[A. Regular Board Meeting - 7:00 p.m.]
[00:00:13]
>> SO GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE MAY 22, 2023, LAKE WASHINGTON SCHOOL BOARD MEETING.
LET THE RECORD BOARD MEMBERS ARE PRESENT AS WELL AS REPRESENTATIVE, EVAN OUR MEETINGS STREAMED ON THE YOU CAN ALSO LOOK AT THEM AFTER THE
[B. Opening Items]
SO WITH THAT, I WOULD START WITH A LAND WHICH I HAVE THE PLEASURE READING THIS EVENING.THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST SALISH PEOPLES, WHO HAVE RESERVED TREATY RIGHTS ON THIS LAND, INCLUDING THE DUWAMISH AND THE SNOQUALMIE INDIAN TRIBE. WE THANK THESE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL. WE COMMIT TO CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY, TO TEACH THE INDIGENOUS HISTORY OF THIS LAND AND THESE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DESCENT WHO ATTEND OUR SCHOOLS.
WITH THAT,LY NOW ENTERTAIN A MOTION TO APPROVE THE MAY 22,
2023, AGENDA. >> MOVE APPROVAL.
[C. Recognitions]
>> ANYONE HEARING NONE MOTION CARRIES.
>>> SO TONIGHT WE HAVE THE OPPORTUNITY TO RECOGNIZE 2023 SCHOOL DR. HOLMEN, AND --
>> ABSOLUTELY. WE DID NOT PRACTICE WITH THIS RECOGNITION -- WHAT RECOGNITION LOOKS LIKE TONIGHT SO I WANT TO READ SOME INFORMATION WE THAT THOSE HERE KNOW WHAT THIS IS AND INTO THIS AND OUR TWO VARIOUS GROUPS THAT WERE RECOGNIZED THIS YEAR. AND THE SCHOOL ADMINISTRATORS AWARDS. EACH SCHOOL DISTRICT WITHIN REGION CAN RECOGNIZE A STUDENT LEADERSHIP AWARD AND THE COMMUNITY LEADERSHIP AWARD. THIS YEAR DISTRICTS SELECTED STUDENTS FROM LAKE HIGH SCHOOL SENATE BILL 5171 TO END GENDER-BASED PRICING IN WASHINGTON FOR THE LEADERSHIP AWARD. LAKE WASHINGTON SCHOOL DISTRICT SELECTED -- FOR THE LEADERSHIP BOTH THE CEREMONY MAY MYSELF, THE ASSOCIATE SUPERINTENDENT, COMMUNICATIONS ATTENDED WITH AWARDEES WITH THE OUR STUDENTS WHO ALL AT SCHOOL THAT DAY AND SO THEY ACTUALLY WEREN'T ABLE TO ATTEND THAT EVENT. AND OUR SO WILL OUR STUDENTS FROM LAKE WASHINGTON HIGH SCHOOL JUST UP FRONT HERE WHILE I READ SUBMISSION THAT WE SUBMITTING TO WASA.
IF YOU'RE ONE BELIEVE SO IF YOU JUST WANT HERE I'LL GO AHEAD AND READ A LITTLE BIT AND THEN WE'LL COME SAY CONGRATULATIONS AND YOUR HANDS. SO SEVEN WASHINGTON WITH SENATOR -- TO PROPOSE SENATE TEND WASHINGTON, THE PINK TAX. THE GOAL OF THE BILL PROHIBIT RETAILERS FROM CHARGING DIFFERENT PRODUCTS MARKETED TO DIFFERENT GENDERS SUBSTANTIALLY SIMILAR. THE BILL BEGAN THE AP THEY RESEARCHING WHICH WANTED CLASSROOM TO AH CAN'T.
THE LEGISLATION PASSED THE WASHINGTON AND I WOULD LIKE TO PROVIDE SOME COMMENTARY ON WHY WE THIS FOR OUR STUDENT AWARD THIS YEAR.
ENCOURAGE OUR AN ACTIVE STANCE TO MAKE THEIR COMMUNITY BETTER AND I APPRECIATE THE WORK THAT SEVEN OF YOU AND YOUR CLASS DID TO NOT EVERYBODY EVEN KNEW ABOUT. AND SO IT IS WE WE AND NEVER STOP THINKING ABOUT HOW YOUR WORLD A BETTER PLACE. SO WITH
[00:05:01]
RECOGNIZE THIS GROUP OF YOUNG PEOPLE FOR THEIR LEADERSHIP.THANK YOU. [APPLAUSE] AND SO WE DO HAVE YOUR AWARD CERTIFICATES HERE.
AND SO IF WE WANT TO HAND THOSE OUT TO THE BE THANK
>> SO WE'RE JUST THE IMPORTANT PART IS THAT WE RECOGNIZE THEM. RIGHT.
NOT THAT WE GET OUR NEXT LEADERSHIP AWARD AND SO WILL REPRESENTATIVES AND I APPROPRIATE TO BE RECOGNIZING OUR PARTNERS JUST COMPLETED A STUDY SESSION ON -- WITH THE BOARD FOCUSED ON SUSTAINABILITY AND IS DEVELOPING POLICY REGARD SO THIS AWARD PRESENTED TO COMMUNITY MEMBERS OR GROUPS IN RECOGNITION OF THEIR TO EDUCATION, RECIPIENTS ARE NONWASA MEMBERS TO THE ONE OR MORE RECIPIENTS PER REGION PER LAKE WASHINGTON SCHOOL DISTRICT ADOPTED A RESOURCE CONSERVATION MANAGEMENT PARTNERSHIP FOCUSED ON OPTIMIZING FACILITY PERFORMANCE FOR CONSERVATION, AND COST BECAUSE OF THIS SINCE 2016 LAKE WASHINGTON SCHOOL DISTRICT HAS SEEN A 30% REDUCTION IN USE REDUCTION IN WATER USAGE WITH A HOST OF WE COULD SHARE. THEIR FOCUS ON FACILITY TARGETING EFFICIENCY STRATEGIES WHICH SUPPORT SAFE AND HEALTHY LEARNING RESULTED TOTAL COST SAVINGS DISTRICT AND 35,000 CONSERVATION AS WE THINK ABOUT OUR WORK RELATED TO IMPACT OF ENVIRONMENT WE THOUGHT IT WAS VERY APPROPRIATE TO RECOGNIZE YOU AS REALLY STANDING PARTNER WASHINGTON MAKE THIS A MODEL SCHOOL DISTRICT FOR OUR STUDENTS ATTEND THAT OUR COMMUNITY PROUD OF WORK OUR BETTER PLACE. AND SO THANK YOU PARTNERSHIP AND THANK YOU FOR ALLOWING YOU TOS APPRECIATE THAT. [APPLAUSE]
[D. Audience Participation]
SO OUR NEXT ITEM IS PUBLIC COMMENT.
AND SO THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL TO WE ENGAGE WE DEDICATE 30 MINUTES TO FROM THE PUBLIC. YOU CAN SIGN UP AND PARTICIPATE LWSD.ORG. SOP WITH THAT JUST KNOW, IF YOU DO SIGN UP TO BE VIRTUAL OR IN PERSON WE'RE ACTUALLY GOING TO TAKE HOWEVER PEOPLE IN PERSON HAVE TO -- HAVE REMOTE. EVERYONE IS EVENING FUTURE.
>> HI. I LIVE IN THE LAKE WASHINGTON LEARNING COMMUNITY. IN MARCH, 2018, I GAVE COMMENT TO THIS BOARD THAT YOU ENSURE THAT WHAT WAS THEN DISABLED AND HER TWAIN ELEMENTARY, SUCCESS WITH INCLUSIVE STUDENT WITH SUPPORT NEEDS NOT JUST FOR HER BUT REALITY FOR ALL STUDENTS IN SINCE THEN MUCH AS AS MY KID NEXT STEP TO SCHOOL THERE'S STILL MUCH WORK TO AND THE FUTURE PROSPECTS OF STUDENTS WITH SIGNIFICANT AND COMPLEX SUPPORT NEEDS DISTRICT FOLLOWING THE PANEL ON I'M SURE I DON'T NEED TO REMIND YOU THAT WE KNOW FROM 50 YEARS OF LONGITUDINAL STUDIES CORRESPOND TO ALREADY LONG TERM
[00:10:04]
OUTCOMES FER ALL DISABLED STUDENTS REGARDLESS OF SUPPORT NEEDS OR THAT ALL DISABLED, CAPABLE, BENEFIT FROM INCLUSIVE EDUCATION.WE ALSO NOW KNOW THAT THE SEGREGATION OF IS AN PRACTICE.
I KNOW MUCH WORK HAS BEEN DONE BUT I'M NOT SURE THAT HAS BEEN COMMUNICATED TRANSPARENTLY, THOROUGHLY TO THE STAFF IMPLEMENTING THE WORK OR TO THE LARGER COMMUNITY OR TO I ALSO NOTE THAT WHATEVER BEEN COMMUNICATED HAS MAINLY THIS IS UNFORTUNATE. AND TO INCLUSIVE ALWAYS MUST BE A GENERAL EDUCATION FOR ALL STUDENTS. ON MAY 8TH, I WAS DISAPPOINTED NOT TO SEE DR. HOLMEN ON THIS SIDE OF THE ON THE PANEL UNDERSTANDING THIS ABOUT MAKING ALL READY POSSIBLE. I WAS DISAPPOINTED TO LEARN THE BOARD SEEMED UNINFORMED THE AFTER WATCHING MY OWN THRIVE SOCIALLY AND IN FULL AND MEANINGFUL INCLUSION I HAVE WORKEDED WITH A NUMBER OF FAMILIES IN ENSURE SIMILAR SITUATIONS KNOW SUCCESS STORIES AND WHILE OF COURSE WAYS OF DOING THINGS SOMETIMES ENGENDER FEAR AND RESISTANCE AND THE THAT'S ONLY TRUE IF FAMILY BELIEVE THAT THEY'RE DOING SOMETHING EXTRA FOR A CERTAIN POPULATION NOT INCLUSIVE EDUCATION IS EQUITABLE ESTABLISHED BEST PRACTICE FOR EACH AND EVERY STUDENT AND THE ONLY WAY TO FOSTER THE WANT OUR CHILDREN TO KIND OF LIVE IN. SO I ENCOURAGE YOU DR. HOLMEN TO THE ABLISM AND ABLIST PRACTICES AND BELIEFS IN COMMUNITY. INFORM THE PUBLIC.
REFER INCLUSION RESERGE AND PRACTICE AND LET US SHOW EVERYONE THE KIND OF LIVES AND POSSIBLE INCLUDING EXTENSIVE AND COMPLEX SUPPORT NEEDS.
. >> YOU HAVE THREE MINUTES AND IT WILL START RED JUST WRAP UP AND THAT WOULD
I'M IS HERE AND I'M HERE BECAUSE THE DISTRICT IS OUR SCHOOL DUE TO BUDGET CUTS. AS FAR AS I SCHOOL BEING HOWEVER, PLEASE KEEP IT OPEN BECAUSE I BELIEVE IT'S INEQUITABLE CLOSE IT. HERE'S WHY: NEEDS 38% OF THE STUDENT INCOME. WE HAVE A HIGHER LEVEL POVERTY THAN THE SCHOOL HAS THREE TIMES AFRICAN-AMERICAN STUDENTS AND TWICE DISABILITIES. SOME OF THESE THIS HIGHER FEELING OF WELL BEING. THAT MEANS IT'S NOT SCHOOL. IT'S AN IF YOU CLOSE THIS SCHOOL, THERE'S FEW VIABLE ALTERNATIVES FOR THESE STUDENTS WITH THEIR UNIQUE TRADITIONAL SCHOOLS HAVE FAILED TO MEET THAT'S WHY THEY WENT TO AN ALTERNATIVE EDUCATION ENVIRONMENT. THEY CAN'T ATTEND NEXT YEAR BECAUSE THE CLOSURE OF THE SCHOOL WASN'T ANNOUNCED UNTIL AFTER THE CHOICE APPLICATION PERIOD WE ASK THE DISTRICT OPTION FOR LATE APPLICATION TO THE CHOICE SCHOOLS AND AGREED TO IT PRINCIPAL LAST WEEK AT THE SCHOOL WE WANTED TO APPLY SHE SAID AHEAD EFFECTIVELY THAT MEANS WE HAVE NO THIS IS AN EXAMPLE OF STRUCTURAL BARRIERS WHEN YOU ANNOUNCE THE CLOSING OF SCHOOL AFTER THE CHOICE ONLINE YOU HAVE TO APPLY FOR AN OUT OF DISTRICT TRANSFER. THAT MEANS LOW INCOME FAMILIES WHO MAY HAVE MOVE HIGH QUALITY OPPORTUNITY WILL NOW TO OTHER DISTRICTS MEANWHILE THEY'RE STILL PAYING PREMIUM TO LIVE HERE. WE CAN'T LOSE SIGHT OF
[00:15:03]
THAT LOW INCOME.IT'S A EQUITY SD DISTRIBUTED ACCORDING TO WHY DID THE DISTRICT CHOOSE THIS SCHOOL TO CLOSE? ONE OF THE SCHOOLS.
