Nov 21, 2022 November 21, 2022 Board Meeting - 7:00 p.m.

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

[00:00:22]

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>> GOOD EVENING. I WOULD LIKE TO CALL TO ORDER

[B. Opening Items]

ALSO BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE LWSD WEBSITE. SUBJECT AGAIN THIS EVENING, WE WOULD LIKE TO BEGIN WITH THE LAND ACKNOWLEDGMENT.

I'M GOING TO PASS THIS OVER TO DIRECTOR CARLSON.

>> SO, IT'S BEEN OUR PRIVILEGE AND OUR SOMEWHAT SLOW DUTY TO BRING OURSELVES UP TO DATE ON THIS.

I JUST WANT TO BRIEFLY MENTION THAT THE FIRST THING WE DID WAS TO REACH OUT TO OUR LOCAL TRIBAL GROUPS AND REMINDED US THAT THIS WAS NOT THEIR JOB. IT'S OUR JOB TO DRAFT A LAND ACKNOWLEDGMENT. WITH THAT STATED, THIS WAS NOT SOMETHING THAT WAS SOLICITED FROM THE TRIBES US TO SAY.

THIS IS RATHER US TRYING TO SAY (INDISCERNIBLE) FOR THE TRIBES.

SO THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR DISTRICT IS ON THE INDIGENOUS AND OF THE CO-SAILORS PEOPLES. WHO HAVE THE RESERVE TREATY RIGHTS IN THIS LAND, INCLUDING THE DUWAMISH AND THE SNOQUALMIE INDIAN TRIBE.E THINK THESE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL.

WE COMMIT TO THE CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY, TO TEACH THE INDIGENOUS HISTORY OF THIS LAND AND THESE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT.

WE ALSO COMMIT TO THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF THE NATIVE DESCENT WHO ATTEND OUR SCHOOLS.

THANK YOU. >> THANK YOU.

SO I WILL NOW ENTERTAIN A MOTION TO APPROVE THE NOVEMBER

1, 2022 AGENDA. >> A MOVE.> SECONDED.

>> IT'S BEEN APPROVED BY DIRECTOR LE LIBERTY AND

[C. Audience Participation]

SAYING AYE. >> AYE.

>> ANYONE OPPOSE? MOTION CARRIES.EXT ITEM IS PUBLIC COMMENT. THE BOARD OF DIRECTORS OF THE LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO THE MEETINGS OF THE BOARD AND ENCOURAGES COMMUNITY ENGAGEMENT. THE BOARD DEDICATES 30 MINUTES AT THESE MEETINGS TO HEAR FROM PUBLIC DURING OUR PUBLIC COMMENT PERIOD. WITH THE RETURN IN PERSON MEETINGS, WE UPDATED THE PROCESS TO SIGN UP FOR PUBLIC COMMENTS. PLEASE GO TO OUR WEBSITE TO SIGN UP TO PARTICIPATE BY NOON OF THE DAY OF THE BOARD MEETING. COMMENTS WILL BE OFFERED IN THE ORDER OF SIGN-UP BEGINNING WITH SPEAKERS, AND PERSON, FOLLOWED BY VIRTUAL. AND CONCLUDING WITH WRITTEN COMMENTS AS TIME ALLOWS. THE FIRST INDIVIDUAL THAT I DO HAVE SIGNED UP THIS EVENING IS NORM SEABROOKS.

IF YOU WOULD LIKE TO COME FORWARD TO THE MICROPHONE, THE PODIUM UPFRONT, AND JUST STATE YOUR NAME FOR THE RECORD.

THAT WOULD BE GREAT. >> THANK YOU FOR THE INVITATION. I TRULY APPRECIATE THE HONOR OF ADDRESSING THE BOARD. I AM A NEW TRUSTEE OF CASCADIA COLLEGE. DURING OUR LAST COUPLE OF MEETINGS, WE TALKED A GREAT DEAL ABOUT THE NEED FOR CASCADIA AND ITS BOARD MEMBERS TO OPEN, OR BEGIN A CONVERSATION WITH THE SCHOOL DISTRICTS THAT WE SERVE.

IT IS OUR HOPE THAT AS A TRUSTEE, ATTENDING YOUR MONTHLY BOARD MEETINGS, I CAN CONVEY TO YOU AND YOUR STUDENTS AND YOUR ADMINISTRATION HOW IMPORTANT YOU ARE TO CASCADIA AND HOW IMPORTANT YOU ARE TO OUR UNDERSTANDING OF HOW WE CAN SERVE YOU BETTER BY GETTING INFORMATION TO CASCADIA ON WHAT YOUR NEEDS ARE. OUR PRESIDENT, ERIC MURRAY, HAS OFFERED TO MEET WITH THE BOARD AND TO BRING ALONG HIS ADMINISTRATION TO DISCUSS WHAT CASCADIA IS DOING.

FOR EXAMPLE, WE ARE OPENING A NEW CLASSMEN IN REDMOND.

THAT'S GOING TO BE OPEN TO RUNNING START STUDENTS AND OTHER PROGRAMS. THEY ARE BUILDING A NEW STEM BUILDING OUT ON CAMPUS THAT WILL OPEN NEXT FALL.

THERE ALSO OFFERING AS A PART OF THEIR DESIRE TO SERVE THE COMMUNITY UNNEEDED COMPUTER SCIENCE PROGRAM THAT WAS ENACTED BY THE LEGISLATIVE BODY RECENTLY.

95 PERCENT OF THE STUDENTS WHO APPLY OR COMPLETE TWO YEARS AT CASCADIA COLLEGE AND APPLY TO YOU DUB GAIN ADMISSION.

BECAUSE OF THE CLOSE WORKING RELATIONSHIP WE HAVE WITH YOU DUB AT THE (NAME) CAMPUS. MORE IMPORTANTLY, ONE THIRD OF

[00:05:01]

THE INTENT THAT I'VE SEEN IN MY SHORT TIME ON THAT BOARD IS TO MAKE SURE WE DO A VERY GOOD JOB SERVING NOT ONLY THE COMMUNITIES, YOU KNOW, THAT FALL WITHIN THE JURISDICTION OF LAKE WASHINGTON, BUT ALL THE COMMUNITIES, YOU KNOW, IN OUR SERVICE AREA. IN GIVING THEM THE PROGRAMS THEY NEED. MAKING SURE THAT THE STUDENTS, THE SCHOOL BOARD, THE ADMINISTRATION'S ARE GETTING WHAT THEY WANT FROM US. NOT SIMPLY JUST OFFERING THEM A CHANCE TO ATTEND THE SCHOOL WITHOUT HAVING INPUT IN THE COURSE CURRICULUM, AND MAKING SURE WE ARE GIVING BACK.

SO AGAIN, ERIC AND HIS ADMINISTRATION ARE WILLING TO COME MEET WITH THE SCHOOL BOARD AND THE ADMINISTRATION AND THE DISTRICT AT ANY POINT IN TIME TO DISCUSS HOW CASCADIA CAN HELP SERVE LAKE WASHINGTON. I WILL TELL YOU THAT THIS IS MY HOMETOWN. I BEEN HERE FOR 20 YEARS.

MY WIFE, SUSAN, HAS BEEN INVOLVED WITH THE LAKE WASHINGTON SCHOOL DISTRICT FOR 15 YEARS.

AND TONIGHT, SHE POINTED OUT AS I WAS LEAVING, I'M NOT WEARING A CASCADIA SWEATSHIRT (LAUGHING)! [LAUGHTER] SO I WILL APOLOGIZE FOR THAT, BUT THE NEXT TIME I SHOW UP, I WILL HAVE A CASCADIA SWEATSHIRT ON (LAUGHING)! [LAUGHTER] THANK YOU VERY MUCH FOR ALLOWING ME THE FEW MINUTES. AND AGAIN, IF THERE'S ONE THING I WANT TO CONVEY, IT'S HOW COMMITTED CASCADIA IS TO BEING A GOOD PARTNER WITH ALL THE SCHOOL DISTRICTS, ESPECIALLY THE ONES THAT SERVE THIS COMMUNITY.

BECAUSE IT HAS BEEN MY HOME FOR 20 YEARS, AND I AM LOOKING FORWARD TO ATTENDING YOUR MONTHLY MEETINGS AND JUST PARTICIPATING AS MUCH AS I CAN, TO HELP GROW THAT RELATIONSHIP.

THANK YOU VERY MUCH! >> THANK YOU.

THE NEXT INDIVIDUAL I HAVE SIGNED UP FOR PUBLIC COMMENTS IS DAVE MOORE. IF YOU WOULD JUST STEP FORWARD AND TELL US YOUR NAME AND YOU HAVE ABOUT THREE MINUTES.

THANK YOU SO MUCH. >> HI.

THANK YOU. MY NAME IS DAVE MOORE.

I'M THE PARENT OF AN INTERNATIONAL (INDISCERNIBLE) WHO IS BEEN AT THE SCHOOL SINCE 2016.

MY WIFE AND I CONSIDER OURSELVES INCREDIBLY LUCKY THAT OUR SON WAS NEAR THE TOP OF THE CHOICE LOTTERY.

BECAUSE WE BELIEVED IN THE SCHOOL'S HIGH STANDARDS, CONTINUITY FROM MIDDLE THROUGH HIGH SCHOOL, AND FOCUS ON CLASSICAL HUMANITIES AND INTERNATIONAL STUDIES.

WE MADE A DELIBERATE CHOICE ATTITUDE CHOICE SCHOOLS WE QUALIFY FOR TO JOIN ICS AND RECOMMITTED TO ENROLL IN HIS UPPER GRADES. FOCUS WE COME IN WHICH THE STUDENTS SPEND A WEEK IN SPRING AND SPEECH OR LEAD ACTIVITY WAS A LARGE PART OF THAT DECISION. WHEN WE JOIN, INCLUDED OPTIONS FOR TRAVEL LEARNING INCLUDING US AND INTERNATIONAL TRIPS.

OUR SON WAS LUCKY ENOUGH TO GO TO ONE OF THOSE TRIPS IN EIGHTH GRADE, AND IT WAS A CHARACTER CHANGING EXPERIENCE FOR HIM.

I'M SPEAKING TODAY TO (INDISCERNIBLE) PRINCIPAL KENNY'S DECISION, WHICH WE LEARNED 6 P.M. ON FRIDAY TO CUT TRAVEL FROM FOCUS WEEK. WITHOUT SOLICITING PARENT INPUT WITHOUT GIVING US ENOUGH TIME TO DEVELOP ALTERNATIVES THAT WOULD WORK FOR THE SCHOOL YEAR. I'M ASKING OF THE BOARD HAD ANYTHING TO DO WITH THIS DECISION? IF IT DID, I WOULD ASK YOU TO RECONSIDER.

IF NOT, I'M ASKING FOR YOUR HELP.

MAKING THESE CHANGES PROFOUNDLY UNFAIR.

FURTHER, THIS DECISION HAS BEEN HANGING IN THE BACKGROUND AND PUBLISHED NOW, BASED ON PUBLIC STOMACH POLICY CHANGES, IT GIVES PARENTS A LITTLE TIME TO WORK WITH THE SCHOOL TO FIND SOLUTIONS, IT'S DISHONEST. (SIGHING) IT'S MY OPINION THE FAILURE OF LEADERSHIP (INDISCERNIBLE) ON FRIDAY EVENING BEFORE THE THANKSGIVING HOLIDAY.

IT'S HARD TO SEE THAT THAT ANYTHING OTHER THAN AN ATTEMPT TO BURY THE NEWS. WE STUCK WITH THIS GOAL THROUGH COVID, THROUGH SCIENCE CURRICULUM PROBLEMS LAST YEAR.

PUT IN VOLUNTEER HOURS IN SUPPORT OF THE SCHOOL WITH EXPECTATION THAT ICS WOULD RETURN AND FORM.

I CAN ONLY IMAGINE HOW THE PARENTS OF A SIX GRADER OR NINTH GRADER WHO JUST MADE FRESH COMMITMENTS TO THE SCHOOL WOULD FEEL ABOUT THIS. (INDISCERNIBLE).

I THINK THERE'S STILL TIME TO CORRECT THIS.

OVER THE WEEKEND, NOTHING IN THE LAST 6 AND A HALF YEARS THAT WE BEEN INVOLVED WITH THE SCHOOL HAS STIRRED UP SO MUCH IMMEDIATE PARENTAL ENERGY. I WOULD SUGGEST THAT THERE'S TIME TO ENGAGE WITH THE PARENTS TO ASSEMBLE SOMETHING RESEMBLING A NORMAL YEAR FOR THE INTERNATIONAL COMMUNITY SCHOOL. AND AT A MINIMUM, COMMITTING TO MAKING CHANGES AT A POINT WHERE PARENTS CAN MAKE AN INFORMED

[00:10:02]

SO MY FAMILY IS ASKING FOR THE SCHOOL BOARD'S SUPPORT ON THIS MATTER. AND I WILL FOLLOW UP BY EMAIL WITH OUR DISTRICT REPRESENTATIVE, WHO I BELIEVE IS DR. (NAME). (INDISCERNIBLE).

THANK YOU FOR YOUR TIME. >> THANK YOU.

I JUST LIKE TO FOLLOW-UP THE BOARD DID BECOME AWARE OF THESE CONCERNS EARLIER IN THE DAY. AND HAS ASKED THE SUPERINTENDENT TO JUST FOLLOW UP ON THIS MATTER TO FIGURE OUT, SORT OF, THE SITUATION. IS THERE ANYTHING YOU WOULD

LIKE TO ADD? >> NOTHING BAD AT THIS TIME, BUT WE HAVE STAFF THAT WILL FOLLOW UP WITH YOU.

THANK YOU. >> ALL RIGHT.

WE IT HAVE A WRITTEN COMMENT THAT'S BEEN INCLUDED WITH THE

[D. Consent Agenda]

I WILL ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA.

>> A MOVE. >> SECOND.

>> IS BEEN MOVED BY DIRECTOR STUDENT: STUART AND DIRECTOR CARLSON TO APPROVE THE CONSENT AGENDA.

DR. HOLMEN, HOMAN, WILL YOU PULL THE

[E. Non-Consent Agenda]

DR. HORN LYNN, WOULD YOU LIKE TO INTRODUCE?

>> I WOULD. COMING TO THE PRESENTATION PODIUM IS ASSOCIATE SUPERINTENDENT BARBARA POSTHUMUS. AS THE BOARD KNOWS, WE HAVE BEEN EVALUATING VARIOUS LEGISLATIVE PRIORITIES OVER THE PAST MONTH TO SIX WEEKS, LOOKING AT THE DIFFERENT AGENCIES ACROSS THE STATE THAT FOCUS ON PRESCHOOL THROUGH HIGH SCHOOL EDUCATION. JUST THE DIFFERENT LEGISLATIVE PLATFORMS AND ISSUES THAT DIFFERENT AGENCIES ARE PUTTING FORWARD. WE REVIEWED THE MAZDA PRIORITIES THAT WERE BEING SET. AND HAD MULTIPLE DISCUSSIONS IN STUDY SESSION AROUND THE BOARD'S VALUES AND PRIORITIES, WHICH LED TO THE COMPILATION OF A ONE PAGER, WHICH THEN TURNS INTO WHAT WE HOPE IS REALLY A COMMUNICATION TOOLSET FOR ALL OF US TO USE AS WE MOVE INTO THIS LEGISLATIVE SESSION.

KNOWING THAT THIS IS A LONG SESSION.

MEANING IT'S A BUDGET YEAR, AS THEY DEVELOP A TWO-YEAR BUDGET.

THERE'S A NUMBER OF HIGHLY IMPACTFUL ISSUES THAT A LEGISLATURE WILL BE CONSIDERING DURING THE SESSION.

SO THIS PLATFORM IS PUT FORWARD KNOWING THAT IT ISN'T THE SCOPE OF EVERYTHING THAT WE THINK ABOUT EVERYTHING THAT WE FOCUS ON. BUT THESE ARE SOME OF THE HIGHEST PRIORITY LEVERAGE ITEMS AS WE THINK ABOUT THIS LEGISLATIVE SESSION MOVING FORWARD.

SO ASSOCIATE SUPERINTENDENT POSTHUMUS WILL WALK THROUGH THE PLATFORM WILL STOP IN YOUR AGENDA IS A COPY OF THE ONE PAGE PLATFORM DOCUMENT. BARBARA?

>> OKAY. THANK YOU VERY MUCH.

AS DR. HOLMEN STATED, EACH YEAR YOU AS THE BOARD OF DIRECTORS DEVELOP THIS PLATFORM IS OUR AREAS OF PRIORITY AND FOCUS KNOWING THERE'S LOTS OF AREAS THAT WE WANT TO FOCUS ON.

AND THEN, ONCE THIS PLATFORM IS ADOPTED, WE BEGAN TO MEET WITH OUR LEGISLATORS. LEAVE BEGINNING TO SET UP THOSE MEETINGS. WERE MEETING WITH THEM PRIOR TO THE SESSION OR JUST AS THIS SESSION BEGINS, TO SHARE OUR PRIORITIES WITH THEM. THESE PRIORITIES ARE ALIGNED WITH THE MISSION AND VISION AND BOARD VALUES AS STATED IN YOUR POLICIES. AGAIN, OUR FOCUS IS ON OUR STUDENTS BECAUSE THAT'S WHAT'S MOST IMPORTANT.

YOU'LL SEE A LOT OF SMILING FACES IN THIS PRESENTATION.

THE FIRST PRIORITY AREA, AREA OF FOCUS IS SPECIAL EDUCATION.

SO I WILL KINDA WALK THROUGH SOME OF THE DATA WE HAVE AROUND THAT. IN THE PRIORITY AREAS.

SO THIS SLIDE SHOWS THE HISTORY OF OUR FUNDING.

THE BLUE BAR REPRESENTS STATE REVENUE.

THE GREEN BAR REPRESENTS FEDERAL REVENUE.

AND THE LIGHT PINK OR ORANGE ON THE SCREEN REPRESENTS THE REVENUE SHORTFALL. SPECIAL EDUCATION COSTS REPRESENT OVER 72 MILLION OF THE DISTRICT BUDGET.

THE STATE OF FEDERAL DOLLARS ONLY COVER A PORTION OF THESE COSTS. THE LEGISLATOR FIRST PROVIDED ADDITIONAL -- SIGNIFICANT INVESTMENTS IN THE 2018-19 SCHOOL YEAR THROUGH MCCLEARY. THEY ALSO UPDATED THE SAFETY NET AWARD, WHICH YOU CAN SEE REDUCE THE SHORTFALL IN 18-19.

THEY PROVIDED SOME SMALL INCREASES IN 2019, INCREASING THE MULTIPLIER. IT WAS ABOUT $1 MILLION IN EXTRA FUNDING. THEY ALSO INCREASED ACCESS TO

[00:15:06]

IN FULLY FUNDING SPECIAL EDUCATION SHOULD CONTINUE TO BE A TOP PRIORITY FOR OUR LEGISLATOR.

THIS SLIDE -- AGAIN, OUR INTEREST IS ALIGNING FUNDING WITH INCLUSIONARY PRACTICES. YOU HEARD A GREAT DISCUSSION ABOUT THAT IN OUR STUDY SESSION.

SO WE WANT TO MAKE SURE OUR SCHOOLS ARE FUNDED TO PROPERLY IMPLEMENT THAT.S I MENTIONED, THE FUNDING FACTOR WAS INCREASED SLIGHTLY. WE ARE REQUESTING FOR THAT FUNDING FACTOR TO CONTINUE TO BE INCREASED.

IN SIMPLIFYING AND STREAMLINING FOR HIGH COST STUDENTS.

WE ARE REQUIRED TO ANNUALLY APPLY TO THE STATE FOR ANY STUDENT THAT KIND OF IS ABOVE AVERAGE IN COST.

AND THEN, THEY REVIEW EACH AND EVERY ONE OF THOSE APPLICATIONS. AND THEN, PROVIDE US WHAT THEY CALL A SAFETY NET FUND. SOME OF THOSE FUNDS COME FROM THE STATE, SOME COME FROM FEDERAL DOLLARS.

LAST YEAR, OUR SPECIAL SERVICES DEPARTMENT SUBMITTED APPLICATIONS RELATED TO 223 STUDENTS.

THOSE ARE INDIVIDUAL PACKETS THAT MUST BE PRODUCED.

SO 223 INDIVIDUAL PACKETS MUST BE PRODUCED.

THAT IS DUPLICATED ACROSS THE STATE IN EVERY DISTRICT.

AND THEN, THAT INFORMATION IS SUBMITTED TO OS PI FOR REVIEW.

THOSE STUDENTS COSTS AN AVERAGE OF $74,000 PER STUDENT.

OUR STATE FUNDING, THE FEDERAL STATE BASIC ADD PLUS SPECIAL ED IS ABOUT $21,000. SO $53,000 GAP.

THE STATE SETS THAT THRESHOLD THAT I WAS TALKING ABOUT, THAT THEY FUND SAFETY NET. AND ACTUALLY, 35 MILLION.

SO THERE IS EVEN A GAP BETWEEN THE REVENUE WE RECEIVE, THE MINIMUM THRESHOLD THAT THEY WILL FUND HIGH COST STUDENTS AT, SO THAT ALSO -- THAT WAS THAT LOWERING THE THRESHOLD I TALKED TO YOU ABOUT? THAT THEY DID EARLIER, BUT THEY RAISE THAT AGAIN. WE REALLY SHOULD BE GETTING 3 MILLION MORE DOLLARS IN SAFETY NET FUNDING IF THAT THRESHOLD WAS WHAT OUR ACTUAL REVENUES WERE.

SO A LOT OF NUMBERS THAT I'M THROWING OUT.

BOTTOM LINE, WE ARE REQUESTING -- IT'S A VERY LABOR-INTENSIVE PROCESS TO GET ANOTHER $9.1 MILLION FROM THE STATE, WHICH WE ARE ABSOLUTELY GRATEFUL FOR. WE SUBMIT FOR 9.1.

WE ACTUALLY RECEIVE ABOUT 8.7, BECAUSE OF -- THEY DON'T ACCEPT EVERYTHING WE ASK FOR. SO THE SECOND AREA OF FOCUS IS CONSTRUCTION FUNDING.THE FIRST PART OF THAT IS IMPLEMENTING THE SIMPLE MAJORITY FOR SCHOOL BONDS.

WE HAVE HAD RAPID GROWTH IN THIS DISTRICT.

WE GREW 33 PERCENT FROM 2008 THROUGH 2019.

SO WE NEED A CONSTITUTIONAL AMENDMENT TO ALLOW SIMPLE MAJORITY FOR BONDS. YOU CAN SEE THE LAST FIVE BONDS, THAT WE HAVE NOT BEEN ABLE TO -- OUT OF FIVE BOND MEASURES THAT WE PUT BEFORE VOTERS, ONLY ONE BOND MEASURE RECEIVED 61 PERCENT APPROVAL NEEDED TO PASS.

OUR DISTRICT CENTER CURRENTLY HAS 162 PORTABLES, OR THE EQUIVALENT OF FIVE ELEMENTARY SCHOOLS.

SO OVER A DECADE AGO IN 2007, THE LEGISLATOR APPROVED A CONSTITUTIONAL AMENDMENT TO AUTHORIZE THE SIMPLE MAJORITY FOR SCHOOL LEVEES. BUT MORE THAN A DECADE LATER, WE'RE STILL STRUGGLING WITH THAT FOR BONDS.

LAST SESSION, THERE WAS AN HJR 4200, A BILL THAT WAS PROPOSED, BUT IT DID NOT GET FORWARDED. SO CONTINUE TO NEED SUPPORT IN THAT AREA. SO THE SECOND PART OF CONSTRUCTION IS INCREASING THE SCHOOL CONSTRUCTION FUNDING.

WE RECEIVED STATE FUNDING FROM THE STATE AND REBUILDING AGING SCHOOLS, BUT NO FUNDING FOR NEW SCHOOLS.

AND WHEN WE DO GET FUNDING FROM THE STATE, THE ONLY GIVE US ABOUT $65 PER SQUARE FEET, AND THE AVERAGE CONSTRUCTION COST IS 450 TO 525 SQUARE FEET AND RISING.

[00:20:02]

SO THE OTHER AREA IS PRIORITIZING FUNDING FOR SUSTAINABLE DESIGN AND CONSTRUCTION OF SCHOOL BUILDINGS. WE DO DESIGN AND CONSTRUCT OUR SCHOOLS IN ACCORDANCE TO THE WASHINGTON SUSTAINABLE SCHOOL DESIGN PROTOCOL. THAT IS AN LEED SILVER STANDARD. SO WE DO DO THAT.

