Dec 05, 2022 December 5, 2022 Board Meeting - 7:00 p.m.

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

[B. Opening Items]

[00:00:33]

.

>> ALL RIGHT, GOOD EVENING. I LIKE TO CALL TO ORDER DECEMBER 5, 2022 LAKE WASHINGTON SCHOOL BOARD MEETING. PLEASE LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT, AS WELL AS ERRORS TO STUDENT REPRESENTATIVES THIS EVENING. THE BOARD IS VALUE PUBLIC PARTICIPATION AND OUR BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON OUR LAKE WASHINGTON SCHOOL DISTRICT WEBSITE. YOU ARE WELCOME TO EMAIL INDIVIDUAL BOARD MEMBERS AT OUR SPECIFIC EMAILS.

OUR FIRST ORDER OF BUSINESS IS LAND ACKNOWLEDGMENT.

DIRECTOR CARLSON. >> THE BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES OUR (INDISCERNIBLE) INCLUDING THE DUWAMISH AND THE SNOQUALMIE INDIAN TRIBE.E THINK THE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL.

WILL CONTINUE TO COLLABORATE WITH OUR NATIVE COMMUNITY TO TEACH INDIGENOUS HISTORY OF THIS LAND AND LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO PROVIDE THE

BEST EDUCATION (INDISCERNIBLE). >> THANK YOU.

SO I WILL NOW ENTERTAIN A MOTION TO APPROVE THE DECEMBER

5, 2022, AGENDA. >> MOVE APPROVAL.

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

ALL IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.

>> AYE. >> ANY OPPOSED?EARING NONE, THE MOTION CARRIES. THE NEXT ITEM ON OUR AGENDA IS PUBLIC COMMENT. AT THIS POINT, THERE WAS NOBODY WHO SIGNED UP FOR PUBLIC COMMENT NOR HAVE WE RECEIVED

[D. Consent Agenda]

BUT DO KNOW AT ANY POINT IN TIME YOU CAN SIGN UP FOR PUBLIC COMMENT UP UNTIL NOON OF THE DAY OF THE BOARD MEETING.

YOU CAN GO TO THE WEBSITE AND SIGN UP THERE.

THANKS SO MUCH. THE NEXT ITEM IS THE APPROVAL OF THE DECEMBER 5, 2022, CONSENT AGENDA. WILL

ENTERTAIN A MOTION TO APPROVE. >> MOVE APPROVAL.

>> SECOND. >> IT'S BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED BY DIRECTOR CARLSON.

DR. HOLMEN, WOULD YOU PLEASE PULLED THE BOARD.

[6. Donations]

SUMMARIZE THE DONATIONS? >> YES, IT'S WITH SIGNIFICANT GRATITUDE THAT WE THINK OUR COMMUNITY TONIGHT WITH QUITE A LARGE DONATION AMOUNT THAT THE BOARD IS ACCEPTING TONIGHT.

$10,000 FROM OUR LAKE WASHINGTON SCHOOL'S FOUNDATION.

WE TRULY DO APPRECIATE THAT PARTNERSHIP IN THE SUPPORT AND EDUCATION OF OUR STUDENTS. AN HOUR PTSA TONIGHT DONATING OVER $115,000. THESE ARE SIGNIFICANT RESOURCES THAT WE TAKE TO SUPPORT THE EDUCATION OF OUR STUDENTS, MANY OF THESE RESOURCES ARE FOR PROGRAMS AND SERVICES THAT OTHERWISE WE WOULDN'T BE ABLE TO PROVIDE FOR STUDENTS.

[1. Board Summaries for Monitoring Reports - OE-5, OE-6, OE-7 and OE-10]

>> ALL RIGHT. THANK YOU.

OUR NEXT ITEM ON THE AGENDA IS THE BOARD SUMMARIES FROM (INDISCERNIBLE). WE PUT THOSE INTO A DIFFERENT ORDER THIS EVENING. WE CAN DO THE SUMMARIES FOR THE FOUR ITEMS WE MONITORED PREVIOUSLY AND WE WILL MOVE ON TO (INDISCERNIBLE) AFTER THAT. THE FIRST ITEM WE WILL START WITH IS OPERATIONAL EXPECTATION FIVE.

I ASKED DIRECTOR CHOI. SHE WAS ABLE TO DO THE SUMMARIES FOR 5, 6 AND 7. SO SHE WILL TAKE A QUICK SUMMARY

FOR YOU GOING FORWARD. >> I WAS ACTUALLY GOING TO GROUP THE SUMMARIES FOR FIVE, SIX AND SEVEN TOGETHER IF

THAT'S OKAY?> THAT'S FINE. >> SO ALL THREE MONITORING REPORTS, FIVE, SIX, AND SEVEN ARE SUBMITTED AS COMPLIANT.

AND WE WOULD LIKE TO, ONCE AGAIN, THANK SPECIFICALLY -- ASSOCIATE SUPERINTENDENT BARBARA POSTHUMUS AND HER TEAM FOR ALL THE WORK WITH THE BUDGET AND KEEPING OUR FISCAL YEAR RESPONSIBLE AND WELL DESERVING OF (INDISCERNIBLE).

THE ONLY CALLOUTS FROM THESE MONITORING REPORTS, SPECIFICALLY, WERE TO INCLUDE COMMUNITY RESPONSE WHEN DEVELOPING COMMUNITY INPUT WHEN DEVELOPING THE BUDGET.

SO GOING FORWARD, WE WOULD LIKE TO POTENTIALLY SEE SOME SOME POLICY OR ALONG THOSE LINES OF, I BELIEVE IT WAS, OE FIVE,

SPECIFICALLY. >> THANK YOU.

[00:05:08]

>> MOVE APPROVAL ACCORDINGLY WITH DIRECTOR BLIESNER JUST

ARTICULATED. >> SECOND.> IT IS BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED BY DIRECTOR CARLSON TO APPROVE OE FIVE, SIX AND SUMMARY AS PRESENTED.

ANY DISCUSSION ON THOSE OR QUESTIONS?

>> THIS IS NOT THE BIG PICTURE, A VERY FINE PICTURE -- BUT THE DIRECTION IN OE FIVE , THE SENTENCE CURRENTLY -- IF I READ IT A YEAR FROM NOW, I'M NOT ENTIRELY CERTAIN I WOULD KNOW WHAT THE SENTENCE MEANT. BECAUSE IT STARTS WITH POLICY CONSIDERATIONS WITH FIVE TWO ONE FIVE THREE (INDISCERNIBLE).

ADOPT -- REVISE -- ANYWAY, THERE'S JUST A MISSING VERB IN THAT SENTENCE THAT WOULD HELP MAKE SURE THAT SOMEBODY WHO WASN'T HERE FOR THE CONVERSATION IS CLEAR ON WHAT

IT MEANS. >> WOULD YOU LIKE TO PROPOSE A VERB FOR THAT AND WE CAN APPROVE IT AS AMENDED?

>> (LAUGHING) YES, (INDISCERNIBLE) SUGGESTS A REVISION (INDISCERNIBLE) OF STATE LAW.

SO JUST REPLACING THE WORD FOR. >> IT SEEMS LIKE IT'S A FRIENDLY REVISION THAT WE CAN JUST GO FORWARD WITH

(INDISCERNIBLE). >> THANK YOU.

>> YEP. DIRECTOR LIBERTY?

>> NO COMMENT. >> THANK YOU, DIRECTOR CHOI FOR PUTTING THOSE TOGETHER. I APPRECIATE THAT.

HEARING NO OTHER FURTHER DISCUSSION OR COMMENTS, I WILL CALL FOR A VOTE. SO ALL THOSE IN FAVOR OF APPROVING OE FIVE, SIX AND SEVEN WITH THE FRIENDLY REVISION ALSO GIVEN, PLEASE SAY AYE.

>> I MET. >> ANYONE OPPOSED?EARING NONE, MOTION CARRIES. OKAY.

SO WITH THAT, OUR OTHER ONE IS ON OPERATIONAL EXPECTATION 10.

WHICH IS LEARNING ENVIRONMENT AND TREATMENT OF STUDENTS.

AND SO, THAT WHEN WE ACTUALLY TALKED ABOUT THIS ONE BACK ON NOVEMBER 7. SO THIS WAS ABOUT A MONTH AGO.

THE SUMMARY BASICALLY IS THAT, YOU KNOW, EVERYTHING IS COMPLIANT WITH EXCEPTION OF SPECIFIC POLICIES, WHICH WAS 10 POINT TWO AND 10 POINT SIX. ACCOMMODATIONS AND SPECIAL EFFORTS TO SUPPORT A POSITIVE LEARNING ENVIRONMENT IS PER ECIATIVE. ALONG WITH (INDISCERNIBLE).

WE LIKE TO HIGHLIGHT THE EFFECTIVENESS AND EFFICIENCY OF OUR VOLUNTEER SCREENING. THAT WAS ACCOMPLISHED BY STAFF.

SOME OF THE DIRECTION PROVIDED WAS TO CONTINUE EFFORTS TO PROVIDE 10 POINT TWO AND 10 POINT SIX AND COMPLIANCE REFOCUS ON (INDISCERNIBLE) AND PROFESSIONAL DEVELOPMENT.

AND TO CONSIDER APPROACHES TO FURTHER UNDERSTAND THE PERCEPTIONS OF BELONGING AND SAFETY WITH DIFFERENT STUDENT SUBGROUPS AND WAYS TO IMPROVE THE STUDENT EXPERIENCE.

UPDATE OR REVISE THE POLICY TO CONSIDER LEARNING ENVIRONMENT IN INTERNET OR CYBERSPACE, INCLUDING CYBER BULLING.

REVISE POLICY 10 POINT THREE TO ADD EQUITABLY USING REASONABLE JUDGMENT, TO MAKE SURE THAT WAS A LINE.

AND TO CONSIDER AN INDICATOR FOR 10 POINT THREE TWO (INDISCERNIBLE) THE SHIP FROM EXCLUSIONARY TO RESTORATIVE PRACTICES AND TO PROVIDE INFORMATION ON THE BOARD WHAT'S OCCURRING. THE LAST ITEM ON THERE WAS EXPLORE A POTENTIAL OR REVISION A POLICY TO DEFINE BOARD VALUES IN REGARDS TO SCHOOL RESOURCE OFFICERS, SCHOOL SAFETY AND SECURITY. AND WITH THAT, I WILL ENTERTAIN

A MOTION. >> I MOVE APPROVAL FOR THE

MONITORING REPORT FOR OE-10. >> SECOND.

>> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED BY DIRECTOR STUART TO APPROVE THE BOARD SUMMARY FOR OPERATIONAL EXPECTATION 10 AS PRESENTED. SO WITH THAT, ANY QUESTIONS OR DISCUSSION AROUND OE-10? OKAY.

I WOULD JUST LIKE TO ADD THERE ARE SOME LARGER POLICY DISCUSSIONS IN THERE THAT CAME OUT STOP THAT WAS SORT OF TOWARDS THE END OF THERE. THEIR TECH THERE, BUT THAT'S ADDITIONAL WORK FOR THE BOARD TO DO TO TRY TO DETERMINE WHAT THE SUB POLICY IS IN REGARD TO THOSE BOARD VALUES.

IS THE BOARD IN AGREEMENT WITH THAT? THAT SORT OF THE MOVEMENT THAT'S THERE.

SO ANY OTHER DISCUSSION?ITH THAT, I WILL CALL FOR A VOTE.

[2. Monitoring Report OE-11, Instructional Program]

PLEASE APPROVE BY VOTING AYE. >> AYE.

>> ANYONE OPPOSED? HEARING NONE, MOTION CARRIES.

WE DON'T OFTEN GET TO MOVE THROUGH THINGS QUITE SO QUICKLY! SO WITH THAT, OUR NEXT ITEM ON

[00:10:02]

IT'S ONE OF OUR 14 EXPECTATIONS.

WITH THAT, DR. HOLMEN, I'M GOING TO ALLOW YOU TO PRESENT THE MONITORING REPORT AND THEN WE WILL GO FROM THERE.

>> I WANT TO THANK OUR TECHNOLOGY OPERATIONS TEAM FOR REFRESHING OUR TECHNOLOGY HERE SO THAT I CAN PRESENT FROM THE DAIS THIS EVENING. YOU HAVE IT IN FRONT OF YOU, SO REALLY APPRECIATE THE TEAM TAKING THE TIME TO MAKE SURE THAT WAS OPERABLE FOR US. SO TONIGHT I BRING YOU OPERATIONAL EXPECTATION INSTRUCTIONAL PROGRAM MONITORING REPORT. THE POLICY STATEMENT HERE SAYS THAT THE SUPERINTENDENT SHALL MAINTAIN A PROGRAM OF INSTRUCTION THAT OFFERS CHALLENGING AND RELEVANT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS DEFINED IN THE BOARD'S RESULT POLICIES. THIS IS A ROBUST POLICY AND I'M NOT GOING TO GO THROUGH THESE PIECE BY PIECE HERE, BUT JUST AS A REMINDER, THERE ARE 14 POLICY COMPONENTS WITHIN OE-11.

THIS REPORT IS PRESENTED AS COMPLIANT WITH EXCEPTIONS NOTED. AND I WILL HIGHLIGHT THOSE EXCEPTIONS AS WE GO ALONG. IN YOUR WRITTEN REPORT, YOU ALSO HAVE AN APPENDIX THAT PROVIDES MORE INFORMATION AROUND THOSE AREAS THAT ARE NOTED AS NOT COMPLIANT WITHIN THE REPORT. SO AS WE JUMP IN, WILL KINDA FOLLOW A PATTERN. GO THROUGH EACH PIECE.

PROVIDE A SUMMARY OF THAT INFORMATION.

