Feb 04, 2023 February 4, 2023 Extended Study Session - 8:00 AM

[1. Call to order]

[00:00:07]

EXCELLENT. THANK YOU.

ALL RIGHT, GOOD MORNING. I WOULD LIKE TO CALL TO ORDER THE FEBRUARY 4, 2023, LAKE WASHINGTON SCHOOL DISTRICT STUDY SESSION. LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT. DIRECTOR CARLSON IS REMOTE FOR

[1. Sustainability]

PRETTY EXCITED. WE HAVE BEEN TALKING ABOUT THIS FOR A WHEEL AND WE HAVE AN OPPORTUNITY LEARN A LITTLE BIT MORE. WITH THAT DR. HOLMEN.

>>SUPERINTENDENT HOLMEN: GREAT, PROVIDING OPENING COMMENT, I WILL ASK THE BOARD TO LOG INTO BOARD DOCS BECAUSE I AM GOING TO ASK FOR SOME TIME JUST TO SPEND GOING THROUGH OUR PUBLIC COMMENTS AND JUST ASK THE BOARD WHAT ARE THE THINGS THAT YOU HAVE HEARD OVER THE LAST COUPLE OF MONTHS FROM COMMUNITY COMMENTS AS KIND OF A LEAD-IN TO OUR DAY TODAY BECAUSE I THINK IT IS IMPORTANT TO -- THE BOARD HAD THIS ON OUR WORK PLAN FOR THE YEAR. WE HAVE TALKED ABOUT THIS -- YOU KNOW THE BOARD HAD TALKED ABOUT THIS FOR A NUMBER OF YEARS.

WE PUT IT -- PUT SUSTAINABILITY IN THE LEGISLATIVE PLATFORM THIS YEAR, WHICH, AS YOU KNOW, HAS BEEN BENEFICIAL TO OUR OVERALL WORK AND ADVOCACY WITH OUR LOCAL DELEGATION AND SOME OF THE BILLS THAT WE ARE TESTIFYING TOO. AND SO WITHIN BOARD DOCS, THERE IS -- IF YOU GO INTO, I BELIEVE, IT IS THE AGENDA PORTION, THERE IS A LINK TO ALL THE COMMENTS THAT HAVE BEEN RECEIVED OVER THE LAST -- I AM JUST GOING TO SAY SIX TO EIGHT WEEKS.

I EXACTLY KNOW WHEN. SUSTAINABILITY.

KIND OF PUBLIC COMMENT CAME IN. IF YOU PULL THAT UP, THAT WILL BE HELPFUL. A VERY VIEW OF -- JEN, GO TO THE NEXT SLIDE, THE REVIEW OF OUR AGENDA TODAY.

I TOO -- TRY TO PUT SORT OF AN AGENDA TOGETHER.

JUST KIND OF TAKING A MOMENT TO REVIEW SUSTAINABILITY JUST TO ORIENT OURSELVES TO WHAT WE ARE TALKING ABOUT TODAY.

PART OF THAT IS ORIENTING OURSELVES TO THE COMMENTS THAT HAVE COME IN FROM THE PUBLIC. I WAS LOOKING FOR A VIDEO THAT DESCRIBED "SUSTAINABILITY" AND I FOUND A COUPLE AND I DECIDED THAT TO NOT BE PART OF OUR SESSION TODAY FOR A COUPLE OF REASONS. ONE, EVERYTHING WE SHARE TODAY IS WE ARE PUBLICLY SAYING THIS IS WHAT -- WHAT SUSTAINABILITY IS OR IS NOT AND I DIDN'T WANT TO TAKE THAT STEP BECAUSE THE WORLD OF COMMENTS AROUND THE SUSTAINABILITY ARE QUITE VAST.

AND SO CREATING AN OPERATIONAL DEFINITION COULD BE PART OF THE WORK OF THE DISTRICT AND AS THE BOARD CONSIDERS POLICY IMPLICATIONS, THE BOARD MAY WANT TO SPEND SOME TIME BEING CLEAR WHAT WE MEAN BY "SUSTAINABILITY" AND NOT.

WE ARE GOING TO SPEND ABOUT, YOU KNOW, 20 MINUTES OR SO JUST ORIENTING OURSELVES TO COMMUNITY COMMENT.

AND THEN FROM ABOUT 8:30 TO 9:30, DR. ROSE HAS DONE A NICE JOB OF TALKING WITH OUR STAFF AROUND SOME OF THE CURRICULUM CONNECTIONS. SHE HAS GONE INTO OUR CURRICULUM TO FIEND WHERE WE ACTUALLY ARE TEACHING SUSTAINABILITY TODAY.

WHERE WITHIN OUR CONTENT STANDARDS DO WE FIENDISH EWES RELATED TO SUSTAINABILITY -- FIND ISSUES RELATED TO SUSTAIN TO FIEND A SCOPE OF WHAT IS. DR. ROSE ALSO WENT INTO SOME OTHER AREAS TO PULL OUT INFORMATION THAT WILL HELP US UNDERSTAND KIND OF FROM THE ACADEMIC SIDE OF THE HOUSE HOW ARE WE CURRENTLY THINKING ABOUT AND ADDRESSING ISSUES OF -- EXCUSE ME, OF SUSTAINABILITY. DR. ROSE PULLED INFORMATION FROM THE KING COUNTY GREEN SCHOOLS AND TO GIVE UPDATE ON THAT DATA.

DALE CODY REACHED OUT TO OUR SECONDARY SCHOOLS TO FIND OUT -- A QUICK SNAPSHOT. WHAT ARE YOUR STUDENTS DOING OR SCHOOL DOING RELATED TO SUSTAIN SNBLT THAT INFORMATION, AGAIN, IT WILL PROVIDE KIND OF A BROAD BRUSH OVERVIEW AND I DON'T THINK IT IS TO THE LEVEL OF DETAIL TO SAY WE HAVE A CONSISTENT PROGRAM OR A NONCONSISTENT PROGRAM AT OUR SECONDARY SCHOOLS.

OUR ELEMENTARY IMPLEMENTATION OF SECONDARY EFFORTS ARE MUCH DIFFERENT THAN THE SECONDARY LEVEL FROM A FEW VANTAGE POINTS AND WE WILL TALK ABOUT THAT. SO JUST WANTED TO ORIENT THE

[00:05:05]

AND WE HAVE INVITED. YOU CAN SEE -- WE HAVE THREE EMPTY SEATS RIGHT NOW. TWO OF THOSE EMPTY SEATS YOU MAY NOT HAVE MET PREVIOUSLY. THEY ARE PART OF OUR RESOURCE CONSERVATION MANAGEMENT AND SUSTAINABILITY SUPPORT THROUGH MC KINSTRY AND I ASKED EXECUTIVE DIRECTOR BUCK TO JUST -- CAN YOU CAPTURE REALLY THE EFFORTS WE ARE DOING AS A DISTRICT FROM REALLY THE OPERATIONAL LENS RELATED TO SUSTAINABILITY.

AND BRIAN BARBER AND MYSELF MET WITH THEM LAST WEEK.

37 AND IT-- AND IT WAS HELPFUL D IMPRESSIVE FROM THE DIDN'T THAT THIS IS THE WORLD THAT HE LIVE IN EVERY DAY.

THAT THEY THINK ABOUT. THAT THEY ARE FOCUSED ON.

SO THEY BRING A DIFFERENT LENS. AND IT WAS REALLY HELPFUL JUST TO HEAR THEIR VOICE TALK ABOUT LAKE WASHINGTON SCHOOL DISTRICT'S EFFORTS RELATED TO THE REGION, RELATED TO THE COUNTRY AND WHERE WE STAND AS AN ORGANIZATION.

SO THEY HAVE A PRESENTATION. THEY WILL COME.

THEY WILL BE ABLE TO SPEAK TO THAT.

THEY OBVIOUSLY DO WORK WITH DISTRICT ALL ACROSS THE REGION AROUND SUSTAINABILITY AND RESOURCE CONSERVATION.

SO THEY BRING A VERY -- A VERY UNIQUE LENS.

THE LAST PORTION OF OUR AGENDA IS REALLY BOARD DISCUSSION.

AN OPPORTUNITY FOR THE BOARD TO DO SOME LEVEL SETTING AS A GOVERNING BODY, DESCRIBE SOME ACTION ITEMS THAT YOU ARE THINKING ABOUT. SO, JEN, WILL YOU GO TO THE NEXT SLIDE? OH, THAT IS A -- THAT IS A BAD YELLOW. IT IS GREEN ON MY SCREEN.

SO I APOLOGIZE. [LAUGHTER] I WILL READ IT. I TYPICALLY DON'T COME INTO A STUDY SESSION AND SAY WE NEED TO SET SOME EXPECTATIONS, BUT I THINK IT IS IMPORTANT FOR THIS TOPIC TODAY JUST BECAUSE THERE ARE SOME THINGS THAT TODAY IS ABOUT.

AND SOME THINGS IT IS NOT ABOUT. TODAY IS REALLY ABOUT BRINGING TO LIGHT THE WORK THAT LAKE WASHINGTON IS DOING.

IT IS NOT SAYING THAT WE HAVE REACHED OUR TARGET OR THAT WE REACHED A MILESTONE. IT IS JUST TO SAY HERE IS WHAT WE ARE DOING. TODAY IS ALSO ABOUT THE BOARD, AND I WILL JUST READ THAT LAST ONE.

SAYS TODAY IS ABOUT THE BOARD. BOARD MEMBER DISCUSSIONS OF POSSIBLE POLICY CHANGES OR OTHER FORMAL ACTIONS RELATED TO SUSTAINABILITY. I SAY THAT TODAY ISN'T THAT THE DISTRICT SHOULD DO X, Y AND Z. YOU SHOULD DEVELOP A PROGRAM AT ALL SCHOOLS. IT IS REALLY NOT THAT TODAY.

TODAY IS ABOUT THE BOARD AND REALLY STAFF.

WE HAVE NOT DONE THAT THIS TO DEGREE TO LEVEL SET AND SAY THIS IS WHAT WE ARE DOING AS A DISTRICT.

AND GIVES THE BOARD AN OPPORTUNITY THEN TALK ABOUT, OKAY, IF THIS IS A VALUE THAT WE HAVE AND COMMITMENT THAT WE HAVE, WHAT IS OUR WORK IN REALLY THE VISIONING AND LEADERSHIP, GOVERNING OF THE DISTRICT SO THEN, AS STAFF, WE CAN TAKE THAT VISION AND MAKE OPERATIONAL CONSIDERATIONS.

AND SO, I JUST WANTED TO BE CLEAR THAT TODAY ISN'T ABOUT OPERATIONAL CHANGES. TODAY IS REALLY ABOUT PROVIDING INFORMATION SO THAT THE BOARD CAN DO THEIR WORK AROUND CONVERSATION AND POLICY DEVELOPMENT.

JEN, WILL YOU GO TO THE NEXT SLIDE? SO TO THAT END, I THINK THERE ARE TWO SPECIFIC OUTCOMES.

ONE IS THAT THE BOARD LEARNS. STUDY SESSION WILL GET INTO VERY GRANULAR DETAIL AROUND "SUSTAINABILITY" TODAY.

THERE MAY BE TOO MUCH CONTENT, BUT -- BUT IT -- IT'S -- IT IS GOOD STUFF. AND THEN THAT THE BOARD ACTUALLY DETERMINES NEXT STEPS. I THINK IT IS IMPORTANT THAT WE WALK OUT OF THIS ROOM WITH VERY CLEAR NEXT STEPS.

THAT THE BOARD DESIRES. AND IT COULD BE A NUMBER OF THINGS. ONE, DO NOTHING.

THAT'S ALL -- THAT IS AN OPTION THE BOARD HAS.

TWO, CONSIDER POLICY CHANGES, ADOPTION, REWRITE -- YOU KNOW, THOSE ARE ALL OPTIONS DEVELOPING A STATEMENT AROUND SUSTAINABILITY. A NUMBER OF OPTIONS BUT I THINK BEING CLEAR ABOUT THAT WHEN WE LEAVE THE ROOM TODAY WILL BE HELPFUL FOR THE BOARD, BUT ALSO FOR STAFF AS -- AS WE PARTNER WITH THE BOARD AROUND THESE ISSUES.

[00:10:06]

THE DOCUMENT AROUND PUBLIC COMMENT OF SUSTAINABILITY?

>>MEMBER SAMA: I DON'T. >>SUPERINTENDENT HOLMEN: YOU DON'T? I WILL GET THAT TO YOU SO YOU CAN REVIEW IT. SIRI, DO YOU WANT TO MAKE ANY COMMENTS AFTER MY KIND OF OPENING SET? LIKE ANYTHING THAT YOU WILL COMMENT ON AND AGREE WITH OR

DISAGREE WITH? >>MEMBER BLIESNER: I WILL AGREE WITH WHAT YOU SAID. SO I JUST THINK THE KEY PIECES WE ARE THINKING ABOUT SORT OF WHERE WE ARE AT.

WE DID THIS WITH SEVERAL DIFFERENT TOPICS AS WE WORKED THROUGH THINGS. EQUITY WILL BE THE FIRST ONE THAT WE WILL COME TO. WITH HE HAD A VARIETY OF CONVERSATIONS EARLIER AND SOME POINT, WE SAY WE NEED TO UNDERSTAND WHAT IS HAPPENING THROUGHOUT THE WHOLE DISTRICT AND THAT WILL SET UP THE STAGE GOING FORWARD.

AND SO I THINK THAT IS SORT OF THE STAGE WE ARE AT NOW IS THAT LEARNING COMPONENT. AND THEN, AGAIN, I AM JUST HE CAN EXCITE THAT WE ARE FINALLY DOING IT.

GREAT TO DO THAT AND LET'S GO. >>SUPERINTENDENT HOLMEN: WHAT WE WILL SEE TODAY IS THERE IS VERY POSITIVE THINGS GOING ON IN LAKE WASHINGTON. AND THERE ARE COMMUNITIES WHICH IS COOL. SO IF YOU WILL TAKE THAT DOCUMENT AROUND PUBLIC COMMENTS AND JUST SPEND ABOUT, YOU KNOW, FIVE MINUTES JUST, YOU KNOW, RE-ORIENTING YOURSELF TO THE COMMENTS. AND THEN I THINK IT WILL BE NICE FOR THE BOARD JUST -- WHAT DID YOU NOTICE AROUND THE COMMENTS THAT YOU ARE SEEING? JUST AS WE KIND OF SET THE STAGE FOR THE DAY. SHIYANI, I WILL GET THOSE TO YOU. THERE WE GO.

THANK YOU. WAS TUTE ACTUALLY FIVE MINUTES

[00:16:58]

DOES ANYONE WANT TO START US OFF? JUST AS WE -- AS WE -- MAYBE I WILL GIVE AN EXAMPLE.

SO AS I STARTED READING THROUGH THE COMMENTS AGAIN, I JUST STARTED, FOR ME, I LIKE TO IDENTIFY THEMES.

SO FOR ME, THEMES -- THERE IS A LOT OF THEME COMMENTS AROUND FOOD. AND FROM THE FOOD THAT IS PRO PROVIDED TO THE TIME A LOTTED TO BE ABLE TO EAT THE FOOD THAT IS PROVIDED AND DEALING WITH THE WASTE SO ME KIND OF CATEGORIZE KIND OF THE MANAGEMENT OF FOOD AND WASTE RELATED TO LUNCH. SO THAT IS MY OPENING COMMENT.

ERIC? >>MEMBER LALIBERTE: ONE OF THE THEMES WAS AROUND STUDENT LEARNING AS IT IS CONNECTED TO SUSTAINABILITY AND THE OPPORTUNITIES FOR STUDENTS TO LEARN ABOUT -- NOT JUST ABOUT SUSTAINABILITY, BUT SORT OF AN UNDERLYING SYSTEMS WAY OF THINKING THROUGHOUT ALL OF THIS.

THINKING ABOUT, YOU KNOW, HOW OUR ACTIONS, YOU KNOW, COULD FIT INTO A SYSTEMS APPROACH. THAT IS ONE.

SHOULD I KEEP GOING? I WILL HOLD AND LET OTHER P

PEOPLE. >>MEMBER SAMA: I WAS GOING TO SAY ALMOST THE SAME THING. I NOTICE A LOT OF THEMES AROUND FOOD WASTE AND THE LEARNING AROUND FOOD WASTE.

I SAW A LOT OF COMMENT OF HOW A LOT OF STUDENTS DON'T REALLY KNOW HOW TO COMPOST CORRECTLY. I SAW A COUPLE OF COMMENTS ABOUT FUNDING FOR COMPOSTING AND THEY DID NOT HAVE THE MONEY TO HAVE COMPOST BAGS AT THE SCHOOLS. SO I THINK THAT WOULD BE A GOOD

NEXT STEP. >> I THINK THE CONCEPT OF COMPOSTING, STARTS REALLY WITH THE LEARNING CURVE, IF YOU WILL.

IF YOU -- THE IDEA OF HAVING, PERHAPS, STUDENT VOLUNTEERS SAYING THIS IS WHERE YOUR COMPOST GOES.

I WAS REMINDING YEARS AGO IN THE OFFICE I WAS IN THAT HAD A RECYCLING BIN AND A TRASH BIN. AND PEOPLE WERE GETTING VERY UP TYPE IF SOMEONE GOT THE WRONG ONE AND I NOTICED THAT JANITORS WERE DUMPING IT ALL IN THE SEAM BOX SO REALLY A MATTER OF COORDINATION. IF YOU WANT TO HAVE THIS PROGRAM, GREAT. AND WE SHOULD HAVE A PROGRAM.

LET'S COORDINATE. LET'S NOT ASSUME IT IS SOMEONE

[00:20:04]

AS THE SAYING GOES, WE ARE ALL IN THIS TOGETHER.

SO WE ALL HAVE TO DO OUR PART. WE MAKE AVAILABLE THE BAGS.

YOU MAKE AVAILABLE YOUR EFFORTS TO COERCE YOUR PELL STUDENTS TO COOPERATE OR CONVINCE, WHATEVER -- HOWEVER -- WHATEVER WORD YOU WOULD LIKE TO USE. AND BECOME A MATTER OF BEING ABLE TO WORK TOGETHER TO ENLIGHTEN EACH PERSON.

I DON'T THINK PEOPLE REALIZE LEAVING THE CAFETERIA AND RUSH AND DUMP IT THE FIRST PLACE THEY CAN.

TAKES A LITTLE BIT GETTING USED TO, BUT I DON'T THINK IT IS A MATTER OF NOT WANTING TO. I THINK IT IS A MATTER OF -- COMES DOWN TO SCHOOL AND EDUCATION -- EDUCATING EACH OTHER, TEACHERS, STAFF, ST STUDENTS, ADMINISTRATORS.

>>MEMBER BLIESNER: OKAY, LEAH. ROUND ROBIN WITH COMMENTS.

>>MEMBER CHOI: I THINK THAT A THEME THAT POPPED OUT AT ME WAS KIND OF THE INCONSISTENCIES OF LOCATIONS AT SCHOOLS.

SO THERE SEEMS TO BE A LOT OF GREAT THINGS HAPPENING AT VERY SPECIFIC SCHOOLS, NOT SYSTEMATICALLY OVERALL.

IT IS NOT -- AT LEAST IT IS NOT CALLED OUT THAT WAY IN OUR PUBLIC COMMENT. THERE ARE VERY CONCRETE EXAMPLES ASSOCIATED WITH A VERY SPECIFIC LOCATION.

OR CHALLENGES ASSOCIATED WITH A VERY SPECIFIC LOCATION.

>>MEMBER BLIESNER: I SEE A LOT OF SET SOME CLEAR GOAL, GET DIVISION, DIRECTION, HAVE THE BOARD MAKE COMMITMENT.

SHIYANI. >>MEMBER SAMA: OH --

>>MEMBER BLIESNER: CHRIS, I DIDN'T SEE YOUR HAND.

I APOLOGIZE.

SHIYANI. >>MEMBER SAMA: KIND OF ADDING ON TO WHAT EVERYBODY JUST SAID, GOING ON IN THE DISTRICT IS THE RESPONSIBILITY OF SUSTAINABILITY IS BEING PLACED ON THE STUDENTS AND I DON'T THINK IT IS FAIR TO GIVE THEM THAT BURDEN FOR CARING FOR THEIR FUTURE. I THINK THERE NEEDS TO BE SOME KIND OF INITIATIVE THAT KIND OF PUTS EVERYTHING TOGETHER AND AIDS STUDENTS IN HELPING AND DOESN'T JUST PUT THE

RESPONSIBILITY ON THEM TO HHELP >>MEMBER BLIESNER: ERIC.

>>MEMBER LALIBERTE: SO THEMATICALLY, ONE OF THE THINGS THAT CAME OUT ONE WAY THAT OUR COMMUNITY THINKS OF SUSTAINABILITY IS -- IS THE APPLICATIONS WE CAN TAKE AS A DISTRICT TO LESSEN OR -- OR MITIGATE THE NEGATIVE IMPACTS THAT OUR OPERATIONS HAVE ON THE LONG-TERM ENVIRONMENT.

SERVES DIFFERENT CONCEPTS OF SUSTAIN THABLT INHIBIT.

THAT IS ONE DOMINANT CONCEPT. >>MEMBER STUART: ONE OF THE THINGS BEFORE -- BEFORE WE ASSUME THAT ONE SCHOOL IS DOING MORE THAN THE OTHER. AND MAYBE THIS WILL COME UP LATER IN THE DAY, I DON'T KNOW, BUT WE NEED TO KNOW WHAT LEVEL EACH SCHOOL WE ARE AT. DO WE HAVE A COMPOST BARREL SET UP, IF YOU WILL, AT EACH OF THE SCHOOLS.

DO WE HAVE IN PLACE AN EFFORT TO ENCOURAGE EACH OTHER TO USE THE COMPOST AND MAKE SURE THROWING THE RIGHT ITEM IN THE RIGHT CAN.

I WOULD LIKE TO KNOW THAT -- WE HAVE GOT SOME LETTERS HERE.

THAT'S GREAT. AND WE KNOW THAT X SCHOOL IS DOING IT AND Y SCHOOL IS NOT DOING IT.

THAT IS NOT ALL 50 SOME ODD SCHOOLS AND I WOULD LIKE TO KNOW WHERE THEY ARE AT. IN THE SAME MODE FROM THE OPERATIONAL DIDN'T, WE NEED TO GO THROUGH THE BUILDINGS THAT WE

[00:25:04]

AND SAYING ONE SCHOOL HAS BETTER WHEN WE REALLY DON'T KNOW.

I WOULD HATE TO SAY THAT OKAY, WE HAVE A DIRECTOR OF SUSTAINABILITY BUT 45 OUT OF 50 SOME ODD SCHOOLS DOING IT.

COME ON, FOLKS. LET'S FIRST DEGREE OUT WHERE WE ARE AT BEFORE WE START GOING TO WHERE WE WANT TO BE.

THAT DOESN'T MEAN THAT WE CAN'T WORK TOWARD IT AT THE SAME TIME, BUT LET'S MAKE SURE WE KNOW WHERE WE ARE GOING AND WHAT WE NEED TO DO. THAT WAY WE DON'T WASTE ANY MONEY. THIS IS ALL ABOUT WASTE AND MONEY IS AS GOOD A PLACE TO START AS ANY.

>>MEMBER SAMA: I WOULD JUST SAY THERE TEAMS TO BE A -- THERE IS AN ASK FOR A PLEA MORE LIKE FOR A COMPREHENSIVE APPROACH.

IT DIDN'T JUST THE CURRICULUM AND TEACHING OUR STUDENTS ABOUT IT AND NOT JUST ABOUT THE FOOD AND WHAT IS HAPPENING IN OUR CAFETERIA. IT'S THE FACILITIES.

OUR IMPACT ON THE ENVIRONMENT. WHERE OUR FOOD IS COMING FROM.

THEY ARE ASKING FOR A VERY COMPREHENSIVE APPROACH TO SUSTAINABILITY. AND I THINK IT COMES OUT IN THE DIFFERENT CONCEPTS. BECAUSE EVERYBODY IS FOCUSING ON

SOME DIFFERENT ASPECT IF. >>MEMBER BLIESNER: SO, AS YOU HEAR DIFFERENT THEMES, THE OTHER PIECE I KEEP THINKING IS -- THINKING GOALS. SORRY, MY PLAN.

YOU NEED A FOOTPRINT. THE SENSE OF URGENCY IS HE THINKS A PIECE THAT COMES OUT THROUGH HERE.

IT IS TIME. IT IS -- IT IS TIME MAKE THIS CLEAR AND MOVE FORWARD. AND -- AND THAT THERE ARE A LOT OF PARTNERS WITHIN OUR COMMUNITY WHO ARE READY TO SUPPORT THAT WORK, WHO ARE EXPERTS IN THAT AIR AREA, WHO ARE MORE THAN FOLLOWING HELP DIRECT, GUIDE, PROVIDE ASSISTANCE BECAUSE WE HAVE LOTS OF IT. THE OTHER THING THAT WE HAVE ARE OUR BUSES, TRANSPORTATION, ELECTRIC VEHICLES.

THAT HAS COME UP AND ACTUALLY WE HAD DISCUSSION ON THIS PROBABLY THREE YEARS AGO. WE HAD STUDENTS THAT CAME AND TALKED ABOUT DOING THIS. SO THIS TOPIC HAS COME UP IN LITTLE PIECES OVER THE YEARS AND NOW THIS IS A BIGGER PIECE TO IT. AND I DO THINK THAT URGENCY AND ACTION IS BEING REQUESTED. CHRIS, DO YOU HAVE ANYTHING ELSE? .

>>MEMBER CARLSON: NO, I HEARD EVERYTHING.

>>MEMBER BLIESNER: BEFORE I GO FORWARD, TOSS IT TO THINGS THAT HAVE NOT BEEN SET. WE WILL JUST DO ANOTHER ROUND.

S H+IYANI. >>MEMBER SAMA: I HAVE NOTHING RIGHT NOW. CAN YOU COME BACK TO ME?

>>MEMBER LALIBERTE: CAN'T STOP ME FROM TALKING.