AT THE LEGISLATOR RECENTLY, 2019 BIENNIUM, PASSED A BILL THAT REQUIRES CLEAN BUILDING PERFORMANCE STANDARDS.

THEY DIDN'T FUND ANY OF THOSE REQUIREMENTS.

SO AGAIN, ENSURING THAT THEY ARE SUPPORTING AND FUNDING THE SUSTAINABLE DESIGN AND CONSTRUCTION.

SO THE THIRD AREA OF FOCUS IS TRANSPORTATION.I'LL GO OVER -- SO AGAIN, WE WANT THE STATE TO FULLY FUND THE COST OF TRANSPORTATION. RIGHT NOW, THEY ONLY FUND 84 PERCENT OF OUR TRANSPORTATION BUDGET.

WE HAVE A $14.6 MILLION TRANSPORTATION BUDGET.

AND WE HAVE A GAP OF 2.3 MILLION IN THAT BUDGET.

WE ARE ALSO REQUESTING THAT THE FUNDING FORMULA, KNOWN AS STARS, WHICH IS THE STUDENT TRANSPORTATION ALLOCATION REPORTING SYSTEM, WHICH WAS IMPLEMENTED IN 2011, BE UPDATED. SO THAT IT IS MORE TRANSPARENT AND PREDICTABLE. RIGHT NOW, THE FORMULA IS A REGRESSION FORMULA THAT RELIES ON A STATISTICAL METHOD TO CREATE -- WHICH CREATES RELATIONSHIPS BETWEEN MULTIPLE VARIABLES. BUT BECAUSE OF THAT, DISTRICTS ARE NOT ABLE TO MODEL INTERNALLY.

I CAN MODEL MANY OF OUR OTHER FUNDING -- STATE FUNDING FORMULAS, THE STATE FUNDING ONCE WE ARE NOT ABLE TO MODEL.

THEREFORE, WE ARE NOT ABLE TO ESTIMATE WHAT OUR TRANSPORTATION REVENUES OR HOW CHANGES IMPACT THOSE REVENUES.

SO WE ARE ASKING FOR AN UPDATE TO THAT.

THE OTHER PIECE OF THAT IS -- SUSTAINABLE -- ADDING TO OUR SUSTAINABILITY FOCUS IS ELECTRIC SCHOOL BUSES.

SO WE HAVE A PLAN FOR MULTIPLE STATE AND FEDERAL GRANTS FOR ELECTRIC SCHOOL BUSES. THAT'S JUST TO FUND ONE, TWO OR THREE BUSES. WE HAVE NOT BEEN AWARDED THOSE GRANTS DUE TO THE QUALIFICATIONS CRITERIA THAT THE AGENCIES SET OUT. AND THE COST OF PURCHASING ELECTRIC BUSES AND INFRASTRUCTURE SIGNIFICANTLY EXCEEDS WHAT THE STATE ACTUALLY FUNDS US RIGHT NOW THROUGH DEPRECIATION. LOG SAID THE LAST AREA OF FOCUS IS STAFFING. SO I WILL BE TALKING ABOUT THE PROTOTYPICAL MODEL. IT'S A STAFFING ALLOCATION MODEL THAT OUR ENROLLMENT DRIVES A STAFFING FORMULA.

WHICH DEVELOPS THE PROTOTYPICAL SCHOOL MODEL AND THAT DRIVES FUNDING LEVELS. THAT PROTOTYPICAL MODEL WAS IMPLEMENTED IN 2011, BUT THE FUNDING LEVELS KIND OF REMAIN THE SAME.N 2014, AN INITIATIVE WAS APPROVED TO PROVIDE INCREASES TO STAFFING ALLOCATIONS WILL STOP BUT IN 2007, MCCLEARY REPEALED THAT IMPLEMENTATION.

AND THEN, IN 2019, A STAFFING ENRICHMENT WORKGROUP SUBMITTED A REPORT PROVIDING FOR A PHASE IN OF THE PROTOTYPICAL MODEL.

THOSE RECOMMENDATIONS INCLUDED ADDITIONAL PHYSICAL, SOCIAL ANIMAL SUPPORT STAFF. ADDITIONAL SCHOOL ADMINISTRATION, PRINCIPLES, AND INCREASES TO OTHER STAFFING LEVELS AND ADDITIONAL PROFESSIONAL DEVELOPMENT SUPPORT AND COACHES. SO THE GOOD NEWS WAS LAST YEAR, IN THE LAST LEGISLATIVE SESSION, THE STATE DID PROVIDE FUNDING INCREASES TO A PORTION OF THE PROTOTYPICAL MODEL FOR SOCIAL -- FOR PHYSICAL, SOCIAL AND EMOTIONAL SUPPORT.

THIS IS A SLIDE WE SHARED WITH THE LAST YEAR OF, AGAIN, THE BLUE PART IS THE STATE FUNDING. THE ORANGE PART IS THE UNFUNDED PORTION, OR THE SHORTFALL, WHAT IS LOCALLY FUNDED.

AND ON THE LEFT, E RIGHT REPRES (INDISCERNIBLE) FULL-TIME EQUIVALENT. SO THE FUNDING IS PHASED IN OVER A THREE-YEAR PERIOD. SO THE LEGISLATURE FUNDED ADDITIONAL FUNDING FOR THE 22-23 SCHOOL YEAR.

AND AGAIN, THAT'S FUNDS THE DISTRICT IS ALREADY SPENDING.

[00:25:03]

AND SHOULD THE LEGISLATURE CONTINUE THAT IMPLEMENTATION, THERE'S A POTENTIAL OF THAT FUNDING LEVEL STILL NOT MEETING WHAT WE ARE ACTUALLY ALREADY SPENDING AS A DISTRICT.

BUT AGAIN, PROVIDING SOME ADDITIONAL FUNDING.SO THE LEGISLATIVE PLATFORM REALLY TALKS ABOUT, AGAIN, CONTINUING TO LOOK AT THAT PROTOTYPICAL MODEL AND FUND WHAT IT REALLY TAKES TO RUN A SCHOOL DISTRICT AND TO SUPPORT LEARNING AND PROGRAMS. WE HIRE OVER 190 CERTIFICATED AND CLASSIFIED STAFF THAT THE STATE DOES NOT CURRENTLY FUND.

THAT'S REALLY JUST LOOKING AT OUR BASIC AD, REGULAR EDUCATION. IT DOES NOT INCLUDE SPECIAL EDUCATION WILL STOP IT DOES NOT INCLUDE MULTILINGUAL.

SO OTHER KIND OF PARTIALLY STATE-FUNDED PROGRAMS, THAT ISN'T INCLUDED IN THOSE NUMBERS.

THE SUBSTITUTES IS ANOTHER AREA WHERE THERE IS A SIGNIFICANT FUNDING GAP. THE STATE ONLY FUNDS 12.2 PERCENT OF SUBSTITUTE AND LEAVE COSTS.

SO THERE'S A GAP RIGHT NOW -- OUT OF OUR $7 MILLION THAT WE SPEND, THE STATE ONLY FUNDS 900,000.

AND SO, WE HAVE TO FUND 6.1 MILLION OF THOSE COSTS.

THERE'S A SMALL STATE FORMULA THAT FUNDS FOUR DAYS FOR CERTIFICATED INSTRUCTIONAL STAFF FOR SUBSTITUTE DAYS.

BUT THE AMOUNT THEY FUND PER DAY IS SIGNIFICANTLY LESS THAN WHAT IT ACTUALLY COST TO PAY A SUB FOR A DAY.

THE ONLY FUND CERTIFICATED STAFF.

THEY HAVEN'T EVEN ACKNOWLEDGED THAT WE NEED SUBSTITUTES FOR OURCLASSIFIED STAFF . SO WE ARE ASKING FOR ADDITIONAL SUPPORT FOR THAT. THE OTHER PIECE, THE THIRD AREA IS COMPENSATION CHANGES.WHEN COMPENSATION CHANGES ARE MADE AT THE STATE LEVEL, WE DISTRICTS ARE IMPACTED DUE TO THE FUNDING GAP BETWEEN WHAT THE STATE FUNDS AND WHAT PROGRAMS AND SERVICES ACTUALLY COST.

FOR EXAMPLE, LAST YEAR WHEN THE STATE IMPLEMENTED A 5.5 PERCENT IPD, OR COLA. FOR EVERY ONE PERCENT OF THAT IPD, IT COSTS US ABOUT 1 TO 1 AND A HALF MILLION DOLLARS OF LOCAL FUNDING. SO IT COSTS US OVER $6 MILLION IN LOCAL FUNDING LAST YEAR. AND OUR LEVEE DOLLARS DON'T INCREASE. THEY ARE LIMITED.

THEY ARE CAPPED AT A CERTAIN AMOUNT.

SO IN ORDER TO FIND THAT $6 MILLION, THAT HAS TO COME FROM PROGRAMS AND SERVICES. SO JUST TO SUMMARIZE.

OUR PLATFORM TOPICS INCLUDE FULLY FUNDED (INDISCERNIBLE).

INCREASING SCHOOL CONSTRUCTION FUNDING, FULLY FUND THE COST OF TRANSPORTATION, INCREASING IN TRANSPARENCY AND PREDICTABILITY IN TRANSPORTATION, UPDATE PROTOTYPICAL FUNDING MODEL AND INCREASE FUNDING FOR SUBSTITUTES.SO NEXT STEPS IS THE BOARD WILL TAKE FORMAL ACTION TONIGHT ON THE PROPOSED

LEGISLATIVE PLATFORM. >> A COUPLE OTHER POINTS I WANT TO MAKE JUST ABOUT THE PLATFORM THAT THE BOARD SAW PREVIOUSLY AND WHAT IS IN FRONT OF YOU TONIGHT.

YOU SAW THAT WE EMBEDDED CONCEPTS AROUND SUSTAINABILITY IN BOTH THE CONSTRUCTION AND THE TRANSPORTATION AREA.

REVIOUSLY, WE HAD THE CONSTRUCTION FUNDING LISTED AS SIMPLE MAJORITY. BUT JUST GIVEN THE VARIOUS TOPICS WITHIN THAT, IT FELT LIKE IT MADE MORE SENSE TO CATEGORIZE THAT AS CONSTRUCTION FUNDING.

EVEN THOUGH WE HAD A DISCUSSION ABOUT WHICH WAY WE SHOULD GO WHEN WE WENT WITH SIMPLE MAJORITY.

AND IT'S IN FRONT OF YOU TONIGHT, PROPOSED AS CONSTRUCTION FUNDING. I ALSO WANT TO POINT OUT THAT MCCLEARY -- THE POINT OF MCCLEARY WAS FOR THE STATE TO FUND BASIC EDUCATION. SPECIAL EDUCATION IS DEFINED BY THE STATE AS BASIC EDUCATION. AS WE PUT A PLATFORM LIKE THIS FORWARD, THAT'S A VERY KEY POINT IN ALL OF THIS.

THAT THE STATE CLAIMS THAT THEY ARE FULLY FUNDING BASIC EDUCATION, YET YOU SAW ON THE SLIDE DECK TONIGHT, WE CONTINUE TO HAVE $22 MILLION THAT COME OUT OF OUR LOCAL LEVY FUNDS, WHICH IS OUR ENRICHMENT LEVEE, FOR STUDENT PROGRAMS AND SERVICES PAYING FOR LARGE PORTION OF BASIC EDUCATION.

WE ALSO ADDED A BULLET POINT UNDERSTAFFING AROUND COMPENSATION, KNOWING THAT THERE IS A VERY SUBSTANTIAL COMPENSATION RECOMMENDATION THAT THE COMMITTEE RECOMMENDED

[00:30:01]

>> AND COULD I ADD ONE MORE? THERE'S A STATEMENT ALSO AT THE BOTTOM OF THE PRIORITY THAT SAYS IMPLEMENT THE STATUTE THAT REQUIRES FULL FISCAL IMPACT. A FULL FISCAL IMPACT STATEMENT OF FUNDING THAT AFFECTS ALL SCHOOL DISTRICTS.

SO MANY TIMES OUR LEGISLATORS PASS WHAT THEY FEEL AS INCONSEQUENTIAL BILLS TO REQUIRE SCHOOL DISTRICTS TO DO THINGS, AND THEY DON'T FUND THE ACTUAL IMPACT OF THAT.

SO SCHOOL DISTRICTS HAVE TO TAKE ON MORE AND MORE THAT IS NOT FUNDED. THAT IS THE OTHER OVERALL REQUEST, IS TO MAKE SURE THEY ARE IDENTIFYING THE IMPACT TO ALL THE BILLS THAT THEY CONSIDER AND THEN FUND THEM.

ANY QUESTIONS? >> DIRECTOR STUART?

>> BARBARA, NOT AT THIS TIME, BUT COULD YOU SEND US A LIST OF THE HURDLES, I GUESS, IF YOU WOULD, THAT YOU ENCOUNTERED ON TRYING TO GET THE GRANTS FOR THE ELECTRIC BUSES? I'D BE CURIOUS TO SEE WHAT IT IS, THE BARRIER, IF YOU WILL.

I'M WONDERING IF, PERHAPS, OUR FEDERAL DELEGATION HAS ANY CONCEPT OF WHAT THOSE BARRIERS ARE TO HAVING US GET ENVIRONMENTALLY RESPONSIBLE TRANSPORTATION THAT THE STATE WOULD PUT IT AT SUCH A HIGH PRIORITY.

>> YEAH, WE CAN GET THAT TO YOU.

YOU CAN ALSO SEE OUR STATEMENT AROUND FUNDING OF ELECTRIC VEHICLES. WE ACTUALLY TARGET 2030.HAT WAS PURPOSEFUL, BECAUSE GOVERNOR ENSLEY JUST SIGNED INTO LAW THAT 2030 AS THE BENCHMARK FOR GASOLINE VEHICLES. NO LONGER TO BE SOLD INTHE STATE OF WASHINGTON.O IT MAKES LOGICAL SENSE THAT IF THAT'S THE DIRECTION WE ARE GOING TO GO FOR THAT, THAT THAT'S A BENCHMARK THAT WE CAN TARGET AS WELL .

IN TERMS OF WHEN OUR BUS FLEETS SHOULD BE WELL ON THEIR WAY TO

BEING ELECTRIFIED. >> I WAS QUICKLY LOOKING TO SEE IF WE HAD ANY MEMBERS OF OUR DELEGATION ON TRANSPORTATION COMMISSION -- I HAVEN'T SEEN IT YET.

BUT I THINK THAT SOMETHING THAT THEY WOULD BE VERY HIGHLY

INTERESTED IN. >> ANY OTHER QUESTIONS? IF NOT, I WILL ENTERTAIN A MOTION TO APPROVE.

>> I MOVE APPROVAL OF THE 2023 LEGISLATIVE PRIORITIES AS

PRESENTED TONIGHT. >> I WILL SECOND.

>> IT IS BEEN MOVED BY DR. LIU LIBERTY AND SECONDED BY DIRECTOR CHOI TO APPROVE (INDISCERNIBLE).

IS THERE ANY DISCUSSION? DIRECTOR LITTLE LIBERTY?> I JUST WANT TO THANK BARBARA FOR THE PRESENTATION TONIGHT AND ALSO RECOGNIZING THE LARGE AMOUNT OF WORK THAT'S WHEN INTO THE (INDISCERNIBLE). IT'S NO SMALL MATTER TO PULL A LOT OF INFORMATION INTO A COHERENT SET OF PRIORITIES.

AND I THINK WE'VE ACCOMPLISHED THAT, SO THANK YOU.

>> DIRECTOR CHOI. >> I ECHO THAT SENTIMENT.

THANK YOU SO MUCH FOR YOUR WORK.

AND ALSO JUST LIKE TO SAY IT'S REALLY EXCITING FOR ME TO SEE THAT THERE ARE THINGS THAT WE WANT TO WORK TOWARDS IN THIS.

SPECIFICALLY THE WORK AROUND THE SUSTAINABILITY OF (INDISCERNIBLE) CONSTRUCTION AND OUR TRANSPORTATION.

AND TO SEE THAT IN CONJUNCTION WITH THE THINGS THAT STILL NEED TO BE DONE AND ARE STILL PRIORITIES WITH OUR DISTRICT.

IN LOOKING FORWARD AND LOOKING AT THAT PICTURE TOGETHER, IT'S PRETTY EXCITING. SO THANK YOU!

>> DIRECTOR STUART. >> YES, I REALLY APPRECIATE IT.

I UNDERSTAND THIS IS A PRETTY BIG NUMBERS GAME WHEN YOU GET DOWN TO IT. CONVINCING LEGISLATORS BY JUST GIVING THEM NUMBERS IS ONLY PART OF THE BATTLE.

ME WHEN THEIR MINDS, BUT IT WON'T WIN THEIR HEARTS.

I WOULD LOVE FOR EVERY NUMBER WE HAVE, WE HAVE STUDENT

[00:35:02]

(INDISCERNIBLE) SWITCH THE FOLKS TO OUR CAMP.

>> ARE RIGHT. SO I WOULD JUST LIKE TO SAY I SUPPORT THE (INDISCERNIBLE). AT SECOND WHAT DIRECTOR CHOI SAID. THAT IT'S GREAT TO SEE THE ITEMS THAT ARE INCORPORATED THAT WE TALKED ABOUT WITH SUSTAINABILITY. AND REALLY TARGETED TO LOOK TO SEE WHAT'S COMING DOWN THE PIKE.

(INDISCERNIBLE). SO THANK YOU FOR HAVING THIS GOOD TOE. I'D ALSO LIKE TO RECOGNIZE THI IS ONE PART OF THE WHOLE CONCEPT .

THAT THE HOLDBACK PIECE WILL ALSO BE GIVEN.

SO IF THERE'S FURTHER INFORMATION REQUIRED, IT WILL BE THERE. SO THANK YOU FOR THE BOARD FOR GOING FORWARD AND DOING THE PRIORITIES, THE DELEGATE ASSEMBLY AND ALL THOSE OTHER COMPONENTS THAT HELP TO FEED INTO THIS INFORMATION. ANY OTHER FURTHER DISCUSSION?

>> I REALIZE THIS PART OF THE DISCUSSION IS NOT ABOUT ME.

I WANT TO RECOGNIZE OUR STUDENT REPS, SHOULD BONNIE AND EVAN.

AND JUST THANK YOU FOR YOUR VOICE IN THIS PROCESS AS WELL.

I HOPE YOU SEE YOUR INPUT IN THIS AS WELL, BECAUSE YOU ARE KEY PLAYERS IN THESE CONVERSATIONS ALL ALONG.

SO REALLY APPRECIATED THE ANECDOTE, STORIES AND DIRECT FEEDBACK AROUND THIS PLATFORM AND THESE IDEAS, TO HELP IT BECOME, TO ME, WHAT IS A VERY POWERFUL LEGISLATIVE PLATFORM THAT WE GET TO LOOK FORWARD TO. SO JUST APPRECIATE YOUR

THOUGHTS ON THIS AS WELL. >> THANK YOU.

ALL RIGHT. WITH THAT, WE WILL HAVE A VOTE.

OF THOSE IN FAVOR OF APPROVING THE LEGISLATIVE PRIORITIES IS PUT FORWARD, PLEASE SIGNIFY BY VOTING AYE.

ANYONE OPPOSE? HEARING NONE, MOTION CARRIES.

THANK YOU, AND LOOK FORWARD TO OTHER INFORMATION AS WE GO FORWARD WITH THE ADDITIONAL WORK.

>> THANK YOU. >> THANK YOU.

OKAY. SO THE NEXT ITEMS ON OUR AGENDA WE WILL START OUR PROCESS WITH MONITORING REPORTS.

JUST TO GIVE YOU A SUMMARY OF WHERE WE ARE GOING.

OUR FIRST TWO ITEMS WILL BE DOING REASONABLE INDICATORS.

DISCUSSING SOME OF THE CHANGES (INDISCERNIBLE).ND THEN WE WILL DO THE SUMMARIES FOR OE-9. AND FINALLY, FOR OE-14.

IT HAS BEEN FINISHED. SO THAT A SORT OF THE EVENING TONIGHT FOR WHERE THE REST OF THE AGENDA GOES.

WE WILL BE STARTING WITH THE OB FOUR, WHICH IS TREATMENT OF STAFF. THIS IS FOR THE REASONABLE INTERPRETATION AND INDICATORS. DR. HOLMEN,I WILL SEND THIS TO YOU.> GREAT. THIS IS OE FOR PERSONNEL

ADMINISTRATION. >> ,DIFFERENT TITLE!

>> TONIGHT, WE BRING TO YOU IN BOTH YOUR PACKET , ELECTRONICALLY IN HARD COPY, WE HAVE SOME RECOMMENDATIONS FOR POLICY INTERPRETATION AND INDICATOR UPDATES.

SOME OF THIS IS FEEDBACK FROM THE BOARD THAT WE RECEIVED.

SOME OF THIS WAS AS I WORK WITH STAFF, JUST SOME DIFFERENT CONCEPTS WE WANTED TO BRING FORWARD TO THE BOARD TONIGHT.

AND SO I WANT TO START WITH 4.3.

AND I'M WONDERING, WOULD IT BE BETTER IF I JUST PULLED THE BOARD STOCK VIEW UP TO WALK THROUGH IT?

>> SURE. YEP.

OKAY. SO WE HAVE 4.3, WHICH PREVIOUSLY READS ENSURE RECRUITMENT AND PRACTICES THAT ARE EQUITABLE TO SUPPORT A DIVERSE WORKFORCE THAT IS REPRESENTATIVE OF THE COMMUNITY AND STUDENT BODY.

IN TERMS OF WORKING WITH STAFF, HEARING FROM THE BOARD, WE REALLY WANTED TO THINK ABOUT TWO THINGS.

ONE, THE BOARD HAS EXPRESSED AN INTEREST OF INCREASING THE DIVERSITY OF STAFF, RACIALLY, BUT OTHER WAYS AS WELL.

SO CAPTURING THAT AS SUPPORT OF A DIVERSE WORKFORCE.

WE ALSO KNOW THAT IN ORDER TO ENSURE THAT, IT DOES NEED TO BE EQUITABLE RECRUITMENT AND WERE TO AND PRACTICES.

AS WE THOUGHT ABOUT IT, IT'S ALSO THE HIRING PRACTICES AS WELL. SO THE NEW RECOMMENDED POLICY STATEMENT IS IN SHORT, EQUITABLE RECRUITMENT, HIRING AND RETENTION PRACTICES THAT SUPPORT A DIVERSE WORKFORCE.

AS THE OVERARCHING VALUE THAT THE BOARD IS PUTTING FORWARD.

[00:40:01]

SO WE BROADENED THAT INTERPRETATION TO MAKE SURE THAT WE WERE CAPTURING ALL OF THOSE COMPONENTS.

I'M NOT GOING TO READ EACH OF THOSE PIECES.

BUT YOU CAN SEE HERE, AS WE INTERPRET DIVERSE, YOU CAN SEE IT'S RACE AND OTHER FORMS OF IDENTITY.

AS WE TALK ABOUT EQUITABLE RECRUITMENT, IT'S PRACTICES THAT ARE INTENTIONAL, USING BOTH TRADITIONAL AND NONTRADITIONAL MEANS OF RECRUITMENT.

EQUITABLE HIRING PRACTICES THAT PROVIDE CLEAR AND CONSISTENT PROCESSES AND PROCEDURES. AS WE GO THROUGH THAT.

IN TERMS OF EQUITABLE RETENTION PRACTICES, IT'S PRACTICES THAT FOSTER EMPLOYEE RETENTION THROUGH INTENTIONAL SUPPORTS FOR STAFF WITH EMPHASIS ON HISTORICALLY MARGINALIZED POPULATIONS. AND THAT COULD BE, AGAIN, A NUMBER OF AREAS OF DIVERSITY AS WE THINK ABOUT RACE AND OTHER FORMS OF IDENTITY. SO WE WENT THIS DIRECTION BECAUSE AS WE'VE SHARED WITH THE BOARD, THERE'S A NUMBER OF DIFFERENT DATA SETS THAT JUST AREN'T AVAILABLE FROM STAFF.

