Mar 06, 2023 March 6, 2023 Board Meeting - 7:00 p.m.

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

[00:00:05]

>>> GOOD EVENING. I WOULD LIKE TO CALL THE ORDER OF THE MARCH 6TH, 2023 BOARD MEETING.

ALL REPRESENTATIVES AND STUDENTS ARE PRESENT AND KNOW THAT THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN OUR MEETINGS OF THE BOARD. THEY ARE LIVE STREAMED ON LAKE WASHINGTON SCHOOL DISTRICT WEBSITE AND YOU ARE ALSO WELCOME AND THEY ARE VIDEOTAPED SO YOU CAN WATCH THEM ON ANY OTHER DAY

[B. Opening Items]

THE TPWOERD -- THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THE DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST SALISH PEOPLES WHO RESERVED TREATY RIGHTS ON THIS LAND INCLUDING DUWAMISH AND SNOW -- SNOQUALMIE INDIAN TRAOEUP. WE THANK THOSE WHO LIVED HERE SINCE TIME AND MEMORIAL AND COMMIT TO CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY TO TEACH THE INDIGENOUS HISTORY OF THE LAND AND THE TRIBES TO ALL CHILDREN OF THE DISTRICT AND COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DECENT WHO ATTEND OUR SCHOOLS.

AND OUR FIRST ITEM ON THE AGENDA IS TO APPROVE THE MARCH 6TH 2023 READY AGENDA. DASH 2023 AGENDA.

>> SO MOVED. >> SECONDED.

>> ALL THOSE IN FAVOR SIGNIFY BY VOTING I.

>> I. >> ANYONE OPPOSED? HEARING NONE MOTION CARRIES. SO OUR FIRST ITEM ON THE AGENDA

[C. Recognitions]

DR. HOLMAN, YOU ARE UP. >> AND I WOULD LIKE TO WELCOME DIRECTOR OF PROFESSIONAL LEARNING EMILY YOUNG UP TO THE MICROPHONE AS SHE WILL LEAD US THROUGH THE RECOGNITION AND I WANT TO OFFER A CONGRATULATIONS TO ALL OF OUR TEACHERS WHO ARE EITHER NEW OR HAVE RENEWED THEIR NATIONAL BOARD CERTIFICATION.

I CAN ONLY IMAGINE WHAT IT HAS BEEN LIKE THE NEXT COUPLE YEARS TO GO THROUGH THIS PROCESS. CONGRATULATIONS TO YOU FOR THIS EFFORT AND I'LL PASS IT ON TO YOU, EMILY.

>> THANK YOU, DR. HOLMAN. I WOULD LIKE TO THANK OUR SCHOOL BOARD AND SUPERINTENDENT FOR THE OPPORTUNITY TO HONOR THIS YEAR'S NATIONAL BOARD CERTIFIED TEACHERS IN THE LAKE WASHINGTON SCHOOL DISTRICT. THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARD WAS CREATED IN 1987.

IT IS AN INDEPENDENT, NONPROFIT ORGANIZATION DEVOTED TO ADVANCING THE QUALITY OF TEACHING AND LEARNING.

MANY TEACHERS REPORT THAT THIS PROCESS, WHILE CHALLENGING, SOME EVEN SAY ARDUOUS, IS A GREAT OPPORTUNITY AND SOMETHING THAT IS REALLY EFFECTIVE AT HELPING THEM LEARN, REFLECT AND GROW IN THEIR TEACHING PRACTICE. THE NATIONAL BOARD CERTIFICATION PROCESS IS BASED ON THESE FIVE PROPOSITIONS AND IT INVOLVES SUCCESSFULLY COMPLETING FOUR DIFFERENT COMPONENTS.

IT REQUIRES TESTING AS WELL AS SUBMITTING VIDEOS, PORTFOLIOS, ARTIFACTS AND WRITTEN REFLECTIONS.

ULTIMATELY THE PROCESS INVOLVES ASSESSING TEACHERS' KNOWLEDGE OF CONTENT IN THEIR SPECIALTY AREA, ASSESSING THE TEACHER'S ABILITY TO ANALYZE THEIR STUDENT'S STRENGTHS AND OPPORTUNITIES FOR GROWTH AND TO DIFFERENTIATE ACCORDINGLY.

THE ASSESSORS LOOK AT VIDEOS OF A TEACHER'S PRACTICE TEACHING AND ASSESS THE DEGREE TO WHICH THEY ARE ABLE TO EFFECTIVELY TEACH AND MEET STUDENT NEEDS. AND TEACHERS SUBMIT EVIDENCE OF COLLABORATION WITH STUDENTS, STAFF, FAMILIES AND THE COMMUNITY IN ORDER TO HELP LEVERAGE STUDENT -- LEARNING AND GROWTH AND INCREASE THE GROWTH OVER OVER TIME CERTIFICATION IS A ONE TO THREE-YEAR PROCESS AND THE NEWLY-CERTIFIED TEACHERS WE HONOR HERE TODAY COMPLETED THIS WORK DURING THE DISRUPTIONS OF THE COVID ERA. AS WASHINGTON STATE SUPERINTENDENT OF PUBLIC INSTRUCTION HAS SAID, QUOTE, IT TAKES A LOT OF SUSTAINED AND INTENTIONAL WORK TO BECOME A NATIONAL BOARD CERTIFIED TEACHER, AND IT IS A TEST MEANT TO THE DEDICATION OF OUR TEACHERS THAT SO MANY CONTINUE TO PURSUE IT. AND HE SAID THAT BEFORE COVID.

LAKE WASHINGTON SCHOOL DISTRICT HAS SUPPORTED TEACHERS COMPLETING THE NATIONAL BOARD CERTIFICATION PROCESS FOR THE PAST 19 YEARS AND IT CONTINUES TO BE IN THE REGION AND THE COUNTRY AND INCREASING ITS NUMBER OF NATIONAL BOARD

[00:05:02]

IT IS THE THIRD HIGHEST NUMBER IN THE STATE.

THIS YEAR WE HAVE -- WE ARE THRILLED TO RECOGNIZE SIX TEACHERS WHO WILL RECEIVE -- WHO RECEIVED NATIONAL BOARD CERTIFICATION AT THE SAME TIME AND 47 TEACHERS WHO MANAGED TO COMPLETE THE PROCESS TO MAINTAIN CERTIFICATION.

IT IS MY GREAT PLEASURE TO INTRODUCE OUR NATIONAL BOARD SUPPORT PROGRAM FACILITATOR, JULIA BACILICUS WHO WILL INTRODUCE SOME OF THE TEACHERS WE ARE HONORED TO HAVE WITH US TEAR -- HERE TODAY AND CELEBRATE THEIR ACHIEVEMENT.

>> IT IS MY GREAT PLEASURE TO WORK WITH OUR NATIONAL BOARD CERTIFIED TEACHERS, BUT ESPECIALLY OUR FIRST-TIME CANDIDATES FOR THE ONE TO THREE AND POSSIBLY FOUR AND FIVE YEARS THAT SOME OF THEM HAVE WORKED AT IT.

ONE YOU ARE AT NBCT, YOU ARE ALWAYS AT NBCT AS LONG AS YOU MAINTAIN. IT IS MY ABSOLUTE PRIVILEGE TO PRESENT TO YOU TODAY OUR NEWLY CERTIFIED NBCT'S THAT HAVE JOINED US TODAY. I FULLY RECOGNIZE YOUR HUNDREDS AND HUNDREDS OF HOURS OF WORK THAT YOU HAVE PUT TOWARD YOUR PROFESSION AND YOUR CRAFT. IF YOU WOULD COME UP WHEN YOUR NAME IS CALLED AND HOPEFULLY WE WILL CALL EVERYBODY THAT IS HERE. IF WE MISS ANYBODY WE WILL ASK AT THE END TOO IN CASE WE DON'T HAVE YOU.

COME ON UP. [APPLAUSE].

VARIHA HAS CERTIFIED AS A MIDDLE CHILDHOOD GENERALIST.

MIA ORLAW. [APPLAUSE].

MIA HAS CERTIFIED IN LITERACY AND READING FOR EARLY AND MIDDLE CHILDHOOD. VICTORIA JACOBSON.

[APPLAUSE]. SHE IS ALSO CERTIFIED IN LITERACY AND READING AND EARLY AND MIDDLE CHILDHOOD.

I DON'T BELIEVE -- ARE ANY OF OUR OTHER FIRST TIME NBCT'S ARE HERE. YOU CAN VIEW THEIR NAMES HERE ON THE SCREEN. [APPLAUSE].

THERE ARE MULTIPLE SLIDES BECAUSE THERE ARE SO MANY.

I WILL LEAVE THE SCREEN UP FOR A LITTLE BIT AND WE WILL READ THROUGH THE LIST AND KEEP GOING FROM THERE.

MANY OF THEM HAVE JOINED US TODAY.

JODY BALA. JULIE BERGAVIN.

JENNIFER MCCREARY. HEIDI MENENBERG-ZILNA.

ROBIN MILLER. RACHEL PERKINS.

NATALIA STEIN. JULIE THOMAS.

KYLAH THOMPSON. SIMA BAZE.

AND ARE THERE ANY OTHER NBCT'S WHO ARE MAINTAINING THEIR CERTIFICATION THAT HAPPEN TO BE HERE? OKAY. KEEPING IN MIND THAT NBCT'S WHILE THEY HAVE ALREADY SHOWN THAT THEY ARE ACCOMPLISHED TEACHERS, THEY HAVE TO MAINTAIN THEIR CERTIFICATION NOW EVERY

[00:10:03]

>> THANK YOU SO MUCH FOR THE OPPORTUNITY TO PRESENT HERE TONIGHT AND CONGRATULATIONS TO ALL OF OUR NEWLY-CERTIFIED FOLKS. [APPLAUSE].

WITH THAT I WILL PASS IT BACK TO YOU.

>> GREAT. ONCE AGAIN I JUST WANT TO CONGRATULATE ALL OF YOU AND THE TREMENDOUS AMOUNT OF WORK OVER THE LAST FEW YEARS. OUTSIDE OF ALL OF THIS HAS BEEN TREMENDOUS. FOR YOU TO ACCOMPLISH THIS DURING THIS POINT IN TIME IS REMARKABLE.

CONGRATULATIONS AND IT IS A TEST MEANT TO YOU -- TESTIMENT TO YOU AS EDUCATORS. THANK YOU.

>> I HOPE YOU DON'T MIND [INAUDIBLE]

>> DIRECTOR CARLSON? >> I JUST WANTED TO SAY FOR THOSE WHO ARE RENEWING, THIS IS MY 16TH TIME SEEING A GROUP OF TEACHERS COME THROUGH. IT IS HUGE, AMAZING THING TO SEE SO MANY OF YOU RENEWING THIS YEAR ON YEAR.

I REMEMBER THE FIRST TIME WE HAD TWO TEACHERS RENEW AND TO HAVE 47 IT IS INCREDIBLE. KEEP UP THE GOOD WORK AND THANK YOU SO MUCH FOR YOUR EFFORTS. [APPLAUSE].

>> THANK YOU VERY MUCH. OUR NEXT ITEM ON THE AGENDA IS A PROCLAMATION DECLARING THE WEEK OF MARCH 14TH TO THE 18TH EDUCATION SUPPORT PROFESSIONALS WEEK.

I WILL ASK DIRECTOR LALIBERTE TO READ THIS.

>> WHERE PROFESSIONALS ARE INVOLVED IN EVERY ASPECT OF EDUCATION INCLUDING MAINTAINING SCHOOL BUILDINGS AND GROUNDS AND PROVIDING SECRETARY TEAR -- SECRETARIL -- SECRETARY AND CLERICAL MISSIONS AND KEEPING THE SCHOOLS CLEAN AND ORDERLY AND ASSISTING IN THE CLASSROOM AND PROVIDING A SECURE AND HEALTHY ENVIRONMENT AND MANY OTHER SPECIALIZED SERVICES AND WHEREAS THEY ARE INSTRUMENTAL IN FULFILLING THE STATE'S RESPONSIBILITY TO EDUCATE ALL STUDENTS.

WHERE THEY DESERVE RECOGNITION AND THANKS FOR THEIR OUTSTANDING WORK THEY ARE DOING FOR THE STUDENTS ENROLLED IN LAKE WASHINGTON SCHOOL DISTRICT AND SUPPORTING THE LEARNING ENVIRONMENT, EDUCATION SUPPORT PROFESSIONALS ARE CRUCIAL PARTNERS WITH TEACHERS, PARENTS, ADMINISTRATORS AND PUBLIC SCHOOLS, AND WHEREAS THERE ARE APPROXIMATELY 2,000 CLASSIFIED SCHOOL EMPLOYEES WORKING WITH AND HELPING CHILDREN IN LAKE WASHINGTON SCHOOL DISTRICT. THE BOARD OF DIRECTORS DO HERE BY PROCLAIM NEXT WEEK, MARCH 13 THROUGH 17, 2023 AS EDUCATION SUPPORT PROFESSIONALS WEEK IN LAKE WASHINGTON SCHOOL DISTRICT.

>> THANK YOU. SO OUR NEXT ITEM ON THE AGENDA

[D. Audience Participation]

WE DEDICATE 30 MINUTES TO HEAR FROM THE PUBLIC DURING OUR PUBLIC COMMENT PERIOD. YOU CAN SIGN UP TO PARTICIPATE IN PUBLIC COMMENTS ON OUR WEBSITE AT LWSC.ORG/PUBLIC COMMENTS. SIGN UP CLOSES AT NOON ON THE DAY OF THE BOARD MEETING AND COMMENTS ARE OFFERED IN THE ORDER OF SIGN UP BEGINNING WITH SPEAKERS IN PERSON FOLLOWED BY VIRTUAL AND CONCLUDING WITH WRITTEN COMMENTS AS TIME ALLOWS.

AND SO WITH THAT YOU ARE ALSO ASKED TO REMAIN TO A THREE-MINUTE TIME FRAME WHEN DOING THOSE COMMENTS.

THERE IS A RED/YELLOW LIGHT AND YOU CAN SEE IT WHERE YOU WILL BE STANDING AT THE PODIUM. WITH THAT I WILL START WITH THE FIRST INDIVIDUAL WE HAVE THIS EVENING WHO HAS SIGNED UP IS YASIMAN -- WONDERFUL. COME TO THE PODIUM AND LET US KNOW YOUR NAME AND CONNECTION TO THE DISTRICT IS HELPFUL AND IF YOU HAVE ANYONE -- HAVE ANYTHING WRITTEN YOU WANT TO GIVE US AFTERWARDS, JUST HAND THAT IN. THANK YOU.

>> HI. MY NAME IS YASIMAN.

MY SON GOES TO -- AND HE IS IN FIRST GRADE.

I HAVE OUR FAMILY CONCERNS SHIP TO BEN FRANKLIN.

OUR FAMILY INVESTED OUR LIFE SAVINGS IN THE CURRENT HOUSE TO BE ASSIGNED TO BEN RUSH. HE IS IN WALKING DISTANCE.

MY SON AND I WALK TO AND FROM SCHOOL EVERY DAY.

WE WALK ON COLD, WARM, RAINY AND EVEN SNOWY DAYS.

WE ENJOY THE NATURE AND THE WILDLIFE.

[00:15:02]

IT IS A SAFE TRADE. THERE ARE NO SUCH OPTIONS FOR US BY GOING TO BEN FRANKLIN AND OUR QUALITY AND FUNDING TIME WILL BE TAKEN AWAY. FEDERAL RESEARCH INSTITUTES INCLUDING SEATTLE EDUCATION K-12 AND EDUCATION FINANCE AND POLICY HAVE COME TO A CONCLUSION THAT TEACHING -- SWITCHING STUDENTS CAN AFFECT THEIR ACADEMIC PROGRESS AND EMOTIONAL STABILITY. PUT -- COVID PUT US THROUGH ABNORMALITY FOR TWO AND A HALF YEARS.

DO OUR KIDS HAVE TO GO TO ANOTHER INTERRUPTION? WE ALSO USED YMCA THAT DOES NOT EXIST IN BEN FRANKLIN AND IS A VERY CRITICAL PROGRAM TO OUR FAMILY.

I BELIEVE REVIEWING THE ROAD SAFETY AND BUS REQUIREMENT IS A PREREQUISITE TO THE REVIEW PROCESS.

AS A TAXPAYER, I AM REQUESTING THE BOARD TO DO THAT BEFORE MAKING ANY DECISION ON BOUNDARIES TO AVOID UNNECESSARY BUS SERVICES AND MOVE OF STUDENTS TO ANOTHER SCHOOL.

THANK YOU. >> THANK YOU.

OUR NEXT INDIVIDUAL WHO HAS SIGNED UP IS NORMAN SEABROOKS.

>> GOOD EVENING AND THANK YOU FOR ALLOWING ME A FEW MOMENTS.

I'M A TRUSTY FROM CASCADIA COLLEGE AND WE ARE TO PROVIDE AN UPDATE THAT CASCADIA IN OUR ONGOING EFFORTS TO REACH OUT TO THE LOCAL SCHOOL BOARDS. WE HAD A VERY PRODUCTIVE MEETING LAST FRIDAY WITH YOUR LEADERSHIP THE PRESIDENT AND THE SUPERINTENDENT. WE DISCUSSED IN SOME DETAIL WITH WHAT IS GOING ON AT CASCADIA AND WE -- WHAT WE ARE DOING TO IMPROVE OUR RELATIONSHIPS WITH THE LOCAL SCHOOL BOARD.

WE SEE THE PARK AS BENEFICIAL TO CASCADIA AND THE LOCAL DISTRICTS. ERIC SPOKE TO THE CITY COUNCIL ABOUT OUR NEW TOGETHERNESS CENTER AND HE MADE IT, YOU KNOW, I THINK VERY CLEAR THAT WE WANTED A PARTNERSHIP NOT ONLY WITH THE DISTRICT, BUT ALSO WITH THE LOCAL GOVERNMENT TO DO WHAT WE CAN TO IMPROVE THE RELATIONSHIPS AND THE ACCESS OF INFORMATION ABOUT OUR SCHOOL. IN ADDITION TO THAT, CASCADIA HAS MADE A DONATION TO A LOCAL CENTER TO HELP SPACE-SEEKING STUDENTS AND THEIR PARENTS COMPLETE APPLICATIONS FOR FEDERAL GRANTS. AGAIN, IN AN EFFORT TO MAKE SURE THAT EVERYONE HAS ACCESS TO THE INFORMATION.

LAST, BUT NOT LEAST, I THINK IT IS CRITICALLY IMPORTANT FOR ME AS A MEMBER OF THEIR BOARD OF TRUSTEES TO MAKE A POINT OF ATTENDING AS MANY OF THESE SCHOOL BOARD MEETINGS AS POSSIBLE BECAUSE I'M A CONDUIT NOT ONLY FROM CASCADIA TO THE SCHOOL BOARD, BUT I HAVE RESPONSIBILITY ALSO TO MAKE THEM AWARE OF WHAT YOU ARE DOING AS WELL SO THAT THEY CAN CREATE PROGRAMS THAT ARE BENEFICIAL TO YOU AND THE STUDENTS OF LAKE WASHINGTON. THANK YOU FOR THE TIME AND AGAIN I ENJOYED OUR MEETING LAST FRIDAY.

HOPEFULLY WE'LL HAVE MORE OPPORTUNITIES TO GET TOGETHER AND TALK ABOUT HOW WE CAN HELP EACH OTHER.

THANK YOU. >> THANK YOU.

OUR NEXT INDIVIDUAL IS ROSHANA. >> HI.

GOOD EVENING, SUPER IN-- SUPER IN10 -- SUPERINTENDENT AND BOARD. MY SON IS IN GRADE 2 AT BEN RUSH ELEMENTARY. OUR FAMILY HAS CHOSEN TO LIVE IN THIS COMMUNITY BECAUSE WE CAN WALK TO SCHOOL.

WE WALK TO SCHOOL USING THE BRIDLE TRAILS PATH.

IT IS .5 MILES. IT GIVES US -- IT TAKES US 10 MINUTES TO GET TO SCHOOL. IT'S IMPORTANT FOR US AS A FAMILY. IT'S BONDING TIME.

THINGS COME OUT ON YOUR WALKS. AND IT ALSO CONNECTS US WITH NATURE AND HELPS US TO REDUCE OUR GLOBAL EMISSIONS FOOT PRINT.

[00:20:07]

SHIFTING TO BEN FRANKLIN MEANS WE WOULD NO LONGER BE ABLE TO WALK AND WE WOULD NEED TO DRIVE BOTH WAYS TO SCHOOL.

I ALSO BELIEVE IT IS COUNTER TO THE CITY'S EFFORTS FOR THE BENEFITS OF 10-MINUTE WALKABLE NEIGHBORHOODS AND MINIMIZING THE NEED FOR VEHICLE TRIPS. WE HAVE A BUS IN OUR AREA.

QUITE FRANKLY WE DON'T FEEL WE NEED IT.

OUR SON DOES TAKE THE BUS FROM TIME TO, BECAUSE WHAT ELEMENTARY KID WOULD NOT WANT TO GET ON THE BIG, YELLOW BUS.

WE PREFER TO WALK. THE OTHER POINT I WOULD LIKE TO MAKE IS THAT I BELIEVE THE SCHOOL DISTRICT'S STRATEGIC PLAN STATES THAT WHILE BEING IS A PRIORITY AND IT IS IMPORTANT FOR ALL STUDENTS TO FEEL A SENSE OF BELONGING, WE FEEL THIS IS IMPORTANT AS STUDENTS ARE FINALLY GETTING BACK INTO RETAINING THINGS AFTER COVID AND PARTICULARLY FOR SECOND GRADERS WHO DID KIPPEDDER GARDEN -- KINDERGARTEN ONLINE.

OUR SON FEELS LIKE HE IS PART OF THE SCHOOL COMMUNITY.

WE WORKED HARD AS A FAMILY TO BUILD A SENSE OF COMMUNITY AT OUR SCHOOL. WHEN WE STARTED WE HAD NO PTA AT THE SCHOOL. I VOLUNTEERED TO HELP REBUILD THAT. OUR SON OF COURSE TELLS US HE WOULD LIKE TO STAY AT BEN RUSH BECAUSE HE KNOWS THE TEACHERS AND HE HAS FRIENDS. ALL OF HIS CURRENT FRIENDS WOULD BE STAYING AT BEN RUSH IN THE PROPOSED REDISTRICTING.

