Nov 07, 2022 November 7, 2022 Board Meeting - 7:00 p.m.

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

[B. Opening Items]

[00:00:16]

>> ALRIGHT, GOOD EVENING AND I WOULD LIKE TO CALL THE ORDER THE NOVEMBER 7, 2022 LAKE WASHINGTON SCHOOL BOARD MEETING.

PLEASE LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT.

HERE AS WELL ONE OF OUR STUDENT REPS AND ONE IS STUDYING FOR A TEST THIS EVENING. SHE IS EXCUSE.

WITH THAT AS YOU KNOW THE BOARD IS VALUABLE PARTICIPATION IN THE MEMES OF THE BOARD AND WE WILL CONTINUE TO LIVE STREAM AND IS AVAILABLE ON THE LW ST WEBSITE. YOU CAN E-MAIL AT HER DIRECT.

IF YOU WOULD LIKE TO E-MAIL TO ALL THE BOARD MEMBERS.

WITH THAT I WILL NOW ENTERTAIN A MOTION TO APPROVE THE

NOVEMBER 7, 2022 AGENDA. >> SO MOVED.

>> SECOND. >> IS BEEN MOVED BY DIRECTOR CARLSON SECOND BY DIRECTOR STEWART TO APPROVE THE AGENDA AS PRESENTED. ALL THOSE IN FAVOR SIGNIFY BY

SAYING I. >> AYE.

[C. Recognitions]

>> ANYONE OPPOSE? HEARING ON TONIGHT WE HAVE A RECOGNITION BOARD OF DIRECTORS BEING NAMED AS ABORTIVE DISTINCTION BY THE WASHINGTON STATE SCHOOL ASSOCIATION.

DOCTOR HOLMEN I'M PASSING THIS OFF TO YOU AND SAYS.

>> THIS IS MY END ITEM THIS EVENING, I'M ACTUALLY PLEASED AND HONORED TO RECOGNIZE THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS FOR BEING RECOGNIZED FOR A SECOND CONSECUTIVE YEAR AS A WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION BOARD OF DISTINCTION.

THE BOARD DISTINCTION IS HELPING SCHOOL BOARDS GOVERN SUCCESSFULLY BY ALIGNING THEIR EFFORTS WITH THE WASHINGTON SCHOOL BOARD STANDARDS. TO BEGIN THE RECOGNITION OF THE BOARD OF DISTINCTION AND RECEIVE THE WORD BOARDS COMPLETED AN APPLICATION BUT IT'S REALLY MORE ABOUT A BOARD THAT IS COMMITTING TO REFLECTION AND ONGOING GROWTH.

THE STANDARDS HAVE BEEN IN PLACE FOR A NUMBER OF YEARS AND TRULY DO HELP GUIDE WHAT AN EFFECTIVE BOARD, HOW IT OPERATES, PREVIOUS THE BOARD RESIDENT MARTHA RICE SAID WE INTEND THE STANDARDS TO SERVE AS A GUIDE TO HELP BOARDS UNDERSTAND AND APPLY COMMON PRINCIPLES OF GOOD GOVERNANCE IN THE STRENGTHS AND WEAKNESSES OF THEIR OWN FOR GOVERNMENTS TO CONTINUOUSLY IMPROVE THEIR PERFORMANCE. REALLY WHAT THE ABORTIVE DISTINCTION IS ABOUT. THE BOARD GOES THROUGH A PROCESS TO REALLY EVALUATE THE PRIOR YEAR'S EFFORTS AND WE JUST WANT TO ACKNOWLEDGE THE BOARD PUT FORWARD INFORMATION ABOUT PROFESSIONAL LEARNING AND FOCUS ON EQUITY AND YOUR WORK AROUND ONGOING WORK OF ADOPTING A LAND ACKNOWLEDGMENT, CLOSING GAPS IN COMMUNICATION TOOLS, STRATEGIES TO INCREASE INCLUSIONARY PRACTICES. AND THEN FOCUSING ON ONE OF THE STANDARDS PUT FORWARD BY WANTS THE STANDARD ONE WHICH IS RESPONSIBLE SCHOOL DISTRICT GOVERNANCE BY RESPECTING AND ADVOCATING MUTUAL UNDERSTANDING OF THE RULES AND RESPONSIBILITY OF BOARD MEMBERS AND THE SUPERINTENDENTS.

THE BOARD CONSISTENTLY WORKS THEIR POLICIES TO ENSURE THE WORK OF THE SCHOOL DISTRICT IS WITHIN THE PARAMETERS OF THE BOARD HAS SET THAT THE RESULTS THAT YOU IDENTIFIED THE STUDENTS ARE WORKING TOWARDS, THE RELATIONSHIP WITH THE SUPERINTENDENT IS ONE THAT TO ME I VALUE AND ALSO ONE THAT I APPRECIATE BECAUSE I REALLY DO THINK THAT OUR WORK TOGETHER CAN BENEFIT THE STUDENTS. I JUST WANT TO CONGRATULATE YOU ALL ON BEING NAMED AS ABORTIVE DISTINCTION.

>> THANK YOU. >> WITH THAT WE WILL NOW MOVE TO

[D. Audience Participation]

BUT WE DID GET A WRITTEN COMMENT IN REGARD TO THE OVERRELIANCE ON POLICING SYSTEMS IN SCHOOLS. I JUST LOST AS I PUT THAT

[00:05:04]

[E. Consent Agenda]

APPROVE THE CONSENT AGENDA. >> I MOVE APPROVAL.

>> SECOND. >> IT IS BEEN MOVED BY DIRECTOR LIBERTY AND SECOND BY DIRECTOR CARLSON AS PRESENTED.

DOCTOR HOLMEN WILL YOU PLEASE PULL THE BOARD.

>> DIRECTOR LALIBERTE. >> DIRECTOR STUART.

>> DOCTOR CARLSON. >> PRESIDENT BLIESNER.

>> DOCTOR HOLMEN CAN YOU PLEASE SUMMARIZE THE DONATIONS.

>> FROM MY READING OF OUR AGENDA THIS EVENING, THERE ARE ACTUALLY NO DONATIONS BUT WE DO APPRECIATE OUR COMMUNITY FOR THE ONGOING SUPPORT WE WILL ACCEPT DONATIONS OUR NEXT MEETING.

[F. Non-Consent Agenda]

>> ALRIGHT, THANK YOU. WITH THAT WE WILL NOW MOVE TO THE NONCONSENT AGENDA AND WE WILL BE MONITORING TO OVER 14 OPERATIONAL EXPECTATION POLICIES THIS EVENING.

08 NINE COMMUNICATION ENGAGEMENT WITH THE CAN BE TO BE IN OPERATION EXPECTATION 10 LEARNING ENVIRONMENT TRAINING OF STUDENTS. THROUGH THESE POLICIES AS YOU KNOW THE BOARD ESTABLISHES A VALUES OF HOW THE SCHOOL DISTRICT IS EXPECTED TO OPERATE AND EXPRESS CONDITIONS THAT MUST EXIST AS BUSINESS IS CONDUCTED. THE MONITORING REPORT CONTAINS THE SUPERINTENDENTS AT YOUR PRESENTATION OF POLICY LANGUAGE A REVIEW OF CURRENT CONDITIONS IN THE MONITORING DATA TO DEMONSTRATE EVIDENCE. THE MONITORING ACTIONS BUT MAKE A PART OF THE BOARD OVERSIGHT OF THE ORGANIZATION AND ENSURES OUR OPERATIONAL STANDARDS HAVE BEEN MET.

FIRST ON THE AGENDA TONIGHT IS A MONITORING OF THE REPORT OE NINE, COMMUNICATION ENGAGEMENT WITH THE COMMUNITY.

DOCTOR HOLMEN, WE PLEASE PRESENT THE SUMMARY.

>> I WILL AND WONDERING WHY IT'S NOT PRESENTED TO THE BOARD ON

OUR MONITORS HERE. >> THAT I CANNOT TELL YOU.

>> IF YOU GIVE ME THREE MINUTES I'LL PULL IT UP ON THE COMPUTER

AND ALL PRESENT THERE. >> SOUNDS GOOD.

>> IT APPEARS OUR CONTINUED PATIENT IS GOING TO BE REQUIRED.

AS WE ALL KNOW, MULTIFACTOR AUTHENTICATION ALWAYS TAKES A FEW MORE STEPS BUT IT IS GOOD FOR SECURITY AND PRIVACY

PURPOSES. >> OKAY.

[00:10:06]

A FINDING OF THE OVERALL 9.1, THE SCHOOL DISTRICT USES CONSISTENT STRATEGIES TO COMMUNICATE WILL CONTINUE AND NEED TO EXPORT ADDITIONAL METHODS TO INCREASE TWO-WAY COMMUNICATION, THE DISTRICT DID PILOT PARENT SQUARE IN SPRING 2022 FOR MONITORING LAST SCHOOL YEAR AS THE BOARD KNOWS WE HAVE FULLY IMPLEMENTED THAT WITH A GOOD DEGREE OF SUCCESS THIS YEAR. I'LL PAUSE AFTER EACH ONE FOR

DISCUSSION. >> ANY QUESTIONS?

DIRECTOR JOY? >> I HAVE A QUESTION REGARDING THE VERY LAST BULLET IN THE SUMMARY OF EVIDENCE IN THE ACTUAL MONITORING REPORT. I MENTIONED PILOTING PARENT SQUARE AND IT TALKED ABOUT HOW 98% OF FAMILIES HAVE BEEN CONTACTABLE AND THAT WERE WORKING TO GET THAT NUMBER TO 100%, I'M JUST CURIOUS WHAT IS THE MAIN REASON A FAMILY IS NOT CONTACTABLE. IT IS THE LANGUAGE BARRIER, ACCESS BARRIER, IS A SOMETHING WE'VE EXPLORED, DO YOU KNOW?

>> I DO I'LL PROVIDE SOME INFORMATION AND IF YOU WANT ADDITIONAL INFORMATION AS THE TEAM TO FOLLOW UP.

SOME COULD BE A LANGUAGE BARRIER, SOME COULD BE AN ACCESS BARRIER, SOME FAMILIES MAY HAVE NOT SET AN ACCOUNT UP.

AT THIS POINT, WE ARE DOING OUTREACH TO THOSE FAMILIES TO GET THEM CONNECTED BECAUSE THIS IS THE PRIMARY METHOD OF GETTING KIND OF REAL-TIME COMMUNICATION ACTIVE FAMILIES.

I WILL ASK THE TEAM IF THERE IS ADDITIONAL INFORMATION AND IF THERE IS I WILL PROVIDE A FOLLOW-UP.

>> I JUST WANT TO COMMENT THAT I ACTUALLY REALLY APPRECIATE THE PARENT SQUARE APP AS A USER. AS A PARENT I THINK IT'S VERY USEFUL AND AWESOME I CAN MITIGATE DIRECTLY WITH THE KIDS TEACHER AND THE TYPES OF COMMUNICATION THAT HAS BEEN RECEIVING. TRYING TO GET TO 100% WOULD BE AMAZING BECAUSE I THINK IT'S A HUGE BENEFIT.

I AM CURIOUS IN REGARDS TO NEXT STEPS.

THIS YEAR WERE ROLLING IT OUT LAST HER WAS A PILOT.

THE SHE WERE ROLLING IN OUT TO ALL FAMILIES AND I AM NOTICING THERE IS MAYBE SOME GAPS COMMUNITY GROUPS HAD THEIR OWN METHODS OF KIND OF COMMUNICATION WHEN PARENT SQUARE WASN'T AN OPTION. AND PARENT SQUARE DOESN'T NECESSARILY FILL ALL THE NEEDS THAT THOSE OTHER TOOLS WE ARE ADDRESSING. THERE IS A LOT OF TOOLS THAT ARE BEING UTILIZED IS A TO BE A STEP IN THE FUTURE OF TRYING TO FIGURE OUT HOW WE CAN CONSOLIDATE SOME OF THIS FOR OUR FAMILIES. AS A USER MYSELF RIGHT NOW I HAVE TO ACCESS FOR DIFFERENT APPS OR WEBSITES OF COMMUNICATION JUST FOR MY ONE CHILD SCHOOL.

BEING ABLE TO NARROW THAT DOWN TO ONE OR TWO WOULD BE AMAZING.

I'M JUST KINDA CURIOUS. >> THE SIMPLE ANSWER IS YES, TRYING TO MAKE SURE AS WE TRANSITION INTO PARENT SQUARE,

[00:15:02]

MAYBE THE OTHER SHORT ANSWER THERE ARE SOME TOOLS THAT CAN'T DUAL PURPOSE, SKYWARD HAS A VERY EXPRESS PURPOSE AND THAT WILL GO AWAY IN LIEU OF PARENT SQUARE. THERE WILL STILL BE MULTIPLE PLATFORMS BUT THE INTEREST OF REDUCING IT DOWN SO PARENTS HAVE A PREDICTABILITY AND WHERE INFORMATION IS COMING FROM.

>> POINT NUMBER THREE REFERS TO LET'S TALK.

AUGUST 4 SCHOOL STARTED TO DISAPPEAR AND BE REPLACED BY SOMETHING BUT PARENTS FOUND OUT ONE DISAPPEARED FOR DAYS BEFORE AND THE NEW ONE WAS LAUNCHED AND CONTACTED ARE WE BACK TO THE

TERM THAT WAS TAUGHT? >> THIS WAS IN REFERENCE TO THE 21 TWOMAC 22 SCHOOL YEAR. WE DID ADOPT THE NEW PROTOCOL.

IDON'T RECALL THE EXACT PHRASE. >> IT ESSENTIALLY DOES THE SAME THING BUT IT DOESN'T HAVE THE COST ASSOCIATED WITH IT BUT YES,

WE ARE USING THE NEW PROTOCOL. >> IT BE LOVELY TO BE QUITE FRANK AS A COMMUNICATOR THE CONTACT SOUNDS LIKE YOU LOOKING FOR A COMPUTER PROBLEM, LOOKING FOR NIT PERSON TO FIX YOUR COMPUTER AS OPPOSED TO, YOU HAVE A PROBLEM, WE WANT TO KNOW ABOUT IT. IN THE PAST WE'VE BEEN TOLD TO CONTACT US, LET'S TALK RATHER. WOULD YOU BE ABLE TO SEE LIKE A SIX-MONTH OR A YEARLY BASIS, WHAT ARE THE TOPICS BROKE DOWN TO? HOW MANY PEOPLE WERE WRITING IN ABOUT X, Y, Z. SINCE IT WAS IMPLEMENTED TO BE QUITE FRANK, SINCE IT DIED I DON'T THINK I'VE EVER SEEN THAT.

THAT WAS A REALLY SELLING TOOL TO PARENTS SAYING LOOK, WERE TRACKING US WE'RE GOING TO FIND OUT WHO HAS SAID WHAT NOT HUBER HOMINY HAS SAID WHAT. YOU CAN SEE HOW IMPORTANT IT IS TO YOUR NEIGHBORS, TO YOUR FELLOW PARENTS.

IN THAT BE GREAT TO BE QUITE FRANK.

THEY REALIZE THAT THE ONLY PERSON PUSHING THE WIND ON AS OPPOSED TO LEADING A PARADE. ANYWAY.

>> WE STILL HAVE ACCESS TO THOSE DATA SO WE CAN PROVIDE THAT TO

THE BOARD. >> TO BE QUITE FRANK EVEN BEYOND WHAT'S TAUGHT, NOW WITH THE NEW FORMAT IF WE DO THAT ON A REGULAR BASIS WE CAN FIND OUR SATO VEGA BASIS.

FOR THE LAST SIX MONTH OF THE LAST SEMESTER 50 OR 500 OF YOU ASKED X, 300 ASKED WHY AND ONLY TWO OF YOU ASKED Z.

SEE WHERE I'M GOING. >> THANKS.

>> ANY OTHER QUESTIONS FOR THE SUPERINTENDENT?

>> THE ONLY ONE I HAVE, WHEN I LOOK AT THE EVIDENCE, THE QUESTION WAS WHAT DOES THE COMMUNITY'S PERCEPTION ABOUT HOW EFFECTIVELY WERE MEETING THIS POLICY.

>> MY QUESTION IS IS THERE AND INDICATED NEEDED, I WOULDN'T EXPECT IT TO BE HERE NOW BUT SOMETHING TO CONSIDER.

>> AS WE GET BACK TO A MORE TYPICAL AND EXPANDED SURVEY STRATEGY, I BELIEVE THAT QUESTION OR AN APPROXIMATION OF THE QUESTION IS WITHIN THAT SURVEY STRATEGY BUT YES WE'LL NOTE THAT AS A POTENTIAL INDICATOR.

>> GREAT, THANKS. >> ANY OTHER QUESTIONS? SO IT SOUNDS LIKE THIS IS GREAT, PARENT SQUARE SEEMS TO BE A HIGHLIGHT OF THAT APPROACH TO TRY SOMETHING NEW AND STREAMLINING. IT SEEMS TO BE OF VALUE.