STAFF WOULD NEED TO OPT IN TO OFFERING SOME OF THAT DATA, AND WE KNOW THAT ANY TIME WE HAVE OPT IN -- AND SOME OF OUR SURVEYS ARE OPT IN, THAT WE MAY NOT GET A FULL SET OF DATA FROM OUR STAFF. AND SO, THAT'S HOW WE INTERPRET IT. WHICH THEN LEADS INTO THE INDICATORS. AND JUST KIND OF A BROAD SET -- NUMBER 1, CONTINUING TO PROVIDE THOSE DATA THAT ARE AVAILABLE, CONSISTENTLY AROUND OUR STAFF WILL STOP BUT WE REALLY LOOKED MORE AT WHAT ARE THE REALLY GUARANTEED PRACTICES AND CONDITIONS THAT ARE IN PLACE, THAT LEAD TO EQUITABLE RECRUITMENT, HIRING AND RETENTION OF STAFF? WITH THE THEORY OF ACTION BEING IF WE HAVE THESE PRACTICES IN PLACE, THAT THESE ARE THE THINGS THAT LEAD TO STAFF HAVING THE EXPERIENCES WE WANT. SO THE RECOMMENDED INDICATORS AROUND RECRUITMENT AND HIRING. FIRST THE DISTRICT MAINTAINS AND REVIEWS A COMPREHENSIVE RECRUITMENT STRATEGY.

SECOND THAT THE DISTRICT HAS SPECIFIC OUTREACH PROGRAMS TO TARGET CANDIDATES FROM VARIOUS EDUCATIONAL AND SOCIOECONOMICAL BACKGROUNDS. IN THE DISTRICT HAS SPECIFIC HIRING PRACTICES TO REDUCE BIAS IN HIRING.

REGARDING RETENTION. THE DISTRICT HAS AN ESTABLISHED PROCESS TO REQUEST WORKPLACE ACCOMMODATIONS.

SECOND, THE DISTRICT HAS ESTABLISHED AN EMPLOYEE ASSISTANCE PROGRAM. NEXT, THAT THE DISTRICT MAINTAINS AND REVIEWS AND ESTABLISH LEAD PROCEDURE, SUCH AS FAMILY, MATERNITY, MILITARY, CAREGIVER AND RELIGIOUS TYPES.

FINALLY, THE DISTRICT USES QUALITATIVE AND QUANTITATIVE STAFF DATA TO INFORM STAFF TRAINING RELATED TO DIVERSITY, AND HE, AND INCLUSION. SLATS 4.3.

I WANT TO PAUSE THERE AND SEE IF THERE'S ANY QUESTIONS FROM

THE BOARD. >> DIRECTOR CARLSON.

>> SO STRUCTURALLY, THE INDICATOR FOR (INDISCERNIBLE) THAT'S BEEN REPLACED WITH THE DISTRICT DEMONSTRATE (INDISCERNIBLE) (AWAY FROM MICROPHONE).

AND WHILE I APPRECIATE THE POINT OF TRYING TO HAVE THINGS AROUND OUR STRATEGIES TO ACHIEVE A DIVERSE WORKFORCE, BUT I DON'T SEE IN THESE INDICATORS ARE ANY MEASURES DO WE HAVE A (INDISCERNIBLE) WORKFORCE? AND I'M NOT PARTICULARLY COMFORTABLE REMOVING THAT FROM 4.3 UNLESS IT (INDISCERNIBLE) SOMEWHERE ELSE.

>> THAT'S A GREAT POINT THANK YOU FOR BRINGING THAT UP.

I THINK ONE THING IS CONTINUING TO REPORT THOSE DATA AS PART OF ENSURING A DIVERSE WORKFORCE. OPERATIONAL EXPECTATION 14 GOES IN MUCH GREATER DEPTH AROUND THE DIVERSITY OF OUR STAFF.

WHICH AS WE THINK ABOUT THESE TWO DIFFERENT POLICIES, AND NOT TRYING TO DUPLICATE DATASETS AS MUCH AS POSSIBLE, THAT'S THE OTHER PLACE THAT IT RESIDES. IN THE CYCLE OF OUR MONITORING, IT APPEARS THAT OE-14 WILL BE MONITORED.

PROBABLY THE FIRST IN OUR MONITORING CYCLE, END OF SEPTEMBER, BEGINNING OF OCTOBER.

WITH OB FOR COMING LATER IN THE SERIES.

SO YOU WOULD HAVE THAT DATA PRIOR TO THIS BEING MONITORED.

>> I COULD WORK WITH THAT. I'M CURIOUS ABOUT WHERE THE

REST OF MY COLLEAGUES ARE. >> I HAVE THE SAME COMMENT THAT YOU DID. I WAS CONCERNED THAT WE WERE LOSING THAT PIECE. IT WOULD BE GOOD AT LEAST AS A MINIMUM THAT IT'S REFERENCED WITHIN THIS INDICATOR.

[00:45:01]

CONNECTION BETWEEN THEM. >> I KNOW WE HAD A CONVERSATION WHEN WE WERE MONITORING OE FOUR.

IN THE SUB POLICY (INDISCERNIBLE) OUR COMMUNITY AND STUDENT BODY ARE EVER-CHANGING.

I UNDERSTAND THE INTENT THERE, AFTER THAT CONVERSATION, TO MOVE IT TO SUPPORT A DIVERSE WORKFORCE.

AND MAYBE THIS IS ANOTHER LINK TO OUR OE-14 POLICY THEN? BUT THAT CAN BE INTERPRETED IN MULTIPLE WAYS.

YOU CAN MAKE AN ARGUMENT THAT HAVING -- THAT WE ARE ALREADY DIVERSE. THAT WE NO LONGER HAVE TO ATTEMPT TO DIVERSIFY FURTHER. BECAUSE YOU CAN SAY THAT WE HAVE A DIVERSE WORKFORCE RIGHT NOW.

THAT'S MY ONLY CONCERN THERE. >> THE INTERPRETATION OF DIVERSE, HOWEVER, INCORPORATES MULTIPLE CATEGORIES THERE.

>> IT DOES, BUT IT DOESN'T SPECIFY THE EXTENT.

>> IT DOESN'T BENCHMARK THE (INDISCERNIBLE) COMMUNITY.

>> WE TALK ABOUT THE CHALLENGE OF BENCHMARKING AGAINST THE COMMUNITY FOR THE LIMITATIONS IT CAN PROVIDE IN AN OF ITSELF

AS WELL. >> BUT I THINK YOU CAN ARGUE THAT WE ARE IN COMPLIANCE WITH THIS.

BUT THAT IS NOT THE INTENT OF WHERE WE ARE TRYING TO GET --.

>> THIS IS ONE OF THOSE INTERESTING CHALLENGES, WHERE WE NEED -- TO STATE WE WANT DIVERSE WORKFORCE WITHOUT PUTTING A LINE IN THE SAND ON WHERE DIVERSE GUNS ARE ENDS IS A PROBLEM. I'VE ALWAYS BEEN UNCOMFORTABLE WITH SAYING THAT WE HAVE TO PERFECTLY MATCH OUR STUDENT BODY. SIMPLY BECAUSE OUR STUDENT BODY MOVES MUCH FASTER THAN STAFF WILL.

IT WILL ALWAYS BE BEHIND THE DEMOGRAPHICS IN THE DISTRICT.

BUT IT'S MOVING CLOSER TO REPRESENTATIVES IS SOMETHING -- DIVERSE BY ITSELF DOESN'T SAY IT'S MOVING TOWARDS SOME GOAL.

WHEN DO WE KNOW WE ARE DIVERSE ENOUGH?

>> (AWAY FROM MICROPHONE). >> YEAH.

BECAUSE RIGHT NOW, I GET THE FEELING THAT WHAT WE ARE TALKING ABOUT IS THAT OUR TEACHERS ARE MUCH MORE LIKELY TO LOOK LIKE ME THAN ANY OTHER ETHNICITY OR RACIAL GROUP IN THE DISTRICT. AND YET, I COME FROM THE MOST RAPIDLY DECREASING GROUP IN THE DISTRICT FOR STUDENTS.

SO THIS IS SOMETHING WHERE I DO VERY MUCH HEAR AND SUPPORT THE MOTION. THAT SOMEHOW, I LIKE TO RETAIN THE (INDISCERNIBLE) THAT IS REPRESENTATIVE OF OUR COMMUNITY

AND OUR STUDENTS. >> DIRECTOR LALIBERTE.

>> I WENT BACK AND JUST DOUBLE CHECKED OE-14 TO MAKE SURE THIS WAS COVERED. 14.6, OUR EQUITY POLICY FOR THOSE AT HOME, ENSURING HIGHLY QUALIFIED AND DIVERSE WORKFORCE (INDISCERNIBLE). YES, THE PARTICULAR REPORT OUTS AND WHAT DOES OUR DIVERSITY LOOK LIKE IN MANY OF THE THINGS THAT MY COLLEAGUES HAVE RAISED TONIGHT ARE CAPTURED IN THERE.

WHEN I THINK ABOUT WHERE DO I WANT TO MONITOR THAT AS A BOARD MEMBER DECEPTIVE I WANT TO MONITOR IT AS PART OF OE-14? OR AS PART OF PERSONNEL ADMINISTRATION? I THINK IT FALLS MORE IMPORTANTLY IN EQUITY POLICY.

WHAT WE TALKED ABOUT WHEN WE ENACTED THAT POLICY AND WHAT WE ARE TRYING TO ACCOMPLISH IN THE POLICY AS A WHOLE.

WHERE IS IN OE FOUR, I VIEW THAT POLICY MORE IS FOCUSED ON DESK I'M HAVING A HARD TIME GRABBING WORDS HERE.

THANK YOU, DIRECTOR CARLSON. DIRECTOR CARLSON JUST HELP ME OUT THERE! THE PROCEDURAL PARTS OF RUNNING A DISTRICT AND PERSONNEL. I THINK THAT THESE CHANGES TO 4.3 OR MORE IN LINE OF THAT INTENT OF THE POLICY.

IT IS ALMOST SCARY SING THAT INDICATOR REMOVED FROM A POLICY. BECAUSE IT MAKES IT SEEM IT'S SOMETHING WE DON'T CARE ABOUT, THAT WE ARE NOT MONITORING.

THAT'S NOT THE CASE AND THAT'S WHY WE ENACTED OE-14.

IT IS TO HAVE THAT FOCUSED ATTENTION ON THE POLICY, ON THAT INDICATOR AS PART OF EQUITY.

ALL THAT RAMBLING TO SAY I'M PERFECTLY COMFORTABLE

(LAUGHING) WITH THOSE CHANGES. >> THE ONLY THING I WOULD RESPOND TO THAT IS I WOULD ARGUE THAT WHEN YOU ARE TRYING

[00:50:02]

>> DIRECTOR CARLSON? >> AND WITH YOU ON THAT.

ABSOLUTELY. AND I CAN FIND A MIDDLE WAY.

(INDISCERNIBLE). JUST AS WITH THE PREVIOUS CONVERSATION, WHEN WE ARE TALKING ABOUT -- EVEN AT THE SUPERINTENDENTS INTERPRETATION. YOU ARE INTERPRETING WHAT DOES A DIVERSE WORKFORCE MEAN? IN A FOOTNOTE -- THE DIVERSITY OF THE WORKFORCE WILL BE MONITORED AS PART OF OE BLANK.

JUST POINTING OUT THAT WILL BE SOMEWHERE ELSE.

SO WE HAVE A PAPER TRAIL TO FOLLOW ON WHERE THE DATA IS.

RATHER THAN HAVING TO REMEMBER WHERE THE DATA IS.

BECAUSE THAT SORT OF MEMORY EVENTUALLY EXPIRES WHEN SOMEONE

LEAVES THE BOARD. >> THAT SOUNDS LIKE A GOOD IDEA

TO ME. >> (INDISCERNIBLE).

DR. HOLMEN. >> JUST MAKING SURE I'M TAKING NOTES CORRECTLY. YES, IT DOES MAKE SENSE.O BIAS FOLLOWING THE IDEAS THAT IT WOULD STAY THE WAY IT IS CURRENTLY REVISED, ADDING IT TO A LINK FOR THE DIVERSITY COMPONENT OF STAFF THAT WILL BE MONITORED IN OE-14.6.

>> ANOTHER PIECE ABOUT OE-14, AND MAYBE YOU SAID THIS, DIRECTOR LALIBERTE? I JUST MISSED IT.

IT'S ABOUT THE INCREASING DIVERSITY OF THE WORKFORCE.

IN OE-14. ONE OF THE PROBLEMS TRYING TO MIRROR THE STUDENT BODY IS THAT BECAUSE WE HAVE A NUMBER OF -- IF WE JUST TAKE RACIAL DIVERSITY.

IF WE HAVE A NUMBER OF, IF YOU WILL, CATEGORIES OF RACE THAT DON'T HAVE HIGH REPRESENTATION IN OUR STUDENT BODY? BUT WE WOULD ACTUALLY LIKE TO SEE GREATER REPRESENTATION, BECAUSE THAT'S ACTUALLY GOOD FOR ALL OF OUR STUDENTS TO SEE AND EXPERIENCE TEACHERS FROM DIFFERENT RACIAL BACKGROUNDS.

SO THAT'S KIND OF THE THEORY BEHIND WHY WE WALKED AWAY FROM THAT. AND BECAUSE THE BOARD HAD A DIFFERENT VALUE STATED IN OE-14 AROUND INCREASING DIVERSITY, AND CHOSE NOT TO MIRROR THIS LANGUAGE IN OE-14 AROUND MIRRORING THE STUDENT BODY AND STAFF MAKEUP.

>> I THINK THE SOLUTION MIGHT BE TO JUST ADD THAT SAME WORD HERE. TO SUPPORT AN INCREASINGLY

DIVERSE WORKFORCE POTENTIALLY. >> THAT WAS GONNA BE MY

SUGGESTION AS WELL. >> SO THAT WOULD BE IN REGARDS

TO 14.3. >> (INDISCERNIBLE).

>> 4.3 SORRY. ENSURE EQUITABLE RECRUITMENT AND HIRING RETENTION PROCESS THAT SUPPORT AN INCREASINGLY

DIVERSE WORKFORCE. >> SO THE AD WOULD BE CHANGING THE WORD A2 AND, AND ADDING THE WORD INCREASINGLY.

I'M SAYING THAT SPECIFICALLY BECAUSE OF THE BOARD TAKES ACTION TONIGHT, I WANT YOU TO KNOW WHAT I'M DOCUMENTING HERE.

SO THE POLICY WOULD READ DESK OF THE POLICY STATEMENT.

AND REMEMBER, THE POLICY STATEMENT IS THE BOARD'S VALUE.

YOU GET TO DECIDE WHATEVER YOU WANT THAT VALUE STATEMENT TO BE. IT SAYS ENSURE EQUITABLE RECRUITMENT, HIRING AND RETENTION PRACTICES THAT SUPPORT AN INCREASINGLY DIVERSE WORKFORCE.

>> WHICH WILL THEN HAVE TO ROLL INTO THE INTERPRETATION AS

WELL. >> CORRECT.

>> AND THAT'S WHERE THE INTERPRETATION PIECE POINTING

TO (INDISCERNIBLE) DATA? >> YES.

I DON'T HAVE OE 14 IN FRONT OF ME.

ACTUALLY, I PROBABLY DO BUT IT'S A FEW TABS AWAY.

MY GUESS WE HAVE DEFINED INCREASINGLY DIVERSE IN OE-14.

AND SO, IN THE INTERPRETATION, AGAIN, JUST TO BE SPECIFIC -- I'LL MAKE A STATEMENT SOMETHING LIKE: THE MEASUREMENT OF DIVERSITY IN STATED TARGETS ARE MEASURED IN OE-14.

>> OKAY. >> SPECIFIC SUB POLICY, IF YOU

CAN? >> YES.

[00:55:02]

>> DIRECTOR STUART. >> I WANT TO MAKE SURE THAT WE TALK ABOUT INCREASINGLY, AND I DON'T WANT TO SEE US SAYING WELL, GEE WE ARE DOING IT INCREASINGLY (INDISCERNIBLE) 02, 01. THAT'S GONNA LOOK FLAT TO ME.

IT HAS TO BE A MEANINGFUL INCREASE TO BE QUITE FRANK.

I REALIZE IT TAKES TIME. BUT AT THE SAME TIME -- IF IT LOOKS FLAT FOR 10 YEARS, IT'S GOING TO LOOK FLAT FOR 10 YEARS. REGARDLESS IF IT'S GOING UP INCREASINGLY, .1, .2, 0.1 -- DO YOU SEE WHERE I'M GOING, JOHN?

>> I DO. BUT I THINK THAT'S WERE MULTIPLE DATA ELEMENTS ACTUALLY CAN INFORM THE BOARD IN EVALUATING IT. BECAUSE PART OF IT IS THE OVERALL? THAT'S WHERE JUERGEN IS SEE THAT REALLY, KIND OF, VERY SMALL GAINS OVER TIME.

SO IT'S LOOKING AT BOTH OUR HIRING -- IF OUR HIRING DIVERSITY ISN'T OUTPACING OUR OVERALL? WE WILL NEVER REACH OR SEE ANY GROWTH.LSO, OUR RETENTION DATA. ALL OF THAT PUT TOGETHER IS FOR THE BOARD TO EVALUATE COMPLIANCE.

>> THANK YOU. >> ANY OTHER QUESTIONS ON 4.3? SO WE HAVE A FEW REVISIONS. WITH THAT, I THINK WE ARE AGREED TO. I KNOW WE ARE NOT AT THE MOTION STAGE, BUT I THINK WE CAN DOCUMENT THAT WHEN WE MAKE THE MOTION. OKAY?

>> THE NEXT AREA IS 4.7. LET ME SCROLL DOWN THERE.

AND SO AGAIN, TRYING TO REALLY NARROW IN ON THE BOARD'S VALUE STATEMENTS. SO YOU CAN SEE WITH THE POLICY STATEMENT WAS PREVIOUSLY. PROPOSING THAT THE POLICY STATES ASSURE COMPENSATION AND WORKING CONDITIONS THAT ATTRACT AND RETAIN HIGH QUALITY EMPLOYEES.

SORRY, I'M JUST DOCUMENTING THAT I LOVE THE WORD THAT OUT.

YOU CAN SEE HERE IT REMOVES A COUPLE OF COMPONENTS.

ONE, IT REMOVES BENEFIT PLANS. WITH THE ADOPTION OF SCB A FEW YEARS BACK, BENEFITS ARE, BY AND LARGE, CONSISTENT ACROSS ALL 295 SCHOOL DISTRICTS. OUR OFFERING OF SUPPLEMENTAL BENEFITS ARE ALMOST ELIMINATED. IT REALLY ISN'T A GREAT POINT OF EVALUATION FOR THE BOARD. WE ALSO IDENTIFIED, OR WE REMOVED COMPARISON. BECAUSE WE AREN'T ABLE TO DO MARKET COMPARISONS. WHEN WE THINK ABOUT -- BENEFIT PLANS. THINKING ABOUT COMPENSATION THAT GOES BEYOND, YOU KNOW, OUR STATE AND THINGS LIKE THAT.

SO JUST TRYING TO BE SUSTAINED ABOUT THE BOARD'S VALUE AND POLICY STATEMENT. THE INTERPRETATION OF THAT, YOU CAN SEE, GOES INTO PREVIOUSLY WE HAD COMPENSATION, WORKING CONDITIONS, APPLICABLE MARKETPLACE AND ORGANIZATIONS.

SO INTERPRETING COMPENSATION TO MEAN DISTRICT SALARIES, WHICH ARE EVALUATED BASED ON COMPREHENSIVE MARKET -- REGIONAL MARKET ANALYSIS OF SELECT SCHOOL DISTRICTS.

WORKING CONDITIONS TO MEAN STATED PARAMETERS AND EXPECTATIONS FOR EACH SPECIFIC JOB TYPE.

AND NARROWING IN ON HIGH QUALITY EMPLOYEES TO MEAN STAFF THAT MEET AND EXCEED STANDARDS OF CONDUCT AND PERFORMANCE.

EADING THEN TO INDICATORS. FIRST INDICATORS STATES BY AND LARGE THE SAME, WITH THE CHANGE BEING AT THE END -- OR MAINTAINING WITHIN BUDGET PARAMETERS.

AND THEN, YOU CAN SEE TWO NEW INDICATORS -- JOBDESCRIPTIONS ARE MAINTAINED ACCURATELY, REFLECT REQUIRED WORK DUTIES AND RESPONSIBILITIES . AND THAT RETENTION OF STAFF REMAINS CURRENT LEVEL OR INCREASES OVER A FIVE-YEAR PERIOD. IF YOU REMEMBER AS WE TALKED ABOUT RETENTION RATES. PREVIOUSLY WE TALKED ABOUT HOW CAN WE COMPARE THESE TWO OTHER ORGANIZATIONS? THERE IS NOT A BODY OF DATA AROUND K-12 RETENTION.

AND THERE REALLY HASN'T BEEN SUBSTANTIVE STUDIES.

SO TRYING TO THINK ABOUT HOW CAN WE RELATE OUR OWN INTERNAL DATA FOR THE BOARD TO EVALUATE IT? AND THAT'S WHY IT WAS THE MAINTENANCE OF OR INCREASE FOR A COUPLE OF REASONS. ONE, RIGHT NOW WE ONLY HAVE

[01:00:01]

AND SO, WE DON'TNO. IS OUR DATA STILL GOOD? WE JUST HAD COVID. WE KNOW THAT AFFECT THE -- WE ALSO KNOW THAT OUR DATA, WHEN WE LOOK AT THE BREAKDOWN OF OUR DEMOGRAPHICS? WE NOTE IN PARTICULAR OUR BLACK AFRICAN-AMERICAN AND HISPANIC LATINO STAFF, OVER A THREE-YEAR PERIOD, WE ACTUALLY SAW THEY HAD A LOWER RETENTION RATE THAN OUR OTHER RACIAL GROUPS. SO THOSE ARE THINGS WE WANT TO PAY ATTENTION TO. WERE NOT SURE WE HAVE ENOUGH INFORMATION TO SET A TARGET YET.

THAT SOMETHING WE CAN DO OVER TIME, BUT THOUGHT THIS WAS A GOOD INDICATOR TO START WITH. SO THAT'S 4.7.

>> ANY QUESTIONS? DIRECTOR STUART.

>> JOHN, YOU SAY THAT SCB BASICALLY HAS PRETTY MUCH HOMOGENIZED BENEFIT PACKAGES ACROSS THE BOARD.

DOES IT SPECIFICALLY PROHIBIT SUPPLEMENTARY BENEFITS?

>> IT DOES. IT LIMITS THE SUPPLEMENTARY BENEFITS THAT SCHOOL DISTRICTS CAN OFFER.

>> OKAY. ALL RIGHT.

>> DIRECTOR CHOI. >> UNDER THE INDICATORS, I THINK IT MIGHT BE -- WHERE WAS IT? YEAH, UNDER THE FIRST INDICATOR.

WHERE IT SAYS DISTRICT SALARIES, WHICH ARE EVALUATED BASED ON A COMPREHENSIVE REGIONAL MARKET ANALYSIS OF SELECT SCHOOL DISTRICTS. OMPARABLE SCHOOL DISTRICTS? POTENTIALLY? SELECT KIND OF IMPLIES YOU CAN PICK AND CHOOSE, AND IT DOESN'T NECESSARILY -- LIKE, YOU CAN PICK ANY SCHOOL (LAUGHING) IN THE DISTRICT IF YOU WANTED TO (INDISCERNIBLE) VERSUS (INDISCERNIBLE).

>> SO ARE YOU UNDER THE INTERPRETATION?

>> YES.ORRY. INTERPRETATION.>> YEP.

COMPARABLE. SO REMOVE SELECT, ADD

COMPARABLE. >> THANK YOU.

>> ANY OTHER QUESTIONS? CLARIFICATIONS? OKAY, SO WE HAVE TWO AMENDMENTS MOVING FORWARD.

(INDISCERNIBLE). >> OKAY.

4.10. HERE, IN THE POLICY, WE REMOVED ATTRACTS AND RETAINS. WE FELT THAT WAS ADDRESSED ALREADY UP ABOVE. I BELIEVE THAT WAS 4.3, AROUND JUST THE WHOLE RETENTION -- EXCUSE ME, RECRUITMENT, HIRING, RETENTION. I BELIEVE THAT'S BETTER LEFT IN A SINGLE POLICY COMPONENT.ND THEN, YOU CAN SEE UNDER INDICATORS, REMOVED ONE OF THE PIECES AROUND ANNUAL DISTRICT AND SCHOOL SURVEY. AND THEN, PLACE IT OUT DIFFERENTLY PERCENTAGE OF STAFF COMPLETING THE ANNUAL PROGRAM SURVEY. THAT'S DIRECTLY IN RELATION TO WE USE THAT ANNUAL PROGRAM SURVEY AS PART OF OUR ONGOING STRATEGIC PLANNING AND PLANNING FOR THE UPCOMING SCHOOL YEAR.