THE WRITTEN REPORT, WHICH IS ALSO AVAILABLE ONLINE, HAS MUCH MORE INFORMATION AND DATA. THIS REALLY IS AN OVERVIEW OF THE SUMMARY AND FINDINGS. SO 11 POINT ONE STATES THAT THE SUPERINTENDENT WILL ASSURE THAT INSTRUCTIONAL PROGRAMS ARE BASED ON A COMPREHENSIVE AND OBJECTIVE REVIEW OF EFFECTIVE PRACTICES AND RESEARCH. SO JUST SOME OF THE SUMMARY AND FINDINGS AROUND THAT. THE DISTRICT DOES HAVE ADMINISTRATIVE POLICY AND DOCUMENTED PROCEDURES TO REVIEW AND ADOPT CURRICULUM. YOU HAVE HEARD PRESENTATIONS OVER THE YEARS. I REMEMBER MATT (NAME), MIKE VAN ORDEN, DR. ROSE. THIS PROCESS HAS ACTUALLY IMPROVED SUBSTANTIALLY OVER TIME. REMEMBER OUR LAST CURRICULUM ADOPTION PRESENTATION.

AROUND, I BELIEVE IT WAS A SOCIAL STUDIES ADOPTION.

THE TEAM REALLY DID A NICE JOB OF NOT ONLY ENGAGEMENT AND PROCESS, BUT REALLY ALIGNING THAT CURRICULUM ADOPTION WITH THE VALUES OF THE DISTRICT AND THE VALUES OF THE BOARD.

THE DISTRICT DOES HAVE AN INSTRUCTIONAL MATERIALS COMMITTEE THAT'S IN ALIGNMENT WITH THE LEGAL REQUIREMENTS.

SO BY LAW, WE NEED TO HAVE AN INSTRUCTIONAL MATERIALS COMMITTEE TO ENSURE ALL MATERIALS THAT MEET REQUIREMENTS ARE REVIEWED AND FOR BIAS AND OTHER PIECES.

OR THE ABSENCE OF BIAS AND OTHER PIECES.

AND THEN, LAKE WASHINGTON SCHOOL DISTRICT, YOU KNOW, SOME OF THE EVIDENCE AS WE THINK ABOUT WHAT IS AN OUTSIDE ENTITY THAT ACTUALLY AGREES WITH OUR STATEMENT HERE THAT WE HAVE EFFECTIVE PRACTICES AND RESEARCH? WE SUBMIT FOR HIGH-COST SAFETY NET PROGRAMS. SO THOSE ARE STUDENTS I QUALIFY FOR SPECIAL EDUCATION SERVICES WHOSE PROGRAMS HAVE HIGHER COSTS THAN TYPICAL.

WE WERE ABLE TO GET REIMBURSEMENT FOR SOME OF THOSE STUDENT PROGRAMS AND SERVICES. AND WE CONSISTENTLY RECEIVED GOOD FEEDBACK FROM OS PI AND MORE OFTEN THAN NOT, WE ARE RECEIVING ABOUT 98 OR 98 PERCENT OF REIMBURSEMENT THAT

WE ARE REQUESTING. >> THANK YOU.

ANY QUESTIONS? NO QUESTIONS.

>> OKAY. 11 POINT TWO STATES THE SUPERINTENDENT SHALL BASE INSTRUCTION ON DISTRICT ACADEMIC STANDARDS THAT MEET OR EXCEED STATE AND/OR NATIONAL STANDARDS. SO HERE ARE INSTRUCTIONAL MATERIALS COMMITTEE REVIEWS ALIGNMENT WITH STANDARDS AS PART OF THE REVIEW PROCESS. AND SO, AS WE ARE LOOKING AT NEW CURRICULUM IN THE INSTRUCTIONAL MATERIALS COMMITTEE, WE ACTUALLY, THE ALIGNMENT WITH STANDARDS AS PART OF THAT PROCESS.HE DISTRICT ALSO, AS WE ARE ADOPTING CURRICULUM, WE DEVELOP STANDARDS ALIGNMENT GUIDANCE FOR OUR TEACHERS. SO AS THEY ARE BRINGING IN THEIR CURRICULUM INTO THE CLASSROOMS, THEY ACTUALLY HAVE SOME SUPPLEMENTARY AIDS AND SERVICES FOR THEIR OWN INSTRUCTIONAL PRACTICES FOR THOSE ADOPTIONS.

>> ANY QUESTIONS? CLARIFICATIONS?

[00:15:05]

>> IS NOT REALLY A QUESTION. IF YOU COULD REFRESH MY MEMORY ON THE SOCIAL STUDIES CURRICULUM ADOPTION? I KNOW WE DID SIX, SEVEN, NINTH AND TENTH.

WHY WAS EIGHTH SKIPPED AGAIN? I JUST FORGOT (LAUGHING)!

>> I'M GOING TO ASK DR. ROSE TO COME UP TO THE PODIUM.

THAT'S WHY MY TEAM CAME UP FRONT! I KNEW THERE WOULD BE A QUESTION LIKE THAT.

THERE'S A GOOD EXPLANATION. >> THERE'S A GREAT EXPLANATION.

WE WERE PRETTY IMPACTED (INDISCERNIBLE) BY COVID AND HAVING JUST THE CHALLENGES OF HAVING SO MANY TEACHERS OUT AND STUDENTS OUT THAT IT EXTENDED OUR NEED TO PILOT INTO THIS YEAR. SOME OF THE GRADE LEVELS WE WERE ABLE TO MAKE DECISIONS AND THEN MAKE RECOMMENDATIONS TO THE BOARD FOR ADOPTION. WE ARE CURRENTLY IN THE PROCESS OF PILOTING OR FINISHING A PILOT MAKING A RECOMMENDATION FOR EIGHTH GRADE AND FOR ELEVENTH AND TWELFTH GRADE.

>> THANK YOU. >> THANK YOU.

>> 11 POINT THREE STATES THE SUPERINTENDENT WILL IN CURRICULUM WITH STANDARDS. AGAIN, WE OFFER PROFESSIONAL LEARNING FOR STAFF ANY TIME WE ADOPT A NEW CURRICULUM.

WE JUST ADOPTED LAST YEAR A NEW ELEMENTARY MATH CURRICULUM.

WE ARE STILL IN THE PHASE OF PROFESSIONAL LEARNING FOR STAFF. BECAUSE ANYTIME YOU ADOPT A NEW CURRICULUM, YOU CAN IMAGINE, THAT'S A FULL CHANGE IN PRACTICE THAT WE ARE ASKING OUR TEACHERS TO GO THROUGH.

AND SO, IT ISN'T JUST A ONE-TIME TRAINING.

IT ACTUALLY IS ENSURING THAT WE PROVIDE PROFESSIONAL LEARNING ON AN ONGOING BASIS. WE ALSO HAVE ALIGNMENT RUBRICS THAT ARE USED TO ENSURE CURRICULUM ADOPTIONS ARE ALIGNED WITH OUR CORE CONTENT STANDARD.

SO IT'S ALWAYS MAKING SURE THAT AS WE GO THROUGH ADOPTIONS, THAT WE HAVE PROCESSES AND PROCEDURES TO MAKE SURE THERE IS ALIGNMENT WITH THE STANDARDS.

>> SEE NO COMMENTS, GO AHEAD. >> 11 POINT FOUR IS THE FIRST ELEMENT THAT IS RATED NOT IN COMPLIANCE.

IT STATES THE SUPERINTENDENT WILL EFFECTIVELY MEASURE EACH STUDENT'S PROGRESS TOWARD ACHIEVING OR EXCEEDING THE STANDARDS.ERE I JUST WANT TO POINT TO THAT WE DO MAINTAIN AN ASSESSMENT CALENDAR AS A DISTRICT.

THE DISTRICT DID NOT COMPLETE THE TOTAL ASSESSMENT PLAN PER THE CALENDAR OR BOARD POLICY EXPECTATIONS.

AND SO, IN RELATION TO THAT, AGAIN, ANOTHER -- JUST A COVERT IMPACT AS WE WENT THERE LAST YEAR.

AS THE BOARD KNOWS, THE AVAILABILITY OF SUBSTITUTE TEACHERS WAS VERY DIFFICULT AND CHALLENGING TO ASSESS OUR K-1 LEARNERS THROUGH THE FAST BRIDGE.

THAT IS A ONE-ON-ONE ASSESSMENT WITH THE TEACHER, WHICH THEN REQUIRES US TO GET A SUBSTITUTE SO THAT TEACHER RECORD CAN ACTUALLY DO THAT ASSESSMENT WITH STUDENTS.

WE WERE ABLE TO DO THAT TO THE FULL EXTENT.

BECAUSE OF THAT, WE DID NOT HAVE THAT FULL SET OF DATA THAT WE EXPECTED TO HAVE NOR THAT THE BOARD EXPECTS US TO BRING

FORWARD. >> DIRECTOR CHOI.

>> COULD YOU CLARIFY WHAT YOU MEAN BY FORMATIVE AND SUMMATIVE

ASSESSMENTS? >> YEAH.

SO FORMATIVE ASSESSMENTS ARE THOSE ASSESSMENTS THAT TEACHERS DO PERIODICALLY THROUGHOUT INSTRUCTION TO HELP INFORM THEIR UNDERSTANDING OF STUDENTS KNOWLEDGE AND SKILLS DURING INSTRUCTION. SUMMATIVE ASSESSMENT REALLY IS KIND OF THAT AND OF INSTRUCTION ASSESSMENT.

EITHER THE END OF THE UNIT, AND OF A CORE SET OF LESSONS THAT REALLY KIND OF SUMMARIZES A BODY OF LEARNING.

>> SEE NO OTHER QUESTIONS --. >> 11 POINT FIVE STATES THAT SUPERINTENDENT WILL ASSURE THAT THE INSTRUCTIONAL PROGRAM INCLUDES OPPORTUNITIES FOR STUDENTS TO DEVELOP TALENTS AND INTERESTS IN THEIR SPECIALIZED AREAS OF INTEREST.

AND SO JUST A COUPLE POINTS HERE.

WE DO CONTINUE TO EXPAND OUR CAREER AND TECHNICAL EDUCATION AND JOB WORK EXPERIENCES. THAT IS NOT A UNIVERSAL THING FOR ALL STUDENTS. BUTWE ARE CONTINUING TO EXPAND SO THAT MORE AND MORE STUDENTS HAVE ACCESS TO BOTH CTE AND JOB WORK EXPERIENCES, SUCH AS INTERNSHIPS, EXTERNSHIPS AND WHATNOT.HE DISTRICT ENSURES THAT ALL GRADUATES HAVE COMPLETED ALL ASPECTS OF THE HIGH SCHOOL AND BEYOND PLAN .

THE DISTRICT ALSO MAINTAINS A PROCESS FOR SCHOOLS TO REQUEST

[00:20:09]

WE OFTEN REFER TO IT AS CATERED.

THAT STANDS FOR THE COLLEGE ACADEMIC DISTRIBUTION REQUIREMENTS. AND SO, AS STUDENTS ARE APPLYING TO COLLEGE, MOST COLLEGES LOOK AT IS IT A CATERER ALIGNED COURSE? MEANING THAT STUDENTS THAT ARE ON TRACK TO BE PREPARED FOR COLLEGE LEVEL COURSEWORK.

SO WE HAVE A PROCESS FOR SCHOOLS AS THEY ARE UNDERSTANDING THE INTEREST AND NEEDS FOR STUDENTS THAT ARE EXPRESSED THROUGH THE HIGH SCHOOL AND BEYOND PLAN PROCESSES. TO BE ABLE TO ADOPT AND BRING

NEW COURSES FORWARD. >> DIRECTOR CARLSON.

>> JUST A QUICK QUESTION ON THIS ONE.

DO WE DO A SURVEY OF EXITING SENIORS? JUST WONDERING IF THERE'S ANY POINT IN THEIR CAREER WHERE WE'VE ASKED THEM, IS THERE ANY CLASS THAT WE DIDN'T OFFER THAT YOU WOULD REALLY (INDISCERNIBLE) TO TAKE?

>> SO WE CURRENTLY DON'T ASK THAT QUESTION.

>> TO BE DUE AN EXIT SURVEY? >> I KNEW THAT WAS GOING TO BE THE NEXT QUESTION. AT THE END OF LAST YEAR, WE TALKED WITH OUR DIRECTOR OF DATA RESEARCH AND ACCOUNTABILITY ABOUT DOING TO RECEIVE A SMALL SET OF DATA FROM OUR EXITING SENIORS. I AM BLANKING ON WHAT THAT SET OF DATA WAS THAT WE ASKED FOR. SO --.

>> DIRECTOR CHOI. >> SO YOU SPOKE ABOUT THE CT COURSE OPTIONS AND AVAILABILITY OF COURSES, DO WE ALSO TAKE INTO CONSIDERATION ACCESSIBILITY OF THESE COURSES

FOR OUR STUDENTS? >> YOU DEFINE ACCESSIBILITY

MAKE SURE I'M ANSWERING --? >> WHETHER OR NOT THERE PHYSICALLY ABLE TO GO SOMEWHERE ELSE TO TAKE THIS COURSE?

>> YET. AND SO, CTE COURSES ARE OFFERED BOTH IN OUR SCHOOLS. WE ALSO HAVE (NAME) WHICH IS OUR (INDISCERNIBLE). AT THIS POINT IN TIME, THE COURSES THAT ARE LOCATED WITHIN OUR SCHOOLS, WHETHER OR NOT THERE IS ENOUGH SEATS FOR ALL OF THOSE, THAT'S PART OF ACCESSIBILITY. A LOT OF TIMES, IT'S LOOKING AT THE NUMBER OF STUDENTS INTERESTS THAT ALIGN WITH STAFF. RIGHT NOW OUR SCHOOL CENTER COURSES, STUDENTS HAVE TO PROVIDE TRANSPORTATION FOR THEMSELVES. SO I WOULD SAY THAT'S A BARRIER TO ACCESS OUR (NAME) COURSES. EITHER AT OUR SITE AT THE LAKE WASHINGTON SCHOOL OF TECHNOLOGY OR THE PROGRAMS THAT ARE OFFERED BOTH IN BELLEVUE OR THE ISSAQUAH SCHOOL DISTRICT THAT

ARE CONNECTED (INDISCERNIBLE). >> EVAN?