[LAUGHTER] EXPLICITLY, I AM NOT SURE ANYONE SAID THIS YET, CARBON EMISSIONS, A LOT OF CLIMATE CHANGE AND THE ROLE OR NEGATIVE IMPACT OUR OPERATIONS ON LONG-TERM ENVIRONMENT AND ONE SPECIFICALLY IS THE CARBON EMISSIONS.

THE TRANSPORTATION PART. >>MEMBER BLIESNER: ALL RIGHT, MARK? GET THEM ALL OUT.

>>MEMBER LALIBERTE: AND THEN THE OTHER CONCEPT IN GENERAL SORT OF MINIMIZING WASTE GENERATED BY THE DISTRICT.

COMMON THEME. >>MEMBER BLIESNER: MARK?

>>MEMBER STUART: I THINK IN THE CARBON EMISSIONS, YES, GREAT TO HAVE ELECTRIC VEHICLES FOR OUR BUS -- VEHICLES FOR OUR BUSES.

AND THE FACT THAT CAME UP WITH OUR DISCUSSIONS YESTERDAY WAS WITH THE STAFF. WE HAVE IDENTIFIED THE FACT THAT EVERY GRANT WE APPLIED FOR HAD BEEN DENIED.

WE DIDN'T FIT ONE CATEGORY OR ANOTHER.

AND THEY ARE WILLING TO WORK WITH US TO IDENTIFY GRANT PROGRAMS THAT WE MAY NOT EVEN REALIZED THAT EXISTED.

NOT ONLY THAT, WHEN WE FILL THEM OUT, TO GIVE US SOME AID AS TO HOW TO FILL THEM OUT TO MAKE SURE WE ARE CROSSING OUR TS AND DOTTING OUR IS. THINGS TO KEEP IN MIND WHEN WE LOOK AT WAYS TO SAVE BUSES AND LOOK TO SAVE IDEA IS HAVING A

[00:30:13]

BUT CAN'T REPLACE IT WITH MOM AND DAD TAKING US TO THE SCHOOL AND DROPPING US OFF AND HAVE A MILE-LONG DROP-OFF LINE.

WE THEN HAVE TO LOOK AT HOW IN A REASONABLE WAY WE ENCOURAGE WALKING. WE OFTEN ARE TALKING OF THE WALKING SCHOOL BUS WHERE A GROUP OF KIDS GET TOGETHER WITH A PARENT OR TWO. WE ALSO TALK OF THE IDEA OF THE PHYSICAL EDUCATION ASPECT OF IT, OR THE -- YOU KNOW, MAKING SURE THAT WE ARE -- THAT WE ENCOURAGE THE EXERCISE TO BE QUITE FRANK.

THAT WILL BE GREAT. SO LET'S -- LET'S LOOK AT ALL THE ASPECTS. LET'S NOT JUST FOCUS ON ONE OR TWO. WE NEED TO BE COMPREHENSIVE.

AND IT IS NOT A MATTER OF FINGER POINTING AT ANY POINT IN TIME.

IT IS A MATTER OF SAYING, OKAY, HERE ARE THE PROBLEMS. HOW CAN EACH OF US ADDRESS IT INSTEAD OF THE BURDEN ON ONE OR TWO OR THREE. SHIVANI SAID NOT TO PUT BURDEN ON THE STUDENTS. TO BE FRANK STUDENTS HAVE A BURDEN, TEACHERS HAVE A BURDEN, WE HAVE A BURDEN AND MAKE SURE NO BURDEN IS TOO TOUGH ON ONE INDIVIDUAL OR A GROUP OF INDIVI INDIVIDUALS.

>>MEMBER CHOI: THE LAST THING I HAVE, SO MUCH WORK IT DO AND KIND OF AWESOME TO SEE IN THE COMMENTS.

I KNOW A LOT OF IT IS NOT COMPLAINING, BUT WISHING FOR THINGS THAT COULD BE BETTER, BUT IT ALSO HIGHLIGHTED A LOT OF THE WORK THAT IS BEING DONE. AND I THOUGHT THAT WAS ACTUALLY

VERY ENCOURAGING. >>MEMBER BLIESNER: SORT OF MY LAST, I APPRECIATE THE SUSTAINABILITY AMBASSADOR LETTER THAT IS SET WITH THE CLARITY IN THERE AND HOW THAT IS LAID OUT AND REALLY SORT OF SETS COMPREHENSIVE CONCEPTS AND I THINK THAT IS THE PIECE THAT JUST KEEPS COMING OUT OF HERE IS LOTS GOING ON. HOW DO YOU START TO SHAPE THAT AND HOW DO YOU SORT OF ALIGN THAT INTO THE SAME DIRECTION TO GET TO A CARBON NEUTRAL TO MAKE OUR ROLE A BETTER PLACE.

AS A DISTRICT, EDUCATION OF OUR STUDENTS AND WHAT WE DO AS AN ORGANIZATION IN SETTING AN EXAMPLE GOING FORWARD.

HE THINKS THOSE ARE ALL THINGS THAT COME OUT OF HERE AND NOW IS THE TIME IS THE OTHER PIECE THAT I GET.

>>MEMBER SAMA: THE LAST THING I SAW, A LOT OF PUBLIC COMMENT SAID STUDENTS ARE WILLING TO HELP BUT A LOT OF TIME STAFF MEMBERS AREN'T SUPPORTIVE OR DON'T KNOW HOW TO HELP.

I THINK STARTING EDUCATING NOT ONLY STUDENTS BUT ALSO STAFF MEMBERS WILL BE HELPFUL TO HAVE THAT CHANGE BE SUSTAINED INSTEAD OF, LIKE, HAVING IT LAST FOR A BIT AND NOT BEING TAKEN FURTHER.

>>MEMBER BLIESNER: WITH THAT, I THINK WE ARE GOING TO WRAP IT UP. THANK YOU FOR THE OPPORTUNITY.

I THINK THAT WAS GREAT TO BE ABLE TO WALK THROUGH THOSE

AGAINST. >>SUPERINTENDENT HOLMEN: ABSOLUTELY. SO THE NEXT PORTION OF OUR AGENDA, DR. ROSE WILL WALK THROUGH A VARIETY OF DIFFERENT CURRICULUM DIRECTIONS. I DON'T KNOW HOW WE WANT TO MODERATE THIS. BECAUSE THERE ARE KIND OF SECTIONS, I WONDER IF WE GET TO THE NEXT SECTION WE PAUSE FOR ANY QUESTIONS THAT THE BOARD HAS AND KIND OF MOVE THROUGH THE PRESENTATION IN THAT FORMAT. ALL

[00:35:49]

>> OKAY. [LAUGHTER] I CAN NEVER REPEAT MYSELF. IT JUST KEEPS ON GOING.

SO KINDERGARTEN, WE START WITH STUDENTS TO FEEL EMPOWERED AND LOCALLY HOW THEY FIT IN A COMMUNITY GARDEN THAT REALLY BENEFITS HUMAN BEINGS AND THE ENVIRONMENT.

THOSE CONCEPTS ARE SOMEWHAT INTEGRATED OR THEY REPEAT AGAIN IN SECOND GRADE, BUT THEY ARE SPECIFICALLY CALLED OUT AGAIN IN THIRD GRADE. AND TAKING THE NEXT STEP AS ENGINEERING STUDENTS LEARN HOW AN ORGANISM CAN EFFECT SURVIVABILITY IN THE ENVIRONMENT AND THINK OF THE IMMEDIATE CONTEXT OF REMOVING INVASIVE PLANTS AND THINKING OF THE INTERACTION BETWEEN HUMANS AND THE ENVIRONMENT AND WAYS THEY ARE EMPOWERED TO BE THINKING ABOUT IT IN THAT WAY.

IN FIFTH GRADE, THEY WORK AS WATER RESOURCE ENGINEERS AND LOOK AT A WATER SHORTAGE PROBLEM AND DESIGN POSSIBLE SOLUTIONS.

SO, AGAIN, THINKING ABOUT HOW THEY ARE LOOKING AT THEIR LOCAL ENVIRONMENT AND HOW THEY ARE EMPOWERED TO BE THINKING ABOUT HOW TO MAKE IT BETTER, THE INTERACTION OF HUMANS AND THE ENVIRONMENT. THIS IS A BIG DIFFERENCE FR FROM FOSS, OUR FORMER SCIENCE CURRICULUM.

AND WATER TABLES IN FIFTH GRADE AND LOOKING AT EROSION.

KIND OF LIKE IN ISOLATION. WHAT HAPPENS WITH WATER AND DIRT. SO NOW TO THINK NOT JUST WHAT THE SCIENCE CONCEPT THAT HAPPENS, BUT WHAT IS THE SCIENCE CONCEPT THAT HAPPENS THAT WE HAVE TO THINK ABOUT AS IT IMPACTS OUR WORLD. SO THAT IS WHERE THE ELEMENTARY -- THE SUSTAINABILITY CONNECTION SHOW UP IN ELEMENTARY SCHOOL SCIENCE. THAT HAS, LIKE I SAID, A VERY EMPOWERING WAY FOR TEACHERS TO EXTEND THEIR PROJECTS WITH THEIR STUDENTS AND SOMETHING THAT THEY HAVE CHOSEN WHERE THAT FITS BEST. IN MIDDLE SCHOOL, WE ADOPTED NEW CURRICULUM -- SCIENCE -- THE NEW SCIENCE STANDARDS CAME IN 2013.

WE ADOPTED SCIENCE CURRICULUM IN 2015 OR 2016, THAT WAS EARLY ENOUGH THAT WE REALLY NEEDED TO PUT SOME WORK -- EARLY ENOUGH IN THE NEW STANDARDS TO REALLY PUT WORK INTO THINKING ABOUT HOW OUR CURRICULUM AND WHAT THE TEACHERS DO SUPPORT THE SCENES STANDARDS.

OUR SUSTAINABILITY SHOWS UP -- NOT UNITS BUT CLUMPS OF STANDARDS. THE YOU'LLMGMS STANDARDS ARE NOT -- THEY ARE DIFFERENT FROM STANDARDS BEFORE -- AND BEFORE COMMON CORE WHERE THEY DON'T REALLY FOCUS ON DISCREET PIECES OF KNOWLEDGE. THEY FOCUS ON WAYS TO THINK.

THINKING OF ENGINEERING PRACTICES.

SOME DISCREET PRACTICES OF KNOWLEDGE.

BUT MOST IMPORTANTLY, HOW ARE WE THINKING ABOUT THE -- THE INFORMATION IN FRONT OF US. THE TRENDS THAT WE SEE IN FRONT OF US, THE PATTERNS AND WHAT DO WE DO ABOUT IT.

THE OTHER IMPORTANT THING IN THE STANDARDS IS THINKING OF THE LOGIC AND INTERPRETATION OF DATA AND THE APPLICATION OF CRITICAL THINKING. WITH THE UNITS THAT COME UP IN MIDDLE SCHOOL SCIENCE AND DEPENDING ON THE SCHOOLS, THEY LOOK AT RENEWABLE AND NONRENEWABLE RESOURCES.

THEY THINK -- THIS IS AN IMPORTANT ONE, THE SECOND CLUMP OF STANDARDS. THEY CONSTRUCT ARGUMENTSMENTS WHICH IS VERY IMPORTANT AND EVALUATE INFORMATION AND THINKING OF HOW IT APPLIES. AND THEN ON THE LAST CLUMP OF STANDARDS, SPECIFICALLY LOOKING AT CLIMATE CHANGE.

AND FACTORS WITH CLIMATE CHANGE. ONE OF THE BIG THINGS WE HAVE BEEN DOING IN MIDDLE SCHOOL SCIENCE FOR THE PAST TWO YEARS TO MAKE SURE THAT TEACHERS NOT ONLY HAVE RESOURCES BUT THE ABILITY TO COLLABORATE WITH EACH OTHER SO THEIR INSTRUCTION IS REALLY FOCUSED AND TIMELY. THERE IS AN OPEN EDUCATION RESOURCE. SOMETHING THAT IS PROVIDED -- OPEN EDUCATIONAL RESOURCES IS SOMETHING THAT IS PROVIDED FREE TO EDUCATORS OR ANYONE WHO WANTS IT.

DIFFERENT LEVELS OF QUALITY TO THAT, THE OPEN SCI RESOURCES SOMETHING THAT OSPI HAVE SUPPORTED PROFOUNDLY IN THINKING OF CLIMATE CHANGE. A SET OF UNITS AVAILABLE AT MIDDLE SCHOOL AND NOW DEVELOPING FOR HIGH SCHOOL THAT ARE PROBLEM-BASED, THAT ARE DYNAMIC, CURRENT AND REALLY INTERESTING AND FOCUSED ON WHAT ARE IMPORTANT ISSUES FOR THE WORLD.

[00:40:03]

COLLABORATION SESSIONS. MULTIDAY LEARNING SELLINGS OVER THE SUMMER WHERE WE HAVE SPECIALISTS AND COMPUTER INTEGRATION SPECIALISTS TO THE LEARNING SESSIONS.

TEACHERS GO TO IT. MANY THAT AT THE TRAINER LEVEL FOR THE OPEN SCI RESOURCES. WE CALL IT A PILOT FOR SUPPLEMENT RESOURCES AND EVERY MIDDLE SCHOOL HAVE TEACHERS INVOLVED IN THIS. AND VOLUNTARY MOVEMENT.

WE ASKED WHO ARE READY INTERESTED? SO MANY THINGS THAT TEACHERS TO DO THAT WE CAN'T MANDATE EVERYONE TO DO THIS. IT IS IN ELEMENTARY SCHOOL AND POSITIVELY RECEIVED. THEY ARE INTEGRATED AND TIMELY AND LOCATED IN LOCAL PHENOMENAL. AN EXCITING PIECE FOR MIDDLE SCHOOL. THERE IS ALSO SOME -- THIS WILL COME UP LATER WHEN TALKING OF SCHOOL INVOLVEMENT.

MULTIPLE PROJECTS -- WE KNOW CENTRAL OFFICE, SOME OF THEM -- NOT ALL OF THEM. THE PROJECT AT ROSE HILL MIDDLE SCHOOL WHERE SCENES TEACHERS ARE PARTNERING WITH THE CITY OF KIRKLAND AND THE FOREST SUSTAINABILITY.

THE PROJECTS THEY ARE DOING THERE ARE PROFOUND AND LOVELY PARTNERSHIPS BETWEEN MULTIPLE AGENCIES TO SAY THIS ISSUE IS VERY IMPORTANT TO ALL OF US. HOW CAN WE TAKE ACTION ON THIS AND SUPPORT OUR STUDENTS TO BE REALLY EMPOWERED AS THEY ARE GOING FORWARD. A SPECIFIC ONE AT ROSE HILL.

TIM ROSS IN OUR PROFESSIONAL LEARNING DEPARTMENT HAS SPEARHEADED IT. LOVELY EXAMPLE OF MULTIPLE DEPARTMENTS AND ORGANIZATIONS COMING TOGETHER TO SAY THAT THIS

IS IMPORTANT. >>SUPERINTENDENT HOLMEN: JUST A REMINDER, TIM IS THE STAFF MEMBER WHO CAME AND PROVIDED PUBLIC COMMENT A COUPLE OF WEEKS AGO.

>> SORRY. I APOLOGIES, I BARGED INTO MIDDLE SCHOOL WITHOUT PAUSING ON ELEMENTARY SCHOOL.

I CAN GO BACK OR GO THROUGH ALL THREE AND COME BACK? OKAY. IN HIGH SCHOOL, WE HAVE -- WE DID IN 2017 IS WHEN WE DID A DEEP DIVE INTO LOOKING AT THE NEW STANDARDS AND THINKING WHERE THEY FELL BEST WITHIN OUR HIGH SCHOOL -- ESSENTIALLY REQUIRED HIGH SCHOOL COURSES.

THAT IS KIND OF A LOOSE TERM, BECAUSE GRADUATION REQUIREMENTS REQUIRE LAB SCIENCE BUT NOT TITLE SPECIFIC.

THE WAY CLASSES ARE SET UP AND COLLEGES ARE LOOKING FOR.

MOST STUDENTS TAKE BIOLOGY IN THE EARTH SYSTEM, CHEMISTRY IN THE UNIVERSE. ONE OF THE CHANGES, WE GREW UP TAKING PHYSICS, PIOLOGY OR CHEMISTRY, SOMETHING LIKE THAT OVER THE PAST 30 PLUS YEARS IS IN SCHOOLS.

OFTEN VERY DISCREET. YOU WOULD TAKE BIOLOGY AND A SET OF LEARNING. CHEMISTRY, A DIFFERENT SET OF LEARNING. PHYSICS, ANOTHER STRETCH LEARNING. AND COMPLEX TASK THAT WE ARE ORGANIZED AROUND THINKING ABOUT BIOLOGY AND THE STANDARDS REFLECT MUCH MORE WHAT THE STUDENTS NEED FOR REAL-LIFE APPLICATION WHICH IS COMPLEX AND RELATED TO EACH OTHER.

THAT IS WHY WHEN WE RETITLE THE COURSES FIVE YEARS AGO, IT BECAME BIOLOGY AND THE EARTH SYSTEM BECAUSE WE WANTED TO REALLY CALL OUT. NOT BIOLOGY A SKILLS IN A LAB, THESE ARE IMPORTANT APPLICABLE STANDARDS THE WAY WE THINK OF THE EARTH AND THINK OF BIOLOGY. SAME THING WITH CHEMISTRY.

NOT A DISCREET SET OF SKILLS AND KNOWLEDGE THAT YOU PLAY OUT AT A LAB OR SPECIFIC SITE. THESE ARE THINGS THAT IMPACT OUR DAILY LIFE. THE CHANGE OF THAT THINKING AROUND STANDARDS HAVE BEEN PRETTY PROFOUND, AND WE DID AN ENORMOUS AMOUNT -- I WILL SAY PROFESSIONAL LEARNING BUT COLLABORATION. THE SCIENCE TEACHERS IN OUR DISTRICT ARE INCREDIBLY COLLABORATIVE AND THOUGHTFUL.

THE LEARNING THAT WE OFTEN DO IS FROM EACH OTHER IN THINKING OF HOW WE TAKE THESE STANDARDS AND HAVE THEM BE MOST RELEVANT AND POWERFUL FOR STUDENTS. THAT CHANGES -- CLIMATE -- SUSTAINABILITY CONNECTION SHOW UP IN HIGH SCHOOL SCIENCE IN EVERY COURSE OF EVERY ONE OF OUR -- CALL THEM STANDARD COURSES.

MANY, MANY MORE CHOICES AND INTEGRATED WAY OF HOW THINGS PLAY OUT IN -- HOW CHEMISTRY IMPACTS OUR WATER SOURCES AND HOW WE THINK ABOUT WASTE TREATMENT WHEN IT COMES TO BIOLOGY AND THE EARTH SYSTEMS. THOSE INTERACTIONS AND CONNECTIONS ARE BUILT INTO THE STANDARDS AND HOW WE THINK OF OUR CURRICULUM. THE NEXT PIECE AND STOP ME IF THERE ARE QUESTIONS WHEN WE GO THROUGH.

THE NEXT PIECE -- YOU HEARD ABOUT THIS A WEEK AGO, OUR CTE DEPARTMENTS AND CTE ARE APPLIED -- FAST, INTERESTING CONNECTED

[00:45:04]

TAKING THE CLASSROOM LEARNING INTO A GREENHOUSE AND STUDENTS AND TEACHER WAS TALKING OF TAKING THAT LEARNING AND INTERACTING WITH OTHER SCHOOLS AND AGENCIES.

THAT WAS REALLY WONDERFUL. A WONDERFUL ACTION THAT OUR STUDENTS HAVE ACCESS TO. AP ENVIRONMENTAL SCIENCE FROM CLIMATE CHANGE TO FOOD SCARCITY TO ALL -- MANY ISSUES THAT ARE REALLY IMPORTANT IN OUR WORLD INFORM A WAY THAT DIRECTLY 'PLACE IT TO OUR WORLD AND CAREERS THEY CAN HAVE IN COLLEGE AND AWED GIVE STUDENTS DUAL CREDIT AND SHOWING UP IN COLLEGE WITH WONDERFUL LEARNING AND CREDITS.

MARINE SCIENCE, AGAIN. SAME THING.

MIDDLE SCHOOL FOOD SCIENCE AND SUSTAINABILITY.

I REMEMBER WAY BACK IN THE DAY TAKING A HOMEEC COURSE.

THIS WAS A VERY DIFFERENT COURSE -- A VERY DIFFERENT COURSE THAT, AGAIN, PULLS IN THE CONCEPTS FROM OUR STANDARDS AND FROM THE PRACTICALITY AND THE IMMEDIATE RELEVANCE AND THINKING ABOUT HOW DO WE INTERACT WITH THINKING OF FOOD AND OUR WORLD WITH SUSTAINABILITY. THAT'S -- IN ALL OF THESE -- THIS IS A PASSION AREA THAT YOU CAN TELL FROM MANY OF OUR TEACHERS AND STUDENTS AND PARENTS.

SO THE STRENGTH OF LEANING ON THE NEXT GENERATION SCIENCE STANDARDS THEY EMPHASIZE SCIENCE IS IMPORTANT AS -- IN MANY WAYS BUT AS IT INTERACTS WITH OUR PERSONAL LIVES AND DAILY EXPERIENCE AND IMPACT ON THE LARGER WORLD.

SO THAT IS THE OVERVIEW. >>MEMBER BLIESNER: QUESTIONS AND ANSWERS AND CHRIS, RAISE YOUR AND IN YOU HAVE ONE AND WE WILL KNOW TO CALL ON YOU. ANY QUESTIONS?

SHIYANI. >>MEMBER SAMA: YOU MENTIONED UNITS IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL.

I WAS WONDERING DO YOU KNOW HOW LONG EACH OF THESE UNITS LAST? A COUPLE OF WEEKS, MONTHS OR INTEGRATED THROUGHOUT THE ENTIRE

CURRICULUM? >> THAT IS A GREAT QUESTION, AT OUR ELEMENTARY LEVEL, BETWEEN FIVE AND SIX UNITS PER FOUR TO SIX UNITS PER EACH GRADE LEVEL, ACTUALLY FOUR TO FIVE.

EACH GRADE LEVEL IS NINE WEEKS PER UNIT AND THE KIT WILL SHOW UP FOR NINE WEEKS. THE KIDS AND EDUCATORS HAVE ACCESS TO THE ONLINE ALL THE TIME.

FOR THE LEARNING OF IT, BUT THE HANDS-ON SHOW UP IN A KIT THAT WE ROTATE THROUGH THE DIFFERENT SCHOOLS.

THE CONCEPTS. THE EXPECTATIONS THEY ARE TAUGHT WITHIN A NINE-WEEK PERIOD. THE ABILITY FOR TEACHERS TO REVISIT AND PULL THROUGH IS CON CONSTANT. AT MIDDLE SCHOOL, IT IS ORGANIZED AROUND STANDARDS AND TEACHERS HAVE PROFESSIONAL JUDGMENT HOW LONG EACH UNIT TAKES.

DEPENDING ON THE GRADE LEVEL, BETWEEN SIX AND NINE UNITS FOR

EACH GRADE LEVEL. >>MEMBER SAMA: OKAY.

THANK YOU. >>MEMBER STUART: HOW INTEGRATED INTO THE OTHER CLASSES AND THE OTHER SUBJECT AREAS ARE THESE UNITS? I CAN SEE WE HAVE FOUR ASSIGNED UNITS BUT HOW DOES IT TRANSLATE INTO THE SOCIAL STUDIES UNIT OR THE LANGUAGE ARTS UNIT. I AM NOT SAYING ALL OF A SUDDEN OUR SCHOOLS HAVE TO BE TOTALLY THEMED AND GO ONE WAY, BUT HELS WHEN YOU LOOK AT IT FROM A DIFFERENT PERSPECTIVE.

YOU LOOK AT IT FROM A SOCIOECONOMIC PERSPECTIVE IN YOUR SOCIAL STUDIES. ALSO IT SEEMS LIKE -- I COULD BE MISINTERPRETING IT, BUT YOU TAKE IT FROM THE MACRO LECTURES REALLY INTO THE MICRO ACTIONS, IF YOU WILL.

IF YOU -- IT NEEDS TO BE -- THE MICRO ACTIONS ARE IN YOUR DAILY LIVING. IF YOU TALK ABOUT OIL EROSION, MAY NOT HAVE THE IMPACT HERE THAT IT HAS GROWING UP IN OKLAHOMA WHERE YOU CAN SEE THE AIR AROUND YOU BECAUSE ALL IN DIRT. AND THAT IS WAY BEYOND THE

[00:50:01]

BUT THE POINT IS IF THE STUDENT CAN'T REALLY TOUCH IT, SEE IT, FEEL IT, IN THEIR OWN LIVES STILL ESOTERIC.

>> A BUNCH OF QUESTIONS YOU ASKED.

BUT THINKING OF THE DEFENSE BETWEEN OUR SCIENCE LEARNING EXPECTATIONS IN THE PAST AND NOW.

STUDENTS WILL STILL LEARN ABOUT EROSION LIKE IN THE FOSS KITS, BUT THE IMPORTANCE CHANGES -- WHY THAT IS IMPORTANT.

TO YOUR POINT, WHY AND WHERE THAT IS IMPORTANT.

NOT JUST THE TECHNICAL WATER AND SOIL INTERACTING THIS WAY AND WE SHOULD CARE ABOUT THAT BECAUSE -- BECAUSE WHAT WE THINK ABOUT

NOW. >> BASICALLY WHAT IS IN IT FOR

ME. >> THE OTHER PIECE THAT YOU HIT ON IS A REALLY REALLY COMPLEX PIECE.

HOW DO WE FIND ENOUGH TIME TO DO WHAT WE WANT TO DO.

WE ACTUALLY HAD THIS PAST SPRING, AND RELATED TO OUR WORK IN INCLUSION. AND IT IS TRUE -- EVERY TEACH WILL TELL YOU NOT ENOUGH MINUTES IN THE DAY.

SPECIFICALLY WHEN TALKING ABOUT INCLUSION THIS PAST SPRING AND LOOKING AT WHERE ARE THE MINUTES THAT WE PUT IN THE TIERED SUPPORT AND INTERVENTIONS. WE ENDED UP DOING A REEVALUATION OF THE NUMBER OF MINUTES THAT EACH CONTENT AREA IS BUDGETED IN A WWEEK AND A BUNCH OF THINKING THAT GOES WITH THAT.