AS YOU REMEMBER, WE DID LISTENING SESSIONS WITH EVERY SCHOOL LAST YEAR. THAT WAS DRIVEN FROM THE ANNUAL PROGRAM SURVEY THAT STAFF HAD JUST COMPLETED.

IN THAT WAS REALLY OUR LEAD IN WITH THOSE CONVERSATIONS WITH

STAFF. >> SO IF I COULD JUST CLARIFY? THE FAR LEFT-HAND COLUMN, IT SAYS 410 POLICY.

AND THAT SAYS 4.11 INDICATORS. IF WE COULD JUST CONFIRM? BECAUSE I THINK WHEN I WATCH THOSE, IT ACTUALLY FELL UNDER

4.11. >> I BELIEVE THEY DO FALL UNDER 4.11. THANK YOU.

>> NO, THAT'S OKAY. (INDISCERNIBLE).

SO 4.10 IS THE POLICY. I DON'T BELIEVE THERE IS ANY

INDICATOR CHANGES WITH 4.10. >> NO, THERE AREN'T.

AND A POINT OF CLARIFICATION -- THANK YOU OF REMINDING ME OF WHAT I WAS LOOKING AT. THE ANNUAL PROGRAM SURVEY IS BETTER RELATED TO 4.11. THE ANNUAL STAFF SURVEY, SO KIND OF THE CLIMATE SURVEY TYPE, IS IN 4.10 AND IT'S LEFT

IN THERE AS AN INDICATOR. >> AND IT'S ACTUALLY IN 4.10 AS WHAT WERE THE RESPONSES. NOT NECESSARILY HOW MANY RESPONDENTS. SO THE ONLY CHANGE ON 4.10 THAT YOU ARE SPEAKING TO IS REMOVABLE TO ATTRACTS, RETAINS,

AND OUT OF THE POLICY? >> CORRECT.

[01:05:02]

>> (INDISCERNIBLE) DIRECTOR LALIBERTE.

>> WHEN WE LAST MONITORED (INDISCERNIBLE), 4.10 WAS NOT IN COMPLIANCE. BECAUSE WE HAD NOT COMPLETED THE CLIMATE SURVEY IN THE PAST YEAR.

AT THE TIME, THERE WAS DISCUSSION ABOUT BRINGING IN NEW INDICATORS TO THE BOARD. SO I GUESS, THERE IS NO NEW INDICATOR. SO IS THERE GOING TO BE A CLIMATE SURVEY? ARE WE DOING SOMETHING DIFFERENT THAT FALLS UNDER THAT?

WHAT ARE WE LOOKING AT? >> SO WE WILL DO A CLIMATE SURVEY. SO WHEN THE BOARD MONITORS THIS DESK I BELIEVE IN JANUARY -- WE WILL NOT HAVE CLIMATE SURVEY DATA. THE NEXT CYCLE WHEN THE BOARD MONITORS, WE HAVE CLIMATE SURVEY DATA.

SO RELATED TO THE 22-23 SCHOOL YEAR.

>> OKAY. SO THE DISTRICT CLIMATE SURVEY

WILL REMAIN AS AN INDICATOR. >> YES.

>> OKAY. BUT IN THE NEXT MONITORING, WE WILL NOT HAVE A DISTRICT CLIMATE SURVEY?> IN THE PRESENT MONITORING --

>> YES. THE NEXT TIME WE SEE THIS, THIS YEAR, THERE WILL NOT BE A DISTRICT CLIMATE SURVEY DATA? SO WE SHOULD EXPECT THIS WOULD BE MARKED AS NOT IN COMPLIANCE,

IF THAT'S THE CASE? >> CORRECT.

>> OKAY. GOT IT.

THANK YOU. >> PART OF THAT IS BECAUSE OF THE CYCLE WE SHIFTED FROM. MONITORING -- HAD WE MONITORED IN THE SAME CYCLE -- OE FOUR IS TYPICALLY MONITORED IN AUGUST? WE WOULD'VE HAD THE 22-23 DATA TO REPORT IN AUGUST.

BECAUSE WE MOVED IT UP, WE HAVE NOT HAD A CYCLE TO IMPLEMENT

CLIMATE SURVEY. >> AND I EXPECT YOU HAVE TO REMIND ME OF THAT AGAIN IN JANUARY, WHEN THIS COMES TO US.

SO THANK YOU. >> I'D BE HAPPY TO DO THAT.

>> WHEN IS THE CLIMATE SURVEY CONDUCTED?

>> IT WILL BE IN SPRING OF 23. >> OKAY.

GOT IT! I'LL REMEMBER ALL OF THESE

THINGS! >> ANY QUESTIONS OR CONCERNS UP WITH THE POLICY CHANGE? ALL RIGHT, SEE NONE.

AND 4.11. DID YOU WANT TO COVER THAT AS WELL? ANY QUESTIONS OR CONCERNS ON

THAT ONE? >> (INDISCERNIBLE)?

>> ABSOLUTELY. >> WE AS A BOARD HAVE DISCUSSED THIS BEFORE AND THE IMPORTANCE OF THE ORGANIZATIONAL CULTURE.

I APPRECIATE THE FINE-TUNING OF THIS TO REALLY FOCUS THIS POLICY ON THIS. THIS IS, I KNOW, AND INTEREST FOR EVERYONE IN THE DISTRICT (INDISCERNIBLE).

I REALLY APPRECIATE ON FOCUSING ON THIS POLICY.

INDISCERNIBLE). >> THANK YOU.

DO YOU HAVE ANYTHING ADDITIONAL THAT YOU WANT TO ADD TO 4.11?

>> I DO NOT. >> DIRECTOR CHOI.

>> I THINK I WOULD LIKE A CLARIFICATION OF THE FIRST INDICATOR, FOR PERCENTAGE OF STAFF COMPLETING THE FIRST (INDISCERNIBLE) SURVEY. WHAT YOU MEAN BY PERCENT OF

STAFF? >> SO THE ANNUAL PROGRAM SURVEY IS AVAILABLE TO ALL STAFF. SO I BELIEVE THE THEORY BEHIND THE INDICATOR IS BECAUSE IF SOMEONE HAS A POLICY IN FRONT OF THEM? BELIEVE THE POLICIES RELATED TO INPUT AROUND, YOU KNOW, DECISIONS AFFECTING THEM.

IS THAT A FAIR SUMMARY? SO IF ONLY FIVE PERCENT OF OUR STAFF ARE COMPLETING OUR ANNUAL PROGRAM SURVEY, AND WE ARE TAKING THAT AND SAYING OKAY, WE HAVE STAFF INPUT AROUND DECISIONS? TO ME, THAT IS MISSING THE POINT OF ATTEMPTING TO ELICIT FEEDBACK OF STAFF. THAT'S HOW THE PERCENT IS RELATED TO THE INPUT THAT STAFF ARE PROVIDING.

>> SO IS THERE A WAY TO CLARIFY THAT SO THAT'S REFLECTED IN THE STATEMENT? SO A MAJORITY OF STAFF COMPLETE

(INDISCERNIBLE)? >> YOU WOULD LIKE TO QUANTIFY

IT? >> YES.

>> IS THERE A BENCHMARK THAT THE BOARD WOULD FEEL COMFORTABLE WITH? I HEARD MAJORITY.

THAT'S 51 PERCENT OF OUR STAFF. >> I THINK HAVING SOME INPUT OR INFORMATION ABOUT, MAYBE, PAST PERCENTAGES OF STAFF COMPLETING THE SURVEY WOULD BE HELPFUL FOR US TO BENCHMARK.

[01:10:11]

>> SO COUPLE OF DIRECTIONS WE COULD GO.

ONE, WE COULD PAUSE ON ADOPTING ALL OF THIS BEFORE WE ANSWER THAT QUESTION. AND BRING IT BACK AT THE DECEMBER 5 MEETING. WE COULD SET A PERCENT NOW FOR MONITORING. AND THEN, BRING THAT DATA BACK.

AND IF THE DATA TELLS US TO UPDATE THE INDICATOR, THEN WE DO THAT POST MONITORING. SO DO THAT JANUARY, FEBRUARY.

TO RE-UPDATE THE INDICATORS. AND I'M COMFORTABLE EITHER WAY.

>> SO, WE COULD TABLE THE DECISION FOR TONIGHT? SO WE HAVE SOME CHANGES THAT COULD COME BACK WITH THOSE CHANGES, AS WELL AS A POTENTIAL PERCENT QUANTIFIED AT THE DECEMBER 5 MEETING. THAT'S AN OPTION WE CAN DO.

TYPICALLY, WITH OUR POLICIES WE DO A FIRST READ AND A SECOND READ. THAT'S NOT UNCOMMON.

DUE TO THE TIMELINE ON THESE REPORTS, WE WANT TO MOVE THEM JUST A LITTLE QUICKER TO GET THEM FINALIZED.

THAT'S ONE PIECE. OR WE CAN MAKE THOSE APPROVALS TONIGHT, AND IT CAN JUST GO THROUGH THOSE AMENDMENTS.

DO YOU HAVE A PREFERENCE? >> CAN ASK A QUESTION?

>> YES. >> ON HER WORK PLAN, WE HAVE THIS TO MONITOR ON DECEMBER 5. (INDISCERNIBLE).

>> SO IT IS LIKELY THAT WILL MOVE TO THE JANUARY --.

>> OKAY. I DON'T HAVE STRONG FEELINGS ON THIS. BUT I SUPPOSE GIVEN THAT WE HAVE MADE CHANGES TONIGHT, JUST FOR CLARITY FOR ALL, IT WOULD PROBABLY MAKE SENSE TO BRING IT -- MY IDEA WOULD BE TO BRING THE WHOLE THING BACK ON DECEMBER 5.

>> WITH THE DISCUSSION AND CHANGES THAT WE'VE MADE.>>

CORRECT. >> DR. CARLSON LOOKS LIKE HE

HAS A QUESTION HE WANTS TO ASK. >> CAN WE BRING IT BACK AND CONSENT? RATHER THAN REOPEN THE --?

>> ABSOLUTELY. IT CAN COME BACK AND CONSENT JUST TO CONFIRM --

>> I AGREE. I GUESS I WOULD JUST ASK IF WE ARE SETTING A PERCENTAGE OR SOME SORT OF METRIC FOR THIS ONE? IF YOU COULD FLAG THAT (INDISCERNIBLE) AHEAD OF TIME AS WELL.

>> SO FICA DOES HAVE A MOTION THAT WE ARE GOING TO --.> WAS THIS THE LAST --? ASK FOR 4 IT IS.

SO I WILL ENTERTAIN A MOTION IN WHICH TO TABLE THIS TO THE

DECEMBER 5 MEETING. >> SO MOVE.

TAKEN SUCH GOOD NOTES OF THE CHANGES THAT WE MADE TONIGHT!

>> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR CARLSON TO HAVE THAT COME BACK TO THE DECEMBER 5 MEETING WITH THOSE CHANGES AND WOULD BE PLACED ON THE CONSENT AGENDA AT THAT POINT IN TIME. ANY DISCUSSION?

DIRECTOR STUART. >> MY CONCERN IS I HAD ONE ADDITIONAL QUESTION TO THE SURVEY.

THE SURVEY ISSUE IS -- DO WE HAVE ANY TYPE OF A BREAKDOWN AS TO THE COMPOSITION OF THOSE RESPONDING TO IT, AS OPPOSED TO WHETHER IT'S MALE OR FEMALE? WHETHER IT'S WHITE, PEOPLE OF COLOR, WHATEVER? MY CONCERN IS (INDISCERNIBLE) SELECT GROUP IN THE SURVEY. AND IT'S THE SAME SELECT GROUP EACH YEAR. WE'RE NOT GOING TO BE TELLING OURSELVES ANYTHING DIFFERENT AS TO WHY WE ARE NOT RETAINING OUR AFRICAN-AMERICAN AND LATINO EDUCATORS STOP DO YOU SEE WHERE

I'M GOING? >> SO I CAN CHECK TO SEE IF THOSE ARE DATA THAT WE ASKED FOR IN THE PAST.

>> OKAY. THANK YOU.

>> ANY FURTHER DISCUSSION? SO WITH THAT, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.

ANYONE OPPOSE? HEARING NONE, MOTION CARRIES.

SO THIS WILL COME BACK FOR THE DECEMBER 5 REVISIONS AS DISCUSSED. YOU HAVE A CHANCE TO REVIEW IT IN THE PACKET.UT FOR SOME REASON IT DOES NOT REFLECT WHAT YOU ARE HOPING, YOU CAN ALWAYS GET A PULL FROM THE CONSENT

AGENDA FOR FURTHER DISCUSSION. >> BASED ON THE DISCUSSION TONIGHT, I AM GOING TO ASK STAFF TO START WORKING ON A NUMBER OF THESE PIECES. KNOWING THAT IS NOT FINAL UNTIL THE BOARD APPROVES IT. BUT THAT THERE WAS GOOD MOVEMENT TOWARDS MAKING SOME UPDATES.

>> GREAT. THANK YOU.

APPRECIATE THAT DISCUSSION. OUR NEXT ITEM ON THE AGENDA IS OPERATION EXPECTATIONS 11, THE INSTRUCTIONAL PROGRAM.

THIS IS CURRENTLY ON OUR AGENDA TO BE MONITORED AT OUR NEXT MEETING ON DECEMBER 5. AND SO, IDEALLY, IF THESE ARE ACCEPTABLE CHANGES, WE CAN GO FORWARD.

IF NOT, THEY CAN BE TABLED. WE WOULD JUST BE POSTPONING

[01:15:01]

>> AND THERE'S ACTUALLY ANOTHER CHANGE WE WILL BRING AFTER MONITORING THAT WAS POINTED OUT A COUPLE OF WEEKS AGO AND FORGOT TO GET ADDED INTO THIS. IT'S LOOKING AT 11.8 AND 11.10.

BECAUSE THEY REALLY ARE SIMILAR TO ONE ANOTHER.

AND I BELIEVE OUR CURRENT LANGUAGE HERE AROUND MONITORING IN 11.8 REALLY IS THE SAME THING THAT 11.10 IS STATING.

SO AGAIN, TRYING TO BE CLEAR AROUND THE BOARD'S VALUES, BUT NOT JUST PROVIDING THE SAME DATA SET OVER AND OVER IN THE SAME MONITORING REPORT. BECAUSE IT'S REPETITIVE.

DON'T HAVE IT HERE TONIGHT. SO I DON'T WANT TO ASK THE BOARD TO TAKE ACTION ON THAT. BUT THAT IS SOMETHING THAT WE WILL DO IN THE FUTURE, AS WE CONTINUED TO UPDATE THESE.

AND SO, THE INTEREST HERE WAS REALLY TO IDENTIFY THE BOARD'S VALUE IN THE POLICY STATEMENT. AND TO BE CLEAR, AROUND THE INTERPRETATION AND INDICATORS AS IT RELATES TO INSTRUCTIONAL PROGRAMS. THE BOARD HAS A VALUE AROUND INNOVATION AND WHAT IS INNOVATION? INNOVATION IS THE ACTION THAT IS TAKEN ON ANY GIVEN THING TO IMPROVE IT, MAKE IT BETTER, UPDATE IT.

RARELY ARE WE JUST CARTE BLANCHE DOING SOMETHING BRAND-NEW. MOST OF THE TIME, INNOVATION REALLY IS ABOUT TAKING WHAT IS AND IMPROVING UPON IT.

THERE ARE TIMES WE BRING IN NEW PROGRAMS AND THINGS LIKE THAT.

BUT EVEN THOSE TYPICALLY ARE EITHER A REPLACEMENT OF SOMETHING WE ARE CURRENTLY DOING, OR AN ENHANCEMENT OF SOMETHING WE ARE DOING. SO THE RECOMMENDED POLICY STATEMENT IS TO ENSURE PROGRAMS ARE RESPONSIVE TO EMERGING NEEDS AND MONITORED, ADAPTED AND EVALUATED FOR EFFECTIVENESS ON A REGULAR BASIS. AND REALLY, THAT IDEA OF ADAPTATION REALLY IS THAT ONGOING, CONTINUOUS CYCLE OF IMPROVEMENT ON THE EFFORTS OF THE DISTRICT.

THINKING ABOUT THE INTERPRETATION.

SO YOU CAN SEE, REMOVED THE EXTRACURRICULAR CONCEPT.

AND WANT TO THANK PRESIDENT GLEASON OR FOR POINTING THAT OUT TO ME.HEN WE THINK ABOUT OUR EXTRACURRICULARS? THERE IS A SMALL SET OF THEM THAT OUR DISTRICT DIRECTED.

THE MAJORITY OF EXTRACURRICULARS, WHEN WE ARE THINKING ABOUT ACADEMIC PROGRAMS, ARE NOT UNDER THE DIRECTION OF THE SCHOOL DISTRICTS PTA.

IT'S OTHER TYPES OF ACTIVITIES. SO TRYING TO BE CLEAR AROUND WHAT IS THE BOARD REALLY EVALUATING?SO WE THOUGHT THE GREATEST CONNECTION BETWEEN THE DISTRICT AND THE DISTRICT'S AUTHORITY WAS AROUND CURRICULAR AND CO-CURRICULAR.

AND CO-CURRICULAR WOULD BE SOMETHING LIKE A BAND OR ORCHESTRA CLASS THAT IS DONE ZERO PERIOD.

AND THAT SAME GROUP OF STUDENTS IS THEN TAKING THE COURSE DURING THE DAY. SO THAT'S KIND OF THE SIMPLISTIC VIEW OF CO-CURRICULAR.

SO THE INTERPRETATION SAYS -- I INTERPRET PROGRAMS TO MEAN THE CURRICULAR AND CO-CURRICULAR LEARNING EXPERIENCES OF STUDENTS.URTHERMORE, I INTERPRET THE EFFECTIVENESS HAS CONTINUED IMPROVEMENT PROCESS. WHAT I DON'T KNOW IS THAT A TERM OF ART? ONLY TO P 12 SYSTEMS? IT'S VERY PART AND PARCEL TO HOW WE THINK ABOUT THE WORK OF SCHOOL IMPROVEMENT PLANNING, EVALUATION OF DEPARTMENTS AND PROGRAMS. IT'S AT CONTINUOUS IMPROVEMENT, WHERE YOU ARE IMPLEMENTING, EVALUATING, MODIFYING AND ALWAYS KIND OF IN THAT CYCLE. AND SO THAT'S WHY I USE THAT TERM. IF THAT'S NOT A TERM THAT IS A TYPICAL TERM BEYOND K-12, WE CAN FIND A DIFFERENT PHRASE.

SO I'LL FINISH THIS REQUEST. IT SAYS I INTERPRET (INDISCERNIBLE) A CONTINUOUS IMPROVEMENT PROCESS DESIGNED TO REVIEW THE QUALITY OF THE IMPLEMENTATION AND OUTCOMES TO INFORM A JUDGMENT ABOUT WHETHER CHANGES ARE REQUIRED.

FINALLY, I INTERPRET ADAPT TO MEAN CHANGES OR MODIFICATIONS TO A CURRENT PROGRAM WITH THE EXPRESS INTENT OF IMPROVING THE

[01:20:02]

DIRECTOR STUART, YOU HAD A QUESTION ABOUT, I THINK,

CONTINUOUS IMPROVEMENT? >> NO.

I HAD A QUESTION ABOUT WHEN WE GO FROM EXTRACURRICULAR TO CO-CURRICULAR. AND WE ARE TALKING ABOUT THE CLUBS, IF YOU WILL, AND THE EDUCATIONAL EXPERIENCE? SINCE WE HAVE CHOSEN TO HAVE CLUBS FOR JOURNALISM AND CLUBS FOR DEBATE, AS OPPOSED TO HAVING ACTUAL CLASSES THAT WOULD BENEFIT THE STUDENT, HOW CAN WE MONITOR THAT WE ARE IMPROVING THOSE STUDENTS -- OR HOW THOSE PROGRAMS ARE IMPROVING -- IF WE DON'T MONITOR EXTRACURRICULAR? DO YOU SEE WHERE I'M GOING? (INDISCERNIBLE) USING THAT AS A SUBSTITUTE FOR AN ACTUAL CLASS, WHEN THERE IS NO WAY OF JUDGING IF IT'S REALLY WORTH THE TIME AND EFFORT TO EVEN HAVE THE CLUB? IN MY OPINION, I THINK WE SHOULD HAVE CLASSES BUT THAT'S ANOTHER DISCUSSION FOR ANOTHER

DAY. >> A CLUBS AND ACTIVITIES ARE DRIVEN FROM STUDENT INTEREST. AND SO, THERE ISN'T, IF YOU WILL, A CURRICULUM THAT'S IDENTIFIED FOR THOSE EXTRACURRICULAR CLUBS, ACTIVITIES.

I UNDERSTAND WHAT YOU ARE SAYING.

WE DON'T HAVE THE, IF YOU WILL, AUTONOMY TO GO THEN DIRECT THE STUDENT CLUB OR ACTIVITY. AND TELL THEM, YOU KNOW, YOU CAN'T FOCUS ON THIS. YOU NEED TO FOCUS ON THESE AREAS. BECAUSE IT REALLY IS A STUDENT

DRIVEN, STUDENT LED ACTIVITY. >> ONE MORE REASON WHY WE DON'T HAVE A QUALITATIVE ABILITY TO IMPROVE THE DEBATE PROGRAMS FOR THE (INDISCERNIBLE) PROGRAMS, CORRECTLY.

>> FOR RIGHT NOW, THIS EVENING, IF I MAY, WE ARE FOCUSED ON THIS POLICY. (INDISCERNIBLE).

IT CAN BE DISCUSSED AT THAT POINT.

DIRECTOR CARLSON. >> WELL -- (SIGHING) I APPRECIATE THE EFFORT TO DISENTANGLE TO POLICIES THAT ARE DUPLICATE. BUT FOR ME, THE HEART OF 11.8 GOT LOST IN THE MIX. SO WE WOUND UP WITH TWO POLICIES THAT ARE BOTH ABOUT EMERGING NEEDS, MONITORED AND EVALUATED FOR EFFECTIVENESS. OR THE OTHER ONE IS EVALUATE AND MODIFY FOR EFFECTIVENESS. THE MOST IMPORTANT PART OF 11.8, TO ME, WERE THE FIRST FIVE WORDS -- ENCOURAGE NEW AND INNOVATIVE PROGRAMS. THIS IS ABOUT BRINGING NEW THINGS IN, AS OPPOSED TO EVALUATING EVERYTHING.

HOW YOU EVALUATE NEW STUFF, I DON'T CARE ABOUT.

THE CONCEPT THAT 11.8 EMBODIED FOR ME WAS ENCOURAGING NEW AND INNOVATIVE PROGRAMS.HAT WE WEREN'T ALWAYS PERFECTLY INCREMENTAL. THERE WASN'T ALWAYS ABOUT A TOP DOWN. THIS IS SOMETHING WHERE WE COULD ENCOURAGE THE (INDISCERNIBLE) OF INNOVATION.

AND THAT, I DON'T SEE AT ALL IN THE REDRAFT.

I'M SORRY. TO ME, THAT'S IMPORTANT PIECE OF 11.8 THAT IS TRULY INDEPENDENT OF 11.10.

11.10 DESK MONITORING, ADAPTING, EFFECTIVENESS -- I THINK IS VERY GOOD AND IMPORTANT.

AND WOULD APPLY TO NEW PROGRAMS AS WELL AS EXISTING PROGRAMS. BUT IF WE DON'T HAVE THE ENCOURAGE INNOVATIVE PROGRAMS HERE, WE DON'T HAVE IT ANYWHERE.

AND THAT CONCERNS ME. >> (INDISCERNIBLE).

>> SO THIS IS RIGHT ABOUT IN THE OVERLAP BETWEEN YOUR EXTRACURRICULARS AND YOU'RE CURRICULAR'S. JUST WANT TO RECOGNIZE THAT THE INITIAL (INDISCERNIBLE).

