT THE POLICE AS A LAST RESORT IN EMERGENCY SITUATIONS. MENTAL HEALTH PROFESSIONALS ARE THE APPROPRIATE FIRST POINT OF CONTACT FOR A SUICIDAL STUDENT. A STUDENT EXPERIENCING A DIGITALLY ABUSIVE OR CONTROLLING RELATIONSHIP, A MIDDLE SCHOOL STUDENT PULLING A FIRE ALARM, AN ELEMENTARY SCHOOL STUDENT WHO REFUSES TO SIT DOWN IN CLASS, A MIDDLE SCHOOL STUDENT CAUGHT VAPE BEING, STUDENTS DEALING WITH GRIEF. WHY ARE WE EXPECTING AND RELYING ON ARMED POLICE TO BE THE ONES TO 1ST RESPOND TO THE STUDENTS? THE COST ON THE MENTAL HEALTH OF STUDENTS, THE COST OF A LONG-TERM IMPACT OF BEING FUNNELED INTO THE CRIMINAL PUNISHMENT SYSTEM IS AMIDST TO CALCULATE. WE MUST LOOK AT THE FULL COST OF WHAT THE DISTRICT IS SPENDING ON THE SRO PROGRAM HERE GENERALLY THE COST OF ONE SRO EQUATES TO TWO SOCIAL WORKER POSITIONS OR TO SCHOOL COUNSELORS. WE ARE WILLING TO INVEST THE COST OF ONE SRO INSTEAD OF INVESTING THAT AMOUNT INTO TWO PSYCHOLOGISTS OR TWO NURSE PHYSICIANS. THIS SHOWS WE ONLY CARE ABOUT THEIR COMPLIANCE AND NOT ABOUT THEIR MENTAL, SOCIAL OR EMOTIONAL HEALTH. A TRUE COMMUNITY-BASED MODEL MUST INCLUDE THE COMMUNITY, NOT JUST AN ARMED POLICE OFFICER REGIONALLY COVERING THEIR ASSIGNED SCHOOLS. A COMMUNITY-BASED MODEL IS WHERE SCHOOL, STAFF, PARENTS AND STUDENT TOGETHER BUILD RELATIONSHIPS AND GET TO THE ROOT OF THE PROBLEM IN THE SCHOOL AND SURROUNDING COMMUNITY. IN CLOSING WE ASK YOU TO SERIOUSLY CONSIDER ALL THE RESEARCH, DATA, STORIES AND INPUT FROM STUDENTS AND FAMILIES NEGATIVELY IMPACTED BY HAVING ARMED POLICE AND OUR SCHOOLS. IT IS IRRESPONSIBLE TO CONTINUE RELYING ON THIS FALSE SENSE OF SECURITY OR PERCEPTION OF SAFETY WHEN IT IS CLEAR WE MUST DIRECTLY INVEST IN OUR STUDENT. WE CAN WORK ON A MORE SYSTEMATIC APPROACH TO ADDRESS SAFETY INSTEAD OF FOCUSING ON MODIFYING INDIVIDUAL BEHAVIOR. WE MUST WORK TOGETHER ON HOW TO PREVENT SAFETY CONCERNS THAT PROTECT THE HEALTH, WELL-BEING AND HUMAN RIGHTS OF STUDENTS, PARENTS AND STAFF. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU THE NEXT PERSON I HAVE SIGNED UP IS PAMELA KELLEY. >> PUBLIC SPEAKER: I AM HERE TO REPRESENT THE LAKE WASHINGTON SCHOOL DISTRICT INSTRUCTIONAL ASSISTANCE. WE ARE THE FRONT-LINE WORKERS WHO PERFORM A VARIETY OF DUTIES INSIDE AND OUTSIDE OF THE SCHOOLS EVERY DAY. AS YOU KNOW OUR JOBS REQUIRE AN EDUCATION, COMPASSION, STRENGTH OF CHARACTER, ADAPTABILITY AND A HIGH LEVEL OF INTERACTION WITH STUDENT. THIS IS ONE OF THE MANY REASONS WE DESERVE HIGHER WAGES AND IT IS UNFORTUNATE THAT THE DISTRICT DOESN'T SEEM TO AGREE. THERE SEEMS TO BE THE PERCEPTION THAT IA'S ARE PREDOMINANTLY PEOPLE WITH GOOD INCOMES AND THEY GET THIS JOB WITHOUT A NEED FOR GOOD PAY A COMMON ISSUE FOR FEMALES HISTORICALLY SPEAKING. THIS PERCEPTION NEEDS TO CHANGE. THERE ARE MANY OF US WHO AREN'T IN THAT SITUATION AND RELY ON THIS INCOME. EVEN IF THAT WASN'T A FACTOR THERE'S NO JUSTIFIABLE REASON FOR SCHOOL EMPLOYEES WAGES TO BE BELOW POVERTY LEVEL. WE ALL KNOW THAT THE COST OF LIVING IN KING COUNTY HAS SKYROCKETED THE PAST YEARS. FOR A REAL-WORLD EXAMPLE AFFECTING THOSE IN SIMILAR CIRCUMSTANCES IN MY RENT HAS GONE UP $700 PER MONTH SINCE OUR LAST CONTRACT BEGAN THREE YEARS AGO. MEANWHILE MY COST OF LIVING RAISES FOR THE [00:45:06] PAST TWO YEARS HAVE BEEN AROUND $0.40 PER HOUR. I WISH IT WAS $40. THAT IS AN INCREASE OF $550 IN MY ANNUAL SALARY. $550 WHILE MY RENT INCREASE IS $8400. WHEN ONE OF OUR IA'S STARTED 32 YEARS AGO SHE WAS EARNING EIGHT DOLLARS PER HOUR. WE NOW START AT $20. THAT MEANS IT TOOK 32 YEARS TO GET A $12 RAISE. THE INCOME TO EXPENSE GAP IS GETTING LARGER AND LARGER DUE TO HOW FAR WE ARE BEHIND IN OUR WAGES. LATER TONIGHT WE WILL BE DISCUSSING THE NEW LW ESP CONTRACT THE WEBSITE STATES THAT A FACTOR COMING TO THE AGREEMENT WAS BASED ON COMPARISONS WITH OTHER DISTRICTS. AS A FIFTH-YEAR EMPLOYEE IF I WORKED AT NORTH SHORE THIS YEAR I WOULD BE MAKING $30 PER HOUR. SPEAKING OF WAGES IN THE 2021 SCHOOL YEAR, THE TOP 100 EARNERS IN THE DISTRICT RECEIVED $1.3 MILLION IN RAISES. WE WERE TOLD BY THE DISTRICT THAT THE SCHOOL BOARD WOULD ONLY APPROVE ABOUT THE SAME AMOUNT IN RAISES FOR THE SIX WORKGROUPS IN OUR UNION TOTALING APPROXIMATELY 430 EMPLOYEES. THE LARGEST GROUP, THE INSTRUCTIONAL ASSISTANCE ALONG WITH THE EXTENDED IA'S AND HEAD START, READY START TEACHERS HAVE BEEN SERVING OUR CHILDREN ON POVERTY WAGES. THIS IS AN INSULT TO THE HARD WORK AND DEDICATION OF THESE VALUABLE EMPLOYEES. TAKING CARE OF THOSE IN THE EVER-EXPANDING HIERARCHY WHILE DENYING A LIVING WAGE TO THOSE ON THE BOTTOM IS INEQUITABLE. WE ASK THE DISTRICT TO PRACTICE EQUITY THE SAME STANDARD IT AIMS FOR FOR OUR STUDENTS. THANK YOU. [APPLAUSE] >> PRESIDENT: AN THE NEXT PERSON I HAVE SIGNED UP IS SHAYNA HUSSAR. >> PUBLIC SPEAKER: GOOD EVENING. MIGHT NAME IS SHAYNA HUSSAR AND THIS IS MY FIFTH YEAR WITH WASHINGTON SCHOOL DISTRICT. WE THE CLASSIFIED STAFF IN LAKE WASHINGTON SCHOOL DISTRICT ARE AT THE BOTTOM OF THE TOTEM POLE WHEN IT COMES TO PAY. BUT WE ARE AS IMPORTANT AND AN INTEGRAL PART AS -FOR ANY SCHOOL AS MUCH AS THE PRINCIPLES AND THE TEACHERS ARE. YOU TAKE THE IA, THE PRESCHOOL TEACHERS, THE FAMILY SUPPORT SPECIALIST, THE SAFETY AND PREVENTION PEOPLE AND TECHNICAL SUPPORT OUT OF THE PICTURE AND AND IMAGINE RUNNING A SINGLE SCHOOL. SMOOTHLY. WE ARE HERE FIGHTING FOR OUR WAGES. AND IT IS NOT JUST WAGES. IT IS FAIR WAGES FOR US. WE, THE PRESCHOOL TEACHERS, WE PLAN, WE TEACH, WE TAKE CARE OF THE STUDENTS THAT ARE IN OUR CLASSROOM ALONG WITH OUR SPECIAL ED TEACHERS AND PARA-EDUCATORS. OUR TEACHERS ARE CO-TEACHERS TO SPECIAL ED TEACHERS ARE COMPENSATED. THEY JUST GOT COMPENSATED FOR TEACHING KIDS WHO STAYED HOME FOR COVID. DID WE? NO. WE DID NOT. WE WEREN'T EVEN LOOKED UPON TO OFFER SOMETHING. WE DID TEACH THOSE STUDENTS AS WELL BUT EXTRA COMPENSATION? WE DON'T EVEN GET PAID APPROPRIATELY. WE HAVE A TEACHER WHO IS PREGNANT AND SHE IS NOT UNABLE TO GET MATERNITY LEAVE BECAUSE WE DO NOT WORK ENOUGH HOURS AS SAYS THE DISTRICT FEARED WE WORK 6 AND A HALF HOURS IN SCHOOL, IN THE BUILDING THAT THE PRINCIPLES AND ADMINISTRATION LOOK AT. WE WORK A LOT MORE HOURS ON OUR TIME WHICH IS NOT CONSIDERED BY ANYONE AROUND US WORRIED THEY HAVE NO IDEA HOW MUCH WORK WE TAKE HOME. I, AS A PERSON, USED TO TAKE PRIDE IN BEING A LAKE WASHINGTON SCHOOL DISTRICT EMPLOYEE AND PARENT. WHERE OUR WAGES ARE REINO I DON'T EVEN [00:50:05] START. AFTER 21 YEARS OF TEACHING IN THIS DISTRICT HAVING A CERTIFICATE AND DEGREE I CHOOSE TO STAY WITH PRESCHOOL BECAUSE THAT IS WHERE MY LOVE IS BUT I DON'T GET THE WAGES THAT A PRESCHOOL TEACHER SHOULD GET. IF I GO TO NORTH SHORE AFTER 21 YEARS THE AMOUNT I AM MAKING NORTH SHORE TEACHERS MAKE MUCH HIGHER THE FIRST YEAR THEY START OVER THERE. I WOULD HUMBLY ASK YOU GUYS TO TO RECONSIDER HOW YOU PAY THIS PART OF YOUR UNION GROUP. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU. THE NEXT PERSON I HAVE IS GRETA CLYMER. OKAY. WE WON'T DO THAT. THE NEXT PERSON WE HAVE SHE IS ACTUALLY IN VIRTUAL. ALISHA RAMIREZ. ALISHA, YOU ARE FREE TO BEGIN. >> SPEAKER: HI EVERYONE AND THANK YOU, MEMBERS OF THE WEEK WASHINGTON BOARD FOR LETTING ME SPEAK TONIGHT HAD MY NAME IS ALISHA RAMIREZ AND I AM A LAKE WASHINGTON ALUMNI AND PARENT TO A FOURTH-GRADER IN THE DISTRICT. I AM HERE TONIGHT TO ASK THAT YOU FACE OUTACE OUT ARMED SCHOOL RESOURCE OFFICERS IN OUR SCHOOLS INCLUDING IN ELEMENTARY SCHOOLS. NOT ONLY HAVE POLICE IN SCHOOLS PROVEN TO BE INEFFECTIVE OF STOPPING OR PREVENTING SCHOOL SHOOTINGS BUT IT IS LED TO THE CORRELATION OF YOUTH BEHAVIOR THAT SINGLES OUT BLACK AND BROWN KIDS. I SEE HOW THE DISPARITY PLAYS OUT DURING MY TIME AS A BLACK STUDENT AT HIGH SCHOOL. I SAW MY PEERS GET DETAINED BY SROS FOR BEHAVIOR THAT INCLUDED WRITING, BEING ARGUMENTATIVE WITH STAFF, DRINKING, USING DRUGS INCLUDING CIGARETTES, FEELING SUICIDAL AND HAVING DISRUPT THE BEHAVIOR BECAUSE OF MENTAL HEALTH ISSUES AND MORE. THEY NEEDED TREATMENT, COUNSELORS AND SUPPORT. USUALLY WHAT THEY ENDED UP GETTING IS COURT DATES AND EARLY INTRODUCTION TO THE CRIMINAL JUSTICE SYSTEM. SOME OF THEM NEVER MADE IT OUT. THEY ARE STILL THERE AS AN ADULT. A LOT OF THEM LOOK JUST LIKE ME. BLACK AND BROWN FAMILIES HAVE BEEN ASKING FOR YEARS, THE ARMED SROS SHOULD BE REMOVED FROM SCHOOLS BECAUSE IT IS OUR KIDS THAT ARE BEING DISPROPORTIONATELY HARMS THE MOST. THE CITY OF KIRKLAND HELD A LISTENING SESSION LAST YEAR AFTER THE TOPIC OF THE BLACK LIVES MATTER REVOLUTION AND VIRTUALLY ALL THE PARTICIPANTS DESCRIBED NEGATIVE INTERACTIONS WITH SROS AT JUANITA AND LAKE WASHINGTON HIGH SCHOOLS WITH STUDENTS OF COLOR. THEIR EXPERIENCE IN THAT SESSION ALONG WITH MINE WERE NEARLY IDENTICAL, EVEN THOUGH WE WERE 10 YEARS APART IN AGE. I ASKED THIS BOARD TO LISTEN TO BLACK AND BROWN FAMILIES AND REMOVE ARMED POLICE OFFICERS FROM SCHOOL ENTIRELY. THEY DON'T NEED TO BE THERE. THEY DO NOT MAKE US SAFER. THANK YOU. [APPLAUSE] >> PRESIDENT: THANK YOU. WE DID RECEIVE SEVERAL WRITTEN COMMENTS AND MANY OF THOSE ARE ALSO IN ADDITION TO THE STUDENTS, THE SRO, THE SCHOOL RESOURCE OFFICERS. I'M NOT GOING TO GO AHEAD AND READ THOSE THOSE ARE AVAILABLE ONLINE AND ALL OF THE BOARD MEMBERS HAVE SEEN THOSE BUT I WANTED TO GIVE A HEADS UP THAT THOSE WERE THERE. THANK YOU FOR YOUR CONVERSATION AND JUST TO LET YOU KNOW WE WILL BE DOING A PRESENTATION SHORTLY ON STUDENT SAFETY AND SECURITY WITHIN OUR SCHOOLS AND THE SCHOOL RESOURCE OFFICER PROGRAM WILL BE DISCUSSED AT THAT POINT IN TIME. THERE'S NO ACTION BEING TAKEN BY THE BOARD IT [E. Consent Agenda] WILL JUST BE INFORMATIONAL, JUST SO YOU ARE AWARE. >>> WITH THAT THE NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE SEPTEMBER 12, 2022 CONSENT AGENDA AND I WILL NOW TAKE A MOTION TO APPROVE THE CONSENT AGENDA. IT HAS BEEN MOVED BY ERIC LALIBERTE AND SECONDED BY CHRIS CARLSON. DOCTOR HOMAN WILL YOU PLEASE ROLL CALL THE BOARD. >> BOARDMEMBER: EMOTION DOES CARRY AND SO, DOCTOR HOMAN WILL YOU PLEASE SUMMARIZE THE DONATIONS WE HAVE RECEIVED THROUGH THE CONSENT [00:55:02] AGENDA? >> BOARDMEMBER: ABSOLUTELY. IT IS WITH GREAT APPRECIATION WE THINK OUR COMMUNITY FOR THEIR ONGOING SUPPORT. TONIGHT WE HAVE DONATIONS FROM TWO SOURCES. FIRST HOUR PTSA WITH NEARLY $60,000 WORTH OF DONATIONS AND OTHER SOURCES PROVIDING NEARLY $13,000 FOR OUR SCHOOLS TO OFFER PROGRAMS AND SERVICES THAT WOULD OTHERWISE BE DIFFICULT TO OFFER. GENUINELY, WE THANK THEM FOR THEIR ONGOING SUPPORT FOR OUR SCHOOLS. >> PRESIDENT: WONDERFUL. THANKS. OUR FIRST ITEM ON THE [F. Non-Consent Agenda] AGENDA, SORRY ABOUT THAT IS THE NONCONSENT AGENDA THIS EVENING IS AN EIGHT ON THE SCHOOL SAFETY AND SECURITY PROGRAM. DOCTOR HOMAN WILL YOU PLEASE LEAVE THAT OFF? >> PUBLIC SPEAKER: I'M GOING TO INVITE OUR DEPUTY SUPERINTENDENT THAT KILLING HIM AND SCOTT GILLINGHAM TO THE PODIUM FOR THE PRESENTATION TONIGHT. THIS WAS AN UP DATE REGARDING THIS OVERALL PRESENTATION. THEY WILL PROVIDE INFORMATION ABOUT NOT ONLY THE LAYERED SECURITY EFFORTS ACROSS THE DISTRICT BUT ALSO INFORMATION RELATED TO THE SCHOOL RESOURCE OFFICER PROGRAM. SOME OF THE PROGRAM CHANGES AND MODIFICATIONS AND FUTURE COMMUNITY ENGAGEMENT EFFORTS AROUND THIS AREA. WITH THAT, MATT? >> SPEAKER: THANK YOU DOCTOR HOMAN AND MEMBERS OF THE BOARD. TO DO A DEEPER DIVE INTO ONE LAYER OF SECURITY. BACK IN JUNE ON THE JUNE 6 BOARD MEETING, I WAS UP HERE AND PRESENTED ON A LAYERED SAFETY CONCEPT A CONSTRUCT THAT WE HAVE WITHIN THE SCHOOL DISTRICT AND THE BOARD AT THAT TIME HAD ASKED FOR AN INTEREST IN GOING IN AND SPECIFICALLY LOOKING AT SCHOOL SAFETY AND THE TALK LAKE OF SCHOOL RESOURCE OFFICERS. AS WE GO THROUGH THIS WE THINK ABOUT OUR POLICY CONNECTIONS. OE ? 10 IS WHERE THE BOARD HAS DIRECTED THE SUPERINTENDENT TO ESTABLISH AND MAINTAIN A SAFE LEARNING ENVIRONMENT. A SAFE, RESPECTFUL AND FREE FROM DISRUPTION TO AFFECTIVE LEARNING. WE ALSO HAVE SOME ADMINISTRATIVE POLICIES THAT RELATE TO THE TOPIC TONIGHT. OUR SCHOOL-BASED THREAT ASSESSMENT PROTOCOL WHICH I BELIEVE WE INSTITUTED BACK IN 2019. IN THE FALL OF 2019 IS WHEN WE BEGAN TO INSTITUTE THAT PROTOCOL. WE HAVE POLICIES REGARDING THE RELATIONSHIP WITH LAW ENFORCEMENT AND A POLICY REGARDING SCHOOL SAFETY AND SECURITY SAFETY PROGRAM THAT WAS RECENTLY ADOPTED AND NOTIFICATION TO THREATS OF VIOLENCE OR HARM. I WANT TO TALK WEEKLY ABOUT LAYERED SECURITY BUT I'M NOT GOING TO REPLICATE THE PRESENTATION WE GAVE IN JUNE. INSTEAD OF GOING DEEPLY INTO EACH LAYER TODAY I'M GOING TO PROVIDE A BIT OF A SYNOPSIS. THE CONVERSATION WE HAD IN JUNE AND THEN WE WILL INTRODUCE SCOTT EMERY DIRECTOR OF RISK AND SCHOOL SAFETY. THE CONCEPT OF LAYERED SAFETY AND SECURITY IS ONE WHERE WE REALLY LOOK AT FROM A MULTI- LAYERED OR MULTIFACETED APPROACH. WE THINK ABOUT THE PROTECTIVE FACTORS AS WELL AS RISK FACTOR ERRORS THAT ARE PRESENT WITHIN OUR SCHOOLS AND FOR OUR STUDENTS, I'VE HEARD A LOT OF CONVERSATIONS TODAY OF THINKING AROUND BEHAVIORAL HEALTH NEEDS. WE ALSO HEARD AT THE BEGINNING OF THE BOARD MEETING TONIGHT THAT SENSE OF BELONGING AND THE JOY OF HAVING A SENSE OF CONNECTION. THOSE ARE ELEMENTS AS WELL OF LAYERED SAFETY PROTOCOL OR APPROACH. WE ALSO THINK ABOUT WHAT ARE THE PHYSICAL LAYERS WHICH ARE SOME OF THE INVESTMENTS THAT THE COMMUNITY HAS MADE IN DOOR LOCKS, WALK DOWN SHADES, THINKING ABOUT PROTOCOL AND INTERNAL SAFETY SUCH AS BADGING. AND THINKING ABOUT OUR EXTERNAL SAFETY AS WELL. ALL OF THESE LAYERS WE CONTINUE TO BUILD ON THESE LAYERS AND WE ARE TRYING TO HELP CREATE A SAFE AND SUPPORTIVE ENVIRONMENT FOR OUR STUDENTS AND STAFF. WHEN WE THINK ABOUT THIS AND WE BROKE THEM DOWN INTO THINKING ABOUT STUDENT WELL-BEING, CLASSROOM SAFETY, SCHOOL SAFETY, INTERNAL SAFETY, EXTERNAL SAFETY, CYBER SAFETY [01:00:01] AS WELL AS OUR SAFETY AND MANAGEMENT STRUCTURE. TONIGHT GOING TO FOCUS IN ON SCHOOL SAFETY AND SPECIFICALLY LOOKED AT SCHOOL RESOURCE OFFICERS. DIRECTOR EMERY IS GOING TO TALK ABOUT SOME OF THE TRANSFORMATION THAT HAS OCCURRED OVER THE LAST COUPLE OF YEARS SPECIFICALLY WE HAVE MADE A CHANGE IN THE SCHOOL RESOURCE OFFICER PROGRAM. WE HAVE REDUCED THE PROGRAM PHYSICALLY BY 460,000 AND REINVESTED THAT INTO BEHAVIORAL HEALTH SUPPORT AS WELL AS STUDENT SERVICES DEPARTMENT AND EQUITY ENGAGEMENT DEPARTMENT. SOME OF THOSE CHANGES HAVE COME OUT FROM EXPERIENCES THAT WE HAVE HAD IN CONVERSATIONS THAT WE HAVE HAD WITH THE CITY OF KIRKLAND AS THEY HAVE BEEN ENGAGED WITH THEIR SCHOOL RESOURCE OFFICER PROCESS AND PROGRAM. AS WELL AS WE REFLECTED