NON. IT DOESN'T APPEAR THAT AN EQUITY LENS WAS USED DECISION.
EQUITY HAS TO FOR IT IF THE DISTRICT IS TRULY COMMITTED TO KEEP THE SCHOOL OPEN. THANK YOU FOR YOUR TIME AND FOR YOUR SERVICE.
>> GOOD EVENING. I AM A DISTRICT. I HAVE A ROCK ONE OF THE ORIGINAL INCLUSION COHORT SCHOOLS AND WHILE OUR JOURNEY HAS HAD ITS BUMPS, I CAN ATTEND THAT INCLUSION IT'S BEN AWESOME FAR. I'LL OUR TEACHERS NEED TO BELIEVE IN AND EXPECT INCLUSION TO WORK.
OUR PRINCIPALS NEED TO EXPECT AND BELIEVE WORK. OUR AND EXPECT THIS WORK OF INCLUSION TO WORK AND MOST IMPORTANTLY, OUR PARENTS AND OUR LEARNING COMMUNITIES NEED BELIEVE IN AND OF NOW THE DISTRICT AND I'M THERE'S A LOT OF WORK GOING INTO WORKING WITH THE PRINCIPALS AND TEACHERS AND THAT START.
BUT ALL MEMBERS COMMUNITIES HAVE TO BELIEVE IN THIS WORK AS WELL. THAT INCLUDES PARENTS AND STUDENTS PARENTS, AND HOW CAN OUR COMMUNITY BELIEVE IN THIS KNOW IT'S HAPPENING? WHY IS INCLUSION ONLY MENTIONED IN PASSIONING ON THE WEBSITE -- PASSING ON THE WEBSITE? I BEEN SENDING OUT THE THEY DON'T REALLY BELIEVE IT WILL WORK.
IN ORDER FOR THIS TO WORK ALL DUE NEED TO OWN THIS IS NOT A SPECIAL EDUCATION PROGRAM ONLY TO BE FOUND ON THE SPECIAL SERVICES TAB. THIS NEEDS ACROSS THE HOME PAGE DISTRICT WENT SOCIAL MEDIA AND NOT LIST STRATEGIC PLANS AND MISSION STALES. YOU IS. SHOW SHARE HOW IT WILL DISTRICT AS A OWN IT. AND MAKE IT PART OF THE FABRIC OF THE LAKE WASHINGTON SCHOOL DISTRICT BECAUSE IN IT SO WILL IF OUR IT WILL WORK.
[00:20:02]
I AM IN THE -- COMMUNITY.I'VE BEEN COMING TO SPEAK SINCE 2018
[00:25:11]
THE SYSTEM TO GUIDE THEM WITH THE RIGHT SUPPORTED EDUCATIONAL PLAN FOR THE STUDENT SOMETIMES DON'T MISINFORMATION. RESOURCES COMMUNICATION AND PROFESSIONAL TRAINING HAVE BEEN BARRIERS TO INCLUDE LEARNERS WITH HIGH SUPPORT ALSO HARMFUL PRACTICES BEING FOLLOWED CONTRIBUTED NEGATIVELY AND CLEARLY THERE SOME THE PANEL IN THE LAST BOARD MOOTING WAS A GOOD FIRST STEP.IN ADDITION IT SUCCESS IN THE DISTRICT TO SHOWCASE THE IMPORTANCE OF EDUCATION TO FAMILIES AS WELL AS STAFF.
OUR GENERAL TEACHERS MUCH EASE AND CONFIDENCE. AT THE SAME TIME COMMUNICATING AND CLARIFYING TO OUR SPECIAL EDGE SUPPORT STAFF THAT THEY BE IMPORTANT. I WOULD ALSO LIKE TO SEE THAT MY NEIGHBORS AND WASHINGTON SCHOOL DISTRICT WHOSE STUDENTS ARE NOT SPECIAL HAVE AWARENESS AND KNOWLEDGE THAT EDUCATION INCLUSIONARY BEST FOR
THANK YOU FOR LISTENING TODAY. >> THANK YOU.
>> >> I'M A TENTH GRADER AND I AM NOT AND HAVE NEVER BEEN PART OF THE QUEST MY PERSPECTIVE IS COMING FROM A KID BUT PERSPECTIVE THAT I FIND EXTREMELY VALUABLE. I MY MATH CAPABILITIES ARE 93RD PERCENTILE AND ENGLISH CAPABILITIES ARE PERCENTILE. YOU SUPPORTING INTEGRATING SCIENCE CURRICULUMS IN THE QUEST PROGRAM. AND AS SOMEONE WHO SPENT THEIR ENTIRE LIFE IN THE GENERAL EDUCATION BUT AM THAT QUEST I HAVE FOR ONE MISCONCEPTION THAT ALL GIFTED KIDS ARE IN QUEST. NO.
IT THAT OF US ARE IN QUEST. WE OR ENGLISH. I DID EXTREMELY HIGHLY. IF QUEST CLASSROOMS FOR SCIENCE THEY MEET SMART KIDS AND GIFTED ONES.
PEOPLE ACT REGULAR SCHOOLS CAN KEEP UP WITH THEM BUT THAT'S IN ADDITION BY NOT TOGETHER? THERE'S RICH DISCUSSIONS TO BE HAD WHEN YOU SMART AND ANOTHER REASON IS THE CURRICULUM IS THE SAME ONE THEY WOULD BE LEARNING IF OR NOT. THERE'S NO CHANGE REGULAR SCIENCE MATERIAL TO CURRICULUM. YOU'RE NOT EVEN SCIENCE TO ENTER QUEST. SEPARATING THEM POINTLESS AND BEING A QUEST MIXING CLASSES FOR SCIENCE HAS A VERY IMPORTANT ASPECT TO AT THIS TIME AND IT CAN DIVIDE CITIZEN. I QUEST OR BETTER AND EVEN IF YOUR KIDS IN OF QUEST YOU STILL THINK THAT WAY. GENUINELY CAN FEEL DUMB, JUST NOT GOOD ENOUGH AND AFTER A WHILE A STUDENT WHO IS PART OF QUEST AND SURROUNDED BY
[00:30:04]
AND KIDS WHO THEY'RE BETTER CAN START ADOPTING THIS AND TO START TO PUT A DIVIDE BETWEEN QUEST AND BY MIXING CLASSES TOGETHER CAN START TO REACH ACROSS SHOW EACH OTHER NOT AN US AND THEM. IT'S JUST A TO TO ME WHETHER OR NOT TO INTEGRATE SCIENCE CURRICULUMS LARGER ISSUE WITHIN THE CULTURE KEEPING AND ABLIST PLEASE SUPERINTENDENT AND THANK YOU FOR YOUR[APPLAUSE] >> THANK YOU TEA THE -- THANK YOU.
>> COGNITIVE DELAYS AND WELL BEHIND ACADEMICALLY AND HE HAS LIMITED VOCABULARY AND FRAGMENTED CAUSING HIM TO BE OFTEN MISUNDERSTOOD. WHILE SOUND DISTRICT TYPICALLY PLACES IN A LEARNING CENTER OR SELF-CONTAINED CLASSROOM THAT NOT SOMETHING WE WOULD EVER ACCEPT STARTING FROM WHEN KINDERGARTEN FULLY HE IS CURRENTLY IN SIXTH GRADE AND HAS THE SAME SCHEDULE AS HIS FRIENDS AND IS ENROLLED IN A COUPLE OF COTALK HIS IEP TEAM THE SCENES TO PUSH SPEECH AND OT SERVICES INTO HIS NORTH AMERICAN ENVIRONMENT. HIS ASSIGNMENTS AND OF HIS WORK IS SO THAT HE PICTURE UNDERSTANDING CONCEPTS.
HE HAS A UNDERSTAND THE INSTRUCTION. HE HAS A ACCOMODATIONS TO KEEP HIM SUCCESSFUL LEARNING AMONG HIS BEING INCLUDED GIVES HIM THE SAME OPPORTUNITIES PARTICIPATE WITHIN THE CLASSROOM.
AND MOST IMPORTANTLY IS AN EQUAL CONTRIBUTING MEMBER OF THEIR CLASSROOM COMMUNITY.
EACH DAY HE WALKS INDEPENDENTLY TO AND FROM SCHOOL, NAVIGATES THE HALLWAYS, TELLS ME RANDOM FACTS ABOUT WHAT FROM ELECTIVE DOZENS OF GREET HIM BY NAME BECAUSE HE'S PART WHILE I COULD JUST MOVE THROUGH THE SADDENED TO SEE INEQUALITY OTHER STUDENTS NOT RECEIVING THE SAME
>> THE TRADITIONAL DAY OF LEARNING JUST DOESN'T WORK FOR MANY OF US. IT'S A SCHOOL 50-YEAR-OLD FORMER OFFICE BUILDING.
LAST APRIL THE SCHOOL BOARD APPROVED
[00:35:03]
WITH FACILITIES IN THE POST WHERE PARENTS ADDRESSING THIS, FOUR AGING SCHOOL TO BE ON THIS LIST.THERE ARE DENTS IN THE CLASSROOMS. THE CEILING PORTABLES.
A HOLE IN THE FLOOR THAT THROUGH TO THE CRAWL SPACE.
WE ARE NOT WATER BOTTLES IN BECAUSE CHECKED FOR LEAD.
THERE'S ASBESTOS IN SOME CEILINGS.
OUR NEED OF REPAIRS AND SO TEACHERS CAN CONTINUE TEACHING AND WE CAN CONTINUE LEARNING. OUR SCHOOL PARENT PARTNERSHIP PROGRAM IN THE LAKE WASHINGTON SCHOOL DISTRICT. THIS ESSENTIAL FAMILIES.
PLEASE GIVE THE SCHOOL FUNDING IT NEEDS.
>> THAT'S A TOUGH GOOD EVENING, HOLMEN AND BOARD. I'M THE PARENT OF IN LAKE DISTRICT WHO TELL ME THEY CONCERNED ABOUT THEY'RE ASKING US SUSTAINABLE WHICH AS WE IN THE MEANS THAT MEETING THE PRESENT THEIR FUTURE. THEY'RE HEAT WAVES AFFECTING IMPACTING THEIR LEADING TO A FEW YEARS AGO OUR UNCLE NEARLY LOST HIS HOME IN A WILD FIRE. NOW FACED WITH SLIDES AND DROUGHT HE OTHER AND THAT NUMBER IS REACH UP TO 1.2 BILLION IN THE NEXT FEW DECADES IF TRENDS CLIMATE ALREADY THE NUMBER ONE FACTOR WORLDWIDE.
AS MORE AND AND INCREASINGLY HARMFUL THEY'RE 70% OF TODAY'S YOUTH REPORT FEELING CLIMATE ANXIETY.
NOTABLY THE BULK OF DISPAIR SEES FAIL TO ACT WHILE WE HAVE THE BEST WE WERE WARNED LAST MONTH WHAT TODAY EARTH FOR YEARS. THIS INTERRUPT POLLUTION SUSTAINABILITY THE SOLUTIONS SUCH AS CLEAN ENHERB I DIDN'T, ZERO EMISSION TRANSPORTATION AND CIRCULAR SYSTEM EXCITING WIN WIN TO IMPROVE THE EXPERIENCE. FOR EXAMPLE, EFFICIENT HEAT PUMPS REDUCES POLLUTION IN OUR BUILDINGS, IT ALSO PROVIDES FILTRATION FOR INCREASINGLY AND SMOKY AIR MOOD, AND ABILITY ZERO EMISSION BUSES OFFER A CLEAR HEALTH OVER PLUS LARGE BATTERY BACK UP TO POWER BUILDINGS AND THEY'RE MOBILE WHICH IS THESE EXCITING BECOMING AND SAVE THERE IS FEDERAL FUNDING AVAILABLE TO HELP.
IT IS UP TO US TO MAKE USE OF IT.
THE SENSE OF HOPE AND PURPOSE FOR
[00:40:02]
OUR KIDS IS TO HAVE A VISION AND PLAN TO MEET THIS MOMENT THESE CREATE A BETTER FEW CHLOR TOGETHER.THANK YOU. I COME HERE AS A REPRESENTATIVE OF MANY REDMOND HIGH SCHOOL AND PROPOSE THAT WE MAKE A DISTRICT WIDE NOT ALLOWED HOURS BELL TO BELL IN ANY SCHOOLS.
THE ONE, INCREASED CLASSROOM LEADING TO BETTER RETENTION, TEST SCORES AND GRADES. I SCHOOLERS GIVE THEM A BREAK DURING CLASS WHERE THEY CAN CHECK THEIR PHONES.
STUDIES HAVE SHOWN THAT DISTRACTED IT TAKES 24 TO REFOCUS. I DON'T BELIEVE LEARNING TWO, HAVING THEIR OWN POLICIES GIVING THEM MORE OUR CHILDREN.