WHAT DOES EACH CURRICULUM THINK THE MINUTES ARE SO TEACHERS ARE MAKING JUDGMENTS WHERE WE PUT OUR TIME, INTEREST AND EFFORTS.

SO A TENSION AROUND IS THERE ENOUGH MINUTES IN THE DAY.

THAT GOES TO THE SECOND.-- THE FIRST POINT WHICH IS HOW ARE THINGS INTERCREATED. DOESN'T TO BE A SCIENCE MINUTE AND A SOCIAL STUDIES MINUTE. OFTEN BE THE SAME PIECES AND ABSOLUTELY A GOAL OF OUR SYSTEM AND HAPPENING IN DIFFERENT PLACES. AND I CAN -- I CAN JUMP AROUND A LITTLE BIT IN THIS CONVERSATION BECAUSE IT IS SOMETHING THAT WE WANTED TO TALK ABOUT. BECAUSE AS WE ARE THINKING ABOUT -- WE DID OUR SCIENCE ADOPTION AND -- IN OUR SCIENCE ADOPTION, SUSTAINABILITY CONVERSATIONS SHOW UP IN THINKING OF OUR TIME AND MEMORIAL CURRICULUM. WHEN WE WERE ADOPTING SCIENCE, A NATIONAL TIME TO SAY WHERE IS THE OVERLAP IN SOCIAL STUDIES AND THINKING OF WHERE THIS INTERACTS WITH TRIBAL PARTNERSHIP AND SUSTAINABILITY. SPECIFICALLY AT THE ELEMENTARY LEVEL. WORKING WITH SCHOOL DISTRICT AND WORKING WITH -- WITH THE SNOQUALMIE TRIBE AND EQUITY AND STUDENT SERVICES DEPARTMENT TO SAY HOW CAN THIS -- HOW CAN THE PIECES OF LEARNING BE EMBEDDED. WITH THESE DIFFERENT.

ACTUALLY STARTED WITH TEACHERS, FOURTH-GRADE TEACHERS SAID WHEN ADOPTING SCIENCE, HOW CAN WE FOCUS ON INTEGRATING THESE PLACES. K-5 PLANS THAT INTEGRATE SOCIAL STUDY AND SCIENCE AND GETTING MORE ENERGY AND WILL BE MORE SPECIFICALLY BUILT WHAT WE ARE DOING GOING FORWARD BECAUSE WE ARE STARTING A K-5 SOCIAL STUDIES -- ENTERING THE LEARNING YEAR OF THE 5 K-5 SOCIAL STUDIES ADOPTION.

POCKETS OF THAT. OUR WRITING CURRICULUM.

WE WROTE THAT ABOUT SIX, SEVEN YEARS AGO -- SEVEN YEARS AGO AND BASED IT ON OUR WONDERS CURRICULUM.

THE WRITING CURRICULUM IS A LESS SET OF LESSONS BASED ON OUR RESOURCES.

WE DID THAT INTENTIONALLY TO SWAP OUT THOSE RESOURCES.

A CHUNK FROM WONDERS AND AM POLICE PLYED SCIENCE.

AND FOCUS ON SKILLS -- ABLE TO FOCUS DEEPLY ON SKILLS, WHAT WE ARE READING CAN CHANGE. MANY ARE DOING WRITING LESSONS LIKE THE PERSUASIVE WRITING ASSIGNMENT CAN BE BASED ON THE AMPLIFY SCIENCE CURRICULUM. WE ARE WORKING ON DOING THE INTEGRATION. THE COMPLEXITY IS THERE IN DOING IT IN A WAY THAT MAKES SENSE AND STILL NOT ENOUGH MINUTES IN THE

DAY. >>MEMBER STUART: EXACTLY.

MY POINT IS, THE MORE YOU CAN INTEGRATE IT -- NOT THAT YOU WILL INTEGRATE BY X DATE. TO BE QUITE FRANK, TO MATH CURRICULUM. SOME PEOPLE THAT MATH IS NATURAL -- THEY CAN DO THE CLEARINGSES IN THEIR HEAD.

THEN THERE IS ME OR PEOPLE LEAK ME, WHO THE -- YOU NEED TO BE ABLE TO PUT THAT MATH KNOWLEDGE OR LESSON INTO AN APPLICABLE SETTING. SO THE MORE PUT IT INTO AN ENVIRONMENTAL SETTING, PERSON CAN ACTUALLY VISUALIZE IT IN MY

[00:55:01]

NOT ENOUGH MINUTES IN THE DAY. >>MEMBER BLIESNER: THAT IS OKAY.

I KNOW WE HAVE A TIME CHECK WE NEED TO DO.

WE HAVE A LOT OF INFORMATION TO WALK THROUGH.

AND CURRICULUM IS ONE OF THOSE. CHRIS HAS HIS HAND UP SO I WANT TO MAKE SURE WE GIVE CHRIS AN OPPORTUNITY THOUGH ARE YOU THERE?

>> THANK YOU, DR. ROSE, THE SUSTAINABILITY CURE RICK RUM IS BEING THAT I HAVE SEEN AND GROW OVER THE YEARS.

AND IT IS ALSO SOMETHING WHERE I DID NOT SEE VERY MUCH OF A PUBLIC COMMENT ASKING FOR CHANGES OF INTEGRATION OR ANYTHING REGARDING SUSTAINABILITY CURRICULUM.

I'M HERE FOR OPERATIONS, THAT IS -- WE HAVE COMPOSTING FOR -- IS NOT BEING THAT WE CAN AGREE TO BUT LEADING TO ECONOMIES.

SO I -- AND TALK ABOUT NET. AND I DON'T REALLY FEEL MUCH

NEED TO DIVE DEEPLY INTO IT. >>MEMBER BLIESNER: EXCELLENT.

THANK YOU. I THINK WITH THAT WE WILL GO

AHEAD AND MOVE FORWARD. >>MEMBER STUART: IT DOESN'T EXPLAIN TO THE STUDENTS. THE WHY IS THE IMPORTANT AND THE

WHAT NEVER GETS DONE. >>MEMBER CHOI: ONE QUICK QUESTION -- GENERAL QUICK QUESTION.

THROWING AROUND THE DATES OF THE SCIENCE CURRICULUM.

YOU SAID 2015, 2013? >> MIDDLE SCHOOL WAS 2015.

HIGH SCHOOL WAS 2016. ELEMENTARY WAS 2019.

>>MEMBER CHOI: OH, OKAY. MY QUESTION WAS GOING TO BE WHAT IS THE DAY DE-- CADENCE FOR SCIENCE CURRICULUM.

ENVIRONMENTAL, A LOT HAS COME TO LIFE IN THE LAST FIVE YEARS.

I WANT TO KNOW HOW DOES THAT WORK WITH THE LATEST SCIENTIFIC

INFORMATION. >> ONE OF THE SHIFTS WE MADE IN THE PAST FIVE YEARS IS MOVING FROM -- WE ADOPTED A CURRICULUM AND WE WILL REVISIT IT IN A CHUNK OF TIME, TITHE TEN YEARS AND WE WILL REFRESH IT TO HAVING IT BE -- WE ADOPTED A CURRICULUM AND HOW ARE WE LOOKING A IT THE TO UPDATE THE SCOPE AND SEQUENCE AND SUPPLEMENTAL RESOURCES LIKE OPEN SCIED.

WE HAVE A CALENDAR THAT GOES TEN YEARS OUT WHEN THE CURRICULUM IS UP FOR ADOPTION. A CURRICULUM ADOPTION PROCESS AND INSTRUCTIONAL RESOURCE PROCESS IS FLUID.

EXACTLY TO YOUR POINT. THINGS CHANGE SO AND IF WE WAIT UNTIL 2030, NOT ANOT APPROPRIATE FOR LAERPG FOR STUDENTS.

ONE PIECE TO -- I WILL CHEAT AND GO BACK TO YOUR COMMENT ABOUT MATH. MOST OF THE NEW STANDARDS ARE FOCUSED ON CRITICAL THINKING AND FOCUSED ON SKILLS I CAN DO CALCULATIONS IN MATH. THEY ARE IDENTIFYING PATTERNS AND STUDENTS BEING ABLE TO CRITICALLY EXAMINE THINGS AND MAKE PERSUASIVE ARGUMENTS. IT FOLLOWS THE PATTERN OF HOW ARE WE DEVELOPING BETTER THINKERS.

TO THE POINT OF SUSTAINABILITY CURR CURRICULUM. OSPI STANDARDS ARE INCREDIBLY OUTDATED FROM 2014. THEY DON'T HAVE COMMON CORE AND WE E-MAILED THEM ASKING WHEN IT WILL BE UPDATED.

AS A SYSTEM, TO SUPPORT STUDENTS TO REALLY BE EMPOWERED OF INDEPENDENT THINKERS. WEAPON HEN WITH SUSTAINABILITY.

WE HELP WITH SCIENCE AND MATH. ALL OF OUR DECISIONS ARE BASED

ON THAT KIND OF THINKING. >>MEMBER BLIESNER: THANK YOU.

ALL RIGHT. >> ONE THE OTHER THINGS JUST AGAIN THINKING OF CURRICULUM IS THERE IS WORK GOING ON IN OUR DISTRICT TO THINK OF CLIMATE JUSTICE AS A BRIDGE BETWEEN SCIENCE AND SOCIAL STUDIES. HAPPENING MORE AT THE MIDDLE SCHOOL AND SECONDARY SCHOOL. WE ARE GETTING STARTED ABOUT THAT TO THINK ABOUT WHERE -- ESPECIALLY THINKING OF OUR FOCUS AS A DISTRICT ON EQUITY. HOW TO HAVE STUDENTS THINK THAT IS NOT ESOTERIC AND NOT REMOVED FROM US BUT THINKING OF CLIMATE JUSTICE IS SOMETHING IMPORTANT. SCIENCE AND SOCIAL STUDIES ARE NOT ESOTERIC PIECES. FALLS IN LINE WITH THE ASKED AND THE GUIDANCE FROM THE STATE THINKING OF CLIMATE JUSTICE AND

[01:00:01]

ONE OF OUR GREAT PARTNERS FOR YEARS HAS BEEN SUSTAINABILITY AMBASSADORS. INCREDIBLE PASSION AND THEY RECOGNIZE THAT AN IMPORTANT PIECE ENGAGING TEACHERS AND STUDENTS FEET ON THE GROUND TO BE ABLE TO MAKE CHANGE.

THAT HAS BEEN A REALLY GREAT PROJECT.

WE ARE CONTINUING TO PROVIDE RESOURCES TO THE CURRICULUM CLOUD WHICH HAVE IS HOW WE HOUSE ALL OF OUR RESOURCES FOR TEACHERS. ANY TEACHER HAS ACCESS TO THE K-12 ANYTHING THAT THEY WANT SOMETHING TO CONTINUE THAT K-12 VISION AND HAVE EVERY TEACHER AND EDUCATOR WHAT HAPPENS AT KINDERGARTEN AND THAT AP SCIENCE AND BUILDING THAT PATHWAY AND THAT KNOWLEDGE IS IMPORTANT FOR US.

>>MEMBER BLIESNER: ANY QUESTIONS? I WOULD JUST LIKE TO SAY THAT IS FABULOUS AND GLAD TO HEAR THAT IS BEING INTEGRATED IN THAT PIECE.

SO APPRECIATE THE WAY THAT ACTUALLY AS YOU ARE DISCUSSING THROUGH THE WHOLE CURRICULUM, HOW THESE THINGS ARE STARTING TO TIE TOGETHER THROUGHOUT PIECES, BECAUSE THAT IS HOW IT SORT OF

FITS. >>MEMBER STUART: THE INTEGRATION PART, AGAIN, KUDOS BECAUSE, AGAIN, TO GET THE STUDENT OR THE TEACHER TO THROW THE RIGHT THING IN THE RIGHT BAR YELL.

NOT PEER PRESSURE AND YELL AT YOU FOR IT.

AND IMPORTANT PERSON IN MY OWN LIFE AND MY CHILDREN'S LIVES IF THEY CAN THINK THAT FAR AHEAD, IT MAKES IT REAL.

IF YOU DON'T MAKE IT REAL ANOTHER LESSON AND PUT THAT PRACTICE. SPEAKING OF ADMINISTRATIVE FOLLOW-THROUGH. I APPRECIATE THE FACT THAT YOU ARE INTEGRATING THAT SO IT DOES BECOME REAL FOR THEM.

>>MEMBER BLIESNER: I THINK WE ARE GOOD.

>>SUPERINTENDENT HOLMEN: YOU ARE GOOD WITH THE TIMING AND

MEMORIAL CURRICULUM. >> THE PIECE WHERE WE ARE INTEGRATING. OUR GOAL WITH THE SOCIAL STUDIES ADOPTION. WE ARE HAVING -- SIMILAR TO WHAT YOU ARE SAYING DIRECTOR STUART. A LOT OF THE WORK FROM CLIMATE JUSTICE AND THIS WORK HERE SAYING THAT HOW THAT IS SHOWING UP. THAT HAS BEEN TEACHERS, STUDENTS AND SPECIALISTS. NOT A DIRECTIVE THAT SOMEBODY ALL TO GET THIS TOGETHER. THIS IS SOMEONE SAYING HERE IS AN OPPORTUNITY TO GET TOGETHER AND A WAY TO INTEGRATE THESE PIECES AND A PASSION PROJECT AND IT IS VERY COMPLEX.

JUST AT ELEMENTARY SCHOOL, WE ARE TALKING OF 750 TEACHERS AND ALSO IN AN ENVIRONMENT WHERE -- AS WE LOOK AT OUR ACADEMIC ACHIEVEMENT AND RESULTS FOR ACADEMIC WE HAVE MANY THINGS THAT NEED ATTENTION WHEN THINKING OF OUR INCLUSION EFFORTS AND OUR LITERACY AND MATH AND ALL THOSE PIECES.

WHAT MANY OF THE DIRECTORS HAVE SAID HOW DO WE DO THAT SO IT IS POSSIBLE TO DO AND SUPPORT EF EFFORT. AS WE GO FORWARD WITH THE SOCIAL STUDIES ADOPTION. MAKE A DECISION OF RESOURCES.

ABSOLUTELY THE RESOURCE ALSO INCLUDE SINCE TIME IMMEMORIAL AND SUSTAINABILITY STUDIES OR SCIENCE AND SOCIAL STUDIES.

>>SUPERINTENDENT HOLMEN: THE NEXT SECTION OF THE PRESENTATION, AND DR. ROSE, YOU WALK THROUGH THESE NEXT PORTIONS SINCE YOU PULLED IT TOGETHER. AS YOU KNOW OUR DIRECTOR OF COLLEGE AND CAREER READINESS PROBABLY IS THE ONE THAT HELD THE MAJORITY OF THIS INFORMATION.

SO JEN ACTUALLY WENT TO STAFF AND PUT THIS TOGETHER AND MAY NOT BE THE EXPERTS IN THE FIELD SO A NUMBER OF YEARS AGO WE PUT

[01:05:03]

AND SO WE PUT THAT IN PLACE OF HER TENURE AND TO BE HONEST WITH YOU HAVEN'T SEEN THIS DATA IN A NUMBER OF YEARS COLLECTED IN THIS MANNER. THIS DATA IS DIFFERENT THAN IT WAS BEFORE WE DID THAT IMPLEMENTATION.

AT THE SECONDARY LEVEL MUCH MORE TO SHIYANI'S POINT, I DON'T KNOW IF IT IS STUDENT-DRIVEN, BUT SOME LEVELS IT IS.

A LOT OF THE SUSTAINABILITY ARE ORCHESTRATED AND FOCUSED THROUGH THE CLUBS AT OUR SECONDARY SCHOOLS.

IN PARTNERSHIPS AND IN ISOLATION AND MANY OF THE EFFORTS ARE STUDENTS SPENDING TIME TAKING ACTION.

DEVELOPING PLANS. SO IF YOU GO BACK TO THE FIRST SLIDE, THE BOTTOM WE HAD 33 LEFT 1 SCREEN SCHOOLS.

14 LEVEL TWO. FOUR LEVEL 3.

I APOLOGIZE. I CAN'T STOP OF SUSTAINING GREEN SCHOOLS. THAT WASN'T A STATUS THAT I RECALL. WE HAD -- WE DEBATED HOW MANY SCHOOLS WE HAVE IN THE DISTRICT. SO -- THERE ARE A FEW DIFFERENT WAYS YOU CAN COUNT IT. BUT WE HAVE ABOUT 57 SCHOOLS IN THE DISTRICT. AND THIS REPRESENTS, I BELIEVE, IF MY CALCULATION WAS CORRECT ABOUT 52 OF OUR SCHOOLS.

MANY OF OUR SCHOOLS PARTICIPATE IN THE GREEN COUNTY SCHOOLS INITIATIVE WHICH FIVE, SEVEN, SIX YEARS AGO WE MAY HAVE FIVE TO TEN SCHOOLS PARTICIPATING. AND THIS KIND OF DEMONSTRATES WITHOUT A CONCERTED EFFORT OR COMPREHENSIVE PLAN THAT THERE IS INTEREST ACROSS OUR SCHOOL SYSTEM TO -- ACROSS OUR DISTRICT TO BE CONSIDERATE AND THOUGHTFUL AROUND ISSUES OF SUSTAINABILITY WHICH, TO ME, IS ACTUALLY PROMISING THAT WE COULD DO SOME THINGS ON A VERY COMPREHENSIVE LEVEL THAT IS CONSISTENT ACROSS OUR SCHOOLS. OUR SCHOOLS ARE ALREADY DEMONSTRATING THE INTEREST THAT THIS IS A VALUE THAT THEY HAVE.

AND DOING THIS WORK IS IMPORTANT T THEM. I WILL LET YOU TALK THROUGH THE DIFFERENT AN THEY TOTES THAT YOU FOUND AS WELL.

>> DALE MAY HAVE MORE INFORMATION AS WELL BECAUSE I THINK LEVEL DIRECTORS GATHERED A LOT OF THIS INFORMATION.

THIS IS AN INCOMPLETE LIST. I AM EXCITED TO SAY A VERY INCOMPLETE LIST OF THE PROJECTS THAT ARE HAPPENING.

I WAS AT SANDBERG AND THEY HAD A WONDERFUL FOOD SHARING PROGRAM THAT IS JUST LIKE, VERY CHOREOGRAPHED.

I KNOW -- WE KNOW OUR SCHOOLS ARE DOING A TREMENDOUS NUMBER OF THINGS AND WE ONLY PARTIALLY CAPTURE IT HERE.

LEVEL ONE MEANS 33% OF OUR SCHOOLS ARE DOING A GOOD JOB MORE THAN THE NATION IN SUSTAINABILITY.

14 SCHOOLS THAT DO AN EVEN BETTER JOB AND ALL THE WAY UP TO THINKING ABOUT THAT. I THINK IT WAS IN 2019.

AND WE TOURED AROUND SANDBERG AND OF THE WORK WE ARE DOING AT A COMPARATIVE LEVEL. THIS IS A VERY INCOMPLETE LIST OF ALL THE THINGS THAT OUR SCHOOLS ARE DOING.

THE OTHER PIECE OF ELEMENTARY, THEY ALSO HAVE ENVIRONMENTAL CLUBS AND NOT CAPTURED HERE AS WELL.

NOT THINGS THAT ARE PART OF THE OFFICIAL HERE IS WHAT IS HAPPENING, BUT SO MUCH PASSION AS YOU SAW IN THE LETTERS ON THE

BOARD AROUND THAT. >>SUPERINTENDENT HOLMEN: JEN, I WANT TO ADD ONE PIECE. ONE OUR VISITS TO ELLA BAKER ELEMENTARY. THIRD OR FOURTH GRADE -- IT WAS FOURTH GRADE, AND ACTUALLY ALL FOURTH GRADERS AT ELLA BAKER

[01:10:02]

BACK TO -- MARK'S COMMENTS AROUND INTEGRATED.

THEY HAD HYDROPONICS SET-UPS. [LAUGHTER] HIGHLY -- HIGHLY IMPRESSIVE ACT ACTUALLY. SO THEY HAD THREE OR FOUR ACTUAL SET SET-UPS I WISH AID BETTER WORD.

I'M SURE THE HYDROPONIC COMMUNITY IS WATCHING RIGHT NOW AND ROLLING THEIR EYES, BUT THAT'S OKAY.

THEY HAD -- THEY WERE DOING THAT EFFORT.

THEY WERE STUDYING ABOUT, YOU KNOW, WHY WOULD YOU DO HYDROPONICS. LIKE HOW IS THIS IMPACTFUL TO A COMMUNITY. WHEN IS THIS -- WHICH COMMUNITIES WOULD BENEFIT MOST FROM THISS AN EFFORT.

THEY IS IT THAT KIND OF STUDY AND KIND OF SCIENCE, SOCIAL STUDIES. AND THE FINAL PHASE IS THEY HAD TO TAKE THEIR LEARNING AROUND HYDROPONICS AND LEARNED OF A COMMUNITY-BASED PROJECT ON WHAT THEY LEARNED.

SO WE GOT TO TALK TO SOME VERY PASSIONATE YOUNG PEOPLE.THEIR PROJECTS, BUT THEY WERE THINKING OF HOW DO I IMPACT MY COMMUNITY BASED ON THIS LEARNING AROUND RELATING AROUND FOOD, WEAK TEE, SUSTAINABILITY. IT IS VERY COMPREHENSIVE IN NATURE. AGAIN, THOSE STAFF MEMBERS AND THAT SCHOOL THEY HAVE REALLY IDENTIFIED SOME KIND OF CORE AREAS THEY WANT TO FOCUS ON, AND THEY ALSO FOCUS IT ON BEING A UNIVERSAL MANNER.

NO. NOS NOT JUST ONE FOURTH-GRADE CLASS. EVERY ELLA BAKER STUDENT THAT ROLLS THROUGH THAT CURRICULUM. EVERY ELLA BAKER STUDENT GOES WITH THAT EXPERIENCE. NOT JUST SOME LEAVE ELLA BAKER FOR THAT. DALE.

>>THE I THINK I WOULD ADD -- -- IS WHAT WAS IMPRESSIVE -- WHAT IS IMPRESSIVE IN THAT PROGRAM IS REALLY THE STUDENTS TALKING ABOUT WHAT THEY ARE LEARNING. IT WASN'T TEACHERS TELLING US THE PROGRAM AND WHAT THEIR KIDS ARE LEARNING TODAY AND WHAT THEY WILL LEARN NEXT. THE STUD REPRESENTS WANT TO COME AND GRAB YOU TELL YOU WHAT THEY ARE DOING, WHY THEY ARE DOING IT. HOW IT ALL INTERRELATES AND THE PART THAT RESONATES WITH ME. YES THEY ARE DOING THEIR PROGRAM AND THE STUDENTS ARE REALLY EMPOWERED IN THEIR LEARNING TO MAKE CONNECTIONS AND MAKE AN IMPACT IN THE COMMUNITY.

>>MEMBER STUART: TO IMPORTANT TO HAVE OWNERSHIP.

ONCE YOU HAVE OWNERSHIP, YOU HAVE BUY IN.

AND YOU HAVE PRACTICES THAT EVOLVE.

>>SUPERINTENDENT HOLMEN: DR. ROSE, DO YOU HAVE ANY COMMENTS.

>> I WILL SAY AGAIN, AN INCOMPLETE LIST.

YOU HEARD OF THE PROJECT AT THE ROSE HILL MIDDLE SCHOOL -- ACTUALLY THAT IS ON THERE. A GOAL WE WILL ALWAYS HAVE IS HOW TO HAVE MORE OF INTEGRATION. HOW IS THE PROJECTS MOVING FROM BEING IN THE CLASSROOM TO SOMETHING THAT HAS RELEVANCE.

THERE ARE A LOT OF CLUBS THAT DO THAT FOR STUDENT AND TEACHER ADVISORS THAT SUPPORT OUR STUDENTS TO HAVE ENGAGEMENT OUTSIDE OF SCHOOLS AND WITH OTHER STUDENTS THAT IS SO ENERGIZING AND INSPIRING TO SEE YOU ARE PART OF THIS BIGGER MOVEMENT, THIS BIGGER COMMUNITY IS EXCITING TO SEE THAT.

SAME FOR HIGH SCHOOL, THEY ARE POWERFUL AND ENGAGED AND EVEN MORE FREQUENTLY CONNECTED TO THE CLASSROOM.

I CAN THINK OF THE CLASSROOM THAT WE YOU A AT HIGH SCHOOL.

THE STUDENTS WERE ENGAGED -- I WILL COME BACK FOR A MOMENT.

STUDENTS WERE ENGAGED IN LEARNING AND BEING PART OF A CTE PROGRAM. BECAUSE I AM SIGNING THEIR FORMS RIGHT NOW TO GO VISIT WITH OTHER SCHOOLS AND GO TO CONFERENCES, BE ENGAGED IN LEARNING THAT IS REALLY POWERFUL AND CONNECTS THEM TO HERE IS WHAT YOU CAN DO RIGHT NOW TO MAKE A DIFFERENCE IN YOUR WORLD AND HERE IS HOW YOU ARE EMPOWERED TO THINK OF YOUR CAREER PATHS GOING FORWARD. TALKING ABOUT THE HYDROPONIC THING, ONE OF THE THINGS WE SAW IN LAKE WASHINGTON HIGH SCHOOL, THE STUDENTS AND THE TEACHERS SAW THE SAME DESIGN AT ELLA BAKER, AND WE SAW THE STUDENTS CREATING THREE OR FOUR OTHER ONES USING DIFFERENT MATERIALS. USING FLEXIBILITY OF THINKING AND HOW THIS TO INTERACT. I WANT TO RECOGNIZE THROUGH THE

[01:15:02]

COMMUNITIES. >>SUPERINTENDENT HOLMEN: AS WE THINK OF DEVELOPING A MORE COMPREHENSIVE APPROACH TO SUSTAINABILITY, IT IS ALSO THEN BEING CLEAR AROUND WHAT IS THE ROLE OF A STAFF MEMBER AND A SCHOOL AND THE ADULTS, AND WHAT IS THE ROLE WE WANT OUR STUDENTS TO PLAY BECAUSE I WOULD ARGUE.

