Feb 06, 2023 February 6, 2023 Board Meeting - 7:00 p.m.

[00:00:02]

LIVE. EXCEPT WE ARE IN THE WRONG ROOM.

WE ARE NOW SWITCH. GOOD EVENING.

I WOULD LIKE TO CALL TO ORDER THE FABRIC 62023 LAKE WASHINGTON SCHOOL BOARD MEETING. PLEASE LET THE RECORD REFLECT THAT FOUR OF OUR BOARD MEMBERS AREN'T PRESENT THIS EVENING, WHEN IS EXCUSE DIRECTOR CARLSON AS WELL AS THE STUDENT REPRESENTATIVE AND SHE HAD OTHER PROJECTS HAD TO TAKE CARE OF THIS EVENING. SO THE BOARD IS VALUE PUBLIC PARTICIPATION, WELCOME TO ALL OF YOU HERE THIS EVENING AND ENGAGING IN OUR MEETINGS OF THE BOARD, OUR MEETINGS ARE LIVE STREAM ON LAKE WASHINGTON SCHOOL DISTRICT WEBSITE IF YOU'RE HAVING ANY DIFFICULTIES OR STUDY SESSIONS ARE ALSO LIVE STREAMED BUT PLEASE GO THROW WEBSITE IN WHICH TO GET TO THE LIFESTREAM

[B. Opening Items]

FIRST THIS EVENING WE WOULD LIKE TO SEE WITH THE LAND ACKNOWLEDGMENT AND I THINK DIRECTOR LIBERTY WILL DO SO.

>> THIS IS A LAND ACKNOWLEDGMENT COMMITMENT TO NATIVE STUDENTS AND FAMILIES FOR THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS. THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST SALE LIST PEOPLE WHO HAVE RESERVED TREATY RIGHTS ON THIS LAND INCLUDING THE INDIAN TRIBE, WE THINK THE CARETAKER UNDER CARETAKERS OF THE LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL WE COMMIT TO CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY TO TEACH INDIGENOUS HISTORY OF THIS LAND IN THE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DESCENT WHO

ATTEND OUR SCHOOLS. >> THANK YOU.

>> THE NEXT ITEM I WILL ENTERTAIN A MOTION TO APPROVE

THE FEBRUARY 6, 2023 AGENDA. >> SO MOVED.

>> IT'S BEEN BEEN MY DIRECTOR STUART AND SECONDED BY DIRECTOR LIBERTY TO APPROVE THE AGENDA AS PRESENTED.

ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

[C. Audience Participation]

>> A FIRST ITEM ON THE AGENDA THIS EVENING'S PUBLIC COMMENT.

AS STATED PRIOR WE WELCOME THE BUSINESS MEETINGS AND COMMUNITY ENGAGEMENT AND WE DEDICATE 30 MINUTES TO HEAR FROM THE PUBLIC ARENA PUBLIC COMMENT PERIOD. AS THOSE OF YOU WHO HAVE SIGNED UP YOU CAN'T SIGN UP TO PARTICIPATE ON THE DISTRICT WEBSITE AND THE SINO CLOSEOUT NEW AND ON THE DAY OF THE BOARD MEETING AND COMMENTS WILL BE OFFERED IN THE ORDER OF SIGN-UP BEGINNING SPEAKERS IN PERSON FOLLOWING VIRTUAL AND CONCLUDE WITH WRITTEN COMMENTS AS TIME ALLOWS.

WITH THIS NOTE THE BOARD IS NOT TO COMMENTS REGARDING STAFF AND PERSONNEL MATTERS IN A PERSONAL FORM BUT YOU ARE WELCOME TO E-MAIL BOARD MEMBERS DIRECTLY AT LW ST.ORG, PLEASE NOTE THE PUBLIC COMMENT IS ONLY ONE WAY IN WHICH TO HAVE CONVERSATION IN COMMUNICATION WITH THE BOARD WE DO E-MAIL AS WELL AS HAVE MEETINGS IF NECESSARY AS WELL. WITH THAT WE WOULD LIKE TO CALL, HE IS REMINDED ME WE REQUEST YOU KEEP YOUR COMMENTS TO THREE MINUTES. WE DO HAVE A LIGHT OVER THERE IT GOES FROM YELLOW TO RED, FOR GOES RED IF YOU COULD WRAP UP YOUR COMMENTS AT THAT POINT IT WOULD BE BENEFICIAL SO WE CAN MAKE SURE WE GET EVERYBODY IN THAT TIMEFRAME.

WITH THAT ARE FIRST PERSON THAT WE HAVE THIS EVENING IS TERESA LYNN IF I ASK IF YOU COULD STATE YOUR NAME AND AFFILIATION IF YOU HAVE ANYTHING YOU'RE WELCOME TO LEAVE WITH US AS WELL.

>> TAKE AS MUCH. >> GOOD EVENING MY NAME IS TERESA LYNN AND THE MOTHER OF TWO STUDENTS AT HELEN KELLER ELEMENTARY. I'M HERE TONIGHT TO ASK THE DISTRICT TO SUPPORT A COHESIVE K-12 CHORAL PROGRAM IN THE WANITA HIGH SCHOOL LEARNING COMMUNITY THROUGH INCREASED COMMUNICATION AND INFORMATION SHARING.

MY OLDER DAUGHTER WILL ATTEND THE MIDDLE SCHOOL NEXT YEAR AND RECENTLY COMPLETED HER REGISTRATION PROCESS.

INCLUDING SELECTING AN ELECTIVE. CURRENTLY IT DOES NOT OFFER AS AN ELECTIVE LOW STUDENT INTEREST.

AFTER MAKING INQUIRIES I DISCOVERED THAT CHOIR HAS BEEN ONLY AN OCCASIONAL ELECTIVE FOR ABOUT A DECADE.

THIS IS PUZZLING TO ME BECAUSE CHOIR HAS THE LOWEST BARRIER TO ENTRY OF ALL MUSIC ELECTIVES REQUIRING NO INSTRUMENT PURCHASE OR RENTAL A AND NO PRIOR EXPERIENCE TO FULLY PARTICIPATE.

NOT TO MENTION ELEMENTARY MUSIC SPECIALIST ARE ESSENTIALLY CHOIR TEACHERS. MOST EARLY MUSIC LITERACY IS SINGING BASED, ELEMENTARY STUDENTS SINGING AT SCHOOL ASSEMBLIES ARE PARTICIPATING IN CHOIR.

HOW COULD IT BE THAT STUDENTS ARE SIGNING UP FOR BAND AND ORCHESTRA BUT IN AN ENTIRE MIDDLE SCHOOL THERE AREN'T EVEN 25 STUDENTS TO FORM A SINGLE CHOIR CLASS.

MEMBERS OF THE BOARD THERE IS A SERIOUS LACK OF INFORMATION SHARING AND COMMUNICATION ABOUT CHOIR, WHEN LOOKING FOR A MUSIC

[00:05:03]

HOW CAN PARENTS LEARN MORE ABOUT CHOIR WHEN IT'S ALL BUT ABSENT ON THE DISTRICT WEBSITE. WE PARENTS USE OUR OWN KNOW KNOWLEDGE, ADVICE FROM OTHER PARENTS AND INFORMATION FROM SCHOOLS IN THE SCHOOL DISTRICT TO MAKE INFORMED CHOICES ABOUT OUR CHILD'S EDUCATION. I AM A CLASSICAL SINGLE INVOICE TEACHER IN ALREADY KNOW THE PHYSICAL, EMOTIONAL AND EMOTIONAL BENEFITS OF SINGING IN CHOIR.

HOW WOULD A NONMUSICAL PARENT KNOW ABOUT REGISTERING THEIR CHILD FOR MIDDLE SCHOOL CHOIR BASED ON CURRENT DISTRICT INFORMATION AND SO MANY YEARS OF NO CHOIR.

IT IS MY BELIEF THAT DEMAND FOR CHOIR WILL PRESENT ITSELF WHEN FAMILIES KNOW WHAT CHOIR IS BUT WITHOUT SHARING INFORMATION, I SAID CHOIR PROGRAM WILL CONTINUE TO STRUGGLE.

THAT IS A HUGE LOSS NOT ONLY FROM A CLIENT CAN BUT THE ENTIRE LEARNING COMMUNITY. IT IS TIME FOR A COHESIVE K-12 CHORAL PROGRAM. IN Q4 YOUR TIME.

>> THANK YOU ALL IN A NEXT INDIVIDUAL WE HAVE SIGNED UP HIS

TRAY FLYNN. >> TRAY FLYNN ARE YOU IN HERE TO DANCE, IF NOT I WILL GO INTO THE NEXT PERSON.

IF HE SHOWS UP WE WILL HAVE THEM COME OVER LATER.

THE NEXT PERSON I HAVE ON THE LIST IS [INAUDIBLE] I APOLOGIZE IF I DO NOT PRONOUNCE YOUR NAME CORRECTLY.

>> MEMBERS OF THE BOARD OF LAKE WASHINGTON SCHOOL DISTRICT MY NAME IS [INAUDIBLE]. I BEEN TEACH AND TO TEACHING SCIENCE IN LAKE WASHINGTON SCHOOL DISTRICT FOR THE PAST 17 YEARS AS WELL AS PLAYING MANY ROLES THAT HELP BUILD A COMMUNITY. 11 LAKE WASHINGTON SCHOOL DISTRICT COMMUNITY BOTH MY CHILDREN ARE GRADUATES OF THE SCHOOL DISTRICT. SINCE I HAVE JOINED THIS DISTRICT I'VE GIVEN MY HEART AND SOUL FOR THE GOOD OF MY STUDENTS, MY COLLEAGUES IN THE COMMUNITY.

TEACHING IS NOT JUST A JOB FOR ME, IT IS MY PASSION.

I'M HERE TO ASK SET GUIDELINES AND POLICY AROUND INVESTIGATION OF STAFF WHEN THEY FACE AN ALLEGATION.

I WAS THE STAFF MEMBER WHO WAS PART OF A FOUR MONTH LONG INVESTIGATION. AT THE END OF THE INVESTIGATION IT WAS FOUND THAT I HAD NOT VIOLATED ANY DISTRICT EXPECTATION AND POLICIES. THE AMOUNT OF TIME THE INVESTIGATION TOOK IN THE MANNER IN WHICH THE COMPLETE WAS HANDLED AS DEEPLY HUMILIATED FOR ME.

PUT TREMENDOUS AMOUNT OF STRESS AND CAUSE ME UNHEALTHY LEVELS OF UNTIL LEVELS OF ANXIETY THAT LED TO FREQUENT STOMACHACHES.

AFTER MULTIPLE TRIPS TO THE EMERGENCY ROOM NUMEROUS VISITS TO THE DOCTORS FOR VARIOUS TESTING BIOPSIES I WAS DIAGNOSED WITH ULCERATIVE KEARL -ITIS WHICH IS A CHRONIC CONDITION THAT SURFACED BECAUSE OF THE STRESS OF MY WORK SITUATION CREATED. SINCE THE ONSET OF THIS DISEASE I HAVE LOST A TREMENDOUS AMOUNT OF WEIGHT AND IMPACTED MY ABILITY TO TEACH AND PARTAKE IN SUPPORT ACTIVITIES SUCH AS GOING OUT FOR GROCERIES. HEAVY DOSES OF STEROIDS HELPS ME CARRY ON MY JOB ALTHOUGH THERE ARE DAYS WHEN A MUST RUSH OF THE BATHROOM AND HOPE THAT I MAKE IT THERE ON TIME.

I'M ALSO FEELING ON WEEKLY VISITS IN ADDITION TO PAYING NEVER-ENDING MEDICAL BILLS AND THE COST OF DRUGS WHICH NOW MAY EXCEED $8000 IN OUT-OF-POCKET COSTS.

ALTHOUGH THE INVESTIGATION IS OFFICIALLY CLOSED FOR ME IT IS FAR FROM OVER. EVERY TIME I SEE A DOCTOR EVERY TIME I RUSHED TO THE BATHROOM EVERY TIME I WAKE UP AT NIGHT IN PAIN, EVERY TIME I DEFEND THE RUMOR, I RELIVE THE HUMILIATION.

IT IS IMPORTANT FOR ME TO LET YOU KNOW MY STORY BECAUSE WHEN DECISIONS ARE MADE THEY AFFECT MORE THAN JUST ONE PERSON.

I AM AVAILABLE AT A LATER TIME TO GIVE YOU AN DEPTH DETAILS AROUND MY FULL EXPERIENCE AND HOW IT IS CHANGE ME AS AN EDUCATOR AND HOW IT HAS IMPACTED MY SCHOOLS COMMUNITY.

THERE IS A NEED TO INITIATE A CHANGE SO NO OTHER TEACHER HAS TO GO THROUGH WHAT I'M GOING THROUGH.

THERE IS A NEED TO SET POLICIES AND PROCEDURES FOR

[00:10:03]

>> THANK YOU. THE NEXT INDIVIDUAL I DO HAVE UP

SIGNED UP IS [INAUDIBLE] >> HELLO EVERYONE I AM [INAUDIBLE] MY DAUGHTER GOES TO RENAISSANCE.

SHE'S IN EIGHTH GRADE THIS YEAR. I'M HERE, I'M NOT PREPARED ANYTHING BUT I'M HERE BECAUSE IN VERY UPSET WITH THE SCHOOL DISTRICTS WAY OF HANDLING THINGS AT SCHOOL WHEN THERE WAS A SCENARIO LAST YEAR WHEN MY DAUGHTER WAS IN SEVENTH GRADE.

AND WERE NOT INFORMED PROPERLY KIDS WERE NOT INFORMED PROPERLY, THE WAY THE SCHOOL DISTRICT HANDLED THE SCENARIO THE TEACHERS WERE LET GO, THIS IMPACTED THE STUDENTS VERY MUCH.

BECAUSE I FEEL THE MOST IMPORTANT REASON PARENTS PICK IT SCHOOL IS BECAUSE THE SCHOOL IS VERY SMALL AND I COMMUNITY AND THE TEACHERS GET TO KNOW THE STUDENTS FOR THOSE THREE YEARS AND AT THE END OF THE SCHOOL YEAR LIKE IN MAY WHEN THIS DECISION WAS MADE IT IMPACTED A LOT OF KIDS AND WE LOST ALMOST 20 KIDS BECAUSE IMPACTED OTHER TEACHERS TOO.

I FEEL THE SCHOOL DISTRICTS WAY OF HANDLING COMMUNICATION AND ALLEGATIONS AGAINST TEACHERS WITH NO RESPECT THERE COULD'VE BEEN A DIFFERENT WAY OF DEALING WITH THESE THINGS.

I FEEL LIKE THE SCHOOL BOARD DOESN'T KNOW HOW TO RESPECTED TEACHER, HOW ARE YOU GUYS GOING TO TEACH OTHER PEOPLE OR STUDENTS TO RESPECTED TEACHER. I FEEL YOU GUYS NEED TO LEARN THAT. I FEEL THAT THE MOST IMPORTANT THING THAT RESPECTED TEACHERS. IF THAT CONCEPT IS NOT INSTILLED IN OUR STUDENTS MIND, THEN I DON'T KNOW WHERE WE ARE SEEING OUR FUTURE GENERATIONS. WE NEED TO BRING PEOPLE WHO ARE INVOLVED IN THIS KIND OF SCENARIO AT A COMMON TABLE TO TALK THE SCENARIO OUT. I HEARD AND I FELT THAT THE TEACHER WAS NOT GIVEN THE FAIR OPPORTUNITY TO TALK ABOUT THE SCENARIO. I'M GOING TO ASK THE BOARD TO WORK AFTER POLICIES SO TEACHERS ARE GIVEN AN OPPORTUNITY TO TALK AND ALSO THE PARENTS ARE GIVEN AN OPPORTUNITY TO COME IN AND PRESENT THEMSELVES. THERE ARE 70 BUSINESSES IN THE CLASSROOMS, NOTHING WAS DONE. I DON'T EVEN KNOW WHAT WAS DONE BY THE SCHOOL BOARD. I FEEL THIS WAS AN UNFAIR AND IT'S NOT FAIR TO NOT ONLY THE TEACHER AND NOT FAIR TO THE STUDENTS THAT WERE INVOLVED IN THE PARENTS THAT THEY ARE INVOLVED IN THIS ONE. I'M ASKING THE SCHOOL BOARD TO REEVALUATE THESE KIND OF SCENARIOS IN A PROPER AND MORE RESPECTABLE WAY TO THE TEACHERS. THANK YOU.

>> THANK YOU, THE NEXT INDIVIDUAL I HAVE SIGNED UP IS ANNA PERNA. READY?

>> HI, MY NAME IS ANNA, I'M IN EIGHTH GRADER AT RFA ARE.

I AM SPEAKING BECAUSE OF THE SITUATION WITH [INAUDIBLE] THAT HAPPENED LAST YEAR. HOW CAN WE AS A SCHOOL DISTRICT BE PROUD OF WHAT WE HAVE DONE WITH THIS TEACHER HAS GONE THROUGH SO MANY ISSUES AND SO MANY HEALTH CONDITIONS BECAUSE OF WHAT YOU'VE DONE. WE CAN'T HAVE DECISIONS MADE INSTANTLY BECAUSE THIS TEACHER HAS FACED SO MUCH AFTER THIS INTO HAS CHANGED AS A PERSON AND EDUCATOR AND WE'RE JUST LEAVING IT LIKE THAT. WE CANNOT LEAVE IT LIKE THIS WHEN EVERYTHING INTO EVERYTHING'S GOING TO BE OKAY AND WE KNOW IT IS NOT. THE TEACHERS, THE STUDENTS, THE PARENTS HAVE ALL GONE THROUGH SOMETHING AND IT'S CHANGED ALL OF US AS A PERSON. FOR ME I BEEN THROUGH SO MUCH THE PAST TWO YEARS NOT KNOWING WHAT WAS GOING TO COME NEXT.

WE HAD THREE TEACHERS LEAVE BECAUSE OF THIS ONE INCIDENT.

HOW DO I KNOW WHAT'S GOING TO COME NEXT WHEN A SCHOOL DISTRICT CAN'T FIGURE THIS OUT EITHER. THANK YOU.

[00:15:11]

>> THINKING THE NEXT PERSON IS MARLENE.

>> GOOD EVENING. MY NAME IS MARLENE AND THE OFFICE MANAGER AT RAVEN MIDDLE SCHOOL.

WE WERE INFORMED THAT LAKE WASHINGTON SCHOOL DISTRICT WILL NOT BE BRINGING MIDDLE SCHOOL DEANS BACK NEXT YEAR.

I'M ASKING LAKE WASHINGTON SCHOOL DISTRICT TO RETHINK THIS DECISION AND TO TRY TO FIND A WAY TO KEEP MIDDLE SCHOOL DEANS WITH THE TIMING OF STUDENT SUPPORT IS CRUCIAL IN YOUNG PERSON'S LIFE. THE SCHOOL YEAR HAVING TO DEAN AT REDMOND MIDDLE SCHOOL HAS BEEN AMAZING.

IT IS AN IMPORTANT ROLE IN OUR BUSY SCHOOL FOR STUDENTS THAT NEED REDIRECTING, EXTRA SUPPORT ORDER FEEL THAT THEY MATTER.

JULIA HORNING IS OUR DEAN AND SHE SPENT SO MUCH TIME AND EFFORT INTO MAKING CONNECTIONS WITH MANY, ESPECIALLY IN NEED STUDENTS AND FAMILY THAT MIGHT OTHERWISE FALL THROUGH THE CROOKS. ONE FREQUENT STUDENT IN OUR OFFICE TOLD ME HE HATED SCHOOL AND THE ONLY REASON HE CAME TO SCHOOL WAS BECAUSE OF MS. SAGE. RAVEN MIDDLE SCHOOL IS THE SECOND LARGEST MIDDLE SCHOOL IN THE DISTRICT.

OUR SCHOOL IS EXTREMELY BUSY. OUR ADMINISTRATORS ALONG WITH COUNSELORS ARE WORKING WITH STUDENTS ALL DAY LONG MAKING PLANS AND ACCOMMODATIONS SO STUDENTS STAY IN SCHOOL AND FEEL SUCCESSFUL. WE HAVE MANY STUDENTS THAT NEED EXTRA SUPPORT AS WE HAVE ALMOST 1000 STUDENTS.

JULIE HAS ATTENDED MANY IEP, 504 BEHAVIORAL STAFF AND PARENT MEETINGS SO SHE KNOWS THE DETAILS, ISSUES AND CONCERNS AND COULD DIRECTLY ASSIST THE STUDENTS.

JULIE HAS A PASSION FOR THIS JOB IN HELPING TO MAKE STUDENTS FEEL GOOD ABOUT THEMSELVES SO THEY CAN WORK ON FEELING THAT THEY ARE SEEN AND HEARD, LETTING JULIE IN THIS POSITION GO WOULD BE DEVASTATING TO MANY STUDENTS THAT KNOW SHE IS THERE FOR THEM EACH DAY TO BE ABLE TO REACH OUT TO HER FOR SUPPORT.

FOR MANY STUDENTS WHEN THEY ARE IN CRISIS JULIE IS THE FIRST POINT OF CONTACT BECAUSE THEY TRUST HER AND STUDENTS KNOW SHE WILL SUPPORT AND HELP THEM THROUGH ISSUES AND BARRIERS TO GET THEM TO THE DAY. WE HAVE MANY STUDENTS THAT NEED EXTRA SUPPORT AND JULIE IS ALWAYS RUNNING AROUND TO MAKE SURE STUDENTS ARE DOING WHAT THEY SHOULD BE DOING.

JULIE GOES ABOVE AND BEYOND TO MAKE SURE STUDENTS ARE HELD ACCOUNTABLE FOR THEIR ACTIONS AND WHEN WORKING WITH BEHAVIORAL OR CHALLENGING STUDENTS. WHEN YOU HAVE A DESIGNATED PERSON LOOKING OUT FOR THE WHOLE SCHOOL POPULATION SPECIFICALLY TO SUPPORT STUDENTS IT IS AN IMPORTANT PIECE IN HELPING STUDENTS BE SUCCESSFUL AND RESPONSIBLE STUDENTS.

I AM ASKING YOU TO PLEASE REVISIT THIS DECISION BY REMOVING DEANS FROM MIDDLE SCHOOLS IN OUR DISTRICT STUDENTS IN MIDDLE SCHOOLS NEED THE EXTRA SUPPORT AND SERVICES THAT DIRECTLY SERVE STUDENTS. IF WE CAN CATCH STUDENTS IN MIDDLE SCHOOL WITH THE NEEDED SUPPORT I FEEL STUDENTS WILL MOVE INTO HIGH SCHOOL MORE PREPARED AND SET TO GRADUATE ON TIME BECAUSE SOMEONE TOOK THE TIME TO HELP THEM SOONER RATHER THAN LATER PLEASE RECONSIDER KEEPING THE VALUABLE DEAN POSITION THAT SUPPORTS OUR STUDENTS.

THANK YOU. >> THINKING.

I BELIEVE THAT ENDS ARE IN PERSON COMMENTS FOR THIS EVENING NOW WE WILL MOVE TO ONLINE. I BELIEVE LISA YOU ARE ONLINE.

PLEASE START SPEAKING WHEN YOU ARE READY WE ARE STILL WORKING

ON GETTING YOU UP. >> CAN SHE HEAR US? YOU ARE CURRENTLY MUTED AT THIS POINT IN TIME AND WE DO NOT SEE

YOU. >> CAN YOU HEAR ME ALRIGHT?

>> EXCELLENT, WE CAN. GO AHEAD.

CAN YOU HEAR ME? >> YOU CAN'T HEAR US, CAN YOU

[00:20:04]

HEAR US NOW? >> MEMBERS OF THE BOARD TONIGHT I'M GOING TO REVIEW THE MONITORING REPORT FOR RESULT POLICY ARE TO ACADEMIC CONTENT KNOWLEDGE AND SKILLS, THE DISTRICTS ASSESSMENT IT IS MADE REASONABLE PROGRESS WITH NOTABLE EXCEPTIONS. ONE OF THE NOTED EXCEPTIONS IS BARELY 50% OF LW ST SECOND GRADERS RECEIVING SPECIAL EDUCATION SERVICES ARE MEETING THE END OF YEAR BENCHMARK ON THE FAST BRIDGE LITERACY ASSESSMENT DOWN NEARLY FOUR PERCENTAGE POINTS FROM LAST YEAR END THE GOAL OF 90%.

I WOULD LIKE TO ADD A LITTLE COLOR TO THE NUMBER AS A PARENT OF A CURRENT SECOND-GRADER WHO RECEIVE SPECIAL EDUCATION SERVICES AND UNLIKELY TO MEET THE END OF YEAR BENCHMARK MY KID ENTERED THREE MONTHS AFTER SHE UNDERWENT BRAIN SURGERY THAT DISCONNECTED THE LEFT HEMISPHERE OF HER BRAIN REAL QUICK NEUROSCIENCE THE LEFT HEMISPHERE IS A LANGUAGE HEMISPHERE BOTH SPOKEN AND WRITTEN. RIGHT NOW ALL OF OUR LEFT HEMISPHERES BUSY PROCESSING THE WORDS THAT I'M SPEAKING.

AS MY LAST HIM LEFT IS BUSY PROCESSING THE WORDS I'M READING HERE. YET DESPITE HER MEDICAL HISTORY AS STOCK OF DOCUMENTATION FROM HER TEAM AT SEATTLE CHILDREN'S HOSPITAL PREDICTING READING DIFFICULTIES IN MY OWN EXPRESSED CONCERNS AROUND TO READING MY CHILD WAS NOT IDENTIFIED FOR ANY TYPE OF READING INTERVENTION FOR ALMOST TWO YEARS.

SHE DID NOT SCORE BADLY ENOUGH ON BRIDGE TO MEET THE SAFETY NET OLD SHE HAD IP BUT IT DIDN'T INCLUDE READING SERVICES NOR DID I KNOW TO ASK ABOUT IT. ONCE I FIGURED IT OUT SHE GOT PHENOMENAL READING TEACHER ADDED TO HER IEP TEAM.