ON BACK TO THAT SENSE OF THE LAYERS OF WHAT IS IT THAT WE NEED AND THE SUPPORT THAT WE MIGHT NEED AND WHAT ARE BETTER RESOURCES OF THOSE USES IN THE LISTING STRUCTURE. I'M GOING TO TURN IT OVER TO DIRECTOR EMERY WHO WILL TAKE US THROUGH THE HISTORY SO FAR OF THE SCHOOL RESOURCE OFFICER PROGRAM WHERE WE ARE CURRENTLY AND TALK ABOUT THE PLANS THAT WE HAVE FOR ONGOING REVIEWS WITH OUR COMMUNITY AS WE THINK ABOUT WORKING WITH THE FOUR MUNICIPALITIES THAT WE PARTNER WITH ON SCHOOL SAFETY. DIRECTOR EMERY? >> SPEAKER: GOOD EVENING BOARD OF DIRECTORS FOR THIS TIME TO TALK ABOUT THIS, I APPRECIATE IT. I HAVEN'T TALKED IN AN HOUR SO MY THROAT IS A LITTLE CLOGGED. AS YOU CAN SEE, WHEN WE TALK ABOUT THE SRO PROGRAM WE BELIEVE WE WILL ALWAYS HAVE INTERACTION WITH POLICE AS WE HEARD TONIGHT THERE'S ALWAYS INDICATIONS OF POLICE INTERACTIONS WITHIN THE SCHOOL COMMUNITY. AND SO, THE APPROACH THAT WE HAVE TAKEN ON THIS, THE CHANGES THAT WE HAVE MADE IS HOW DO WE INFLUENCE THOSE INTERACTIONS AND HOW CAN WE BETTER IMPACTS THE RELATIONSHIP WE HAVE WITH THOSE OFFICERS TO INFLUENCE THE INTERACTIONS IN A POSITIVE WAY? AS WE BEGIN TO REIMAGINE HOW THAT WOULD WORK, IT ALSO HAPPENED TO BE AT THE TIME WHEN THE STATE PASSED HOUSE BILL 1214 WHICH PROVIDED AN OUTLINE OF EXPECTATIONS OF AN SRO PROGRAM. IT'S INTERESTING THAT AT THE VERY SAME TIME WE WERE DOING THOSE THINKINGS THE LEGISLATURE PASSED SOME LANGUAGE THAT HELPS PROVIDE SUPPORT FOR THAT. AS WE THINK ABOUT THOSE LAYERS OF SAFETY AND THE LAYERS OF SCHOOL SAFETY IN PARTICULAR AND ALL OF THE DIFFERENT PROGRAMS THAT FALL WITHIN THAT LAYER THERE ISN'T ONE PROGRAM WITHIN THEIR THAT IS THE WAY TO PROVIDE SCHOOL SAFETY. WE WANT TO MAKE SURE WE ADDRESS ALL OF THE DIFFERENT LAYERS AND ALL OF THE DIFFERENT PROGRAMS. WHEN WE THINK ABOUT ALL THE DIFFERENT INTERACTIONS WE HAVE WITH POLICE AND THE ABILITY TO CHANGE THOSE INTERACTIONS WE WANT TO IDENTIFY THE EXPERTISE THEY HAVE IN THE THINGS THEY BRING WITHIN THEIR TRAINING WITHIN THE SCOPE OF THEIR ROLE AND THEN PRIORITIZE THAT RESOURCE TO DO JUST THAT. BY MAKING SOME OF THESE CHANGES THAT WE WILL TALK ABOUT I THINK WE HAVE MOVED IN THAT DIRECTION. IN THE PAST, THE SRO WAS ASSIGNED TO AN INDIVIDUAL SCHOOL AND IT WAS BASED ON THE RELATIONSHIP AND PARTNERSHIP WITH EACH POLICE DEPARTMENT. AND THEIR ABILITY TO STAFF FOR THEIR ABILITY TO PARTNER IN ANY GIVEN YEAR. OVER TIME THAT CHANGES BASED ON CONDITIONS OR EVENTS OR THINGS THAT ARE HAPPENING WITHIN THE COMMUNITY BUT FOR THE MOST PART HISTORICALLY IT'S BEEN AN OFFICER IN THE SCHOOL AND THAT IS HOW OUR PROGRAM HAS EXISTED. THE TRANSITION BEGAN A COUPLE OF YEARS AGO WHEN WE BEGAN TALKING ABOUT THESE INTERACTIONS AND HOW TO INFLUENCE THEM A LITTLE BIT MORE. AND WHEN THE POLICIES WERE REQUIRED UNDER HOUSE BILL 1214 WE MOVED TO ADOPT THOSE POLICIES THAT WE WERE IN COMPLIANCE. LAST YEAR WE RAN A PROGRAM PILOT WITH REDMOND PD. IT REALLY BENEFITED AND I WILL GO INTO MORE DETAIL ABOUT THAT IT REALLY BENEFITED OUR DEPARTMENT IN THE WE DIDN'T HAVE STAFFING ABILITY TO STAFF ALL THE POSITIONS THAT HISTORICALLY WE HAVE SAID NEEDED TO BE IN SCHOOLS. THROUGH OUR CONVERSATIONS WE WERE ABLE TO FIND SOME WAYS TO PROVIDE THAT EXPERTISE WITHOUT HAVING TO HAVE AN OFFICER IN THE SCHOOL ITSELF. THE REGIONAL MODEL WAS BORN OUT OF THAT CONVERSATION WHERE OFFICERS SERVED A NUMBER OF SCHOOLS INSTEAD OF JUST BEING AT ONE SCHOOL WHERE THEY RESIDE. IT DEFINED SPECIFIC RESPONSIBILITIES, TASKS THAT [01:05:08] THEY HAD AND WE WILL GO INTO THAT LATER. IT IS ALL BEEN UPDATED THROUGH OUR CONTRACT WITH THEM. IT IS CODIFIED FOR US IN OUR ACTUAL AGREEMENT WITH THEM. THE FUTURE OF THE PROGRAM, HOWEVER, IS IN THE COMMUNITY THROUGH AN ACTIVITY AND THIS DESCRIBES HOW WE INTEND TO MOVE FORWARD. WHERE WE ARE NOW IS WHERE WE ARE. WHAT WE NEED TO DO IS HAVE COMMUNITY ENGAGEMENT AND CONVERSATION ABOUT. SO, BY BRINGING OUR PARTNERS TOGETHER, THAT INCLUDES STAKEHOLDERS NOT JUST PARTNERS HERE NOT JUST THE DISTRICT AND OUR POLICE PARTNERS. THAT MEANS BRINGING OUR COMMUNITY TOGETHER TO BRING OUR STUDENT VOICE INTO THE CONVERSATION AND REALLY LISTENING AND HEARING WHAT THAT LOOKS LIKE. WE WANT TO BE SURE THAT IT'S NOT SOMETHING THAT I JUST SAT AND DREAMED UP OR SOMEONE SAT IN DREAMED UP BUT AS A RESULT OF COMMUNITY CONVERSATION. WE DID PARTICIPATE IN THE PAST IN SOME TASK FORCE WORK WITH THE CITY OF KIRKLAND AND FOR THEIR SRO PROGRAM WITHIN THE CITY WE WANT TO KEEP THAT MOVING. WE WANT TO REPLICATE SOME OF THOSE PROGRAMS WHERE WE DO THIS ON AN ANNUAL BASIS. IT'S NOT A ONE TIME TRANSACTION WILL CONVERSATION, IS SOMETHING WE ENGAGE IN NOT JUST ON THAT MOMENT OR SCHEDULE A MEETING BUT IT IS SOMETHING WE ENGAGE IN ON AN ONGOING BASIS AND ANNUALLY BRING EVERYONE TOGETHER TO HAVE THOSE CONVERSATIONS. I'M EXCITED TO WORK ON THIS WHERE WE SPENT THE SPRING PREPARING FOR WHAT THAT MIGHT LOOK LIKE. HOW TO DO THAT MEANINGFULLY. HOW TO DO IT WITH INTEGRITY. AND SO, BEGINNING THIS FALL WE ARE PUTTING OUR STEERING COMMITTEE TOGETHER TO PUT THE COMMUNITY ENGAGEMENT PROGRAM WHICH INVOLVES A NUMBER OF FOLKS AT THE PLANNING STAGE INCLUDING OUR EQUITY DEPARTMENT, SAFETY AND SECURITY SAFETY AND STUDENT SERVICES, ALL THOSE FOLKS SO WE CAN DO A MEANINGFUL COMMUNITY ENGAGEMENT PROCESS. WE HAVE ALSO PARTNERED WITH PUGET SOUND PSD AND BROUGHT IN SOME FACILITATION SERVICE THROUGH THEIR EQUITY TEAM AS WELL AS THEIR LEADERS AT THE EST SAFETY AND SECURITY CENTER DOWN THERE. IT IS SOMETHING THAT WE ARE PLANNING IN A VERY BROAD SENT TO INCLUDE AS MANY PARTNERS, AS MANY STAKEHOLDERS AND FOLKS THAT WE CAN IN WAYS THEY CAN JOIN US. OFTEN TIMES WE PUT TOGETHER PROGRAMS AND EXPECT PEOPLE TO MEET US WHERE WE ARE AND AS WE PUT THIS TOGETHER WE FIND WAYS TO MEET PEOPLE WHERE THEY ARE IN HERE THEIR VOICES THAT ARE ACTUALLY MEANINGFUL. I'M EXCITED TO MOVE THAT FORWARD AND SEE WHAT THE FALL BRINGS US AND IN HOPES THAT PROGRAM IS IN PLACE BEFORE THE END OF THE CALENDAR YEAR SO WE CAN BEGIN THAT PROCESS AND MOVE FORWARD. >> BOARDMEMBER: I HAVE A QUESTION, DO YOU WANT ME TO WAIT? >> PRESIDENT: HAVE YOU FINISHED YOUR PRESENTATION OR IS THERE MORE TO GO? >> SPEAKER: WE HAVE A FEW MORE SLIDES TO GO. >> PRESIDENT: SINCE WE STOPPED GO AHEAD AND ASK YOUR QUESTION IT WILL BE EASIER. >> BOARDMEMBER: I WAS HOPING THAT YOU COULD CLARIFY SOMETHING. YOU MENTIONED THE EXPERTISE THAT THE SRO BRINGS AND I AM CURIOUS IF YOU COULD ELABORATE ON THE WHAT YOU MEAN BY EXPERTISE THAT THE POLICE ARE PROVIDING SPECIFIC WAY THAT THEY COULDN'T PROVIDE AS JUST OUR COMMUNITY POLICE OFFICER BUT SPECIFICALLY AS AN SRO. >> SPEAKER: I WILL. >> BOARDMEMBER: THAT PRETTY DETAILED IN ONE OF THE SLIDES I WOULD BE HAPPY TO GET TO THAT PLACE. IN JUST ONE MORE SLIDE. SO THE SRO PROGRAM THE CONTRACT REVISION PROCESS WAS TAKEN INTO CONSIDERATION THE CONVERSATIONS AND ALL OF THOSE HOUSE BILL 1214 REQUIREMENTS AND ALL THE THINGS THAT WE HAVE BEEN TALKING ABOUT AND PUT IT INTO A WRITTEN MUTUAL AGREEMENT WITH OUR POLICE PARTNERS. THE OTHER IMPORTANT PART OF THIS IS THAT WE SERVE FOUR DIFFERENT AGENCIES OR FOUR DIFFERENT AGENCIES SERVE US AS FAR AS OUR POLICE PARTNERS. IF KING COUNTY SHERIFF, THE CITY OF SHAMUS, THE CITY OF REDMOND AND THE CITY OF KIRKLAND AND MAKING SURE THAT ALL OF THEM WERE THE SAME AND IN THE PAST SOME OF THOSE DIFFERENCES LED TO SOME CHALLENGES IN HELPING MANAGE THE SRO PROGRAM THAT LIVED WITHIN LAKE WASHINGTON AND WITH THIS EFFORT HAVE STANDARDIZED ALL OF THAT ANGUISH SO IS THE SAME UNDERSTANDING BETWEEN [01:10:05] AGENCIES. SO THE PHYSICAL CHANGE IS BAD SROS OR POLICE OFFICERS ARE GOING TO SERVE IN THERE REGIONAL AREAS AND NOT AT A PARTICULAR SCHOOL. SO THEY DON'T HAVE A PARTICULAR OFFICE OR PARTICULAR PLACE THAT THEY WILL SERVE SCHOOLS AND I WILL GET TO THE TASKS THAT WERE DOING TO SERVE THE SCHOOLS. IT ALSO PROVIDES ADDITIONAL SUPPORT FOR STAFFING. ON THE AGENCY SIDE. BECAUSE AS YOU KNOW POLICE OFFICERS AND POLICE DEPARTMENTS ARE SUFFERING UNDER SOME STAFFING SHORTAGES AND THIS PROVIDES THEM THE ABILITY TO PROVIDE THAT SERVICE BUT NOT HAVE TO PROVIDE AS MANY FOLK. THERE ARE TRAINING RECOMMENDATIONS AND I'M GOING TO TALK ABOUT THOSE TRADING THINGS LOOK LIKE IN THE TREATING SUBJECTS THAT ARE REQUIRED AND THE RESPONSIBILITIES AND THAT'S WHEN WE WILL GET INTO YOUR QUESTIONS. AS I TALKED ABOUT THE REGIONAL SUPPORT THESE ARE ALL SCHOOLS WITHIN THE REGION AND FOR DISTRICTS AND DEPARTMENT THAT HAVE A LOT OF SCHOOLS AND THEY HAVE DIVIDED THOSE SCHOOLS INTO VERY SPECIFIC REGIONS FOR THEIR OFFICERS SO THOSE SCHOOLS WITH THE SERVICE PROVIDED BY A COMMON OFFICER COMING INTO THEIR SCHOOL NOT A RANDOM OFFICER OUT THERE ON PATROL. IT PROVIDES SPECIFIC TASKS AND EXPECTATIONS OF THE SRO AND CONTRIBUTES TO THE SUCCESS ON THEIR STAFFING AND AND CAN HAVE A CONSISTENT OF ALL OF STAFFING. THIS IS ARTICULATED THROUGH HOSPHOUSE BILL 1214. A PART OF OUR INVESTMENT INTO THE SRO PROGRAM, SHE OVERSEES THE PROGRAM DIRECTLY AND WORKS TO ENSURE THAT ALL OF THE OFFICERS HAVE ALL OF THIS TRAINING AND PARTNERSHIP AGREEMENT. SHE DOES THE DAY TO DAY OPERATIONAL SUPPORT WITH THEM. SHE MEETS WITH THEM, EACH OFFICER AND AS A GROUP THEY MEET PERIODICALLY, MONTHLY TO TALK AMONG ALL THE DIFFERENT AGENCIES TO MAKE SURE THAT OUR PROGRAMS ARE BEING APPLIED CONSISTENTLY. THIS ALSO REQUIRES ON-THE-JOB TRAINING AND SO, AND SRO IS REQUIRED TO I BELIEVE IT IS TWO DAYS OF MENTOR SHIP WITH AN EXPERIENCED SRO. AFTER THEY HAVE COMPLETED THIS THEY THROUGH THEIR AGENCY ATTEND THE NATIONAL SRO TRAINEE AND I DON'T KNOW HOW MANY DAYS IT IS I THINK IT IS A WEEK. THERE ARE SOME SPECIALIZED TRAINING THAT EACH PERSON RECEIVES BEFORE THEY MOVED INTO AN SRO PROGRAM. THESE ARE THE RESPONSIBILITIES THAT WE MENTIONED. IT IS BROKEN INTO FOUR AREAS RESPONSIBILITY WITH SOME TASKS THAT ARE OUTLINED IN THOSE AREAS. UNDER LAW ENFORCEMENT WE WANT TO MAKE SURE THAT THEY ARE A POLICE OFFICER AND THEY ARE VERY CLEAR WHAT LAW ENFORCEMENT ROLE THEY PLAY. SO, AGAIN THESE ARE SPECIFICALLY OUTLINED IN OUR UNDERSTANDING AND THEY ARE TAKEN DIRECTLY FROM HOUSE BILL 1214 WORK THAT WAS PROVIDED TO US THROUGH THE LEGISLATURE AND EDUCATION, SPEAKING TO CLASS I RECOGNIZED THAT CAN HAPPEN AT A SCHOOL AND OUR AGREEMENTS ARE AS REQUESTED. WE WANT TO MAKE SURE WE ARE LOOKING AT THAT AND WE WANT TO MAKE SURE WHAT THEY'RE DOING AND WHEN THEY ARE IN A CLASSROOM AND IT IS SOMETHING THAT THE SCHOOL ADMINISTRATOR WILL APPROVE. WE WANT TO MAKE SURE THEY ARE ENGAGED IN THE COMMUNITY GROUPS ON WELLNESS TOPICS. WE HAD PARTNERED WITH THEM ON A VARIETY OF DIFFERENT SUBJECTS THROUGHOUT THE YEARS WITH PARENT EDUCATION TO HELP BRING THE CONVERSATION OR TRAINING TO PARENTS AS WELL. FOSTERING A POSITIVE SCHOOL CLIMATE THIS IS LANGUAGE DIRECTLY OUT OF THE HOUSE BILL 1214. I WANT TO MAKE SURE THEY ARE PART OF THAT POSITIVE CLIMATE THAT THEY DO HAVE A POSITIVE RELATIONSHIP WITH STUDENTS AND THAT THEY HAVE THE DUES AND THE DON'TS THEY CAN BUILD A POSITIVE RELATIONSHIP DON'T PARTICIPATE IN SCHOOL DISCIPLINE AND THAT IS NOT BEEN ARTICULATED CLEARLY BEFORE IN OUR AGREEMENT WITH THEM AND IT IS CLEARLY OUTLINED NO. THAT CAN LOOK A LOT OF DIFFERENT WAYS DEPENDING ON YOUR SCHOOL AND WHAT THE STUDENTS TO HAVE THE FREEDOM TO DO WHAT THEY NEED WITH OFFICERS AND IN MORE OF A POLICING ENVIRONMENT AND NOT IN THE [01:15:09] SCHOOL DOING THIS EVERY DAY. AND CRIME PREVENTION THIS IS SOMETHING VERY SPECIFIC THAT THEY HAVE AN EXPERTISE IN THAT WE WANT TO EXPERIENCE. WE WANT THEM TO ACTUALLY NOT PATROL THE CAMPUS, THAT IS PROBABLY A POOR WORD IN THAT SLIDE. WE WANT THEM TO WASH THE CAMPUS WITH US TO REVIEW CRIME PREVENTION MEASURES THAT CAN BE PUT INTO PLACE. THINGS LIKE CRIME PREVENTION THROUGH ENVIRONMENTAL DESIGN IS SOMETHING THEY ARE ALL TRAINED IN AND TO PROVIDE US WITH SECURITY MEASURES AND RECOMMENDATIONS, THINGS THAT WE WOULD NOT NECESSARILY SEE FROM THEIR POINT OF VIEW AND WE WANT TO HAVE THEIR POINT OF VIEW AS WE DEVELOP INSTANT DULY INCREASED SECURITY MEASURES NOT SECURING BUT MAKING RECOMMENDATIONS. THE OTHER THING THEY DO FOR US IS PARTICIPATE IN THE THREAT ASSESSMENT PROCESS AND THAT IS AN IMPORTANT PART LED BY THE SCHOOL ADMINISTRATION AND WHEN A THREAT ASSESSMENT IS CALLED IT IS A MULTIDISCIPLINARY PROCESS AND PROTOCOL AND HAVING THOSE TRAINED OFFICERS WITH US IS IMPORTANT PART OF THE PROTOCOL THROUGH THE ESD AND THROUGH THE STATE BUT HAVING THEM TRAINED SO WE KNOW IT IS AN OFFICER TRAINED AS AN SRO IS A MUCH BETTER INFLUENCE OVER THAT INTERACTION THEN WE WOULD HAVE WITH THEM HERE THAT IS ANOTHER PROGRAM THAT THEY WILL PARTICIPATE WHEN THAT ARRIVES. >> BOARDMEMBER: SCOTT BEFORE YOU MOVE ON AND WANT TO MAKE SURE I UNDERSTAND THE FIRST BULLET UNDER CRIME PREVENTION SAYS PUT PATROL ON CAMPUS? >> SPEAKER: THAT'S THE ONE WHERE I POORLY USE THAT WORD. >> BOARDMEMBER: I WANT TO MAKE SURE YOU UNDERSTAND WHAT YOU MEAN BY THAT. BUT I BELIEVE YOU MEAN IS TO WALK THE CAMPUS WITH ADMINISTRATION? >> SPEAKER: CORRECT IS A PARTNER WALK FOR SECURITY REVIEW OF THE CAMPUS IN A ONE-TIME EVENT NOT A PATROL. THAT IS A POOR WORD. IN MY HEAD IT MADE SENSE WHEN I WROTE IT BUT YEAH. DATA COLLECTION AS PART OF HOUSE BILL 1214 AND WAS REQUIRED TO COLLECT AND REPORT DATA AND THAT EVENTUALLY MAKES ITS WAY TO OS PI. THIS YEAR IT IS AN ITERATIVE PROCESS TO OUR ESD AND OS PI. THIS YEAR THE PROGRAMS REQUIREMENT WAS TO REPORT HOW MANY SROS WERE IN THE DISTRICT, THEIR LOCATION AND THE STATS OF THE PROGRAM. THERE WAS NO DATA COLLECTION AS FAR AS INTERACTION WITH STUDENT BECAUSE DISTRICTS WERE STRUGGLING WITH HOW TO MAKE THAT EFFECTIVE AND OS PI AND ESD WAS TRYING TO FIGURE OUT WHAT THAT WAS AND HOW THE REPORT WOULD LOOK. INTERESTINGLY I RECEIVED AN EMAIL FROM THE PERSON WHO WAS FROM OS PI AND GETTING TOGETHER. THE AGENCY IS COLLECTING SPECIFIC DATA ON THEIR INTERACTION WITH STUDENTS. THEY ARE WORKING AND CREATING DASHBOARD AND KIRKLAND HAS LED THE WAY ON THAT. REDLANDS IS A LITTLE BIT MORE BEHIND. MOVING THAT INTO THE DISTRICT DATA AND MAKING SURE OUR DATA ALIGNS AND AGAIN THE COORDINATION OF THE FOUR AGENCIES IS CHALLENGING AND MAKING SURE THE INFORMATION AND DATA IS COLLECTED ACCURATELY AND COMPARATIVELY AND EVENTUALLY IT WILL MAKE ITS WAY TO THE OS PI REPORT BUT I DON'T KNOW WHAT THAT LOOKS LIKE EXACTLY. THE FINAL SLIDE IS AN EXAMPLE OF THE KIRKLAND DASHBOARD AS THEY HAVE CREATED IT NOW. SO THIS IS AN EXAMPLE OF THE KIRKLAND DASHBOARD THIS IS THEIR PUBLIC DASHBOARD FOR THE SRO PROGRAM. THERE IS A LOT