MOVING ONTO 9.2. >> 9.2 STATES THE SUPERINTENDENT WILL MAINTAIN FAMILY ENGAGEMENT THAT RECOGNIZES THE DEVELOPMENTAL NEEDS OF OUR DIVERSE STUDENTS AND ENSURES ACTIVE PARTICIPATION OF STUDENTS AND FAMILIES SO YOU CAN SEE HERE WITHIN THE REPORT A NUMBER OF DIFFERENT EVIDENTIARY STATEMENTS

[00:20:03]

JUST A QUICK SUMMARY OF THAT, THE DISTRICT DOES SEEM TO CONNECT WITH VARIOUS COMMUNITY GROUPS USING A WIDE VARIETY OF STRATEGIES AND THAT WE ALSO WORK TO DIVERSIFY THE STRATEGIES AS WE WORK TO ENGAGE WITH OUR FAMILIES.

>> ANY QUESTIONS, CLARIFICATIONS?

DIRECTOR CHOI. >> WORK QUICKLY YOU TALK ABOUT THE TRANSITION TOOL THAT IS AVAILABLE TO TRANSLATE OUR COMMUNICATION TO HUNDREDS OF DIFFERENT LINKAGES.

I'M CURIOUS, HAVE WE EVER SURVEYED FAMILIES TO SEE IF IT

IS MEETING THEIR NEEDS? >> I DON'T BELIEVE WE HAVE IT'S A GOOD QUESTION SHOULD BE ASKED, LANGUAGE THAT IS ASSESSABLE.

>> TO THE POINT IS IT MEETING THE NEEDS, I KNOW THAT SEVERAL LANGUAGES HAVE, JUST AS ENG ENGLISH -- ESPECIALLY IN SPANISH I RECALL WHEN I MOVED TO NEW YORK IN ONE OF MY COLLEAGUES, I WISH I HAD TAKEN SPANISH IN HIGH SCHOOL BECAUSE THEY DID NOT LET ME, I WAS EIGHT TENTHS OF A POINT OR WHATEVER.

I EVEN DID NOT. BUT HE SAID IT WOULDN'T MATTER BECAUSE PRIMARILY IN NEWARK WE ARE PUERTO RICAN SPANISH AND IS VERY DIFFERENT WHETHER OR NOT IT WAS I DON'T KNOW.

BUT THAT WAS HIS SUBSIDIZATION THAT THERE WERE DIFFERENT IN THE NUANCE IF YOU LEARNED ONE YOU STILL WEREN'T LEARNING THE OTHER. SO TO HER POINT, THAT WOULD BE GREAT TO FIND OUT IS THIS HELPFUL TO YOU, ARE WE ONLY DOING X DIAL OUT WHEN THERE IS XYZ.

I KNOW THAT IS FURTHER COMPLICATION OF THE EFFORT BUT IF IT WERE TO MAKE THE EFFORT LET'S MAKE A SINCERE EFFORT OF

IT. >> YES IS AN EXAMPLE OF THAT WIDOW FAMILY MOVE INTO ONE OF OUR SCHOOLS FROM A REGION IN INDIA THAT THE SCHOOL ACTUALLY WASN'T AWARE OF THE LANGUAGE THAT WAS SPOKEN IN THAT REGION SO THEY HAD TO DO SO RESEARCH TO FIND OUT DO WE HAVE A TRANSLATION ACCESS IN THAT

LANGUAGE SO THANK YOU. >> WE HAVE OVER 110 - 115 LANGUAGE SPOKEN IN THE DISTRICT AS A VERY INTERNATIONAL COMMUNITY. A VERY NECESSARY SUPPORT FOR A

FAMILY. >> I FEEL THE TRANSLATION --

>> SEEING NUMBER QUESTIONS, THANK YOU.

>> 9.3 STATES THE SUPERINTENDENT WILL DEVELOP CONNECTIONS AND STRATEGIC PARTNERSHIPS THROUGH THE LARGER COMMUNITY FOCUSED ON UNDERSTANDING AND CONTRIBUTING TO DISTRICT EFFORTS TO HELP ALL STUDENTS ACHIEVE DEFINED DISTRICT RESULTS.

WE HAVE ORGANIZED THE EVIDENCE IN YOUR REPORT BASED ON OUR STRATEGIC PLAN, YOU CAN SEE WE HAVE 20, 30 DIFFERENT STRATEGIC PARTNERSHIPS LISTED HERE BECAUSE WE KNOW AS THE COMMUNITY THAT WE LIVE IN, THE GOALS WE HAVE FOR STUDENTS THAT REALLY HAVING PARTNERSHIPS THAT ALLOW US TO ENHANCE THE EXPERIENCE OF HER STUDENTS, THE SUPPORT FOR TEACHERS, REALLY WILL BENEFIT OUR STUDENTS IN THE OVERALL RESULTS.

SO YOU HAVE THE EVIDENCE WITHIN YOUR PACKET.

IT IS SOMETHING THAT WE ARE PROUD OF BUT ALSO WE ARE ALWAYS SEEKING ADDITIONAL PARTNERSHIPS TO ENSURE THAT WERE ABLE TO MEET THE VARYING NEEDS OF HER STUDENTS ACROSS THE DISTRICT.

>> ANY QUESTIONS OR CLARIFICATION?

SCENE NINE, WE WILL GO ONE. >> OKAY, THE FINAL AREA STATES THAT THE SUPERINTENDENT SHALL OR WILL PREPARE AND PUBLISH AN ANNUAL PROGRESS REPORT TO THE PUBLIC THAT INCLUDE THE FOLLOWING ITEMS. TECHNICALLY YES, THE DISTRICT DID COMPLY WITH THIS, WE POSTED ANNUAL REPORT LAST YEAR, I THINK THE INTEREST IS TO PROVIDE TIMELY RELEVANT INFORMATION TO OUR COMMUNITY SO WE TALKED ABOUT HAVING A DIFFERENT TIMING OF WHEN WE PROVIDE THE INFORMATION. SIMILAR TO WHY WE ARE MONITORING THE BOARD'S POLICIES EARLIER IN THE SCHOOL YEAR SO THAT IT STATED THAT WERE RELEVANT AND MORE RECENT SIMILAR TO WHEN WE

[00:25:06]

WELL YES WE COMPLIED, WE ALSO HAVE AN INTEREST IN PROVIDING THE INFORMATION TO OUR COMMUNITY EARLIER.

>> ANY QUESTIONS OR CLARIFICATION?

>> I HAVE ONE REQUEST AS YOU LOOK AT THE ANNUAL REPORT, IT WAS MORE OF A COMMON LOOKING AT IT THERE'S NOTHING OUT OF COMPLIANCE, I WOULD AGREE I APPRECIATE YOUR THOUGHT OF SHIFTING BUT IN ADDRESSING THE RESULTS OF THE BOARD WITHIN THE ANNUAL REPORT I THINK WHAT I SAW AND 21 - 2021 - 2022 I DON'T REMEMBER WHICH ERA DIDN'T SEEM TO CONNECT AS WELL AS IT COULD UP HOW CAN THAT PLAY OUT IN THE LINEUP?

>> ANY OTHER QUESTIONS -- I'M SORRY POLICY CONSIDERATIONS.

>> AT THIS TIME AT A HEAVILY POLICY CONSIDERATION FOR OE

NINE. >> ANY ADDITIONAL QUESTIONS FOR THE SUPERINTENDENT? DIRECTOR CHOI?

>> SORRY I MISSED MY NOTE ON 9.3.

UNDER THE EFFECTIVE USE OF RESOURCES YOU LISTED SHARED USE OF THE OLD SCHOOLHOUSE. I WAS KIND OF CURIOUS DOES THE DISTRICT KIND OF QUANTITATIVELY ATTRACT USE OF DISTRICT FACILITIES LIKE OUR FIELDS OUTSIDE OF SCHOOL HOURS, OUTSIDE OF SCHOOL SANCTIONS, ACTIVITIES WHERE COMMUNITIES AND FAMILIES AND STUDENTS ARE USING THEM OR OUR CLASSROOMS OR THE COMMUNITY GARDENS IN THE SUMMERS OR ET CETERA.

>> AGAIN THE SHORT ANSWER IS NO. IT IS A SITE-BASED MANAGEMENT OF OUR FACILITIES IN OUR SCHOOLS FOR USE.

THERE IS A FEW EXCEPTIONS TO THAT WHERE WE ENTER INTO ACTUAL AGREEMENTS WITH GROUPS OR AGENCIES, CITIES SO ON THOSE WE WOULD KNOW WHAT THAT AGREEMENT IS BUT WE DON'T HAVE THAT ACROSS

THE SCHOOL DISTRICT. >> THIS ALSO GOES BACK TO 9.3.

AS WE ARE CONSIDERING DEVELOPING CONNECTION TO STRATEGIC PARTNERSHIP WE CLEARLY ESTABLISH THE IDEA THAT HAVING COMMUNITY CONNECTION IS BENEFICIAL TO DISTRICT.

SPEAKING PERSONALLY AS A STUDENT COUNCIL MEMBER ON MY OWN HIGH SCHOOL I'D LOVE TO SEE, MAYBE IT'S NOT AN INDICATOR OF COMPLIANCE BUT I WOULD LOVE TO SEE A BETTER DISTRICT SUPPORT FOR HOW WE CAN EMPOWER OUR SCHOOL ADMINISTRATIONS AND STUDENT COUNCIL STUDENTS BECAUSE OF THE OFTEN THE ONES PUSHING IT. HOW THE DISTRICT CAN HELP AND A GUIDE IN THE RESTRICTIONS ON HOW THOSE INDIVIDUAL SCHOOLS CAN BE MAKING PARTNERSHIPS WITHIN THEIR LOCAL COMMUNITY.

BECAUSE IF WE AGREE BUILDING PARTNERSHIPS ROUTER COMMUNITY IS POSITIVE THEN WE SHOULD BE SAYING THAT ON A MORE LOCAL LEVEL AS WELL. I CAN SPEAK TO ALL OF THE HIGH SCHOOL STUDENT COUNCIL PRESIDENT AND ALL OF THEM HAVE DIFFERENT PARTNERSHIPS WITH LOCAL BUSINESSES IN THE COMMUNITY BUT THERE IS NO ONE RESOURCE OR CONTACT TO BETTER UNDERSTAND THAT SYSTEM SO WHEN MY CASE I TRIED TO DO SOMETHING THIS YEAR AND IT WAS EXTREMELY DIFFICULT BECAUSE AS I WAS TRYING TO COMMUNICATE WITH THE BUSINESS I WAS ALSO LEARNING NEW INFORMATION SO I WOULD SEND THEM AN E-MAIL AND TWO WEEKS LATER I HAD TO SEND THEM AN E-MAIL RETRACTING THE E-MAIL.

SO IN THAT NEGATIVELY IMPACTED MY ABILITY TO SECURE THAT PARTNERSHIP. SO I'D LOVE TO SEE THAT BE

SOMETHING WE WORK ON. >> OKAY, THANK YOU FOR THE

INFORMATION. >> FOLLOWING ON A SIMILAR TRACK, THE IDEA OF HAVING A CENTRAL REPOSITORY OF THOSE PARTNERSHIPS WOULD BE GREAT, THAT WAY AGAIN STUDENTS SUCH AS DEVON OR WHOEVER COULD SAY WE ALREADY GOT X, Y, AND Z CONTACT WITH A BNC CONTACT, AND THIS IS WHAT TYPE OF CONTACT.

I KNOW THERE ARE COUPLE OF THEM THAT SAID CTE, I DIDN'T EXACTLY TELL ME CTE CONTACT PROVIDING INTERNSHIPS? , ARE THEY PROVIDING, WHAT ARE THEY GREAT IF STUDENTS KNEW THAT I'M INTERESTED IN BOWLING, I'M INTERESTED IN THIS COMPANY OR THAT COMPANY AND WHAT CAN I LEARN IF I HAD AN INTEREST THERE.

IF THAT'S PART OF THE INPUT THAT GOES INTO THE CTE PROGRAM, FANTASTIC. TO BE QUITE FRANK I LOVE TO SEE MORE INTERNSHIPS ACROSS-THE-BOARD.

[00:30:01]

I AGREED TO BE LOCAL HAVING THAT SUPPORT REPOSITORY WITH MY INTERVIEW QUESTIONS THAT MIGHT COME UP.

>> I WOULD LIKE TO SECOND THAT IDEA NEVER GOING TO CREATE A REPOSITORY REALLY STRONGLY ADVISE TO MAKE SURE THAT IS STUDENT FRIENDLY AND STUDENT ACCESSIBLE.

I KNOW IT'S KIND OF GREAT TO SEND IT OUT TO OUR ADMINISTRATION ABOUT THE SCHOOL LEVEL BUT SPEAKING FROM EXPERIENCE, SCHOOL LEVEL ADMINISTRATION TENDS TO HAVE A LOT ON THEIR PLATES. IF THAT WAS SOMETHING THAT WAS ABLE TO BE ACCESSED BY A PARTICULARLY YOUR LEADERSHIP AND YOUR STUDENT COUNCIL ADVISORS AND HAS THE TRICKLE DOWN THROUGH YOUR CITY COUNCIL ALMOST ALL OF US -- AGAIN I SPEAK TO A LITTLE BIT OF THE OTHER PRESIDENTS, THERE IS INTEREST AND STUFF LIKE INTERNSHIPS OR EVEN JUST HEY, WERE FRIENDLY WITH THIS COMPANY.

IF YOU ARE REALLY PASSIONATE, MAYBE THERE IS A WAY TO REACH OUT. REALLY NOTHING BUT A SECOND ON THAT AND STRONG, STRONG PUSH TO MAKE SURE THAT A STUDENT

ACCESSIBLE. >> JUST AS YOU WERE TALKING, IT ALSO MADE ME WONDER, I'M SURE THERE'S PEOPLE IN THE COMMUNITY THAT WOULD ALSO BE INTERESTED JUST TO KNOW THE DIFFERENT PARTNERSHIPS IN THE PURPOSE OF THOSE PARTNERSHIPS AND WHAT WE ARE COUPLED WITH THOSE PARTNERSHIPS.

BECAUSE WHEN I LOOK AT THIS LIST IT IS WIDE-RANGING BUT IT ALSO DEMONSTRATES THE TYPE OF COMMUNITY THAT WE HAVE IN THEIR INTEREST IN OUR SCHOOLS. I THINK THERE'S ALSO A PUBLIC FACING VERSION THAT COULD BENEFIT.

>> TO YOUR POINT JOHN. ALL THOSE AND RESTED PARTIES ARE NATIONAL ORGANIZATIONS. IF THERE WERE LOCAL BUSINESSES THAT MAY ONLY BE COMMUNITYWIDE OR STATEWIDE THEY WOULD PROBABLY LOVE TO GET INVOLVED IN THAT SORT OF THING TO WEED THEY JUST DON'T KNOW HOW OR HAVEN'T EVEN THOUGHT OF THE IDEA.

>> EVAN? >> SORRY, LAST THING.

I DO WANT TO SAY IF WE ARE LOOKING TOWARDS A PUBLIC FACING IMAGE FOR THIS, A LOT OF THIS IS KIND OF BEHIND-THE-SCENES TECHNICAL WORK WHICH IS OF COURSE A FANTASTIC THING I AM VERY HAPPY THAT WE HAVE SUPPORT FOR CLASSROOM TEAMS, VERY APPRECIATIVE OF THAT. BUT IF WE ARE LOOKING TOWARDS A PUBLIC FACING IMAGE FOR OUR PARTNERSHIPS, I THINK WE MIGHT BE KIND OF MISSING A STUDENT EXPERIENCE, I DON'T WANT TO SAY A FUN SECTION OF OUR PARTNERSHIP, BUT SOMETHING THAT IS MORE DIRECTLY POSITIVELY IMPACTING THE STUDENT EXPERIENCE. I KNOW TESLA STEM, THEY SELL CRUMBLE COOKIE FOR $4 AT LUNCH A COUPLE TIMES A BEER AND THAT'S A HUGE THING FOR THEIR SCHOOL, KIDS LOVE THAT.

I THINK AS WE CONTINUE ON A LOT OF OUR METRICS ARE ABOUT STUDENT SENSE OF BELONGING SO IF WE CAN CONTINUE TO GET MORE BUSINESSES INTERESTED IN PARTNERING WITH THE SCHOOL DISTRICT EVEN FOR FUN THINGS THAT WILL HELP STUDENT SENSE OF BELONGING.

>> I WOULD ARGUE MICROSOFT SECURITY TEAM DOESN'T HAVE A TON OF FUN. [LAUGHTER] I HEAR YOU. I HEAR YOU.

>> THANK YOU FOR THE GREAT DISCUSSION AROUND THAT.

I WILL NOW MOVE TO ACCEPT EMOTION IN REGARDS TO APPROVAL OF THE MONITORING REPORT AS PRESENTED.

>> SO MOVED. >> SECOND.

>> IT HAS BEEN MOVED BY DIRECTOR CARLSON AND SECONDED BY DIRECTOR

STUART TO APPROVE. >> DIRECTOR LALIBERTE, DIRECTOR STUART TO APPROVE OPERATIONAL EXPECTATION AND NINE AS IN COMPLIANCE. THERE WERE NO NOTED EXCEPTIONS GIVEN AT THAT TIME, ARE THERE ANY OVERALL COMMENTS, GO AHEAD.

[00:35:02]

>> I'M JUST TRYING TO FOLLOW THE ORDER OF OPERATIONS.