SHE'S BEEN MAKING PROGRESS IN READING SENSE BUT SHE LOST TWO YEARS AND THIS IS A KID WHO CANNOT AFFORD TO LOSE ANY TIME WHEN IT COMES TO READING. I CANNOT STRESS ENOUGH HOW DIFFICULT IT IS TO WATCH YOUR CHILD STRUGGLE WITH READING BECAUSE READING IS THE FOUNDATION FOR EVERYTHING THAT HAPPENS IN SCHOOL JUST FLIP THROUGH A FIFTH-GRADE MATH WORKBOOK AND NOTICE HOW MUCH READING IS EXPECTED.

IF YOU DON'T TEACHES KIDS HOW TO READ AND READ WELL YOU WILL HAVE A MUCH HARDER TIME TEACHING THEM ANYTHING ELSE.

MEMBERS OF THE BOARD WE ELECTED YOU TO HOLD THE DISTRICT ACCOUNTABLE FOR THE ACADEMIC RESULTS.

HOLD THEM ACCOUNTABLE. ESPECIALLY EARLY LITERACY.

AS WHY WERE CONTINUING TO USE A TIER ONE RECEIPT CURRICULUM THAT IS, LIKELY TO LEAD MANY CHILDREN PARTICULARLY THOSE AT RISK FOR READING ACQUISITION BEHIND IN READING DEVELOPMENT.

ACCORDING TO AN EXTENSIVE REVIEW BY STUDENT ACHIEVEMENT PARTNERS.

ASK HOW KIDS ARE IDENTIFIED FOR TIERS TWO AND THREE ASK ABOUT THE INTERACTION BETWEEN SAFETY SPECIAL SERVICES.

ASK WHAT READING INTERVENTION LOOKS LIKE AT THEIR GRADE AND BEYOND BECAUSE THESE KIDS WHO AREN'T LEARNING TO READ WELL BY THE END OF SECOND GRADE ARE GOING TO MAGICALLY LEARN BEFORE THE SUMMER OF THIRD GRADE. ASK WHAT THEIR TEACHERS FEEL CONFIDENT IN THE PROFESSIONAL DEVELOPMENT FOR THE PROFOUND LITERACY. MOST TEACHERS DON'T LEARN HOW TO TEACH READING IN COLLEGE. PD IS VITAL.

ASK THE HARD QUESTIONS AND KEEP ASKING THEM NOT JUST ONCE A YEAR WHEN THE R2 MONITORING REPORT IS ON THE TABLE.

THANK YOU VERY MUCH. >> THANK YOU.

YOU ACTUALLY ENTER SPOKEN PART OF PUBLIC COMMENT THIS EVENING.

WE DID RECEIVE SOME WRITTEN COMMENTS.

ONE FROM VERONICA NELSON IN REGARDS TO THE SITUATION OF RENAISSANCE. AS WELL AS THREE OTHERS RACHEL AND DEVON KELLOGG SHE SENT INTO IN REGARDS OF SUSTAINABILITY IN THE STUDY SESSION AND SOME FEEDBACK ON THAT THAT WAS DONE ON SATURDAY. THOSE ARE AVAILABLE AND HAVE BEEN AVAILABLE TO THE BOARD MEMBERS GOING FORWARD.

WITH THAT WE WILL END PUBLIC COMMENT FOR THIS EVENING.

THANK YOU. >> [INAUDIBLE]

>> THANK YOU AND THANK YOU FOR YOUR ATTENDANCE.

AS IS HER CUSTOMARY PRACTICE ACTUALLY PUBLIC, IS WHEN WE HEAR FROM THE AUDIENCE. IT IS NOT A TIME THAT WE ENGAGE IN CONVERSATION AROUND SO. SO WE WILL BE CONTINUING WITH OUR AGENDA FOR THE MEETING GOING FORWARD.

PLEASE FEEL FREE, YOU ARE WELCOME TO STAY IF YOU WOULD LIKE TO GET UP AND LEAVE AT THIS POINT, YOU ARE ALSO WELCOME TO DO THAT. I JUST WANTED TO MAKE SURE YOU

WERE AWARE. >> THE E-MAIL, JUST IN CASE IF YOU'RE INTERESTED IN E-MAIL IS BOARDMEMBER THE LW ST.ORG.

THANK YOU. THE NEXT ITEM ON THE AGENDAS ARE

[D. Consent Agenda]

[00:25:43]

>> SO MOVE. >> SECOND.

>> IT IS BEEN MOVED BY DIRECTOR LIBERTY AND SECONDED BY DIRECTOR TROY AND DOCTOR HOLMAN WILL YOU PULL THE BOARD.

>> DIRECTOR LIBERTY. >> YES.

>> DIRECTOR STUART. >> ASS VICE PRESIDENT TROY.

>> GET. >> AND PRESIDENT BLIESNER.

>> YES. >> DOCTOR HOLMAN CAN YOU PLEASE

SUMMARIZE THE DONATIONS. >> TONIGHT IN THE BOARD PACKET YOU HAVE OVER $30000 WORTH OF DONATIONS SOUND COMING FROM THE PTS A AND SOME COMING FROM OTHER SOURCES AND WE APPRECIATE THE PTS A AND A LOCAL COMMUNITY AND PARTNERS PROVIDING DONATIONS TO

OUR SCHOOLS AND DISTRICT. >> THANK YOU.

[E. Non-Consent Agenda]

>> WE WILL BEGIN WITH A NONCONSENT AGENDA.

OUR FIRST ITEM ON IS A DISTRICT TEXTBOOK ADOPTION OF EIGHTH GRADE SOCIAL STUDIES HIGH SCHOOL HISTORY IN HIGH SCHOOL CIVICS SOCIAL STUDIES. DOCTOR HOLMAN IF YOU WOULD LIKE

TO TAKE THAT. >> SOCIAL STUDIES ADOPTIONS AS YOU WILL RECALL AND ASKED DOCTOR ROSE HE WILL REMIND THE BOARD WE DID A PORTION OF SECONDARY SOCIAL STUDIES ADOPTION LAST SCHOOL YEAR DUE TO COVID AND DUE TO PILOTING TILE LINES WE DID NEED TO EXTEND THAT TRADITION. TONIGHT YOU ARE RECEIVING A FORMAL PRESENTATION ON THE FINAL SELECTION OF CURRICULA AND WITH THAT ALL HANDED OVER TO DOCTOR ROSE.

>> THANK YOU SO MUCH WE REALLY EXCITED TO BE HERE TONIGHT AS DOCTOR HOLMAN SAID THIS IS BEEN A LONG JOURNEY FOR A REALLY TERRIFIC TEAM. WERE EXCITED TO NOT BE COMING TO THE END OF OUR JOURNEY BUT ACTUALLY TALKING ABOUT IT ADOPTION. THIS IS THE PART THE HARD WORK REALLY STARTS BUT IT'S AN EXCITING PART.

WE HAVE A GREAT TEAM WITH US INCLUDING ONE OF HER STUDENTS

WAS GOING TO JOIN ME HERE. >> WE ARE THE LAND WE WALK UPON HERE TODAY FOR WHICH WE HAVE BEEN GRANTED THE PRIVILEGE TO BE HERE, FROM BENEATH THE DIRT THAT FLOWS INTO ROOTS FOR TREES IN THE SONGS OF THE BIRDS SINGING IN THE SKY.

WE THANK THE ORIGINAL CARETAKERS OF THIS LAND, THE SEWANEE INDIAN TRIBE, DUONG IS TRIBE AND THE PEOPLE TRY.

HERE PAST AND PRESENT OF TIME IMMEMORIAL.

>> THANK YOU ANASTASIA. >> HER TEAM TONIGHT WE HAVE ANASTASIA FROM EAST LAKE AND CRYSTAL STEVENS AND DOCTOR HARVEY HELPING THE SHOOTER AND MARIA WHO IS FROM INGLEWOOD AND SIOBHAN LANAGAN FROM REDMAN HIGH AND STEPHANIE FROM EMERSON AND ANASTASIA FROM EAST LAKES WITHOUT A GREAT TEAM AS YOU CAN SEE FROM THE LIST YOU STARTED ON HER TEAM IS BEEN ENGAGED WE HAVE HAD A SIGNIFICANT GROUP OF PEOPLE INVOLVED IN THIS ADOPTION WE HAD SEVEN COMMUNITY MEMBERS WERE 11 TO BEGIN WITH WE BEGIN WITH 10 AND COMMUNITY MEMBERS ENGAGED IN THE PROCESS AND THEN TEACHERS FROM ALL THE COPPERHEADS OF HIGH SCHOOLS AS WELL AS MULTIPLE OF HER CHOICE SCHOOLS ENGAGE TONIGHT.

WE HAVE HAD MANY STUDENTS ENGAGED IN THE PROCESS AS WELL.

TONIGHT THIS IS THERE A SECOND TIME GOING TO THE PROCESS WE WANT TO GIVE A BRIEF OVERVIEW AND GIVE SURE THE RECOMMENDED RESOURCES AND REALLY IMPORTANT LEAVE THE TEACHER AND STUDENT SERVICES AND SOCIAL STUDIES IN SOME OF THE STEPS ARE TAKEN TO THE SOCIAL STUDIES AND WHAT THAT MEANS NEXT FOR DEEPER IMPLEMENTATION SO THE LEARNING CONTINUES AND DEEPENS FOR STUDENTS. AS WE GOT THERE ANY ADOPTION IN THIS REALLY CAME THROUGH SOCIAL STUDIES WE REALLY THOUGHT ABOUT HOW WE ADDRESSED AND ENTERED EQUITABLE OUTCOMES THROUGH INSTRUCTIONAL RESOURCES SO WE SPENT TIME AT THE BEGINNING OF OUR ADOPTION PROCESS LOOKING AT STUDENT OUTCOMES AND TAKING OUR INSTRUCTIONAL RESOURCES AND PACK STUDENT OUTCOMES WE ENGAGED IN EQUITY TRAINING AS A TEAM TO CALTON TO COLLABORATE OR THANK YOU. ONE THING THAT IS IMPORTANT TO US IN EVERY AREA BUT ESPECIALLY IN SOCIAL STUDIES.

[00:30:03]

WE WERE ALSO ABLE TO COLLABORATE WITH THE SPECIAL EDUCATION FROM INTERVENTION SERVICES, ACCELERATED PROGRAMS AND EQUITY BOTH IN TERMS OF MAKING DECISIONS ABOUT RESOURCES AND BRINGING LEARNING TO THE TEAM ABOUT WHAT EACH GROUP THAT WAS REALLY IMPORTANT TO US AS A TEAM TO CONSIDER USING RESOURCES.

WE CONSULTED WITH THE TRIBE IN WORKING WITH ANTI-DEFAMATION LEAGUE WE ALSO WORKED WITH THE REGIONAL EDUCATION LEADERS FROM ESD AND DISTRICT EQUITY LEADERS. REALLY WE WANTED THIS TO BE A LARGER COMMUNITY PROCESS WITH MANY DIFFERENT THOUGHT LEADERS COMING TOGETHER TO HAVE THIS BE REALLY GOOD CHOICE FOR NOW AND THINK ABOUT HOW WE GO FORWARD INTO THE FUTURE AND WE CONTINUE TO PARTNER WITH OTHER GROUPS TO ENSURE WE ARE TIMELY AND RELEVANT AND LEARNING. A QUICK OVERVIEW IN OUR ADOPTION WILL DO A FIRST YEAR INTO STANDARDS AND ENTER RELEVANT AND IMPORTANT ISSUES INTO EQUITY AND ALL THE THINGS WE MENTIONED BEFORE. AND THEN WE WILL ALIGN OUR WORK WITH THINK ABOUT RUBRICS IN A WAY WE CAN EVALUATE RESOURCES IN A WAY THAT IS CONSISTENT AND KEEPS US ALIGNED TO STANDARDS AND PRACTICE AS WELL AS THE DIGITAL RESOURCES AND HOW CURRICULUM IS ORGANIZED AND DESIGNED SO TEACHERS CAN DELIVER WELL. IN YEAR TWO OF OUR ADOPTION PROCESS WE EVALUATE THE CURRICULUM AND GOING TO PILOTING AN VERTICAL ALIGNMENT THAT WAS SOMETHING WE DO DIFFERENTLY IN THE PAST FEW YEARS FOR ADOPTION INSTEAD OF HAVING A MIDDLE SCHOOL ADOPTION IS THAT OF A HIGH SCHOOL ADOPTION WE THOUGHT IT WAS IMPORTANT TO HAVE THE ALIGNED SIX THROUGH 12 BUILT INTO THE PROCESS SO WE CAN THINK ABOUT THE ALIGNMENT OF SKILLS AND KNOWLEDGE IN A WAY THAT MADE SENSE OVER TIME.

TYPICALLY IN YOUR THEORY WE PLAN FOR A LIMITATION AND WE CONTINUE TO GATHER STAKEHOLDER FEEDBACK. THAT IS THE TYPICAL PROCESS.

FOR SOCIAL STUDIES BECAUSE OF THE TIMING WE WERE IMPACTED ABSOLUTELY BY COVID LAST YEAR THE LARGE TEAM AND OUR TEACHERS DID AN INCREDIBLE JOB OF WORKING THE PILOT CHALLENGING COND CONDITIONS. THERE WERE A FEW THINGS THAT MADE US PAUSE ON THE COURSES ONE WAS MAKING SURE WE CAN HAVE STAKEHOLDERS IN U.S. HISTORY AND CIVICS AND ENOUGH VOICES AND ENOUGH STUDENT VOICE TO PILOT TO HAVE ENOUGH VOICE TO BE A DECISION ONE OF THE OTHER COURSES FOR EIGHTH GRADE IT IS BRAND-NEW CURRICULUM AND WE WANTED TO MAKE SURE BEFORE FOLLOW-UP CHOICE WITH A HIGH STANDARD TO HAVE FOR CURRICULUM.

FOR GRADE SIX, NINE AND 10 A DETERMINED RECOMMENDATION BUT WE TOOK FOR TIME TO MAKE SURE WE CAN MAKE A VERY THOUGHTFUL DECISION. FOR SIX, SEVEN, NINTH AND 10TH WE MADE DECISIONS OF 122. THIS FALL WE PILOTED EIGHTH GRADE AND EXAMINE THE CURRICULUM AND WE HAVE RECOMMENDATIONS TONIGHT AND WE ALSO PILOTED U.S. HISTORY AND CIVICS AND HAVE RECOMMENDATIONS ABOUT THOSE AS WELL.

THROUGHOUT THE PROCESS WITH STUDENTS AS PART OF THE ADOPTION COMMITTEE WE WERE IN CLASSROOMS BEFORE AND DURING THE PILOT WE GATHERED SURVEY FEEDBACK ABOUT THE LEARNING EXPERIENCE BEFORE THE ACTUALLY PILOTED AND WHILE THEY WERE IN THE MIDDLE SO WE CAN UNDERSTAND WHAT STUDENTS WERE LOOKING FOR WHAT THEIR EXPERIENCE ACTUALLY WAS. STUDENTS ARE ABLE TO GET FEEDBACK AT THE END OF EACH PILOT.

WE ENGAGED, WE HAD MANY TEACHERS IN ADDITION ON THE COMMITTEE PART OF THE PILOT WAS VERY INTENTIONAL THAT WE WANTED PEOPLE NEW TO THE PROCESS AND MATERIALS TO EVALUATE THEM WITH DEEP LEARNING AND WITHOUT DEEP LEARNING.

WE ENGAGED THE COMMUNITY THROUGH TWO DIFFERENT INFORMATION NIGHTS ONE LAST SPRING AND WON THIS PAST FALL.

CURRICULUM RELATED INTERVIEWS AND SURVEYS ONLINE WE UTILIZE PARENT SQUARE CONNECTIONS AND APPARENT PRIVATE LETTER TO EVERY FAMILY IN THE PILOT AND THEN WE HAVE PHYSICAL COPIES HERE AT THE RESOURCE CENTER. WE HAVE SOME RECOMMENDATIONS FOR YOU TONIGHT BUT I WANT THE TEAM TO COME UP IN A MOMENT BUT THE FOCUS WAS THINKING HOW TO HAVE ROBUST, EQUITABLE RESOURCES FOR SOCIAL STUDIES. WITHOUT GOOD AS MARIA FROM INGLEWOOD TO COME ON UP AND START THE PRESENTATION.

[00:35:03]

>> GOOD EVENING. HERE IS A BRIEF LOOK AT OUR DIFFERENT UNITS YOU COULD CALL THEM IN EACH UNIT HAS A MODULE HERE'S WERE HOPING WILL BE APPROVED BY THE BOARD IS CALLED EDGE YOU CURIOUS. WHAT WE WOULD LIKE TO NOTICE WHEN WE PILOTED THIS ESPECIALLY WITH MY STUDENTS THIS SPRING.

ALL OF THEM FELT LIKE THEY SAW A PART OF THEMSELVES IN IT OR CONNECT THEIR OWN IDENTITIES OF THEMSELVES OR THEIR IN THE COMMUNITY INTO WHAT WE WERE DOING.

THAT IS NOT EASY TO DO WITH THE SOCIAL STUDIES FOR EIGHTH GRADE.

THE REST OF THEM THERE LOTS OF WAYS TO SHOW THE THINKING RESOURCES AND THEIR BUILT-IN AND ALREADY FAMILIAR WITH THE KNOW-HOW TO USE AS WELL AS HELPING THEM WORK THROUGH THE LEVELS THINKING WE WANT TO IDENTIFY THINGS TO EVALUATING AND JUDGING EVEN APPLICATION OR TRANSFER OF THEIR LEARNING.

AND THEN SOME OF THE CHALLENGES TO BRIEFLY TALK ABOUT THEM FOR EIGHTH GRADE WE HAVE OUR TIME IN MEMORIAL CURRICULUM THAT WE VERY INTENTIONALLY WANTED TO CONNECT TO THE WASHINGTON STATE HISTORY AND CURRICULUM IN EIGHTH GRADE AND THIS IS ONE OF THE CURRICULUMS THAT WE LOOKED AT THE DOES THAT AND CONNECTS THE NATIVE INDIGENOUS PEOPLE PERSPECTIVE.

FROM OUR OWN STAY IN THEIR OWN COMMUNITIES TO THE CURRICULUM.

I'LL TRY NOT TO ROB OUT TOO MUCH.

THIS IS AN EXAMPLE OF ONE OF OUR UNITS WE PILOTED IN MY CLASSROOM ARE RIGHTS, RESPONSIBILITIES T THE, ISSUES.

THIS IS AN EXAMPLE OF ONE OF THE MODULES IN LESSON ONE INTO YOU CAN CRUISE OVER THAT. WHAT I REALLY LIKED AS A TEACHER IN FOR THE STUDENTS THEY KNEW EXACTLY WHAT THEY WERE LEARNING ABOUT. THEY KNEW EXACTLY WHERE AND HOW TO DO THAT. AND I AS A TEACHER KNEW THE END RESULT SO I SEE THE STEPS BROKEN DOWN FOR THEM IN THE STUDENTS COULD TO THERE WAS NO WHY ARE WE DOING THIS OR WHAT'S THE POINT IS YOU MIGHT'VE HAD WHEN YOU WERE IN EIGHTH GRADER.

ON TOP OF THAT REALLY CLEAR SUPPORT FOR LEVELING STUDENTS WHETHER THEY NEED MORE SUPPORT FOR LANGUAGE, MAYBE THEY WANT TO KNOW HOW TO GET INVOLVED IN THEIR OWN COMMUNITY.

ONE OF THE GREAT THINGS ABOUT EDUCATION IS THERE IS AN EXPORTER SECTION EVERY SINGLE MODULE LESSON OF PEACE HAS SET THERE. AND THEN WHEN IT CAME TO DEMONSTRATING THEIR LEARNING HE MIGHT BE VERY USED TO YOUR WORKSHEET OR YOUR TEST TO DEMONSTRATE YOUR MONEY BUT EDGE YOU CURIOUS DOES NOT DEPEND ON OUR FORMATIVE ASSESSMENT.

IT REALLY CONNECTS TO STUDENTS OWN AWARENESS OF HOW TO SHOW WHAT THEY KNOW AS WELL AS BUILDING WITHIN THE STEPS OF THE TAXONOMY OF THINKING. ANOTHER PIECE THAT I LOVE AS A MIDDLE SCHOOL TEACHER. THEY ARE GIVING THEIR OWN FEEDBACK TO THEIR PEERS AND IS NOT JUST COMING FOR ME.

I THINK THAT'S ALSO SUPERPOWERFUL FOR THAT AND HELPS WITH THE BIGGEST SKILL AND SOCIAL STUDIES OF THE CRITICAL CONVERSATION. AND HOW TO HAVE THOSE.

AGAIN I TOUCHED ON THIS A LITTLE BIT MORE THIS IS A GLANCE SEE YOU CAN REALLY SEE HOW ROBUST AND FOR LACK OF BETTER WORDS EQUITABLE PERSPECTIVES ALL OF OUR UNITS ARE.

THIS IS AN OVERVIEW AND YOU CAN SEE NOT ONLY WITHIN ONE PART OF THE UNIT BUT ALL THREE MODULES MULTIPLE LESSONS STUDENTS REALLY FEEL EMPOWERED AND THEY'RE GETTING NOT ONLY THEIR OWN IDENTITIES BUT LEARNING THOSE OTHER PERSPECTIVES FROM THE COMMUNITIES. THIS IS KIND OF THE LAST PIECE I JUST WANTED TO BRAG A LITTLE BIT BECAUSE I CAN WITH MY STUDENTS.

THEY WILL NOT BE NAMED BECAUSE SHE MIGHT BE A LITTLE SHY BUT ONE OF THEIR CULMINATING PIECE THAT THEY HAD THEIR OWN SOCIAL MEDIA CAMPAIGN ON A TOPIC THAT THEY CARED ABOUT AND THIS IS AN IDEA OF ASSESS ABILITY FOR ALL STUDENTS AS WELL AS MODES OF LEARNING, LEVELS OF THINKING SO SHE DESIGNED ONE OF THEIR POST THAT WOULD'VE BEEN USED ON INSTAGRAM.

IT WAS JUST IN TEAMS DON'T WORRY.

BUT THEY POSTED THEIR SOCIAL MEDIA POST HERE AND YOU CAN SEE THE BEST PART ABOUT THIS THIS IS DURING THE CONTINUING CONFLICT OF UKRAINE AND RUSSIA I HAD MULTIPLE PERSPECTIVES OF THOSE STUDENTS IN MY CLASSROOM AND THEY WERE ABLE TO PRESENT THIS

[00:40:03]

>> AND THEN FOR STUDENT ENGAGEMENT, THE FIRST I DID NOT HELP ENOUGH I HONESTLY HAVE NEVER SEEN STUDENTS SO ENGAGED IN THE SPRING FOR AN EIGHTH GRADER.

READY TO BE IN A GROUP AND GIVE FEEDBACK, WERE NOT PUTTING THE SUMMER AND SOCIAL MEDIA. THIS IS WHAT WAS GOING.

YOU CAN SEE THE REFLECTION OF THE LOT WANTED TO TAKE ACTION AND KEEP TALKING ABOUT THE ISSUES AND THIS IS THE MOST I'VE SEEN, WE WANT MORE SO THAT WAS SUPER EXCITING.

HERE IS SOME OF OUR STUDENT FEEDBACK.

I REALLY APPRECIATE HOW IT TIES STUDENTS TO REALIZING INDIGENOUS PEOPLE ARE PEOPLE THAT WERE FROM BACK THEN BUT THERE STILL HERE NOW LIVING IN OUR COMMUNITIES AND PART OF US AS WELL.

AND U.S. HISTORY. >> THANK YOU FOR YOUR TIME.

>> ELBOW MY NAME IS SIOBHAN FLANAGAN READING THE U.S.

HISTORY TEACHER AT REDMOND HIGH SCHOOL BUT HAVE TO APOLOGIZE AFTER A DAY OF TEACHING I'M KIND OF LOSING MY VOICE SO I WON'T TALK FOR TOO AWFULLY LONG HERE. THIS IS THE TEXTBOOK THAT WE ARE RECOMMENDING FOR U.S. HISTORY FOR 11TH GRADERS.

UP-TO-DATE UNITED STATES HISTORY CONTENT SUPPORTS CRITICAL THINKING SKILLS, ENCOURAGES MULTIPLE PERSPECTIVES, THERE IS LESSONS THROUGHOUT EACH CHAPTER THAT KEY IN ON DIFFERENT GROUPS AND THEIR EXPERIENCE IN UNITED STATES HISTORY SO CHAPTERS FOCUSING ON INDIGENOUS FOLKS, BLACK AMERICANS AND GIVING THE MULTIPLE PERSPECTIVES IN BOTH CIVIC AND CULTURAL COMPETENCY IN BEATS ALL FIVE SOCIAL STUDIES STANDARDS AREAS SO THERE IS MULTIPLE MAPS FOR GEOGRAPHY, ECONOMICS IS FEATURED IN LOVELY GRAPHICS TO HELP BREAK DOWN SOME OF THE MORE COMPLEX CONCEPTS FOR STUDENTS AS WELL AS SOCIAL STUDY SKILLS IN OF COURSE HISTORY.

DIGITAL SUPPORT IS ONE OF THE THINGS THAT MY STUDENTS ARE REALLY EXCITED ABOUT WHEN USING THIS TEXTBOOK.

YOU CAN SEE UP THERE THERE IS A TEXT THAT STUDENTS CAN READ AND ALSO LISTEN TO THE EAT TEXT. THERE IS VIDEO I SHOWED TO STUDENTS OR I CAN TAKE THE INFORMATION PRESENTED TO THEM.