OF INFORMATION CONTAINED IN THERE THAT ISN'T NECESSARILY SOME THINGS SO FAR THAT WE HAVE HAD ANY INFLUENCE OVER. THIS IS THE PARTNERSHIP THAT I'M TALKING ABOUT WITH THE DASHBOARDS THAT WE CAN ACTUALLY BE A PART OF THE BUILDING IN THAT SO WOULD BE SOMETHING THAT WE UNDERSTAND. I CAN'T TELL YOU SPECIFICALLY THE DATA THAT IS CONTAINED IN THERE SO HAVING SEEN THIS IS AN THING THAT WE NEED TO STRENGTHEN THAT PARTNERSHIP. >> BOARDMEMBER: DOES THIS REFLECT THE INTERACTION? >> SPEAKER: THIS IS NOT ON CAMPUS, IT'S ANY INTERACTION WITH YOUTH. THESE AREN'T NECESSARILY THINGS THAT HAPPENED ON CAMPUS. THAT IS [01:20:01] THE PART I'M NOT SURE OF. >> PRESIDENT: BUT THE SRO WAS THE INDIVIDUAL? >> SPEAKER: THE SRO WAS INVOLVED. >> PRESIDENT: GO AHEAD. >> BOARDMEMBER: SCOTT, ONE OF THE THINGS THAT WE HAVE BEEN DISCUSSING AT LENGTH FOR A NUMBER OF YEARS IS HOW WE MAINTAIN PROGRAMMATIC CONTROL. OUR COMMUNITY CAME TONIGHT AND SHARED INFORMATION THAT MY GUESS IS THAT YOU ARE LISTENING AND CONCERNED AS WELL. ONE OF THE THINGS THAT WE HAVE BEEN WORKING TO BE EXPLICIT ABOUT HIS WHAT IS THE ROLE AND WHAT IS NOT THE ROLE. THE ROLE OF AN SRO IS NOT THE COUNSELOR. THE ROLE OF AN SRO IS NOT TO BE INVOLVED IN ANY FORM OR FUNCTI BECAUSE WE KNOW THAT OUTCOMES RELATED TO THAT. THAT IS NOT THEIR ROLE. THEY ARE NOT TRAINED IN SCHOOL DISCIPLINE. HEARING YOUR PRESENTATION TONIGHT I APPRECIATE THE WORK THAT HAS BEEN DONE AND ALSO WE WOULD LIKE TO HEAR YOUR INITIAL THOUGHTS ON THE NEXT STEPS RELATED TO PROGRAMMATIC CONTROL AND AFTER HEARING SOME OF THE COMMENTS TONIGHT, WHAT WOULD BE SOME NEXT STEPS THAT THE INDIVIDUALS WHO SHARED TONIGHT COULD EXPECT OF YOU AS THIS IS DIRECT THE IN YOUR OVERSIGHT AND WHAT DO YOU DO WITH THAT FEEDBACK THAT YOU HEARD TONIGHT? >> SPEAKER: MOVING FORWARD THE COMMUNITY ENGAGEMENT PROCESS IS GOING TO BE THE MOST IMPORTANT PROCESS THAT WE HAVE AROUND THE PROGRAM. IT WILL BE DESIGNED TO BE LISTENING. IT WILL BE DESIGNED TO BE TRULY ENGAGED TO THE BEST OF OUR ABILITY WHICH IS WHY WE PARTNERED WITH FACILITATORS. WHICH IS WHY WE PARTNERED IN A WAY TO BE AS DEEP AND MEANINGFUL AS POSSIBLE. I THINK IT NEEDS TO INCLUDE STUDENT VOICE AS STRONGLY AS WE POSSIBLY CAN. IT IS A COMMUNITY ENGAGEMENT PROGRAM UNDER THE LAW. A COMMUNITY ENGAGEMENT PROGRAM TO REVIEW THE CONTRACT WE HAVE WITH OUR POLICE AGENCY. IT WILL BE EXACTLY THAT AND THAT INCLUDES EVERY PART OF IT. THAT'S WHY WE WANT TO TAKE A BREATH AND FIGURE OUT HOW TO DO THAT WELL. I THINK WE HAVE DONE LOTS AND LOTS OF OPPORTUNITIES TO ENGAGE WITH OUR STUDENTS AND COMMUNITY AND WE GET TOGETHER, WE TALK AND WE DON'T HAVE A MEANINGFUL END. MY OBJECTIVE IS TO HAVE AN OPEN DISCUSSION WHICH IS CIVIL IN ALL OF THOSE THINGS BUT IT COMES TO A PLACE OF LISTENING. I DON'T KNOW IF ON THIS PARTICULAR SUBJECT WE HAVE HAD THE OPPORTUNITY BEFORE AND I WANT TO MAKE SURE THAT'S WHAT WE DO. >> BOARDMEMBER: COULD YOU ALSO, JUST FOR THE BOARD AND FOR PEOPLE IN ATTENDANCE TALK ABOUT ENGAGEMENT WITH LAW ENFORCEMENT? I THINK MY GUESS IS THAT IT'S NOT APPARENT HOW OFTEN WE ARE ENGAGING WITH OUR LAW ENFORCEMENT AGENCIES AND CAN YOU REFLECT ON HOW OFTEN WE ARE ENGAGED WITH THE LAW ENFORCEMENT PARTNERS? >> SPEAKER: DIRECTLY IN THE SCHOOLS? >> BOARDMEMBER: DIRECTLY IN THE SCHOOLS AND THEN ON THE WEEKENDS? >> SPEAKER: IT WOULD BE VERY DIFFICULT TO ACTUALLY ARTICULATE THAT BECAUSE IT IS EVERYTHING FROM A SOCIAL MEDIA POST WHERE WE MIGHT BE ALL WEEKEND TRYING TO FIGURE THINGS OUT TO THE WELFARE CHECK BASED ON REPORT WITH AN INDIVIDUAL AND IT CAN BE AN ACTUAL THREAT MADE AND IT CAN BE A STUDENT IS IN DISTRESS NOT RELATED TO SCHOOL AND THE OFFICER KNOWS THE STUDENT AND WILL CALL FOR SUPPORT IN MAKING SURE THE SCHOOL IS AWARE OF THINGS THAT ON MONDAY EVERYONE COMES BACK TO SCHOOL, THERE ARE COUNSELORS READY, SOMEBODY IS READY TO HELP THE CIRCLE OF FRIENDS AROUND THE STUDENTS, TEACHERS AND STAFF. IT IS NEARLY EVERY DAY. NEARLY EVERY WEEKEND. SORT OF UNRELENTING CONSTANT COMMUNICATION TO PROVIDE SUPPORT TO STUDENTS IN WAYS [01:25:03] THAT UNTIL I WAS IN THIS PLACE I WOULD HAVE NEVER DREAMED. >> BOARDMEMBER: THANK YOU. >> PRESIDENT: THANK YOU. WITH THAT I'M GOING TO OPEN UP ANY QUESTIONS AND WE ARE GOING TO WORK DOWN THE LINE. WE WILL START WITH ERIC LALIBERTE FIRST. >> BOARDMEMBER: I PICKED MY SPOT WELL. YOU SAY YOU LEAD OFF YOUR PRESENTATION TALKING ABOUT THE STEERING COMMITTEE THINKING ABOUT THIS FORMING. I HAVE A FEW QUESTIONS AROUND THAT. FIRST, DID I HEAR CORRECT THAT THE STEERING COMMITTEE WAS A COMPONENT OF THE STEERING COMMITTEE WOULD HAVE A STUDENT VOICE AND IT? >> SPEAKER: CORRECT. AND THEN IT STANDS TO REASON THAT IT WILL HAVE PARENTS? IN OTHER WORDS IT WILL JUST BE AN INTERNAL VOICE OF LAKE WASHINGTON STAFF? >> SPEAKER: CORRECT. >> BOARDMEMBER: THE STEERING COMMITTEE IN TERMS SUGGESTS IT WILL PROVIDE A RECOMMENDATION ON POLICY OR WHAT THE PROGRAM LOOKS LIKE. IS THAT WHAT IS THIS COMMITTEE BEING TASKED WITH? WHAT CAN WE EXPECT TO HEAR FROM THIS COMMITTEE? WHAT IS THE OUTPUT? >> SPEAKER: THE COMMITTEE ITSELF THE TASK I'VE GIVEN TO THE COMMITTEE IS DESIGNED HOW WE ARE GOING TO DO A COMMUNITY ENGAGEMENT PROCESS. THEY ARE THE TEAM THAT WE WORKED WITH THROUGH THE SPRING HEARING FROM THE SCHOOL PRINCIPALS, HEARING FROM SROS, AIRING FROM DIFFERENT PARTS OF OUR PARTNERSHIPS TO SAY, LET'S DO THIS WELL. LET'S DO A COMMUNITY ENGAGEMENT PROCESS WELL AND THAT'S WHAT WE FACILITATED THROUGH ESD AND OUR EQUITY TEAM TO MAKE SURE WE ARE HEARING AND INKING ABOUT THINGS FROM AN EQUITY RACIAL STANDPOINT HERE THIS COMMITTEE'S JOB IS TO PUT TOGETHER A PROCESS NOT TO RUN IT OR MAKE A RECOMMENDATION. >> BOARDMEMBER: THE STEERING COMMITTEE IS TO STEER THE ENGAGEMENT PROCESS IS NOT THE PROGRAM IS GOLF. OKAY THEN WE THE DISTRICT PERCEIVED WHATEVER INPUT WE RECEIVED FROM THE COMMUNITY ENGAGEMENT PROCESS. WHAT DO WE DO WITH THAT? WE HAVE A SENSE OF WHAT WE DO WITH THAT AT THIS POINT? I RECOGNIZE THAT IS A SPECTATE OF QUESTION BECAUSE YOU DON'T KNOW WHAT THAT ENGAGEMENT WOULD REQUIRE A CRYSTAL BALL TO FIGURE THAT OUT. LET'S SAY THE COMMUNITY ENGAGEMENT IS SIMILAR TO WHAT WE HEARD TONIGHT. WE DON'T LIKE THIS IT'S NOT WORKING ETC. ETC.. LET'S JUST SAY THE COMMUNITY ENGAGEMENT SPITS OUT EXACTLY WHAT WE HEARD TONIGHT. WE AS A DISTRICT TAKE THAT IN, RIGHT? IT GOES TO THE SUPERINTENDENT DOCTOR HOMAN AND THE PROGRAM AND HOW TO SHIFT IT OR CHANGE IT OR NOT HAVE IT IS THAT FAIR TO SAY? >> SPEAKER: I BELIEVE THE COMMUNITY ENGAGEMENT PROCESS WILL BE RESPONSIVE TO WHAT ARE THE CONDITIONS THAT ARE OUTLINED IN THE CONTRACT? SO THE CONTRACT REALLY DOES OUTLINE THE PROGRAM. SCOTT JUST KIND OF OUTLINES WHAT IT LOOKED LIKE IN PIECES LIKE THAT. IF SCOTT CAME BACK AND SAID THERE'S X RECOMMENDATION REGARDLESS OF WHAT THE RECOMMENDATION IS I WOULD THEN ASK FOR REALLY INFORMATION ABOUT WHAT DOES OUR ENGAGEMENT LOOK LIKE WITH LAW ENFORCEMENT? THAT IS A PIECE THAT IS CONSTANT. THE OPTION TO DISENGAGE WITH LAW ENFORCEMENT IS THAT WOULD NEVER BE PART OF THE EQUATION AND THEN HER QUESTION BACK WOULD BE WHAT DOES THAT ENGAGEMENT LOOK LIKE? IT WOULD BE SEEKING TO UNDERSTAND WHAT THAT RECOMMENDATION, HOW THOROUGH IT WAS SO. >> BOARDMEMBER: OKAY THANKS. ONE COMMENT AND THEN I WILL YIELD THE FLOOR. I THANK YOU FOR THE PRESENTATION I WENT IN TONIGHT THINKING OF ONE SINGLE MODEL OF HOW WE GAUGE WITH OUR LOT OR SUBMIT AND THAT BEING THE MODEL THAT HAS BEEN IN PLACE HISTORICALLY. I THINK IT WAS PROBABLY WAY TOO REDUCTIVE AND WE WILL BE ENGAGING AND UNFORTUNATELY WE WILL HAVE TO ENGAGE WITH LAW ENFORCEMENT BUT WHAT IS THAT MODEL? ANYWAY I WANTED TO SAY THANK YOU FOR THAT IT REALLY HELPS CLARIFY THINGS IN MY MIND. >> PRESIDENT: THANK YOU. DIRECTOR MARK STUART? >> BOARDMEMBER: WHEN WILL THE PROGRAM OF MEETING WITH PARENTS AND STUDENTS FROM THE NEW RCW TAKE EFFECT? THERE WAS A COMMENT EARLIER THIS EVENING [01:30:02] THAT THERE IS NO SUPPOSED TO BE SOME KIND OF MEETING WITH THE STUDENTS AND PARENTS AND SO FORTH TO HAVE ENGAGEMENT BETWEEN THE SRO AND THE COMMUNITY. WHEN WILL THOSE BE ENGAGED? >> SPEAKER: I TOOK THAT NOTE DOWN AS WELL. I WILL LOOK INTO THAT AND I WILL FOLLOW UP. >> BOARDMEMBER: THANK YOU. I WAS JUST CURIOUS. WE HEARD TONIGHT ABOUT ARRESTS FROM COMMUNITY MEMBERS. DO WE KNOW HOW MANY ARRESTS HAVE BEEN MADE BY SROS ON THE VARIOUS CAMPUSES? >> SPEAKER: TO MY KNOWLEDGE NO ARRESTS WERE MADE ON CAMPUSES. >> BOARDMEMBER: WILL YOU QUANTIFY THAT STATEMENT WERE THEY FROM LAST YEAR? >> SPEAKER: THE TWO THAT WERE IN THE KIRKLAND REPORT ON THEIR DASHBOARD DID NOT TAKE PLACE ON THEIR CAMPUS. >> BOARDMEMBER: LAST YEAR WE DID NOT HAVE ANY ARRESTS ON CAMPUSES. DO YOU RECALL I'M SORRY THIS IS A FEW YEARS AGO BUT THE LAST FULL SCHOOL YEAR WE HAD IN 2018, 2019 IF YOU DON'T - >> SPEAKER: I DON'T RECALL THAT THERE WERE ANY ARRESTS MADE ON CAMPUS IN OUR SCHOOLS. >> BOARDMEMBER: SORRY, I WANTED TO CLARIFY. >> BOARDMEMBER: IT HELPS. GOD KNOWS THAT WE COULD BE CLARIFIED. WE HAVE BEEN TOLD ABOUT RESEARCH AND I'M STILL LOOKING TO BE QUITE FRANK I'M LOOKING THROUGH THE STUDIES THAT YOU ALL SENT AND ACCORDING TO ANOTHER SOURCE AND GOING TO ANOTHER SEPARATE SOURCE AND SUB SOURCE AND I GET TO THE STUDY AND THERE IS A ROADBLOCK THAT SAYS PAY $49 AND YOU CAN HAVE THE ANSWER. IT MAKES MY OLD JOURNALISM TRAINING BUT I WOULD ACTUALLY LIKE TO HAVE THE ACTUAL REPORT BECAUSE I AM RUNNING INTO OP ED. I WANT TO MAKE SURE THAT WE ARE MAKING A VERY INFORMED DECISION. THIS IS A PROBLEM, AN ISSUE THAT IS A PROBLEM WITH STUDENTS THROUGHOUT THE DISTRICT IT SOUNDS LIKE THAT I ALSO NEED TO KNOW THAT I AM GETTING INFORMATION THAT I CAN LOOK AT AND SAY, OKAY, I CAN MAKE AN INFORMED DECISION FROM IT. DO WE HAVE ANY RESEARCH THAT WOULD CAUSE US TO THINK THAT OUR SRO PROGRAMS ARE BEING EFFECT OF AND PREVENTING ISSUES OR SAFETY CONCERNS? >> SPEAKER: THE CHALLENGE OF THAT IS YES BUT IT IS HARD TO MEASURE WHAT DID NOT HAPPEN. THAT'S A DIFFICULT SET OF DATA TO COLLECT. THROUGH THE PROCESS OF REIMAGINING, SO TO SPEAK, WE ARE WORKING ON THE WAY THAT THE COLLECTIVE DATA CAN REFLECT THOSE TYPES OF SITUATIONS. I DON'T HAVE THOSE NOW BUT AS WE MOVE FORWARD THAT IS DEFINITELY SOME THING IF WE CAN FIND WAYS TO COLLECT THAT, FOR SURE. >> BOARDMEMBER: IT WOULD BE GREAT TO HAVE THAT, TOO. ALL OF THESE THINGS, TO BE QUITE FRANK, I AM TORN. I'M TORN BETWEEN WHAT'S BEING DISCUSSED BY PARENTS AND STUDENTS I'VE TALKED TO AND I'M TORN BY OTHER STUDENTS AND PARENTS HAVE TALKED TO, THEY ARE SCARED TO DEATH FOR SECURITY FOR THE KIDS. BUT THAT IS WHERE I AM AT. SO, THANK YOU. >> PRESIDENT: DIRECTOR CARLSON? >> BOARDMEMBER: EARLIER I WAS ALLOWED TO ASK THREE QUESTIONS IN A ROW SO I'M GOING TO ASK HER TO GO. >> PRESIDENT: DIRECTOR LEAH CHOI? >> BOARDMEMBER: THANK YOU. FIRST I WOULD LIKE TO SAY THANK YOU FOR THE PRESENTATION TONIGHT. I APPRECIATE THE DISTRICT IS TRYING TO HAVE A CONSISTENT MODEL ACROSS OUR ENTIRE SCHOOL DISTRICT. I KNOW IT'S HARD TO NAVIGATE FOUR DIFFERENT UNITS THE POLITIES THAT WE HAVE TO DEAL WITH TO TRY TO GET A SYSTEM IN PLACE THAT MAKES SENSE FOR THE ENTIRE DISTRICT. I APPRECIATE THE EFFORT THAT HAS BEEN GOING INTO THIS. I DO HAVE A QUESTION. IT LOOKS LIKE WE ARE MOVING IN THE RIGHT DIRECTION AND TRYING TO CLEARLY DEFINE THE RESPONSIBILITIES OF AN SRO OFFICER. I AM CURIOUS WHAT HAPPENS WHEN THERE ARE VIOLATIONS OF THOSE RESPONSIBILITIES. HAS THAT PROCESS BEEN OUTLINED AND DISCUSSED IN THESE CONTRACTS? AND IS THERE A CLEAR MECHANISM [01:35:04] FOR REPORTING THOSE VIOLATIONS? A SAFE MECHANISM FOR STUDENT OR COMMUNITY MEMBERS TO SAY WHEN THEY FEEL LIKE IT HASN'T WORKED? THAT IS DEFINITELY PART OF OUR WORK AHEAD OF US TO MAKE IT MORE CLEAR. THERE IS A GRIEVANCE PROCESS BUILT INTO THE AGREEMENT ON HOW TO COMMUNICATE THAT. YOUR QUESTION SPECIFICALLY ABOUT IS THERE A SAFE WAY? I WANT TO ADDRESS THAT MOVING FORWARD BECAUSE RIGHT NOW IT IS A GRIEVANCE PROCESS. TELL US WHEN THAT DOESN'T FEEL RIGHT OR WHAT WENT WRONG. I CAN SAY WE HAVE HAD THAT IN THE PAST AND WE HAVE MOVED THOSE PARTICULAR OFFICERS OUT OF OUR DISTRICT WHEN THOSE THINGS HAVE HAPPENED. BUT YES WE HAVE A GRIEVANCE PROCESS IN THE CONTRACT ITSELF AND THE AGENCIES WHO HAVE THEIR OWN PROCESS THAT'S ONE OF THE CHALLENGES TO MAKE SURE THAT THOSE THINGS HAPPEN SIMULTANEOUSLY AND TO OUR BENEFIT. WANT TO BE TOTALLY FRANK ABOUT THAT HERE THAT IS SOMETHING THAT IS VERY SPECIFICALLY LAID OUT. >> BOARDMEMBER: SCOTT, I DON'T HAVE HOUSE BUILT 1214 PULLED UP OR IN FRONT OF ME BUT WASN'T ONE OF THE COMPONENTS A REPORTING SYSTEM FOR A COMMUNITY TO BE IN PLACE? >> SPEAKER: YES A GRIEVANCE PROCESS OR COMPLAINT PROCESS I THINK IS THE WORD THAT THEY USED. IT DID NOT OUTLINE HOW A PERSON DOES THAT REPORT IT IS UP TO US TO DO THAT. >> BOARDMEMBER: THANK YOU. >> BOARDMEMBER: I HAD ONE OTHER QUICK QUESTION AND THE COMMUNITY DASHBOARD IS GREAT BUT IT SEEMS TO BE DEPENDENT ON THE UNISON POLITY TO PROVIDE THAT INFORMATION. IF WE ARE HAVING INSTANT DOES OF INTERACTION BETWEEN A SCHOOL RESOURCE OFFICER AND A STUDENT ON OUR CAMPUSES, ISN'T THAT DATA SOMETHING WE COULD COLLECT OURSELVES? >> SPEAKER: ABSOLUTELY AND THIS YEAR THAT'S EXACTLY WHAT WE WERE DOING AND WHEN WE HAVE THE SLIDE THAT SHOWED THE AGENT THE DATA IN THE DISTRICT DATA I WANTED TO MAKE SURE WE HAVE OUR OWN SET OF DATA TO COMPARE TO. >> PRESIDENT: ALL RIGHT, THANK YOU. DIRECTOR CARLSON I WAS GOING TO GO THAT WAY AND THEN COME BACK TO YOU. >> BOARDMEMBER: GO AHEAD. I WILL GET TO ASK MY QUESTIONS. 