>> IN THE EVIDENCE OF COMPLIANCE, WE LIST HOW MANY DIFFERENT COURSES WE HAVE. THE IMMEDIATE THING THAT JUST JUMPS OUT TO ME IS THAT A FAIRLY EQUAL AVERAGE ACROSS ALL OF OUR SECONDARY SCHOOLS? OR IS THERE A MUCH HIGHER CONCENTRATION IN SOME AREAS THAT IS OVER INFLATING THAT

DISTRICTWIDE NUMBER? >> YEAH, THAT'S A GREAT QUESTION. SO IN GENERAL, IT'S CONSISTENT RELATIVE TO THE SCHOOL SIZE. AND SO, THERE ISN'T ONE OF OUR SCHOOLS THAT HAS SIGNIFICANTLY MORE THAN OTHERS.

ONE OF THE CHALLENGES WITH BEING ABLE TO OFFER SOME UNIQUE COURSES IS, NUMBER 1, IS GETTING IT UP AND OFF THE GROUND. SO IT STUDENT INTEREST, STUDENT ENROLLMENT. IT'S ALSO FINDING AN INSTRUCTOR THAT IS AVAILABLE AND INTERESTED TO TEACH THAT.

AND SO, THAT'S WHY WE HAVE SUCH VARIABILITY ACROSS OUR SCHOOLS.

BECAUSE, YOU KNOW, SOME SCHOOLS, YOU KNOW A PROGRAM IS KIND OF SUSTAINING ON ITS OWN. WHERE AT ANOTHER SCHOOL, THEY MAY NOT EVEN HAVE A TEACHER TO TEACH THAT COURSE.

SO THERE'S A LOT OF FACTORS IN IT.

BUT IN GENERAL, I WOULD SAY CONSISTENCY IN THE NUMBER OF

COURSES THAT ARE OFFERED. >> SO I JUST HAD A QUESTION IN REGARDS TO MANY OF THIS IS ABOUT SECONDARY SCHOOLS.

SO MY QUESTION WOULD BE, HOW ABOUT IN OUR ELEMENTARY SCHOOLS? WHAT ARE WE DOING IN THAT AREA TO ENSURE THE STUDENTS THERE HAVE THAT OPPORTUNITY?

>> YEAH. AND SO, I WOULD A COUPLE OF PIECES. ONE, SOME OF OUR SOCIAL STUDIES CURRICULUM REALLY IS ABOUT DEVELOPMENT OF SELF, DEVELOPMENT OF INTEREST. OOKING AT YOUR COMMUNITY AND YOUR INVOLVEMENT IN THE COMMUNITY.

SO THAT'S, YOU KNOW, IN OUR EARLY GRADES.

WE ALSO PARTNER WITH OUR PTAS AROUND SOME OF THOSE, IF YOU WILL, EXTRACURRICULARS. YOU KNOW, MANY OF THE EXTRACURRICULARS THAT ARE OFFERED AT OUR ELEMENTARY SCHOOLS. THINGS LIKE LEGO, CHESS -- THERE'S JUST A LOT OF DIFFERENT TYPES OF ACTIVITIES THAT OUR

STUDENTS EXPERIENCE THERE. >> ANY OTHER QUESTIONS?

[00:25:06]

>> LET'S SAY YOU DO HAVE A TEACHER -- BUT WHAT IS THE THRESHOLD FOR STARTING A CLASS ALONG THOSE LINES? (INDISCERNIBLE)? (AWAY FROM MICROPHONE).

IS IT A THIRD OF A CLASS? A QUARTER OF THE CLASS? HALF-FULL? WHAT?

>> YOU KNOW, AS A MASTER SCHEDULE IS DEVELOPED, THERE'S A TECHNICAL ANSWER TO THIS. BECAUSE WHAT YOU DO WITH ONE CLASS? IT ACTUALLY AFFECTS YOUR ENTIRE MASTER SCHEDULE. SO THERE ARE DECISIONS THAT SCHOOLS HAVE TO MAKE AROUND DO WE WANT TO SEE A PROGRAM AS WHAT YOU ARE SAYING? BECAUSE IF YOU NEVER SEED THAT PROGRAM, IT REALLY IS HARD TO GAIN MOMENTUM.

SO, YOU KNOW, IF A CLASS IS MAYBE HALF SUBSCRIBED, A SCHOOL MAY DECIDE TO OFFER THAT PROGRAM.

IF THEY DO THINK IT'LL GAIN MOMENTUM.

BUT THERE'S CONSEQUENCES TO OFFERING A CLASS WITH ONLY, YOU KNOW, 15 TO 20 STUDENTS WITHIN YOUR OVERALL MASTER SCHEDULE FOR SINGLE YEAR. THAT'S WHY YOU WOULDN'T SEE IT HAPPEN YEAR OVER YEAR IN ANY ONE MASTER SCHEDULE.

>> THE DECISION PROCESS KIND OF REMINDS ME OF THE RTA DESK OR THE METRO AND THEIR DECISION NOT TO PUT A ROUTE IN.

PROVE TO ME YOU HAVE RIDERSHIP? WELL I CAN'T PROVE RIDERSHIP UNTIL YOU CAN PROVE YOU HAVE A ROUTE.

>> AND THERE ARE TIMES -- THERE HAVE BEEN TIMES IN THE PAST WHERE WE HAVE ALSO WORKED WITH OUR SCHOOLS TO SEE PROGRAMS OR TO HELP IF WE KNOW THERE IS A PROGRAM THAT IS GOING TO PHASE OUT. BUT IT'S A COURSE OF STUDY.

WE PROVIDED SOME ADDITIONAL STAFFING FOR SCHOOLS SO THEY CAN DO EITHER THAT SEATING WELL OR TO PHASE OUT A PROGRAM.

SO THAT STUDENTS COURSE OF STUDY ISN'T INTERRUPTED.

SO BOTH OF THOSE THINGS HAVE HAPPENED.

>> DIRECTOR LIBERTY. >> HAVE A COMMENT.

I'M TRYING TO REMEMBER ORDER OF OPERATIONS.

ARE WE (INDISCERNIBLE)? THIS JOG MY MEMORY.

WE HAVE AN OE-14 CROSS-REFERENCE TO POLICIES IN OE-11 THAT ARE RELATED. THIS IS ONE OF THOSE.

I JUST THINK AND IT OCCURS TO ME IN OUR FUTURE MONITORING REPORT THAT IS PROBABLY A GOOD IDEA TO LINK IT BACK TO HAVE SOME REFERENCE -- FOR EXAMPLE, THIS 11 POINT FIVE (INDISCERNIBLE) INSTRUCTIONAL PROGRAM INCLUDES OPPORTUNITIES FOR STUDENTS. AND IN OE-14 POINT THREE WE HAVE A POLICY THAT'S RELATED TO THAT BUT HAS AN EQUITY OVERLAY TO THAT. I THINK WHEN WE ARE TALKING ABOUT THIS IN THE CONTEXT OF OE-11 POINT FIVE, I THINK IT'S IMPORTANT TO RECOGNIZE A MONITORING REPORT.

THAT WE DO ALSO HAVE A POLICY AND WE MONITOR CLIENTS WITH THE EQUITY OVERLAY FOR THIS. AND THAT WAS TRUE FOR 11 POINT FOUR AS WELL. THIS IS WHAT JOG MY MEMORY OF

IT. >> NO PROBLEM.

ANY OTHER QUESTIONS? ALL RIGHT, WITH THAT WE WILL

MOVE ON TO 11 POINT SIX. >> OKAY.

11 POINT SIX STATES THAT THE SUPERINTENDENT WILL ENSURE THE INSTRUCTIONAL PROGRAM ACCOMMODATES THE DIFFERENT LEARNING STYLES OF STUDENTS AND DIFFERENTIATES INSTRUCTION TO MEET THE NEEDS OF STUDENTS OF VARIOUS BACKGROUNDS AND ABILITIES. I'LL START BY SAYING THAT'S A VERY SIGNIFICANT POLICY STATEMENT.

I WOULD SAY THE EVIDENCE AROUND THAT COULD BE QUITE LENGTHY.

YOU HAVE SOME OF THAT IN YOUR REPORT.

SO JUST WANT TO POINT TO A FEW DIFFERENT ELEMENTS.

FIRST IS THE EXPANSION OF OUR INCLUSIONARY PRACTICES, WHICH IS NOW WELL GROUNDED IN OUR PRESCHOOL PROGRAM MOVING UP INTO OUR ELEMENTARY PROGRAM .

WE ARE CONTINUING TO SUPPORT OUR SCHOOLS TO DEVELOP A MULTI TIERED SYSTEM OF SUPPORT. THE PURPOSE IN NECK, THAT REALLY IS ALL ABOUT UNDERSTANDING AND PROVIDING SUPPORT, INTERVENTION AND SERVICES TO STUDENTS THAT HAVE VARIOUS LEARNING NEEDS. WE PROVIDE SERVICES SPECIFICALLY FOR STUDENTS WITH UNIQUE LEARNING NEEDS EMMA LB AT STUDENTS IN SPECIAL EDUCATION, MULTILINGUAL LEARNERS WERE HIGHLY CAPABLE PROGRAMS. WE HAVE A DISTRICT PROGRAM CALLED SAFETY NET SERVICES THAT PROVIDE SERVICES FOR STUDENTS THAT AREN'T OTHERWISE QUALIFIED

[00:30:02]

WE ALSO, AS WE TALKED ABOUT IN OUR STUDY SESSION TONIGHT, THE FOCUS ON UNIVERSAL DESIGN FOR LEARNING IS REALLY ABOUT ENSURING THAT OUR INSTRUCTORS CONTINUE TO BUILD THEIR SKILLS SO THAT CORE INSTRUCTION IN THE GENERAL EDUCATION CLASSROOM IS ACCESSIBLE TO ALL STUDENTS. AND AGAIN, THAT'S A BIG ASK OF OUR INSTRUCTORS AND WE KNOW IT'S THE RIGHT THING TO DO FOR KIDS. AND SO, THE WHOLE CONCEPT AROUND UNIVERSAL DESIGN FOR LEARNING IS THAT WE ARE THINKING THROUGH THE WHOLE EXPERIENCE AND THE NEEDS OF STUDENTS AND THE DIFFERENT SKILLS AND UNIQUE TALENTS THAT STUDENTS ARE BRINGING TO THAT SPECIFIC CLASSROOM.

SO AGAIN, THIS IS A VERY BIG POLICY STATEMENT THAT THE BOARD HAS. AND THERE IS A LOT OF WORK GOING IN TO ADDRESS THE SPECIFIC AREA FOR OUR STUDENTS.

>> ARE RIGHT. HEARING NO COMMENTS.

>> GREAT. 11 POINT SEVEN STATES THE SUPERINTENDENT WILL ENSURE STUDENTS STARTING IN ELEMENTARY SCHOOL AND CONTINUING THROUGHOUT HIGH SCHOOL HAVE OPPORTUNITIES AND EXPERIENCES TO ACTIVELY EXPLORE OPTIONS FOR THEIR FUTURES IN WAYS THAT ARE RELEVANT TO THEM.

AND SO ON MY SLIDE DECK HERE IT SAYS STUDENTS IN GRADES EIGHT THROUGH 12.T'S ACTUALLY STUDENTS GRADES SIX THROUGH 12.

THE BOARD REPORT HAS BEEN UPDATED WITH THAT INFORMATION.

WE AS A PROGRAM CALLED ZULLO TO COMPLETE OUR HIGH SCHOOL AND BEYOND PLAN. THAT ALSO INCLUDES AT A FEW DIFFERENT STOPS ALONG THE WAY CAREER INVENTORY ASSESSMENTS.

I KNOW AS STUDENTS GO THROUGH THAT, SOME OF THAT IS BENEFICIAL. SOME OF THAT, THERE'S SOME CHUCKLES ROUTE IT. BUT ULTIMATELY, WHAT DOES IT DO? THE INTENT IS TO TRY TO GET OUR STUDENTS ACTUALLY START THINKING ABOUT A CAREER -- DIFFERENT CAREERS THAT THEY COULD HAVE IN MIND.

MAYBE CAREERS THAT THEY OTHERWISE WOULDN'T HAVE THOUGHT OF. BECAUSE THERE'S A LOT OF DIFFERENT WAYS TO EXPERIENCE WORK AND THINGS LIKE THAT IN THE FUTURE. MANY OF OUR AFTERSCHOOL CLUBS AND ACTIVITIES DO PROVIDE OPTIONS AND OPPORTUNITIES FOR STUDENTS. THAT REALLY IS AT ALL LEVELS.

YOU THINK ABOUT AT THE ELEMENTARY LEVEL, THEY ARE MORE DIRECTED AND PRESCRIBED. BUT THEN YOU GET INTO OUR SECONDARY. THE SECONDARY LEVEL, STUDENTS ARE REALLY MOVING FORWARD WITH THEIR IDEAS FOR THE TYPES OF CLUBS AND ACTIVITIES THEY WANT TO PARTICIPATE IN.

MANY OF THEM ARE CAREER FOCUS. SOME OF OUR CLUBS AND ACTIVITIES THAT RCT FOCUSED REALLY ARE ABOUT DEVELOPING LEADERS. NUMBER OF DIFFERENT WAYS THAT

WE MEET THIS POLICY. >> DIRECTOR STUART.

>> HOW MANY CLUBS IN OUR SECONDARY SCHOOLS, WOULD YOU SAY, ARE IN HIGH SCHOOLS OR PARTICULAR, ARE IN LIEU OF A

CLASS? >> I DON'T FEEL LIKE I COULD ANSWER THAT ON THE SPOT. I THINK THERE ARE A NUMBER OF CLASSES THAT MAY BE STUDENTS -- STUDENTS PARTICIPATE IN BECAUSE THAT CLASS ISN'T OFFERED. BUT I DON'T HAVE THAT DATA

SPECIFICALLY. >> JUST CURIOUS.

>> DIRECTOR CHOI. >> DO STUDENTS PARTICIPATE IN EXTRACURRICULAR SCHOOL SPONSORED CLUBS NOT AT THEIR

ASSIGNED SCHOOL? >> GENERALLY, THE ANSWER IS NO.

