[00:07:28]
          >> BEFORE WE INTRODUCE OUR AMAZING AWARD RECIPIENTS, I 
          [00:07:32]
WOULD LIKE TO TAKE A MOMENT TO INTRODUCE AND THANK OUR SCHOLARSHIP COMMITTEE CHAIR. FOR HER WORK IN COORDINATING THE PROGRAM THIS YEAR. BROOKE OVERSAW EVERYTHING FROM THE ADVERTISING OF THE PROGRAM, TO THE APPLICATION PROCESS, TO THE JUDGING PROCESS, AND EVEN TONIGHT, WITH HELP FROM THE COUNCIL BOARD, THE RECEPTION AND THE CEREMONY WE ARE ENJOYING TONIGHT.HANK YOU SO MUCH. 
          [APPLAUSE] AND NOW, BROOKE, ALONG WITH DENISE FERGUSON, KRISTIN, AND -- WILL BE ANNOUNCING INTRODUCING OUR AWARD RECIPIENTS. 
          [C. Recognitions]
          >> SORRY I'M A LITTLE BIT SHORTER. 
          HI, THANK YOU FOR THAT LOVELY INTRODUCTION. 
          I AM BROOKE, AS MENTIONED. I'M PLEASED TO INTRODUCE THE RECIPIENTS OF OUR 2023 SCHOLARSHIP PROGRAM. 
          THE STUDENTS AND STAFF HAVE ACCOMPLISHED AMAZING THINGS, DESPITE THE ONGOING CHALLENGES, DURING AND AFTER A GLOBAL PANDEMIC. I AM EXCITED TO SHARE MORE ABOUT THESE INSPIRING INDIVIDUALS. 
          OUR FIRST STAFF SCHOLARSHIP RECIPIENT IS KAYLA. 
          IF YOU CAN COME UP AND WALK OVER. 
          KAYLEE TEACHES MIDDLE SCHOOL SPECIAL EDUCATION, AND AT THE INGLEWOOD MIDDLE SCHOOL TRANSITION PROGRAM. 
          SHE IS CONTINUING HER EDUCATION THROUGH A MASTER OF SCIENCE IN CURRICULUM AND INSTRUCTION. HER FOCUS IS CURRICULUM THAT PRIORITIZES TEACHING SAFETY SKILLS TO PEOPLE WITH DISABILITIES. KAYLA HAS BEEN TEACHING IN THE DISTRICT FOR SEVEN YEARS AND IS ALSO, A GRADUATE OF MARGARET MEAD ELEMENTARY. INGLEWOOD MIDDLE, AND EAST LAKE HIGH SCHOOL. PLEASE JOIN ME IN CONGRATULATING KAYLA. [APPLAUSE] OUR NEXT SCHOLARSHIP RECIPIENT, BENJAMIN HART, IS A SAINT TEACHER REDMOND HIGH SCHOOL. A FATHER OF FOUR CHILDREN, AND TWO BOYS AT EINSTEIN ELEMENTARY SCHOOL. 
          WHILE TEACHING AT -- HIS DESIRE TO MAKE A BROADER IMPACT ON STUDENTS, HAS GROWN. JANUARY 2023, HE STARTED IN THE 
          [00:10:02]
EDUCATIONAL LEADERSHIP PROGRAM AT SEATTLE PACIFIC UNIVERSITY. 
          TO PURSUE A RESIDENCY, PETER 12 VISIBLE CERTIFICATE. 
          BENJAMIN WANTS TO USE THIS AS PRINCIPAL TO STRENGTHEN SOCIO-EMOTIONAL LEARNING, EQUITABLY SUPPORT ACADEMIC ACHIEVEMENT AND CREATE A HEALTHY SCHOOL CLIMATE. 
          PLEASE JOIN ME IN CONGRATULATING BENJAMIN. 
          APPLAUSE] NOW I WILL PRESENT OUR STUDENT SCHOLARSHIP RECIPIENTS BEGINNING WITH OUR PERSEVERANCE SCHOLARSHIP WINNERS. THIS AWARD IS GIVEN TO A STUDENT WHO IS WELL-ROUNDED, COMMUNITY MEMBER AND CAN SHOW EXCELLENCE IN THEIR LIFE AND ACADEMICS IN THE FACE OF HARDSHIPS, OR A CHALLENGING LIFE CIRCUMSTANCE. 
          OUR FIRST BOOTS UP IT IS UNABLE TO BE HERE TONIGHT. 
          OUR FIRST RECIPIENT IS RAFAEL JUNIOR -- AS A STUDENT AT JUANITA HIGH SCHOOL, HE'S PART OF THE AMOUNT OF TIME AND DEDICATION HE'S DEVOTED TO HIS STUDIES. 
          THIS ENABLED HIM TO SCORE ALL AS, HE PLANS ON STUDYING DENTAL HYGIENE.LEASE JOIN ME IN CONGRATULATING RAFAEL. 
          [APPLAUSE] THE NEXT RECIPIENT OF A PERSEVERANCE SCHOLARSHIP IS TY HILL, WHO ATTENDS JUANITA HIGH SCHOOL. -- HE RECALLS GOING FROM ONE OF THE SLOWEST SWIMMERS ON THE SWIM TEAM, TO TEAM CAPTAIN. 
          HE FONDLY REMEMBERS LEARNING AMERICAN HISTORY WITH MR. BENNETT, AND WILL NEVER FORGET THE TIME HE EXPLODED A GLASS BOTTLE DURING ART, AND HAD TO STAY UP TO CLEAN HIS MESS. 
          HE IS ATTENDING GONZAGA UNIVERSITY, TO STUDY PRELAW. 
          PLEASE JOIN ME IN CONGRATULATING TY. 
          [APPLAUSE] AND NOW I WILL PASS IT OFF. 
          >> ALL RIGHT. THANK YOU, DENISE. 
          OKAY, LET ME JUST FIGURE OUT WHERE I AM. 
          OUR NEXT SCHOLARSHIP IS THE TURNAROUND SCHOLARSHIP. 
          WHICH IS PRESENTED TO A STUDENT WHO HAS SIGNIFICANTLY IMPROVED THE ACADEMIC RECORD. THIS IS RECIPIENT OF THE TURNAROUND SCHOLARSHIP, IS JADEN -- FROM JUANITA HASKELL PAID SOME HIGHLIGHTS OF HIGH SCHOOL INCLUDE SPENDING TIME WITH FRIENDS, DURING FOOTBALL AND TRACK. 
          AS WELL AS WORKING ON THE WEIGHT ROOM IN THE SUMMER. 
          JADEN IS PLANNING ON ATTENDING WASHINGTON STATE UNIVERSITY, TO STUDY COMPUTER SCIENCE. PLEASE JOIN ME IN CONGRATULATING JADEN. APPLAUSE] OUR NEXT SCHOLARSHIP IS THE LAKE WASHINGTON EDUCATION ASSOCIATION KEELEY SCHOLARSHIP, PRESENTED TO A STUDENT, PLANNING TO PURSUE A CAREER IN THE FIELD OF EDUCATION. 
          THIS YEAR IS RECIPIENT IS EMILY RAN -- SHE PLAYED SOCCER, BASKETBALL AND SERVED AS VARSITY TEAM CAPTAIN. 
          4.0 GPA, MEMBER OF NATIONAL HONOR SOCIETY AND ASL HONOR SOCIETY, COMPLETED AN INTERNSHIP IN SLP AND A YEAR-LONG TEACHING INTERNSHIP AS WELL. 
          IN JUNE, SHE WILL RECEIVE HER WASHINGTON OSBI PARA EDUCATOR CERTIFICATION. EMILY WILL ATTEND WASHINGTON UNIVERSITY FOR A DEGREE IN COMMUNICATION SCIENCES, AND DISORDER. PLEASE JOIN ME IN CONGRATULATING EMILY. [APPLAUSE] OUR NEXT SCHOLARSHIP IS GIVEN TO A STUDENT, PLAN TO ATTEND A TWO-YEAR VOCATIONAL OR TECHNICAL SCHOOL. 
          THIS IS RECIPIENT, IS -- ONE OF THE BIGGEST PELLETS FROM HIGH SCHOOL, WAS BEING PART OF A LEADERSHIP CLASS FOR THE PAST FOUR YEARS.THEY ALSO PARTICIPATED IN BAND, ART AND SPORTS.HE'S LOOKING FORWARD TO SPENDING TWO YEARS AT BELLEVUE COLLEGE, AND WORKING TOWARDS TRANSFERRING TO A FOUR-YEAR UNIVERSITY TO COMPLETE HER DEGREE. 
          PLEASE JOIN ME IN CONGRATULATING HER. 
          [APPLAUSE] NOW, I WILL HAND IT OFF TO 
          DENISE. >> OUR NEXT SET OF SCHOLARSHIPS ARE FOR MERIT. WHICH INCLUDES ACADEMIC 
          [00:15:03]
ACHIEVEMENT, COMMUNITY SERVICE, EXTRACURRICULAR PARTICIPATION, AND LEADERSHIP. TWO AWARDS ARE GIVEN OUT HER LEARNING COMMUNITY WITH STUDENTS LEARNING COMMUNITY DETERMINED BY THEIR HOME ADDRESS. 
          OUR FIRST SET OF MERIT SCHOLARSHIPS, ARE FOR THE EAST LAKE LEARNING COMMUNITY. OUR FIRST RECIPIENT IS. 
          THROUGHOUT HER HIGH SCHOOL EXPERIENCE, KATE HAS ENJOYED COMPETING IN THE EAST LAKE MOCK TRIAL TEAM. 
          RUNNING A HORTICULTURAL CLUB, AND VOLUNTEERING AT LOCAL CAT SHELTERS. MORE RECENTLY, KATE HAS ENJOYED BEING INVOLVED IN THE DRAMA PROGRAM AT EAST LAKE. 
          AND TAKE HER FOR PSYCHOLOGY COURSE. 
          KATE WILL ATTEND THE UNIVERSITY OF TORONTO THIS FALL, WHICH HE PLANS TO STUDY PSYCHOLOGY. PLEASE JOIN ME IN CONGRATULATING KATE. [APPLAUSE] OUR NEXT RECIPIENT IS ANGELINE -- FROM TESLA STEM HIGH SCHOOL. 
          THROUGHOUT HIGH SCHOOL, -- HAS BEEN PARTICIPATING IN AND LEADING IN THE SCIENCE OLYMPIAD CLUB. 
          WORKING ON COMPUTATIONAL BIOLOGY RESEARCH, CENTERED AROUND NEURODEGENERATIVE DISEASES, AND PROGRAMMING FOR COMPETITIVE ROBOTICS TEAM. SHE LOVES TO SING INDIAN CARNATIC MUSIC AND AMERICAN PO . 
          AND PLAYS BADMINTON. SHE WILL BE ATTENDING COLLEGE AT STANFORD UNIVERSITY, IN ORDER TO STUDY COMPUTER SCIENCE. PLEASE JOIN ME IN CONGRATULATING HER. [APPLAUSE] OUR NEXT TWO RECIPIENTS ARE FROM THE TRANSIT LEARNING COMMUNITY. FIRST IS ELLIE FROM JUANITA HIGH SCHOOL. HER HIGHLIGHTS FROM CHOOL WERE BEING ABLE TO GET MORE INVOLVED IN THE COMMUNITY THROUGH BASKETBALL AND TRACK K AND FIELD. 
          JUANITA ITA HIGH SCHOOL GOVERNMENT YOUTH GROUP, WORKING AS A LIFEGUARD AND VOLUNTEERING AT ROBERT FROST ELEMENTARY. 
          SHE WILL BE ATTENDING WHITWORTH UNIVERSITY NEXT YEAR FOR TRACK AND FIELD. AND MAJORING IN KINESIOLOGY. 
          PLEASE, JOIN ME IN CONGRATULATING HER. 
          [APPLAUSE] OUR NEXT RECIPIENT IS AUSTIN -- FROM JUANITA HIGH SCHOOL. AUSTIN IS UNABLE TO ATTEND TONIGHT, AS HE IS BEING HONORED FOR THE KIRKLAND ROTARY SCHOLARSHIP. WHEN AUSTIN WAS A FRESHMAN, HE GOT HIS WASHINGTON STATE BUSINESS LICENSE FOR HIS ART BUSINESS. IN 10TH GRADE, AUSTIN WAS THE DECCA STATE CHAMPION FOR HIS BUSINESS GROWTH PLAN. 
          OVER THE PAST FOUR YEARS, HE HAS HAD BOOTHS AT 44 ART FESTIVALS, AND HIS ART IS CARRIED IN 58 SHOPS ACROSS THE STATE. HE HAS LED OVER 270 VOLUNTEERS, PAINTING THREE SAVE OUR SALMON MURALS, WHICH HAVE BEEN FEATURED IN THE LOCAL NEWS. AUSTIN WILL BE MAJORING IN MARKETING AT THE UNIVERSITY OF WASHINGTON FOSTER SCHOOL OF BUSINESS NEXT FALL. EVEN THOUGH HE'S NOT HERE TONIGHT, WOULD YOU PLEASE JOIN ME IN CONGRATULATING AUSTIN. 
          [APPLAUSE] >> NOW, WE MOVE ONTO THE LAKE WASHINGTON LEARNING COMMUNITY. OUR FIRST RECIPIENT IS VERNON FROM LAKE WASHINGTON HIGH SCHOOL. 
          BRITAIN WAS REALLY INVOLVED WITH IN SCHOOL CLUBS AND ORGANIZATIONS INCLUDING KEY CLUB, VARSITY TENNIS AND VARSITY SOCCER. AS A SOCCER CAPTAIN HE HELPED THE TEAM WIN CAN GO FOR THE FIRST TIME IN SCHOOL HISTORY. 
          VERNON IS ALSO THE MANAGING DIRECTOR OF IGNITE ROBOTICS, AND WORK FOR THE CITY OF KIRKLAND, SUPPORTING SUSTAINABILITY EFFORTS. HE PLANS ON ATTENDING UNIVERSITY WASHINGTON TO STUDY COMPUTER SCIENCE. 
          PLEASE JOIN ME IN CONGRATULATING VERNON. 
          [APPLAUSE] OUR NEXT RECIPIENT IS. 
          SHELLEY STARTED HER HIGH SCHOOL CAREER FRESHMAN CAMP, LED BY THE SCHOOLS LEADERS AND FINISHED HER HIGH SCHOOL CAREER AS A LINK CREW LEADER COMING FULL CIRCLE. 
          ALONG THE WAY SHELLEY STARTED HER OWN BUSINESS, VOLUNTEERED AT SCHOOLS, TUTORED, LED THE CLUB TO JOIN FRESHMAN YEAR, GOT HER FIRST JOB AND FIRST PROMOTION, AND DISCOVERED HER LOVE FOR ART. SHELLEY CANNOT WAIT TO CONTINUE HER ARTISTIC JOURNEY IS A GRAPHIC DESIGN MAJOR AT CHAPMAN UNIVERSITY. PLEASE JOIN ME IN CONGRATULATING SHELLEY. [APPLAUSE] IN THE REDMOND LEARNING COMMUNITY, THE FIRST RECIPIENT IS LINDSAY GRAVES FROM REDMOND HIGH SCHOOL. 
          LINDSAY IS AN ACTIVE MEMBER OF STUDENT COUNCIL, VARSITY SOCCER, DECCA BUSINESS AND MARKETING CLUB, AND BOTH 
          [00:20:02]
NATIONAL AND SPANISH HONOR SOCIETIES. 
          SHE WAS A 2021 FBI NATIONAL ACADEMY YOUTH LEADERSHIP PROGRAM DELEGATE. AS WELL AS APPOINTED MEMBER TO THE CITY OF REDMOND COMMUNITY EQUITY ACTIONTEAM , AND THE MAYOR'S PUBLIC SAFETY LEVY SOUNDING BOARD. 
          SHE WILL ATTEND THE WHARTON SCHOOL OF BUSINESS AT THE UNIVERSITY PENNSYLVANIA, WHERE SHE PLANS A CONCENTRATION IN MANAGEMENT. PLEASE JOIN ME IN CONGRATULATING LINDSAY. [APPLAUSE] THE NEXT RECIPIENT IS. 
          SCHOOL. SHE HAS HER HEART SET ON BECOMING A SURGEON FOR UNDERSERVED PUBLISHERS PAY SHE CONDUCTED TWO MAJOR RESEARCH PROJECTS. 
          ADDITIONALLY, SHE FOUNDED THE YOUTH AMBASSADORSHIP FOR ORGAN AND DICTATION DONATION AWARENESS AND DIRECT THE PODCAST, HOW TO SAVE EIGHT LIVES AT ONCE. 
          TO HIGHLIGHT THE LIFE-SAVING POWER OF ORGAN DONATION. 
          WE ARE HAVE VOLUNTEERED AT THE SWEDISH MEDICAL CENTER IS A JUNIOR HEALTH SCHOLAR AND SERVED AS A SIDEWALK OR AT LITTLE BIT THERAPEUTIC RIDING CENTER. 
          SHE WILL BE ATTENDING VIRGINIA COMMONWEALTH UNIVERSITY. 
          LEASE JOIN ME IN CONGRATULATING HER. 
          [APPLAUSE] >> HI AGAIN. 