IT WOULD IMPACT A SENSE OF COMMUNITY AND DESTROY HIS EMOTIONAL WELL BEING AND SET HIM BACK.

WE ALSO CURRENTLY HAVE ONE CHILD AT THE SCHOOL AND PUTTING US ON THE PRIORITY LIST AT BEN FRANKLIN, BUT NOT GUARANTEED A SPOT. THERE IS A LONG WAITING LIST AT BEN FRANKLIN. WE ALSO BELIEVE THERE NEEDS TO BE A REANALYSIS OF THE EXPECTED GROWTH NUMBERS.

I LISTENED TO THE STUDY SESSION QUICKLY AND I HONESTLY WOULD ASK YOU WHETHER YOU THINK YOU HAVE CONFIDENCE IN THE PROJECTIONS IN ORDER TO MAKE THIS DECISION. WE URGE YOU TO TAKE A LOOK AT A PHASED IN APPROACH THAT WOULD LET FAMILIES STAY AT BEN RUSH AND HAVE NEW FAMILIES START AT BEN FRANKLIN.

AS A TAXPAYER AND AS A RESIDENT I REALLY DO FEEL LIKE THERE NEEDS TO BE MORE OUTSIDE OF THE BOX THINKING AND OTHER SOLUTIONS NEED TO BE FOUND BESIDES VARIANCES.

VARIANCES ARE NOT A GUARANTEE THAT YOU CAN STAY AT YOUR CURRENT SCHOOL AND WE DON'T KNOW WHEN WE WOULD BE ALLOWED TO APPLY FOR ONE. SO THIS HAS A HUGE IMPACT ON OUR FAMILY LIFE, AND WE WOULD LIKE YOU TO TAKE A LOOK AT RECONSIDERING THE TIMELINE ESPECIALLY WHEN THE NEW COMMUNITIES FOR WHICH YOU ARE MAKING ROOM ARE NOT EVEN GOING TO BE HERE FOR ANOTHER YEAR FROM WHAT I UNDERSTAND.

THANK YOU. >> THANK YOU.

THE NEXT INDIVIDUAL IS -- I APOLOGIZE IF I AM NOT PRONOUNCING YOUR NAME CORRECTLY. LET ME KNOW HOW IT IS SUPPOSED

TO BE. >> IT IS --

>> I AM NOT EVEN CLOSE. >> OKAY.

SO MY NAME IS AYANI AND THANK YOU FOR GIVING ME THE OPPORTUNITY TO HEAR OUR VOICE. I LIVE NEXT TO BEN RUSH AND 148 STREET AND EXACTLY 0.5 MILES FROM BEN RUSH SCHOOL.

HAVE I A FIRST RAIDER KID IN BEN RUSH -- FIRST GRADER KID IN BEN-RUSH AND TRYING TO FIX YOUR PROPOSED SCENARIO OF MOVING OUR WHOLE NEIGHBORHOOD TO FRANKLIN. FROM THE BEGINNING OF THE BOUNDARY CRISIS IN OCTOBER OUR NEIGHBORHOOD WAS A TARGET TO MOVE TO FRANK LYNN IN ALL OF THE SCENARIOS THAT YOU PROPOSED.

BECAUSE WE WERE TOLD THAT OUR NEIGHBORHOOD IS NOT A WALKING DISTANCE FROM SCHOOL AND KROGSING 148 -- CROSSING 148 STREET AND IT IS NOT SAFE TO CROSS.

ALTHOUGH WE HAVE A PEDESTRIAN WITH LIGHTS NEXT TO OUR HOME, I STILL DON'T UNDERSTAND WHY IT IS NOT CONSIDERED A SAFE WALK TO

[00:25:01]

ONLY LAST WEEK UNFORTUNATELY WE GOT AN ANSWER.

AGAIN WE DIDN'T GET ANY ANSWER ON THAT.

WE WERE DISAPPOINTED FROM THAT. ONE OF THE REASONS WE CHOSE OUR HOME IS TO BE CLOSE TO SCHOOL AND ALLOW OUR KIDS TO WALK AND RIDE ON BIKE TO SCHOOL. MOVING US TO FRANKLIN WOULD NOT SERVE THIS PURPOSE. WE WERE TOLD THAT ABEDON IS OVERCAPACITY. AND THEREFORE THE PLAN IS TO MOVE STUDENTS WHO LIVE IN AVALON AND EVES -- TO MOVE THEM TO BEN RUSH. SINCE THE NEIGHBORHOODS HAVE TO USE BUS TO GET TO BEN RUSH, WE DON'T UNDERSTAND WHY NOT MOVING THEM DIRECTLY TO FRANK LYNN -- TO FRANKLIN.

WHY ARE YOU CREATING THE OTHER IMPACT BY EXPELLING OUR KIDS OUT OF BEN RUSH WHILE MOVING OTHER KIDS TO BEN RUSH.

FOR US IT TOTALLY DOESN'T MAKE SENSE.

AGAIN, WE ASK THOSE QUESTIONS IN THE MEETING AND WE DIDN'T GET AN ANSWER AGAIN. ONE OF THE SCENARIOS WE PROPOSE.

ON A PERSONAL NOTE WE HAVE MOVED FROM ISRAEL A YEAR AGO AND WE INVEST ALL OUR MONEY TO PURCHASE OUR HOUSE FOR ONE REASON.

TO BE PART OF THE ISRAELI COMMUNITY IN RUSH.

MY KID IS STILL ACQUIRING THE ENGLISH LANGUAGE, AND UNFORTUNATELY DUE TO THE LANGUAGE BARRIER, ALL HIS KID -- ALL HIS FRIENDS ARE HEBREW SPEAKERS.

MOVING HIM TO FRANK LYNN -- FRANKLIN WILL CAUSE A HUGE REGRESSION BOTH EDUCATIONAL AND SOCIAL.

I APPRECIATE IF I CAN GET A DETAILED ANSWER TO MY ARGUMENT AND OUR PROPOSAL PRIOR TO MAKING A DECISION AND ENOUGH TIME TO RE-- REPLY TO YOUR ANSWERS. THANK YOU.

>> THANK YOU. OUR NEXT PERSON WHO SIGNED UP IS

KAILEY PIPER. >> HELLO.

I AM KAILEY AND A SPECIAL EDUCATION TEACHER.

I AM HERE TO ENCOURAGE THE RETENTION IN THE MIDDLE SCHOOL LEVEL. THIS IS MY 10TH YEAR IN EDUCATION AND 6TH AT RMS. IN THAT TIME WE HAD FIVE DIFFERENT PRINCIPALS AND SEVEN ASSOCIATE PRINCIPALS.

I HAVE SEEN IT THRIVE AND BE A PLACE OF LEARNING AND ENRICHMENT AND I HAVE SEEN IT TPHROUBDER AND BE A PLACE WHERE STUDENTS AND STAFF ALIKE OPERATE IN SURVIVAL MODE.

FOR THE LAST THREE YEARS WE HAVE ALL BEEN IN SURVIVAL MODE.

THIS IS DUE TO A LARGE NUMBER OF FACTORS.

ONE OF THE BIGGEST ONES BEING THAT WE DO NOT HAVE THE SAME STUDENTS THAT WE HAD BEFORE THE PANDEMIC.

THE PANDEMIC HAS CHANGED ALL OF US AND OUR STUDENTS ARE NOT SPARED FROM THIS. OUR STUDENTS ARE PRESENTING WITH HIGHER RATES OF SOCIAL, EMOTIONAL AND BEHAVIORAL NEEDS.

THE JOB TO SERVE THESE NEEDS HAS TRADITIONALLY FALLEN ON PRINCIPALS, COUNSELORS AND IEP CASE MANAGERS.

SINCE THE PANDEMIC THOSE OF US SERVING THE SOCIAL AND EMOTIONAL NEEDS OF STUDENTS HAVE BEEN OVEE NUMBER OF STUDENTS NEEDING SUPPORT. AS A RESULT, NOT ALL STUDENTS ARE HAVING THEIR NEEDS MET AND THE ADMINISTRATION IS STRUGGLING TO FIND TIME TO DO THEIR JOB OF RUNNING THE SCHOOL.

SINCE THE ADDITION OF DEAN OF STUDENTS WE'VE HAD A CENTRAL PERSON TO COLLABORATE WITH ON STUDENT INTERVENTIONS AND SUPPORTS THAT FOLLOWS A CLEAR STRUCTURE AND NTSS MODEL.

ON AN AVERAGE DAY I PERSONALLY CONTACT THE DEAN THREE TO FIVE

[00:30:03]

SOMETIMES I HAVE HALF A CLASS TO TEACH, BUT I AM DOING SO BECAUSE I AM SUPPORTING A DISREGULATED STUDENTS.

IN PAST YEAR I WOULD CALL AN ADMINISTRATOR TO MY ROOM FOR SUPPORT. THE ADMIN MAY OR MAY NOT KNOW MY STUDENT AND MAY OR MAY NOT HAVE THE SKILLS NECESSARY TO HELP SUPPORT THE STUDENT THROUGH THE ESCALATION CYCLE WITHOUT UNINTENTIONALLY MAKING THINGS WORSE.

TODAY IF I FIND MYSELF IN THIS SITUATION I'M ABLE TO CALL ON THE SUPPORT OF OUR DEAN WHO IS GOING TO COME INTO THE SITUATION WITH EFFECTIVE DE ESCALATION STRATEGIES AND A LIKELIHOOD THAT THEY HAVE A RELATIONSHIP WITH THE STUDENT AND KNOW HOW TO SUPPORT THEM. THE POSITION OF DEEM -- DEAN IS NOT AN ADMINISTRATOR WHO CAN COME UP WITH CREATIONS OF STUDENTS NEEDS. BECAUSE OF THE POSITIVE IMPACT THEY HAVE HAD ON THE SUPPORT OF STUDENTS AND STAFF I AM HERE TODAY TO URGE YOU TO KEEP THE POSITION OF DEAN AT THE MIDDLE SCHOOLS. THANK YOU.

>> THANK YOU. UP NEXT.

>> HELLO. MY NAME IS LISA GUTHRIE.

MY FAMILY HAS BEEN PART OF THE BEN RUSH COMMUNITY FOR 10 YEARS.

WE HAVE THREE OLDER KIDS AND A CURRENT SECOND GRADER.

OUR HOME IS LESS THAN A HALF MILE FROM SCHOOL AND EASILY WITHIN THE ONE-MILE WALK AREA RADIUS DEFINED BY RCW28A16160.

WE LIVE CLOSER TO SCHOOL THAN THE MAJORITY OF BEN RUSH FAMILIES, YET OUR NEIGHBORHOOD HAS BEEN TARGETED TO MOVE TO BEN FRANKLIN ELEMENTARY AND EVERY ONE OF THE BATTERY SCENARIOS.

WHEN WE ASK WHY THEY CONSIDER OTHER NEIGHBORHOODS WHETHER NOT CONSIDERED AND THEY SAY ONE OF THE PRIMARY REASONS IS OUR NEIGHBORHOOD RECEIVES BUS SERVICE BECAUSE OF HAZARDOUS CONDITIONS. SPECIFICALLY TO GET FROM OUR NEIGHBORHOOD TO BEN RUSH STUDENTS MUST CROSS 148TH AVENUE NORTH EAST AND WE WERE TOLD DISTRICT POLICY PREVENTS MIDDLE SCHOOLERS TO CROSS THE ROAD.

WE ASKED WHERE THE CRITERIA IS DEFINED AND WE HAVE YET TO RECEIVE IT. WASHINGTON ADMINISTRATIVE CODE 392141-340 AND POLICY 6605 BOTH REFERENCE A WASHINGTON STATE DEPARTMENT OF TRANSPORTATION GUIDE ENTITLED SCHOOL WALK AND BIKE ROUTES. A GUIDE FOR PLANNING AND IMPROVING WALK AND BIKE TO OPTIONS FOR STUDENTS.

AS GUIDANCE. THAT GUIDE SPECIFICALLY STATES, QUOTE, THERE IS NO UNIVERSALLY ACCEPTED DEFINITION OF WHAT MAKES ONE WALK ROUTE SAFE AND ANOTHER HAZARDOUS.

IF -- IT GOES ON TO CALL OUT UNSIGNAL LIESED CROSSINGS OF FOUR-LANE ROADS AS, QUOTE, POTENTIALLY HAZARDOUS.

THIS IS NOT APPLIED TO THE 148TH AVENUE CROSSING WHICH HAS A DEDICATED PEDESTRIAN SIGNAL FULL RED, YELLOW AND GREEN AND ACTIVATED BY A PUSH BUTTON WITH NO TURNING CARS OR OTHER HAZARDOUS -- HAZARDS TO NAVIGATE.

IT IS ON A REGULAR COMMUTE TO WORK AND I FIND IT VERY SAFE.

WASHINGTON ADMINISTRATIVE CODE 392-14-1340 ALSO STATES DISTRICTS MUST REVIEW WALK AREAS EVERY TWO YEARS.

TO MY KNOWLEDGE, BEN RUSH'S WALK AREA HAS NEVER BEEN REVIEWED, NOT IN THE 10 YEARS WE HAVE BEEN PART OF THE SCHOOL NOR AS PART OF THE BOUNDARY PROCESS. I SUSPECT THE CURRENT WALK AREA DEFINITION PRE-DATES THE INSTALLATION OF THE PEDESTRIAN SIGNAL. BUT AGAIN A REQUEST FOR THE MOST RECENT REVIEW OF THE AREA HAVE GONE UNANSWERED.

WE HAVE BEEN ASKING THE DISTRICT TO TAKE A SECOND LOOK AT OUR BUSING SITUATION SINCE THE VERY FIRST ROUND OF FEEDBACK IN NOVEMBER. WE HAVE BEEN REPEATEDLY DISMISSED. AT THIS POINT I AM FRUSTRATED AS A TAXPAYER. REGARDLESS OF YOUR FINAL DECISION ON SCHOOL BOUNDARIES, I HOPE YOU TAKE A CLOSE LOOK AT CURRENT WALK AREAS FOR ALL SCHOOLS AND TO SEE WHERE THERE ARE OTHER LOCATIONS WHERE THIS IS HAPPENING AND HOW MANY OTHER DECISION ARE YOU MAKING ON FAULTY OR OUTDATED INFORMATION

[00:35:01]

CONSIDERATION. >> THANK YOU.

THE NEXT PERSON I BELIEVE IS IN PERSON IS MICHAEL KEENAN.

>> SO I THINK MOST OF IT WAS SAID ALREADY.

MY NAME IS MICHAEL KEENAN. I LIVE WITH MY FAMILY IN THE NEIGHBORHOOD FOR 10 YEARS. I AM HERE AS A CONCERNED PARENT AS YOU SAW BEFORE ME. I THINK THEY COVERED MOST OF THE INFORMATION. WE TALKED ABOUT BUSES AND WE TALKED ABOUT COVID AND WE TALKED ABOUT EVEN THE ECONOMY.

WE STARTED THE ANALYSIS WITH WHAT IS RELEVANT RIGHT NOW.

I WILL TELL YOU I JOINED MANY OF THE CALLS WITH THE COMMITTEE.

MOST OF THE ANSWERS WERE -- THE QUESTIONS REMAIN UNANSWERED.

I THINK THAT'S THE MAIN THING WE SHOULD BE CONCERNED RIGHT NOW BECAUSE WE TOOK THE TIME AND WE JOINED THE MEETINGS AND WE SPENT ALL THE TIME THAT WE NEEDED TO THINK WHAT ARE THE OPTIONS.

WE CAME UP WITH THE IDEAS TO THE COMMITTEE.

THE QUESTION THERE -- FROM DAY ONE SET AND TARGETED OUR NEIGHBORHOOD. IN REALITY, YOU HEARD THE PEOPLE HERE. WE HAVE A WALKING DISTANCE TO SCHOOL THAT WE ARE USING, AND WE HAVE A NEIGHBORHOOD AND A COMMUNITY THAT IS STRONG AND CONTRIBUTING TO BEN RUSH.

AND WE ARE HERE BECAUSE WE REALLY CARE.

IF I AM GOING TO ADD TO ALL OF IT THE FACT I KNOW ALL OF YOU ARE HERE BECAUSE EVENTUALLY YOU CARE ABOUT THE KIDS, RIGHT? THIS IS WHY WE ARE HERE. AS PARENTS.

AND THIS IS WHY YOU ARE HERE AS PART OF THE COMMUNITY.

IF I AM LOOKING AT THE KIDS THAT SUFFERED FROM THE FIRST TWO YEARS OF COVID, MY DAUGHTER IS IN THIRD GRADE AND THE COVID STARTED WHEN SHE WAS IN KINDERGARTEN.

I WILL TELL YOU UNTIL TODAY, SOMEBODY NOT RELATED TO US SAID HOW KIDS ARE SUFFERING FROM COVID STILL.

WE HAVE A 504 AND I MEET WITH THE PRINCIPAL AND THE COUNSELOR AND THE TEACHER EVERY OTHER WEEK.

EVENTUALLY WE ARE TAKING THE SAME STUDENTS WHO SUFFERED SO MUCH AND TRYING TO MOVE THEM. WE REALLY NEED TO THINK ABOUT THESE KIDS. OKAY.

THERE IS A LOT OF FACTORS TO BE CONSIDERED.

LET'S LOOK AT THE KIDS. LET'S LOOK AT THE KIDS.

MAYBE THEY ARE THE NOT TARGET OF POPULATION TO BE MOVED RIGHT NOW. I REALLY RECOMMEND YOU WILL LOOK AGAIN ON THE PROPOSAL, ON THE DECISION AND GONNA SPEND -- LET'S LOOK AT THE ADDED VALUE AND THE THINGS BEHIND THE EFFECT OF WHAT WE ARE DOING TO THESE KIDS AND WHAT THE DECISION WOULD BE. THAT IS IT.

>> THANK YOU. THE NEXT PERSON IS MEGAN HIGHTOWER AND SHE SIGNED UP TO BE VIRTUAL.

OH. I DO AND I APOLOGIZE.

I DID SKIP IT. MARCO MONEY CO -- MARCO MONROE, PLEASE COME UP. THANK YOU FOR SPEAKING UP.

>> GOOD EVENING. MY NAME IS MARCO MANUEL AND I AM AN 8TH GRADE TEACHER AND I AM HERE TONIGHT TO TALK ABOUT ADVOCATING TO KEEP OUR STUDENTS ACROSS ALL OF OUR MIDDLE SCHOOLS. AS I UNDERSTAND THE DEAN WAS INTENDING TO BE A TEMPORARY POSITION AND I WANTED TO TALK TO YOU ABOUT THE HUGE IMPACT THAT HIS POSITION HAS HAD AND THAT I BELIEVE IT HAS AT OTHER BUILDINGS TO.

TAOFPLT I KNOW THAT -- I KNOW THERE WERE DIFFERENT GROUPS ADVOCATING. WE HAD TEACHERS ON CALL AND I KNOW IN MY BUILDING MY ADMINISTRATORS ORGANIZED A COLLECTION OF WRITTEN STATEMENTS FROM TEACHERS.

I WANTED TO COME AND VOICE MY ADVOCACY DIRECTLY TO THE SCHOOL BOARD. AS I HAVE TALKED TO YOU LIKE A PRINCIPAL AND ASKED WHAT ARE WE DOING ABOUT THIS? EVERYBODY SAYS WELL, IT IS NOT MY -- IT IS NOT IN MY CONTROL.

HERE I AM. THIS ONE POSITION IN OUR BUILDING IMPROVES THE LIVES AND THE SITUATIONS OF OVER A THOUSAND STUDENTS AND STAFF AND JUST IN MY BUILDING.

I IMAGINE IT IS SIMILAR IN OTHER BUILDINGS.

[00:40:02]

THEY ARE A CENTRAL PERSON THAT EVERY STUDENT CAN BUILD RELATIONSHIP WITH AND HELP SUPPORT IN SOME OF THESE, LIKE, CHALLENGING SITUATIONS THAT ADMINISTRATORS WOULD HAVE TO DO, AND THIS PERSON BEING THERE ALLOWS THE ADMINISTRATORS TO BUILD COMMUNITY IN THE SCHOOLS AND ALSO CONTINUING TO BUILD RELATIONSHIPS WITH THOSE STUDENTS.

THE STUDENTS THAT THE DEAN SUPPORTS ARE LIKE OUR MOST CHALLENGING TYPES OF STUDENTS. THE ONE THAT'S NEED THOSE MTSS T IER3 INTERVENTIONS AND SUPPORTS.

THE STUDENTS THAT WE SAY, YOU KNOW, WE ARE HERE AND WE ARE TRYING TO BUILD THESE SYSTEMS TO SUPPORT.

THIS ONE POSITION MAKES THAT SO MUCH BETTER.

I TALKED TO AS MANY PEOPLE AS I CAN AND I KNOW OTHERS HAVE ORGANIZED TO DO SIMILAR THINGS. I BROUGHT A HANDFUL OF TEACHERS HERE AND I KNOW PREVIOUS SCHOOL BOARD MEETINGS OTHER PROFESSIONALS HAVE COME AND TALKED TO YOU AND MADE SIMILAR STATEMENTS. I WANTED TO ADD MINE TO THE LIST. THANKS.

>> THANK YOU. AND MEGAN HIGHTOWER HAS COME ON THE LINE. MEGAN, WHENEVER YOU ARE READY.

GO AHEAD. WE CAN'T HEAR YOU.

YOU ARE UNMUTED. >> LET ME TRY THAT.

CAN YOU HEAR ME NOW? >> YES, WE CAN.

THANK YOU. GO AHEAD.

>> YAY. OKAY.

THANK YOU SO MUCH. HI.

MY NAME IS MEGAN HIGHTOWER AND I APPRECIATE THE OPPORTUNITY TO SPEAK TONIGHT. I LIVE ON THE WEST SIDE OF 148 .90 FROM BENJAMIN RUSH. MY SON IS ON HIS THIRD YEAR AND WE DON'T USE THE BUS. WE DON'T QUALIFY BECAUSE OUR HOME FALLS UNDER THE ONE MILE FROM DOOR-TO-DOOR.