BUT SPEAKING AS A STUDENT, ONE OF THE MOST DIFFICULT PARTS OF TRYING TO START A NEW PROGRAM THAT IS LED FROM A STUDENT PERSPECTIVE -- BECAUSE IF WE ARE LOOKING AT CREATING NEW PROGRAMS THAT NEW WORDING IS RESPONSIVE TO EMERGING NEEDS, WE SHOULD BE MAKING SURE THAT THE STUDENTS ARE BEING ABLE TO EFFECTIVELY PRESENT THEIR NEEDS AND HAVE THOSE NEEDS BE MET THROUGH PROGRAMS. SPEAKING AS A STUDENT, THE HARDEST PART ABOUT THAT IS GETTING STAFF AND TEACHER BUY-IN. AND GETTING SOMEONE TO TAKE THAT FIRST STEP TOWARDS ALLOWING THAT PROGRAM TO START.

BECAUSE FOR THE MOST PART, I CAN DO WHATEVER I WANT OUTSIDE OF THE SCHOOL DAY AS A STUDENT. BUT IF I WANT TO DO SOMETHING AND HAVE A PROGRAM THAT MEETS THE NEED I SEE WITHIN MY SCHOOL DURING THE SCHOOL DAY RIGHT AFTER? I NEED A TEACHER OR SOME SORT OF ADMINISTRATOR TO GIVE ME AN OKAY ON THAT. SO I -- MAYBE IT'S NOT 11.8 -- BUT IF WE ARE TALKING ABOUT ENCOURAGING AND ENSURING THAT PROGRAMS ARE RESPONSIVE TO EMERGING NEEDS, I WOULD LIKE TO SEE SOME SORT OF LANGUAGE THAT INVOLVES INCENTIVIZING AND ENCOURAGING TEACHER

[01:25:04]

>> DIRECTOR CARLSON. >> (INDISCERNIBLE) BACK TO THE BIG PICTURE -- DOES ANYBODY ELSE HERE FIND THAT RESPONSIVE TO EMERGING NEEDS GRASPS THE IMPORTANCE OF INNOVATION? IS THAT WORDING MAKING ANYONE ELSE HAPPY? BECAUSE IT DOES NOT MAKE ME HAPPY.

>> I WOULD JUST SAY I FIND INNOVATIVE TO BE USED FOR A LOT OF THINGS. THEREFORE, DOESN'T MEAN A LOT EITHER. IT'S KIND OF LIKE DIVERSITY -- IF IT'S NOT DEFINED. (INDISCERNIBLE) BUT WHAT I'M HEARING TONIGHT AND JUST KNOWING WHERE OUR AGENDA IS THAT, THERE'S A LOT MORE NEED OF DISCUSSION, POTENTIALLY, AROUND 11.8 AND 11.10. DIRECTOR LALIBERTE, REAGAN IS A

SOMETHING ELSE? >> THANK YOU.

I WAS WRESTLING WITH -- I TOOK TWO THINGS FROM WHAT DIRECTOR CARLSON SAID. ONE CONCERN IS THAT THE BOARD SMACK VALUE WHEN WE INITIALLY ADOPTED -- WHICH I THINK WAS RELATIVELY RECENTLY FOR 11.8 -- WAS TO CAPTURE THE VALUE OF HAVING A DISTRICT THAT IS CONSTANTLY INNOVATING PROGRAMS.

>> AND THAT DOESN'T MEAN WE HAVE A CONTINUOUS IMPROVEMENT PLAN. THAT'S VERY DIFFERENT CONCEPT

THAN INNOVATION.>> YES, YES. YES -- I AGREE WITH THAT.

AND I AGREE THAT HOW THIS POLICY IS NOW, THOSE TWO CONCEPTS ARE LUMPED TOGETHER. AND I AGREE WITH DIRECTOR CARLSON THAT SOMETHING IS LOST (INDISCERNIBLE). THINK 11.10 CAPTURES -- OR IS CLOSER TO CAPTURING THE MONITORING CONTINUOUS IMPROVEMENT. IN DRAFTING THIS ONTO THAT, AND HAVING A STANDALONE POLICY ABOUT INNOVATIVE PROGRAMS -- I THINK -- TO ME, THAT CAPTURES THE VALUE THAT I WANT IN OUR POLICY. HOWEVER, TO ME, THE TERM RESPONSIVE TO EMERGING NEEDS, IS SYNONYMOUS -- MEANINGFUL THAN INNOVATIVE PROGRAMS. WHICH IS A NICE LITTLE BUZZWORD, I DON'T ACTUALLY -- TO ME, EMERGING -- RESPONSIVE TO EMERGING NEEDS IS MORE SPECIFIC TO WHAT WE ARE TRYING TO ACCOMPLISH.

SO -- OKAY. GO AHEAD, DIRECTOR BLIESNER.

>> GO AHEAD. >> I WAS GOING TO ECHO WHAT YOU SAID. (INDISCERNIBLE).

I DO THINK THIS PROPOSED CHANGE DOES REFLECT A SUBSTANTIVE CHANGE TO THE POLICY. AND I DON'T THINK WE ARE ALL IN

ALIGNMENT (INDISCERNIBLE). >> I'M HEARING THAT'S A POTENTIAL MOTION THAT WE TABLE THIS, TO HAVE A DISCUSSION.

IDEALLY PUT ONTO A STUDY SESSION IS WHAT MY GUESSES? AS OPPOSED TO A BOARD MEETING. DIRECTOR LALIBERTE, GO AHEAD.

>> WELL, HERE'S MY CONCERN THOUGH.

I WOULD LIKE TO HAVE THIS MONITORED SOONER THAN LATER.

AND SO, I GUESS I WOULD LIKE -- I DON'T KNOW HOW TO RECONCILE THOSE TWO. SO --

>> SO POTENTIALLY NOT MONITOR EIGHT UNTIL WE HAVE THE OPPORTUNITY TO HAVE THAT DISCUSSION.

OR CONTINUE TO MONITOR AS IS AND THEN MAKE THE CHANGES AFTER

THE FACT. >> SO THE CYCLE IS THAT WE MONITOR WHAT'S AGREED TO. AND IF THERE'S NOT AGREEMENT TO A CHANGE, THEN WE WILL MONITOR WHAT IS.

EVEN IF 11.8 ISN'T AS ROBUST AS THE DESIRE IS.

I THINK ON ALL OF OUR -- ON EVERYBODY'S END.

SO WE WILL JUST MOVE FORWARD WITH ASSUMING THE BOARD TABLES THIS AND MOVES IT FORWARD. WE WILL HAVE A DISCUSSION ABOUT IT AND UPDATE THE LANGUAGE FOR MONITORING A YEAR FROM NOW.

>> POTENTIALLY, A LITTLE SOONER THAN A YEAR FROM NOW.

>> OVE WE AGREED TO A NEW POLICY LANGUAGE FOR THE NEXT CYCLE, IT'S A YEAR FROM NOW IT'LL BE MONITORED.

WE WILL MONITOR OE-11 AT THE NEXT MEETING.

>> RIGHT.KAY. >> I MOVED TO TABLE THE

UPDATES, THE POLICY TO OE-11. >> IT'S BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR CHOI TO TABLE (INDISCERNIBLE). ANY DISCUSSION?

>> I RESET EVERYTHING. >> ANY DISCUSSION? HEARING NONE, ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING

[01:30:02]

SO WE WILL FIGURE OUT ONTO THE WORK PLAN WHERE WE WILL (INDISCERNIBLE) WITH ADEQUATE TIME FOR DISCUSSION.

AS WELL AS TO GET A PREPARED FOR THE NEXT TIME WE GET TO MONITOR IT. SO WHEN YOU DO SEE 11 AT THE NEXT MEETING, ASSUME THAT YOU WILL SEE IT CURRENTLY HOW IT IS WRITTEN. OKAY.

SO WOULD YOU LIKE TO START WITH 7? IT'S WHEN I SEE UP THERE. OKAY.

SO TONIGHT, WE'RE GOING TO BE MONITORING THREE OF OUR FOUR OPERATIONAL EXPECTATION POLICIES.

THESE ARE ALL AROUND THE FINANCIAL COMPONENT, FINANCIAL PLANNING, FINANCIAL (INDISCERNIBLE) AND ASSET PROTECTION. THIS IS HOW WE ESTABLISH OUR VALUES ABOUT HOW THE SCHOOL DISTRICT IS EXPECTED OPERATE.

THE MONITORING REPORTS INCLUDES OUR SUPERINTENDENT REPORTS AS WE DISCUSSED IN (INDISCERNIBLE).

FIRST TONIGHT ON THE AGENDA IS OPERATION ON EXPECTATION PFEIFFER FINANCIAL PLANNING. DOCTOR HOMAN.

>> THANK YOU. AGAIN TONIGHT, I'LL GO THROUGH THE POLICY WITH SOME BRIEF SUMMARY AND FINDINGS RUN EACH POLICY AREA. I WILL PAUSE.

ALLOW PRESIDENT BLIESNER TO SEE IF THERE'S ANY COMMENTS OR QUESTIONS, AND MOVE THROUGH THE MONITORING.

EACH OF YOU RECEIVED MONITORING REPORTS FOR OE FIVE, SIX AND SEVEN ABOUT 10 DAYS AGO. SO YOU HAVE THOSE.

THEY ARE ALSO IN YOUR PACKET, AVAILABLE FOR YOU TO REVIEW.

THE POLICY STATEMENT AROUND OE FIVE SAYS THE SUPERINTENDENT SHALL DEVELOP AND PRESENT TO THE BOARD MULTI-YOUR FINANCIAL PLAN THAT IS RELATED DIRECTLY TO THE BOARD'S PRIORITIES AND OPERATIONAL EXPECTATIONS GOALS. THAT AVOIDS LONG-TERM FISCAL JEOPARDY TO THE DISTRICT. THERE'S 11 POLICY COMPONENTS.

SOME THAT THE SUPERINTENDENT WILL AND SOME THAT THE SUPERINTENDENT MAY NOT. WE WILL GO THROUGH EACH OF THOSE TONIGHT. THIS REPORT IS PRESENTED TO YOU AS COMPLIANT. 5.1 STATES THE SUPERINTENDENT WILL DEVELOP A BUDGET THAT IS IN A SUMMARY FORMAT, UNDERSTANDABLE TO THE BOARD AND COMMUNITY PRESENTED IN A MANNER THAT ALLOWS THE BOARD TO UNDERSTAND THE RELATIONSHIP BETWEEN THE BUDGET AND THE RESULTS PRIORITIES AND ANY OPERATIONAL EXPECTATIONS GOALS FOR THE YEAR.

SO JUST A FEW PIECES AROUND THIS.

THE BOARD DOES RECEIVE THE BUDGET INFORMATION THROUGH WRITTEN, VERBAL AND VISUAL PRESENTATIONS.

THOSE ARE CONSTITUTED THROUGH WRITTEN BOARD UPDATES, STUDY SESSIONS, PRESENTATIONS AT BOARD MEETINGS.

YOU KNOW, CONVERSATIONS. THAT'S THE VERBAL PIECE AT OUR STUDY SESSIONS. THE BUDGET IS PREPARED USING STATE FORMATS AND ALSO FORMATS THAT ARE MORE READABLE.

AS YOU KNOW, WE HAVE BEEN RECOGNIZED FOR HOW WE PUT OUR BUDGET TOGETHER. AND THAT REALLY IS BASED ON OUTSIDE EXPERTISE, PROVIDING A FORMAT THAT HAS BEEN DEMONSTRATED TO BE MORE ACCESSIBLE.

KNOWING THAT THE AMOUNT OF INFORMATION WITHIN OUR BUDGET IS A TREMENDOUS AMOUNT OF INFORMATION.

BUT REALLY TYING DESK OF THAT FORMAT TRULY DOES REQUIRE US TO TIE OUR STRATEGIC DIRECTION AND PRIORITIES TO OUR BUDGET RESOURCE ALLOCATION. THE BUDGET IS CONNECTED TO THE STRATEGIC DIRECTION OF THE DISTRICT, WHICH DOES SUPPORT

THE BOARD'S RESULTS POLICIES. >> ANY QUESTIONS OR CLARIFICATIONS? ALL RIGHT.

>> 5.2 STATES THE SUPERINTENDENT WILL DEVELOP A BUDGET THAT CLEARLY DESCRIBES REVENUES AND EXPENDITURES WITH ADEQUATE SUPPORTING DETAIL. BOTH EXTERNAL AND INTERNAL PATROLS ARE IN PLACE AND VALIDATED THROUGH AUDITING PROCEDURES, WHICH CONCURS WITH THE DISTRICTS REPORTING OF OUR REVENUES AND EXPENDITURES. SO WE GO THROUGH PROCESSES TO MAKE SURE THAT EXTERNAL ENTITIES AGREE WITH US.

BUT ALSO WE HAVE INTERNAL CONTROLS TO MAKE SURE THERE'S CHECKS AND BALANCES AS WE ARE REPORTING THAT TO THE BOARD.

ANOTHER CHECK AND BALANCE AROUND THAT IS OS PI IS REQUIRED TO APPROVE AND ADOPT THE DISTRICT'S BUDGET.

AND THAT WAS DONE WITHIN THE APPROPRIATE TIMEFRAME FOR THE

22-23 BUDGET. >> QUESTIONS?

ALL RIGHT. >> 5.3 STATES THAT THE SUPERINTENDENT WILL DEVELOP A BUDGET THAT SHOWS THE AMOUNT SPENT IN EACH BUDGET CATEGORY FOR THE MOST RECENTLY COMPLETED FISCAL YEAR, THE AMOUNT BUDGETED FOR THE CURRENT FISCAL YEAR, AND THE AMOUNT BUDGETED FOR THE NEXT FISCAL YEAR.

[01:35:04]

EXPENDITURES. >> DIRECTOR CARLSON.

>> I JUST WANT TO SAY THAT THE LACK OF COMMENTARY SPEAKS VOLUMES POSITIVELY TO BARBARA'S TEAM DEVELOPING AN INCREDIBLY TRANSPARENT BUDGET. SO -- NO QUESTIONS.

>> THANK YOU. DR. HOLMEN.

>> 5.4 STATES THE SUPERINTENDENT WILL DEVELOP A BUDGET THAT DISCLOSES BUDGET PLANNING ASSUMPTIONS.

WHILE THIS IS A VERY SHORT POLICY STATEMENT AND VALUE, WHAT AN INCREDIBLY IMPORTANT PART OF THE PROCESS.

SO THAT THE BOARD CAN UNDERSTAND WHAT ARE ALL THE UNDERLYING DATA THAT'S BEING USED TO PROJECT THE CURRENT BUDGET WE ARE PREPARING BUT ALSO INTO THE YEAR.

PART OF THAT IS THAT THE BOARD RECEIVES ENROLLMENT UPDATES THROUGHOUT THE YEAR. BECAUSE AS YOU KNOW, THE MAJORITY OF OUR REVENUES ARE BASED ON OUR STUDENT ENROLLMENT. THAT HELPS US PROJECT OUR BUDGETS MOVING INTO THE FUTURE. THE BOARD RECEIVES PRELIMINARY ENROLLMENT PROJECTIONS EARLY IN THE CALENDAR YEAR, BASED ON OUTSIDE EXPERT DEMOGRAPHER INPUT AND VALIDATION.

BUDGET PRESENTATIONS INCLUDE DETAILED BUDGET ASSUMPTION INFORMATION THAT INFLUENCE OVERALL BUDGET PICTURE.

>> NO QUESTIONS? .

>> SUPERINTENDENT WILL (INDISCERNIBLE) TO INCLUDES PROVISIONS (INDISCERNIBLE). R-4 YOUR OUTLOOK (INDISCERNIBLE) CHANGES IN COMPENSATION REQUIREMENTS, NEW OVERHEAD COSTS DUE TO CONSTRUCTING OF NEW SCHOOLS AND OTHER IMPACTFUL AND KNOWN CONDITIONS.

SO JUST TRYING TO TAKE IN THOSE BIG ITEMS THAT WE KNOW ARE GOING TO AFFECT THE BUDGET IN THE LONG TERM.

>> ON THIS ONE, I JUST WANT TO SAY THANK YOU FOR THE PLANS TO REDUCE OUR CARRYOVER. THE VERY THOUGHT WAY TO BRING US IN FIRST SOFT LANDING ON THAT.

SO THANK YOU. >> 5.6, PROVIDES NECESSARY INFORMATION TO THE BOARD ON MATTERS OF SIGNIFICANT BUDGETARY IMPACT, ALLOWING THE BOARD ADEQUATE TIME TO CONSIDER THE INFORMATION PRESENTED. AS A BOARD YOU RECEIVE MONTHLY FINANCIAL REPORTS THAT PROVIDES AN ONGOING, KIND OF A ROLLING VIEW OF OUR FINANCIAL STATUS. ND THE BOARD WAS NOTIFIED OF THE GENERAL FUND BUDGET EXTENSION IN WRITING PRIOR TO THE BOARD MEETING, WHERE YOU RECEIVE THE PRESENTATION APPROVED THE BUDGET EXTENSION. IN THE REPORT IT STATES WHEN THAT WAS. I BELIEVE THAT WAS JUNE 2022.

5.7 REFLECTS ANTICIPATED CHANGES IN EMPLOYEE COMPENSATION, INCLUDING INFLATIONARY ADJUSTMENTS, STEP INCREASES, PERFORMANCE INCREASES AND BENEFITS.

THE BUDGET INCLUDES KNOWN CHANGES TO EMPLOYEE COMPENSATION. I SAY KNOWN BECAUSE AS WE UPDATE CONTRACTS AND THINGS LIKE THAT, IF THEY ARE ADOPTED AFTER THE BUDGET IS ADOPTED, THEN WE HAVE TO GO BACK.

THAT WILL CHANGE THE OVERALL BUDGET PICTURE.

SO IT'S KNOWN EMPLOYEE COMPENSATION.

THE BUDGET INFORMATION PRESENTED TO THE BOARD CONSISTENTLY PROVIDED AS WE WENT THROUGH THE WINTER AND SPRING LAST YEAR, AND ASSUMPTION OF IBD INCREASING BEYOND PREVIOUSLY REPORTED LIMITS.

AND 5.8 INCLUDE SUCH AMOUNTS AS THE BOARD DETERMINES TO BE NECESSARY FOR ITS OWN GOVERNING FUNCTION.

SO AS YOU CAN SEE IN THE REPORT, THERE IS A GRID THAT KIND OF OUTLINES THE VARIOUS AREAS THAT DOLLARS ARE SET ASIDE FOR THE OPERATIONS OF THE GOVERNANCE PROCEDURES.

THINGS SUCH AS, YOU KNOW, AUDITS, ELECTION EXPENSES, PROFESSIONAL LEARNING OF THE BOARD.

THOSE KINDS OF THINGS ARE SET ASIDE IN THE BUDGET ANNUALLY.

>> DIRECTOR LALIBERTE. >> (INDISCERNIBLE) I'VE BEEN MEANING TO ASK THIS. THE (INDISCERNIBLE).

(AWAY FROM MICROPHONE). >> I'LL MAKE A STATEMENT, AND THEN I'LL LOOK TO MY RIGHT TO CONFIRM.

THAT IS WHEN WE RUN FUNDING MEASURES, LEVIES OR BONDS.

THOSE ELECTION EXPENSES. SUPERINTENDENT BARBARAPOSTHUMUS WILL PROVIDE YOU WITH A MORE THOROUGH RESPONSE.

[01:40:01]

>> IT INCLUDES IN THE YEARS THAT WE HAVE BOARD ELECTIONS, THOSE COSTS ARE INCLUDED. AND IN THE YEARS THAT WE HAVE LEVY ELECTIONS, THOSE COSTS ARE INCLUDED.

SO THE 21-22 , BOTH ARE IN THERE.

SOME YEARS IT'S ONLY A LEVY COST, SOME YEARS IT'S A BOARD COST AND SOME YEARS IT'S BOTH. SO 21-22 NUMBER IS TYPICALLY

THE HIGHEST YOU WILL SEE. >> ALL RIGHT.

SO MY UNDERSTANDING IS THE DISTRICT PAYS SOME PORTION OF THE ELECTION EXPENSES THAT THE COUNTY INCURS FOR LEVIES,

BONDS, ETC.? >> YES.

WE PAY A PORTION OF THE VOTERS PAMPHLET COSTS, AND THEN A PORTION OF THE ELECTION COSTS. IF WE ARE IN FEBRUARY, WHERE MULTIPLE DISTRICTS ARE RUNNING, THAT COST IS PROPORTIONAL.

SO IT DEPENDS ON HOW MANY PEOPLE ARE ON THE BALLOT.

AND THEN, THOSE COSTS ARE DIVIDED.

>> THANK YOU. >> AND ACTUALLY, JUST TO BE ABSOLUTELY CLEAR FOR THE AUDIENCE, ELECTION COSTS, NONE

OF THIS IS CAMPAIGN COST? >> HE TOOK THE WORDS OUT OF MY

MOUTH ! >> NO OTHER QUESTIONS.

>> 5.9. A BUDGET THAT IS BASED ON REASONABLE (INDISCERNIBLE) WITH CONSTITUENT GROUPS.

HERE THE DISTRICT HAS INTERNAL PROCESSES AND PROCEDURES TO SEEK FEEDBACK AND INPUT ON THE BUDGET.

PART OF THAT IS A PROGRAM SURVEY WE TALKED ABOUT IN OB FOR STOP EXTERNAL FEEDBACK AND INPUT USES -- INCLUDES INFORMATION FROM THE STUDENT AND FAMILY PANORAMA SURVEY.

FEEDBACK THERE LEVY INFORMATIONAL SESSIONS AND A REQUIRED PUBLIC HEARING, WHICH IS MADE AVAILABLE TO ALL COMMUNITY MEMBERS. I THINK THIS IS AN AREA THAT'S WHAT WE'VE TALKED ABOUT THIS IN OTHER MONITORING AREA.

BUT THIS IS AN AREA WHERE WE CAN IMPROVE AND RECEIVE MORE SUBSTANTIVE FEEDBACK FROM OUR COMMUNITY AROUND OUR BUDGET

PROCESSES. >> (INDISCERNIBLE) (AWAY FROM

MICROPHONE). >> HOW ABOUT YOU BONNIE, AND

THEN EVAN. >> OKAY.

IN THIS, AND 5.9 YOU TALK ABOUT HOW YOU ARE GOING TO BUDGET TO ADDRESS THE COMPREHENSIVE NEEDS OF THE ENTIRE DISTRICT.

AND I WAS JUST WONDERING IF THIS WOULD ALSO INCLUDE CO-CURRICULAR ACTIVITIES LIKE YOU TALKED ABOUT BEFORE? AND THE SPECIFICS OF THIS BUDGET? BECAUSE I FEEL THAT MIGHT BE BENEFICIAL TO ADDRESS WHAT EXACTLY THIS BUDGET WOULD BE TAKING CARE OF IN THE DISTRICT.

>> I'LL ANSWER YOUR QUESTION. IF I DON'T FULLY ANSWER, THEN LET ME KNOW. SO CO-CURRICULAR, BECAUSE THEY ARE DISTRICT ACTIVITIES, THEY ARE PART OF THE OVERALL BUDGET.

NOW, PART OF THE BUDGET IS DISTRICT.

PART OF THE BUDGET IS SCHOOL. SO AS WE LOOK TOWARDS WHERE OUR DIFFERENT REVENUE STREAMS FOR DIFFERENT THINGS? THOSE WILL VARY. BUT AS WE THINK ABOUT THE OVERALL BUDGET, BUILDING BUDGETS ARE INCLUDED IN OUR

OVERALL GENERAL FUND BUDGET. >> OKAY.

THANK YOU. >> AND THEN, FIRSTLY, I AGREE WITH THE IDEA THAT WE HAVE THE OPPORTUNITY TO IMPROVE STUDENT, FAMILY AND COMMUNITY FEEDBACK INTO THE BUDGET PROCESS.

I TOTALLY GET THAT THERE'S A LOT OF BARRIERS TO OVERCOME WHEN IT COMES TO GETTING STUDENT INPUT.

I WAS WONDERING, WITHIN THE EVIDENCE COMPLIANCE WE HAVE RIGHT NOW, BECAUSE I DON'T KNOW ALL OF THESE DIFFERENT LIGHT -- LEADERSHIPS, TEAMS AND GROUPS -- WHAT ASPECTS OF THIS DO YOU FEEL ARE KIND OF WORKING TOWARDS THAT -- MAY BE A REPRESENTATIVE OF OUR STUDENT INTEREST? EVEN THOUGH THEY AREN'T DIRECTLY THE STUDENTS?