          OUR NEXT RECIPIENT IS MATTEO FROM LAKE WASHINGTON HIGH SCHOOL, RECEIVE ONE OF OUR AT-LARGE SCHOLARSHIPS. 
          THROUGHOUT HIGH SCHOOL, MATTEO COMPLETED AND SUCCEEDED IN NUMEROUS AP AND HONORS CLASSES, INCLUDING THE AP CAPSTONE PROGRAM. HE COMPETED IN VARSITY BASEBALL, VOLUNTEER KIRKLAND AMERICAN LITTLE LEAGUE, AND ALSO SORT OF PRODUCE TO LOCAL FOOD BANKS. 
          DURING HIS SENIOR YEAR, HE LAUNCHED HIS PERSONAL AUTO DETAILING BUSINESS. HE WILL BE ATTENDING EDMONDS COLLEGE NEXT YEAR TO PLAY BASEBALL. 
          HE PLANS TO ATTEND A GENERAL EDUCATION, TO OBTAIN A GENERAL EDUCATION AND THEN TRANSFER TO A FOUR-YEAR SCHOOL, TO PURSUE A DEGREE IN BUSINESS OR SPORTS SCIENCE. 
          PLEASE JOIN ME IN CONGRATULATING MATTEO. 
          [APPLAUSE] OUR LAST RECIPIENT IS UNABLE TO BE HERE TONIGHT, IS IT CONFLICTED WITH HER WANEK GRADUATION. WE DEBATED THE EXPERT THE LAST RECIPIENT IS. 
          HIGH SCHOOL RECEIVING ONE OF OUR AT-LARGE SCHOLARSHIPS. 
          DURING HER HIGH SCHOOL CAREER, SHE ENJOYED GROWING AS A STUDENT AND INDIVIDUAL WHEN GROWING THROUGH MANY UPS AND DOWNS. SHE DISCOVERED HER PASSION FOR NURSING THROUGH WANEK AND WILL BE STUDYING NURSING AT SEATTLE UNIVERSITY. EVEN THOUGH SHE IS UNABLE TO BE HERE PLEASE JOIN ME IN CONGRATULATING HER. 
          [APPLAUSE] NOW, I WILL TURN IT OVER FOR 
          THE CLOSING REMARKS. >> THANK YOU SO MUCH TO BROOKE, KRISTIN, DENISE AND AMANDA. OUR SCHOLARSHIP PROGRAM WOULD NOT BE POSSIBLE, WITHOUT THE SUPPORT OF OUR 44 LOCAL PTA, NOT BE POSSIBLE WITHOUT THE SUPPORT OF THE COLLEGE AND CAREER SPECIALISTS AT ALL OF OUR HIGH SCHOOLS. 
          WE ENCOURAGE STUDENTS TO APPLY. WE HAVE A WONDERFUL PARTNERSHIP WITH THE SCHOOL FOUNDATION, WITH THE DISTRICT, LAKE WASHINGTON EDUCATION ASSOCIATION THAT FUNDS ONE OF OUR SCHOLARSHIPS.HANK YOU SO MUCH FOR ALL OF YOUR SUPPORT. 
          I WOULD ALSO LIKE TO THANK OUR 18 JUDGES. 
          AS WELL AS TWO VOLUNTEERS, WHO REJECTED ALL OF OUR SCHOLARSHIP APPLICATIONS ANDREA AND ELAINE ARE HERE TONIGHT. 
          IN THE BACK OF THE ROOM. [APPLAUSE] THANK YOU TO BROOKE, OUR SCHOLARSHIP CHAIR. 
          ALL THE VOLUNTEERS WHO HELPED WITH TONIGHT CELEBRATION. 
          AND TO ALL THE STAFF AND STUDENTS WHO SUBMITTED APPLICATIONS FOR THE SCHOLARSHIPS. 
          IN CLOSING, THANK YOU TO THE FAMILIES AND THE SPECIAL INDIVIDUALS, AND THE AWARD WINNERS. 
          YOU HAVE ENCOURAGED THEM AND YOU'VE SUPPORTED THEM. 
          YOU HAVE LOVED THEM. YOU ARE AN IMPORTANT PART OF THEIR STORY. SO EVERYONE, PLEASE JOIN ME IN CONGRATULATING ALL OF YOU ON THIS WONDERFUL ACCOMPLISHMENT. 
          [APPLAUSE] I SHOULD PROBABLY ADD THAT IF YOU WOULD LIKE TO LEAVE AT THIS TIME, YOU CERTAINLY MAY! 
          [LAUGHTER] >> THANK YOU ALL VERY MUCH, AND CONGRATULATIONS! EXCELLENT WORK AND BEST OF SUCCESS FOR YOU IN THE FUTURE. MAKE SURE TO PICK UP ONE OF THE 
          [00:25:07]
MANY BUNT CAKES OUT THERE. THEY REALLY ARE TASTY! 
          [D. Audience Participation]
ALL RIGHT, THAT SETTLES IT. WE'LL GO WITH OUR MEETING. 
          THE NEXT ITEM ON OUR AGENDA IS PUBLIC COMMENT. 
          THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO THE BUSINESS MEETINGS AND ENCOURAGES COMMUNITY ENGAGEMENT. 
          THE MANY WAYS TO INTERACT WITH THE BOARD MEMBERS, INDIVIDUALLY, EMAIL US, OR YOU CAN COME TO A PUBLIC BOARD MEETING IN WHICH TO DO SO. WE DEDICATE 30 MINUTES OF THE REGULAR BOARD MEETING TO HEAR FROM THE PUBLIC. 
          MEMBERS OF THE PUBLIC CAN SIGN UP TO PARTICIPATE IN PUBLIC, SO THE DISTRICT WEBSITE.NE CAN PARTICIPATE IN PERSON, VIRTUALLY OR THROUGH EMAIL. SIGN UP CLOSES AT NOON THE DAY OF THE BOARD MEETING, IN PERSON VIRTUAL COMMENTS WILL BE OFFERED IN THE ORDER OF SIGN-UP. 
          ALL WRITTEN COMMENTS ARE INCLUDED IN THE BOARD MINUTES. 
          WITH THAT, AS A FOR THOSE WHO ARE HERE FOR PUBLIC COMMENT. 
          WE DO HAVE A THREE LIGHT SYSTEM THAT WE WILL LET YOU KNOW. 
          YOU HAVE ABOUT THREE MINUTES IN WHICH TO SPEAK. 
          WE ASK YOU TO BE ABLE TO STAY WITHIN THAT TIME. 
          WHEN MIKE WAS RED, WRAP UP AT THAT POINT. 
          IF IT GETS THERE. ALL RIGHT? OUR FIRST PERSON WE HAVE SIGNED UP THIS EVENING IS ASHLYNN OWEN-KACHIKIS. IF YOU COULD QUICKLY INTRODUCE YOURSELF WHEN YOU COME UP, THAT WILL BE FABULOUS, THANK YOU. 
          >> GOOD EVENING, EVERYONE, BOARD MEMBERS AND AUDIENCE. 
          THANK YOU FOR HAVING ME AND THANK YOU FOR LISTENING. 
          MY TEACHER NAME IS MS. OKAY. ANOTHER ONE OF MY NAMES IS ASHLYNN OWEN-KACHIKIS. I WORK AS A SPECIAL EDUCATION TEACHER AND IN THE LEARNING CENTER MODEL, RESOURCE ROOM MODEL AND INCLUSION PILOT MODEL FOR THE LAST SIX YEARS. 
          I INTENTIONALLY WORE A SHIRT THAT READS, WE ALL BELONG, I DID THIS TO SET THE TONE FOR MY WIFE? I'M HERE TONIGHT. I POSTED MY LEARNING TARGET FOR EVERYONE. THOSE THAT CANNOT SEE IT I WILL READ IT FOR YOU. SO, BOARD MEMBER AND AUDIENCE, YOU CAN REASONABLY INCLUDE PERSONNEL IN DECISIONS THAT AFFECT THEM, THAT IS BOARD POLICY FOR.11. 
          YOU CAN ALSO LISTEN AND ACT ON REQUESTS FROM 15 LAKE WASHINGTON STAFF MEMBERS, FROM 11 SCHOOLS. 
          THAT IS TWO CLASSIFIED STAFF MEMBERS, MYSELF, AND 12 OTHER CLASSIFIED STAFF. WITH A FOCUS ON PREPARATION FOR ALL ELEMENTARY STUDENTS TO RETURN TO THEIR NEIGHBORHOOD SCHOOLS, FOR THE 2023/24 SCHOOL YEAR, A.K.A. INCLUSION. 
          BOARD POLICY FOR .9 IS TO ASSURE THAT ALL STAFF MEMBERS ARE QUALIFIED, AND TRAINED TO PERFORM THEIR RESPONSIBILITIES ASSIGNED TO THEM. AND HERE I AM NOW, COMING TO START SHARING THE VOICES OF 15 OF YOUR STAFF MEMBERS. 
          UNDERSTANDING THAT EVERY IEP TEAM MEMBER, CAN AND SHOULD PROVIDE SPECIALLY DESIGNED INSTRUCTION, SDI. EVERY TEACHER'S PLANNING INSTRUCTION TIME IS VALUABLE. 
          PARA-EDUCATORS HELP TO -- HELP THE TEACHERS. 
          MANY LAKE WASHINGTON SCHOOL DISTRICT SCHOOLS ARE PHYSICALLY NONINCLUSIVE FOR STUDENTS. SUCH AS, NOT HAVING CHANGING SPACES FOR SAFE TOILETING. MANY STUDENTS ARE MEDICALLY COMPLEX, AND REQUIRE A LOT OF EQUIPMENT FOR SUCCESS AT SCHOOL. JOB RESPONSIBILITIES AND EXPECTATIONS BETWEEN IEP TEAM MEMBERS AND WRITTEN FORMAT ACROSS THE DISTRICT. FOR EXAMPLE, REASONABLE TIME TO MODIFY WORK AND ASSESSMENTS, THAT ARE BOTH MEANINGFULLY -- BOTH MEANINGFUL AND CONNECTED TO CURRENT UNIT OF STUDIES IN GENERAL EDUCATION. ANOTHER POINT IS WHO PROVIDES THE PARA-EDUCATOR BREAKS? ESPECIALLY WHEN THEY'RE SUPPORTING STUDENTS WITH ONE-TO-ONE STAFFING, AND OR COMPLEX LEARNERS. THIS WAS MENTIONED BY THREE STAFF MEMBERS. TO IMPLEMENT FULL INCLUSION SUCCESSFULLY, WE MUST REDUCE CLASS SIZE. 
          [00:30:01]
AS A FOURTH-GRADE TEACHER, MY ENTIRE GRADE LEVEL STARTED THE YEAR IN REVENUE WITH OUR CURRENT STAFFING LEVELS, WE ARE EXPECTED TO DO THE SAME AGAIN NEXT YEAR. 
          AND STAY WITH OUR FIFTH GRADE TEAM. 
          THIS DOES NOT SET TEACHERS OR STUDENTS UP FOR SUCCESS. 
          DOES A RED LIGHT MEAN TO STOP TALKING? 
          >> MEANS WRAP UP AS QUICKLY AS YOU CAN. 
          >> I HAVE A LOT MORE TO SAY. >> YOU'RE MORE THAN WELCOME TO 
          EMAIL THAT TO US. >> I WOULD DEFINITELY EMAIL. 
          AND I THINK THERE'S ONE MORE MEETING IN JUNE? GREAT! YOU WILL SEE ME THEN. 
          >> BUT PLEASE DO EMAIL IT. >> I WILL, DEFINITELY. 
          THANK YOU EVERYONE, FOR YOUR CONSIDERATION. 
          IN SUMMATION, WE ALL BELONG. >> THANK YOU. 
          THE NEXT INDIVIDUAL I HAVE SIGNED UP IS SAMANTHA REUSTER. 
          I DON'T SEE HER TODAY. OKAY THE NEXT PERSON IS ANDRIY STASYUK. WELCOME. 
          >> THANK YOU FOR HEARING ME BOARD. 
          I WANT TO BRING BACK THE ISSUE OF MIDDLE SCHOOL START TIMES. 
          WE REACH ABOUT THE ISSUE BEFORE BUT TODAY I WANT TO ASK YOU JUST ONE SIMPLE QUESTION. ON BEHALF OF MIDDLE SCHOOL FAMILIES. THE START TIMES MAKE A RECOMMENDATION THE DR. SAID THE REASON FOR THE CHANGE WAS COMPELLING AND CLEAR ON THE BENEFITS FOR HIGH SCHOOL STUDENTS. IT'S HARD TO ARGUE WITH THAT. 
          OING BACK TO THE ORIGINAL SOURCES, THE STATEMENTS FROM THE LEADING US MEDICAL AUTHORITIES. 
          AMERICAN ACADEMY OF PEDIATRICS, PUBLIC HEALTH ISSUE THAT SIGNIFICANTLY AFFECTS OUR NATIONS MIDDLE AND HIGH SCHOOL STUDENTS. EVIDENCE STRONGLY IMPLICATES THE SCHOOL START TIMES BEFORE 8:30 A.M. -- AMERICAN ACADEMY OF SLEEP MEDICINE COMING TO SCHOOL BOARDS SAYING START TIMES OF 8:30 A.M. OR LATER FOR MIDDLE SCHOOLS AND HIGH SCHOOLS. AMERICAN MEDICAL CESSATION ENCOURAGES SCHOOL DISTRICT TO AIM FOR THE START OF MIDDLE AND HIGH SCHOOLS TO BE NO EARLIER THAN 8:30 A.M.. 
          BEHAVIORAL EDISON RECOMMEND OFFICIAL START MIDDLE AND HIGH SCHOOL STUDENTS AT 8:30 A.M. OR LATER. 
          AND -- TALKS ABOUT A LARGE PERCENTAGE OF MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS, WHO DO NOT GET ENOUGH SLEEP. 
          SCHOOL START TIMES SHOULD BE DELAYED FOR BOTH. 
          PARENTS UNDERSTAND WHY AGAINST EVIDENCE WILL BE ONE GROUP OF STUDENTS OVER THE OTHER. ESPECIALLY THE OTHER GROUP OFFICIALLY NEEDS TO SLEEP ONE TO TWO HOURS MORE ACCORDING TO THE SAME MEDICAL AUTHORITIES. THE CHANGES THAT BASED ON COMMUNITY CONSENSUS EITHER. AS PRESENTED BEFORE WE HAVE. 
          [INAUDIBLE] WE FOUND ONLY TWO PERCENT OF ADULTS TALKED ABOUT AN EARLY START FOR MIDDLE SCHOOLS. 
          THE SECOND ONE, ONLY 11 LESS THAN ONE PERCENT EXPLAINED THEIR PREFERENCE FOR OPTION ONE, INDEPENDENT FROM OTHER CHURCHES. THE VAST MAJORITY PAST AS A FORCED ALTERNATIVE. MIDDLE SCHOOL FAMILIES ARE BEING OUTNUMBERED TO VOTE WITH ELEMENTARY PUREE HIGH SCHOOL STUDENT HAD NOTHING TO LOSE IN BOTH OPTIONS. 
          WHICH IS HARDLY FAIL AND EQUITABLE. 
          TO QUOTE THE DR. AGAIN, I ALSO SAY OUR WORK IS NOT DONE. 
          BELIEVE WILL SHEER DESIRE TO OPTIMIZE EXPERIENCES FOR ALL STUDENTS ACROSS THE SYSTEM. OUR QUESTION TO YOU, THE DISTRICT, THE BOARD, AND THE DOCTOR, IS WHEN? WHEN CAN WE EXPECT THIS HEALTH AND WELL-BEING OF ALL STUDENT GROUPS, TO BE TAKEN EQUALLY SERIOUSLY IN ACCORDANCE WITH SCIENTIFIC CONSENSUS AND PUBLIC OPINION? 
          THANK YOU. >> THANK YOU. 
          OUR NEXT INDIVIDUAL IS LINDA YANG. 
          >> THANK YOU. >> CAN YOU HEAR ME? 
          >> I CAN. >> THANK YOU. 
          [INAUDIBLE] >> LINDA, IF YOU COULD HOLD OFF FOR JUST ONE MINUTE. WE CAN'T -- 
          [00:35:28]
          >> OKAY WANT ME TO START FROM BEGINNING? [INAUDIBLE] SO, I APPRECIATE THE BOARD REACH OUT TO MY CONCERNS -- I WANT TO FOLLOW-UP AND COMMENT TONIGHT REGARDING REVISED -- IT IS MY -- MYSELF AND MANY OTHERS ARE DEEPLY CONCERNED ABOUT -- WHICH IS ACADEMIC COURSEWORK IN PROGRAMS. WE ARE SEEKING CLEAR STATEMENT FROM THE DISTRICT, IN THE INTERPRETATION THAT ENSURE ALL STUDENTS, INCLUDING ASIAN STUDENTS, HAVE EQUAL OPPORTUNITY FOR POPULAR COURSES. 