>> NICE JOB, I APPRECIATE IT. >> ON 8.1, 9.1 EXCUSE ME.

I ECHOED DIRECTOR BLIESNER AS AN IDEA FOR A GOOD EDITION OF AN INDICATOR OF COMPLIANCE WOULD BE FAMILY AND STUDENT PERCEPTION DATA AROUND THIS. I AGREE THAT WHAT WE HAVE NOW IS IN COMPLIANCE. I THINK THERE'S A COMPONENT THAT IS MISSING FROM THAT. AS ANOTHER MATTER, I WAS LOOKING THROUGH THE EVIDENCE OF COMPLIANCE.

ONE THING THAT WAS MISSING MADE ME THINK OF ANOTHER INDICATOR OF COMPLIANCE. I KNOW IN THE LAST COUPLE OF YEARS WE REALLY INCREASE HER EFFORTS TO COMMUNICATE IN DIFFERENT MODALITIES. WE DID A LOT MORE VIDEO, WE'VE HAD AUTOMATED PHONE CALLS GO OUT AT TIMES, WE KNOW THAT PEOPLE RECEIVED COMMUNICATION IN DIFFERENT WAYS AND EVERYONE RECEIVES IT BEST IN WRITING. ONE, I JUST WANT TO RECOGNIZE THAT WE ARE DOING THAT AND I ALSO THINK THAT'S AN INTEREST THAT WE HAVE AT THE DISTRICT AND A POTENTIAL IDEA FOR AN ADDITIONAL INDICATOR IS THAT THE DISTRICT IS PROVIDING RELEVANT COMMUNICATIONS IN MULTIPLE MODALITIES NOT JUST IN WRITING.

WE ARE ALREADY DOING THAT BUT I DO THINK THAT'S SOMETHING TO CONSIDER ADDING. LAST THING, I DON'T QUITE KNOW HOW TO CAPTURE THIS BUT MY PERSONAL ANTIDOTE, NOW IS APPARENT IN THE DISTRICT THE AMOUNT OF COMMUNICATION I RECEIVED IS TREMENDOUS. SORTING THROUGH THAT, THERE IS NO SHORTAGE OF COMMUNICATION FROM THE DISTRICT THAT PARENTS RECEIVE AND ANYONE WHO SAYS OTHERWISE IS NOT TELLING THE TRUTH. THE ISSUE IS FINDING THAT COMMUNICATION IS ACTUALLY RELEVANT TO YOU AND YOUR FAMILY AND ONE THING THAT PARENTS SCREWS VERY HELPFUL IS TAGGING CERTAIN THINGS THAT IS COMING FROM THE SCHOOL YOUR TEACHER AND ALSO BEING ABLE TO SEARCH THROUGH LATER TO FIND BUT ALL OF THAT MAKES ME THINK OF WHAT IS INTEREST, THE INTEREST IS FOR PARENTS TO BE ABLE TO FIND AND BE AWARE OF RELEVANT COMMUNICATIONS. TO THEIR FAMILY.

I DON'T QUITE KNOW HOW TO CAPTURE THAT POSSESSION SOME INTEREST I WANTED TO FLAG. THOSE ARE ONLY THREE THINGS, I AGREE IT'S IN COMPLIANCE, I REALLY, REALLY APPRECIATE THE EFFORTS IN THIS AREA OVER THE LAST COUPLE OF YEARS.

PARTICULARLY ON THE VIDEO FRONT. WE DEVELOPED A NEW APTITUDE OF SOMETHING THAT DIDN'T EXIST. PRE-PANDEMIC.

OKAY, THANK YOU. >> DIRECTOR CHOI.

>> I ACTUALLY HAD THAT SAME KIND OF COMMENT OR THE LAST POINT THAT DIRECTOR LALIBERTE MADE. I ENTERTAINED IT AS I WOULD APPRECIATE THE DISCUSSION AROUND MORE TARGETED DISTRICT COMMUNICATION. BEING A PARENT OF A YOUNG STUDENT IN DISH SHEER AMOUNT OF COMMUNICATION, I'M ONE OF THOSE PRO OVER COMMUNICATE THEN UNDER COMMUNICATE TYPE OF PEOPLE.

BUT I HAVE NOTICED MYSELF DOING A LOT OF SKIMMING JUST BECAUSE OF THE SHEER VOLUME THAT I AM RECEIVING AND AS A RESULT I MISS THINGS BECAUSE I THINK THAT I HAVE READ IT OR I THOUGHT THAT I SAW IT SO I DON'T KNOW HOW TO TARGET THAT RELEVANCY PIECE BUT

I CONCUR. >> DIRECTOR STUART?

>> I THINK BOTH OF THOSE COMMENTS REALLY GO TO THE ISSUE THAT WE TALKED ABOUT BEFORE HAVING IF YOU WILL A FOUR-LINE EXECUTIVE SUMMARY BEFORE THE DOCUMENT BEGINS TO GO INTO THE MEAT OF IT. SAY THIS IS THE RELEVANT PART, THIS IS WHY IT'S IMPORTANT TO YOU AS A READER AND APPARENT BECAUSE I'M DIRECTING THIS AT PERIODS OF LEFT-HANDED STUDENTS WEST OF I-40 FIVE, I 405 IN THE NORTHERN HALF OF THE DISTRICT.

THE IDEA, BEING ABLE TO TARGET OR SAY THIS IS WHY IT'S RELEVANT TO THIS SEGMENT BUT ALSO GIVING A SYNAPSIN THE FIRST FOUR LINES OF WHAT THIS DOCUMENT IS ABOUT SO I DON'T HAVE TO SKIP THE WRIT AND WONDER IF I'M MISSING SOMETHING.

>> DIRECTOR LALIBERTE. >> I GUESS NOW THE INDICATOR, I WAS TALKATIVE PARENT PERCEPTION DATA, I ASSUME, I KNOW THAT I'VE SEEN SURVEY RESPONSES BEFORE FROM PARENTS I THINK AN ANNUAL

[00:40:02]

I THINK THAT'S SORT OF AN INDICATOR THAT I'M INTERESTED

IN. >> OF I'M HEARING THE REQUEST TO LOOK AT HOW STREAMLINING COMMUNICATION IN THAT REGARDS AND TRYING TO FIGURE OUT A PERCEPTION INDICATOR IN WHICH TO

ADDRESS THAT? >> YEAH I'M NOT SAYING COMMUNICATION NEEDS TO BE STREAMLINED ONE WAY OR ANOTHER BUT THE INTEREST I HAVE IS AN UNDERSTANDING, BEING ABLE TO MONITOR THAT FROM A PERCEPTION BASE FOR COMMUNITY.

>> DIRECTOR CARLSON. >> AS SOMEBODY WHO IS ALWAYS SKIM THESE COMMUNICATIONS, I FOUND RECENTLY IN PARENT SQUARE YOU HAVE A DAILY DIGEST OR SOMETHING ON TOP OF THE HEADLINES. I LOVE THAT, IT IS GETTING BETTER EVEN THOUGH IT MAY NOT BE PERFECT, I JUST WANTED YOU TO

KNOW. >> ALRIGHT, I WOULD JUST LIKE TO HIGHLIGHT THE PEACE AND DIRECTOR LALIBERTE MENTIONED, THE MULTI MODALITIES THAT HAVE COME FORWARD AND BE ABLE TO DO THOSE CONTINUE TO PUSH THAT FORWARD, I THINK THAT IS A STRENGTH IN THE EXCELLENT WORK FROM THE EQUITY AND FAMILY ENGAGEMENT TEAM AND BEING ABLE TO OUTREACH TO MULTIPLE FAMILIES AND DO THAT IMPLEMENTATION OF PARENT SQUARE IS ANOTHER CAPACITY IN WHICH THERE IS ACTUALLY OF THE COMPONENTS THAT I SAW IN THE CLASSROOM, I'LL TELL YOU ABOUT THOSE OF LITTLE LATER IN REGARDING TO HOW YOU WORK AND INTERPRET WITH TECHNOLOGY.

I DO THINK THOSE ARE IMPORTANT STRENGTHS TO HIGHLIGHT FOR THIS ONE AND WHAT IS HAPPENING WITH COMMUNICATION IN THOSE WAYS.

EYES ALSO LIKE TO CALL IT THE PARTNERSHIPS, THAT WAS A HUGE PIECE IN BUILDING OVER THESE LAST FEW YEARS, IT'S CLEAR THOSE EFFORTS THAT ARE STARTING TO PAY OFF IN THE OTHER POTENTIALS THAT ARE GOING FORWARD AND HAVING STRENGTH OF WHATEVER LOCAL SCHOOLS CAN DO AS EVAN WAS MENTIONING AND TALKING TO.

I THINK THOSE ARE ALL EXCITING THINGS ABOUT THIS AREA.

I'M HAPPY TO KNOW THAT THIS IS IN COMPLIANCE AND WE ARE STILL MOVING FORWARD WITH A LOT OF THE CHANGES.

I WILL BE VOTING AWAY. WITH THAT, ANY OTHER COMMENTS?

>> ALRIGHT I WILL ENTERTAIN A MOTION --

>> WEIRD HE DID THAT EXPANDING RIGHT NOW.

>> GOOD THING YOU ARE PAYING ATTENTION THIS EVENING LALIBERTE. WITH THAT I WILL NOW MOVE TO VOTE, ALL THOSE IN FAVOR OF APPROVING OPERATION ON EXPECTATION NINE AS PRESENTED AS AN COMPLIANCE, PLEASE SIGNIFY BY

VOTING AYE. >> ANYONE OPPOSE? HEARING ON, MOTION CARRIES. I APPRECIATE ALL THE WORK, THE SHADOW OF THE HIGHLIGHTS OF THE WORK THAT'S GOING ON AND LOOK FORWARD TO THE ADDITIONAL PIECES COMING FORWARD.

WITH THAT WE WILL NOW MOVE ON TO OPERATIONAL EXPECTATION 10 WHICH IS LEARNING ENVIRONMENT IN TREATMENT OF STUDENTS.

DOCTOR HOLMEN. >> OKAY.

OPERATIONAL EXPECTATION 10 LEARNING ENVIRONMENT AND TREATMENT OF STUDENTS IS PRESENTED TONIGHT, I THINK IT ACTUALLY AND ASSIGNED AS WE GET INTO IT.

IT'S AN COMPLIANCE AS NOTED THERE IS AN APPENDICES THAT REFERENCES TO SPECIFIC POLICY AREAS THAT ARE NOT IN COMPLIANCE AND LIST SOME OF THE STRATEGIES TO GET INTO COMPLIANCE SO YOU WILL SEE THAT AS WE GO THROUGH THIS THIS EVENING.

POLICY STATEMENT STATE THE SUPERINTENDENT SHALL ESTABLISH AND MAINTAIN A LEARNING ENVIRONMENT THAT IS SAFE RESPECTFUL, FREE FROM UNNECESSARY DISRUPTION AND CONDUCIVE TO EFFECTIVE LEARNING. THERE ARE EIGHT COMPONENTS WITHIN OE 10. THE SUPERINTENDENT WILL ENTRY THAT THE SUPERINTENDENT MAY NOT. SO WE WILL GO THROUGH EACH OF THOSE. AGAIN THIS IS PROVIDED TO YOU AS COMPLIANT WITH EXCEPTIONS NOTED. SO 10.1 STATES THAT THE SUPERINTENDENT WILL MAINTAIN A COLLABORATIVE SCHOOL CULTURE THAT ENTERS HIGH EXPECTATIONS AND SUCCESS FOR ALL CHILDREN IN ALL CLASSROOM SO EQUITABLE AND ALIGNED SYSTEMS OF SUPPORT.

SYSTEMS AND SUPPORTS. SO YOU AGAIN HAVE THE EVIDENCE IN FRONT OF YOU ALONG WITH INDICATORS, JUST THE SUMMARY HERE THE SCHOOL TEAMS HAVE STRUCTURES IN PLACE TO SET, WORK TOWARDS IN MONITOR, ACHIEVEMENT OF GOALS TO IMPROVE THE EXPERIENCE AND OUTCOMES FOR STUDENTS, SCHOOLS HAVE TEAMS THAT MEET REGULARLY TO ADDRESS AREAS SUCH AS EQUITY, PROFESSIONAL LEARNING, SCHOOL IMPROVEMENT PLANNING AND IMPLEMENTATION OF INITIATIVES. A FEW FINDINGS THAT I WOULD LIKE TO POINT OUT, SCHOOLS SUPPLEMENTED VARIOUS SYSTEMS TO ADDRESS STUDENT LEARNING NEEDS, OUR SCHOOL LEADERS PARTICIPATED IN PROFESSIONAL LEARNING RELATED TO HIM TSS MULTITIERED SYSTEMS OF SUPPORT TO ADDRESS ACADEMIC AND WELL-BEING OF STUDENTS.

IN ALL SCHOOLS WILL COMPLETE AN ASSESSMENT.

[00:45:02]

BOARD AS AN COMPLIANCE. >> DIRECTOR CHOI.

>> YOU HAVE A BULLET POINT ON ALL SCHOOLS HAVE A BUILDING LEADERSHIP TEAM AND I WAS WONDERING IF YOU COULD ELABORATE ON WHAT THE BUILDING LEADERSHIP TEAMS ARE AND WHAT THEY DO.

>> SO BUILDING LEADERSHIP TEAM IS ACTUALLY ONE OF THE COMPONENTS THAT IS REFERENCED WITHIN OUR TEACHERS CONTRACT THAT THERE ARE CERTAIN DECISIONS, ACTIONS, ACTIVITIES THAT ARE TO BE CONDUCTED AND DECIDED WITHIN THE CONTEXT OR FRAMEWORK OF A BUILDING LEADERSHIP TEAM.

SO BUILDING LEADERSHIP TEAM IS COMPRISED OF ESSENTIALLY REPRESENTATIVES FROM THE SCHOOL STAFF, BOTH CERTIFICATED AND CLASSIFIED STAFF MEMBERS WHO COME TOGETHER TYPICALLY ON A MONTHLY BASIS TO PARTICIPATE IN DISCUSSIONS AROUND THINGS SUCH AS SCHEDULES, CONCERNS THAT MAY BE COMING UP FROM STAFF AROUND MANAGEMENT OF THE SITE OR THINGS LIKE THAT BUT THEY ALSO TALK ABOUT THE LEADERSHIP DIRECTION OF THE SCHOOL, MAYBE THEY ARE TALKING ABOUT SOME SCHOOL-BASED PROFESSIONAL LEARNING THAT THEY ARE DOING, HOW THEY WANT TO ROLL THAT OUT, HOW DO THEY MAKE SURE CLASSIFIED AND CERTIFICATED ARE ENGAGED IN PROFESSIONAL LEARNING. THOSE ARE ALL DIFFERENT TYPES OF THINGS THAT A BUILDING LEADERSHIP TEAM ADDRESSES AND IT'S CONSISTENTLY MEETING WITH THE PRINCIPAL AND ADMINISTRATION

OF THE SCHOOL. >> SEEING NO OTHER QUESTIONS.

>> 10.2 YOU CAN SEE HERE IS NOT IN COMPLIANCE.

IT STATES THAT THE SUPERINTENDENT WILL ENSURE INCLUSIVE EQUITABLE WELCOMING AND SAFE SCHOOL ENVIRONMENT.

AS WE THINK ABOUT OPERATIONAL EXPECTATION 14 THAT WAS MONITORED IN EARLY OCTOBER SIMILAR DATA THAT THE BOARD'S ALL IN OE 14 AS YOU SEE HERE TONIGHT IN OE 10.

WE'VE SENT A BENCHMARK FOR STUDENT REPORTING AND A PANORAMA SURVEY OF 90% OF STUDENTS REPORTING EITHER A FAVORABLE OR A NEUTRAL RESPONSE SO IT'S REALLY THE ABSENCE OF A NEGATIVE RESPONSE TO SOME OF THESE AREAS. THAT IS WHY WE DID NOT ACHIEVE COMPLIANCE WITH THIS. A FEW SUMMARY BULLET POINTS HERE THE SCHOOL TEAMS HAVE STRUCTURES IN PLACE, I BELIEVE THAT WAS FROM THE LAST SLIDE TO SET WORK TOWARDS AND MONITOR ACHIEVEMENT GOALS TO IMPROVE THE EXPERIENCES AND OUTCOMES FOR STUDENTS.

OUR SCHOOL TEAMS TO MEET REGULARLY AND ALSO OUR ELEMENTARY AND NO SCHOOL STUDENTS REPORT LEVELS OF SAFETY THAT ARE BELOW THE 90% BENCHMARK WHILE THE HIGH SCHOOL STUDENTS ACTUALLY ARE REPORTING ABOVE OR AT THE 90% BENCHMARK THAT WE SET. SO A FEW FINDINGS HERE SCHOOL HAS IMPLEMENTED VARIOUS SYSTEMS TO ADDRESS STUDENT LEARNING NEEDS, PROFESSIONAL LEARNING WILL FOCUS ON SOCIAL, EMOTIONAL LEARNING AND STUDENT WELL-BEING DURING THE 22 - 23 SCHOOL YEAR.