'S. >> BOARDMEMBER: I WANT TO MAKE SURE I'M ON THE RIGHT PAGE OF ALL OF THIS. FROM WHAT I AM UNDERSTANDING FROM THE PRESENTATION IS WE ARE MOVING AWAY FROM THE CURRENT MODEL WE HAVE WHERE SROS ARE CONSISTENTLY IN THE BUILDING WALKING AROUND INTERACTING WITH STUDENTS TO CLOSER TO A, TWO MORE OF A CONTRACTING MODEL WHERE SROS ARE BROUGHT INTO THE SCHOOL ON A CASE-BY-CASE BASIS TO PERFORM SPECIFIC NEEDS PAIRED WITH THAT BE A CORRECT STATEMENT? >> SPEAKER: THE DIFFERENCE BETWEEN THE PREVIOUS MODEL IN THIS MODEL WOULDN'T SAY WE ARE CALLED ON TO DO A SPECIFIC VEIN BUT THERE IS SOME IN THAT LIST, THOSE FOUR AREAS OF THE RESPONSIBILITIES THAT WOULD PROVIDE THAT THEY BE ENGAGED EVERY DAY IN A PARTICULAR SCHOOL. THEY WILL NOT BE LIVING AT JUANITA HIGH SCHOOL. THEY WON'T BE THERE AND THEN DISPATCH OUT OF THERE. IT WILL BE MORE AS THEY HAVE A NUMBER OF SCHOOLS UNDER THE RESPONSIBILITY. THAT MEANS WE ARE SCHEDULING CAMPUS WALKS WITH YOU. WE ARE SCHEDULING SPECIFIC THINGS THAT SCHOOL MIGHT NEED AROUND -THERE ARE SCHOOLS THAT WANT LAW ENFORCEMENT TO DO SOMETHING WITHIN THEIR SCHOOL SO WE BRING THEM IN TO DO THOSE TYPES OF THINGS. IT'S NOT QUITE THE WAY I UNDERSTOOD THAT BUT IT IS VERY MUCH THAT THEY DON'T LIVE AT A SCHOOL, THEY AREN'T JUST AT THE SCHOOL WALKING AROUND IN THE HALLWAYS POPPING INTO THE CLASSES THAT'S NOT SOMETHING I WANT TO HAVE HAPPEN. >> BOARDMEMBER: THANK YOU. WITH THAT OUT OF THE WAY, YOU OPENED WITH A STATEMENT YOU BELIEVE INTERACTION WITH POLICE IS INEVITABLE. I WAS WONDERING IF I COULD GET SOME FURTHER VERIFICATION ON THAT STATEMENT. >> SPEAKER: WE TALKED ABOUT THAT FURTHER. WE INTERACT WITH LAW ENFORCEMENT NEARLY EVERY DAY UNDER A VARIETY OF CIRCUMSTANCES. WHETHER THAT BE A THREAT, A SOCIAL MEDIA POST THAT SEEMS LIKE A THREAT, WELFARE, THREAT ASSESSMENT, LAW ENFORCEMENT ISSUES THAT THEY ARE DEALING WITH OUTSIDE OF SCHOOL THAT MIGHT IMPACT THE SCHOOL AND BUILDING THAT [01:40:05] RELATIONSHIP WHERE WE HAVE AN INFLUENCE OVER WHEN AND HOW THOSE INTERACTIONS HAPPEN ON OUR CAMPUS IS REALLY IMPORTANT. BY DISENGAGING THEM FROM A PARTICULAR SCHOOL AND PUTTING THEM INTO A REGIONAL AREA WHERE WE CAN HAVE MORE INFLUENCE OVER WHAT THOSE INTERACTIONS LOOK LIKE IS THE INTENT OF THE CHANGES. >> BOARDMEMBER: TO REPHRASE THAT FOR MY OWN UNDERSTANDING, APOLOGIES. THE INTERACTION OF POLICE IS FROM A DISTRICT LEVEL IS WHAT YOU BELIEVE? PERFECT. SO WE LIST ON HERE THE TRAINING. PARTICULARLY WHEN WE LOOK HERE AND WE SEE THE BIASED COPAN'COMPETENCY, RESPONDING TO MENTAL HEALTH AND MORE THESE ARE ALL INCREDIBLY COMPLEX ISSUES. IN WHAT WAY ARE WE ENSURING OR TRYING TO ENSURE THAT THESE TRAININGS ARE BEING MET BY THE SRO ON A CONSISTENT BASIS? >> SPEAKER: WHEN THE LEGISLATURE PASSED THE BILL 1214 WITH THE REGIONAL EDUCATIONAL DISTRICTS PROVIDED STRUCTURAL TRAINING FOR ALL SECURITY MEMBERS AT THE DISTRICTS. WE ARE UTILIZING THE TOOLS THAT HAVE BEEN PROVIDED BY OUR PUGET SOUND ESD TO PUT OUR SROS THROUGH THAT TRAINING. IT IS THE STATE APPROVED LEVEL TRAINING. WHETHER THAT GETS IT TO WHAT EXACTLY WE WANT IS ANOTHER STORY BUT WE'VE ONLY DONE IT ONCE. THIS IS A NEW BILL AND A NEW LIST OF TRAINING. AS WE GO THROUGH IT OURSELVES WE EVALUATE WHAT WE WANT TO IMPROVE UPON AND MAKE IT DIFFERENT FOR THE SROS AND ARTISTIC AND NOT RELY ON THAT TRAINING. >> BOARDMEMBER: I KNOW THAT'S INTEGRAL BUT ONCE THE SRO IS IN THE SCHOOL WE TALKED ABOUT IT BEING A PROCESS BUT BEYOND ADVOCATING FOR STUDENTS TO SELF-REPORT THEIR OWN GRIEVANCES WITH THE SRO, DO WE HAVE A METHOD IN WHICH WE ARE TRACKING AND MAKING SURE THAT THOSE TRAININGS ARE BEING UPHELD? >> BOARDMEMBER: YES. WHEN I MENTIONED SHEILA CAMPBELL SHE IS THE MANAGER THAT OVERSEES THE PROGRAM SHE IS TRACKING THOSE WITH THE SUPERVISORS OF THE SROS AND THE AGENCIES. THERE IS A POSITION THAT OVERSEES THE SROS THAT ARE WORKING ON THE SCHOOLS ON THE POLICE SIDE AND SHEILA WORKS BACK AND FORWARD THEM TO ARTICULATE THE TRAINING THEY HAVE HAD AN ARTICULATE THE CONFIDENCE THAT THEY HAVE. BE TO SCOTT, IF I REMEMBER CORRECTLY THE HOUSE BILL TALKS ABOUT ONGOING TRAINING. I DON'T BELIEVE THIS IS A ONE TIME TRAINING I BELIEVE IT IS AT A MINIMUM ANNUAL TRAINING FOR SCHOOL RESOURCE OFFICERS. >> SPEAKER: THUS WHAT WE WANT TO BE SUPER THEY ARE ON FOR OUR OWN DISTRICT WHETHER IT IS ANNUAL OR NOT OR IN AN INTERVALS THAT THE STATE SAID WE HAVE TO FOLLOW, WE BELIEVE WE WANT TO BE AN ANNUAL THING FOR OUR SROS. YOU CAN GO TO TRAINING AND IF YOU DON'T WINK ABOUT IT FOR A WHILE YOU NEED A REMINDER. IT'S THE REPETITIVE NATURE OF THIS TRAINING THAT WE WANT TO MAKE SURE IS HERE AT LAKE WASHINGTON. >> BOARDMEMBER: THIS IS A COMMENT BUT AS THE STUDENT REPRESENTATIVE SPECIFICALLY FOR 1E TO HIGH SCHOOL WHERE I GO OR WE HAVE AN INCREDIBLY HIGH MINORITY POPULATION AND DIVERSE POPULATION, I HAVE TO EXPRESS MY CONCERNS WITH ANY SORT OF PROCESS THAT RELIES ON TRAINING AND OVERSIGHT. BECAUSE THE VAST MAJORITY OF DATA WILL TELL YOU THAT GENERALLY, ACROSS THE ENTIRE COUNTRY, I'M NOT TRYING TO NEGATIVELY TALK ABOUT OUR LOCAL POLICE BECAUSE I DO NOT HAVE THAT INFORMATION ON A NATIONAL SCALE, THE ABILITY OF POLICE DEPARTMENTS TO BE ABLE TO SUPERVISE THEMSELVES AND HOLD THEMSELVES ACCOUNTABLE HAS BEEN SHOWN TO BE VERY LOW. JUST AS A STUDENT REPRESENTATIVE I WANT TO EXPRESS MY CONCERN WITH THAT MODEL. AND FINALLY, AS MUCH AS I UNDERSTAND THE CONCEPT OF COMMUNICATION I DO THINK WE NEED TO POINT OUT THAT WE HAD ABOUT 10 PEOPLE COME IN TODAY ALL ARGUING SPECIFICALLY ONE SIDE. AS A STUDENT I HAVE ONLY EVER HAD EXPERIENCES WITH PEOPLE ARGUING THAT SAME SIDE. OVERALL, AS MUCH AS I AGREE THAT WE NEED TO HAVE COMMUNICATION AND CREATE THESE COMMITTEES, I DON'T WANT US TO HIDE BEHIND THE IDEA OF COMMUNICATION IF THE EVIDENCE TOWARDS ONE SIDE IS OVERWHELMING. I DON'T BELIEVE WE HAVE THE DATA TO PROVE THAT [01:45:01] YET, BUT TO BE HONEST I DO BELIEVE THAT IS A RESULT WE WILL COME TO. THANK YOU. >> PRESIDENT: THANK YOU. OKAY, SHIVANI SAMA? >> SPEAKER: THANK YOU. >> BOARDMEMBER: ADDING ON TO WHAT EVAN SAID YOU SAID THAT THE SRO WOULD HELP TRAUMA INFORMED APPROACHES TO HELP WITH YOUTH AND ALSO RESPOND TO MENTAL HEALTH CHALLENGES. IN WHAT WAY WOULD THIS FIT WITH THE CURRENT SCHOOL ECOSYSTEM? RIGHT NOW THERE ARE COUNSELORS AND MENTAL HEALTH PROFESSIONALS IN THE SCHOOL SETTING THAT ARE THERE TO HELP THE STUDENTS. HOW WOULD THE SROS RESPONSIBILITY DIFFER FROM CURRENT RESPONSIBILITIES OF CURRENT PROFESSIONALS? >> SPEAKER: THAT IS A GREAT QUESTION. I DON'T BELIEVE THAT THEIR ROLE WOULD BE TO REPLACE OR DO THOSE THINGS IN A SCHOOL. THE LIST OF TRAINING THAT WE HAVE IS THE PERMIT FROM THE STATE. IT HELPS PROVIDE A FOUNDATION FOR THOSE OFFICERS TO KNOW AND UNDERSTAND HOW THAT WORKS WITHIN A SCHOOL, NOT TO BE THE RESPONDING PARTY TO A MENTAL HEALTH CONCERN OR COUNSELING OR ANYTHING LIKE THAT. I DON'T KNOW THAT THE PEOPLE WHO PUT TOGETHER THE LIST OF TRAINING NECESSARILY THOUGHT ABOUT LAKE WASHINGTON BUT IT IS STILL A REQUIREMENT OF THE TRAINING. >> BOARDMEMBER: ONE OF THE THINGS WITH TRAUMA INFORMED PRACTICES AS PART OF THE TRAINING IT IS A PART OF TRAINING I'VE HAD THE OPPORTUNITY TO GO THROUGH TRAUMA INFORMED INVESTIGATION, IT IS TRAINING SO WHEN YOU INTERACT WITH SOMEONE YOU CAN RECOGNIZE WHETHER OR NOT THAT PERSON IS IN A STATE OF TRAUMA BECAUSE OF THE WAY THEY MIGHT PRESENT OR RESPOND HAS HISTORICALLY LED TO INDIVIDUALS WHO HAVE BEEN A VICTIM OF CRIME AND BEING DISMISSED BECAUSE THEY DIDN'T FIT NECESSARILY ATYPICAL KIND OF WHAT YOU WOULD EXPECT OF THE TYPICAL RESPONSE FROM SOMEBODY WHO HAS NOT HAD A TRAUMATIC RESPONSE. YOU SEE THAT THAT IS A GENERALIZED TYPE OF TRAINING THAT LAW ENFORCEMENT IS BEING ASKED TO AND IN THIS CASE BEING COMPELLED TO DISSIPATE IN. I CONCUR WITH SCOTT. WE DON'T HAVE AN INTEREST WHERE THEY WANTED TO HAVE THE BEHAVIORAL HEALTH PROFESSIONALS TO BE THE ONES THAT ENGAGE WITH STUDENTS AND OUR COUNSELORS WHEN STUDENTS ARE EXPERIENCING MENTAL HEALTH DISTRESS. >> BOARDMEMBER: THANK YOU. >> PRESIDENT: DIRECTOR CARLSON I THANK YOU HAD SOME QUESTIONS? >> BOARDMEMBER: REMARKABLY I HAVE ONE OR TWO LEFT BUT MANY OF THESE WERE ALREADY ON MY LIST AND I'M PLEASED THAT SOMEONE ELSE ASKED THEM. EARLY ON YOU MENTIONED THAT BUDGETARY EARLY THIS YEAR WE HAVE SHIFTED $460,000 OUT OF THE SRO PROGRAM INTO OTHER MENTAL HEALTH SUPPORTS. I AM REALLY CURIOUS ABOUT THAT IN TERMS OF WHERE DID THE MONEY COME FROM AND WHERE DID IT GO? IS THE SRO PROGRAM IS ALL DOLLARS UNDER THAT THE FTE? HAVE WE REDUCED THE FTE ACROSS THE DISTRICT AND MOVE THOSE INTO ANOTHER SPACE IS THAT AND ACCURATE INTERPRETATION? >> SPEAKER: THERE ARE A COUPLE OF FACTORS. THE SRO, POLICE AGENCIES HAVEN'T BEEN ABLE TO FULFILL SOME OF THEIR CONTRACTUAL WORK PERMIT AND SO OUR POLICE AGENCIES HAVE COME TO US AS WELL WITH AN INTEREST OR AN ADMISSION THAT THEY HAVEN'T BEEN ABLE TO STAFF IN THAT ONE-TO-ONE MODEL THAT HEADLINES WITH OUR INTERESTS. THEY BEGAN TO SHIFT THE MODEL AND MODEL THAT MORE NARROWLY TAILORED THE SERVICE THAT IS BEING PROVIDED. AND RECOGNIZE THAT WE HAVE SOME SCHOOLS THAT WORKED OR HAD AN INTEREST IN NOW WE HAVE OUR SECONDARY SCHOOLS INCLUDING OUR CHOICE SCHOOLS WITH A BEHAVIORAL SPECIALIST SO WE WANT TO CONTINUE THE MOVEMENT TO THAT MODEL. WE HAD STAFF INTERNAL STAFF IN STUDENT SERVICES THAT WE HAVE BEEN FUNDING THROUGH GRANTS THAT HAD EXPIRED. SO WE WANTED TO MAKE SURE THAT WE ARE PRESERVING THE GREAT WORK THAT THOSE TEAMS WERE DOING SO WHEN WE LOOKED AT THIS IT SEEMS LIKE A NATURAL SHIFT FOR US TO MAKE CHANGES WITHIN THE PROGRAM THAT HONESTLY WE HAD AN INTEREST IN A MUTUAL INTEREST IN TRYING TO DO SOMETHING DIFFERENT AS WE [01:50:04] WENT THROUGH A PROCESS TO REALLY INTENTIONALLY EVALUATE THE PROGRAM AND TO MAKE SURE THAT WE ARE KEEPING THOSE OTHER LAYERS OF SUPPORT THAT WE HAVE BEEN WORKING TO BUILD INTO THE SCHOOL SYSTEM. >> BOARDMEMBER: THANK YOU. THIS IS BEEN SOMETHING THAT I'VE BEEN INTERESTED IN THE VARIOUS RESPONSIBILITIES. THE OUTLINE OF THE RESPONSIBILITIES IS BETTER THAN WHAT I HAD BEEN TRYING TO TEASE OUT OF THE TEDIOUS EFFORTS. GIVEN A CONCERN BY PEOPLE AROUND COUNSELING AND DE FACTO OF SOMETHING THAT IS HAPPENING BOTH WITHIN NOT BEING AN EXPLICIT THING, THESE ARE NOT ALWAYS AVAILABLE AND COUNSELING BECOMES A VERY DIFFICULT THING TO DO. IS THAT AN INTENTIONAL PIECE OF THIS? >> SPEAKER: I THINK BACK WHEN I FIRST ENTERED THE DISTRICT AS A BUILDING ADMINISTRATOR, WE DIDN'T HAVE A LOT OF THOSE OTHER LAYERS OF SUPPORT THAT HAD BEEN PUT INTO PLACE. SO OFTEN YOU TURN TO THE ONE RESOURCE IN THE COMMUNITY THAT WAS THERE AND I REMEMBER SITTING DOWN WITH STUDENTS WHO WERE EXPRESSING SUICIDALITY AND CONCERNS THAT WE DIDN'T HAVE PLANS OR TOOLS OR A BEHAVIORAL HEALTH SPECIALIST AND THE SRO WAS THE ONLY WAY TO GET KIDS CARE. WE HAVE BEEN INTENTIONAL OF TRYING TO BUILD NEW LAYERS OF BUILDING OUT A SUICIDE PREVENTION PLAN, ENSURING WE HAVE THE ABILITY TO DO RISK ASSESSMENTS BY PROFESSIONALS WHO ARE TRAINED IN THAT CAPACITY. SO, I THINK A WAY TO LOOK AT WHAT WE WANT TO DO IS TO RECOGNIZE WHAT WE WANT TO DO IN THE DIRECT OR TO TALK ABOUT THE INTERACTION THAT WE WILL HAVE WITH US AND UNFORTUNATELY THERE ARE TIMES WHEN THERE ARE THREATS MADE, CHILDREN ARE VICTIMS OF CRIME AND WORKING TO TAILOR, HOW DO WE WORK WITH LEASE AGENCIES IN THOSE MOMENTS AND RECOGNIZING THAT THERE ARE OTHER INCIDENTS WHERE STUDENTS MAY BE IN CRISIS AND THERE'S A DIFFERENT KIND OF RESPONSE OR SUPPORT THAT IS NEEDED. IN TRYING TO PULL TOGETHER THAT IN THIS LAYERED CONCEPT SO WE ARE CONTINUING TO WORK AND TRYING TO DEFINE THE LAYERS SO WE HAVE HOPEFULLY THE MOST APPROPRIATE PEOPLE, TEAMS OR INDIVIDUALS WHO ARE RESPONDING TO THE RIGHT TYPE OF NEED AND SO THAT'S BEEN THE EVOLUTION OVER TIME AND I EXPECT THAT WE WILL CONTINUE TO CHANGE AND EVOLVE AND RECOGNIZE THAT FOR SCHOOL SAFETY THERE'S A LOT OF THINGS THAT ARE STILL TO BE DISCUSSED AND WORKED THROUGH TO MAKE SURE THAT WE ARE'S SERVING OUR STUDENTS AS BEST AS POSSIBLE AND NOT PUTTING THEM IN CONDITIONS WHERE THEY EXPERIENCE THOSE. >> BOARDMEMBER: I HAVE ONE MORE AND IT'S A QUICKIE AND THIS ONE IS FOR JOHN. A SCHOOL COUNCILOR ALL IN IS ABOUT $100,000 PER YEAR. AND SRO CANNOT POSSIBLY MAKE $220,000 YET AND ASSERTION THAT AN SRO MAKES TWICE AS MUCH AS A COUNCILOR? [LAUGHTER] I WILL SAVE YOU. [LAUGHTER] I'M SORRY. THE SRO IN OUR BUDGET HOW MUCH DO THEY COST? >> SPEAKER: IT IS DIFFERENT FOR EVERY MUNICIPALITY. FOR THE CITY OF REDMOND, THEY SUPPLEMENT THE COST. KING COUNTY SHERIFF'S DEPARTMENT WE ACTUALLY COVER THE FULL COST OF AN SRO FOR THAT AND I BELIEVE IT IS AROUND $140,000. >> BOARDMEMBER: I WANT TO MAKE SURE THAT NUMBER WAS A REALITY CHECK. THANK YOU. >> PRESIDENT: OKAY I HAVE A FEW QUESTIONS. ONE OF THE THINGS YOU HAVE IN HERE IS ELEMENTARY SCHOOLS ARE BEING COVERED. WHAT WAS THE DECISION OR REASON TO HAVE ELEMENTARY SCHOOLS AS A PIECE? >> SPEAKER: WHEN DEFINING THE LAYERS AND EXPERTISE THAT THEY PROVIDE US MEANING THE LAW ENFORCEMENT OFFICER, HAVING THE PARTNERSHIP AROUND CAMPUS SAFETY AND THOSE POORLY WORDED PATROLS BUT THE WALKS AROUND THE BUILDING AND HAVING INSIGHT TO CRIME PREVENTION THAT IS ACTUALLY ONE OF THE BIG THINGS WE WANT TO BRING TO THE ELEMENTARY SCHOOL THAT WE HAVEN'T HAD IN THE PAST. [01:55:01] BECAUSE THAT IS AN EXPERTISE WE DON'T HAVE. THEIR EYES ON OUR BUILDINGS AND PROVIDING THAT IN PUT. >> PRESIDENT: THAT WOULD BE AN EXPERTISE THAT WOULD NOT WORK FOR YOUR KIDS TO BE IN THE BUILDING AT THE TIME OF DOING SO, CORRECT? REALLY THAT'S THE COMPONENT OF HOW THAT IS ADDED? >> SPEAKER: CORRECT. >> PRESIDENT: I WAS CURIOUS ON THAT. THE OTHER PIECE WAS AS YOU GO THROUGH THE COMMUNITY ENGAGEMENT PIECE AND YOU TALK ABOUT THE STEERING COMMITTEE, IT SOUNDS LIKE WHAT I AM HEARING IS THEY WILL BE LOOKING AT THE CONTRACT AND HOW EFFECTIVELY IS BEING IMPLEMENTED AND THAT WE ARE FOLLOWING THOSE THINGS TO THE CONTRACT. IS THAT FAIR? >> SPEAKER: THAT IS THE STRUCTURE OF THE CONVERSATION, HE TESTS. >> PRESIDENT: THE PIECE I AM NOT HEARING IS WHERE IS THE CONVERSATION AROUND WHAT SHOULD OUR ENGAGEMENT WITH LAWN ESTIMATE LOOK LIKE? IS A CONTRACTUAL AGREEMENT WITH AN SRO THE RIGHT AGREEMENT TO HAVE OR IS IT A DIFFERENT ONE? I DON'T KNOW WHERE THAT FALLS, I GUESS THAT IS A PIECE I'M CONCERNED ABOUT. THERE IS A SCRIPTED PIECE BUT WHERE IS THE PIECE WHERE THE SRO PROGRAM DOES NOT EXIST BECAUSE IT IS SOMETHING ELSE AND HOW WE ENGAGE WITH LAW ENFORCEMENT. >> SPEAKER: YOU KNOW, A, I THINK IT'S A GREAT QUESTION AND WE WOULD LIKE TO GIVE YOU A BETTER ANSWER THAN SOMETHING ON THE FLIGHT TONIGHT. I THINK IT WOULD BE BENEFICIAL FOR SCOTT, MATT AND MYSELF TO TALK ABOUT WHAT THE COMMUNITY ENGAGEMENT PROCESS IS AND BRING THAT BACK TO THE BOARD SO YOU GET A MORE THOROUGH RESPONSE THAN WHAT WE CAN PROVIDE THIS EVENING. >> PRESIDENT: THAT WOULD BE GREAT IT MADE ME THINK OF EVANS COMMENTS TO WHAT ARE THE FINAL OUTCOMES? IS THE PIECE TO DIVE INTO IS COMMUNITY ENGAGEMENT. THE OTHER COMPONENT IS WHAT SPECIFICS OF THE SRO THAT'S BEING PROVIDED THAT COULD NOT BE PROVIDED BY A COMMISSIONED OFFICER WITHOUT A CONTRACT FROM THE DISTRICT? >> SPEAKER: THE EXPERTISE THAT AN OFFICER HAS COMES FROM THEIR TRAINING. SO THERE IS EXPERTISE THAT A COMMISSIONED OFFICER THAT IS NOT A TRAINED SRO CAN RING US. THAT WOULD REQUIRE A DIFFERENT TYPE OF AGREEMENT WITH OUR CITY. I THINK THAT SPEAKS BACK TO THE CONVERSATION OF IS THERE A COMPLETELY DIFFERENT MODEL THAT WE CAN EVALUATE? I THINK THAT WOULD REQUIRE A CONVERSATION