WE CAN WALK AND RIDE OUR BIKES AND SOMETIMES I DRIVE HIM.

WE HAVE TWO EASY OPTIONS TO CROSS SAFELY, BOTH AT THE MAIN TRAFFIC LIGHT OF 148 AND OLD REDMOND ROAD OR AT THE DRIDLE CREST TRAIL CROSSING. -- BRIDLE CREST TRAIL.

IT IS A PUSH OF A BUTTON AND A FULLY FUNCTIONAL TRAFFIC LIGHT WITH A DIRECT PATH TO THE SCHOOL.

BOTH ARE EXACTLY .90 OF A MILE AWAY.

THE MOVE TO FRANKLIN WILL ADD A MILE TO OUR DISTANCE, INTERRUPT A LONG-ESTABLISHED CARE RELATIONSHIP WITH THE YMCA AND IMPACT HARD-EARN FRIENDSHIPS AND SUPPORTS WE HAVE IN PLACE.

UNDERSTANDABLY I HAVE SOME PRETTY BIG FEELINGS ABOUT THIS, BUT I KNOW I'M NOT ALONE. THIS PROS -- PROCESS WE KNOW IS A BALANCING ACT AND CAN'T DEBATE THAT THERE IS GROWTH THAT NEEDS TO BE MITIGATED FOR THE GREATER GOOD.

WE DON'T WANT OUR TEACHERS AND SCHOOLS TO STRUGGLE, BUT WE WANT TO BE HEARD AND WANT TO BE CONSIDERED.

I'M NOT CONVINCED THAT OUR NEIGHBORHOODS ON THE WEST SIDE OF 148 EVER HAD A FAIR SHOT FOR AN ALTERNATIVE IF THIS PROCESS BECAUSE THE OPTIONS ON THE TABLE NEVER INCLUDED KEEPING US AT RUSH. WHAT WE HEAR AND WHAT WE ARE LEARNING IS FAMILIES WHO LIVE FURTHER AWAY, WHO DON'T CURRENTLY HAVE CHILDREN ESTABLISHED AT RUSH AND MAY NOT EVEN LIVE IN THE NEIGHBORHOOD WITH CONSTRUCTION STILL UNDERWAY MAY BE TAKING OUR PLACE. WE FEEL WE DO NOT HAVE A FAIR SAY IN THAT PROCESS I ASK YOU CONSIDER THE IMPACT AS YOU ARE FINALIZING AND DO EVERYTHING IN YOUR POWER TO SUPPORT THOSE OF US WHO MAY END UP MAKING PRETTY TOUGH CHANGES.

THANK YOU VERY MUCH FOR LISTENING.

[00:45:04]

>> THANK YOU. WITH THAT, THAT'S ALL OF OUR PUBLIC COMMENTS FOR THIS EVENING.

WE DID RECEIVE A WRITTEN COMMENT WHICH WAS SPECIFIC TO EQUITY AND ENVIRONMENTALISM IN OUR SCHOOL CAFETERIA.

THAT HAS BEEN PROVIDED TO ALL OF THE BOARD MEMBERS AS WELL AS AVAILABLE IN THE BOARD PACKET. WITH THAT WE WILL WRAP UP PUBLIC COMMENT FOR THE EVENING AND I WANT TO THANK EVERYBODY SO MUCH.

FOR THOSE WHO DID COME IN REGARDS TO THE BOUNDARY CHANGE, THAT IS ON THE AGENDA FOR TONIGHT FOR THE FIRST HEARING.

AND SO THAT WILL BE PRESENTED. IT WOULD COME BACK TO THE BOARD IN TWO WEEKS FOR -- OR THREE WEEKS, THE END OF THE MONTH, ACTUALLY. SO JUST TO LET YOU KNOW IF YOU WANTED TO STAY YOU ARE MORE THAN WELCOME TO, OR MORE THAN WELCOME TO LEAVE. IT IS UP TO ALL OF YOU.

WANTED TO LET YOU KNOW. WITH THAT THE NEXT ON THE AGENDA

[E. Consent Agenda]

APPROVE. >> MOVE APPROVAL OF THE CONSENT

AGENDA. >> SECOND.

>> MOVED AND SECONDED. DR. HOLMAN, WILL YOU PULL THE

BOARD? >> DIRECTOR CARLSON.

>> YES. >> DIRECTOR STUART.

>> YES. >> DR. LALIBERTE.

>> YES. >> KR-P CHOI.

>> YES. >> AND PRESIDENT BLIESNER.

>> MOTION CARRIES. >> TONIGHT IN THE BOARD'S PACKET YOU HAVE OVER $52,000 IN DONATIONS JUST OVER 19,000 FROM OUR PTSA PARTNERS AND 32,000 FROM OTHER SOURCES.

WE ARE ABLE TO DO AND PROVIDE UNIQUE PROGRAMS AND SERVICES IN OUR SCHOOLS. IT IS FOR DEEP APPRECIATION THAT WE ACCEPT THESE THIS EVENING. THANK YOU TO OUR COMMUNITY.

[F. Non-Consent Agenda]

>> I THANK YOU VERY MUCH. THE NEXT ITEM AS WE MOVE TO THE NON-CONSENT AGENDA IS THE BOUNDARY RECOMMENDATION FOR THE 2023-202 LAKE WASHINGTON AREA ELEMENTARY AND MIDDLE SCHOOLS.

>> AND I WANT TO PROVIDE CONTEXT FOR THE SITUATION THE BOARD WILL BE RECEIVING. I'M SURE THE BOARD IS AWARE THAT BOUNDARY PROCESS IS SOMETHING THAT I HAVE BEEN INVOLVED WITH OVER A NUMBER OF YEARS. WHENEVER WE ARE DOING BOUNDARY CHANGES, YES, IT IS ABOUT MAPS AND DATA AND THINGS LIKE THAT THAT -- BUT AT THE END OF THE DAY IT IS ABOUT STUDENTS AND FAMILIES AND FAMILIES WHO LOVE THEIR SCHOOLS.

THAT IS NOT LOST THROUGH THESE PROCESSES.

PART OF THE PROCESS IS TO MAKE SURE THAT WE HAVE APPROPRIATE ENROLLMENT AT EACH OF OUR SCHOOLS.

JUST WANTED TO PROVIDE THE BOARD WITH A REVIEW OF THE SITUATION AND SOME OF THE ACTIONS THAT THE COMMITTEE HAS TAKEN.

PRESIDENT BLIESNER PROVIDED CONTEXT.

TONIGHT IS THE BOARD HEARING A RECOMMENDATION AND BEING ABLE TO PROVIDE QUESTIONS FOR STAFF AND REQUESTING FOLLOW-UP.

AND THEN FORMAL ACTION WILL BE ON THE BOARD'S AGENDA WILL BE AT THE MARCH, I BELIEVE 27TH -- MONDAY THE 27TH.

IT WILL BE AT THAT MEETING. THE BOUNDARY COMMITTEE WAS FORMED IN AUGUST OF 2022 FOR RECOMMENDING SCHOOL ATTENDANCE AREAS. OVERCROWDING WAS OCCURRING AT MULTIPLE SCHOOLS WITHIN THE LAKE WASHINGTON LEARNING AREA.

IN FALL OF 2021, THE DISTRICT ADDED 20 CLASSROOMS AT FRANKLIN ELEMENTARY FOR A TOTAL OF EIGHT ADDITIONAL CLASSROOMS, ROSE HILL FOR A TOTAL OF EIGHT CLASSROOMS AND TWAIN ELEMENTARY FOR A TOTAL OF FOUR CLASSROOMS AT THAT SKAOG SITE.

SCHOOL SITE IN THE LAKE WASHINGTON LEARNING AREA.

ADDITIONALLY IN -- AN -- AN EIGHT-CLASSROOM ADDITION IS PLANNED FOR AND WILL BE IMPLEMENTED AT KIRKLAND MIDDLE SCHOOL FOR AN OPENING IN FALL OF 2024.

THE BOUNDARY COMMITTEE WAS CHARGED WITH MAKING A RECOMMENDATION FOR THE SCHOOLS AFFECTED BY CURRENT AND POTENTIAL OVERCROWDING. PARENTS WILL PROVIDE FEEDBACK ON THE CRITERIA USED BY THE COMMITTEE AND SOME PROPOSED SCENARIOS. AT THE NOVEMBER 17, 2022 OPEN HOUSE THE BOUNDARY COMMITTEE PRESENTED THREE SCENARIOS FOR REVIEW AND FEEDBACK TO THE COMMUNITY.

PUBLIC COMMENT WAS AVAILABLE FROM NOVEMBER 17 THROUGH 27.

THE COMMUNITY REVIEWED THE COMMUNITY FEEDBACK AND MADE ADJUSTMENTS TO MEET THE CHARGE WITH THE LINE OF THE BOUNDARY CRITERIA. THE BOUNDARY COMMITTEE HAD TWO REVISED SCENARIOS AT AN ONLINE OPEN HOUSE STARTING JANUARY 19, 2023. PUBLIC COMMENT WAS MADE AVAILABLE BETWEEN JANUARY 19 AND JANUARY 30.

FINALLY THE BOUNDARY COMMITTEE ANALYZED AND REVIEWED ALL FEEDBACK FROM THE ONLINE OPEN HOUSE IN ORDER TO DEVELOP A FINAL RECOMMENDATION. THE BOUNDARY COMMITTEE'S FINAL

[00:50:03]

THE FINAL RECOMMENDATION WAS PRESENTED TO ME ON FEBRUARY 14.

ADDITIONAL 3 THROUGHOUT THE PROCESS I RECEIVED ONGOING UPDATES FROM SEWS -- ASSOCIATE SUPERINTENDANT BARBARA POSTHUMOUS. AND THERE WERE A NUMBER OF DIFFERENT CONSIDERATIONS I ASKED BARBARA TO BRING BACK TO THE BOUNDARY COMMITTEE FOR REVIEW. SOME OF THAT WERE CONSIDERATIONS WE HEARD DURING PUBLIC COMMENT TONIGHT AROUND WAYS TO VIEW AND CONSIDER THIS FINAL RECOMMENDATION.

AND SO TONIGHT I HAVE TAKEN THAT INTO CONSIDERATION AS YOU RECEIVE THIS FINAL RECOMMENDATION AS PRESENTED BY THE ASSOCIATE SUPERINTENDENT BARBARA POSTHUMOUS.

IT IS MY RECOMMENDATION TO THE BOARD AND IT REFERENCES ADJUSTMENTS TO ALL ELEMENTARY SCHOOLS IN LAKE WASHINGTON -- NOT ALL. IT REFERENCES ADJUSTMENTS TO ELEMENTARY SCHOOLS WITHIN THE LAKE WASHINGTON LEARNING AREA, ADJUSTMENTS TO THE MIDDLE SCHOOL BOUNDARY BETWEEN KIRKLAND MIDDLE SCHOOL AND ROSE HILL MIDDLE SCHOOL AND THERE IS A RECOMMENDATION FOR WHAT HISTORICALLY WE CALL GRANDFATHERING. THE NEW VERNACULAR IS EXCEPTIONS. I ALSO WANT TO REFERENCE FOR THE BOARD PRIOR TO THIS THAT AN ATYPICAL PART OF THE RECOMMENDATION IS A RECOMMENDATION TO OPEN OUR SCHOOLS THAT ARE INVOLVED IN THIS PROCESS, AUTOBAN, RUSH AND TWAIN ELEMENTARY FOR VARIANCE. THAT IS AN ATYPICAL PART OF THE PROCESS BECAUSE WE DO KNOW THAT OUR CURRENT PROJECTIONS HAVE SOMEWHAT MODIFIED AND WE KNOW THAT SCHOOLS ARE STILL OVERCROWDED. AND SO A VARIANCE IS APPARENT REQUESTING AND IN PLACE AT A SCHOOL.

IT IS NOT A GUARANTEE, BUT IT IS OPTIONAL BASED ON AVAILABILITY OF SPACE. WITH THAT I WILL HAND IT OVER TO BARBARA POSTHUMOUS TO WALK THROUGH THE RECOMMENDATION IN

TOTALITY. >> GREAT.

THANK YOU VERY MUCH. I AM PLEASED TO PRESENT THIS RECOMMENDATION TONIGHT AND WALK THROUGH THE PROCESS GOING ON SINCE AUGUST. AGAIN, WE -- THIS -- WE DON'T TAKE THIS WORK LIGHTLY BECAUSE IT DOES IMPACT OUR FAMILIES AND SO WE WANT TO MAKE SURE THAT WE'RE PUTTING A LOT OF THOUGHT AND INTENT INTO IT. JUST A REMINDER TONIGHT, THE POLICY CONNECTION ATTENDANCE AREAS THAT THE SUPERINTENDENT CAN RECOMMEND A CHANGE TO THE BOARD OF DIRECTORS.

TONIGHT I WILL TALK ABOUT THE DRIVERS, THE CAPACITY ENROLLMENT AND SHARE THE COMMITTEE PROCESS AND SHARE ABOUT OUR COMMUNITY ENGAGEMENT AND INPUT. AGAIN, SHARE THE RECOMMENDATION, SHARE THE IMPLEMENTATION TIMELINE, DISCUSS THE BOUNDARY EXCEPTION PROCESS THE VARIANCE CONSIDERATIONS AND TALK ABOUT NEXT STEPS FOR COMMUNICATION AND TRANSITION PLANNING.

FIRST I'LL REVIEW AGAIN THE CAPACITY IN ENROLLMENT SITUATION. AS DR. HOLMAN DESCRIBED AT THE BEGINNING, THE REASON THAT WE ARE DOING THIS BOUNDARY PROCESS IS WE HAD MANY SCHOOLS OVERCAPACITY IN THE LAKE WASHINGTON LEARNING AREA. WE DID HAVE THE CONSTRUCTION LEVY PROVIDED 20 ADDITIONAL CLASSROOM THAT'S WERE OPENED IN FALL OF 21. WE ALSO HAVE ADDITIONAL CLASSROOMS THAT ARE BEING ADDED TO KIRKLAND MIDDLE SCHOOL, AND WE DID A BOUNDARY PROCESS -- THE LAST TIME A BOUNDARY PROCESS WAS DONE IN THIS AREA WAS 2014. THE COMMITTEE WAS CHARGED WITH PROVIDING A RECOMMENDATION TO THE SUPERINTENDENT AND TO MAKE RECOMMENDATIONS FOR THE ATTENDANCE AREAS AFFECTED BY CURRENT AND POTENTIAL OVERCROWDING.

THE ELEMENTARY IMPLEMENTATION IS PLANNED FOR THIS FALL AND THE CHARGE WAS THE MIDDLE SCHOOL IMPLEMENTATION IS PLANNED FOR FALL OF 24 WHICH IS WHEN THE ADDITION WILL TAKE PLACE.

THE COMMITTEE LOOKED AT CURRENT AND PROJECTED DATA, SCHOOL SITES, SPECIFIC INFORMATION. THEY LOOKED AT REGIONAL AND GEOGRAPHIC CONSIDERATIONS, FEEDER PATTERN CONSIDERATIONS AND DEMOGRAPHIC CONSIDERATIONS, AND OF COURSE STAKEHOLDER INPUT.

THIS WAS A MAP OF THE EXISTING BOUNDARIES RIGHT NOW.

WE HAVE SEVEN ELEMENTARY SCHOOLS AND THEN TWO MIDDLE SCHOOLS AS

[00:55:02]

BUT THIS CHART SHOWS KIND OF THE CURRENT SITUATION.

SO ON THE LEFT IS EACH OF THE SCHOOLS, ELEMENTARY IS FIRST AND THEN MIDDLE SCHOOLS AND THE CAPACITY OF THOSE SCHOOLS.

THAT'S THE TOTAL CAPACITY OF EACH SCHOOL INCLUDING PORTABLES.

THE NEXT COLUMN AFTER THAT IS THE ATTENDANCE, THE CURRENT ENROLLMENT OF EACH OF THE BUILDINGS, AND THEN IN 2022, EITHER BLUE, GREEN, YELLOW OR RED FOR THE PERCENTAGE OF CAPACITY. AND SO -- AND THEN THE NEXT THREE COLUMNS TO THE RIGHT ARE THE FORECAST IN 2026.

AGAIN, OUR GOAL IS TO PROVIDE TYPICALLY A BOUNDARY PROCESS THROUGH 2026. WE KNOW THAT WHILE WE HAVE PROJECTIONS THAT GO OUT TO 2032, THOSE PROJECTIONS ARE LESS EXACT. AND SO WHEN WE DO A BOUNDARY PROCESS WE LOOK AT A SHORTER TIME FRAME SO YOU CAN SEE IF WE DID NOTHING, WE'VE GOT MULTIPLE SCHOOLS THAT ARE REALLY ADD OR OVER CAPACITY. YOU CAN ALSO SEE KIRKLAND AND ROSE HILL. WE HAVE OUR -- THEY ARE OUT OF BALANCE. WE'VE GOT ROSE HILL MIDDLE SCHOOL BY 2026 WAS GOING TO BE 1200 STUDENTS AND KIRKLAND MIDDLE SCHOOL, 581. THE CHARGE OF THE COMMITTEE WAS TO BETTER BALANCE OUR ENROLLMENT ACROSS THE DISTRICT.

>> THERE IS A QUESTION IF YOU DON'T MIND.

>> THE 2026 FORECAST, IS THAT UPDATED WITH THE -- IS THAT CONSISTENT WITH THE FORECAST WE RECEIVED FROM FLO?

>> THE BOUNDARY PROCESS BECAUSE IT STARTED REALLY BEFORE THE SUMMER AND THEN THE COMMITTEE STARTED IN AUGUST, THEY USED THE FORECAST BASED ON LAST YEAR'S FORECAST AND THEN IN SEPTEMBER THEY UPDATED -- ACTUALLY IN OCTOBER THEY UPDATED THE CURRENT ENROLLMENT. NO.

THESE DO NOT REFLECT THE FORECAST THAT WAS PROVIDED JUST TWO WEEKS AGO. WHAT THEY DID DO IS MAKE SURE THEY DID A CHECK KIND OF WITH THAT FORECAST TO MAKE SURE IT DIDN'T CHANGE ANYTHING SIGNIFICANTLY, AND IT DID NOT.

AGAIN, I'LL TALK MORE ABOUT THAT AS WE GO THROUGH THE PROCESS OF WHAT OUR CONSIDERATIONS WERE GIVEN THE UPDATED FORECAST.

>> OKAY. I'LL WAIT.

>> AS I SHARED, WHAT THE COMMITTEE WAS LOOKING AT AND WHAT WE KNEW TO BE THE ACTIONABLE DATA WAS WE HAVE REALLY THREE SCHOOLS AUDUBON AND RUSH AND TWAIN THAT WERE OVERCAPACITY AND EXPECTED TO REMAIN THERE IN THE FUTURE YEARS. WE KNEW FRANKLIN AND ROSE HILL HAD CAPACITY FOR ADDITIONAL STUDENTS.

ROSE HIGH PRESSURE HILL MID-- ROSE HILL MIDDLE WAS APPROACHING CAPACITY. KIRKLAND HAD CAPACITY.

THE OTHER UNIQUE SITUATION IN THIS LEARNING AREA IS WE HAD AN ELEMENTARY SCHOOL, TWAIN ELEMENTARY, WHO DID NOT REALLY HAVE A BOUNDARY POOL. THEY HAVE HISTORICALLY BEEN ALLOWED TO CHOOSE BETWEEN KIRK LAND -- KIRKLAND AND ROSE HILL MIDDLE SCHOOL. THE CHARGE OF THE COMMITTEE WAS TO DEFINE A BOUNDARY FOR TWAIN ELEMENTARY.

NEXT I'LL TALK ABOUT THE COMMITTEE PROCESS.

JUST AGAIN, WHO IS ON THE TEAM? THE COMMITTEE WAS MADE UP OF THE BUILDING ADD STRAYEDERS -- ADMINISTRATORS FROM THE -- FROM EACH OF THE ELEMENTARY SCHOOLS AND THE MIDDLE SCHOOLS.

THE COMMITTEE WAS FACILITATED BY FLO ANALYTICS.

KENT MARTIN WHO IS A FORMER SCHOOL DISTRICT ADMINISTRATOR, BUT NOW WORKS FOR FLO ANALYTICS WAS A FANTASTIC FACILITATOR OF OUR COMMITTEE. MYSELF AND DALE CODY WERE PART.

TPAU SILL STATION ON THE COMMITTEE.

TPAU SILL -- FACSILITATION. WE HAD SPECIAL TEAMS AND SCHOOL SUPPORT AND FACILITIES TEAM. AND THEN FLO AGAIN HAD ALSO TECHNICAL STAFF THAT WERE HELPING WITH THE PROCESS.

IT WAS DOING THE MAPPING AND THE ANALYSIS.

SO THE STAFF WORKING COMMITTEE DEVELOPED THE RECOMMENDATIONS AND THOSE RECOMMENDATIONS WERE INFORMED BY COMMUNITY INPUT AND

[01:00:01]

>>> -- TONIGHT PROVIDING THE FINAL RECOMMENDATION.

THE OTHER THING YOU WILL SEE REFERRED TO IN THE LATE -- LATER PART OF THE PRESENT -- PRESENTATION IS THE COMMITTEE USES CRITERIA TO BALANCE THE BOUNDARY OPTIONS.

WE CONFIRMED THE PRIORITIES AND THESE ARE THE SIX PRIORITIES MAINTAINING NEIGHBORHOODS TO THE EXTENT POSSIBLE, MINIMIZE THE NUMBER OF STUDENTS AND FAMILIES AFFECTED, REDISTRIBUTING ENROLLMENT TO MATCH CAPACITY AND ACCOMMODATE GROWTH, MINIMIZE TRANSPORTATION IMPACTS, USE NATURAL BOUNDARIES TO THE EX -- EXTENT POSSIBLE AND PROVIDE PROGRAMS TO THE EXTENT POSSIBLE.

>> THIS IS A PICTORAL SLIDE OF THE DEVELOPMENT.

WHEN THIS PROCESS STARTED OUT, FLO ANALYTICS PROVIDED WHAT THEY CALL A SPRING BOARD. THEY PROVIDED A STARTING POINT OF HERE IS AN OPTION. THEY TAKE IT AND BUILD DIFFERENT SCENARIOS. THEY BUILT MULTIPLE SCENARIOS AND THEY GET FEEDBACK AND IT CREATES A FINAL SCENARIO.