AGAIN SCHOOL LEADERS TO PARTICIPATE IN PROFESSIONAL LEARNING FOCUSED ON HIM TSS AND THEIR SCHOOLS ARE CONDUCTING THIS YEAR. I JUST BROUGHT THE LANGUAGE FROM THE APPENDIX FORWARD. YOU CAN SEE HERE THAT THERE'S A NUMBER OF AREAS IN QUESTION WERE STUDENTS WERE READING THEIR EXPERIENCE LESS THAN WHAT WE HAVE SET.

IN THE LAST PARAGRAPH THAT THE DISTRICTS PROFESSIONAL DEVELOPMENT WILL FOCUS ON SOCIAL, EMOTIONAL LEARNING AND STAFF WILL EXPLORE THEIR OWN SOCIAL EMOTIONAL DEVELOP OF THE WASHINGTON STATE SEL STANDARDS IN THEIR OWN SCHOOLS AND CLASSES PANORAMA SURVEY RESULTS. I TELL YOU CONSISTENTLY EVERY SCHOOL THAT I VISITED AND TALK TO THE PRINCIPAL ABOUT THE WORK THAT THEY'RE DOING, THEY EACH REFERENCED THE PANORAMA SURVEY RESULTS FOR THE SPECIFIC SCHOOLS.

THESE ARE DATA THAT ARE PRINCIPLES AND LEADERS ARE USING TO ACTUALLY MAKE CHANGES IN DECISIONS IN THEIR SCHOOL BECAUSE THESE ARE DATA THAT THEY PAY ATTENTION TO AS WELL.

>> EVAN. >> ON THE TOPIC OF STUDENT SAFETY I DO THINK IT'S NOTABLE, THERE IS NO INFORMATION ABOUT

[00:50:03]

I'M NOT SURE EXACTLY HOW WE WOULD BE ABLE TO MEASURE IN AN OMINOUS SYSTEM BUT IF WE ARE USING THE SYSTEM IT WOULD BE NICE TO KNOW HOW EFFECTIVE IT IS.

>> THANK YOU DIRECTOR CHOI. >> JUST OFF THE TOP OF YOUR H HEAD, DO YOU RECALL THE SAMPLE SITE FOR RELATIVELY SIMILAR

YEAR-OVER-YEAR. >> WE YOU SAY THAT WARMER TIME.

>> FOR THE SPRING 2021 VERSUS SPRING 2022 RESULTS, DO YOU REMEMBER IF THE SAMPLE SIZE OF STUDENT RESPONDENTS WAS SIMILAR

YEAR-OVER-YEAR? >> I BELIEVE IT WAS, IT'S ALSO ONE OF THE APPENDIX, I BELIEVE IT'S APPENDIX TWO THAT HAS THE DATA FOR RESPONDENTS AND IT'S ONLY REPORTING SPRING OF 22, IT DOESN'T HAVE THE COMPARISON SO I CAN GET THAT THOUGH.

>> ALRIGHT, SEE NO OTHER QUESTIONS WE WILL MOVE ON.

>> 10.3 STATES THE SUPERINTENDENT WILL ENSURE ALL POLICIES AND PROCEDURES REGARDING DISCIPLINE ARE COLLABORATIVELY DEVELOPED, APPROPRIATELY COMMUNICATED TO STUDENTS AND PARENTS IN ENFORCE CONSISTENTLY USING REASONABLE JUDGMENT. YOU CAN SEE IN THE MONITORING REPORT THAT THEIR SPECIFIC INDICATORS OF COMPLIANCE.

ONE OF THOSE INDICATORS THAT I DON'T SPECIFICALLY CALL OUT HERE BUT WAS OF INTEREST TO ME BECAUSE WE ACTUALLY HAD DATA IN REGARDS TO THIS, SCHOOLS WITH 10 OR MORE EXCLUSIONARY DISCIPLINE INCIDENTS IN A SINGLE CODE WILL HAVE A VARIATION OF ONE OR LESS WHEN COMPARING THE MEDIAN DAYS OF EXCLUSION.

ESSENTIALLY WHAT THAT MEANS, IF THE SCHOOL IS USING A SPECIFIC CODE TO EXCLUDE STUDENTS, ARE WE APPLYING THAT AN INCONSISTENT OR RELATIVELY CONSISTENT MANNER ACROSS THE SCHOOL SITES THAT HAVE THE HIGHER LEVEL OF EXCLUSION FOR THAT SPECIFIC AREA. SO LOOKING AT MAKING SURE YOU TAKE X BEHAVIOR AND IT LEADS TO EXCLUSIONARY DISCIPLINE AND THE AVERAGE IS THREE DAYS OF SUSPENSION.

WE SHOULDN'T HAVE ONE STUDENT OR SCHOOL THAT IS SUSPENDED STUDENTS FOR 10 DAYS FOR THE SAME BEHAVIOR.

THAT'S REALLY WHAT THE INDICATOR WAS TARGETING.

WE ACTUALLY HAD FIVE SCHOOLS THAT HAD 10 OR MORE EXCLUSIONARY DISCIPLINE INCIDENTS WITH THE CODE OF FIGHTING WITHOUT MAJOR INJURY AND WE ACTUALLY COMPLIED WITH THE INDICATOR.

SO I JUST WANTED TO CALL THAT, THAT IS JUST KIND OF A CHECKS AND BALANCES OF THE SYSTEM OF OUR WE APPLYING THE DISCIPLINE CONSISTENTLY IF THAT IS THE METHOD FOR THE OUTCOME OF THE DISCIPLINE. A SUMMARY OF THE EVIDENCE THE CONSISTENT STUDENT DISCIPLINE POLICIES AND GUIDELINES ARE IN PLACE FOR OUR STUDENTS. DISCIPLINE RATES ACTUALLY DECREASED FOR ALL REPORTED STUDENT GROUPS MEANING THERE WAS LESS DISCIPLINE IN 21, 22 AND THEN IN PREVIOUS YEARS AND WHILE DISPROPORTIONALITY ACTUALLY INCREASED FOR A NUMBER OF OUR STUDENT GROUPS WE ACTUALLY DID SEE A DECLINE IN DISPROPORTIONALITY FOR ALL STUDENT GROUPS.

SO A COUPLE OF FINDINGS THAT ARE SCHOOL ARE ADJUSTING PRACTICES RELATED TO STUDENT DISCIPLINE AND REALLY WORKING TOWARDS ALTERNATIVE APPROACHES TO ADDRESS ISSUES AND CONCERNS WITH STUDENTS. THOSE DATA ARE ACTUALLY REPORTED WITHIN OUR STUDENT INFORMATION SYSTEM.

THINGS SUCH AS RESTORATIVE PRACTICES, MAYBE WE ARE ACTUALLY NOT USING A DISCIPLINE PRACTICE WERE ACTUALLY BEATING WITH THE STUDENT AND RETURNING THEM TO CLASS.

THESE ARE ALWAYS TO ADDRESS ISSUES AND CONCERNS BECAUSE THE GOAL IS, THE BEHAVIOR IS ELIMINATED, REDUCED OR GOES A AWAY. THAT IS THE GOAL OF DISCIPLINE.

IF YOU CAN ACCOMPLISH THAT IN A DIFFERENT WAY THEN THAT IS AN IMPORTANT CONSIDERATION FOR OUR SCHOOLS.

WE ALSO KNOW SOME OF OUR STUDENTS ARE CONTINUING TO BE DISPROPORTIONATELY DISCIPLINE EVEN THOUGH THE RELATIVE RATE

HAS DECLINED. >> DIRECTOR CARLSON.

[00:55:07]

>> SO THIS IS INTERESTING, I'M TRYING TO UNDERSTAND THE INTERPRETATION OF BEING IN COMPLIANCE GIVEN THAT THE DISPROPORTIONALITY OF DISC DISCIPLINE.

IN THE WRITTEN ONE IT WAS ASSERTED THERE IS A DISPROPORTION OUT LATER AND HAS CONSISTENTLY DECLINING TREND WHICH IS NOT FOR ANY OF THE GROUPS.

IT SHOWS DECLINE RELATIVE TO THE LAST YEAR THAT WE HAD AS 201 2019 - 20 BUT VIRTUALLY EVERY GROUP IN WHICH WE HAVE DISPROPORTIONALITY DATA THIS YEAR WAS HIGHER THAN THE TWO PRECEDING YEARS 2017 - 18 AND 1. WE DON'T HAVE A TREND THAT IS DECREASINGLY WITH A SPIKE IN 20 AND WERE STILL CLOSE TO THE TOP OF THE SPIKE IN PRETTY MUCH EVERY CATEGORY.

SO WHAT I'M TRYING TO UNDERSTAND IN LOOKING AT THE INTERPRETATION, THE INTERPRETATION DID NOT MENTION DISPROPORTIONALITY, IT'S ONLY INDICATED OF THE COMPLIANCE WITH DISPROPORTIONALITY. BUT I WOULD ASSERT DISPROPORTIONALITY DOES NOT HAVE A CONSISTENTLY DECLINING TREND AND THAT SOMETHING WE HAVE AN INTERESTING SO THIS IS SOMETHING WHERE I'M NOT SURE IT'S INTERPRETATION, IT MIGHT BE OUR FAULT FOR NOT RADIATING IN AS AN OBJECTIVE OF THE BOARD.

BECAUSE WHEN YOU STILL GOT, TABLE SIX YOU WRITE THE ABSOLUTE RATES ON THE RELATIVE RATES ACROSS ALL CATEGORIES ARE DECLINING. BUT THE RELATIVE RATES OF AXIS DISCIPLINE IN OUR STUDENTS WITH LOW-INCOME HOUSEHOLDS 2019 - 20 WERE EIGHT TIMES MORE LIKELY TO BE DISCIPLINE AND THIS YEAR SEVEN AND A HALF TIMES MORE LIKELY TO BE DISCIPLINE.

TO ME THAT IS NOT A DIFFERENT NUMBER, THAT IS NOT A TREND GOING ANYWHERE. WE ARE NOT CLOSING THAT GAP SO THIS IS SOMETHING THAT I THINK WILL GET TO THE CONVERSATION I JUST WANT TO PUT A FLAG IN THE GROUND THAT WE NEED TO DISCUSS THIS AS WHAT ARE WE ACTUALLY ASKING FOR.

IF YOU GOT ANY FEEDBACK BEFORE THE BOARD DISCUSSES IT I WOULD

LOVE TO HEAR. >> I THINK IT IS AN INTERESTING SITUATION TO HAVE OVERALL DISCIPLINE RATES DECLINING WHICH AS YOU KNOW AND YOU'RE CALCULATING A RELATIVE RATE.

AS YOU HAVE A SMALLER GROUP, IF THEY ARE NOT DECLINING CLOSE TO THE SAME RATE OR THEY HAVE A SLIGHT DECLINE, THAT'S GOING TO INCREASE THAT DISPROPO DISPROPORTIONALITY.

THERE IS POSITIVE HERE BUT THERE IS ALSO CAUSE FOR CONCERN.

>> IF EVERYBODY DECLINE BY 10%, THEN THE RELATIVE RATES STAY THE SAME. I THINK THAT'S WHAT THE DATA SHOWING. IT'S A CONVERSATION I WOULD LIKE

TO HAVE. >> ANY OTHER QUESTIONS?

>> GREAT 10.4 STATES THE SUPERINTENDENT WILL APPROPRIATELY COLLECT, USE AND PROTECT CONFIDENTIAL STUDENT INFORMATION SO A FEW PIECES HERE THAT THE DISTRICT WAS FOUND FOR APPROPRIATE PROCEDURES BASED ON AN ANNUAL AUDIT, THE DISTRICT DOES MAINTAIN ADMINISTRATIVE POLICY RELATIVE OR RELEVANT TO RECORDS MAINTENANCE. WE CONSISTENTLY AS A DISTRICT ENSURE LAWS ARE FOLLOWED RELATED TO INFORMATION, DATA AND PRIVACY

PROTECTIONS. >> ANY QUESTIONS OR COMMENTS FOR CLARIFICATION? SEE NONE.

>> 10.5 STATES THE SUPERINTENDENT WILL SURE NO VOLUNTEER HAS UNSUPERVISED CONTACT WITH STUDENTS WITHOUT FIRST CLEARING REASONABLE BACKGROUND INQUIRIES IN CHECKS SO THE BOARD HAS ITS INFORMATION IN YOUR PACK AS WELL BUT THE DISTRICT DOES EMPLOYEE PROCESS AND PROCEDURES TO ENSURE VOLUNTEERS ARE SCREENED FOR COMPLIANCE WITH STATED REQUIREMENTS. LAST YEAR WE SCREENED ALMOST 7000 VOLUNTEERS THROUGH THAT PROCESS, TO INDIVIDUALS WERE NOT QUALIFIED TO VOLUNTEER BASED ON BACKGROUND CHECKS AND SCREENING CRITERIA. THAT LEADS TO I DO BELIEVE THE DISTRICT HAS APPROPRIATE CHECKS AND BALANCES RELATED TO SCREENING AND EVALUATING VOLUNTEERS TO WORK WITH SCHOOLS -- STUDENTS WITHIN OUR SCHOOLS.

>> DIRECTOR CARLSON? >> I JUST WANT TO COMMEND YOU HAVING BEEN THROUGH THIS PROCESS YEAR IN YEAR OUT FOR NEARLY TWO DECADES NOW GETTING THROUGH 7000 THESE DOING AND EFFICIENTLY AND TIME TO VOLUNTEER, I AM VERY SOLIDLY IMPRESSED BY HOW WELL WE

DO THIS, THANK YOU. >> ANY OTHER QUESTIONS?

[01:00:06]

, SEE NONE. >> THOSE OF YOU THAT KNOWS CHRIS ROBINSON, SHE'S AUDIT. WE APPRECIATE YOUR WORK.

10.6 IS RATED AS NON- IN COMPLIANCE, ESTATES THE TENANT MAY NOT TOLERATE ANY BEHAVIORS, ACTIONS OR ATTITUDE BY ADULTS WHO HAVE CONTACT WITH STUDENTS WHO HINDER THE ACADEMIC PERFORMANCE OR THE WELL-BEING OF STUDENTS.

AGAIN THIS IS RATED AS NONCOMPLIANCE BECAUSE OF THE STUDENT REPORTING OF WELL-BEING AND I BELIEVE THAT'S A SENSIBLE LONGING RATED WITHIN THIS POLICY.

THE SUMMARY THAT THE DISTRICT MAINTAINS POLICIES IN ALIGNMENT WITH FEDERAL AND STATE LAWS RELATED TO ADULT BEHAVIOR AND INTERACTIONS. STAFF ARE TRAINED AS THEY COME INTO THE DISTRICT THROUGH NEW EMPLOYEE ORIENTATION PROCESSES.

STUDENTS REPORT A LOWER SENSIBLE LONGER THAN THE 90% BENCHMARK TO REPORT HIGH LEVELS OF TEACHER RESPECT.

ACTUALLY SIGNIFICANTLY HIGH LEVELS OF REPORTING AROUND TEACHER RESPECT. I JUST WANT TO KNOW OUR BLACK AFRICAN-AMERICAN STUDENTS AT ALL LEVELS REPORTED A SIGNIFICANT DECREASE IN SENSIBLE LONGING BETWEEN SPRING 2021 IN SPRING 2022, THAT WAS FOR ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL IS WHY I CALLED OUT HERE, SOME OF THE FINDINGS THAT THE DISTRICT CONTINUES TO HAVE DATA THAT PROVIDES AREAS TO FOCUS AND IS ALIGNED WITH THE STRATEGIC PLAN AREA OF WELL-BEING.

>> ANY QUESTIONS? SEE NONE.

>> AWAIT EVAN THAT'S GREAT. >> I BEEN HESITATING, I'M NOT ENTIRELY SURE WHICH SECTION I WANTED TO BRING IT UP IN.

IT WAS EITHER HERE OR EARLIER IN THE 10.2 - 10.3 AREA.

AS WERE TALKING ABOUT STUDENT SENSIBLE LONGING I WANTED TO BRING UP WHAT MIGHT BE A BIT OF A HIDDEN FACTOR IN THE STUDENT EXPERIENCE. I THINK ESPECIALLY WHEN IT COMES TO REPORTING ON DISCRIMINATION OR THINGS THAT WOULD IMPACT THE STUDENT SENSIBLE LONGING STUDENTS GENERALLY IN MY EXPERIENCE HAVING GONE TO THE PROCESS OF TALKING TO ADMINISTRATION, THERE IS A FEELING WHEN A STUDENT FEELS LIKE THEY HAVE EXPERIENCED SOMETHING NEGATIVE, IT IS EITHER DO YOU HAVE ENOUGH INFORMATION FOR US TO ENACT A SEVERE PUNISHMENT LIKE A SUSPENSION AND IF IT'S NOT THAT, OUR HANDS ARE TIED AND THERE'S NOT MUCH WE CAN DO? I THINK PART OF THAT JUST COMES DOWN TO THE AMOUNT OF EVIDENCE WE CAN COLLECT AND THEN STILL ACT IN GOOD FAITH.