ALSO THERE IS A TON OF DIFFERENT LESSON SUMMARIES THAT BREAK DOWN THE CHAPTERS AND MAKE IT MORE ACCESSIBLE TO STUDENTS WHO ARE MAYBE NOT AS COMPETENT READERS OR STUDENTS WHO ARE NEEDING SPANISH SPEAKERS, TRANSITION OPTIONS THERE, MAKING THIS TEXTBOOK VERY ACCESSIBLE TO ALL STUDENTS.

INTERACTIVE RESOURCES, LESSON PLANS FOR ME I'M A RELATIVELY NEW TEACHER AND THIS IS BEEN USEFUL FOR ME AS I NAVIGATE MY FIRST YEAR OF TEACHING. MY FIRST THING THAT ONE OF MY STUDENTS WAS ABSOLUTELY THRILLED ABOUT I TOOK THE TEXTBOOKS OUT OF THE BOX, HIGH SCHOOL IS NOT SUPER EXCITED ABOUT THIS GIANT BOOK THAT I WAS PRESENTED WITH THEM ONE OF THE STUDENTS IMMEDIATELY FLIPPED TO THE BACK AND SHE SAW THIS PICTURE OF HEALTHCARE WORKERS ORGANIZING TEST KITS FOR COVID-19 AND SHE WAS LIKE OH MY GOSH, HISTORY WAS LAST YEAR UNITS IN THIS BOOK.

VERY COOL TO SEE THE RECENT HISTORY REPRESENTED IN THIS TEXTBOOK AND ANOTHER PIECE AND ALMOST ALL OF THESE TOPICS IN THESE CHAPTERS THERE IS CONNECTIONS TODAY, WAYS THAT STUDENTS CAN ENGAGE WITH THE WORLD THEY ARE CURRENTLY LIVING IN AND CONNECTING TO THE PAST AND SEE ITS RELEVANCE.

AND HERE'S THE EXAMPLES YOU CAN SEE IN THE FIRST SHOTS FIRED AND IF OPTION FOR STUDENTS TO LIVE IN THE LEVEL LESSON BY THE SPANISH IN THE COUNTRY TRANSITION AT THE TOP.

STUDENTS CAN READ OFF-LINE AS WELL.

HERE IS SOME OF THE STUDENT FEEDBACK.

MULTIPLE PERSPECTIVES, A THOROUGHLY UNDERSTOOD ALL THE MATERIAL PRESENTED TO ME FOR THEY WERE ABLE TO COMPLETE WORK AT SCHOOL AND OUTSIDE OF SCHOOL. THANK YOU.

>> HELLO I AM STEPHANIE MONAHAN AND I AM NOT NEW TO DE J THIS IS YEAR 30. AND IT IS MY FIRST SOCIAL STUDIES ADOPTION BECAUSE THAT'S HOW LONG THE SOCIAL STUDY BOOKS

[00:45:01]

THE TEXTBOOK SUPPORTS REALLY GOOD CRITICAL THINKING SKILLS.

HAS MULTIPLE PERSPECTIVES AND RESPECT THEM.

IT BUILDS CIVIC AND CULTURAL COMPETENCY.

IT MAKES ABSTRACT CONCEPTS COMPREHENSIBLE TO A WIDE VARIETY OF STUDENTS. WE HAVE STUDENTS TAKING CIVICS IN EVERY GRADE FROM NINE THROUGH 12 IN THIS DISTRICT.

WE NEED A TEXT THAT COULD ACCOMMODATE THAT.

IT HAS GOOD DIGITAL SUPPORTS. HAS ONLINE TEXT.

HAS GOOD INTERACTIVE RESOURCES. IT HAS A CIVICS LIBRARY OF APPLIED SOCIAL STUDY SKILLS WHICH I HAD A LOT OF FUN FALLING DOWN THE RABBIT HOLE AND PLAYING WITH DIFFERENT THINGS.

I SEE TEACHERS FIND THEM VERY USEFUL LESSONS PLANS, STANDARD ALIGNMENT GOOD ASSESSMENT. IT'S ASSESSABLE AND CHALLENGING FOR ALL STUDENTS. HAS TRANSLATION CAPABILITIES WITH SPANISH. MATERIALS AND AUDIO SUPPORT LEVEL TEXAN ASSESSMENTS IN ENGLISH AND SPANISH AND AN OFF-LINE READER AT PEOPLE HAVE ACCESS TO THE INTERNET.

HAS GOOD AUDIO SUMMARY AND THE READER THAT CAN READ THE TEXT OUT LOUD AND HAS SIMILARLY SOLD ONTO SOLID PRIMARY SOURCE READINGS. THE STUDENT FEEDBACK I THINK IS MOST INTERESTING IN THAT STUDENTS OFTEN REALLY STRUGGLE TO IDENTIFY SETTLE BIASES, THEY CAN SEE THE REALLY OBVIOUS ONES BUT ONE OF THE THINGS WHEN A STUDENT LOOKED AT THAT THEY COULD SEE THERE WERE DIFFERENT PERSPECTIVES BEING SHARED AND RESPECTED. I THOUGHT THAT WAS VERY IMPORTANT FEATURE OF IT. THEY FOUND EASY TO USE A DIGITAL AND PAPER MATERIAL AND THEY COULD REALLY TIE THE THINGS THEY LEARN BACK TO THINGS THAT WERE GOING ON TODAY.

FELT VERY APPLICABLE. I'M DONE.

>> I AM ALSO SHORT BUT I'M HERE AND I THANK YOU CAN HEAR ME TO THE MIC FRONT AND THE SOCIAL STUDY SPECIALIST AND ALSO GOING TO BE JOINED AGAIN BY YOUR STUDENT REPRESENTATIVE.

>> ANASTASIA. >> WE ARE HERE TO TALK A LITTLE BIT MORE ABOUT ELEVATING EQUITABLE PERSPECTIVES IN THE NEXT STEP IF THIS CURRICULUM IS APPROVED AND PART OF THAT IS THINK ABOUT THE PLAN MOVING FORWARD.

HOW WILL WE CONTINUE TO SUPPORT TEACHERS AND STUDENTS AS THEY LEARN WITH MAKING SURE THAT THE REALLY CONTINUING TO HAVE A POSITIVE EXPERIENCE I HAD DURING THE PILOTING PRE-PART OF THAT IS CONSIDERING MATERIALS AS WE MOVE INTO IMPLEMENT IT COULD ENTER MATERIALS IDENTIFY MATERIALS WE WANT TO ADD ADDITIONAL COMMENTS TO, WHERE WE WANT TO CONTINUE TO PARTNER IN MOVE FORWARD SO WE USE THE HOLOCAUST CENTER FOR HUMIDITY BEFORE ESPECIALLY BECAUSE WE HAVE SOME LEGISLATIVE COMPONENTS THAT ARE TIED INTO HOW WE EDUCATE HOLOCAUST EDUCATION.

ALSO PARTNER WITH THE TRIBE AND OTHER TRIBAL GROUPS AND I KNOW OUR PROGRAM HAS BEEN A GREAT PARTNER AS WELL TAKING ABOUT HOW DO WE REALLY BRING YOUR PARTNERSHIP INTO THE SPACE AS WE INTEGRATE EIGHTH GRADE AND BEYOND.

THINK ABOUT THE EDUCATIONAL SERVICE DISTRICT, THEY DID AMAZING LITERACY SUPPORT TRAINING AS TEACHERS HOW ARE WE SUPPORTING DEVELOPMENT OF THESE SKILLS AND THOSE ADDITIONAL COMPONENTS WE HAVE EMBEDDED WITHIN THE CONTENT LIKE SOCIAL STUDIES AND THINGS SUCH AS THE COLLABORATION THAT WE HAVE AT THE ANTI-DEFAMATION LEAGUE ABOUT ANTIRACIST IN HER OWN EQUITY DEPARTMENT AND HOW DO WE CONTINUE TO MOVE FORWARD AND GUIDANCE TEACHERS AND THE CONTENT INSTRUCTION IN THE SP

SPACE. >> HELLO TO EVERYONE MY NAME IS ANASTASIA, MY GIVEN NAME IS T TITO.

I AM IN NINTH GRADE OR FRESHMAN AT EASTLAKE HIGH SCHOOL IN THE LAKE WASHINGTON SCHOOL DISTRICT. TO START OFF I WOULD LIKE TO SAY HOW GRATEFUL I AM TO BE HERE TODAY TO SUPPORT TODAY'S PRESENTATION ON THE IMPORTANCE OF THE TIME A MEMORIAL CURRICULUM. I WOULD LIKE TO GIVE SOME BACKGROUND INFORMATION ON WHY I AM HERE TODAY PRE-DECEMBER OF LAST YEAR I WAS GIVEN AN ASSIGNMENT ON WRITING A LETTER ON A PUBLIC POLICY AND I CHOSE TO HIGHLIGHT THE NATIVE AMERICAN EDUCATION INACCURACIES IN OUR DISTRICT.

[00:50:01]

ALONG WITH TEACHERS DOING THEIR BEST TO TEACH US ACCURATELY WITH RESOURCES THAT THEY WERE PROVIDED.

THAT MOTIVATED ME TO DO RESEARCH ON THIS TOPIC WHICH LED ME TO THE TIME A MEMORIAL CURRICULUM LEADING TO CROSS PATHS WITH MS. STEVENS AND I WAS GOING TO ASK THE QUESTIONS ON WHY ARE THE SCHOOLS NOT TEACHING US ACCURATELY WHEN IS A STATE LAW.

IN THE END THE PROJECT WAS COMPLETED AND SET HERE BUT LITTLE DID I KNOW THAT WAS ONLY THE BEGINNING.

AS A STUDENT OF LAKE WASHINGTON SCHOOL DISTRICT I FOUND HER SCHOOLS LACK THE KNOWLEDGE AND RESPECT FOR OUR NATIVE TRIBES.

WE KEEP EDUCATING OUR STUDENTS AT HIS NATIVE AMERICANS OF A THING OF THE PAST. EVEN IN WASHINGTON WHERE YOU CAN'T LOOK LEFT OR RIGHT WITHOUT SEEING A NATIVE TRIBES NAME WE NAMED OUR CITIES AND TOWNS AFTER THEM.

THE WASHINGTON STATE HISTORY THAT STILL LIVES TO THIS DAY, THEY ARE PART OF WASHINGTON STATE HISTORY.

DID YOU KNOW IN THE STATE OF WASHINGTON THERE ARE 29 FEDERALLY RECOGNIZED TRIBES? YET WE DON'T KNOW ANYTHING ABOUT THEM. WE GO IN DEPTH ABOUT ANCIENT GREEKS AND ROMANS, SHAKESPEARE AND PRESIDENTS BUT NONE OF US HAVE LIVED DURING THAT TIME NOR HAVE MET THEM.

YET WE HAVE AN UNDERSTANDING OF THEM.

WHY CAN'T WE GIVE THE SAME FOR THE PEOPLE THAT ARE STILL HERE.

WHY CAN WE NOT SHOW THE SAME RESPECT.

OUR STATE RECOGNIZES THE IMPORTANCE OF ACCURATELY LEARNING ABOUT OUR STATE'S HISTORY AS IT STATES IN DELPHI 433 WHEN REVISED ON JULY 24 IN 2015 A CHILD INCORPORATE CURRICULA ABOUT HISTORY, CULTURE AND GOVERNMENT OF THE NEAREST FEDERALLY RECOGNIZED INDIAN TRIBE OR TRIBES SO STUDENTS LEARN ABOUT THE UNIQUE HERITAGE AND EXPERIENCE OF OUR CLOSEST NEIGHBORS. THE SENSE TIME A MEMORIAL CURRICULUM IS A NECESSITY IN OUR SCHOOLS BECAUSE IT BEGINS TO BRIDGE THE GAP OF UNDERSTANDING EDUCATING A STUDENT STEP IN FURTHERING KNOWLEDGE OF OUR COMMUNITY AND OUR STATE FOR FUTURE GENERATIONS. ISN'T THE POINT OF EDUCATION WITH THE RESOURCES PROVIDED. AS A REFERENCE I WAS A SIXTH-GRADER IN MIDDLE SCHOOL DURING 2019 AND THROUGHOUT MIDDLE SCHOOL FOUR YEARS AFTER BILL 5433 WAS REVISED I WAS TAUGHT WITH THE TIME A MEMORIAL CURRICULUM.

I'M A FRESHMAN IN HIGH SCHOOL AND IT'S A MUST BEEN 10 YEARS AFTER THE BILL HAS BEEN REVISED AND I STILL HAVE NOT BEEN TAUGHT WITH THE TIME CURRICULUM I SAY THIS BECAUSE I WISH I WAS TAUGHT IN SCHOOL THE WAY IT SHOULD BEEN TAUGHT IN SCHOOL.

WE GO TO SCHOOL TO LEARN AND LEARN ACCURATELY NOT JUST BE KNOWLEDGEABLE ABOUT OUR COMMUNITY BUT TO SHOW RESPECT TO OUR COMMUNITY AND FOR US TO BE AWARE OF OUR COMMUNITY REGARDLESS OF ME BEING A NATIVE STUDENT I'M ASKING YOU AS A NATIVE STUDENT TO CONTINUE THIS TIME A MEMORIAL CURRICULUM AND FURTHER IMPLEMENT IN OUR SCHOOLS.

THANK YOU. >> WE ARE VERY LUCKY ANASTASIA'S HAD A PASSION EXPERIENCE AND OPEN TO PARTNERING WITH US SUPPORT FOR SHARING YOUR STORY TONIGHT IS BECAUSE WE WANT TO GIVE YOU THE FULL PICTURE AND AS SHE ALSO SHARED AROUND THE INTEGRATION AND SUPPORTING TEACHERS TO DO AS WELL AND WERE LUCKY THAT SHE'S ALSO VOLUNTEER TO PARTNER WITH US MOVING FORWARD IN IMPLEMENTATION AND TEACHER TEAMS SAID THEY WOULD LIKE TO BE IN VERTICAL TEAMS AND SINCE TIME IMMEMORIAL WE'VE BEEN GIVEN TO DRAFT AT WORK AND WE WILL BE WORKING WITH HER STUDENT PARTNERS IN OUR COMMUNITY PARTNERS TO GET FEEDBACK ON THAT AND MAKE SURE WERE REALLY MEETING THE NEED FOR STUDENTS AS WE MOVE FORWARD. FOR NEXT STEPS IF OUR MATERIALS ARE APPROVED WHICH ARE HELPING WILL BE TONIGHT WE WILL CONTINUE WITH THE PROFESSIONAL DEVELOPMENT BECAUSE WE SUSTAINED CHANGE FOR ALL STUDENTS AND WE NEED TO MAKE SURE WE ARE OFFERING THE STRONG TRAINING, CONTINUING TO PARTNER WITH ALL THE DIFFERENT DISTRICTS OR DEPARTMENTS THAT NEED TO BE INCORPORATED, TECHNOLOGY INTEGRATION AND MAKING SURE WERE USING OUR TOOLS AND LEVERAGING FOR MULTIPLE N MEANS A SENSIBILY AS MUCH AS POSSIBLE IN HER EQUITY PARTNERS TO MAKE SURE WE'RE CRITICALLY EXAMINING ALL OF OUR WORK AS WE MOVE FORWARD AND THINK ABOUT PROFESSIONAL LEARNING PARTNERS AND WHERE COULD WE OFFER THE MOST OPPORTUNITIES FOR TEACHERS TO ENGAGE IN FEEL SUPPORTED IN ALL AREAS.

IN MAKING SURE THAT WE ARE ALSO CONTINUING A STUDENT VOICE.

PART OF THAT AS I MENTIONED IS VERTICAL REVISION TAKING ABOUT WHERE ARE THESE PIECES AND HOW ARE THEY EXPANDING AND GROWING THOSE SKILLS IN INTENTIONAL WAY TO DEVELOP A CALL THINKING

[00:55:01]

>> WE WANTED TO TOUCH ON WE TALKED ABOUT MANY OF OUR ADOPTIONS. AS WE THINK ABOUT OVERALL ADOPTIONS AND INSTRUCTIONAL RESOURCES AND WHAT YOU HEARD IN THE PRESENTATION IS DIVERSITY IN PERSPECTIVE AND CRITICAL THINKING AND STUDENTS FEELING CONNECTED AND SEEN IN THE LEARNING AND BEING ABLE TO TAKE THE LEARNING TO THE LARGER WORLD AND DO ANYTHING THEY WANT TO DO. AND ALL OF OUR ADOPTIONS THIS IS BEEN A FOCUS THINKING ABOUT THE COMMON ELEMENTS IN EQUITY OPPORTUNITY AND ACCESS AS WE MOVE FURTHER AND DEEPER AND ESPECIALLY THINK ABOUT HOW WE ARE USING UNIVERSAL DESIGN FOR ANTIRACIST PRACTICES IN OUR THINKING ABOUT THIS ALIGNED WITH STANDARDS AND ALIGN WITH HER 21ST CENTURY.

CONTINUE TO ENGAGE IN THE PRACTICES ARE ESSENTIAL.

AS IS OUR COLLABORATION ACROSS THE SYSTEM WITH HER TEACHERS, STUDENTS AND MULTIPLE DEPARTMENTS IN YOUR COMMUNITY PARTNERS. AS I THINK ABOUT THIS AND ADOPTION OF INSTRUCTIONAL RESOURCES IS NOT SOMETHING WE DO IS SOMETHING THAT IS A LONG-TERM INVESTMENT IN A PARTNERSHIP.

WANT TO RECOGNIZE THE TEAM AND HAVE A QUICK CELEBRATION OF SOME OF THE WORK THIS IS REALLY CHALLENGING THE CONTENT TO DEEP COMMITMENT FROM OUR ADOPTION COMMITTEE DURING THE TIME IT WAS REALLY CHALLENGING. WERE SUPER EXCITED CLEARLY ABOUT THE RESOURCES WE BROUGHT FEEL LAST SPRING THAT WE CAN HAVE RIGHT NOW. WE ARE CONTINUING OUR COMMITMENT FOR PROVIDING STUDENTS ACCESS TO THE RESOURCES.

WE FEEL THERE IS A CHANGE IN HOW WE THINK ABOUT LEARNING THAT'S REFLECTED IN THE RESOURCES THAT WE BRING TO THE WORK OF THE STUDENT. WHAT IS CELEBRATING RECOGNIZE THE ADOPTION COMMITTEE FOR THREE AND HALF YEARS AND THAT THEY CHANGE FROM AN ADOPTION COMMITTEE TO IMPLEMENTATION COMMITTEE AND BEEN EXPANDING TO THE MULTIPLE DEPARTMENTS AND DIRECTORS AND TEACHERS AND STAFF MEMBERS WHO CONTINUE TO WORK WITH US TO ENSURE A DIVERSE PERSPECTIVE FOR THE PILOT TEACHERS WHO REALLY WENT OVER AND ABOVE IN THE STUDENT TO CONTINUE TO ENGAGE IN THE COMMITTEE WORK IN THE PILOT AND SHOW THE FEEDBACK WE WANT TO THANK EVERYONE FOR THEIR PART IN THE CHANGING INSTRUCTIONAL RESOURCES AND SOCIAL STUDIES AND WE WANT TO THANK YOU FOR YOUR TIME AND SEE IF YOU HAVE ANY

QUESTIONS FOR GROUP. >> WE WILL SEE IF WE HAVE ANY

QUESTIONS DIRECTOR STUART. >> I WANT TO THANK YOU TO BE QUITE FRANK THIS IS ONE OF THE PRESENTATIONS I WAIT FOR BECAUSE SCIENCE DIDN'T HELP ME INTO THE SCHOOL, BUT HISTORY AND CIVICS IS WHAT I LIVE FOR TO GET INTO SCHOOL.

I'M SORRY IT TOOK SO LONG FOR YOU GUYS TO GET THIS UPDATED WITH THE MATERIALS. GLAD YOU DONE SO THOROUGHLY AND HOPEFULLY THE MATERIALS HERE ON OUT WILL BE MUCH BETTER.

WHEN MY SON WENT TO THE WASHINGTON STATE HISTORY AND A ROLE IN THE BOOK AND I SAID THAT'S IT I WAS SHOCKED I WAS ANGRY WITH MY BACKGROUND BUT I TELL YOU IT REALLY GIVES ME HOPE WITH MORE MEANINGFUL MATERIALS, YES WHEN I GOT CIVICS OKLAHOMA STATE HISTORY WAS A WHITEWASH BUT I WENT TO THE SAME TIME THAT RUSSELL WAS MAKING HEADLINES INDEED GRANT.

THAT SUPPLEMENTED MY KNOWLEDGE. I WANT TO THANK YOU THOROUGHLY.

IF THERE'S ANYTHING THAT CAN BE DONE TO HELP, HOLLER.

>> THINK YOU. >> ONE NOTE I WILL SAY ON TIMING WE ACTUALLY DID ACCELERATE THIS ADOPTION BY SEVERAL YEARS BECAUSE WE DID SEE A NEED IN THE RESOURCES AND IT'S INTERESTING NEED FOR ALL KIND OF RESOURCES, LITERALLY RESOURCES WE WERE USING WERE DISAPPEARING OFF PLATFORMS NEVER TO BE SEEN AGAIN. EVEN FOR COMPANIES WE HAD CONTRACTS WITH. WE ACCELERATED THE ADOPTION MOVED IT UP SEVERAL YEARS AND COMBINED MIDDLE SCHOOL AND HIGH SCHOOL BECAUSE AS A SYSTEM WE SAW A NEED TO HAVE RESOURCES.

WE HAVE TO PACE HERSELF AS A DISTRICT WITH THE CAPACITY WE

[01:00:02]

>> DIRECTOR TROY. >> TWO QUICK QUESTIONS YOU MENTION THE AVAILABILITY OF THE DIGITAL TEXT IN THE LANGUAGE IS SPANISH AND ENGLISH. ARE THERE OTHER LANGUAGES

INCLUDED WERE THOSE THE TWO? >> WE HAVE LOOKED PRIMARILY AT SPANISH AS PART OF A PUBLISHED MATERIAL BECAUSE OF THE ROLE OF DUELING TO MAKE SURE WE HAVE AN ASSESSABLE OPTION WITH THAT.

BETTER TECHNOLOGY INTEGRATION PARTNERS HAVE BEEN VERY INTENTIONAL ABOUT MAKING US AND TEACHERS VERY AWARE ABOUT THE USE OF THE EDGE BROWSER AND THE TRANSITION COMPONENT THERE.

WITH THE SECONDARY MATERIALS THEY WILL WITHHOLD OPEN AND THE EDGE BROWSER TRANSLATE THROUGH AND IT'S A ONE NOTE CASE

CURRICULUM WITHIN ONE NOTE. >> AWESOME.

MY OTHER QUESTION WAS YOU MENTIONED WITH THE NEW CURRICULUMS THERE'S OPPORTUNITY FOR THE 800 INFORMATION TO BE CONTINUALLY UPDATED AS THINGS CHANGE.

WONDERING IF YOU COULD ELABORATE A LITTLE BIT ON THE PRINTER YOU TALKING ABOUT THE ADDITIONAL RESOURCES THAT ARE AVAILABLE THAT ARE CONTINUOUSLY UPDATED WITH ADDITIONAL TEXT UPDATED.

>> I HAVE ANY ONE OF THE BOOKS TALK TO THE SPECIFICS.

WITH THE MOST ALL OF OUR DIGITAL RESOURCES THAT WE ADOPTED IN A FEW YEARS THEY ARE VERY RESPONSIVE.

AMPLIFY FOR A MIDDLE SCHOOL ELA. IF A MAJOR EVENT HAPPENS IN THE WORLD. WITHIN TWO DAYS IT'S ON THE FRONT PAGE LIKE RELATED RESOURCES ON THE LANDING PAGE.

K5 MATH WE ADAPTED MATHEMATICS LAST YEAR IT CAN BE FRUSTRATED BECAUSE THINGS GET UPDATED AND CHANGE HOW THEY LOOK THAT THEY ADDED A HUGE PARENT PORTAL THIS PAST YEAR THAT WAS WONDERFUL THEY HAD RESOURCES, ADDIT ADDITIONAL -- WERE THE BIG NEWS PIECES RIGHT NOW THAT THEY HAVE ARE THE CENTERS ALL THE CENTERS THAT ARE PHYSICAL CENTERS AS WELL ARE NOW ONLINE SO STUDENTS CAN MANIPULATE ON THE COMPUTERS. OUR EXPECTATION RESOURCES ARE CONTINUALLY ADOPTED AND THAT'S FREQUENTLY PART OF A CONTRACT WITH THE BETTER THING COMES AVAILABLE WE GET THAT.

I DON'T KNOW IF YOU WANT TO SPEAK SPECIFICALLY TO THIS?

>> ESSENTIALLY I WOULD SAY ESPECIALLY WITH SOCIAL STUDIES IN ONE OF THE COMMON COMPONENTS AS CURRENT EVENTS SO THAT'S ONE OF THE THINGS IS REALLY HIGHLIGHTED A COMPONENT THAT WE COULD SEE AND HAPPY TO BE VERY RESPONSIVE TO FEEDBACK EVEN FROM THE PILOT IN THE EIGHTH GRADE ALSO PAUSED AND THE PUBLISHERS TOOK OUR INITIAL FEEDBACK AND QUESTIONS THAT WE HAD FOR THEM AND DID WORK OVER THE SUMMER AND THAT'S WHAT WE CAME BACK TO THEM

IN THE FALL THIS YEAR. >> AS LONG AS MARIA IS IN THE ROOM I WANT TO CALL OUT THE IMPACT SHE HAD ON NATIONAL CURRICULUM. WE USE AMPLIFIED ELA ENTER MIDDLE SCHOOL AND MARIA HAD NOTED SOME ISSUES WITH HOW TEACHERS WERE GIVEN RESOURCES ON THE GOLD RUSH.

IN SOME OF THE RESOURCES THAT WERE USED WITH AMPLIFY.