          HER POPULAR PROGRAMS. WITHOUT BEING SUBJECT TO ANY PROPORTION BASED ON RACE, SEX, COLOR, ETHNICITY OR NATIONAL ORIGIN. THE SUPERINTENDENT INTERPRETATION USES LANGUAGE INCREASED RATES OF UNDERREPRESENTED POPULATIONS IS MEASURE PROPORTIONATELY.E BELIEVE THAT IS THIS SYSTEM. FURTHERMORE, THE INTERPRETATION SHOULD NOT BE DISPROPORTIONAL ON THE BASIS OF DEMOGRAPHIC CATEGORIES. THIS ON TH-- IS IMPORTANT TO KN THAT THIS EXPLICITLY PROHIBITS DISCRIMINATION AND. 
          [INAUDIBLE] I'M URGING THE BOARD TO CARE FOR THIS THERAPY ARE THERE MORE STUDENTS THAN THEY CAN MEET. 
          IN THE INTEREST OF EQUITY GOAL, WHERE THE STUDENT MUST BE GIVEN PRIORITY ENROLLMENT, IS A MERIT-BASED PROGRAM AND CHOICE SCHOOLS ALSO -- THE VERY LEFT, IF YOUR PROCESS WERE NOW PREFERABLE TREATMENT IS GIVEN. I'D ALSO LIKE TO SUGGEST TWO ADDITIONAL MEASURES. CONDUCT A SURVEY OF STUDENTS CLASSROOM EXPERIENCE. ASK IF THEY ARE BORED OR CHALLENGED ENOUGH IN THE CLASSROOM. 
          OR PARENTS OPINIONS TO DETERMINE IF THEY BELIEVE THE CLASSROOM EXPERIENCE IS ADEQUATELY CHALLENGING FOR THEIR STUDENTS. THIS IS ESPECIALLY IMPORTANT AS ELEMENTARY SCHOOL STUDENT, THEY MAY BE TOO YOUNG TO ADVOCATE FOR THEMSELVES. LASTLY, I WANT TO DRAW THE BOYS ATTENTION TO THE -- AS A RESULT, THERE'S A TREMENDOUS VARIABLE TO EFFECTIVELY ENGAGE WITH THE SCHOOL IN THE DISTRICT. THE VOICES ARE NOT -- THANK 
          YOU. >> THANK YOU, APPRECIATE YOUR 
          FLEXIBILITY WITH TECHNOLOGY. >> THANK YOU. 
          >> NEXT INDIVIDUAL UP IS TATIANA BOGGS. 
          >> MEMBERS OF THE BOARD, MY NAME IS TATIANA BOGGS , WHILE DIRECTOR AT JUANITA HIGH SCHOOL AND MIDDLE SCHOOL. 
          I'M HERE TO ADJUST THE YOU VISIT LED UP TO MY RESIGNATION AND THE LACK OF SUPPORT. -- THE JAZZ CHOIR WAS CUT. 
          THE CHOIR WHICH THE DISTRICT VIDEOTAPED HIGHLIGHTING THE STUDENTS EXCELLENCE AND INVOLVEMENT IN THE PROGRAM, THE VIDEO RECEIVED OVER 4000 VIEWS WITH COUNTLESS POSITIVE COMMENTS FROM THE COMMUNITY. THE DESCRIPTION OF THE VIDEO STATES HOW THE ENSEMBLE PREPARES THEM FOR CONTINUING THEIR MUSICAL JOURNEYS, WHILE IN HIGH SCHOOL AND BEYOND. 
          DESPITE MY ATTEMPTS TO ADVOCATE FOR THE OPPORTUNITY FOR STUDENTS TO DEVELOP ADVANCED MUSICIANSHIP SKILLS, IT WAS A SIDEBAR ADMINISTRATION, THIS WAS NOT VALUABLE ENOUGH TO OUR SCHOOL, PROGRAM AND STUDENTS. WE CLAIM TO ENSURE STUDENTS ARE FUTURE READY, WE JUST REMOVED THE OPPORTUNITY FROM THE STUDENTS. I WOULD LIKE TO HIGHLIGHT A WASHINGTON STATE EDUCATION LAW THAT WENT INTO EFFECT ON JUNE 
          [00:40:04]
9, 2022. IT SAYS THAT ART INSTRUCTION MUST BE ACCESSIBLE BY ALL STUDENTS, IN A MANNER THAT IS COMMENSURATE WITH INSTRUCTION AND OTHER CORE SUBJECT AREAS. 
          REMOVE THE OPPORTUNITY FOR GROWTH AND UPWARD MOBILITY IS NOT COMMENSURATE WITH CORE SUBJECT AREAS. 
          IT ALSO STATES ARTS INSTRUCTOR SHALL BE CONSULTED AND GIVEN AN EQUAL PART IN THE DECISION PROCESS TO DETERMINE WHICH SPECIALIST SPECIFIC COURSES TO OFFER GIVEN GRADE LEVELS. 
          I WAS NOT CONSULTED. I WOULD'VE CONSIDER MYSELF LUCKY FOR THEIR TURBINE ANY CLEAR COMMUNICATION FROM MY ADMINISTRATION, AND I'VE CONSIDER MYSELF LUCKY FOR OUR ADMINISTRATION TO HAVE SEEN ONE PERFORMANCE FROM THE PROGRAM BEING CUT. THE ONLY OPPORTUNITIES BE REMOVED FROM OUR STUDENTS, DISTRICT IS NOT HEARING TO STATE LAW. IN ADDITION, OUR MUSIC DEPARTMENT HAD TO SURPLUS ONE POINT OFD WHICH RESULTED MYSELF BEING PLACED TO TEACH MIDDLE SCHOOL ORCHESTRA. 
          REMOVING HIGH SCHOOL CHOIR FOR A SCHEDULE, WITH ONLY OTHER OPTION BEING TO TEACH HIGH SCHOOL ORCHESTRA DUE TO SCHEDULING CONSTRAINTS. THERE HAVE A GENERAL MUSIC ENDORSEMENT ALONG WITH MY SECONDARY CHORAL ENDORSEMENT, I'MPLAYING A STRING INSTRUMENT HAVE NO BUSINESS BEING IN A ORCHESTRA CLASSROOM. I DO HAVE YEARS OF EXTENSIVE TRAINING AND EXPERIENCE IN EDUCATION WHERE I HAVE AND WOULD HAVE BEST SERVED OUR STUDENTS. 
          IT IS GREATLY CLEAR THAT THE DISTRICT DOES NOT MAKE DECISIONS THAT BEST SERVE OUR STUDENTS. 
          DIVIDE THE TEACHERS BREAK THE DISTRICT AND THE STRENGTHS WE BRING TO THE CLASSROOM ARE BEING COMPLETELY OVERLOOKED, DISMISSED AND DISREGARDED. THERE ARE PEOPLE IN OUR DISTRICT THAT ARE HIGHLY QUALIFIED TO TEACH ORCHESTRA. 
          JUST AS I AM HIGHLY QUALIFIED TO TEACH CHOIR. 
          THERE ARE CLEAR AND SIGNIFICANT OPPORTUNITY GAPS IN OUR DISTRICT, DUE TO LACK OF SUPPORT AND INTEREST IN CONTRIBUTING TO STUDENTS GROWTH IN MUSIC EDUCATION. 
          AFTER SITUATIONS LIKE THIS CAN SHED LIGHT ON HOW DECISIONS BEING MADE IN REGARD TO THE PERFORMING ARTS IN THE DISTRICT ARE NOT SERVING OUR STUDENTS. I'M CHOOSING TO LEAVE LWSD COMICALLY CERTAIN IT WILL REMAIN A STEADY ADVOCATE FOR THE STUDENTS, AS A CONTINUING EDUCATION UNIVERSITY OF WASHINGTON FOR MY DOCTORATE AND CHOIR CONDUCTED. 
          THANK YOU FOR ALLOWING ME TO SERVE OUR STUDENTS FOR THE PAST FIVE YEARS. I HOPE TO SEE CONTINUAL IMPROVEMENT AND CHANGE FOR OUR PERFORMING ARTS PROGRAMS AND STUDENTS IN THE DISTRICT MOVING FORWARD. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU. THE NEXT PERSON WE HAVE SIGNED 
          UP IS NANCY NGUYEN. >> HI, MY NAME IS NANCY NGUYEN, MOTHER OF A STUDENT AT ONE SCHOOL.HE ONLY SCHOOL IS -- WITH A 30 PERCENT POVERTY RATE. AT THE LAST BOARD MEETING, I SHARED WITH YOU, THE MORAL REASONS FOR KEEPING THIS SCHOOL OPEN. NOW I WILL SHARE WITH YOU, THE LEGAL REASONS WHY THIS SCHOOL SHOULD NOT BE ALLOWED TO BE CLOSED BY THE DISTRICT. THE DISTRICT DID NOT FOLLOW THE PROCESS REQUIRED FOR SCHOOL CLOSURES. 
          PER STATE LAW. OUR CW, 20 8A, 335 020. 
          IF YOU'RE TAKING NOTES ON THAT, I GAVE TO MS. HARDING, A COPY OF THE LAW. FOR EACH OF YOU. 
          THE LAW REQUIRES THE BOARD, TO CONDUCT PUBLIC HEARINGS, 90 DAYS BEFORE CLOSING THE SCHOOL. AND PROVIDE A WRITTEN ANALYSIS OF THE IMPACT OF THE PROPOSED CLOSURE. 
          THIS LAW WAS DESIGNED TO PROTECT THE PUBLIC FROM UNNECESSARY OR UNEXPLAINED SCHOOL CLOSURES, AND GIVE THE PUBLIC SOME AGENCY. NEITHER OF THESE THINGS OCCURRED. THEREFORE, I BELIEVE THE CLOSING IS UNLAWFUL. THIS SCHOOL CLOSURE LAW, ONLY APPLIES TO SCHOOLS, NOT PROGRAMS. A LITTLE BIT OF A LOOPHOLE. MY OPINION IS THAT THE DISTRICT CIRCUMVENTED THE LAW. BY SUBTLY CALLING THE ONLINE SCHOOL A PROGRAM. FIRST, THE DISTRICT SET ON THE BUDGET UPDATE ON FEBRUARY 13, THAT THEY WOULD NOT CLOSE ANY SCHOOLS. NEXT, THEY CLOSED THE ONLINE SCHOOL. ON MARCH 23, BY CLAIMING IT WAS A PROGRAM. IT IS A SCHOOL. 
          IT HAS A SCHOOL CODE, A PRINCIPAL, IT IS ON OSPI, NOT A PROGRAM. ON THE 23RD A NEWS REPORTER CALLED AT THE DISTRICT. THEY CHALLENGE THE JUSTIFICATION OF CLOSING A SCHOOL BY CLAIMING IT IS A PROGRAM. IN RESPONSE, A DISTRICT SPOKESPERSON ADMITTED, THAT THE ONLINE SCHOOL, IS IN FACT A SCHOOL. AND THAT THE SUPERINTENDENT APOLOGIZED FOR CALLING IT A PROGRAM. 
          [00:45:03]
I ALSO GAVE TO MS. HARDING, A COPY OF THE ARTICLE FOR YOU TO LOOK AT. IF MISLABELING THE SCHOOL AS A PROGRAM WAS TRULY A MISTAKE, THEN WHY DIDN'T THE DISTRICT IMMEDIATELY START THE LEGAL PROCESS? THE 90 DAY HEARING. IF I MAKE A MISTAKE, I TAKE ACCOUNTABILITY. I GO OVERBOARD TO RECTIFY IT, ACKNOWLEDGE MY MISTAKE. THAT LEADS ME TO BELIEVE THAT THIS IS DISINGENUOUS. IF YOU KNEW IT WAS A SCHOOL, GO THROUGH THE LEGAL PROCESS. IT IS REQUIRED. 
          THE BOTTOM LINE, IS THAT THE BOARD IS ABSOLUTELY REQUIRED TO INTERVENE IN THIS SITUATION, WHEN A SUPERINTENDENT COMMITS AN UNLAWFUL ACTION. -- OPERATIONS EXPECTATIONS OE1. 
          UNDERSTAND THAT THE SUPERINTENDENT HAS AN OBLIGATION WHATEVER THE POLICY REGARDING CULTURE AND EXPECTATIONS AND THE BOARD PRESIDENT AND THE BOARD HAS TO INTERVENE, WHEN A UNLAWFUL ACTION, YOU HAVE THE AUTHORITY TO STOP THE SCHOOL BEING CLOSED.I'M ASKING TO REMEDY THE SITUATION IMMEDIATELY, BECAUSE OTHERWISE, WE LOST ALL OUR TEACHERS. WE LOST ALL OUR STUDENTS. 
          IF YOU DON'T, THEN THE DISTRICT IS AT INCREASED LEGAL RISK BECAUSE THIS LAW HAS BEEN VIOLATED. 
          THANK YOU FOR THE TIME, I HOPE YOU THINK ABOUT THIS. 
          I'VE GIVEN COPIES OF EVERYTHING I REFERENCED TODAY, FOR YOU TO LOOK AT. THANK YOU FOR YOUR TIME AND 
          YOUR SERVICE. >> THANK YOU. 
          THAT IS THE END OF INDIVIDUAL THAT WE HAVE SIGNED UP FOR PUBLIC COMMENT. WE DID RECEIVE WRITTEN COMMENT. 
          IN REGARDS TO OE14 AS WELL AND SOME ISSUES YOU HEARD TONIGHT IN REGARDS TO THE PROPORTIONALITY CONCERN AND 14.4 AND 14.5, AND THERE WAS ALSO ONE ABOUT CHOICE SCHOOLS. 
          THANK YOU ALL FOR COMING, AND WITH THAT, WE WILL MOVE ON. 
          THE NEXT ITEM ON THE AGENDA IS THE CONSENT AGENDA. 
          [E. Consent Agenda]
I WILL APPROVE -- I WILL ENTERTAIN A MOTION TO APPROVE 
          THE CONSENT AGENDA. >> MOVE APPROVAL. 
          >> ASKED FOR MOVING OF AN ITEM. >> I'M SORRY, DID YOU SECOND 
          THAT? >> NO, I WAS ASKING TO MOVE AN 
          ITEM. >> I'M SORRY, YOU ASKED FOR THE 
          REMOVAL OF -- >> NUMBER 11. 
          >> SURPLUS? >> SEEMS LIKE WE HAVE INAPPROPRIATE TIMING. [INAUDIBLE] 
          >> HOLD ON ONE SECOND SO WE CAN MAKE SURE. 
          YOU ARE ASKING FOR THE REMOVAL OF ITEM 11 FROM THE CONSENT AGENDA.O I HAVE A SECOND, IN WHICH TO DO SO? 
          >> SO BE IT. >> OKAY, HEARING NONE, THE ITEM STAYS ON THE CONSENT AGENDA FOR THAT.ANY OTHER REQUESTS? 
          >> I WAS GOING TO SECOND THE MOTION. 
          >> OKAY SO IS MOVED AND SECONDED. 
          [F. Non-Consent Agenda]
TO APPROVE THE CONSENT AGENDA AS PUT FORWARD. 
          DOCTOR HOMAN, WILL YOU PULL THE BOARD? 
          >>. 
          >> I WOULD LIKE TO HIGHLIGHT ONE PIECE. 
          OE14 WAS ON THE CONSENT AGENDA. WE HAD SOME PUBLIC COMMENT. 
          THE SUPERINTENDENT WILL TAKE THAT INTO ACCOUNT AS WE LOOKED THROUGH THE INDICATORS. 14.4 AND 14.5 WE'VE HAD DISCUSSIONS AROUND. THERE'S CLEAR GUIDANCE FROM THE BOARD AND SPECIFIC IN REGARDS THE PROPORTIONALITY IS NOT REGARDS TO A QUOTE APPEARED IS ABOUT INCREASING ACCESS AND AVAILABILITY. THOSE ARE THE PIECES THAT WE ARE WORKING WITH. WE DID HEAR THAT AND WE WANTED TO MAKE SURE IT WAS CLEAR IN THAT REGARD. 
          ANY QUESTIONS ON THAT? OKAY. 
          THE NEXT ITEM IS THE NONCONSENT AGENDA. 
          FIRST ITEM, MOVING POLICIES. I WANT TO GIVE A REMINDER THAT WE DID ON MAY 22, UNANIMOUSLY ADOPT THE GC 10 DIGITAL AND SOCIAL MEDIA BOARD MEMBER CODE OF CONDUCT. 
          LAST DECEMBER, AT THE BOARD SELF-ASSESSMENT MEETING, THE BOARD DETERMINED IT WAS IMPORTANT TO DEVELOP SUCH 
          [00:50:02]
GUIDELINES TO ENSURE BOARD MEMBERS WERE ABLE TO COMPLY WITH OPEN PUBLIC MEETINGS ACT. AS WELL AS A PUBLIC RECORDS ACT ENGAGING THROUGH DIGITAL AND SOCIAL MEDIA. 
          THROUGH THESE POLICIES, WE AGREED TO PARAMETERS AND HOW TO ENGAGE THROUGH SOCIAL MEDIA, AND DIGITAL, AND LIMITATIONS ON ENGAGEMENT DURING A BOARD MEETING. 
          AS THIS IS A NEW POLICY ASK YOU TO REVIEW THAT CAREFULLY TO ENSURE COMPLIANCE THAT IS NEWLY AGREED UPON. 
          THESE ARE ALL UP FOR FIRST READING SITE. 