HOWEVER, I DO THINK ESPECIALLY WITH STUDENT SENSIBLE LONGING WHEN WE LOOK IN MIDDLE SCHOOL ARE GENDER X POPULATION FROM SPRING 2021 TO SPRING 22 GOING FROM 81 - 61 THAT IS A 20% DECREASE. A PARTICULAR AREA WHERE THE STUDENTS ARE MORE THAN LIKELY EXPERIENCING MICRO AGGRESSIONS IN LESS SEVERE IMPACTS TO THEIR SENSIBLE LONGING THAT MIGHT NOT WARRANT AND THEY MAY NOT BE ABLE TO DOCUMENT COLLECT ALL OF THE INFORMATION FOR CURRENTLY ANY ACTION TO BE TAKEN SO THOSE STUDENTS FEEL A LITTLE BIT MORE POWERLESS TO IMPROVE THEIR SENSIBLE LONGING AND THEIR SCHOOL EXPERIENCE.

AS WE CONTINUE THAT WOULD BE AN AREA I WOULD LOOK AT.

WHAT CAN WE DO FOR STUDENTS THAT MAY FEEL UNSAFE IN THEIR ENVIRONMENTS THAT CAN DOCUMENT EXACTLY WHAT'S HAPPENING OR MAYBE THE ISSUE ITSELF DOESN'T WARRANT A SUSPENSION BUT IT DOES WARRANT SOME SORT OF OTHER INTERVENTION WITH THE OFFENDING STUDENT TO REDUCE FURTHER IMPACTS.

>> AVENUE JUST OUTLINE SOME OF THE MOST DIFFICULT WORKER ADMINISTRATORS DO. BECAUSE ALL OF OUR ADMINISTRATORS WANT TO BE ABLE TO TAKE THE ACTION THAT YOU ARE DESCRIBING. WE ALSO WANT OUR STUDENTS TO FEEL SAFE AND BE ABLE TO COME FORWARD AND TO BE ABLE TO SHARE THAT SO THE ACTION CAN BE TAKEN. I THINK THE ALSO GOES TO WHY DO WE HAVE TIER ONE BUT THE UNIVERSAL, HOW ARE WE ENSURING THAT ALL STUDENTS ARE ACTUALLY HOPEFULLY STARTING TO THINK ABOUT COMMUNITY, THINKING ABOUT ONE ANOTHER AND WERE ALL IN THIS TOGETHER, THOSE ARE ALL OF THE THINGS THAT YOU HOPE IS A COMMUNITY AND THE LARGER SOCIETY THAT THAT'S KIND OF THE MESSAGES

[01:05:01]

THANK YOU FOR BRINGING UPWARD. >> I DO WANT TO SAY IS SOMEONE WHO WORKS WITH THE SCHOOL ADMINISTRATION A LOT I HAVE A LOT OF RESPECT FOR THE LINKS TO WHICH YOU ATTEMPT TO GO AND PUSHING AS BEST AS WE CAN SO I DON'T WANT THIS TO SOUND LIKE I DON'T BELIEVE THAT YOU GUYS ARE TRYING, JUST AS WE CONTINUE THAT IS STILL AN AREA WHERE WE HAVEN'T QUITE HIT THAT POINT OF

SUCCESS YOU. >> ABSOLUTELY, THANK YOU.

>> THANK YOU. DIRECTOR CHOI.

>> I WANTED TO ADD I WAS LOOKING AT THE DATA POINT AND EVEN FURTHER CONTINUE ON WHEN YOU LOOK AT MIDDLE AND HIGH SCHOOL STUDENTS ON THE QUESTION OF WHETHER OR NOT YOU FEEL THAT YOUR TEACHERS ARE RESPECTFUL AND THAT GROUP OF STUDENTS IN PARTICULAR HAS PRETTY SIGNIFICANT DECLINE SO WHAT WE CAN DO TO TRY AND CHANGE THEIR SCHOOL EXPERIENCE I THINK IS

PRETTY IMPORTANT. >> I JUST WANT TO MAKE SURE AND

CONFIRM THAT WAS TABLE 14? >> TABLE 14 AND 15.

HER MIDDLE AND HIGH SCHOOL STUDENTS REPORT AS GENDER X.

>> THANK YOU. >> OKAY.

>> ALRIGHT, SEE NO OTHER QUESTIONS.

>> 10.7 STATES THAT THE SUPERINTENDENT MAY NOT PERMIT UNRULY BEHAVIOR ON SCHOOL PROPERTY IN THE SCHOOL SPONSORED EVENTS BY STUDENTS OR ADULTS THAT DISRUPT LEARNING OR THAT ARE DISRESPECTFUL OR DANGEROUS. A FEW PIECES HERE, THE DISTRICT DOES MAINTAIN POLICIES AND PROCEDURES RELATED TO HUMAN DIGNITY, CIVILITY AND THE SCHOOL ENVIRONMENT.

HUMAN DIGNITY AND CIVILITY BOTH ARE DISTRICT WRITTEN POLICIES, IT DOESN'T HAVE A MODEL POLICY AROUND HUMAN DIGNITY AND CIVILITY. SO THOSE ARE POLICIES THAT WE DECIDED TO BRING FORWARD. STUDENTS RECEIVE ANNUAL NOTICE AS PART OF THE STUDENT RIGHTS AND RESPONSIBILITY HANDBOOK AROUND EXPECTED BEHAVIORS, THE DISTRICT DOES POST NOTICES ABOUT WAS UNDER WEAPONS OF CONTROLLED SUBSTANCES AT THE FRONT OF HER SCHOOL BUILDINGS AND THE DISTRICT DOES MONITOR AND UPDATE POLICIES TO HELP DRIVE A CONSISTENT EXPECTATION AND

EXPERIENCE AT OUR SCHOOLS. >> EVAN?

>> I CAN'T SAY THAT I LOVE THE STUDENTS RIGHTS AND RESPONSIBILITIES HANDBOOK I RECOGNIZE THAT THERE MAY NOT BE A SOLUTION THAT IS LESS LONGFORM THAN THE HANDBOOK.

HOWEVER, WE SPENT OE NINE TALKING ABOUT HOW WE CAN PROVIDE BETTER MORE SUSTAINED COMMUNICATION TO HER PARENTS SO I WOULD LIKE TO SEE THAT ALSO COMING TOWARDS HER STUDENTS SO THEY CAN UNDERSTAND THEIR RIGHTS IN THE DISTRICT SCHOOLS WITHOUT

THE HANDBOOK. >> EVAN I DO HATE TO INFORM YOU THAT BY LAW WE HAVE TO PROVIDE THAT FOR YOU.

BUT I UNDERSTAND YOUR POINT OF COMMUNICATION AROUND IT.

>> PERHAPS AN EXECUTIVE SUMMARY. MOVING ON FROM THERE, ANY OTHER QUESTIONS? ALRIGHT, SEE NONE.

>> 10.8 STATES THE SUPERINTENDENT MAY NOT ALLOW ANY CURRENT OR FUTURE BUILDINGS, NAMES, MASCOTS, LOGOS, ACTIVITIES TO REFERENCE OR PRETRADE BY BIAS CONNOTATION OR PREJUDICE ASSOCIATED WITH RACE, COLOR, CREED, INCOME, RELIGION, SEX NATIONAL ORIGIN, ETHNICITY, MARITAL STATUS, SEXUAL ORIENTATION, HONORABLY DISCHARGED VETERAN OR MILITARY STATUS, OR THE PRESENCE OF ANY CENTURY, MENTAL OR DISABILITY.

I READ THE ENTIRE POLICY STATEMENT BECAUSE THE BOARD JUST WROTE THIS I BELIEVE TWO OR THREE YEARS AGO AND THIS WAS THE FIRST TIME WE HAVE GONE THROUGH THAT PROCESS AFTER THE MASCOT AT WHY WANITA HIGH SCHOOL AND THIS IS THE FIRST TIME WITH GONE TO THE PROCESS SENSE. PLEASE, WE WENT THROUGH THE

[01:10:02]

AND THEY DID COMPLY WITH ALL OF THE CONDITIONS WITHIN THE MINISTRY TO POLICY BUT ALSO REFERENCE THE BOARD'S POLICY AS THEY WERE GOING TO THE ACTIVITY AS WELL.

>> ANY QUESTIONS? >> ALRIGHT, I BELIEVE WITHOUT THAT CONCLUDE THAT PIECE OF THE REPORT AND ALL OF THE

CONSIDERATION. >> COHABITING AT THIS POINT BUT I'M HEARING A COUPLE AS WE GO THROUGH FROM THE BOARD.

>> OKAY, THANK YOU. SO HEARING NUMBER QUESTIONS, THANK YOU SO MUCH FOR THAT, NOW WE GO AHEAD AND CONSIDER THE EVIDENCE OF THE DISTRICT'S PERFORMANCE IN THIS AREA OF OPERATION SO I WILL ENTERTAIN A MOTION TO ACCEPT AND APPROVE AS

IN COMPLIANCE IS PRESENTED. >> I MOVE.

>> SO MOVED. >> AHEAD.

>> A MOVE APPROVAL OF THE WHEATON MONITORING REPORT AS PRESENTED WHICH IS IN COMPLIANCE EXCEPT FOR THE EXCEPTIONS NOTED IN OE 10.2 AND 10.6. THANK YOU BUT OTHERWISE

COMPLIANT AS NOTED THERE. >> SECOND.

>> SO MOVED BY DIRECTOR LALIBERTE AND DIRECTOR CARLSON TO MOVE TO APPROVE WITH THE EXCEPTION APPROVE AS COMPLIANCE WITH THE EXCEPTION NOTICE AND 10.2 AND 2.6.

NOW A PUT IT UP TO DISCUSSION ALL IT DIRECTOR CARLSON GOPHERS BECAUSE HE BROUGHT UP THE FIRST CONVERSATION.

>> INITIALLY WHEN I WAS LOOKING AT 10 - 3 AND THE RESULT IS PRESENTED IN TABLE SIX AND SEVEN I WAS REALLY CONCERNED THAT IT WAS ON THE COMPLIANCE ABOUT LOOKING HARDER AT WHAT OUR POLICY IS THE SUPERINTENDENT INTERPRETATION I THINK IS A FLAW FURTHER UPSTREAM TO SAY IT'S SIMPLY NOT COMPLIANT.

OUR POLICY SAYS ENSURE THE POLICIES AND PROCEDURES REGARDING DISCIPLINE ARE COLLABORATIVELY DEVELOPED, PROPERLY COMMUNICATED TO STUDENTS AND PARENTS AND ENFORCED CONSISTENTLY ON JUDGMENT.

HERE IS WHERE WE STUMBLE OVER, AND IN THE INTERPRETATION CONSISTENTLY DOCTOR HOME AND SAYS I INTERPRET CONSISTENTLY THE ALL STAFF FOLLOW ESTABLISHED GUIDELINES WITH FIDELITY AND ALIGNMENT WITH DISTRICT POLICY AND APPLICABLE STATE THERE EVER WAS. THAT IS ALL ABSOLUTELY REASONABLE AND DOCTOR HOME AND'S PRESENTATION, VERY EXQUISITELY TOUCHED ON LOOKING FOR CONSISTENCY ACROSS BUILDINGS WHICH IS A VERY IMPORTANT DETAIL FOR OUR POLICIES TO HAVE IN TERMS OF THE APPLICATION. SO CONSISTENCY HAS A TWO JUUL INTERPRETATION. THE ONE THAT IS IN ON OR AGREED ON IS AROUND CONSISTENCY OF APPLICATION ACROSS SITE, NOT ABOUT CONSISTENCY ACROSS SUBGROUPS AS PRESENTED.

WHAT'S INTERESTING I THINK WE ALREADY KNEW THIS WAS COMING BECAUSE WE ALSO AGREED TO AN INDICATOR OF COMPLIANCE IS A DISPROPORTIONALITY OF DISCIPLINE HAS CONSISTENTLY DECLINED AS A DECLINING TREND. SO THE INDICATOR ACTUALLY DOESN'T SPEAK TO THE REDEFINITION'S OR POLICY SO THE SIN COMES BACK TO US AND HOW WE WROTE THE POLICY AND IS A FAIRLY SIMPLE SOLUTION WHICH IS WHERE IT SAYS ENFORCED CONSISTENTLY WE WOULD JUST EXPAND THAT TO BE ENFORCED CONSISTENTLY AND EQUITABLY USING REASONABLE JUDGMENT.

THE EXQUISITELY CALLS OUT THE TWO DIFFERENT PRINCIPLES IT COULD THEORETICALLY BE PLACED ON CONSISTENCY.

IT KINDA GETS US OUT OF THIS LINE.

IT MAKES ME FEEL OKAY ABOUT SAYING IT'S IN COMPLIANCE THIS YEAR BECAUSE WHAT WE AGREED TO IN TERMS OF THE GUIDELINES WASN'T ABOUT THE EQUITABLE ENFORCEMENT IS ABOUT CONSISTENT ENFORCEMENT. ANYWAY IT'S A LONG STORY BUT I DO THINK THERE'S A REASON I SAY IS IN COMPLIANCE IS JUST THAT WE DIDN'T ASK ANY QUESTIONS. I'M HOPING WE CAN NEXT YEAR.

>> THINK YOU. >> DIRECTOR LALIBERTE.

>> THANK YOU DIRECTOR CARLSON FOR RAISING THAT FOR THE PROPOSED AMENDMENT IN THE POLICY LANGUAGE.

A COLD HEARTEDLY AGREE WITH BOTH THE PROMISE IN YOUR PROPOSED SOLUTION. SO I WOULD JUST ECHO BEFORE WE MONITOR THIS AGAIN PERHAPS AS A BOARD WE CAN APPROVE REVISIONS TO OE 10.3 TO ADD THE ADDITIONAL LANGUAGE.

DIRECTOR CARLSON OR CLOSE VARIATION ON THAT.

AT LEAST WHAT YOU PROPOSE CAPTURED THE SAME INTERESTS THAT I HAVE AN ETIQUETTE SOLVES A PROBLEM.

>> IF I'M FOLLOWING EXAMINATION OF COMPLIANCE FOR THIS MONITORING BUT IT'S NEVER VISION OF THE POLICY GOING FORWARD SO

[01:15:05]

WE CAN ADDRESS IT. >> AGREE IT'S IN COMPLIANCE WITH

HOW THE POLICY. >> DIRECTOR CHOI.

>> SO I KIND OF -- WHEN I READ IT CONSISTENTLY DOESN'T NECESSARILY ONLY MEAN ACROSS SCHOOLS TO ME.

WHEN I READ THE POLICY STATEMENT AND ASSESS CONSISTENTLY I WOULD APPLY THAT TO OUR STUDENT POPULATION AS AN ASSUMPTION OF HIS EQUITABLE AND THE DISPROPORTIONALITY WITHOUT HAVING TO AMENDMENT WITH CONSISTENT EQUITABLY.

I THINK CONSISTENTLY APPLIES BOTH.

>> OR PROBLEM WE ACCEPTED THE SUPERINTENDENT INTERPRETATION CONSISTENTLY THE ONLY ADDR ADDRESSES -- WHEN THE SUPERINTENDENT INTERPRETATION THAT WE NEGOTIATED WE CAN BASICALLY AGREE TO READ THE SYSTEM.

WHAT WE AGREED TO IS AN CONSISTENTLY MEANS ALL STAFF, FOLLOW STAFF GUIDELINES WITH FIDELITY AND ALIGNMENT.

IT DOESN'T REALLY SPEAK TO EQUITABLE OUTCOMES AND EQUITABLE RATES OF ENFORCEMENT. IT'S JUST WHAT WE AGREED TO, WAS IT WHAT I THINK WE MAY WANT TO SEE.

>> DOESN'T CONSISTENT IMPLY EQUITABLE OUTCOMES.

>> YOU COULD BUT IT NEEDS TO BE WRITTEN UNDER THE SUPERINTENDENT INTERPRETATION, YOU CAN'T CHANGE THE RULES AFTER THE FACT.

>> WHAT WE DID CHANGE INDICATOR OF COMPLIANCE INCLUDING

DISPROPORTIONALITY? >> THAT'S FOR THE DISPROPORTIONALITY INDICATOR IS INCONSISTENT WITH THE INTERPRETATION. IT REALLY IS SPEAKING TO A DIMENSION THAT IS NOT IN THE INTERPRETATION.

>> ONE OF THE THINGS AROUND DISCIPLINE BEING REPORTED IN OE 10, THIS IS THE FIRST TIME WE REPORTED IT IN OE'S, IS TO BE PRESENTED AS PART OF RESULTS THREE SO WE USE DISCIPLINE AS AN OUTCOME MEASURE AS OPPOSED TO A PARAMETER FOR STAFF ACTION SO YOU ARE RIGHT WE DID ADD SO I'M JUST KIND OF TAKING NOTES HERE EVEN IN THE INDICATOR OF COMPLIANCE, I THINK WE NEED TO DEFINE A TREND OVER HOW MANY YEARS.

AT LEAST WERE ALL IN AGREEMENT TO WHAT WERE MEASURING.

I THINK THERE IS SOME AREAS HERE THAT WE CAN SURE UP SO IN THE FUTURE WERE CONSISTENTLY APPLYING THE POLICY AND

INDICATORS. >> THE ONLY OTHER THING THAT CAME UP FOR ME AND 10.3 HOW DO WE START TO ADDRESS THE RESTORATIVE PRACTICES THAT WERE MENTIONED BUT NOWHERE DO WE DISCUSS THAT AND THE ALTERNATIVE OPTIONS TO EXCLUSIONARY DISCIPLINE THAT WERE EXPLORING AND IMPLEMENTING THIS BECAUSE OXFORD IS A POSITIVE COMPONENT OF GOING THROUGH THAT.