WE USE THE WORD "EMPOWER." THE MORE WE EMPOWER OUR STUDENTS TO BE ABLE TO LEAD SOME OF THIS WORK IN A COMPREHENSIVE WAY THE BETTER THEY ARE GOING TO LEAVE OUR SYSTEM PREPARED TO BE REALLY THE DEEP OF COMMUNITY MEMBER THAT THEN REALLY THINK OF SUPPORT, CREATE SUSTAINABILITY EFFORTS.

THIS DELICATE BALANCE THAT WE WANT OUR ADULTS LEADING BUT WE ALSO WANT OUR STUDENTS WITH THAT OPPORTUNITY TO BE CREATIVE TO THINK OF THEIR WORLD WHAT THEY WANT TOTO DO TO DO THIS IS A TR VERSION WHAT DALE PROVIDED TO ME FOR MIDDLE AND HIGH SCHOOL.

I CUT IT DOWN AND YOU CAN GO THROUGH THESE LINE BY LINE IF YOU WANT -- RIGHT, I KNOW. BUT ULTIMATELY WHAT THAT TELLS YOU -- IT IS NOT THAT THEY ARE NOT DOING NOTHING, BUT WE DIDN'T HEAR BACK FROM THEM. ALL OF OUR SCHOOLS HAVE SOME LEVEL OF EFFORT TO THE.THAT IT HAS BEEN MADE A FEW DIFFERENT TI TIMES.

VERY LITTLE CONSISTENCY WHAT THAT LOOKS LIKE OR THE EXPERIENCE THAT OCCURS FROM SCHOOL TO SCHOOL.

>>MEMBER BLIESNER: I ASSUME A LOT OF THOSE IN OUR PTA.

AND THEY ARE ACTIVE IN MAKING WORK.

I WANT TO GIVE A CALL OUT FOR THAT.

A LOT OF GOOD WORK AT THAT LEVEL OF OUR PTSAS IN SUPPORTING THIS.

>>SUPERINTENDENT HOLMEN: A HIGH THROW UPONIC SET-UP IS ALSO CALLED A FARM STAND. [LAUGHTER]

>>MEMBER STUART: AS SCHOOLS LOOK AT THINGS LIKE HYDROPONICS, WE NEED TO BE ABLE TO SHOW THEM THAT THERE IS A REAL WORLD APPLICATION TO IT. NOT JUST A PROJECT IN SCIENCE CLASS CAN BE ACTUALLY DONE IN THE REAL WORLD FOR THIS X NUMBER OF PEOPLE AND SAVE THIS MUCH LAND AND TAKE ADVANTAGE OF NOT HAVING THAT KIND OF LAND TO USE. ONCE THEY SEE IT IS ACTUALLY REAL, IT MAKES IT SO MUCH BETTER BECAUSE GOD KNOWS WE ALL SPROUTED NEEDS IN SCIENCE CLASS IN THE THIRD GRADE AND SECOND GRADE AND WE DIDN'T LEARN HOW THAT IS IMPORTANT TO FEED A NATION OR A WORLD. IT IS REAL TO ME THE FACT THAT MY AND FROM MOTHER STILL SERVED DINNER.

FACE DOWN BECAUSE SHE REMEMBERED 30 YEARS BEFORE THAT, IF YOU DIDN'T, YOUR PLATE WAS FILLED WITH DUST.

AND SHE STILL DID IT TO HER DYING DAY.

>>MEMBER BLIESNER: I WOULD JUST LIKE TO SANTE FE WHAT I HAVE SEEN OF THE HYDROPONICS AND THE FARM SAND, THEY ARE HIGHLY INTEGRATED AND THINKING OF THE APPLICATIONS WITHIN THE CLASSROOMS THAT WE SAW. SO EXCELLENT WORK IN HOW THAT IS GOING WHICH IS TO BRING THAT IN AND MAKE IT -- A TOOL TO TALK ABOUT OTHER THINGS AS WELL. SO IT IS AWESOME.

>>SUPERINTENDENT HOLMEN: JEN, I KNOW WE DELETED A SLIDE AT THE END AROUND THE CURRICULUM STANDARDS.

DO YOU JUST WANT TO SPEAK TO. I THINK THERE WERE 2014 STANDARDS THAT REFERENCED. DO YOU HAVE A RECOLLECTION OF WHAT THEY REFERENCED. IF YOU DON'T, THIS ISN'T A POP Q QUIZ.

>> THEY TECHNICALLY -- THEY CALLED IN ELA STANDARDS.

I DON'T THINK THEY CALLED IN SOCIAL STUDIES STANDARDS AND SCIENCE STANDARDS AND THEY WERE SO OLD THAT THEY TOOK ME WAY BACK. NOT TO SAY THAT IT ISN'T DOING WORK AROUND SUSTAINABILITY, BUT NOT A FRAMEWORK THAT IS HELPFUL FOR US RIGHT NOW. THE RESOURCES WE HAVE GOTTEN FROM HAVE BEEN THROUGH. THEY HAVE WONDERFUL SCIENCE WORKING ON OUR TEACHERS FOR PROFESSIONAL LEARNING.

AND THEY HAVE BEEN DEEPLY SUPPORTED BY I PUGET SOUND AND OTHERS. IF WORK THAT CAN BE HELPFUL FOR US. WHAT CAN WE USE AND INTEGRATE THAT AND BEING ABLE TO USE A OPEN EDUCATIONAL RESOURCE IS DYNAMIC AND COLLABORATIVE AND THERE ARE ISSUES WITH OPEN

[01:20:01]

>>SUPERINTENDENT HOLMEN: OKAY. THANK YOU SO MUCH FOR PUTTING THAT TOGETHER IN A COMPREHENSIVE MANNER.

WE APPRECIATE THAT. THAT WAS HELPFUL.

AND SO WE ARE GOING TO GO AHEAD AND TAKE A BREAK.

LAUREN, ONE OF OUR GUEST SPEAKERS WHO -- SHE HAD THE CHOICE OF SWIMMING THIS MORNING OR COMING IN REMOTELY BECAUSE THE FERRIES DECIDED TO NOT RUN THIS MORNING.

SO SHE IS -- SHE IS GOING TO BE JOIN US REMOTELY.

SHE IS -- SHE IS ON OUR -- ON OUR TEAM'S MEETING ALREADY.

AND WE WILL GO AHEAD AND PARTICULAR A BREAK.

WHY DON'T WE GET STARTED AND WE ARE ACTUALLY GOING AT 9:45.

AND THEN WE WON'T DO OUR SECOND BREAK PROBABLY.

SO THAT THE BOARD HAS TEAM TO DISCUSS AS WELL.

WE WILL TAKE 15 MINUTES AND W

. >>MEMBER BLIESNER: ALL RIGHT, SO

WE WILL BE STARTING. >>SUPERINTENDENT HOLMEN: OKAY, WE WILL GO AHEAD AND GET STARTED.

>>MEMBER BLIESNER: ALL STARING AT THE CAMERA.

WELCOME BA PEOPLE BACK. OUR NEXT SECTION ON SUSTAINABILITY. THIS TIME DR. HO LLMEN, WE HAVE

OTHER GUESTS. >>SUPERINTENDENT HOLMEN: WE DO.

WE WERE IN THE PROCESS OF PACKAGING INFORMATION TO BRING TO THE BOARD, AND BARBARA AND HI THE PLEASURE OF MEETING MELISSA AND LAWYER. BOTH WORK FOR MCKINSTREE AND WITH LAKE WASHINGTON WITH RESERVOIRS AND SUSTAINABILITY IF I REMEMBER CORRECTLY TEN AND 12 YEARS.

AS THEY WERE PRESENTING, I MESSAGED BARBARA ON TEAMS AND I SAID, IS THERE WAY THEY CAN PRESENT PRESENT THIS INFORMATION, BECAUSE TO HEAR THEIR VOICE AND THEIR EXPERTISE AND THEIR CONNECTION NOT ONLY TO THE DISTRICT BUT REALLY THE REGION AND REALLY THE TRENDS AROUND SUSTAINABILITY AND JUST TAKING A THOUGHTFUL APPROACH TO IT.

THEY UNDERSTAND THE JOURNEY OUR DISTRICT HAS BEEN ON, AND THEY HAVE PUT TOGETHER A COLLECTION OF INFORMATION TO PROVIDE US REALLY FROM THAT OPERATIONAL SIDE WHAT LAKE WASHINGTON SCHOOL DISTRICT HAS BEEN INVOLVED WITH FOR MANY YEARS AS WE THINK ABOUT HOW DO WE CREATE A PROCESS AND STRUCTURE TO BE SYSTEMIC ABOUT OUR EFFORTS. I THINK THERE ARE SOME OF OUR EFFORTS THAT ARE SYSTEMATIC ALREADY.

AND I THINK WE WILL HEAR SOME OF THOSE TODAY.

SO EXECUTIVE DIRECTOR OF SUPPORT SERVICES BRIAN BUCK IS HERE.

MANY TAINED A RELATIONSHIP WITH MCKINGSTREE.

BRIAN, IF YOU WANT TO START WITH ANY OPENING COMMENTS AND THEN AND THIS OFF TO MELISSA AND LAUREN.

>> YEAH, THANK YOU. I WOULD SAY MY PREDECESSOR

[01:25:04]

AND WE HAD A VERY STRONG RELATIONSHIP WITH MCKINGSTREE AND A STRONG CONSERVATION MANAGEMENT PROGRAM FOR QUITE SOME TIME. MY PLEASURE TO HAVE MELISSA AND LAUREN HERE. I HAVE BEEN WORKING WITH THEM SINCE I ARRIVED IN 2013. THEY DO EVERYTHING FROM LOOKING AT ALL OF OUR UTILITY BILLS TO ENSURE THAT THEY ARE ACCURATE TO HELPING US DESIGN STANDARDS FOR CAPITAL CONSTRUCTION, AND ALSO WITH ALL OF OUR FACILITIES AND OPERATION SERVICES.

SO -- SO I WILL KIND OF HAND IT OVER TO MELISSA AND LAUREN.

>> WHAT IS THE BEST WAY FOR THE BOARD TO INDICATE.

A LOT OF TIME THEY WILL PUT THEIR -- LIKE THIS TO ASK A QUESTION. AND IF THEY DO THAT, WE WILL JUST HELP FLAG THAT FOR YOU AND LAUREN.

>> THAT SOUNDS GREAT.

>> I CAN SEE LAUREN ON MY SCREEN.

IF YOU HAVE A QUESTION WHILE SHE IS TALKING --

>>MEMBER CARLSON: CONFIRMED, I CAN SEE YOU.

>> SO -- FURTHER. LAUREN, DO YOU WANT TO JUST -- I WILL INTRODUCE KIND OF THE SECOND -- LAUREN, DO YOU WANT TO INTRODUCE YOURSELF NOW AND KIND OF START WITH THE FEW SLIDES AND

I WILL JUMP IN. >> SURE.

I WILL BE HAPPY TO. HI, EVERYONE.

I APOLOGIZE FOR TO THE BEING IN PERSON.

I WAS REALLY EXCITED TO BE THERE AND HAD MY COFFEE AND IN THE FERRY LIEN AND IT JUST DID NOT GO.

THANK YOU FOR HAVING US TODAY AS MELISSA AND BRIAN MENTIONED.

I HAVE BEEN CONNECTED TO THE LAKE WASHINGTON SCHOOL DISTRICT FOR.A DECADE NOW, FOCUSED ON SUPPORTING THE RESOURCE CONSERVATION MANAGEMENT PROGRAM OUT THERE FROM A BROADER SENSE.

I AM CURRENTLY THE OPERATIONS DIRECTOR AS PART OF OUR TEAM AT MCKINGSTREE WORKING WITH MANY OF THE PUBLIC SCHOOL DISTRICTS IN THE SEATTLE AREA AND WITH OUR PARTNERS ACROSS THE COUNTRY WHAT IS HAPPENING IN K-12 AS IT RELATES TO OPTIMIZATION, SUSTAINABILITY, AND IT IS REALLY EXCITING TO SEE THINGS HAPPENING AT THE LOCAL LEVEL TO MOVE THIS CONVERSATION FORWARD.

I AM VERY EXCITED TO SHARE WHAT LAKE WASHINGTON HAS BEEN DOING AND WHERE WE SEE POTENTIAL FUTURE GROWTH FOR YOU GUYS.

ME SLAYS, DO YOU WANT ME TO JUST KICK THIS OFF? ALL RIGHT, SOUNDS GOOD. SO I DID GET -- SINCE I DID HAVE THE LUXURY OF JOINING REMOTELY TOWARD THE LAST COUPLE OF MINUTES OF YOUR LAST PREVIOUS SESSION, IT WAS REALLY GREAT TO HEAR SOME OF THE LANGUAGE YOU ARE ALREADY USING ABOUT THE DISTRICT'S APPROACH TO SUSTAINABILITY AND GIVING ACCOLADES TO ALL THE THINGS THAT ARE HAPPENING KIND OF ON AN INDIVIDUAL LEVEL AT EACH SCHOOL. WHAT I HEARD BETWEEN THE LINES THIS CALL TO SAY, HEY, WE ARE DOING A LOT OF GREAT THINGS.

WHAT WE NEED TO DO IS MAKE SURE THAT EVERYBODY UNDERSTANDS WHAT WE ARE DOING AND MOVE IT A MORE UNIFIED AND COMPREHENSIVE SMART APPROACH SO EVERYBODY IS ON BOARD AND WE ARE GETTING A CONSISTENT APPROACH ACROSS THE DISTRICT.

THING IS A REALLY GREAT OPPORTUNITY TO TALK ABOUT WHAT COMPREHENSIVE SUSTAINABILITY PLANNING IS.

THE NEXT SLIDE IS CARBON PLANNING.

BOTH OF THESE ARE KIND OF REALLY BUZZWORDS WHEN PEOPLE -- WHEN STAKEHOLDERS, WHEN VOTERS ARE ASKING FOR THINGS, WHEN STUDENTS

[01:30:01]

COMMUNITY, FACILITIES, FINANCIAL, GROUNDS.

I JUST WANTED TO LEVEL SET THAT BECAUSE WE WILL TALK ABOUT LATER IN THE PRESENTATION. CONVERSELY ON THE NEXT SLIDE,

MELISSA. >> WRONG WAY.

GOT IT NOW. >> THANKS.

THE OTHER BUZZWORD WHEN WE TALK OF PLANNING IS OFTEN AROUND WAR BON. CAN BE CALLED EMISSION REDUCTION, CARBON REDUCTION, CARBON FOOTPRINT, NET ZERO.

A LOT OF WAYS THAT PEOPLE TALK ABOUT IT, BUT CARBON EMISSIONS PLAN IS A INTEGRAL PART OF A SUSTAINABILITY PLAN.

GENERALLY WHEN WE TALK OF GREENHOUSE GAS EMISSIONS TALK OF CLIMATE OPERATIONS. AND A EMISSIONS FROM TRANSPORTATION WASTE AND PURCHASE MATERIALS.

ALASKATIVITY CALLED A CARBON FOOTPRINT THAT YOU CAN UNDERSTAND WHAT THE FOOTPRINT OF THE DISTRICT AND SETTING GOALS AND ACTIONS TO REDUCE THAT FOOTPRINT IS A CARBON OR EMISSIONS REDUCTION PLAN. ONE PIECE OF A HOLISTIC SUSTAINABILITY PLAN AND A SPOT WHERE STAKEHOLDERS AND OTHERS FOCUS INITIALLY BECAUSE IT IS THE MOST DIRECT AND QUANTIFIABLE PATH TO SAYING, HOW ARE WE IMPACTING THE PLANET AND HOW CAN WE REDUCE OUR FOOTPRINT. BUT I DO WANT TO SAY PART OF A HOLISTIC SUSTAINABILITY PLAN. ARE THERE ANY QUESTIONS ON THAT

FIRST BEEN WE MOVE ON? >> NOPE, YOU ARE GOOD.

>> AWESOME. I WOULD LIKE TO TAKE A COUPLE OF MINUTES AND FURTHER RECOGNIZE EVERYTHING THAT LAKE WASHINGTON 1K508 DISTR-- LAKE WASHINGTON S DISTRICT WAS DOING.

THIS WAS FUN TO TALK OF ALL THE DIFFERENT THINGS HAPPENING.

SILOED, NOT CELEBRATED PUBLICLY AND AN GREAT WAY INTEGRATE AND PULL THEM ALL INTO ONE PLACE. LAKE WASHINGTON SCHOOL DISTRICT IS ALREADY A NATIONALLY RECOGNIZED SUSTAINABILITY LEADER IN THE K-12 SPACE. YOU ALL HAVE RECEIVED NUMEROUS AWARDS FROM THE U.S. DEPARTMENT OF EDUCATION, KING COUNTY GREEN SCHOOLS, PUGH END SOUND ENERGY, AND CERTIFICATIONS FOR THE EFFORTS ALREADY UNDER WAY AND THAT IS WHAT I WANTED TO WALK THROUGH TODAY. NEXT SLIDE, PLEASE.

FIRST OFF, BRIAN MENTIONED THE START OF ALL THESE INITIATIVES WAS IN 2005 WITH THE INTEGRATION OF A RESOURCE MANAGEMENT PROGRAM. WE ARE VERY BLESSED IN THE PA SAVE MOVEMENT THAT PUGH END SOUND UTILITY HAS AN INCENTIVE PROGRAM TO INCENTIVIZE CONSERVATION MANAGEMENT.

CONSERVATION FROM AN EMISSIONS DIDN'T AND COST SAVINGS TO THE DISTRICT. OVER THE COURSE OF THIS PROGRAM, LAKE WASHINGTON HAS SIGNI SIGNIFICANTLY REDUCED THEIR REDUCTION. 30% REDUCTION PER SQUARE FOOT.

37% REDUCTION IN NATURAL GAS USAGE OVER THAT SAME TIME PERIOD AND 30% WATER REDUCTION SINCE 2008.

HAS A DIRECT IMPACT ON THE PLANET AND A DIRECT LINE ON THE

UTILITY BUDGET FOR THE DISTRICT. >> KEEP IN MIND THIS IS A REDUCTION WHEEL ADDING NEW BUILDINGS, SQUARE FOOTAGE, THINGS LIKE THAT. A REDUCTION WHILE YOU ARE ADDING. I DID IT AGAIN.

THERE YOU GO. SO THIS -- THAT WAS A PERCENTAGE METRIC, BUT THIS ALSO RESULTS IN REAL DOLLARS SAVED FOR THE DISTRICT. $18.4 MILLION IN COST SAVINGS SINCE 2006 ACROSS THE DISTRICT. THIS IS UTILITIES THAT WOULD HAVE BEEN SPENT BASED ON COMMUNITY USE, INCREASED SQUARE FOOTAGE, INCREASED OPERATIONAL REQUIREMENTS DUE TO COVID AND THINGS LIKE THAT. $18.4 MILLION MILLION IS A HUGE

[01:35:01]

NEXT SLIDE. THANKS.

SO THIS IS A VERY COMPLICATED SLIDE AT FIRST GLANCE, BUT THE REAL STORY BEHIND THIS IS AS THE DISTRICT HAS GROWN SINCE THE INITIAL START OF THIS PROGRAM, GROWTH IS SMITHSONIAN BY THOSE ORANGE BARS IN THE BACKGROUND. SQUARE FOOTAGE HAS CONTINUED TO INCREASE. WE HAVE ADDED STUDENTS AND ADDED HOURS OF USE TO OUR BUILDINGS. THE BUSINESS-AS-USUAL COST WITH THAT PROGRAM IS THAT GREEN LINE. UTILITY SPEND INCREASES AS SQUARE FOOTAGE INCREASES, AND WE HAVE ACTUALLY BEEN ABLE TO HELP THROUGH LOW AND NO-COST OPTIMIZATION EFFORTS TO MAINTAIN YOUR UTILITY BUDGET AT THAT YELLOW LINE LEVEL.

IT HAS STAYED RELATIVELY STABLE. YOU WILL NOTICE THE BIG DROP THAT HAPPENED IN 2019-2020, COVID.

SHUT DOWN BUILDINGS AND MANY OF THE DISTRICTS ACTUALLY DID NOT EXPERIENCE THIS SAME SHAPE GRAPH THAT LAKE WASHINGTON DID WITH INCREASED VINTLATION REQUIREMENTS AND JUST KIND OF THE CHAOS HAPPENING IN BUILDINGS, THEIR UTILITY SPENDS SKYROCKETED AND OFTEN INVERTED THE SAVINGS THEY HAVE EXPERIENCED IN THE PAST AND WE WERE ABLE TO HELP THROUGH A GREAT PARTNERSHIP WITH YOUR OPERATORS AND PROACTIVE APPROACH TO THIS, CONTINUED TO MAINTAIN THOSE SAVINGS AND REDUCED THE IMPACT AS MUCH AS POSSIBLE EVEN WITH THESE CHANGES IN HOW WE HAD

TO OPERATE THE FACILITIES. >>SUPERINTENDENT HOLMEN: LAUREN, CAN I JUMP IN AND MAKE A COMMENT REAL QUICK.

IF YOU GO TO THAT PREVIOUS SLIDE.

WHEN LAUREN AND MELISSA WERE PRESENTING THIS, WEREN'T GOING TO SPEND A TON OF TIME IN THE REDUCTION OF SAVINGS AND MY INITIAL THOUGHT IS, OH, IT WAS DISAPPOINTING THAT OUR SAVINGS WAS REDUCED. BUT I THINK IT IS AN IMPORTANT POINT TO NOTE THAT WHAT LAUREN SAID WAS MOST DISTRICTS ARE INVERTED BASED ON COVID. SO THAT GREEN LINE AND THIS YELLOW LINE, THEY FLIPPED. AND SO THROUGH EFFORTS, PARTNERSHIP, COLLABORATION, WE ARE ACTUALLY ABLE TO MAINTAIN A COST SAVINGS EVEN IN THE ENVIRONMENT WHERE WE WERE, YOU KNOW, NEEDING TO USE MORE ENERGY.

WE WEREN'T BEING AS CONSERVATIVE IN OUR APPROACH FOR -- YOU THINK OF THE AIR FLOW. WE WERE EXCHANGING AIR WITHIN OUR SPACES SEVEN TEAMS AN HOUR. THOSE WERE SIGNIFICANT INCREASING ENERGY COSTS. SO I DIDN'T PICK UP ON IT AT FIRST WHEN THEY SAID IT. I ASKED THEM QUESTIONS ABOUT IT.

BUT THAT IS A HUGE CELEBRATION, A VERY RECENT CELEBRATION.

>>MEMBER STUART: I THINK A LOT OF THIS COMES TO THE POINT OF COMMUNICATIONS OF WHAT WE HAVE DONE.

ALL OF US -- NONE IN THE ROOM -- A COUPLE OF STAFF PEOPLE MAY HAVE KNOWN, BUT THE REST OF US HAD NO CLUE.

THAT MAKES THE PARENTS, THE STUDENTS HAVE LESS OF A CLUE, THE COMMUNITY LESS OF A CLUE. THE MORE WE COMMUNICATE THIS OUT, ESPECIALLY PART ABOUT THE COVID, THE FACT THAT WE WERE ABLE TO DO IT BY COMPARISON TO OTHER DISTRICTS AND WHAT WE HAVE DONE COMPARISON OF OTHER DISTRICTS, WE NEED TO MAKE THAT KNOWN TO THE PTSAS AND COMMUNITY GROUP SO EVERYBODY KNOWS WHAT WE HAVE DONE. GRANTED, WE HAVE MILES TO GO.

AND WHEN WE DON'T KNOW WHERE WE ARE, THEY DON'T KNOW WHERE WE

NEED TO GO. >> TO THAT POINT, YOU GUYS ARE ACTUALLY OPERATING AT 100% THAT IS MORE THAN OTHER DISTRICTS.

YOU ARE BRINGING IN MORE FRESH AIR AND SAVING MORE THAN A LOT OF DISTRICTS IN THE AREA. ANOTHER PART OF THAT AS WELL.

YOU ARE BRINGING IN MORE FRESH AIR.

SO, YEAH. LAUREN.

>> SO THESE NEXT -- YEAH. SO THESE NEXT SIX OR SEVEN SLIDES WILL GO THROUGH OTHER ASPECTS OF DISTRICT OPERATIONS WHERE THERE IS A SIGNIFICANT FOCUS ON SUSTAINABILITY STRATEGIES BOTH IF.HAVING COST IMPACTS AND HOLISTIC AND ENGAGEMENT AND OTHER TYPES OF SAVINGS THAT THE DISTRICT IS BEING PROACTIVE AND MOVING THE DISTRICT IN A SUSTAINABLE DIRECTION. FIRST OFF IS WATER REDUCTION.

THIS IS PART OF THE RESOURCE MANAGEMENT PROGRAM AND TOUCHES A LARGE VARIETY OF ASPECTS OF THE DISTRICT.

SO FIRST OFF, THERE HAS BEEN A 95% REDUCTION -- 95% OF OUR TOILETS MODERN 1.6 GALLONS-PER-FLUSH.

[01:40:04]

75% OF WATER CONSUMPTION WAS REDUCED BY RETROFITTING REST

ROOM SECTION WITH AERATORS. >>MEMBER STUART: 1.6, BUT WHAT

WERE THEY? >> TYPICALLY 2.5 GALLONS.

A COUPLE OF DIFFERENT MODELS, BUT 2.5 WAS THE PREVIOUS

STANDARD BEFORE 1.6. >>MEMBER STUART: THANK YOU, THAT

PUTS IT IN PERSPECTIVE. >> SOME OLD ONES GO UP TO 3.4.

THAT IS A LOT. BUT -- GO AHEAD, LAUREN.

>> SO AERATORS. IF YOU ARE NOT FAMILIAR, THE PIECES THAT GO ON THE END THAT MAKE THE WATER EXTRA BUBBLY WHEN IT COMES OUT, INCREASING THE ABILITY FOR PEOPLE TO WASH THEIR HANDS WITH LESS WATER. THAT HAVE REDUCED WATER CONSUMPTION 75% FROM THE SECTION IN OUR REST ROOMS. $500,000 ANNUAL SAVING IN IRRIGATION AND COSTS BY SWITCHING TO NATIVE LANDSCAPING. TALKING OF WATER, BUT SOMETHING THAT OUR GROUNDS CREW ARE ASSOCIATED WITH AND WHAT TYPES PLANTS WE CHOOSE TO PUT IN AND HOW WE INSTALL THEM.