          THIS WILL GIVE THE OPPORTUNITY FOR CLARIFICATION AND DISCUSS POTENTIAL REVISIONS OF THE POLICY GOING FORWARD. 
          THEY WILL THEN COME BACK, AT THE JUNE 20 BOARD MEETING. 
          FOR POTENTIAL ON THE CONSENT AGENDA, NOT A LOT OF CHANGES OR IF THERE ARE, THEY WOULD COME BACK ON THE REGULAR AGENDA. 
          JUST START WITH OPERATIONAL GOVERNANCE POLICIES. 
          WILL YOU BE ABLE TO POST THOSE AS WE WALKED THROUGH THEM? WE CURRENTLY HAVE FOUR OF THOSE POLICIES THAT HAVE BEEN REVISED. PART OF THIS WAS IF YOU CAN REMEMBER, A YEAR AND 1/2 AGO WE HAD A POLICY REVISION COMMITTEE CREATED IN ORDER TO GO THROUGH THESE TO LOOK AT IN REGARDS TO UPDATING AND ALIGNING THEM AND WHAT WE DID WITH EQUITY AND DIFFERENT COMPONENTS. FOR OGP2, REVISIONS MADE TO THAT WERE TO BE MORE SPECIFIC TO INFORMATION CAN BE FOUND. 
          AS WELL AS CANDIDATE ACTIVITIES PROPOSED. 
          A LOT OF THAT REALLY IS, THERE WAS NOT A LOT OF CONTENT CHANGE, AS MUCH AS EXPLAINING IT. 
          ESPECIALLY AS WE HAVE ELECTIONS COMING UP AND WANT TO MAKE SURE ANY NEW CANDIDATES WOULD BE ABLE TO FIND THE INFORMATION AS WELL. SHOULD I JUST WALK THROUGH OR DO ONE AT A TIME? DIRECTOR STEWART. 
          >> I THINK JUST FOR THE EDUCATION OF THE PARENTS AND STUDENTS WATCHING, SINCE WE HAVE A BOARD MEMBER REZONING AT THE END OF THE TERM, CAN WE REVIEW EARLY? ANOTHER SECTION IS THERE AND YOU CAN READ IT. 
          I THINK WILL BE HELPFUL TO THE PEOPLE WITHIN THE DISTRICT TO HEAR AND HAVE A DISCUSSION, SO EVERYONE IS CLEAR. 
          >> DO YOU MEAN REGARD TO VACANCY? 
          IS THAT WE ARE SPEAKING TO? >> THE IDEA OF IT BEING UNIQUE. 
          -- >> WHAT I LIKE TO DO IF YOU'RE OKAY, WALKED TO THE POLICY AND APPROVE AS IS. 
          AND LET'S HOLD THAT CONVERSATION, AND PUT AT THE END OF BOARD COMMENTS. SO WE CAN PUT IT. 
          DOES THAT MAKE SENSE? OKAY. 
          ANY DESIRE TO CHANGE ANYTHING WITHIN OGP2 OR QUESTIONS? 
          >> NO. I APPRECIATE THESE WERE ALSO PROVIDED AS BOARD BRIEFS IN ADVANCE. 
          I EXPECT EVERYONE HAS HAD AN OPPORTUNITY TO BE IN ADVANCE. 
          I DON'T THINK WE NEED TO GO LINE BY LINE THROUGH IT. 
          >> OKAY. >> CAN I COMMEND YOU? I KNOW YOU ON THE COMMITTEE. CAN I COMMEND YOU ON ONE THING 
          BEFORE WE GO? >> YES. 
          >> BECAUSE I JUST COMPLAINED ABOUT YOU READING LINE BY LINE. 
          I DO APPRECIATE HAVING IT BEEN IN THE POLICY, THE EXPECTATION THAT THOSE WHO ARE CANDIDATES FOR THE SCHOOL BOARD, THAT THE SUPERINTENDENT WILL PROVIDE A SORT OF ORIENTATION IN ADVANCE, SO THEY ARE FAMILIAR WITH THE WORK OF THE BOARD. 
          I THINK THAT IS REALLY IMPORTANT TO HAVE IN OUR POLICY. I THINK IT IS A GREAT ADDITION, 
          THANK YOU FOR DOING THAT. >> OKAY, WE CAN KEEP THAT PIECE. ANY OTHER QUESTIONS OR CLARIFICATIONS IN OGP2? MY THOUGHT IS, I WILL JUST TAKE A MOTION TO APPROVE -- NO, JUST FIRST READING. 
          OGP3, MOVING ON. THIS IS BOARD MEETINGS. 
          THEIR DEFINITIONS WITHIN THERE. YOU WILL NOTE THE ADDITION OF A LAND ACKNOWLEDGMENT TO BE INCLUDED ON THE AGENDA AS IT WAS A PIECE. NOW IT'S IN THE POLICY AS A STANDARD. WE CLARIFIED HOW PUBLIC COMMENT WAS BEING CONDUCTED. IN ORDER TO ALIGN WITH THE PRACTICE WE NOW HAVE. AND INCLUDED, THIS IS A NEW ONE I WANTED TO GIVE YOU HEAD'S UP. OPTION FOR INTERPRETATION FOR PUBLIC COMMENT. IF IT WAS SO DESIRED BY THE INDIVIDUAL. THAT WE WOULD GIVE OPPORTUNITY FOR INDIVIDUALS WHOSE NAME THEY WOULD LIKE TO PROVIDE IN THEIR PRIMARY LANGUAGE, IF SO DESIRED.NY QUESTIONS ON 
          OGP3? >> I ACTUALLY DID ON THIS ONE. 
          AND ON THE INTERPRETER PART IN PARTICULAR. 
          >> I WOULD ASSUME. >> I THINK IT IS A GOOD IDEA. 
          I WORRY THAT IN THE POLICY RIGHT NOW THAT WE ARE CREATING THE EXPECTATION THAT WE WILL PROVIDE AN INTERPRETER, IF ONE 
          [00:55:02]
IS REQUESTED. I THINK WE SHOULD STRIVE TO DO THAT. BUT -- 
          >> DO YOU HAVE A RECOMMENDATION HOW YOU WOULD LIKE TO SEE THAT 
          WRITTEN IN THE POLICY? >> SO THAT IF POSSIBLE, RAGES 
          FOR THE INTERPRETER CAN BE MADE.>> DO YOU SEE CHALLENGES 
          FINDING AN INTERPRETER? >> IS JUST, I MEAN -- I DON'T REMEMBER HOW MANY LANGUAGES ARE SPOKEN. 
          >> 100 PLUS. >> I SEE CHALLENGES FOR SOME OF 
          THOSE LANGUAGES. >> SO, OUR SCHOOLS ARE ABLE TO USE A VARIETY OF METHODS. SOME IN PERSON, SOME TELEPHONIC, I WOULD SAY WE SHOULD BE ABLE TO USE THOSE SAME STRATEGIES. AND SO, YOU CAN IMAGINE, THERE ARE SOME LANGUAGES THAT INTERPRETERS ARE MORE READILY AVAILABLE. AND THERE ARE OTHERS THAT ARE NOT SOME GIVE US ADVANCE NOTICE, WE WOULD BE ABLE TO DO THAT RELATIVELY EASILY. JUST AS OUR SCHOOLS DO RIGHT 
          NOW. >> OKAY. 
          I WILL HOLD YOU TO THAT, GREAT! ALL RIGHT, I AM FINE THEN. 
          GIVEN THAT INFORMATION, I WAS NOT AWARE WE HAD ACCESS TO SO MANY INTERPRETERS. GREAT! 
          >> ANY OTHER QUESTIONS ON OGP3? OKAY, OGP4 DID NOT HAVE CHANGES. THAT WAS ABOUT QUORUM. 
          OGP5 ANNUAL BOARD MEETING, THIS WAS JUST TO REVISE IT TO A LINE WITH THE GOVERNING, HAVING A LEGISLATIVE REP. 
          OGP6 IS ORIENTATION OF DIRECTORS. 
          THIS ADDED SPECIFIC DETAILS TO THIS COMPONENT REGARD TO TOPIC AREAS, INFORMATION FOR THE ORIENTATION OF NEW BOARD DIRECTORS. ESPECIALLY WITH THE SHIFT COMING UP, SEEMED VALUABLE TO HAVE THAT SORT OF EXPLICITLY STATED. SO AT LEAST THERE IS SOME EXPECTATION FOR THAT ORIENTATION. 
          ANY QUESTIONS ON THAT? THANK YOU. THAT WAS A WHILE AND COMING OF DIFFERENT THINGS. 
          OUR NEXT ITEM IS OPERATIONAL NUMBER 11. AS WELL AS FOLLOWING NOT WILL BE RESULTS. WE WILL DO IT NUMBER 11 FIRST. WE WILL START WITH OE 11. 
          >>  AND SO AS THE BOARD KNOWS WE HAVE BEEN DOING WORK AROUND OE 11 WITH THE RESULTS ABOUT THE INTERCONNECTED NATURE OF THE STRUCTURAL PROGRAM AND THE ACADEMIC RESULTS THAT THE BOARD IS TARGETING. THE BOARD HAS HELD MULTIPLE STUDY SESSIONS RELATING TO BOTH 11 AND RESULTS TO AND TONIGHT IS THE FIRST READING OF THE UPDATED POLICIES, INTERPRETATION AND INDICATORS. WE WILL START WITH 11 AND GO TO RESULTS TOO. 
          WE WILL CONSIDER THIS THE FIRST READING. DOCTOR ROSE IS YOURS. 
          >>>  IT MAKES SENSE TO START WITH OE 11. THERE IS A LOT OF WORK AND THINKING AROUND 14, 11 AND THEN INTERRELATED. WHAT YOU WILL SEE IS A FOCUS ON ENCAPSULATING OUR ACADEMIC PROGRAM IN A WAY THAT REFLECTS OUR EFFECTIVE PRACTICES AND OUR GOALS FOR STUDENTS AND HOW THAT WORKS INTO THINKING ABOUT OUR LEARNING. 
          AS WE WENT THROUGH OE 11 AND I'M GOING TO PRESENT FROM THE DOCUMENT ITSELF. 
          ONE OF THE THINGS WE TALKED ABOUT IN OUR STUDY SESSIONS IS IT DID NOT HAVE A PREAMBLE BEFORE IT. IT WENT STRAIGHT INTO THE INDICATORS FOR THE ACADEMIC PROGRAM. AS WE DISCUSSED IT WAS REALLY IMPORTANT TO BE ABLE TO FRAME THE THINKING WHICH IS HERE IN THE PREAMBLE TO SET THE TONE AND STAGE FOR THE KIND OF 
          [01:00:07]
LEARNING AND PROGRAM THAT WE WANT FOR OUR STUDENTS. THAT WAS ONE OF THE MAJOR CHANGES WE MADE. WHAT WE YOU WILL SEE IS AS WE GO THROUGH THE REST OF THE PRESENTATION WE SHIFTED THE LANGUAGE IN EVERY COMPONENT TO BE MORE UPDATED AND ALIGNED WITH CURRENT RESEARCH. SOME OF THE LANGUAGE HAD BEEN OUTDATED OR NOT AS ACTIVE AS WE WANTED. IT WAS SOMEWHAT OF A PASSING VOICE AND WE WANTED TO CAPTURE THE ACADEMIC PROGRAM IN VERY DYNAMIC AND FOCUS ON EFFECTIVE PRACTICE. 
          YOU WILL ALSO SEE ALIGNMENT TO 14 AND THINKING ABOUT MULTIPLE MEASURES ABOUT OUR STUDENTS IN TERMS OF OUTCOMES AND SUCCESS THAT YOU SEE AND IN TERMS OF THE DESCRIPTION AND ACADEMIC PROGRAM REALLY ALIGNS WITH OE 14. THIS DESCRIBES MANY OF THE INSTRUCTIONAL PRACTICES THAT WE ARE THINKING ABOUT. WE ALSO EXPANDED BECAUSE IT HAD BEEN SOMEWHAT NARROW AND AS WE SHIFTED TO BE MORE NARROW AND DEEPER WITH EXPANDED AS HE WAS SEEN ONE OF INDICATORS TO INCLUDE THE CONTENT AREAS AND TO BE BROADER TO ADDRESS SPECIFIC REQUIREMENTS FOR OUR ACADEMIC PROGRAM. WE ALSO ADDED INDICATORS THAT ARE ACTIONABLE AND TIMELY SO THAT THEY COULD BE PRESENTED IN MORE RELEVANT TIME AND IN WAYS THAT ARE MORE ACTION ORIENTED TO SUPPORT STUDENTS. WE ALSO DID SOME WORK THAT YOU WILL SEE THAT HER INDICATORS NOT RELATED TO THE ACADEMIC PROGRAM. 
          WITH THAT I WILL DIVE INTO THE ACTUAL OE 11 ITSELF. THIS WORKS TO DEFINE THE GOALS OF THE ACADEMIC PROGRAM. THE COMPONENTS AND ELEMENTS ARE ALIGNED IN THE PREAMBLE. 
          IN THIS FIRST DIRECTIVE TO THE SUPERINTENDENT YOU WILL SEE WHERE WE WERE MOVING FROM MORE OF A PASSIVE VERB TO BE MORE SPECIFIC TO INSTEAD OF ALIGNING THE CURRICULUM WE WANTED TO ENSURE THE CURRICULUM AND STRATEGIES ARE ALIGNED WITH THE STANDARDS. 
          THE PURPOSE FOR THAT IS THE CURRICULUM DOES NOT STAND ALONE. 
          IT IS TAUGHT AS ESSENTIAL PARTS OF THE ACADEMIC PROGRAM. WE ALSO WANTED TO FOCUS IN ON THE ACADEMICS REQUEST FOR THE OUTCOMES AND FOCUS ON INCLUSIVE LEARNING ENVIRONMENTS AS YOU CAN SEE. WE REVISED THE INDICATOR HERE TO BE MORE OPEN AND EXPANSIVE. 
          THIS IS A LIST OF THE INDICATORS THAT WE WILL JUMP INTO THE ACTUAL MEAT OF THE INDICATORS YOU CAN SEE THE CHANGES THAT WE MADE THERE. IN THE PROPOSED CHANGE INTERPRETATIONS WE HAVE STRATEGIES KNOWING THAT INSTRUCTIONAL STRATEGIES ARE CORE TO ANY ACADEMIC PROGRAM. 11.1 WE DID NOT CHANGE. WE LEFT THAT FOCUSED AS WE TALKED ABOUT IN THE STUDY SESSION THAT THE ALIGNMENT HERE WITH EFFECTIVE PRACTICES AND RESEARCH AND THE OBJECTIVE REVIEW ARE PRACTICES THAT ARE REALLY SOLID AND WE EXPANDED THEM. YOU SEE THE INDICATORS AND OE 14 WHERE WE USED EXCELLENT EQUITY TOOLS WHICH IS IT REFLECTED IN 11.4. 14 CALL THAT OUT MORE SPECIFICALLY. IT IS PART OF OUR CURRENT PROCESS. 
          11.2 THIS IS WHERE WE EXPAND GREATLY. WE RESEARCH OUR LANGUAGE AND EXPANDED TO THE CONTACT AREA. WE ADDED ORAL LANGUAGE AND STANDARDS ASSOCIATED WITH THAT. 
          WE HAD A COMPUTER SCIENCE AS WELL. AND WE ADDED IN SOCIAL STUDIES AND THE ARTS. WE UPDATED OUR LANGUAGE TO RECOGNIZE THAT POWER STANDARDS ARE SOMEWHAT OF AN OUTDATED TERM THAT WE USE FOR STANDARDS AND WE PRIORITIZE THOSE STANDARDS AS NEEDED UNDER THE CRITERIA THAT ARE THE SAME. WE ALSO RECOGNIZE AN UPDATED LANGUAGE TO RECOGNIZE THAT THE CURRICULUM, THE ACTUAL FORMAT THAT IT TAKES HAS NOW CHANGED SO INSTEAD OF CALLING EVERYTHING DOCUMENTS VERY RARELY ARE THEY DOCUMENTS THERE'S SOME SORT OF RESEARCH THAT HAS BEEN UPDATED. WE UPDATE THE LANGUAGE TO REFLECT THAT. THE ACADEMIC PROGRAM IS TO MEET THE LEGAL REQUIREMENTS AS THEY 
          [01:05:01]
CHANGE. THAT IS 11.2 AND I'M HAPPY TO PAUSE HERE OR KEEP GOING. 
          >>  UNDER SOCIAL SAFETY SECTIONS BASICALLY THEY ARE IN CREATING THE POLITICAL SCIENCE. 
          I JUST WANT TO MAKE SURE THAT I UNDERSTAND. >>  YES THE SOCIAL STUDIES STANDARDS THAT REQUIRE GEOGRAPHY CIVICS, ECONOMICS AND HISTORY AS PART OF THE SOCIAL STUDIES STANDARDS. POLITICAL SCIENCE WOULD BE UNDER CIVICS. 