>> YEAH. SO I WOULD SAY -- SO OUR STRATEGIC ADVISORY LEADERSHIP GROUP IS COMPRISED OF LEADERS FROM ACROSS THE DISTRICT. SO THE VOICE OF OUR SCHOOLS IS SQUARELY PART OF THAT CONVERSATION.

THAT'S A FEW STEPS REMOVED FROM AN ACTUAL STUDENT PROVIDING ACTUAL FEEDBACK TO US AROUND THE BUDGET.

I THINK THAT'S WHERE WE WANT TO GET TO.

IN OE-14 THERE IS A POLICY COMPONENT AROUND BUDGET PROCESSES THAT ARE IN THE DEVELOPMENT PROCESS AROUND.

PART OF THAT IS STUDENT AND FAMILY ENGAGEMENT.

PART OF THAT IS ALSO REACHING OUT TO POTENTIALLY PARENTS AND STUDENTS THAT MAY NOT HAVE EVER WANTED TO OR PARTICIPATED PREVIOUSLY IN THESE TYPES OF PROCESSES.

AND SO, IT'S BEING MORE THOUGHTFUL ABOUT THE OVERALL

INPUT.>> OUT TO JUST BUILD ON EVANS STATEMENT IS POTENTIALLY (INDISCERNIBLE) INDICATOR, SPECIFIC TO ACTIVELY SEEKING COMMUNITY IMPACT ON THE BUDGET PRIORITIES.

BEING STUDENTS AS WELL AS OUR FAMILIES AND PARENTS.

SO JUST TO CONSIDER THAT AS WE GO FORWARD.

[01:45:02]

AND SO, IDEALLY SAYING IF WE COULD SET SOMETHING, PERHAPS, THEN WE WON'T LOSE IT. YES, DIRECTOR CARLSON?

>> I'M NOT SURE, HAVE YOU TO SEEN THE (INDISCERNIBLE) PHONEBOOK? LIKE YOU DON'T EVEN HAVE A CLUE WHAT I'M TALKING ABOUT! [LAUGHTER] THE BUDGET PROCESSES OCCUR AT MACRO SCALES AND MICRO SKILLS. I THINK WHEN IT COMES TO SOMETHING LIKE STUDENT CLUBS AND STUFF?HE MINIMUM RESOLUTION WE HAVE IS IN ASB LINE THAT ISN'T EVEN BUILDING SPECIFICS. AND WE DON'T HAVE BUILDING SPECIFIC IN THE (INDISCERNIBLE), DO WE AT THE STUDENT LEVEL, (INDISCERNIBLE) GREATER IMPACT MIGHT BE ON BUILDING SCHOOL BUDGETS. WHICH DO DERIVE FROM THIS.

AT THE MICRO SCALE, WHERE YOU ARE TALKING ABOUT SPECIFIC ITEMS, THAT WOULD DEFINITELY FOLLOWÓ.

THERE IS DEFINITELY ROOM TO TRY TO BUILD THAT INTO THE SYSTEM AS AN IMPROVEMENT. I'M NOT SURE THAT STUDENTS WILL FIND THAT AT 195 ALL THAT SATISFYING.

>> I'M NOT SURE IT'S ONLY LOOKING AT JUST THE 195.

(INDISCERNIBLE) WHAT ARE THE ISSUES, PRIORITIES, WHAT DO WANT TO SEE DUNKLEY (INDISCERNIBLE) BUT IT'S ALSO PUTTING OUT TO OUR PARENTS, STAFF AND STUDENTS.

I THINK SOMETIMES WE DON'T GET IT OUT TO THE COMMUNITY.

I KNOW IN THE PAST WE'VE DONE SURVEYS AND DIFFERENT THINGS.

I APPRECIATE YOU BRINGING THAT FORWARD IS SOMETHING TO DO.

I WOULD SORT OF LIKE TO CODIFY IT THROUGH THE POLICY AS AN INDICATOR. EVAN?

>> I APOLOGIZE IF THIS IS LABORING THE POINT.

I WANTED TO GIVE A PERSPECTIVE OF WHY I THINK IT IS IMPORTANT THAT WE ARE MAKING SURE WE TALK TO STUDENTS.

NOT ONLY BECAUSE I THINK OBVIOUSLY WE CAN ALWAYS SAY THERE ARE STUDENT PERSPECTIVES THAT ARE BEING LOST.

WE ARE NOT GOING TO FIND ALL OF THEM.

BUT EYES I CAN SAY AS PRESIDENT, AFTER READ OUT ALL OF THE PURCHASES THAT ARE MADE WITHIN MY SCHOOL ON A WEEKLY BASIS. WE HAVE A TREASURER WHO ASKED TO SIGN ALL OF THOSE. SO AS MUCH AS IT IS REALLY GREAT THAT WE HAVE MORE DISTRICT AND ADMINISTRATIVE LEVEL, PEOPLE THAT ARE GOING THROUGH AND DISCUSSING DURING THIS BUDGET PROCESS? I DON'T WANT TO SPEAK ON BEHALF OF ALL THOSE PEOPLE. I WILL SAY I WOULD BE INTERESTED TO SEE IF THERE IS ANYONE ON THE DISTRICT LEVEL THAT HAS THE SAME LEVEL OF IN-DEPTH TO SCHOOL KNOWLEDGE OF WHAT THE EXPENDITURES AND WHERE WE ARE FALLING SHORT IS? COMPARED TO THOSE STUDENTS ON (INDISCERNIBLE).

>> YES, THANK YOU. I THINK AS WE TALK ABOUT INVOLVEMENT OF DIFFERENT STAKEHOLDERS, I'M JUST TRYING TO -- AS I THINK ABOUT -- LIKE, HOW DO YOU GET GOOD INPUT ON AND A HALF $1 BILLION BUDGET? I MEAN, TRULY? AS WE ARE THINKING ABOUT STUDENT BEHAVIOR HEALTH.

YOU KNOW, REALLY ADDRESSING THAT ANDMAKING CHANGES TO THOSE PROGRAMS AND SERVICES . THAT'S A VERY SPECIFIC TOPIC -- HOW BENEFICIAL IF WE WENT AND SAT DOWN WITH STUDENTS TO SAY WHAT ARE YOU THINKING ABOUT? WHAT DO YOU NEED? AS WE ARE THINKING ABOUT PARTNERING WITH COMMUNITY AGENCIES AND CONTRACTING. THAT WOULD HELP INFORM US ABOUT EFFORTS THAT ARE VERY STRATEGIC BUT BUDGET IMPLICATIONS.O THAT, TO ME, IS AT A BROADER LEVEL.

YOU ARE TALKING AT A VERY MICRO LEVEL.

THAT'S WHY I'M NOT HANDING THE MICROPHONE OFF TO BARBARA, BECAUSE SHE WOULD ARGUE WITH YOU ABOUT WHO KNOWS WHAT.

BUT AS I THINK ABOUT IT, IT'S BEING VERY STRATEGIC AND TACTICAL STOP HERE'S WHAT DIRECTION WE ARE GOING.

LET'S GO GET SOME REALLY GOOD FEEDBACK AROUND THIS BEFORE WE THEN GO MAKE A BUDGET DECISION. THAT'S TRUE OF ADDING.

CAN ALSO BE TRUE OF WE NEED TO REDUCE THE BUDGET.

WE NEED SOME FEEDBACK AND INPUT AROUND THESE THINGS AS WE ARE MAKING SOME OF THOSE DECISIONS AS WELL.O GREAT POINTS.

>> ANY FURTHER DISCUSSION ON 5.9? OKAY. GOING ON.

>> THANK YOU. SO WERE IN THE SECTION OF THE SUPERINTENDENT MAY NOT DEVELOP A BUDGET THAT PLANS FOR EXPENDITURE IN ANY FISCAL YEAR OF MORE FUNDS THAN ARE CONSERVATIVELY PROJECTED TO BE AVAILABLE DURING THAT YEAR.

IN THE BUDGET INFORMATION THE BOARD RECEIVES, THE DISTRICT'S BUDGET INCLUDES THE USE OF REVENUE IN FUND BALANCE

[01:50:01]

EXPLICITLY.>> ANY QUESTIONS? I HAVE A QUICK REQUEST THOUGH.

COULD YOU JUST ADD THE ACTUAL NUMBERS, OR LINK WHERE COULD BE

FOUND? >> TO THE BUDGET?

IS THAT --? >> WITHIN THE EVIDENCE ON HERE.

>> YES. >> THANKS.

>> OKAY. 5.11.

MAY NOT DEVELOP A BUDGET THAT PROVIDES FOR AN ANTICIPATED YEAR-END FUND BALANCE OF LESS THAN FIVE PERCENT OF THE PROJECTED REVENUE. THE BUDGET ASSURES A FIVE PERCENT FUND BALANCE FOR THE CURRENT AND PROJECTED BUDGETS.

>> ANY QUESTIONS? I HAD ONE OTHER REQUEST -- THE ACTUAL PERCENTAGE OF WHAT WE CURRENTLY HAVE WOULD BE

BENEFICIAL. >> OKAY.

A COUPLE POLICY CONSIDERATIONS. >> SORRY, SIOBHAN HE DIDN'T SEE

HER HIM. >> NO WORRIES.I WAS WONDERING ABOUT 5.9. TALKED ABOUT HOW YOU WANTED TO GET FEEDBACK ON THE BUDGET AND BE ABLE TO IMPLEMENT THAT.

I WAS WONDERING, IN THE PAST, HAVE YOU EVER TAKEN FEEDBACK INTO CONSIDERATION LIKE WHEN MAKING THE BUDGET -- FOR EXAMPLE, I KNOW STUDENT CONCERNS, SUSTAINABILITY, CLEAN ENERGY AND MENTAL HEALTH RESOURCES.

HAVE THOSE EVER BEEN TAKEN INTO CONSIDERATION IN THE PAST YEARS? OR IS THAT STILL SOMETHING YOU

ARE WORKING ON? >> I WOULD SAY IN A VERY SYSTEMIC LIGHT, MEANING IT'S BEEN DONE, YOU KNOW, MORE THAN SMALL CONVERSATIONS. I WOULD SAY WE HAVEN'T DONE A GREAT JOB OF REALLY MAKING SURE THAT WE WANT A VOICE FROM ALL OF OUR HIGH SCHOOLS AROUND THA , BEING STRATEGIC ABOUT GETTING TO EACH OF OUR HIGH SCHOOLS? SO THAT IT ISN'T JUST ONE OR TWO HIGH SCHOOLS, OR ONE SMALL GROUP AT A HIGH SCHOOL.

SO, THAT'S PART OF THE PLAN TO DO IT BETTER.

>> OKAY. THIS IS KIND OF SPECIFIC, BUT I WAS WONDERING, DO YOU CURRENTLY HAVE ANY PLANS TO DO THAT? LIKE, IMPLEMENT STUDENT VOICE INTO THAT?

>> YEAH. BACK TO WHAT I SAID ABOUT OE-14. PART OF OE-14 IS A VERY SPECIFIC PROCESS FOR BUDGET. ALONG WITH WE KNOW OUR CURRENT PROJECTIONS AROUND OUR BUDGET ARE THAT WE NEED TO MAKE SOME REDUCTIONS. SO THERE ARE KIND OF TWO THINGS THAT ARE PLAYING OUT RIGHT NOW. ONE, WE HAVE A POLICY REQUIREMENT TO DEVELOP A PROCESS.

AND SO, YOU KNOW, AS EARLY AS THIS YEAR, WE'RE GOING TO BE MOVING FORWARD WITH THAT. SO WE WILL BRING INFORMATION TO THE BOARD IN JANUARY, AROUND, AT A MINIMUM, PART OF THAT

PROCESS FOR INPUT AND FEEDBACK. >> OKAY.

THANK YOU. >> THANK YOU.

>> ANY OTHER QUESTIONS? IF NOT, WE WILL MOVE ON TO YOUR

POLICY CONSIDERATIONS. >> OKAY.

SO JUST A COUPLE CONSIDERATIONS.

5.2 -- I WANT TO REVIEW POLICY AND INDICATORS TO ENSURE THAT THEY ACTUALLY ALIGN STOP AND SO, I WILL BRING A RECOMMENDATION FORWARD TO THE BOARD.

YOU ARE PROBABLY WONDERING, SPECIFICALLY, WHAT ARE YOU TALKING ABOUT? YES.

IT REFERENCES THE AUDIT AND 5.2.

THAT REALLY ISN'T A GREAT INDICATOR FOR EVALUATING REVENUE AND EXPENDITURES. SO WE WANT TO MAKE SURE THERE IS A LINE UP THERE. IN 5.3, IT REALLY IS LANGUAGE THAT IS PROBABLY FROM FOUR, FIVE, MAYBE SIX YEARS AGO.

RIGHT NOW WE HAVE A REQUIREMENT FOR A FOUR YEAR OUTLOOK FOR A BUDGET. WE'VE DONE THAT FOR YEARS.

THAT ISN'T NEW FOR US. THERE WAS MANY DISTRICTS, WHEN THAT BECAME LAW, THAT THAT WAS A BRAND-NEW PRACTICE.

THEY WERE DUE IN A SINGLE YEAR OUTLOOK ON THEIR BUDGET.

SO I JUST WANT TO UPDATE THE POLICY TO ALIGN WITH THE LAW.

SO THAT MEANS POLICY, INTERPRETATION, AND INDICATORS.

>> I HAVE AN ADDITIONAL POLICY CONSIDERATION.

>> OKAY. >> THE OVERALL POLICY -- SUPERINTENDENT SHALL DEVELOP AND PRESENT THE BOARD (INDISCERNIBLE) (AWAY FROM MICROPHONE).

WHEN WE DO RECEIVE A BUDGET, I APPRECIATE THAT IT'S ALWAYS

[01:55:04]

THOSE ARE CLEARLY ALIGNED WHEN THEY ARE PRESENTED.

SO THE DISTRICT IS IN COMPLIANCE WITH THAT.

THAT IS ISSUE I HAVE OF THE POLICY IS IN 5.1 AND 5.2, ETC.

(INDISCERNIBLE). (AWAY FROM MICROPHONE).

THERE IS NO INDICATOR. WE ARE NOT MONITORING THAT.

IN MY VIEW, THERE IS NO CLEAR LANGUAGE THAT CAPTURES THAT.

SO JUST A CONSIDERATION IS TO PULL THAT OUT INTO -- I HATE ADDING ADDITIONAL POLICY LANGUAGE -- BUT PULLING THAT OUT INTO ANOTHER SUB POLICY. WHERE THERE IS A SUB POLICY WHERE THE BUDGET SHALL -- I DON'T KNOW.

(INDISCERNIBLE) CAPTURES THE FIRST SENTENCE THAT I READ ALOUD. THAT IT IS DIRECTLY RELATED TO THE BOARD'S POLICY AND GOALS. SO -- AN IDEA FOR FUTURE

(INDISCERNIBLE). >> WOULD AN ALTERNATIVE BE TO UPDATE THE INDICATORS AND INTERPRETATION AROUND 5.1 TO

INCLUDE THAT? >> WELL, I THOUGHT ABOUT THAT.

BUT -- MAYBE. REX AND I COMMENTED A COUPLE MEETINGS AGO. I PREFER TO ADD POLICY LANGUAGE THAT'S CLEAR AND SPECIFIC, AS OPPOSED TO TRYING TO PIECEMEAL THINGS TOGETHER. AND SO --.

>> WHEREAS RIGHT NOW, 5.1, IN RE: CAPTURES A FEW DIFFERENT IDEAS. AND HONESTLY, BECAUSE OF THAT, I MISS THAT COMPONENT OF IT. I THOUGHT IT WASN'T EVEN CAPTURED IN IT. SO I GUESS AN ADDITIONAL POLICY CONSIDERATION WOULD BE TO CONSIDER SPLITTING 5.1 INTO TWO SEPARATE POLICIES. ONE BEING IT'S IN A FORMAT THAT'S UNDERSTANDABLE FOR THE BOARD AND THE COMMUNITY, PERIOD. AND ANOTHER IS THAT IT IS PRESENTED SO THE BOARD (INDISCERNIBLE).

SO I THINK THOSE ARE TWO DIFFERENT CONCEPTS.

I'M NOT SURE I AGREE WITH THIS IDEA, BUT IT'S SOMETHING I WANTED -- I WANTED US TO THINK ABOUT A LITTLE BIT MORE.

[LAUGHTER] IT COULD BE A GOOD IDEA!

>> WE CAN CAPTURE AND EXPLORE THE POSSIBILITY OF HOW TO BETTER INCORPORATE THE INTRODUCTORY LANGUAGE INTO A

POLICY BELOW. >> I MOVE WE ALLOW DIRECTOR LALIBERTE TO DEBATE THE PROCESS OF IT.

[LAUGHTER] >> I JUST WANTED TO ADD, IF WE COULD RELOOK AT THE INDICATORS FOR 5.9 (INDISCERNIBLE).?

>> WHEN YOU SAY RELOOK AT THE INDICATORS FOR 5.9, SPECIFICALLY, -- YOU WOULD JUST ASK THAT WE ADD THAT WE RELOOK AT THE INDICATORS OF 5.9? I'M JUST TRYING TO CONFIRM WHAT

WE ARE LOOKING AT? >> YES, TO ATTIC A COMPONENT

(INDISCERNIBLE). >> OKAY.

THANK YOU. ANY OTHER QUESTIONS? ALL RIGHT. WITH THAT, I WILL ENTERTAIN A MOTION TO APPROVE OB FIVE IS PRESENTED.

>> SO MOVED. >> SECOND.

>> BEEN MOVED BY DIRECTOR CARLSON AND SECONDED BY DIRECTOR LALIBERTE TO APPROVE (INDISCERNIBLE) 5 IS PRESENTED.

ANY FURTHER DISCUSSION? >> JUST ONCE AGAIN -- THANK YOU. THIS IS AN INCREDIBLY IMPORTANT PIECE OF OPERATING THE DISTRICT.

THAT OUR DISTRICT HAS HISTORICALLY DONE AN EXTRAORDINARILY GOOD JOB ON. WHEN WE ARE AUDITED, WE COME OUT WITH CLEAN AUDITS. (INDISCERNIBLE).

(AWAY FROM MICROPHONE). BARBARA --? IT'S BEEN KILLING ME! SHE TEACHES OTHER DISTRICTS ABOUT HOW TO DO THIS STUFF AND DO IT WELL.

SO THIS CONTINUES TO BE A VERY CONVENIENTLY QUIET PORTION OF OUR OB MONITORING, WHICH IS HIGHLY COMMENDABLE.

>> THANK YOU. DIRECTOR LALIBERTE, DO YOU HAVE

A --? >> YET.

I SECONDED THE MOTION, SO (INDISCERNIBLE).

SO FOR 5.9, IT'S TRICKY. BECAUSE IT'S A LARGE BUDGET.

[02:00:04]

I ACTUALLY DON'T -- MY INTEREST IS LESS WITH FOCUSING ENGAGEMENT WITH THE COMMUNITY ON THE NUTS AND BOLTS AND MORE ON THE PRIORITIES AND VALUES (INDISCERNIBLE).

I THINK THAT'S MORE USEFUL TO THE DISTRICT.

AND SO, I GUESS -- UNLESS -- HOW DO I WANT TO PHRASE THIS? (LAUGHING) IT'S IMPORTANT TO ENGAGE WITH THE COMMUNITY ON THE NUTS AND BOLTS OF THE BUDGET.

(INDISCERNIBLE) (AWAY FROM MICROPHONE).

>> SO I WOULD AGREE WITH YOU IN REGARDS IT'S SORT OF LIKE BUDGETING BY PRIORITIES. SO YOU SET THE PRIORITIES AND THEN YOU WORKED THE BUDGET AROUND IT.

SAME CONCEPT OF WHAT WE DO, BUT IT'S ALLOWING THE STRATEGIC APPROACH THAT DR. HOLMEN WAS SPEAKING ABOUT.

I WOULD AGREE WITH YOU THAT I WOULD ENCOURAGE A MUCH MORE STRATEGIC APPROACH FOR THAT FEEDBACK AS OPPOSED TO (INDISCERNIBLE). (AWAY FROM MICROPHONE).

ANY OTHER COMMENTS IN REGARDS TO OPERATION EXPECTATION 5? HEARING NONE, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE. ANYONE OPPOSED? HEARING NONE, MOTION CARRIES. WE ARE NOW ONTO OPERATIONAL EXPECTATION 6, FINANCIAL ADMINISTRATION.

>> OKAY. FINANCIAL ADMINISTRATION.

POLICY STATEMENT. SUPERINTENDENT SHOULD ALL CAUSE OR ALLOW -- -- THAT DEVIATES FROM THE BUDGET ADOPTED BY THE BOARD, CAUSE OR ALLOW ANY PHYSICAL CONDITION THAT IS INCONSISTENT WITH ACHIEVING THE BOARD'S (INDISCERNIBLE) PRIORITIES OR MEETING EXPECTATIONS OR GOALS ARE PLACES OF FINANCIAL HEALTH OF THE DISTRICT IN JEOPARDY.

AGAIN, WE HAVE 13 POLICY COMPONENTS.

IT IS PRESENTED TO THE BOARD AS IN COMPLIANCE.

6.1 STATES THE SUPERINTENDENT WILL ASSURE THAT PAYROLL AND LEGITIMATE DEBTS OF THE DISTRICT ARE PROPERLY PAID WHEN DUE. THE DISTRICT CONSISTENTLY HAS MET THIS. IT'S PAYROLL AND ITS ACCOUNTS PAYABLE OBLIGATIONS IN A 21-22 SCHOOL YEAR.

>> NO QUESTIONS. THANK YOU.

>> !TO ASSURE ALL PURCHASES ARE MADE CONSIDERING COMPARATIVE PRICES OF ITEMS OF SIMILAR QUALITY, CONSIDERING A BALANCE BETWEEN COST AND LONG-TERM QUALITY AND USING COMPETITIVE PROCUREMENT PROCEDURES REQUIRED BY LAW.

YOU HAVE ADDITIONAL EVIDENCE IN YOUR REPORT.T THE DISTRICT CONSISTENTLY FOLLOWS PROCUREMENT PROCEDURES AS

CONFIRMED BY OUR AUDIT RESULTS. >> NO QUESTIONS.

>> 6.3 COORDINATE AND COOPERATE WITH FINANCIAL AUDITOR FOR AN ANNUAL AUDIT OF ALL DISTRICT FUNDS AND ACCOUNTS.

SO I CAN CONCUR THAT WE CONTINUE TO COOPERATE AND COORDINATE WITH OUR AUDITOR. WE ACTUALLY AT THE LAST AUDIT MEETING, THE EXIT AUDIT WITH THE AUDITORS, THE ACTUALLY COMPLEMENTED STAFF AROUND THEIR LEVEL OF COOPERATION AND COORDINATION. SUCH THAT THEY FEEL VERY POSITIVE ABOUT THEIR EXPERIENCE HERE IN LAKE WASHINGTON.

BECAUSE I BELIEVE THE AUDIT PROCESS TAKES ABOUT SIX MONTHS FOR THEM TO COMPLETE. AND SO, THE DISTRICT DOES COMPLY WITH OUR REQUIRED AUDITING PROCESS.

WE DID RECEIVE ONE AUDIT FINDING FOR THE DOCUMENTATION.

NOT THE EXPENDITURE, BUT THE DOCUMENTATION OF WHAT'S CALLED FEDERAL TIME AND EFFORT. WE WERE NOTIFIED OF THAT AND WE HAD MAINTAINED OR ACHIEVED COMPLIANCE BY THE END OF THE AUDIT PROCESS. SO WE WERE ABLE TO RECTIFY THAT. BUT THAT WAS A FINDING THAT WAS

IN OUR AUDIT REPORT. >> NO QUESTIONS.

>> 6.4, MAKE ALL REASONABLE EFFORTS TO COLLECT ANY FUNDS (INDISCERNIBLE) THE DISTRICT FROM ANY SOURCE.

WE CONSISTENTLY WORKED TO COLLECT OUR DEBTS.

OUR AUDIT FINDINGS INDICATE NO MATERIAL LOSSES.

[02:05:02]

>> NO QUESTIONS. >> 6.5.

COMPLETE COMPLETE AND ACCURATE FINANCIAL RECORDS BY FUNDS AND ACCOUNTS IN ACCORDANCE WITH GAP, THE GENERALLY ACCEPTED ACCOUNTING PRINCIPLES. AND WE MAINTAIN THOSE RECORDS IN ACCORDANCE WITH GAP AS CONFIRMED BY OUR AUDIT.