PEERED BUT YES. TO A CERTAIN DEGREE ANY OFFICER CAN CREATE CRIME PREVENTION AND THEIR SAFETY SECURITY LENS TO US BUT IT WOULD HAVE TO BE UNDER SOME SORT OF AGREEMENT TO PAY FOR THAT SERVICE. BECAUSE IT IS NOT FREE TO US. >> PRESIDENT: RIGHT. I APPRECIATE THE ADDITIONAL TRAINING TO FOCUS ON THE COMPONENTS AND IDLE ADOLESCENT PIECE WHICH ARE VERY USEFUL. BUT I THINK HOW WE APPROACH THAT FROM SAFETY AND SECURITY WHICH IS WHAT WE ARE LOOKING FOR FROM THE SCHOOLS OR IS IT HOW DO WE INTERACT WITH LAW ENFORCEMENT. I BELIEVE THOSE ARE TWO DIFFERENT QUESTIONS AND WE NEED TO SEPARATE THOSE. THINK ABOUT IT. THEY OVERLAP AND THEY DEFINITELY APPROACH, WHERE IS THE INTEREST? I APPRECIATE THE CHANGES AND MOVING TO REGIONAL BUT THE REASON I WENT TO ELEMENTARY THERE WAS A TIME WHERE WE HAD IN ELEMENTARY SRO IN THE PROGRAM AND WE DON'T ANYMORE AND THAT WAS A DISCUSSION WE HAD PRIOR. KNOWING IT WAS FROM SECURITY IN THAT PIECE IS A LOT OF WORK AND WHAT WE'VE DONE I WANTED TO MAKE SURE THAT WAS THERE. THE OTHER QUESTION IF WE COULD ASK CAN WE PLEASE GET THE TALKING POINT OR THE ACTUAL BREAKDOWN OF HOUSE BILL 1214 ON THE SPECIFIC WORDS AND ON THE DATA? I APPRECIATE BEING THE DASHBOARD THAT KIRKLAND DOES PUT OUT BUT YOU ARE RIGHT UNDERSTANDING THE DATA IS USEFUL IN GETTING CONSISTENCY ACROSS THOSE WILL BE VALUABLE AND ABLE TO HOLD THOSE CONVERSATIONS AS IS THIS DOING WHAT WE WANTED TO DO? ADAPT, ADOPT, AMEND? I THINK THOSE ARE THE THINGS I WOULD BE LOOKING AT. THE QUESTION I WILL TOSS TO ALL OF YOU IS WHAT DATA OR WHAT INFORMATION WOULD LEAD TO THE POINT OF SAYING, YOU KNOW WHAT, HAVING A SCHOOL RESOURCE OFFICER REALLY ISN'T THE RIGHT APPROACH. I DON'T THINK THAT'S THE ANSWER BUT I WANT TO PUT THAT OUT IN A WAY THAT WE CAN TRULY ANSWER THOSE QUESTIONS. ALL RIGHT I THINK [02:00:05] THERE'S ONE MORE QUESTION. >> BOARDMEMBER: ARE ALL OF OUR CONTRACTS THAT WE HAVE WITH THE MUNICIPALITY ALL OF THE CONTRACTS? ARE THEY ON -DO THEY ROUGHLY RENEW AT THE SAME TIME? >> SPEAKER: YES IT'S ALL AT THE NEW SCHOOL YEAR. THEY RUN FROM SEPTEMBER 1 TO JUNE 30. >> PRESIDENT: DIRECTOR STUART? >> BOARDMEMBER: I APPRECIATE THE TIME THAT WENT INTO YOUR PRESENTATION. YOU KNOW WE HAD SOME QUESTIONS THAT CAME IN FROM PARENT, I WANT TO SAY FRIDAY BUT I COULD BE WRONG ON THE DATE, PARDON ME. THEY SPECIFICALLY TARGETED CERTAIN AREAS AND IT WOULD BE GREAT IF MAYBE JOHN IF YOU COULD GET BACK TO US WITH THE ANSWERS OF THOSE QUESTIONS BUT CASE IN POINT THERE WAS A QUESTION ABOUT POP INS FROM THE SRO INTO THE CLASSROOM. IT SEEMS IT HAS BEEN BROUGHT UP AND I THINK IT WOULD BE RATHER DISRUPTIVE IF I DROPPED IN OR YOU DROP IN OR FOR THAT MATTER, SANTA CLAUS. TEACHING AND CLASSES, ARE WE TALKING ABOUT TEACHING CLASSES OR ARE WE TALKING ABOUT A GUEST SPEAKER? IF WE ARE TALKING TEACHING AND AGAIN THAT WAS FROM ONE OF THE QUESTIONS, WHAT IS THEIR CURRICULUM? IS THERE A SET OF OBJECTIVES, SO FORTH? IT SEEMS TO ME THAT FROM WHAT I HAVE HEARD IN THE PAST IT SEEMS MORE LIKE A GUEST SPEAKER THAN TEACHING. AND I WOULD REALLY LIKE THAT TO BE CLARIFIED FOR US. HOW MUCH TRAINING ARE THE SROS GIVEN IN DEALING WITH NON-OR LOW VERBAL STUDENTS FROM OUR SPECIAL EDUCATION? AND IN THAT SAME VEIN HOW MUCH TRAINING ARE THEY GIVEN ON SPEECH GENERATING DEVICES? RECENTLY THEY CAN HAVE A CONVERSATION WITH A NON- OR LOW VERBAL STUDENT? >> SPEAKER: I DON'T KNOW THE TIME OF THE TRAINING I WILL HAVE TO GET BACK TO YOU ON THAT. >> BOARDMEMBER: I KNOW OUR OWN STAFF IS MINIMAL. IT SEEMS THAT THAT WOULD BE AN AREA WHERE AT LEAST ONE COUNCILPERSON IN THE CITIES IS SCARED TO DEATH THAT THE INTERACTION WILL BE WITH A GUN AND NOT COMMUNICATION. AND SHE IS REALLY VERY CONCERNED AND SHE REALLY COULDN'T GET BEYOND THAT. WHEN YOU TALK ABOUT COMMISSIONED OFFICERS WERE YOU TALKING ABOUT NON-POLICE OFFICERS LIKE THE PROGRAM THEY HAVE IN REDMOND WHERE THE RESPONSE CALLS FOR MENTAL HEALTH INTERVENTION. IT'S NOT THE OFFICER THAT SHOWS UP ITS AN OFFICER AND A HEALTH PROFESSIONAL. IS THAT WHAT YOU ARE TALKING ABOUT? I DON'T KNOW THE DIFFERENCE BETWEEN A TRAINED OFFICER AND A SERGEANT VERSUS A LIEUTENANT. >> PRESIDENT: IT WOULD NOT BE A POLICE OFFICER. THERE ARE DIFFERENT CATEGORIES THAT IT MIGHT ALL UNDER BUT IT WOULD NOT BE ARMS. >> BOARDMEMBER: REDMOND DOES HAVE AN INTERVENTION PROGRAM WHERE THEY SEND A SOCIAL WORKER/ MENTAL HEALTH WORKER AND IT SOUNDS LIKE THE ISSUE AT HAND IS A MENTAL HEALTH ISSUE AS OPPOSED TO A CRIME ISSUE. I WONDERED PERHAPS IF THAT MIGHT BE SOMETHING THAT WE MIGHT WANT TO TAKE A LOOK AT AS WELL. >> SPEAKER: THEY DO HAVE A MENTAL HEALTH PROFESSIONAL ON STAFF BUT THERE'S ONLY ONE. >> BOARDMEMBER: I'M THINKING ABOUT IT IN OUR OWN SCHOOLS AS WELL. >> PRESIDENT: DIRECTOR LEAH CHOI? >> BOARDMEMBER: I WOULD LIKE TO COMMENT ON THE EDUCATION. OF THOSE REARRANGED BY STAFF AND ARE THERE OPPORTUNITIES FOR STUDENTS TO OPT OUT DURING THOSE PERIOD'S? >> SPEAKER: I DON'T KNOW THE ANSWER TO THAT QUESTION BUT I WILL LOOK INTO IT FOR YOU. >> PRESIDENT: EVAN? >> BOARDMEMBER: COOL. THIS IS A COMMENT AND I WOULD LIKE IT TO GO ON RECORD AS WE ARE DISCUSSING ALTERNATIVES TO OUR SRO PROGRAM, I CAN ONLY SPEAK TO MY PERSONAL EXPERIENCE BUT TO THE KNOWLEDGE THAT IT MIGHT BE PUBLICLY MORE APPLICABLE TO OUR DISTRICT BUT I WOULD STRONGLY ADVISE THAT YOU LOOK AT MY SCHOOL, HIGH SCHOOL, WE EMPLOY TWO PEOPLE UNDER THE TITLE OF SAFETY AND PREVENTION AND THEY HAVE DONE A FANTASTIC JOB THROUGH MULTIPLE AVENUES AND SOME OF THAT IS CASE SPECIFIC PARTICULARLY ONE OF THEM IS ALSO OUR STRENGTH AND CONDITIONING PERSON. HE IS DOING A REALLY GOOD JOB WITH ATHLETICS AND CREATING A [02:05:02] CULTURE OF ATTENDANCE AND RESPECT. I WOULD STRONGLY ADVISE THIS TO GO CHECK OUT THAT PROGRAM. BECAUSE AS A SCHOOL THAT HAS HISTORICALLY HAD ISSUES WITH SROS WE MOVED VERY QUICKLY AWAY FROM THAT AND I THINK IT HAS BEEN FROM THE BENEFIT BECAUSE I HAVE HEARD A LOT LESS COMPLAINTS IN THE PAST YEAR. >> SPEAKER: THANK YOU I APPRECIATE THE FEEDBACK. >> PRESIDENT: ANY OTHER QUESTIONS OR COMMENTS? ALL RIGHT HEARING THEN I WANT TO SAY, THANK YOU VERY MUCH. I GREATLY APPRECIATE THAT AND I WANTED TO HIGHLIGHT AND THE DEPUTY AUTHENTIC THE ADDITIONAL WORK THAT HAS GONE ON WITH THE SUPPORT PROVIDING WITH THE MENTAL HEALTH, WITH THE SOCIAL WORKERS, WITH THE BEHAVIORAL SUPPORT SPECIALISTS TO BE ABLE TO COMPLEMENT THAT'S WE CAN HAVE THIS DISCUSSION BECAUSE WE DO HAVE THOSE ADDITIONAL SUPPORTS AND WE CAN ACCESS THOSE AND I THINK THAT EFFORT NEEDS TO BE HIGHLIGHTED AS TO THE WORK THAT HAS GONE ON WITH THAT AND THANK YOU FOR COMING FORWARD WITH THAT. WE LOOK FORWARD TO THE FOLLOW-UP INFORMATION THAT YOU WILL PROVIDE AROUND COMMUNITY ENGAGEMENT AND I THINK EVERYONE WHO HAS COME THIS EVENING FOR THEIR COMMENTS. I LOOK FORWARD TO THE CONVERSATION. >> BOARDMEMBER: SEAN, CAN YOU ASK THE TEACHERS ON THEIR PERSPECTIVE OF HAVING OFFICERS IN SCHOOL OUT OF CURIOSITY TO SEE HOW TEACHERS, WHAT THE TEACHER'S PERSPECTIVE IS? I AM SURE IF THEY REFLECT THE COMMUNITY MORE OR LESS OR IF THEY REFLECT A BROAD SPECTRUM WHICH THEY VERY WELL MAY. I DON'T KNOW. THANK YOU, SIR. >> PRESIDENT: ALL RIGHT. THANK YOU. NOW WE WILL MOVE ON TO MONITORING RESULTS THREE WHICH IS LIFE AND GLOBAL CITIZEN SKILLS THE THREE RESULTS THAT WE DO. THIS IS THE FIRST TIME THAT WE WILL BE MONITORING THE NEW SET OF POLICIES ON THIS. SO YOU WILL RECOGNIZE THAT MUCH OF THIS WILL NOT BE DISCUSSING REASONABLE PROGRESS BUT THE BASELINE OF WHERE WE ARE AT AND I WOULD ALSO LIKE TO HIGHLIGHT THAT WE DID HAVE THREE QUESTIONS FOR YOU TO BE THINKING ABOUT AS YOU DID READ THROUGH THIS AS TO IN REGARDS OF WHAT YOUR PARITIES MIGHT BE AND YOUR STRENGTH MIGHT BE AND WHAT QUESTIONS YOU HAVE FOR STUDENTS IN REGARDS TO THE DATA TO GO FURTHER INTO THESE THINGS. KEEP THAT IN MIND AS THESE PRESENTATIONS COME AND WE WILL LOOK FOR FURTHER DISCUSSIONS. WITH THAT I WILL HAND IT OFF TO YOU. >> BOARDMEMBER: YOU DID A GREAT JOB OF LEADING INTO THIS SO THANK YOU FOR THAT. THE BOARD DID ADOPT THE RESULTS THREE POLICY A LITTLE WHILE AGO AND THEN WE DEVELOPED INTERPRETATION AND INDICATORS RELATED TO THAT. I THINK IT SHOULD BE NOTED THAT THIS PRESENTATION THIS MONITORING REPORT IS PRESENTED TO THE BOARD AS REASONABLE PROGRESS WITH NOTABLE EXCEPTIONS AND MANY OF THOSE EXCEPTIONS COME BECAUSE THIS IS THE FIRST CYCLE OF REPORTING WITH THESE NEW POLICIES AND WITH THESE NEW INDICATORS SO INTERPRETING AND TRULY PROVIDING THE BOARD WITH GOOD ANALYSIS OF THE DATA, THOSE WERE ATYPICAL BECAUSE TYPICALLY WE HAVE TRENDS DATA, WE HAVE A SET OF DATA THAT WE CAN REPORT FROM AND WE HAVE EXPERIENCE WITH THE INDICATORS OVER TIME. THAT'S NOT TRUE TONIGHT. THE BOARD IS AWARE OF THAT. I THINK THE OTHER PIECE THAT THE BOARD MADE AND INTENTION AROUND IS FOR THE INDICATORS OF THE MONITORING CYCLE AND THE QUESTIONS THAT WERE PRESENTED TO YOU AND THE DEPUTIES SUPERINTENDENT WILL REVIEW THEM IT WAS TO UNCOVER WHAT TYPES OF DATA WILL HELP US AS WE THINK ABOUT RESULTS3 LIFE AND GLOBAL CITIZEN SKILLS. MATT WILL WALK US THROUGH A PRESENTATION RELATED TO THE MONITORING THE FORT. YOU HAVE THOSE REPORTS IN THE BOARD DOCKS AND IN FRONT OF YOU AS WELL. MATT? >> SPEAKER: THANK YOU DOCTOR HOMAN AND MEMBERS OF THE BOARD. I AM A BIT NERVOUS PRESENTING THESE BECAUSE OF ALL OF THE WORK WE HAVE ENGAGED IN OVER THE PAST YEAR AND REVISING THE POLICY AND WITH A BIG PART OF THE THRUST TO THE REASON THAT THE BOARD TOOK THAT IS TO HELP CREATE ORGANIZATIONAL CLARITY AND ALIGNMENT AND SO I AM STILL VERY EXCITED ABOUT THE WORK THAT THE BOARD IS ENGAGED IN AND I THINK THAT THERE ARE SOME [02:10:01] GUIDING QUESTIONS THAT I WILL REVISIT WITH THE BOARD. THEY ARE TO HELP US TO CONTINUE TO THINK ABOUT BOTH THE ALIGNMENT AND ALSO WHEN WE ADOPTED THE INDICATORS WE ALSO KNEW THAT THAT WASN'T GOING TO GIVE US A COMPLETE PICTURE OF OUR PROGRESS. SO THIS GIVES US A GREAT SNAPSHOT FOR US TO BE CURIOUS ABOUT AND IT IS ALSO WITH THE IDEA OF BEING CURIOUS BECAUSE IT'S THAT CURIOSITY THAT WILL HELP US WHAT ADDITIONAL QUESTIONS WE SHOULD BE ASKING. THE BOARD AS WE MENTIONED, THE BOARD ADOPTED A NEW POLICY. SO HERE IT IS. IN CHANGING ITS LIFE AND GLOBAL CITIZEN SKILLS. THE BASIS OF THE POLICY WAS REALLY LOOKING AT THE WASHINGTON STATE SOCIAL EMOTIONAL LEARNING STANDARDS. YOU KNOW, IN TAKING THAT HOLISTIC WHOLE CHILD APPROACH THAT IS BROKEN DOWN INTO TWO SEGMENTS ONE IS THINKING ABOUT THE STUDENTS AND THE SKILLS THAT THE STUDENT HAS AN SELF-AWARENESS, SELF-MANAGEMENT AND SELF EFFICACY AS WELL AS THE SOCIAL SKILLS. SOCIAL AWARENESS, SOCIAL MANAGEMENT AND SOCIAL ENGAGEMENT. THE BOARD'S POLICY GREATLY SIMPLIFIES AND CLARIFIED WHAT IT IS THAT WE ARE HOPING THE SKILLS THAT WE ARE STRIVING FOR AND THAT GRADUATES OF THIS DISTRICT WILL WALK AWAY FROM. AND THEN THAT GAVE US THIS CHALLENGE OF HOW THE HECK DO WE KNOW WHAT WE ARE DOING? ONE OF THE WAYS WE HAVE BEEN MONITORING THE THREE IS THROUGH FOUND DATA THAT LARGELY PRESENTED THE ABSENCE OF SUCH SKILLS. WE WERE LOOKING AT THINGS LIKE DISCIPLINE DATA OR ATTENDANCE DATA WITH THIS DRAWN OUT THINKING THAT IF STUDENTS AREN'T MISBEHAVING THEN THEY MUST HAVE THE SKILLS OR IF STUDENTS ARE COMING TO SKILLS THAN THEY MUST HAVE GOOD WORK ETHIC. WE HAVE EXPLORED IT AS A BOARD THAT THERE ARE A LOT OF REASONS THAT THAT WAS FROM CULTURAL COMPETENCY AND ASSUMPTIONS MADE AROUND THAT AND IT IS REFLECTIVE IN MANY WAYS OF ADULT BEHAVIOR. AND SO AS WE HAVE GONE INTO REASONABLE INTERPRETATION LOOKING AT TRYING TO DEFINE WHAT THOSE SKILLS LOOK LIKE, THAT LED US TO START WITH AS WE TALKED ABOUT THE NEED TO GO BEYOND THIS BUT TO START WITH, STUDENT PERCEPTION DATA. AS AN ALTERNATIVE TO THAT FOUND DATA. SO WE IDENTIFIED INDICATORS IN THE PANORAMA SURVEY AND THAT ALIGNED AS BEST AS POSSIBLE TO THE SPECIFIC SKILLS THAT THE BOARD HAS INDICATED IN R3. WITH THOSE INDICATORS WE SET THREE DIFFERENT SETS OF TARGETS. ONE IS THAT 90 PERCENT OF STUDENT RESPONSES WILL BE NEUTRAL OR FAVORABLE JUST AS A REMINDER IN THE PANORAMA SURVEY, THERE'S A SELECTED RESPONSE AND THERE ARE FIVE CHOICES. PANORAMIC CONSIDERS THOSE CHOICES FAVORABLE. ONE OF THEM IS A NEUTRAL A LITTLE BIT OF A SHOULDER SHRUGGED KIND OF RESPONSE AND THEN TO OUR UNFAVORABLE RESPONSES. WHEN WE LOOK AT THIS DEPENDING ON THE WAY THE ITEM WAS FRAMED YOU CAN GET VERY DIFFERENT SORTS OF RESPONSES AND SO AS A WAY TO TRY TO ALIGN TO GET A SENSE OF WHERE WE ARE AT IN RELATIONS TO OTHERS THE BOARD ALSO SELECTED THAT OUR STUDENT FAVORABLE RESPONSES PLACED US IN THE 90TH PERCENTILE OF DISTRICTS. ADDITIONALLY WE DON'T HAVE THIS DATA AT THIS POINT BUT THIS WOULD BE DATA THAT WE WOULD GET OVER TIME LOOKING AT ANNUAL TRENDS AND DISSECTING THE DATA [02:15:01] AND LOOKING AT THE EXTENT OF WHICH WE ARE EXPERIENCING OR OF THE STUDENTS AND THEIR SKILLS FOR THEIR GROUPS. I HAVE TALKED OVER THE LAST YEAR OF THE ENVIRONMENTAL CONTEXT AND I WANT TO REFERENCE BACK IN THE WASHINGTON STATE SOCIAL EMOTIONAL IMPLEMENTATION GUIDE THEY HAVE A SECTION THEY HAVE A CONNECTION BETWEEN SKILL DEVELOPMENT AND THE ENVIRONMENT. IT IS INCREDIBLY IMPORTANT FOR US PARTICULARLY AS WE ARE ABOUT TO LOOK AT DATA AND DESEGREGATED TO STUDENT DATA AND TAKE THE FRAME AND STANDPOINT THAT THE DATA IS REFLECTIVE OF THE EXTENT TO WHICH WE AS ADULTS AND THE SCHOOL SYSTEM ARE SUPPORTING OR NOT SUPPORTING STUDENTS. THEIR RESPONSES ARE GOING TO BE INFLUENCED BY PERHAPS A SENSE OF SAFETY OR CONNECTION AND SO WHEN WE LOOK AT THE OE 10 AT THAT LEARNING ENVIRONMENT AND PAYING ATTENTION TO THAT RELATIONSHIP IS REALLY IMPORTANT. SOCIAL EMOTIONAL LEARNING AND ALL LEARNING IS HIGHLY RELATIONAL AND CONTEXTUAL IN THE ENVIRONMENT WE CREATE AND PEOPLE LEARN AND ENGAGE IN. INFLUENCES ARE THE DEGREE TO WHICH THEY WILL STRIVE. I HAVE TO MAKE SURE THAT THAT IS A DISCLAIMER AND THAT AS OUR COMMUNITY IS LOOKING AT THIS DATA THAT THIS IS REALLY A REFLECTION ON US AS ADULT 'S. AND OUR CHALLENGE ALWAYS IS GOING TO BE HOW DO WE DO BETTER FOR OUR STUDENTS? WE WILL SEE DIFFERENCES IN OUR STUDENTS RESPONSES AND SO A BIG PART OF THAT IS LOOKING AT THE STUDENTS EXPERIENCE WITHIN THE SCHOOL SETTING. IN AUGUST AT A STUDY SESSION THE BOARD HAD AN OPPORTUNITY TO HEAR FROM THE DIRECTOR OF STUDENT SERVICES AND HE PRESENTED A VARIETY OF DIFFERENT PROGRAMMING EFFORTS. AND I KNOW WE ARE GOING TO COME BACK IN THE SPRING TO TAKE THOSE AND SHOW HOW THOSE LAY OUT IN THE CONTEXT OF THE SCHOOL SETTING. IT WAS GOOD TO CROSSWALK SOME OF THOSE PROGRAMS THAT WE HEARD ABOUT TO THE SOCIAL EMOTIONAL