          THE STANDARDS ARE ACTUALLY FANTASTIC. THEY HAVE SHIFTED FROM FOCUSING ON THE SPECIFIC DAYS AND TIMES TO THINGS THAT ARE BOUND IN HISTORY TOO MUCH MORE COMPLEX UNDERSTANDINGS OF PATTERNS ACROSS TIME. A CIVIL DISCOURSE IN MANY DIFFERENT CONCEPTS THAT ARE INTERWOVEN SO THEY DON'T CALL POLITICAL SCIENCE PER SOUTHEAST. THEY CALL OUT THE OTHER PIECES. THE IDEA IN TERMS OF UNDERSTANDING POLITICAL FORCES, RESOURCES AND DIFFERENT PARTS AND THE WAYS IN DIFFERENT COMMUNITIES IMPACT GOVERNMENT OR VICE VERSA, THAT'S INTERWOVEN INTO THE STANDARDS. 
          >>  I HAVE A QUESTION IN REGARDS TO KNOWING THAT THE WORLD LANGUAGE AND SOME OF THESE HAVE MOVED OVER AND ACROSS AND I THINK THE ARTS FALLS INTO THE SAME CONCEPT. 
          IT SAYS K ? 12 LEARNING STANDARDS. IT IS THE COMPLIANCE WITH 
          PARTIALLY BECAUSE THERE'S TWO THINGS. >>  PART OF WHAT DRIVES WHAT IS IN THE ACADEMIC PROGRAM AND WHAT'S FOR WIRED OUR GRADUATION REQUIREMENTS. 
          REQUIREMENTS IN K ? FIVE ARE INTERESTING. WHERE THERE ARE THINGS THAT THEY SAY ARE PART OF THE LEARNING AND THEY DON'T PROVIDE SPACE OR TIME REQUIREMENTS. 
          FOR EXAMPLE SOME OF THE THINGS WE'RE WORKING ON INTEGRATING INTO OUR OVERALL PROGRAM ARE THE ETHICS OF THIS FRAMEWORK FOR EXAMPLE. IT IS SOMETHING THAT WE ARE WORKING INTO OUR SYSTEM BUT HAS BEEN A REQUIREMENT FOR SEVERAL YEARS. 
          WORLD LANGUAGE IS THE STANDARDS THAT K ? FIVE OR K ? EIGHT ARE HARD TO SAY THAT IT IS A REQUIREMENT. THE STANDARDS THAT WE HOPE OUR THERE BUT THEY DON'T PUT ANY GRADUATION REQUIREMENTS OR COURSE DESCRIPTIONS. THEY DO PUT SPECIFICS INTO THE 
          POLICY ABOUT WHAT HAPPENS. >>  THE PIECES I KNOW THAT THIS MOVES FROM THE RESULTS WERE LOOKING AT BILITERACY AND BICULTURAL USING THE OS PIS. AND MOVING IT HERE MY CONCERN IS THAT WE ARE POTENTIALLY LOSING SOME OF THE WORK AND PIECES OF SPEAKING TO THAT. 
          AND BEING ABLE TO BUILD A WORLD LANGUAGE AS A STRONGER COMPONENT. 
          I'M JUST TRYING TO FIGURE OUT IF IT'S GOING TO GET LOST. THERE'S POTENTIAL THAT COULD BE ADDED TO THE RESULTS SECTION. ONE MIGHT ARGUE THAT THAT WOULD FOLLOW THE SEAL OF LITERACY AND FALL UNDER OUR ? ONE ALONG WITH GRADUATION BECAUSE IT IS A FINAL COMPONENT UPON GRADUATING. THAT'S THE PIECE THAT WANTING TO ENSURE THAT WE ARE THINKING ABOUT THE DUAL LANGUAGE IMMERSION WITH EINSTEIN WE KNOW THAT THE IMPACTS OF BEING ABLE TO BE OF MULTI LANGUAGE IS VERY POSITIVE IN REGARDS TO ACADEMIC SUCCESS OF HER GOAL IS FUTURE READY BEING ABLE TO SPEAK MORE THAN ONE LANGUAGE IS A HIGH VALUE FOR OUR INDIVIDUALS AND ALSO FOR CAPACITY IN WHICH TO BE ABLE TO RELATE TO OTHERS. I THINK THAT'S THE PIECE I AM 
          CONCERNED OF FOR FALLING INTO HERE. >>  I THINK THAT'S A GREAT POINT. IF SOME OF THINKING WE HAVE DONE ABOUT WHERE WE COULD DEFINE THAT FOR AN ACADEMIC PROGRAM AND BE ABLE TO REFLECT BACK TO THE BOARD WOULD BE THINKING ABOUT BILITERACY. WE ARE CONTINUING TO LOOK AT HOW TO EXPAND THE STRAND THAT 
          [01:10:06]
WE CURRENTLY HAVE AND WHERE AND HOW WE CAN EXPAND THAT. AT THIS POINT WE CAN THINK ABOUT THE SIZE OF THE PROGRAM. IN TERMS OF DEFINING OUR PROGRAM AND WHAT WE REPORT ON THE PROGRAM SO THAT WE ARE HOLDING OURSELVES ACCOUNTABLE FOR THAT. 
          >>  THAT MAKE SENSE WHEN YOU THINK ABOUT THE INDICATORS IN THOSE PIECES THAT WOULD BE THE KEY AND I WOULD ALSO CHALLENGE THAT IT NEEDS TO GO INTO A TOTALLY SEPARATE INDICATOR. 
          >>  11.3 IS ONE WHERE WE AGAIN MADE THE SHIFT INTO HAVING IT MOVE FROM PASSIVE VOICE TO INCLUDING INSTRUCTIONAL STRATEGIES AS TO WHAT WE HAVE IS THE CORE ACADEMIC PROGRAM. 
          THE LANGUAGE HERE REFLECTS THAT. THIS IS A REFLECTION AS YOU BEEN THROUGH THE DOCTOR PRESENTATIONS THIS IS A REFLECTION OF THE WORK THAT WE'VE BEEN HEADING TOWARDS FOR THE NEXT SEVERAL YEARS.NY QUESTIONS OR COMMENTS ON 11.3? 11.4, WE HAVE UPDATED TO ADD IN MORE OF A FOCUS ON ASSESSMENT BEING GROWTH ORIENTED. 
          WE ADDED IN BELOW THAT WE ARE USING UNIVERSAL SCREENER FOR YOU MASTER LOANS WITH OUR ASSESSMENTS. WE ALSO WANT TO THINK ABOUT IT IN TERMS OF SUPPORTING TEACHERS WITH ASSESSMENT RESOURCES THAT ARE TIME UPDATED AND WE PROVIDE LEARNING FOR. 
          >>  SO K-8 STUDENTS ARE ASSESSED WITH THIS UNIVERSAL ASSESSMENT DURING THE YEAR? WHEN IT COMES TO LITERACY I'M CONCERNED WITH WASTING THE TIME DOING THE SCREENER ON KIDS. 
          >>  IS AN ADAPTIVE SCREENER. THEY TAKE IT IN THEIR MATH AND DAILY COURSES. 
          IT'S MAYBE 20 MINUTES PER ASSESSMENT. >>  AS LONG AS AT THE GRADE 
          LEVEL APPROPRIATE. >>  IT'S NOT REALLY AFFIRMATIVE AT THE MOMENT IN TIME WHERE STUDENTS HAVE A NUMBER OF DIFFERENT POINTS IN LITERACY. IT'S ABLE TO HELP WITH SMALL GROUPING TO GIVE MORE INFORMATION FOR INSTRUCTIONAL GROOMING. 
          >>  11.5 IS THE ONE BEFORE REALLY JUST FOCUSING ON CTE AND AFTER DISCUSSION WE ADDED LANGUAGE TO REFLECT THE BOARD'S INTEREST IN HAVING DIVERSE COURSE OFFERINGS. 
          WE ADDED OTHER AREAS OF HIGH INTEREST TO ENSURE THAT WE ARE ABLE TO FOLLOW STUDENT EFFORT PROVIDING COURSE OFFERINGS. WE WILL INCLUDE ADDITIONAL WORK FOREX SETTINGS AND EXPAND 
          STUDENTS ABILITY TO MEET THEIR INTEREST IN MULTIPLE WAYS. >>  11.6 WAS ONE THAT WE WERE FOCUSING IN ON REALLY THE STRATEGIES THAT PROMOTE ACADEMIC SUCCESS FOR STUDENTS. 
          THIS LANGUAGE WITH THE INTERPRETATION CHANGES AFTER THE LAST STUDY SESSION AND WOULD TRY TO REALLY FOCUS IT ON BEING CLEAR AND UNDERSTANDABLE SO THAT IT WOULD REFLECT THE TYPE OF LEARNING AND INSTRUCTION THAT WE WANT FOR OUR STUDENTS. 
          [01:15:24]
EQUITABLE OUTCOMES IS A S A DISASTER. I NOTED IN THE INTERPRETATION THAT COST DID NOT GET TOUCHED. SO I WOULD BE OKAY WITH CUTTING THAT CAUSE ENTIRELY OR 
          MODIFYING IT TO BE EITHER SUPPORTS OR OPPORTUNITIES. >>  I DON'T THINK THAT'S WHAT 
          IT MEANS. >>  THAT'S THE PROBLEM IT'S NOT DEFINED. 
          I THINK IT'S A VERY DANGEROUS PHRASE TO INCLUDE HERE. >>  WOULD YOU BE IN POSITION TO 
          PROVIDE INTERPRETATION? >>  I WOULD PUT IT BACK TO THE BOARD. 
          IF YOU MAINTAIN YOUR POLICY AS IS AND I WOULD BRING BACK THE INTERPRETATION FOR THE BOARD. 
          IF YOU TAKE IT OUT AND I WON'T INTERPRET IT. >>  I WANT TO KEEP IT IN. 
          TO ME IT'S IMPORTANT. >>  WE DO EXPECT AS A BOARD, I AS A BOARD MEMBER DO EXPECT THE DISTRICT TO HAVE AN ACADEMIC PROGRAM WHERE THESE OUTCOMES OF OUR STUDENTS ARE ROOTED IN EQUITY. TO ME THAT DOESN'T MEAN EVERYONE WILL HAVE THE SAME 
          EXACT GRADE AND I THINK THAT'S A VERY DANGEROUS PHRASE. >>  IT BECOMES A QUALITY OUTCOME. I REALLY DO THINK THIS IS A TOXIC PHRASE THAT COULD GET US 
          IN A LOT OF TROUBLE. >>  I WOULD DEFINE SUCCESS AS OPPOSED TO EQUITABLE OUTCOMES. 
          >>  SO ENSURE SUCCESS NOT EQUITABLE SUCCESS. >>  WHEN IT WAS BUILT INTO THE MATH CURRICULUM I CAN UNDERSTAND HOW IT WORKED AND YOU EXPLAINED TO US THAT IT HAD TO DO WITH THE METHOD OF THE PRESENTATION IN QUESTION AND DISCUSSION. 
          TO ME WERE WILLING TO CHANGE IT AND THAT'S FINE BUT THAT EQUITABLE OUTCOME FEEDS INTO THAT. THEN AGAIN SUBJECT TO INTERPRETATION I UNDERSTAND. 
          IN MY MIND THAT'S WHAT LED TO AN EQUITABLE OUTCOME. IT WAS A WAY THAT THE MATERIAL WAS PRESENTED IN A WAY THAT CULTURALLY FUNDED WITH MOST CULTURES. 
          >>  WE TALKED ABOUT THE MATH INSTRUCTION WE ARE TALKING ABOUT EQUITABLE ACCESS EATING 
          INTO THIS. >>  I'M GOOD WITH ENSURE SUCCESS FOR STUDENTS BUT I 
          DON'T THINK THE DIRECTORS THINKING THAT'S A GOOD IDEA. >>  DOCTOR: CAN YOU GIVE ME 
          [01:20:06]
          YOUR INTERPRETATION OF SUCCESS AGAIN OR PARAPHRASE? >>  I BELIEVE THE POLICIES THAT WE DEFINED THE SERVERS TO ACHIEVING HIGH LEVELS. AS YOU LATER IN EQUITY THAT SUPPORTS THE LIST TO ACHIEVE THAT HIGH LEVEL OF SUCCESS SO IT'S NOT LOWERING THE BAR IS ABOUT HAVING HIGH-SPEED STANDARDS AND IN EQUITIES OF SUPPORT PROVIDE ACCESS TO BE THE CHIEF THOSE HIGH STANDARDS. FOR ME SUCCESS WOULD BE TO FIND SOMEWHERE IN THAT HOLDING OF HIGH STANDARDS PROVIDING EQUITABLE SUPPORT TO ENSURE THAT STUDENTS HAVE WITH THE NEED TO REACH THOSE HIGH STANDARDS. SO WE ADD THE ABILITIES. 
          IF YOU LOOK AT THE POLICY. BUT. AT ABILITIES AND STRIKE. 
          >>  ANYTHING ELSE ON THIS POLICY? >>  THE INDICATORS OF COMPLIANCE ARE REFLECTIVE THEIR . JUST CALLING OUR STRATEGIES. 
          >>  THAT'S REALLY WHAT I APPRECIATE ABOUT THIS. IT SPEAKS TO THE PREVIOUS CAUSES AN EQUITABLE ACCESS AND SUPPORT. THE INDICATORS OF WHAT I WANT 
          TO THANK YOU FOR THAT. >>  11.7 WE ADDED MORE LANGUAGE AROUND GRADUATION PATHWAYS. 
          EXPANDED THE INTERPRETATION AND ADDED THE LAST BULLET POINT UNDER THE COMPLIANCE. 
          THE REPORT TO ENGAGE IN EXTRACURRICULAR ACTIVITIES AND EXPONENTIAL LEARNING. 
          I WAS A TIME TO REFLECT BACK TO THE BOARD AND MAKE SURE THAT THEY HAD A CLEAR UNDERSTANDING 
          OF WHAT THOSE DIFFERENT THINGS WERE. >>  IS AN INDICATOR THAT WAS LOOKING AT EVALUATING OUR PROGRAMS AND PRACTICES AND SO WE ADDED A LITTLE MORE LANGUAGE ABOUT CONTINUOUS IMPROVEMENTS AND SOME INDICATORS ON HAVING THAT BE A PROCESS THAT WE 
          INTEND TO FOR CONTINUOUS IMPROVEMENT PROCESS WILL. >>  IS THE FIRST TIME WE 
          [01:25:02]
STRAIGHT ENTIRE SECTIONS. DOES THE EXISTING NOW BECOME 11 NINE GOING FORWARD? 
          OR DO WE MAINTAIN THAT 1110 IS ALWAYS REFERRING TO 1110. >>  THE PLAN WOULD BE THAT THE CURRENT 1110 WOULD BE FUTURE 11 NINE. WE DO THAT IN OE 14 AS WELL. 
          >>  I'M THINKING ALONG THE LINES OF DIVERSIONN MAKING A TRANSITION. 
          >>  I THINK THEY WOULD BE A RECOMMENDATION TO DO VERSION TRACKING TO ENSURE WHAT CHANGES 
          GET MADE IS TRACKED SO THAT YOU KNOW. >>  THANK YOU. 
          >>  JUMPING BACK INTO THE INKING ABOUT 11.10 IS EARNING COMMENTS ON 0? 
          >>  11.111 WE HAVE MOVED TO A DIFFERENT AREA. 11.12 WE DID NOT CHANGE. 
          11.13 ALSO IS IN A DIFFERENT AREA. AND THAT'S IT. 
          THAT'S IT FOR OE 11. >>  ANY FURTHER QUESTIONS? >>  I DON'T THINK THERE WAS ANY LARGE CHANGES OR REQUESTS WITHIN THAT. IT SOUNDS LIKE THAT IS ALSO 
          ABLE TO GOING WITH MINOR CHANGES THAT ARE RECOMMENDED. >>  ACTUALLY ONE LAST THING. 
          THE PREAMBLE THAT GOT ADDED. >>  I JUST WANTED TO SUMMARIZE THE REQUEST FROM THE BOARD. 
          THE WORLD LANGUAGE SHOULD BE CONSIDERED IN THE SALE OF C ADDED TO OUR ? ONE. 
          AND THEN 11.6 WE ARE MISSING AND OF IN ONE OF THE SENSES I BELIEVE FOR THE INTERPRETATION SO WE CATCH THAT SIMILAR. THEN WE STRIKE THE END OF 11.6 POLICY STATEMENTS SO THAT IT NO LONGER READS AND ENSURES EQUITABLE OUTCOMES. THAT'S BECAUSE THE POLICY STATEMENT ACTUALLY DOES A GOOD JOB OF DEFINING SUCCESS AND TIES IT TO STUDENTS ALREADY. 
          >>  THANK YOU FOR THAT DIRECTOR STUART. IT WILL BE AT THE CONSENT 
          AGENDA ON THE GENTLE READING. >>  YOU HAVE A QUESTION DIRECTOR? 
          >>  THEN IT WILL BE ON THE CONSENT AGENDA FOR 2020. WITH THAT WILL MOVE ON TO 
          RESULTS TOO. >>  AND PICKING ABOUT THE CHANGES THAT WE JUST SAW WE EXPANDED THE DEFINITION OF THE PROGRAM TO REALLY FOCUS ON STRUCTURAL PRACTICES. 
          THIS IS THE DEEP DIVE INTO THE IMPACTS. WHEN WE LOOK AT THE CHANGES THAT WE MADE THOSE CHANGES AS YOU RECALL REALLY THINK ABOUT HOW WE SHOW THE IMPACT OF OUR ACADEMIC PROGRAMS ARE REALLY FOCUSING IN ON CENTERING THE PROGRAM AND THINKING ABOUT ADDING IN THE COMPONENTS OF THE FOUNDATION TO FRAME WHAT WE LOOK AT THIS SO DEEPLY. 