WE MET WITH THEM AND WE MET WITH THE CURRICULUM DEVELOPER PARTNER OVER A YEAR AGO. ABOUT THREE WEEKS AGO I MET WITH US AND TOOK US VERY SERIOUSLY AND THREE WEEKS AGO SAID WE COMPLETELY REDESIGNED THIS WE WOULD LIKE YOU TO PILOT IT AND LIKE YOUR FEEDBACK AND THIS IS NOW GOING TO BE WE PROVIDE AS PART OF HER CURRICULUM THAT WE OFFER NATIONALLY BECAUSE YOUR DISTRICT IS SO ENGAGED IN GIVING CRITICAL FEEDBACK.

I JUST WANT TO RECOGNIZE THE POWER OF THE PROCESS AND CALLOUT WHAT THE TEACHERS HOW THOUGHTFUL AND ENGAGED THEY ARE IN ENSURING NOT ONLY DO WE HAVE GREAT CURRICULUM BUT THAT OUR VOICES

HEARD. >> DIRECTOR LIBERTY.

>> WHEN IS THE LAST TIME WE ADOPTED SOCIAL STUDIES QUESTION.

>> CURRICULUM. >> WE ACCELERATED THE SCHEDULE FOR THE ADOPTION BY A COUPLE OF YEARS.

>> THE TYPICAL ADOPTION CYCLE. >> 10 - 14 YEARS, PART OF THAT, A LOT OF THAT IS FINANCIAL CAPACITY TO BE ABLE TO THINK ABOUT OUR MATH ADOPTION, THE CORE RESOURCES WERE $1.4 MILLION IN ADDITIONAL COST FOR ALL THOSE PIECES.

IN ORDER ON THE ADOPTIONS WE HAVE TO THINK ABOUT HOW WE USE

[01:05:03]

WE WILL CONTINUE TO LOOK AT THAT IN THE FIRST PRIORITY IS QUALITY OF RESOURCES. OPEN EDUCATIONAL RESOURCES ARE JUST NOW COMING IN TO THE QUALITY AND THEY HAVE BEEN THERE BUT NOT SOMETHING WE COULD REALLY LOOK AT.

THERE ARE MANY DIFFERENT FACTORS THAT GO INTO THE TIMING OF WHEN

CAN WE LOOK AT RESOURCES. >> I'M GOING TO ASK A BIT OF A LEADING QUESTION BUT I THINK IT'S IMPORTANT OVER THE LAST FEW YEARS AND HAD A CHANCE TO MEET WITH STUDENTS FROM A NUMBER OF HER BLACK STUDENT UNIONS, FAMILIES REPRESENTING A BLACK AFRICAN-AMERICAN STUDENTS, PARENTS REPRESENTING HER HISPANIC LATINO STUDENTS FAMILIES REPRESENTING OUR INDIGENOUS STUDENTS. A CONSISTENT THEME THAT I HEAR FROM THOSE FAMILIES AND STUDENTS IS OUR CURRICULUM IS STEREOTYPICAL. IT DOESN'T BRING IN ASSET-BASED APPROACH. HE DOESN'T TELL THE TRUE HISTORY OF THEIR FAMILIES, THEIR CULTURE, THEIR HISTORY.

CAN YOU TALK ABOUT THE EVALUATION OF THESE CURRICULA WITH THAT IN MIND KNOWING IT IS GOOD FOR STUDENTS OF COLOR TO SEE THEMSELVES REPRESENTED BUT IS ALSO IMPORTANT THE STUDENTS THAT IDENTIFY AND OTHER RACIAL GROUPS ALSO RECEIVE INAPPROPRIATE UNDERSTANDING AND TRUE HISTORY OF OTHER GROUPS OF WELL READ CAN YOU JUST TALK ABOUT THAT EVALUATION IS LITTLE MORE DETAIL AN IMPORTANT ASPECT OR CURRICULUM ADOPTION PROCESS.

>> IN THE LEARNING AREA SPECIFIC TO SOCIAL STUDIES OF COURSE WE DID K5 SCIENCE AND SECONDARY BUT SPECIFIC TO SOCIAL STUDIES THE LEARNING THAT WE DID. WE DEEPLY FOCUSED ON OUR STANDARDS AND THEIR NEW AS OF FALL 2020.

TO YOUR POINT WHAT WE FOCUSED ON WAS EQUITY DEPARTMENT IN BRINGING RESEARCH TO ADDITIONAL SUPPORT IN THE ANTIDEFAMATION LEAGUE AND HOW WE DESIGNED OUR PROCESS.

WE HAD LEARNING SESSIONS WITH THE TEAM WITH THE COMMITTEE THAT WERE FOCUSED ON AND HOW INTERSECTION KNOWLEDGE HE PLAYS OUT WITH HER CURRICULUM. WE HAD MULTIPLE SESSIONS THINKING ABOUT HOW IDENTITY AND EQUITY SHOW UP IN CURRICULUM AND HOW A CURRICULUM WOULD NEED TO LOOK LIKE IN INSTRUCTIONAL RESOURCES WE NEED TO LOOK LIKE IN ORDER TO BE BOTH REPRESENTATIVE AND TAXABLE. IT IS AN INTERESTING TENSION BETWEEN YOU IS NOT JUST HAVING LOTS OF RESOURCES OR LOTS OF THINGS. IT'S ALSO A MINDSET AND HOW THOSE ARE DEVELOPED AND ORGANIZED IN REALLY IMPORTANTLY OUR TEACHER THINK ABOUT THEM. IN OUR ADOPTIONS NOW WE ACTUALLY CALL THEM INSTRUCTIONAL RESOURCES AND REFOCUSING ON INSTRUCTIONAL PRACTICES EVEN BEFORE WE PASSOUT THE CODE TO ACCESS ANY OF THE RESOURCES AND IT'S REALLY IMPORTANT TO THINK ABOUT HOW THINGS ARE TAUGHT BEFORE YOU GET TO WHAT IS TA TAUGHT. EVALUATING RESOURCES THE MULTIPLE LENSES INCLUDING OS PI HAS A TOOL THAT IS RELATIVELY SCREENING FOR BIAS MATERIALS THAT IS ACTUALLY REALLY MEANT TO BE WHAT YOU USED TO REVIEW YOUR RESOURCES AFTER YOU ADOPTED THEM TO REALLY ENSURE THAT YOU HAVE THOSE MULTIPLE PERSPECTIVES THERE AND KNOWING THERE'S NEVER GOING TO BE RESOURCE THAT IS A RETHINK FOR EVERYONE, ABSOLUTELY NOT.

HOW TEACHERS THINK ABOUT THE RESOURCES IS THEM THINKING HOW THEY MEET THE NEEDS OF ALL STUDENTS IN THE CLASSROOM.

WHAT ARE THE INSTRUCTIONAL RESOURCES THAT THEY WOULD NEED TO SUPPORT THAT AND UNDERSTAND INSTRUCTIONAL MINDSET THAT HELPS THAT TIME TO PASS. THE YEAR THAT WE HAD LEARNING WAS VERY INTENSE AND IT WAS 2019, 2020.

THINK ABOUT THE CHANGES THAT HAPPENED IN THAT YEAR WERE DEEPLY IMPACTFUL IN THINKING ABOUT HOW WE SELECT RESOURCES WERE STUDENTS CAN REALLY SEE THEMSELVES AND FEEL RESPECTED AND BE ABLE TO ENGAGE IN CIVIC RESPONSIBILITIES.

UNDER NO FIRST OFF IF THERE'S ANYTHING THAT YOU WOULD EVER

WANT LEARNING ARE THINKING. >> PART OF THE LENS THE AUTHENTIC AUTHORSHIP IS A HUGE COMPONENT.

THERE WAS A COMPONENT OF THE GROUP THINKING ABOUT THE RUBRICS IN THE EVALUATION COMPONENTS IF WE ARE TALKING ABOUT SPECIFIC PERSPECTIVE OR PEOPLE WITHIN A HISTORICAL CONTEXT ARE WE AS MUCH POSSIBLE WITH HISTORICAL RESOURCES CENTERING THE RESOURCES. WHICH IS PART OF THE REASON SINCE TIME MEMORIAL IS SO IMPORTANT THIS INTEGRATION

[01:10:01]

THAT IS ONE VERY CONCRETE EXAMPLE THAT FREEDOM SURE THE TEACHERS PRESENTED TO PROVIDE MORE BUT OFF THE TOP HAND AROUND OTHER PERSPECTIVES. I WOULD ALSO SAY WE HAVE STUDENT REPRESENTATIVES WHO WERE ON SOME OF THE GROUPS TO REFERENCES STUDENT UNION. WHEN A PARENT THAT REPRESENTED AFFINITY GROUP AND PARENTS FROM ANITA.

WE TRIED AS MUCH AS POSSIBLE TO MAKE SURE THE STAKEHOLDERS WERE THROUGHOUT THE LEARNING YEAR END THE EVALUATION OF THE STUDENT IN

MOVING FORWARD. >> ONE LAST QUESTION.

>> KNOWING THAT WE HAVE SOMEWHERE BETWEEN 70 TO MAKE 80% OF OUR TEACHING STAFF IDENTIFIES CAUCASIAN, CAN YOU TALK ABOUT THE PROFESSIONAL LEARNING THAT WILL GO INTO THE SOCIAL STUDIES CURRICULUM'S TO ENSURE OUR STAFF ARE CONTINUING TO UNDERSTAND MAYBE CHANGES IN THE CURRICULUM BUT ALSO INSTRUCTIONAL PRACTICES THAT ACTUALLY LEAD TO AN INCLUSIVE ENVIRONMENT WHERE STUDENTS SEE THEMSELVES IN THE CURRICULUM REPRESENTED ACCURATELY WHICH LEADS TO A SENSE OF BELONGING IN HER CLASSROOM. COULD YOU TALK ABOUT THE

SENSIBLE LEARNING AS WELL. >> THAT IS ONGOING WORK IS NOT SEPARATE FROM HER DISTRICT WORK AS WELL.

THIS YEAR END ALL OF SECONDARY WE ARE PROVIDING THE TEACHING LEARNING TO BURMA HAS PROVIDED IN PARTNERED WITH SPECIAL EDUCATION PARTNER EQUITY TO PROVIDE CONTENT AREA-BASED LEARNING AROUND UNIVERSAL AND INCLUSIVE PRACTICES.

THAT'S INCLUDING THINKING ABOUT WAYS THAT WERE USING ASSESSMENTS IN ORDER TO HELP ALL STUDENTS HAVE ACCESS AND BE SUCCESSFUL.

THAT IS PART OF THE BACKGROUND WORK.

AS FAR AS ADOPTION AND IMPLEMENTATION, WE ARE STARTING WITH THEY COULD ABOUT THE RESOURCES THEMSELVES AND IN THE TRAINING FOR THE RESOURCES THEMSELVES MAKING SURE THAT THE PERSPECTIVE OF HERE'S WHY WE CHOSE THIS ONE, THE TRAINING IS COMING FROM THE DESIGNERS OF THE PEOPLE WHO PROVIDED THE CURRICULUM. THE INITIAL TRAINING AND HAVING THEM BE ABLE TO HIGHLIGHT THE DESIGN BEHIND THE CURRICULUM AND MUCH OF THAT IS AROUND INCLUSIVE PRACTICES OR THE EQUITY ASPECTS THAT WERE TALKING ABOUT. THE DESIGN OF THE CURRICULUM ITSELF AND UNDERSTANDING HOW TO TEACH IT REFLECTS SOME OF THOSE PRIORITIES. WE ARE JUST AT THE POINT OF IMPLEMENTATION FOR THESE PIECES. AS WE GO FORWARD IN PLANNING FOR THE THREE FOR NEXT YEAR WE WILL CONTINUE OUR PARTNERSHIP.

FOR EXAMPLE IN HER ELA ADOPTION WE PARTNERED WITH DST EDUCATIONAL SERVICE DISTRICT AND BEFORE THAT WAS A SPECIFIC ONE BEFORE TEACHERS OPEN OR CLICKED ON MY PERSPECTIVE THEY HAD SIX HOURS OF ANTIRACIST TEACHING PRACTICE PROFESSIONAL LEARNING PRACTICES. THAT IS SOMETHING WE ARE GOING TO CONTINUE. THE STEERING COMMITTEE THE PLANTATION OR THE ADOPTION COMMITTEE TURNING INTO THE IMPLEMENTATION COMMITTEE THAT WILL BE IN THEIR PURVIEW, THIS GROUP THAT IS DONE THIS THINKING AND LEARNING THAT IS MADE THESE CHOICES WILL ALSO BE THE GROUP THAT IS CONSULTING IN DESIGNING WHAT THE LEARNING PATH WILL LOOK LIKE FOR TEACHERS, AGAIN IN CONSULTATION WITH THE EQUITY DEPARTMENT THE SPECIAL EDUCATION DEPARTMENT AND OUR EXTERNAL PARTNERS.

CONTINUE TO BE DYNAMIC EVERY TIME WE HAVE AN OPPORTUNITY TO WORK WITH OUR TEACHERS WE HAVE MULTIPLE SMALL TEAMS COMING TOGETHER FOR MONTHS TO SAY WHAT'S REALLY IMPORTANT FOR OUR TEACHERS NOW AND WHAT'S IMPORTANT THAT WE NEED TO CONTINUE. THE TENSIONS OF WHAT'S IN FRONT OF US TO ADDRESS AND WHAT ARE THE CORE VALUES AROUND EQUITY AND MULTITIERED SYSTEMS OF SUPPORT AND INCLUSION AND WE WANT TO MAKE SURE WE ADDRESS A PROFESSIONAL LEARNING.

>> THE OTHER PIECE JUST TO ADD TO THAT IS ESSENTIAL IS TEACHER COLLABORATION. WHEN WERE REALLY THINKING ABOUT TEACHER GROWTH, EVEN THAT WILL PROVIDE WONDERFUL PROFESSIONAL LEARNING AND TO RELATIONSHIP THE TEACHERS HAVE WITH EACH OTHER AND AS THEY'RE HAVING CONVERSATIONS ABOUT HOW TO BEST MEET THE NEEDS OF THEIR STUDENTS ARE LISTENING TO THEIR STUDENTS THAT REALLY MAKE A DIFFERENCE IN PRACTICE.

>> HAVE ANOTHER QUESTION BUT I WANT TO THANK ANASTASIA FOR COMING TONIGHT. THE URGENCY IN YOUR PASSION TO ENSURE ALL STUDENTS IN LAKE WASHINGTON TO RECEIVE APPROPRIATE EDUCATION IS PHENOMENAL AND THANK YOU FOR YOUR PARTNERSHIP IN THIS WORK AND TONIGHT WOULD IT NOT BEEN THE SAME WITHOUT YOUR VOICE IN THIS SPACE.

THINKING FOR BEING HERE TONIGHT. I WILL TURN MY MICROPHONE OFF

NOW. >> I WOULD JUST LIKE TO ECHO THE ON BEHALF OF MYSELF AND THE BOARD ANASTASIA FOR COMING AND WE APPRECIATE THE WORK IN PARTNERSHIP WITH STUDENTS AND PARENTS AND STAFF IN LOOKING AT THE SOCIAL STUDIES CURRICULUM AND REALLY ADVANCING IT AND BRINGING THOSE VOICES TO THE

[01:15:01]

WITHOUT DIRECTOR STUART I BELIEVE YOU HAD SOMETHING?

>> ONE LAST THANK YOU FOR ME AGAIN.

THE WORK THAT YOU FOLKS DO IN THIS AREA IT CREATES BETTER CITIZENS, BETTER VOTERS AND BETTER NEIGHBORS.

THAT'S WHAT IT'S ALL ABOUT, THAT'S WHAT MAKES EVERYTHING WORK FROM HERE ON OUT. THE OTHER ASPECTS OF LEARNING THIS IS THE MOST IMPORTANT FACET OF THE SOCIAL STUDIES CIVICS HISTORY BECAUSE WE ARE TO POINT IN A SOCIETY WHERE EVERYBODY -- IF WE DON'T START LEARNING MORE ABOUT EACH OTHER GOD KNOWS WHAT'S GOING TO HAPPEN. THANK YOU.

ESPECIALLY TO BE QUITE FRANK HAVING A STUDENT HERE WAS GREAT I KNOW THE ONLY WAY I GOT A BETTER DEPTH OF LEARNING NATIVE AMERICAN CULTURE WAS THROUGH MY FELLOW STUDENTS.

THAT WAS THE WAY THAT I GOT IT IN THE RESOURCES THEY COULD GIVE ME. THANK YOU.

>> DIRECTOR JOY. >> HAD A FOLLOW-UP QUESTION FOR DOCTOR HOLMAN ACTUALLY. I WAS CURIOUS, AFTER CURRICULUM ADOPTION LIKE THIS IS IT PROCESSED OR PART OF THE PROTOCOL TO GO BACK AFTER IMPLEMENTATION AND SURVEY FOR EXAMPLE A STUDENT POPULATION AND NOT THE CHANGES IN THE

CURRICULUM AND WHAT WE DESIRE. >> I DIDN'T CATCH THE LAST PART

OF YOUR QUESTION. >> DO WE EVER GO BACK AND SURVEY WHETHER OR NOT WHAT WE ARE TRYING TO ACHIEVE WITH OUR CHANGES OR CURRICULUM ADOPTION ARE ACTUALLY CHANGED.

>> WE HAVE NOT TO DATE SURVEYED HER STUDENTS ABOUT THAT.

TYPICALLY WERE TALKING WITH OUR STAFF AND THINGS LIKE THAT ABOUT THAT BUT GIVEN WHAT WERE TRYING TO ACCOMPLISH IN PARTICULAR WITH HER SOCIAL STUDIES CURRICULUM IT MAY BE A GOOD IDEA TO HAVE THAT BE AN ONGOING DIALOGUE SENSOR CURRICULUM ADOPTION PROCESS REALLY ISN'T A SINGLE POINT IN TIME ANY LONGER.

IT IS REALLY ABOUT ADOPTION AND REVIEW ON AN ONGOING BASIS.

ABSOLUTELY. >> I WOULD LIKE TO ENCOURAGE A HAVE A NOTE DIRECT QUESTION OF STUDENTS AND HOW THESE CURRICULUMS IMPACT THEM AFTER THEY'VE BEEN IMPLEMENTED.

GETTING THAT FEEDBACK DOES MAKE A LOT OF SENSE.

ANY OTHER QUESTIONS FOR THOSE PRESENTING.

I WANT TO SAY THANK YOU VERY MUCH.

AT THIS POINT I WILL TAKE A MOTION TO APPROVE THE SOCIAL STUDIES CURRICULUM ADOPTION AS PRESENTED.

>> SO MOVED. >> SECOND.

>> BEEN MOVED BY DIRECTOR STUART AND SECOND BY DIRECTOR LIBERTY TO APPROVE THE CURRICULUMS AS PRESENTED.

ANY FURTHER DISCUSSION? >> IT SEEMS LIKE THERE IS CONSENSUS. HEARING NONE.

ALL THOSE AND FAILURE TO FAVORABLY SIGNIFY BY VOTING AYE.

>> ANYONE OPPOSE? HEARING NONE, MOTION CARRIES.

CONGRATULATIONS AND THANKS FOR ALL YOUR WORK.

>> I DON'T KNOW IF YOU WOULD BE IN FAVOR OF A FIVE MINUTE BREAK? I ACTUALLY AM GOING TO DO A 10 MINUTE B.

>> WE ARE BACK FROM OUR BREAK. THANK YOU VERY MUCH.

OUR NEXT ITEM ON OUR AGENDA IS HER FIRST RESULTS FOR THIS YEAR 2023. WE DID REDO RESULTS WHICH IS LIFE SKILLS AND GLOBAL CITIZENSHIP EQUITY.

IT WAS DONE LAST FALL AND NOW WE WILL DO RESULTS TO END RESULTS ONE. RESULTS TO HIS ACADEMIC CONTENT KNOWLEDGE AND SKILL. THIS IS WHERE WE SORT OF LOOK AT THE REQUEST FROM WHAT WE EXPECT THE SUPERINTENDENT TO ACCOMPLISH IN THE DISTRICT IN REGARDS TO THE OUTCOMES.

WITH THAT I WILL PASS US OFF TO DOCTOR HOLMAN FOR THE

INTRODUCTION. >> THANK YOU RESULTS.

>> LET ME INTERRUPT ONE MORE TIME JUST SO YOU'RE AWARE THE IDEA FOR TONIGHT IS PHYSICALLY A FIRST READING.

AFTER THE PRESENTATION WE WILL HAVE DISCUSSION, ASK QUESTIONS, THOSE PIECES BUT WE WILL NOT BE TAKING A MOTION THIS EVENING AND

[01:20:01]

>> DOCTOR BLIESNER CAN ASK A CLARIFY QUESTION.

>> SURE. >> WHEN THIS COMES BACK FOR A SECOND READING APPROVAL WE WILL HAVE THE BOARD SUMMARY OF THE WORDS CONVERSATION FINDINGS THAT WE WILL ALSO BE AT THE TIME.

>> THAT WOULD BE THE IDEAL DEPENDING ON HOW THIS

CONVERSATION GOES, YES. >> NO.

>> THINK YOU DOCTOR HOLMAN, GO AHEAD.

>> RESULTS TO FOCUS ON ACADEMIC CONTENT KNOWLEDGE AND SKILLS THAT THE BOARD HAS IDENTIFIED AS OUTCOMES FOR STUDENTS IN LAKE WASHINGTON. THE POLICY OPENS BY STATING EACH STUDENT WILL DEMONSTRATE MASTERY OF CONTENT KNOWLEDGE, SKILLS AND COMPETENCIES NECESSARY TO CREATE, COLLABORATE, THINK CRITICALLY AND SOLVE PROBLEMS. STUDENTS WILL TREAT REASONABLE PROGRESS AS DEMONSTRATED THROUGH MULTIPLE MEASURES ON STATE AND DISTRICT REQUIRED STANDARDS IN EACH OF FOOD.

THERE IS A NUMBER OF AREAS THAT THE BOARD HAS IDENTIFIED SPECIFICALLY LITERACY AND LANGUAGE, MATHEMATICAL REASONING AND PRACTICES, SCIENCE, SOCIAL STUDIES, COMPUTER SCIENCE AND INFORMATION TECHNOLOGY, ARTS AND WORLD LANGUAGE.

TONIGHT ASSOCIATE SUPERINTENDENT DOCTOR ROSE WILL BE PROVIDING THE PRESENTATION TO THE BOARD REGARDING RESULTS.

DOCTOR ROSE. >> THANK YOU.

>> AS DOCTOR HOLMAN SAID THIS IS WHERE WERE LOOKING AT THE SPECIFICS AROUND THE SEVEN DIFFERENT ACADEMIC CONTENT AR AREAS. WHAT I WANTED TO DO BEFORE WE GET INTO THINKING SPECIFICALLY ABOUT THE RESULTS WE HAVE THIS YEAR WAS THINKING WHERE THIS WORK IS LOCATED WITHIN THE LARGER FRAME OF OUR DISTRICT WORK AND TO ACKNOWLEDGE WHEN WE LOOK AT THE RESULTS THIS YEAR WE ARE LOOKING AT A MOMENT TIME AND EFFORT THEIR MULTIYEAR EFFORT WERE THINKING OF HOW WE ARE SUPPORTING ALL OF HER STUDENTS TO SUCCESS.

A FEW THINGS THAT ARE HAPPENING IN THE SYSTEM BEFORE WE LOOK AT THE DATA AS WE AND WE'VE BEEN FOCUSED ON DEEPENING MULTITIER SYSTEMS OF SUPPORT AND INCLUSION AND EQUITY.

I SAY DEEP AND FOCUS BECAUSE WE ACTUALLY STARTED OUR EXPLICIT WORK ON MTS IS ABLE TO EVENTUALLY 17 AND WE DID A BEGINNING INTRODUCTION IN THAT TIME.

ONE OF THE THINGS THAT'S BEEN THE IMPACT OF THE PAST SEVERAL YEARS AND RECOGNIZING THAT THIS WORK HAS URGENCY AS WE HEARD IN SEVERAL COMMENTS TONIGHT HAS URGENCY AND NEEDS MORE SPECIFIC TARGETED DEPTH SO THAT IS A FRAME OF THE WORK THAT WE'VE BEEN DOING THIS YEAR IN A SPECIFIC EXAMPLE IS ALL OF OUR SCHOOLS THIS YEAR USING FIDELITY INTEGRITY ASSESSMENT TOOL WHICH IS AN ESSENTIAL TOOL TO EVALUATE HOW IS EACH SCHOOL AND HOW ARE WE AS A SYSTEM DOING IN SPECIFIC MEASURES, BEHAVIORS, ASPECTS OF PROVIDING WAYS EACH AND EVERY STUDENT CAN BE SUCCESSFUL READING EXAMPLE OF A ELEMENT OF THE FEE A IS TIER ONE INSTRUCTION. THIS YEAR AS WE LOOKED AT HOW DO WE STRENGTHEN OUR ENTIRE SYSTEM AND HOW DO WE EXTEND OR STRENGTHEN HER ACADEMICS. FOR THE FIRST TIME ALL OF OUR SCHOOLS UTILIZED TO DO A SELF-ASSESSMENT AMPLY NOT WORK THIS YEAR SPECIFICALLY BASED ON THEIR FINDINGS.

DISAPPOINTED WITH THE WORK WE HAD A SPECIAL ASSIGNMENT WHO IS OVERARCHING GOAL IS ASSIST IMPLEMENTATION SES FOR THE PRINCIPLES WITH THE SCHOOLS TO LOOK AT THEIR RESULTS FROM THE VIA AND HAVE A TICKET TO THE NEXT STEP IN WHERE THEY GO IN SUPPORTING LEARNING FOR ALL STUDENTS.

IN ADDITION TO THAT, THIS ACTUALLY FALLS IN LINE WITH THE FEO. WE FOCUSED ON PROFESSIONAL LEARNING. YOU HEARD ME MENTION I TALKED ABOUT SOCIAL STUDIES THAT HAS BEEN TRUE FOR ALL OF HER SECONDARY CONTENT AREAS AS EXPLICIT INSTRUCTION AROUND OR PROFESSIONAL LEARNING IN UNIVERSAL DESIGN FOR LEARNING IN ELEMENTARY IT IS BEEN MORE EMBEDDED.

