Sep 11, 2023 September 11, 2023 Board Meeting - 7:00 p.m.

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

[00:00:07]

GOOD EVENING I'D LIKE TO CALL TO ORDER THE SEPTEMBER NOVEMBER 20, 2023 SCHOOL BOARD MEETING. LET METRIC RECORD REFLECT THAT BOARD MEMBERS ARE PRESENT. BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE WASHINGTON DISTRICT WEBSITE.

THE PUBLIC IS WELCOME TO EMAIL ANY INDIVIDUAL BOARD MEMBER.

THE STUDENT REPS ALSO HAVE EMAILS AND CAN BE EMAILED AS WELL. I WILL GO AHEAD AND READ OUR

[B. Opening Items]

WE THINK THESE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL. WE COMMIT TO CONTINUE COLLABORATING WITH OUR NEIGHBORING COMMUNITIES TO TEACH THE INDIGENOUS HISTORY OF THIS LAND IN THESE LOCAL TRIBES THE CHILDREN IN THE DISTRICT. WE ALSO COMMIT TO PROVIDETHE BEST POSSIBLE EDUCATION FOR CHILDREN OF NATIVE DESCENT WHO ATTEND OUR SCHOOLS . I WILL NOW ENTERTAIN A MOTION TO APPROVE THE SEPTEMBER 2023 AGENDA

>> SO MOVED. >> SECOND> IT HAS BEEN MOVED AND SECONDED . THOSE IN FAVOR PLEASE SIGNAL BY VOTING AYE. THOSE OPPOSED? HEARING ON THE MOTION CARRIES. THE FIRST ITEM ON OUR AGENDA

[C. Recognitions]

>> I AM EXCITED TO WELCOME A PORTION OF OUR SCHOOL SUPPORT SERVICES TEAM LED BY ASSOCIATE SUPERINTENDENT DALE CODY.

THE LEVEL DIRECTORS ARE HERE TONIGHT TO PROVIDE THE BOARD WITH AN UPDATE AROUND THE OPENING OF SCHOOL.

DALE WELCOME TO THE MIKE MICROPHONE.

>> GOOD EVENING. IT IS MY HONOR TO BE INTERVIEWED TONIGHT FOR THE ANNUAL SCHOOL REPORT.

I WANT TO START OUT TALKING ABOUT THIS YEAR'S DISTRICT LEADERSHIP TEAM THEME. AS YOU CAN SEE IT IS TO MOVE ALL. IT IS IMPORTANT TO FOCUS THE HIGHLIGHT AND THE WORK THAT WE DO EACH DAY SO THAT STUDENTS IN LAKE WASHINGTON SCHOOL DISTRICTS LEAVE SCHOOL EVERY DAY BEING HAPPY AND PROUD. OUR SCHOOLS ARE OFF TO A GREAT START WITH POSITIVE ENERGY. I AM HONORED IN A MOMENT TO INTRODUCE SOME GREAT EDUCATIONAL LEADERS.

LEVEL DIRECTORS PRIMARY ROLE IS TO SUPPORT BUILDING A MINISTER RAIDERS, STUDENTS, STAFF AND COMMUNITYMEMBERS FOCUSING ON STUDENT SUCCESS . MUCH OF THEIR SCHEDULE IS DESIGNATED TO BE ALONGSIDE BUILDING A MINISTER RAIDERS THROUGHOUT THE WEEK. IT SUPPORTS INSTRUCTION AND DISTRICT INITIATIVES. AS YOU CAN SEE THEY WILL EACH HAVE A MOMENT AT THE MICROPHONE TONIGHT.

STEPHANIE CLARK IS DIRECTOR OF ELEMENTARY IN THE WEST REGION.

ANDY IS DIRECTOR OF ELEMENTARY IN THE CENTRAL REGION AND PAUL AS A DIRECTOR IN THE EAST REGION.

MATT LIVINGSTON IS A DIRECTOR OF SECONDARY EDUCATION IN LAKE

WASHINGTON.>> GOOD EVENING AND IT'S GOOD TO SEE YOU.