>> NO QUESTIONS.> 6.6, PUBLISHER FINANCIAL CONDITIONS STATEMENT ANNUALLY. THAT IS UPDATED ON OUR WEBSITE ANNUALLY TO PROVIDE REPORTS TO THE PUBLIC.

>> NO QUESTIONS. THANK YOU.

>> 6.7. TO MAKE SURE ALL REPORTS ARE ACCURATE AND FILED IN A TIMELY MANNER.

OUR AUDIT PROVIDED AN UNMODIFIED OPINION THAT THE FINANCIAL STATEMENTS ARE PRESENTED FAIRLY IN ALL MATERIAL ASPECTS. THAT'S AUDITOR LANGUAGE.O THAT'S HOW THEY SAY YOU HAVE DONE IT CORRECTLY AND WELL.

ONE AUDIT FINDING WAS REGARDING DOCUMENTATION BUT DID NOT AFFECT THE FINANCIAL STANDING OF THE DISTRICT.

>> NO QUESTIONS. >> 6.8, THE SUPERINTENDENT MAY NOT WITHOUT BOARD APPROVAL EXPEND MORE FUNDS THAT HAVE BEEN RECEIVED IN THE FISCAL YEAR UNLESS REVENUES ARE MADE AVAILABLE TO OTHER LEGAL MEANS, INCLUDING THE USE OF FUND BALANCE, THE AUTHORIZED TRANSFER OF FUNDS FROM RESERVE FUNDS OR FROM TAX ANTICIPATION NOTES.

FUNDS EXPENDED WERE IN ALIGNMENT WITH THE BUDGET, WHICH INCLUDED THE USE OF FUND BALANCE.HE BOARD DID APPROVE A BUDGET EXTENSION IN JUNE 2022.

>> NO QUESTIONS. >> 69 THE SUPERINTENDENT MAY NOT WITHOUT BOARD APPROVAL IN DEPTH ORGANIZATIONS.

AND THERE IS NO NEW DEBT ISSUE DURING THE 21-22 SCHOOL YEAR.

>> NO QUESTIONS. >> 6.10, MAY NOT WITHOUT BOARD APPROVAL EXPEND MONEY FROM THE RESERVE FUNDS.

THERE WERE NO EXPENDITURES FROM THE REQUIRED FIVE PERCENT FUND BALANCE DURING THE LAST BUDGET YEAR.

>> NO QUESTIONS. >> 6.11 MAY NOT PERMANENTLY TRANSFER MONEY FROM ONE FUND TO ANOTHER.

ANY TRANSFERS OF FUNDS WERE PART OF THE APPROVED BUDGET BY THE BOARD AND NOTHING WAS TRANSFERRED OUTSIDE OF THAT.

>> NO QUESTIONS. >> AND 6.12, MAY NOT RECEIVE, PROCESS OR DISPERSE FUNDS UNDER CONTROLS THAT ARE INSUFFICIENT UNDER GENERALLY ACCEPTED ACCOUNTING PROCEDURES.

AND THE DISTRICT USED APPROPRIATE ACCOUNTING PROCEDURES AS CONFIRMED THROUGH OUR AUDIT PROCESS.

>> NO QUESTIONS. >> AND THE SUPERINTENDENT MAY NOT WITHOUT BOARD APPROVAL INVEST FUNDS AND INVESTMENTS THAT ARE NOT SECURE OR NOT AUTHORIZED BY LAW.

THERE'S ACTUALLY STATE LAW FOR HOW THIS IS SUPPOSED TO WORK.

AND ALL INVESTMENTS ARE IN ACCORDANCE WITH THAT LAW.

>> I STILL SEE NO QUESTIONS. >> AND SO, ONE POLICY CONSIDERATION THAT WE WANT TO BRING FORWARD.

IN SIX, THREE, FIVE, SEVEN AND 12, THE INDICATORS ARE RELATE TO THE AUDIT. SO WE ARE JUST THINKING ABOUT POTENTIALLY IS THERE A WAY TO CONSOLIDATE THOSE INDICATORS IN ONE AREA? AGAIN, SO THAT THE BOARD ISN'T JUST RECEIVING REPETITIVE EVIDENCE.

BUT AS IT'S CALLED OUT REPETITIVELY IN THE INDICATORS, IT CALLS FOR REPETITIVE EVIDENCE.

>> ANY FURTHER QUESTIONS FOR DR. HOLMEN? WITH THAT, I'LL ENTERTAIN A MOTION TO APPROVE OE-6 AS

PRESENTED IN COMPLIANCE. >> SO MOVED.

BACK SECOND. >> IT'S BEEN MOVED BY DIRECTOR CARLSON AND SECONDED BY DIRECTOR LALIBERTE TO MOVE (INDISCERNIBLE). ANY OTHER DISCUSSION?

DIRECTOR LALIBERTE. >> YEAH, I HAD THE OPPORTUNITY TO BE A BOARD MEMBER WHO PARTICIPATED IN THE AUDIT PROCESS THIS PAST YEAR. AND I WANT TO -- I CAN VOUCH FOR DR. HOLMEN TO WHAT HE SAID ABOUT THE EXIT INTERVIEW AS ACCURATE. THE STATE WAS VERY COMPLEMENTARY OF THE WAY THAT STAFF HANDLED THE AUDIT.

AND I CAN ALSO SAY THAT BEING INTERVIEWED BY A STATE AUDITOR IS A BOARD MEMBER? A LITTLE UNCOMFORTABLE PROPOSITION, BUT IT'S NICE TO GO INTO THAT VERY (INDISCERNIBLE) ABOUT BEING INFORMED ABOUT THE FINANCIAL HEALTH OF THE DISTRICT. SO I APPRECIATE THE PROCESS AND

I APPRECIATE THE WORK OF STAFF. >> ANY OTHER DISCUSSION OR COMMENTS? HEARING NONE, ALL THOSE IN FAVOR OF APPROVING THE MOTION AS PRESENTED, PLEASE SIGNIFY BY

[02:10:11]

ALL RIGHT. SO NOW WE WILL MOVE ON TO OPERATIONAL EXPECTATIONS 7 ASSET PROTECTION.

>>. THE SUPERINTENDENT WILL ASSURE THAT ALL DISTRICT ASSETS ARE ADEQUATELY PROTECTED, PROPERLY MAINTAINED, APPROPRIATELY USED AND NOT PLACED AT UNDUE RISK.

SO THERE'S EIGHT COMPONENT AREAS THAT WE WILL REVIEW THIS EVENING. THIS REPORT IS PRESENTED TO YOU AS IN COMPLIANCE. 7.1 STATES THAT THE SUPERINTENDENT WILL MAINTAIN PROPERTY AND CASUALTY INSURANCE COVERAGE AND DISTRICT REAL AND PERSONAL PROPERTY, WITH REAL PROPERTY LIMITS EQUAL TO 100 PERCENT REPLACEMENT VALUE.

YOU HAVE ADDITIONAL EVIDENCE IN YOUR REPORT.

BUT THE DISTRICT MAINTAINS APPROPRIATE INSURANCE AS

REQUIRED BY THE BOARD. >> NO QUESTIONS.

>> 7.2 STATES THAT THE SUPERINTENDENT WILL MAINTAIN ERRORS AND OMISSIONS, APPOINTMENT (INDISCERNIBLE) INSURANCE COVERAGE PROTECTING BOARD MEMBERS, STAFF, AND THE DISTRICT ITSELF IN AN AMOUNT THAT IS REASONABLE FOR SCHOOL DISTRICTS OF COMPARABLE SIZE AND CHARACTER.

THE DISTRICT DOES MAINTAIN LIABILITY INSURANCE FOR STAFF, THE BOARD AND THE DISTRICT. THE DISTRICT RUNS A SELF-INSURED WORKERS COMPENSATION PROGRAM, WHICH HAS BEEN IN PLACE FOR MANY YEARS. THE DISTRICT ALSO CONDUCTED AN EVALUATION OF OUR LIABILITY INSURANCE.

AS MANY OF THE DISTRICTS OF COMPARABLE SIZE ACTUALLY HAD A DIFFERENT LIABILITY INSURANCE PROGRAM.

WE DID MAKE A SHIFT IN THAT. SO AS PART OF NEXT YEAR'S MONITORING, YOU WILL SEE A DIFFERENT SET OF EVIDENCE

AROUND THAT. >> NO QUESTIONS.

>> 7.3, THE SUPERINTENDENT WILL ADEQUATELY PROTECT THE DISTRICT AGAINST RAFTER MISAPPROPRIATION OF FUNDS BY ANY PERSONNEL WHO HAVE ACCESS TO MATERIAL AMOUNTS OF DISTRICT OR SCHOOL FUNDS.

HERE, THE DISTRICT COMPLIES WITH STATE LAWS TO ENSURE THE SUPERINTENDENT AND THE CONTROLLER ARE BOTH BONDED.

THOSE ARE LEGAL REQUIREMENTS. AN ADDITIONAL COVERAGE FOR ALL STAFF IS MAINTAINED THROUGH THE WASHINGTON STATE

RISK-MANAGEMENT POOL. >> NO QUESTIONS.

>> SUPERINTENDENT WILL PROTECT ACTUAL PROPERTY INFORMATION, FILES, RECORDS AND FIXED ASSETS FROM LOSS OR SIGNIFICANT DAMAGE. THERE'S ACTUALLY QUITE A BIT OF EVIDENCE IN YOUR REPORT. SIMPLY PUT, THE DISTRICT MAINTAINS PROCESSES AND PROCEDURES TO MAINTAIN CONTROL OF INFORMATION AND RECORDS. THE DISTRICT RESPONSE TO INCIDENTS OF POTENTIAL LOSS (INDISCERNIBLE).

BECAUSE WE KNOW THE AMOUNT OF DATA AND INFORMATION THAT IS PROCESSED , IF WE SEE A POTENTIAL FOR -- LEADING TO LOSS, THEN WE REMEDY THAT. WE PUT SYSTEMS IN PLACE.

IF THERE IS AN ERROR, WE LOOK AT THAT AND WE MAKE SURE THAT IF IT WAS A SYSTEM ISSUE, THAT WE ADDRESS THE SYSTEM.

>> DIRECTOR CHOI. >> IN EVIDENCE (INDISCERNIBLE) COMPLIANCE , THERE'S A REFERENCE -- IN 2021, 97.1 PERCENT OF FIXED ASSETS RELOCATED STOP I WAS WONDERING IF YOU COULD PROVIDE SOME REFERENCE FOR THAT NUMBER? LIKE, IS CONSISTENTLY WHERE WE COME IN? AROUND 97 PERCENT? IS IT GOOD? IS IT BAD? IS IT TRENDING UP?

IS IT TRENDING DOWN? >> I ASKED SOME QUESTIONS ABOUT THAT NUMBER AS WELL, SO THANK YOU FOR ASKING.

WE CONSISTENTLY ARE IDENTIFYING ABOUT 97 TO 98 PERCENT OF OUR FIXED ASSETS. BEYOND THAT, SOME OF THOSE, THEN, ARE FOUND OR IDENTIFIED AS DAMAGED, BROKEN, THINGS LIKE THAT. AND THEN, THERE ARE SOME THAT ARE LOST OR STOLEN.HINGS LIKE THAT, THAT ARE WRITE UPS.

WE SEE A CONSISTENT NUMBER -- BECAUSE IT MENTIONS THAT THE DISTRICTS IN THE BUILDINGS TRADE OFF EACH YEAR.

SO DO WE SEE THAT NUMBER -- IS THERE A TREND? WHEN THE DISTRICT PERFORMS -- THE INVENTORY ANALYSIS?

[02:15:06]

>> PART OF THE DISTRICT PROCESS, WHEN THEY ARE THEY ARE, IS TO CONFIRM AND USE THAT INFORMATION THAT THE SCHOOLS HAVE. AND THEY ARE VERY, VERY CLOSE.

MAYBE NOT EXACT, BUT VERY CLOSE IN PERCENTAGE OF ASSETS THEY

ARE IDENTIFYING. >> NO OTHER QUESTIONS.

>> SO 7.5 STATES THAT THE SUPERINTENDENT WILL PROPERLY PRESERVE AND DISPOSE OF ALL RECORDS RELATED TO THE AFFAIRS OR BUSINESS OF THE DISTRICT. IN THE DISTRICT APPROPRIATELY MAINTAIN RECORDS WITH NO REPORTS OF RECORD LOSS OR

NONCOMPLIANCE. >> NO QUESTIONS.

>> 7.6, THE SUPERINTENDENT MAY NOT WITHOUT THE BOARD'S APPROVAL PERMIT EQUIPMENT TO BE SUBJECT TO IMPROPER USE OR INSUFFICIENT MAINTENANCE. THE DISTRICT USED IN MAINTAIN EQUIPMENT IN ALIGNMENT WITH EXPECTATIONS.

>> NO QUESTIONS. >> 7.7, AGAIN, WITHOUT BOARD APPROVAL. UNREASONABLY EXPOSE THE DISTRICT, THE BOARD OR STAFF TO LEGAL LIABILITY.

YOU HAVE EVIDENCE IN YOUR PACKET, BUT IN SUMMARY, THE DISTRICT TAKES STEPS IN ALL AREAS OF LIABILITY TO REDUCE

EXPOSURE. >> (INDISCERNIBLE).

>> I ACTUALLY DON'T HAVE A QUESTION ABOUT THIS IN GENERAL.

I JUST HAVE A QUESTION ABOUT THE EVIDENCE OF COMPLIANCE.

UNDER THIS SECTION, YOU HAVE A TABLE OF TRAINING SCHEDULES BY JOB FUNCTIONS. I WAS WONDERING IF THIS WAS FINALIZED OR IT COULD BE EDITED IN ANY WAY? BECAUSE I KNOW FROM A STUDENT PERSPECTIVE, AT LEAST, I FEEL LIKE STAFF, AT LEAST IN SCHOOLS, SHOULD BE GIVEN SOME SORT OF MENTAL HEALTH AWARENESS TRAINING.

SO THEY ARE ABLE TO RECOGNIZE SIGNS AND STUDENTS.

SO I WAS JUST WONDERING, WOULD THIS BE ABLE TO BE EDITED, OR

IS THIS THE FINAL VERSION? >> SO WHY DON'T I FOLLOW UP WITH YOU ON WHERE THAT LANDS? WE ARE REQUIRED BY LAW TO MAINTAIN WHAT'S CALLED THE SUICIDE PREVENTION PLAN.

I BELIEVE AS PART OF THAT PLAN, THERE'S REQUIRE TRAINING AROUND EXACTLY WHAT YOU JUST IDENTIFIED.

AND SO, LET ME CHECK IN ON THAT STOP I'M TRYING TO THINK OF THAT WOULD -- SO AS WE THINK ABOUT PROTECTING OURSELVES FROM EXPOSURE TO LIABILITY, BUT THAT'S LOOKING AT IS ARE WE GOING TO BE FINANCIALLY ACCOUNTABLE FOR NOT DOING SOMETHING? AND SO -- BUT I CAN CHECK WITH THE TEAM AROUND DOES THAT PLAN ACTUALLY REQUIRE THAT TYPE OF TRAINING? AND THEN I'LL ASK A QUESTION AS TO SHOULD THAT BE LISTED HERE IN THIS? BECAUSE I COULD SEE IT BEING A POTENTIAL REQUIREMENT HERE.

THANK YOU FOR POINTING THAT OUT.

>> THANK YOU FOR CLARIFYING. >> YEAH.

>> NO OTHER QUESTIONS. >> >> 7.8, WITHOUT BOARD APPROVAL, TAKE ANY ACTION THAT DAMAGES THE DISTRICTS PUBLIC (INDISCERNIBLE) CREDIBILITY. SIMPLY THE SUPERINTENDENT HAS NOT RECEIVED FORMAL OR INFORMAL FEEDBACK FROM THE BOARD THAT A SPECIFIC ACTION HAD THE POTENTIAL TO DAMAGE (INDISCERNIBLE) INTEREST OR CREDIBILITY.

>> NO QUESTIONS. >> OKAY.

A COUPLE OF POLICY CONSIDERATIONS.

7.1, POLICY UPDATE. THE WORD CASUALTY TO 7.2.

IT'S AN ISSUE OF LIABILITY, NOT PROPERTY.

AND SO, IT'S PROBABLY BEEN IN THERE FOREVER AND IT'S JUST -- IT'S ACTUALLY A MISSTATEMENT. AND 7.3, MODIFY INDICATORS TO REFLECT CURRENT REQUIRED DEDUCTIBLE.

AND IF I HAD, AT THE TOP OF MY HEAD, WITH THAT CURRENT REQUIRED DEDUCTIBLE IS, I WOULD SHARE THAT WITH YOU.

BUT MY TEAM HAS TOLD ME IT'S NOT CURRENTLY REFLECTIVE.

>> ALL RIGHT. ANY QUESTIONS? SEEING NONE, I WILL ENTERTAIN A MOTION.

>> MOVED APPROVAL AS PRESENTED, WHICH IS IN COMPLIANCE.

>> SECOND. >> IT'S BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR STUART (INDISCERNIBLE). ANY FURTHER DISCUSSION?

DIRECTOR CHOI. >> SO -- AND THIS ALSO MIGHT NOT BE THE RIGHT PLACE FOR THIS, SO YOU CAN LET ME KNOW.

BUT UNDER 7.7, I'M CURIOUS, IS THERE EVER -- IS THERE A SCHEDULE IN WHICH WE MAY REEVALUATE LIMITS OF REQUIREMENTS FOR THINGS SUCH AS INSURANCE, THAT INDIVIDUALS

[02:20:05]

A REQUIREMENT? >> I REACHED OUT TO GET A RESPONSE ON THAT. I GOT AN INITIAL RESPONSE.

I DIDN'T ASK THE RIGHT QUESTION.

SO I FOLLOWED UP AND I'M GETTING SOME ADDITIONAL

INFORMATION. >> BUT IN TERMS OF A POLICY, IS THERE A TIMELINE? OR IS THERE A METHOD? OR IS THERE A PROCESS IN WHICH WE EVALUATE THOSE LIMITS AND THOSE RESTRICTIONS? X LET ME ASK THAT QUESTION.

AND I WILL BRING THAT BACK IF WE WANT TO MAKE A POLICY CONSIDERATION, WE CAN. YEP.

>> ANY OTHER QUESTIONS? HEARING NONE, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.

ANYONE OPPOSED? HEARING NONE, MOTION CARRIES.

SO THANK YOU. I LIKE TO HIGHLIGHT WHAT DIRECTOR CARLSON SAID. THE LACK OF COMMENTARY AND QUESTIONS IS OFTEN DUE TO THE EXCELLENT WORK THAT IS DONE BY OUR STAFF AND BEING ABLE TO MANAGE ALL OF FINANCE AND ORGANIZATION. SO THANK YOU FOR ALL THE WORK AND DOING SO. AND KEEPING IT ALL VERY WELL APPLIED. OUR NEXT ITEMON THE AGENDA THIS EVENING IS WE DO HAVE TWO BOARD SUMMARIES FROM TWO OF OUR MONITORING REPORTS. OUR FIRST ONE IS OPERATIONAL EXPECTATION 9 , WHICH WAS COMMUNICATION AND ENGAGEMENT WITH THE COMMUNITY. IT WAS REVIEWED MONITORING TWO WEEKS AGO AT OUR LAST BOARD MEETING.

SO FOR SUMMARY, I WOULD JUST LIKE TO GIVE A DESK HOPEFULLY YOU ALL HAD A CHANCE TO READ IT.

BUT THE ACCOMMODATIONS AROUND IT, JUST A HIGHLIGHT, EXCELLENT WORK (INDISCERNIBLE) MODALITIES OF COMMUNICATION, EMAIL (INDISCERNIBLE) FACEBOOK, WEBSITE, LOCAL SCHOOLS, (INDISCERNIBLE). THIS ALL ENHANCES FAMILIES AND COMMUNITY BEING AWARE OF COMMUNICATIONS AND ENGAGE WITH PUBLIC EDUCATION. ALSO GIVING KUDOS FOR THE IMPLEMENTATION OF PARENTS SQUARE APPEARS TO HAVE STREAMLINED (INDISCERNIBLE) AND OPEN OPPORTUNITIES (INDISCERNIBLE) AND OTHER LANGUAGES.

THE BOARD APPRECIATES (INDISCERNIBLE) .

THOSE ARE THE HIGHLIGHTS THAT CAME THROUGH FROM THE POLICY REVIEW. THE DIRECTIONS PROVIDED WERE CONSIDER THE ADDITION OF AN INDICATOR OF COMPLIANCE ON FAMILY PERCEPTION ON FAMILY COMMUNICATION EFFECTIVENESS, SPECIFICALLY TRANSLATION TOOL COMPONENT.

CONSIDERATION (INDISCERNIBLE) FOR PROVIDING RELEVANT COMMUNICATION OF MULTIPLE MODALITIES.

EXPLORE OTHER PUBLICATIONS (INDISCERNIBLE) INTERNALLY AND PUBLIC (INDISCERNIBLE). AND FOR POLICY, CONSIDER THE ADDITION OF A SUB POLICY TO PROVIDE COMMUNITY ACCESS TO COMMUNITIES (INDISCERNIBLE) SCHOOL LEVEL DATA (INDISCERNIBLE) DASHBOARD. SO WITH THAT, THAT IS CURRENTLY (INDISCERNIBLE). ANY DISCUSSION?

IF NOT, I WILL MOVE --. >> I MOVE APPROVAL OF THE BOARD SUMMARY FOR THE RESULTS FOR OE-9.

>> SECOND. >> ANY DISCUSSION?

>> THE ONLY DISCUSSION IS HAVING REVIEWED THIS, IT ACCURATELY CAPTURES THE BOARD'S CONVERSATION DIRECTION WHEN WE MONITORED (INDISCERNIBLE). (AWAY FROM MICROPHONE).

>> OKAY. HEARING NO OTHER DISCUSSION, ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.

ANYONE OPPOSED? HEARING NONE, MOTION CARRIES.

THANK YOU. SO THE NEXT ITEM ON THE AGENDA, AND OUR LAST ONE FOR MONITORING REPORTS THIS EVENING, SO THANK YOU FOR STICKING THROUGH THAT. IT HAS BEEN A VERY INFORMATIVE DISCUSSION. HIS OPERATION (INDISCERNIBLE) 14. ANTIRACISM, ANTIDISCRIMINATION, EQUITY, INCLUSION AND EDUCATION.

WITH THAT, IT DID TAKE A WHILE TO PUT THAT TOGETHER.

SO I'M JUST -- THIS IS RATHER LONG.

SO I'M ACTUALLY NOT GOING TO READ DISCO NOW I JUST GOT KICKED OUT! THANK YOU.

(LAUGHING) SO FIRST I WOULD ASK JUST EVEN.

[02:25:06]

SO BASED ON THAT, I TOOK THE LIBERTY TO ADD A SUBSECTION, A SUB STEP IN THIS PROCESS. AN ACTUAL REQUEST FOR AN UPDATE ON THE DATA COLLECTION AND WHAT THE PROCESS WOULD BE TO BE PROVIDED BY THE END OF MARCH 2023.

NOT THAT IT WOULD BE RE-MONITORED, BUT JUST TO KNOW WHAT WERE THE PLANS OF THE FOCUS GROUP DATA IN REGARDS TO THE VARIETY OF DIFFERENT COMPONENTS (INDISCERNIBLE).

SO THAT SORT OF A NEW ADDITION THAT WAS PUT INTO THE MONITORING BOARD. THE ACTUAL MONITORING OF THE ENTIRE REPORT WOULD NOT INCUR UNTIL DECEMBER THE FOLLOWING YEAR OF 2023. SO THAT SORT OF THE BIG CHANGE BETWEEN THIS. SO SORT OF COME IN SUMMARY, BUT I WOULD SAY IS A BIG PIECE OF THIS, WE APPRECIATE ALL THE EFFORTS COMPLETING THE REPORT. RECOGNIZING THAT THIS IS THE FIRST TIME THIS POLICY TO BE MONITORED.

AND THAT TRENDING DATA IS NOT AVAILABLE AND (INDISCERNIBLE).