BECAUSE, TYPICALLY, YOU NEED TO EITHER BE AN ESB MEMBER OR BE ROSTER DEAD THAT'S COOL. I SEE ONE OF OUR LOCAL EXPERTS WANTS TO PROVIDE COMMENT AROUND THAT.

>> OKAY. SO FOR MY PERSONAL EXPERIENCE, YES, THERE ARE SOME CLUBS AT DIFFERENT SCHOOLS THAT SOME SCHOOLS PROVIDED SOME SCHOOLS DON'T.

FOR EXAMPLE, DECA VERSUS (INDISCERNIBLE) AND SOME SCHOOLS HAVE DECA AND SOME SCHOOLS HAVE (NAME).

I KNOW PEOPLE WHO HAVE PARTICIPATED IN STEM (NAME).

IT DOES HAPPEN, BUT IT'S NOT SUPER COMMON THAT PEOPLE DO THAT. BUT THERE ARE PEOPLE THAT DO THAT. I'M PRETTY SURE THAT ALSO

WORKS. >> SO SHIVANI, THE REAL QUESTION IS DO YOU REMEMBER WHAT (NAME) AND (NAME) STANDS FOR? [LAUGHTER] FUTURE BUSINESS LEADERS, I

[00:35:04]

BELIEVE, OF AMERICA. >> POP QUIZZES ARE NOT ALLOWED UP HERE! (LAUGHING)

[LAUGHTER] >> SO WHAT SHIVANI SAID AND IN GENERAL, WHAT I DON'T KNOW IS DUE OUR STUDENTS AT OUR CHOICE SCHOOLS PARTICIPATE IN THEIR LOCAL HIGH SCHOOL? THEIR NEIGHBORHOOD SCHOOL? I DON'T KNOW THE ANSWER TO THAT

PIECE. >> THE REASON I WAS ASKING IS I WAS CURIOUS IF A PROGRAM DIDN'T EXIST AT YOUR SCHOOL, IF YOU KNEW OF ANOTHER HIGH SCHOOL THAT OFFERED IT? ARE THERE OBSTACLES TO TRY TO GET INVOLVED WHEN YOU ARE NOT AN ENROLLED STUDENT AT THAT SCHOOL?

OR IF IT'S ACCEPTABLE? >> ANOTHER ONE OF OUR RESIDENT

EXPERTS HAS A COMMENT ON THAT! >> I CAN'T THE ADMINISTRATIVE TYPES OF OBSTACLES, BUT TIME AND TRANSPORTATION.HE VAST MAJORITY OF CLUBS ARE RIGHT AFTER SCHOOL.

IN THE TIME IT TAKES YOU TO GET FROM YOUR SCHOOL TO ANOTHER SCHOOL, YOU'RE GOING TO MISS HALF THE MEETING ANYWAY.> I BELIEVE DIRECTOR CHOI JUST REVEALED A PERSONALITY TRAIT THAT SHE WOULD ASK PERMISSION VERSUS I WOULD JUST SHOW UP

UNTIL THEY KICK ME OUT. >> I DO BELIEVE THERE ARE ADMINISTRATIVE CHALLENGES TO IT AS WELL.

AS A CHOICE SCHOOL, YOU HAVE NO OPPORTUNITY -- (INDISCERNIBLE).

THERE IS NOT A DEFINITE GUARANTEE THAT ONE COMPREHENSIVE HIGH SCHOOL CAN GO TO A DIFFERENT COMPREHENSIVE HIGH SCHOOLS EXTRACURRICULAR. SO THAT'S A PIECE OF LIKE SOME INFORMATION -- IF WE HAVE ANY DATA OR INFORMATION AROUND THESE EXTRACURRICULARS? IF WE ARE BASING THAT OUR ELEMENTARY STUDENTS ARE GETTING THEIR ACCESS THROUGH THE EXTRACURRICULARS, DO WE PAY ANY ATTENTION TO WHAT'S BEING PROVIDED AND IF SO, IS THAT PTA DRIVEN? WE HAVE VERY EXCELLENT SERVICES AND PROGRAMS PROVIDED BY OUR PTA. BUT IT WOULD BE GREAT TO LOOK AT THAT FROM THE EQUITY SIDE. I KNOW THAT'S AN OE-14 AS WELL.

O I PREFER THAT MORE THAN JUST BEING OFFERED. DON'T KNOW IF WE HAVE ANY DATA AROUND THE NUMBER OF STUDENTS WHO ARE PARTICIPATING. WE TALKED ABOUT THAT.

AND THAT COULD POTENTIALLY BE A SURVEY QUESTION.

COLLECTING THAT INFORMATION BE HARD.

BUT THAT'S SOMETHING TO THINK ABOUT TO REALLY DRIVE AT HOME A LITTLE BIT BETTER. MARK?

>> JUST A QUICK FOLLOW-UP TO THE QUESTION I HAD EARLIER ABOUT THE NUMBER OF CLUBS THAT EXIST IN IN LIEU OF A CLASS.

I'D REALLY LIKE TO BE ABLE TO SEE SOME NUMBERS IN THE FUTURE.

TO SEE HOW MANY CLASSES OR HOW MANY CLUBS -- TO BE QUITE FRANK, IF WE DIDN'T OFFER A CHEMISTRY CLASS AND WE OFFERED A CHEMISTRY CLUB, THERE'D BE ONE HELL OF AN EXPLOSION FROM THE PARENTS. WHEREAS, WE DON'T HAVE JOURNALISM. BUT YET, WE HAVE JOURNALISM CLUBS. WHICH IS STILL A SORE POINT

AFTER NINE YEARS ON THE BOARD (LAUGHING).>> YOU WOULD BE PLEASED TO KNOW THAT I WROTE DOWN JOURNALISM BEFORE YOU SET IT.

[LAUGHTER] >> AFTER NINE YEARS, YOU

FIGURED OUT -- (INDISCERNIBLE). >> ANY OTHER QUESTIONS AROUND 11 POINT SEVEN AND ARE EXTRACURRICULAR ACTIVITIES AND RELEVANCE? OKAY.

>> OKAY. 11 POINT EIGHT IS THE OTHER AREA THAT IS RATED IN NONCOMPLIANCE.

IT STATES THE SUPERINTENDENT WILL ENCOURAGE NEW AND INNOVATIVE PROGRAMS, CAREFULLY MONITORING AND EVALUATING THE EFFECTIVENESS OF ALL SUCH PROGRAMS AT LEAST ANNUALLY.

SO A COUPLE OF THINGS HERE. WHEN WE THINK ABOUT INNOVATION TRULY, THE IDEA OF IMPLEMENTING INCLUSIONARY PRACTICES .

NNOVATION BEING MODIFYING, CHANGING AND ADAPTING OUR PRACTICES TO BE BETTER. I THINK THAT DOES ALIGN WITH THAT. WE DO CONTINUE TO EVALUATE AND UPDATE INSTRUCTIONAL METHODS AS NEW CURRICULUM IS ADOPTED.

ONE PIECE HERE, AND I WANT TO MAKE SURE I STAYED IT CORRECTLY. OVER HALF OF OUR ELEMENTARY SCHOOLS HAD A TEACHER THAT ENGAGE THEIR STUDENTS IN COMPUTER SCIENCE LEARNING THIS LAST YEAR.O WHILE AGAIN THAT WASN'T THE UNIVERSAL ROLLOUT, WE DO HAVE A COMPUTER SCIENCE SPECIALIST WHO IS PROVIDING SUPPORT.

FOR THE 22-23 MONITORING. THERE WILL BE SOME ADDITIONAL INFORMATION ABOUT THAT AS WE CONTINUE TO BUILD THOSE PROGRAMS OUT. I KNOW THERE IS SOME COMPUTER SCIENCE I GOT PUSHED OUT EVEN TO OUR PRESCHOOL PROGRAMS THIS SCHOOL YEAR. THE BOARD HAS TALKED ABOUT

[00:40:03]

THE REASON THIS IS RATED IS NOT IN COMPLIANCE IS ONE OF THE BOARD'S INDICATORS FOR COMPLIANCE IS THAT THE DISTRICT IMPLEMENTS AND INNOVATIVE GRANTS PROGRAM.

WE HAVE NOT CONDUCTED THAT PROGRAM SINCE 2019 FOR A COUPLE OF REASONS.NE, SOME PROGRAM DESIGN PIECES AROUND THAT GRANT PROGRAM. AND THEN, WITH COVID, WE JUST

DID NOT RUN THAT GRANTS PROGRAM.>> DIRECTOR LIBERTY.

>> DR. HOLMEN, BUT I DIDN'T HEAR FROM YOU IS A PROPOSAL TO REMOVE THAT INDICATOR FOR COMPLIANCE.

AS AN INDICATOR FOR COMPLIANCE. IS THAT SOMETHING YOU WOULD

PROPOSE? >> SO AT OUR LAST BOARD

MEETING, TALKED ABOUT OE-11. >> THAT'S RIGHT.

>> WITH SOME VERY NARROW FOCUS --.

>> I DON'T REMEMBER THIS BEING --.

>> WE TALKED ABOUT THIS POLICY AND DOES THE BOARD WANT OF

VALUE STATED AROUND INNOVATION? >> YET.

>> WE DIDN'T GET TO THE INDICATORS COMPONENT.

YOU'LL SEE MY SUMMARY SLIDE AROUND POLICY RECOMMENDATIONS.

I JUSTTHINK WE NEED TO DO AN OVERALL LOOK AT OE-11.

BECAUSE THERE IS A LOT OF DUPLICATION OF EVIDENCE , BECAUSE THE POLICY, I THINK THERE IS SOME REPETITIVENESS POTENTIALLY. THERE IS ALSO SOME OTHER AREAS THAT I THINK WILL BE LIVING IN TWO PLACES -- THE BATTERY REVIEW PROCESS WHICH WE WILL GET TO LATER.

THERE ARE SOME PIECES AROUND CALENDAR, WHICH I THINK WOULD BE BETTER IN OB THREE. I THINK THERE'S JUST AN OVERALL POLICY REVIEW WE NEED TO DO WITH OE-11.

TO MAKE SURE THAT TRULY, THE BOARD'S VALUES ARE BEING EXPRESSED AND MEASURES AS PART OF THIS POLICY.

THAT BRINGS ME STEPS TO BRING IT BACK INTO COMPLIANCE.T REALLY IS A CONVERSATION WITH THE BOARD AROUND UPDATING POLICY. THAT PRIMARILY IS WHAT I

BELIEVE NEEDS TO HAPPEN. >> I FULLY AGREE WITH THAT.

THE CHALLENGES THAT -- I MEAN, I WASN'T PARTICULARLY SATISFIED WITH THE EVIDENCE OF COMPLIANCE BECAUSE THEY WERE ALL TALKED DOWN. AND TO ME, INNOVATION, WHEN WE SAY ENCOURAGING NEW INNOVATING PROGRAMS, THAT DOESN'T MEAN DECIDING WHICH ONES ARE GOING TO HAPPEN.

AND SO, THAT'S MY FUNDAMENTAL STRUGGLE WITH THIS.

I GET THAT THERE ARE OTHER PIECES.

BUT THIS IS THE ONLY PLACE THAT INNOVATION APPEARS.

AND I STILL DO BELIEVE, AS A SINGLE BOARD MEMBER, THAT THAT IS A VERY IMPORTANT VALUE TO ME.

IT'S NOT THAT I WANT JOHN TO BE INNOVATIVE.

I WANT JOHN'S TEAM TO ENCOURAGE INNOVATION, RATHER THAN IMPOSE INNOVATION. SOME NOT SATISFIED WITH WHERE WE ARE AT JUST BECAUSE IT'S NOT GETTING AT WHAT I'M AFTER YET.

BUT I DON'T KNOW HOW TO GO THERE YET.

>> IRONICALLY, I THINK THE GRANTS (INDISCERNIBLE).

SO MY QUESTION IS, IS THERE A PLAN TO IMPLEMENT THAT FOR THIS YEAR? THE INNOVATIVE PROGRAM GRANTS?

TO BRING THEM BACK? >> I THINK PART OF THIS POLICY REVIEW, CONVERSATION AROUND DID WE REALLY ACCOMPLISH INNOVATION WITH THOSE GRANTS? SO -- I CAN'T SAY YES OR NO TONIGHT. ONLY BECAUSE -- SOME OF WHAT WAS DONE WAS SUCCESSFUL. I'M NOT SURE IT LED TO INNOVATION THAT THEN EXPANDED AND TURNED INTO MORE UNIVERSAL

SUPPORT FOR STUDENTS. >> HOLD THOSE THOUGHTS BECAUSE I CAN SEE A PLACE WHERE THEY CAN FALL INTO THE WORK PLAN AS FAR AS ADDITIONAL THOUGHTS GOING FORWARD.

ANY OTHER QUESTIONS? ALL RIGHT.

>> 11 POINT NINE STATES THAT THE SUPERINTENDENT WILL ASSURE THE INSTRUCTIONAL PROGRAM INCLUDES A COMPELLING AND REALISTIC VISION OF TECHNOLOGY THAT SPECIFIESTECHNOLOGY USE IN THE LEARNING ENVIRONMENT , INTEGRATION OF TECHNOLOGY INTO (INDISCERNIBLE) ACROSS ALL GRADE LEVELS AND INTEGRATION OF

[00:45:02]

SO COUPLE OF PIECES HERE. WE PREVIOUSLY HAD A PROCESS WHERE SCHOOLS WOULD CREATE A PLAN FOR INTEGRATION OF TECHNOLOGY. WE CALLED IT A BIT PLAN, I BELIEVE. BUILDING INSTRUCTIONAL TECHNOLOGY PLAN. AND THEY WOULD WRITE GOALS AND THINGS LIKE THAT. AND THEN WE WOULD HAVE OUR SCHOOL IMPROVEMENT PLAN. IF WE WANT TO INTEGRATE TECHNOLOGY INTO INSTRUCTION, THOSE REALLY NEED TO BE TOGETHER. SO NOW, OUR SCHOOLS, AS OPPOSED TO WRITING A SEPARATE PLAN FOR TECHNOLOGY, THEY ARE EMBEDDING INSTRUCTIONAL TECHNOLOGY AS PART OF THEIR INSTRUCTIONAL GOALS. WE HAVE A GROUP CALLED OUR TECHNOLOGY INTEGRATION FACILITATORS.