AND THE DIRECTOR OF LAKE WASHINGTON.WE HAVE SOME GREAT PICTURES TO SHARE WITH YOU TONIGHT FOR THE FIRST DAY IN PRAYER. AS YOU KNOW MANY OF OUR SCHOOLS ENJOY A NEW START TIME. FOR MIDDLE SCHOOLS AND FOR THE CONFERENCE OF MIDDLE SCHOOLS AND FOR COPPERHEADS OF HIGH SCHOOLS FOR 8:30 A.M.. THAT WAS ONE OF THE ADJUSTMENTS THAT WAS ENJOYED ON THE FIRST DAY OF SCHOOL.

EVEN THOUGH LAKE WASHINGTON HIGH SCHOOL STARTED AT 8:30 A.M. ON THE FIRST DAY OF SCHOOL THE PRINCIPAL CHRISTINE BELL WAS THERE AT 5:00 A.M.. PLENTY OF TIME TO BE READY FOR THE STUDENTS THAT CAME 3 AND A HALF HOURS EARLIER.

[00:05:02]

PRIMARILY SCHOOLS MOST SCHOOLS THAT A BIG ASSEMBLY SCHOOLWIDE SO THEY COULD WELCOME STUDENTS AND INTRODUCE THEM TO STAFF AND HAVE FUN ACTIVITIES. A LOT OF THEM WERE LED BY STUDENTS SO ON THE TOP LEFT IS ROSE HILL MIDDLE SCHOOL.

IN THE BOTTOM RIGHT IS WHEN NEED A HIGH SCHOOL AND THE BOTTOM LEFT IS LAKE WASHINGTON I SCHOOL AND THIS IS USUALLY WHERE YOU WILL HAVE YOUR FIRST MASCOT UNTIL YOU CAN SEE THE

KANGAROO THERE. >> THE TOP LEFT THIS IS THE CLASSROOM. TEACHERS ARE VERY INTENTIONAL ABOUT CREATING ACTIVITIES FOR STUDENTS WHERE THEY BEGIN TO BOND WITH THEIR CLASSMATES AND LEARN ABOUT THE SCHOOL AND CREATE A COMMUNITY WITHIN THE CLASSROOM.

THE BOTTOM LEFT THIS IS FOR IN HELL.

THERE START OF SCHOOL ASSEMBLY IS A GAME CALLED BUCKET HEAD WHERE THE TEACHERS AND BUCKETS ON THE HEAD AND STUDENTS ARE TRYING TO MAKE BASKETS. THIS WAS HOW THEY KICKED OFF THE FIRST DAY OF SCHOOL. I THINK IT SHOWS AN EFFORT BY THE STAFF TO CREATE CONNECTIONS AND FUND THE STUDENTS SO THAT THEY ENJOY BEING THERE. THE TOP MIDDLE IS THE LUNCH ROOM. EACH SCHOOL HAS A GROUP OF STUDENT LEADERS WHETHER THEY CALL IT THE CREW OR PRIDE AMBASSADORS. THE STUDENTS TAKE A ROLE IN WELCOMING PART OF WHAT THE GROUP DID WITH THE TOP RIGHT THAT'S ROSE MIDDLE SCHOOL WHERE THEY ARE DOING ACTIVITIES AND ICEBREAKERS FOR STUDENTS. THE BOTTOM MIDDLE IS ROSE HILL AND THEY ARE GIVING TOURS SO THEY KNOW WHERE THEIR CLASSES ARE THE MAIN PARTS OF THE SCHOOL.

THE WHOLE PURPOSE OF THE ASSEMBLIES IN THE SMALL GROUP IS TO MAKE SURE THAT STUDENTS FEEL CONNECTED AND VALUED AND THAT THEY ARE PART OF THE NEW SCHOOL COMMUNITY.

WE KNOW THAT STUDENTS MAY FEEL NERVOUS ON THE FIRST DAY.

THEY DON'T ALWAYS KNOW WHERE THINGS ARE SO WE MAKE EVERY EFFORT TO MAKE SURE THAT THAT IS THEIR EXPERIENCE.

>> GOOD EVENING AND WHITNEY MEISNER THE OTHER SECRETARY DIRECTOR THANK YOU FOR HAVING US.

SIMILAR THINGS AREHAPPENING AT THE SCHOOLS I SUPPORT .N THE CENTER THERE IS THE PRINCIPAL AND MASCOT FOR EVERGREEN MIDDLE SCHOOL. THEY ARE OUTSIDE WITH THEIR SEVENTH AND EIGHTH GRADERS DOING SIMILAR ACTIVITIES.