AS WE DONE TRAINING ON OUR MATHEMATICS CURRICULUM WE HAVE EXPOSE OF THE TALKED ABOUT MATH WHICH EXPOSES THE CALLED OUT OUR TEACHERS PROVIDE ACCESS FOR ALL STUDENTS.

IN WITH OUR WHOLE SYSTEM IS ON INCLUSION AND WHAT THAT MEANT FOR OUR WORK WE HAVE WORKED AS A SYSTEM IN ITS INDIVIDUAL SCHOOLS IN THOSE CLASSROOMS TO BE AS SPECIFIC AS WE CAN OF WHAT THIS ACTUALLY MEANS HOW ARE WE SUPPORTING INDIVIDUAL LEARNERS OR LEARNERS WITH SIGNIFICANT NEEDS TO ACCESS LEARNING AND HOW ARE WE USING THAT TO A REFLECTOR LEARNING TO ENSURE ALL STUDENTS HAVE ACCESS. IN THE AS WELL WE HAVE INSTRUCTIONAL COACHES AND THE FULL INCLUSION WHO ARE WORKING ON SUPPORTING AN INCLUSIVE INSTRUCTION.

MANY DIFFERENT WAYS THEY WORK IN THE BUILDING BUT THERE'S A PACIFIC'S, WHAT ARE THE MAIN CHARGES IS THINKING OUT THERE SUPPORTING ALL TEACHERS AND NOT JUST TEACHERS WHO HAVE STUDENTS

[01:25:01]

THAT'S FROM A LARGER SYSTEM-LEVEL WOULD TAKE ABOUT LARGE FOCUS IN OUR DISTRICT. OTHER EFFORTS YOU HEARD THIS AGAIN ASPECTS OF YOUR SOCIAL STUDIES ADOPTION WITH SPECIALIST FOR MULTIPLE DEPARTMENT PROVIDING FACILITATING PROFESSIONAL LEARNING. AN EXAMPLE, WE ALWAYS HAD ORGANIC COLLABORATION HAPPENING NOW BEFORE WE PROVIDE PROFESSIONAL LEARNING TO OUR BUILDINGS AND IT CAN BE VERY SPECIFIC ON MARCH 1 WHEN WERE PROVIDING LEARNING TO ALL OF HER SECONDARY TEACHERS ON MARCH 10 WHEN WERE PROVIDING PROFESSIONAL LEARNING TO ELEMENTARY TEACHERS FOR K THROUGH FIVE.

BEFORE THAT WORKERS OUT TO THE SYSTEM WE HAVE SPECIALIST FROM TEACHING AND LEARNING IN SPECIAL EDUCATION MULTILINGUAL LEARNERS IN EQUITY LOOK AT THE LEARNING AND EVALUATED TO SEE HIS IS THE BEST THEY COULD POSSIBLY CAN BE AND TO SPEAK TO THE WAYS TO IMPACT HER STUDENTS, WERE PUTTING IN THE STUDENTS TO MAKE SURE PROFESSIONAL LEARNING IS IMPROVING TO A VERY SPECIFIC FOCUS. WERE WORKING WITH DEPARTMENT TO ALIGN AND THINK ABOUT HOW THAT PLAYS OUT BUILDINGS.

WITH CONTENT AREA ADVISORIES THAT YOU HEARD ABOUT IN THE SOCIAL STUDIES COMPLETE LOOKS LIKE WE HAD THAT MATH, ELA AND SCIENCE AND ARTS IN ELP AND NOT JUST TO THINK ABOUT AREA CONTENT BUT HOW ARE WE SUPPORTING THE PRACTICES AND ASSESSMENT WHICH REFLECTS ACADEMIC ACHIEVEMENT. THE OFFICE COLLABORATION IS HAPPENING ACROSS MULTIPLE DEPARTMENTS AND DIVISIONS.

AT THE SCHOOL LEVEL SETTING THE STAGE FOR WHAT HAPPENS ACROSS HER SYSTEM. ALL SCHOOLS TO ACADEMIC GOALS OF THE IMPROVEMENT PROCESS YOU HAVE HUNDREDS OF PAGES IN THE CONSENT AGENDA ABOUT THE SCHOOL IMPROVEMENT PLAN AND AS YOU DOVE INTO THEM I'M SURE YOU SAW OUR ELEMENTARY SCHOOLS ARE REALLY FOCUSING IN ON LITERACY AND MATH AND USING THE SAME THING AND VERY SPECIFIC ARE MIDDLE SCHOOLS AND HIGH SCHOOLS YOU PROBABLY SOMEWHERE SPECIFIC TO LEARNERS WHO HAVE NOT BEEN SUCCESSFUL YES YOUNGER SCHOOL THE SCHOOL IMPROVEMENT PLANS ARE VERY FOCUSED ON OVERALL ACADEMICS IN LEARNERS THAT WE NEED TO FOCUS IN ON WORK. BASED ON THE DATA AND PROFESSIONAL IMPROVEMENT PLAN AND A VARIETY OF DIFFERENT DATA SCHOOLS IDENTIFYING STRATEGIES THAT ARE NOT PERFORMING AT GRADE LEVEL THAT COULD BE THE FAST BRIDGE DATA OR GRADE LEVEL DATA, DEPENDING ON THE SCHOOL THE LEVEL THERE ARE MULTIPLE DIFFERENT SETS OF DATA AS PART OF STANDARD PRACTICE SCHOOL INTERVENTION TEAMS REVIEWING THE DATA AND PROVIDING AND IDENTIFYING RESPONSES PRAY THAT ALSO COMES INTO PLAY WITH THE PRINCIPAL AND TEACHER STUDENT GROWTH WHEREAS THE SYSTEM ARE HOLDING THEIR SOULS ACCOUNTABLE FOR STUDENT GROWTH AND NETWORK WILL INTENSIFY OVER THE NEXT FEW YEARS AS THE STATE ADOPTS THE GOALS BUT IS SOMETHING COURT TO WHAT WE THINK OF NOW WE HOLD OURSELVES VERY DEEPLY FOR THAT. AS I MENTIONED EARLIER TEACHERS COLLABORATE TOGETHER PLCS USING SCHOOL DATA PROTOCOLS FOR INSTRUCTION AND DATA TO LOOK AT HOW STUDENTS ARE ACHIEVING AND HAVE THAT BE SOMETHING THAT THEY TARGET AND PLAN FOR HIS THEATER PRACTICE IN OUR SCHOOLS. WITH THAT THAT THE BACKGROUND OF THINGS THAT WE'RE DOING. AS WE LOOK AT THE OVERALL DATA.

WHAT WE SEE IN THE TRENDLINES IN THE APPENDICES, THERE IS SIMILAR PERFORMANCE FOR ALL STUDENT GROUP FROM LAST YEAR.

WE ARE SEEING, WITHIN THAT WE SEE BLACK HISPANIC MULTILINGUAL SPECIAL EDUCATION CONSISTENTLY FALLS FAR BELOW OR WELL BELOW, WE HAVE THE GENERAL SIMILAR PERFORMANCE FOR ALL STUDENTS AND IS REALLY CONCERNING TO US AND OVERFOCUS TO BE ABLE TO THINK ABOUT THE STUDENTS THAT HAVE NOT BEEN ACHIEVING OUR TARGETS, THAT SOMETHING IS BEEN HISTORICAL AND FIGURE BUT IN TSS THIS IS BEEN A JOURNEY THAT WERE CONTINUING TO EXPAND UPON.

I WANTED TO HIGHLIGHT ESPECIALLY BEFORE WE LOOK AT TRENDLINES JUST TO RECOGNIZE LAST YEAR WAS REALLY CHALLENGING.

VASHTI WAS REALLY CHALLENGING AND WE WERE IN RESPONSE TO A REALLY CHALLENGING YEAR THE YEAR BEFORE IN OUR STUDENTS COMING BACK INTO SCHOOLS HAD SIGNIFICANT CHALLENGES IN TERMS OF THINKING ABOUT THE LEARNING THAT THEY DID ACHIEVE WHEN THEY WERE REMOTE LEARNING SO THE ISSUES THAT CAME WITH COVID IN TERMS OF STUDENTS HAVING A SENSE OF BELONGING AND BE CONNECTED TO THEIR SCHOOLS. I JUST WANTED TO RECOGNIZE THAT NOT AS AN EXCUSE BUT TO REGULARS THAT'S WHERE WE WERE.

INTERVENTION DAYS WERE TEACHERS AND SCHOOLS ESPECIALLY THIS TIME LAST YEAR IN DECEMBER, GENERALLY, FEBRUARY LAST YEAR.

THERE WERE SOME SCHOOLS AT 30% TEACHER ABSENCES ON A REGULAR

[01:30:05]

NOT AN EXCUSE PACIFIC THAT WE RECOGNIZE SO AS A SYSTEM IS PART OF THE REASON THERE ARE SO MANY IN THIS FIRST SLIDE WE KNOW THAT WE HAVE TO RAMP UP OUR RESPONSE BECAUSE IT WAS A CHALLENGING YEAR FOR STUDENTS WE HAVE A RESPONSIBILITY TO RESPOND APPROPRIATELY. THE FIRST AREA TO LOOK AS LITERACY. IF YOU LOOK AT THE TREND DATA IT IS INTERESTING BECAUSE YOU WILL SEE AGAIN FROM THE OVERALL STUDENTS ON ELA WE SEE FAIRLY FLAT OR LITTLE BIT OF A DIP THE YEAR BEFORE IN THE 2021 SCHOOL YEAR WE'VE BEEN UP IN THE 21 - 22 SCHOOL YEAR. THE EXCEPTION THAT IS VERY INTERESTING AS GRADE 10, I'M SORRY MATH, WHEN IT COMES TO THINKING ABOUT ELA, THE STAIN PERFORMANCE WITH SOME IMPROVEMENTS THAT WERE HOPEFUL WE LOOK TO ALL LEARNERS THAT WHEN WE LOOK AT THE SUBGROUPS OF LEARNERS WE BELIEVE RECOGNIZE THAT WE HAVE THE SIGNIFICANT AMOUNT OF WORK TO DO.

WHAT SOME OF THAT WORK LOOKS LIKE, ACTUALLY WHEN WE LOOK AT SMARTER BALANCE OVER THE PAST TWO YEARS HAS ANOMALIES WITH HOW IT WAS ADMINISTERED IN TERMS OF THE TIMING AND THE TEST AND HOW WAS GIVEN TO STUDENTS. WE ABSOLUTELY SEE THERE IS A SIGNIFICANT ISSUE THAT WE NEED TO ADDRESS.

ONE NOTE GRADE 10 ELA WE TOOK A BIG DIVE LOCALLY AND WE ACTUALLY HAD A HIGHER RATE OF REFUSAL. SOME OF THE STUDENTS WERE REFUSALS IN SUMMER ABSENCES. ANYTIME THE STUDENT DOESN'T TAKE A TEST ACCOUNT IS 0. IN 1920 WITH A 3% REFUSAL, LAST YEAR 9%. IT WAS A SIGNIFICANT NUMBER OF ZEROS THAT GOT ADDED INTO OUR OVERALL SCORE.

WE WILL CONTINUE TO WATCH THAT. FOR PRETTY MUCH ALL OF OUR BENCHMARKING SCORES, WE STAY PRETTY TYPICALLY AND 1 - 2 SPOTS WHERE WE'VE BEEN THE YEAR BEFORE.

THAT HAS BEEN TRUE OVER TIME THAT'S WHAT WE'VE BEEN INTERESTED IN OUR EFFORTS FOR SOMETHING WE DESIGN THE WHOLE SYSTEM APPROACH. STABLE IS NOT WHAT WE WANT, WE WANT TO BE ABLE TO MOVE SIGNIFICANTLY.

THOSE ARE THINGS THAT WE THINK ABOUT LITERACY AND LANGUAGE.

WHEN WE THINK OF LOCAL METRICS LIKE FAST BRIDGE STUDENTS EARNING FULL CREDIT THOSE WHEN THEY ARE LOCALLY CONTROLLED OR SEEN MORE POSITIVE GROWTH. ABSOLUTELY SIGNIFICANT ROOM AND SIGNIFICANT MEANS WE NEED TO ADDRESS.

THINKING ABOUT WHERE WE'VE BEEN OVER THE PAST FEW YEARS WE SEE SOME POSITIVE PIECES IN IT. WE'VE BEEN THINKING ABOUT ELA INSTRUCTION FROM PLUMMETING SECONDARY ELA.

THOSE WERE THE TEACHERS THAT RECEIVE SIX HOURS OF ANTIRACIST INSTRUCTIONAL PRACTICES AND THEN GOT NEW PRIESTS AND CONTINUE TO ENGAGE IN TAKING A PROFESSIONAL LEARNING PRACTICE.

THERE ARE QUITE A FEW DIFFERENT THINGS HAPPENING IN YOUR SYSTEM SIGNIFICANT PIECES FOR LITERACY WE ARE ABOUT THREE YEARS OUT FROM K5 LITERACY ADOPTION TYPICALLY AS YOU KNOW WE HAVE A TWO-YEAR PROCESS LEADING UP TO THE ADOPTION LITERACY STARTING THAT PROCESS EARLY BECAUSE WE KNOW IT'S SOMETHING VERY IMPORTANT IN OUR STUDENTS HAVE SIGNIFICANT NEEDS WE STARTED A RECENT ADVISORY'S AND SHEER WE ALSO INVESTED IN CONTINUE TO INVEST FOR K2 TEACHERS. AS WITH A FOUNDATIONAL LITERACY WE ABSOLUTELY IDENTIFIED THAT THIS WAS A NEED.

WE INTENDED FOR THIS TO HAPPEN IN 2019 - 2020 SCHOOL YEAR KNOWING THAT WE NEEDED TO PUT SIGNIFICANT TIME FOR PROFESSIONAL LEARNING AND IT WAS NOT ABLE TO HAPPEN.

WE ALSO TRIED TO GET IT REBOOTED LAST YEAR BUT THE SUBSTITUTE TEACHERS WE WERE NOT ABLE TO. THIS YEAR IS THE YEAR THERE WERE PUTTING PROFESSIONAL EARNINGS ON THE K2 TEACHERS.

IN THE SCHOOLS WE USE THE DATA INTERVENTION TEAM ON AN ASSESSMENT. WHEN MIDDLE SCHOOL AND HIGH SCHOOL ADVISORY SITE HEARD ABOUT AND WERE CONTINUING IN ALL CONTENT AREAS FOR EXCLUSIONARY PRACTICES INEXPENSIVELY TO LITERACY AND MATH THE PRIMARY AND WERE EXPANDED AS ONE OF OUR RESPONSES TO THE PRACTICES. IN CONTINUE TO THINK ABOUT THE

ASSESSMENT FOR LEARNING. >> WILL MOVE ON TO MATH WE SEE

VERY SIMILAR. >> IF I JUST, IT MIGHT BE EASIER IF WE STOP AFTER LITERACY AND LIQUIDITY QUESTIONS AT THAT

POINT IF THERE ARE ANY. >> I HAVE ONE.

[01:35:05]

>> HE REFERRED TO A TERM ABOUT THE 10TH GRADE BALANCE ASSESSMENT. I HAVE A FEW QUESTIONS AROUND THAT IS THAT A PASSING GRADE IN THAT EXAMINATION REQUIREMENT FOR

GRADUATION. >> THERE ARE MULTIPLE.

>> , BECAUSE OFTEN THE CASE. >> THERE HAS ALWAYS BEEN, STUDENTS CAN ALWAYS TAKE IT AGAIN IF YOU DIDN'T PASS IN 10TH GRADE, TRY TO REMEMBER THE SPECIFIC IN THE BIG FOUR TIMES YOU WOULD TAKE IT AGAIN IN THE FALL OF YOUR JUNIOR ENTER JUNIOR YEAR AND YOU COULD TAKE IT AGAIN IN THE SPRING IF HE DIDN'T TAKE IT AGAIN YET MULTIPLE OPPORTUNITIES TO TAKE IT. HE ALSO MULTIPLE WAYS TO DEMONSTRATE ESPECIALLY RIGHT NOW, FOR THE CLASS, THIS YEAR STILL THERE ARE MULTIPLE WAYS YOU CAN GET GRADUATION INCLUDE THAT DO NOT INCLUDE PASSING THIS TEST.

>> OKAY, FOR EXAMPLE 2018 - 2019 WERE THERE MULTIPLE PATHWAYS THEN? WHAT I HEARD WAS WE ARE A TRINITY ONE OF THE REASONS, THOSE WERE THE WORDS OF THE MEMO. ARE WE ACHIEVING ONE OF THE REASONS FOR THE DECLINE OF STUDENTS PASSING THE ASSESSMENT TO AN INCREASING NUMBER OF STUDENTS EITHER ELECTING OR NOT

BEING ABLE? >> TIM KRIEGER HAS THIS INFORMATION WERE AT HIS FINGERTIPS BACK AT MY NOTES BUT I BELIEVE THE CALCULATION IF YOU PULLED OUT THE STUDENTS, ALL SAY REFUSAL TO COULD EVEN ABSENCES THAT THE ALL RATE WOULD'VE BEEN

AN 89%. >> OKAY.

>> HISTORICALLY I THINK WE PROBABLY BEEN IN THE 2 - 3% REFUSAL SO THAT'S ONE WILL HAVE TO LOOK AT TO UNDERSTAND WHAT THE IMPACT IS NOW AS WE LOOK AT THE NEXT YEAR.

>> OKAY. >> FOR MANY YEARS IS BEEN MULTIPLE WAYS TO ACCOMPLISH YOUR ENGLISH LANGUAGE ARTS OR MATHEMATICS GRADUATION REQUIREMENT.

THE PRIMARY WAY FOR MANY YEARS WAS THE PASTOR STATE ASSESSMENT AND THEN THERE WERE SOME ALTERNATIVES TO THAT.

NOW WE HAVE EIGHT OR NINE DIFFERENT GRADUATION PATHWAYS WHICH PASSING THE STATE ASSESSMENT IS ONE OF THOSE

PATHWAY OPTIONS. >> GREAT.

>> EVEN IF A STUDENT HAS MET THE GRADUATION PATHWAY REQUIREMENT WE STILL SEE THEM FOR THE EXAM. WE DON'T AUTHORS COULD BE GREATER REFUSAL GOING INTO THE FUTURE BECAUSE IS NO LONGER GRADUATION REQUIREMENT BUT FOR BENCHMARKING A DISTRICT EVALUATION THAT WE CONTINUE TO HAVE THE MAJORITY OF THE

STUDENTS TEST. >> YOU WILL SEE AN 11TH GRADE SCIENCE WE HISTORICALLY HAVE SEEN VERY LOW PARTICIPATION.

>> ALL OF THAT IS GREAT. I THINK IT'S GREAT WE ARE MULTIPLE PATHWAYS. IT'S FINE OUR STUDENTS ARE FINDING OTHER WAYS TO MEET THE REQUIREMENT FOR GRADUATION AND PASSING. FOR PURPOSES OF THIS REPORT AND TRIED TO IMPACT THE DATA WILL RETURN TO DETERMINE IS THIS DROP A FUNCTION OF MORE STUDENTS NOT TAKE AN EXAM NOT TO GET SUSIE AND NOT BEEN ABLE TO TAKE THE EXAM OR IS IT A FUNCTION OF SOMETHING ELSE? I'M STRUGGLING TO HOW TO UNPACK

THOSE. >> I DON'T KNOW ENOUGH ABOUT DATA SCIENCE TO IMPACT. I DO APPRECIATE CERTAINLY PART I SUSPECT PART OF THE JOB THOSE FACTORS BUT WHAT IS AND WHAT ISN'T. PREVIOUS MORE WORRISOME IF IS NOT A FUNCTION OF STUDENTS FINDING OTHER WAYS MEETING THE

REQUIREMENT. >> IF HE COULD GO TO THE SLIDE BEFORE THIS ONE, IF YOU LOOK AT GRADE 10 IT FEELS LIKE WERE UP

[01:40:03]

THAT'S THE PIECE OF THE CHALLENGE THAT I FIND WITH THE DATA PRESENTED IN THE TABLES BECAUSE KOBE CREATED AN ODD EXPERIENCE IN SOME WAYS AND WHAT IS MISSING HERE IS ALL THE SUBGROUPS BEING BROKEN OUT IN A SIMILAR FASHION SO WE CAN SEE ARE THERE CERTAIN STUDENTS WHO PERHAPS DID NOT MAKE THAT JUMP AND IS THAT A GROUP WE SHOULD BE TARGETING? SOPHIA LOOK AT LOW-INCOME ENTER BREAKOUT LOW-INCOME STUDENTS IN GRADE 10 HOW DOES THE TRENDLINE LOOK.

THAT INFORMATION IS NOT HERE TO GIVE ME THAT IDEA.

I DO THINK THE ANNUAL TREND CHALLENGE HAS TO BE OVER THE TIME FRAMES BECAUSE COVID DID SUCH AN INTERESTING BOOK TO

THINGS AS WE MOVE FORWARD. >> AND I SAY ONE MORE THING, WHAT YOU SAID AS MUCH FOR INCISIVE BUT TRY TO REPHRASE WHAT I WANT TO SAY. DOCTORS COULD GO BACK TO THE SLIDE THAT SHOWS THE TRENDLINE. WHAT I HAVE A HARD TIME UNPACKING OR ARE WE BACK THIS IS SIMPLY A FUNCTION OF MORE STUDENTS NOW NOT TAKEN EXAM SERIOUSLY THAN THERE WERE IN 2018 - 2019 WERE OUR STUDENTS AND THEIR PERFORMANCE IN FACT ON PAR WHAT WERE LOOKING FOR IS A PERFORMANCE WITH THIS.

>> I THINK THE QUESTION MIGHT LAY A DEEPER DIVE CONCEPT INTO

WHAT THIS MEANS. >> IS THAT BY REFUSAL?

>> I APPRECIATE SOMETHING ELSE DOCTOR HOME AND ADDED IS NOT TO STUDENTS NOT TAKING, IF THEY DON'T NEEDED TO GRADUATE MAYBE

THEY ARE DOODLING. >> DIRECTOR TROY.

>> IF IT IS A BYPRODUCT OF MULTIPLE GRADUATION PATHWAYS AND STUDENTS ARE ELECTING ALTERNATIVE PATHWAYS, THEN IS THERE A WAY FOR US TO GET THE SAME INFORMATION BUT PERHAPS IS NO LONGER SBA TO ANSWER THAT QUESTION?

>> MY THOUGHT IN ONE WHEN WE LOOK OVERALL.

>> TO BE HONEST I DON'T BELIEVE. INCREASE IN 6% OF STUDENTS NOT TAKING IT IS DUE TO GRADUATION REQUIREMENTS PRIMARILY BECAUSE IF YOU'RE IN 10TH GRADE YOU'VE ONLY HAD A YEAR AND SEVEN OR EIGHT MONTHS OF SCHOOL TO ATTEND GRADUATION REQUIREMENTS.

YOU REALLY HAVEN'T HAD THE OPPORTUNITY, THE MAJORITY OF STUDENTS HAVE HAD THE OPPORTUNITY TO MEET ONE OF THE OTHER PATHWAY OPTIONS AT THIS POINT.

SO HERE THE BOARD ASKING FOR ADDITIONAL UNPACKING OF THESE DATA. I THINK THERE IS A COUPLE OF DIFFERENT WAYS THAT WE CAN PROVIDE TO THE SPECIFIC AREA.

ONE IS TO PROVIDE THE DATA FOR STUDENTS WHO ACTUALLY SAT FOR THE TEST, WHAT WERE THE OUTCOMES? THAT IS ACTUALLY EVALUATING THE STUDENTS WHO PARTICIPATED.

BECAUSE WE DID HAVE A LARGER REFUSAL.

ANOTHER THING OF THOSE WHO REFUSE COMING IN WITH A GRADUATION REQUIREMENT ALREADY PRODUCED A COUPLE OF DIFFERENT ELEMENTS IN THE DATA THAT WE CAN PROVIDE.

>> OR HAD DIRECTOR LIBERTY. >> MY INTEREST IS WHAT I WANT TO KNOW. THERE IS A DROP AND I THINK IT WAS DUE TO COVID. OUR RECOVERING HOW WOULD RECOVER? WHAT YOU ARE OFFERING TO PROVIDE GOING BACK FOUR YEARS AS WELL. I WANT TO BE ABLE TO COMPARE THE HISTORICAL TREND. I WOULD BE ABLE TO KNOW OUR STUDENT PERFORMANCE DOWN 7% SINCE 2019.

>> DIRECTOR STUART. >> I JUST WANT TO ECHO GENERALLY FROM AN OVERALL STUDENT PERCEPTION STANDPOINT, IT'S BASICALLY TAKE THE ASSESSMENT TAKEN SERIOUSLY AND YOU DON'T HAVE TO WORRY ABOUT GRADUATING ANY OTHER WAY.

[01:45:02]

FINDING WHICH IS EASIEST FOR THEM BECAUSE THE EASIEST IS THE STATE ASSESSMENT FREEDOM ABSOLUTELY NOT SAYING IT DOESN'T WARRANT A DEEPER DIVE BUT I AM SAYING FROM AN OVERALL STUDENT PERCEPTION STANDPOINT IS BASICALLY TAKING STATE ASSESSMENT RELATIVELY SERIOUSLY AND NEVER HAVING TO WORRY ABOUT

IT AGAIN. >> THANK YOU.

>> DIRECTOR STUART. >> MY ONLY CONCERN OF A LONGER TRENDLINE AS WE GO FROM THREE TIMES AS MANY, FOUR TIMES AS MANY WE START HAVING A PROBLEM. ALL OF A SUDDEN WE COULD OCCUR EARLIER. I DON'T KNOW IF IT'S A MATTER OF INCENTIVIZING MAKING IT WORTHWHILE AND GRADUATE BUT IF THERE IS A WAY TO INCENTIVIZE IDEA OF TAKING THE TEST MORE SO THAN IT ALREADY IS I DON'T KNOW IF THERE IS.