LEARNING WHICH MARKS. YOU CAN SEE A FEW OF THOSE IN THE SOCIAL EMOTIONAL LEARNING AND COUNCILOR PROGRAM THAT MIGHT TOUCH ON ALL OF THOSE SKILLS. BUT WHERE AS OTHER PROGRAMS LIKE OUR BEHAVIORAL HEALTH SUPPORT OR PBI S MIGHT TOUCH ON A FEW OF THOSE THINGS. THEY ACTUALLY ENGAGE IN THE ACTIVITY AND SOMEONE MIGHT HAVE CURIOSITY OF DO WE HAVE SOME PROGRAMMING THAT IS ADDRESSING EACH OF THESE AREAS? AND STARTING THE PROCESS OF AGAIN, BEING INTENTIONAL ABOUT MAPPING THE PROGRAMS AND SERVICES THAT WE HAVE TO THE OUTCOMES OF THE BOARD. SO, I THINK I HAVE STALLED LONG ENOUGH. I'VE GIVEN A LOT OF THE DISCLAIMERS. SO WHEN WE TALK ABOUT THE KEY TO SOCIAL EMOTIONAL LEARNING IS THAT WE TAKE AN ASSETS -BASED APPROACH. ONE OF THE THINGS WERE TRYING TO DO AND ONE OF THE MODELS WE LOOK AT WHAT ARE THE STRENGTHS OF OUR STUDENTS, TEACHERS AND IN OUR SCHOOLS. I WANT TO LEAD WITH THAT NOT TO BE A POLLYANNA AND KIND OF HEAD OFF ANY SORT OF CRITIQUE BUT IT'S REALLY GOOD FOR US AS WE PARTICULARLY LOOK AT THIS TO BE CURIOUS AND HIGHLIGHT THERE ARE SOME THINGS THAT AT LEAST OUR STUDENTS WILL REFLECT BACK TO US. LOOKING AT THAT CALLS US OUT TO BE INTENTIONAL AROUND WHAT ARE SOME OTHER THINGS TO BUILD OFF OF? A GONE THROUGH THE DATA AND HAVE IDENTIFIED THE SENSE OF BELONGING THAT WE HAVE NINE SCHOOLS THAT ARE REALLY OUTLIERS IN A POSITIVE WAY. I WANTED TO BE SPENDING SOME TIME WITH THEM THIS YEAR TO UNPACK THINGS THAT THEY ARE DOING AND TO ENSURE THAT THEY GET THE KIND OF SUPPORT AND THAT WE REPLICATE THOSE. WHILE WE HAVE PRIORITIZED AS A BOARD AND NARROWED DOWN FROM 11 ITEMS TO SIX ITEMS YOU KNOW, THERE'S A LOT OF WORK AHEAD IN ALL OF THESE AREAS AND IF THE BOARD HAS THE AREAS OF PRIORITY THAT WOULD CERTAINLY BE HELPFUL TO UNDERSTAND AND TO INFORM THE WORK THAT WE ARE ENGAGED IN. [02:20:07] AND THEN WE HAVE ALL ALONG TALKED ABOUT THE IMPORTANCE OF ENGAGING STUDENTS AND UNPACKING THE DATA. THE SURVEY DATA IS PERCEPTION DATA THAT IS OFTEN A SNAPSHOT OF HOW SOMEONE FELT IN THAT MOMENT. HONESTLY I FEEL A LITTLE ILL EQUIPPED TO PROVIDE AN ANALYSIS WITHOUT STUDENT VOICE AND SO DIRECTOR TIM KRIEGER DIRECTOR PABLO ORTEGA AND I HAVE BEEN MEETING TO DEVELOP PROTOCOLS ON HOW WE CAN INTENTIONALLY ENGAGE WITH STUDENTS TO UNPACK THE DATA. WE WANT TO BE REALLY THOUGHTFUL OF HOW WE DO THAT BECAUSE WHAT WE DON'T WANT TO DO IS ENGAGE IN STUDENTS IN A TRANSACTIONAL WAY THAT IS EXTRACT TO WHERE WE GO IN AND SAY TELL US WHAT WE WANT TO HEAR AND THEN TAKE OFF. IF THE BOARD HAS QUESTIONS WITH STUDENTS OF CURIOSITY WOULD BE GOOD FOR THAT AS WE ARE DESIGNING THOSE PROCESSES TO ENGAGE WITH STUDENTS THAT WOULD BE SOMETHING WE COULD SAY WHERE CAN WE CREATE OPPORTUNITIES WHERE STUDENTS CAN SHARE THEIR EXPERIENCES IN SUCH A WAY THAT WE MIGHT SATISFY SOME OF THAT CURIOSITY. SO, I WILL HOLISTICALLY WALK THROUGH EACH OF THESE AND THIS TAKES ALL THE TABLE SET IT IS IN THE REPORT AND IT SIMPLIFIES IT. OUR FIRST TARGET WAS TO LOOK AT THE PERCENTAGE OF STUDENTS WHO RESPONDED EITHER NEUTRALLY OR FAVORABLY TO QUESTIONS IN THESE AREAS. YOU CAN SEE IN ELEMENTARY THIS IS REPRESENTATIVE OF ALL STUDENTS. IN ELEMENTARY SCHOOLS AND ACTUALLY FOR SECONDARY AS WELL SELF MANAGEMENT AND SELF-AWARENESS IS WHERE 90 PERCENT OR GREATER OF OUR STUDENTS RESPONDED GREATER OR NEUTRALLY. YOU CAN SEE FOR SELF EFFICACY AND SOCIAL MANAGEMENT FOR STUDENTS THAT WAS WHERE THE LOWEST RATE OF AREA IS. I WILL TALK A LITTLE BIT MORE ABOUT SELF EFFICACY. THAT WAS SOMETHING I WAS A BIT MORE CURIOUS ABOUT AND HAVE DONE SOME ADDITIONAL DIGGING SO I CAN SPEAK A LITTLE BIT MORE TO THAT LATER. THEN WHEN WE LOOK AT THE PERCENTILE THE PERCENTILE IS BASED ON THE FAVORABLE RESPONSES. ONE OF THE INTERESTING THINGS IS THAT YOU KNOW, YOU CAN HAVE IN SOME OF THESE AREAS A COUPLE OF TWO OR THREE PERCENT MORE FAVORABLE RESPONSES MIGHT ACTUALLY PUT YOU INTO A COMPLETELY DIFFERENT QUARTILE. YOU CAN SEE THAT OUR ELEMENTARY STUDENTS THE RESPONSES FROM OUR ELEMENTARY STUDENTS IS CONSISTENTLY IN THE 80TH PERCENTILE AND WHEN I WENT BACK AND LOOKED AT THE BENCHMARK THROUGH RANGE THAT THEY HAD PROVIDED ME IN THE SPRING THEY ARE VERY CLOSE IN SOME OF THOSE AREAS IT'S A HIGH 80TH PERCENTILE. COMPARATIVELY NATIONALLY OUR ELEMENTARY SCHOOLS ARE APPROACHING THE TARGET. SECONDARY WE HAVE A LITTLE MORE WORK TO DO. THIS IS NOT SOMETHING THAT WAS CALLED OUT IN OUR MONITORING REPORT AND AGAIN IT COMES FROM AN AREA OF CURIOSITY. I WAS CURIOUS ABOUT THE VARIABILITY AND RESPONSES. IN OTHER WORDS I WAS WONDERING WHAT OF THE ITEMS IN WHICH OUR STUDENTS RESPONSES ARE FAIRLY SIMILAR REGARDLESS OF HOW A STUDENT MIGHT IDENTIFY ON THE BASIS OF GENDER, SPECIAL EDUCATION STATUS, INCOME STATUS OR RACE. THIS IS THE AREA THAT WE SEGREGATED FOR THIS REPORT. I WENT IN DIGGING FOR THAT BECAUSE I THOUGHT IT WOULD BE INTERESTING TO SHARE UNDER THE THINKING THAT THE HIGHER THE RANGE AS REPRESENTING REALLY THE DISPROPORTIONATE EXPERIENCES FOR OUR STUDENTS. YOU CAN SEE WHERE THE RESPONSE MIGHT BE THE TIGHTEST FOR THE SECONDARY STUDENTS SOCIAL ENGAGEMENT. THE LARGEST RANGE WAS IN THE AREA OF RACE AND IT WAS 5.2 POINTS WHICH WAS THE BIGGEST GAP BUT WHEN WE LOOK AT SELF EFFICACY THAT IS THE AREA BOTH IN ELEMENTARY AND SECONDARY WHERE WE SEE THE LARGEST GAPS IN OUR STUDENTS RESPONDING. IN ELEMENTARY IT'S ON THE BASIS OF WHETHER THEY HAVE AN IEP AND SECONDARY IS ON THE BASIS OF RACE. DIFFERENT RACIAL STUDENTS IDENTIFIED DIFFERENTLY RACIALLY HAD WE [02:25:01] SEEN IT BIGGER GAP THERE AND AS WE BEGIN TO DIG INTO AND TRY TO UNDERSTAND THAT TELLS US AT LEAST FOR ME THE EXPERIENCES OF OUR STUDENTS ARE SIGNIFICANTLY DIFFERENT WHERE WE HAVE THOSE LARGER GAP. WHILE THIS WAS THE FIRST TIME FOR MOST OF THE ITEMS THAT WE HAD ASKED THESE QUESTIONS THERE WERE THREE ITEMS THAT THREE CATEGORIES THAT WE HAD ASKED. WE ASK THIS IN THE FALL OF 2021 AND IN THE FALL OF 2021 THAT WAS THE SAME YEAR. THAT WAS THE 26TH PANDEMIC NUMBERS FOR A SECOND. WE ARE LOOKING AT THE CHANGE WITHIN THE CONTEXT OF THE SCHOOL YEAR SO FROM FALL TO SPRING NORMALLY THE CYCLE WILL BEGIN AND WE WILL COMPARE SPRING TO SPRING. WE DO SEE STUDENT RESPONSES ON SURVEYS DIFFERENTLY IN THE FALL THAN IN THE SPRING. IN SOME ITEMS THERE TEND TO BE MORE FAVORABLE IN THE FALL AND THEN YES THE SAME IN HIS LESS FAVORABLE IN THE SPRING AND FALL BY THE TIME THEY GET TO KNOW PEOPLE. I SAY THAT AND I COULD NOT TELL YOU WHERE THESE FALL IN THE CATEGORY THAT YOU CAN SEE FOR SELF-AWARENESS THAT OUR ELEMENTARY STUDENTS OVER THE COURSE OF THE SCHOOL YEAR DID NOT INCREASE A FAVORABLE RESPONSE. SECONDARY STUDENTS ON ALL THREE THEY WERE PRE-MUCH A WASH. AND SOCIAL AWARENESS INCREASED SLIGHTLY FOR ELEMENTARY STUDENTS AS WELL. IF AN ITEM IS CODED GREEN IT MEANS THAT IT IS MEETING THE TARGET THAT THE BOARD HAS SET. IF IT IS YELLOW IT MEANS WE ARE APPROACHING WITHIN 10 POINTS. IF IT IS READ IT IS FURTHER AWAY. YOU CAN SEE WHERE WE HAVE OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES OR FROM A LOW INCOME HOUSE OR SOMEONE WHO IDENTIFIES AS BLACK, OR LATINO, ARE REPORTING THAT THEY ARE LESS FAVORABLE RESPONSES AND THIS QUESTION IS HOW WELL THEY PERCEIVE THEIR ABILITY TO REGULATE THEIR EMOTION. WE DON'T ASK IT TO THIRD-GRADERS, HOW EASILY CAN YOU CALM YOURSELF DOWN, THOSE SORTS OF THINGS. FOR 6-12 WE BEGIN TO SEE SOME ADDITIONAL GROUPS OF STUDENTS RESPONDING LESS FAVORABLY AND THAT THE PERCENTILE IS ALSO LOWER COMPARED TO OUR ELEMENTARY STUDENTS. I FEEL LIKE I AM POINTING OUT THE NEGATIVE WHEN I ASKED YOU ALL TO FOCUS ON THE ASSET. SO, HERE, WE WILL GET TO SOME AREAS WHERE WE HAVE SOME THINGS TO CELEBRATE. IN SELF-MANAGEMENT THIS IS THE STUDENTS ABILITY TO REGULATE THEIR EMOTIONS THOUGHTS AND BEHAVIORS IN DIFFERENT SITUATIONS. WE SEE A LOT OF STUDENTS RESPONDING, STUDENT GROUPS RESPONDING FAVORABLY AND OTHER GROUPS OF STUDENTS FROM LOWER INCOME HOUSEHOLDS, OR RECEIVING SPECIAL SERVICES OR BLACK OR HISPANIC ARE VERY CLOSE TO HITTING THE TARGET. FOR SELF-MANAGEMENT FOR SECONDARY SIMILAR. A LOT OF STUDENT GROUPS ARE REPORTING NEUTRALLY AND FAVORABLY IN EXCESS OF THE BOARDS TARGET AND OTHER GROUPS VERY CLOSE. THE NATIONAL FAVORABLE PERCENTILE IN THIS IS ONE OF THE THINGS WE LOOK AT. THE FAVORABLE RATINGS THERE ARE IN THE FOURTH COLUMN. YOU CAN SEE THAT THE FAVORABLE RATINGS ARE WHAT IS USED FOR THE PERCENTILE. SO WHILE [02:30:04] NEUTRAL AND FAVORABLE IS FAIRLY HIGH FOR THIS ONE THE FAVORABLE IS A LITTLE BIT LESS. WE LOOK AT SELF EFFICACY AND SELF EFFICACY THE WAY THE QUESTIONS FOR THIS ITEM ARE PHRASED ARE REALLY FROM AN ACADEMIC CONTEXT. SO HOW WILL YOU THANK YOU CAN COMPLETE YOUR HOMEWORK OR YOU WILL REMEMBER WHAT WAS TAUGHT LAST YEAR. QUESTIONS LIKE THAT IS WHAT THE STUDENTS ARE RESPONDING TO. WE HAVE FEWER GROUPS RESPONDING NEUTRALLY OR FAVORABLY HERE AND THERE ARE A COUPLE OF GROUPS WHO ARE FURTHER AWAY FROM THE TARGETS AND YOU CAN SEE AT SECONDARY THAT OUR STUDENTS ARE INDICATING MUCH LESS CONFIDENT AROUND THEIR ABILITY TO ACHIEVE AND EXCEED ACADEMIC OUTCOMES. THIS ONE WAS CURIOUS BECAUSE WHEN WE THINK ABOUT HOW INCREDIBLE OUR STUDENTS ARE AND ACROSS THE BOARD THIS ONE WAS ONE THAT STOOD OUT TO ME THAT I WAS VERY CURIOUS ABOUT. ONE GROUP THAT WE DON'T DESEGREGATE FROM THE REPORT ARE STUDENTS WHO QUALIFY FOR HIGHLY CAPABLE PROGRAMS. SO WE WANTED TO SPEND SOME TIME LOOKING AT THAT AND YOU CAN SEE IT BIG GAP WHERE STUDENTS WHO HAVE QUALIFIED FOR HIGHLY CAPABLE PROGRAMS RESPOND TO WHAT WOULD BE THE 90TH PERCENTILE. THERE ARE SOME INTERESTING THINGS AND FURTHER CONVERSATIONS TO BE HAD WITH OUR STUDENTS AROUND THAT GAP OF WHAT I THINK ADULTS THAT I GET TO WORK WITH WOULD PERCEIVE THEIR ABILITY TO BE SUCCESSFUL AND WHAT THEIR STUDENTS ARE TELLING THEM THEIR FEELINGS OF BEING SUCCESSFUL AND AGAIN THIS IS A GREAT EXAMPLE OF REALLY NEEDING TO ENGAGE WITH STUDENT VOICE TO REALLY UNDERSTAND WHY THAT IS. AND I DON'T WANT TO DISMISS IT. IT COULD HAVE BEEN A YEAR WHERE THE SCHOOLS WERE DOING IT DURING TESTING AND IT WASN'T PERHAPS A GOOD TIME. I DON'T KNOW AND WE WILL HAVE TO DIG INTO IT BUT IS CERTAINLY AN AREA OF SIX BEGAN CURIOSITY. SOCIAL AWARENESS. THIS IS HOW WELL YOU CONSIDER PERSPECTIVES OF OTHERS AND EMPATHIZE WITH THEM AGAIN A LOT OF FAVORABLE RESPONSES AT THE ELEMENTARY LEVEL. I THINK ABOUT OUR ELEMENTARY WITH SOCIAL EMOTIONAL LEARNING PROGRAM SUCH AS SECOND STEP THE AREA WHERE OUR STUDENTS ARE RESPONDING MOST FAVORABLY AND ALSO THERE'S A LOT OF CORRELATION TO THE TYPES OF CONVERSATIONS THAT WE ARE HAVING WITH STUDENTS AND THE OPPORTUNITY AFTER. SOCIAL AWARENESS GENERALLY STUDENTS ARE WHEN WE LOOK AT THE RESPONSES ARE MUTUALLY FAVORABLE AND GENERALLY HIGH. YOU LOOK AT THE FAVORABLE RESPONSES AND AGAINST THE NATIONAL PERCENTILE WE WOULD BE MIDDLE OF THE PACK. AND SO AGAIN AN INTERESTING CURIOSITY AROUND THAT. SOCIAL MANAGEMENT. FOR 3.5 AND 3.6 WE DON'T HAVE ANY INDICATORS FOR ELEMENTARY STUDENTS. THE SURVEY ITEMS THAT WE SELECTED ARE ONES THAT ARE ONLY AVAILABLE TO SECONDARY STUDENT. FOR SOCIAL MANAGEMENT WHAT WE ARE USING IS THE CULTURAL AWARENESS AND ACTION SURVEY. THIS IS THE PERCENTAGE OF STUDENTS REPORTING POSITIVELY WITH COMPARING RACE, ETHNICITY AND CULTURE. AND CULTURE IN SCHOOL ON THE SURVEY. THIS WOULD BE ONE THAT I BELIEVE WHEN WE LOOK AT OE 14 WE BEEN ASKING EDUCATORS AROUND THEIR SELF EFFICACY AND ENGAGING IN THESE CONVERSATIONS AS WELL. SO THIS IS ONE OF THOSE WHERE IF OUR STUDENTS ARE REPORTING TO US LOWER LEVELS OF NEUTRAL AND FAVORABLE IT'S ALSO LOOKING UP WHAT ARE THE OPPORTUNITIES THAT WE HAVE TO BE ABLE TO PRACTICE AND SAFELY ENGAGE OR BRAVELY ENGAGE IN THOSE CONVERSATIONS AND WHAT IS THE PREPAREDNESS OR LEVEL OF THE ADULTS THAT ARE CHARGED WITH HELPING TO FACILITATE THOSE CONVERSATIONS. THIS ONE BEING ONE OF THOSE EXAMPLES WHERE THIS CROSS-REFERENCING WITH THE [02:35:03] OPERATIONAL EXCITATIONS AND LOOKING AT THE ENVIRONMENTAL STANDPOINT HOW THAT RELATES AND AS WE GO TO MONITOR OE 14 I WILL TRY TO BRING THOSE BACK WITH THE CONNECTION OF WHAT OUR STUDENTS ARE SAYING ABOUT THEIR EXPERIENCES. IN SOCIAL ENGAGEMENT THIS IS ONE WHERE THEY CONSIDER STUDENTS WHO ARE RESPONDING TO THE EXTENT TO WHICH THEY CONSIDER THE PERSPECTIVE OF THEIR TEACHERS AND I BELIEVE THIS WAS ONE WHERE WE HAD SOME GREAT CONVERSATIONS WITH WHETHER THIS WAS THE SURVEY WAS THE RIGHT ONE FOR THIS AND WE COULD NOT FIND ANY OTHER ONE IS STILL INTERESTING AS YOU CAN SEE THE SECONDARY STUDENTS ARE RESPONDING LESS FAVORABLY ON THIS. ALL RIGHT. TO BRING IT BACK THIS IS AN OPPORTUNITY FOR THE BOARD TO HAVE A CONVERSATION AROUND THE RFP. >> PRESIDENT: IF WE HAVE QUESTIONS OR CLARIFICATIONS, DIRECTOR TROY, IT LOOKS LIKE YOU DO. >> BOARDMEMBER: THANK YOU, I'M EXCITED TO DIG INTO THIS DATA FOR THE VERY FIRST TIME. I HAVE A FEW QUESTIONS AND SOME IDEAS AS WELL. I GUESS OPPORTUNITIES FOR THE DATA FOR THE FUTURE. THE FIRST WOULD BE WHEN I WAS READING THROUGH THE DATA ESPECIALLY BECAUSE I AM REMINDING MYSELF THAT THIS IS A VOLUNTARY SURVEY THAT OUR STUDENTS ARE ALL THING TO TAKE AND PARTICIPATE IN. I THINK IT WOULD BE HELPFUL TO LEVEL SET POTENTIALLY WHAT THE NUMBERS ARE ACTUALLY TELLING US. SO HAVING SOME SORT OF AN INDICATOR OF THE SAMPLE THAT WE ARE LOOKING AT IF IT IS AN ACCURATE REPRESENTATION OF OUR STUDENT BODY. WHEN WE SAY THAT WE HAVE I'M LOOKING AT 3.6 THE END ALL THE STUDENTS SIX THROUGH 12 WE HAD 8000 STUDENTS IN THIS DATA SET. WHAT PERCENTAGE OF THAT IS THE TOTAL STUDENT BODY OF GRADES SIX THROUGH 12? IS THIS DATA 10 PERCENT OF OUR STUDENT BODY? IS IT 80 PERCENT OF OUR STUDENT BODY? AND THEN I THINK IT WOULD BE HELPFUL TO LOOK AT DESEGREGATING AS WELL THAT PORTION. MAINLY BECAUSE IT IS AN OPT IN SURVEY. I CAN KEEP GOING OR I CAN GIVE SOMEBODY ELSE TO TURN. >> PRESIDENT: GO AHEAD AND KEEP GOING. >> BOARDMEMBER: ALL RIGHT. THEN I WAS TRYING TO THINK OF OTHER METHODS IN WHICH WE COULD LOOK FOR INDICATORS OF SOME OF THESE INSTEAD OF SOLELY LOOKING AT THE SURVEY AND A COUPLE OF THINGS ARE POPPING IN MY BRAIN BUT I'M GOING TO PUT IT OUT THERE. ONE WAS 3.6. IT IS ASKING ABOUT THE PERSPECTIVE OF THE TEACHERS AND I AM CURIOUS IS IT WORTH ASKING THE QUESTION BEFORE OF WHETHER OR NOT THAT STUDENT HAS A TEACHER THAT THEY CAN RELATE TO? EITHER A TEACHER OF THE SAME RACE OR A TEACHER WHO HAS A SIMILAR WHATEVER IT IS. I BELIEVE THAT IS A LITTLE MORE CONCRETE DATA THAT WE CAN POTENTIALLY SEE WHETHER OR NOT THERE IS A CORRELATION TO THE PANORAMA RESULTS. AND THEN ANOTHER ONE I WAS THINKING OF WAS FOR SOCIAL ENGAGEMENT AS WELL. ALSO TRYING TO LOOK FOR CONCRETE DATA THAT WE CAN LOOK AT PARTICIPATION AND EXTRACURRICULAR ACTIVITIES OR INFINITY SPACES BY THE STUDENTS THAT ARE RESPONDING TO THESE QUESTIONS AND SEEING WHETHER OR NOT THERE IS A CORRELATION BETWEEN WHETHER OR NOT IF THEY PARTICIPATE IN EXTRACURRICULAR'S AND RESPOND FAVORABLY TO SOCIAL ENGAGEMENT. THAT IS A VERY CONCRETE NEXT STEP THAT WE CAN TRY TO CREATE TWO CREATE MORE OPPORTUNITIES FOR EXTRACURRICULARS OR IF WE HAVE SPACES FOR THESE GROUPS TO IMPROVE THEIR SOCIAL ENGAGEMENT. SOMETHING THAT I THOUGHT ABOUT. I THINK THAT IS ALL I HAVE FOR NOW. >> BOARDMEMBER: TO VALIDATE [02:40:01] THAT SENSE OF BELONGING WITH THE ADULT CONNECTION FOR EXAMPLE FOR SOCIAL ENGAGEMENT YOU WILL SEE THE MULTI LANGUAGE LEARNERS RESPOND MORE FAVORABLY THAN NON- MULTI LANGUAGE LEARNERS. WHEN WE ASK QUESTIONS AROUND A SENSE OF BELONGING AND HISTORICALLY OUR MULTI LEARNING STUDENTS RESPOND TO THE QUESTION OF DO YOU HAVE AN ADULT THAT YOU CAN CONNECT WITH AT SCHOOL? YOU WOULD PROCEED THAT THEY HAVE THAT CONNECTION CERTAINLY BETWEEN THE TWO. I KNOW WE ARE LOOKING AT ENGAGEMENT AND ACTIVITIES FOR THE OE AND MAY BE WE CAN STRENGTHEN THOSE CONNECTIONS BETWEEN THESE REPORTS. >> PRESIDENT: ANY ADDITIONAL QUESTIONS? DIRECTOR STUART I KNOW YOU DID. >> BOARDMEMBER: I DON'T WANT TO BE TOO CONCERNED BUT I WANT TO GO BACK TO PAGE 1. NOT THAT I HAVE A QUESTION FOR EACH SLIDE BUT ON PAGE 1 OR SLIDE ONE IS REFERRED TO THE FACT THAT 90 PERCENT WAS NEUTRAL OR FAVORABLE THERE IT IS. DO WE KNOW HOW THAT BREAKS OUT OUT OF CURIOSITY BECAUSE IF IT IS 50-50 I DON'T CARE. IF THE NEUTRAL IS 80 AND 24 FAVORABLE IF YOU PUT THEM TOGETHER IT BOTHERS ME. DO YOU SEE WHERE I AM GOING? >> SPEAKER: I DON'T WANT TO YELL AT YOU, I WILL USE THE MIC . THE WAY THAT YOU WOULD LOOK AT THE WAY IS NOT EXPLICITLY DONE UP HERE BUT IF YOU LOOK AT THE ALL COLUMN 82.4 PERCENT OF OUR STUDENTS IN THIRD OR FIFTH GRADE RESPONDED NEUTRALLY OR FAVORABLY. 