THREE, REDUCE GOSSIP THAT'S SPREAD VIA CELLPHONES. SOCIAL MEDIA POSTS AND DURING SCHOOL DURING OFTEN LEAD TO NUMBER COMPUTER SO NEEDED FOR NUMBER FIVE, CREATE AN ENVIRONMENT THAT ENCOURAGES FACE-TO-FACE INTERACTIONS BETWEEN STUDENTS SCYTHE SITE SKYROCKETED THIS IS CREATE AN ENVIRONMENT WHERE OUR KIDS AN ENVIRONMENT WITH RESPECT THEY CAN LEARN AND SOCIALLY INTERACT IN A LET'S GIVE WHERE WE CAN STEP AWAY. A QUESTION ABOUT AN EMERGENCY? I FEEL THAT REACH A STUDENT DURING SCHOOL STAFF WILL RELAY THE MESSAGE TO THEM. IN THE CASE OF THREAT BACKPACKS I BELIEVE THIS CAN ACCOMPLISHED BY A BAN OF -- IF A CELLPHONE IS OUT DURING THIS TIME IT IS SENT TO THE OFFICE AND A PARENT PICK REQUIRED. THIS HAS BEEN SUCCESS WITH
I DON'T BELIEVE I MISSED ANYONE. OKAY. WE DID HAVE THREE WRITTEN COMMENTS THAT CAME THOSE WERE OPERATIONAL EXPECTATION 14 WHICH IS ON THE THANK YOU ALL VERY MUCH FOR ENGAGING AND APPRECIATE YOU
[E. Consent Agenda]
SO OUR NEXT AGENDA.THE APPROVAL OF THAT -- I WILL NOW APPROVE THE MAY 22, 2023, CONSENT AGENDA.
[F. Non-Consent Agenda]
>> YES. >> SO NEXT IS THE FIRST READING FOR POLICY OPERATIONAL EXPECTATION ANTIRACISM, ANTIDISCRIMINATION, AND INCLUSION
>> SO AS THE BOARD KNOWS AT OUR MARCH TOOK A DEEP DO I HAVE. AS IT WAS MONITORED WITHIN THE LAST YEAR AND A HALF WE PROPOSED SOME CHANGES BUT THE BOARD ALSO MODIFICATIONS THAT YOU WELL AS EQUITY POLICY THE BOARD ADOPTED AND THE FIRST TIME WE WENT THROUGH
[00:45:39]
>> MENTIONED WE HAD DISCUSSED AND LOOKED AT CHANGING OE 14 WITH THE BOARD STUDY SESSION.
AND SO I'LL JUST EACH OF THE POLICY SECTIONS, PAUSE, AGAIN, TROW OPPORTUNITY FOR QUESTIONS. WHAT WAS IT THAT WE COMMITTED TO AND HOW DID WE ACTUALLY REALIZE THE WAY IN WHICH WE WERE MONITORING. AND ONE THING PROPOSING AND SOME OF THESE CHANGES IS MONITORING IN A DIFFERENT WAY THAN TRADITIONALLY IS BY QUALITATIVE DATA IN ADDITION THE QUANTITATIVE DATA AS WE LOOKED AT IT WE THERE WERE -- WE WERE ONLY TELLING PARTS THE EXPERIENCE OUR STUDENTS IN SO WE'RE PROPOSING SOME WAYS TO TRY QUALITATIVE DATA OR THOSE MONITORING. WE ALSO POLICY AND GIVEN THE LEVEL OF IMPORTANCE IT COMMUNITY AND WITH OUR AND STAFF, WANTING TO FIND WAYS TO PERHAPS MORE ALIGN IT WITH PRODUCTS TO BETTER TELL THE STIR OF THE WORK.
WE ALSO IDENTIFIED THERE WERE A LOT OF OPERATIONAL EXPECTATIONS THAT THE BOARD WAS MONITORING SOMETHING A LITTLE BIT SIMILAR AND SO WE'RE WE'RE -- WHERE SO THAT WE'RE NOT HAVING REDUNDANCIES OR THAT WE'RE ABLE TO REALLY THOSE THERE ARE ALSO INDICATORS WE WERE NOT REALLY AND SO THAT PROMPTED US TO LOOK FOR WHAT ARE OTHER THINGS THAT WE CAN COLLECT. SO THOSE ARE CAPTURES SOME OF THE REASONS WHY THE TO THE FIRST CHANGE IS THE SUPERINTENDENT AND AS ONE OF THE FOUR SUPERINTENDENT IS CODIFY AND ENSURE THAT DISAGGREGATING DATA.
THE IDEA WAS TO HAVE A POLICY VERY EASILY FOUND AREA.
I JUST WHY IF WE'RE THE OPPORTUNITIES EXTRACURRICULARS WHERE WHY THEY'RE NOT IN THE PROGRAMS.
>> DO WE WANT OKAY IF WE -- ADDRESS THAT AT
14.3. >> CURRENTLY IT'S ABOUT THE DIRECTOR AND WE HAD TWO INDICATORS THAT WE'RE PROPOSING CHANGES AND REPLACING WITH AN ANNUAL REPORT OR PRODUCTION THAT NONDOMINANT STUDENT VOICES AND COMMENTARY REGARDING
[00:50:01]
THE THE BOARD HAS LONG EXPRESSED AN INTEREST IN STUDENT VOICE AND MORE PART AN EXPECTATION OF BOARD WITH A PRODUCT THAT BRINGS STUDENT KIND OF FROM I'M THINKING OF THE IMPORTANCE OF ALL VOICES.HAS THERE BEEN CONSIDERATION IN REGARD TO STUDENT STUDENTS THEIR IMPRESSION OF EQUITY WELL IN THAT PROCESS I
>> AND CAN BE -- AND I THINK WE DEFINE THAT IN THIS POLICY IN THINKING EITHER RACIALLY FROM ABILITY, FOR LINGUISTICALLY WHO MAY NOT PART OF THE DOMINANT GROUP. THE QUESTION IS WHETHER IT'S MUTUALLY EXCLUSIVE OR PROPOSAL FOR ENCAPS LATE INTEREST.
>> THERE WAS A WRITTEN COMMENT ON IT AND THERE WAS A PIECE THAT I HAD AS WELL AS WE THINK ABOUT THE EXPERIENCE OF AS AND MAYBE WE GET THAT THROUGH THE THERE AND WE CAN BUILD IT FROM THAT AND WE'RE
>> BECAUSE I THINK INDICATORS FOR THAT SURVEY ALL STUDENTS THAT FOR SPECIFICALLY STUDENT VOICE TO STUDENTS WHO MIGHT BE PART
>> STAKEHOLDER FOCUS GROUP FEEDBACK ONE OF THE CONVERSATIONS THAT WE'VE HAD WITH BOARDS INDICATING POLICY COMPLIANCE THAT IS THINGS OF OTHERS SO IT'S NOT THE DEVALUE THE VOICE OF OUR COMMUNITY BUT ABOUT THE COLLECTION SO THROUGHOUT THE POLICY WE'RE LOOKING FOR WHICH HONOR THE VOICE OF COMMUNITY WITHOUT NECESSARILY DEMANDING OR
ONE IS SPLITTING EDUCATIONAL PROGRAMMING OUT INTO 14.4 THERE WAS A LOT OF SIMILARITY BETWEEN THE TWO AND SO FOCUSING 14.3 EXTRACURRICULAR.
SOME CHANGES -- THE BOARD HAD AROUND THAT FEELING THAT THAT MAY BE EXCLUSIVE OR LIMITING IN TERMS OF THE DATA THAT KIND OF A LOOKING ATHLETICS REALLY JUST AS A PROXY RECOGNIZING THAT WHILE THAT'S NOT -- THAT IS NOT NECESSARILY REPRESENTATIVE REPRESENTATIVEIVE OF STUDENT'S LARGE NUMBER OF STUDENTS THAT PARTICIPATE IN ATHLETICS AND GIVEN THAT AVAILABLE DATA SET THE BOARD COMPLIANCE REQUIREMENTS RELATED TO CLUB PROCESS AND LOOKING AT STUDENT INTERESTS, THINGS THAT AS A DISTRICT WE WOULD DO AND BE ABLE TO PROVIDE
[00:55:05]
>> ALL RIGHT. 14.4 AND SORRY THAT LOT THERE AND LOOKING AT THE SCREEN THAT IS NOT ALL. SO 14.4 HAD FOCUSED INITIALLY ON ENSURING RIGOROUS EXPECTATIONS FOR CONVERSATION REALLY WAS AT THE SOME CONVERSATIONS AROUND WHAT DOES THAT TELL US ABOUT WHAT WE EXPECT OR VERSUS WHAT WE BELIEVE RIGOROUS.
PROPOSING A LANGUAGE CHANGE TO PROVIDE STUDENTS WITH ACCESS TO RIGOROUS SUPERINTENDENT LOOK AT REGARDLESS OF DEMOGRAPHIC OPPORTUNITY TO PARTICIPATE. AND FOR COMPLIANCE, LOOKING AT INCREASING THE RATE OF UNDERREPRESENTED POPULATIONS IN PROGRAMS SUCH AS ALGEBRA MIDDLE SCHOOL CHALLENGED EXAMPLE OF COURSE TAKEN IN MIDDLE SO IT'S COURSE LEVEL AND DUAL CREDIT PROGRAMS SUCH AS ADVANCED PLACEMENT AND TECH PREP. DECREASING THE RATE OF OVERREPRESENTED SPECIAL EDUCATION ASKING OUR REPORT RIGOROUS CLASSROOM EXPECTATIONS. SO EVERY CLASSROOM RIGOROUS AND I BELIEVE ONE OF THE SPEAKERS TONIGHT IN PUBLIC COMMENT TALKED ABOUT THE IMPORTANCE AND WE OF LOW SHOWING STUDENTS TELL THEY FEEL THAT THEIR TEACHERS HAVE HIGH SO A MORE HOLISTIC PICTURE OF THE EXTENT OUR EXPERIENCE EXPERIENCING PROGRAMS.
>> DIRECTOR CHOI. >> WE HAD THIS CONVERSATION 14.3 ABOUT THE LINE FOR WHICH THEY ARE ELIGIBLE INSTANCE IN THIS CASE AND I'M CURIOUS HERE ELIGIBILITY SHOULD REMAIN IT'S A DISCUSSION AROUND ACADEMIC PROGRAM VERSUS EXTRACURRICULARS OR NOT.
>> I WAS THINKING ABOUT ALGEBRA IN MIDDLE SCHOOL AN WHILE IT'S NOT ELIGIBILITY IN TERMS OF TESTING INTO IT THERE'S A PREPAREDNESS THAT STUDENT IT'D IS NOT JUST ABOUT BEING PLACED IN A CLASS AND THEN CHECK THE BOX OF SUCCESS. IT REQUISITE EXPERIENCES INSTRUCTION OCCURRED SUCH THEY'RE PREPARED TO TAKE ALGEBRA IN EIGHTH ON THE WORD ELIGIBLE BUT IT'S -- I SOMEHOW WANT TO CAPTURE ALSO READINESS AND HAVING SUCCESS THERE'S
TO IT THAN >> YOU JUST USED THE WORD PREPARED. TO ME THAT INTEREST. RIGHT.
AND ALSO CAPTURES THE IT REFERENCED PREPARING I THINK IT'S
>> I THINK THE ONLY -- I'M JUST LOOKING AT THE COMPLIANCE SCHOOL THAT'S HIGHLY CAPABLE ELIGIBILITY. THE REST OF MORE PREPAREDNESS ELIGIBILITY WITH A FEW EXCEPTIONS AROUND THERE IS COURSE WORK
[01:00:05]
PARTICIPATE IN A NUMBER OF AP COURSES.>> I MIGHT ALSO SUGGEST WE BRING THIS BACK TO THE BOARD IN TERMS OF MONITORING. INITIALLY JUST PROPORTIONALITY AND THEN RATE OVER AND THAT IN SOME WAYS, THAT BECOMES DIAGNOSTIC QUESTION AND TO WHAT DEGREE IS THAT RELATED TO ANY
SORT OF >> RUNNING THERE IS ELIGIBILITY FOR THAT SO I ADD PREPARED AND/OR ELIGIBLE.
THERE SOME OF WHICH OURSELVES. SOME OF WHICH ARE PUT ON US BY
EXTERNAL >> I'M STILL NOT PREPARED FOR EIGHTH GRADE I'M SORRY.
>> >> DIMENSION OF THIS BUT ACTUALLY I MIGHT HAVE A DIFFERENT PIECE OF IT THAT I'M FOR MYSELF.
SO PROVIDE EQUITABLE ACCESS TO ACADEMIC COURSE WORK OR PROGRAMS. I'M NOT SURE THAT THOSE TWO CLAUSES BELONG THING. RIGOROUS ONE PROGRAMS IS ANOTHER THING.