80% REDUCTION IN IRRIGATION WATER USAGE JUST BY SELECTING COMPLAINTS THAT DON'T NEED TO BE WATERED AS REGULARLY.

$1725,000 IN ANNUAL SEWER COST SAVINGS.

THROUGH A VARIETY OF WAYS. ONE, OLDER TOILETS, DUCES THE AMOUNT OF WATER WE ARE FLUSHING DOWN.

MELISSA MENTIONED EARLIER THE PROACTIVE, LOOKING AT UTILITY BILLS TO MAKE SURE THAT OUR SEWER COSTS ARE ACCURATELY BEING CAPTURED. A MISS THAT MANY SCHOOL DISTRICTS AND MANY ORGANIZATIONS HAVE THAT THEY PAY A BILL WHEN THEY COME IN. SEWER COSTS ARE A VERY COMPLICATED PART OF AN UTILITY BILL WHERE THEY ARE SUBTRACTING OUT THE WATER USED IN THE DISTRICT FROM WHAT IS COMING IN AND CHARGE YOU PER GALLON FOR THAT.

THROUGH PROACTIVE MANAGEMENT OF FUEL GALLONS AND LOOKING AT UTILITY BILLS SAVING $175,000 JUST SINCE 2019.

TWO IMPROVEMENTS WE WANTED TO CALL OUT.

ONE IS DISHWASHERS. SECOND IS RAIN BARRELS.

LARGE KITCHEN DISHWASHERS ARE HELPING TO SAVE WATER AND ENERGY AND THEY ARE BEING REPLACED WITH NEW EQUIPMENT THAT USES STEAM TO PREHEAT INCOMING WATER THAT REDUCES OVERALL WATER AND INCREASES THE ENERGY EFFICIENCY OF DISHWASHERS.

RAIN BARRELS HELP MINIMIZE IRRIGATION COSTS.

IT IS ALSO A VERY GREAT WAY TO BRING STUDENTS AND THE COMMUNITY INTO THE EFFORTS THAT ARE BEING HAD ON-SITE TO REDUCE STORMWATER RUNOFF AND REALLY PUBLICLY AND VISIBLY CELEBRATE THE COMMITMENTS OF CUTTING DOWN ON WATER USAGE IN OUR SCHOOLS.

>> SO YOU JUST HEARD THE EXAMPLE FROM LAUREN TALKING THROUGH BY SUSTAINABLE PLANNING BY DOING RETROFITS OR NEW PROJECTS, ABLE TO LOWER IRRIGATION. SO IN THAT THEME, I THINK THE DISTRICT HAS DONE A REALLY GOOD JOB OF PROACTIVE PLANNING AROUND RETROFITTING CERTAIN BUILDINGS, MODERNIZING SYSTEMS AND REPLACING FULL SYSTEMS. DO YOU HAVE A QUESTION?

>>MEMBER STUART: TALKED OF MOVING FROM HOT WATER AND STEAM IN THE DISHWASHERS. A TRADE-OFF OF ENERGY EXPENDED TO MAKE THE STEAM OPPOSED TO THE WATER GOING IN?

IS THERE A TRADE OFF THERE? >> DID YOU HEAR THAT QUESTION,

LAUREN? >> I DID.

SO OVERALL, THEY ARE MORE ENERGY EFFICIENT.

TO HEAT UP STEAM, IT TAKES UP LESS TO HEAT UP THE SAME QUANTITY OF STEAM THAN THE W WATER.

UPGRADING THE SYSTEMS AS YOU WOULD BUY A TV WITH A ENERGY STAR STICKER ON IT. NEW SYSTEMS ARE DESIGNED TO BE MORE ENERGY EFFICIENT. WE ARE SAVING ON THE ENERGY SIDE AND WATER SIDE ON THE DISHWASHING UNITS.

>>MEMBER STUART: GLAD TO HEAR WE ARE NOT ZEROING IT OUT.

>> EVERYTHING THAT WE ARE TALKING TOP IS SOMETHING THAT THE DISTRICT HAS IN MIND. NOT SUSTAINABILITY BECAUSE IT IS A BUZZWORD, BUT HOW WE LOOK AT IT.

CALCULATIONS LOOKING AT BILLS. A DISHWASHER, USUALLY DONE BY THE FACTORY. WHEN YOU TALK OF A RETROFIT OF A WHOLE SYSTEMS AND DOING A CALCULATION, MAYBE THREE OPTIONS OF SYSTEMS. WHAT IS THE BEST FOR THAT BUILDING. SOMETIMES IT IS DIFFERENT, RIGHT. YOU HEAR A LOT OF GEOTHERMAL, HOW EFFICIENT. SOMETIMES IT CAN'T BE RETROFITTED INTO AN OLDER BUILDING.

THE BEST COURSE TO TAKE AND THE BEST COURSE FOR A BUILDING.

THAT IS A CONSTANT TRADE-OFF LIKE PRO CON CALCULATION THAT WE ARE DOING THROUGH THOUGHT, AND ALSO THROUGH ACTUAL MATHEMATICAL

[01:45:06]

HOW IS THE BUILDING OPERATING. ARE WE LOOKING AT ANY RENEWABLE ENERGY. LAKE WASHINGTON IS ACTUALLY -- HAS THE LARGEST AMOUNT OF SOLAR ARRAY OUTPUT OF A DISTRICT IN A STATE. IRACTUALLY LEADING IN SOLAR RIGHTS. USING THINGS LIKE CO2 SENSORS.

INSTEAD OF SAYING BRING IN LOTS OF AIR ALL THE TIME.

HOW MUCH ROOM IS NEEDED. HOW MUCH AIR IN IT AND CO2 IS GOING OUT AND BOILER REPLACEMENTS LIKE HVAC.

WE TALKED ABOUT THAT. WHAT IS THE MOST EFFICIENT THING FOR THAT BUILDING. BUILDINGS ARE MADE FROM DIFFERENT MATERIALS FROM THE CINDERBLOCK OF YEARS AGO TO NEW MODERN MATERIALS THAT HAVE THE CALCULATION WHAT IS THE BEST FOR THAT BUILDING AND HOW IT IS OPERATED.

>>SUPERINTENDENT HOLMEN: CAN YOU TALK OF BUILDING CONTROL?

>> YES, A BIT OF A BLACK BOX. WHERE DO YOU WANT TO START.

I WORKED FOR BUILDING CONTROLS. BUILDING CONTROLS, DDC DIRECT DIGITAL CONTROLS, A COMPUTER THAT GOES TO A GLOBAL CONTROL THEIR SITS ON ANY BUILDING. EVERY SINGLE BUILDING HAS A GLOBAL CONTROLLER AND LITTLE CONTROLLERS THAT SPIT OUT ON ALL THE EQUIPMENT, LIGHTING, THINGS LIKE THAT, THE HVAC EQUIPMENT AND TALKS TO IT AND WE PROGRAM IT AND LOOK AT IT IS IT HEATING CORRECTLY OR RUNNING ALL NIGHT. GIVES US FEEDBACK HOW THE EQUIPMENT IS OPERATING. WE WORK WITH BRIAN ON WHAT THEY ARE DOING IN THE FIELD AND SITE VISITS THAT THEY ARE CORRECTLY.

THERMOSTAT, BY THAT, BY OUTSIDE AIR, YOU NAME IT BY CO2 GOES BACK TO THE COMPUTER AND TELLS THE BUILDING HOW IT IS OPERATING. A HUGE PIECE OF SUSTAINABILITY.

A LITTLE BIT OF AN UNKNOWN THING EVEN WHEN -- EVEN WHEN YOU START TO GET INTO THE BUILDING WORLD, THE ENGINEER AND THINGS -- OH, THAT IS THE BLACK BOX THING. A SPECIFIC TEAM OF ENGINEERS THAT CAN GO INTO THE CONTROLS AND LOOK AT WHAT YOUR BUILDING AT ANY GIVEN TIME AND THAT IT IS OPERATING CORRECTLY.

ANYTHING ELSE ON THAT. >>MEMBER STUART: WE HAD A SMOKE PROBLEM FROM THE FIRES THIS PAST YEAR.

DO YOU HAVE ANY INFORMATION THAT CAN SHOW HOW WE WERE ABLE TO USE WHAT YOU HAD IN PLACE TO FILTER OUT THAT SMOKE? BECAUSE THAT WAS A BIG CONCERN OF A LOT OF PARENTS NOT WANTING TO SEND THEIR KIDS TO SCHOOL. QUITE FRANK, MAY BE BETTER AT

SCHOOL THAN IN THEIR HOME. >> YOU HIT THE NAIL ON THE HEAD.

A BUNCH OF PARENTS -- WHEN ARE THEY GOING TO CANCEL SCHOOL, WELL, ACTUALLY, ANY COMMERCIAL BUILDING SYSTEM IS BETTER THAN ANYTHING YOU HAVE AT HOME. IT SHOULD BE.

MAYBE YOU HAVE SOME EXTREME SYSTEM, BUT 99% OF THE TIME IT IS BETTER IN SCHOOL, RIGHT. YOU HAVE M 13 FILTERS WITH COVID, EVERYBODY ELSE KNOW WHAT IS THAT IS IN THE INDUSTRY.

STRONGER FILTERS. EQUIPMENT THAT OPERATES WITH BUILDING CONTROLS LIKE AN ACTUAL SMART BRAIN TELLING YOU WHAT TO DO. WORKING WITH BRIAN, DEPENDING ON WHAT THE AIR QUALITY RATINGS WERE.

BALANCING HOW MUCH AIR WAS COMING IN WANT IT TO BE FRESH WITH COVID AND HOW MUCH WAS COMING IN WITH SMOKE AND A CONSTANT BALANCE PROMOTING INTO THAT CONTROL SYSTEM AND MOVING DAMPERS AND MOVING IN A SYSTEM TO BRING IN THE RIGHT AMOUNT FOR

KIDS AND KEEPING THEM SAFE. >> I WOULD ADD THAT THE BUILDING CONTROLS HAVE A SEQUENCE OF OPERATIONS WHEN BUILDINGS WARM UP SO WE ARE ECONOMIZING HOW THOSE BUILDINGS GET TO TEMPERATURE. THEY ARE ALSO ON BUILDING SCHEDULES SO LIGHTS AND HEAT ARE NOT STUCK ON THAT THEY ARE ALL SCHEDULED PER OUR BUILDING CONTROL SYSTEM.

WE ALSO HAVE 24-7, WE CAN REMOTE INTO THOSE BUILDING CONTROLS TO ADJUST THEM IF WE FIND SOME ANOMALIES OUTSIDE OF BUSINESS

HOURS. >>MEMBER STUART: THESE ARE REALLY INVISIBLE EFFORTS QUITE FRANK THAT NO ONE WILL EVER SEE.

ALL THE MORE REASON WHEN TALKING OF SUSTAINABILITY, WE HAVE TO COMMUNICATE HERE IS WHAT WE HAVE DONE THAT YOU DON'T SEE OR YOU

CAN'T SEE. >> YEAH, BEHIND THE -- ESPECIALLY WHEN WE TALK ABOUT BUILDING HVAC SYSTEMS AND BUILDING CONTROLS, THAT IS A HUGE AMOUNT OF DISTRICT ENERGY.

A MASSIVE AMOUNT OF USE. AND IT IS THE THING BEHIND THE BARS THAT PEOPLE DON'T SEE WHEN IT GETS MODERNIZED AND REPLACED.

ALL PEOPLE KNOW HOT AND COLD AND DOESN'T SEE IT PROVIDES FRESH AIR TO THE ROOMS. WITH COVID A LOT OF PEOPLE UNDERSTAND IT AT A DIFFERENT LEVEL, AND STILL NOT THE PRETTY

[01:50:03]

>> LAUREN, DO YOU HAVING YOU WERE GOING TO SAY AS WELL?

>> YEAH, JUST ONE QUICK PIECE. SOMETHING LIKE RESOURCE CONSERVATION MANAGEMENT PROGRAM. WHAT WE ARE TACTICALLY DOING IS MAKING SURE BUILDINGS ARE OPERATING IN THE MOST EFFICIENT WAY AS POSSIBLE ON AN ONGOING BASIS, SCHEDULES, TEMPERATURES, DAMPER POSITIONS IN AN ONGOING BASIS AND THE BUILDING CONTROLS ALLOW US TO DO IT MORE EFFICIENTLY.

IT NOT ONLY MAKE YOUR BUILDING MORE EFFICIENT BUT ALLOW ENGINEERS AND STAFF TO WORK WITH THAT BUILDING OFTENTIMES REMOTELY TO NOT SIT IN THE BOILER ROOM AND TWEAK THAT SYSTEM, AND A CONSTANT TUNE-UP TO MAKE SURE THAT THINGS ARE OVER TEAM. UPGRADING THOSE TO THE MOST EFFICIENT AND NEWER TECHNOLOGY IS HELP ENVELOPE MAINTAINING SYSTEMS ACCEPT WITH QUICK CHANGES WITH COVID AND SMOKE WHERE THINGS NEED TO BE RESPONSIVE AND BUILDING CONTROLS

HELP. >> A LOT OF DISTRICTS THAT HAVE OLD, OBSOLETE CONTROLS THAT SOMEONE HAS TO DRIVE THERE.

SOME HAVE PNEUMATICS. BEFORE THERE WERE AIR TUBES THAT WOULD MOVE DAMPERS AND THINGS. LAKE WASHINGTON HAS BEEN IN A REALLY GOOD SPOT AND MADE INVESTMENTS ON NEW BUILDING CONTROLS BECAUSE FREIGHTS EVERYTHING.

>>MEMBER STUART: ON A BASE COMMUNICATION DIDN'T, THIS PRESENTATION THERE ARE INFORMATION OUGHT TO BE ON OUR WEB SITE. THAT IS A VERY PASSIVE -- IS IT?

>> WE WAIT ON THE COMMUNICATION PIECE TO CONTINUE WITH THE

SUSTAINABILITY, THANK YOU. >> ANY OTHER QUESTIONS ON THIS? OK OKAY.

>>MEMBER CHOI: REALLY QUICK QUESTION, CAN YOU CONTEXT WISE LARGER SOLAR CAPACITY IN THE STATE FOR NEWS IS.

>> YEAH, LAUREN, DO YOU HAVE THE ACTUAL NUMBER?

>> I DON'T THINK HAVE IT OFF THE TOP OF MY HEAD.

I WOULD SAY SOLAR IN GENERAL HAS BEEN A LITTLE BIT SLOWER TO COME TO THE STATE OF WASHINGTON COMPARED TO ARIZONA.

WE ARE AT A SMALL SCALE THAN A TYPICAL SCHOOL DISTRICT WITH A SUNNY STATE WITH HIGHER ELECTRICITY COSTS.

ONE OF THE CHALLENGES WE HAVE IN THE PACIFIC NORTHWEST IS WE HAVE VERY LOW COSTS AND VERY CLEAN ENERGY COMPARED TO MANY PARTS OF OUR COUNTRY. MOST OF OUR POWER COME FROM HYDROPOWER AND SOME LOWEST ELECTRICITY RATES IN THE UNITED STATES 37. THE TABLES ARE TURNING IN RENEWABLE ENERGY LIKE SOLAR IS BECOMING MORE COST EFFECTIVE IN THE STATE OF WASHINGTON. SO IT IS NOT A HUGE, HUGE ARRAY.

MOST OF THE SOLAR IN LAKE WASHINGTON IS MORE DEMONSTRATION PROJECTS, OUTREACH, VISIBILITY OF A COMMITMENT TO MOVE IN THAT DIRECTION. I WANT TO SAYS IT SOMEWHERE IN THE, LEAK, 25 MEGAWATT PHASE. BUT I CAN LOOK UP AN ACTUAL NUMBER AND PUT IT IN THE SLIDE DECK TO SEND OUT.

>> OTHER PARTS OF THE COUNTRY THEY USE COAL TO FIRE THEIR POWER PLANTS AND THAT'S NOT WHAT WE DO HERE.

THE EAST COAST, POWER IS VERY, VERY EXPENSIVE.

NOT AS EXPENSIVE HERE. THE MATHEMATICAL EQUATION OF THE PAYBACK, HIGHER HERE IN WASHINGTON.

NOT JUST BECAUSE OF THE SUN -- WE GET SOLAR OUTPUT THROUGH THE CLOUDS. NOT JUST THAT, BUT LIKE SHE WAS SAYING, CLEANER ENERGY AND LOAD COST.

SO WE ALSO TALK ABOUT IT THROUGH BUILDING NEW SCHOOLS.

MODERNIZING SCHOOLS THAT WERE EXISTING.

WHEN YOU TALK OF BUILDING NEW SCHOOLS, I THINK THE DISTRICT HAS DONE A FANTASTIC JOB OF PUTTING TOGETHER STANDARDS HOW YOU WANT THAT TO BE. LITTLE BIT LIKE THE PLANNING WE WERE TALKING ABOUT. THEY HAVE DONE THAT FOR NEW CONSTRUCTION. HOW TO PLAN THIS SUSTAINABILITY IN NEW BUILDINGS. ALL THE BUILDINGS ARE 20% BETTER THAN ENERGY CODE WHICH IS A VERY BIG DEAL BECAUSE WASHINGTON ENERGY CODE IS ONE OF THE STRICT IN THE COUNTRY.

MORE AND MORE AND TO BE 20% BELOW THAT IS A BIG ACCOMPLISHMENT. USING GEOTHERMAL WHERE POSSIBLE.

SOME BUILDINGS YOU CAN'T BECAUSE WHERE THEY ARE SITUATED FOR THAT BUILDING. USING TECHNOLOGY.

SOLAR PANEL READY, SOMETHING THAT THE DISTRICT WAS DOING BEFORE IT WAS CODE BEFORE IT WAS CODE IF YOU ARE GOING TO BUILD A NEW BUILDING, THIS HAD TO BE THERE.

THE STRUCTURE HAD TO BE THERE. WITH SOLAR, YOU CAN'T JUST PUT A SOLAR PANEL AND STRUCTURAL REINFO

[01:55:01]

OH, YEAH, GO AHEAD. >>MEMBER SAMA: I HAVE A QUESTION IF GEOTHERMAL ENERGY IS BEING IMPLEMENTED.

HE KNOW THERE ARE SIDE EFFECTS OF USING GENO THERMAL.

ANY SPECIFIC EXAMPLES. >> WHERE THEY ARE OR NOT.

THERE IS A DISTRICT RIGHT NEXT TO YOU.

LOOKING TO RETROFIT WITH GEOTHERMAL AND WE CAN'T BECAUSE IT WILL EFFECT THE RIVER WITH THE GROUND.

THE CALCULATIONS SAYS IT MIGHT WHICH CAN IMPACT SALMON AND THAT IS NOT A GOOD FIT FOR THAT SCHOOL, RIGHT.

SO OTHER ENVIRONMENTAL IMPACTS IF DID THAT, AND ALREADY AT A LOW ENERGY USE. COULDN'T GET IT A BIGGER ENERGY USE AND IMPACT SALMON. AN IMPACT OF EVERYTHING WE TAKE INTO ACCOUNT NOT JUST THE BUILDING BUT THE SURROUNDING YEAR, ENVIRONMENTAL FACTORS. IS THAT HELPFUL?

GOOD QUESTION. >> I WILL JUST ADD AS IT RELATES TO DESIGN FOR NEW CONSTRUCTION, WE RECENTLY DEVELOPED STRICT OWNER PROJECT REQUIREMENTS FOR PRIMARILY THE DESIGN OF BUILDING CONTROLS, BECAUSE IF YOU DON'T SPECIFICALLY DESIGN CERTAIN ELEMENTS, THEN YOU LOSE SOME OF THE FUNCTIONALITY LATER AND WHAT WE SAW IN PREVIOUS GENERATIONS OF CONSTRUCTION IS WE WOULD GO INTO THE BUILDING CONTROLS AND THEY DIDN'T HAVE ALL THE DATA POINTS NEEDED TO DO WHAT WE WANTED SO WE NOW HAVE A VERY STRICT OPR IS WHAT WE CALL IT FOR OUR BUILDING CONTROLS.

>> OWNER PROJECT REQUIREMENT. AND BECAUSE OF THAT, A LOT OF NEW SCHOOLS YOU SEE, NOT -- THE DISTRICT HAS DONE A GOOD JOB OF THIS. DPI TO DISTRICTS ALL THE TIME.

YOU DON'T HAVE TO LOOK AT THAT, A BRAND-NEW BUILDING AND THE HIGHER ENERGY USE. TOO MUCH TECHNOLOGY ALMOST.

RUNNING OUTSIDE WHAT PEOPLE CAN TAKE ON, UNDERSTAND.

NONREQUEST SAW RECENTLY THE ARTICLE OF A SCHOOL IN MASSACHUSETTS HAD THEIR LIGHTS ON FOR THE ENTIRE YEAR.

THEIR CONTROL SYSTEM WASN'T WORKING.

I THINK THAT WAS AN OLDER BUILDING.

THE CONTROL SYSTEM IS OLD. THEY CAN'T RETROFIT IT.

THEY DON'T KNOW WHAT TO DO WITH IT.

THEY HAVE TO REPLACE THE WHOLE THING.

A NEW BUILDING, PUT SOMETHING SUPER HIGH-TECH AND DON'T KNOW HOW TO USE IT OR PROGRAM IT, TENDS UP RUNNING ALL NIGHT.

JUST LIKE THE OLD ONE AND BRIAN SAID HOW MUCH WORK THE TEAM HAS DONE ON OPR WITH THE PROJECT REQUIREMENTS, IT IS IMPORTANT BECAUSE TELLS THE CONSTRUCTION TEAMS AND ARCHITECTS.

YOU CAN'T JUST PUT ANYTHING IN HERE.

THIS IS WHAT WE WANT. THIS IS WHAT WE KNOW HOW TO USE AND TO MAKE SURE THAT THE BUILDING IS RUN CORRECTLY.

LAUREN, DO YOU WANT TO TALK ABOUT WASTE?

>> I SEE ONE MORE QUESTION JUST POPPED UP.

>> SORRY. CHRIS.

>>MEMBER CARLSON: SORRY ABOUT THAT.

I -- I ACTUALLY WAS HOPING THAT WE CAN GO BACK TO THE RESOURCE CONSERVATION MANAGEMENT, THE RCM.

TWO SLIDES BACK. >> OH, SORRY.

>>MEMBER CARLSON: SO ON THESE ENERGY EFFICIENCY RETROFITS, ONE OF THE THINGS I AM CURIOUS ABOUT IS HOW DO WE GET KIDS IN THE LOOP? CAN WE LET CLASSES -- CAN WE LET CHILDREN AUDIT OUR CHOICES? AND THE REASON I AM ASKING THAT IS VERY SPECIFICALLY IN OUR PUBLIC INPUT THAT WE STARTED THE MEETING WITH, THERE WERE SEVERAL PEOPLE SAYING, OH, WELL, YOU COULD DO BLANK TO ACHIEVE SAVINGS X.

TO BE ABLE TO SAY, HEY, ACTUALLY, SHOW WHAT -- WHAT ARE OUR CHOICES AND COULD WE ACTUALLY SAVE ANY MONEY THAT WAY. ANYWAY, I AM ACTUALLY INTERESTED -- I AM PROBABLY DOING A MARK HERE.

I AM DOING A -- >>MEMBER STUART: COMMUNICATION

IS THE WORD. >>MEMBER CARLSON: COMMUNICATION.

>> I CAN SPEAK TO THAT. I THINK THERE ARE A COUPLE OF THINGS THERE, YES, ABSOLUTELY. LIKE THIS PICTURE UP HERE IS A LITTLE BOY -- BUT NOT FAR OFF. THERE ARE SO MANY WAYS TO CONNECT KIDS AT A LOT OF DIFFERENT LEVELS.

[02:00:01]

I CAN SPEAK TO THE OVERALL -- A LOT OF THE KIDS IN THE BUILDING GETTING THE RETROFIT CTE, GETTING INTO TEACHERS' HANDS, GREEN TEAMS, LAUREN CAN SPEAK OF THAT.

WE HAD KIDS COME DO TOURS AT MCKINS TREE.

AND WATCH THE GUYS IN THE SHOP AND BENDING SHEET METAL AND CREATING WHAT IS GOING TO BE IN THEIR SYSTEM.

WE HAD UNION LEADS COME OUT AND TALK ABOUT HOW TO GET INTO TRADES AND HOW THIS THAT WORKS WITH ENGINEERING AND YOU HAVE TO KNOW SOME EGG ENGINEERING TO GET INTO TRADES AND MEETING KIDS WHERE THEY ARE AT. LAST WEEK WE HAD KIDS FROM A SECONDARY HIGH SCHOOL COME OUT AND SPOKE TO THE TRADES UNION OF HOW THEY GET TO BE AN APPRENTICE.

THEY UNDERSTOOD WHERE THE JOBS FIT IN SUSTAINABILITY IN CONSTRUCTION AND WHAT JOBS ARE OUT THERE TODAY.

THAT QUESTION EXPANDS A LOT OF THE EDUCATION OF JOBS COMING IN THE FUTURE, SOMETHING TO THINK ABOUT.

HOW TO COMMUNICATE THAT. ALL HANG WHAT IS HAPPENING IN THE BUILDING NOW AND HOW TO SEE IT IN REALTIME.

LAUREN, DO YOU WANT TO SPEAK OF THE GREEN TEAMS A LITTLE BIT?

>> SO, YEAH, ONE OF THE MAIN WAYS -- I AM GETTING A BIG ECHO, I DON'T KNOW IF SOMEBODY UNMUTED.

>> I DON'T HEAR IT. I DON'T HEAR IT.

YOU SOUND GOOD. MY COMPUTER DOESN'T HAVE AUDIO ON. I TOLD IT TO NOT USE AUDIO.

>> I THINK WHEN CHRIS CAME ON, IT CHANGED.

YEP, I THINK -- THAT IS MUCH BETTER.

THANKS. SO TALKING ABOUT GREEN TEAMS REAL QUICK, ONE OF THE BIGGEST WAYS WE ENGAGE WITH GREEN TEAMS IS DATA THROUGHOUT THE BUILDING. HELPING THEM UNDERSTAND HOW THE BUILDING IS USING ENERGY. SOMETIMES WE ARE DOING -- OPERATOR TOURS TO GIVE THEM A VIEW OF WHAT IS HAPPENING BEHIND THE SCENES. SOME WHAT IS HAPPENING BEHIND THE WALLS, HOW THEIR BUILDINGS FUNCTION.