51.3 PERCENT OF THEM RESPONDED FAVORABLY. SO 31.1 PERCENT OF OUR STUDENTS RESPONDED IN THAT MUTUAL CATEGORY. GENERALLY WE SEE HIGHER LEVELS OF NEUTRAL RESPONSES FROM OUR SECONDARY STUDENTS. LOOKING AT THEM IN SOME CASES WE WILL SEE AN INCREASE IN FAVORABILITY. I WASN'T PART OF THE FULL ANALYSIS THAT WE DID TO FULLY LOOK AT IT. AS I WAS TRYING TO TRACK THINGS THE MOVEMENT WAS FAIRLY SMALL LOOKING AT THAT SO I DON'T KNOW IF THERE'S ANYTHING WE CAN IMPROVE ON THE. >> BOARDMEMBER: WHAT HAS BEEN PANORAMA'S RESPONSE ABOUT OUR INQUIRIES AS FAR AS TO BE ABLE TO COMPARE WITH SIMILAR DISTRICTS AS OPPOSED TO JUST NATIONAL BLANKET NUMBER? >> SPEAKER: THEIR RESPONSE HAS BEEN YOU CAN BUILD IT INTO A SOCIALLY A SLICER IN THERE TOOL WHERE YOU WOULD NEED TO GO THROUGH AND COMPARE TWO DISTRICTS ON THE BASIS OF URBAN OR RURAL OR ON THE BASIS OF THE SOCIAL ECONOMIC STATUS. THEIR RESPONSE HAS BEEN TO BUILD THAT OUT SO WE CAN GO AND DO THE ANALYSIS COMPARISON OURSELVES. >> BOARDMEMBER: THAT KIND OF BREAKOUT IS GOOD BUT I WAS ALSO THINKING ABOUT THE DISTRICTS THAT HAVE 30,000 KIDS WHO BASICALLY COVER X AMOUNT OF TERRITORY TRYING TO GET A FEEL FOR SOME THAT LIKE SOMETHING THE SIZE OF SOMETHING WE'VE GOT AS OPPOSED TO THE TRI-CITIES. SOMETHING SMALL. IT SEEMS TO ME THAT THAT MIGHT MAKE A BIG DIFFERENCE ON THE RESPONSE ESPECIALLY WHEN WE ARE COMPARING IT TO ALL THE SUDDEN WE GET A NATIONAL RESPONSE OF 40 PERCENT AND NOW WE ARE GETTING 80 IT SEEMS LIKE THERE MIGHT BE A PROBLEM. ALSO, WHEN WE ASK ABOUT SOCIAL ENGAGEMENT AND WE ASK ABOUT PARTICIPATING IN EXTRACURRICULARS, REMIND ME, ARE WE ASKING ABOUT WHEN WE ASK THIS QUESTION ARE WE ASKING ALSO DO YOU HAVE AN AFTERSCHOOL JOB OR A BEFORE SCHOOL JOB BECAUSE I THINK THAT WOULD HAVE AN HIGH IMPACT ON EXTRACURRICULARS. >> SPEAKER: WE DON'T ASK FOR THE PURPOSES OF MONITORING IN PANORAMA WE DON'T ASK STUDENTS THAT WISH AND SET. RIGHT NOW THE DATA SET THAT WE HAVE [02:45:04] AROUND STUDENT PARTICIPATION IS JUST ATHLETICS PARTICIPATION. SORRY DIRECTOR. ONE OF THE THINGS THAT WE WILL BE EXPLORING IS OUR STUDENTS PARTICIPATE IN A VARIETY OF ACTIVITIES MANY OF WHICH AREN'T NECESSARILY FORMALLY REGISTERED. OUR STUDENTS WHO PARTICIPATE IN INFINITY GROUPS OR AFTERSCHOOL CLUBS AND THAT RECOGNITION OF THEIR STUDENTS WHO PARTICIPATE WHETHER IS IN JOBS OR THEY ARE PARTICIPATING IN COMMUNITY PROGRAMS, THOSE WOULD ALL BE THINGS THAT WE COULD LOOK AT AND SAY THOSE ARE PROTECT THE FACTORS THAT HELP BUILD THE SOCIAL SKILLS OF STUDENTS WHETHER WE ARE DIRECTLY INVOLVED IN IT. WE DON'T HAVE A MECHANISM FOR MEASURING THAT RIGHT NOW AND CERTAINLY I KNOW THAT IS PART OF OUR ONGOING CONVERSATION THE RECOGNITION THAT FOR SOME OF OUR STUDENTS THE SCHOOL IS ONE COMPONENT OF THAT. WE DID PARTICIPATE IN A COLLABORATIVE WITH EASTSIDE PATHWAYS THIS YEAR AROUND SOCIAL EMOTIONAL LEARNING AND PART OF THAT WORK WAS TO DEVELOP A COMMUNITY FRAMEWORK AND RECOGNIZE THAT WHILE WE ARE AN IMPORTANT PART OF THE LIVES OF OUR CHILDREN WE ARE NOT THE ONLY PART. THERE ARE OTHER COMMUNITY PARTNERS HAVE THE OPPORTUNITY TO HELP STUDENTS THRIVE AND DEVELOP THEIR SOCIAL EMOTIONAL SKILLS. >> BOARDMEMBER: THE REASON I ASK IS EARLIER I WAS ASKED IF WE HAD THIS KIND OF RESPONSE EXTRACURRICULARS HOW CAN WE INCREASE THE PARTICIPATION FOR THE EXTRA CURRICULAR'S OF LOW INCOME REGARDLESS OF HOW ATTRACTIVE THOSE ASPECTS ARE, IT AIN'T GOING TO HAPPEN. >> PRESIDENT: DIRECTOR ERIC LALIBERTE? >> BOARDMEMBER: THIS IS NOT AN ESSENTIAL QUESTION BUT I'M GOING TO SAY IT ANYWAY OR REFRAME IT. FIRST OF ALL, I AM PLEASED AT THIS REPORT FOR THE VERY FIRST TIME WE'VE EVER MONITORED, I THINK THAT R3 IS TELLING US SOMETHING AS A BOARD MEMBER. SOME OF THE DATA IS TROUBLING BUT WHAT IS HELPFUL IS IF YOU LOOK AT THIS AND YOU ASK WHAT IS YOUR STRENGTH AND WEAKNESS ALL OF THIS POPS OFF THE PAGE SO I'M NOT GOING TO REPEAT THE THINGS THAT ARE PLAIN AND OBVIOUS HERE WELL, I WILL. THE PRIORITIES ARE SECONDARY, RIGHT? ONE NARRATIVE THAT YOU CAN TELL FROM THIS DATA IS THAT THE LONGER THE KIDS INTERACT WITH THE SYSTEM THE WORSE OFF THESE MEASURES ARE, RIGHT? THE MORE TIME THEY SPEND WITH US THE MORE PROBLEMATIC THE DATA IS. IN PARTICULAR, SO THEN I GUESS IN TERMS OF PRIORITIES THE ONE THAT POPPED OUT TO ME IS THE SAME THING THAT YOU FLAGGED MATT WAS SELF EFFICACY FOR OUR SECONDARY STUDENTS. AND IN PARTICULAR SOME OF THE BLOCKS ARE PARTICULARLY TROUBLING. I'M HAVING A HARD TIME PULLING IT UP CAN YOU SWITCH OVER TO IT? RIGHT. FOR HOURS STUDENTS OF COLOR THIS IS WHERE WE SEE THE LARGEST GAPS, TOO. I DON'T HAVE ANY THOUGHTS ON HOW TO IMPACT THIS BUT WE LOOK AT THE PRIORITY AND WERE 30 PERCENTILE NATIONALLY AND WE HAVE AN EXTREMELY LARGE GAP FOR OUR STUDENTS OF COLOR IN THIS IS THE AREA OF PRIORITY THAT I WOULD PRIORITIZE OR RECOMMEND THE DISTRICT TO PRIORITIZE, I'M GOING TO KEEP GOING IF THAT IS OKAY I'M GOING TO GET TO A QUESTION. WE CAN KEEP GOING IF YOU LIKE. I APPRECIATE IT, THANK YOU. COULD YOU GO TO SOCIAL MANAGEMENT THE SOCIAL MANAGEMENT SLIDE FOUR SECONDARY SIX THROUGH 12? WE ARE MEASURING SOCIAL MANAGEMENT AND ITS PERCENTAGE OF STUDENTS DISCUSSING RACE AND CULTURE IN [02:50:08] SCHOOL AND PANORAMIC. IN SCHOOLS. THIS IS ONE OF THE QUESTIONS IS WHAT WOULD WE WANT TO IMPACT WITH STUDENTS? WHEN WE LOOK AT THE DATA WE HAVE A FAIRLY LARGE GAP FOR OUR BLACK STUDENTS AND I WONDER, I HAVE SOME WONDERS AROUND THIS. OUR STUDENTS REPORTING THIS BECAUSE OF THE ENVIRONMENT THAT WE ARE PROVIDING FOR WHICH THEY CAN HAVE THESE DISCUSSIONS OR IS IT BECAUSE THEY DON'T FEEL LIKE WE ARE PROVIDING THE SKILLS OR BOTH. THOSE ARE SOME OF THE WONDERS AND I WOULD LIKE TO HEAR FROM OUR STUDENTS AS TO WHY ARE THEY REPORTING IT? THE CONTEXT IN WHICH THE CONVERSATIONS WOULD OCCUR? OR IS IT THE SKILLS THAT WE ARE PROVIDING THEM? AND THEN I HAVE A QUESTION ON THE DATA AND THEN I WILL WRAP IT UP. I NOTICED FOR A FEW OF THESE FOR SOCIAL AWARENESS WITH SIX THROUGH 12 WE ARE IN THE 50TH PERCENTILE NATIONALLY BUT YOU LOOK AT THE DATA AND FOR ALL STUDENTS IT IS 90 PERCENT IS NOT TOO DISSIMILAR FOR WHAT SOCIAL AWARENESS IS FOR THE SOCIAL AWARENESS NEUTRAL AND PARABLES ARE FOR STUDENTS THREE THROUGH FIVE BUT THEY WERE IN THE 80TH PERCENTILE. TO ME IT SUGGESTS THAT THE BANDS THAT ARE CLOSE TOGETHER IS THAT A FAIR-ESSENTIALLY THERE ARE FEW PERCENTAGES. ONE PERSON CAN MOVE YOU FROM 50TH TO 70TH. >> SPEAKER: ON THIS ONE LOOKING AT MY HANDWRITTEN NOTE I ONLY MADE A NOTE ON WHAT THAT GAP WAS FOR ELEMENTARY. THE 90TH PERCENTILE IN THIS FOR ELEMENTARY FAVORABLE IF OUR STUDENTS WERE AT 76 PERCENT VERSUS 73 PERCENT OF THE STUDENTS WOULD RESPOND FAVORABLY WE WOULD HAVE BEEN IN THE 90TH PERCENTILE. FOR SOME OF THESE WHEN I LOOKED AT THEM THE DISTANCE BETWEEN BETWEEN ME MEDIOCRITY AND EXCELLENCE WAS FAIRLY NARROW IN TERMS OF THAT KIND OF RESPONSE. THAT BEING SAID THIS IS STILL NEW TO US AND PANORAMA IS NOT NEW TO US BUT WHAT WE HAVE SEEN IN SOME OF THESE THINGS EVOLVE OVER TIME PARTICULARLY FOR THE NEWER MEASURES. ONE OF THE NEWER MEASURES ARE THESE QUESTIONS ASKING OUR STUDENTS AROUND RACIALIZED CONVERSATION IS A NEW MEASURE AND THIS WOULD NOT SURPRISE ME IF WHAT IS CONSIDERED THE 90TH PERCENTILE CHANGES THE WAY THAT IT IS ENGAGED WITH THE LARGER SAMPLE. >> BOARDMEMBER: OKAY. I DON'T KNOW WHAT TO DO WITH THAT I WAS FOCUSED ON THE NATIONAL PERCENTILES BUT HOW YOU PHRASED THE DIFFERENCE BETWEEN MEDIOCRITY AND EXCELLENCE IS SLIM IT IS HARD FOR ME TO KNOW WHAT THAT LOOKS LIKE. IT'S MOSTLY A COMMENT. THANK YOU. >> BOARDMEMBER: DIRECTOR ERIC LALIBERTE THE WAY THAT YOU SAID THAT THE LENGTH OF A STUDENT IS WITH US IT COULD BE TRUE AND I SEE SOME OF THIS DATA AND I PULLED UP THE REPORT, THE MOMENT IT WAS SENT TO US THE DAY IT WAS SENT TO US AND I LANDED ON A FEW OF THESE I WAS GREATLY CONCERNED. WE ARE NOT COMPARING A STUDENT'S EXPERIENCE OVER TIME. THIS IS A ONE SNAPSHOT OF OUR ENTIRE SYSTEM AND I KNOW OUR STUDENTS HAVE HAD A UNIQUE EXPERIENCE THROUGH THE PANDEMIC. I AM NOT SAYING THAT IS THE FACTOR I JUST WANT TO CAUTION THE INTERPRETATION OF THE ENTIRE SYSTEM ON A SINGLE DATA SET. WHILE BEING OPEN TO INTERPRETATIONS THAT ALSO DO RELATE TO THE SYSTEM BECAUSE I ALSO SEE CONSISTENTLY WE HAVE STUDENT GROUPS THAT ARE REPORTING LOWER FAVORABLE RATINGS CONSISTENTLY ACROSS THE [02:55:02] BOARD WHICH TO ME THAT DOES SPEAK TO THE SYSTEM. SO, I WANT TO OFFER THAT AS WELL. >> BOARDMEMBER: YOU KNOW WHAT MIGHT PLAY A PART IN THAT TOO IS HOW LONG THEY HAVE BEEN IN THE SCHOOL SYSTEM. >> PRESIDENT: THANK YOU. DIRECTOR CARLSON? THE TWO I THINK YOU ARE ON THE SLIDE OF INTEREST SLIDE 18 AND 19 ARE GOING TO BE 3.3 SELF EFFICACY. THIS IS FASCINATING TO ME. THE FIRST THING I WANT TO POINT OUT IS IF YOU LOOK AT THE PROPORTION FAVORABLE IN GRADES THREE THROUGH FIVE IT'S NOT THE HIGHLIGHTED COLUMN. YOU ASK COMPARING BLACK AGAINST WHITE WHIZZES ONE OF THE FIRST COMPARISONS I JUMPED TO 60.1 PERCENT VERSUS 61.4 PERCENT FAVORABLE AND SELF EFFICACY IS BELIEVING IN YOUR ABILITY TO SUCCEED IN SCHOOL THESE NUMBERS ARE NOT DIFFERENT IN THIRD THROUGH FIFTH GRADE. AND NOW FLIP FORWARD TO THE NEXT SLIDE. BLACK, AFRICAN-AMERICAN AND WHITE 34.7. THERE IS A SIGNIFICANT DIFFERENCE HERE. IT IS SOMETHING MEANINGFUL TO THOSE NUMBERS. UNDER ONE ASSUMPTION AND THAT IS THAT THE DATA IS NOT BIAS LIKE YOU ANSWER THE QUESTIONS. IT IS SOMETHING WHERE DIRECTOR TRAN EIGHT POINTED OUT IS HOW MANY STUDENTS DID NOT ANSWER MATTERS A LOT. IF THIS IS SOMETHING WHERE KIDS ARE BIASED TO ANSWER THE QUESTIONS WHETHER THEY ARE HAPPY OR UNHAPPY WITH THE SYSTEM COULD LEAD TO THAT CONSIDERATION. NONETHELESS SETTING ASIDE THE POTENTIAL FOR BIAS IF THIS IS UNBIASED IS A FASCINATING DATA POINT. OUR BLACK STUDENTS WOULD BE LOSING CONFIDENCE IN THAT THEY DID NOT START WITH DIFFERENTIAL CONFIDENCE WHICH I THINK IS VERY IMPORTANT FINDING RELATIVE TO THE OUTCOME OF SIX THROUGH 12 MATTERS A LOT BUT AT THREE THROUGH FIVE OKAY, HOW TO KEEP THAT? THERE ARE MANY WAYS TO INTERPRET A DATA SET THAT WE KNOW TO BE INCOMPLETE AND I DON'T WANT TO OVER INTERPRET THE DATA BUT WITH THAT SAID THE THREE THROUGH FIVE DATA GIVES ME HOPE WITHOUT THE GAPS PARTICULARLY I BELIEVE IN SOME OF THE GAPS THAT WE ARE MEASURING. IF YOU MAP THIS AGAINST ACTUAL STUDENT PERFORMANCE THESE NUMBERS ARE NOT ALL THAT DISSIMILAR. IT IS FASCINATING THAT ALL OF THESE GROUPS HAVE A DECREASE OF CONFIDENCE IN SIX THROUGH 12. THIRD THROUGH FIFTH GRADERS THEY ARE MUCH MORE CONFIDENT THEY CAN SUCCEED MORE THAN THE OLDER STUDENTS AND THAT DROPPED RELATIVE TO THE NATION. THIS MAY BE THE CURSE OF HIGH STANDARDS THAT WE HAVE A LOCAL SETTING FOR WHAT IS SUCCESS THAT IS INTERNALIZED BY OUR STUDENTS. ANYWAY I'M FASCINATED BY THE DATA. I DON'T WANT TO KEEP US HERE LATER THAN WE ALREADY ARE THAT THAT IS THE ONE PIECE OF THIS ANALYSIS THAT I REALLY WANTED TO DRAW YOUR ATTENTION TO. >> PRESIDENT: ALL RIGHT. EVAN? >> BOARDMEMBER: A PROMISE TO KEEP THIS SHORT. IF WE CAN GO TO SELF EFFICACY FOR SIX THROUGH 12 SPEAKING FROM A STUDENT PERSPECTIVE YOU START TO THINK ABOUT WHAT IS CHANGING BETWEEN OUR PRIMARY EXPERIENCE AND OUR SECONDARY EXPERIENCE AND THE FIRST THING THAT JUMPS INTO MY HEAD BECAUSE THIS IS A RECENT CONVERSATION I HAD THE MOMENT THAT KIDS GET INTO MIDDLE SCHOOL START HAVING DIVERGENT TRACKS. AND WHILE THAT IS OBVIOUSLY AN EDUCATION NECESSITY IN SOME ASPECTS I WAS TALKING TO A STUDENT THE OTHER DAY WAS TALKING ABOUT HOW STRESSED THEY WERE IN MATH. THEY ARE IN UPPER LEVEL AP MATH AND THEY DON'T FEEL PREPARED OR CONFIDENT. THEY WOULD NOT RATE THEMSELVES HIGH ON THE SCALE. I ASKED HIM WELL, WHEN DO YOU FEEL THAT THIS BECAME AN ISSUE? THEY LOOKED AT ME AND SAID I TESTED IN SEVENTH GRADE MATH. ONCE YOU TEST IN SEVENTH GRADE MATH YOU TAKE ADVANCED SEVENTH GRADE MATH AND THAT IS NOT A CHOICE. ONCE YOU ARE SET ON THAT HIGH TRACK WHEN YOU GET OFF? AT WHAT POINT DO YOU MANAGE AND IT COMES BACK TO THE INTERNALIZED IDEA OF SUCCESS BUT AT WHAT POINT DO YOU MANAGE [03:00:02] TO CONVINCE YOURSELF AND YOUR FAMILY THAT YOU HAVE TO GET OFF THIS TRACK? SOME KIDS ARE REALLY STRONG IN MATH WHEN IT IS ALGEBRA BUT WHEN YOU GET TO AP CALCULUS IT'S AN ENTIRELY DIFFERENT WORLD AND THEY ARE NOT PREPARED FOR IT AND I THINK THAT HAS BEEN STRESSED BY THE PANDEMIC. AS WE ARE CONSIDERING THESE SELF EFFICACY AND OUR STUDENTS ON CONFIDENCE, I THINK THIS DISTRICT HAS A BIT OF AN ISSUE WITH A GREAT WHAT IS NEXT KIND OF ATTITUDE WHERE YOU ARE GREAT, YOU ARE GOOD, YOU GOT GOOD SCORES IN THIS GRADE CONGRATULATIONS NOW YOU HAVE TO TAKE A HARDER CLASS AND A HARDER CLASS AND THERE'S NEVER A POINT WHERE MAYBE WE ARE CELEBRATING OR OFFERING A WAY OFF OF THE TRACK BECAUSE AT SOME POINT SOME OF THOSE KIDS ARE GOING TO DERAIL. I WANT TO GO THROUGH THE EXPERIENCE OF A STUDENT FOR JUST A SECOND. IN THE DISTRICT GENERALLY WE HAVE A POLICY OF 90 PERCENT TESTS 10 PERCENT HOMEWORK. I DON'T KNOW IF THAT IS A DISTRICT LEVEL THING BUT BOTH OF US THE MAJORITY OF OUR CLASSES ARE STRUCTURED IN THAT WAY. LET'S SAY YOU HAVE 100 PERCENT ON A 10 PERCENT HOMEWORK AND ASSIGNMENT CATEGORY. IT'S GOING TO GIVE YOU 10 POINTS LET'S SAY YOU TAKE THREE TESTS THAT SEMESTER YOU GOT A 100, 95 AND 96 THAT WOULD AVERAGE YOU OUT TO A 97.3 AS YOUR GRADE TOTAL LET'S SAY YOU HAD A REALLY BAD WEEK AND YOU BOMBED THE NEXT TEST AND YOU GOT AN 80. 