SO I FINAL RECOMMENDATION IS BASED ON DATA.

IT IS BASED ON A COLLABORATION OF THOSE WORKING TOGETHER AND GETTING COMMUNITY FEEDBACK AND IT ALLOWS YOU TO DO MODELING.

WE HAVE OPEN HOUSES WITH THE COMMUNITY AND BEING TRANSPARENT IN PROVIDING AND SHARING FREQUENT UPDATES AND PROVIDING THE DATA THROUGHOUT THE PROCESS. SO THEY DEVELOPED NUMEROUS SCENARIOS. WE HAD 20 SCENARIOS AND THERE WERE CONSENSUS SCENARIOS AND AGAIN, MANY OF THEM WERE NOT WORKABLE. AND SO AGAIN THE COMMITTEE TOOK CONSENSUS SCENARIOS AND THOSE WERE SHARED AT OPEN HOUSES FOR FEEDBACK. AND THEN BASED ON THE FEEDBACK WE RECEIVED, THE -- IT WAS USED TO REVISE THE SCENARIOS.

ULTIMATELY BRINGING A RECOMMENDATION TO THE SUPERINTENDENT. I CAN SEE THERE IS A TYPO THERE.

THIS IS A TIMELINE AND WE SHARED THAT IN OTHER PRESENTATIONS WE ARE AT THE VERY END. THIS KICKED OFF IN JUNE REALLY.

THE COMMITTEE STARTED MEETING IN AUGUST AND WE ARE HERE NOW IN MARCH WITH THE RECOMMENDATION. SO NEXT I WANT TO TALK ABOUT OUR COMMUNITY ENGAGEMENT AND INPUT. SO OUR COMMUNICATION WE BEGAN THIS PROCESS WITH PRESS RELEASE. WE HAD A DEDICATED WEBSITE PAGE DEDICATED TO THE BOUNDARIES. ALL BOUNDARIES WERE DIRECTLY SENT TO THE PARENTS THROUGH PARENT SQUARE AND THERE WAS A DEDICATED BOUNDARY EMAIL THAT ANYBODY COULD SEND A QUESTION TO AND THEN THOSE WERE RESPOPBTDED D.A. DASH -- DASH RESPONDED TO AND PRINCIPALS WERE PROVIDED INFORMATION IN THE SCHOOL NEWSLETTER. WE ENGAGED THE AFFECTED FAMILY -- FAMILIES WITH A SURVEY REGARDING THE CRITERIA IN OCTOBER. WE HAD AN IN-PERSON OPEN HOUSE TO GATHER -- TO SHARE THE SCENARIOS IN NOVEMBER AND GATHER FEEDBACK, AND THEN WE HAD A SECOND ONLINE FEEDBACK OPPORTUNITY ABOUT THE PROPOSALS IN JANUARY.

AND THEN WE PROVIDED FAMILIES -- AGAIN, ANY TIME THERE WAS NEW ACTION OR ANYTHING NEW POSTED ON THE WEBSITE, FAMILIES WERE NOTIFIED VIA PARENT SQUARE. WE SENT A NOTIFICATION OUT THAT THE FINAL RECOMMENDATION WAS ON THE WEBSITE AND WOULD BE PRESENTED TONIGHT. SO THIS IS SHARING OUR WEBSITE AND THAT'S WHERE ALL OF THE INFORMATION WAS CONTAINED.

AS WE MENTIONED WE DID AN -- WE DID A COMMUNITY ENGAGEMENT SURVEY. OVER 7300 FAMILIES WERE NOTIFIED ABOUT THE SURVEY. 703 COMPLETED THE SURVEY.

THIS IS A RANKING OF THE CRITERIA THAT I LISTED BEFORE.

AND WE HAD TWO OPEN HOUSES. ONE WAS IN PERSON AND ONE WAS ONLINE. THAT'S WHERE WE SHARED THE CONSENSUS SCENARIOS AND THE STATISTICS.

THE FIRST OPEN HOUSE WAS IN NOVEMBER AND IT WAS HELD AT LAKE WASHINGTON HIGH SCHOOL. THE BAR GRAPH YOU CAN SEE THE DISTRIBUTION OF THE ELEMENTARY SCHOOLS REPRESENTED FROM THE

[01:05:04]

COMMITTEE MEMBERS AT THE OPEN HOUSE WERE AVAILABLE TO ANSWER QUESTIONS. WE GOT ONLINE FEEDBACK.

THAT WAS OPEN HOUSE ONE. AND THEN OPEN HOUSE 2, WE HAD AN ONLINE OPEN HOUSE FROM JANUARY 19TH TO THE 30TH. THAT'S WHERE WE SHARED TWO MAPS AND STATISTICS AND RECEIVED 126 RESPONSES BACK FROM THAT OPEN HOUSE. AND AGAIN YOU CAN SEE THE DISTRIBUTION OF THE RESPONDENTS. NEXT I WILL PRESENT THE RECOMMENDATION. THIS IS A MAP -- THERE'S NOT A LOT OF STREETS. IT IS A HIGH-LEVEL MAP BECAUSE I WANT TO WALK THROUGH THE BROWN LINES ARE REALLY THE EXISTING ELEMENTARY SCHOOL ATTENDANCE AREAS.

AND THEN YOU CAN SEE THE HASHED LINE IS WHAT WE CALL AN ELEMENTARY CHANGE AREA. WE HAVE THREE HASHED ELEMENTARY LINES. I WILL GO THROUGH THAT ON THE NEXT SLIDE. EACH OF THE COLORS REPRESENT THE ELEMENTARY SCHOOLS. THE MIDDLE SCHOOL BOUNDARIES ARE REPRESENTED IN BLUE. YOU CAN -- AGAIN, I WILL POINT ON THAUT ON THE NEXT SLIDE. ON THE NEXT SLIDE.

THE FINAL RECOMMENDATION -- REALLY THERE IS THREE SCHOOLS IMPACTED. LET ME SEE IF I CAN GET MY POINTER. THERE WE GO.

THE FIRST AREA IS MOVING TO FRANKLIN FROM RUSH IS WEST OF 148. THAT'S THIS AREA.

AND AGAIN, YOU HEARD FROM SOME OF THE FAMILIES IN THIS AREA WEST OF 148. THERE IS ABOUT A HUNDRED STUDENTS FROM THAT NEIGHBORHOOD, AND THOSE ARE CURRENT K-5.

IT IS A COUNT OF CURRENT K-5. >> COULD YOU REPEAT HOW MANY

STUDENTS. >> A HUNDRED STUDENTS.

>> 100? >> CORRECT.

>> CURRENT? >> CURRENT.

I WILL TALK A LITTLE BIT MORE ABOUT THE ACTUAL STUDENTS AFFECTED AS WE GO FORWARD. SO IN THIS SECOND AREA BEING MOVED IS BEING MOVED FROM TWAIN ELEMENTARY TO ROSE HILL ELEMENTARY. THIS IS EAST OF 132ND.

THIS IS 132ND RIGHT HERE AND SOUTH OF NORTHEAST 104TH.

THAT'S THIS STREET RIGHT HERE. SO THIS NEIGHBORHOOD CONTAINS 74 STUDENTS. AND THERE IS ALSO FUTURE DEVELOPMENT. THERE IS A FEW SINGLE-FAMILY DEVELOPMENTS IN THIS AREA AND THOSE ARE ALSO GOING TO BE MOVED. THERE ARE NO CURRENT STUDENTS IN THE FUTURE TK*FLMENTS. DEVELOPMENTS.

SO THAT AREA WILL BE MOVING TO ROSE HILL ELEMENTARY.

THE THIRD AREA IS AUDOBAN ELEMENTARY TO RUSH.

THESE ARE CALLED THE EASE APARTMENTS.

WE ACTUALLY HAD THE EAVES APARTMENTS SPLIT BETWEEN A IS UDOBON AND RUSH IN PAST -- AUDOBAN AND RUSH.

ALL OF THE EAVES WILL ATTEND RUSH.

SO THAT WILL KEEP THAT APARTMENT COMPLEX TOGETHER.

WHAT IS HAPPENING IS THEY HAVE REDEVELOPED THE AOEFRS APART PHEBTS -- THE EVES APARTMENTS AND TORE DOWN A SECTION AND BUILT A NEW APARTMENT COMPLEX WHICH IS A SEPARATE BUILDING.

IT IS NOT CALLED THE EAVES. IT IS CALLED AVALON APARTMENTS.

WHAT IS BEING RECOMMENDED IS THE NEW APARTMENT WILL REMAIN AT AUDOBAN. THE CURRENT EAVES WILL MOVE TO RUSH. A PORTION WAS ATTENDING RUSH AND A PORTION WAS AUDOBAN. THAT'S 81 STUDENTS AFFECTED IN THAT AREA. AS FAR AS THE MIDDLE SCHOOL ATTENDANCE AREA WHICH IS THE BLUE ARROW, AS I MENTIONED BEFORE YOU HAVE KIRK AND LAKEVIEW THAT WERE BOUNDARYING INTO THE -- YOU HAD ROSE HILL, FRANK AND RUSH -- FRANKLIN AND RUSH -- I SAID THAT WRONG. KIRK AND LAKEVIEW WERE BOUNDARYING. ROSE HILL ELEMENTARY RUSH AND AUDOBAN BOUNDARY INTO ROSE HILL MIDDLE SCHOOL AND TWAIN WAS ABLE TO MAKE A CHOICE. WE HAD BUSS AND SOME WENT TO

[01:10:08]

IT IS BOUNDRIED INTO KIRKLAND MIDDLE.

EVEN THOUGH THIS SAYS 156 STUDENTS AFFECTED BECAUSE THAT'S THE NUMBER THAT CURRENTLY LIVE IN GRADES K-8 IN THAT AREA, BUT BECAUSE THE BOUNDARY ISN'T GOING INTO EFFECT UNTIL FALLING -- FALL OF 24, THE 8TH GRADERS ARE GOING TO HIGH SCHOOL AND THEY CAN DO AN EXCEPTION PROCESS.

THE CURRENT 6TH GRADERS CAN CHOOSE RIGHT NOW WHERE THEY

ATTEND. >> BARBARA, YOU SAID IT IS 156, K-8? DID YOU MEAN 6-8 STUDENTS?

>> YEP. 6-8 IS THE MIDDLE SCHOOL STUDENTS THAT ARE AFFECTED. SO THIS IS A REPRESENTATION OF THE RESULTING STATISTICS WITH THE FINAL RECOMMENDATION.

AND AS YOU CAN SEE -- ONE OF THE THINGS I WILL POINT OUT IS THIS COLUMN -- HOW FLO DOES THE PROJECTIONS IS THIS IS A REVISED 2022 ATTENDANCE IF THE BOUNDARIES WERE IN EFFECT.

WE R-LSZ THAT NO ONE -- WE REALIZE THAT NO ONE IS CHANGING THIS YEAR, BUT THAT'S HOW -- THIS IS THE REVISED ATTENDANCE SHOULD THE NEW -- IF THE -- WITH THE NEW BOUNDARY.

THE NUMBERS THE COMMITTEE WAS WORKING FOR IS 2026.

THE GOAL IS TO -- WHAT THE FINAL STATISTICS SHOW IS WE HAVE REALLY TAKEN THOSE SCHOOLS THAT WERE OVERCAPACITY AND IN RED AND THE MAJORITY OF SCHOOLS ARE IN GREEN AND THEN WE HAVE TWO, AUDUBON AND TWAIN IN THE 90 PERCENTILE RANGE.

YOU CAN SEE THAT WE ARE BETTER BALANCING THE ENROLLMENTS BETWEEN THE TWO SCHOOLS. AND SO THEY ARE BOTH AT AROUND 90% CAPACITY. I ALSO WANTED TO WALK THROUGH KIND OF THE CRITERIA. WE TALKED ABOUT THE CRITERIA AND WALK THROUGH THE CRITERIA TO TALK.

AND THE FIRST CRITERIA WAS MAINTAIN NEIGHBORHOODS TO THE ET WAS MET WITH THE BOUNDARY PROCESS.

THIS WAS THE FIRST BOUNDARY PROCESS WHERE SOMETIMES YOU GO TO A BOUNDARY PROCESS AND THE FEEDBACK YOU GET, YOU HAVE DIVIDED MY NEIGHBORHOOD IN HALF. WE REALLY ASSOCIATE OURSELVES WITH THIS NEIGHBORHOOD. WE DID NOT HAVE THAT IN THIS SCENARIO. SO THAT WAS A POSITIVE.

MINIMIZE THE NUMBER OF STUDENTS AND FAMILIES AFFECTED.

THE SCENARIOS THAT WERE PRESENTED TO THE COMMUNITY RANGED FROM AN IMPACT OF ANYWHERE FROM 165 TO 363 ELEMENTARY STUDENTS AND ABOUT 145 TO 160 MIDDLE SCHOOL STUDENTS. THE FINAL SCENARIO AFFECTS 255 STUDENTS, AND NOW, AGAIN, I WILL SAY THAT BECAUSE -- THAT'S K-5 STUDENTS. THE REALITY IS THE 5TH GRADERS ARE MOVING TO THE MIDDLE SCHOOL.

4TH GRADERS AND I WILL GO THROUGH THAT IN THE NEXT PROCESS, HAVE AN EXCEPTION PROCESS AND THEIR SIBLINGS.

AND SO THE REALITY OF THE NUMBER THAT'S ARE BEING AFFECTED IS REALLY AROUND THE 180 MARK BECAUSE OF THOSE -- BECAUSE OF THOSE TWO THINGS. AS I HAVE ALREADY DESCRIBED THE MIDDLE SCHOOL, IT IS NOT AFFECTING CURRENT STUDENTS UNLESS SHOULD THEY CHOOSE TO BE AT THEIR -- SHOULD A CURRENT 5TH GRADER CHOOSE TO BE AT A MIDDLE SCHOOL -- SHOULD THEY CHOOSE TO BE IN A MIDDLE SCHOOL THEY ARE NOT BOUNDRIED INTO, THEY WOULD MOVE WHEN THE BOUNDARIES GO INTO AFFECT.

SO THE NEXT CRITERIA IS REDISTRIBUTE ENROLLMENT TO MATCH CAPACITY. AS I SHOWED, IT IS 81 TO 99% AND THE MIDDLE SCHOOLS ARE AT 90%. A MINIMIZED TRANSPORTATION IMPACT. IT KEEPS CURRENT ELEMENTARY WALKING STUDENTS AS WALKERS. I KNOW WE HEARD PUBLIC COMMENT ABOUT SOME OF OUR FAMILIES WHO ARE IN THE PWUSZ -- BUSING AREAS

[01:15:03]

AND THEN ABOUT -- WITH THE -- NOW THAT WE HAVE A DEFINED BOUNDARY FOR TWAIN AND A DEFINED MIDDLE SCHOOL, IT WILL REDUCE THE DOUBLE COVERAGE OF TWAIN DUE TO THE MIDDLE SCHOOL ASSIGNMENT.

RIGHT NOW WE ARE RUNNING KIRKLAND BUSES THROUGHOUT THE NEIGHBORHOOD -- KIRKLAND MIDDLE SCHOOL BUSES THROUGHOUT TWAIN TO TAKE SOME TO KIRKLAND MIDDLE AND THEN DIFFERENT BUSS TO ROSE HILL MIDDLE. WE WILL BE ABLE TO REDUCE OUR DOUBLE COVERAGE OF THAT AREA AND THEN USE NATURAL BOUNDARIES SUCH AS ROADS, CLIFFS AND NATURAL BOUNDARIES.

THE PROPOSAL DID NOT SHIFT ANYBODY AT THE ELEMENTARY LEVEL ACROSS THE 405. WE ARE THE MIDDLE SCHOOL.

WE ARE BECAUSE TWAIN WILL BE GOING TO KIRKLAND MIDDLE.

PROXIMITY TO SPECIAL PROGRAMS TO THE EXTENT POSSIBLE.

OUR LAKE WASHINGTON LEARNING AREA HAS ALREADY MOVED TO THEIR INCLUSION MODEL SO THE STUDENTS -- THE PROGRAMS FOR SPECIAL EDUCATION STUDENTS ARE BEING SERVED AT THE HOME SCHOOL.

WE HAVE SHARED BEFORE THE BOUNDARY PROSZ -- PROCESS DID NOT -- WE DID NOT PROVIDE -- GIVEN THE CAPACITY CONSIDERATIONS, IT WAS NOT THE CHARGE OF THE BOUNDARY COMMITTEE TO PROVIDE SPACE FOR THE GIFTED PROGRAM IN THE LAKE WASHINGTON AREA. THAT IS THE ONE AREA DUE TO SPACE THAT WE HAVE NOT BEEN ABLE TO PROVIDE KPWEUFTED SERVING THAT IT -- GIFTED SERVING IN THE LAKE WASHINGTON AREA.

THAT WAS NOT CHARGED TO THE COMMITTEE.

WHAT I WILL SAY IS ON AN ANNUAL BASIS THE DISTRICT REVIEWS PROGRAM PLACEMENT AND SHOULD, DEPENDING ON DECISIONS THAT ARE MADE EACH YEAR IN GIFTED THAT CAN BE LOOKED AT AND WE DO THAT ON AN ONGOING BASIS. SO THE IMPLEMENTATION TIMELINE.

AS WE SHARED BEFORE THE ELEMENTARY BOUNDARY CHANGE GOES INTO EFFECT THIS FALL IN THE 23/24 SCHOOL YEAR.

THE STUDENTS WILL TRANSITION TO THEIR NEW SCHOOLS THIS FALL.

THE MIDDLE SCHOOL BOUNDARY CHANGE WILL GO INTO EFFECT ONE YEAR AFTER THAT IN THE FALL OF 24.

THAT'S AFTER THE ADDITION IS OPEN AND STUDENTS WILL TRANSITION TO THEIR NEW SCHOOLS THAT YEAR.

DR. HOLMAN MENTIONED THE EXCEPTION PROCESS.

I WANT TO DEFINE WHAT AN EXCEPTION IS.

THAT'S AFTER A BOUNDARY PROCESS STUDENTS ARE GIVEN THE OPTION TO REMAIN AT THEIR CURRENT SCHOOL FOR A SET PERIOD OF TIME.

WE ARE MAKING ELEMENTARY EXCEPTIONS, AND AGAIN THIS HAS BEEN DONE IN PREVIOUS BOUNDARY PROCESSES.

THE ELEMENTARY EXCEPTIONS APPLIES TO AUDOBAN AND RUSH AND TWAIN ELEMENTARY SCHOOL STUDENTS.

ALL CURRENT 4TH GRADERS WHO WOULD BE MOVED NEXT FALL BECAUSE OF THE BOUNDARY CHANGE WILL BE ALLOWED TO REMAIN AT THEIR CURRENT SCHOOL FOR THE 23/24 SCHOOL YEAR.

THERE IS NOT A REQUIREMENT TO, BUT THEY CAN STAY SHOULD THEY WISH TO. AND THEN THE YOUNGER BROTHERS AND SISTERS OF THE 4TH GRADE STUDENTS, INCLUDING INCOMING KINDERGARTEN STUDENTS IF THEY CHOOSE TO REMAIN, THEIR SEUB -- SIBLINGS CAN REMAIN AT THE CURRENT SCHOOL FOR ONE YEAR ONLY. AND THEN THE SIBLINGS WOULD NEED TO -- THE 4TH GRADERS WILL MOVE TO MIDDLE SCHOOL AND THEN THE SIBLINGS WILL NEED TO GO TO THEIR BOUNDARY SCHOOL.

ALL ELEMENTARY STUDENTS WILL ATTEND ASSIGNED NEIGHBORHOOD SCHOOL IN FALL OF 24. EXCEPTIONS DO NOT APPLY TO STUDENTS PLACED IN A DISTRICT PROGRAM.

AND BUS TRANSPORTATION WILL NOT BE PROVIDED TO STUDENTS OR THEIR SIBLINGS WHO ARE GRANTED EXCEPTIONS AND THAT IS DUE TO OUR LIMITED CAPACITY TO PROVIDE TRANSPORTATION.

FOR MIDDLE SCHOOL, IN -- ALL 23/24 7TH GRADERS SO NEXT YEAR'S 7TH GRADE STUDENTS WHO WOULD BE MOVED THE FOLLOWING YEAR, FALL OF 24, WILL BE ALLOWED TO REMAIN AT THEIR CURRENT MIDDLE SCHOOL FOR THE 24/25 SCHOOL YEAR.

SIBLINGS OF THOSE 7TH GRADERS WHO WILL BE 8TH GRADERS, SO IF THEY HAVE A 7TH OR 6TH GRADE SIBLING, THEY WILL BE ABLE TO CONCURRENTLY ATTEND THE SAME MIDDLE SCHOOL IN THE 24/25 SCHOOL YEAR ONLY.

ALL MIDDLE SCHOOL STUDENTS WILL ATTEND THEIR ASSIGNED NEIGHBORHOOD SCHOOL NEXT YEAR FALL OF 25.

EXCEPTIONS DO NOT PROVIDE DISTRICT PROGRAMS AND BUS TRANSPORTATION WILL NOT BE PROVIDED TO STUDENTS OR THEIR SIBLINGS GRANTED EXCEPTIONS. SO THE OTHER THING, NEW AND

[01:20:08]

WE HEARD FROM THE COMMUNITY ABOUT THE CHANGING EMPLOYMENT CONDITIONS AND THE CHANGING FACTORS IN OUR ENROLLMENT PROJECTIONS AND WE ALSO HEARD FROM THE COMMUNITY ABOUT IMPACTS DUE TO THE I'M PANDEMIC -- TO THE PANDEMIC.

BECAUSE OF THAT WE ADDED THE VARIANCE CONSIDERATIONS.

AUDOBAN, ROSE -- ROSE HILL, RUSH AND TWAIN ARE CLOSED TO VARIANCES. SCHOOLS WHO ARE REQUIRED TO CHANGE SCHOOLS DUE TO THE BOUNDARY PROCESS WILL BE NOTIFIED BY THEIR SCHOOLS THAT IF THEY ARE INTERESTED IN REMAINING IN THEIR CURRENT SCHOOL THEY CAN APPLY FOR A VARIANCE. VARIANCES ARE -- FOR STUDENTS WILL BE ACCEPTED ON SPACE AVAILABILITY.