OVERALL MONITORING REPORT PROVIDES ADDITIONAL INSIGHT INTO COMPLIANCE AS WELL AS AREAS OF OPPORTUNITY AND GROWTH. CURRENTLY THERE ARE TWO OF 11 SUB POLICIES (INDISCERNIBLE). THEN IT GOES INTO A LITTLE MORE SPECIFICS THAT YOU CAN LOOK AT. AS YOU REVIEW THAT, ARE THERE ANY CONCERNS OR QUESTIONS OF THINGS THAT WERE THERE OR THAT

MIGHT BE MISSING? >> NOT CONCERNS WITH EITHER OF THOSE. JUST MAKING SURE THAT MARCH 2023 DOESN'T CAUSE HUGE CONSTERNATION.

IS THAT A DEADLINE THAT YOU FEEL IS REASONABLE?

>> IN TALKING WITH PRESIDENT BLIESNER AND READING THIS HERE, I THINK IT'S MORE OF AN UPDATE AROUND THE PROCESS.

NOT AN UPDATE AROUND COLLECTED DATA.

SO I THINK THAT'S A GOOD TIMELINE.

>> OKAY. >> SINCE MARCH, WE ARE STARTING TO GET TOWARD THE END OF THE YEAR.

AND IT WILL BE MONITORED, REALLY, THREE MONTHS -- SCHOOL

MONTHS LATER. >> YES.

>> SO YES. >> OKAY.

I JUST WANTED TO MAKE SURE WE WERE SETTING A DEADLINE THAT OUR SUPERINTENDENT FELT WAS FEASIBLE.

SO --. >> ARE RIGHT.

HEARING NO QUESTIONS, I WILL ENTERTAIN A MOTION.> MOVE

APPROVAL. >> SECOND.

>> 'SBEEN MOVED BY DIRECTOR CARLSON, SECONDED BY DIRECTOR (INDISCERNIBLE) TO APPROVE OE-14 AS PRESENTED, THAT INCLUDES AN UPDATE OF THE PROCESS FOR DATA COLLECTION BY MARCH 2023. ANY FURTHER COMMENTS OR DISCUSSION? DIRECTOR LALIBERTE.

>> I WANT TO THANK DIRECTOR BLIESNER FOR TAKING ON THIS REPORT. IT WAS A LENGTHY AND WIDE-RANGING CONVERSATION, AND I REALLY, REALLY APPRECIATE.

THIS IS IMPORTANT TO PROVIDE CLEAR FEEDBACK TO STAFF (INDISCERNIBLE). I DO REALLY APPRECIATE THE TIME THAT YOU PUT INTO THIS. I KNOW IT TOOK A LOT.

THANKS. >> THANK YOU.

ANY OTHER DISCUSSION? ALL RIGHT.

HEARING NONE, THEN I WILL -- WE WILL VOTE.

ALL THOSE WERE IN FAVOR OF APPROVING OE-14 AS PRESENTED, PLEASE VOTE AYE. ANY POST? HEARING NONE, THE MOTION CARRIES.

DIRECTOR LALIBERTE. >> I REALIZE I HAD ANOTHER IDEA! WE DON'T TYPICALLY POST -- THESE BOARD SUMMARIES ARE TYPICALLY AVAILABLE ON BOARD DOCS. THAT'S ABOUT IT.

ON THE MEETING TABS. I WONDER IF THERE MAY BE SOME INTEREST, GIVEN THE ONGOING WORK OF THE BOARD AND THE RELATIVE INFANCY OF THIS POLICY, OF POSTING THIS SEPARATELY SOMEWHERE ON THE DISTRICTS WEBSITE ON THE BOARD TAB? IT COULD BE A GOOD IDEA.

I STILL WANT COMMUNITY FEEDBACK.

I ALWAYS WANT COMMUNITY FEEDBACK.

BUT PARTICULARLY RIGHT NOW, ON THIS POLICY.

SO I THINK HAVING IT JUST A LITTLE EASIER TO FIND MIGHT BE

A GOOD IDEA. >> NO, THAT MAKES SENSE.

>> I THINK. YEAH.

>> THERE'S A FEW CLICKS REQUIRED TO GET THROUGH BOARD DOCS TO GET THROUGH IT. SO WE CAN LOOK AT THE POLICY OF

[F. Superintendent Report]

WE ARE NOT QUITE DONE. THERE ARE A FEW MORE ITEMS LEFT ON THE AGENDA. OUR NEXT ITEM ON THE AGENDA IS THE SUPERINTENDENT REPORT. DR. HOLMEN.

>> CELESTE WEEK WAS RECOGNIZED AS AMERICAN EDUCATION WEEK.E WERE FORTUNATE ENOUGH TO BE ABLE TO INVITE COMMUNITY

[02:30:02]

(LAUGHING) SO AMERICAN EDUCATION WEEK, IT SERVES TWO PURPOSES: ONE IS TO CELEBRATE THE SUCCESSES.

BUT ALSO TO RECOGNIZE THE VALUE OF PUBLIC EDUCATION.

AND COMING OUT OF COVID, I DON'T THINK THERE HAS EVER BEEN A BETTER TIME TO RECOGNIZE THE VALUE OF PUBLIC EDUCATION AND WHAT IT TRULY MEANS FOR A COMMUNITY.

AND SO, THE EVENT WAS SCHEDULED FOR MAYBE AN HOUR AND 1/2.

WE WENT A LITTLE LONG, BECAUSE WE RECOGNIZE THE NUMBER OF OUR COMMUNITY PARTNERS, OUR EASTSIDE NATIVE AMERICAN EDUCATION PROGRAM, MARY (NAME) AND A NUMBER OF HER STUDENTSAND LEADERS WERE THERE TO OPEN THE CEREMONY WITH THE SONG.

ONE OF THE EMAP STUDENTS, I BELIEVE FROM LAKE WASHINGTON HIGH SCHOOL, OPENED WITH THE LAND ACKNOWLEDGMENT THAT WAS HEARTFELT. AND I NOTICED SOMETHING DIFFERENT THAN I'D EVER HEARD BEFORE FROM OUR STUDENTS -- EFFICACY. SHE MADE THE COMMENT OF READ ABOUT YOUR LOCAL TRIBES. GO VISIT A LOCAL TRIBAL CENTER.

OR DONATE TO A LOCAL TRIBE. AND IT WAS SO -- IT WAS REALLY EXCITING TO HEAR HER VOICE AND ADVOCACY.

AND THAT REALLY IS WHAT EMAP IS ABOUT.

IT'S ABOUT LIFTING OUR NATIVE STUDENTS UP.

GIVING THEM A PLACE WHERE THEY ARE DISCOVERING THEIR CULTURE, THEIR HERITAGE, THEIR LANGUAGE. AS IT TRANSLATES TO THEM AS PEOPLE. SO IT WAS SO EXCITING TO HAVE THEM THERE. RECOGNIZE MARY WILBER FOR HER WORK AND HEARING HER SPEAK ON BEHALF OF THE PROGRAM.

WE ALSO RECOGNIZED THE DECK SO AS A PARTNER.

THEY BEEN A PARTNER FOR MANY YEARS.

YET DURING THE PANDEMIC, THEY, YES, PIVOTED AND SHIFTED AND DID THINGS THEY HAVE NEVER DONE BEFORE IS A PARTNERED WITH OUR TRANSPORTATION AND OUR BUS DRIVERS THAT DIDN'T HAVE ROUTES TO DRIVE. JUST MAKING SURE THAT KIDS THAT NEEDED FOOD RESOURCES RECEIVED THOSE RESOURCES.

WE ALSO RECOGNIZE (NAME), OUR SKILLS CENTER THAT'S LOCATED HERE IN THE DISTRICT. KNOWING THAT THEY ARE PROVIDING OPPORTUNITIES AND EXPERIENCES TO QUOTE CARRIE HSU, OUR DIRECTOR AT JUAN IG, THEY DON'T WANT TO BE THE BEST-KEPT SECRET ANY LONGER. THEY WANT TO BE THE MOST KNOWN ENTITY FOR ALL OF OUR STUDENTS. ND FINALLY, WE RECOGNIZE LAKE WASHINGTON SCHOOL'S FOUNDATION AND THEIR PARTNERSHIP IN A NUMBER OF AREAS.

EXECUTIVE DIRECTOR KATIE PHELPS BROUGHT WITH HER STUDENTS (INDISCERNIBLE) WHO TALKED ABOUT THE INCLUSIVE LIBRARIES PROJECT. IT GAVE EVERYONE IN THE ROOM CHILLS. TO HEAR HER ARTICULATE THE PURPOSE OF THIS PROGRAM AND INITIATIVE, AND TO HEAR HER TALK ABOUT READING A BOOK FOR THE FIRST TIME.

WHERE THE MAIN CHARACTERS IN THE BOOK -- SHE SAW HERSELF IN THEM. SHE SAW CHARACTERS THAT LOOK LIKE HER, THAT HAD BACKGROUND EXPERIENCE LIKE HER.

SHE WAS EXCITED ABOUT IT. IT MADE HER FEEL LIKE SHE WAS VALUED. IT WAS EVERYTHING WE WANT OUR INCLUSIVE LIBRARY PROJECT TO BE.

AND HERE STUDENTS VOICE PUT TO IT WAS VERY EXCITING.

WE MESSAGED OUR COMMUNITY ON FRIDAY WHICH IS THE NOTE ABOUT THIS WITH AN ASSOCIATED VIDEO. TO REALLY CELEBRATE OUR COMMUNITY AND TO JUST RECOGNIZE ALL OF THE GREAT THINGS THAT ARE OCCURRING AND HAVE OCCURRED IN THE PAST YEARS.

EVEN IN SOME OF THE MOST DIFFICULT TIMES.

SO WANTED TO RECOGNIZE THOSE PARTNERS AGAIN.

RECOGNIZE THAT A NUMBER OF YOU WERE PRESENT THAT DAY.

AND WANT TO THANK DR. ROSS FOR PUTTING IN A LOT OF TIME AND ENERGY TO MAKE THAT A TREMENDOUS EVENT.

THE THEME OF AMERICAN EDUCATION WEEK WAS STUDENTS TODAY, LEADERS TOMORROW. I THINK EACH OF OUR

[G. Public and Community Affairs]

EFFORT. >> THANK YOU.

SIR MONDAY AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. DIRECTOR STUART, ANYTHING TO

REPORT? >> THIS LAST WEEKEND WE WERE

[02:35:04]

WE TALKED EXTENSIVELY ABOUT PRIORITIES FOR THE LEGISLATIVE MEETINGS THAT ARE COMING UP IN JANUARY.

PARTICULARLY, WE WILL BE FOCUSING ON SPECIAL EDUCATION (INDISCERNIBLE). ALSO, WE WILL BE LOOKING AT DATES IN THE NEAR FUTURE FOR SENATOR WELLMAN TO TOUR (INDISCERNIBLE) TOUR VISIT THE INCLUSION PROJECT.

SHE'S VERY ENTHUSIASTIC ABOUT LEARNING MORE ABOUT IT.

SHE HEADS (INDISCERNIBLE) EDUCATION PERM TTEE.

SHE WANTS TO SEE HOW IT'S GOING (INDISCERNIBLE).

ANYWAY, WE WILL BE MEETING WITH OUR LOCAL LEGISLATORS NOW THAT THE DUST HAS SETTLED FROM THE ELECTIONS.

WE WILL BE MEETING WITH THOSE FOLKS IN THE COMING WEEKS.

>> THANK YOU. DIRECTOR CARLSON.

>> YES, I KNOW! I CAME OUT OF MY CAVE WHILE YOU GUYS WERE OFF HAVING FUN AT WANTS TO AND ATTENDED THE LAKE WASHINGTON LEARNING COMMUNITY BOUNDARY INPUT SESSION.

WHICH I COMMEND -- THE PREPARATION FOR IT WAS ACTUALLY QUITE -- WAS WELL PUT TOGETHER. IT WAS -- AND ABOUT TO CALL IT.

IT WAS ATTENDED. THERE WERE MORE ATTENDEES FROM THE COMMUNITY THAN THERE WERE PRESENTERS.

BUT OF THE 7000 FAMILIES WHO ARE POTENTIALLY AFFECTED BY THIS, IT WAS A SMALL SLICE OF THAT.

FORTUNATELY, I WOULD DEARLY CLEARLY -- THERE WERE JACKALS OF PTA MEMBERS FROM EACH OF THE AFFECTED ELEMENTARY SCHOOLS THAT ROTATED THROUGH THE ROOM. SO THAT'S THE NOTE THROUGH WHICH INFORMATION (INDISCERNIBLE).

THE THREE OPTIONS, I DO TAKE A CLOSE LOOK AT THEM.

THERE IS A VERY SMALL SLIVER DOWN AT THE BORDER BETWEEN AUDUBON AND RUSH. THERE'S A VERY BIG NUMBER OF KIDS AFFECTED. THAT'S A VERY SUBTLE THING THAT'S VERY IMPORTANT FOR US TO REBALANCE THE SECTION OF THE DISTRICT. SO OVERALL, AGAIN, YOU DON'T RE-BOUNDARY IF YOU DON'T HAVE TO.

SO DOING NOTHING IS NOT AN OPTION.

ONE THING I THINK, AT THIS STAGE, IT'S NOT NORMAL FOR US TO BROADCAST THAT, OKAY, BRENDA PUT INTO PLACE BOUNDARIES FOR THE LONG-TERM. BUT THAT THERE IS THE PLAYING THROUGH OF IF WE DO IT RIGHT, WE'LL WIND UP WITH THE SCHOOL THAT ACTUALLY HAS ROOM FOR VARIANCES FOR KIDS WHO ARE AFFECTED TO FINISH OUT (INDISCERNIBLE).

THAT'S GOING TO BE CRITICAL. BECAUSE PROBABLY THE BEST OPTION THAT I SAW, AS FAR AS THE LONG-TERM SOLUTIONS, IS PROBABLY THE ONE THAT AFFECTS THE MOST KIDS IN THE SHORT TERM. THEREFORE, BRINGING A NEED A LOT OF THAT PRESSURE RELEASE VALVE AND GETTING THAT INFORMATION OUT TO THE COMMUNITY IS SOMETHING WE USUALLY DO IF WE CAN. IN THAT MODEL DID SEEM TO FIT.

IT'S GONNA BE VERY IMPORTANT. BECAUSE ONCE PEOPLE UNDERSTAND THAT THERE'S A DIFFERENCE BETWEEN TODAY'S PROBLEM IN THE LONG-TERM PROBLEM, THEN THEY CAN START SAYING THERE ARE TWO DIFFERENT THINGS TO SOLVE RIGHT NOW.

BUT MY CUL-DE-SAC ACROSS THE STREET, YOU'RE TELLING ME I CAN GO TO THAT SCHOOL? TAKING THAT EMOTION OUT OF IT REALLY DOES HELP. SO THE GOOD NEWS IS IT WAS WELL ATTENDED. (INDISCERNIBLE).

THE BAD NEWS IS THAT THE PUBLIC COMMENT PERIOD IS STILL -- WAS THROUGH WEDNESDAY OF THIS WEEK. WERE I WOULD ARGUE THAT THROUGH SUNDAY NIGHT, THERE WILL BE NOTHING DONE WITH THAT STOP AT THE VERY LEAST WE COULD EXTEND IT THROUGH MIDNIGHT ON SUNDAY FOR PUBLIC INPUT ON THESE PROPOSALS.

BUT ALSO, WITH A CLEAR NOD TO THE FACT -- THIS IS THE FIRST ROUND -- PUBLIC INPUT WILL BE TAKEN AND REVISED INTO THINGS THAT WILL BE CLOSER AND THINGS THAT WILL BE IMPLEMENTED.

(INDISCERNIBLE) (AWAY FROM MICROPHONE).

THERE WERE CLEARLY PIECES THAT WERE BETTER FROM ONE THAN THE OTHER. (INDISCERNIBLE).

SO AGAIN, THANK YOU FOR WRESTLING WITH THAT.

I KNOW THIS IS NOT EASY.HE FINAL THING IS, A HUGE THANK YOU TO ALL THE PRINCIPLES. EVERY PRINCIPAL FROM EVERY AFFECTED SCHOOL WAS THERE. AND WERE CLEARLY AND DEEPLY

[02:40:03]

THERE IS AT LEAST ONE THAT WAS ALMOST IN TEARS ABOUT THE FACT THAT HALF HER PTA BOARD WAS ABOUT TO BE SHIPPED OFF TO ANOTHER SCHOOL. IF WE CAN AVOID DOING THAT TO THAT PRINCIPAL (LAUGHING) I THINK IT WOULD BE A GOOD THING (LAUGHING)! ANYWAY, THE PRINCIPLES HAPPEN REPRESENTING THEIR COMMUNITIES QUITE WELL.

I KNOW THIS IS HARD. THIS IS NEVER SOMETHING YOU DO FOR FUN. THIS IS SOMETHING YOU DO BECAUSE YOU HAVE TO. DOING NOTHING IS NOT AN OPTION.

AGAIN, THANK YOU ALL FOR ALL THE EFFORTS THAT PUT INTO IT SO FAR. I'M LOOKING FORWARD TO SEE THE

REST OF THIS PLAY OUT. >> DR. HOLMEN, IF YOU CAN REMIND ME THAT WE DO HAVE A STUDY SESSION FOR THE BOUNDARY PROCESS, I BELIEVE THAT HER FIRST DECEMBER MEETING; CORRECTLY DECEMBER 5. SO WE WILL ALSO BE LISTENING TO THE SUMMARY OF THAT FEEDBACK, ALON WITH THE PROPOSALS THAT WERE PUT OUT . JUST SO YOU ARE ALL AWARE THAT'S GONNA BE HAPPENING. SO DIRECTOR CARLSON, (INDISCERNIBLE) STEPS WE WILL DISCONTINUE WITH THAT.

[H. Closing Items]

(INDISCERNIBLE). >> I'M NOT SURE IF THIS IS KIND OF UNRELATED. BUT SOMEONE DID TALK ABOUT ICS FOCUS WEEK. I JUST WANTED TO PROVIDE A STUDENT PERSPECTIVE ON THAT. BECAUSE A LOT OF MY FRIENDS WENT TO ICS. ONE OF THE THINGS HE REALLY LOVED ABOUT IT WAS FOCUS WEEK. I DO THINK THERE ARE WAYS TO MAKE IT MORE EQUITABLE. I JUST WANTED TO PROVIDE THAT

PERSPECTIVE. >> THANK YOU.

EVAN? >> ON THAT NOTE, I WILL BE REACHING OUT TO ICS. I'M NOT GONNA GO THROUGH ALL OF THIS FOR TIME REASONS. I'M IN A KEEP IT SHORT.

I JUST WANTED TO SAY THAT A COUPLE THINGS.

ONE, OUR DISTRICT, SINCE IT'S THE END OF THE FALL SPORTS SEASON, WE DID INCREDIBLY WELL AND AT THE X. LAKE WASHINGTON GIRLS VOLLEYBALL WENT TO STAY, THE SWIM AND DIVE TEAM WENT TO STATE. CHEERS GO IN THE STATE.

BOYS CROSS COUNTRY WENT TO STATE, WITH THEIR COACH GETTING AAA (INDISCERNIBLE) COACH OF THE YEAR WITH CROSS COUNTRY.

THE GIRLS SWIM TEAM ALSO HAD MEMBERS TO GO TO STATE.

(INDISCERNIBLE) LAKE WASHINGTON JUST HOSTED A MULTICULTURAL FAMILY NIGHT ON NOVEMBER 19, FROM 4 TO 6 P.M. SO BIG PROPS TO THAT. JUANITA AND LAKE WASHINGTON WILL BOTH BE DOING WHAT'S A TRADITION IN A LOT OF OUR HIGH SCHOOLS WITH WINTER WISHES. WHERE STUDENTS ARE ABLE TO SUBMIT THINGS THAT THEY WOULD EITHER LIKE TO SEE.

FUN LITTLE THINGS LIKE MAYBE THEY GET A CANDY CANE.

I WAS SOME GREAT STUDENT INTERACTIONS THERE.

JUANITA JUST RECOGNIZED AND MADE A WHOLE SOCIAL MEDIA CAMPAIGN ABOUT TRANSGENDER SOCIAL AWARENESS MEET.

WITH THEIR GENDER AND SEXUALITY ALLIANCE, GSA.INALLY, I'M GOING TO TRY DURING THESE -- BECAUSE WE'RE STILL TRYING TO FIGURE OUT WHAT THESE ARE GONNA LOOK LIKE -- WHEN POSSIBLE, PROVIDE, MAYBE, MAYBE NOT AN ACTION STEP IS THE RIGHT WORD.

BUT SOMETHING THAT MIGHT BE NOT QUITE THERE IS AN ISSUE YET, BUT SOMETHING TO CONSIDER. AND FOR TODAY, IT'S CATALYTIC CONVERTER THEFT. I THINK I'M PRONOUNCING THAT RIGHT. PERFECT.

IT HASN'T BEEN A SIGNIFICANT ISSUE YET. CAN TELL YOU, PARTICULARLY HIGH SCHOOLS, WHERE KIDS HAVE TO LEAVE THEIR CARS BASICALLY SITTING IN THE SAME SPOT FOR EIGHT HOURS AT A TIME? IT IS A BIT OF AN ANXIETY INDUCER? WHILE IT'S NOT AN ISSUE YET, IT'S NOT SOMETHING THAT YOU WANT TO BECOME A SIGNIFICANT ISSUE. IT IMPACTS MONEY ISSUES, TRANSPORTATIONS. IF YOU ARE LOOKING FOR -- THINGS FROM A DISTRICT PERSPECTIVE THAT CAN PROVIDE GOODWILL FOR STUDENTS? BECAUSE I WANT THE STUDENTS TO LIKE EVERYONE HERE (LAUGHING). THERE'S A LOT OF THINGS THE DISTRICT COULD DO TO START MAKING IT LOOK LIKE HEY, WE CARE ABOUT THIS. LAKE WASHINGTON TECHNICAL INSTITUTE AND THE LOCAL KIRKLAND PD DATA (INDISCERNIBLE) EVENT LAST SUMMER, WHICH REDUCES THE LIKELIHOOD OF SOMETHING GETTING STOLEN.

SO THAT'S JUST SOMETHING TO CONSIDER FOR THE FUTURE.

>> THANK YOU. DIRECTOR STUART.

>> FOLLOWING UP ON THE CATALYTIC CONVERTER ISSUE.

I THINK, JOHN, DIDN'T YOU HAVE SOME REPORTS REGARDING EASTLAKE AND THE PREVENTION (INDISCERNIBLE) BY THE STAFF, IF I RECALL? IT WAS STAFF AND I BELIEVE THE RESOURCE OFFICER THAT BASICALLY CAUGHT HIM IN THE ACT.

>> YEAH, TO EVANS POINT, IT IS AN ISSUE.

[02:45:08]

EASTLAKE HIGH SCHOOL HAD TO GO INTO A LOCKDOWN.

FORTUNATELY, STAFF PUT ICE ON IT -- REPORTED IT, THEY WENT INTO LOCKDOWN SO THEY COULD ADDRESS THAT.

THE RESOURCE OFFICER WAS INVOLVED WITH THAT.

BUT YEAH, THESE ARE REAL ISSUES.

AND IT'S QUITE IMPACTFUL AND VERY UNFORTUNATE.

>> CAUGHT THEM RED-HANDED (LAUGHING)!

>> THANK YOU. ANY OTHER COMMENTS? ALL RIGHT. HEARING NONE, OUR NEXT BOARD MEETING IS ACTUALLY SCHEDULED FOR DECEMBER 3, A SATURDAY.

IT WILL START AT 8:30 AND GO TO 3:30.

WE WILL BE DOING -- THAT WILL BE THE BOARD SELF-ASSESSMENT.

THEN WE WILL MOVE INTO LEVY PLANNING AND PARAMETERS AROUND THAT. THERE'S MORE INFORMATION AVAILABLE ON THE WORK PLAN. FOLLOWING THAT, WILL BE DECEMBER 5 THAT MONDAY, WE WILL HAVE A STUDY SESSION.

IT WILL BE BEGINNING AT 4 P.M. WITH THE BOARD MEETING AT 7 P.M. IT IS BEGINNING AT 4 P.M. DUE TO THE FACT THAT WE HAVE ADDED GRADING POLICY REVIEW TO THAT AGENDA.

ALONG WITH THE BOUNDARY PROCESS.

SO WE WANTED TO MAKE SURE WE HAD TIME.

WITH THAT, I WILL ENTERTAIN A MOTION TO ADJOURN THE MEETING.

>> SO MOVED. >> SECOND.

>> IT IS BEEN MOVED BY DIRECTOR CARLSON AND SECONDED BY DIRECTOR CHO

* This transcript was compiled from uncorrected Closed Captioning.