THEY ARE CURRENT TEACHERS WHO VOLUNTEER TO TAKE ON AN ADDITIONAL PAID RESPONSIBILITY, WHERE THEY ARE ACTUALLY FACILITATING ONGOING -- WE CALL IT PROBLEMS AND PRACTICE AT THIS POINT. WHERE TEACHERS ARE ACTUALLY GETTING TOGETHER AND TALKING ABOUT WHAT ARE THE BEST METHODS AND WAYS TO INTEGRATE TECHNOLOGY INTO INSTRUCTION? AND THEY ARE ACTUALLY TALKING ABOUT REAL INSTRUCTION AND REAL CLASSROOM EXPERIENCES TO IT ESSENTIALLY ENHANCE THEIR COLLECTIVE EXPERIENCE FOR INTEGRATING TECHNOLOGY INTO THE CURRICULUM. AS THE BOARD KNOWS, WE'VE HAD COMMENTS OVER THE YEARS AROUND STUDENTS ABILITY TO ACCESS THEIR WEB APPLICATION AND SOFTWARE.

AND SO, JUST THIS LAST YEAR, WE ADOPTED WHAT'S CALLED CLASS LINK. IT'S A FORM OF SINGLE SIGN-ON, WHICH, YOU KNOW, FOR OUR STUDENT REPS, THEY MAY NOT BE AS IMPORTANT.HEY PROBABLY LIKE IT.

BUT YOU THINK OF OUR YOUNGER STEP SHOW KINDERGARTNERS, A FIRST GRADE STUDENT. HER TEAM WAS ACTUALLY ABLE TO DEVELOP A PROTOCOL WHERE STUDENTS HAVE A QR CODE THAT THEY HOLD UP TO THE CAMERA ON THE COMPUTER THAT LOCKS THEM IN. ALMOST LIFE-CHANGING FOR OUR KINDERGARTEN AND FIRST GRADE TEACHERS, AS THEY ARE WANTING TO IMPLEMENT. BUT THE EFFORT TO GET STUDENTS LOGGED INTO THE COMPUTER WAS SO SUBSTANTIAL THAT IT ACTUALLY WAS A BARRIER FOR TEACHERS -- BECAUSE THEY WERE JUST USING SO MUCH CLASS TIME TO GET STUDENTS ON THE COMPUTER.

SO YOU KNOW, SOMETHING LIKE THAT ACTUALLY ALLOWS OUR TEACHERS TO BE CREATIVE AND INNOVATIVE.

HOW DO I WANT TO USE THESE TOOLS AS PART OF INSTRUCTION? AND THEN, YOU CAN IMAGINE WITH ALL OF THE WEB APPLICATIONS AN SOFTWARE IS THAT WE HAVE , WE HAVE A WHOLE TEAM OF PEOPLE THAT REALLY WORKS TO MAINTAIN A LIBRARY OF VIDEOS AND SUPPORT MATERIALS FOR OUR TEACHERS. BECAUSE AS THEY ARE TRYING SOMETHING EITHER FOR THE FIRST TIME OR MAYBE SOMETHING THAT THEY ONLY USE A COUPLE OF TIMES A YEAR? HAVING THOSE SUPPORT MATERIALS IS CRITICAL TO THEM BEING ABLE TO USE THOSE THINGS WITH FIDELITY IN THE CLASSROOM.

>> SINGLE QUESTIONS. >> 11 POINT 10 STATES THAT THE SUPERINTENDENT WILL REGULARLY EVALUATE AND MODIFY ALL INSTRUCTIONAL PROGRAMS AS NECESSARY TO ASSURE THEIR CONTINUED EFFECTIVENESS. AND SO, WE DO HAVE A CALENDAR THAT WE THEN ALSO THROUGH A CONSISTENT PROCESS, EVALUATE OUR CURRICULUM. AND SO EVERY CURRICULUM DISTRICT ADOPTED CURRICULUM IS ON A CYCLE FOR REVIEW, ANALYSIS AND UPDATING.HERE IS A BUDGET THAT'S ALIGNED WITH THAT AS WELL TO MAKE SURE WE HAVE THE RESOURCE TO BE ABLE TO PROVIDE FOR THAT. I WOULD SAY WITH THE INTRODUCTION OF OPEN EDUCATIONAL RESOURCES AND THOSE TYPES OF THINGS, THE TEAM HAS ADOPTED THEIR PRACTICES TO MAKE SURE THEY ARE REALLY CONSIDERING THE WHOLE SCOPE AND SCALE OF AVAILABLE CURRICULUM ALIGNED WITH OUR VALUES, ALIGNED WITH OUR EQUITY GOALS, ALIGNED WITH OUR STANDARDS IMPLEMENTATION. ALL OF THOSE PIECES ARE STILL IN PLAY, BUT THE WORLD OF CURRICULUM HAS CHANGED DRAMATICALLY OVER THE LAST 10 YEARS.

THE DISTRICT ALSO USES DISTRICT FEEDBACK.

THIS LAST YEAR WE DID INTERNAL FEEDBACK SURVEYS THAT THE BOARD IS AWARE OF. WE CONDUCTED OUR PANORAMA SURVEY'S WITH OUR FAMILIES AND STUDENTS.

WE WILL GET BACK TO OUR TYPICAL PROGRAM EVALUATIONS PUSHING IT OUT TO MORE STAKEHOLDERS THAN JUST INTERNAL THIS COMING YEAR.

>> DIRECTOR CHOI. >> THE EVIDENCE OF COMPLIANCE,

[00:50:09]

RESULTS OF THAT SURVEY? >> OF THE PANORAMA SURVEY? SO WE HEARD FROM FAMILIES THAT STUDENTS NEEDED ADDITIONAL SEL SUPPORTS.O THE BOARD HEARD THOSE RESULTS AS PART OF RESULTS THREE. RESULTS THREE IS DIRECTLY ALIGNED WITH OUR STATE SEL BENCHMARKS.

THAT IS HER SOCIAL EMOTIONAL LEARNING BENCHMARKS.

WE HEARD THAT CONSISTENTLY FROM OUR STUDENTS AS WELL.

BOTH SEL LEARNING AND ALSO BEHAVIORAL HEALTH AND MENTAL

HEALTH SUPPORTS. >> DIRECTOR STUART.

>> IS THERE -- YOU MENTIONED A SURVEY OR REACH OUT TO THE TEACHERS AND THE STAFF -- IS THIS SIMILAR TO A PANORAMIC SURVEY? AND IF SO, (INDISCERNIBLE)

FEEDBACK FROM STAFF? >> LET ME TALK ABOUT THE

PROCESS. >> OKAY.

>> THAT MIGHT HELP ILLUMINATE SOME OF THIS.

SO WE CONDUCT WHAT WE CALL A PROGRAM SURVEY ON AN ANNUAL BASIS. PRIOR TO COVID, IT WAS BOTH AN INTERNAL AND AN EXTERNAL FEEDBACK.

SO OUR FAMILIES AND COMMUNITY PROVIDED FEEDBACK AROUND THAT AS WELL. WITH OUR INTERNAL STAFF, WE CONDUCT THIS PROGRAM -- SURVEY WITHIN OUR TEACHERS CONTRACT.

WE ACTUALLY REFERENCE THIS SURVEY.

BECAUSE ONE OF THE QUESTIONS THAT WE HAD FROM OUR TEACHERS THROUGH THAT PROCESS WAS -- YOU ARE GIVING TOO MUCH TO US -- YOU KNOW, TOO MANY NEW THINGS TO DO.

SO HOW CAN WE ASSURED THAT THERE IS VOICE AND KIND OF A CONSISTENT RESPONSE TO HOW YOU ARE IMPLEMENTING NEW THINGS? ND SO WE STARTED THIS PROGRAM SURVEY, KIND OF IN COLLABORATION WITH LW EA. WE RECEIVE THOSE RESULTS BACK.

WE ACTUALLY THEN TAKE THOSE RESULTS, TAKE OUR FAMILY RESULTS, AND MEET WITH A CORE GROUP OF CERTIFICATED STAFF MEMBERS AND OUR UNION LEADERSHIP.

TO JUST UNDERSTAND, HERE'S THE FEEDBACK WE RECEIVED.

IS THERE ANY ADDITIONAL FEEDBACK YOU WOULD GIVE US RUN THESE PROGRAMS AND SERVICES? WE THEN TAKE THAT FEEDBACK AND AS WE ARE DEVELOPING OUR PLANS FOR THE NEXT SCHOOL YEAR, WE ACTUALLY USE THAT FEEDBACK TO DEVELOP PROFESSIONAL LEARNING.

TO EITHER MOVE FORWARD WITH MAYBE A NEW INITIATIVE THAT WE ARE THINKING ABOUT -- HIT PAUSE ON SOMETHING WE ARE DOING BECAUSE THE FOCUS NEEDS TO BE ELSEWHERE.

OR IT JUST HELPS US UNDERSTAND HOW IS THE IMPLEMENTATION OF SOMETHING THAT WE STARTED OR A NEW INITIATIVE THAT WE STARTED THE YEAR PRIOR -- LIKE, HOW WAS THAT EXPERIENCE FOR OUR TEACHERS? SO THAT'S REALLY KIND OF THE FULL CYCLE. THIS LAST YEAR, WE CONDUCTED THE PROGRAM SURVEY WITH OUR TEACHERS.

THEN WE DID A LISTING SESSION AT EACH ONE OF OUR SITES BASED ON THE FEEDBACK WE RECEIVED. SO WE HAD THE FEEDBACK FROM THE SURVEY. BUT THEN WE ALSO HAD A CONVERSATION WITH EVERY SCHOOL AROUND THAT FEEDBACK SO THEY COULD ACTUALLY PUT VOICE AND MORE INFORMATION AROUND THAT

DATA THAT WE COLLECTED. >> WAS THE LISTENING SESSION STIMULATED, I GUESS BY VIRTUE -- THE POSITIVE VERSUS NEGATIVE OR VICE VERSA OF MORALE? OR -- STAFF?

TEACHER? >> A COUPLE OF THINGS CAUSE US TO GO THAT DIRECTION.ONE, YOU KNOW, TEACHERS HAD BEEN ASKED TO DO MORE AND DIFFERENT -- I JUST SAY STAFF, NOT JUST TEACHERS. A STEP.

YOU KNOW, CERTIFICATED, CLASSIFIED, ADMINISTRATIVELY.

AND WE HAD BEEN FACE TO FACE WITH THEM OR REALLY JUST HAD DIALOGUE WITH OUR STAFF TO THAT LEVEL.

AND SO, IT JUST -- FOR US, WE WANTED TO MAKE SURE THAT WE WERE SPENDING THE RIGHT AMOUNT OF TIME WITH OUR STAFF AROUND THAT FEEDBACK. BECAUSE FOLKS WERE TIRED.

FOLKS WERE, YOU KNOW, THE LEVEL OF STRESS THAT PEOPLE WERE FEELING. AND SO, PLANNING FOR THIS SCHOOL YEAR FELT VERY, VERY IMPORTANT.

SO IT'S KIND OF ALL OF THOSE THINGS PUT TOGETHER CAUSED US TO DO THAT. SO OUR CENTRAL LEADERSHIP TEAM, ALONG WITH ONE OF OUR TEACHERS ON SPECIAL ASSIGNMENT, OUR SPECIALIST ACTUALLY SPENT TIME. WE DOCUMENTED THAT -- THE FEEDBACK. DOCUMENTED IT AND THEN ACTUALLY CODED ALL OF THE FEEDBACK SO WE COULD USE THAT INFORMATION.

[00:55:07]

UNDERSTAND IT BETTER. >> THE REASON WHY I'M ASKING IS AS WE STRUGGLE WITH TRYING TO -- FIRST OF ALL, STAFF (LAUGHING) ARE TEACHING POSITIONS IN OTHER POSITIONS.

IT MIGHT BE HELPFUL FOR THE BOARD TO SEE THE DATA YOU GATHERED. TO SEE, YOU KNOW, STRESS LEVELS, MORALE LEVELS TO SEE WHERE INDEED MIGHT BE OUR WEEK LINKS? GOD KNOWS I DON'T KNOW IF THERE'S ANY WAY WE WOULD BE ABLE TO HELP, BUT THE IDEA OF TRYING TO TRACK TEACHERS AND CHANGE OUR DEMOGRAPHICS, THAT INFORMATION MIGHT BE VERY HELPFUL TO THE BOARD.

>> YEAH. THERE'S TWO SETS OF DATA.

THERE'S A PROGRAM SURVEY THAT KINDA PROVIDES DIRECT FEEDBACK.

THERE'S ALSO THE ONGOING PANORAMA SURVEY WITH STAFF.

THAT COMES HER AS PART OF THE MONITORING AND WE CAN CALL THAT

OUT MORE SPECIFICALLY. >> OKAY.

THANK YOU. >> YEAH.

>> A QUICK FOLLOW-UP. SO YOU DID THAT WITH STAFF.

HAS ANY OF THAT BEEN DONE WITH FAMILIES OR STUDENTS?

>> WE HAVE NOT. >> OKAY.

PLAN TO? >> YES.

>> JUST CHECKING! IT SOUNDS LIKE A GREAT OPTION.

>> IT ACTUALLY ILLUMINATED A LOT OF GOOD FEEDBACK FOR US.

YOU DO A SURVEY, IT'S HELPFUL IN HAVING STORY AND VOICE PUT TO THAT FROM STAKEHOLDERS, REGARDLESS OF WHO THAT IS, IS REALLY BENEFICIAL. SO WE WERE VERY GLAD -- YOU CAN IMAGINE 50 PLUS SCHOOLS. THAT'S A SIGNIFICANT ALLOCATION OF STAFF TIME. BUT TO A PERSON, THEY SAID IT WAS HIGHLY VALUABLE NOT ONLY FOR US TO GIVE THIS QUANTITY OF DATA, BUT ALSO JUST FOR THEM TO FEEL REENGAGED IN THE WORK.