THAT IS THE PEACE. I GUESS I WOULD ADD THAT I DON'T SEE ANYTHING IN REGARD TO COMPLIANT AT THIS POINT BUT AN INDICATOR FOR THE FUTURE WATER ALTERNATIVE THAT WE ARE DOING IN

PURSUING IN WHICH TO ADDRESS. >> WHAT YOU'RE ASKING FOR IS AN INDICATOR TO THE SHIFT, THIS IS A FUNDAMENTAL SHIFT THAT IS TAKING PLACE OVER THE LAST 6 - 8 YEARS IN THE DISTRICT FROM EXCLUSIONARY PRACTICE THAT THEY HAVE BEEN BUILDING RESTORATIVE PRACTICES, WERE MEASURING THE DECLINE OF THE OLD BUT WE HAVE GOTTEN INDICATORS OF THE NEW. I'M WITH YOU THERE I WOULD LOVE TO HEAR AS WE GO FORWARD NEXT YEAR WHAT INDICATORS WE MIGHT

HAVE AROUND. >> I THINK ONE OF THE THINGS THAT MIGHT BE IN MIND TO AN IDEA IF YOU HAD FIVE SCHOOL SUSPENSIONS AND FOR X ISSUE AND YOU SHOW THE NEXT YEAR YOU HAD THREE AND TWO OF THOSE ARE NOW BEING HANDLED BY IN-HOUSE SUSPENSION OR IN-HOUSE RESTORATIVE PRACTICES, THAT WOULD BE A GREAT WAY TO SHOW. I DON'T KNOW IF YOU CAN DO IT TO BE QUITE FRANK BUT IF IT'S POSSIBLE IT BE GREAT.

>> I THINK BACK TO SUNG COMMUNICATION THAT I RECEIVED FROM PARENTS WHEN THERE WAS AN ISSUE AT SCHOOL AND NOT SO MUCH THAT THEIR STUDENT WAS A 1B DISCIPLINE BUT THEIR STUDENT WAS A ONE WHO WAS THE TARGET OF THE VIOLENCE.

AND THERE WAS NO COMMUNICATION TO THEM AS TO WHAT HAD BEEN DONE

[01:20:02]

AND BECAUSE THEY FEEL LIKE THEY WERE JUST PUSHED ASIDE AND THEIR STUDENTS CONTINUE TO BE A TA TARGET.

>> DIRECTOR CHOI AND THE DIRECTOR LALIBERTE.

>> I APPRECIATE IN THE APPENDIX THE EFFORTS TO BRING THE INDICATORS INTO COMPLIANCE AND WHAT THE PLAN IS MOVING FORWARD.

I JUST HAD A COUPLE QUESTIONS. SORRY.

YOU HAVE A SECTION ABOUT ADDRESSING THE INCREASE IN CHRONIC ABSENTEEISM AND I WAS CURIOUS.

IS IT POSSIBLE TO LOOK AT CHRONIC ABSENTEEISM WALL EXTRAPOLATING XMT IS HIM TO DAKOTA? TO GET A BETTER IDEA OF WHETHER OR NOT WE ARE SEEING A DECREASE

OR IF IT'S RELATED. >> I ASKED THAT QUESTION OF MY

TEAM, THEY GAVE ME AN ANSWER. >> IT WAS COMPLICATED.

>> AND I DON'T HAVE THE ANSWER FOR YOU OFF THE TOP OF MY HEAD.

I BELIEVE THERE IS AN ANSWER TO THAT AND I WILL GET YOU A RESPONSE TO THAT BECAUSE I ASKED THE SAME QUESTION.

DEPUTY SUPERINTENDENT BILLINGHAM WOULD LIKE TO COME AND RESPOND

TO THAT HE SAYS. >> PLEASE COME DEPUTY

SUPERINTENDENT BILLINGHAM. >> SO YES WE CAN EXTRAPOLATE SOME OF THE ATTENDANCES FROM LAST YEAR GIVEN A SPECIFIC ATTENDANCE CODE BUT GIVEN THAT WE ALSO JUST ASK ALL OF HER STUDENTS TO STAY HOME AND SICK AND THEY WERE NECESSARILY -- THEY WERE ALL NECESSARILY COVID RELATED IF THEY WERE SYMPTOMATIC, WOULD BEEN RECORDED BY SOME DIFFERENTLY SO WE CAN GET THAT BUT YOU WOULD ACTUALLY HAVE ESSENTIALLY ALL EXCUSED ABSENCE FOR MEDICAL REASONS, WE WOULD NOT -- THAT WOULD BE SEPARATE FROM SPECIFICALLY COVID POSITIVE REASONS AS WELL AND ALSO THE RULES LAST YEAR CHANGED MIDWAY SO ONE POINT TIME UNVACCINATED STUDENTS WERE REQUIRED TO ISOLATE FOR 10 DAYS AND CHASE MULTIPLE TIMES OUT THE YEAR.

SO WE ALSO HAD THOSE THINGS. WE DEFINITELY WOULD'VE EXPECTED THIS YEAR ARE ABSENCE RATES WILL IMPROVE IF NOTHING ELSE BUT ISOLATION. FOR STUDENTS WHO HAVE COVID HAS CUT DOWN TO FIVE DAYS. THAT CAN BE A STUDENT MISSES THREE DAYS OF SCHOOL IF THEIR SYMPTOMS ARE IMPROVING.

WE WOULD EXPECT TO SEE THAT IT WOULD IMPROVE.

BUT THERE'S A LOT OF OTHER FACTORS.

AS WELL WE KNOW WHAT WERE DEALING WITH SCHOOL REFUSAL AND SOME STUDENTS LAST COUPLE OF YEARS THAT HAVE BEEN REALLY

DISRUPTIVE FOR. >> THANK YOU AND I HAD ONE

OTHER. >> GO AHEAD.

>> JUST AS A QUICK FOLLOW-UP ON I FORGOT TO ASK CHRONIC ASTHMA T IN THE WRITTEN REPORT IS NOT DEFINED IN IT WOULD BE HELPFUL -- AND PRETTY SURE THIS DOESN'T COUNT KIDS WERE SICK ONE

DAY OR TRE TWO DAYS. >> WHAT IS THE DEFINITION OF CHRONIC ABSENTEEISM YOU ARE ABSENT 10% OF SCHOOL DAYS.

>> THE ONLY OTHER KIND OF QUESTION I WANTED TO POSE -- WERE TALKING A LOT ABOUT STUDENTS SENSE OF BELONGING DECREASING POST PANDEMIC AND I KNOW THAT WE'VE HAD CONVERSATIONS BEFORE ABOUT THE IMPACT OF AFFINITY SPACES AND THESE EXTRACURRICULAR ACTIVITIES IN IMPACTING STUDENTS SENSE OF BELONGING AND A LOT OF THOSE ARE COMING BACK FOR THE FIRST TIME THIS YEAR. IS THERE -- I WOULD ASSUME THERE IS AN EXPECTATION OF HOW THAT WILL IMPACT STUDENTS SENSE OF BELONGING ON ITS OWN BUT I'M CURIOUS AS TO THE REAL IMPACT,

[01:25:08]

>> TRYING TO EXTRAPOLATED OUT. [LAUGHTER]

>> IS NOT A QUESTION REALLY BUT I DO THINK.

>> WHAT WE KNOW ABOUT STUDENTS IS THERE ARE MANY STUDENTS THAT ARE CONNECTED TO SCHOOL BECAUSE OF THE ACTIVITY.

THERE ARE SOME STUDENTS CONNECTED TO SCHOOL BECAUSE OF THE ACADEMIC PROGRAM. CONTINUING TO ENSURE STUDENTS ARE CONNECTED. I THINK THAT IS THE KEY.

MAYBE WE COULD COMPARE STUDENTS THAT ARE PARTICIPATING IN ASK BUT I'M NOT EVEN SURE THAT'S A VIABLE OR RELIABLE WAY TO COMPARE THE DATA. THERE STUDENTS ARE CONNECTED OUTSIDE OF SCHOOL TO SOMETHING THAT WE DON'T TRACK OR KNOW ABOUT BUT THAT IS THEIR PASSION AND THINGS LIKE THAT JUST BECAUSE THE SCHOOL DOES OFFER IT DOESN'T MEAN THEY'RE NOT

CONNECTED TO A COMMUNITY. >> I GUESS IT'S MORE OF A QUESTION, PRE-PANDEMIC ARE SCHOOLS OFFERED WERE GIVEN OPPORTUNITY FOR A SPACE FOR THIS AMOUNT OF WHATEVER GROUPS IN THE CLUBS AND ACTIVITIES IN THOSE AFFINITY GROUPS, RIGHT.

POST PANDEMIC WITH IT LIFTED IN WHAT HAS RETURN IS THAT AT THE SAME LEVEL AS THE LOWER, IS IT HIGHER? AND THEN KIND OF SEEN THE CORRELATION WITH HER STUDENTS RESPONSES. IF WE SAY 2% OF THE SAME OPPORTUNITIES HAVE COME BACK AND WE STILL SEE A MAJOR DECREASE IN STUDENTS REPORTING OF SENSE OF BELONGING.

AS A POTENTIAL SOURCE IF WE CAN INCREASE AND BRING BACK THOSE ACTIVITIES WILL ARE STUDENTS SENSE OF BELONGING SELF REPORTING INCREASE? AS A SOLUTION FOR THIS?

>> WAS THERE A SPECIFIC INDICATOR IN WHICH YOU ARE

BRINGING THEM FORWARD? >> 10.6.

>> OKAY, THANKS. ANY OTHER QUESTIONS?

ANY OTHER COMMENTS, I'M SORRY. >> I HAVE A FEW.

>> 10.2 WHICH IS -- ALL JUST GET TO MY, WITHOUT.

>> MY COMMENT IS I LIKE TO SEE DEFINITION OF THE SCHOOL ENVIRONMENT. BRING THIS UP BECAUSE I WAS LOOKING AT A REPORT THAT WE HAD FOR OE 13 TONIGHT FROM OUR LAST MEETING AND WE FLAGGED CYBER BULLYING AS AN INTEREST BUT MAYBE IT WAS MORE APPROPRIATE. FOR OE 10.

I THINK I'LL WEAR WHEN IT'S APPROPRIATE, I THINK IT'S 10.2 POTENTIALLY JUST AN EXPANSION OF HOW WE UNDERSTAND WHAT THE SCHOOL ENVIRONMENT IS PROLIFIC FOR MOST STUDENTS THE SCHOOL ENVIRONMENT EXTENDS BEYOND OUR LAWS.

I KNOW WE CAN'T CONTROL EVERYTHING THAT HAPPENS ON THE VARIOUS SOCIAL MEDIA THINGS THAT I DON'T KNOW ABOUT ANYMORE.

BUT IT IS AN INTEREST THAT I THINK WE HAVE IS A BOARD AND PROTECTING THE STUDENT LEARNING ENVIRONMENT OUTSIDE OF OUR WALLS. I THROW THIS OUT YOU WANTED TO GET SOMETHING GOING FORWARD I THINK WE NEED TO BE MONITORING.

>> WHEN WE THINK ABOUT STUDENT DISCIPLINE THERE IS A COMPONENT WITHIN STUDENT DISCIPLINE RULES OF IMPACT AND IT REALLY IS ABOUT IS OR SOMETHING THAT OCCURRED OUTSIDE OF THE SCHOOL THAT IS REALLY COMING INTO THE SCHOOL IN IMPACTING STUDENTS ABILITY TO LEARN, FEEL SAFE AND THINGS LIKE THAT.

THERE REALLY IS CONDITIONS THAT EXTERNAL BEHAVIOR AND HOW IS OUT

[01:30:07]

>> GOOD, I THINK MY INTEREST IS BROADER THAN DISCIPLINE ACROSS THE SCHOOL. HIS ENVIRONMENT IN THE LEARNING AND THE ENVIRONMENT IS A FUNCTION OF THINGS THAT ARE HAPPENING ON THEIR PHONES OR ON THE COMPUTERS, ALL THESE DIFFERENT THINGS THAT ARE NOT EVEN A COOL WORLD ANYMORE.

>> I THANK YOU UNDERSTOOD THAT BUT I WANT TO MAKE SURE.

>> I THINK YOU WANT ME TO BE ACCOUNTABLE FOR SOCIAL MEDIA.

>> I WOULD LIKE THAT. >> THANK YOU.

>> THANK YOU AND YOU ARE AGREEING TO NOT.

>> NO NO AGREEMENT AND THAT WOULD BE THROUGH REVISIONS OF

THE POLICY. >> WILL SEE WHAT WE CAN GET FROM

HIM. >> DID ANYONE HAVE ADDITIONAL ON THAT? A PRETTY GOOD POINT.

>> I ACTUALLY WANTED TO GET BEHIND THIS CONCEPT.

IT WAS BROUGHT UP ON DISCUSSING TECHNOLOGY TO ME CYBER BULLYING IS A MATTER OF DISCIPLINE OR BEHAVIOR NOT ABOUT TECHNOLOGY THEREFORE IT BELONGS SOMEWHERE IN IS MY POSITION ON THIS.

I DO THINK IT'S OUR JOB TO FIGURE OUT WHERE HE PUT THE

POLICY WITH DOCTOR HOLMEN. >> WOULD PROBABLY HAVE A TALK TO MUCH HOW WE ACTUALLY RESPOND TO CYBER BOWLING.

ALL THE DIFFERENT COMPONENTS THAT ARE READY IN PLACE.

>> THERE'S INTEREST TO LEARN MORE, HOW DO WE BUILD THIS INTO THE POLICY TO GO BEYOND THE WALLS OF THE SCHOOLS, THAT'S A LEARNING ENVIRONMENT RECOGNIZING THAT THE INTERNET AND THE INFRASTRUCTURE ON THE CYBER WORLD IS ANOTHER ENVIRONMENT THAT HER STUDENTS ARE IN AND IT'S A LEARNING ENVIRONMENT.

HOW DO WE ADDRESS PULLING IN THAT LOCATION?

>> AGAIN NOT JUST BULLYING I THINK SOCIAL MEDIA CAN HAVE A LOT OF EFFECTS THAT ARE NOT SIMPLY BULLYING.

>> IT MAKES ME THINK WHAT HER STUDENT REPRESENTATIVE EVAN OF NOT BEING ABLE TO DO ANYTHING, THE SAME SORT OF CONCEPT DENIES

FEAR. >> AND ADD ONE MORE?

>> YOU ABSOLUTELY CAN. >> I DON'T REALLY KNOW WHERE THE SLANTS. OE 10-POINT, POLICY AND DISCIPLINE REALLY JUST TALKS ABOUT DISCIPLINE THINK ABOUT THE DISCUSSION WITH THE BOARD AND THE COMMUNITY OVER SCHOOL RESOURCE OFFICERS AND LOST FEW MONTHS.

I DO THINK THAT SOME OF THAT TOUCHES ON WHAT WERE MONITORING ON OE 10. INTEREST EXPRESSED IS NOT AROUND ENSURING WERE NOT CRIMINALIZING AND OTHERWISE BE DISCIPLINE.

>> ORDER REDOING IS EQUITABLE. AS A READER POLICIES I DON'T THINK WE WERE AS A BOARD TALKING ABOUT THAT.

THE LINK BETWEEN THE DISTRICT IN HER POLICE COMMUNITY.

ANOTHER DISTRICT IS DOING WORK AND HOW TO USE THE BOARD AND THEY DON'T QUITE HAVE ANYTHING YET.

I DON'T HAVE ANY SUGGESTIONS RIGHT NOW OTHER THAN I SEE AS A WHOLE AND SOMETHING OUR STUDENTS ARE EXPRESSING INTEREST IN THEIR COMMUNITIES EXPRESSED IN SOMETHING WE DON'T HAVE ANY

CLEAR POLICY LANGUAGE AROUND. >> I GUESS I WOULD ASK WHAT I THINK WE SHOULD DO HIS WORK IS POTENTIALLY HAVE -- AND MAYBE THINK ABOUT AND AN AMENDMENT TO HAVE LANGUAGE AROUND AROUND WHAT WE WANT AND WHAT OUR VALUES ARE. IN THAT CONNECTION.

>> AND THINK THERE'S A FEW PUCE'S THAT CAME OUT AND WE RESTORED PRACTICE OF THE CYBER ENVIRONMENT.

NOW THE CONCEPT, WHAT IS OUR RELATIONSHIP AROUND DISCIPLINING AND NOT CRIMINALIZING IN THE CONVERSATIONS.

I THINK THOSE WERE ALL PIECES. UNTIL WE HAVE TO FIGURE OUT HOW TO BUILD THAT AND THE REVISION OF POLICIES THAT WILL COME WILL THAT WILL HELP US TO SET UP THE WORK PLAN OF WHAT WERE ABLE TO BRING IT IN. IS THERE AN AGREEMENT AROUND

THAT? >> IS THINK IT WOULD JUST ADD, IT'S 10.2 AGAIN THAT SPECIFICALLY SAYS A WELCOMING SCHOOL ENVIRONMENT AND I THINK BASED OFF OF SOME PUBLIC COMMENT THAT WE HEARD FROM HER STUDENTS SAYING THAT THEY DON'T FEEL LIKE

[01:35:02]

AROUND WHAT IT MEANS. >> ANY OTHER DISCUSSIONS ABOUT

THIS EXPECTATION? >> WE HAVE ANOTHER ONE DIRECTOR

LALIBERTE. >> FOR 10.2 ARE INDICATOR OF COMPLIANCE TO 90% OF STUDENTS INDICATE NEUTRAL AND FAVORABLE.