SHOULD OUR PROJECTIONS SIGNIFICANTLY CHANGE OR SHOULD ACTUAL ENROLLMENT BE SIGNIFICANTLY DIFFERENT, THOSE VARIANCES WILL BE REVIEWED. SIBLINGS CAN APPLY AND WILL BE ACCEPTED ON SPACE AVAILABILITY AT THE SCHOOL.

NO BUS TRANSPORTATION AND FUTURE VARIANCE REQUESTS FOR YOUNGER SIBLINGS ARE NOT GUARANTEED. WHAT WRAOE ARE ABLE TO DO FOR NEXT FALL DOESN'T -- BECAUSE AGAIN, THE ENROLLMENT MAY CHANGE IN THE FUTURE. IT WOULDN'T BE GUARANTEED.

>> CAN I ASK A QUESTION ABOUT THE VARIANCES?

>> YES. >> WE DEFINED VARIANCES AS FOR

THE LIFE OF THE LEVEL. >> THE LEVEL.

>> AND THAT IS -- SO LET'S SAY AN INDIVIDUAL STUDENT, I THINK WE HEARD SECOND AND FIRST GRADE TONIGHT.

IF I'M A FIRST GRADE -- IF I HAVE A CHILD THAT IS IN FIRST GRADE AND I UH -- APPLY FOR THE VARIANCE AND IT IS ACCEPTED, IT IS ACCEPTED THROUGH 5TH GRADE.

>> THROUGH THE LEVEL. THAT IS CORRECT.

>> IT IS FOR THAT INDIVIDUAL STUDENT.

THEN THEIR SIBLINGS WOULD NEED TO APPLY, BUT IT IS NOT

GUARANTEED. >> IT IS NOT GUARANTEED.

>> SO MIDDLE SCHOOL REGISTRATION WE ALSO HEARD FROM OUR CURRENT TWAIN 5TH GRADE FAMILIES. WE ALSO HEARD FROM OUR CURRENT TWAIN 5TH GRADE FAMILIES WHO HAD TO REGISTER AT THE END OF JANUARY AT KIRKLAND MIDDLE OR ROSE HILL MIDDLE AND THAT WAS PRIOR TO THE BOUNDARY PROCESS BEING COMPLETED.

AGAIN, MANY OF THOSE FAMILIES REGISTERED BASED ON THE SCENARIOS THEY SAW. THE PRINCIPALS WILL BE NOTIFYING THOSE FAMILIES THAT IF THEY WISH TO CHANGE THEIR REGISTRATION FOR

THE FALL, THEY CAN DO SO. >> WE HAVE A QUESTION TPO*R YOU -- FOR YOU, BARBARA. I BELIEVE IT IS ON THE PRIOR

SLIDE. >> I CAN GO BACK ONE.

>> IT IS ACTUALLY ABOUT EIGHT SLIDES BACK.

>> SO THEN LET'S LET HER FINISH OUT THE PRESENTATION AND THEN WE

WILL TAKE QUESTIONS. >> I HAVE ONE MORE SLIDE, REALLY. COMMUNICATION AND TRANSITION PLANNING. OUR NEXT STEPS AFTER THIS, AND YES THIS IS MY LAST SLIDE. FOLLOWING THE FINAL ACTION, THIS WILL COME BACK TO THE BOARD AT THE MAY 26TH -- OR MARCH 27TH BOARD MEETING, NOT MAY. MARCH 27TH BOARD MEETING.

FOLLOWING THAT ACTION, THEN THE NEXT DAY WE WILL HAVE DISTRICT LEVEL COMMUNICATION AND WE WILL SEND IT TO FAMILIES THAT THE BOUNDARY DECISION HAS BEEN MADE. AND MARCH 29TH, THE BUILDING WILL SEND COMMUNICATION TO CURRENT FAMILIES AND WE WILL COMMUNICATE WITH ELIGIBLE FAMILIES.

THE 4TH GRADE FAMILIES THAT ARE ELIGIBLE FOR A BOUNDARY EXCEPTION. THE REQUEST TO GET INFORMATION BACK TO US WILL HAPPEN PRIOR TO SPRING BREAK.

AND THE SAME WITH THE VARIANCE PROCESS.

IT -- WE WILL COMMUNICATE THAT THEY CAN APPLY FOR A VARIANCE PRIOR TO SPRING BREAK. AND THEN THE MIDDLE SCHOOL BUILDING PRINCIPALS WILL ALSO SEND A COMMUNICATION TO TWAIN FIFTH GRADE FAMILIES REGARDING THE PROCESS SHOULD THEY WISH TO CHANGE THEIR REGISTRATION. AND THEN EACH SCHOOL WILL HOST A STUDENT AND FAMILY TRANSITION ACTIVITY TO WELCOME NEW FAMILIES AND THAT WILL HAPPEN IN THE SPRING.

I KNOW OUR PRINCIPALS ARE LOOKING FORWARD TO THAT.

THEY REALLY DO A GREAT JOB IN WELCOMING OUR FAMILIES AND OUR NEW FAMILIES AND ARE READY TO WELCOME STUDENTS TO THEIR SCHOOLS. THAT CONCLUDES MY PRESENTATION ON THE RECOMMENDATION. THANK YOU.

>> THANK YOU. BEFORE WE MOVE TO BOARD QUESTIONS, I KNOW THAT DR. HOLMAN HAS ONE MORE ITEM.

[01:25:01]

>> YEAH. WE HEARD THIS EVENING FROM FAMILIES FEELING THAT THEY HAVE NOT RECEIVED INFORMATION ABOUT HOW WE EVALUATE SUGGESTED WALK ROUTES.

MY REQUEST -- I DON'T KNOW IF WE WANT -- I WOULD SUGGEST WE NOT GO OVER THAT IN DETAIL RIGHT NOW, BUT FOLLOW-UP WITH FAMILIES THAT HAVE REQUESTED THAT INFORMATION, AND IF WE FEEL LIKE WE'VE SENT IT, THEN WE SHOULD HAVE SOME QUESTIONS AROUND THAT INFORMATION, IS AND ALSO I THINK WE SHOULD PROVIDE THE BOARD WITH AN UPDATE AROUND HOW WE EVALUATE SUGGESTED WALK ROUTES.

WHAT THOSE CRITERIA ARE, WHAT -- I BELIEVE JUST FROM GOING THROUGH THIS PROCESS PREVIOUSLY THAT IT IS DIFFERENT AT EACH LEVEL HOW WE DO THAT EVALUATION AND WHAT WE ARE LOOKING FOR FOR

A 5, 6, 7, 8-YEAR-OLD VERSUS -- >> VERSUS MIDDLE SCHOOL STUDENT

OR HIGH SCHOOL STUDENT. >> CORRECT.

THAT'S JUST MY REQUEST. I THINK IT IS A FAIR QUESTION FROM OUR FAMILIES ASKING HOW WE EVALUATE THESE TYPES OF THINGS.

>> PERFECT. I WILL DO THAT.

>> OKAY. I THINK THERE ARE SOME QUESTIONS. DIRECTOR HRAL LAW BETTER --

LALIBERTE, YOU GO FIRST. >> CAN YOU GO BACK TO ENROLLMENT IF THIS WERE TO BE ADOPTED? AND THIS FORECAST, IS THAT BASED

ON THE MOST RECENT ENROLLMENT? >> IT IS NOT.

>> THAT'S FINE. WHAT I WAS LOOKING AT IS RUSH WAS ONE OF THE FEW SCHOOLS WHERE THE UPDATED ENROLLMENT WAS ACTUALLY HIGHER THAN BEFORE. MOST OF THE OTHER SCHOOLS MOVED BACKWARDS. THAT WAS ONE OF THE FEW.

WHEN I LOOK AT -- MY QUESTION THOUGH IS ON THE VARIANCE.

HOW WE DETERMINE VARIANCES. IF THERE IS SPACE -- IF THERE IS SPACE IN A SCHOOL, SO FOR EXAMPLE IF 2026 THERE WAS CAPACITY FOR 87 -- WE'RE 87 STUDENTS BELOW 100% CAPACITY.

DOES THAT MEAN THERE ARE 87 PLACES FOR A VARIANCE? AND IF NOT COULD SOMEBODY EXPLAIN HOW THAT WORKS?

>> SURE. THAT'S ONE WAY OF LOOKING AT IT.

OUR PRINCIPALS NEED TO MAKE SURE THEY HAVE ENOUGH CLASSROOMS IN THE BUILDING. AS THEY ENROLL STUDENTS DEPENDING ON THE GRADE LEVEL AND HOW MUCH CLASSROOMS THEY HAVE THEY ARE LOOKING AT THAT AS FAR AS SPACE IT IS DO I HAVE ENOUGH CAPACITY AND WILL ACCEPTING VARIANCES PUSH MY CLASSROOM COUNTS BEYOND THE SPACE AVAILABLE.

>> IT IS THE PRINCIPAL IT IS MAKING THE DECISION TO GRANT THE VARIANCE OR NOT GRANT THE VARIANCE?

>> SO ONE OF OUR DIRECTOR OF ELEMENTARY AND EDUCATION MANAGES THE VARIANCES. SO PRINCIPALS IN SCHOOLS RECEIVE THE VARIANCES, AND THEN IF THEY HAVE QUESTIONS ABOUT ACCEPTING OR NOT, THEN THEY WOULD WORK WITH DIRECTOR CLARK.

>> GIVEN WE ARE PROJECTING THAT THERE WILL BE SOME CAPACITY AT RUSH AND AT -- EVEN AT TWAIN I WONDER -- I WOULD HOPE THAT THERE WOULD BE A WAY TO PROVIDE SOME MORE CERTAINTY FOR FAMILIES PERHAPS CHILDREN IN SECOND GRADE OR FIRST GRADE.

I WONDER IF WE HAVE MORE THAN A VARIANCE, THE OPPORTUNITY FOR A VARIANCE FOR STUDENTS AND FAMILIES AFFECTED BY THIS TO STAY IN THEIR OWN SCHOOL. IT APPEARS TO ME THAT WE HAVE SOME CAPACITY AND ABILITY TO DO THAT FOR THE STUDENTS.

WHETHER -- WHEN WE GO THROUGH THIS PROCESS EVERY TIME, THE HARDEST PART IS STUDENTS, THOSE YOUNG STUDENTS WOULD ARE SHIFTING SCHOOLS. HAVE WE THOUGHT ABOUT -- I MEAN IS THAT SOMETHING WE HAVE CONSIDERED AND IT WILL NOT WORK TO PROVIDE MORE -- MAYBE A VARIANCE PLUS.

THERE ARE 50 -- YOU KNOW, SOME MORE CERTAINTY FOR THESE -- FOR FAMILIES THAT ARE IMPACTED BY THIS.

>> ONE OF THE THINGS THE FORECAST NUMBERS DON'T REPRESENT IS SO THAT EACH SCHOOL IS LOOKING AT THE -- -- SO THE EXCEPTION IS FIRST. EVEN THOUGH I WILL USE TWAIN AS

[01:30:04]

THEY HAVE ABOUT 15 STUDENTS PLUS SIBLINGS THAT POTENTIALLY WILL STAY AT TWAIN BECAUSE THEY CAN AND NOT MOVE TO ROSE HILL.

SO THOSE NUMBERS -- TWAIN'S NUMBERS WILL BE HIGHER IN THE FIRST YEAR. BY 2026, THAT'S -- SO THAT'S THE DATA, BUT WE HAVE BEEN WORKING WITH THE SCHOOLS.

WE KNOW ONE OF THE CONSIDERATIONS THAT BEFORE WE EVEN BRING A RECOMMENDATION ON AN EPBGZ -- EXCEPTION PROCESS IS TO MAKE SURE THE SCHOOLS CAN EVEN HAVE SPACE FOR THE EXCEPTIONS. BASED ON THE DATA THAT THE SCHOOLS WILL HAVE SPACE FOR THE EXCEPTIONS.

AND THEN, AGAIN, DEPENDING ON WE ARE REGISTERING OUR BRAND-NEW KINDERGARTEN FAMILIES RIGHT NOW. I ENCOURAGE ALL FAMILIES IF THEY KNOW THEY HAVE A KINDERGARTENER COMING TO THE SCHOOL, REGISTER NOW SO WE CAN PROPERLY PLAN AND WE CAN KNOW EARLY HOW MANY VARIANCES WE COULD POTENTIALLY ACCEPT.

AND SO THAT'S THE KEY. OR IF FAMILIES ARE LEAVING, I WOULD ALSO ENCOURAGE FAMILIES THAT ARE LEAVING TO TELL US THAT NOW AND NOT WAIT. THAT WILL ALSO LET US KNOW WHAT SPACES WE HAVE IN THE BUILDING. WHAT HAPPENS IS WE DON'T KNOW WHO IS COMING AND GOING UNTIL AUGUST.

SO ANYTHING FAMILIES CAN DO AS EARLY AS POSSIBLE WILL HELP US

MAKE BETTER DECISIONS. >> DIRECTOR STUART?

>> I'M NOT SEEING -- MAYBE I'M LOOKING IN THE WRONG PLACE ANY EXCEPTIONS OR VARIANCE CRITERIA FOR STUDENTS ON IEP'S.

NOW, I UNDERSTAND THAT THOSE KIDS HAVE BEEN -- BECAUSE OF THE AREA, HAVE BEEN MOVED IN INCLUSION, BUT A GOOD NUMBER, I DON'T KNOW HOW MANY. THE QUESTION IS THOSE KIDS -- KIDS ON IEP HAVE A VERY DIFFICULT TIME WITH TRANSITION OR CHANGE. IT SEEMS TO ME YOU ARE SAYING THE SPECIAL SERVICES STUDENTS, THAT'S NOT A CONSIDERATION FOR A EXCEPTION. IS THAT A CONSIDERATION -- A HIGH CONSIDERATION FOR A VARIANCE?

>> WE HAVE SAID TO OUR SPECIAL -- OUR STUDENTS WHO RECEIVE SPECIAL ED SERVICES THAT IF THEY HAVE QUESTIONS THEY CAN REACH OUT TO THEIR PRINCIPAL OR THEIR SPECIAL SERVICES, THE IEP TEAM, AND THOSE TEAMS WILL, AGAIN, LOOK AT EACH STUDENT'S SITUATION AND MAKE -- IF THEY NEED TO MAKE DIFFERENT DECISIONS FOR THE STUDENTS THAT WILL BE CONSIDERED.

WE ALSO BELIEVE IT IS IMPORTANT FOR THOSE STUDENTS TO BE WITH THEIR NEIGHBORS -- YOU KNOW, THE IMMEDIATE NEIGHBORHOOD STUDENTS.

SO IF THE NEIGHBORHOOD IS MOVING TO A NEW SCHOOL, THEN IT MIGHT MAKE SENSE FOR THAT NEW STUDENT TO BE IN THE SCHOOL WITH THEIR NEIGHBORS. WE WILL BE GIVING THE LIST OF ALL STUDENTS AFFECTED BY THE BOUNDARY CHANGE TO THE SPECIAL SERVICES DEPARTMENT SO THEY CAN SEE IF ANY STUDENTS WHO ARE RECEIVING IEP'S ARE IMPACTED SO THEY KNOW TO WORK WITH THOSE

FAMILIES. >> OKAY.

MY CONCERN IS REALLY THAT IT IS NOT A NEIGHBORHOOD CONSIDERATION WITH THOSE FAMILIES ON IEP AS MUCH AS IT IS CHANGE IN THE ACTUAL ROOM, ACTUAL TEACHERS, SO FORTH.

UNDERSTANDING THE IMPACT ON THOSE STUDENTS IT IS A LITTLE DISCONCERTING. THAT IT IS UP IN THE AIR FOR THOSE STUDENTS WHO ARE MOST FRAGILE TO TRANSITIONS.

I WISH WE HAD A BETTER ANSWER. >> [APPLAUSE].

>> DIRECTOR STUART, I ALSO DON'T WANT TO PAINT ALL STUDENTS WITH A BROAD BRUSH STROKE. THERE ARE MANY STUDENTS RECEIVING SPECIAL SERVICES THAT CAN TRANSITION.

I THINK THE BEST TEAMS TO EVALUATE THAT ARE THE IEP TEAMS THAT INCLUDE THE PARENTS AND IF NEED BE OUR SPECIAL ED DIRECTORS

AT THE SITES. >> I UNDERSTAND WHAT YOU'RE SAYING. MY THOUGHT IS IF WE ARE MAKING

[01:35:04]

HAVE THOSE STUDENTS AFFECTED BY THOSE TEAMS BE PUT ON THE PRIORITY LIST FOR VARIANCE. IF A TEAM DECIDES IT IS NOT A PROBLEM, FINE. IF THE TEAM AND THE PARENT, ESPECIALLY IN CONSIDERATION OF THE PARENT ON THE TEAM GAUSS -- BECAUSE THE PARENT IS USUALLY OUTNUMBERED ON THE TEAM.

IF THEY HAVE A HIGHER PRIORITY ON THE VERY -- VARIANCE YOU HAVE PARENTS MORE ACCEPTING OF THIS CHANGE THAN IF IF IT IS A CRAPSHOOT AND A DIFFERENT WAY OF IMPLEMENTING THIS ES -- ESPECIALLY THE WAY WE GO THROUGH THE AREA AS MUCH AS I LOVE INCLUSION AND IT IS A GREAT PROCESS AND A GREAT SOLUTION, THAT IS A MAJOR CHANGE FOR THESE KIDS THAT JUST CAME OUT OF COVID AND I DON'T PAINT THOSE KIDS WITH A BROAD BRUSH STROKE, BUT THERE ARE ENOUGH OF THEM AND I WANT THOSE KIDS TO HAVE A PRIORITY ON VARIANCES AS OPPOSED TO JUST CUZ.

>> THANK YOU. DIRECTOR CARLSON?

>> ALL RIGHT. I'M GONNA START WITH AN AMEN TO DIRECTOR LAL LL -- LALILIBERTE'S COMMENT.

WE ARE LEAVING 81 CHILDREN OUTFUL SCHOOL.

IT SUGGESTS THERE IS ROOM FOR THE 81 KIDS AFFECTED AND EXISTING STUDENTS AT RUSH TO PROVIDE VERY KWRUPBS -- VARIANCES. I WOULD BE HAPPY IF WE CAN SAY, LOOK, WE ARE JUST GOING TO SAY, ALL EXISTING STUDENTS HAVE THE OPPORTUNITY FOR A VARIANCE. THEY DO NOT HAVE TO TAKE THE VARIANCE. BUT THERE WILL BE ROOM.

AND MAYBE IT IS FOUR MORE YEARS OF A SLIGHTLY SQUEEZED RUSH, BUT AT THE END OF THE DAY THE FAMILIES WHO ARE AFFECTED, WE ARE NOT HEARING FROM 4TH AND 5TH GRADERS.

WE ARE HEARING FROM FIRST AND SECOND GRADERS.

I APPRECIATE IT. THE SECOND THING IS AND I JUST WANT TO STATE MY UNDERSTANDING AND HOPEFULLY YOU CAN GIVE ME A YES OR NO IF I AM ACCURATE. MY UNDERSTANDING IS ONCE A VARIANCE IS APPLIED FOR THE STUDENT, THE STUDENT IS -- THE VARIANCE HOLDS UNTIL THEY LEAVE THAT BUILDING.

SO A SECOND GRADER WOULD BE GOOD THROUGH 5TH GRADE.

IT IS NOT YEAR AFTER YEAR AFTER YEAR.

OKAY. GOOD.

THOSE ARE MY FIRST TWO. IF WE CAN PROVIDE SOME CONFIDENCE TO THOSE 81 AFFECTED THAT IF THEY WANT TO STAY IN THAT BUILDING, WE WILL FIND A WAY.

THAT WOULD MAKE ME VERY HAPPY. IF WE CAN'T DO THAT THERE IS ANOTHER THING I HAD NOT FULLY APPRECIATED ON THIS AND THAT IS FROM THE EAVES IT IS A UNIQUE BUS SITUATION.

WE VERY RARELY HAVE THE %-Ú, AND THEN SAID NEW STUDENTS WOULD

[01:42:36]

>> I CAN ANSWER THAT QUESTION. SINCE I HAVE BEEN HERE GOING THROUGH THE PROCESS I HAVE BEEN HERE 30 YEARS AND WE HAVE NOT MADE THE RECOMMENDATION PRIMARILY BECAUSE OF THE SIGNIFICANT GROWTH THAT HAS BEEN EXPERIENCED.

AND SO IT IS HARD TO DO A BOUNDARY PROCESS AND STILL KEEP CURRENT STUDENTS WHEN YOU ARE TRYING TO BALANCE SCHOOLS.

AND WE HAVE ALSO BEEN OPENING NEW SCHOOLS.

AND SO -- USUALLY WHEN YOU ARE OPENING SCHOOLS PARENTS ARE WANTING TO GO INTO THE SCHOOLS. THE NUMBER THAT WANTS TO STAY BACK IS LOWER. THAT'S WHY WE MADE THE ADDITIONAL RECOMMENDATION ON THE VARIANCE PROCESS BECAUSE THAT IS SOMETHING THAT WE HAVEN'T DONE BEFORE.

THAT'S WHY THE RECOMMENDATION INCLUDES A VARIANCE PROCESS.

IT IS KNOWING THAT THERE IS POTENTIAL WITH THE ENROLLMENT CHANGES. EVEN THOUGH PEOPLE COMMENTED ON THE TECH SECTOR LAYOFFS WE KNOW THE UNEMPLOYMENT SITUATION -- UNEMPLOYMENT IS LOW IN THE AREA. EVEN THOUGH THE TECH SECTOR IS LAYING OFF, THERE ARE OTHER SECTOR THAT'S ARE HIRING RAP I HAD PEUD -- RAPIDLY. WE DON'T KNOW IF THERE REALLY WILL BE AN IMPACT UNTIL WE SEE IT.

SOMETIMES DURING A DOWNTURN OUR ENROLLMENT ACTUALLY INCREASES BECAUSE FAMILIES ARE ENROLLING -- THEY ARE NOT ENROLLING IN PRIVATE SCHOOLS AND COMING TO PUBLIC SCHOOLS.