REALLY FUN TO SEE STUDENTS SEE A HUGE BOILER BEHIND THAT LOCKED DOOR THAT SAYS UTILITIES AND UNDERSTAND THAT IS WHERE THAT HEAT COMES FROM. WE ALSO HAVE UTILITY DATA AVAILABLE TO SHARE WITH THEM WHEN THEY ARE DOING APPLICATIONS TO FOR THINGS LIKE THE KING COUNTY GREEN SCHOOLS PROGRAMS AND STEPS TO USE IN THE CLASSROOM NOT JUST FOR KING COUNTY, BUT A MATH LESSON AND SCIENCE BE LESSON, ETC.

>> QUESTION? ANYTHING ELSE? OH, THERE WE GO. LAUREN, YOU WANT TO TALK ABOUT

WASTE? >> ALL RIGHT, WASTE REDUCTION.

SORRY, MY ECHO IS BACK. I DON'T KNOW WHAT CHANGED.

>> THAT'S OKAY. WE DON'T HEAR IT AT ALL.

>> OKAY, PERFECT OPINION I WILL TRY TO IGNORE IT.

IN THE WASTE REDUCTION STREAM, AGAIN, THIS IS PART OF HOW WE ENGAGE WITH SCHOOLS ACROSS THE DISTRICT FROM LOOKING AT BILLS, LOOKING FOR OPPORTUNITIES TO OPTIMIZE, AND REALLY PARTNERING WITH CUSTODIAL, TEAMS AND STUDENTS.

GREEN TEAMS HAVE AN IMPACT ON THIS.

FOCUS ON WASTE SINCE 2005, 730% PER STUDENT BASIS BUT $127,000 PER YEAR LESS THAN WHAT WE ARE SPENDING IN 2005 WHICH IS HUGE.

KING COUNTY GREEN SCHOOLS AND LOCAL HAULERS HAVE BEEN A BIG HELP IN DRIVING THESE INITIATIVES FORWARD.

KING COUNTY ALSO, YOU KNOW, DRIVES THIS AS AN ORGANIZATIONAL LEVEL GOAL. AND IN LAKE WASHINGTON SCHOOL DISTRICT HAS BEEN AN EIGHT-TIME AWARD WINNER FOR BEST PLACE TO WORK FOR PREVENTION AND RECYCLING.

I WILL SAY PERSONALLY AS I LOOK AT THE DISTRICTS I WORK WITH, I AM EXTREMELY IMPRESSED WITH THE LEVEL OF COMMITMENT THAT LAKE WASHINGTON HAD. IF YOU LOOK AT THE TWO BUBBLES ON THE RIGHT, 100% OF SCHOOLS HAVE RECYCLING PROGRAMS. BEING IN WESTERN WASHINGTON, YOU WOULD THINK A NO BRAINER THAT 100% OF SCHOOLS ARE PARTICIPATING.

NOT THE CASE. KUDOS TO LAKE WASHINGTON.

AND 80% FROM COMPOST COLLECTION PROGRAMS. JUST TO BE CLEAR NOT A COMPOST PILE OUT IN THE PLAYGROUND OR PARKING LOT, BUT WASTE HAULING. AS WE HAVE MORE LEGISLATION DOWN THE PIKE ON MANDATED COMPOST COLLECTION, A HUGE DIVERSION OF GREENHOUSE GASES AND THE LAKE STREAM.

AND THE AMOUNT OF PARTICIPATION THAT THEY HAVE, YOU GUYS ARE IN GOOD POSITION TO MOVE FORWARD WITH THAT.

[02:05:01]

THIS CULMINATED THE WAY WE CLEANED OUR SCHOOLS AND 2017, THEY RECEIVED AN AWARD FROM THE AMERICAN SCHOOL AND UNIVERSITY MAGAZINE FOR THEIR OUTSTANDING ACHIEVEMENTS.

THE GREEN CLEANING CONTINUES TO HAPPEN IN THE BACKGROUND, THE DISTRICT IS VERY WELL PREPARED TO MEET CLEANING PROTOCOLS THAT CAME ABOUT WITH COVID. JUST A HUGE COMMITMENT IN THE BACKGROUND AND UNDERSTANDING OF THE IMPACT OUR CUSTODIAL TEAMS HAVE AND WELL ENGAGED WHICH SPEAKS VERY HIGHLY OF LAKE WASHINGTON AGAIN. GROUNDS AND PEST MANAGEMENT, ANOTHER AREA THAT THE COMMUNITY SEES AND DOESN'T NECESSARILY KNOW WHAT GOES INTO THOSE PARTS OF OUR DISTRICT.

WE TALKED A LITTLE BIT EARLIER ABOUT IRRIGATION AND HOW EMPHASIZING NATIVE PLANTS REDUCING THE AMOUNT OF WATER WE HAVE TO APPLY TO OUR LANDSCAPING, BUT GROUNDS AND PEST MANAGEMENT ESPECIALLY AROUND PESTICIDE APPLICATION IS ANOTHER AREA THAT THE DISTRICT HAS BEEN LOOKING AT FOR A LONG TIME. WE HAVE FIVE PESTICIDE-FREE SCHOOLS AT LAKE WASHINGTON. BRIAN CAN REALLY ARTICULATE WHAT THAT COMMITMENT REQUIRES. A LOT MORE HAND WEEDING AND A LOT MORE ENGAGEMENT FROM THE TEAMS. AND IT IS REALLY A HUGE EFFORT TO FIVE PESTICIDE-FREE SCHOOLS IN THE DISTRICT. PESTICIDE-FREE AREAS IN THE DISTRICT THAT STUDENTS HAVE TAKEN ON TOP HELP MAINTAIN AS WELL. THERE ARE.

LAKE WASHINGTON IS ONE OF ONLY 12 DISTRICTS IN THE ENTIRE COUNTRY TO RECEIVED EXCELLENCE IN PEST MANAGEMENT STAR CERTIFICATION. 37 CRITERIA EVALUATION RECOGNITION THAT SAYS THEY ARE DOING EVERYTHING POSSIBLE TO MINIMIZE THE IMPACT OF THE APPLICATIONS THAT THEY HAVE TO DO WHICH BOTH KEEP OUR GROUNDS HEALTHY AND BEAUTIFUL AND VIBRANT AND INCREASE THEIR LONGEVITY OVER TIME.

>> I WILL JUST MENTION FOR OUR PESTICIDE-FREE SCHOOLS, WE HAVE A PESTICIDE FREE AGREEMENT THAT WE WORK WITH SCHOOLS THAT ARE INTERESTED IN BEING PESTICIDE-FREE WHERE THEY SIGN UP ESSENTIALLY A COMMITTEE TO PERFORM PRIMARILY WEEDING IN FLOWER BEDS SO THAT PESTICIDES OR PREEMERGENT ARE NOT NEEDED IN

THOSE AREAS. >>MEMBER STUART: THE SCHOOLS AREN'T THE PESTICIDE-FREE. THERE EFFORTS TO MINIMIZE THE PESTICIDE USE IN THOSE AREAS? BECAUSE I THINK THE FACT WE ONLY HAVE FIVE. IT WILL SOUND VERY MINIMAL TO A LOT OF FOLKS, ALTHOUGH WE ARE TOP -- ONE OF THE TOP IN THE COUNTRY. WE ALSO -- NEED TO KNOW HOW WE ARE TRYING TO LIMIT THE OTHERS AND HOW MUCH LESS THAT IS THAN

OUR SURROUNDINGS? >> CORRECT.

YEAH, ALL OF OUR EFFORTS AS IT RELATES TO INTEGRATED.PEST MANAGEMENT AND ONE OF THE REASONS WE RECOGNIZED IS WE LIMIT THE AMOUNT OF PESTICIDES, HERBICIDES, ALL THE SIDES THAT ARE NEEDED TO MAINTAIN THE ACREAGE THAT WE MAINTAIN.

[02:10:12]

>> ALL RIGHT. TRANSPORTATION.

WE HAVE LOTS OF TOPICS ON AREAS THAT LAKE WASHINGTON ARE DOING VERY WELL IN LEADING THE WAY, BUT TRANSPORTATION IS ANOTHER AREA THAT IS VERY PUBLICLY VISIBILITY TO YOUR CONSTITUENTS AND YOUR STUDENTS. AND SO THE BIG YELLOW BUSES THAT ROLL DOWN THE STREET. 75% OF THE LAKE WASHINGTON SCHOOL DISTRICT FLEET WAS BUILT AFTER 2007.

NEWER, MORE EFFICIENT BUSES SIGNIFICANTLY ALLOW THE DISTRICT TO MINIMIZE THE AMOUNT OF GAS AND THE AMOUNT OF TAILPIPE POLLUTION THAT COMES OUT. AND CONTINUING TO INCREASE AND PRIORITIZING NEW BUSES IS A STRATEGY THAT HAVE BEEN UNDER WAY. IN 2018, THEY GOT THE DEPARTMENT OF ECOLOGY GRANT TO PURCHASE 16 NEW LOW-EMISSION BUSES.

AN AWARD EVER OVER HALF A MILLION DOLLARS AND INCREASING THE NUMBER THE LOW-EMISSION BUSES ON THE ROAD A 99% REDUCTION IN OVERALL FLEET EMISSIONS.

A LOT OF INVESTMENT IN TECHNOLOGY TO MAKE SCHOOL BUSES MORE EFFICIENT. A LOT COMING DOWN THE PIKE OF ELECTRIFICATION OF BUSES BUT MINIMIZING THE EMISSIONS THAT COME OUT OF THESE GAS-POWERED BUSES HAVE BEEN IMPACTFUL AND GREAT THAT YOU HAVE BUSES ON THE STREETS ALREADY DOING THIS.

PRIORITIZING LOW-EMISSION BUSES, ALL HAVE BEEN RETROFITTED WITH EXHAUST TO FURTHER REDUCE EMISSIONS.

THIS IS RETROFITTING EXISTING SYSTEM TO ARE SYSTEMS TO REPLEAS THE WHOLE BUS AND MAKE THE ONES THAT YOU HAVE AS SUFFICIENT AS POSSIBLE. PEOPLER COMPONENT TO THIS.

TRAINING DRIVERS TO AVOID IDLING MAKING SURE ROUTES.

CUT DOWN ON THE TAILPIPED A EMISSIONS AND REDUCE YOUR PIPE

AS MUCH AS POSSIBLE. >> HOW MUCH DOES A RETROFIT KNOCK DOWN OUR EMISSIONS AND DO WE HAVE ANY IDEAS.

LAUREN, DID YOU HEAR THAT? HOW MUCH RETROFIT KNOCKS DOWN

THE EMISSIONS? >> I DON'T HAVE THAT THAT NUMBER, BUT WE CAN PROBABLY FIND IT.

>>MEMBER STUART: STUART IT WOULD BE HELPFUL IF WE TALK TO OTHER

GROUPS THAT SAY ELECTRIC ONLY. >> ELECTRICAL IS EXCITING AND COMING, JUST A LOT TO IT ON FIGURING OUT CHARGING STATIONS.

AND KING COUNTY METRO WE WORKED WITH THEM FOR A CHARGING STATION. MUSEUM OF CHARGING.

THEY PUT FIVE DIFFERENT TYPES OF CHARGER TO SEE WHICH IS THE MOST EFFICIENT AND HOW IT WILL WORK. LET THEM DO A LITTLE SAMPLING HOW THAT WORKS. THEY HAVE BUSES CONSTANTLY AND THE RAPID CHARGERS. CHARGERS THAT CAN -- RAPID CHARGERS TO DO ANOTHER TURN AND BE READY FOR AN AFTERNOON PICK-UP. I THINK THE DISTRICT HAS GONE A GREAT JOB. I DON'T HAVE ELECTRIC AND THEY ARE NOT DOING MUCH WITH THE REST.

YOU HAVE DONE A LOT WITH THE BUSES AND WHAT IS COMING WITH

ELECTRIC BUSES IN THE FUTURE. >> I ALSO MENTION THAT ALL OF OUR FLEET, THE YELLOW FLEET AND OUR WHITE FLEET HAVE GPS ON ALL OF OUR VEHICLES. SO WE CAN OPTIMIZE ROUTING AND ALSO TELL WHEN VEHICLES ARE IDLING.

AND WE ALSO INSTALLED THE NO IDLE ZONES INTO ALL OF OUR BUS

LOOPS THROUGHOUT THE DISTRICT. >> ALL RIGHT, I WANT TO BRING IT HOME WITH STUDENT ENGAGEMENT WHICH IS THE WHOLE REASON THAT ALL OF US ARE HERE EVERY DAY WORK ON THESE PROBLEMS. I THINK THE MOST PRESTIGIOUS AWARD IN THE COUNTRY IS THE DEPARTMENT OF EDUCATION GREEN SCHOOLS.

LAKE WASHINGTON SCHOOLS HAVE BEEN A WINNER AT THE NATIONAL LEVEL. ACCOLADES ON THE HOLISTIC APPROACH THAT YOU ARE ALREADY TAKING SO CONGRATULATIONS ON THAT. YOU ALSO HAVE 17 GREEN SCHOOLS -- 17 SCHOOLS PARTICIPATE THE GREEN COUNTY SCHOOL INITIATIVES THIS CURRENT SCHOOL YEAR. THE NUMBER CHANGES YEAR TO YEAR AND WE SEE A LOT OF PARTICIPATION AND FALLOFF DURING CODE. AND AN ACTIVE GREEN TEAM THROUGH OUR LOCAL KING COUNTY PARTNERSHIP AND PRIORITIZE INSIGHT IN WASTE, WATER, ENERGY, AND STUDENT ENGAGEMENT IN THE SCHOOLS. AND I THINK THERE WAS A SUMMARY OF THE CURRENT SCHOOL PARTICIPATION PRIOR TO MELISSA AND MY'S PRESENTATION THIS MORNING.

A PARTNERSHIP WE HAD FOR YEARS AND A LOT OF DOWNARE OVERLAP AND

[02:15:07]

STUDENT-LED INITIATIVES, STUDENT-LED IDEAS AND PARTICIPATION IN WHAT CAN INDIVIDUALS DO BOTH IN THEIR SCHOOL AND BRING HOME INTO THEIR COMMUNITIES.

IT IS REALLY FANTASTIC AT LEAK WASHINGTON.

THINGS LIKE FOOD SHARE TABLES, WALK AND BEAK TO SCHOOL INITIATIVES ON DAYS AND MONTHS WHERE THAT IS EMPHASIZED AND SUSTAINABILITY TO DISTRICT TO DATA USING REAL SCHOOL DATA SETS HOW THEY ARE PERFORMING. WHAT THE SCHOOLS ARE DOING AND USING THEM WITH LESSONS IN THE CLASSROOM IS A GREAT WAY TO GET

STUDENTS INVOLVED. >>MEMBER STUART: WE HAVE 17 SCHOOLS THAT PARTICIPATE IN THE GREEN COUNTY PROJECTS.

DO WE KNOW HOW MUCH COMPARISON-WISE HOW WE ARE DOING. ARE WE AHEAD, BEHIND.

SEE WHERE I AM GOING? >> LAUREN, DO YOU KNOW THE -- AROUND OUR NEIGHBORING DISTRICTS HOW WE COMPARE?

>> REPHRASE THE WHOLE QUESTION. I COULDN'T HEAR THE FIRST PART.

>>SUPERINTENDENT HOLMEN: THE QUESTION IS CAN IS YOU DO A COMPARISON OF LAKE WASHINGTON AND SURROUNDING DISTRICTS OF KING COUNTY SCHOOL PARTICIPATION?

>> I WOULD SAY HONESTLY IT IS ON PAR WITH THE OTHERS.

THERE IS USUALLY ABOUT A THIRD TO A QUARTER TO A THIRD OF SCHOOLS WITHIN THE DISTRICT THAT ARE REALLY ACTIVE.

I THINK THERE IS -- THERE IS A PRETTY CLEAR CORRELATION BETWEEN HAVING A REALLY EXCITED STAFF MEMBER AND GREEN TEAM SUCCESS.

AND AS THAT STAFF MEMBER CHANGES SCHOOLS, TURNS OVER THAT SUCCESS OF THAT GREEN TEAM IS DIRECTLY RELATED TO THAT.

GENERALLY AGAIN WE ARE AT ABOUT A THIRD OF SCHOOLS THAT HAVE THAT INDIVIDUAL IDENTIFIED. WHERE WE HAVE SCHOOL DISTRICTS WITH HIGHER RATES OF PARTICIPATION, THERE IS A LARGER STRUCTURAL EXPECTATION THAT SAYS EVERY SCHOOL WILL HAVE A GREEN TEAM. SO I WORK WITH ONE SCHOOL DISTRICT. IT IS SMALLER THAN LAKE WASHINGTON, SO, AGAIN, DIFFERENT SCALE OF IMPLEMENTATION, BUT AN EXPECTATION THAT EVERY SCHOOL HAS A GREEN TEAM.

THEY ACTUALLY GIVE AN ADDITIONAL STIPEND TO GREEN TEAM LEADERS TO MAKE SURE THEY HAVE ONE IN PLACE AND MART OF THE GOALS FOR THE YEAR. SO THAT STRUCTURAL SUPPORT TO SAY GREEN TEAMS ARE MARCHING IN THE SAME DIRECTION.

THEY HAVE SOME EXPECTATIONS AND FUNDED BY THE DISTRICT IS ONE WAY TO INCREASE PARTICIPATION. RIGHT NOW GREEN COUNTY SCHOOLS IS VOLUNTARILY AND TECHNICALLY FUND AND ORGANIZED THROUGH A THIRD PARTY, THE GREEN COUNTY SCHOOLS PROGRAM AND STUDENTS -- ORY, INDIVIDUAL SCHOOLS SIGN UP ON A CASE-BY-CASE BASIS AND REALLY DEPENDENT IF THEY HAVE A CHAMPION IN PLACE OF THAT SITE

OF HOW SUCCESSFUL THEY WILL BE. >> AND WE WILL BENCHMARK THE DAY AT THAT WE SHARED EARLIER WITH THIS DATA JUST TO MAKE SURE WE UNDERSTAND WHAT WAS BEING REPORT.

SO I WILL FOLLOW-UP. >> DEFINITELY PARTICIPATION AND CERT FAY OCCASION ON AN ANNUAL BASIS OF KING COUNTY GREEN SCHOOLS. YOU MAY FROM GREEN TEAMS ACTIVE BUT NOT CERTIFIED THROUGH GREEN COUNTY SCHOOLS.

THE NUMBERS CHANGE ON A YEARLY BA

BASIS. >>MEMBER STUART: OF THAT ORGANIZATION THAT COORDINATES WITH THE KING COUNTY, DO THEY FUND THE STIPEND. I AM GUESSING NO, BUT I THOUGHT

I WOULD ASK. >> LAUREN, DOES KING COUNTY SCHOOLS FUND THE STIPEND -- I THINK IT IS FUNDED THROUGH THE

DISTRICT. >> YEAH, THAT IS A COMPLETELY

DISTRICT-LEVEL INITIATIVE. >> JUST ONE NOTE BEFORE YOU CHANGE SLIDES, THE GREEN SCHOOLS THE NATIONAL AWARD AS A DISTRICT. YOU WIN THE AWARD ONCE AND WE APPLIED AND AWARDED ON OUR FIRST TRY.

>> NOT LIKE YOU WON ONCE AND NOT GOTTEN -- YOU WON -- YOU WON ON YOUR FIRST TIME YOU GOT IT. THIS IS A REALLY REPREJUDICE JUSTICE AWARD. THEY GIVE IT OUT IN D.C.

SOMETIMES DISTRICTS WILL GO TO D.C.

IT IS A BIG DEAL. INDIVIDUAL SCHOOLS CAN CONTINUE TO COMPLY. IF AN INDIVIDUAL SCHOOL SAYS THEY WANT TO WIN IT ON THEIR OWN THEY CAN DO IT AND WE HAVE WON

FOR THE DISTRICT LEVEL. >> THANK YOU FOR POINTING THAT

OUT. >> ANY OTHER QUESTIONS ON THIS?

[02:20:04]

KNOW. >>MEMBER CHOI: CURIOUS OF THE GREEN SCREEN AND THE SCHOOL LEVEL, IF THE SCHOOL WAS TO APPLY AND YOU GET A DES EGG NATION OF A GREEN SCHOOL, SOMETHING THAT THEY HAVE TO CONTINUE TO DEMONSTRATE TO MAINTAIN OR A ONE TIME YOU WIN AND COULD YOU HAVE DONE THE

REQUIREMENTS THAT YEAR AND THEN. >> YES, BUT THE WAY THE APPLICATION IS STRUCTURED PRETTY EN TENSE.

NOT LIKE YOU CAN SAY, I MET A CERTAIN ENERGY USE THIS YEAR AND SO SI GET IT THEY LOOK FOR LONGEVITY OF PROGRAMS. THEY LOOK FOR LONGEVITY OF EDUCATIONAL PROGRAMS ALONG WITH BUILDING PROGRAMS. YOU HAVE TO ALIGN AND WHY THE DISTRICT WANTED -- AS A DISTRICT LEVEL, YOU HAVE TO ALIGN DISTRICT PARTICIPATION. BUILDING CONTROLS AND THINGS LIKE THAT YOU ARE PARTNERING WITH YOUR UTILITIES IN A LONG-TERM WAY. THEY LOOK AT THIS LONGEVITY OF PROGRAMS AND NEIGHBORS A LITTLE HARD TO SAY, LIKE, WE MET IT THIS YEAR AND THIS WORKED BUT DISTRICT HAS BEEN WORKING FOR 15 YEARS. YOU CAN'T CHANGE THAT AND LOOKING AT THINGS THAT ARE STAYING IN THIS COMMITMENT TO GO FORWARD. YOU CAN MEET IT ONCE, AND THEN EVERYTHING COULD BLOW UP THE NEXT YEAR, BUT UNLIKELY THE WAY YOU LOOK AT IT, A PARTNER FOR THE FACILITY FOR 15 YEARS AND 10 YEARS THAT NEXT YEAR WILL COMPLETELY CHANGE.

>> THANK YOU. >> LAUREN, YOU MAY BE ABLE TO TALK A LITTLE BIT MORE OF THE DIFFERENT LEVELS OF GREEN TEAMS THAT THEY CAN ACHIEVE. THERE IS A LEVEL ONE, LEVEL TWO

AND A LEVEL 3. >> FOR THE KING KAV WILL COUNTY GREEN SCHOOLS PROGRAM. YES, LEVEL 1, 2 AND 3 SUSTAINING GREEN SCHOOLS AND BASICALLY TAKING A FOCUS ON A THREE-YEAR TRACK TO SAY WE WILL TACKLE WASTE.

WE WILL TACKLE WATER. WE WILL TACKLE ENERGY AND THEN MAINTAIN ALL THE APPLICATIONS THAT WE HAVE IN PREVIOUS YEARS TO CONTINUE IMPROVING THEM AND MAINTAINING THE SAVINGS WE HAVE GOTTEN. THAT IS WHAT WILL EARN YOU, QUOTE, CERTIFICATION FOR THOSE DIFFERENT YEARS SO YOU CAN PARTICIPATE IN THE PROGRAM AND ACTUALLY GO THROUGH THE PROCESS OF DOCUMENTING YOUR SAVINGS, DOCUMENTING YOUR ACTIVITIES, AND DOCUMENT NAG YOU HAVE MAINTAINED THE THINGS YOU SET IN THE PAST THAT HAVE EARNED THAT YOU ANNUAL CERTIFICATION.

>> AND BESIDES GREEN TEAM LEAD THEIR IS BASED AT THE SCHOOL.

OUR PROGRAM, THE OCM PROVIDE SUPPORT AND LEADERS TO THOSE TEAMS PROVIDE WITH THE DATA THEY NEED TO HELP WITH SETTING THEIR

GOALS. >> DO WE KNOW HOW OTHER SCHOOLS IN THE STATE OF WASHINGTON HAVE THAT GREEN DISTRICT CERTIFICATION AND FOR THAT MATTER, HOW MANY IN OUR COUNTRY REALLY DO. I AM TRYING TO SEE HOW RARE IT

IS. >> THAT IS A GOOD QUESTION, LAUREN, I KNOW SCHOOLS THAT HAVE WON, BUT I AM TRIGG TO THINK ON

A DISTRICT LEVEL? >> I THINK I ONLY KNOW OF ONE WASHINGTON STATE DISTRICT THAT WON.

>> WHICH ONE? >> TACOMA.

>> TACOMA. THAT IS THE ONE THAT DOES STIPE ENDS. OAK HARBOR.

THEY HAVE A LOT OF SCHOOLS THAT HAVE BEEN IN.

I DON'T KNOW IF THEY HAVE GOTTEN DISTRICT.

>> THE PROING HAS BEEN GOING ON FOR QUITE A FEW YEARS.

THE FACT THAT YOU CAN ONLY WIN THE DISTRICT ONCE MAY BE A HANDFUL OF YEARS AGO THAT SOMEBODY WON AND I AM JUST NOT AWARE. IT IS LIKELY TO PUT UP ON THE

WEB SITE AND I WILL BE HAPPY -- >>MEMBER STUART: YOU WILL HAVE

TO GO TO INDIVIDUAL SCHOOLS. >> ALL RIGHT, SO TALK OF SUSTAINABILITY FOR YEARS. DISTRICT HAD VERY ROBUST PROGRAM FOR YEARS. WE SEE THIS COMING UP A LOT WITH CLAIM CHANGE. IN WESTERN WASHINGTON, WILDFIRE SMOKE AND A LOT OF OTHER THINGS. LAUREN AND I WERE LOOKING THROUGH, YOU KNOW, SOME OF THE DATA FROM LAKE WASHINGTON TEN YEARS AGO. HAD SOME SIMILAR PRESENTATIONS.