RIGHT ABOVE HIM ARE TWO OF OUR STUDENT LEADERS.

THE ONE ON THE LEFT IS A LEADER FROM TESLA STEM AND THE ONE ON THE RIGHT IS A NIGHT CREW LEADER FROM ENGLEWOOD MIDDLE SCHOOL. AT THE TOP LEFT WE HAVE THE ADMINISTRATIVE TEAM AT TIMBERLAND MIDDLE SCHOOL AND THEY MANAGED WITHOUT PLANNING TO DRESS IN THE SAME COLORS SO EVEN THOUGH THEY ARE NEW TO EACH OTHER THEY ARE ALREADY IN SYNC. AS YOU CAN SEE JUST LOOKING AROUND A LOT OF WHAT HAPPENS ON THE FIRST DAYS AND WEEKS OF SCHOOL HAS TO DO WITH ENSURING STUDENTS HAVE CLEAR EXPECTATIONS. JUST WORKING AROUND THE SOURCES OF STRENGTH AS A POSTER AT ENGLEWOOD WHERE THEY REALLY ENCOURAGE STUDENTS TO THINK ABOUT STARTING EVERY SITUATION ESPECIALLY DIFFICULT SITUATIONS FROM A POSITION OF STRENGTH.

THE NEXT PICTURE IS HARD TO READ BUT WE THINK ABOUT MTS IN THE SECONDARY SCHOOL A LOT OF IT IS EMBEDDED AND THAT IS AN EXAMPLE OF OUR ASSESSMENT FOR BEHAVIOR.

IT STARTS WITH HAVING CLEAR EXPECTATIONS FOR STUDENTS.

IN MANY SEE WORKING AROUND SOME STUDENTS IN SMALL GROUPS THOSE ARE SIXTH-GRADERS THAT ARE ALSO GETTING SOME TIME WITH OTHER STUDENTS WITH A GREAT WEB LEADERS.

AND THEN WHEN YOU LOOK TO THE RIGHT YOU CAN SEE THE YELLOW AND ORANGE PART IS FRAGMENTS MIDDLE SCHOOL CONSTRUCTION AND THEY ALSO GOT TO HAVE AN UNPLANNED FIRE DRILL ON THE FIRST DAY OF SCHOOL WITH THE COMPLETE HIGHER RESPONSE AND WE WERE THANKFUL FOR FIRST RESPONDERS.

THEY SUPPORT OUR SCHOOL REALLY WELL.

THE THING THAT I WANTED TO HIGHLIGHT IS THE WORK THAT WE'RE DOING TO ALIGN OUR PROFESSIONAL LEARNING AND CONNECTED TO WHAT DALE SAID WHEN HE FIRST CAME ABOUT HAVING KIDS HAPPY AND PROUD. WE WANT TO THINK ABOUT EVERYTHING WE DO WITH OUR STUDENTS EXPERIENCE IN MIND.

HAVE YOU ALREADY SEEN THE INSTRUCTIONAL PLAYBOOK? ? I BROUGHT IT JUST IN CASE.

I WANTED TO GIVE A SHOUT OUT TO EMILY YOUNG AND HER CREW.THEY

[00:10:07]

IT ALSO CONNECTS TO THE WORK THAT WE ARE DOING WITH OUR PRINCIPLES AROUND THE THROUGH LINE FOR INSTRUCTIONAL LEADERSHIP WITH THE UNIVERSITY OF WASHINGTON.

BRIEFLY IT HAS TO DO WITH TAKING THINGS FROM STUDENT PERSPECTIVES FIRST AND HOW THAT IMPACTS TEACHERS LEVELS AND HOW TO INFLUENCE AT THE INFLUENCE LEVEL AND HOW DO WE AS PRINCIPAL SUPERVISOR SUPPORT THE WORK THROUGH.

THANK YOU FOR GIVING US A FEW MINUTES TO CELEBRATE OUR FIRST

DAYS. >> GOOD EVENING MY NAME IS STEPH CLARK AND I AM A HAPPY AND PROUD ELEMENTARY DIRECTOR IN THE WESTERN REGION. THE REGIONS ARE NEW SITES THAT WE WOULD TAKE A LITTLE BIT OF TIME TO EXPLAIN HOW WE DIVIDED THE REGION. REGION WEST INCLUDES THREE ELEMENTARY SCHOOLS. MUELLER, FROST AND THE FIGHTING COBRAS FROM HELEN KELLER ELEMENTARY.