SOMETIMES IT CHANGES YOUR ENROLLMENT PROJECTIONS THE OTHER WAY. THOSE ARE ALL OF THE THINGS WE HAVE TO CONSIDER. SO.

>> AND THE ONLY OTHER THING I WAS GOING TO COMMENT TO CHRIS WAS I THINK THE EAVES CONVERSATION WOULDN'T WORK BECAUSE WASN'T THE WHOLE CONSIDERATION TRYING TO CONNECT THAT COMMUNITY BACK TOGETHER? SO THAT RECOMMENDATION --

>> IF I MAKE A RECOMMENDATION, LET'S NOT TRY TO SOLVE THE

[01:45:03]

>> TO BE FAIR, I JUST WANT TO UNDERSTAND, I THINK WHAT ERIC, CHRIS AND LEAH HAVE ASKED. IS YOUR QUESTION CAN WE GUARANTEE VARIANCES? WHEN YOU SAY THAT ARE YOU TALKING ABOUT TWAIN, AUDOBON AND RUSH? OR ARE YOU STRICTLY SPEAKING OF RUSH ELEMENTARY?

>> MY QUESTION WOULD APPLY TO ALL.

RECOGNIZING THAT WHEN I LOOK AT THE DATA THERE ARE DIFFERENCES IN PROJECTED CAPACITY BETWEEN THE SCHOOLS.

>> SO IS THE PWO*ERD LOOKING -- BOARD LOOKING FOR A YES OR NO

ANSWER? >> RIGHT NOW?

>> NO. ARE YOU LOOKING FOR A SCHOOL BY SCHOOL ANSWER? THOSE ARE TWO DIFFERENT WAYS OF

APPROACHING THE PROBLEM. >> YES.

I'M ONLY SPEAKING FOR ERIC HERE. SCHOOL BY SCHOOL IS WHAT I WOULD BE -- WHAT I BELIEVE I AM INTERESTED IN.

LET ME BACK UP. EXPLAIN WHAT YOU MEAN -- I BELIEVE I AM INTERESTED IN A SCHOOL BY SCHOOL.

>> CAN I TAKE THE OPPORTUNITY TO DO A QUICK SUMMARY FOR US? FROM WHAT I'M HEARING IS THAT BECAUSE WE ARE IN A SPECIAL SITUATION, I THINK OVER THE LAST 10 YEARS WE HAVE BEEN GROWING 500 TO 600 KIDS A YEAR. THE OPTION FOR POTENTIALLY SAYING WE ARE GOING TO MAKE THESE BOUNDARY CHANGES AND YOU SAY ANYBODY WHERE YOU ARE CURRENTLY ARE YOU CAN FINISH OUT. ANYBODY NEW COMING INTO THE AREA CAN CONTINUE -- I THINK THAT'S WHAT IS BEING ASKED TO A CERTAIN

EXTENT. >> YES.

>> IS THAT FAIR. >> THAT'S FAIR.

>> AND SO THE QUESTION IS, IS THAT EVEN FEASIBLE WITH THE NEW PROJECTIONS THAT WE HAVE THAT YOU CAN ACTUALLY SAY THAT?

>> I'M JUST TRYING TO CLARIFY THE BOARD'S QUESTION SO WE CAN

GIVE UH THOROUGH RESPONSE. >> MY QUESTION WAS FOR EACH

SCHOOL. >> WHEN YOU ASK THAT ARE YOU ASKING FOR FAMILIES TO BE ALLOWED TO STAY OR ARE YOU ASKING FOR CURRENT STUDENTS WHO ARE ENROLLED? THOSE ARE TWO DIFFERENT QUESTIONS.

>> I AM SPEAKING FOR ERIC ONLY. >> I SAY CURRENT STUDENTS

ENROLLED. >> WHAT JOHN WAS SAYING IF YOU HAVE A PRE-K AND THEIR OLDER SIBLING IS CURRENTLY AT THE SCHOOL. ARE WE SAYING PRE-K IS VARIANCED

AS WELL? >> I WOULD SAY IF THEY ARE NOT CURRENTLY ENROLLED IN THE SCHOOL , THEN IT MAKES SENSE THAT THEY WOULD GO TO THEIR ASSIGNED SCHOOL AT SOME POINT.

>> THEN YOU HAVE PARENTS GOING TO ONE SCHOOL TO DIFFERENT

SCHOOLS. >> THOSE PARENTS CAN APPLY FOR A

VARIANCE FOR THAT THOUGH. >> I WILL SAY THIS HAS BEEN A DISCUSSION AND PIECE THAT PARENTS HAVE HAD THROUGH THE MULTIPLE DIFFERENT BOUNDARY CHANGES.

WHEN YOU DO VARIANCES OR EXCEPTIONS OF ANY KIND ESPECIALLY WITH SIBLINGS. IF I AM HEARING DIRECTOR CHOI'S STATEMENT WOULD BE CURRENTLY ENROLLED STUDENTS WOULD POTENTIALLY HAVE A GUARANTEED VARIANCE.

THERE IS NO GUARANTEE FOR SIBLINGS IN REGARD TO THAT.

I DON'T KNOW IF THAT'S WHAT THE REST OF THE BOARD WOULD CONCUR

TO LOOK AT THAT OPTION. >> AND I WANTED TO CLARIFY.

I WAS SPECIFICALLY CURIOUS ABOUT RUSH BECAUSE OF THE UNIQUE DISTANCE SCENARIO OF FAMILIES THAT ARE WALKING TO A SCHOOL THAT ARE BEING ASKED TO BE BUSSED TO A SCHOOL FARTHER AWAY.

IT ALSO NEGATES ANOTHER CONVERSATION AROUND TRANSPORTATION, ARE RIGHT? IF YOU GRANT A VARIANCE TO EXISTING FAMILIES IN THE COMMUNITY AND THEY ARE ASSIGNED NEW FAMILIES -- THEY ARE ASSIGNED TO ANOTHER SCHOOL, ARE YOU GOING TO HAVE TO DOUBLE THE BUSING ROUTES IN THAT COMMUNITY? THAT'S WHY I WAS SPECIFICALLY ASKING ABOUT THAT NEIGHBORHOOD THAT HAS THE POTENTIAL TO WALK TO RUSH.

I PERSONALLY HAVEN'T HEARD OF ANY OTHER COMMUNITY INPUT ABOUT WALKING TO A CURRENT SCHOOL THAT THEY WOULD BE BUSING TO A NEW

SCHOOL. >> DID WE RECEIVE FEEDBACK FROM ANY TWAIN FAMILIES? THAT BOUNDARY IS CHANGING --

>> DID YOU -- I MEAN, WE DIDN'T RECEIVE -- I HAVEN'T RAEF -- RECEIVED DIRECT COMMUNICATION, ME PERMANENTLY TKA*RB DASH ME -- ME PERSONALLY. YOU CAN SEE THE MAJORITY OF OUR COMMENTS WERE FROM TWAIN FAMILIES.

SOME WHO LIVE ACROSS 132 *BD -- 132ND.

THAT IS ALSO A STREET -- ELEMENTARY STUDENTS DO NOT CROSS. THOSE FAMILIES ARE BUSSED TO

[01:50:02]

BUT THAT WAS A LIMITED NUMBER. >> AND FOR CLARITY, 132ND IS NOT PART OF OUR SUGGESTED WALK ROUTE.

>> KREUBGT -- CORRECT. RIGHT.

THAT'S NOT A STREET THAT WE ALLOW STUDENTS TO CROSS.

YEAH. >> DIRECTOR STUART AND THEN

DIRECTOR CARLSON. >> IT OCCURRED TO ME AFTER I TALKED TO -- ABOUT THE PRY YOUR TAU -- PRIORITIZATION FOR IEP STUDENTS FOR THE VARIANCE, THE ENGLISH AS A SECOND LANGUAGE STUDENT WHO HAS GONE THROUGH THE TRANSITION WITH COVID AND MOVING INTO A FREE COUNTRY AND HAVING TO LEARN A LANGUAGE, TO BE QUITE FRANKLY, I HAVE A HARD ENOUGH TIME CHANGING ACCENTS MUCH LESS LANGUAGES. I CAN SEE HOW THAT WOULD BE A MAJOR OBSTACLE FOR THE STUDENT TO MAKE THAT EMOTIONAL AND SCHOLASTIC TRANSITION. WHILE I FEEL THE IEP SITUATION IS A PRIORITY, I ALSO WOULD THINK IF WE HAVE SECOND LANGUAGE KIDS THEY ALSO SHOULD HAVE THAT PRIORITY AS WELL.

>> YOU WERE ASKING FOR CLARITY AND SPECIFICITY.

I THINK YOU ARE ASKING THE RIGHT QUESTIONS.

FOR ME IT IS A BUILDING BY BUILDING QUESTION.

WHAT INTERESTED IN, CAN WE GUARANTEE VARIANCE FOR EXISTING STUDENTS? DOESN'T MEAN THEY HAVE TO TAKE IT. I MAKE THE ASSUMPTION THAT THERE IS NO TRANSPORTATION GUARANTEE IF THE VARIANCE IS GRANTED AND NO GUARANTEED VARIANCE TO YOUNGER SEUB -- SIBLINGS, BUT AVAILABLE IF THE SPACE ALLOWS. IF THE SCHOOL IS OPEN FOR VARIANCES, THE YOUNGER SIBLINGS WOULD BE ALLOWED.

THAT'S MY VERSION. >> SO NONE OF THESE SCHOOLS ARE

OPEN FOR VARIANCE. >> I KNOW.

AND THAT'S THE THING. RIGHT NOW THEY ABSOLUTELY ARE NOT. IT WOULD BE REALLY TIGHT FOR YOUNGER SIBLINGS. I AM NOT SAYING THAT IS VERY LIKELY. IT IS IF THERE HAPPENS TO BE A

CIRCUMSTANCE. >> AND THAT IS THE ONE THING I WOULD LIKE TO HIGHLIGHT IN REGARDS TO THE RECOMMENDATION THAT CAME FORWARD. THE ADDITION OF THE VARIANCE COMPONENT AS SOMETHING DIFFERENT AND RECOGNIZING THAT.

I THINK THE BOARD IS ASKING FOR A VARIANCE PLUS.

IS THERE THE CAPACITY TO GO ONE STEP FURTHER IN REGARDS TO THAT?

>> MAINLY DUE TO THE UPDATED ENROLLMENT NUMBER THAT'S WE JUST SAW. I HONESTLY DON'T THINK WE WOULD NECESSARILY BE ASKING THIS RIGHT NOW IF IN CONJUNCTION TO WHAT WE ARE HEARING THOSE UPDATED NUMBERS WERE DIFFERENT.

>> ANYTHING YOU WANT TO ADD? ANY QUESTIONS.

>> I THINK MOST OF IT HAS GOTTE- >> OKAY.

I THINK THAT IS FAIR. ANY OTHER QUESTIONS? I JUST WANT TO THANK YOU FOR THE DISCUSSION.

I APPRECIATE THE WORK THAT HAS GONE INTO IT AND I DO BELIEVE WE ARE IN A UNIQUE SITUATION IN REGARDS TO ■THE ADDITIONAL%-ÚPRN

[01:56:15]

SORRY. IT HAS BEEN A LONG DAY.

ALL RIGHT. SO WE DO HAVE THREE MORE ITEMS ON OUR AGENDA. WE HAVE THE SUMMARY FOR THE MONITORING REPORT OPERATIONAL EXPECTATIONS 3 ON TREATMENT OF COMMUNITY STAKEHOLDERS AS WELL AS THE SECOND READING AND APPROVAL FOR RESULTS 2 WHICH WE SPOKE ABOUT AT THE BEGINNING OF FEBRUARY ACTUALLY THAT YOU HAVE HAD TIME TO LOOK AT AND THE ADDITIONAL INFORMATION WAS SENT AND THEN WE HAVE MONITORING REPORT 1 WHICH IS ON THE MISSION AND VISION OF LAKE WASHINGTON SCHOOL DISTRICT IN REGARDS TO EVERY STUDENT AND TEACHER READY.

AND SO BASED ON THE TIME, I AM HAPPY TO ENTERTAIN A MOTION TO POTENTIALLY MOVE RESULTS 1 TO OUR NEXT MEETING ON

MARCH 27TH. >> SO MOVED.

>> SECOND. >> IT HAS BEEN MOVED AND SECOND TO MOVE RESULTS 1 TO OUR MARCH 27TH MEETING.

EVERYONE IN FAVOR? SIGNIFY BY VOTING I.

>> I. >> ANYONE OPPOSED?

>> ALL RIGHT. WE WILL MOVE THAT TO MARCH 27TH. IF YOU DO HAVE QUESTIONS AND YOU HAD A CHANCE TO LOOK AT IT, YOU SHOULD KNOW THAT THERE IS A DASHBOARD FOR RESULTS 1 FOR THE TABLE THAT'S BREAKS EVERYTHING DOWN FOR THE DATA INDICATORS. IF YOU HAVE QUESTIONS PLEASE FEEL FREE TOW MAIL THOSE AND MAKE -- FREE TO EMAIL THOSE.

WITH THAT WE WILL MOVE TO THE APPROVAL OF THE BOARD SUMMARY FOR MONITORING REPORT 03. YOU HAVE RECEIVED THIS AND I WILL PULL IT UP QUICKLY AGAIN. SO WERE THERE QUESTIONS ON THE SUMMARY THAT WAS PROVIDED? WE ARE SAYING THAT THE SUPERINTENDENT IS COMPLY KWREPT WITH THREE OF THE FIVE POLICIES.

THE TWO THAT ARE NOT, 34 AND 3 -- 3.4 AND 3.5.

A PLAN TO BRING THEM INTO COMPLIANCE WHEN IT IS REASONABLE TO VOLUNTEERS. THE EXPECTATION IS THEY WILL BE IN COMPLIANCE WITH THE NEXT MONITORING CYCLE.

WE HAD CONCERNS THAT THE INDICATORS APPEARED TO BE ALIGNED TO INTERNAL STAKEHOLDERS AND NEEDED TO BE ALIGNED TO EXTERNAL STAKEHOLDERS BECAUSE THIS IS ABOUT OUR COMMUNITY AS OPPOSED TO OUR STAFF. THERE IS SPECIFIC DIRECTION GIVEN AND POSSIBILITIES TO TRACK THE INFORMAL COMPLAINT PROCESS.

AND TO REVISE TO ENSURE THE POLICY SECTIONS ARE ON THE OVERARCHING COMPLIANCE AS OPPOSED TO THE INTERNAL STAKEHOLDERS WE WILL REVIEW OE3 AND OE9 TO SEE IF WE CAN MAKE IT MORE CONSISTENT GOING FORWARD. ANY QUESTIONS ON THAT ORIE VISIONS? OR REVISIONS.

TW THAT I WILLENT -- I WILL ENTERTAIN A MOTION TO APPROVE AS

PRESENTED. >> MOVE.

>> SECOND. THIS IS THE SUMMARY OF OE3.

ANY DISCUSSION? ALL THOSE IN FAVOR SIGNIFY BY

VOTING I. >> I.

>> ANY OPPOSED? HEARING NONE MOTION CARRIES.

THANK YOU. OUR NEXT ITEM IS RESULTS 2.

I WILL ASK IF YOU HAVE ANY PRESENTATION YOU WOULD LIKE TO

DO THIS EVENING. >> I DO NOT HAVE A PRESENTATION

FOR THE BOARD THIS EVENING. >> THAT'S OKAY.

I DIDN'T EXPECT YOU TO. I FIGURED I WOULD ASK.

>> I WOULD LIKE TO ACTUALLY COMMENT ON THE MEETING THAT WE HAD WITH YOURSELF, CHRIS, DEPUTY SUPERINTENDENT AND THE ASSOCIATE

[02:00:06]

WE SPENT A LOT OF TIME ON THE OPERATIONAL EXPECTATIONS OVER THE LAST YEAR, YEAR AND A HALF AND THE DEVELOPMENT OF OE14.

DURING THAT TIME WE FOCUSED ON R3, RESULTS 3 WHICH HISTORICALLY WAS A POLICY THAT WAS NOT PROVIDING THE BOARD WITH THE DATA TO EVALUATE THE SYSTEM. WE HAVE A RESULTS 3 POLICY THAT FOR THE FIRST TIME I BELIEVE REALLY DOES PROVIDE TRANSFORMATIONAL SUPPORT FOR THE SYSTEM, BUT ALSO PROVIDES THE BOARD WITH A GOOD VANTAGE POINT INTO THE GLOBAL CITIZENSHIP AND EXPECTATIONS AROUND SOCIAL AND EMOTIONAL WELL-BEINGS.

RESULTS 1 AND RESULTS 2 DESERVE THE SAME LEVEL OF CONSIDERATION AND WHAT WAS REALLY BENEFICIAL ABOUT OUR FIRST CONVERSATION ON FRIDAY WAS TO BEGIN TO UNPACK WHAT ARE THE QUESTIONS THE BOARD NEEDS TO ANSWER AROUND REASONABLE PROGRESS AND WHAT IS THE DATA THE BOARD NEEDS TO MAKE THE DETERMINATION.

I WON'T GO INTO ALL OF THE DETAILS WE DISCUSSED, BUT AS I THINK ABOUT THE BOARD'S PRIMARY ROLE IS TO EVALUATE THE SYSTEM'S RESULTS. YOUR ROLE IN ASSURING PROGRESS OF THE SYSTEM IS DEMONSTRATED THROUGH THE RESULTS POLICIES AND FINDING THE ABSOLUTE PERFECT PLACE IN RESULTS 1 AND RESULTS 2 IN TERMS OF DATA THAT THE BOARD IS ACTUALLY LEGITIMATELY ABLE TO ANSWER THE QUESTIONS AROUND REASONABLE PROGRESS FOR OUR WHOLE DISTRICT BUT THE DIFFERENT GROUPS OF STUDENTS THAT WE HAVE IDENTIFIED THROUGH THE PROCESSES IS TREMENDOUSLY IMPORTANT.

I KNOW RESULTS 2 DON'T HAVE THE DATA VIEWS THAT WE TALKED ABOUT ON FRIDAY. CURRENTLY RESULTS 1 DOESN'T EITHER. YET, I LIKE THE AS SEPARATIONAL VIEW OF WHERE CAN WE BE TO PROVIDE THE BOARD WITH ANOTHER LAYER OF DATA TO PROVIDE THE SUPPORT.

ANYWAYS, THAT'S A REFLECTION ON RESULTS 1 AND RESULTS 2 AS WE ARE IN THE MIDDLE OF THE MONITORING CYCLE AND I LOOK FORWARD TO CONTINUING TO DO THAT WORK.

>> THANK YOU. AND SO FOR TONIGHT I WOULD LIKE TO HAVE THE OPPORTUNITY TO HAVE FURTHER DISCUSSION ON RESULTS 2.

SOME OF THE KEY THINGS FROM OUR DISCUSSION TWO WEEKS AGO THAT CAME FORWARD, AND THESE WERE SOME OF THE PIECES DIRECTOR CHOI HELPED TO WRITE UP A SHORT SUMMARY AS WE WERE STARTING AND WE RECOGNIZED THERE IS MORE CONVERSATION THAT NEEDED TO BE HELD ONCE THE INDICATORS AND THE DIFFERENT SUBGROUPS CAME THROUGH AND DIRECTOR CARLSON YOU WERE NOT HERE.

I KNOW YOU HAD SOME SPECIFIC QUESTIONS OR CONCERNS THAT YOU WANTED TO BE ABLE TO EXPRESS. SO WITH THAT, SORT OF THE KEY THING AS WE WENT THROUGH THE R2'S WE WERE NOT BACK TO PRE PANDEMIC LEVELS OF ACHIEVEMENT, BUT WE SEE AN INCREASING IMPROVEMENT FROM 21 TO 22. WE MIGHT NOT BE WHERE WE WANT TO BE IN THAT, BUT THEY WERE INCREASING FOR THE MAJORITY, BUT NOT FOR ALL. I THINK THAT CAN FURTHER OUR DISCUSSION THIS EVENING. WE WANT TO ACKNOWLEDGE THE WORK AND EFFORTS THAT STUDENTS SUCCEED THROUGH THE NTSS AND THE OTHER EFFORTS AND HIGHLIGHT THE STUDENTS SUCCEEDING IN WORLD LANGUAGES AND THE STUDENTS IN COMPUTER SCIENCE AND THE POSITIVE TRENDING DATA FOR ALL STUDENT GROUPS RECEIVING A GRADE C. THERE WERE COMPONENTS AROUND LITERACY AND LANGUAGE AND THIRD GRADE READING, AND THERE WERE CONCERNS IN WHICH TO DO SO. I THINK THERE IS A DEEPER DIVE INTO THAT AREA SPECIFICALLY BECAUSE WE KNOW THERE ARE A LOT OF EFFORTS GOING ON THERE AND DIFFERENT COMPONENTS.

MATH HAD SOME OF THE SAME CONCERNS AS WELL.

THERE WAS A CHALLENGE ON HOW THE STUDENTS WERE ABLE TO ACCESS THE SCIENCE INFORMATION DUE TO COVID AND THE DIFFERENT WAYS IN WHICH THE INFORMATION GOES FORWARD. AND THOSE WERE SOME OF THE HIGHLIGHTS THAT WERE IN THE DISCUSSION.

I WANT TO BE ABLE TO TOSS THIS OUT FOR ANY FURTHER CLARIFICATION OR QUESTIONS YOU MAY HAVE AND HAVE A MOTION FOR DISCUSSION AND THEN IF THERE ARE AREAS OF FOCUS, ONE OF THE BIG PIECES WE SPOKE ABOUT WAS TRYING TO FIGURE OUT WERE THERE KEY THINGS THROUGH THIS DATA AND THROUGH THESE RESULTS AND YOUR VIEW ON REASONABLE PROGRESS IN THIS AREA AND ARE THERE SPECIFIC AREAS TO PAY ATTENTION TO IN THE UPCOMING YEAR OR TO HAVE MORE INFORMATION. THOSE ARE THE KEY THINGS WE WANT TO TARGET IN THE DISCUSSION. DOES THAT HELP? ANY NEED FOR FURTHER CLARIFICATION FOR THE REPORT WE RECEIVED OR ARE WE READY TO ENTERTAIN A MOTION?