          MANY OF THE PLACES WE NEEDED TO DO SIGNIFICANT ALIGNMENT WITH THE UPDATING OF LANGUAGE TO REFLECT CURRENT INSTRUCTIONAL PRACTICES WITH STANDARDS. IT REALLY SHOWS THE FOCUS ON ACADEMIC AREAS. IT'S A LARGE VOLUME OF DATA WITH THAT YEAR BUT NOT REALLY COHORTS THOSE STUDENTS. ANOTHER GOAL IS TO PROVIDE DATA THAT SHOWS THE IMPACT OVER TIME AT LEAST A THREE-YEAR CHUNK. WE ALSO WANTED TO REMOVE INDICATORS THAT HAVE SIGNIFICANT VARIABLE MEASURES OF ACCOUNTABILITY. IT'S DIFFICULT TO SAY IF IT WAS THE IMPACT OF OUR PROGRAM OR OPTION OBSERVATIONAL DATA OR DIDN'T REALLY SHOW OR ALIGN 
          WITH KEY INDICATORS FROM THIS OVERALL YEAR THAT WE LOOK AT. >>  THE OTHER PIECE I WANT TO 
          [01:30:03]
HIGHLIGHT NOT EVALUATING EVERYTHING THEY REALLY FOCUSING AND TARGETING THE KEY ELEMENTS OF OUR DATA. IT'S A PROXY FOR OVERALL DISTRICT PERFORMANCE. 
          BY DOING THAT WE ARE ACTUALLY ABLE TO PROVIDE THE BOARD WITH MUCH MORE ROBUST DATA AND ANALYSIS AROUND THOSE KEY AREAS. I THINK THAT'S THE OTHER ASPECT. BY DOING THIS IT ACTUALLY HELPS THE SYSTEM TO FOCUS THEIR EFFORTS AROUND THOSE KEY AREAS AS WELL. FOR EXAMPLE TARGETING KEY LITERACY BENCHMARKS IN THE SYSTEM. IT REALLY DOES HELP TO SET THE STAGE FOR LARGER GROUPS OF STAFF TARGETING THOSE DATA POINTS. 
          THINKING ABOUT MATHEMATICS DIFFERENTLY. THOSE ARE THE OTHER COMPONENTS. 
          AND HE MENTIONED THAT AND I WANT TO HIGHLIGHT THAT AS WELL. >>  THE OTHER PIECE THAT WE 
          THOUGHT ABOUT IS THAT WE THOUGHT THE YEARS MATTERED. >>  THE YEARS MATTERED BECAUSE THEY ARE KEY LEARNING POINTS FOR OUR STUDENTS. SO THINKING ABOUT LITERACY FOR THIRD GRADE IS A REALLY IMPORTANT YEAR. WHEN YOU LOOK AT THE ACADEMIC INTERPRETATION MOST OF THE LANGUAGE CHANGES AND MUCH OF THIS IS TO REFLECT MORE ACCURATE LANGUAGE, UPDATED LANGUAGE AND THE SUPERINTENDENT INTERPRETATION OF THAT TOP PART. THE SUBSTANCE HASN'T CHANGED. IT JUST HAS TO LANGUAGE THAT IS MORE REFLECTIVE THE WAY WE LOOK AT EDUCATION NOW. IT HAS A DIFFERENT DEFINITION OF THAT SOME YEARS AGO. I WILL GIVE YOU A MOMENT TO LOOK AT THOSE. 
          THESE PIECES HAVE NOT CHANGED SINCE WE LOOKED AT THE STUDY SESSION. 
          >>  AND LOOKING AT 2.1 THIS BEFORE HAD NO LANGUAGE AROUND IT.OU COULD SEE IT HAS A LOT NOW. PART OF THAT WAS THINKING ABOUT FOR ANYONE LOOKING AT RESULTS-2 TO UNDERSTAND WHY WE PICK THE DATA THAT WE DID AND HOW TO THINK ABOUT IT. 
          AND PUTTING IN ESSENTIALLY THIS ONE ON BOTH WE ALIGNED WITH OS PI AND THE STANDARDS THAT ARE IN THE LANGUAGE THAT'S FAIR. WE PUT IN OUR MORE LANGUAGE AND WHILE WE LOOK AT THESE YEARS. 
          >>  IN THE EIGHTH GRADE SECTION IN THE SECOND SENSE MEASURING EIGHTH GRADE LEVEL ALLOWS THE SYSTEM IN THE DATA WITH FIDELITY. CAN YOU TELL ME WHAT IT MEANS 
          TO EXAMINE THE DATA WITH FIDELITY? >>  THIS IS THINKING ABOUT WHEN WE LOOK AT THE INDICATORS YOU WILL SEE FAST PROJECTION SO IT'S A UNIVERSAL SCREENER. 
          IT'S NOT TO LOOK AT DIFFERENT GRADE LEVELS. FOR EIGHTH GRADE WE REALLY WANT TO LOOK AT THE CAR DATA. ALONG WITH THE ANSWER TO YOUR QUESTION WE WANTED TO SEE THE 
          PICTURE FOR THE GREAT STUDENT. >>  WANT TO PUT ON THE RANDOM HOT OVEN A GREAT PARENT AND I 
          LOOK AT THIS I DON'T KNOW WHAT THAT MEANT. >>  I HAVE A QUESTION AROUND 
          [01:35:34]
THE LITERACY SCREENING AS YOU GO UP IN AGE. WHAT IS BEING SCREENED FOR 
          LITERACY AT SEVENTH GRADE? WHAT IS BEING LOOKED AT? >>  REALLY THE SAME COMPONENTS THAT YOU SEE A THIRD GRADE IS DEFINITELY MORE SEE YOU DON'T LOOK UP THAT CODING THAT WOULD BE BELOW THIRD GRADE IT'S MORE LOOKING AT FLUENCY, COMPREHENSION, ABILITY TO DO 
          TEXT INTERPRETATION. YOU ARE LOOKING STILL AT READING >>  IT IS RELATIVELY 
          INFREQUENT. >>  I GUESS MY QUESTION WOULD BE ARE WE BETTER OFF LOOKING AT STUDENTS WHO ARE NOT AT STANDARD AND WE TRACKED THROUGH THOSE STUDENTS. 
          I WAS JUST THINKING ABOUT WHAT THE EFFECTIVE PROCESS FOR THE WHOLE GROUP OR IF IT IS THE LITERACY SKILLS AND MAYBE THERE ARE DIFFERENT PIECES WE NEED. I DON'T KNOW THE FUNCTIONALITY 
          IS OF THAT AT THE HIGHER GRADES AND HOW YOU RESPOND TO IT. >>  MAYBE THIS IS FOLLOWED FOR THE BOARD. WHAT'S THE PURPOSE OF UNIVERSAL SCREENER IS? THAT'S JUST MY QUESTION. IT SEEMS A LITTLE BROAD SCREENING WITH MONOTONOUS SURLY BE NECESSARY AND TARGETING AS. MAYBE STILL DO IT. WE ARE TRYING TO FIGURE OUT IF WE ARE MEETING THE GOALS OF KEEPING OUR KIDS LEARNING LITERACY AND LANGUAGE AS THEY NEED TO GO AND. YOU GOT FOR GRADE LEVELS WITH THE REALLY QUICK SNIPPET. 
          WHAT WE CHANGED THINGS. ONE IS HAVING DATA THAT TRACKS MUCH MORE DEEP SO USING FAST BRIDGE WE HAVEN'T HAD IT FOR WHATEVER REASON. BEING ABLE TO LOOK AT MIDDLE SCHOOL AND SEE WHERE THERE ARE FOR US FAST FRIDGES AND LOOKING STUDENTS MEETING THE STANDARDS ON THE SBA AND THEN THINKING ABOUT GRADE LEVEL GRADES IN EIGHTH GRADE. 
          WHAT WE HAVE DONE AS A COUPLE OF THINGS. WE ARE MEASURING MORE THINGS FOR SPECIFIC GRADE LEVELS AND THIS IS THE CHANGE THAT YOU SEE THAT WE ARE TRACKING TO PROVIDE DATA FOR THREE YEARS. YOU ARE ABLE TO SEE WHERE THE STUDENTS ARE AND WHERE THEY ARE 
          [01:40:06]
          GOING AND WHAT THEY'VE DONE OVER TIME. >>  THIS WILL FALL OUT VERY DIFFERENTLY AND LOOK A LITTLE MUDDLED IN SOME REGARDS. ABLE TO SAY ARE THEY AT STANDARD AND ACTUALLY BEING ABLE TO TRACK THAT COMPONENT WILL PROVIDE SOME IDEA AS TO HOW RELATABLE THESE ARE BETWEEN EACH OTHER BECAUSE THEY ARE COMPLETELY DIFFERENT WITH A LOOK AT. I THINK THOSE ARE JUST SOME OF THE PIECES THAT NEED TO BE PAID 
          ATTENTION TO. >>  I UNDERSTAND THIRD GRADE AND EIGHTH GRADE. 
          CAN YOU EXPLAIN TO ME WHY I CARE ABOUT SOPHOMORES? SERIOUSLY. 
          IF WE ARE GOING TO DO A HIGH SCHOOL METRIC WHY ISN'T IT SENIORS? >WHAT WE TRY TO DO IT WHEN WE'RE DONE WITH THEM RATHER WHEN THEY DO THE MEASUREMENT? 
          >>  I WILL GIVE ONE ANSWER AND DOCTOR ROSE WILL PROBABLY GIVE A DIFFERENT ANSWER. 
          I BELIEVE ONE OF THE BENEFITS IS THE FIRST ASSESSMENT POST MIDDLE SCHOOL AND FOR ANY STUDENT THAT PASSES SBA MATH AND LITERACY THEIR GRADUATION PATHWAY IS SET. 
          IT'S ONE INDICATION OF THE ON TRACK TO GRADUATE SO TO ME THE KEY BENCHMARK IN TERMS OF HIGH SCHOOL. FOR ANY STUDENT THAT DOESN'T PASS THEY HAVE TO RETAKE IT. 
          DO A CT PATHWAY OR OTHER ACTIVITIES FOR STUDENT THAT'S NOT PASSING THE SBA THEY ARE 
          STRUGGLING. >>  THANK YOU FOR THAT DEFINITION. 
          THESE WORDS DIDN'T GIVE ME THAT. >>  WE DO HAVE THE SAME ANSWER. 
          >>  EXCELLENT. >>  UPDATE THE SUPERINTENDENT INTERPRETATION WITH YOUR 
          CLARITY AROUND WHY? >>  IS THE LAST TIME THEY HAVE THE ABILITY FOR THE ASSESSMENT. 
          10TH GRADE IS THE POINT AT WHICH WE ARE MEASURING WHETHER THEY ARE USING THIS PATHWAY WITHOUT PATHWAY. THAT MATTERS TO ME. IT'S THE STATE IMPOSING A 
          STUPID DEADLINE ON US. >>  I'M GLAD THIS IS BEING RECORDED. 
          >>  I HOPE THAT THIS STRUCTURAL WONDER. WE ARE ADDING TO THIS POLICY FOR THE FIRST TIME AS FOLLOWING THE POLICY WHICH IS THEN A NARRATIVE EXPLANATION AROUND WHY CERTAIN MEASUREMENTS ARE IMPORTANT. ACTUALLY THINK I ASKED FOR THIS. NOW THAT I'M THINKING ABOUT IT IT'S NOT POLICY. 
          IT'S PART OF THE SUPERINTENDENT INTERPRETATION THAT WE WOULD APPROVE OR NOT APPROVE THAT INTERPRETATION IS THE WEATHER SUPERINTENDENT IS PROPOSING CERTAIN MEASUREMENTS. 
          IT'S IMPORTANT TO REPORT OUT WHY WE BELIEVE THESE MEASUREMENTS ARE IMPORTANT. 
          [01:45:03]
          >>  I WOULDN'T RECOMMEND INCLUDING IN THE INTERPRETATION AND THIS IS WHY. 
          FOR ANYONE WHO'S INTERESTED TO TRULY DIG INTO THE BOARDS RESULTS POLICY TO TRY AND PUT THE PIECES TOGETHER IF THEY ARE IN MULTIPLE LOCATIONS. I WOULD FIND IT TO BE DIFFICULT. INCLUDING WHAT WOULD BE A COHESIVE READ FOR THE RESULTS POLICY SUPERINTENDENT INTERPRETATION INDICATORS DATA WOULD PROVIDE A DIFFERENT LEVEL OF CLARITY AND IF WE PUT IT IN THE APPENDIX. TO MOVE THOSE ELEMENTS SHOULD BE MOVED BECAUSE IT IS A POLICY. WE WILL DO THAT THROUGHOUT THE 
          POLICY. >>  WE CAN CLEARLY GO BACK AND FORTH. 
          THOSE ARE THE MAIN CHANGES BE MADE TO LITERACY. MATH WAS ANOTHER PLACE WHERE WE 
          MADE QUITE A BIT OF CHANGE. >>  I JUST HAVE ONE MORE PIECE AROUND LITERACY. 
          I WANT TO RECOGNIZE THAT WE ARE INCLUDING THE WHY NAME DATA INTO OUR RESULTS. 
          IT IS AN ALTERNATIVE ASSESSMENT FOR A NUMBER OF STUDENTS THAT QUALIFY FOR THESE SERVICES. 
          THEY TAKE AN ASSESSMENT THAT IS ALIGNED WITH STANDARDS AND WITH THEIR IEP. 
          WE'VE NEVER REPORTED ON THE SUCCESS RATES OF OUR STUDENTS ON THIS PREVIOUSLY.HIS WILL 
          BE INCORPORATED MOVING FORWARD. >>  WE ABSOLUTELY HEARD THAT THE COMMENTARY BEING MOVED INTO THE INTERPRETATION IS IMPORTANT. EIGHTH GRADE WAS WEIRD SINCE THE LAST READING WE ADDED IN A COUPLE OF DIFFERENT THINGS. IT'S THIRD GRADE AND EIGHTH GRADE. EIGHTH GRADE, WHEN YOU LAST SAW THIS WE GO BACK AND FORTH BETWEEN SEVENTH GRADE AND EIGHTH GRADE AND NOTICED I WAS JUST SAYING WE LANDED ON EIGHTH GRADE BECAUSE THAT IS SUCH A IMPORTANT MATH COMPONENT TO IT AND THAT'S ONE OF THE INDICATORS WE CALL OUT TO NOT HAVE IT BE SEVENTH GRADE. WE REALLY WANTED TO BE LOOKING AT THE COST OF STUDENTS. THE PIECES THAT WE ADDED IN OUR FOR ELEMENTARY. 
          WE ADDED IN THE FOCUS ON THIRD-GRADE WE WANTED TO GET BEYOND THE SBA TO THINK ABOUT HOW WE DO THE INSTRUCTIONAL NOT. THAT'S WHAT WE HAD IT INTO THIRD GRADE. IT'S A SLIGHTLY DIFFERENT WAY THAT IT WAS ADDED. 
          LOOKING AT PERCENTAGE OF GRADE 8 STUDENTS IN MATHEMATICS COURSES. 
          THAT COULD BE TO SHARED WE'RE MOVING TO A PATHWAY SO THAT STUDENTS CAN ACCESS IT GREAT TO HAVE TIME BEFORE IT'S COMPLETELY STANDARD. IT GRADE MATH COURSES COULD BE GEOMETRY, ALGEBRA AND MATH AT THIS POINT. WE ALSO ADDED IN THE LAST COMPONENT WHICH IS SUCCUMBED PERCENTAGE THAT ARE ENROLLED OR HAVE TAKEN ALGEBRA AS OF EIGHTH 
          GRADE. >>  HIM TO CATCH THIS BEFORE THE BOARD DOES. 
          THE WAY WE WROTE THE ALGEBRA STATEMENT HERE THAT REALLY IS AN OPERATIONAL EXPECTATION. 
          QUICK START TO CROSS IN? >>  IN LOOKING AT THIS IT IS INTERESTING TO ME. 
          GRADE 3 IS A TRANSITION. THIS IS NOT SO MUCH A KEY POINT IN MATHEMATICS. 
          [01:50:02]
I WOULD BE HAPPIER IF WE DID GRADE 5 WHICH IS THE END OF ALGEBRA. 
          FIFTH GRADE IS A MORE FROM THE MATHEMATICAL CHOICE IT'S MUCH MORE OF A TRANSITION YEAR AND THAT SOME ELEMENTARY EXPERIENCE FOR A VERY IMPORTANT TOPIC. THIRD-GRADE THIS IS THE FIRST 
          POINT BUT IT'S REALLY IMPORTANT FOR US FOR ELA. >>  THIRD AND FOURTH WOULD BUILT INTO IT BUT THIS IS THE ONE AS YOU TAKE A SLICE THROUGH IT WITH THE BENCHMARK. 