SO IT WAS A GOOD PROCESS. >> GREAT.

ANY OTHER QUESTIONS? >> HAVE WE LOOKED AT OR MAYBE THE STAFF HAS IDEAS ON HOW TO DEVELOP BETTER TECHNIQUES? WE HAD A LEARNING PROCESS DURING COVID WITH REMOTE LEARNING. I WOULD THINK WE COULD SAY WE LEARNED A LOT OF THINGS THAT WENT WELL AND A LOT OF THINGS THAT DIDN'T GO WELL. HAVE WE DEVELOPED -- I GUESS, A PLAN, A STRATEGIC PLAN OF HOW TO DO REMOTE LEARNING BETTER? WHAT DID WE LEARN? WHAT WOULD BE LIKE TO TRY? WHAT TECHNOLOGIES ARE NEEDED TO MAKE IT WORK BETTER?

YOU SEE WHERE I'M GOING? >> MM-HMM.

>> OKAY. >> WE DO HAVE THAT DOCUMENTED.

BECAUSE WE DID LEARN A TREMENDOUS AMOUNT.

SOME OF IT'S LIKE THE INVISIBLE PIECES OF REMOTE LEARNING THAT NONE OF US EVER SEE. IT IS THE BACKEND.

PART OF IT WAS HOW DO WE GET ACTUAL DEVICES IN THE HANDS OF KIDS? SOME OF IT WAS DISTRIBUTION OF MATERIALS. BECAUSE WHILE REMOTE LEARNING HAPPENS HERE ON THE COMPUTER, THERE'S ALSO A MATERIALS COMPONENT TO IT. SO YEAH, THERE WAS A NUMBER OF

LESSONS. >> AS I RECALL, WE DID (INDISCERNIBLE) WORK ON GETTING TECHNOLOGY INTO THEIR HANDS.

(INDISCERNIBLE). BUT I THINK THE PARENTS REALLY APPRECIATED HOW SPEEDY WAS ABLE TO BE ACCOMPLISHED.

NOT ONLY APPRECIATED, BUT THEY WERE AMAZED.

>> ARE RIGHT. NO MORE QUESTIONS.

>> OKAY. 11 POINT 11.

THE SUPERINTENDENT WILL ADEQUATELY MONITOR AND CONTROL STUDENT ACCESS TO AND UTILIZATION OF ELECTRONICALLY DISTRIBUTED CONTENT INFORMATION.

SO WE DO HAVE A STRUCTURED PROCESS TO EVALUATE SOFTWARE AND WEB APPLICATIONS FOR USE WITH STUDENTS.

WE CALL IT (NAME). SOFTWARE AND WEB APPLICATION PROCESS.REVIEW PROCESS. AND WHILE THAT IS AN INTERESTING ACRONYM, IT TRULY DOES REQUIRE A CONSIDERATION OF ALL OF THE DIFFERENT REQUIREMENTS AROUND THE AGE OF STUDENTS, THE CONTENT THEY ARE RECEIVING.

BUT ALSO, WHAT INFORMATION IS BEING COLLECTED AND SHARED AS PART OF THAT REVIEW PROCESS. AGAIN, CLASS LINK DEFINITELY PROVIDES A GREATER LEVEL OF ACCESS.

BUT IT ALSO IS ANOTHER METHOD FOR ENSURING THAT OUR STUDENTS ARE ACCESSING THE CORRECT TOOLS.

AND THEN THIS LAST YEAR WE ADOPTED A NEW WEB FILTER.

[01:00:04]

BUT THIS IS A MUCH MORE NIMBLE, I'LL SAY, WEB FILTERING PROCESS. WHERE PREVIOUSLY, IT WAS KIND OF A RIGID PROCESS. WE ARE ACTUALLY ABLE TO FILTER DIFFERENTLY, MORE EFFECTIVELY. AND AS WE FIND TOOLS THAT OUR SCHOOLS NEED OR OUR STUDENTS BENEFIT FROM, THINGS LIKE YOUTUBE IS MORE AVAILABLE THAN IT'S EVER BEEN BEFORE.

BUT WE ARE ACTUALLY ABLE TO FILTER IT CORRECTLY.

SO THAT OUR STUDENT REPS AREN'T HAVING ACCESS TO THINGS FOR OUR DISTRICT NETWORK THAT THE LAW DOES NOT ALLOW FOR.

THERE'S SOME COMPLEXITY IN ALL OF THAT.

BUT OUR PREVIOUS FILTER, IT WAS EITHER YOUTUBE YES OR YOUTUBE NO. AND BECAUSE OF WHAT'S AVAILABLE ON THE TOTALITY OF YOUTUBE, IT WAS A NOTE.

WELL, THIS FILTER CAN ACTUALLY -- IS RESPONSIVE TO DIFFERENT LEVELS OF SECURITY. SO THINGS LIKE THAT PROVIDE MORE SEAMLESS EXPERIENCES FOR STUDENTS, BUT ALSO KEEPS UNPROTECTED. SHIVANI?

>> OKAY. SO THIS IS MORE OF A COMMENT.

BUT I DO APPRECIATE THE NEW FILTERING.

BECAUSE I THINK IT MAKES MORE EQUITABLE BECAUSE STUFF THAT'S NOT AVAILABLE ON THE SCHOOL COMPUTER LIKE MOST STUDENTS WOULD DO ON THE HOME COMPUTER. BUT NOW THAT MORE STUFF IS AVAILABLE, IT'S MORE EQUITABLE AND EASIER FOR STUDENTS TO ACCESS THE SAME INFORMATION. ADDITIONALLY THOUGH, I DO THINK THERE ARE SOME -- I THINK THERE COULD BE SOME UPGRADES TO THE FILTERING. BECAUSE I DO KNOW IT STILL BLOCKS INFORMATION OR RESEARCH WEBSITES.

BUT I THINK IT'S GETTING BETTER.

AND I JUST WANTED TO SAY (LAUGHING) THANK YOU FOR THAT.

>> THAT'S (NAME), OUR EXECUTIVE DIRECTOR OF TECHNOLOGY SERVICES. HE CAME FROM THE WALLA WALLA SCHOOL DISTRICT AND BROUGHT WITH HIM A NUMBER OF NEW AND UNIQUE IDEAS. OUR FORMER ASSISTANT SUPERINTENDENT SALLY (NAME). SHE CREATED THIS REALLY ROBUST SYSTEM, HANDED IT OFF TO FOREST AND HE'S BEEN ABLE TO DO SOME REALLY NICE THINGS, SUCH AS A NEW FILTERING PROCESS AND PROGRAM. AND A LOT OF OTHER THINGS ON THE BACKEND THAT NONE OF US SEE BUT KEEP US PROTECTED.

>> DIRECTOR STUART. >> I BELIEVE THIS LAST WEEK OR SO THERE WAS A NEWS ARTICLE THAT I SHARED WITH YOU ALL ABOUT I THINK IT WAS NEW JERSEY THAT PASSED LEGISLATION MANDATING THE STUDENTS TO LEARN HOW TO BECOME BETTER USERS OF THE INTERNET WORLD, IF YOU WILL.

I WAS JUST WONDERING, FROM THE NEW TECHNOLOGIES YOU BEEN ABLE TO ADAPT AND THE NEW FILTERS AS YOU MENTIONED, ARE WE GONNA BE ABLE TO DO SOMETHING ALONG THOSE LINES?

TO DO SOME INSTRUCTION ON THAT? >> SO WE PROVIDED THE BOARD WITH A BRIEF, JUST HIGH-LEVEL AS TO WHAT WE'RE PROVIDING.

THE TEAM IS ALSO MAPPING OUT RIGHT NOW WHERE SHOULD STUDENTS BE RECEIVING INSTRUCTION AROUND APPROPRIATE USE, CYBER BULLYING -- YOU KNOW, ALL THOSE DIFFERENT ASPECTS.

WE HAVE A STUDENT ACCEPTABLE USE PROCEDURE AROUND TECHNOLOGY. WHILE THAT IS AN IMPORTANT PIECE TO HAVE FOR COMPLIANCE AND THINGS LIKE THAT, THAT REALLY ISN'T TRAINING STUDENTS. WE DO HAVE ADOPTED CURRICULUM AROUND THIS, BUT IT'S REALLY MAPPING OUT WHERE IN HIS STUDENTS EXPERIENCE ARE THEY RECEIVING THAT INSTRUCTION.

>> IT SEEMS THAT JERSEY PIECE WHERE IT WAS GOING TO WAS THE IDEA OF HOW TO DISCERN FACT FROM OPINION.

AND BASICALLY, DELIVERING A JUDGMENT FACTOR.

LEARNING HOW TO JUDGE WHAT IS GOOD INFORMATION, WHAT IS QUESTIONABLE INFORMATION. AND I THINK, TO BE QUITE FRANK, PREPARING A STUDENT FOR COLLEGE OR BEYOND HIGH SCHOOL, THAT'S AMAZINGLY A GREAT LEARNING TOOL.

>> YET. I'LL ASK THE TEAM TO MAKE SURE IF THAT WASN'T PART OF THEIR THINKING (INDISCERNIBLE).

I KNOW MANY LIBRARIANS, AS PART OF THEIR INSTRUCTION AT THE ELEMENTARY LEVEL, THAT'S ONE OF THE THINGS I KNOW MANY OF THEM DO. I DON'T KNOW IF IT'S UNIVERSAL.

THAT'S A GOOD QUESTION. EXY MAY BE SOMETHING THAT NEEDS TO BE CARRIED OVER INTO THE HIGH SCHOOL (INDISCERNIBLE).

>> 11 POINT TWO (INDISCERNIBLE) TIME FOR STUDENTS DURING THE ACADEMIC DAY. WE HAVE REQUIREMENTS AROUND

[01:05:02]

WE DO HAVE ADMINISTRATIVE POLICY THAT DIRECTS OUTSIDE ACTIVITIES AND EXPERIENCES DURING THE SCHOOL DAY.

BUTTE VIDEOS BEING SHOWN IN THE CLASSROOMS OR OTHER TYPES OF THINGS THAT ARE OCCURRING WITHIN OUR SCHOOLS THAT COULD TAKE AWAY FROM INSTRUCTIONAL TIME.UT THE KEY TO OUR POLICIES IS THAT IT'S ALIGNED WITH THE INSTRUCTIONAL

OUTCOMES. >> SHIVANI.

>> I JUST WANTED TO ASK IF INSTRUCTIONAL TIME ALSO INCLUDED TEACHER OFFICE HOURS AFTER OR BEFORE SCHOOL?

>> SO INSTRUCTIONAL TIME IS CONSIDERED -- SEE, NOW YOU'RE GOING TO GET ME INTO THE TECHNICAL DETAILS OF THIS.

IT'S 180 DAYS OR THE AVERAGE OF 1020 HOURS FOR STUDENTS.

SO THAT TRULY IS THE CORE INSTRUCTIONAL TIME THAT STUDENTS ARE, IF YOU WILL, REQUIRED TO BE IN CLASS.

SO THAT EXCLUDES OFFICE OUR TYPE -- THOSE TIMES.

>> ARE RIGHT. SEEING NO OTHER QUESTIONS.

>> GREAT. 11 POINT 13 STATES THE SUPERINTENDENT WILL REVIEW SCHOOL ATTENDANCE BOUNDARIES AS NEEDED TO ASSURE REASONABLE BALANCE IN STUDENT ENROLLMENT.

I CAN MAKE THE CONNECTION BETWEEN THE REASONABLE BALANCE IN STUDENT ENROLLMENT AND INSTRUCTIONAL PROGRAMS. THE INDICATOR IS REALLY AROUND IS THE BOARD INFORMED OF STUDENT ENROLLMENT AND PROJECTIONS? AND ARE WE FOLLOWING THROUGH WITH THOSE PROCESSES FOR ATTENDANCE -- CHANGING ATTENDANCE BOUNDARIES? SO AS THE BOARD KNOWS, YOU RECEIVE ENROLLMENT AND PROJECTION UPDATES THROUGH STUDY SESSIONS, THROUGH WRITTEN BOARD BRIEFS, THINGS LIKE THAT THROUGHOUT THE YEAR TO KEEP YOU APPRISED OF THAT INFORMATION AND CHANGES.

LAST YEAR, WE DID NOT HAVE ANY ATTENDANCE BOUNDARY REVIEWS.

>> DIRECTOR LIBERTY. >> I MAY BE JUMPING AHEAD TO WHAT YOU'RE GETTING TO ON THIS BUT I ASSUME -- WOULD YOU AGREE THIS WOULD BE MORE APPROPRIATE IN THE FACILITIES

(INDISCERNIBLE)? >> SO THIS IS ALMOST VERBATIM.

I DON'T BELIEVE IT'S IN FACILITIES.

I BELIEVE IT'S EITHER IN OE THREE -- IT'S IN ANOTHER POLICY. SO WE ARE REPORTING ON THIS ALREADY. SO YES, I WOULD RECOMMEND JUST STRIKING THIS FROM OE-11. EVEN THOUGH I UNDERSTAND THE CONNECTION. I MEAN, HAVING OUR SCHOOLS MAINTAIN CONSISTENT ENROLLMENTS ACROSS THE COMMUNITY MAKE SENSE FOR HOW THAT AFFECTS INSTRUCTION.

AND IT'S BEING MONITORED ELSEWHERE.

>> OKAY. >> OKAY.

11 POINT 14 STATES THE SUPERINTENDENT WILL IMPLEMENT AND ENSURE (INDISCERNIBLE) TIME DISTRIBUTION (INDISCERNIBLE) SCHOOL DISTRICT CALENDAR THAT ALIGNS BUT WITH STATE REQUIREMENTS AND NEGOTIATED CONTRACTS AND PROVIDES REASONABLE (INDISCERNIBLE) FLEXIBILITY (INDISCERNIBLE) CIRCUMSTANCES. THE DISTRICT DEVELOPS A CALENDAR ANNUALLY THAT ALIGNS WITH STATE LAW AND CONTRACTS.