AND SPLITTING THEM APART WOULD AVOID BUG-A-BOOS WHICH NOT IN QUEST SO THEY'RE NOT GETTING WORK.
SO I WOULD NEEDS A FURTHER SPLIT INTO JUST RIGOROUS ACADEMIC COURSE WORK AND THEN ELIGIBILITY WHICH WOULD BE START.
AND USEFUL WAY TO THAT YOU'RE NOT CONFLATING CONCEPTS.
GETTING BACK TO THE IS THE RATE OF BEING ALGEBRA CLASSES IN MIDDLE SCHOOL ENOUGH BUT I'M NOT SURE THAT I'M GOING TO WIN THIS ARGUMENT.
I BELIEVE RATHER AND THE CURRENT TINNED CATERS OF COMPLIANCE DOES NOT SUCCESS, JUST PRESENCE.
>> WOULD YOU PROPOSE SOMETHING IN WHICH TO MEASURE SUCCESS SUCH
AS >> THERE IS THEY'RE THE EXISTING INDICATOR IS A VALUABLE THING.
I WOULD NOT OF BUT PARTICIPATION DOES NOT MEAN MEASURED SUCCESS AND I WANT TO KNOW BOTH SO I WOULD ADD SECOND INDICATOR A GRADE OF -- PASSING WITH A B OR BETTER ALGEBRA. CS DON'T COUNT BUT THAT'S JUST MY OPINION.
>> >> SO AT THE STUDY SESSION WHEN WE DISCUSSED THIS, WHAT I BROUGHT UP DESCRIBED AS A RESULT.
WHAT RESULTS TO IN ITS MODIFIED FORM THAT YOU'LL SEE FOR A FIRST
READING TONIGHT WILL HAVE IN >> THE INDICATORS OF COMPLIANCE DON'T INCLUDE SUCCESS IN
ALGEBRA. >> THE DRAFT CROSS REFERENCED OR DID I MAKE THAT --
>> I'M LOOKING AT IT. SO I MADE THE CHANGE IN THE
[01:05:01]
DRAFT AND NOT >> AND I'M JUST SAYING --
UNFORTUNATELY IT'S YOU HAVE TO LOOK AT
THE VERSION OF THE DOCUMENT I PULLED --
>> OKAY. IT'S DOCUMENTED. THEY GOT
>> SO UP THE IDEA OF WORD PROGRAMS AND THAT WOULD BE A THE BOARD WOULD HOLD IS THAT IS YOUR AS YOU SAID THAT, THAT ACTUALLY MAKES MORE SENSE THINK IT ACTUALLY NEEDS TO PROGRAMS BECAUSE COURSE SHOULD TYPES OF CLASSES.
WHETHER IT'S WITHIN UNQUOTE COURSE WORK IN THOSE SHOULD BE RIGOROUS.
>> ACTUALLY RIGOROUS ACADEMIC COURSE WORK IS ONE THING REGARDLESS PROGRAM. AS A BOARD MEMBER, I STILL HAVE AN INTEREST SO 14 I WOULD STILL LIKE TO KNOW THAT WE HAVE -- THAT WE'RE RAWSING DISPROPORTIONAL BEEN THAT PROGRAM BUT IT DOESN'T BELONG UNDER RIGOROUS IT BELONGS BASICALLY 14.4 I DON'T KNOW CALL IT YET.
>> WOULD YOU AGREE CHANGE OF RIGOROUS ACADEMIC COURSE THEN TWO INDICATORS
THOSE >> YOU COULD BUT I HAVE --
>> POLICY >> YOU ABSOLUTELY AS -- BECOMES AN EASY PHRASE.
PEOPLE ASSUME THAT PROGRAMS ARE RIG TRYING TO DIVORCE THOSE AND PUT THEM INTO SEPARATE SENTENCES.
>> I THINK ONE OF THE PIECES THAT THAT BRINGS UP FOR ME IS THE CROSS REFERENCE TO AND IS ALREADY 11? THE PURPOSE OF OE 14 TO GET WORKING TOWARDS HAVING A MORE EQUITABLE SYSTEM.
AND SO THE ACCESS IS I BELIEVE WHAT IS KEY IN THIS POLICY.
>> AND THAT'S TO ME THE DIFFERENCE BETWEEN EQUITABLE ACCESS TO, SAY, IT'S IN EQUITABLE ACCESS TO A PROGRAM WHERE IT'S NOT EVERY BUILDING STUDENT BUT ARE THE THERE DISTRICT. AND SO I DO USEFUL TO SIMPLY AS A WAY TO SAY THESE ARE BOTH IMPORTANT POINTS TO AS THE BOARD WE WOULD LIKE TO SEE REDUCED INSTEAD. WE'D LIKE TO SEE DISPROPORTIONALTY. THAT'S A SEPARATE ISSUE FROM SEEING EQUITABLE ACCESS TO RIGOROUS ACADEMIC COURSE WORK.
OTHER COLLEAGUES. >> THAT'S WHAT TOSS OUT. SO OF ANYTHING SO WE HAVE A SUGGESTION OF DO YOU WANT TO SAY WHO YOU
>> SO THE SHOWING IS RIGOROUS ACADEMIC BUT
IT'S RIGOROUS >> I THINK MAYBE HERE'S KIND OF WE COULD ALMOST DUPLICATE IT, ONE OF APPLIES TO COURSEWORK.
SOME OF THESE UNIQUE TO STUDENTS REPORTING INCREASING LEVELS OF RIGOROUS CLASSROOM EXPECTATIONS. THOSE REGARDLESS OF IT SHOULD THEIR CLASSROOM THE LOOKING AT PARTICULAR COURSE THAT NECESSARILY PART OF A SUCH AS OTHERS LISTED LOOKING
[01:10:06]
ACCESS TO THE COURSEWORK AND THE PROGRAM DUPLICATE THE POLICY, HOWEVER YOU WANT TO MOVE IT AROUND AND THEN YOU COULD ESSENTIALLYWITHIN >> AND THE REMOVES THE THE SECOND
IT JUST IN PREVIOUS DRAFTS WE USED THE PHRASE I THINK HE'S RIGHT.
>> SO IF I'M FOLLOWING, 14.4, IT REMAINS RIGOROUS ACADEMIC COURSE WORK. IT WOULD BE POLICY PROVIDE STUDENTS WITH EQUITABLE ACCESS TO
>> I >> CAN WE JUST TO THE LAST. 14.11.
PART OF ACCOMPLISH WITH THIS IS I THINK SIMILAR CONVERSATION HAVING NOW.
>> WE MADE THIS A SEPARATE POLICY BECAUSE WE WERE SIMILAR REASONS AND WHETHER WE CAN HAVE A EDUCATIONAL PROGRAM, CAN FOLD THIS THE CONCERN FROM SESSION WAS WE WANTED SEPARATELY MONITOR STUDENT PARTICIPATION PROGRAMS. WHICH IS AN EDUCATIONAL AS THE POLICY WAS DRAFTED BEFORE IT IS ESSENTIALLY WE WERE IMPLICITLY OR EXPLICITLY THAT CHOICE THEREFORE HOME SCHOOL PROGRAMS WERE NOT RIGOROUS.
THAT WAS THE IMPLICATION WE WERE TRYING TO I JUST WONDER WAY OF EXPANDING AND
THE WORD CHOICE IN 14.11? >> OPPORTUNITY TO PARTICIPATE EDUCATIONAL PROGRAMS AS EQUITABLE POLICY AND I WOULD HAVE ANOTHER REVISION TO IT SINCE WE'RE ON HERE. BUT IN LOOKS LIKE THERE'S AGREEMENT. DOES THAT MAKE SENSE?
>> I THINK WE CAN FOLD THESE -- AND THAT IS OVER A COUPLE MORE INDICATORS FROM THE CURRENT DISENTANGLE FROM VARIOUS PROGRAMS. I LIKE THAT. DOES
WE'LL JUST RENUMBER THE OTHER ONES.
[01:15:17]
>> I WILL -- >> THINK ON THAT.
>> AND WE'LL COME BACK DID THE THIS IS ONLY THE FIRST READING.
SO EVAN, ANYTHING YOU WANT I THINK LEANNE IS POINTING HER THUMB AT YOU.
>> I MEAN AT THIS POINT I LIKE ALL OF BEEN TALKED OVER AT LEAST ONCE.
I HAVE SOMETHING TO ASK DR. HOLMEN.
>> I DON'T KNOW IF YOU WERE COPIED ON THIS BUT SOME COMMENT THE EXAMINATION TONIGHT AROUND AND INDICATOR FOR COMPLIANCE INCREASING RATE OF UNDER REPRESENTED POPULATIONS AS MEASURED TANTAMOUNT TO I THINK THE TERM USED WAS I DON'T READ IT THAT I FOR ANY OF THIS.
IT'S TO WITH ACCESS ACCESS. IS THAT A FAIR CHARACTERIZATION? AND QUOTAS CERTAIN -- BASED ETHNICITY
>> I BELIEVE IT'S SEE CALLED OUT SPECIFICALLY IN ORDER TO BE ABLE TO
DIRECTOR STEWART. >> COUPLE OF THINGS.
TO THE POINT THAT ERIC WAS MAKING, IT'S NOT THE IDEA NEED -- WE'RE GOING AGAIN AND AGAIN AND THIS ACCUSATION OF QUOTA IF WE DON'T EXPLICITLY SAY TO EXPAND STUDENTS OR THESE TALKING ABOUT USING WE'RE USING I THINK ACCUSATION OF UP AND BE SOME WORD I'M NOT SURE THE WORDS SUGGEST IT SEEMS WE'RE ONLY APPLYING THIS TO SCIENCE AND MATH.
WHEN YOU CONSIGN OTHER COURSES INTO PRUDENT PERSON ACCESS TO THAT BEING AN PROGRAM. TO AND WE HAVE INTO THAT CATEGORY DEBATE. TO BE QUITE DIRECTOR CARLSON'S AS C SHOULD NOT BE HONESTLY I FELT I ALGEBRA AND I WAS SO GLAD I IT. AND I WAS BUT WE SEEM TO BIG NORING WHAT SHOULD BE CONSIDERED RIGOROUS.
NARROW INTERPRETATION OF COURSE WORK THAT ONLY FITS CERTAIN GUIDELINES. QUESTION THINGS THAN WE ARE PUTTING INTO THE CATEGORY THAT WE SEEM SCIENCE AND MATH.
>> I WILL JUST POINT OUT ADVANCED PLACEMENT IS MUCH BROADER THAN SCIENCE AND MATH AND COVERS ACROSS THE
[01:20:04]
BUT DO YOU HAVE ANY SPECIFIC THING WHICH TO ADD? I'M TRYING TO JUST HEAR WHAT WHAT -->> I'M TALKING DOESN'T HAVE TO BE AP.
IT'S THE TO WE'RE REGAITING IT TO CLUBS I THINK BY VIRTUE OF THAT YOU'RE REGAITING IT TO -- REGAITING IT TO AFTER SCHOOL HAVE JOBS OR COMMITMENT TO FAMILY AND TO ME UNEQUITABLE ISSUE.
ANY OTHER QUESTIONS ON 14.4? SO WE'LL GO FORWARD WITH THE CHANGE ON THAT.
14.11. WE'LL HOW THEY ARE DON'T WORRY ABOUT IT.
YOU CAN CHANGE THE ORDER AS YOU GO
>> WE WILL AND WILL 14.11 AT LEAST THE INDICATOR SO REFE REFERENCING WITH YOU IS DEMONSTRATING THE USE OF THE OSPI SCREENING TOOL. I THINK WE -- THIS TOOL PROVIDED AND THAT ACTUALLY IS CASE.
AND ADOPTION PROCESS THAT INSTRUCTIONAL MATERIALS ARE REVIEWED AND SO WE WOULD PROVIDE ASSURANCES TO THE BOARD THAT CONTINUES PROCESS. AN THEN THE PROPOSING A NEW OF REPORTING HERE AGAIN TO TRY TO MAKE THIS POLICY A LITTLE BIT MORE ALIVE THAT ONE OF THE EXPECTATIONS AN INDICATOR SPLINES IS THAT WE ACTUALLY PRODUCE AN ANNUAL REPORT HIGHLIGHTING ADOPTION OF ANTIRACIST INCLUSIVE LESSONS MATERIALS. THERE'S A LOT IN THE SCHOOL DISTRICT. AS WE LOOK AT THAT WOULD NEVER MAKE IT ONTO A MONITORING AND YET WOULD BE A PRODUCT BUT THAT PRODUCT WOULD CONTAIN STORIES THAT REALLY SHOW HOW PROVIDING INSTRUCTION THAT IS CULTURALLY RESPONSIVE AND EXCLUSIVE.
>> SUPERINTENDENT INTERPRETATION.
THAT IS ANTIRACIST ACCESSIBLE.
DEFINE WE THINK ABOUT IN THE CONTEXT OF SOMEONE WHO IS A MULTILINGUAL LEARNER.