          >>  IT TO MAKE THESE PULSE POINTS ON THE CAUSATION TEACHERS WILL GO INSANE FOR BOTH THE ESA DISTRIBUTES ACROSS THE SPECTRUM. THE DECISION FOR AT THE THINKING IS ABOUT THE BOARDS INTEREST FOR DEEP TO SEE THAT REALLY REFLECTED. 
          WE HAVE TO MAKE CHOICES ABOUT WHAT DO YOU REFLECT. GRADE LEVEL ETHICALLY FROM MAKE MORE SENSE. IT SEEMS TO FIT BETTER WITH THE DEVELOPMENT THAT'S EXPECTED. 
          I DO LIKE THAT WE HAVE THIS IN THERE BECAUSE IT DOES GET BACK TO THE BEGINNING. 
          >>  THOSE ARE THE MAIN CHANGES. >>  WAS EVERYONE ELSE COMFORTABLE ADJUSTING? 
          >>  ARE SPENT SEVERAL MONTHS FOR ELEMENTARY MATH. JUSTIN ELA YOU HAVE THROUGH THIRD GRADE YOU LEARNED TO READ IF YOU DON'T LEARN TO READ YOU ARE IN TROUBLE. 
          FROM THE ARITHMETIC DEVELOPMENT THROUGH FIFTH GRADE YOU ARE BUILDING UP THOSE KEY PIECES YOU START DOING PRE-ALGEBRA. IF THE SHIFTING GEARS AND BASIC NUMERACY. 
          FIFTH GRADE IS THE POINT AT WHICH YOU CAN SAY YOU ARE? THESE. 
          THE THOUGHT THAT THERE'S AN AGREEMENT TO GO TO THE FIFTH. >>  OKAY GOT IT. 
          >>  THE SHIFTS IN SCIENCE AND AGAIN UNDERSTOOD FOR THE INTERPRETATION PARTS OF IT. 
          [01:55:27]
          >>  LAST THING ON THE 10TH-GRADER THANK YOU FOR THAT. >>  IT WAS UPDATED TO REFLECT MORE OF THE TERMS COMING DIRECTLY HERE. THE CHANGES IN THE INDICATORS WERE AGAIN FOCUSING IN ON FIFTH GRADE. THE REASON WE PICKED FIFTH GRADE WAS IT SOMETHING TO SHOW THAT THE STATE TESTS IS IMPORTANT TO INCLUDE IN OUR RESULTS AND ADDED AN THE SCIENCE OF THE FIFTH GRADE REPORT CARD. 
          SAME THING WITH EIGHTH GRADE SCIENCE. LOOKING AT THE REPORT CARD GRADE LEVEL WITH A C OR ABOVE AND EIGHTH GRADE SCIENCE COURSES AND CALLING IN THE NAME FROM THE SCHOOL. HIGH SCHOOL GOT INTERESTING BECAUSE AGAIN I DO THINK IT'S IMPORTANT THAT IF THERE IS A STATE ASSESSMENT THAT WE ARE REFLECTING HOW WE DO ON THAT. 
          THESE ARE THE KIDS WHO ARE NOT AMBITIOUS ENOUGH TO TAKE THE DAY OFF. 
          >>  THE REASON IT'S DIFFICULT IS BECAUSE THE GRADUATION REQUIREMENTS INSIDE IF APPROVED THINKING ABOUT THE CATERERS THE STUDENTS NEED TO TAKE TO LAB CLASSES AND ONE SCIENCE CLASS WHICH COULD BE LOUD OR NOT BEFORE THEY GRADUATE. IT'S A LITTLE BIT DIFFICULT BECAUSE THERE IS NOT A TAKE THIS CLASS AT THE SECOND CLASS. THE TRADITIONAL PATHWAY IS ANALOGY, CHEMISTRY PHYSICS. THAT'S NOT MANDATED SYSTEMS CAN TAKE DIFFERENT PATHWAYS.HAT WE LOOK AT IS USING IS USING STUDENTS WITH A C OR HIGHER IN 10TH GRADE CLASSES. 
          IT'S DIFFERENT BECAUSE IT COULD BE A VARIOUS AMOUNT OF CLASSES. STUDENTS HAVE MANY CHOICES IN SCIENCE. THEY JUST NEED TO TAKE TWO LAPS AND ONE ADDITIONAL LAB OR NONSENSE. IT'S TWO LAPS PLUS SCIENCE. YOU WOULD HAVE TO HAVE AT LEAST 
          ONE COMPLETED BY YOUR JUNIOR YEAR. >>  JUST A QUESTION. 
          AT THE END OF YOUR JUNIOR YEAR AS HE FACE HER SENIOR YEAR IS THAT TOO LATE TO REALLY BE ABLE TO MAKE UP THOSE CREDITS? MY CONCERN IS THAT IT SEEMS LIKE IT'S ON THE EVE OF DISRUPTION FOR THE STUDENTS GPA. ESPECIALLY FOR GRADUATING 
          [02:00:05]
REQUIREMENTS. YOU TELL ME BECAUSE CANNOT GRADUATE IF HE OR SHE IS SHORT 
          THAT MUCH IS A JUNE GRADUATION A REALITY OR NOT? >>  YOU KNOW WHAT WE MIGHT DO? WE MIGHT BENEFIT FROM JUST LOOKING AT THE DATA AND TALKING TO OUR HIGH SCHOOLS TO FIND OUT WHEN THEY ARE STARTING TO GET CONCERNED AND BRING THAT BACK TO THE BOARD AS THE 
          INTERPRETATION OF THE DATA COMES FORWARD. >>  IN THAT INTERESTING WAY OF PUTTING IT THERE WOULD BE TO TIME PLANTS THAT ARE USEFUL. THE FIRST THE ONE THEY COULD BE 
          HERE. >>  THE SECOND IS THE LAST POINT AT WHICH THEY CAN RECOVER. THAT WOULD BE THE END OF 11TH GOING INTO 12TH. 
          THEY GOT LESS THAN ONE YEAR OF SCIENCE LOT. I WOULD BE INTERESTED IN EITHER 
          OF THOSE. >>  GREAT. >>  GIVEN THAT THIS IS A SUBSTANTIVE ISSUE TO BE RESOLVED I THINK FOR THIS I'M JUST GOING TO GO TO THE END. 
          I THINK THEY SHOULD COME BACK ON THE CONSENT AGENDA. IF WE CAN HIGHLIGHT THIS PARTICULAR COMPONENT AND HAVING AN OPEN MEETING I THINK IT'S A GOOD IDEA. 
          >>  THOSE OF THE SUBSTANCE OF THINGS THAT WE ADDED. THE REST OF THE SEAT SCENE WHERE WE TOOK OUT PIECES THAT HAVE BEEN MOVED OR WERE SOMEWHAT IFFY MEASUREMENTS. 
          SO THAT IT REALLY DID PROVIDE A DEEP DIVE OF RELEVANT AND IMPORTANT INDICATORS. 
          >>  DOES R-2 BECOME THE MODERN HOME OF AP TEST RESULTS? >>  I BELIEVE R-1 IS WHERE WE 
          REPORTED THE RESULTS IN THE PAST. >>  IS A LOT OF YOUR INDICATORS HERE THAT I'M INTERESTED IN SEEING THAT AS WELL. THAT BE SOMETHING YOU COULD 
          INCLUDE AS ADDITIONAL INDICATORS. >>  IS IT ABOUT AP OR IS IT ABOUT DUAL CREDIT? WE ALSO HAVE STUDENTS THAT ARE ATTENDING SCHOOL ON COLLEGE CAMPUSES PARTICIPATING IN SCIENCE. IN MANY WAYS THIS GETS ADDED WITH SOME OF THE QUESTIONS BEYOND SCIENCE. DUAL CREDIT ABSOLUTELY. 
          >>  IF WE THINK ABOUT THE FOCUS OF R-2. I UNDERSTAND YOUR QUESTION. 
          ARE THERE SPECIFIC COURSES THAT WOULD BELIEVE TO HAVE A BETTER PROXY FOR THE OVERALL STUDENT'S 
          CEILING AS OPPOSED TO OTHERS? >>  UNFORTUNATELY IT'S A COMBINATION. 
          I DON'T KNOW FOR SURE. I THINK THAT I MOST COMMONLY AP WOULD BE BIO. 
          THAT ONE IS A BROAD INDICATOR ACROSS THE SYSTEM. THERE IS VALUE IN KNOWING HOW MANY KIDS TOOK AP PHYSICS. THERE ARE DIFFERENT MEASURES OF SUCCESS FOR THE SYSTEM. 
          AS FAR AS INDICATORS GO MAYBE THIS BELONGS. SIMPLY BECAUSE I'M NOT INTERESTED IN HOW MANY KIDS HAVE TO PASS. I AM AT THIS THAN KNOWING HOW 
          MANY CATS PASSED. >>  I MIGHT SUGGEST THAT IN THE ADDITION OF AP BIO OR WHATEVER 
          [02:05:12]
SCIENCE YOU WOULD LIKE TO DESIGNATE ITS THE LANGUAGE ARTS IN THE HISTORIES THAT ARE JUST 
          AS IMPORTANT. >>  IT DOESN'T PARTICULARLY SIT EQUATE TO SUCCESS.I KNOW WE HAVE DIFFERENT INCREMENTS ON THIS MATTER. THAT TO ME AS A FLOOR. 
          IF YOU JUST BARELY MADE IT OVER THAT FOR YOU ARE NOT PREPARED FOR A STEM CAREER. 
          IT'S TOTALLY LEGITIMATE. FOR THE KIDS THAT ARE GOING TO GO THAT DIRECTION I GUESS 
          ASKING UP A FANTASY IN BIOLOGY AND NOT REALLY THAT INTERESTED. >>  IS ON THE IDEA OF THE 
          CLASSES AND BIO VERSUS PHYSICS. >>  I JUST WANT TO BE SURE THAT IF WE CONSIDER ANYTHING LIKE THAT YOU TRY TO STRUGGLE WITH THE IDEA TO GET A QUALITY RESULT EVEN IF WE ARE NOT TRACKING IT. AT LEAST I WOULD CONSIDER TO ME THERE ARE TWO DIFFERENT KINDS OF SCIENCE CLASSES. YOU HAVE YOUR MATH-BASED SCIENCES WHICH ARE YOUR CHEMISTRIES AND PHYSICS AND YOU HAVE YOUR MORE ENGLISH AND READING THE SCIENCES. 
          BUT STILL DEFINITELY A MOUTH BUT YOUR ENVIRONMENTAL SCIENCE BUT I THINK IT'S A LITTLE BIT MORE ON THE READING AND WRITING SIDE. JUST BECAUSE I KNOW KIDS WHO DID AT BIND IN BIOLOGY BUT THE NEXT CELL BECAUSE OF THEIR MOUTH KIDS. 
          IF WE ARE THINKING OF SITES AND SCIENCE CLASSES I WOULD SAY TRY AND FIGURE OUT A WAY TO TRACK AS MUCH AS YOU CAN BUT PLEASE TRY AND IDENTIFY WHAT ARE THE TWO SUBGROUPS OF THE SCIENCES THAT WE HOPE TO LOOK AT BECAUSE WE TRACK SUCCESS IN ENVIRONMENTAL SCIENCE. 
          AND IF THEY GIVE YOU WHY THE DIFFERENT RESULTS BECAUSE IT'S WIDELY DIFFERENT KIDS. 
          >>  I'M HEARING THE NEED TO GATHER MORE DATA BECAUSE IT'S THINKING ABOUT WHAT WE REPORT 
          [02:10:04]
ON TRACK TO GRADUATE BY THE END OF JUNIOR YEAR. WE CAN ALSO LOOK AT WHAT IS LOOKING AT A DUAL CREDIT TELL US? IS IT SOMETHING THAT WOULD BE A RELEVANT MEASURE AND BE ABLE TO BRING THAT BACK? WE HAVE SUCH RICH OFFERINGS THAT TO NARROW IT DOWN TO THE STRAND OR THAT STRAND DOESN'T REALLY ALLOW OR RECOGNIZE IT. 
          >>  I HEAR R-2 IT'S A GOOD ENOUGH AMOUNT OF WORK TO COME BACK FOR A SECOND EVALUATION. 
          >>  JUST TWEAKING. >>  THIS IS A GREAT START. I'M FRAZZLED. 
          THIS IS RENEWING MEANINGFUL CHANGES TRYING TO FOCUS AND GET THAT STUFF. 
          THANK YOU FOR THE DRAFT AND I AGREE WITH DIRECTOR WOULD DEFINITELY LIKE TO SEE IT COME 
          BACK IN NONCONSENT. >>  WERE TO TARGET BRING YOU THIS ON THE AUGUST 7 BOARD MEETING. THE TIMELINE TO GET IT DONE WELL BY JUNE 20 THIS 
          GRADUATION. >>  THANK YOU DOCTOR ROSE. >>  THANK YOU VERY MUCH I'M 
          [G. Superintendent Report]
          GLAD WE FINALLY GOT ON THE AGENDA AND WALK THROUGH IT. >>  THE NEXT ITEM IS THE 
          SUPERINTENDENT REPORT. DOCTOR HOLMAN? >>  I HAVE A NUMBER OF UPDATES FOR THE BOARD. GIVEN THE PUBLIC COMMENT I WILL PROVIDE THE BOARD WITH AN UPDATE ON THAT AS WELL. YOU CAN EXPECT THAT IN THE COMING DAYS YOU CAN SEE HERE A WHOLE SLEW OF GRADUATIONS AND CEREMONIES OVER THE COMING PERIOD OF TIME. 
          THIS WEEKEND ON SUNDAY A NUMBER OF US PARTICIPATED IN THE NATIVE AMERICAN EDUCATION PROGRAM. THE EAGLE FEATHER CEREMONY HAD SEVEN STUDENTS FROM LAKE WASHINGTON BELLEVUE NORTH SHORE PARTICIPATE IN THE EVENT. I BELIEVE MARY SAID THERE WERE 13 GRADUATE THIS YEAR BUT ONLY SEVEN WERE ABLE TO PARTICIPATE. FOR THOSE SEVEN STUDENTS IT WAS ABOUT A 2 AND A HALF CEREMONY WITH VERY INDIVIDUALIZED STORIES AND CONNECTION BEING TOLD ABOUT EACH ONE OF THE STUDENTS WITH THE CONNECTION AND SUPPORT THAT THEY PROVIDE FOR THOSE STUDENTS TO HEAR THE SUCCESS OF THE STUDENTS THEY ARE HIGHLY CONNECTED TO THEIR COMMUNITY AND CULTURE. KELLY WAS INVITED TO BE ONE OF THE OFFICIAL OBSERVERS. 
          I BELIEVE THAT WAS THE TITLE. WITH THE ELDERS AT THE CEREMONY THERE IS A GROUP OUT OF SEATTLE THAT THIS IS THE SECOND YEAR OF THAT THEY HAVE BROUGHT NATIVE BLANKET FOR THE STUDENTS AND TO HEAR THEM TALK ABOUT WHAT A BLANKET NEED IN NATIVE CULTURES. 
          YOU WALK AWAY FROM THAT WITH YOUR BUCKET FILLED. WE ARE SO PRIVILEGED TO HAVE MARY WORK AND MAKE WASHINGTON WILL RECOGNIZE HER APPROPRIATELY IN THE COMING MONTHS. SHE WILL BE STEPPING AWAY WHICH WAS ON THE FOURTH AGENDA LAST MONTH. THE FIRST ITEM HERE YOU SEE IT AS PRIVATE PRIDE AT THE LAST 
          [02:15:04]
BOARD MEETING I TALKED THE READING AT EVERY SITE. WITH ANXIETY I ASKED MY TEAM TO CHECK AND DOUBLE CHECK HECK THAT EVERY SITE WAS PREPARED FOR THAT BECAUSE I WANTED TO MAKE SURE WE GOT IT RIGHT. I APPRECIATE MY TEAM INDULGING ME AND DOUBLE AND TRIPLE CHECKING BECAUSE THAT'S IMPORTANT. YOU ONLY GET ONE CHANCE TO DO IT RIGHT THE FIRST TIME. SO I REALLY APPRECIATE THE EFFORT THAT WENT INTO GETTING IT RIGHT. LISTED ON OUR WEBSITE IS A PROTOCOL FOR HOW WE WALK THROUGH THE MONTH BECAUSE ON JUNETEENTH ALSO OVER THAT WEEKEND WILL BE RAISING THE JUNETEENTH FLAG. THEN AGAIN ON JUNE 20 WE WILL ALSO HAVE THE JUNETEENTH FLAG WHEN STUDENTS ARE BACK IN SESSION AND THEN ON JUNE 21 THE PRIDE FLAG WILL AGAIN BE RAISED 
          OUR FLAGPOLES. >>  THIS IS THE LAST DAY OF SCHOOL. 
          FOR OUR SENIORS IT'S A LITTLE BIT SOONER FOR OUR PRESCHOOLERS IT'S A LITTLE BIT SOONER AND THE OFFICIAL LAST DAY IS JUNE 23. IF I HAD A JULY CALENDAR YOU WOULD SEE MANY STUDENTS COMING BACK TO SCHOOL FOR SUMMER PROGRAMS. I JUST HEARD FROM OUR WANTED CAMPUS THAT WE HAD 950 STUDENTS ALREADY REGISTERED FOR SUMMER PROGRAM. IT WILL BE A BUSY SUMMER LIKE IT ALWAYS IS. 