IT WAS SUCH A FOCUS AND WASN'T INTENSE AND PEOPLE WEREN'T FEELING THE EFFECTS YET. I THINK THERE IS THIS RENEWED FOCUS AND WILL NOT GO AWAY. I THINK AS DISTRICT AND TALKING ABOUT, HOW ARE YOU GOING TO TAKE WHAT YOU ARE DOING AND A PLAN AND HOW ARE YOU GOING TO COMMUNICATE IT OUT YOU SEE

[02:25:01]

LARGER DISTRICTS PUT A POLICY OUT THERE, AND IT STARTS TRICKLING DOWN LAKE WASHINGTON. WE TALKED A LITTLE BIT ABOUT HEY, THIS IS PROBABLY COMING THAT WE WILL HAVE A COMMUNITY FOCUS AND HOW THE COMMUNICATION IS RELEASED ON WHAT WE ARE DOING AS A DISTRICT YOU HAVE SCHOOLS LIKE SALT LAKE CITY CITY SCHOOL DISTRICT. WHERE THEY ARE START SOMETHING FROM ZERO. AND DISTRICTS LIKE YOURSELF AND FAR ALONG IN SUSTAINABILITY AND CARBON PLANS AND HOW DO YOU GET FOR A PLAN FOR A DISTRICT. SO WHILE WE ARE TALKING THROUGH THIS, THE PATH IS PRETTY SIMILAR.

EVEN IF YOU WERE STARTING SMALLER OR START WHERE YOU ARE AT. HOW ARE YOU GOING TOISTICLY GO THROUGH WHAT PARTS YOU WANT INVOLVED.

HOW TO COMMUNICATE WITH YOUR STAKEHOLDERS.

TYPICALLY A PROCESS, A SUSTAINABILITY PLANS PROCESS THAT YOU BRING NEXT PERTS AND TALK TO WHERE YOU WANT TO GO.

CARBON IS WHAT EVERYBODY IS FOCUSING ON AND PART OF A PROCESS. CARBON PLAN SOMETHING IMPORTANT.

OBVIOUSLY WHAT IS FUELING SOME OF THE CLIMATE CRISIS; HOWEVER, THERE ARE OTHER PIECE THAT ARE VERY IMPORTANT AS WELL.

AS WE THINK THROUGH THAT CURRICULUM AND STUDENT ENGAGEMENT, EVERYTHING THAT WE TALK ABOUT TO ROLL TOGETHER TO BE A MEANINGFUL PLAN. ANY QUESTION ABOUT THAT? I KNOW THAT IS WHAT TODAY IS ABOUT.

BUT A LOT OF WHAT WE ARE DOING WITH THE DISTRICT, LIKE I SAID FROM GROUND ZERO TO WHERE WE ARE NOW PUTTING THIS INTO AN ACTUAL PLAN AND A LOT OF IMPLICATIONS. HOW ARE YOU GOING TO MAKE DECISIONS GOING FORWARD. INCENSE VIES CERTAIN THINGS AND SOME OF THE DISTRICTS THAT HAVE CARBON PLANS ARE GREAT.

THE CAPITAL PLAN, I PUT IN A GAS BOILER TWO YEARS AGO, DO I HAVE TO PULL THAT OUT? A LOT OF QUESTIONS AND THINKING THROUGH THE ELEMENTS AND WHAT HAD THE IMPLICATIONS ARE.

EVERYBODY CAN COME THROUGH AND SAY WE CAN BE CARBON NEUTRAL AND HOW TO MAKE DECISIONS ALONG THE WAY TO REACH GOALS AND IMPLEMENT

THOSE SO I THINK THAT IS WHAT. >> I CAN ANSWER THAT.

SO TWO THINGS. ONE IS, WE HAVE NOT STARTED A PROCESS TO DO THIS. AND THIS IS MORE -- AGAIN, THIS IS ON THE OPERATIONAL SIDE. AND SO THIS IS MORE AN OVERVIEW OF WHAT HIGH LEVEL PROCESS TO ACTUALLY COME TO SOMETHING THAT THERE IS BROAD AGREEMENT AROUND AS WE THINK OF MOVING FORWARD, HOW DO WE COME TOP A RESOLUTION OF WHAT WE ARE TARGETING.

WHAT WE ARE AGREEING IS THE FOCUS AND SOMETHING THAT, YOU KNOW, COMMUNITY STAFF CAN POINT T TO.

>> SO THEN IT COMES TO WHAT IS NEXT FOR LAKE WASHINGTON.

YOU HAVE DONE ALL THIS GREAT WORK.

YOU TALKED ABOUT HOW DO YOU COMMUNICATE IT OUT.

WHERE DO YOU WANT TO GO. DR. HOLMEN, YOU SUMMED IT UP, WHAT IS YOUR MISSION. HOW YOU WANT IT COMMUNICATED OUT. CARBON IS THE IMPORTANT PIECE AND WEAVE IN THE OTHER PIECES. FUNDING SOURCES.

RENEW AMERICA SCHOOLS WHICH ARE FEDERAL GRANTS SIGNED WITH THE INFLATION ACT A LOT ON DIVERSITY SCORING.

AND COMMERCIAL, SOLAR, BATTERY STORAGE, ENERGY, GRANTS.

THE DISTRICT HAS BEEN VERY SUCCESSFUL.

WE HAVE GOTTEN A LOT OF THE COMMERCE GRANTS.

THEY USED TO BE THAT MUCH LARGER BECAUSE OF PARTICIPATION AND A SMALLER AND SMALLER WEDGE TO EACH DISTRICT.

THE DISTRICTS HAVE TO COMPETE AGAINST ANY PUBLIC ENTITIES, HOSPITALS, CITIES, COUNTIES, ANYTHING -- ANY PUBLIC ENTITY.

THE DISTRICT IS TAKING ADVANTAGE OF IT ALREADY.

MORE COMING AGGRESSIVE AROUND SOLAR PANELS WITHIN THE INFLATION ACT. THERE IS A VERY INTERESTING LEGISLATION PASSED WHERE PRIVATE ENTITY GOT 30% REFUND IN ANY SOLAR PANEL. WE ARE GOING TO GET RENEWABLES, ON TOP OF PUBLIC AGENCY INSTEAD OF A TAX REBATE, A CHECK FOR ANY SOLAR YOU DO ABOUT 30%. NO APPLICATION PROCESS.

[02:30:02]

OUT OF DIESEL GENERATORS. HAVE THE SOLAR PANEL CONNECTED TO BATTERY STORAGE AND HAVE REDUNDANCY.

WHY I BRING THAT UP, SPECIFIC ONES, ONES TO TRACK FOR THE DISTRICT TO FIGURE OUT WHERE TO GET FUNDING AND EMISSION RATE.

WHERE DO WE WANT TO BE? HOW IMPORTANT TO GO AFTER CERTAIN GRANTS AND CERTAIN FUNDINGS DIVERT CERTAIN FUNDS, A MATCHING ON THOSE GRANTS HOW THAT WORKS OVER TIME AND FROMMA A LOT OF DIFFERENT SOURCES. ANY OTHER QUESTIONS? LAUREN, DO YOU HAVE ANY FINAL COMMENTS?

>> ACTUALLY ONE THING IS, OBVIOUSLY THERE IS A LOT OF GREAT WORK GOING ON. AND I THINK THERE IS A HUGE OPPORTUNITY FIRST TO CELEBRATE THIS.

MORE BROADLY WITHIN THE DISTRICT.

A LOT OF TIME WE HAVE BEEN MENTIONS COMMUNICATION AND A LOT OF OPPORTUNITY TO SHARE THE SUCCESSES THAT YOU ALL HAD TO DATE. AND THE NEXT STAGE IS WHERE DO YOU WANT TO GO. SO SETTING IDEALISTIC AND TANGIBLE GOALS TO DRIVE THEM FORWARD TO IMPLEMENTATION AND THROUGH THAT WHOLE PROCESS COMMUNICATE IT BACK TO STAKEHOLDERS. I THAT I IS WHERE WE SEE LAKE WASHINGTON HAVING A LOT OF OPPORTUNITY IN FRONT OF YOU, AND WE ARE HERE TO HELP WITH LESSONS LEARNED, PERSPECTIVES FROM OTHER DISTRICTS AND EXPERTISE IN THIS AREA.

HOWEVER YOU MIGHT LEVERAGE US THE BEST.

>> THANK YOU SO MUCH. >>MEMBER BLIESNER: I WOULD LIKE TO TAKE THE OPPORTUNITY TO THANK YOU SO MUCH FOR COMING AND PUTTING THIS ALL TOGETHER. IT WAS REALLY GREAT TO SEE IT SORT OF TIED UP WITHIN THE SESSION OF SORT OF THE WHOLE PIECES. AND APPRECIATE THE HOLISTIC CONCEPT, BECAUSE WE DO HEAR THE PIECES -- THOSE ARE THE DIRECT EXPERIENCES SO TO BE ABLE TO SPEAK AND SO NOW WHEREAS THE BOARD'S ROLE NOW IN HELPING TO SET SOME OF THAT COMPONENT AND THE PIECE WE WILL MOVE THROUGH AND TALK ABOUT.

BUT GREATLY APPRECIATE IT. THIS IS GREAT INFORMATION TO BE ABLE TO UTILIZE IN MANY WAYS, THANK YOU.

>> ABSOLUTELY, THANK YOU. >> YOU ARE VERY WELCOME.

>> OFFER APPRECIATION FOR LAUREN AND MELISSA COMING THIS MORNING.

YOUR EXPERTISE AND COMMITMENT TO THIS WORK IS DEMONSTRATED THROUGH HOW YOU TALK ABOUT IT AND YOUR PASSION FOR THIS WORK.

I LOOK FORWARD TO ONGOING PARTNERSHIP WITH YOU AS WE MOVE FORWARD. THANK YOU FOR SPENDING A SATURDAY MORNING WITH US. I KNOW YOU PROMISED KIDS WOULD COME JOIN US IF YOU WERE REMOTE, AND I HAVEN'T SEEN THAT YET.

>> I DON'T KNOW IF YOU WANT MY THREE AND SIX-YEAR-OLD.

>>SUPERINTENDENT HOLMEN: THANK YOU, BOTH.

>> YES, THANK YOU. APPRECIATE CREATE IT.

>> QUICK QUESTION, ARE YOU -- I THINK YOU ARE, WILL YOU BE

SHARING THE SLIDES? >> YES.

>> CAN YOU POST THAT TO BOARD DOC.

>>SUPERINTENDENT HOLMEN: WE WILL PUT BOTH PRESENTATIONS FROM

TODAY. >>MEMBER STUART: THANK YOU FOR

PUTTING UP WITH MY QUESTIONS. >> LET US KNOW IF WE CAN HELP.

>>MEMBER BLIESNER: THE PLAN IS TO TAKE A FIVE MINUTE BREAK AND COME BACK AND DO THE DISCUSSION AND NEXT STEP AND THERE IS FRESH COULD HAVE THANK YOU WAS JUST MADE IF EVERYBODY IS LOOKING FOR COFFEE. YEAH.

. >>MEMBER BLIESNER: OKAY WE ARE

READY TO START. >>MEMBER BLIESN READY TO START.

ALL RIGHT, WE ARE BACK. SO WITH THAT, WE JUST HAD THE OPPORTUNITY TO HEAR QUITE A OF EFFORTS WITHIN OUR DISTRICT AND WHAT IS GOING ON. NOW WE HAVE THE OPPORTUNITY.

[02:35:01]

WHAT DOES THE BOARD WANT TO DO IN GOING FORWARD.

THE KEY IN WITH THIS DISCUSSION IS WHERE THE BOARD IS ACT.

THINKING OF POLICY AND WHERE THAT GOES.

I THINK JOHN SUMMARIZE FOR ME THE OPTIONS OF WHAT QUICK DO.

ONE IS THE BOARD CAN DO NOTHING. THE BOARD CAN CHOOSE POLICY AND REVISE POLICY IN A DIFFERENT WAY.

THE BOARD CAN CHOOSE TO DO A PROCLAMATION SIMILAR TO WHAT WE DID WITH EQUITY. WE CAN DO A VARIETY OF DIFFERENT THINGS OF HOW WE GO FORWARD WITH THIS AND THAT IS SORT OF THE DISCUSSION. LET'S WORK TO STAY THERE AND AVOID GETTING INTO THE OPERATIONAL COMPONENTS OF SAYING SPECIFICALLY WHAT IS TO BE DONE AND WORK THAT COMPONENT AND POLICY IF WE CAN. RECOGNIZE THAT PIECES HELP TO FRAME THAT AS WELL. RECOGNIZE THOSE COMPONENTS ARE TOGETHER. SO WITH THAT, WHAT IS YOUR TAKE AND ON WHAT YOU JUST HEARD AND NEXT STEPS?

ERIC. >>MEMBER LALIBERTE: SOMEBODY CORRECT ME IF I'M WRONG, -- -- I CAN'T REMEMBER EXACTLY WHAT IT WAS, BUT THE BEST DISTILLATION THAT I EVER SEEN. AND THAT IS A BROADER POLICY, SO

END OF MONOLOGUE. >>MEMBER BLIESNER: IF I CAN JUST ASK A QUICK FOLLOW-UP FOR THAT. THAT IS SPECIFIC TO FACILITIES AND MA PARTICULAR A LITTLE BROADER.

THAT IS WHAT YOU ARE LOOKING AT, HOW DO WE ENGAGE --

>>MEMBER LALIBERTE: I DID NOT FROM MICROPHONE ON.

APOLOGIES. YES.

YES, AND I -- ONE THING I LEFT OUT OF MY MONOLOGUE IS WE ALSO AS A BOARD IN LOOKING THROUGH OUR POLICIES, I DO NOT BELIEVE WE HAVE ANYTHING THAT TALKS ABOUT TRANSPORTATION.

AND -- AND I THINK -- WHEN YOU THINK ABOUT, YOU KNOW, OUR OVERALL SUSTAINABILITY EFFORT. A LOT OF THE CONVERSATION, A LOT OF WHAT WE HEAR IS HOW TRANSPORTATION RELIGHTS THAT THAT. NOT JUST OUR FLEET OF BUSES BUT THE CHOICES WE MAKE AROUND TRANSPORTATION.

SO I THINK -- AND I THINK THOSE -- I THINK THAT CONCEPT INTERLINKED WITH -- WITH WHAT WE DO WITH THE FACILITIES AND THE

OVER ALL BUILT ENVIRONMENT. >>MEMBER BLIESNER: THANKS, MARK?

>>MEMBER STUART: I THINK AS WE DEVELOP OE THAT IS MORE COMPREHENSIVE. IN ADDITION TO SETTING THE GOALS, WE WILL NEED TO ACCEPT WHERE WE ARE AT TO TALK OF OUR

[02:40:04]

BECAUSE, AGAIN, I DON'T THINK ANYONE KNOWS WHERE WE ARE AT.

I DIDN'T BEFORE THIS PRESENTATION.

AND I THINK IT IS VERY IMPORTANT THAT WE SHOW THAT WE HAD AN ONGOING EFFORT. WE WANT TO TAKE IT TO A HIGHER LEVEL AND WE ARE NOT STARTING FROM ZERO.

I THINK THAT IS VERY IMPORTANT FOR OUR PARENTS TO KNOW, OUR STUDENTS TO KNOW, AND POLICYMAKERS, FOR THAT MATTER.

>>MEMBER BLIESNER: SHIYANI? >>MEMBER SAMA: I WAS GOING TO SAY I AGREE WITH THAT. COMMUNICATION TO SHOW EVERYTHING THAT THE DISTRICT HAS DONE UNTIL THIS POINT AND EVERYTHING WE HOPE IT TO DO MAKE SURE THE COMMUNITY IS INVOLVED IN THIS PROCESS. ADDITIONALLY, I AM PRETTY SURE THEY MENTIONED SOMETHING OF A DISTRICT WHERE THEY HAD FUNDING FOR GREEN TEAMS, AND I AM WONDER GOING THIS WILL BE IMPLEMENTED IN THIS DISTRICT AS WELL, TO MAKE SURE THAT THE LONGEVITY OF THOSE GREEN TEAMS ARE AIDED AND THEY ARE ABLE TO CONTINUE, LIKE,

THEIR IMPACT. >>MEMBER BLIESNER: SO I AM GOING TO TAKE STAB AT PUTTING THAT ONE PLACE FURTHER AND TELL ME IF I AM WRONG AND IF I MISININTERPRET.

YOU SPEAK OF THE LONGEVITY, AS THINGS ARE LOOKED AT, LET'S MAKE SURE THAT WE HAVE -- STRATEGIES FROM POTENTIAL FOR LONGEVITY AND CONTINUITY. AND HAVE THOSE STRUCTURED INTO THE SYSTEM, IS THAT FAIR? OKAY.

LEAH. >>MEMBER CHOI: THANK YOU.

I THINK EVERYTHING THAT WE HAVE HEARD AND LEARNED TODAY WHICH HAS BEEN SO MUCH IS REALLY SHOWING KIND OF THE -- THE BREADTH OF SUSTAINABILITY IN TERMS OF AREAS IT CAN TOUCH WITHIN A DISTRICT AND NOT ISOLATED TO OURS BUILDINGS.

NOT ISOLATED TO STUDENTS OR EDUCATION AND HOW THEY GET TO SCHOOL OR TRANSPORTATION, IT REALLY TOUCHES, LIKE, EVERY ASPECT OF EDUCATION, IT FEELS LIKE.

VERY SIMILAR TO OE-14. AND OUR EQUITY POLICY, WHERE WE ARE HAVING TO LOOK AT OUR EXISTING POLICIES THROUGH A NEW LENS, OF AN EQUITY LENS, I ALMOST FEEL LIKE SUSTAINABILITY ISN'T GOING TO BE IN ADDITION TO AN EXISTING OE.

IT WILL HAVE A DIFFERENT WAY OF LOOKING AT MAKING SURE THAT WE ARE THINKING ABOUT SUSTAINABILITY IN ALL ASPECTS.

AND I DON'T -- SO I DON'T KNOW IN TERMS OF WRITING A POLICY, LIKE, A NEW SINGLE POLICY, I THINK, IS GOING TO ACCOMPLISH

POTENTIALLY WHAT OUR GOALS ARE. >>MEMBER STUART: WE TALKED ABOUT IN THE PAST BITS AND PIECES OF POLICIES IN VARIOUS OES AND KIND OF INVISIBLE. IT IS GREAT THAT WE HAVE THEM SPREAD OUT, BUT WOULD YOU THINK AT LEAST WE WOULD BE ABLE TO DEMONSTRATE OUR COMMITMENT TO IT IF WE HAD A SEPARATE OE WITH -- WITH REFERENCES TO THIS -- THAT HAD TO TAKE PLACE IN THIS SECTION AND THIS SECTION AND SO FORTH.

YOU KNOW WHERE I AM GOING? >>MEMBER CHOI: I WORRY IF WE HAD A STAND-ALONE SUSTAINABILITY POLICY LIKE OE-15 OR WHATEVER, YOU WOULD END UP WITH OF REDUNDANCIES IN OUR POLICIES AND ADDRESS THINGS LIKE FACILITY AND TRANSPORTATION AND WE HA HAVE OE-12, AND OTHER AREAS WHERE IT COULD ACTUALLY BE

INCLUDED, IF THAT MAKES SENSE. >>MEMBER BLIESNER: SO IF I AM FOLLOWING, YOU ARE SAYING THAT YOU VIEW IT THAT POSSIBLY THAT LOOKING AT ALL THE POLICIES AND WHERE A SUSTAINABILITY AND SORT OF THE ISSUES AND PRIORITIES AND VALUES, ARE THEY IN THERE AND NEED TO BE BUILT UP AND CALLED OUT IN DIFFERENT THINGS.

I THINK THE INSTRUCTIONAL PROGRAM WOULD BE ONE AS A POTENTIAL CAPACITY. AS OPPOSED TO A SEPARATE OE.

>>MEMBER CHOI: YES. >>MEMBER BLIESNER: IS THAT FAIR?

>>MEMBER CHOI: IT IS. WITH THE CAVEAT OF I DO THINK SOME SORT OF A RESOLUTION OR STATEMENT WOULD ALSO BE

NECESSARY. >>MEMBER BLIESNER: CHRIS, I THINK YOU ARE UP. I THINK WE LOST YOU.

[02:45:03]

>>MEMBER CARLSON: I AM TRYING DO THIS.

ALL RIGHT. SO I THINK WHAT WE HAVE SEEN TODAY ARE FASCINATING PIECES. I HAVE NO CONCERNS OF WRITING CURRICULUM INTO BOARD POLICY. BAD IDEAS.

WE DON'T WRITE IN SPECIFICS OF HOW TO TEACH MATH.

I AM COMFORTABLE WITH LEAVING THE CURRICULUM PIECE APART -- ALONE. I WAS PLEASED TO SEE WHAT WAS BEING DONE. I WAS AWARE OF 90% OF IT.

WHAT I WASN'T AWARE IS THE EFFORTS THAT HAVE BEEN PUT IN WALKING THE WALK, NOT JUST TALKING THE TALK.

AND THAT IS SOMETHING THAT S A COMMUNICATION CHALLENGE.

AGAIN, I DON'T THINK THAT NECESSARILY FALLS UNDER BOARD POLICY. I THINK THAT IS SOMETHING THAT BELONGS ON THE OPERATIONAL SIDE OF THINGS BUT DEFINITELY SOMETHING THAT IT IS IMPORTANT THAT THE COMMUNITY CAN SEE WHAT WE ARE DOING IN SUCH A WAY THAT IT IS ONGOING RATHER THAN A ONE OFF. BUT AS FAR AS US WRITING A NEW IF OE, WE ARE WITH MARK ON THIS. A VALUE.

A SET OF VALUES THAT WERE WORTH PUTTING OUT THERE.

AND WORTH THE BOARD AND I AGREED WITH ERIC'S STATEMENT THAT SUSTAINABLE IS ENSURES THAT YOU CAN ALSO DO IT AND DON'T IMPACT THE ABILITY OF FUTURE GENERATIONS.

A GREAT WAY TO SUCCINCTLY STATE THE SUSTAINABILITY TO THE DISTRICT, BUT BEYOND THAT VALUE, ONLY A FEW PLACES THAT I SEE THAT ARE IMPORTANT FOR US TO INCORPORATE INTO BOARD POLICY AND IN THERE FOR FACILITIES AS HAS BEEN NOTED.

I THINK IT SHOULD IN THERE EXPLICITLY FOR TRANSPORTATION, BUT THOSE WILL BE THINGS WHERE I LIKE MARK'S CONCEPT IF WE WERE TO WALL STREET A NEW OE-15, A VALUE STATEMENT PLUS CROSS REFERENCES WHERE IT IS ACTUALLY IMPLEMENTED IN OUR OTHER POLICIES RATHER THAN IT BEING INDEPENDENT SELF-SET OF POLICIES. THAT IS MY TAKE ON IT.

>> AS I WAS LISTENING TODAY, IT IS HELPFUL TO HEAR THE CONVERSATION BECAUSE IT HELPS DEVELOP A MENTAL FRAMEWORK.

THE DEFINITION AROUND "SUSTAINABILITY." I THINK TWO COMPONENTS FOR ME. ONE IS OUR RESPONSIBILITY TODAY.

ONE IS OUR RESPONSIBILITY TO EDUCATE BECAUSE THROUGH THAT EDUCATION THAT WE ARE ACTUALLY EFFECTING THE FUTURE.

KIND OF BOTH DISTINCT RESPONSIBILITIES AROUND WE AS ADULTS HAVE RESPONSIBILITY BECAUSE WE CAN MAKE MODIFICATION TOP A SYSTEM TODAY TO EFFECT A FOOTPRINT, IF YOU WILL AND THE OTHER PART OF THE RESPONSIBILITY IS THE 30,000 THAT WE ARE EDUCATING EACH AND EVERY DAY. IF WE DON'T DO THAT WELL, IT IS GOOD. TA TAKING OUR OWN RESPONSIBILITIES. WE ARE DOING WELL.

WE ARE DOING THINGS THAT ARE ACTUALLY MAKING MEANINGFUL AND IF WE DON'T TAKE THE STEPS OF PREPARING AND EDUCATE OUR STUDENTS A LONG-TERM IMPLICATION ACTUALLY ARE REDUCED BECAUSE WE, AS A DISTRICT, CAN CONTINUE TO REFINE INTERNAL PRACTICES.

ONLY ONE STRAND TO FOCUS ON. AS I FOCUS ON WHAT ARE THE VALUESND BOTH ARE DISTINCT AND UNIQUE IN AND OF ITSELF.

THEY ARE NOT THE SAME THING. >>MEMBER BLIESNER: I AM GOING TO TAKE LIBERTY HERE. SO I DO I AGREE AT LEAST WHAT I AM HEARING THROUGH THIS PIECE AND DISCUSSION, WE ARE IN AGREEMENT THAT SUSTAINABILITY AND APPROACH AND APPLICATIONS IN THIS AREA ARE VALUABLE AND WE SHOULD BE CONTINUING FORWARD TO PROMOTE THESE ACTIONS WITHIN OUR DISTRICT.

IS THAT FAIR? OKAY, THAT IS GOOD.

A COMMITMENT FROM THE BOARD TO BE ABLE TO SAY THAT.

IT IS AT LEAST A CONSENSUS OF THAT VALUE.

IMPORTANT LAY OUT. I THINK HOW WE DO THAT WITHIN IT. SO THERE SOUNDS LIKE COMMIT TO LOOK AT OUR POLICY AND WHICH WAY THAT WE DO THAT MOST EFFECTIVELY. AND TO STRENGTH BEEN THAT.

I KNOW AS I LISTEN TO THIS DISCUSSION, I KNOW THAT THE WORK PLAN AND ACTION PLAN IS A PIECE THAT IS CERTAINLY OPERATIONAL.

[02:50:02]

ACTUALLY A THIRD ONE, THE COMMUNITY ENGAGEMENT PIECE WITHIN THIS, BECAUSE THIS IS SUCH A INTEGRATED PIECE AND VOLUNTEERS AND OUR STUDENTS ARE ALL VERY WANTING AGENCY WITHIN THIS. AND THIS IS A GREAT OPPORTUNITY TO BUILD THAT WE THINK OF THE THIRD RUNG IN HOW WE MR. THIS IN. AND THAT STATEMENT THAT SHE GAVE FOR SUSTAINABILITY, ABSOLUTELY. I THOUGHT THAT WAS GREAT A SUSTAIN DEVELOPMENT ONE, TO THINK ABOUT THAT WAY AS A GLOBAL VALUE AND WHAT FALLS UNDERSTAND. I -- WHETHER WE DO IT THROUGH REVISING POLICIES WE CURRENTLY HAVE, I THINK WE CAN DO THOSE IN DIFFERENT WAYS BUT I THINK HAVING SOME CLEAR STATEMENT OR RESOLUTION AROUND WHICH WE DID WITH EQUITY WHERE WE HAD A CLEAR STATEMENT FIRST IN REGARDS WHY ARE WE EVEN TALKING ABOUT THIS AND WHY ARE WE BRINGING THIS FORWARD AT THIS POINT IN TIME AND WE HAVE THE SUMMARY THAT STARTED WITH THREE PAGES PRIOR AND THESE ARE ONE OF THOSE THINGS.