HOW ARE POINTS AND MAKING ACCESSIBLE. WIDE VARIETY OF READING LEVELS, BACKGROUND KNOWLEDGE AND THINKING ABOUT HOW CAN A TEACHER NOR HELP ACCESSIBLE SO STUDENTS HAVE MULTIPLE ENTRY WE KIND OF POLICY ACCESS IS CONCEPT.
THAT'S WHAT WE MEAN ACCESSIBLE.
>> I THINK AS WE BRING THIS SECOND OVERALL INTERPRETATIONS A DEFINITION OF ACCESS. I THINK THAT'S
POINT. >> AND THEN ALSO I WOULD ASK ABOUT AN ABOUT THAT.
WE TO THE CHILD'S CULTURAL ETHNIC BACKGROUND BUT WE DON'T SAY ANYTHING ABOUT
[01:25:01]
>> SO IN THE ANNUAL REPORT PIECE THERE'S THE CURRICULAR MATERIALS SHOULD ALSO
HAVE >> WILL THAT HAVE A COMPONENT OF WHAT THE FAMILY EXPERIENCE WAS AND HOW
EFFECTIVE THAT >> FAMILY'S REPORT INDICATOR. DIFFERENT TOPIC.
SAME >> OKAY. WE'LL LOOK AT THAT.
DIRECTOR >> I HATE TO GO BACKWARDS BUT I'LL DO IT ANYWAY. WE JUMP ALL GOING BACK TO 14.3, WE I THINK WE ALSO NEED TALKING ABOUT FULLY PARTICIPATING. AND PARTICIPATION TO BE MERELY IN THE CLASSROOM SITTING AND GATHERING AIR OR PARTICIPATING IN BETWEEN STUDENTS WHEN THE ISSUES OR WHETHER THEY'RE -- MATH, SCIENCE, SOCIAL WHATEVER. I HARK BACK TO MY SON IN SIXTH GRADE WHEN HE WAS ALLOWED TO GO TO A SOCIAL STUDIES CLASSROOM AND WAS COLORING.
HE WAS THERE. HE WAS HE WAS INCLUDED. BUT I WOULD PARTICIPATING. I WOULD DEVICE IS NOT BEING ABLE TO FULLY INCLUDED OR SHE CONSTRUCT A ELECTRONICALLY THIS DISCUSSION HAS MOVED SO I WOULD LIKE TO SEE THE WORD FULLY IN THERE.
>> IN THE POLICY LANGUAGE THERE? >> YES.
FULLY I THINK FIRST LINE UNDER SUPERINTENDENT INTERPRETATION.
SO I'LL REVIEW THAT. I WOULD HAVE TO ALSO FIGURE OUT HOW TO EVALUATE AROUND FULLY.
>> 14.6, JUST A CHANGE POSING THE NUMBER OF WE DO NOT HAVE A WAY OF CAPTURING DATA ABOUT INTERVIEWEES THROUGH OUR CURRENT HUMAN SO SINCE THAT'S A WE'RE UNABLE TO COLLECT NO LONGER WANT TO REPORT ABOUT THAT.
BUT ALL CURRENTLY THERE WORE ABLE TO MONITOR.
I HEARD EQUITY AND ANTERACISM AND DID NOT HEAR INCLUSION.
[01:30:04]
JUST THINKING ABOUT THE WORK IN THE FIELD AT THIS POINT I THINK IT MIGHT BE MISSING THAT.>> IN THE SENSE THAT INCLUSION WAS NOT -- SO I SEE EQUITY.
MY QUESTION WAS AROUND INCLUSION ALSO BEING
>> 14.8. PROPOSING SOME CHANGES TO INDICATORS. ONE THAT TOOLS AND PROCESSES TO SUPPORT FAMILIES AND IN PREFERRED -- IN THEIR LANGUAGE WITH THE THE KEY DRIVER CAME OUT OF INTEREST IN BEING ABLE TO RESPOND TO THE BOARD'S CONCERN AROUND WITH FAMILIES AND ACCESSIBILITY AND LANGUAGE SO A TOOL WE'RE GOING TO CONTINUE TO POINT OUT THAT IS AN EXPECTATION OF THIS POLICY AND BACK
IN H WHO'S OUT IN WITH FAMILIES AND STUDENTS THE TIME.
THEY FELT VERY STRONGLY THAT USING MORE IN LINE WITH VALUES AND ALSO WAS CONSISTENT WITH EXPERIENCE BECAUSE PART IS REALLY AGENCY OUR STUDENTS AND FOR OUR FAMILIES AND SO LANGUAGE WITH THAT. WE WOULD -- ONE OF THE OTHER CHALLENGES WITH INDICATORS OF COMPLIANCE IS WOULD WANT TO TO ARE H SOME OF THE SPHERE AND THE WAY TO DO THAT IN EXPERIENCE OF THAT EXPERIENCE AND IT'S LINE TO WALK AND SO WHAT WE WERE LOOKING AT HERE IS THAT WE STAFF WHO ARE ENGAGED RESPONSIVE RESTORE I HAVE PRACTICES THAT CAN POINT THAT'S BEING APPLIED IN THE SCHOOL IN FAMILIES BE ABLE TO ADDRESS AND RESOLVE THEIR GRIEFANCES AND THEY THE SAME EACH FAMILY AND STUDENT WE SELF-EFFICACY DIFFERENT PATHS.
SO OF THOSE BEHAVIORS OF OUR SYSTEM ARE CHANGING AS A RESULT.
I SHARED ENGAUGED FAMILY TRADITIONALLY GOING THROUGH A APPEAL PROCESS AND WE WOULD BE INVESTING DISTRICT AROUND THAT PROCESS AND INSTEAD WE WERE INVESTING PARTNERSHIP FOR FACILITATOR TO ENGAGE WITH THE FAMILY AND WITH WORK TO AND BE ABLE SCHOOL.
SO WE'D FIND THOSE STORIES IN A WAY THAT HONORED THE SPIRIT OF WITHOUT INFORMATION THAT COMPROMISED THE IDENTITY OF THE
>> BEFORE WANT TO JUST MAKE SURE I'M UNDERSTANDING. SO REASON WE'VE CUT STUFF LIKE EVIDENCE OF A CLEARLY COMMUNICATED AND -- PROCEDURE FOR REPORTING IS BECAUSE WE RECOGNIZE THAT A DIFFERENT. IS THAT WHAT I'M
>> YEAH. I CAN SO WE CAN POINT TO OUR PROCEDURE RIGHT NOW.
AND WE CAN SAY WELL THAT'S EVIDENCE BUT IT CAN THINK ABOUT AND CAN
[01:35:14]
AND HONORING THAT STUDENT'S CHOICE.IT MAY NEVER SHOW UP IN A A FORMAL COMPLAINT BUT YET THE TENDS STUDENT WAS TRYING CAN GET RESOLVED IN THE THAT STUDENT'S CHOOSING.
WE FELT IT WAS OF OUR INDICATORS ALMOST BETRAYED THE SPIRIT OF THE POLICY AND STUDENTS AND THEIR FAMILIES VOICES.
I COMPLETELY MY CONCERN IS JUST IF WE'RE KNICKSING THAT ALL TOGETHER -- NIXING THAT ALL TOGETHER DOING A GREAT PEOPLE FIND WHERE TO GO BUT ARE WE MAKING SURE WHERE THE BECAUSE OF AN INEQUITABLE ISSUE. I'M CONCERNED THOSE SOMETIMES YOU GET LUCKY ARE REALLY READY TO GO AND READY TO FIGHT THE IN THE I THINK STANCE OF STUFF WE'RE TALKING ABOUT IN 14 WE ARE MAKING THAT STARTING LINE AND THAT STUDENT EMPOWERMENT REALLY IMPORTANTLY ACCESSIBLE WITHOUT -- BECAUSE MY IF OUR STARTING LINE IS HAVING TO TO SOMEONE LIKE IN PERSON FIGURE OUT YOUR STUDENT HAS ALREADY TAKEN A THAT THEY ARE NOT ABLE TO TAKE BACK AT ANY POINT.
AND BECAUSE WE WANT TO BE RECTIFYING THOSE ISSUES BUT THAT IS TERRIFYING FOR A STUDENT.
AND SO I'M STARTING PROCESS IS SOMETHING LIKE AN WHERE WE HASH OUT ALL OF THE DIFFERENT WAYS THIS COULD GO STUDENTS AREN'T GOING TO ENGAGE WITH I WOULD WANT -- I WOULD LOOK FOR SOMETHING BLANKET OUR SCHOOL JUST DID A PRESENTATION ON SEXUAL ASSAULT AWARENESS AND THINK WAS VERY BENEFICIAL BECAUSE NOW THE PROCESS WITHOUT THEM HAVING TO DIRECTLY WITH THE SYSTEM THEY CAN'T TAKE THAT I WANT TO MAKE SURE THAT STUDENTS THAT ALREADY FEEL OSTRACIZED AND THE ABILITY STARTING LINE TO FEEL EMPOWERED WHILE ALSO NOT HAVING IT TERRIFYING THING THAT TAKE
[01:40:03]
>> >> I KNOW THAT WE'RE LOOKING AT MOVING TOWARDS MORE RESTORATIVE PRACTICES AND I APPLAUD IT. BUT AND EVIDENCE OF SAFETY INDIVIDUALS MAKING A REPORT.
I'M SAFETY IT. I'VE THEY LITTLE JIMMY AND RESTORATIVE PRACTICES WERE PUT IN PLACE AND JIMMY'S PARENTS IN IDEA GRANTED PRIVACY ISSUES HERE BUT A REASSURANCE THE AGGRIEVED STUDENT THAT STEPS HAVE BEEN SOME KIND OF AN DEMONSTRATE HERE'S TO RESTORE THEIR DIGNITY WHETHER IT WAS RACIAL, ABILITY, WHATEVER IT THIS THAT TOMORROW OR NEXT NEXT MONTH MIGHT BE A BETTER CLASSROOM FOR AND I DON'T THINK METHODOLOGY AN DEMONSTRATES HOW TO BE.
I'M CONCERNED BECAUSE I'M THINKING ABOUT THE STUDENT WHO ENDURES THE RACIAL SLUR, THE MISAPPROPRIATION OF HANDS WE SAY.
WHATEVER I DON'T KNOW WHAT TO EXPECT ANYMORE BECAUSE THEY DON'T KNOW WHAT HAS BEEN RESTORED WITH WHOOP STUDENT WHO THEM.
>> I'LL SOUND LIKE AN EXAMPLE OF RESTORATIVE PROCESS BECAUSE A RESTORATIVE PROCESS SHOULD -- THAT SHOULD -- THE PERSON THAT BEEN THROUGH SO ONE THING THAT WE COULD DO IS REVISIT THIS WITH OUR STUDENT SERVICES AND TEAM AND OFTEN VERY CLOSELY INVOLVED IN SUPPORTING STUDENTS AND AND THE THE BOARD CAN INDICATORS AROUND THIS OR PROVIDE US WITH THAT SECOND BULLET POINT AS TO WHAT THEY'RE --
THEY'RE >> MY IDEA THAT SOME EXAMPLES DIDN'T FEEL COMFORTABLE FORWARD BUT BASICALLY FUNNELED IT THROUGH CITY AND THEY AND THAT SEEMED ISSUE OF THE
>> THANK YOU. YOU'LL GO BACK AND CHECK TO SEE IF THERE'S ANY OTHER OPPORTUNITIES.
>> PERHAPS ENHANCE IT SO IT ACTUALLY IF UNDERSTANDS OR THEY BETTER GRASP BECAUSE THEY DON'T HAVE IT AT THIS POINT.
>> I THINK 14.150 WE'VE MADE A RECOMMENDED JUST INCORPORATE THE DESEGREGATION OF DATA AS PART OF THE BOARD'S EXPECTATION POLICY.
LOOKING AT JUST THAT IS AN AND THEN THE BOARD HAS ALREADY TALKED A LITTLE SOME CHANGE TO THIS PARTICULAR POLICY AND I WANT TO TALK BRIEFLY AROUND KIND OF THINKING ABOUT HOW THIS AS AN MODEL -- ONE THAT WE CAN LOOK TO IS ACTUALLY THE SO TITLE 9 WHERE YOU PROPORTIONALITY AND SO YOU LOOK AT ESSENTIALLY -- IN THIS CASE IS STUDENT THAT'S GREAT. WONDERFUL.
[01:45:01]
AND WE'VE BEEN INTENTIONAL AROUND TRYING TO MEET.THAT'S PART ONE HAVE THE YEARS AND BEING ABLE TO BRING SCHOOLS INTO THAT PART ONE. BUT PART ONE THE TITLE 9 LOOKS MATCHING THE STUDENT LEVEL.