REGION WEST ALSO INCLUDES THE SCHOOLS THAT FEED INTO FENTANY . AG FELL, SANDBERG, 18 ELEMENTARY AND THOROUGH. AND ALSO TO INCLUDE THE SCHOOLS THAT FEED INTO KIRKLAND MIDDLE SCHOOL.

. LAKEVIEW, TWAIN AND PETER KIRK.

THOSE OF THE REGION WEST ELEMENTARY SCHOOLS THAT I GET THE PRIVILEGE TO SUPERVISE AND SUPPORT THIS YEAR.

THEY HAVE HAD EXCELLENT STARTS AND ARE WELCOMING LOTS OF NEW STUDENTS, FAMILIES AND STAFF. THE SEVEN ELEMENTARY SCHOOLS THAT ARE FEEDING INTO ONE NEAT HIGH SCHOOL ARE IN THEIR FIRST YEAR OF THE INCLUSION IN WELCOMING THE STUDENTS FROM THE LEARNING CENTERS. TWAIN, LAKEVIEW AND PETER KIRK ARE IN THE SECOND YEAR BUT LAKEVIEW IS ALSO WELCOMING HUNDRED AND 50 NEW LEARNERS FROM THE HIGH PROGRAM WITH THE FULL-TIME QUEST PROGRAM NOTE LAKEVIEW SO THERE WELCOMING LOTS OF NEW STUDENTS AND NEW LEARNERS TO THEIR SCHOOLS IN ADDITION THERE WELCOMING NEW LEADERS.

WE HAVE TWO NEW PRINCIPALS IN THE REGION AND FIVE NEW ASSISTANT PRINCIPALS AND THEY HAVE A GREAT START LOVING RELATIONSHIPS AND MAKING SURE THAT EVERYONE FEELS LIKE THEY BELONG. AS DALE CODY SAID WE STARTED OUR THEME AS ALL MEETS ALL. I CAN'T TELL YOU THE AMOUNT OF WORK IT TAKES TO SET UP TO START SMOOTHLY THESE LAST COUPLE OF WEEKS. WE DID AN OFFICIAL KICKOFF AND I'M CHARGED WITH SHARING A LITTLE BIT ABOUT WHAT HAPPENED FOR ELEMENTARY SCHOOL PRINCIPALS AND LEARNERS.

REDMAN HIGH SCHOOL HOSTED THE DOT WEEK AND ARE LEADERS FROM CENTRAL OFFICE AND PRINCIPALS WHERE THEY ARE.

WE WERE KICKED OFF BY KEYNOTE SPEAKER DOCTOR HOMAN AND AARON JONES AND THEY REALLY FOCUSED ON HAVING THE LEADERS COMMIT TO TAKING CARE OF OURSELVES, SPIRIT, MIND AND BODY.

SELF-CARE AND REALLY FOCUSING ON THAT COMMITMENT TO MAKING SURE THAT WE ARE WORKING ON BELONGING NOT JUST FITTING IN.

WE DON'T WANT OUR KIDS TO FIT IN BUT WE WANT THEM TO HAVE AUTHENTIC BELONGING IN THE CULTURE.

IT WAS RECEIVED BY BUILDING PRINCIPLES.

WE ALSO HAD SEVERAL SESSIONS THAT WERE LED BY ADMINISTRATOR , BUILDING AND RESOURCE CENTER ADMINISTRATORS THAT PRINCIPALS GOT TO SELECT AND CHOOSE THEIR LEARNING AND SOME POPULAR ONES AT THE ELEMENTARY THAT THEY PARTICIPATED WITH THE 5P'S OF MONICA GARCIA LED OR HOW TO HAVE INCLUSIVE PRACTICES FOR NEW LEARNERS THAT ARE IN OUR ELEMENTARY SCHOOLS.

WHAT ARE THE BACK PRACTICES IN GRADING AND WE ALSO DID SOME REALLY HIGH QUALITY PD ON SMALL GROUP INSTRUCTION FOR LITERACY.