THAT AND WE ALSO MAINTAIN A RELIGIOUS HOLIDAYS CALENDAR FOR DISTRIBUTION AS WELL. WE DISTRIBUTE IT OUT TO FAMILIES THROUGH OUR REGULAR CHANNELS.

WE ALSO POST IT ON OUR WEBSITE AND WE CONTINUALLY REVISIT IT KNOWING TIMES WHERE THERE ARE ERRORS IN THE APPLICATION OF THE RELIGIOUS CALENDAR. BUT I WOULD SAY WHEN I THINK ABOUT WHEN THIS WAS BROUGHT ON BOARD, MAYBE EIGHT YEARS AGO? FIVE YEARS AGO? THAT WE SEE LESS AND LESS CONFLICTS. BUT WHEN WE DO, WE ADDRESS

THEM. >> DIRECTOR STUART.

>> IT SEEMS TO ME IT'S LESS OF A CONFLICT OF THE PARENTS.

AND IT'S A NEEDED REMINDER, PERHAPS, FOR STAFF.

THAT MEANS YOU HAVE WITH ALL OF THE BUILDINGS PRIOR TO THE BEGINNING OF THE SCHOOL YEAR, A VERY HEAVY REMINDER --

[01:10:02]

THEREFORE, THEIR ATTENTION SPAN MIGHT BE A TAD CHALLENGED.

>> ARE TWO THINGS THERE. ONE IS MAINTAINING THIS CALENDAR AND COMMUNICATING. WE DO IT VERBALLY AND IN WRITING AND THINGS LIKE THAT. AND WE ASK OUR SCHOOLS TO ALSO UNDERSTAND THEIR LOCAL COMMUNITY.

>> YES. >> YOU KNOW, WE HAVE FAMILIES FROM ALL ACROSS THE GLOBE. THAT MEANS THERE IS A UNIQUE RELIGIOUS, CULTURAL OBSERVATIONS AND RECOGNITIONS THAT OCCUR. ONE SCHOOL MAY HAVE A LARGER POPULATION THAT THEY MAY BE FASTING.

THEY MAY NOT ATTEND SCHOOL. SO IT'S JUST WE WANT OUR SCHOOL TO BE AWARE OF THOSE THINGS. RECOGNIZE THOSE THINGS.

WORK WITH OUR FAMILIES. BECAUSE WE APPRECIATE THAT THEY CONTINUE TO PARTICIPATE IN EVENTS THAT ARE MEANINGFUL FOR THEIR FAMILIES, THEIR COMMUNITIES.

AND IT REALLY DOES BRING A RICHNESS TO OUR SCHOOLS.

>> YET. THE ABSENCES, REALLY, TAKE PRECEDENCE WHEN (INDISCERNIBLE) A TEACHER SAYS I'M SORRY, YOU MISSED THAT TEST? YOU'RE OUT OF LUCK.

>> ABSOLUTELY. >> NO FURTHER QUESTIONS.

>> OKAY. AND SO, TO ME, THERE'S JUST AN OVERALL POLICY REVIEW THAT WE NEED TO DO WITH OE-11.

TO TIGHTEN IT UP AND TO MAKE SURE THE VALUES THAT THE BOARD HAS AROUND INSTRUCTIONAL PROGRAM TRULY ARE EVIDENT IN THE POLICY. THERE ARE SOME PIECES WITHIN THIS POLICY THAT I FEEL ARE VERY TECHNICAL IN NATURE.

WHICH I'M NOT SURE IT IS PROVIDING THE BOARD WITH THE LEVEL OF INFORMATION THAT TRULY HELPS YOU EVALUATE THE

OPERATIONS OF THE DISTRICT. >> WHEN IT GETS TO MORE TECHNICAL ASPECTS, PERHAPS WHEN WE GET TO THE TECHNICAL ASPECTS AND INTERPRETATION, IF YOU WILL, OF HOW THIS HAS AN IMPACT ON THE OVERALL -- THIS IS THE TECHNICAL.

YOU DON'T NEED THE (INDISCERNIBLE).

YOU KNOW, (INDISCERNIBLE). >> JUST AS AN EXAMPLE.

SORRY, I DON'T HAVE A COPY OF THE WRITTEN REPORT IN FRONT OF ME TONIGHT. BUT ALIGNED CURRICULUM WITH STANDARDS. TO ME, THAT'S A VERY TECHNICAL -- MAYBE IT WAS IMPORTANT AT ONE POINT.

IT FEELS LIKE THAT IS SUCH A STANDARD PRACTICE OF THE DISTRICT. AND IT'S CALLED OUT IN OTHER PLACES. I JUST WONDER IF, YOU KNOW, THAT SPECIFIC ELEMENT IS NO LONGER NEEDED? TO ME, IT'S REALLY A REVIEW OF THE WHOLE POLICY, NOT JUST ONE SPECIFIC COMPONENT. NEXT THANK YOU.

ALL RIGHT, SO WITH THAT, I BELIEVE WE HAVE THE END OF THE PRESENTATION PART OF THE OPERATIONAL EXPECTATIONS.

THANK YOU FOR THE QUESTIONS AND CLARIFICATIONS AS WE WENT THROUGH THAT. THE NEXT STEP IS TO THEN APPROVE THE MONITORING REPORT AS PRESENTED WITH THE NOTED EXCEPTIONS. AND THEN, PROCEED TO ANY DISCUSSION AROUND OR ANYTHING YOU WOULD LIKE TO HIGHLIGHT HER DIRECTION. I THINK THERE BEEN A FEW THINGS STATED THROUGH THE CONVERSATION THAT WE COULD POTENTIALLY HIGHLIGHT THERE. SO WITH THAT, I'LL ENTERTAIN A

MOTION. >> AND MOVE APPROVAL OF THE MONITORING REPORT FOR OE-11 AS PRESENTED, WHICH IS IN COMPLIANCE WITH THE TWO NOTED EXCEPTION.

ONE TWO 11 POINT FOUR AND 11 POINT EIGHT, AS WELL AS THE PLAN TO DASHCODE THE PROPOSAL TO BRING IT INTO COMPLIANCE IN

APPENDIX A. >> SECOND.> SO MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR CARLSON TO APPROVE -- SECONDED BY DIRECTOR STUART TO APPROVE THE MONITORING REPORT AS PRESENTED. WITH THAT, I WILL OPEN IT UP FOR DISCUSSION. DIRECTOR LALIBERTE, AND THEN

DIRECTOR CARLSON. >> FIRST OF ALL, I AGREE ON WHO MADE THE MOTION. IT'S IN COMPLIANCE AND WE WILL BE VOTING THE SAME WAY. I DO THINK THAT WE NEED TO DO A POLICY REVIEW OF THE WHOLE POLICY.

AND I'M REMEMBERING NOW OUR DISCUSSION FROM LAST MEETING, WHERE WE BEGAN THAT DISCUSSION AND TABLED IT.

[01:15:08]

I DON'T SEE IT QUITE BUILT IN YET TO HAVE THAT.

BUT I HOPE WE CAN DO THAT WITHIN THE NEXT COUPLE MONTHS.

THE LONGER WE MOVE FROM THIS DISCUSSION LESS AND LESS I WILL RECALL OF IT. I WOULD JUST HOPE THAT SOMETIME IN THE BEGINNING OF THE NEXT YEAR WE CAN HAVE THIS OE-11 ON

OUR WORK PLAN. >> YES.

I THINK THERE ARE PIECES THAT WE HAVE BUT NOT THE WHOLE POLICY.

>> SOAP ON AN EVEN BIGGER PICTURE, IF FOR EXAMPLE, 11 POINT 13 IS DEPLETED OF SOMETHING IN ONLY THREE? I AM 100 PERCENT BEHIND ONLY PUTTING IT IN ONE OR THE OTHER.

THE QUESTION TO ME IS FOR OE-14, (INDISCERNIBLE) TWO THINGS THAT ARE RELATED.S THIS THE SORT OF THING WHERE AS WE RENOVATE OE-11, DO WE WANT TO ADD A SET OF NOT JUST HOTLINKS BETWEEN SPECIFIC ALWAYS HERE, BUT A HOTLINK OF OH, HERE ARE OTHER OT'S THAT ARE RELEVANT (INDISCERNIBLE) (AWAY FROM MICROPHONE). YEAH.

SORRY, THE SECOND WORD IS NOT GOING TO COME TO ME.

ANYWAY, I'M THINKING THAT WE PROBABLY DO WANT TO HAVE THAT HOTLINK. IT DOES MAKE THE UPDATING A NIGHTMARE. BECAUSE IF YOU CHANGE ONE, SOMEWHERE YOU HAVE TO MAKE SURE ALL THE HOTLINKS ARE UPDATED.

BUT IT WOULD BE WORTHWHILE. >> SO AS PART OF DISCUSSION THAT WAS OCCURRING, INNOVATION AND HOW WE ADDRESS THAT IS DEFINITELY A PIECE I THINK WE NEED TO LOOK AT GOING FORWARD.

AND HOW WE CALLOUT THAT VALUE. I THINK AS WE LOOK AT THE REVAMPING, THAT WAS THE PIECE THAT CALLS OUT TO ME.

WHAT DO WE WANT TO SAY ABOUT THE INSTRUCTIONAL PROGRAM NOW? SO HOW DO WE START TO CALLOUT SOME OF THOSE VALUES TO OUR COMMUNITY IN REGARDS TO THIS THAT WE WANT TO SEE WITHIN THE ORGANIZATIONAL OPERATIONS? I THINK THERE ARE A LOT OF GOOD PIECES THAT WE CAN DO. INNOVATION IS ONE THAT IS DEFINITELY THERE. (INDISCERNIBLE).

AS I LOOK AT THAT, YES IT'S IN COMPLIANCE.

THERE ARE CHANGES WE NEED TO DO.

I THINK THE WHOLE CET AND HANDS-ON LEARNING, WE HAD SIGNATURE PROGRAMS AT ONE POINT IN TIME.

THOSE HAVE SORT OF EXISTED -- WHAT DOES IT MEAN TO BE DOING HANDS-ON LEARNING? SO WHAT IS IT THAT WE ARE LOOKING FOR THAT THAT'S OCCURRING TO GO FORWARD? I'M NOT SURE IT'S AS CLEARLY DEFINED AS WE NEED IT.

AND IF THAT'S AN AREA THAT WE REALLY WANT TO SUPPORT AND SEE, THAT WOULD BE A GOOD WAY IN WHICH TO DO SO.

DIRECTOR CHOI. >> I DOES LIKE TO HAVE A DISCUSSION AROUND 11 POINT NINE, MAY BE, WHEN WE REVISIT THE POLICY. (INDISCERNIBLE) PROGRAM INCLUDES A COMPELLING AND REALISTIC VISION OF TECHNOLOGY, TO ME, MY INTERPRETATION OF THAT IS FUTURE TECHNOLOGY.

I WOULD QUESTION WHETHER OR NOT THE INDICATORS AND EVIDENCE OF COMPLIANCE REALLY TARGET THAT? BECAUSE I'M THINKING WHAT IS THE FUTURE OF TECHNOLOGY? IT'S ROBOTICS, IT'S AR, IT'S AI. IT'S VR.

THERE'S SO MUCH -- COMING AT US REALLY QUICKLY.

I DON'T SEE ANY OF THAT IN OUR POLICY.

>> I REMEMBER ATTENDING AN NASBA CONFERENCE SESSION AROUND THE ROLE OF AI AND HOW YOU NEED TO START THINKING ABOUT ETHICS WITH AI. AND DISCUSSING THAT AND BRINGING THOSE PIECES FORWARD IN CONVERSATIONS.

SO I THINK YOU BRING UP A GOOD POINT.

MAYBE THE TECHNOLOGY ANGLE IS WRONG.

AND I SEE OUR STUDENT REPS GIGGLING AT THE END THERE.

SO WHAT ARE YOU ALL THINKING?

[LAUGHTER] >> I MEAN, I CAN TELL YOU -- NOT FROM ANY PERSONAL EXPERIENCE.

I LEGITIMATELY DON'T KNOW ANYONE THAT'S EVER TRIED IT, BUT I DO KNOW THAT THERE ARE AI OUT THERE THESE DAYS I CAN WRITE ENTIRE ESSAYS FOR YOU. IT'S PRETTY WILD! (LAUGHING) SO -- I THINK -- I DON'T KNOW IF IT FALLS DIRECTLY UNDER THIS, BUT IF WE ARE TALKING ABOUT TECHNOLOGY, I THINK THERE IS SOME DEBATE TO HAVE ABOUT ARE WE LOOKING FAR ENOUGH INTO THE FUTURE? AND ARE WE FUTURE PROOFING OUR EDUCATIONAL INSTITUTIONS TO MAKE SURE THAT WE CAN HANDLE

SOMETHING LIKE THAT (LAUGHING)? >> SHIVANI?

>> TO ADD ON TO THAT, THERE IS REALLY AN AI ON THE INTERNET

[01:20:02]

AND THEY WOULD BE CAUGHT ON PLAGIARISM CHECKER'S RIGHT NOW.

THERE'S SO MANY. AND I'M PRETTY SURE IT'S GONNA BE INCREDIBLY DIFFICULT TO BE ABLE TO (LAUGHING) MAKE IT SO OUR EDUCATION SYSTEMS ARE ABLE TO COMBAT THAT, I GUESS,

CHEATING. >> TALKED ABOUT GRADED HOMEWORK IN THE STUDY SESSION!

[LAUGHTER] >> IT DOES BRING UP A LOT OF INTERESTING QUESTIONS. I LIKE THE WAY YOU PUT THAT, EVAN, ARE WE FUTURE PROOFING AND THINKING FAR ENOUGH OUT? I REMEMBER A PIECE OF THE WORK SESSION I ATTENDED WAS HOW GOOD IS THE DATA THAT'S GOING INTO THAT AI AS TO THE RESPONSE YOU GET BACK OUT OF IT? SO LEARNING WHAT THAT MEANS.

SO YOU COULD ACTUALLY PROGRAM YOUR OWN WAYS -- WHICH GETS TO SOME OF THE CRITICAL THINKING PIECES IN REGARDS TO MEDIA LITERACY. IT'S AN INTERESTING CONCEPT OF

WHAT YOU CAN DO WITH IT.>> AND I WOULD BE REMISS IF I DIDN'T PUT THIS PIECE OF DATA INTO THE ROOM.