HOW DOES OR TRIPLING COMPARED TO OTHER DISTRICTS? IS THIS BEING SEEN THROUGHOUT THE STATE, IS IT JUST US?

>> I DON'T HAVE THE INFORMATION I KNOW A LARGE CHUNK OF OUR STUDENTS IT DID NOT TAKE THE ASSESSMENT AND ONLINE EDUCATION AT THE TIME. AND IT WAS CONTRIBUTED TO TAKE THE ASSESSMENT. THAT IS SOMETHING WE CAN UNPACK MORE TO UNDERSTAND WHO WASN'T TAKING ASSESSMENT AND REALLY

WHERE ARE THEY NOW. >> GRADE THREE, NO GRADE TO USING FAST BRIDGE SHOWS ONE FOR THE FIRST STUDENTS NOT REACHING STANDARDS AT THAT POINT RECOGNIZING LITERACY AND THE PUBLIC, REGARDING THIS EVENING AND NOTICED DYSLEXIA AND THE IMPACT THAT WE HAVE IT WOULD GROUP BE GREAT FOR THAT TO TRULY UNDERSTAND IF I WERE TO CHOOSE A TARGET AREA AS I THINK ABOUT THIS AND WHERE WE GET TO THE HOPE IS WE HAVE ALL STUDENT 95% AND WE TYPICALLY HAVE ABOUT 85% AND WERE NOT QUITE THERE YET.

WHO IS IT THAT NEEDS TO GET TARGETED IN THE AREA AND APPRECIATE THE TOPICS ARE THAT IS PROVIDED AND THAT'S A QUESTION. IS THERE MORE THAT WE NEED TO BE TARGETING HERE TO MAKE SURE WE CAPTURE THE STUDENTS? I'M NOT SURE THERE'S A CLEAR PICTURE OF WHO THE STUDENTS ARE.

>> WE COULD DEFINITELY BRING MORE DATA THAN WE LOOK AT THE RESPONSE THAT IS REALLY WHERE WERE PUTTING IN ENERGY THINK OF THE K2 STUDENTS IN THINKING ABOUT HOW WE SUPPORT THEM SPECIFICALLY AND THAT'S IN LINE WITH THE WORKAROUND THE DYSLEXIA LEGISLATION IN THE WORK WITH ALL BUILDING LEADERS TO THINK ABOUT HOW THEY'RE SUPPORTING THE TEACHERS WORKING WITH OTHER STUDENTS. HERE THE REQUEST FOR MORE SPECIFIC DATA ABOUT WHO THE LENDERS WERE TALKING ABOUT.

>> THE OTHER PIECE, I BELIEVE FAST BRIDGE IF YOU REMEMBER

QUICKLY REDOING EVERY GRADE. >> THE POSSIBILITY FOR THE COHORT DATA TO FOLLOW TO SEE AS THE KIDS ARE WITH US ARE WE MOVING THEM UP AND IMPROVING ALONG THE WAY? AS WE TRY TO THINK ABOUT REASONABLE PROGRESS ARE WE SEEING MO UNDER MOVEMENT OF GROWTH IN THOSE AREAS? I THINK THAT THE OTHER PIECE I WOULD ASK IN THIS PIECE TO GIVE IT A LONGEVITY TO IT. I APOLOGIZE DOCTOR HOME AND TO

YOU. >> THAT'S WHAT WERE EXCITED ABOUT WITH THE FAST BRIDGE DATA THE FIRST TO BE IMPLEMENT IT WAS A COVID YEAR EVER AND PREVENTING REMOTELY IN TRAINING TEACHERS AND WERE PILOTING IN 2020 AND IMPLEMENT IN 2021 THAT SHE WAS A FIRST YEAR THAT WE WERE GIVING THE ASSESSMENT WITH MORE FIDELITY IN A TIMEFRAME THAT WAS CHAOTIC AND NOT SURE WE SOLIDIFIED IT IN THE SURE USING IT BUT WERE ABLE TO BUILD THE COHORT KNOWLEDGE AND UNDERSTANDING OF THE STUDENTS.

>> THAT WOULD BE GREAT TO START TO SEE THE COMPONENT.

>> HE OTHER QUESTIONS FOR THE LITERACY AND LANGUAGE?

>> DIRECTOR LIBERTY. >> PARTY TONIGHT IS TO ASK

[01:50:07]

TRY TO BE ORDERLY. >> WHAT WOULD BE EASIER?

>> I WAS THINKING SUBJECT BY SUBJECT BUT PERHAPS IT WOULD GET

REDUNDANT OVER TIME. >> MY VOTE WOULD HAVE THE

PRESENTATION. >> TO YOUR POINT DIRECTOR LIBERTY WE WILL HAVE SOME REPETITION OF CONVERSATION BECAUSE WE ARE SEEING SIMILAR THINGS ACROSS CONTENT AREAS TRADE WHEN WE LOOK AT MATH WE SEE AGAIN EVEN MORE DRAMATICALLY THAT WE HAD WORK TO DO BEFORE COVID WITH ALL STUDENTS AND MOST OTHER DISTRICTS WERE SIGNIFICANTLY IMPACTED AND IN THE STUDENT ACHIEVEMENT IN MATH EVEN MORE IN NURSING.

AS A WHOLE THEORY BUT THE REALITY WILL MORE WORK TO DO AND THINK ABOUT THE OVERALL LOOK AT THE TRENDLINE YOU CAN SEE WE MADE POSITIVE GROWTH SINCE WE HIT ASHER BUT THERE ARE SIGNIFICANT NEEDS THAT WE NEED TO ADDRESS AND YOU CAN CLEARLY SEE THAT WHEN WE LOOK AT THE SMARTER BALANCE DATA.

WERE LOOKING AT THE LEARNERS THAT ARE IN NEED OF MOST SUPPORT IN THE FOCUS OF MORE WORK. AS OF LITERACY WERE DEDICATING SIGNIFICANT RESOURCES. THINKING ABOUT WHEN WE LOOK AT SMARTER BALANCE WE COULD LOOK AT THE TRENDLINE AS A POSITIVE THINGS HAPPENING IN ACTUAL DATA INTAKE FROM BENCHMARKING WE ARE IN ONE TO TWO OVERTIME BUT OUR STUDENTS HAVE SIGNIFICANT NEEDS WE NEED TO ADDRESS. WHEN WE LOOK AT OUR STUDENTS IN A LOCAL DATA AGAIN THAT IS MORE POSITIVE THAN SMARTER BALANCE AND WE CAN MAKE WE FOCUSED ON MATH AND INSTRUCTION OVER THE PAST TWO YEARS ESPECIALLY MIDDLE AND HIGH SCHOOL SEPARATE FROM K5 CURRICULUM HAS BEEN AN INTENSE FOCUS AS WELL.

THE PAST YEAR IT WAS HER FIRST YEAR WITH MATHEMATICS SUPPORTING THE STORY IT WAS THE FIRST SHE WITH A VERY DIFFERENT CURRICULUM AND THEIR STAPLE CLEANABLE MENTATION PRUDENT TO GET ABOUT THE DIFFERENT FACTORS WE ARE ASKING THEM TO USE NEW CURRICULUM AND POWERFUL AND SUSTAINING PRACTICES IN TERRIFIC THERE ARE STUDENTS AND COMPLEX AND DIFFICULT, IT TOOK SOME TIME TO BEGIN TO WRAP OUR HEADS AROUND THAT'S WHY IT'S BEEN A CONTINUED FOCUS THIS YEAR AS WELL.

>> WE LOOK AT OUR STUDENTS IN TERMS OF OUR LOCAL DATA STUDENTS EARNING FULL MATH CREDIT WITH A GRADE OF C OR HIGHER MOST CONTINUE TO GO UP. WHAT ARE THE THINGS TO RECO RECOGNIZE, ONE OF THE THINGS WITH COVID IN EVERY DISTRICT ACROSS THE NATION. I'LL USE THE WORD UNCOVERED LESS ON THE RIGHT WORDING MADE VERY, VERY VISIBLE LEARNING DISPARITIES IN HER STUDENTS WHO STRUGGLED MOST WITH LEARNING BEFORE COVID STRUGGLE EVEN MORE. TO YOUR POINT DIRECTOR LIBERTY THINKING ABOUT WE KNOW THAT OUR STUDENTS WORKING IN DATA FOR THE PAST COUPLE OF YEARS ARE STUDENTS WHO STRUGGLE WITH LEARNING TOOK A BIGGER HIT. HER HISPANIC KIDS TOOK A BIGGER HIT IN THEIR MATH SCORES. THESE ARE THINGS WE REALLY THINK ABOUT IN TERMS OF OUR STUDENTS AND TEACHERS.

WITH K5 WE ARE FOCUSING IN ON MATHEMATICS WITH A FOCUS ON HOW ALL STUDENTS CAN ACCESS IT. WE PROVIDED LEARNING TO ALL OF THEIR K5 TEACHERS THROUGHOUT THE YEAR AND IT'S BEEN THE FOCUS OF OUR PROFESSIONAL WITH HER TEACHERS.

WE PROVIDED MANY RESOURCES FOR PRINCIPALS WHERE THEY CAN LOOK AT WHAT THEIR NEEDS ARE OVER STUDENT DATA TO PICK AND CHOOSE FROM MULTIPLE DIFFERENT LEARNING RESOURCES WITH HER STAFF.

WE HAVE MERGED INTO MULTIPLE LEARNING COHORTS OF TEACHERS THAT ARE ENGAGING IN PRACTICES THAT WE CAN BUILD EXPERTISE IN THE BUILDING, WE ARE USING THE DATA PROTOCOL LISTED INTERVENTION TEAM AT ELEMENTARY FROM K5 TEAM.

>> SECOND OR THAT'S BEEN A SIGNIFICANT NEED AS WELL WE HAVE COHORTS THAT ARE AGAIN FOCUSED ON THE PRACTICES AND EQUITABLE OUTCOME FOR ALL STUDENTS THAT HAVE BEEN REALLY POPULAR AND WELL RECEIVED. WE ARE CURRENTLY MADE IMPLEMENTATION OF EQUITABLE SCHOOL PATHWAYS AND THROUGH THE

[01:55:03]

RESOURCES. >> I JUST HAVE A CLARIFYING QUESTION. MIDDLE SCHOOL PATHWAYS, WHAT DOES IT MEAN IT EQUITABLE MIDDLE SCHOOL PATHWAY.

>> THIS IS A PROJECT WE DONE SOME UPDATING OVER THE PAST SEVERAL YEARS, OUR TYPICAL, TRYING TO PULL OUT THE RIGHT WORDS, OVER FOR MANY, MANY YEARS MOST OF HER STUDENTS TWO THIRDS OF HER STUDENTS ACCESS ALGEBRA BUT IT GRADE AND ONE THIRD DID NOT. THE THIRD IN A WAY THE STUDENTS ACCESS ALGEBRA BEFORE COVID WAS THROUGH REPLACEMENT TEST AND SMARTER BALANCE SCORES AND GRADES.

IN COVID THE SCHOOLS ARE TYPICALLY STATED STUDENTS WE RECOMMEND A PATHWAY FOR YOU IF YOU WANT TO TAKE ALGEBRA AS A SEVENTH GRADER OR EIGHTH GRADER. DURING COVID WE RECOGNIZE THAT WAS SOMETHING WE REALLY NEEDED TO HAVE WORKED IN TUMOR EQUITABLE PRACTICES AND ENGAGE PARENTS SO WE GAVE THEM AN OPTION TO UNDERSTAND WHAT THE MATH LOOK LIKE.

WHAT WE WOULD LICENSE THE HUD TWO THIRDS OF OUR STUDENTS ACCESSING ALGEBRA BY THIRD GRADE AND THE STUDENTS WHO WERE IN EIGHTH GRADE MATH AND DID NOT ACCESS UNTIL NINTH GRADE WERE VERY DISPROPORTIONATE OF THE STUDENTS IN POVERTY, STUDENTS OF COLOR IN STUDENTS WITH DIABETES. BASED ON RESEARCH INSIGNIFICANT AMOUNT OF COLLABORATION OF HER TEACHERS WE HAVE NOW PUT IN PLACE A REDESIGN SIX GRADE MATH AND SEVENTH GRADE MATH THAT NOW LEADS SEVENTH GRADE MATH, SIX GRADE MATH AND ALGEBRA WITHOUT HAVING TO JUMP PRE-ALGEBRA AND WITHOUT HAVING TO TAKE AN ASSESSMENT TO GET INTO IT WE HAVE IT SET UP AS A PATHWAY THE NEXT YEAR ALL SIX FIGURES WILL TAKE THIS COURSE THERE WERE CALLING SIX PLUS AND TO INDICATE SOMETHING DIFFERENT IS HAPPENING FOR FAMILY CENTERED TEACHERS BUT ALL OF HER STUDENTS IN FIFTH GRADE THIS YEAR WILL TAKE SIX GRADE MATH AND IT'S NOT EXACTLY COMPRESSED WITH WHAT WE'VE DONE ELIMINATE REDUNDANCY AND WORK WITH HER TEACHERS AROUND INSTRUCTIONAL PRACTICES THAT ALLOW STUDENTS TO ACCESS THE CONCEPTUAL PIECES IN THE FLUENCY PIECES SO THEY CAN MOVE FORWARD, IT'S A RELATIVELY CHECKABLE UNDER TYPICAL PATHWAY FOR MANY DISTRICTS AROUND US AND WERE REALLY EXCITED. IN TERMS OF THINKING ABOUT OUR TWO WHAT IT DOES IS GIVE ALL OF OUR STUDENTS ACCESS TO COMPLEX THINKING IN MATH WITH MULTIPLE ACCESS POINTS IN INSTRUCTIONAL PRACTICES THAT SUPPORT THEIR LEARNING.

IT'S SOMETHING WE THINK WILL MAKE A DIFFERENCE WITH OUR TWO

REPORTS. >> DIRECTOR STUART.

>> VERY QUICKLY AM SORRY TO ASK GRADE THE LIST OF THE VARIOUS AREAS TO POINT TO THE LIST OF THE VARIOUS TOPIC AREAS.

>> BACK FURTHER. >> I'M LOOKING AT THE READING COMPREHENSION. THERE YOU GO.

>> AND TRIED TO FIGURE WHAT MEASUREMENT WE HAVE FOR THE LOWER VERBAL PRETESTING THEM IS TOUGH.

THE MORE AAC THEY MIGHT USE IT MIGHT BE EASIER TO TEST BUT NOT BEEN ABLE TO TEST THEM DOESN'T ALLOW IT TO GROW PRODUCE THAT CRITICISM AND JUST TRY TO FIGURE WHAT WERE DOING TO TEST IT.

>> I CAN BRING MORE INFORMATION BACK ABOUT THAT, THIS IS SOMETHING I PREPARED FOR OUR TWO BUT THERE ARE MULTIPLE WAYS THAT STUDENTS ARE ASSESSED WHEN THEY HAVE IN IN CERTAIN SPECIAL EDUCATION. THINK ABOUT THE MEASURES WERE FOCUSED ON SMARTER BALANCE BUT WITH THE STUDENTS THAT YOU ARE TALKING ABOUT WE ARE MULTIPLE WAYS THAT WE ASSESS IN USING TECHNOLOGY IN ASSISTIVE COMMUNICATION SUPPORT PRETTY DEPENDS ON THE NEEDS OF THE STUDENT THAT WE HAVE A WIDE

RANGE OF TOOLS WE CAN USE. >> I ALSO DO STUDENT IN THOSE

CATEGORIES SO THAT'S WHY ASKED. >> THE OPTIONS.

[02:00:01]

>> ALL STUDENTS ARE SCHEDULED TO TAKE HER STANDARDIZED ASSESSMENT INTO THE IEP PROCESS I WAS DIGGING IN HERE TO MAKE SURE THEY CALL IT THE ALTERNATIVE ASSESSMENT SO THERE ARE SOME STUDENTS ARE QUALIFIED TO TAKE THAT AS A STANDARDIZED ASSESSMENT. IT IS BASED ON THE GRADE LEVEL STANDARDS BUT TEACHERS ACTUALLY ACCURATELY QUESTION PREVIOUS INVOLVED PROCESS TO DEVELOP BECAUSE IT'S ACTUALLY IN RELATION TO THE STUDENT AS OPPOSED TO JUST TAKING ANY UNIVERSAL ACCOMMODATIVE ASSESSMENT HANDED INTO A STUDENT. THAT IS ONE OF THE WAYS.

I KNOW OUR SCHOOLS WHEN HE BECOMES TESTING SEASON, THE NUMBER OF ONE-ON-ONE TESTING PROTOCOLS THAT WE HAVE IN PLACE, STUDENTS HAVING A ONE-ON-ONE PROCTOR FOR THEIR EXAM.

I KNOW ARE HIGH SCHOOLS ON ANY GIVEN TESTING DAY THEY ARE USING EVERY LAST CORNER OF THE SCHOOL FOR STUDENTS TO BE ABLE TO RECEIVE THEIR ACCOMMODATIVE ASSESSMENT.

WE CAN FOLLOW UP WITH ADDITIONAL INFORMATION THERE'S QUITE A BIT OF AN EFFORT THAT GOES INTO ENSURING 504 ACCOMMODATIONS WITH ACCOMMODATIONS ON THEIR IEP ARE ALIGNED WITH THE VISITS SMARTER BALANCE OR PAST THE SCIENCE ASSESSMENT OR I BELIEVE THAT'S A

ONE-ON-ONE ASSESSMENT. >> I DO QUESTION TWO.

IT SEEMED LIKE THE MORE INV INVOLVED.

I'M NOT SURE HOW WELL WERE GETTING TO THE TESTING.

MAYBE IT INVOLVES THE LAST FIVE YEARS UNMASKING A HISTORICAL QUESTION. WITHIN AAC DEVICE AND NO STAFF

IS TRAINED ON IT. >> THAT MADE IT DIFFICULT TO TEST. IF THERE'S AN UPDATE.

THANKS. >> NUCLEAR FIBER QUICKLY ANY STUDENT WHO DID THE ASSESSMENT TO AIM OR THE ALTERNATIVE THEY ARE INCLUDED IN THE STATE AS WELL.

>> ANY STUDENT THAT RECEIVES ACCOMMODATION FOR THE SBA OR WPS THEY ARE INCLUDED IN THIS. WE WILL FOLLOW-UP TO MAKE SURE I WANT TO MAKE SURE ANSWERING YOUR QUESTION ACCURATELY.

>> OKAY, THANK YOU. SEEING NO OTHER QUESTIONS, THANK

YOU FORT GOUL AND AYE INDULGED . >> I'M ABOUT TO MOVE ON ON SCIENCE COMEDY OF THE QUESTIONS ABOUT THAT.

>> FOR SCIENCE AGAIN THIS IS ONE THAT WERE LOOKING AT W CAST.

WE SAW A DIP OVER COVID AND ESPECIALLY IN THE 11TH GRADE WERE STUDENTS ARE NOT REQUIRED TO TAKE THE FOR GRADUATION.

WE'VE BEEN THINKING MORE ABOUT HOW OUR STUDENTS MEET STATE STANDARDS, WILL BE THE CADET AND BENCHMARKING IT IS POSITIVE IN TERMS OF HOW WE COMPARE TO OTHER DISTRICTS.

WE DEFINITELY HAD SOME CHALLENGES AT THE ELEMENTARY LEVEL. CHALLENGES AND STRENGTHS AND SCIENCE OVER THE PAST TWO YEARS WITH REMOTE LEARNING AND REGULAR ACCESS TO SCIENCE LESSONS BECAUSE IS WAS WRITTEN TO PUSH OUT. THAT WAS SOMETHING WHERE THEY HAD DAILY IF THEY WANTED ACCESS TO SCIENCE BUT THE INSTRUCTIONAL PIECE WAS UNKNOWN. AS WE COLLECTED THIS YEAR AND AFTER THEY GET ABOUT OUR ACHIEVEMENT SCIENCE.

AGAIN WHEN WE THINK ABOUT OUR STUDENTS ARE DOING FOR LOCAL MEASURES WERE LOOKING AT HER STUDENTS GETTING FULL SCIENCE CREDIT WITH THE GRADE SUPER HIGHER PRODUCING POSITIVE THINGS IN TERMS OF GROWTH. WE SEE THAT WE HAVE ADDITIONAL AREAS TO FOCUS ON THE RESPONSE HAS BEEN TO GET ABOUT MK FIVE AMPLIFYING K5 PAID WE STARTED AMPLIFYING IN THE 1920S SCHOOL YEAR END HAD PROFESSIONAL LEARNING AND EVERYTHING PLAN FOR THAT YEAR AND THAT GOT CUT SHORT, WE HAD A DIFFERENT PATH FOR K5 SCIENCE WHILE WE WERE REMOTE.

THIS TIME WE ARE FINALLY BACK INTO CONSISTENT ELEMENTARY SCIENCE INSTRUCTIONAL RESOURCES. WE ARE FOCUSING ON PROFESSIONAL LEARNING BECAUSE WE DON'T TEACHERS LEARN ACCESS TO LEARNING REFRESH. AT THE MIDDLE SCHOOL LEVEL, AS ISSUED ON SATURDAY WE ARE PILOTING IMPLEMENT A TERRIFIC

[02:05:04]

THAT HAS BEEN REALLY EXCITING TO THINK ABOUT HIGHLY EFFECTIVE PRACTICES IN HIGH PRACTICES AROUND SCIENCE.

AND WITH THE SCIENCE TEACHERS WE REALLY BEEN FOCUSED ON CONTINUING TRAINING IN THE UNIVERSAL DESIGN FOR LEARNING AND THE SECOND FROM THE BOTTOM OF BULLET LEARNING AND DEVELOPING GUIDANCE OF THE ASSESSMENT IS A REALLY EXCITING AND SPECIFICALLY CALL OUT SOME OF THE TEACHERS AT LAKE WASHINGTON HIGH SCHOOL. WHAT I WOULD'VE RECOGNIZED ABOUT THEM, OUR SCIENCE TEACHERS AND MANY OTHER CONTENT AREAS BUT IT'S BEEN WONDERFUL AND SCIENCE PROVIDE PROFESSIONAL LEARNING FOR EACH OTHER IN REALLY SPECIFICALLY WITH SCIENCE FOR ALL LEVELS OF LEARNING AND LEARNING FOCUSING ON STANDARDS AND THE NEXGEN SCIENCE DOES A POWERFUL LEARNING.

THAT'S ALSO BEEN FOCUSING ON EXPANDING INCLUSIONARY PRACTICES

OF THE SCHOOL LEVEL. >> ANY QUESTIONS OR THOUGHTS ON

SCIENCE? >> I MIGHT BEING SAFE TO THE

ANSWER, GO AHEAD. >> FOR SOCIAL STUDIES ACTUALLY HEARD MUCH OF THE WORK THEY WERE DOING HIS SOCIAL STUDIES AS IS COMING UP. OUR STUDENTS IN THE TRENDLINE THERE SEEM PRETTY STATIC WHEN ANYTHING ABOUT SOCIAL STUDIES AND WE LOOK AT THE SPECIFICS STUDENTS EARNING ONE POINT OF SOCIAL SERVICE BY GRADE 10 THAT IS A LOCAL NUMBER THE OVERALL HAS BEEN GOING IN A POSITIVE DIRECTION AND AGAIN, WE THINK ABOUT OUR STUDENTS, OR HISPANIC STUDENTS OR OUR STUDENTS IN DIFFERENT GROUPS OF STUDENTS THAT WE WANT TO MAKE SURE THE LEARNING HAS MULTIPLE ACCESS POINTS INVOLVED IN IMPORTANT TO THEM WHEN WE LOOK AT A GREAT OR CIVICS WE ARE REALLY EXCITED TO HAVE HER NEW RESOURCES COME INTO PLAY.

AGAIN THAT WAS ONE OF THE DATA PIECES THAT WE LOOK TO EARLY IN THE ADOPTION WAS THE GRADES THAT ARE STUDENTS RECEIVE AND WE BROKEN OUT BY RACE. AND USE THAT AS SOMETHING AS WE LOOKED AT AS A WAY TO IDENTIFY THAT WE HAD ISSUES WITH OUR STUDENTS OF COLOR AND ARE STUDENTS OF POVERTY WERE MUCH WORK TYPICALLY GETTING C'S OR D'S OR F'S AND SOME OF THE GRADES SO THAT SOMETHING WE THOUGHT ABOUT WHAT WOULD BE ENGAGING, ACCESS AND STUDENTS CAN SEE THEMSELVES IN THE IMPLEMENTATION. TONIGHT WE WERE ABLE TO FORMALIZE A SECONDARY SOCIAL STUDIES ADOPTION.

RESTARTING A K5 SOCIAL STUDIES ADOPTION.

WE ARE LEARNING THAT THAT'S CAN BE REALLY POWERFUL WHAT YOU LEARN TODAY TO BAHA'I SCHOOL MIDDLE SCHOOL SOMETHING OR BRING INTO THE NETWORK AS WELL THINK OF OUR STUDENTS ENGAGE IN SOCIAL STUDIES. WE ALSO HAVE THE SAME LEARNING OF HIGH-QUALITY INSTRUCTIONAL PRACTICES OF RESOURCES, SOCIAL STUDIES THAT THE CONTENT AREA THAT WE'VE REALLY BEEN ABLE TO PARTNER PROVIDE RESOURCES ALONG THE WAY.

WERE EXCITED TO BE A MORE HOLISTIC.

SO THAT'S WHAT WE THINK ABOUT FOR SOCIAL STUDIES.

>> ARE RIGHT FOR COMPUTER SCIENCE INFORMATION AND COMMUNICATION TECHNOLOGY THIS IS INTERESTING AS FAR AS HARDWARE MEASURING AT. WE MEASURE OUR STUDENTS GET A GRADE THREE OR HIGHER ARE COMMUNICATION TECHNOLOGY WE REALLY POSITIVE RESULTS AS WE ARE THINKING ABOUT GETTING A GRADE OF THREE OR HIGHER INFORMATION TECHNOLOGY.