AND WE ARE IN TERMS OF THE TOTAL STUDENT POPULATION, WE ARE BASICALLY THERE WERE YOU SEE IF YOU LOOK AT THE SUBGROUPS WERE PRETTY FAR AWAY. I THINK I WOULD LIKE GOING FORWARD THE INDICATOR OF COMPLIANCE TO INCLUDE ALL SAID GROUPS AND NOT JUST 90% OF THE OVERALL STUDENT POPULATION.

YES, I THINK THAT'S RIGHT I THINK THAT'S WHAT I'D LIKE TO

SEE. >> I DO THINK WE'LL HAVE TO THINK ABOUT HOW THEY OVERLAP BETWEEN OPERATIONAL EXPECTATION 14 IN ANTIRACISM ANTI-DISCRIMINATION.

THE OVERLAP WE JUST NEED TO THINK ABOUT HOW THOSE PIECES

OCCUR, JUST PUTTING THE ALTUS. >> THAT'S RIGHT.

>> I WILL DO SOMETHING ABOUT THAT TO.

>> WE WILL MARK THAT DOWN AND SETUP FORWARD ON WHERE IT NEEDS

TO GO. >> RIGHT, WHAT I JUST ASK FOR IS MAY VERY WELL ALREADY BE CAPTURED BY WHAT WERE ASKING FOR IN OE 14. SO I DON'T WANT TO DUPLICATE

INDICATORS. >> I GUESS I WOULD JUST ASK THAT

WE VERIFY THAT THAT IS THE CASE. >> OKAY, ANY OTHER QUESTIONS?

>> DOCTOR HOLMEN. >> WINDS AT, I HEARD A FEW TO FOR COMMENT FROM THE BOARD. I WILL ALSO BE THINKING ABOUT NEW POLICY STATEMENTS TO ADD TO OE 10 RATHER THAN TRYING TO SHOEHORN A CONCEPT INTO CURRENT POLICY LANGUAGE BECAUSE OF THE BOARD HAS AN EXPOSED VALUE I WOULD RATHER STATED, MONITORING EXPLICITLY RATHER THAN IMPLYING IT IN OTHER AREAS.

HEARD A FEW DIFFERENT COMPONENTS HERE TONIGHT THAT I MAY RECOMMEND AS WE MOVE FORWARD THAT WE ACTUALLY WRITE NEW

POLICY LANGUAGE WITHIN OE 10. >> NICU.

HEARING NO ADDITIONAL COMMENTS, WITH THE I WILL CALL FOR THE BILL ABOUT OPERATIONAL EXPECTATION.

TEN OF THE LEARNING ENVIRONMENT AND STUDENT TREATMENT.

ALL THOSE IN FAVOR OF APPROVING OE 10 AS PRESENTED AS IN COMPLIANCE WITH THE TWO NOTED ASSUMPTIONS AND 10.2 AND 10.6 AS WELL AS THE ADDITIONAL REQUEST FOR POLICY REVISION IN THE PIECE GOING FORWARD, YOU WILL SEE THOSE IN THE SUMMARIES THAT COMES FORWARD. AS LONG AS YOU'RE IN AGREEMENT THEN ALL THOSE IN FAVOR SIGNIFY BY VOTING AYE.

>> ANYONE OPPOSE? HEARING ON, MOTION CARRIES, THANK YOU FOR ALL YOUR WORK WITH GETTING THAT DONE.

THAT WAS OE 10. THE OTHER TWO ITEMS ON THE AGENDA THIS EVENING IN REGARD TO THE MONITORING -- DID EVERYBODY RECEIVE THE SUMMARY FOR OPERATION EXPECT 12 FACILITIES AS WELL AS THE ONE FOR OPERATION 13 TECHNOLOGY.

LET'S TAKE OPERATION 12 FOR FACILITIES.

NOTHINGS OPENING UP FOR ME, ONE SECOND.

JOE AS I WROTE THE SUMMARIES IS TAKEN INTO ACCOUNT ALL THOSE PIECES, YOU'LL NOTE THERE ARE SPECIFIC BOARD FINDINGS UNDER EACH OF THE SPECIFIC POLICIES IN THE SUMMARY AT THE VERY START IS THE OVERALL PIECE OF WHAT WAS SAID.

ARE THERE ANY QUESTIONS, I GOT LOCKED OUT.

>> IS IN COMPLIANCE ONE GOOD. >> IN MY GOING TO CO FAST.

>> REMOVE APPROVAL FOR THE WRITTEN REPORT OF MONITORING OE 12 AS PRESENTED IN OUR BOARD PACKET.

>> IT'S BEEN MOVED BY DIRECTOR LALIBERTE AND SECOND BY DIRECTOR

[01:40:06]

ANY QUESTIONS IN REGARDS TO ANY OF OUR DISCUSSION IN REGARD TO

THE SUMMARY? >> NO QUESTIONS BUT ACCOMMODATION FOR A BEATABLE RESPONSE.

THE ADDITION HERE, THIS IS A GOOD FORMAT.

>> I WOULD LIKE TO CALL OUT, WE HAVE ACCOMMODATIONS IN REGARDS TO THE SAME REGARDS OF EXCELLENT WORK FOR U-UPPERCASE-LETTER LOOK YOUR CAPITAL FOR A SAFE, MAINTAIN AN EXCELLENT LEARNING ENVIRONMENT FOR STUDENTS. WE RECOGNIZE THAT THE COMPLIANCE WITH POLICIES IS HEAVILY DEPENDENT ON VOTER SUPPORT FOR CAPITAL CONSTRUCTION LEVY AND CAPITAL AND TECHNOLOGY.

CONTINUED EFFORTS TO CAN MITIGATE THE LEARNING SPACE NEEDS AND IMPACT ON STUDENT LEARNING HELP TO ENSURE ADEQUATE RESOURCES TO ADDRESS HIS POLICIES.

SO THE KEY ON THE DIRECTION PROVIDED INTO OUR DISCUSSION WAS IN 12.1F OF THE BOARD IN REGARD TO THE SUSTAINABILITY AND ECO-EFFICIENCY WITH OUR SCHOOLS, WE WOULD LIKE TO LEARN MORE ABOUT THE OPTIONS OF WHAT'S CURRENTLY HAPPENING IN REGARDS TO FACILITY AND THE POTENTIAL FOR POLICY REVISION TO STRENGTHEN AS YOU ALL ARE AWARE IT'S ON A WORK PLAN FOR THE FABRIC FOURTH WORK-STUDY SESSION AND WILL BE PURSUING MORE INFORMATION THERE AS WE ARE ABLE TO GO.

THE OTHER THING WAS 12 FOR AND 12.5 AND THIS BROUGHT UP A PIECE OF WHAT YOU WERE SPEAKING ABOUT ABOUT CENTRALIZED PIECES AND UTILIZATION OF SPACE AND BEATABLE TO DO THOSE THINGS.

THIS AS THOSE RESTRICTIONS HAVE BEEN MOVED AND IS IMPORTANT TO MAKE SURE COMMUNITY HAS ACCESS TO OUR FACILITY AND OUTDOOR SPACES AND CONSIDER WAYS TO INFLECT THAT AND THE OPPORTUNITIES FOR UTILIZATION OF SPACE AND PROVIDE A MORE CONSISTENT METHOD FOR REQUESTING AND GRANTING ACCESS.

THAT WOULD HOPEFULLY ADDRESS SOME OF THE OTHER PIECES.

I DO THINK I GOT THERE. THEN THERE WAS A LIST OF POLICY REVISIONS PUT FORWARD BY DOCTOR HOLMEN AND HIS PRESENTATION AS WELL AS OTHER COMMENTS THAT WERE BROUGHT FORWARD FROM THERE.

THAT IS WHERE THE SUMMARY IS OUT.

AS I SAID THERE'S MORE SPECIFIC THINGS BUT HOPEFULLY THAT CAPTURES THE SENTIMENT AND WITH THE ENCINO FOR THE DISCUSSION, I JUST WANT TO MAKE SURE TO CALL ACCOMMODATIONS SO THAT'S ACTUALLY HERE. THERE'S A LOT OF GOOD WORK DONE WITH OUR FACILITIES AND IT'S NOT EASY TO BUILD WHAT WE DO AND MAINTAIN THESE FACILITIES IN THE FASHION THAT IT IS DONE.

WITH THAT I WILL CALL FOR A VOTE TO APPROVE THE SUMMARY FOR OPERATIONAL EXPECTATION 12 FACILITIES AS PRESENTED.

ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

>> ANYONE OPPOSE CUSTOMER HEARING ON, MOTION CARRIES, THE NEXT ITEM UP WAS 13. WHICH IS TECHNOLOGY.

BEFORE I ASKED FOR A MOTION, I WILL DISCOLOR THE ACCOMMODATION.

I'M TRYING TO WORK UP THE STRUCTURE OF HOW I WROTE THIS.

I WROTE THIS BEFORE I WROTE 12. WERE GETTING THAT ONE, THE ACCOMMODATION THAT I WANT TO HIGHLIGHT FROM OUR DISCUSSION, WE APPRECIATE THE HOLISTIC EFFORTS TO CONTINUE TO STRENGTHEN TECHNOLOGY ACCESS FOR STUDENTS AND FAMILIES THROUGH CONTINUAL ACCESS TO HIGH-SPEED INTERNET, LAPTOPS YEAR-ROUND AND FAMILY HELPLINE 13.1 AND 13.2 AND HIGH-QUALITY DATA ANALYSIS TO STAFFING BOARD HELPED INFORMED DECISION-MAKING AND CONTINUED EFFORTS TO ADDRESS THE SECURITY ARE VITAL AS WE RELY UPON THE SYSTEMS MORE AND MORE. THOSE CONNECTIONS WITH OUR KEY PARTNERS AND TECHNICAL EXPERTS ARE INVALUABLE TO STAY UP-TO-DATE IN THIS AREA. THOSE ARE THE HIGHLIGHTS OF WHAT WE SAW THROUGH THAT. CONSIDER COLLECTING INFORMATION AND CURRENT EFFORTS IN TECHNOLOGY ARE MEETING NEEDS OF STUDENTS, STAFF AND FAMILY AND WHAT THEY MIGHT BE MISSING OR NEEDING TO HAVE. THIS OVER CYBER BULLYING WAS BROUGHT UP SO THAT WILL PLAY INTO THAT AND WORKING OE 10 IN REGARDS TO THAT. AND FOR 13.3 EXTERNAL STAKEHOLDERS INTEREST ACCESS TO DATA.

POTENTIALLY THAT WAS UNDER COMMUNICATION AND ENGAGEMENT WITH THE COMMUNITY BUT I'M NOT SURE AS A SOUL WHEN IT WENT TO THEIR THIS LAST TIME. WE WILL HAVE TO CONTINUE THAT.

ANY QUESTIONS OR CONCERNS? IF NOT I'M GOING TO MOVE FORWARD TO APPROVE THE SUMMARY AS PRESENTED.

>> SO MU TO IMPROVE THE SUMMARY AS PRESENTED, ANY FURTHER COMMENTS? , HEARING NONE, ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING I COME ANYONE OPPOSE CUSTOMER, ALRIGHT, THE MOTION CARRIES. THANK YOU, THAT WAS A LOT OF WORK FOR TONIGHT. APPRECIATE THAT.

IT SETS UP FOR ADDITIONAL WORK GOING FORWARD I APPRECIATE ALL THE WORK FOR STAFF AS WELL AND GETTING THOSE DONE JUST SO YOU'RE AWARE OPERATION 14 WILL BE ON THE NOVEMBER 21.

I'M STILL IN THE PROCESS OF SUMMARIZING UP EASTER.

[G. Superintendent Report]

[01:45:01]

>> TONIGHT WE HAVE A BRIEF UPDATE FOR THE BOARD DEPUTY SUPERINTENDENT MATT BILLINGHAM WILL PROVIDE AN UPDATE REGARDING COVID-19 AND AS YOU KNOW THE GOVERNOR'S EMERGENCY ORDERS SUSUNSET ON OCTOBER 31 IN THE DISTRICTS ACROSS THE STATE ANXIOUSLY AWAITED INFORMATION FOR THE DEPARTMENT OF HEALTH AS TO WHAT THERE BE ANY ADDITIONAL CONDITIONS THAT WE NEEDED TO COMPLY WITH SO WHILE THE EMERGENCY ORDER HAS SUNSET IN THERE ARE STILL CONSIDERATIONS THAT WE NEED TO MAKE AS WE MOVE FORWARD. WE SEND INFORMATION OUT TO OUR FAMILIES AND STAFF LAST WEEK TO PROVIDE THEM WITH INFORMATION UNDER THE APPROPRIATE TO PROVIDE THE INFORMATION TO THE BOARD AS

WELL. >> THANK YOU, DOCTOR HOLMEN AND BOARD. YET WE WERE ANXIOUSLY AWAITING THE DEPARTMENT OF HEALTH HAS COME OUT WITH NEW GUIDELINES OVER THE PAST COUPLE OF YEARS. IT'S ALWAYS BEEN A BIT OF AN EVENT. AND WITH THE SUNSETTING OF THE EMERGENCY ORDERS. WHAT WE DISCOVERED LARGELY IS FOR MOST OF OUR STUDENTS THE EXPERIENCE IS GOING TO LOOK ABOUT THE SAME AS IT HAS THUS FAR FOR THIS YEAR.

THE DEPARTMENT OF HEALTH UNDER ITS EXISTING AUTHORITY IN STATE LAW AND PUBLIC HEALTH UNDER ITS EXISTING AUTHORITY IS CONTINUING TO EXPECT THAT WHEN PEOPLE TEST POSITIVE FOR COVID THAT THEY ISOLATE FOR FIVE DAYS. THEY MAY RETURN ON DAY SIX AS LONG AS HER ASYMPTOMATIC AND WITH THE RECOMMENDATION THAT THEY'RE WEARING A TIGHTFITTING MASK WHICH IS CONSISTENT WITH THE GUIDANCE THAT WE RECEIVED, THE CHANGES THAT WERE LAST MARCH AND WE CONTINUED TO FOLLOW ALONG WITH THAT.

THERE'S BEEN SOME MINOR VARIATIONS IN THERE BUT THAT IS ESSENTIALLY, THAT EXPERIENCE IF PEOPLE TEST POSITIVE WE WANTED TO STAY HOME. WE ALSO KNOW THERE IS A DEPARTMENT OF HEALTH BE REITERATING, THERE IS MORE THAN JUST COVID GOING AROUND RIGHT NOW.

SO WE UPDATED OUR STAY HOME AND SIT PAGE ON THE WEBSITE.

THE DEPARTMENT OF HEALTH IS UPDATED.

IT IS SYMPTOM-FREE AND SO WHETHER IT IS THE FLU OR A COLD OR COVID THE HEALTH MEASURES ARE JUST AS IMPORTANT.

VACCINATION STILL THE DEPARTMENT OF HEALTH IS SAYING THAT IS THE MOST EFFECTIVE STRATEGY THAT WE HAVE FROM A PUBLIC HEALTH STANDPOINT WITH RESPECT TO COVID.

THEY ARE CONTINUING TO ENCOURAGE VACCINATION OR BOOSTERS BUT WITH THE SUNSETTING OF THE EMERGENCY ORDER IT IS NO LONGER A REQUIREMENT FOR STAFF OR VOLUNTEERS OR CONTRACTORS TO BE VACCINATED. TO BE IN SCHOOLS.

VACCINATION HAS NEVER BEEN A REQUIREMENT FOR STUDENTS AND THAT IS NOT A REQUIREMENT AT THIS POINT THEN IT IS NOW.

WITH THE SUNSETTING OF THE EMERGENCY ORDERS, SCHOOL DISTRICTS ARE ONLY REQUIRED TO REPORT OUTBREAKS, WE HOWEVER, ARE CONTINUING TO MAINTAIN A DASHBOARD THE SYSTEM WE HAVE IN PLACE WAS WORKING, WE HAVE CASE MANAGERS, REPORTING SYSTEM, THE DATA SET UP, IT WOULD ACTUALLY BE A LOT MORE WORK FOR US TO DISMANTLE THAT SYSTEM AND TRY TO CREATE SOMETHING NEW THAT MEETS A NEW REQUIREMENT THEN CONTINUE TO MAINTAIN WHAT WE HAVE IN PLACE. OUR FAMILIES, STAFF, STUDENTS CONTINUE TO GO TO THE DASHBOARD THAT'S ON OUR WEBSITE, IF THEY ARE CURIOUS ABOUT CASES. WE ARE MAINTAINING OUR REPORTING TO THE PUBLIC HEALTH AND CONFIRMING THAT THE WAYS THAT WERE REPORTING TO THEM NOW ARE IN COMPLIANCE WITH THEIR EXPECTATIONS. IF SEEN THE E-MAIL, THEY SAID YES THAT'S GREAT KEEP DOING WHAT YOU'RE DOING AND WE'LL CONTINUE, IF THERE ARE OUTBREAKS TO WORK WITH PUBLIC HEALTH CLOSELY TO NOTIFY FOLKS THAT MAY BE IMPACTED BY THAT.