AS DALE STATED WE ARE REALLY LOOKING ON THE HAPPY AND PROUD THEME IN THE UNIVERSITY OF WASHINGTON PARTNERED WITH DALE CODY AND THE LEVEL DIRECTOR AND LAUNCHING OUR EFFORTS TO HAVE EMBEDDED PROFESSIONAL DEVELOPMENT THAT'S REALLY FOCUSED ON A SMALL GROUP OF STUDENTS FURTHEST AWAY FROM JUSTICE SO THAT EVERY CHILD GOES HOME HAPPY AND PROUD.

[00:15:03]

MORE ABOUT THE WEEK. >> GOOD EVENING I'M HEIDI PAUL I AM THE DIRECTOR OF THE EAST REGION.

AS YOU CAN SEE UP THERE WE HAVE 10 SCHOOLS IN THE REGION.

WE HAVE WILDER AND PARKS AND BAKER AND THEY FEED INTO THE MIDDLE SCHOOL. WE HAVE ALCOTT AND WE HAVE DICKINSON THAT FEEDS INTO EVERGREEN WITH THE REMAINING SCHOOLS WITH ENGLEWOOD. I'M EXCITED TO SHARE THAT WE HAD A COUPLE OF NEW ADMINISTRATORS STARTING.

AS PARKS WE HAD LORI PIERCE AND AARON MARTIN WHO JOINED THE TEAM AT WILDER. WE HAVE A NEW PRINCIPAL OVER THERE, STEVE GOLDBERG AND CHEMO HAS BEEN IN THE DISTRICT FOR SOME TIME IS JOINING VERSUS ALONG DICKINSON.

AND THEN HE IS ALSO JOINING THE CREW AT CARSON.

STAFF TALK TO YOU ABOUT WHAT LEADERS DO DURING DOT WEEK AND I'M EXCITED TO SHARE WHAT LEADERS THAT WITH THEIR STAFF DURING EACH WEEK. AS YOU CAN IMAGINE MY RETURN FROM SUMMER EVEN STAFF MEMBERS ARE NERVOUS ABOUT COMING BACK AND RETURNING. WE HAVE STAFFS THAT ARE CHANGING AND SO DURING THAT WEEK WHEN WE THINK ABOUT IT IT'S THE SHARED BELONGING AND WE HAD ADMINISTRATORS LEADING THEIR TEAM AND THINKING ABOUT FIRST STAFF MEMBER WHOSE CAN BE COMING BACK WITH THAT SENSE OF COMMUNITY THAT CAN BE CREATED.

MUCH OF THE TEAM WAS FOCUSED ON THE HEART AND THE HEAD WITH GROWTH DEVELOPMENT. WHEN I THINK ABOUT BAKER CAN LEAD HER TEAM IN A SERIES OF 10 LASSO.

WHEN YOU THINK ABOUT WHAT THAT MIGHT LOOK LIKE YES THEY ACTED IT OUT I SAW STAFF MEMBERS LAUGHING AND CONNECTING, SHAKING OFF THE NERVES AND HAVING AN OPPORTUNITY TO COME TOGETHER AS A STAFF. I ALSO NOTICE AS I ATTENDED DIFFERENT SESSIONS LEADERS ARE WORKING WITH OUR STAFF MEMBERS AND CHALLENGING THEM TO GROW IN DIFFERENT PROFESSIONAL WAYS SO WE THINK ABOUT OUR STRATEGIC PLAN HOW THE PRACTICES WILL BE SHOWING UP WITH EQUITY INCLUSIONS THEY ARE CHALLENGING THEMSELVES TO GROW AND THINK BIGGER.

HOW DO WE SUPPORT THE LEARNING OF OUR STUDENTS IN OUR CLASSROOM ESPECIALLY WHEN WE THINK ABOUT THE INCLUSION MODEL THAT STARTS. DURING THAT TIME WE ALSO SAW LEADERS PRESENT WITH THEIR MT IS AS COACHES AND IF YOU KNOW REBECCA WESTER OVER AT DICKERSON SHE SPENT A WONDERFUL AMOUNT OF TIME TALKING ABOUT THE NEED FOR A COACH.

SOMETIMES WE THINK THAT THAT WOULD BE A NEGATIVE INSTEAD SHE TALKED ABOUT THIS WONDERFUL SHARE FROM DOWNS OF WASHINGTON WHO IS AN ACCOMPLISHED ACTOR ALMOST IN HIS70S .