THIS IS AN AREA THAT WE ARE EXCITED TO EXPAND AND HOW WE DEFINE THE WORK AND HOW WE THINK ABOUT IT.

THINK ABOUT THE STRAIN ON THE ELEMENTARY REPORT CARD IS IMPORTANT AND WE KNOW THAT WE WANT TO INCREASE ACCESS TO COMPUTER SCIENCE FOR OUR STUDENTS THAT IS SOMETHING THAT WE WERE ABLE TO GREATLY EXPAND. ANY SILVERLINING ONE OF THE THINGS HAPPENING COVID JUST LIKE OUR SCIENCE CLASSES WITH EVERY STUDENT, EVERY TEACHER HAD ACCESS TO COMPUTER SCIENCE RESOURCES. AS WE CAME BACK LAST YEAR WE REALLY CAPITALIZED ON THAT. WE HAD OUR SPECIALIST PROVIDING PROFESSIONAL LEARNING SO WE HAD A SYNCHRONOUS LEARNING FOR TEACHERS AND BEING ABLE TO RUN SESSIONS OR ELEMENTARY SCHOOLS.

IN REALLY EXCITING EXAMPLE OF EXPANDING COMPUTER SCIENCE AND CODING OUR PRESCHOOL TEACHERS WERE TRAINED USING BLUE BOX SO WE WERE WITH ALL THE PRESCHOOL TEACHERS AND IT WAS A WONDERFUL LEARNING EXPERIENCE, THE TEACHERS WERE REALLY EXCITED ABOUT IT. WE ARE EXPANDING ON WE HAD

[02:10:01]

>> FOR ARTS WE ARE AGAIN THINK ABOUT THE INDICATOR FOR STUDENTS IN GRADE 10 EARNING ONE POINT OF CREDIT AND GRADE C OR HIGHER THEY HAVE OPPORTUNITIES, WE HAVE A PRETTY HIGH PERCENTAGE OF HER STUDENTS DOING A. THEY CONTINUE TO TAKE ARCH AFTER THAT. THIS IS ONE BUT WERE NOT TWISTING THEIR ARMS AND THEY STILL HAVE TIME TO COMPLETE THIS BEFORE THEY GRADUATE BUT WE'RE STILL SEEING HIGH LEVELS OF STUDENTS ACHIEVING WITH THIS INDICATOR.

WE HAVE AREAS WHERE WE NEED TO THINK ABOUT WHY ARE SOME OF THE STUDENTS NOT ACCESSING WITH MEETING INDICATOR BY GRADE 10 THIS YEAR HIGHER AND HOW CAN WE SUPPORT THAT.

SOME OF THE WAYS WE DO NOT THINK ABOUT HOW WE INCREASE CHOICE AND ACCESS AND RELEVANCE FOR STUDENTS.

SCHOOLS THIS WORK IS PRIMARILY HAPPENING IN SCHOOLS IN DEVELOPING AND OFFERING ADDITIONAL ELECTIVE TO INCREASE STUDENT CHOICE, WE HAVE CONTINUED TRAINING FOR LEARNING ALL TEACHERS AND ART TEACHERS HAVE TREMENDOUS AMOUNT OF TIME BUT THEIR HIGHLY COLLABORATIVE SO THAT SOMETHING THAT LEADS TO THE PRACTICE AS WELL. SOME OF OUR STANDARD SUPPORT ESPECIALLY THINK ABOUT SECONDARY.

AT THE ELEMENTARY LEVEL EVEN THOUGH IT'S NOT REALLY OUR INDICATOR PART OF THE TRAINING PROFESSIONAL LEARNING OVER THIS PAST YEAR FOR THE MUSIC TEACHERS, KATIE FIVE MUSIC TEACHERS HAS BEEN AROUND INCLUSIVE PRACTICES SO THAT IS SOMETHING THAT DOESN'T MEET THE INDICATOR BUT WERE EXCITED AB

ABOUT. >> FOR WORLD LANGUAGE INDICATORS ARE INTERESTING. THE% OF STUDENTS WITH A 1.0 OF A GRADE C OR HIGHER THIS IS SOMETHING WE ARE SEEING POSITIVE TRENDS IN THIS. LAST YEAR WAS OUR FIRST YEAR IN IMPLEMENTING NEW SCIENCE INSTRUCTION RESOURCES IN THE USE THE PHRASE VERY SPECIFICALLY BECAUSE IN SPANISH AND JAPANESE WE ACTUALLY THE COMMITTEE CHOSE NOT TO ADAPT A TEXTBOOK AND HAVE SOMETHING MORE DYNAMIC. SOMETHING MORE STUDENT BASED SO HAD REALLY POSITIVE STUDENT FEEDBACK FROM THAT.

THAT'S BEEN SOMETHING THAT'S BEEN EXCITING AND WERE JUST NOT IMPLEMENT THE NEW FRENCH MATERIALS AS WELL IN A TEXTBOOK.

THIS IS INTERESTING AS AN INDICATOR BECAUSE I AM SO PROUD OF HOW MANY STUDENTS ACHIEVE THE SEAL OF BILITERACY AND LAKE WASHINGTON SCHOOL DISTRICT. PERCENTAGE WISE COMPARED TO THE PERCENTAGE OF GRADUATES IS ONE OF THE HIGHEST IN THE STATE.

IT'S REALLY EXCITING. WE HAD A BUMP LAST YEAR AND PART OF THAT HYPOTHESIS, WE HAVE 70 STUDENTS WHO WERE STORING UP IN 2020, IT WAS VERY CHALLENGING IT WAS VERY CHALLENGING SEBASTIAN WE HAD PENT-UP DEMAND WHICH IS WHY THINK WE HAD A BUMP IN 2021 AND LAST YEAR EVEN OUT A LITTLE BIT.

IT'S EXCITING TO SEE ALL STUDENTS GET THAT IS NOT SO MUCH SOMETHING WE CAN CONTROL WITH THE LEVEL OF LANGUAGE OF THE BILITERACY BUT IT'S EXCITING THE STUDENTS ARE ABLE TO ACCESS LEARNING IN THAT WAY. FOR WORLD LANGUAGE THESE DON'T DIRECTLY APPLY TO THE INDICATOR BUT THE ACADEMIC ACHIEVEMENT IN GENERAL WERE OFFERING HERITAGE COURSES OF HIGH SCHOOLS, WE ARE CONTINUING TO DEVELOPABLE ALWAYS CONTINUE TO DEVELOP THE RESOURCES FOR SPANISH AND JAPANESE, NEW RESOURCES IN FRENCH, WERE EXPANDED OR DUAL LANGUAGE PROGRAM IN TWO WAYS, IT'S EXPANDING MIDDLE SCHOOL NEXT YEAR AND WE HAVE A STEERING COMMITTEE AND PART OF THE DISCUSSION OF THE STEERING COMMITTEE IS THINKING ABOUT HOW DO WE EXPAND ACCESS AS WELL.

THAT IS SOMETHING NOT THIS YEAR SOMETHING WE ARE LOOKING AT FOR THE FUTURE. AGAIN ALL OF THE CORE PRACTICES THAT WERE TAKEN ABOUT FOR INCLUSIONARY PRACTICES.

>> THOSE OF THE MAJOR CONTENT AREAS.

I WANT TO BRIEFLY HIGHLIGHT A COUPLE PIECES AND WHAT IS THINKING ABOUT THE USE OF DIGITAL TOOLS AND LIKE SIA WAS EXCITED BECAUSE IS SOMETHING WE USE DURING COVID AND IT WASN'T

[02:15:01]

FOR SUMMER SCHOOL LAST YEAR THIS YEAR WE WILL THINK ABOUT A STRUCTURE READING CLASSES AND READING ACCELERATIONS FOR SIX THROUGH EIGHT AND FOCUS ON GRADUATION COURSE RECOVERY.

SAME THING THROUGH THE YEAR WE OFFER CREDIT RECOVERY OPTIONS

FOR STUDENTS. >> THESE ARE THE BULLET POINTS FOR THE THEMES THAT I PRESENTED THROUGHOUT THIS PRESENTATION.

WE WILL CONTINUE TO FOCUS IN ON HIM TSS AND INCLUSIONARY PRACTICES BUT THESE ARE THE SPECIFICS I LISTEN.

WE WILL CONTINUE EQUITY EFFORTS AS WELL.

>> THANK YOU. ANY ADDITIONAL QUESTIONS FOR

DOCTOR ROSE? >> I'M SURE THERE IS AN EXPLANATION BUT GOING BACK TO THE WORLD LANGUAGE CREDIT OP OPTION, THE STUDENTS ELIGIBLE FOR MULTILINGUAL SERVICES SCORING IS 62% DO WE HAVE AN EXPLANATION ON THAT SENSOR SEAL BILITERACY PERCENTAGES SO HIGH ON THE OTHER HAND.

>> I DON'T BUT I FIND THE INFORMATION FOR YOU.

>> ANY OTHER QUESTIONS? >> DIRECTOR JOY?

>> IT'S A GENERAL CURIOSITY, A GENERAL CURIOSITY LOOKING AT THE DATA SPECIFICALLY FROM THAT LANGUAGE.

WE SEE IN GENERAL A NEGATIVE TREND FOR ASSESSMENT RESULT ACROSS HER GRADES BUT THEN WE SEE THE INVERSE FOR ACHIEVING THE GREATER SEE OF HIGHER AND I'M KINDA CURIOUS WHY ARE WE SEEING THE INVERSE RELATIONSHIP BETWEEN THE GRADES IN CLASS VERSUS THEIR PERFORMANCE IN THE STANDARDS.

>> PART OF WHAT I SPEAK TO ON THAT WHEN WE LOOK AT THE TREND LINE FOR SOME OF THESE THINGS AND THINKING SPECIFICALLY ABOUT LITERACY AND MATH, THAT WE SEE SOME IMPROVEMENT OVERALL FOR ALL STUDENT GROUPS. WHEN WE LOOK AT THE LOCAL PRACTICES THOSE ARE MORE REFLECTIVE OF HER LOCAL INSTRUCTIONAL PRACTICES READ WHEN WE SEE STUDENTS ACHIEVING HIGHER GRADES PART OF IT IS IF WE LOOK AT, IT'S A LITTLE DIFFICULT BECAUSE 10TH GRADE LITERACY WE HAVE ALL THE ISSUES WE TALKED ABOUT BEFORE BUT WHEN I THINK ABOUT GRADES ARE TEACHERS ARE PROVIDING MULTIPLE WAYS FOR STUDENTS TO ACHIEVE AND AS WE ARE THINKING ABOUT INCLUSIVE PRACTICES AND UNIVERSAL DESIGN FOR LEARNING UNLIKE SMARTER BALANCE WE ARE ASKING STUDENTS TO DEMONSTRATE THEIR LEARNING IN MULTIPLE DIFFERENT WAYS AND GIVE THEM A COUPLE SHOTS AT IT.

TO ME IT MAKES SENSE WHEN THE LOCALLY GRADING AND ORGANIZING OUR STUDENT LEARNING IT WOULD PROVIDE MORE OF A HOLISTIC BETTER PICTURE THE SMALLER BALANCE ASSESSMENT WOULD.

>> TO HAVE ANY FOLLOW-UP WITH THAT?

>> YOU LOOK LIKE YOU ARE STILL THINKING?

>> I'M CURIOUS, THE GRADING PRACTICE IS BEEN SOMETHING THAT IS NOT OFFICIALLY CHANGED IN REGARD LIKE WE DECIDED WE'RE GOING TO CHANGE OUR PRACTICES AT THIS POINT TIME THEREFORE I GUESS I WOULDN'T NECESSARILY THINK YOU SEE AN OVERALL TREND CHANGE ACROSS AND THIS IS THE ENTIRE STUDENT POPULATION OF 10TH GRADE. YES AND NO IT'S A CONUNDRUM.

[02:20:01]

I'M NOT QUITE SURE. >> YOU MIGHT SEE.

WHAT WE FOCUSED ON HIS ASSESSMENT PRACTICES AND WITHIN THE FOCUS OF UNIVERSAL DESIGN FOR LEARNING AND INCLUSIVE PRACTICES AND THERE IS ANYTHING THIS IS THIS IS HOW A TEACHER MUST GRADE WILL BE DEDICATING OUR PROFESSIONAL LEARNING FOR TWO PLUS YEARS ON INCREASING TEACHER'S ABILITY TO TEACH FLEXIBLY SO ALL STUDENTS CAN SUCCEED STARTING FROM WAY BACK BUT EVEN THINKING ABOUT IN AUGUST OF 2020 WILL BE FOCUSED ON JOHN HEIDI'S RESEARCH AND HE WAS OUR KEYNOTE SPEAKER FOR TEACHERS, FOCUSING AND ARE HIGHLY LEVERAGED INSTRUCTIONAL PRACTICES THAT HAS BEEN A FOCUS FOR THREE YEARS THAT WHILE WE HAVE A MANDATED RATING WE HAVE FOCUSED ON INSTRUCTIONAL STRATEGIES. I CAN'T DRAW PEACE TO THAT BUT THAT IS WHY HER LOCAL GRADES MIGHT LOOK DIFFERENT.

>> OF THE LOCAL GRADES ARE MORE REFLECTIVE OF A MASTERY BASED LEARNING CONCEPT, CORRECT DOES THAT MEAN WE ARE DISCOVERING A FLAW IN OUR ABILITY TO ASSESS MASTERY.

>> I WOULD SAY IT'S A CONTINUED CONSIDERATION.

I WOULD ALSO SAM A STRONG BELIEVER IN FINDING PIECES OF DATA AND UNPACKING THEM. THINK IT'S REALLY IMPORTANT FOR US TO LOOK AT THESE NUMBERS, AND NOT EXCUSE OURSELVES FROM UNDERSTANDING WHO IS ADDRESSING THEM.

I THINK IT'S IMPORTANT AND I THINK ANOTHER WAY OF POWER ASSESSING AND HOW WERE RECOGNIZING STUDENT LEARNING IS

ALSO -- >> I THINK THERE IS SOMETHING VERY DIFFERENT BETWEEN A TEACHERS ONGOING ENGAGEMENT WITH THE STUDENT, OUR TEACHERS TELL US THEY ARE EXHAUSTED AND TIRED BECAUSE THEIR COMMITMENT AND WORK IN ONGOING EFFORTS WITH STUDENTS THAT ARE STRUGGLING AND DOCKETING THE CONCEPT AND SECONDARY TEACHERS OF OFFICE HOURS, YOU THINK OF ALL THE WORK THAT GOES INTO TRY TO DEVELOP A CONCEPT IN A MOMENT AND IS REALLY AN OVERALL EFFORT THAT GOES IN VERSUS SBA ONE POINT TIME SNAPSHOT THAT CARRIES WITH IT ALL SORTS OF TEST ANXIETY, DID HAVE BREAKFAST, THOSE FACTORS PLAY INTO AS WELL WHERE IS THE TEACHER IS DEALING WITH THOSE FACTORS OVER TIME AS OPPOSED TO THE ONE MOMENT. WHILE THERE BOTH ATTEMPTED TO MEASURE THE SAME THING I THINK THE MAJORS ARE DIFFERENT.

>> IF I MADE FROM A HISTORICAL PERSPECTIVE WE ADDED LOOKING AT ACTUAL GRADES AND FOR THE LAST FOUR YEARS.

RECOGNIZING THAT WAS A DIFFERENT DATA POINT PROVIDING DIFFERENT INFORMATION. AT FIRST WE DIDN'T EVEN USE GRAY IT WAS DID YOU PASS. AND IF IT WAS PASSIVE WITH ED NOT NECESSARILY, LET'S UP TO A LITTLE BIT AND SEE WHERE WE CAN GO AND SORT OF RECOGNIZING THE DIFFERENCES THAT IT CAN PROVIDE IN RELATION TO A ONE-TIME TEST VERSUS ONGOING SORT OF CLASS.

>> THEY ONLY GIVE US A BETTER IDEA OF WHAT CONGRESS MIGHT BE HAPPENING AND WHERE WE MIGHT NOT GET AS MUCH THROUGH THE ASSESSMENT LET'S TRY TO ROUND OUT.

>> YOU WERE ABOUT TO SAY SOMETHING AND I INTERRUPTED YOU.

>> I WAS JUST GOING TO SAY I APPRECIATE THE NUANCE BETWEEN A COURSE VERSUS A ONE-DAY TEST BUT I GUESS WHAT IS INTERESTING TO ME IS THE TREND. WHEN LOOKING AT THE ONE-DAY TEST AND WERE NOT TO SAY LAST YEAR A COUPLE CHANGES IN GRADING PRACTICES INTO TEST SO THEREFORE I WAS JUST CURIOUS.

>> DIRECTOR LIBERTY? SMACK.

>> A QUESTION FOR THE BOARD. I DON'T WIND SO LOCKED IN ON THIS REFUSAL THING. I WAS LOOKING IN THE REPORT, REPORTED 60% OF 11TH GRADERS DID NOT TAKE THE SCIENCE SPA ASSESSMENT. LOOKING AT HER HISTORICAL DATA FOR SBA FOR SCIENCE I SUSPECT THAT'S BEEN PRETTY CONSTANT OVER THE LAST FOUR YEARS. QUESTION FOR THE BOARD, IF 60%

[02:25:02]

>> PROBABLY NOT SPEAK ANOTHER RHETORICAL QUESTION THE ANSWER IS PROBABLY NOT. I JUST WONDER IF THIS IS SOMETHING YOU WANT TO CONTINUE HAVING IN THE REPORT.

>> RECOGNIZING THIS IS AN IMPORTANT TRIP, THIS IS A METRIC THAT GETS REPORTED TO OSB I. DATA GETS REPORTED TO OSB I INTO USED TO EVALUATE THE SYSTEM. I DON'T KNOW IF THIS MEANS THAT

LATTER CRITERIA. >> TODAY TRIGGER ANYTHING?

>> I DON'T KNOW IF WE ARE TO CONCLUSION A POLICY RECOMMENDATION PORTION OF THE BROADCAST.

>> WE ARE THERE ACTUALLY TALKED WITH THE PRESIDENT BLIESNER AND PRESIDENT TROY INTO TO OB 11 AND AS WE THINK ABOUT THE BOARD EVALUATING THE SYSTEM THROUGH THE RESULTS THE ACADEMIC RESULTS LENS, I'M NOT SURE EVERYTHING PRESENTED TONIGHT REALLY HELPS SUPPORT EVALUATE THE SYSTEM IN TERMS OF ACADEMICS.

BY ASKING THE MARCH STUDY SESSION THAT WOULD ACTUALLY TAKE PART TWO IN OT 11. ISN'T THAT ANY ASPECT THAT WE TALK ABOUT IS IMPORTANT BECAUSE MANY OF THESE PIECES ARE WHY KIDS COME TO SCHOOL. AN EXPECTATION WITHIN OE 11 IS TOTALLY APPROPRIATE THAT THE BOARD HAS ONGOING DIALOGUE ABOUT IT IN AT THESE REALLY THE THINGS THAT LEGITIMATELY HELP SUPPORT EVALUATE THE SYSTEM. I BELIEVE WE MAY BE ABLE TO FIND SOME OTHER PIECES OF DATA THAT ARE LITTLE BIT MORE TARGETED AND FOCUSED. THAT WAS MY REQUEST AND IT WAS AN APPROVED REQUEST BY YOUR COLLEAGUES SO THE CONVERSATION WILL BE AT THE MARCH STUDY SESSION.

>> I AGREE WERE ALL IN ALIGNMENT ON THE USELESSNESS.

>> BUT IN REGARDS TO A CONCLUSION IN THOSE PIECES I THINK THE WORLD LANGUAGE ONE IS WHAT I WANT TO HIGHLIGHT IN REGARDS TO THESE RESULTS. I THINK THE WORK THAT IS GOT IN THERE EXPANSION OF DUAL LANGUAGE LEARNING AND THE THOUGHT OF MOVING INTO ELEMENTARY AS WHERE I THINK THE FOCUSING ON RESULTS THAT WE DID TO SHAPE THAT GOING FORWARD SO I APPRECIATE THE EFFORT SOMEHOW COME AND TOURED THE HERITAGE CLASS AT EAST LAKE HIGH SCHOOL. THERE'S A LOT OF STRENGTH IN DOING LANGUAGE THAT ADDRESSES ONE OF THE EQUITY CHALLENGES AS WELL IN PROVIDING OPPORTUNITIES TO ASSET-BASED THE APPROACH.

I REALLY DO THINK THE WORLD LANGUAGE RECKONINGS AND THE DIVERSITY OF OUR COMMUNITY I DO THINK THAT THE KEY ONE IS ELECTED ARE TWO. I DO THINK, YOU MENTIONED AS WE WENT THROUGH THE CHALLENGES. IF YOU LOOK AT YOUR ONE, LAST YEAR TO THIS YEAR YOU SEE FLAT AND BLIESNER ARE INCREASING BUT WERE NOT BACK TO WHERE WE WERE INITIALLY AND I THINK IF WE HAVE SEEN THE TRENDLINE FOR THE DIFFERENT SUBGROUPS LOW-INCOME AND DIFFERENT YOU MIGHT NOT AND SHOULD NOT SEE AN INCREASE GAP I THINK THAT IS A CHALLENGE I HAVE THE WAYS PRESENTED.

I'M MISSING WHAT IS THE DIFFERENCE AND IS A BIGGER NOW FOR DIFFERENT GROUPS, IS AT LAST, THE GOAL IS TO ACCELERATE, LEARNING IN THOSE PLACES. YOU THINK THAT'S A QUESTION I HAVE HANGING OVER MY HEAD AS A LOOK AT THIS INFORMATION.

I THINK THE COMPUTER SCIENCE AND THE WORK IN THE AREA IS CLEAR THAT WE SEE LOTS OF TECHNOLOGY THAT CAN UTILIZE IN MANY WAYS.

OUR CANTORS ARE QUITE AS NOBLE AND PROBLEM-SOLVING FOR YOU AS OUR SENIORS SO IT'S GREAT TO SEE WHAT'S OCCURRED ACROSS THE BOARD AND BEING ABLE TO DO SO. MATH AGAIN BEING FUNDAMENTAL THOSE OF THE ONES WE HIGHLIGHTED WERE ELEMENTARY AND TO MAKE SURE THOSE SHOULD BE A TARGET HOW WE MOVE FORWARD TO REALLY HIT.

APPRECIATE THE MIDDLE SCHOOL MATH AND THE COMMENT THAT WAS MY QUESTION IN A FOUNDATIONAL ENTRANCE MATH.

SO BEING ABLE TO GET THAT WERE OFTEN WITH STUDENTS IN THE AREA

IS GREAT. >> AND I ASKED A FOLLOW-UP?

>> SURE. >> I'M SURE WE'VE MONITORED AND TALKED ABOUT ONE BOARD MEMBER USUALLY IT'S YOU OR CHRIS TALKING ABOUT AND WHAT YOU VIEW TO BE THE IMPORTANT METRICS WITH

[02:30:03]

I HAVE NO REASON TO DOUBT YOU BUT I'M NOT FAMILIAR WITH THE LITERATURE ON THAT SO IT'S SOMETHING IF YOU WERE TO DO THAT AS A BOARD IS SOMETHING I WOULD NEED TO SPEND A LITTLE BIT MORE

TIME IT'S AN INTEREST OF MINE. >> THAT'S GREAT THAT THE IDEA OF WHAT WOULD HAPPEN IN TO BE ABLE TO DO THAT AND HAVE THOSE CONVERSATIONS, ADDITIONAL INFORMATION WE CAN START TO BUILD THAT INTO. EXCELLENT.

>> DIRECTOR YOU MOSTLY REFERRED TO BEFORE FOR SECOND GRADE

LITERACY. >> ONCE HE GOES PRIMARY THE FOCUS TO I SUSPECT THE ACADEMIC RESEARCH BARRIER I WOULD LIKE TO

READ IT. >> A.

>> ONE THING DIRECTOR BLIESNER MENTIONED THAT I WANTED TO FLAG AS A GOOD SIGN WHEN YOU LOOK AT THE FOUR-YEAR HISTORICAL TREND 201920 PRECIPITOUS DROP TO 2021. FOR ALMOST ALL OF OUR METRICS WE ARE ON THE CLIMB BACK UP AND I THINK THAT'S WORTH NOTING AS A POSITIVE IT IS NOT REMAINING FLAT FOR ALMOST EVERYTHING A METRIC WE ARE ON THE WAY BACK UP.

WE ARE NOT BACK WHERE WE WANT TO BE BUT A LOT OF WORK.

IT'S HARD TO SUPPORT WERE NOT WHERE WE WANT TO BE BUT I DO THINK IT'S WORTH CELEBRATING. IT'S WORTH POINTING OUT AS A GOOD SIGN WE ARE ON TRACK TO GETTING BACK TO WHERE WE WERE

AND MOVE PAST IT. >> ANY OTHER CONCLUSIONS, COMMENTS, DIRECTOR LIBERTY GO-AHEAD.

DIRECTOR TROY OR DIRECTOR STEWART? EVAN? OKAY, YOU ARE UP.

>> ANOTHER THING, AGAIN WERE NOT WHERE WE WANTED TO BE BUT IF WE LOOK AT I THINK IT'S GREAT AND WITH A BENCHMARK DATA VERSUS A COMPARISON DISTRICT WHICH ARE IN APPENDIX C DISTRICT COURT.

IN TERMS OF A LARGE COMPARISON DISTRICT NUMBER ONE IN EVERY CATEGORY AND SMALLER COMPETITOR IN DISTRICT WE HAD TWO OR THREE IN EVERY CATEGORY. AGAIN WERE NOT WHERE WE WANT TO BE. NO PUBLIC SCHOOL DISTRICT IS RIGHT NOW BUT I DO THINK THAT NEEDS ME TO BE LESS CONCERN ABOUT THE DATA. FEELING MORE HOPEFUL ABOUT OUR

DATA. >> ANY OTHER QUESTIONS? IF NOT THIS WILL COME BACK ON MARCH 6, MARCH 6, AM I CORRECT?