THE WASHINGTON STATE IS CONTINUING ITS FUNDING FOR TESTING. SO THE TESTING SUPPORT THAT WE HAVE WITHIN OUR DISTRICT WHICH IS REALLY THE OUTBREAK TESTING RESPONSE. WE CONTINUE TO HAVE ACCESS TO THAT. AND SOME LIMITED SUPPLIES FOR TESTING SO WHEN INDIVIDUALS NEED ACCESS TO TEST WE ARE ABLE TO PROVIDE THAT FOR THEM. THE STATE HAS SAID THEY WILL CONTINUE THE FUNDING AND THAT SUPPORT THROUGHOUT THE REMAINDER OF THIS YEAR. I DON'T KNOW WHAT THAT WILL LOOK LIKE FOR 23 - 24 BUT FOR THE 22 - 23 SCHOOL YEAR THAT'S REMAINING IN PLACE. OUR COMMUNICATION TO FAMILIES,

[01:50:06]

SO BY IN LARGE, WE ARE ESSENTIALLY MAINTAINING A LOT OF THE SYSTEMS WE HAVE IN PLACE. CONTINUING LAYERED SAFETY APPROACH, INDIVIDUALS ARE STILL WELCOME TO WEAR A MASK IF THEY CHOOSE TO AND THAT STILL RESPECTED AND HONORED AND IS DEFINITELY PART OF THE RECOMMENDATION COMING BACK FROM A POSITIVE CASE, THAT IS MY UPDATE.

>> CAN YOU REMIND ME RR HEALTH ROOM OFFICE PROFESSIONALS REQUIRED TO WEAR MASKS WHILE IN THE HEALTH ROOM?

>> I ASKED THAT BECAUSE I BELIEVE THAT IS TRUE.

BUT EVERY TIME I AM IN A SCHOOL THERE ALWAYS MAST IN THE HEALTH

ROOM. >> THEY ARE REQUIRED WHEN WORKING WITH THE STUDENT HEALTH ROOM.

>> IT. >> THANK YOU.

>> A QUICK QUESTION WHEN YOU LISTEN TO THE VARIOUS THINGS WERE KEEPING AN EYE ON HOW WE HAD ANY PROBLEM WHATSOEVER WITH

THE RVS, RSP, WHATEVER IT IS. >> RSV, I AM NOT AWARE THAT THAT HASN'T BUBBLED UP, THAT DOESN'T MEAN THAT WERE NOT I'M JUST NOT

AWARE OF THAT. >> MAKE SURE IT'S ON THE LIST.

>> RSV ISN'T SOMETHING THAT WE GENERALLY NOTICE AT OUR AGES IS JUST AN ICU PROBLEM IS THE FIRST TIME WE GET IS A BIG DEAL, ANYWAY I DON'T KNOW THAT WE FOLLOW THE PUBLIC HEALTH I'M JUST NOT SURE I CAN POINT YOU TO THE COUNTY.

>> ANY OTHER QUESTIONS? HEARING NONE, THANK YOU SO MUCH, WE APPRECIATE THAT. IS THERE ANYTHING ELSE ON THE

[H. Public and Community Affairs]

THANK YOU. OUR NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS, DIRECTOR STUART YOU HAVE ANYTHING YOU WOULD LIKE TO REPORT FOR THIS EVENING?

>> I BEEN IN TOUCH WITH A NUMBER OF FOLKS WITH THE VARIOUS WITH VERY LOCAL CITY COUNCIL LEVEL TO SEE WHAT ISSUES ARE REALLY BUBBLING UP IN THEIR AREAS AND WHAT THEY WOULD BE AND HAVE AN IMPACT ON US IN PARTICULAR I BELIEVE THIS LAST MEETING OF THE CITY COUNCIL THEY VOTED IN FAVOR OF KEEPING THE SROS, I THINK IT WAS 5 - 2 OR SOMETHING TO THAT EFFECT.

WHICH THAT WAS THEIR OPINION, ONE WAY OR ANOTHER AT THAT REPORT. ALSO TOMORROW NIGHT I'M GOING TO TRY TO TOUCH BASE WITH AS MANY OF OUR STATE LEGISLATURES AS POSSIBLE BECAUSE IT SHOULD BE LIKE SHOOTING FISSIONABLE ARROW.

>> ANYTHING ELSE? IN REGARDS OUT OF STUDY SESSION WERE ABLE TO DO THE LEGISLATIVE PRIORITIES IN DRAFTING THE CIVIL CONTINUE THAT WORK THERE WITH THE STATE LEGISLATURE.

IN BEING ABLE TO DO ADVOCACY WORK IN THOSE AREAS.

SO THAT WILL BE COMING TO THE BOARD ON THE 21ST OF NOVEMBER.

[I. Closing Items]

>> I LIKE TO POINT OUT THAT THREE OF OUR NINTH GRADERS HAVE MADE THE REGIONAL IF YOU WILL TO REPRESENT NATIONAL AND THE CRICKET FINALS. AMAZINGLY THERE NINTH GRADERS TWO FROM RIBBON HIGH SCHOOL, ONE FROM EASTLAKE, RAYON TAJ FROM REDMOND HIGH SCHOOL. I THINK I'VE GOT THIS RIGHT, EASTLAKE HIGH SCHOOL, THREE OF THESE PLAYERS SELECTED FOR THE U.S. THE YOU 15 AS NINTH GRADERS NO LESS.

I'M IMPRESSED. THE COMPETITION WILL BE THE

NATIONALS IN HOUSTON THIS WEEK. >> THANK YOU, ANY OTHER

[01:55:01]

>> I HAD IT COME TO MY MIND WHEN WE ARE DISCUSSING APRIL 10 ABOUT MASCOTS AND EVERYTHING. I WANTED TO ANNOUNCE IN CASE YOU HADN'T HEARD THAT ONE OF THE HIGH SCHOOLS RAVEN MASCOT HAS BEEN A BELIEF OFFICIALLY NAMED RORY AT THIS POINT.

THAT WAS A STUDENT VOTE READ WE HAD STUDENTS SUBMIT NAMES AND WE WHITTLED IT DOWN TO THREE AND THAT WAS A STUDENT VOTE THAT WAS ANNOUNCED DURING OUR HOMECOMING PEP ASSEMBLY.

SPEAKING OF HOMECOMING, HOMECOMING ATTENDANCE ISSUE ACROSS THE DISTRICT AS FAR AS I KNOW HIT RECORD OR NEAR RECORD NUMBERS. I SPEAK FOR WADDY TO HIGH SCHOOL AND SAY I THINK JUST RIGHT UP TO A THOUSAND WHICH WAS WAY MORE THAN WE EXPECTED OUR AVERAGE WAS.

WHICH IS REALLY COOL BECAUSE IT'S VERY CLEAR DATA EVIDENCE THAT STUDENTS ARE REALLY INTERESTED IN WHAT MORE COMMUNITY EXPERIENCES AND THEY WANT A HIGH SCHOOL EXPERIENCE COMING OUT OF COVID THAT WE HOPED WE WOULD SEE.

IT'S BEEN REALLY NICE TO SEE STUDENTS BY IN AND GO TO THE EVENTS AND THE DANCES THAT MAYBE THEY DIDN'T THINK WERE AT SCHOOL BEFORE. AND FINALLY THIS IS A GENTLE REMINDER TO EVERYONE AT THE TIME.

FOR STUDENTS AND COLLEGE APPLICATION SEASON, WE ARE IN THE EVERLASTING DARKNESS WHERE KIDS ARE WALKING TO SCHOOL IN VERY DARK AND VERY COLD AND WE HAVE QUARTER ONE GRADES COMING OUT. THAT IS A STRESSFUL TIME FOR STUDENTS. IT'S NOT ALL BAD BUT PARTICULARLY AT THIS POINT IN THE YEAR WE ARE HITTING THE POINT ESPECIALLY IN STUDENT COUNCIL WHERE WE GENERALLY DESCRIBE AS THIS SLOW AND MOW POINT OF THE YEAR, BE EXTRA KIND AND UNDERSTANDING OF HER STUDENTS IN THIS PART OF THE

YEAR. >> THANK YOU, ANY OTHER

COMMENTS? >> I WOULD LIKE TO HIGHLIGHT WE HAD THE OPPORTUNITY FOR THE SCHOOL SITE VISITS ON FRIDAY SO WERE TRAINED TO DO THIS EVERY MONTH, MONTH TO MONTH TO GET OUT TO TWO SCHOOLS TARGETING AREAS THAT WERE TRAINED TO LEARN A LITTLE MORE ABOUT TO SEE WHAT'S HAPPENING.

HAD THE OPPORTUNITY TO GO TO EASTLAKE HIGH SCHOOL.

WHAT I WOULD SAY I'D LIKE TO HIGHLIGHT SOME OF THE KEY THINGS THAT HERITAGE LANGUAGE PROGRAM THEY WERE DOING IN SPANISH WE HAD SOME TALK WE SPOKE ABOUT WORLD LANGUAGE AND THIS IS THE OPPORTUNITY FOR SPEAKERS IN SPANISH TO LEARN THE WRITTEN IN THE LITERACY SKILLS OF THEIR NATIVE LANGUAGE AND THE STAMP TEST IS ALSO BUILT INTO THAT. THIS WAS A VERY POSITIVE EXPERIENCE THAT THEY'RE DOING TRAINED TO DO SO.

IT WAS GREAT HAVING THE OPTION TO TALK TO SOME OF THE STUDENTS IN SORT OF HERE WHY WOULD YOU DO THIS OVER A REGULAR SPANISH CLASS AND TYPICALLY BECAUSE EVERYBODY HERE SPEAK SPANISH ALREADY WE ARE ALL FLUENT SO WE CAN HOLD CONVERSATIONS AND LEARN ABOUT ALL DIFFERENT COUNTRIES AT THE SAME TIME WHERE EVERYBODY IS FROM. AND THEN FOCUS ON THE LITERACY COMPONENT OF THE READING AND THE WRITING WHICH IS A PIECE THAT THEY DIDN'T HAVE BECAUSE THEY LEARNED IT FROM ORO.

IT'S A GREAT OPPORTUNITY IN EXCITING THAT IS GOING ON AND TAKING AN APPROACH. THE OTHER THING THAT WAS INTERESTING WAS THE CO-TEACHING OF MULTILINGUAL LEARNERS IN THE BLOCKED IMMUNITIES CLASS OF LANGUAGE ARTS AND SOCIAL STUDIES. IN DOING SO THIS IS A NINTH GRADE CLASS AND THERE WERE TWO STUDENTS WHO SPOKE SPANISH AS THEIR PRIMARY LANGUAGE AND WERE STILL LEARNING ENGLISH AT THAT POINT TIME SO THEY WERE DOING A PRESENTATION.

THE STUDENT DID HER PRESENTATION IN SPANISH, THE POWERPOINT WAS WRITTEN IN ENGLISH BUT IT WAS TRANSLATED AT THE TIME ON THE SCREEN SO PEOPLE COULD READ WHAT SHE WAS SAYING IN ENGLISH AS SHE WAS SPEAKING. HE GAVE HER THE OPPORTUNITY TO PRESENT HER INFORMATION IN HER NATIVE LANGUAGE AND VERY COMFORTABLY IN ALL THE QUESTIONS WERE THEN TRANSLATED TO THE TECHNOLOGY THAT THEY HAD IN THE CLASSROOM.

SHE WAS ABLE TO RESPOND BACK. IT WAS FABULOUS IT WAS A GOOD EXAMPLE OF POWER UTILIZING TECHNOLOGY TO BE ABLE TO PUSH IN OUR SPECIALIST INSTRUCTION SO MULTILINGUAL TEACHER IN THE CLASSROOM HELPING TO SUPPORT AT THAT TIME ALONGSIDE WITH THE SOCIAL STUDIES AND LANGUAGE ARTS TEACHER.

THAT IS JUST ONE EXAMPLE OF WHAT THEY WERE DOING, THERE'S MANY MORE IN OUR SCHOOLS BUT THAT'S ONE OF THOSE EXAMPLES OF CO-TEACHING AND USE OF TECHNOLOGY THAT I THINK THIS IS THE VALUE OF THE SITE VISIT YOU GET TO SEE AN ACTION THEY DID A GREAT JOB. THE OTHER PIECE IS THE FLEX TIME THEY USE A PIECE WHERE THEY DO WOLF TIME THEY CALL IT, THEY ARE

[02:00:05]

I WILL PROVIDE YOU A WRITTEN SUMMARY OF THAT VISIT SO YOU WILL HAVE ACCESS TO THAT AND YOU CAN SEE THAT.

THE OTHER COOL THING AND YOU HAVE TO GO ONLINE TO SEE.

ELLA BAKER WAS THE ELEMENTARY SCHOOL WE GOT TO GO TO THEY ARE A NATIONAL SCHOOL OF CHARACTER THEY JUST GOT THE AWARD ANNOUNCED. IT WAS A FABULOUS VISIT, THE PRINCIPAL IS WHO WALKED US AROUND.

BUT SORT OF ONE OF THE KEY THINGS THAT THEY HAVE, THEY HAVE THE BAKER EIGHT TRAITS IN THEIR BASED OFF A CHARACTER.ORG ESSENTIALS FOR A SCHOOL. AND AT THE SAME TIME THEY HAVE BUILT SERVICE LEARNING INTO EVERY SINGLE GRADE SO EACH GRADE LEVEL THERE IS A SERVICE LEARNING PROJECT TO ESTEEM, A CHANGEMAKER THAT THEY ARE STUDYING IN THAT GRADE LEVEL AS WELL. WHAT WE GOT TO SEE WAS FOURTH GRADE FOOD INSECURITY AND LEARNING ABOUT ALL THE ISSUES AROUND FOOD, HOW YOU GROW FOOD, THE CHALLENGES WE HAD IN ACCESS TO FOOD, AND THEY WERE DEVELOPING THEIR OWN PROJECTS TO ADDRESS THOSE ISSUES LOCALLY. LEAH GOT TO SEE THAT AS WELL SHE WAS ABLE TO JOIN ME ON THE TOUR. IT WAS A FABULOUS OPPORTUNITY I HIGHLY RECOMMEND THAT YOU GET A CHANCE TO GO OUT AS REALLY A GREAT CHANCE TO SEE ALL THIS WORK IN ACTION AND WE WILL CONTINUE TO BUILD THIS IN DIFFERENT WAYS, DO YOU HAVE

ANYTHING TO ADD LEAH? >> I WOULD JUST ENCOURAGE EVERYBODY TO READ THE SERIES SUMMARY IT IS VERY DETAILED AND IT PROVIDES A LOT OF INSIGHT. IT WAS A WONDERFUL EXPERIENCE GETTING TO BE OUT AT ELLA BAKER. THANK YOU SO MUCH DOCTOR HOME AND FOR ARRANGING THE AND GETTING US OUT THERE.

>> LASTLY TO THE BOARD MEMBERS THANK YOU WHO WE ARE NOW ALL OFFICIALLY TRAINED ON THE EQUITY COMPONENT FROM THE ON BOARD.

NO, ACTUALLY LEAH HAD DONE IT LAST YEAR SO SHE WAS ALREADY TRAINED ON IT. SO THAT WAS A GREAT OPPORTUNITY TO MEET OTHER BOARD MEMBERS AROUND THE STATE THEY CAME FROM EVERETT, WE HAD ABOUT 30 PEOPLE HERE, GREAT OPPORTUNITY AS WE GO TO THE CONFERENCE OR HAVE ANOTHER OPPORTUNITY FOR THE FINANCIAL ONBOARD TO DIG INTO BUDGET IF YOU'RE INTERESTED THERE IS A GOOD WORKSHOP ON SATURDAY THAT YOU CAN GO TO.

I THINK THEY STILL HAVE SPACE. THAT WOULD BE IT OF MY BOARD COMMENTS, SORRY I WAS A LITTLE LIMPLY BUT I WAS GOING TO THROW DOLL OUT THERE. HEARING NONE.

THE REVIEW OF THE BOARD MEETING SCHEDULED WILL BE ON NOVEMBER 21 LOVE A STUDY SESSION AT 5:00 P.M. FOLLOWED BY A BOARD MEETING AT 7:00 P.M. AND WITH THAT THE BOARD WILL NOW MEET INTO EXECUTIVE SESSION FOR ONE HOUR FOLLOWING THE EXECUTIVE SESSION THE NOVEMBER 7, 2022 BOARD MEETING WILL BE ADJOURNED, THERE WILL BE NO FORMAL BOARD ACTION TAKEN THIS EVENING FOLLOWING EXECUTIVE SESSION. THE PURPOSE OF TONIGHT'S EXECUTIVE SESSION IS FOR THE PURPOSE TO REVIEW THE PERFORMANCE OF A PUBLIC EMPLOYEE.

THE BOARD WILL CONVENE INTO EXECUTIVE SESSION AT 9:10 P.M.

SHOULD I GIVE YOU SIX MINUTE BREAK, AT

* This transcript was compiled from uncorrected Closed Captioning.