[02:05:04]

>> MOTION. MOTION TO APPROVE.

>> MOVE TO APPROVE WITH -- GO AHEAD.

>> SECOND. >> OKAY.

I WILL OPEN IT UP FOR DISCUSSION.

>> DR. CARLSON? >> HAVING NOT BEEN HERE LAST WEEK OR A COUPLE WEEKS AGO, THE MOST INTERESTING PIECE FOR ME IN READING THE REPORT THIS YEAR AS IT HAS BEEN HISTORICALLY IS HAVING TROUBLE SEEING THE TREES THROUGH THE FOREST.

THE TABLES ARE -- IT IS HARD TO SEE WHERE IS THE EMPHASIS AND WHAT IS THE BIG DEAL EMPHASIS. AND HAVING REVIEWED THE TAPE, BUT TOPICS LIKE THIRD GRADE LITERACY.

AS FAR AS THE LONG-TERM IMPACT OF OUR EXPERIENCE WITH COVID, I HAVE NO DOUBT WHATSOEVER THAT THIRD GRADE LITERACY IS CRITICAL. THESE ARE THE KIDS THAT ENTERED AS KIPPEDDER -- KINDERGARTENERS INTO THE PAN -- PANDEMIC IT IS IMPORTANT TO UNDERSTAND WHAT THE PLAN IS AND TO CONTINUE ADDITIONAL SUPPORT FOR THOSE COHORTS.

THROUGH THIRD GRADE ARE YOU LEARNING TO READ AND AFTER THIRD GRADE YOU ARE LEARNING AND YOU CAN'T LET THEM FALL OFF.

I KNOW THAT -- I KNOW THE ADMINISTRATION APPRECIATES THE IMPORTANCE OF THIS. IT IS VERY IMPORTANT FOR ME TO CONTINUE TO CALL OUT WHAT SPECIFIC THINGS ARE WE DOING TO BACK FILL SO THESE KIDS HAVE A LEGITIMATE OPPORTUNITY? STPAR -- AS FAR AS THE BIGGER PICTURE, SOME OF THE THINGS THAT WE HAD DISCUSSED ON FRIDAY -- I WANTED TO BRING FOR THE REST OF THE GROUP. I'M A NUMBERS NERD.

I NEVER LIKED TABLES. I LIKE GRAPHS.

IF YOU WANT TO TALK TO ME ABOUT WHETHER THERE IS A TREND OR NOT, EARLIER THIS EVENING THERE WAS A TREND FROM 2016 AND 2021 THE NUMBER OF CHILDREN BORN IN KING COUNTY.

PERIOD. THERE IS NO QUESTION, 9.4% TO 7.9% COMING INTO THE ELEMENTARY SCHOOLS AND KINDERGARTEN FIVE YEARS LATER THAT'S A TREND. THAT'S A REAL TREND.

TELLING ME IT IS PLUS OR MINUS 4 IT IS NOT A TREND.

THESE ARE UNSATISFYING TO EVALUATE PERFORMANCE OVER TIME.

THAT'S SOMETHING I HOPE IN THE FUTURE SOME OF THE FEEDBACK I GAVE TO THE ADMINISTRATION CAN PROVIDE BETTER PICTURES OF WHAT WE ARE ASKING. ULTIMATELY IT IS NOT OUR JOB TO WORRY ABOUT EVERY TABLE. IT IS OUR JOB TO LOOK AT THE SYSTEM AND LOOK AT WHERE ARE THE SLICES THAT ARE PROBLEMS? HAVE WE GOT A LACK OF THIRD GRADE PER -- PERFORMANCE? RIGHT NOW WITH THIS COHORT COMING THROUGH WITH COVID, THAT'S A SLICE IMPORTANT TO BE ABLE TO SEE.

IT IS NOT ABOUT MATH, READING OR SCIENCE.

IT IS ABOUT ALL OF IT. ARE OUR THIRD GRADERS SUFFERING ACROSS THE BOARD BECAUSE OF COVID? AND THEN THERE ARE THINGS ASKED LONGITUDINALLY, HOW IS THIS SUBJECT DOING? WE NEED A BENCHMARK.

SO COMPARING AGAINST THE STATE. WHAT KIND OF A GAP DO WE HAVE AGAINST THE STATE IN MATH AT ALL LEVELS? IS THAT GAP GROWING? WE'RE ASSUMING WE ARE AHEAD TO BEGIN WITH. IS THE GAP GETTING BETTER? WE ARE ADDING VALUE FOR OUR STUDENTS.

WE ARE GROWING THE GAP ACROSS THE STATE.

THOSE ARE BIG PICTURE THINGS THAT I DON'T THINK WERE ADDRESSED IN THE EXISTING REPORT.

EVERY ADMINISTRATION AND I HAVE BEEN THROUGH FOUR SUPERINTENDENTS, EVERY ONE OF THEM I HAD DIFFERENT VERSIONS OF THE SAME CONVERSATION. IT IS NOT WHAT I AM LOOKING FOR AND IT WON'T BE IN THE LONG RUN. THAT'S OKAY.

THE QUESTION IS ARE YOU GETTING CLOSER TO PICTURES AND EASILY SEEN AND FELT DATA THAT AS A BOARD ANSWERS THE QUESTION THAT'S WE WANT TO KNOW THE ANSWERS TO.

THAT IS SOMETHING THE CONVERSATION ON FRIDAY WAS A GREAT START AND WE CAN CONTINUE THAT WITH THE EX -- EXTENT OF A SIDE SESSION IN A FEW WEEKS. AND FINALLY THERE IS ONE I WANT TO PUT ON THE TABLE FOR THE REST OF THE BOARD MEMBERS TO THINK ABOUT. EVER SINCE I JOINED THE BOARD IT IS HOW DO WE SET TARGETS? I LOVE RAVI FOR THE FACT THAT

[02:10:06]

IT WASN'T WHAT THE TARGET WAS, BUT WANTED A TARGET TO BESET.

ONE OF THE THINGS THAT WE AS A SYSTEM OVER THE COURSE OF THE YEAR WE WORK WITH THE ADMINISTRATION ON WHAT ARE THE FOCAL ELEMENTS? ON ANY GIVEN YEAR THERE ARE THINGS THAT COME UP. SOMETIMES THEY ARE CURRENT THINGS. THE MATH CURRICULUM WILL COME UP FOR K5. WE HAVE A GOOD SYSTEM FOR ADOPTING A NEW K-5 MATH CURRICULUM.

AS A BOARD MEMBER I NEVER THOUGHT WE DID A GOOD JOB AT EVALUATING DID IMPLEMENTING THE NEW MATH CURRICULUM WITH THE TIME SPENT ADOPTING IT AND TRAINING AND MONEY SPENT PROCURING IT, DID IT MAKE A TPREPBGS? DIFFERENCE? THE HARD PART IS SETTING TARGETS ONE YEAR IS NOT ENOUGH TIME. IF I'M ASKING JOHN TO MOVE OUR THIRD GRADE READING PERFORMANCE I DON'T EXPECT THAT TO BE EASILY DONE IN ONE YEAR. IF WE PUT A MAJOR INVESTMENT INTO THAT THREE YEARS FROM NOW I WANT TO SEE THAT MOVE.

WHAT IS NICE ABOUT THIS IS IT IS NOT THAT WE NEED TO START SETTING TARGETS. WE NEED TO GO BACK THREE YEARS AND ASK OURSELVES AS A BOARD AND AS AN ADMINISTRATION, WE WORKED WITH THE ADMINISTRATION AT THAT TIME TO SAY WHAT WERE THE THINGS WE PUT EXTRA ENERGY AND INVESTMENT IN AND THREE YEARS LATER WE WERE INVESTING IN THOSE THINGS THREPB -- THOSE THINGS THEN. HAVE WE MOVED THE NEEDLE ON WHAT WE WERE TRYING TO DO SOMETHING ON? WE SPENT A TREMENDOUS AMOUNT OF ENERGY ON EQUITY.

I WOULD LIKE TO SEE THREE YEARS FROM NOW THAT SOME OF THE GAPS -- THREE YEARS FROM NOW I I WANT TO SEE THE GAPS CLOSE AND NOT BY PLUS OR MINUS 1%. I AM CONFIDENT THAT WE MADE A DIFFERENCE WITH THE INVESTMENT OF TIME AND ENERGY.

THAT'S SOMETHING THAT THE EXISTING REPORT IS EFFECTIVE AT GIVING US A PULSE OVERALL ACROSS THE SYSTEM.

IT DOESN'T GIVE US THE SENSE OF WE DO DECIDE THAT SOMETHING IS IMPORTANT AND WE INVEST IN THAT. WE PUT TIME AND MONEY AND RESOURCES AROUND THAT. AND WHEN WE DO THAT, WE RARELY HAVE GONE BACK TO SAY DID WE ACTUALLY MOVE THE NEEDLE? IT IS NOT SO MUCH THAT I WANT TO ABANDON SOMETHING, BUT IF WE DIDN'T MOVE THE NEEDLE I WOULD LIKE TO REVIEW WHAT MORE CAN WE DO? IF WE ADOPT A NEW GROUP AND HAVE A METRIC FOR -- WE NOTE DYSLEXIC STUDENTS ARE NOT BEING ADEQUATELY ADDRESSED FOR THINGS. THREE YEARS AFTER WE ADOPT A CURRICULUM, DID IT MAKE A DIFFERENCE? LAST YEAR WE STARTED UNIVERSAL SCREENING FOR DYSLEXIA.

>> DID THAT MOVE THE NEEDLE? WE DON'T HAVE TO NEGOTIATE THAT.

WE AGREED ON THIS A FEW YEARS BACK.

AM I ASKING JOHN OR WHOEVER OUR SUPERINTENDENT IS IN THE FUTURE.

ARE WE ASKING THEM TO PAY FOR WHAT THE PREVIOUS SUPERINTENDANT DID? IS JOHN RESPONSIBLE FOR WHAT OUR PREVIOUS SUPERINTENDANT DID. JOHN HAS BEEN HERE THREE YEARS.

JOHN'S DECISIONS WERE NOT PARTICULARLY CRITICAL TO WHAT WE DID THAT YEAR, RIGHT? PRIOR TO THE PANDEMIC IT WAS ANOTHER SUPERINTENDENT. SO EVALUATING JOHN'S PERFORMANCE, BUT NONETHELESS AS A BOARD THIS IS A VALUE AOU -- VALUABLE THING WE CAN DO IS ASK THE SYSTEM TO PROVIDE US WITH EVALUATION ON BIG INVESTMENTS TO SHOW US THAT WE DID MOVE THE NEEDLE. ASKING TO IMPROVE EVERYTHING A LITTLE EACH YEAR, THAT'S JUST A RECIPE FOR PARALYSIS, AND WHEN WE FOCUS IN ON SOMETHING WE HOPE WE CAN MOVE THE NEEDLE IN THAT ARENA AND HAVE IT STAY THERE. ANYWAY, I JUST WANTED TO PUT THAT OUT THERE AS MIY -- OUT THERE AS MY EPIPHANY.

IT IS LIKE, WE HAVE BEEN ASKING THE WRONG QUESTIONS OR MAYBE IT IS WE HAVEN'T BEEN ASKING THE RIGHT QUESTIONS.

I FEEL THIS THREE-YEAR POST TALK ANALYSIS OF BIG EFFORTS WE MAKE IT SOMETHING WE CAN DO A REALLY GOOD JOB WITH OF UNDERSTANDING, ARE WE TRULY IMPROVING THE SYSTEM AS OPPOSED TO ARE WE RIDING THE WAVE? IT BEING 9:36 I WILL STOP THERE.

[02:15:05]

>> IF I CAN ASK ONE POINT OF CLARIFICATION.

AS WE LOOK AT THIS REPORT WE ARE LOOKING FOR REASONABLE PROGRESS IN THE AREA WE HAVE. SO MY QUESTION IS -- THAT ALSO FITS UNDER THE PARAMETERS. WE HAVE THE EVALUATION AND NEW INITIATIVES. IRONICALLY IT DOES FIT INTO THOSE. AS YOU READ THIS REPORT, WERE THERE AREA THAT'S WE BELIEVE WE SHOULD THINK ABOUT AND TARGET.

DID YOU THINK THERE WERE HIGHLIGHTS IN REGARDS TO REASONABLE PROGRESS AND WHAT YOU SAW IN REGARDS TO ANYTHING?

>> I'M GOING TO BE PERFECTLY HONEST.

LAST NIGHT A GOOD FRIEND DIED AND I DON'T REMEMBER THAT PART OF READING THE REPORT. I CAN'T GIVE YOU MEANINGFUL, SPECIFIC COMMENTS ABOUT SPECIFIC AREAS.

I'M SORRY. >> THAT IS A FAIR RESPONSE.

THANK YOU. ANY OTHER DISCUSSION?

>> I THINK I SAID THIS LAST MEETING.

I WILL JUST BE BRIEF AND SAY IT AGAIN AND THEN I THINK AS A BOARD WE NEED TO -- THIS WILL MIRROR WHAT CHRIS JUST SAID, SELECT AREAS OF FOCUS AND PARTICULARLY IN THE RESULTS TO MONITOR IN THE REPORT. I APPRECIATE EVERYONE IN THE COMMUNITY WHEN I MENTIONED MY LACK OF KNOWLEDGE ON A LOT OF THIS SENT ME A LOT OF GREAT RESOURCES TO READ.

WHICH I READ. THE THING THAT STOOD OUT WAS THE IMPORTANCE OF MEASURING AND LITERACY IS FLAGGED.

WHEN YOU LOOK AT THE DATA AND IT IS ONE THAT DOES POP OUT.

FOR ME I AGREE WITH THE ASSESSMENT OF REASONABLE PROGRESS. I THINK THAT WHEN WE ARE THINKING OF MONITORING FOR NEXT YEAR I WOULD LIKE TO TARGET THAT AS THE AREA OF FOCUS, OF A METRIC THAT WE WILL BE LOOKING AT TO DETERMINE WHAT THE VARIOUS END RESULT PROJECT.

>> THE QUESTION, IF WE ONLY DO THIRD GRADE LITERACY, THE ROUTE BUILDS. WE HAVE FIRST BRIDGE -- WE COULD DO COHORT LOOKING THROUGH THERE. AND THEN THIRD GRADE.

I SEE YOUR THEME IS EARLY LITERACY, BUT THERE MIGHT BE MULTIPLE UPPED CATERS -- INDICATORS UNDER THAT IN WHICH YOU ARE BUILDING TO LOOK AT THAT PICTURE.

ONE POINT IS OFTEN NOT GOOD ENOUGH.

>> I APPRECIATE THAT. >> I JUST THINK SOMETIMES YOU GET STUCK AND THE TEST IS NOT THE ONLY WAY TO LOOK AT IT.

THE OTHER PIECE I THINK ABOUT IS COHORT.

BEING ABLE TO FOLLOW A GROUP. IT ALLOWS US TO DO SO.

>> YOU'RE RIGHT. YOU BETTER DEFINED MY INTEREST RATHER THAN THE OUTCOME. I APPRECIATE THAT.

>> ANY OTHER DISCUSSIONS ON R2? EVAN?

>> FOR THE SAKE OF TIME, I'M MOSTLY THROWING THIS KIND OF OUT INTO THE AO*ET -- ETHER, BUT AS I AM LOOKING THROUGH THIS AND LOOKING AT THE WAYS IN WHICH WE ARE GETTING THE PULSE OF WHERE WE ARE AT AS A DISTRICT, PARTICULARLY WHEN WE MOVE INTO THE 8TH GRADE AND UP, REALLY THE HIGH SCHOOL LEVEL, IT IS MOST SEEN IN OUR MATH COURSES, BUT GENERALLY ACROSS ALL OF OUR COURSES, IN THE HIGH SCHOOL LEVEL WE HAVE A SIGNIFICANT DIFFERENCE IN COURSES. LIKE PARTICULARLY MATH -- WE HAVE STUDENTS THAT ARE IN CALCULUS, BUT THEN IN THE SAME GRADE IN ALGEBRA 2. WHEN I'M LOOKING THROUGH THE WAYS IN WHICH WE ARE TRYING TO GET A PULSE, PARTICULARLY MEETING STATE STANDARDS AND GETTING -- ACHIEVING A FULL MATH CREDIT, I JUST WONDER ARE WE MISSING THE SUCCESS AND HEALTH OF OUR STUDENTS WHO MAYBE ARE NOT STRUGGLING TO MEET THAT STANDARD, BUT ARE STILL STRUGGLING? STUDENTS THERE -- STUDENTS WHO ARE MAYBE PERFECTLY COMPETENT IN ALGEBRA 2, BUT THEY DID THAT THREE YEARS AGO AND THEY WERE STRUGGLING IN MATH EVER SINCE. I DON'T THINK RIGHT NOW IS THE TIME TO TRY TO FIGURE OUT THAT ISSUE.

I DON'T KNOW IF THAT ISSUE IS SOMETHING WE CAN POSSIBLY TRACK.

I WANTED TO BRING UP THAT THERE IS A POSSIBILITY THAT WE ARE MISSING THE PULSE OF A SECTION OF OUR HIGH SCHOOL STUDENTS.

[02:20:02]

>> THANK YOU. DIRECTOR CHOI.

>> I WAS GOING TO SAY SOMETHING SIMILAR AND THAT WAS -- I STRUGGLE, JOHN -- SORRY. SUPERINTENDANT HOLGRAM, IS THIS DATA GIVING US THE INFORMATION THAT WE ARE TRYING TO DEDUCE WHICH IS THE PERFORMANCE OF OUR STUDENTS, RIGHT? I STRUGGLE WHEN I LOOK AT THIS DATA SOMETIMES BECAUSE YOU GET THIS DATA WHERE ASSESSMENTS AND GRADES ARE GOING IN OPPOSITE DIRECTIONS AND THEY HAVE BEEN FOR AWHILE.

AND THEN ARE YOU LIKE WHAT DOES THIS MEAN? ARE WE SUCCESSFUL? ARE WE NOT? WHAT ARE WE BASING IT OFF OF? WERE THE ASSESSMENTS -- WAS THERE POOR ATTENDANCE? WAS IT A BAD YEAR? WAS IT AN EASY CLASS? I CAN'T ANSWER THE QUESTION OF YES WE ARE BEING SUCCESSFUL. THE DATA IS ALMOST CONTRADICTORY. I DO THINK IT WARRANTS WHAT WE ARE GOING TO DO AND HOW WE GET TO THE RESULTS.

THAT WAS A REALLY GOOD EXAMPLE. >> DIRECTOR CARLSON?

>> THANK YOU. ON THOSE LINES, BIG PICTURE THING I WORE -- I WORRY ABOUT AS A BOARD MEMBER IS INDUCING PARALYSIS IN THE SYSTEM BY ASKING TOO MANY THINGS SIMULTANEOUSLY. HAVING LIVED THROUGH THE NO CHILD LEFT BEHIND YEAR WHEN THE ONLY ACCEPTABLE ANSWER WAS 100% STANDARD, I DON'T FEEL THAT ACHIEVED MUCH.

IT PARALYZED THE SYSTEM. IN MANY WAYS PART OF THE REASON I WAS EMPHASIZING REGIONS WE EMPHASIZED IN A CYCLE, THERE IS AN ASSUMPTION THAT THERE ARE TWO PIECES TO AN EVALUATION.

ARE WE NOT LOSING GROUND ELSEWHERE? WE HAVE THE AREAS WE HAVE NOT INVESTED IN.

WE ARE MAINTAINING WHERE WE ARE AT AND TREADING WATER AND THESE ARE THE AREAS WHERE WE ARE TRYING TO RAISE THINGS.

NOT EVERYTHING IS MEASURABLE. WE WILL TALK ABOUT WRAP AROUND SERVICES AND I DON'T BELIEVE THAT IS MEASURABLE.

YOU GET THE GENERAL DRIFT OF WHERE I'M GOING.

I DO APPRECIATE THE CHALLENGE. SYNTHESIZING ACROSS MULTIPLE TPABG -- FACTORS YOU LEARN THE 10TH GRADE SCIENCE TEST IS NOT REQUIRED TO ATTEND SO MOST OF THE KIDS WHO DON'T TAKE.

IT THE KIDS WHO DO SHOW UP APPARENTLY DON'T CARE MUCH.

SOME OF THESE ARE SPECIFIC. AND OTHERS ARE, DUDE, WHY DID THE ELA9TH GRADES GO DOWN AND -- THOSE ARE THINGS THAT ARE FRUSTRATING AS A BOARD MEMBER. YOU TRY AND LOOK AT IT AS A DASHBOARD. ARE WE -- HOW ARE WE THE SERVING? THAT IS UNLIKELY TO BE FULLY SOLVED. YOU HAVE TO TOLERATE A CERTAIN AMOUNT OF AMBIGUITY AND INCONSISTENCY IN DATA.

IT IS MESSY. >> SO THE ONLY OTHER THING I WOULD ADD -- I WILL SAY -- I AGREE THAT THERE ARE ALWAYS CHALLENGES. IT PROVIDES INFORMATION ON WHERE WE CAN GO. IF I CAN COMPARE IT OVER THE PAST YEARS THERE ARE SIMILAR DATA IN THERE.

TKHR -- THERE IS A CONCERN THAT WE HAVE 50% OF OUR KIDS HITTING STANDARD. AND THEY ARE GROUPS ACROSS THE BOARD IN MULTIPLE PLACES. IT IS NOT ONLY READING AND MATH.

THERE IS SOMETHING MORE GOING ON THAT WE NEED TO BE ADDRESSING SEEING AN INCREASE THROUGH COVID WAS BENEFICIAL, AT LEAST IN 21 TO 22. THAT MEANS SOME THINGS ARE WORKING AND SOME STILL ISN'T. THAT COULD BE A FACTOR OF A LOT OF THINGS AND ONLY TO FOLLOW THAT THROUGH.

I DO THINK THAT WAS HELPFUL TO GET THE TREND DATA.

I WOULD LIKE IT TO BE THE WORLD LANGUAGE.

I THING OUR MULTI-LINGUAL LEARNERS, THEY ARE AT A HIGHER PERCENTAGE STANDARD THAN MOST OF OUR STUDENTS.