AND SO THINKING OR PROPOSING INDICATE FE ORE COMPLIANCE AROUND CLOSED SYSTEMS SO YOUR AT UNDERSTANDING AND LOOKING AT TO THE DEGREE IT'S A LITTLE BIT DIAGNOSTIC BUT WHAT INTEREST PROGRAMS BECAUSE IN THE ATHLETICS HAVE YOU INTEREST IN A PROGRAM AND YOU HAVE STARTS ACTION MEET THAT PART ONE WHICH IS PROPORTIONAL PARTICIPATION. AND THE BEST WAY TO MEASURE THIS THE BUT THE FEDERAL GOVERNMENT MEASURES THEM SINCE THE EXCEPTION OF TITLE 9 -- INCEPTION OF LANGUAGE
>> SO THIS -- OKAY. THESE MAKE A LOT OF SENSE FOR HOW INITIALLY STARTED AMENDING THIS POLICY A LITTLE BIT TO WORK THROUGH WHETHER THIS -- SO, FOR EXAMPLE, THIS SENSE FOR CHOICE PROGRAMS. THIS MODEL.
THIS BUT FOR EDUCATIONAL IT'S A LITTLE LESS RIGHT. SO I DON'T KNOW.
>> HE'S SMILING. >> BELIEVE IT SO THE FIRST PIECES IF TO INCORPORATE OTHER EDUCATIONAL PROGRAMS TO ME THE READING OF IT THE TOP LINE ENSURE THE STUDENT OPPORTUNITY CHOICE PROGRAMS ADD. COMMA, HIGHLY AND SPECIAL EDUCATION PROGRAMS IS EQUITABLE.
THE SAME RULE APPLIES BUT ARE THREE DIFFERENT WE'LL NOT LUMP THEM TOGETHER THEREFORE YOUR PROPOSED I WANTED CATERS HERE CHOICE HAVE BUT THERE'S TO -- I THANK YOU FOR THE TITLE 9 EXAMPLE.
I WANT TO MAKE SURE THAT FOLLOWING YOUR INDICATORS. MY WASN'T SURE. INCRETESING RATE OF UNDERMEASURED UNDER TITLE 9'S MODEL AGGREGATE ALL OF OUR CHOICE PROGRAMS. YOU DON'T REQUIRE THEM TO REFLECT THE DISTRICT IT'S THE I CAN GET BEHIND I JUST -- WAS MADE EXPLICIT.
BECAUSE I DO MODEL BECAUSE IN TITLE 9 IF YOU HAVE A CURRENT PROBLEM THAT YOU'RE NOT MEETING THINGS YOU SURVEY YOU CAN ADD DOESN'T MEAN HAVE YOU TO ADD THE SAME SPORT BEING BOYS TEAM THAT GIRLS TEAM.
IT COULD GREATER INTEREST SO ACROSS ALL I CAN GET BEHIND THAT AND I THINK IT'S A FAIRLY ELEGANT FIX.
>> I APPRECIATE YOUR ATTEMPT TO FIX THE PROBLEM.
ENSURE THAT STUDENT OPPORTUNITY TO PROGRAM WE ARE MOVING TO AN INCLUSION MODEL TO SAY THAT WE'RE GOING TO SPECIAL INDICATES THAT WE'RE NOT. JUST A THOUGHT.
NOT MATT'S. >> I APPRECIATE THE FACT YOU
TRIED TO >> I WOULD REPHRASE THAT AS
SPECIAL EDUCATION SUPPORTS. >> OKAY. THANK YOU.
[01:50:12]
IT IS A PROGRAM FOR THAT STUDENT SO IT CAN BE INTERPRETED THERE BUT IT'S REALLY SUPPORTS THE STUDENT IS RECEIVING RATHER THAN A UNIVERSAL PROGRAM APPLIED>> INDICATOR OF COMPLIANCE THAT ADDRESSES KNOWLEDGE OR ACCESS CHOICE SCHOOLS.
I THINK POTENTIALLY SOME OF THE DISPROPORTIONALTY OF ENROLLMENT THAT WE I KNOW PERSONALLY I'VE HAD CONVERSATIONS WITH PEOPLE WHO HAVE NO IDEA SCHOOL IS HIGH I'M WONDERING IF SYSTEM FOR LACK OF A BETTER WORD ISSUE THAT IS THE DISPROPORTIONALTY THAT WE SEE.
DO YOU HAVE TO COLLECT AWARENESS DATA?
>> OKAY. >> IT'S A YOU CAN DO -- AT THE AGE LEVEL YOUR CHILD
>> AND WHEN THE APPLICATION IS DUE.
>> I WOULD ALSO SAY THAT PART THIS COULD BE ACTUAL DATA IN REGARD THE THOSE QUESTIONS OF IF WE'RE SEEING AND THEN YOU SHOULD GO WITH THOSE WHAT'S GOING ON TO LEARN THAT.
I'M NOT DATA DIGGING INTO WHY THAT IS TRUE.
>> SO THING WE'RE TALKING VERY INTENTIONAL AROUND TITLE WAS UNDERSTANDING IT COULD CERTAINLY BE SO WHETHER THAT'S TIME, TRANSPORTATION, THE PROGRAM. IT COULD BE INTEREST.
TITLE # JUST NOT OFFERING IS OF PARTICULAR INTEREST. AND THERE COULD ALSO BE IN OF OFFERING STUDENTS TO SEE THEMSELVES AS BELONGING OR WANTING TO I WOULD RECOMMEND MAYBE AT THIS TIME THAT THOSE THINGS MIGHT BE AND ALSO HIGH LEVEL STILL HAVE WOULD DISPROPORTIONALTY BUT THAT'S ONE OF THE THINGS BE A MULTITUDE OF REASONS WHY WEAVER THAT CONTINUED MONITORING THIS -- PROMPT AND CAUSE US TO CONTINUE TO LOOK AT.
>> I WAS GOING TO SAY THAT THE REASON THIS METHOD RESONATES WITH ME IS IT ALSO ROWSES SOME OF THE ABOUT WHO IS OR IS PARTICIPATE HADDING IN SCHOOLS AND THIS COULD THOSE THINGS AS WELL.
>> GO AHEAD. >> NOT APPLY EQUALLY TO IF WE'RE MOVING IN PROGRAMS SUCH AS ADVANCED PLACEMENT COLLEGE AND HIGH SCHOOL.
[01:57:15]
DID MANY MOONS I'VE BEEN DEALING WITH THIS.I MAY HAVE BEEN TOLD THIS IS IMPOSSIBLE.
I DON'T BUT IF WE'VE GOT IT'S A USEFUL POINT ON PARTICIPATION VERSUS TRYING PARTICIPATE
>> EXACTLY. IT WOULD BE AN INTEREST SURVEY BE THINK. ANYWAY.
AN INDIRECT MEASURE. >> DOES THAT WORK?
>> ALL ANYMORE QUESTIONS ON -- SO THIS WAS ONLY THE FIRST READ SO THERE WILL BE TIME IN WHICH YOU ALL WILL DIGEST THE AND WE'LL COME BACK READING.
I'M ASSUMING IT WILL COME BACK ON POINT VARIETY OF RATHER ALARMER CHANGES AS OPPOSED TO BEING ON CONSENT.
I WOULD LIKE TO TAKE A TEN-MINUTE BREAK IF YOU'RE ALL GOOD WITH THAT. SO UNTIL SO WE WILL MINUTES
>>> WE ARE NOW BACK. THANK YOU.
AT THIS POINT WE ARE LATE THE EVENING.
>> HOLD ON. >> I MOVE THAT WE TABLE THE NEXT TWO ITEMS ON THE AGENDA, A REVIEW OF RESULTS INSTRUCTIONAL PROGRAM AS WELL. IT WOULD HAVE BEEN THE FIRST READING OF BOTH THOSE TO THE NEXT
IS JUNE 6TH >> SO MOVE RESULTS TWO. UNTIL THE ANY DISCUSSION? ALL RIGHT.
>> HEARING NONE WE WILL MOVE TO THE JUNE 6TH. THANK YOU.
OKAY. SO THE IS OUR THOSE WERE INCLUDED. SEVEN OF THOSE.
AND THESE WERE ONES THAT I HAD ABOUT
[02:00:01]
THE CHARGE THE CULTURE POLICIES IN REGARDSPANDEMIC SO I THAT THOUGHT IT WAS TIME THAT FINALIZE THESE AND PUT THEM TOGETHER ESPECIALLY AS WE HAVE ELECTIONS
>> 2.3 HAS TRAINING AND COACHING AND WILL BE USEED FOR BOARD MEMBERS AND OTHERS AND AS REQUIRED BY EDUCATIONAL INQUIRY. THE STRATEGIC COMMUNICATION DIALOGUES IT WOULD BE IMPLEMENTED ANNUALLY. SO I ADDED THAT IN WHICH TO SET A TIMEFRAME TO MAKE GOING FORWARD.
IF IF YOU JUST SORT OF MAKING MORE SPECIFIC AS TO WHAT EXPECTED ACTIONS MEMBERS AT MEETINGS.
JUST HAVING NOT THESE WERE ALL THERE JUST EXTENDED THEM.
THE ONE PIECE THAT'S PROBABLY DIFFERENT CONVERSATIONS IN PERSON OR THROUGH THAT SORT OF ALIGNS NEW THAT WAS PART OF GC 10 JUST ON THE THROUGH AND THAT WAS REALLY GOVERNING COMMITMENTS. THE BOARD JOB DESCRIPTIONS -- OH. QUESTIONS.
ANY QUESTIONS? SUGGESTS OF THE OKAY.
DESCRIPTIONS AND WHAT WE PLAN TO DO WITH THE RULES.
>> WE'RE GETTING CLOSE. DEVELOPING WRITTEN POLICIES ADDRESSING RESULTS NEED TO INCORPORATE EDUCATIONAL EQUITY. I AM ON SO 3.4. THERE SO THIS WAS JUST WE ACTUALLY HAVE FIVE POLICY AND NOT JUST FOUR SO ADDED IN THE POLICIES AS TO WHAT REGARD TO THE OTHER ONE.
NO QUESTIONS. OKAY. DIRECTOR STEWART.
OF -- OKAY. THANK YOU. >> THAT'S GOING TO BE
IN GC 11. >> THIS IS FOR ALL AND THEN G C4 IS OFFICERS OF BOARD.
THERE WAS SOME DISCUSSION AT BOARD MEETING WHETHER WE LEGISLATIVE OF BOARD OR NOT IN THIS REGARD BECAUSE IT'S A SEPARATE POSITION THESE LEGISLATION.
THE PRESIDENT AND VICE PRESIDENT.
WE DECIDED TO KEEP IT AND KEEP IT AS
[02:05:02]
POSITION. SO THIS PRESIDENT AND WHAT'S EXPECTED. WE ADDED IN 4.3 YOU'LL BECAUSE NOW WE HAVE ASSESSMENT OF PROGRESS SURE THAT HAPPENS. NOT THAT THE NECESSARILY HAVE TO WRITE IT BUT THAT YOU JUST MAKE SURE SO PROBABLY CHANGE IS COMMITTEES AND DISTRICT WIDE COMMITTEES AND OTHER ORGANIZATIONS AND THIS WAS THE CONVERSATION THAT WE REGARD TO DISTRICT WIDE TASK THERE'S A NEED FOR A BOARD LIAISON THAT'S WHERE COMING FROM SO WE MAKE SURE THAT'S IN THERE AND WHO HAS THE RESPONSIBILITY TO DO SO. AND WE ADDED ROLE NOW THE PRESIDENT PRESIDENT IN THE MAKE SURE 4.7. WHICH IS WHY THE NOW HAS THAT YOU WILL ATTEND SETTING QUESTIONS? ALL WE'RE DOING GOOD.>> IN THE VICE PRESIDENT SHALL SERVE AS PRESIDENT IN THE PRESIDENT'S ABSENCE.
THERE IS THE PRESIDENT AND PRESIDENT AB-SEPTEMBER AND YET WE HAVE A QUORUM. DOES THAT MEAN WE CAN'T
IF YOU WILL COME IN, YOU WON'T SEE THEM SORRY.
I'M SORRY. SO ACTUALLY THIS IS TITLE. WE USED TO HAVE COMMITTEES SPECIFICALLY THIS ADDS IN AND DISTRICT COMMITTEES AND THIS FACILITATE THAT AS WE FACILITIES TASK FORCE AS WE THOUGHT ABOUT THE TIME INITIATIVE IN OP OF THESE WE WERE AN OPPORTUNITY ABLE TO FROM SITTING IN ON THOSE AND JUST BEING THE LIAISON BACK.
AND THAT -- THE BOARD PRESIDENT. SO THE DISTRICT TASK FORCE AND THE BOARD PRESIDENT AND SUPERINTENDENT WILL DETERMINE IF A BOARD LIAISON IS APPROPRIATE.
>> SUPPORT THAT CHANGE. THE REVISION.
THAT ANY OTHER CHANGES YOU WOULD SEE ON THIS ONE IS THIS NO QUESTIONS. OKAY.
GC 6 AGAIN THIS WAS MOSTLY TO REALLY JUST SORT OF SPECIFICS. THIS SAYS THE BOARD WILL ADOPT A PLAN BY TO HAPPEN.