OUR STATE, FIRST SCHOOL DISTRICT LIKE LAKE WASHINGTON SCHOOL DISTRICT, PROVIDES US AROUND $5 MILLION ANNUALLY FOR TECHNOLOGY.THANKFULLY OUR COMMUNITY PRIORITIZES TECHNOLOGY TO THE DEGREE THAT THEY DO.

THEY PROVIDE US LEVY FUNDING TO THE TUNE ABOUT $25-$30 MILLION A YEAR FOR OUR TECHNOLOGY PROGRAM.

WE ALSO NEED OUR LEGISLATURE AND THE STATE TO PRIORITIZE TECHNOLOGY, TO SUPPORT THE TYPE OF LEARNING WE BELIEVE STUDENTS

NEED TO BE FUTURE READY. >> OKAY.

SO THERE SOME FOLLOW-UP WITH 11 POINT NINE, 11 POINT THREE AND 11 POINT 13. ANY OTHER DISCUSSION? SEEING NONE, WITH THAT, I WILL CALL FOR A VOTE IN REGARDS TO APPROVING THE OPERATIONAL EXPECTATION 11, INSTRUCTIONAL PROGRAM AS IN COMPLIANCE WITH THE NOTED EXCEPTIONS.

[F. Superintendent Report]

>> AYE. >> ANYONE OPPOSE? HEARING ON, THE MOTION CARRIES. SO WITH THAT, WE ARE NOW DONE WITH OUR MONITORING SECTION. WE WILL NOW MOVE TO THE

SUPERINTENDENT REPORT. >> AS YOU CAN IMAGINE, EVERY MORNING OUR COMMUNITY WAITS ON BATED BREATH TO FIND OUT ARE WE TO HOURS LATE? ARE WE HAVING SCHOOL? WHAT'S HAPPENING? AND I CAN TELL YOU THAT THOSE DECISIONS AROUND SCHOOL EITHER BEING CLOSED FOR THE DAY, A TWO HOUR LATE START, COMES WITH SIGNIFICANT EFFORT AND AS MUCH INFORMATION AND DATA AS WE CAN PULL.SO OUR TEAM, ANYTIME THERE IS A SNOW EVENT IN THE FORECAST, MAKES SURE THAT WE ARE PREPARED. AN EXECUTIVE DIRECTOR OF SUPPORT SERVICES BRIAN BUCK TRULY DOES KIND OF MASTER PLAN AND ORCHESTRATE THE RESPONSE FOR MAKING SURE THAT OUR SITES AND FACILITIES ARE AS READY AS WE CAN GET THEM.

AND I SAY AS READY BECAUSE IT CAN'T BE PERFECT BUT THEY WORK REALLY HARD AT IT. THE DIRECTOR OF SUPPORT SERVICES LET US KNOW THAT WE HAD 16 TONS OF ICE MELT IN STOCK. SO YOU CAN IMAGINE WITH 50 PLUS SITES, NOT JUST SCHOOL SITES BUT THE RESOURCE CENTER, SUPPORTSERVICES, THE ANTICS ? THAT WE MAKE SURE WE GET THAT PUSHED OUT SO THAT OUR SCHOOLS AND SITES HAVE THE SUPPLIES THAT THEY NEED ON HAND TO ADDRESS THOSE ISSUES.

OUR WAREHOUSE TEAM IS ACTUALLY THE TEAM THAT DELIVERS IT.

SO THEY PUT ASIDE ALL OF THEIR OTHER PROJECTS TO MAKE SURE THAT WE GET THAT OUT. WE ACTUALLY HAVE A VENDOR THAT WE PARTNER WITH AROUND PLOWING. AND THERE IS A VERY DEFINED PROCESS OF WHO PLOWS WHEN AND WHICH SITES AND REGIONS AND THINGS LIKE THAT. AND AGAIN, EVEN WITH CONTRACTUAL SUPPORT, IT'S A HUGE EFFORT TO TRY AND GET ALL OF OUR CAMPUSES PLOWED AND READY.

YOU KNOW, SNOW ON THE NORTHWEST, IT COMES IN WAVES.

MAYBE ELLA BAKER GET (INDISCERNIBLE) IT'S REALLY CRAZY, THIS LAST SNOW EVENT. -- --.

[01:25:12]

REALLY, AS THE SNOW EVENT COMES, ALL OF OUR MAINTENANCE WORKERS, THEY SHIFT THEIR RESPONSIBILITIES TO SITE SUPPORT. AND THEY ARE RUNNING ALL OF THESE EQUIPMENTS AND CORRALLING THE BOWL TO MAKE SURE IT'S DOING SOMETHING IN SNOW. BUT I SAY THIS BECAUSE IT'S HIS HUGE EFFORT. OUR GOAL IS TO HAVE SCHOOL OPEN EVERY DAY. SO WE DO ALL OF THIS WORK, AND THEN EARLY IN THE MORNING, ABOUT 2:30, 3:00, WE HAVE STAFF OUT THERE DRIVING ALL REGIONS OF OUR DISTRICT TO MAKE SURE WE UNDERSTAND THE CONDITIONS TO THE BEST DEGREE POSSIBLE.

ASSOCIATE SUPERINTENDENT BARBARA POSTHUMUS AND DALE CODY. THEY THEN CONNECT WITH EXECUTIVE DIRECTOR BUCK TO GET THE FEEDBACK AROUND THE DIFFERING EXPERIENCES ACROSS THE SCHOOL DISTRICT, THE DIFFERENT DATA. WHAT ARE THEY HEARING FROM PSC AROUND POWER? WHAT ARE WE HEARING FROM OUR CITIES? IT'S ALL OF THAT INFORMATION -- ASSOCIATE SUPERINTENDENT POSSE WAS.

ASSOCIATE SUPERINTENDENT CODY BRINGING THE LENS.

IT'S BOTH OF THOSE AND ALL THE CONSIDERATIONS THAT COME INTO THAT. IT'S TAKING INTO CONSIDERATION THAT WE HAVE YOUNG DRIVERS THAT DRIVE THEMSELVES TO SCHOOL.

AND WE NEED TO BE THOUGHTFUL AROUND WHAT THAT EXPERIENCE IS LIKE FOR THEM. WE ALSO HAVE YOUNGERS THAT ARE WALKING TO SCHOOL. SO WHAT ARE THE COMMUNITY SIDEWALKS LIKE? WHAT IS CROSSING THE STREET GONNA BE LIKELY SO ALL OF THAT INFORMATION COMES INTO PLAY AS WE ARE MAKING A DECISION TO EITHER CLOSE SCHOOL FOR THE DAY WERE TO DO A TWO HOUR LATE START.

SO I JUST WANT TO RECOGNIZE IT TRULY DOES TAKE OUR ENTIRE STAFF LED BY OUR SUPPORT SERVICES TEAM TO ACCOMPLISH AS GOOD A DECISION AS WE CAN MAKE. I APPRECIATE OUR COMMUNITY FOR THEIR ONGOING UNDERSTANDING OF THESE DECISIONS.

GOT A FEW EMAIL -- LITERALLY, A FEW -- TWO OR THREE WITH SOME QUESTIONS. WITH PEOPLE GENUINELY UNDERSTANDING THERE REALLY IS A LOT OF TIMES NO GREAT DECISION.

AND PARTICULARLY THE SNOW EVENT? WERE WE HAD VERY (INDISCERNIBLE) EXPERIENCES ALL ACROSS THE SCHOOL DISTRICT. SO THE DAY THAT WE CLOSE, I KNOW THAT THERE WERE HOMES THAT HAD A DUSTING ON THE GRASS UP ON BRADMAN RIDGE AND SAMMAMISH, THEY HAD NORTH OF 10, 12 INCHES. SO JUST REALLY APPRECIATE -- YEAH. DIRECTOR STUART KNOWS WHAT WE ARE TALKING ABOUT (LAUGHING). OUR STAFF THEY DID A GREAT -- ABOUT 50 PERCENT OF OUR STAFF LIVES OUTSIDE OF THE DISTRICT.

AND MANY OF THEM, UP NORTH. MANY OF THEM HAD TO LEAVE EARLY, EARLY IN THE MORNING TO GET TO SCHOOL SO THEY WERE THERE WHEN STUDENTS ARRIVED. SO IT'S A BIG EFFORT BY EVERYONE -- STAFF, FAMILIES, STUDENTS -- TO MAKE SCHOOL HAPPEN WHEN WE DON'T HAVE IDEAL CONDITIONS.

SO JUST APPRECIATE ALL THE EFFORT THAT GOES INTO IT.

SO I THOUGHT I WOULD JUST SHARE THAT.

BECAUSE IT REALLY IS EVERYDAY A NEW EXPERIENCE TO MAKE THE DECISION AROUND WHAT WE ARE GOING TO DO THAT DAY.

>> THANK YOU. >> AND I SHOULD PROBABLY ALSO, WITH OUR DIRECTOR OF COMMUNICATIONS IN THE ROOM, COMMUNICATING ALL OF THIS IS NO SIMPLE TASK EITHER (LAUGHING).

SO PARENT SQUARE HAS ACTUALLY PROVIDED ADDITIONAL RESOURCES AND OPPORTUNITIES FOR US. SHANNON DISCOVERED OVER THE WEEKEND THAT IF SHE LETS THE AUTOMATED VOICE TO THE CALLS, IT ACTUALLY IS RECEIVED IN THE LANGUAGE OF PREFERENCE BY OUR FAMILIES. SO HOPEFULLY, THAT HELPS TO

[G. Public and Community Affairs]

SO I APPRECIATE HER AND HER TEAM FOR WHAT THEY ARE DOING,

TOO. >> THANK YOU.

SO OUR NEXT ITEM IS PUBLIC AND COMMUNITY AFFAIRS.

DIRECTOR STUART, DO YOU HAVE ANYTHING?

>> NOT SO MUCH FOR MY HAND BUT FOR SUPERINTENDENT, STAFF, AND LOOKS LIKE ABOUT HALF OF OUR LEGISLATIVE CONTACTS HAVE BEEN BOOKED -- MANY REMOTE, WHICH ACTUALLY AIDS, I THINK, IN OUR TURNOUT. I WOULD SAY WE ARE PRETTY MUCH

[01:30:10]

>> THANK YOU. ANYBODY ELSE?

[H. Closing Items]

WE ACTUALLY HAD SPOKEN ALREADY ABOUT THE EASTLAKE VISIT.

ONE OF THE THINGS THAT THE BOARD IS WORKING ON IN CONJUNCTION WITH STAFF IS ACTUALLY HAVE A SCHOOL VISIT ONCE A MONTH TO SORT OF HIGHLIGHT AREAS WHERE WE ARE -- THERE IS STRATEGIC WORK BEING DONE AND TO BE ABLE TO BE OUT AT OUR SCHOOL SITES. SO WE WILL ACTUALLY HAVE A SCHOOL VISITS TOMORROW. AND REMIND ME, I THINK FRANKLIN

IS THE ELEMENTARY SCHOOL? >> AND FINN HILL MIDDLE SCHOOL.

>> AND FINN HILL MIDDLE SCHOOL ARE THE TWO THAT WE WILL BE GOING TO TOMORROW. LOOKING FORWARD TO SEEING THEM TOMORROW. WE DO WRITE UP A REPORT ON THOSE AND IT WILL BE ON THE WEBSITE TO BE ABLE TO ACCESS.

AND IT GIVES US A GOOD OPPORTUNITY TO SEE ALL THESE THINGS AN ACTION THAT WE OFTEN HEAR ABOUT THE DON'T SEE ON THE GROUND. SO IT'S A NICE OPPORTUNITY.

AND LOOKING FORWARD TO SEEING SEVERAL OF YOU THERE TOMORROW! AND SO, OUR NEXT ITEM IS JUST A REVIEW OF THE BOARD MEETING SCHEDULE. OUR NEXT SCHEDULED MEETING IS -- IT'S ACTUALLY TOMORROW, THE SITE VISITS.

THEY HAVE BEEN ANNOUNCED TO THE PUBLIC.

AND THEN WE ALSO -- OUR NEXT ONE WON'T BE UNTIL JANUARY 9.

WE WILL HAVE A STUDY SESSION AT 5 P.M. AND A BOARD MEETING AT 7 P.M. SO DIRECTOR CARLSON, GO! OKAY! CAN YOU SEND ME AN EMAIL? (LAUGHING) THAT WOULD BE GREAT! ALL RIGHT. ANY OTHER BOARD MEMBER COMMENTS FOR THIS EVENING? DIRECTOR STUART.

>> ONE OF THE THINGS THAT'S LOOKING VERY APPARENT WHEN WE MOVED UP HERE WAS, UNLIKE LIVING IN CHICAGO, WERE BASICALLY THEY TOOK EVERY TRASH TRUCK AND PUT A PLOW ON THEM (LAUGHING) BECAUSETHEY OWNED THE TRASH TRUCKS .

IT OCCURRED TO ME JUST IN THE OFF CHANCE THAT WE HAVE NEIGHBORHOODS THAT DON'T GET EITHER CITY OR COUNTY SUPPORT IN SNOW REMOVAL, IT MIGHT NOT BE A BAD SAFETY ISSUE -- I DON'T KNOW IF IT'S AN INSURANCE PROBLEM -- TO HAVE PLOWS ATTACHED TO THE BUSES? TO TRY TO GET AROUND CERTAIN PROBLEMS THAT SOMEONE HASN'T GOTTEN TO YET.

AND ALL OF A SUDDEN THE BUSES GOING HOW IN THE DEVIL AM I GOING TO BACK OUT OF THIS? SO JUST A THOUGHT FOR FUTURE CONSIDERATION. AND AGAIN, I DON'T KNOW WHAT THE IMPACT IS, LEGALLY, IN THIS STATE.

BUT --. >> I'M SURE THAT'S BEEN WRITTEN DOWN. OKAY.

ANY OTHER COMMENTS?

* This transcript was compiled from uncorrected Closed Captioning.