ANYBODY WHO HAS NEVER BEEN IN EL OR MULTI-LINGUAL, I AM A STRONG PROPONENT OF WORLD LANGUAGE AND INDIVIDUALS SHOULD BE MULTI-LINGUAL. I THINK THAT IS SOMETHING WE SHOULD CONTINUE. THERE IS CLEAR, GOOD WORK BEING

[02:25:01]

WE ARE STILL NOT SERVING A LARGE PORTION OF THE POPULATION WITH THE OPPORTUNITY TO LEARN. MANY OF OUR STUDENTS KNOW MULTIPLE LANGUAGES. WE HAVE A PERCENTAGE WHO DO NOT.

I THINK THAT IS AN AREA THAT WE CAN STILL WORK TO GROW WITHIN OUR ELEMENTARY SCHOOLS. WE CAN BRING THAT PIECE FORWARD.

BECAUSE, 1, I THINK IT PLAYS INTO LITERACY AND LANGUAGE ACROSS THE BOARD. IT IS AN EQUITABLE CONCEPT AND IT BUILDS DIVERSITY. WE THINK OF AN ACADEMIC BACKGROUND AND BEING FLUENT IN MORE THAN ONE LANGUAGE IS ASSOCIATED WITH MANY OTHER SKILLS IN LIFE.

I CAN SEND YOU THAT RESEARCH. AND THEN I ASK WE DO LOOK AT THE COHORT PIECE AND WE -- WE HAVE TO TREND AND BEING ABLE TO FOLLOW A PAST BRIDGE AND SAY OF THESE STUDENTS WHO WERE IN FIRST GRADE AND X% AT STANFORD, WHAT ABOUT SECOND GRADE? YES, WE ARE ABLE TO WORK WITH OUR KIDS AND BEING ABLE TO MOVE THEM FORWARD AND YOU CAN SEE THE REASONABLE PROGRESS.

THAT'S THE ONE DATA POINT I WOULD WANT.

I THINK WE SEE GOOD MOVEMENT. ANY OTHER QUESTIONS? ANY OTHER CONCERNS? I'M GONNA BRING IT TO A VOTE.

RIGHT NOW WE HAVE A MOTION ON THE TABLE TO APPROVE THE RESULTS 2 ON ACADEMIC -- I WOULD HAVE TO LOOK AT THE TITLE.

ACADEMIC CONTACT KNOWLEDGE AND SKILL.

AS MAKING REASONABLE PROGRESS WITH NOTABLE EXCEPTIONS.

WE HAVE VARIOUS DIFFERENT SUBGROUPS THAT ARE NOT NECESSARILY AT THE STANDARD OF THE GOAL WHICH WE WANT TO SEE.

AND SO THERE IS MORE TO BE DONE. >> SO MOVED.

>> OKAY. I'M GONNA CALL FOR A VOTE.

SORRY. ALL THOSE IN FAVOR OF APPROVING THIS AS A REASONABLE PROGRESS WITH NOTED EXSEPLGSS SIGNIFY BY

VOTING EYE -- I. >> I.

>> ANYONE OPPOSED? HEARING NONE MOTION CARRIES.

THANK YOU. >> ALL RIGHT.

OUR NEXT ITEM ON THE AGENDA IS OUR SUPERINTENDENT'S REPORT.

[G. Superintendent Report]

>> I HAVE A BRIEF SUPERINTENDENT REPORT THIS EVENING.

I WOULD BE REMISS IF I DIDN'T RECOGNIZE TWO OF OUR HIGH SCHOOL BASKETBALL TEAMS LAKE WASHINGTON HIGH SCHOOL COMPETING IN THE 3A STATE CHAMPIONSHIP ON SATURDAY CAME IN SECOND PLACE TO LINCOLN OF TACOMA. OUR GIRLS FROM EASTLAKE HIGH SCHOOL PLAYED IN THE STATE CHAMPIONSHIP GAME FOR 4A IN -- AND WON THAT GAME. THAT WAS PRETTY EXCITING NEWS [APPLAUSE]. ABSOLUTELY.

IT WAS EXCITING NEWS I BELIEVE IT WAS FRIDAY TO GET THAT MESSAGE FROM THE TEAM THAT WE HAD TWO GIRLS'S TEAMS COMPETING FOR THE STATE CHAMPIONSHIP. VERY EXCITING TO CELEBRATE THAT AND TO RECOGNIZE ALL OF THE HARD WORK THEY PUT IN.

TO GET TO A CHAMPIONSHIP GAME, IT'S WORK.

IT'S EFFORT. THINGS GOTTA GO YOUR WAY AND EASTLAKE HIGH SCHOOL THERE ON THE RIGHT, YOU CAN JUST SEE THE JOY ON THEIR FACES. AND I DO WANT TO SAY TO SEE SOME OF OUR STUDENT ATHLETES BEING INTERVIEWED ON THE NEWS AND JUST TO HEAR THEM ARTICULATE THEIR PASSION AND THEIR COMMITMENT.

THEY ALL TALKED ABOUT TEAM. THEY TALKED ABOUT EFFORTS.

EVERYTHING YOU WANT SOMEONE TO SAY THEY SAID.

EVERYTHING YOU DON'T WANT SOMEONE TO SAY, THEY DIDN'T SAY.

AND SO IT WAS SUPER COOL TO SEE THEM CELEBRATING AND RECOGNIZING EACH OTHER IN THAT EFFORT. HUGE CELEBRATION.

I KNOW WE HAVE OTHER INDIVIDUAL SPORTS THAT PEOPLE ARE COMPETING

[02:30:03]

I WANTED TO BRING THIS TO YOU THIS EVENING BECAUSE IT IS ALSO UNIQUE FOR A DISTRICT TO HAVE TEAMS IN STATE CHAMPIONSHIP FINALS FOR THE SAME SPORT. THAT'S PRETTY COOL.

TRANSITIONING TO SCHOOL START TIMES -- I DIDN'T KNOW HOW TO DO A SEGUE THERE. AS THE BOARD SAW IN THE NOTE I SENT YOU EARLIER TODAY, WE DID MOVE FORWARD WITH ADOPTING THE SCHOOL START TIME COMMITTEE'S RECOMMENDATION.

WITH THAT THE PARAMETERS OF HIGH SCHOOL STARTING AT 8:00 OR LATER AND THEN INCORPORATING FREE SCHOOL BACK INTO THE SCHOOL DAY.

THE COMMITTEE DID A GREAT JOB IN PACKAGING THAT.

IN THE LAST MONTH IT HAS BEEN A LOT OF DETAIL WORK TO MAKE SURE WE WERE ON POINT. WE THOUGHT THERE MAY BE A NEED TO SHIFT THAT A LITTLE BIT, BUT ULTIMATELY WE DID ADOPT.

FOR THE MOST PART THERE ARE A FEW NUANCES TO A FEW SCHOOLS THAT AS WE DID THE IMPLEMENTATION PLANNING THAT WE REALLY DID NEED TO LOOK AT THE SMALLER SCHOOLS AND SOME OF THE CHOICE SCHOOLS TO MAKE SURE THERE WAS ALIGNMENT WITH SOME OF THE JUST VARIOUS COMPONENTS IN THE SYSTEM.

>> AND SO I WANTED TO THANK OUR TEAM FOR ALL OF THE WORK THEY DID. SUPERINTENDENT -- YOU JUST GOT A NEW TITLE. [INAUDIBLE].

>> I KNOW. DEPUTY SUPERINTENDENT IS CONTINUING HIS LEADERSHIP IN THIS AREA AND HE WILL MEET WITH THREE ADMINISTRATOR GROUPS TOMORROW TO UNPACK THIS AND CONTINUES THE WORK -- CONTINUE THE WORK AROUND IMPLEMENTATION AND COMMUNICATION WITH COMMUNITY, FAMILY AND STAFF AROUND THE INDIVIDUAL SCHOOL START TIMES.

THEY WILL OCCUR ON WEDNESDAY. WE WILL PROVIDE STAFF WITH THE WORK IMPLICATIONS AND THEN WORK WITH THE SCHOOL ADMINISTRATORS AROUND 9 -- AROUND THE IMPLICATIONS -- IMPLEMENTATIONS.

YOU CAN IMAGINE ALL OF THE TRICKLE DOWN WITH EACH OF THE DECISIONS TO MAKE SURE THEY ARE THOUGHTFUL AND WORKING WITH THE INTERNAL AND EXTER FALL STAKEHOLDERS.

AS YOU KNOW I RECEIVED COMMUNICATION.

NOT A TREMENDOUS AMOUNT, BUT REALLY RECEIVED COMMUNICATION THAT WAS IN ALIGNMENT WITH THE THOUGHT EXCHANGE.

GREAT IDEA TO MOVE FORWARD WITH THE RECOMMENDATION.

HORRIBLE IDEA, DON'T MOVE FORWARD WITH THE RECOMMENDATION.

I HEARD BOTH. WHAT I HEARD WAS PEOPLE WANTING THEIR CHILDREN TO BE SUCCESSFUL IN SCHOOLS AND WANTING THEIR LIVES TO JUST SINK -- SYNC WITH THE SCHOOL SCHEDULE AND SO TAKING ALL OF THAT INTO CONSIDERATION, COMMUNICATION SENT OUT THE HIGH-LEVEL OVERVIEW, BUT WANTING PEOPLE TO KNOW WE ARE ADOPTING THE RECOMMENDATION WITH SLIGHT VARIATIONS. SCOTT WILL WORK WITH THE ADMINISTRATORS AROUND THIS AND THEN WEDNESDAY WE WILL SHARE SOME ADDITIONAL INFORMATION. ONGOING WORK AND MAKING SURE WE CONTINUE TO INCREASE SIZE AND SPACE.

OUR FAMILY DOES RELY ON MANY OF OUR BEFORE AND AFTER SCHOOL PROGRAMS AS A KEY SUPPORT FOR THEIR WORK AND THEIR LIVES.

CONTINUING TO COMMUNICATE WITH METRO AROUND THE CURRENT ROUTES WE HAVE. THE TRANSPORTATION IS CONTINUING THEIR WORK. I KNOW ATHLETICS AND ACTIVITIES WILL HAVE TO MAKE SOME MODIFICATIONS AND ADJUSTMENTS AND SO WORKING THROUGH ALL THAT. AT THE END OF THE DAY I AM PLEASED WITH THE WORK THAT HAS GONE INTO IT.

I REMEMBER IN 2017 IT WAS FLOATED AS A CONCEPT.

ALL OF THE WORK, COVID PUT A PAUSE ON THE WORK.

AND WHEN WE ANNOUNCED IN AUGUST THAT WE WOULD BE MOVING FORWARD WITH THIS WORK GROUP I HAD GREAT HOPES AND GREAT WONDERS HOW THEY WOULD COME UP WITH A PACKAGE THAT ACTUALLY MET AS MANY INTERESTS AS WE COULD. AND I DO WANT TO RECOGNIZE THIS

[02:35:03]

WHEN I THINK ABOUT SCHOOL START TIMES I WOULD LOVE TO HAVE OUR SCHOOLS START BETWEEN 8 AND 9:00.

THAT'S REALLY WHAT I -- MY DESIRE.

IT ISN'T ABOUT THIS IS THE LAST TIME WE WILL CONSIDER THIS.

IT IS HOW WILL WE CONTINUE TO FIND WAYS TO MAKE ADJUST CEMENTS. ADJUSTMENTS.

WHAT DOES THAT MEAN? THERE IS A LOT TO UNPACK UNDER THAT KIND OF CONSIDERATION. THE COMMITMENT IS THAT WE WILL CONTINUE TO LOOK AT DIFFERENT WAYS TO ACCOMPLISH THAT KNOWING WE ACCOMPLISHED IT FOR SOME, BUT NOT ALL OF OUR STUDENTS AND FAMILIES. I I WANT TO RECOGNIZE SCOTT FOR HIS LEADERSHIP IN THIS AND HIS WORK FROM DAY ONE AS BEING APPOINTED AS DEPUTY SUPERINTENDENT IN LAKE WASHINGTON WAS ABOUT TACKLING THIS ISSUE AND HE DID IT WITH TREMENDOUS SKILL AND HIS OUT REACH TO ANYONE WITH A QUESTION.

HE RESPONDED TO AND WAS WILLING TO HAVE CONVERSATIONS WITH INDIVIDUALS THAT MAY OR MAY NOT HAVE BEEN PLEASED WITH THE OUTCOME. HE WAS WILLING TO HAVE THE CONVERSATIONS AND AT THE END. -- AT THE END OF THE DAY WE KNEW WE ARE HAPPY TO HAVE HIS LEADERSHIP IN THE AREA.

WE WILL CONTINUE FORWARD AND WE WILL -- I'LL SHARE COMMUNICATION WITH THE BOARD AGAIN ON WEDNESDAY AS THAT WILL BE RELEASED. A COUPLE OF THINGS REGARDING OUR CALENDAR. IT'S INTERESTING HOW MANY RELIGIOUS HOLIDAYS OCCUR OVER THE NEXT FEW WEEKS WHETHER IT IS BUDDHIST HOLIDAYS, JEWISH HOLIDAYS.

YOU CAN SEE LATER IN THE MONTH WE HAVE NEW YEAR'S CELEBRATIONS.

IT IS A HOLIDAY RECOGNIZING THE NEW YEAR.

YOU CAN SEE SOME, YOU KNOW, REALLY IMPORTANT -- REALLY IMPORTANT RECOGNITION DAYS. AND IT IS NOT JUST TIMBER LINE MIDDLE SCHOOL RECOGNIZING INTERNATIONAL WOMEN'S DAY.

THAT'S A TYPO ON MY PART. IT IS INTERNATIONAL WOMEN'S DAY ON MARCH 8TH. WE HAVE ST. PATRICK'S DAY COMING UP. WE HAVE NATIONAL POISON PREVENTION WEEK. I HADN'T THOUGHT ABOUT IT, BUT THAT'S KIND OF IMPORTANT. WHEN I WAS A KID WE HAD THESE MR. YUCK FACES THAT PARENTS WERE SUPPOSED TO PUT ON THE BOTTLES.

THAT'S A GOOD REMINDER FOR US AS WE ARE USING MATERIALS AND SUPPLIES TO KEEP THEM OUT OF REACH OF CHILDREN AND APPROPRIATELY DEALING WITH THOSE.

AND THEN ON MARCH 21ST, IT IS THE INTERNATIONAL DAY FOR THE ELIMINATION OF RACIAL DISCRIME FOGS -- DISCRIMINATION.

FEBRUARY WAS BLACK HISTORY MONTH.

THIS IS ANOTHER CONSIDERATION OF HOW WE ARE CONSIDERING RACE AND ETHNICITY. SO APPRECIATE US JUST RECOGNIZING THAT AS PART OF OUR CALENDAR.

ON MARCH 22ND, THE FIRST DAY OF RAMADAN.

AS YOU MAY OR MAY NOT KNOW MANY OF OUR STUDENTS PARTICIPATE IN THE FASTING EXERCISE THAT IS IN ALIGNMENT WITH RAMADAN.

OUR SCHOOLS RECEIVE INFORMATION AND THEY MAKE CONSIDERATIONS FOR OUR STUDENTS KNOWING THAT IS A MONTH THAT DOES HAVE AN IMPACT ON OUR STUDENTS. SO JUST WANT TO RECOGNIZE THAT OUR SCHOOLS DO MAKE THOSE CONSIDERATIONS AND MANY OF OUR FAMILIES PARTICIPATE IN THAT. IT IS PRETTY COOL TO SEE ALL OF THOSE DIFFERENT REHREUPBLG SKPWRUS -- RELIGIOUS HOLIDAYS THAT THE GROUPS IN OUR DISTRICT WILL PARTICIPATE IN OVER THIS MONTH. THANK YOU.

[H. Public and Community Affairs]

>> THANK YOU. ALL RIGHT OUR NEXT ITEM IS PUBLIC AND COMMUNITY AFFAIRS. WE WILL START WITH -- HANG ON.

BARBARA POSTHUMOUS, I BELIEVE. FROM BUSINESS AND -- I WAS SUPPOSED TO SEND IT TO DR. HOLM SA* N FIRST.

SORRY. IT IS 10:00.

>> DO YOU WANT ME TO GO? >> SHE ASKED FOR YOU AND NOT ME.

>> ALL RIGHT. I WILL JUST PROVIDE BRIEF LEGISLATIVE UPDATE. SO WE HAVE BEEN DOING A LOT OF LEGISLATIVE WORK SINCE THEY CAME BACK IN SESSION BUT I WILL GIVE

[02:40:01]

BILLS MUST BE APPROVED IN A FLOOR VOTE ON THIS DATE TO BE ELIGIBLE FOR CONSIDERATION IN THE OPPOSITE CHAMBER.

BILLS NOT PASSED OFF THE FLOOR ARE CONSIDERED DEAD, THOUGH THEY CAN BE REVIVED AS AN AMENDMENT OR NECESSARY FOR THE BUDGET.

BOTH CHAMBERS HAVE BEEN FOCUSED ON FLOOR ACTION WITH VERY FEW HEARINGS, BUT THE REGULAR HEARING SCHEDULE WILL RESUME AFTER THE 8TH. SO THAT IS WEDNESDAY.

IN THE LAST FOUR WEEKS WE TESTIFIED ON EIGHT BILLS WITH A COMBINATION OF VIRTUAL AND WRITTEN TESTIMONY.

OUR TESTIMONY IS FOCUSED ON EXPLAINING THE BILL'S POTENTIAL IMPACT ON STAFF AND RESOURCES, COMPLIANCE CHALLENGES AND URGING THE LEGISLATURE FOR ADD -- FOR ADEQUATE FUNDING.

WE ARE CLOSELY MONITORING BOTH CHAMBERS AND SPECIAL EDUCATION AND TRANSPORTATION FUNDING BILLS.

WHILE THERE HAS NOT BEEN AN OPPORTUNITY TO TESTIFY, WE ARE KEEPING IN REGULAR COMMUNICATION WITH OUR LEGISLATORS AND URGING THEM TO INCREASE FUNDING IN THESE TWO AREAS.

BOARD MEMBERS AND STAFF ATTENDED THE WASA, WASDAWASDA CONFERENCE WHERE THEY MET WITH LEGISLATORS REPRESENTING LAKE WASHINGTON SCHOOL DISTRICT TO DISCUSS SPECIAL EDUCATION AND TRANSPORTATION FUNDING NEEDS. STAFF ALSO MET WITH HOUSE AND SENATE MEMBERS TO DISCUSS SPECIAL EDUCATION FUNDING AND EDUCATION IMPACT FEES. THIS WEEK WE ARE SCHEDULED TO TESTIFY ON ONE BILL ON QUALIFICATIONS AND TRAINING.

THAT'S MY UPDATE. >> THANK YOU.

>> YOU'RE WELCOME. >> ALL RIGHT.

DIRECTOR STUART, DO YOU HAVE ANYTHING YOU WOULD LIKE TO ADD?

>> GIVEN THE HOUR, NOT MUCH. NO.

WE ALSO FOLLOWED UP ON THE MEETINGS WE HELD -- WE HAD ON THE HILL IN WRITTEN FORM OR PHONE CALLS.

LUCKILY PEOPLE WOULD GIVE ME THEIR CELL PHONES AND I USE THEM. I FOLLOW-UP WITH COMMENTS WITH THOSE WHO WERE NOT ABLE TO MEET WITH US.

I AM VERY CONCERNED ABOUT THE LACK OF ENTHUSIASM FOR SPENT FUNDING -- [INAUDIBLE]. IT STINKS.

THE MORE PARENTS [INAUDIBLE] THE BETTER.

I THINK IT IS GONNA COME DOWN TO THE BUDGET, THE FINAL BUDGET ARGUMENTS. IF IT DOESN'T PROCEED -- I'M SORRY, BUT I HAVE NIGHTMARES OF A LAWSUIT.

I WILL BE BLUNT. THEY PROMISED TWO YEARS AGO AND NOW THEY ARE SAYING YABIT, YABIT, YABIT, YABIT.

>> ANYTHING ELSE? OKAY.

SO THANK YOU VERY MUCH. APPRECIATE THE EFFORTS IN SPEAKING WITH OUR LEGISLATORS AND THE CONFERENCE AND THE ADDITIONAL WORK WITH THE WRITTEN TESTIMONY.

THAT'S HELPFUL TO KEEP HAVING OUR VOICE HEARD AND THOSE CONTINUED RELATIONSHIPS. THANK YOU AND APPRECIATE THE UPDATES. AND WITH THAT WE MOVE TO BOARD

[I. Closing Items]

ALL RIGHT. HEARING NONE.

WE ARE GOING FORWARD. WE DO HAVE TWO SCHOOL BOARD VISITS SCHEDULED FOR TOMORROW. I BELIEVE LEAH IS ATTENDING AND I AM ATTENDING THOSE. I WOULD HIGHLY RECOMMEND ANY OF YOU WHO HAVE NOT BEEN ABLE TO, THEY ARE WELL WORTH IT AND QUITE INTERESTING TO GO AND SEE. EXCITED TO BE ABLE TO GO OUT THERE. OUR NEXT BOARD MEETING WE HAVE EXTENDED STUDY SESSION ON MARCH 24TH THROUGH THE 26TH. I BELIEVE THE -- WE ARE WORKING ON THE AGENDA. DO WE HAVE IT FINALIZED?

CAN WE SEE IT YET? >> I PUBLISHED IT -- A PUBLISHED AGENDA HAS BEEN PUT OUT WITH THE RELEVANT TOPICS, BUT WITHOUT SUBSTANCE OR INFORMATION ON IT QUITE YET.

>> YOU CAN SEE THAT AND YOU CAN SEE SORT OF WHAT THE PLAN IS.

IT IS QUITE A FULL AGENDA AT THIS POINT IN TIME THAT WE WILL BE WALKING THROUGH. AND WE WILL HAVE THE MARCH 27TH ON THAT MONDAY AND WILL HAVE STUDY SESSION AND A BOARD MEETING AT THAT POINT IN TIME.

SO WITH THAT I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE MARCH 6TH 2023 BOARD MEETING.

>> SO MOVED. >> SECOND.

>> TO ADJOURN ALL THOSE IN FAVOR PLEASE SIGNIFY BY VOTING I.

>> I. >> ANYONE OPPOSED? LAWYER -- HEARING NONE. THE MOTION

* This transcript was compiled from uncorrected Closed Captioning.