AT THAT ANNUAL WORK PLAN AND WHAT IT INCLUDES THERE WERE FEW THINGS. I WE SORT OF THREE REGARD TO SCHEDULED ENGAMEMENT SESSIONS.
IT DOESN'T HAVE TO BE THERE. IT COULD BE I THOUGHT BE GOOD.
>> NO. >> OKAY. AND THEN ADDED BOARD PROFESSIONAL DEVELOPMENT IN REGARD TO EDUCATIONAL EQUITY AND BOARD JUST ANYTHING ELSE? I THINK THAT'S IT.
REFERENCING THE LACK? >> WE COULD.
JUST ADD THAT GOES ONLINE PROCESS.
>> CAN YOU SPEAK TO MONITORING BCERS, GCS, AND OGPS?
>> NO. SO IDEALLY RE-BARRIE VIEW THESE EVERY YEAR SO THAT WE KNOW WHAT THEY ARE AND ARE FOLLOWING THEM OF WHICH IT.
WE EFFECTIVELY WE'VE DONE THE SELF-EVALUATION ON BOARD STANDARDS BUT HAVE WALKED THROUGH OUR OPERATIONAL POLICIES.
>> WE MONITOR THE RESULTS IN THE OES.
ARE WE GOING TO BE MONITOR SNOWING.
>> CHANGE? OKAY. CLEATS ANY DISAGREEMENT WITH THAT?
[02:10:02]
OKAY. DIRECTOR YOU DON'T LIKE THAT.>> I I JUST -- SO WHAT I'M GOING TO DO IS IT WILL SAY MONITORING OF RESULTS AND OPERATIONAL EXPECTATIONS THEN
>> GLAD YOU'RE PAY AGO TENSION. >> DO WE WANT TO SPECIFY
>> I DO. SPEAKING FOR ERIC HERE.
IN LARGE PART BECAUSE OUR BOARD IS I THINK AT LEAST FOR NOW I WOULD LIKE THAT. OUR BOARD IS GOING TO BE THERE WILL BE AT LEAST TWO NEW MEMBERS THE REVIEW ALSO HAS AN EDUCATIONAL TO SAME PAGE OF WHAT WE'RE AGREEING TO AS WILL OPERATE.
DLEEZ WE MAY OR MAY NOT INCLUDE TBD.
ANY OTHER QUESTIONS ON 6? OKAY. 7 CODE OF CONDUCT. ACTUALLY THE SMALL AT THE BOTTOM CAPITALIZE ACCEPTABLE USE POLICIES AND ADDED POLICIES AND PROCEDURES.
NOTHING AND THEN HAD MUCH SHIFT EITHER.
THAT WAS JUST A GRAS MATTICAL ISSUE.
I THINK THAT WAS IT. ANY QUESTIONS ON THAT ONE? -- CAME BACK ON THE CONSENT AGENDA IN JUNE FOR APPROVAL?
YOU A QUESTION. >> IF YOU COULD TURN ON THE MICROPHONE THAT WOULD BE GREAT. THANK YOU.
>> TO TURN LOOKS LIKE THEY WILL COME BACK ON THE CONSENT AGENDA WITH THE REVISIONS AS THIS
>> WE JUST WILL WHEN THESE ARE PROVIDED THEY ARE WE'VE COMPONENT WE REVIEW BOARD SIT NOT CURRENTLY THERE BUT WE CAN ADD THAT.
>> GOOD IDEA. >> PERFECT. NEXT IS THE SECOND THE GC 11 LEGISLATIVE REP AND THE FIRST READING WAS MAY 8, 20203'S MEETING AND SO YOU ALL HAVE IF YOU COULD POP THAT UP IF YOU GET A CHANCE.
SEW THERE WAS INITIALLY BLUE LINING THROUGH THIS AND THE GOAL HERE WAS REALLY SPECIFIC FEDERAL ROLES IN THAT SO THIS IS TARGET INTOED THAT COMPONENT AS INTO THE WORK THERE'S THERE.
WE CHOSE COMPONENT OF JUST A BROADER THE ENTIRE BOARD AND THIS IS REALLY FOCUSED ON THAT WORK AT THE LEGISLATIVE STATE AND FEDERAL YES.
DIRECTOR STEWART. >> WHEN YOU'RE POLICY, YOU KNOW IT FEDERAL TO STATE, COUNTY TO CITY. PERHAPS OUR PROBLEM IS THE FACT THAT WE'RE CALLING THIS A LEGISLATIVE REP GOVERNMENT I
THE PERSON IN DOING IT. >> SO I WOULD JUST DEFINES SPECIFICALLY WHAT THIS ROLE
[02:15:02]
BOARD IS GIVING LEGAL AUTHORITY TO LEGISLATIVE PLATFORM AND AGENDA. I THINK GOVERNMENT POSITION THAN WHAT WE WOULD AS A WHOLE BOARD SO I THINK THIS ROLE IS TO THE STATE AND COMPONENT.>> THAT'S WHY I'M BRINGING UP THE I FEEL THAT ABILITY TO FEDERAL WHEN THE COUNTY AND THE CITY BECAUSE THERE ARE THERE ARE YOU HAVE TO GO FROM OTHER AND REALIZING THAT THERE
IS A COMPONENT >> I DON'T THINK IT'S NOT WORK AT THE COUNTY OR LOCAL LEVEL. IT'S SAYING THAT SPECIFICALLY AT THE STATE AND FEDERAL LEVEL THESE WOULD BE ROLES RESPONSIBILITIES AND EVERYBODY RESPONSIBILITY TO ENGAGE AT THE LOCAL AND COUNTY LEVELS.
>> FULL BOARD TO HAVE THAT GOVERNMENT TO GOVERNMENT OFFICIAL RELATIONSHIP AT THE COUNTY AND LOCAL LEVEL AND THE JOB, THE ROLE, THE REP EFFORTS WITH OUR ADVOCACY STATE LEVEL.
IT'S JUST DEFINING WHAT THE JOB IS AND THAT TO ME IS WHAT THE JOB IS. THAT'S WHAT THAT IS THE JOB.
>> WE ALSO AS AND NOT LEGISLATIVE AFFAIRS.
>> SO THE -- ARE YOU SPEAKING TO THE AGENDA ITEM? ABSOLUTELY. THERE IS THE LEGISLATIVE COMPONENT TO THAT AND THEN ARE COMMUNITY THERE ARE DIFFERENT COMPONENTS OF WHO MIGHT SPEAK IN THAT THAT PERSON.
OR ONE ROLE. DLEEZ SO THE KEY OF BREAKING OUT THE COMPONENTS THAT IT REALLY IS TO PROVIDE THE LEADERSHIP WORK TO THE BOARD AND ARE THE SPECIFIC RESPONSIBILITIES AND THIS IS AFTER MANY YEARS OF WHICH WE'VE BEEN BUILDING OUT THE WORK THAT'S DONE IN REALLY THE GOAL SO LEGISLATIVE REP BOARD'S LEGISLATIVE WORK IN CONJUNCTION WITH STAFF. THE DEVELOPMENT OF LEGISLATIVE IS SORT IN WHICH THAT COMPONENT.
THEY ALSO COORDINATE WITH REGULAR UPDATES AND ACTION REPORTS, CONTACT AND THE COMMUNICATE THE OTHER PIECE WAS SHALTING ENSURING ADVOCACY TO THE BOARD'S LEGISLATIVE FOCUSED SO WASDA'S POSITIONS WITH THE BOARD, COORDINATE EFFORTS, AND TO REPRESENT THE BOARD AT THOSE STATE LEVEL CARCINOMACY TO THE BOARD'S LEGISLATIVE PRIORITIES AND PLATFORMS. THE IDEA WAS SO LEGISLATIVE REP IDEA OF ROLES AND RESPONSIBILITIES GIVEN TO AND THEN THE OPPORTUNITY FOR WHICH TO BE ABLE TO DO THAT WORK.
>> SO DIRECTOR STEWART, I'M CURIOUS, LEGISLATIVE REP AS LEGISLATIVE WORK IS DIFFERENT THAN GOVERNMENT TO LOCAL GOVERNMENT RELATIONSHIPS WHICH IS INTERACTING WITH CITY THIS IS DIFFERENT, IT IS A DIFFERENT TYPE OF IT'S DIFFERENT SO WHAT'S YOUR CONCERN OR INTEREST --
>> IT'S THE DON'T COORDINATE ONE WITH THE OTHER TO THE OTHER TO THE OTHER YOU IF WE DON'T FEDERAL AND STATE AFFAIRS AND IF WE DON'T
[02:20:04]
WITH DOWNTOWNTY THEN WE HAVE DISJOINTED SITUATION NEED TO HAVE AN ABILITY TO HAVE IT SORRY I'M -- I KNOW I'MCOULD CARE LESS. >> I JUST THINK I JUST VIEW AS DIFFERENT I JUST FIND IT LIMITING AND AT THIS POINT I REALIZE I'M PUSHING A ROCK UPHILL AND NO ONE SEES IT THAT WAY.
>>. >> WILL HAVE SPECIFIC RESPONSIBILITIES AND AUTHORITY AND YOU'VE GOT -- OKAY. SCROLL DOWN AGAIN NOW.
YOU HAVE BASICALLY DEFINED ALL THE AND BY VIRTUE OF THAT IF THERE'S OVERLAP AND SUDDENLY GO TO THE BOARD IN FULL AS OPPOSED JOCKEY IT OVER YOURSELF AND HAVING DEALT WITH THIS MY CAREER I FIND THE ABILITY TO PIVOT ON A DIME I THINK THIS WAY HAVE BOARD AND TO DO OR THEIR EVENING WITH SO AND SO.
>> I THINK AT LEAST THAT'S MY INTENT WITH THIS POLICY. THAT'S WHAT I WOULD LIKE TO SEE WITH THIS POLICY.
>> AS I THINK OF OUR WORK WITH THE CITY OF COUNTY, DECISIONS THEY DON'T COME -- THEY'RE NOT PART OF OUR AND SO CITIES, THE MORE THOUGH THERE'S AREAS WHERE WE'RE ADVOCATING AROUND THINGS LIKE THAT, LARGE, THIS IS THE WORK AROUND THOSE DIRECT FUNDING TO DISTRICTS WHEREAS THOSE OTHER ENTITIES SO DISTINCTION.
>> WELL, COUNCIL AS I RECALL REPRESENTATIVE TO THE TRANSPORTATION AUTHORITY THE SAME WAY AT THE HAS
[02:25:03]
DECIDING WHAT PASSES FOR COMMUNICATION OR PARDON ME WHAT PASSES FOR TRANSPORTATION AND THE ABILITY OF US TRANSPORTATION NEEDS THE EXPAND ROUTES IT LITTLE BIT OF WORKING WITH FOLKS IN THE COUNTY AT THE CITY LEVEL TO MAKE SURE WE CAN ACTUALLY AND THAT'S FOR. I DON'T WANT TO BE ABLE TO HAVE TO SIGH WAIT A SECOND BACK TO THE THEY WANT I WOULD OKAY MEMBER OWN COUNCIL MEMBER IN THE CITY GET EXTRA MUSCLE WE CAN DO IT.>> AT THIS POINT I DON'T KNOW IF THERE HAVE ANY RECOMMENDED CHANGES. I COULD ENTERTAIN A MOTION IN WHICH TO GO FORWARD AND CONTINUE POINT. I JUST MOVE THIS GUARD.
SOP IF THERE'S NO MORE QUESTIONS IN LARD TO THE ACTUAL POLICY
WE'VE HAD QUESTIONS -- >> DWES WE'RE NOW SO I WOULD LIKE TO PUT MOTION ON THE WHAT WE'RE DISCUSSING TO MAKE IS THAT CLEAR.
SO IT'S BEEN MOVED AND SECONDED TO APPROVE GC 11 AS PRESENTED.
NOW I WOULD LIKE TO OPEN IT UP FOR DISCUSSION.
AND AS SOMEBODY WHO HAS SERVED AS THE LEGISLATIVE REP BEFORE AND HAD I FELT I HAD HAD REALLY HARD TIME WHAT THE JOB WAS AND I DON'T THINK I WAS PARTICULARLY EFFECTIVE FOR THAT I THINK HAVING REALLY HELPFUL.