          I WAS EXCITED TO PARTICIPATE IN OUR GRADUATION NCR STUDENTS WALK ACROSS THE STAGE. 
          I WANTED TO UPDATE YOU. ANOTHER PORT SAW THE VIDEO THAT I SENT YOU. 
          I LAUNCHED THE INCLUSION SERIES AND YOU CAN SEE HERE ON THE RIGHT WE HAVE A NUMBER OF DIFFERENT VIDEOS THAT WILL BE COMING OUT JUST TO GAIN PERSPECTIVE I RECEIVED A NUMBER OF COMMUNICATIONS FROM STAFF AND FAMILIES JUST ASKING QUESTIONS. 
          IT'S BEEN REALLY HELPFUL TO HAVE THE VIDEO SERIES GO OUT SO THAT WE CAN ANSWER QUESTIONS AND GET THE GOOD NEWS OUT OF THIS WORK THAT'S GOING ON. AND TO RECOGNIZE THAT THIS IS NOT EASY WORK THAT THE STAFF IS ENGAGED IN SO I JUST WANTED TO RECOGNIZE THAT THIS IS ONGOING. 
          >>  I DON'T WANT THE VIDEO TO PLAY. I WOULD RATHER TALK ABOUT SOFTWARE TEST POST THEM HIGH SCHOOL. THIS WAS LAUNCHED AND COMMUNICATED IN OUR CONNECTIONS EARLIER THIS WEEK. I JUST WANT TO RECOGNIZE HER FOR THIS GREAT ACCOMPLISHMENT. YOU CAN SEE HERE AND SHE IS THE LEAD IN A FILM THAT WAS FEATURED AT THE SEATTLE INTERNATIONAL FILM FESTIVAL. OVER TWO MONTHS TO GET THIS PRODUCED AND SO THAT'S EXCITING TO HAVE OUR STUDENTS PARTICIPATING IN SO MANY DIFFERENT THINGS. THIS IS QUITE A UNIQUE ACCOMPLISHMENT. 
          I JUST WANTED TO CONGRATULATE HER AND RECOGNIZE HER FOR THIS ACCOMPLISHMENT. 
          >>  SPRINGS FORTH. I WILL RUN THROUGH A FEW. UNDER NO IF THIS WILL CAPTURE IT FOR ME AS WELL. OUR CLUBS AND ACTIVITIES PROVIDE A UNIQUE WAY FOR STUDENTS TO CONNECT. WITH OUR SPORTS MANY STUDENTS PARTICIPATE FOR THE COLLECTIVE COMMUNITY ASPECT AND FOR THE COMPETITION. WE'VE HAD OUR STATE COMPETITIONS AND I JUST WANT TO SHARE SOME OF THOSE HIGHLIGHTS WITH YOU. 
          OUR BASEBALL AND FAST PITCH WAS WELL REPRESENTED. THE SLICK HIGH SCHOOL ACTUALLY WON THE STATE CHAMPIONSHIP THIS YEAR. WINNING THE STATE CHAMPIONSHIP IS SO HARD. I WOULD SAY GETTING SECOND-PLACE MIGHT ACTUALLY BE A BIT HARDER SO WE WANT TO RECOGNIZE LAKE WASHINGTON HIGH SCHOOL. 
          WHEN 801 AND ULTIMATELY WENT TO THE STATE AS WELL. KUDOS TO OUR BASEBALL AND FAST PITCH TEAMS FROM ACROSS THE DISTRICT. IN SOCCER WE HAD EAST LAKE AND 
          [02:20:06]
LAKE WASHINGTON PARTICIPATE IN THE STATE OF IT. IN GIRLS TRACK YOU CAN SEE WE HAD A NUMBER OF PARTICIPANTS THAT WENT TO THE STATE MEET IN RUNNING, THROWS AND GEMS AND YOU CAN SEE DIANA WILLIAMS WENT THREE DIFFERENT EVENTS. SHE ONE IN THE AMBULATORY STATE TO. AGAIN IT'S THE HARD TO WIN A STATE CHAMPIONSHIP WITH REPRESENTATION ACROSS THE DISTRICT. OUR BOYS REPRESENTED BY THE 
          [H. Public and Community Affairs]
CONFERENCE OF HIGH SCHOOLS AT THE STATE ABOUT THIS YEAR. IN TENNIS WE HAD BOTH GIRLS AND BOYS PARTICIPATING IN THE STATE OF THAT. I SCHOOL GIRLS TEAM PLEASE SIX. 
          REDMOND HAD TWO SINGLE PLACES. THE SECOND AND FIFTH PLACE AND THE REDMOND BOYS AS A TEAM CAME IN THIRD WITH ONE OF THEIR ATHLETES GETTING FOURTH-PLACE IN THE SINGLES. 
          AND THAT IN BOYS GOLF OUR TEAM IN EASTLAKE PARTICIPATED IN THE STATE CHAMPIONSHIP AND AS A TEAM, FIFTH PLACE. THAT IS MY SUPERINTENDENT UPDATE TONIGHT. 
          >>  THE NEXT ITEM IS PUBLIC AND COMMUNITY AFFAIRS. >>  STARTING WITH THIS LAST WEEKEND ON SATURDAY. I ATTENDED THE 41ST COMMUNITY TOWNHALL WHERE REPRESENTATIVE MEAL AND AS WELL AS JASON IS HERE. THEY PARTICIPATED AND TOOK QUESTIONS COVERING EDUCATION ISSUES AND OTHER ISSUES IMPORTANT TO COMMUNITY. 
          YOU DON'T JUST GET TO BE INTERESTED IN THE EDUCATION PROCESS BUT IT WAS WELL ATTENDED. ON THE 13TH WE WILL HAVE MEETINGS WITH OUR STATE REPS AND STATE SENATORS. WE KICK OFF WITH THE SENATOR 48 ON THE 13TH AND WE CONCLUDE ON THE 25TH. EVERYTHING BUT ONE IS VIRTUAL. WITH SPRINGER BEING OUTLIER. 
          [I. Closing Items]
WE STILL MEET WITH HIM AND TO SEE HIS TAKE ON THE NEXT SESSION. 
          I THINK THEY RECOVER FROM THE LAST SESSION. I THINK THAT PRETTY MUCH TAKES 
          IT. >>  IT'S PRETTY MUCH THE LOCAL PART. 
          >>  THANK YOU. >>  WITH THAT WE WILL MOVE TO BOARD MEMBER AND CLOSING 
          COMMENTS. DIRECTOR STEWART? >>  I'M GLAD THAT SUPERINTENDENT I WOULD PREFER TO PRIDE MONTH. I ATTENDED ON THE 31ST THE CITY'S GAY PRIDE FLAG FLAG RAISING. IT WAS WELL ATTENDED BY GOOD HUNDRED FOLKS. VIRTUALLY EVERYONE. I THINK EVERY CITY COUNCIL PERSON THAT ATTENDED HAD OTHER FOLKS THAT REALLY HAD STATE FOLKS BUT ALSO FIRE AND RESCUE. 
          IT WAS FANTASTIC. VERY GRATIFYING TO SEE THE COMMUNITY PARTICIPATE. 
          I ALSO ATTENDED ALONG WITH SUPERINTENDENT ELLEN AND VICE PRESIDENT TRY SEASIDE NATIVE AMERICAN EDUCATION PROGRAM. THIS ONE HOLDS A VERY SPECIAL NAME TO ME. 
          FOR A VARIETY OF REASONS. THE CONCENTRATION ON THE IMPORTANCE OF INCLUDING THE ELDERS AND IN AN ELDERS GROWING SURPRISES ME. I THINK YOU MISS OUT SO MUCH OF THE HISTORY OF YOUR PEOPLE IF YOU DON'T HAVE CONTACT WITH THE ELDERS. 
          [02:25:02]
I ALSO RECALLED WHEN I JOINED ONE ORGANIZATION THEY WERE IN THEIR 60S AND WE HAVE STAFF MEMBERS THAT JUST COULDN'T RELATE TO IT. I HAVE NO PROBLEM. 
          IT'S A MOVING PROGRAM AND MARY WILL BE HARD TO REPLACE AND WILL BE GREATLY MISSED. 
          ONE OF MY FAVORITE PEOPLE IN THE DISTRICT. >>  SINCE UNFORTUNATELY I WON'T BE HERE NEXT WEEK, THE NEXT MEETING I'M STILL FEELING A LITTLE BIT OF MY TIME FOR THAT. 
          I WANT TO LEAVE ON A POSITIVE NOTE SOME GOING TO START WITH THE LESS POSITIVE STUFF. 
          I WOULD BE ROOM AS IF I WAS TO IGNORE THE FRUSTRATION FRUSTRATION AND GUIDANCE OF THE STUDENTS AT THE HIGH SCHOOL. I RECOGNIZE THAT THIS WILL BE CONTINUED IN OUR NEXT BOARD MEETING. STUDENTS NEED IN UNDERSTAND THAT THERE ARE UNFORTUNATE REALITIES THAT COME WITH ENROLLMENTS, STAFFING AT THE DISTRICT LEVEL. 
          THEY'RE NOT ASKING THE DISTRICT TO COME UP WITH FIRM MAGICAL SOLUTION THAT SOLVES THEIR WOES. FOR A DISTRICT THAT IS ALREADY FORCED THE PERFORMING ARTS TO WRITE THEIR OWN INSTRUMENTS ON THEIR OWN BOUNDARIES FOR THE COMPOSITION AND TRIPS ON THEIR OWN.ND COLLAPSED MANY OTHER PROGRAMS INTO EITHER A COMBINATION OF BEGINNER CLASSES OR INTO ZERO. FORCING THE STUDENTS TO ADD AND EARLIER ARRIVAL TIME YOU HAVE LEFT THEM WITH THEIR TEACHERS WHO MAY OTHERWISE FAIL TO FIND COMMUNITY WITHIN OUR SCHOOLS. 
          WHILE THEY UNDERSTAND THAT THERE ARE UNFORTUNATE REALITIES WITHIN THE BUDGET IT BEGS THE QUESTION IF WE'VE ALREADY MADE THEM SUPPORT THEMSELVES IN THESE OTHER WAYS CAN WE TAKE AWAY THEIR TEACHERS? WHAT ARE WE DOING? I CAN'T HELP BUT EMPHASIZE THE FEELINGS OF FRUSTRATION AND DEJECTION AS THE LAST MAJOR RESOURCE THAT IS JUST DISTRICT WAS PROVIDING TO THEM AND IT BEING REDUCED. PLEASE RECONSIDER THE AREAS THAT WE ARE CUTTING WITH THIS PROJECT. AND WITH ACCESS TO OUR STUDENTS ABOUT OUR DISTRICT REALLY VALUES. WE DEVELOP THOSE AREAS AFTER PROVIDING THE SUPPORT. IT TELLS THE STUDENTS THAT WE DON'T CARE ABOUT THEM. 
          I WANTED TO A COUPLE OTHER THINGS. SPEAKING I WANT TO GIVE THEM AN EXTRA SHUT UP BECAUSE THAT TEAM WENT TO STATE WHILE HAVING ONE SENIOR. 
          THEY WILL BE RUNNING IT BACK NEXT YEAR. ALSO OUR SCHOOL COMMUNITIES ARE CONTINUING TO COME TOGETHER TOWARDS THE END OF THE YEAR AS THEY SO OFTEN DO. 
          THEY HOSTED A VERY SUCCESSFUL FOOTBALL TOURNAMENT FOR STUDENTS WHO OFTEN ARE NOT PROVIDED THE OPPORTUNITY TO ENJOY FOOTBALL AND THE ENVIRONMENT. 
          IT WAS ON THE FIELD. IT WAS REALLY INCREDIBLE BECAUSE THEY GOT TO FEEL THAT FRIDAY NIGHT LIGHTS FEELING WHERE A LOT OF THEM WOULDN'T HAVE THE CHANCE TO FEEL OTHERWISE. I'VE HEARD TALK OF MULTIPLE VOLLEYBALL TOURNAMENTS OR A STAFF BASKETBALL GAME. OR INTERNATIONAL FOODS NIGHT. THESE ARE JUST WONDERFUL EXAMPLES OF OUR HIGH SCHOOLS TOWARDS THE END OF THE YEAR. THIS CONTENT COMMUNITIES CONTINUE TO GET STRONGER IN OUR POST-PANDEMIC REALITY. FINALLY SINCE I WILL BE HER NEXT WEEK I WANTED TO THANK THE BOARD FOR THE WONDERFUL OPPORTUNITY PROVIDED ME TO TAKE PART IN THE WORK PROCESS. I KNOW THAT THE NATURE OF THE BOARD IS THAT OUR WORK THIS YEAR IS SIMILAR TO PLANTING SEEDS IN THE GARDEN WHERE AT LEAST I WILL NEVER GET A CHANCE TO SEE BUT I TRUST THAT OUR WORK WILL CONTINUE TO PROMOTE POSITIVE EXPERIENCES. 
          THANK YOU TO THE PORT FOR THIS EXPERIENCE BUT OPEN TO THEM TO CARRY ON WITH ME AS A GOOD 
          COLLEGE AND CONTINUE MY EDUCATIONAL JOURNEY. >>  WE WOULD BE REMISS BY NOT SAYING THANK YOU VERY MUCH FOR BEING WILLING TO STEP UP INTO A NEW POSITION AND SORT OF 
          [02:30:06]
CREATED AS YOU GO. YOUR WILLINGNESS TO ENGAGE AND CONSISTENTLY EVERY TIME I HAVE BEEN AT THESE MEETINGS WITH YOU. I WALK AWAY WITH NEW INSIGHT AND NEW WAYS TO THINK ABOUT THINGS. I REALLY APPRECIATE EVERYTHING 
          THAT YOU DO. >>  I JUST WANT TO REPORT TO THE BOARD THAT THIS PAST WEEK DIRECTOR TRY AND I HAVE BEEN STARTING THE PROCESS FOR ADDING THREE MORE STUDENT REPRESENTATIVES. WE REVIEWED APPLICATIONS AND MET WITH STUDENTS OVER THE WEEKEND. THERE'S STILL A WAYS TO GO BUT IT'S CLEAR THAT WHILE THERE ARE BIG SHOES TO FILL IT WILL BE TOUGH TO FOLLOW THE ACT BUT WE WILL HAVE TOLD STUDENTS JOINING US. IN A REALLY NEAT PROCESS SO FAR. 
          >>  THE NEXT MEETING AFTER THAT WILL BE AUGUST 7 AND I WILL BE AT THAT MEETING. 
          THAT IS MY REVISED PLAN. WE WILL MAKE THAT WORK. >>  THE BOARD WILL TAKE THE APPROPRIATE STEPS IN WHICH TO ADDRESS THE VACANCY BASED ON THOSE COMPONENTS AS WELL AS WHEN OUR POLICY STATES SO WE WILL KNOW MORE ON THE 20TH AND WE WILL ANNOUNCE WHAT THAT WILL 
          BE. >>  EVAN I JUST WANT TO SAY REALLY IT'S FABULOUS THE WORK THAT YOU'VE DONE. I DON'T THINK I COULD HIGHLIGHT THAT ANYMORE. 
          I DO HAVE A FEW OF THE THINGS I HAVE TO SAY. AT THE STUDY SESSION ON 522 WE TALKED ABOUT A BOARD COMMITTEE TO SUPPORT SUSTAINABILITY POLICY. 
          DIRECTOR TROY AND LIBERTY HAVE VOLUNTEERED TO BE ON THE COMMITTEE AND AS FOR POLICY THEY WILL DROP THE STRUCTURE OBJECT OF THE TIMELINE FOR THE COMMUNITY WHICH WOULD BE UP TO 620 MEETING TO BE ABLE TO PROVE THAT GOING T GOING FORWARD. WE MET WITH DOCTOR HOMAN TO REFINE THE WORKPLAN BASED ON THE  THE FEEDBACK. . 
          IDEALLY THE THE WORKPLAN IS ON THE AUGUST 7 AGENDA. IT MIGHT BE JUNE 20 DEPENDING IF WE GET THE TIMING OF THE GRADUATION. HE SHOULD DO THE START OF GRADUATION AND THAT WHOLE LIST. WE WILL BE AT THOSE AT DIFFERENT TIME SO IT IS A GREAT TIME TO BE ABLE TO SEE OUR STUDENTS AND EVERYTHING THAT THEY HAVE ACCOMPLISHED IN THAT PROCESS. IT'S A GREAT TIME FOR A COMMUNITY TO COME TOGETHER TO CELEBRATE A GREAT MILESTONE FOR STUDENTS. I LOOK FOR TO BE WILLING TO DO THAT WITH OUR COMMUNITY. AND THAT'S IT. ANY OTHER COMMENTS? 
          >>  WE DO HAVE OUR NEXT PORT TOWARD MEETINGS OF PEOPLE ARE WHERE IT IS SCHEDULED FOR TUESDAY JUNE 20. THIS IS A CHANGE FROM THE PRIOR SCHEDULE. 
          MONDAY IS JUNETEENTH. THE MEETING WILL START IN THE STUDY SESSION WILL BE AT 5:00 P.M. AT THE BOARD MEETING AT 7:00 P.M.. WIT
* This transcript was compiled from uncorrected Closed Captioning.