>> MARCH 6 MEETING. WILL BRING BACK A SUMMARY OF THE DISCUSSION IN THE ACTUAL BOOKS COMEDY OF ADDITIONAL QUESTIONS.

I WOULD ASK IF IT'S POSSIBLE TO GET THE TURBINES FOR THE ADDITIONAL SUBGROUPS BEFORE THAT MEETING, WITHOUT POSSIBLE DOCTOR

HOLMAN? >> IT WOULD BE HOPEFUL TO BE

ABLE TO SEE. >> I THINK THAT IS IT.

WITH THAT WE WILL WRAP UP THAT DISCUSSION FOR TONIGHT AND EXPECT TO SEAL THE MARCH 6. THANK YOU FOR THE CONVERSATION

[F. Superintendent Report]

I APPRECIATE YOU WALKING THROUGH ALL OF THAT.

OUR NEXT ITEM ON THE AGENDA IS THE SUPERINTENDENT REPORT,

DOCTOR HOLMAN. >> ONLY THE COOL KIDS GOT THEIR

[02:35:14]

WHAT ARE THE UNIQUE CHALLENGES ABOUT MY NEW FORMAT FOR THE SUPERINTENDENT REPORT, THERE ARE 70 GOOD THINGS GOING ON ACROSS THE DISTRICT THIS LITERALLY COULD BE OUR THREE HOUR MEETING JUST TALKING ABOUT THE GREAT THINGS.

I HAVE A NUMBER OF THINGS I HAVE TO HIGHLIGHT TONIGHT SO I WILL BRIEFLY TALK ABOUT A NUMBER OF THEM BUT SOMEBODY GOOD THINGS GOING ON THAT I WANT TO SHARE. FIRST IS THE RIBBON CUTTING CEREMONY THAT WE HELD AT THE SCHOOLHOUSE.

AS A BOARD KNOWS WE OPEN THE EARLY LEARNING CENTER TWO OR THREE YEARS AGO AND WERE ABLE TO INVITE COMMUNITY AND TO CELEBRATE THAT WITH US. WE WERE ABLE TO DO THAT LAST WEEK SO HERE'S SOME PICTURES OF THE UPDATED EXTERIOR AND INTERIOR OF THE OLD REDMOND SCHOOLHOUSE.

BOTH PRESIDENT BLIESNER VICE PRESIDENT TROY WERE ABLE TO JOIN US AT THE CEREMONY ENDED NUMBER OF DIFFERENT INDIVIDUALS SPEAK AND IT'S ACTUALLY INTERESTING TO HEAR EXECUTIVE DIRECTOR BUCK TALK ABOUT THE PROCESS THAT WENT IN TO THIS AND HE TALKED ABOUT GETTING INTO THE OLD BONES OF 100-YEAR-OLD BUILDING AND CAUSED US TO DELAY A YEAR END THAT ACTUALLY SERVED US WELL BECAUSE WE ARE ABLE TO DO SOME UPDATES ON THE EXTERIOR OF THE BUILDING THAT WE OTHERWISE WOULD NOT OF HAD TIME TO DO OR WE MAY NOT HAVE THOUGHT THROUGH. THE PARTNERSHIP WITH THE CITY OF REDMOND TO A BUSHES PROJECT WE HAD TO WORK THROUGH A NUMBER OF PROCESSES. WE PUT IN 88 RAMP ON THE FRONT OF THE BUILDING AND TO DO THAT ON A HISTORICAL SITE TAKES A PARTNERSHIP AND THERE IS A PROCESS TO BE ABLE TO DO THAT PRETTY DON'T WANT TO JEOPARDIZE THE HISTORICAL ASPECT OF THE BUILDING SO WE HAD A CEREMONY THAT LASTED ABOUT 45 MINUTES AND THEN THE SCHOOL STAFF AT OLD REDMOND SCHOOLHOUSE ACTUALLY HELD A SCHOOL WALK-THROUGH AND INVITED PARENTS AND STUDENTS AND YOU COULD SEE A YOUNG LADY GETTING HER FACE PAINTED THEIR.

I SAT AND GOT MY FACE PAINTED I WAS ASKED TO ONE HEART, BUTTERFLY, SPIDER AND I PAUSED FOR A SECOND I GOT A HEART.

ANYWAYS IT WAS SO MUCH FUN TO CELEBRATE THAT WITH OUR COMMUNITY, OUR STAFF. IT WAS EXCITING.

>> OF WHATEVER CADET IS ONE OF OUR STAFF MEMBERS, JERRY KELLY HE IS A DIRECTOR IN HUMAN RESOURCES.

HE'S ALSO AN ATTORNEY BY TRADE. HE SERVED IN ACTIVE DUTY IN THE AIR FORCE. AM SURE THERE'S A JACKET THAT MIGHT BE THE CORRECT TERM. HE IS A RESERVIST IN THE UNITED STATES AIR FORCE, HE WAS JUST PROMOTED TO LIEUTENANT COLONEL.

THIS IS PICTURES OF HIM GOING TO THE CEREMONY IN JARED ALSO REFLECTS ON THIS HABIT IS FAMILY PARTICIPATE IN THIS WITH HIM WAS VERY TREMENDOUS. IT'S NOT EVERY DAY THAT WE HAVE A LIEUTENANT COLONEL SERVING OUR MIDST.

I THOUGHT IT WOULD BRING BACK TO YOU AS A RESERVIST HE DEDICATES A WEEK AND A MONTH AND HE ACTUALLY JUST COMPLETED A TWO WEEK RESERVIST DUTY OUT-OF-STATE.

SO AS A SCHOOL DISTRICT WE GET TO SUPPORT THAT AND WE REALLY DO VALUE HIM PARTICIPATING IN THE RESERVES AND WHAT THAT BRINGS

FOR HIM. >> I WOULD RECORD AS LAKE WASHINGTON SCHOOL DISTRICT WAS JUST AWARDED FOR THE SIXTH YEAR IN A ROW THE MERITORIOUS BUDGET AWARD AND REALLY WHAT THAT MERITORIOUS BUDGET AWARD RECOGNIZES AS AN OUTSIDE AGENCY LOOKING AT HER PROCESS AND PROCEDURES IN A PUBLIC PRESENTATION AND WRITE UP ABOUT OUR BUDGET AND STATES IT MEETS THE HIGHEST OF STANDARDS. I JUST WANT TO RECOGNIZE OUR INTERNAL TEAM THAT GOES TO THE PROCESS YOU ARE THE ONLY DISTRICT IN THE STATE OF WASHINGTON THAT HAS BEEN AWARDED THE MERITORIOUS BUDGET AWARD. IT'S AN ONGOING COMMITMENT THAT WE HAVE TWO ALIGN WITH HIGH BEST PRACTICES.

OUR STUDENTS ARE ABSOLUTELY BUSY.

THERE IS ALMOST TOO MUCH HERE TO SHARE WITH YOU.

BUT JUST IN THE LAST COUPLE WEEKS AND ACTUALLY GOING ON RIGHT NOW WE HAVE OVER 366 STUDENTS PARTICIPATING IN POSTSEASON ACTIVITIES. HERE ON THE RIGHT IS THE EAST

[02:40:03]

YOU CAN SEE THAT WE HAVE TEAMS FROM ALL OF OUR SCHOOLS PARTICIPATING IN THAT EVENT AS WELL.

JUST A LOT TO BE PROUD OF AND REALLY CONGRATULATIONS.

WE DID A SITE VISIT AT TESLA STEM THE OTHER DAY AND WHATEVER STUDENT TOUR GUIDES HAD TO RUN OFF BECAUSE HE WAS HEADED TO THE DISTRICT SWIM MEET. CONGRATULATIONS TO ALL OF HER STUDENTS THAT ARE PARTICIPATING IN DOING WELL IN COMPETITION BUT

ALSO WELL IN THE CLASSROOM. >> CAMBRIDGE IS A PROGRAM THAT WE HAVE A ONE NEED A HIGH SCHOOL.

WE JUST RECEIVED A LETTER LETTING US KNOW OUR STUDENTS ARE PERFORMING. WE HAVE 35 OF OUR STUDENTS THAT RECEIVE SCHOLAR AWARDS SO THERE'S A NUMBER OF DIFFERENT LEVELS AT EACH LEVEL YOU NEED TO ATTAIN A CERTAIN LEVEL OF COMPETENCY OR SUCCESSES. FIVE DISTINCTION LEVELS EIGHT MERIT IN 22 SCHOLAR LEVELS. IT WAS INDICATED THAT THESE ARE SOME OF THE RAREST OUTCOMES IN OUR COUNTRY.

CAMBRIDGE IS AN INTERNATIONAL SO IT WAS COMMENTED BY THE CAMBRIDGE FOLKS THAT THESE ARE REALLY, REALLY HIGH RISK SO THAT

IS VERY EXCITING. >> I WANT TO CELEBRATE ACADEMIC SUCCESS. THE YOUNG MAN THAT YOU SEE HERE IS TRISTIAN AND HE REACHED OUT AT ROSE HILL ELEMENTARY INTO HIS FAMILY. I GOT AN E-MAIL WITH INFORMATION ABOUT THIS YOUNG MAN. I WANTED TO SHARE THE SUCCESS OF THIS. I REACHED OUT TO HIS FAMILY AND THEY WERE HAPPY FOR TO SHARE TRISTIAN STORY.

TRISTAN IS A YOUNG MAN WHO IS NOW LEARNING AT ROSE HILL ELEMENTARY IN HIS NEIGHBORHOOD SCHOOL.

THIS DAY THE TEAM WAS CELEBRATING THAT HE PARTICIPATED IN HIS GENERAL EDUCATION CLASSROOM FOR 100% OF HIS DAY.

IT WAS INTERESTING WAS JUST THERE.

HE WAS LEARNING HE WAS ENGAGING WITH PEERS.

YOU CAN SEE TO HIS LEFT THAT IS A COMMUNICATION DEVICE THAT HE USES TO ENGAGE WITH HIS CLASSROOM AND HIS PEERS IN HIS CLASSROOM. YOU CAN SEE ADDITIONAL PICTURES OF HIM JUST LEARNING ALONG WITH HIS PEERS I WANT TO RECOGNIZE SUE HIS THIRD GRADE TEACHER AND BEN THOMPSON BUT OF HIS OTHER TEACHERS THAT SUPPORT HIM THROUGH HIS DAY.

AND IT IS SUCH A CELEBRATION TO SEE OUR LEARNERS PARTICIPATED IN THE NEIGHBORHOOD SCHOOLS WITH THE PEERS.

YOU CAN SEE THE SMILE ON TRISTAN'S FACE, HE IS HAVING A GREAT TIME. THIS IS A QUOTE AND IT'S A LITTLE BORING BUT THE EXECUTIVE DIRECTOR SPECIAL SERVICES SENT TO ME THE OTHER DAY. INCLUSION IS A MINDSET IT'S A WAY OF THINKING THAT A PROGRAM THAT WE RUN OR CLASSROOM INTERSCHOOL OR A FAVOR THAT WE DO FOR SOMEONE INCLUSION IS WHO WE ARE IS WHO WE MUST STRIVE TO BE.

I JUST WANT TO CELEBRATE THE TEAM AT ROSE HILL ELEMENTARY INTERSCHOOL IS IN KIRKLAND REGION ON INCLUSIONARY PRACTICES. IN CELEBRATING SOME SUCCESS IS AN IMPORTANT ASPECT OF THAT AS WELL.

SO CALENDAR ITEMS COMING UP. AT THE LAST BOARD MEETING THE BOARD RECOGNIZED THIS AS THE START OF NATIONAL SCHOOL COUNSELING WEEK. I WANTED TO GIVE A SHOUT OUT TO HER SCHOOL COUNSELOR FOR EVERYTHING THAT THEY DO FOR OUR STUDENTS. ON OUR CALENDAR THE ROBOTICS TOURNAMENT'S WE HAVE A COUPLE OF THOSE COMING UP AT THE TIMBERLINE MIDDLE SCHOOL IN THE CALENDAR FROM 7:00 A.M. TO 6:00 P.M., WHAT A DAY FOR OUR PARTICIPANTS AND THOSE SUPPORTING IT. WE HAVE GOOD WINTER BREAK COMING UP ALONG WITH PRESIDENTS' DAY, GET A GARDEN REGISTRATION.

WITH THE IMPLEMENTATION OF FULL-TIME KILLER GARDEN FOR ALL

[02:45:05]

BUT WE KNOW GETTING STUDENTS REGISTERED AS EARLY AS POSSIBLE HELPS US TO STOP HER CLASSROOMS APPROPRIATELY OUR SCHOOLS ARE DOING A NUMBER OF DIFFERENT EFFORTS INCLUDING OUTREACH, REGISTER FOR KINDERGARTEN, SCHOOL TOURS AND BLACKWELL ELEMENTARY HAS AN EVENT ON THE CALENDAR CALLED KINDERGARTNER ELONGATED THAT. THAT IS THE IDEA OF INVITING FAMILIES AND KINDERGARTNERS. RELIGIOUS HOLIDAY COMING UP, ASH WEDNESDAY ASH WEDNESDAY IS THE START OF LENT FOR INDIVIDUALS THAT PRACTICE CHRISTIANITY. IT IS INTERESTING TO LOOK FOR THE CALENDAR TO SEE ALL OF THE DIFFERENT RELIGIOUS HOLIDAYS AND EVENTS THAT TAKE PLACE THAT ARE RECOGNIZED THROUGHOUT OUR COMMUNITY. ALL OF THOSE AT THE SPACE AS WELL. THAT IS MY SUPERINTENDENCE REPORT. IN CELEBRATION OF STUDENTS AND

[G. Public and Community Affairs]

COMMUNITY. >> THANK YOU.

OUR NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS,

DIRECTOR STUART. >> THIS LAST WEEKEND BASICALLY THE 28TH THROUGH THE FIRST I ATTENDED THE SCHOOL ASSOCIATION MEETING IN D.C. ALL LOVE THE MEMBERS OF THE WASHINGTON TIMES ESTATE BASICALLY MADE APPOINTMENTS WITH THE REPRESENTATIVES AS WELL AS THE SENATORS WE ALSO HAD TO DELEGATION ONE GOING TO THE DEPARTMENT OF AGRICULTURE AND ANOTHER ONE GOING TO THE DEPARTMENT OF EDUCATION TO TALK ABOUT SPECIAL ED. I AM PARTICULAR BECAUSE OF WHERE WE ARE. IN ADDITION TO BEING WITH SENATOR CANTWELL AND REPRESENTATIVE SCHEIBER AND BILL BENNING PRIMARILY FOR STAFF A PERCENTAGE FOR THE ONE TIME IN MY LIFE I WAS EARLY SO I BRANDON.

IT IS VERY HELPFUL WITH VERY GOOD FANS AND EDUCATION.

ONE OF THE THINGS WE ASKED THEM HOW CAN WE HELP YOU HELP US.

WHAT DO WE NEED TO DO TO TAKE THIS TO A HIGHER LEVEL AND THEY WERE VERY RESPONSIVE TO THAT. IT WAS INTERESTING ONE OF THE THINGS I VOTE WE SAID YOU ACCOMPLISH WHETHER YOU'RE IN PUBLIC AFFAIRS OR WHATEVER YOU FIND ONE PIECE OF COMMON GROUND AND WITH REPRESENTATIVE BLIESNER STAFF WE COUNTED A WOMAN IN CHARGE OF THE EDUCATION AREA HAVE A BROTHER WITH SPECIAL NEEDS AND 504 FOR DYSLEXIA. HER PASSION BURNS WITH US AND IT'S ONE OF THOSE THINGS YOU CAN'T LIVE WITHOUT AND THOSE ARE

PIECES OF COMMONALITY. >> GREAT, THANK YOU.

ANY OTHER UPDATES ON PUBLIC AND COMMUNITY AFFAIRS? BARBARA, YES. OUR ASSOCIATE SUPERINTENDENT.

>> JUST A QUICK UPDATE ON WHAT WE'VE BEEN DOING WITH THE LEGISLATURE THE LEGISLATIVE SESSION BOTH IN THE HOUSE AND THE SENATE EDUCATION COMMITTEE'S ARE MOVING QUICKLY AND PASSING BILLS BEFORE THE UPCOMING FEBRUARY 17 POLICY COMMITTEE CUT OFF IN THE LAST TWO WEEKS. IN THE LAST TWO WEEKS THEY APPROVED A TOTAL OF 31 BILLS. SO WE TESTIFIED ON 10 BILLS WITH A COMBINATION OF VIRTUAL AND WRITTEN TESTIMONY.

HER TESTIMONY IS FOCUSED ON EXPLAINING THE BILLS WITH POTENTIAL PHYSICAL IMPACTS AND ON THE DISTRICT ENCOURAGING THE LEVITT AND RELIGIOUS TRIGGER FOR APPROPRIATE FIGHTING FOR NEW AND EXISTING PROGRAMS. THREE OF THE FIVE SPECIAL EDUCATION FUNDING BILLS WE HAVE BEEN TRACKING WERE REFERRED TO PHYSICAL COMMITTEES WITH NEW HEARING SCHEDULED FOR THIS WEEK.

WE ARE TRACKING OVER THREE BILLS OF INTEREST.

STAFF MET, I MET WITH REPRESENTATIVE WALLIN AT HER REQUEST TO REVIEW SPECIAL EDUCATION AND COVID REALLY FUNDING AND DOCTOR HOME AND AND I ALSO MET WITH CONGRESSMAN DELANEY'S LEGISLATIVE DISTRICT STAFF TO EXP EXPRESS PRIORITIESF EDUCATION FUNDING AND CHANGES INTO AN ELECTRIC BUS FLEET.

THIS WEEK WE ARE SCHEDULED TO TESTIFY ON SEVEN BILLS IN THE AREA OF SPECIAL EDUCATION, GRADUATION REQUIREMENTS SUSTAINABLE TRANSPORTATION AND PREJUDGMENT INTEREST.

THAT IS MY UPDATE FOR THE WEEK FOR THE LAST TWO WEEKS.

[02:50:04]

THANK YOU. >> THAT WAS GREAT.

[H. Closing Items]

>> HAVING NOTHING ELSE TO SHARE WITH THAT, OUR NEXT ITEM IS BOARD MEMBER AND BOARD WRAPPED COMMENTS.

DIRECTOR STEWART? >> I WAS VERY INTERESTED TO SEE THE VARIOUS BOARDS AND ACTIVITIES THAT WE MADE TO STATE IN HIGH LEVELS IF YOU WILL. I THINK IT BEHOOVES US TO TAKE A LOOK AT HOW FAR OUR CHEER TEAM HAS GONE AND MAYBE WE NEED TO RELOOK THE IDEA OF HAVING CHEER BE CONSIDERED A SPORT I CAN'T THINK OF TOO MANY MORE THINGS IN REGARDS IN DIFFERENT WAYS THAT REQUIRE EDUCATION THE SAME FOR BASEBALL, FOOTBALL, WHATEVER.

I THINK IT'S TIME WE START TO LOOK AT THAT.

AND WHATEVER PROCEDURES WE NEED TO GO THROUGH PROCESS I WOULD REALLY LOVE TO SEE US I WOULD LIKE TO FIND OUT WHAT THE PROCESSES. STUDENTS REALLY DESERVE IT.

I CONGRATULATIONS TO TRISTIAN'S IN HIS TEACHERS AND HIS PEERS AND I'LL TELL YOU IT IS A MATTER OF HOW WELL THE PEERS TAKE YOU UNDER THEIR WING ALL OF A SUDDEN YOU'RE ONE OF THEIR FRIENDS AND WITHOUT THE PEERS TO BE QUITE FRANK INCLUSION CAN'T WORK FOR THE TEACHERS HAVE TO MAKE IT WORK ALSO PEERS ALL THE SUDDEN YOU'RE SITTING NEXT TO TYPICAL DEVELOPMENT IN THE EYES LIGHT UP. I SAW HIS EYES AND HE RECOGNIZED IT IMMEDIATELY. CONGRATULATIONS.

>> DIRECTOR JOY? >> OVER THE LAST COUPLE WEEKS IT'S BEEN VERY FORTUNATE TO BE ABLE TO GO ON FOUR DIFFERENT SCHOOL VISITS ARE GENERATED THE INNER FABRIC VISIT.

INTO LAKE WASHINGTON HIGH SCHOOL IN THE MIDDLE SCHOOL YOUR ELEMENTARY AND HIGH SCHOOL. IT'S REALLY BEEN, FIRST I JUST WANT TO SAY THANK YOU TO ALL THE STAFF AND THE TEACHERS AND PRINCIPALS THAT MEET THE VISITS HAPPEN, THEY HAVE BEEN REALLY EYE-OPENING. WE TALK WHEN WE DOING AND LOOKING AT RESULTS. WE TALK AT A HIGH LEVEL ABOUT STUDENT ACHIEVEMENT OVERALL AND IT'S GETTING INTO THE SCHOOLS AND SEE THE DIFFERENT CHALLENGES THAT EACH COMMUNITY FACES ARE SO DIFFERENT FROM EACH OTHER THAN THEY HAVE AMAZING TEAMS WORKING THROUGH WHATEVER ISSUES OR CHALLENGES THEY MAY HAVE AND STILL PUTTING KIDS FIRST IN ACHIEVING THE VERY HIGH GOALS WE SET FOR THEM, IT'S BEEN REALLY GREAT TO SEE AND I'VE LEARNED SO MUCH. LITERALLY YOU COULD NOT HAVE MORE DIFFERENT ENVIRONMENT FROM SCHOOL TO SCHOOL.

I THINK THAT'S REALLY BEEN ENLIGHTENING.

I WOULD ENCOURAGE AS MANY BOARD MEMBERS WHO CAN TO ATTEND FUTURE SCHOOL VISITS BECAUSE IT'S BEEN GREAT.

>> I WOULD LIKE TO ECHO THAT HAVING AN OPPORTUNITY OF SCHOOL BUSES, THINKING TO STOP. WE FEEL VERY WELCOME AND APPRECIATE THEIR WILLINGNESS TO SPEND A LOT OF TIME IN EXPLAINING THINGS TO US AND THE HIGHLIGHTS OF WHAT'S GOING ON AT LAKE WASHINGTON HIGH SCHOOL, SOME OF THE WORK IN CTE WAS WELL HIGHLIGHTED THERE AND IF YOU GET THE CHANCE TO DO A STUDENT BROADCAST OF THEIR NEWS EVERY WEDNESDAY FOR 10 OR 15 MINUTES.

IT'S RUN FROM A BROADCAST JOURNALISM AND LABOR GET A LOT OF PROFESSIONAL MENTORS TO SUPPORT IT'S PRETTY IMPRESSIVE RUN AND THAT WAS TRUE THE CULINARY PROGRAM AS WELL SO YOU REALLY STARTED TO SEE THE PROBE UNDER PROBLEM-BASED LEARNING THE COMMUNITY PARTNERSHIP AN OPPORTUNITY TO EXPLORE THEY BRING IN THE NATIONAL ASSOCIATION FUTURE FARMERS OF AMERICA WORKING AT THE AGRICULTURAL PROGRAM AND THEY CONNECT INTO THAT. ABSOLUTELY FABULOUS WE CAN SPEAK KIRKLAND MIDDLE SCHOOL IS DOING INCREDIBLE WORK IN TESLA WILL BE HAD GREAT OPPORTUNITY TO LEARN ABOUT THE PAINT CHIPS AND FORENSICS AND WHAT YOU CAN DO IN REGARDS TO CRIME SCENES AND THEY ARE DEVELOPING NEW TECHNIQUES IN WHICH TO ADDRESS THOSE THINGS.

FOOTPRINTS IN DEPTH PRETTY AMAZING PROJECTS GOING ON.

I WOULD AGREE THE DIFFERENCES THAT YOU SEE BETWEEN EACH OF OUR

[02:55:01]

ANY OTHER COMMENTS? >> FIRST MY THUNDER WAS A LITTLE BIT STALLING ON THE ATHLETICS. JUST TO CONTEXTUALIZE TWO OF THE POINTS JUANITA HIGH SCHOOL WENT TO STAY IN ONE SECOND.

IT WAS A FIRST TIME GOING IN EIGHT YEARS AND THEY HAD A FIRST-TIME COACH. A TREMENDOUS SHOUT OUT TO THE COACH FOR MAKING A RUN HAPPENED. LAKE WASHINGTON HIGH SCHOOL, AS MUCH AS IT PAINS ME TO SAY IT AS A RAVEN.

NOT ONLY ARE THEY IN THE POSTSEASON, THEY ARE LISTED AS THE THIRD BEST TEAM IN THE STATE IN THE PAST 318 IN THE STATES.

WHICH IS INCREDIBLE. LASTLY WHILE IT IS A START OF BLACK HISTORY MONTH OBVIOUSLY A LOT OF OUR HIGH SCHOOLS AND MIDDLE SCHOOLS ARE MAKING TREMENDOUS STRIDES TO RECOGNIZE THAT IN APPROPRIATE WAYS. I'M GOING TO SAVE MOST OF THAT TO OUR NEXT MEETING. BIRDIE SEEN EXCELLENT STRIDES IN THAT DIRECTION AND I KNOW SOME OF THE UPCOMING STUFF WILL BE

BETTER. >> THANK YOU, ANY OTHER COMMENTS? NEXT IS THE BOARD MEETING SCHEDULED FOR MARK'S SIXTH WITH THE BOARD MEETING FOLLOWED AT SEVEN. AND THAT WOULD BE IT.

WITH THAT I WILL ENTERTAIN A MOTION TO ADJOURN THE FABRIC

62023RD BOARD MEETING. >> SOAKED MOVE.

>> SECOND. >> ALL THOSE IN FAVOR

* This transcript was compiled from uncorrected Closed Captioning.