>> >> LANGUAGE HERE THAT HAS REMOVED SOMETHING FROM THE PREVIOUS VERSION OF OF AND I UNDERSTAND THE PERSPECTIVE THAT YOU NEED TO BE ABLE HAVING TO GO BACK TO THE WHOLE GROUP FOR BUT AT THE SAME TIME I HAVE TO ADMIT THAT IN ALL THE WORKEDED WITH THE CITY AND TO CITY THE VALUE THERE WAS THAT I DIDN'T BOTHER GOING IT'S NOT SOMETHING WHERE IT NEEDS TO BE FORMALIZE AS THERE'S ANY ONE OF US WHO'S GOT A RELATIONSHIP AND PERHAPS MORE IMPORTANTLY IN THAT IF ANYBODY SHOULD RELATIONSHIP WITH THE THE COORDINATED AND I BELIEVE HE'S ALREADY GOT THAT SO IT'S SORT OF
[02:30:07]
SO ANYTHING AWAY FROM THE ROLE TO SAY IT'S ABOUT ACTIVITY.WE HAVE A AUTHORITY REPRESENTED AS ONE THE LARGEST DISTRICTS IN THE STATE WE SHOULD UNIFIED VOICE THERE AND INCREDIBLY VALUABLE. SO I DO FEEL THAT THAT -- I DO FEEL THAT IT IS USEFUL TO CLARIFY AND JUST MAKE SURE THAT THESE ARE THE THINGS THAT ARE THE RESPONSIBILITY, THEY'RE UNIQUE LEG EVERYTHING ELSE WE CAN SOME LEVEL DO. I EVER HAD A CITY COUNCIL MEMBER THAN DANDELION TRIMMING BUT UNDERSTAND THE VALUE OF US HAVING LOCAL ONE OF US THAT AS A WHOLE IT'S REALLY VALUABLE.
IT'S ACTUALLY VALUABLE FOR ALL OF US TO HAVE A WITH OUR LEVEL BUT AS FAR AS THE WITH THE RESPONSIBILITY FOR ADVOCACY PARTICIPATING IN IS THE PERSON WHERE THAT'S WHAT THEY NEED TO DO FOR US. BUT WE NEED SOMEONE IT THEREFORE IT'S GET ANYWAY. I'M I'M NOT WORRIED ABOUT THIS AND I DON'T THINK THERE'S A WHOLE LOT OF VALUE IN FLOGGING HORSE
>> I'VE ALREADY CONCEDED POINT. BULLET NUMBER ONE UNDER STAFF I WOULD YOU HAVE IN CONJUNCTION WITH IN SUPPORT OF STAFF OR FROM STAFF I THINK THAT YOU HAVE YOU UP.
FOR HAVING SUCH A ROLE THEN THEY SHOULD ALSO BE BASICALLY TO STAFF THE RESEARCH AND SO FORTH OF THIS POSITION.
>> I MOVE TO AMEND GC 11 AS PRESENTED SO POINT IN IN CONJUNCTION -- WAIT. LET ME TRY THAT FACILITATE IN CONJUNCTION WITH -- THAT'S ACTUALLY --
>> CAN YOU SAY IT >> IN SUPPORT OF STAFF. THANK YOU, DIRECTOR I DIDN'T QUITE GET AND THEN THE SENTENCE.
IT'S BEEN MOVED AND ADD AND STAFF INTO 11.1 FIRST BULLET. ANY DISCUSSION?
>> HEARING NONE OKAY. SO NOW WE STILL TABLE THAT AMENDMENT ADDED TO IT. ANY OTHER DISCUSSION IN -- DISCUSSION? ALL RIGHT. HEARING NONE I WILL CALL FOR A VOTE. ALL IN FAVOR PLEASE
[G. Superintendent Report]
>>> THANK YOU. THE NEXT THE SUPERINTENDENT REPORT. DR. HOLMEN.
>> SO JUST A FEW QUICK UPDATES AND THEN POLICY UP THERE. I WANT TO REFERENCE THAT I WRAP I WANT TO HOW BUSY OUR SCHOOLS ARE NOW.
I JUST WENT AND DID A REVIEW OF ALL
[02:35:03]
PROTOCOLS GOING ON RIGHT NOW. AP YOU'RE VERY FAMILIAR AT YOUR SCHOOL.SMARTER BALANCED ASSESSMENT. SO STUDENTS IN THIRD FIFTH GRADE, EIGHTH GRADE AND TENTHING GRADE STUDENT AS ALL TAKE THE SMARTER BALANCED WE HAVE OUR FAST ASSESSMENTS KINDERGARTEN THROUGH EIGHTH GRADE AND OUR PRESCHOOLERS ARE DOING THEIR PARENT NOW. SO TO ORCHESTRATE ANY THESE ACTIVITIES IS EFFORT DOING MULTIPLE I THINK OF DOING AP, WITHIN THE SAME TESTING SO IT'S VERY BUSY. SCHEDULES GET DAILY. AND AND THEIR OUR STAFF FOR MAKING SURE THAT THOSE ACCORDANCE WITH THE REGULATIONS THAT ARE THE ACCOMODATIONS FOR THAT QUALIFY. IT'S A THOSE DONE APPRECIATE OUR STAFF FOR DOING THAT. YOU HEARD IN TONIGHT COMMUNICATION AROUND INCLUSION.
THE BOARD IS AWARE THAT AFTER OUR LAST STUDY SESSION OF PLAN.
THE TEAM IS FILM VIDEO OF WEEKS INCLUDED IN THAT VIDEO SERIES.
TO AND DIRECTION THAT WHERE GOING AS A DISTRICT CELEBRATE SUCCESSES THAT REALLY SET INCLUSION BECAUSE IT REALLY IS AS THE BOARD KNOWS FOCUS OF OURS AND WE TRULY BELIEVE EDUCATIONAL EXPERIENCES STUDENTS. I'M SO THE ONLY GOVERNING BODY THAT CAN DICTATE ADDITIONAL FLAGS OTHER THAN THE FEDERAL THE UNITED STATES FLAG OR OF WASHINGTON POLES IS AND SO THIS THE FLAGS THAT CAN BE FLOWN OUR SCHOOL SITES AND THAT'S VERY IMPORTANT.
THERE'S CASE FORWARD ABOUT A YEAR THE CITY OF BOSTON KIND CAUGHT UP IN NOT ALLOWING ONE GROUP AND THAT WAS AN USE OF THEIR POLICIES POLES AND SO WE PUT THIS POLICY IN PLACE SO THAT ONES FLY ON OUR THE UNITED STATES AND WASHINGTON STATE SO YOU CAN SEE HERE OF FOUR KEY ELEMENTS CEREMONIAL FLAG ONE AT INTERNATIONAL SCHOOL IF YOU'VE EVER BEEN TO THAT SCHOOL SITE THERE'S AN ARRAY OF INTERNATIONAL SO AGAIN MEMORIALIZE IN POLICY THAT IS APPROVED THAT INDIVIDUAL SCHOOL
[02:40:06]
THERE ARE ALSO TWO GOVERNMENT DIRECTIVES AROUND SOMEONEAL ONE IS THE PRIDE FLAG IN JUNE AND THEN THE THE JUNETEENTH FLAG.SO THE BOARD CAN EXPECT THE PRIDE SCHOOLS AND FACILITIES.
ACROSS AND ON JUNE 19TH THAT FLAG WILL ACTUALLY BE JUNETEENTH FLAG AND AGAIN ON FLAG WILL BE FLOWN AGAIN FOR THE REST OF THE MONTH.
SO, AGAIN, JUNE 1ST, WE WILL SEE A CHANGE ON OUR FLAG ONE THAT WE'RE EXCITED TO DO FOR OUR COMMUNITY AND OUR STUDENTS.
[H. Public and Community Affairs]
OUR NEXT ITEM IS PUBLIC COMMUNITY
>> JUST WANT TO ADD ONE UPDATE. PER OUR WITH ALL TO THE SO I'M SESSION CALENDAR WHERE WE'LL OUR DELEGATION POST SESSION TO REVIEW THE SESSION AND HAVE A DIFFERENT CONVERSATION THAN WE'VE LEGISLATIVE IT THIS BOARD MY TEAM MYSELF REALLY IS A YEAR ROUND AND SO KNOWING LEGISLATIVE SESSION 2024 WILL BE ON US VERY QUICKLY SURE WE START CONVERSATIONS WHAT IS OUR DELEGATION STARTING TO THINK ABOUT SO INFLUENCE OFFER BETWEEN NOW AND WHEN THE SESSION STARTS THAT WE'RE ABLE TO DO THAT.
>> I'M ASSUMING IT'LLS COORDINATING ALSO FOR BOARD
MEMBERS TO ATTEND AS WELL. >> SO I MY CALENDAR WITH MY TEAM TO ENSURE THE BOARD IS LOOPED IN AS WELL. THAT'S ADVOCACY EFFORTS.
>> JUST A QUICK ONE AROUND THE FLAG I VAGUELY RECALL AT SOME SEEING LOCAL TRIBAL FLAGS FLOWN.
>> NOT ONLY OFFICIAL FLAG POLES THEN.
>> CORRECT. TO DATE WE HAVEN'T.
I'LL GO BACK IF THERE'S SOMETHING THERE.
>> ALL RIGHT. >> DIRECTOR STEWART.
>> I ANNOUNCER TWO: STARTING TO SCHEDULE THOSE APPOINTMENTS.
IT WOULD BE UNDERSTAND WHEN AND WHERE AND
WITH WHOM. >> WE'LL GET THOSE PUSHED OUT TO
>> IDEALLY BOARD MEMBERS WHO WOULD LIKE TO ATTEND THAT WOULD BE GREAT.
[I. Closing Items]
[02:45:04]
>> NEXT IS BOARD MEMBER AND STUDENT BOARD REP COMMENTS.
ANY COMMENTS? DIRECTOR STEWART.
>> ONE, MAY MONTH AND UNFORTUNATELY IT'S NOW ALMOST IF NOT PAST WE SHOULD INSIDED THAT I APOLOGIZE TO OUR PARENTS AND INFLICTLIES IN THIS.
SECOND, THE YOUNG EMERSON K 12 WHO SPOKE, THAT'S TO ME NOT A IT IS A LEAST AT THIS POINT. YES, IT SHOULD BE THEY PROBABLY BUILDING.
BUT I WOULD REICH TO HAVE A REPORT BACK TO -- LIKE TO HAVE A REPORT BACK TO THE REGARDING THE STRUCTURAL OR UNSAFE BUILDING CONDITIONS BEING ABLE SPACE THROUGH A HOLE IN THE FLOOR DOESN'T THINK THAT WE -- AND ROOF WE'LL WE WOULD NOT ACCEPT THAT AT NOT ACCEPT IT
>> ABSOLUTELY. WE WILL POINT OF CLARIFICATION ON OUR COMMENTS TONIGHT, WITH THE TESTING REQUIREMENTS INTO EFFECT, WE ACTUALLY HAVE DIFFERENT FAUCETS ACROSS OUR DISTRICT THAT ARE LISTED AS WASHING ONLY FAUCETS DRINKING WATER AND TRUE TESTAMENT OF ALL OF OUR SCHOOLS ACROSS THE DISTRICT SO BE A QUESTION FOR THAT IS THE SITUATION AT OUR SCHOOLS GIVEN THAT PROTOCOL THAT
>> IT PERHAPS THE KIDS AND PROCTORS ARE SPENDING TIME AFTER SCHOOL AND I'M PRETTY SURE SOME ARE SCHEDULED FOR HOLIDAYS. I THINK THAT'S BECAUSE THE ARE THERE'S ON THAT BUT I HAVE HEARD MY FRIENDS COMPLAIN ABOUT HAVING TO COME TO SCHOOL ONE POINT PROCTORS NOT ONLY COMING IN EXTRA HOURS WHEN OTHER STUDENTS CAMBRIDGE LIKE THERE IS THAT PROGRAM AND THAT AND AGAIN IT'S A MONTH AND A HALF LONG.
AP SOP JUST AN EXTRA SHOUTOUT TO THEM BECAUSE FROM A PROCTOR OR PERSPECTIVE. IT IS ABSOLUTELY INSANE.
>> I OUR SOPHOMORES THERE AMONGST ALL OF THEIR TESTING THAT WE AN APPLICATION AVAILABLE FOR NEXT REPRESENTATIVES TO THE WET ARE LOOK ARING TO ADD THREE ADDITIONAL STUDENTS FOR OF FOUR REPRESENTATIVES.
UNFORTUNATELY EVAN WILL BE GRADUATING I BELIEVE THE APPLICATION CLOSES THIS FRIDAY.
IF AT SO WE ENCOURAGE PEOPLE INTERESTED
[02:50:04]
ANY OTHER COMMENTS? ALL RIGHT.
HEARING NONE. THE NEXT ITEM IS THE OUR BOARD MEETING IS JUNE 6TH. STUDY SESSION AT 5:00 P.M.
AND THE BOARD I'M JUNE 5TH BECAUSE WE HAD TO MOVE SO OUR SECOND MEETING IN JUNE TO AWARE IS JUNE 20TH. BECAUSE SO WE'RE MEETING ON A TUESDAY AND THAT WILL THE BOARD MEETING AT 7:00. AND SO NOW MEET FOR ONE HOUR FOLLOWING EXECUTIVE SESSION THE 2023, BOARD MEETING WILL ADJOURNED AT NO TAKEN. THE PURPOSE OF TONIGHT'S CIVILIAN SESSION IS TO REVIEW THE EMPLOYEE. THE MEETING DURING MIND.
WITH THAT, WE WILL NOW RETO
* This transcript was compiled from uncorrected Closed Captioning.