80 IS NOT A BAD SCORE. YOUR GRADE POINT AVERAGE DROPPED TO A 93.475. THAT'S A FOUR PERCENT DROP AND IN A DISTRICT WHERE WE HAVE AN INCREDIBLY HIGH AMOUNT OF HIGH ACHIEVING CHILDREN WHO HAVE BEEN HIGH ACHIEVING FOR A LONG PERIOD OF TIME THAT FOUR PERCENT DROP WHICH TAKES THEM FROM A COMFORTABLE 95 PERCENT INTO THE DANGER ZONE WHERE YOU ARE WORRIED ABOUT LOSING THE A, THAT IS SIGNIFICANT. NOT SAYING WE NEED TO CHANGE THE WAY WE LOOK AT GRADING, THIS IS ME SAYING AS WE CONTINUE WITH THE WAY WE INSTILL CONFIDENCE WITH OUR STUDENTS IS THE SYSTEM INSTILLING CONFIDENCE OR CREATING A SYSTEM THAT WHERE THE MOMENT YOU GET DONE WITH ONE TEST THE IMMEDIATE WORRY IS ON THE NEXT ONE BECAUSE THERE'S NO POINT WHERE YOU FEEL COMFORTABLE IN HOW YOU ARE DOING. THAT IS ALL. >> PRESIDENT: SHIVANI SAMA? >> BOARDMEMBER: I WANTED TO ADD ON TO WHAT EVAN WAS SAYING. THAT IS TRUE BUT WE HIGHLY PRIORITIZE TEST-BASED LEARNING WHICH ISN'T EXACTLY HOW ALL STUDENTS LEARN THROUGHOUT THE DISTRICT. BASICALLY JUDGING THEM ON THAT SCALE CAN LEAD TO LOWER CONFIDENCE AND LOWER SELF-MANAGEMENT AND BEING ABLE TO WORK. I THINK MAYBE IT WOULD BE HELPFUL TO LOOK AT DIFFERENT WAYS THAT WE COULD IMPLEMENT EXTRACURRICULARS OR PROJECT -BASED LEARNING INTO OUR SCHOOLS BECAUSE THAT WOULD ALSO IMPROVE SOCIAL MANAGEMENT SKILLS. LET ME GRAB THIS FOR A SECOND APOLOGIES. I WANT TO TALK ABOUT THE IDEA OF A HIGHER VALUE THROUGHOUT THE YEAR SPECIALLY THE WAY THAT THE STRUCTURE SETS UP. AS I JUST SHOWED YOU ONE BAD TEST CAN BE SEVERELY DETRIMENTAL TO YOUR GRADE AND THERE'S NO SYSTEM WITHIN THE DISTRICT THAT PROVIDES ANY SORT OF -IT DOESN'T HAVE TO BE A GRADE LOUIS BUT ANY SORT OF PRIORITIZATION ON THE IDEA OF IMPROVEMENT AND WE TALK ABOUT CONFIDENCE, IF YOU SHOOT DOWN THERE CONFIDENT EARLY WITH THAT TEST SCORE HOW DO YOU REBUILD THAT? AS MUCH AS YOU SAY THAT YOU'RE TRYING TO TEACH STUDENTS THAT THEY ARE MORE THAN GRADE IT'S A LARGER CULTURAL ISSUE THAT WE HAVE TO WORK WITHIN THE. >> PRESIDENT: THANK YOU. DIRECTOR ERIC LALIBERTE? >> BOARDMEMBER: I FORGOT TO FLAG THE AREAS OF STRENGTH WHICH IS ONE OF THE ISSUES AND I MADE THE MISTAKE OF FOCUSING ON THE AREA OF OPPORTUNITY AND GROWTH THEY DIDN'T FLAG THE AREA OF STRENGTH. IT IS CLEAR WHAT WE'RE DOING THAT K THROUGH FIVE IS WORKING. THE DATA IS GOOD. A LOT OF THESE ARE IN THE 80TH PERCENTILE BUT GIVEN THAT IT IS IN THE HIGH 90S FOR A LOT OF US, IT'S CLEAR TO ME THAT WE ARE PROBABLY IN THE [03:05:03] 90TH PERCENTILE. THAT APPEARS TO BE WORKING AND IT'S NOT JUST WORKING FOR ALL STUDENTS BUT YOU SEE A SMALLER AS DIRECTOR CARLSON FLAGGED, YOU SEE A SMALLER GAP WHEN YOU AGGREGATE BETWEEN THE TWO DIFFERENT STUDENTS GROUPS. YES. I WANTED TO GET THAT ON THE RECORD FOR THIS ON THE REPORT THE DIRECTOR IS FURIOUSLY TYPING NEXT TO ME. YES THAT WAS IT JUST WANTED TO MAKE SURE I SAID THAT. >> PRESIDENT: WE HAVEN'T ACTUALLY MOVED TO A MOTION FOR APPROVAL BUT BECAUSE THIS WAS IN A DIFFERENT BALLGAME I WASN'T GOING TO BE CONCERNED ABOUT FOLLOWING THAT PROCESS BUT I THINK THESE QUESTIONS ARE KEY. I WILL TOSS THEM BACK OUT AS DIRECTOR ERIC LALIBERTE SAYS WHAT AREAS WERE YOU GOING TO PRIORITIZE IF YOU DIDN'T THINK IT WAS CLEAR. I'VE HEARD SELF EFFICACY COME OUT STRONGER IN THE COMPONENT AROUND HOMEWORK POLICY AND GRADING AND THAT APPROACH AND HOW IT CAN BE IMPACTING SEEMS LIKE AN AREA TO DIG INTO A POTENTIAL DATA COMPONENT. ANY OTHER AREAS THAT YOU WOULD LIKE TO PRIORITIZE? SECONDARY? IS THAT THE OTHER PIECE THAT WAS PUT OUT? >> BOARDMEMBER: HOW WAS GOING TO SAY SECONDARY BUT IT'S REALLY HARD FOR ME TO PICK AN AREA TO PRIORITIZE BECAUSE I THINK IT'S HARD TO INTERPRET THE DATA WITHOUT THE BASELINE OF WHAT ARE WE ACTUALLY LOOKING AT? IF WE DID THE ANALYSIS AND BROKE IT OUT AND DESEGREGATED IT AND LOOKED AT THE ACTUAL POPULATION AND PERCENTAGES CORRELATED, RIGHT? BEEN THINK WE COULD TAKE THIS DATA AND SAY THIS MEANS XYZ. WITHOUT THE INFORMATION IS REALLY DIFFICULT TO SAY WHETHER OR NOT WE ARE LOOKING AT AN ACCURATE REPRESENTATION OF OUR STUDENT BODY AND THEREFORE A WAY TO PRIORITIZE. I THINK WITHOUT THAT IT IS PRETTY DIFFICULT. >> PRESIDENT: IF I CAN REMEMBER CORRECTLY THE PANORAMA DATA SURVEYED IS ONLINE AND DOES GIVE THE BREAKOUT TO THE DEMOGRAPHIC. I REMEMBER SEEING IT IN LOOKING THROUGH IT AND THAT IS SOMETHING WE SHOULD BE ABLE TO GET. >> BOARDMEMBER: DOES IT COMPARE THE DISTRICT OF 6 TO 12 IN THIRD THROUGH FIFTH? IT DOES? >> PRESIDENT: IT DIVIDES IT OUT BUT THAT IS SOMETHING THAT I WOULD ASSUME IS FEASIBLE TO DO IS THAT FAIR? NO? I LOOK AT MATT AND MATT IS SAYING NO, IT IS 10:15. >> SPEAKER: I'M LOOKING AT THE DIRECTOR. WERE LOOKING AT THESE TOOLS AND WE HAVE MOCKED SOME THINGS THAT WE ARE PLAYING AROUND WITH IT WERE NOT QUITE READY FOR PRODUCTION. THIS SORT OF FEEDBACK WHEN WE LOOK AT PERCEPTION DATA WHEN WE USE IT WITH CONFIDENCE THERE'S SOME OTHER THINGS THAT OVER TIME WE LOOK AT A TREND AND IT SUGGESTS THAT AREAS OF PRIORITIES AT THIS POINT IN TIME WHAT FROM THIS ARE THINGS THAT WE WOULD BE MOST CURIOUS ABOUT SO WE CAN PRIORITIZE THE TREND A LITTLE FURTHER. I THINK WE HAVE HEARD THAT YOU CAN REACH MULTIPLE CONCLUSIONS THAT MIGHT ALL BE POTENTIALLY VALID FROM A SINGLE DATA SET OR COMPLETELY INVALID FROM THAT SAME DATA SET I THINK THAT IS WHAT WE WOULD BE LOOKING AT IS THAT WE KNOW THERE'S MORE WORK TO BE DONE TO TRY TO UNDERSTAND OUR STUDENTS EXPERIENCE WITH RESPECT TO R3. >> PRESIDENT: I HAVE A FEW COMMENTS THAT I WOULD LIKE TO MAKE. I APPRECIATE THE CONVERSATION I THINK IT'S GREAT. I WOULD SAY THE SELF EFFICACY IS THE ONE THAT JUMPED OUT AND I DID THINK ABOUT EXPECTATIONS AND HOMEWORK IN THOSE PIECES AS TO HOW WE MIGHT BE INFLUENCING THAT YOUR SYSTEM. THOSE WOULD BE INTERESTING PIECES TO DIVE INTO ESPECIALLY THE SHIFT FROM ELEMENTARY TO SECONDARY. RIGHTLY APPRECIATED THE APPROACH FOR THIS IS THE FIRST TIME THAT R3 HAS BEEN USEFUL RECOGNIZING THOSE LIMITATIONS TO DATA BUT OFTEN WE NEVER HAVE THE DATA WE WANT TO BE ABLE TO MAKE DECISIONS BUT WE ARE ONLY POLICY SO LUCKY WE CAN MAKE DECISIONS BUT HAVE LESS OF THE EXACT DATA WE NEED AND WERE NOT DOING MEDICINE WHICH IS BENEFICIAL. THERE WERE FEW QUESTIONS THAT I'D BE [03:10:04] INTERESTED IN KNOWING THE DISTRICTS THAT ARE INVOLVED IN THE PANORAMA SURVEY WHAT IS THEIR RANGE OF SIZE? I DID SOME LOOKING TO SEE IF I COULD GARRETT OUT AND I WAS UNABLE TO SO I'M CURIOUS WHO ARE THE DISTRICTS THAT ARE INCLUDED SO WE COULD GET AN IDEA. ALSO IS THERE A WAY TO BREAK OUT THE GRADE LEVELS? I DO WONDER AS MINIMUM MIDDLE SCHOOL AND HIGH SCHOOL HAVING THOSE COMBINED ARE SO MUCH MAJOR TRANSITION POINTS AND DEVELOPMENTAL STAGES THAT WILL INFLUENCE US. YOU SEE IT WITH THE HEALTHY SURVEY WE SEE THAT TREND DIFFERENTLY OVER TIME AND I ASSUME WE MIGHT SEE IT DIFFERENTLY HERE. I ALSO RECEIVED A COMMENT THAT YOU TOSSED IN DURING THE PRESENTATION IS NOT WRITTEN EVERYWHERE BUT YOU LOOKED AT IT GEOGRAPHICALLY AND BY SCHOOLS TO SEE IF THERE WERE ANY THAT WERE REALLY OUTPERFORMING WHAT WE WERE SEEING ELSEWHERE AND I THINK THAT IS SOMETHING THAT WOULD BE GREAT TO CONTINUE TO DO SO THAT IF THERE IS AN AREA THAT REALLY GET SELF EFFICACY AND ALL THOSE KIDS WHO WENT INTO HIGH SCHOOL ARE THRIVING IN SOME WAY WHAT IS IT THAT IS GOING ON THAT WE WANT TO BE ABLE TO BUILD? I APPRECIATE THAT YOU'RE ALREADY STARTING TO DO THAT I DON'T KNOW HOW IT IS REPRESENTED IN THE REPORT BUT I THINK WE ARE BLESSED THAT WE ARE SUCH A LARGE DISTRICT THAT WE HAVE THE CAPACITY TO DO COMPARISON THEY DON'T SAY COMPARISON FROM A JUDGMENT SITE IS FROM THE LEARNING CURIOSITY SIDE HIGHLY MOVE THAT FORWARD WITH THE HIGHLIGHT? I WANTED TO HIGHLIGHT THAT THEY TOSSED IT IN AT ONE POINT BUT I THOUGHT IT WAS GREAT WORK TO BE ABLE TO DO THAT AND DIVE INTO THE DATA. DIRECTOR CARLSON? >> BOARDMEMBER: I WILL MAKE THIS BRIEF. ONE OTHER ASK IN TERMS OF FURTHER ANALYSIS IS IMPOSSIBLE TO BREAK IT UP THREE THROUGH FIVE AND SIX THROUGH 12 LITERALLY BY GRADE? >> SPEAKER: THAT SOME OF THE WORK THAT THE DATA SCIENTIST IS DOING EXTRACTING THE DATA FROM PANORAMA SO WE CAN ESSENTIALLY BUILD OUR OWN DASHBOARD. >> BOARDMEMBER: THE REASON I ASK IN SELF EFFICACY IN THREE THROUGH FIVE THERE'S NOT A DIFFERENCE BUT THE THREE SPECIFIC GROUPS WITH STUDENTS WHO ARE LOW INCOME NOT LOW INCOME AND SPECIAL EDUCATION GAP HAS ALREADY EMERGED AND INTERESTINGLY THE GAP CLOSES AS YOU GO SIX THROUGH 12. I'M VERY CURIOUS ABOUT IF WHERE IN THIRD GRADE THERE'S ALREADY A GAP I SUSPICION IS THAT IS IN SPECIAL EDUCATION HAVE ALREADY INTERNALIZED SELF EFFICACY IN THE SYSTEM AND TOLD THAT THEY ARE NOT SUCCEEDING IN THIS SOMETHING I'M VERY INTERESTED IN FINDING IN THE HIGHER GRADE LEVEL. THANK YOU. >> PRESIDENT: I'M GOING TO ENTERTAIN A MOTION AT THIS POINT IN TIME. >> BOARDMEMBER: I MOVED APPROVAL OF THE RESULTS R3 WHICH IS REASONABLE PROGRESS WITH THE EXCEPTIONS THAT ARE NOTED IN THE REPORT AND WERE DISCUSSED THIS EVENING. >> BOARDMEMBER: SECOND. >> PRESIDENT: IT HAS BEEN MOVED AND SECONDED TO APPROVE THE REPORT AS PRESENTED WITH THE NOTE OF EXCEPTIONS IT IS NOW 10:30. WITH THAT IS THERE ANY FURTHER DISCUSSION? >> SPEAKER: THANK YOU. >> BOARDMEMBER: WE LOST OUR SPEAKER! [LAUGHTER] >> PRESIDENT: NO FURTHER DISCUSSION. I WOULD LIKE TO SAY THANK YOU FOR THE DISCUSSION THAT TOOK PLACE IN THE ENGAGEMENT FOR WHAT WAS THERE. I THINK IT PROVIDES LOTS OF OPPORTUNITIES. GOING BOARD AS WAS STATED AS A LITTLE HARD FROM THE BASELINE AND POINT FOR WHERE WE ARE AT BUT IT GIVES THE STUDENT INFORMATION TO WORK WITH FROM WHERE WE ARE AT AND IF ANYTHING IS TO COME WE CAN ALWAYS ADD AND AMEND AS WE GO FORWARD AND THAT IS A PIECE OF THAT GOING FORWARD. WITH THAT I WILL TAKE A VOTE TO APPROVE THE REPORT AS PRESENTED. ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE. ANYONE OPPOSED? HEARING NONE THE MOTION CARRIES SO, THANK YOU VERY MUCH FOR GETTING THAT DONE. I WAS GOING TO MAKE A SUGGESTION THAT WE TABLE OOE-04 FOR THE NEXT MEETING? >> BOARDMEMBER: IT'S JUST A SUMMARY REPORT. >> PRESIDENT: YOU WANT TO DO IT? >> BOARDMEMBER: I HAD NO ISSUES WITH THE SUMMARY REPORT. >> PRESIDENT: WE CAN GO TO THE NEXT ITEM ON THE AGENDA. [03:15:04] >> BOARDMEMBER: CAN WE JUST DO THE SUMMARY REPORT FOR OE-04? SOON I HAVE ENTERTAINED A MOTION TO APPROVE OE-04 AS PRESENTED. I WOULD LIKE TO SAY IT IS BEING PRESENTED AS IN COMPLIANCE WITH THE NOTED EXCEPTIONS PUT FORWARD WITH THE SPECIFIC POLICIES THAT WERE PUT THERE AND DOCTOR HOMAN IS THERE SOMETHING YOU WOULD LIKE TO ADD? >> BOARDMEMBER: IT HAS ALREADY BEEN. >> PRESIDENT: YES I WAS ALREADY WITH YOU WITH A SUMMARY. THIS IS JUST A SUMMARY OF THE DISCUSSION IF YOU ALREADY HAD A CHANCE TO READ IT AND AGREE WITH IT. ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE. ANYONE OPPOSED? [G. Superintendent Report] HEARING NONE THE MOTION CARRIES. MOVING ON. TO THE SUPERINTENDENT REPORT. DOCTOR HOMAN I WILL PUT SOME ADDITIONAL MOTIONS IN WRITING. THE BOARD WILL MONITOR OE-04 AND ADOPT THE POLICY. AS WE GO THROUGH OE-04 THERE ARE 55 INDICATORS OF COMPLIANCE WITHIN OE-04. A NUMBER OF THEM ARE REALLY SETTING IN PLACE WORK TO BE DONE EITHER PROCESSES TO BE IN PLACE, DATA SETS TO BE COLLECTED AND IT IS MORE OF A HEADS UP THAT YOU WILL RECEIVE OE-04 THIS THURSDAY OR THE FOLLOWING THURSDAY AND THERE ARE AREAS WHERE WE DON'T HAVE DATA SETS TO EVEN ATTEMPT TO REPORT. WE KNEW THAT GOING INTO IT BUT AS I READ THROUGH IT IT'S A REMINDER TO ME THAT THIS IS A PROCESS THAT WE ARE IN. THE MAJORITY OF IT YES, THE MAJORITY OF IT HAS DATA SET BUT A LOT OF THIS REALLY WAS THE BOARD REALLY LEADING THROUGH POLICY. REALLY AND TRULY. THERE'S WORK BEING DONE TO IMPLEMENT PROCESSES AND PROCEDURES AND ASSURE THE SYSTEM IS ALIGNED AND MAKE SURE WE HAVE DATA OR MAKE SURE HOW WE ARE GOING TO COLLECT THE DATA THAT THE BOARD HAS REQUESTED. I AM EXCITED THAT THIS WORK IS PLACED WHERE WE ARE ACTUALLY MONITORING OE-04. IT FEELS LIKE IT HAS BEEN A THREE-YEAR PROCESS TO GET HERE. THE BOARD WILL RECEIVE THAT REPORT IN THE COMING WEEKS AND WE WILL HAVE A DISCUSSION AT THE NEXT MEETING. I WILL PUT SOME ADDITIONAL IN TO IT AND AS YOU SOUGHT LAST WEEK THERE'S A COUPLE OF ODD WORDING PIECES THAT NEED TO BE UPDATED. I WILL MEET WITH THE PRESIDENT TO MAKE SURE WE EAT THOSE CORRECTLY AND THERE IS A NOT MISSING THAT CHANGES THE PHRASEOLOGY AND A COUPLE OF PIECES LIKE THAT AS WE GO [H. Public and Community Affairs] THROUGH IT BUT I'M EXCITED ABOUT THIS AND I APPRECIATE THE BOARD FOR THE WORK ON THAT. >> PRESIDENT: WONDERFUL, THANK YOU PAY THE NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. DIRECTOR STUART IS THERE ANYTHING YOU WOULD LIKE TO REPORT? >> BOARDMEMBER: I THINK WE COVERED IT DURING THE STUDY SESSION I'VE BEEN TRYING TO ATTEND AS MANY AS THE CANDIDATE FORUMS TO KEEP IN TOUCH WITH FOLKS. OFTEN DURING AUGUST IT HAS BEEN SURROGATES. ANYWAY. [I. Closing Items] >> PRESIDENT: RIGHT, THANK YOU. THE NEXT ITEM IS BOARD MEMBER COMMENTS. DIRECTOR CARLSON? >> BOARDMEMBER: BRIEFLY RELATIVE TO THE GRADING QUESTIONS THERE WAS SOMETHING IN THE WORKS THAT WAS INDEPENDENT TO TONIGHT'S CONVERSATION AROUND STANDARDIZED GRADING POLICY. WHEN DO WE EXPECT THAT, DO YOU KNOW? >> BOARDMEMBER: I WILL TRY TO PROVIDE THAT NEXT WEEK. YES. >> PRESIDENT: ANY OTHER BOARD COMMENT? ALL RIGHT. HEARING NONE TO MAKE PEOPLE AWARE THE BOARD WILL BE MEETING NEXT ON OCTOBER 3 AT 5 PM FOR THE STUDY SESSION IN THE BOARD MEETING WILL BE AT 7 PM THAT EVENING FOLLOWING IN OCTOBER WE WILL HAVE ONE ON THE 17TH ALSO AT 5:07 AND WITH THAT I WILL ENTERTAIN A MOTION TO ADJOURN THE SEPTEMBER 12, 2022 SESSION. IT HAS BEEN MOVED AND SECONDED TO ADJOU * This transcript was compiled from uncorrected Closed Captioning.