MERCER ISLAND DID AN APROPONENT WHERE THEY DID A RESOLUTION OF BOARD AND COMMITTED TO DO THESE THINGS WITH SUSTAINABILITY.

THE POLICY CAME AFTER THAT I DON'T THINK THEY HAVE THE POLICY YET IF I REMEMBER RIGHT WHEN I SPOKE TO THEM.

BUT GIVES COMMITMENT AND ACTION FROM THE BOARD SIDE.

SO THOSE ARE ALL THE PIECES THAT I THINK BUT SOUNDS LIKE YES, WE ARE IN AGREEMENT THIS IS SOMETHING WE SHOULD BE WORKING ON AND POLICY IS HOW WE WANT TO STRENGTHEN.

>>MEMBER LALIBERTE: CAN YOU SAY THAT LAST PART AGAIN?

>>MEMBER BLIESNER: WE WANT TO STRENGTHEN A POLICY.

>>MEMBER LALIBERTE: A BOARD POLICY.

>>MEMBER BLIESNER: I AM NOT 100% BEHIND A BOARD POLICY.

IT PLAY BE A CHALLENGE WHERE WE CAN PLEAS IT IN APPROPRIATE LOCATIONS WHERE WE NEED TO. THAT IS MY TAKE.

SO, MARK? >>MEMBER STUART: I AGREE WITH CHRIS WHO SAYS COMMUNICATING THIS -- THE PROCESS OF COMMUNICATION REALLY IS AN ADMINISTRATIVE ROLE.

AND IN CREATE WILLING COMMUNICATIONS.

IN CARRYING OUT COMMUNICATIONS OUR COMMUNICATION DOESN'T THINK AND PRESENTATIONS OUTSIDE THE EDUCATIONAL RELATIVE OF A STAFF PERSON AND A BOARD MEMBER IF AT ALL POSSIBLE AND A BOARD COMMITMENT TO THE ISSUE AS WELL AS THE STAFF PERSON.

BECAUSE APPARENT IN THOSE COMMUNICATIONS THAT THEY -- THAT OUR COMPONENT DOESN'T ALWAYS SEPARATE THE TWO.

AND I THINK IT IS IMPORTANT FOR THEM TO SEE OUR COMMITMENT TO THE ISSUE AS MUCH AS THE STAFF COMMIT TO IT AND MORE OF A SUBJECT MATTER EXPERT AND WE CAN TALK FROM A POLICY ASPECT.

>> SO I AM TORN WHETHER OR NOT WE SHOULD EMBED AT THIS POINT TO ARE HAVE A STAND-ALONE POLICY, AND A COUPLE OF PIECES THAT I HAVE BEEN THINKING ABOUT. THE IDEA IS THAT WE TONIGHT HAVE AN OE-14. THAT IT IS EMBEDDED AND INFUSED IN THE SYSTEM AND JUST THE WAY WE PRACTICE.

HOW WE ACT AND INFUSED IN THE SYSTEM.

ONE OF THE THINGS THAT WAS BENEFICIAL THE BOARD TALKS OF ANTI-RACISM, INCLUSION AND EQUITY IN EDUCATION.

I AM KIND OF DEBATING WHETHER OR NOT THE EFFORT TO HAVE A SUSTAINABILITY POLICY AND EMBED IT INTO POLICIES AND WILL GIVE

[02:55:12]

WE WOULD NOT HAVE BEEN ABLE TO PROVIDE THAT LEVEL OF KIND OF SYSTEMS WORK, FIVE OR SIX YEARS AGO AROUND EQUITY.

TALKING ABOUT THIS AS A VALUE AND I HEAR OF THINGS TODAY.

A SYSTEM -- A VALUE THAT THE SYSTEM HOLDS ALREADY SHARING THAT STORY AND SHARING THE CELEBRATIONS JUST DEMONSTRATING OUR COMMITMENT TO THAT WORK THAT RESPONSIBILITY.

SHIYANI, WHAT WORD DO YOU SAY -- LONGEVITY.

IF WE DON'T DO IT FOR THE LONG HAUL, IT IS MEAN CANLESS WORK.

WE ARE SPINNING OUR WHEELS TODAY AND WHOEVER IS HERE TOMORROW DOESN'T CONTINUE THAT FORWARD. WANTING THIS TO BE MEANINGFUL TO THE ORGANIZATION AND TO OUR COMMUNITY IN THE LONG TTERM, I KNOW FROM THE AND COMMUNITY MEMBERS WHO HAVE ENGAGED FOR YEARS AND WE HAVE A COMMUNITY THAT IS PRIME PARTNER WITH US TO AN EVEN GREATER DEGREE AT THE SYSTEMS LEVEL JUST JUST AT OUR SCHOOL LEVEL. I SAY ALL OF THAT BECAUSE HAVING A DISTINCT STAND-ALONE POLICY. THE CAVEAT TO THAT COMMENT, FOR CREATE A POLICY THAT ARTICULATES THE VALUE AND YOU SEE HOW THAT TOOK TO OE-14. AND THE CONCEPT OF THE BOARD HAVING A PUBLIC STATEMENT, PROCLAMATION, WHATEVER IT IS ALSO A NICE ACTION THAT THE BOARD CAN TAKE BECAUSE IT ESSENTIALLY PUBLICLY DEMONSTRATES TO THE COMMUNITY, HERE IS WHERE OUR CURRENT THINKING IS AND THIS IS OUR COMMITMENT TO THIS WORK AND IT IS A WORK IN PROGRESS.

AND AT LEAST WE STATED SOME OF THE VALUES WE CAN.BACK TO ORGANIZATION ZAGS ALLEY AND YOU AS BOARD MEMBERS.

THAT IS SOME OF MY THINKING. AND I HAVEN'T LANDED ON WHERE THE POLICY WORK WILL GO. I WOULD LEAN TOWARD A SUSTAINABILITY POLICY. IF WE FIND THAT NOT SUSTAINABILITY, I WOULD TAKE THAT AND EMBED IT INTO OTHER POLICIES. THAT'S WHERE I AM TODAY.

IF IT IS TRUE VALUE AND WE ARE TRULY COMETED TO IT.

IT MAY BE NICE TO DOCUMENT THAT -- WE HAVE DONE THIS WORK WITH OE-14. MAKE CONNECTIONS AND NOT DO DOUBLE REPORTING TO THE BOARD. IT IS WORTH IT BECAUSE IT IS

THAT IMPORTANT. >>MEMBER CHOI: I AM ALSO TORN AND LEANING TOWARD THE OPPOSITE OF NOT HAVING AN INDIVIDUAL POLICY AND SOMETHING THAT YOU SAID REINFORCED IT JUST A LITTLE BIT TO ME. AND IT'S THAT -- IF WE HAVE IT AS A STAND-ALONE POLICY, IF IT IS OE-15 AND WE WOULD REVISIT IT ANNUALLY, FOCUS ON THE SUSTAINABILITY AND THE REPORTING SPECIFICALLY AROUND SUSTAINABILITY, THAT IS GREAT, BUT I DON'T THINK THAT ADDRESSES THE SENSE OF URGENCY FROM THE COMMUNITY THAT THIS IS NOT SOMETHING YOU WANT TO LOOK AT ONCE A YEAR. THAT IT IS LIVING AND BREATHING AND EMBEDDED IN EVERYTHING THAT WE DO.

WHEN YOUR TALKING OF INSTRUCTIONAL PROGRAMS AND FACILITIES AND OUR BUDGET, IT SHOULD BE COMING UP IN ALL OF THOSE PUBLICATIONS; THEREFORE, I THINK IT MAKES MORE SENSE TO EMBEDDED EVERYWHERE THAT YOU THINK IT DESERVES TO BE SO THAT IT CAN BE BROUGHT UP MORE FREQUENTLY.

[03:00:06]

>> MY ONLY ALTERNATIVE COMMENT IS, HOW OFTEN ARE WE TALKING ABOUT EQUITY. I DON'T THINK THERE IS A BOARD MEETING TOPIC THAT GOES BY THAT WE ARE NOT REFERENCING ISSUES OF EQUITY. I AM TORN.

I AM FINE EITHER WAY. SO --

>>MEMBER STUART: JOHN, YOU MADE A PERFECT CASE WHY WE NEED TO HAVE A STAND-ALONE POLICY. WHAT DO WE REPORT IT, QUARTERLY, HOURLY, OR ANNUALLY DOESN'T MATTER BECAUSE AT A MINIMUM, YOU WILL DO IT ANNUALLY BUT THAT DOESN'T MEAN YOU WILL NOT UPDATE IT MORE OFTEN ESPECIALLY GIVEN PROJECTS X, Y, AND Z.

AS JOHN POINTED OUT. WE HAVE ESSENTIAL ELEMENTS OF THE EQUITY POLICY -- THANK YOU. IN OUR POLICIES FROM GET GO.

BUT THEY ARE SO SPREAD OUT AND DISPERSE THAT THEY ARE CAMOUFLAGED. ALSO DIDN'T EN ABLE US TO HONE IN ON MAKING SURE THEY WERE GETTING ACCOMPLISH ED AND I THIK I MADE A CASE FOR CHRIS MENTIONED THE IDEA OF BACK TO THE OTHER SECTION. BUT AT THE SAME TIME, BY HAVING A SPECIFIC SECTION, IT DOESN'T GET LOST.

WE DON'T HIDE IT FROM THE COMMUNITY SO THEY HAVE TO GO TO FIVE DIFFERENT SECTIONS TO FIGURE OUT WHAT IN THE WORLD WE ARE DOING BECAUSE THEY ARE NOT GOING TO DO IT.

RIGHT UP FRONT WHERE THEY CAN SEE IT.

WHETHER OR NOT IT GOES AWAY AND DIVERS INTO THE OTHER POLICIES, SAME CAN BE SAID FOR ANY OF THE OTHER POLICIES WE HAVE.

AND WHETHER IT IS THE EQUITY OR WHATEVER, WHETHER IT ENDS UP BEING EMBEDDED INTO A POLICY IN THE FUTURE, DOESN'T MATTER.

THE IDEA OF HAVING A RESOLUTION DOES NOT NEGATE THE IDEA OF HAVING A POLICY. I THINK THEY CAN GO HAND IN HAND. AND ONE ACTUALLY AMPLIFIES THE

OTHER. >>MEMBER SAMA: OKAY, MY PERSPECTIVE FROM THIS, AT LEAST FROM A STUDENT PERSPECTIVE, I DO THINK THERE SHOULD BE A SEPARATE POLICY, I GUESS, THAT ADDRESSES SUSTAINABILITY BECAUSE SURE IT IS EMBEDDED BUT I AM LOOKING AT THE POLICIES RIGHT NOW AND SO MANY SUBSETS OF EACH POLICY AND I THINK IT WOULD HONESTLY GET LOST IN EVERY SINGLE THING THAT WE ARE TALKING ABOUT. MAKING IT SEPARATE REINFORCES LIKE THE ENTIRE -- WHAT WE ARE TRYING TO DO WHICH IS CREATING A PLAN THAT CAN ALSO LAST LONG AND A PLAN THAT IS COHESIVE AND SPECIFIC ENOUGH. BY MAKING IT A SEPARATE POLICY YOU ARE FORCED TO BASICALLY DO THAT.

I THINK IN THAT WAY IT WILL FORCE OVER THE INITIATIVE, BECAUSE I THINK WITH THE URGENCY WE HAVE RIGHT NOW, I THINK HAVING A SEPARATE POLICY WILL BE BETTER IN TERMS OF COMMUNITY INVOLVEMENT AND STUFF AS WELL. SO THAT IS MY PERSPECTIVE ON IT.

>>MEMBER BLIESNER: GNAW. CHRIS?

>>MEMBER CARLSON: SO THINKING WHAT SHIVANI JUST BROUGHT UP, THE VALUE OF HAVING THAT BE ITS OWN POLICY IS FUNDAMENTALLY WHEN SOMEONE COMES TO OUR POLICY. YOU DO A WORD SEARCH FOR "SUSTAINABILITY." YOU FIND ONE SUBPOLICY DEEP UNDER FACILITIES. IF WE HAVE AN ACTUAL SELF-STANDING POLICY THAT IS A VALUE STATEMENT.

THAT ACTUALLY HELPS CHANNEL THE ENTHUSIASM THAT WE ARE COMING TO US AND WHAT ARE WE DOING ABOUT SUSTAINABLE.

IN A PRODUCTIVE DIRECTION RATHER THAN IN A DIRECTION OF BEING ANGRY AND BURY IN US IN THE DETAILS.

I AM WITH SHIVANI, TO HAVE A VALUE STATEMENT, I DON'T THINK THERE NEEDS TO BE BULLETS UNDERNEATH IT REFERENCING TO THE EXISTING POLICY WHERE WHERE IT IS IMPLEMENTED.

BUT REALLY JUST HAVING THE SELF-STANDING VALUE STATEMENT WOULD BE A WAY THAT PEOPLE WHO COME LOOKING FOR SOMETHING WILL FIND SOMETHING THAT MEANS SOMETHING TO SOMEBODY WHO ALREADY HAS A BEE IN THEIR BONNET.

A LOT OF STATEMENTS WE LOOKED AT AT THE BEGINNING OF THE MEETING INVOLVE PEOPLE WHO THINK WE ARE ACTUALLY NOT DOING ANYTHING.

AND THAT IS WHERE MEETING THAT HEAD ON WITH ACTUALLY WE ARE DOING A LOT. AND NOT TELLING THEM THAT THEY ARE WRONG THAT THEY WANT TO DO MORE.

WE ALWAYS WANT TO BE OPEN TO DISTRIBUTE CIVIL AND INPUT OF

[03:05:02]

WHEN I WAS A STUDENT I WOULD HAVE LOVED IT IF I LOOKED IT UP ONLINE. GLAD THAT SOMEBODY BROUGHT IN UP AND PARTIALLY IMPLEMENTED ON A PUBLIC HEALTH LEVEL A LITTLE BIT, OH, MY GOD, MY HEAD IS GOING TO EXPLODE.

YEAH. BUT, YEAH, ANYWAY, ALL SOMETHING TO ME THE VALUE OF HAVING THAT AS A STATEMENT AS A STAND ALONE WILL HELP CHANNEL ENTHUSIASM INTO SUPPORTING AND IMPROVING ON ONGOING EFFORTS RATHER THAN FIGHTING AGAINST SOMETHING THAT ISN'T ACTUALLY THERE TO IT BE FOUGHT AGAINST.

WHY ARE YOU AGAINST COMPOSTING. WE ARE NOT AGAINST COMPOSTING.

WHY ARE YOU -- I MEAN, IT WAS INTERESTING TO SEE THE PIECE ON THE IPM CERTIFICATION. WEST MANAGEMENT, IT IS TRUE YOU HAVE TO GO PESTICIDE-FREE. YOU NEED TO LIVE WITH DANDELIONS OR A FAMILY OF DANDELION PICKERS.

SO THIS IS SOMETHING -- IT IS A USEFUL WAY TO CHANNEL ENTHUSIASM FOR THE COMMUNITY. YES, WE ARE DOING THINGS.

HERE IS HOW YOU CAN HELP US RATHER THEM TRYING TO DECIPHER WHERE THERE IS SOMETHING THAT THEY CAN DO.

>>MEMBER BLIESNER: ANY OTHER COMMENTS, QUESTIONS?

DIRECTOR LALIBERTE. >>MEMBER LALIBERTE: I AM GOING TO SAY IT AGAIN. I THINK WE SHOULD EXPAND THE SCOPE OF OE, THEIR FACILITIES, THE EXISTING FACILITIES, OPERATIONAL EXPECTATIONS TO BE BROADER AND ENCOMPASS THE VALUES WE WANT TO SAY ABOUT SUSTAINABILITY.

AND I ALSO AGREE WITH DIRECTOR BLIESNER THAT SEPARATE IN OUR OTHER EXISTING OE FOR COMMUNITY ENGAGEMENT IN THE COMMUNITY TO MAKE A REFERENCE TO SUSTAINABILITY EFFORTS AND I THINK ALSO EMBEDDEDED IN OE-11 FOR INSTRUCTIONAL PROGRAMS. I AGREE WITH MY EARLIER OPINION, AND I AGREE WITH -- BOTH DIRECTOR BLIESNER AND DIRECTOR CHOI SAID.

>>MEMBER BLIESNER: SO -- >>MEMBER LALIBERTE: GO AHEAD.

I WANT TO HEAR WHAT YOU SAY. >> ONE THOUGHT IS WHAT ARE THOSE VALUE STATEMENTS AND POLICIES WE WILL WANT TO CONSIDER REGARDLESS OF WHERE THEY END UP, WRITE RIGHT.

BUT EVEN HAVING A LIST OF THOSE AND SORT OF THAT DISCUSSION.

YOU KNOW, I AM THINKING COULD YOU JUST CHANGE THE TITLE OF THE FACILITY, OE-12 AND CHANGE THE TITLE AND START TO BROADEN THAT OUTS. MAYBE THAT DOESN'T WORK THAT WAY. WE HAVE OTHER THINGS UNDER FACILITIES THAT WE WANT TOP HAVE.

THAT IS OUR FIRST STEP HONESTLY AND RESOLUTION AND PROCLAMATION LAY OUT THOSE VALUE INTO THAT PLACE SO WE BREAK THROUGH THERE AND WHERE WE ENDS UP. SEPARATE POLICY AND EMBEDDED.

AND I THINK WE HAVE TO DECIDE WHAT ARE THOSE VALUES TO PUT FORWARD AS PART OF SUSTAINABILITY.

AND WE HAVE -- IS IT HAVING AN ACTION PLAN THATS THAT LAID OUT.

ELECTRICITY. FOOD WASTE -- FOOD SECURITY WAS A PIECE THAT CAME UP THROUGH THIS.

YOU HAVE MULTIPLE ANGLES. HOW WE WANT TO LAY THAT OUT AS VALUES. DOES THAT MAKE SENSE?

>>MEMBER CHOI: WELL, SO, CLEARLY OTHER AREAS ARE TACKLING THIS THROUGH A COMMITMENT THROUGH CARBON EMISSIONS, RIGHT.

THE PLAN IS TO -- HOW ARE THEY GOING TO GET THERE.

AND THAT IS THE OPERATIONAL COMPONENT THAT IS SOMEWHAT FLEXIBLE. AND I THINK A DECISION WHERE TO COMMIT TO A CERTAIN LEVEL OF CARBON EMISSION BY A CERTAIN AMOUNT OF TIME WOULD BE SOMETHING THAT WE WOULD HAVE TO DISCUSS. AND PROBABLY THE EASIEST STARTING POINT OF THAT CONVE CONVERSATION. STATE-OF-THE-ART STATE-OF-THE-ART THIS CONVERSATION HAVE SEPARATE VERSUS EMBEDDED IS GIVING A SENSE OF DEJA VU WITH EQUITY

POLICY. >>MEMBER BLIESNER: TRY TO TABLE

THAT AND MOVE. >>MEMBER STUART: WE WE CAN'T

[03:10:01]

THE IDEA YOU HAVE TO BE VERY VISIBILITY WHAT YOU ARE DOING OR

YOU HAVEN'T DONE IT. >>MEMBER BLIESNER: DIRECTOR CARLSON. DID YOU HEAR ME?

>>MEMBER CARLSON: YEP, THE CARBON EMISSIONS -- DIRECTOR CHOI, I THINK GETTING INTO A CARBON EMISSIONS PROJECT IS GET TOO CLOSE TO THE DETAILS. HERE IS WHY.

SEVERAL THINGS THAT WE SAW TODAY THAT WOULD BE EXTREMELY SDIF TO QUANTITATE AS CARBON EMISSIONS AND FALL SQUARELY UNDER SUSTAINABILITY PARTICULARLY, FOR EXAMPLE, HERBICIDE USE.

HOW DO YOU QUANTITATE THE IMPACT OF NOT USING IMPACT TO KEEP YOUR LAWNS DANDELION-FREE. SO I AM HESITANT TO COMMIT TO A TARGET ON THAT. I THINK A BROADER STATEMENT WE ARE INTERESTED IN SUSTAINABILITY AND NOT LEAVING IMPACTS FOR FUTURE GENERATION IS THE MOST APPROPRIATE PLACE FOR THE BOARD

TO BE AT. >>MEMBER CHOI: THE CARBON EMISSIONS WAS JUST AN EXAMPLE OF A STARTING POINT OF THAT CONVERSATION AND ONE AREA OF SUSTAINABILITY THAT WE HAVE VERY CONCRETE IT EXAMPLE OF GOVERNMENTS AND DISTRICTS WHERE THAT ISES APPROACH AND THE STARTING POINT IN HOW THEY ARE TACKLING IT. EASY NOT TO CREATE THE WHEEL.

AND I DIDN'T MEAN IT AS AN ALL ENCOMPASSING DEFINITION OF OUR APPROACH TO SUSTAINABILITY AT A

ALL. >>MEMBER BLIESNER: I GUESS SIMILAR TO THE PRESENTATION. IT WAS ONE PART.

JUST ONE VALUE YOU WERE PUTTING FORWARD.

>>MEMBER CHOI: RIGHT. >>MEMBER BLIESNER: OF REDUCTION OF CARBON FOOTPRINT. DIRECTOR -- YOU ARE NOT DIRECTOR HOLMEN. BUT SUPERINTENDENT HOLMEN.

>>SUPERINTENDENT HOLMEN: CAN I AFTER WHAT I BELIEVE MAY BE NEXT

STEPS? >>MEMBER BLIESNER: WE ALWAYS

LIKE THAT. >>SUPERINTENDENT HOLMEN: SEEMS THAT IT WILL BE BENEFICIAL TO SET TIME AROUND IN THE MARCH EXTENDED RETREAT TO LOOK AT THE WORK OF IDENTIFYING THE VALUES THAT THEN THE BOARD COULD DECIDE.

THIS COULD SPIN INTO A PROCLAMATION-DEEP THING WHEN WE CONDITION THE POLICY WORK. AND THOSE VALUES WILL HELP AS A FRAMEWORK FOR THE BOARD TO COMMUNICATE WITH, AS A COMMUNITY, AND LANGUAGE THAT WE WILL START TO EXPECT AS WE ARE TALKING OF STAFF PRESENTATIONS. THOSE VALUES WILL REALLY BE HELPFUL AS WE THINK ABOUT MOVING FORWARD.

AND THEN THAT COULD BE A SPRING BOARD.

AND TIME IS ALWAYS BENEFICIAL. WE HAVE THIS CONVERSATION TODAY.

WE WILL WALK AWAY FROM THIS AND RUMINATE ABOUT POLICY.

WHICH I KNOW THAT IS EXCITING -- OKAY, I WILL RUMINATE ABOUT POLICY. AND WE CONTINUE THIS CONVERSATION. BECAUSE THIS IS THE FIRST CONVERSATION. I NEVER HEARD THIS CONVERSATION BEFORE ON THE BOARD ABOUT SUSTAINABILITY, SO TAKING TIME TO REFLECT AND COME BACK TO THIS CONVERSATION IS BENEFICIAL.

SO FOR ME, THE NEXT STEP IS SET TIME ASIDE IN MARCH TO DO A DEEP DIVE INTO THE VALUE PIECE OF THIS FOR THE BOARD AND DETERMINE WHICH DIRECTION WE GO.

THOUGHTS ON THAT? >>MEMBER CHOI: I WOULD LOVE TO FURTHER DISCUSS KEEP OF THE VALUE OF DEDICATED FUNDING AROUND SUSTAINABILITY AND HOW THAT SOLIDIFIES THE CONCEPT OF LONGEVITY AND STRUCTURE AROUND OUR GOALS, IF THAT COULD BE PART

OF THAT DECISION AS WELL. >>MEMBER BLIESNER: OTHER THOUGHTS? 50I78 NOT HEARING ANY.

[03:15:05]

WE WILL SEND THOSE. THOSE ARE JUST SOME THAT HAVE BEEN LAID OUT IN OTHER PLACES AS WELL AS YOU THINK THROUGH THAT.

I THINK THAT WOULD BE BENEFICIAL AND WE CAN PUT THAT TOGETHER.

SO IT SOUNDS LIKE WE ARE IN AGREEMENT THAT YES, WE WANT TO MOVE FORWARD IN WORKING WITH THESE THINGS.

I WANT TO THANK OUR COMMUNITY MEMBER AND ALL THEIR WORK IN VOICING THIS AS WELL. AND ALL THE WORK DAY TO DAY MAKING ALL THE GREAT THINGS WE SEE HAPPENING AND OUR STAFF DOING THIS AS WELL. AND THANK YOU ALL FOR PUTTING THAT TOGETHER. THAT HAS BEEN GREAT.

AS THEY THEN TAKE THIS. WE WILL TAKE THIS PIECE.

AND MOVE IN FOR MARCH WHEN WE HAVE OUR THREE-DAY PROCESS AND BE ABLE TO TALK THROUGH THE VALUES AT THAT TIME.

BUT WE PROVIDE YOU THE LINKS TO CATCH UP ON THAT TOO.

AND I THINK THAT'S IT. ANYTHING ELSE? FOR THE GOOD OF THE ORDER? HEARING NONE, I WANT TO SAY THANK YOU ALL FOR COMING. ENJOY YOUR SATURDAY MORNING FOR THE NEXT TEN MINUTES THAT YOU HAVE.

AND THEN YOUR AFTERNOON. AND THEN WE WILL SEE YOU ACTUALLY MONDAY AS OUR NEXT BOARD MEETING AT 5:00.

OUR STUDY SESSION. OUR BOARD MEETING W

* This transcript was compiled from uncorrected Closed Captioning.