SHE TALKED ABOUT THAT THIS MAN HAS WON EVERY POSSIBLE AWARD.

AND YET TO THIS DAY HE STILL USES A COACH.

AND SO THE STAFF REFRAINED WHAT IS IT MEAN TO HAVE A COACH.

THAT WAY WE CAN COME ALONGSIDE AND DO BETTER.

THAT WAS EXCITING WORK. AS STAFF MEMBERS PREPARED FOR THE REST OF THE WEEK THEY THOUGHT ABOUT STUDENTS BEFORE THEY EVEN ARRIVED. HOW ARE YOU GOING TO HELP STUDENTS TO FEEL A SENSE OF BELONGING IN THEIR COMMUNITY.

STAFF MEMBERS LOOKED AT HOW DO WE HELP THEM SEE THEMSELVES REPRESENTED AND CONNECTED BEFORE THEY EVEN START THEIR FIRST DAY OF SCHOOL. MANY OF OUR LEADERS HAD OPPORTUNITIES, MEET AND GREETS, ORIENTATIONS AND OPPORTUNITIES FOR FAMILIES TO COME AND FOR STUDENTS TO BEGIN TO DEVELOP CONNECTIONS WHETHER WITH THEIR PEERS OR WITH THEIR PRINCIPAL AND THEY ALSO WERE ABLE TO CREATE A SENSE OF PREDICTABILITY ABOUT WHAT THE SCHOOL YEAR WOULD BE LIKE.

WHAT'S OF THE CELEBRATIONS. FOR THE EAST REGION IN PARTICULAR EVERYONE BUT ONE SCHOOL MET AND HAD A CELEBRATION BARBECUE WHERE ADMINISTRATORS SERVED THE STAFF BARBECUE FOODS I THINK THE TEACHERS ENJOYED THAT MORE THAN THE ADMINISTRATORS DID.NOW THAT I HAD A CHANCE TO TALK ABOUT THIS SANDY THING TO TALK TO YOU ABOUT THE FIRST WEEK.

>> HELLO AND GOOD EVENING. I HAVE THE GREAT HONOR OF BEING

[00:20:01]

>> I GET TO TAKE A MOMENT TO SHARE ABOUT OUR INCREDIBLE START. THIS YEAR HAS REALLY BEEN A TRUE TESTAMENT TO OUR COMMITMENT TO CREATING A JOYFUL INCLUSIVE WELCOMING ENVIRONMENT FOR OUR STUDENTS.

CREATING A SCHOOL ENVIRONMENT WHERE EVERYONE FEELS A DEEP SENSE OF BELONGING AND WHAT OUR SCHOOLS REALLY STRIVE TO DO.

OUR STUDENTS COME FROM DIVERSE BACKGROUNDS AND EXPERIENCES AS YOU KNOW IN EACH OF OUR SCHOOL CELEBRATES THE DIVERSITY AND THEIR OWN UNIQUE WAYS. IN SOME WAY OR ANOTHER YOU WILL SEE MESSAGES THAT BELONG IN ANY ONE OF OUR SCHOOLS SIMILAR TO THE PICTURE THAT YOU SEE THERE JACK AND CLARA AT REDMAN ELEMENTARY. YOU WILL SEE A SENSE OF BELONGING THROUGHOUT OUR SCHOOLS AS WE CONTINUE TO CREATE SAFE SPACES FOR OUR STUDENTS TO LEARN AND TO CHRIS.

MANY OF OUR SCHOOLS ARE ALSO WELCOMING NEW STUDENT IN DIFFERENT COMMUNITIES THAT HAVEN'T BEEN SERVED BEFORE.

SCHOOLS LIKE FRANKLIN AND AUDUBON WELCOME FAMILIES FOR A WELL-THOUGHT-OUT BOUNDARY ADJUSTMENT AND REDMAN L HAS BEEN ENROLLING THE STUDENTS FROM THE TOGETHER CENTER AND I'M NOT SURE IF YOU ARE AWARE OF WHAT THE CAN TOGETHER CENTER IS BUT IT'S PRETTY AMAZING, INNOVATIVE AND COLLABORATIVE SPACE IN DOWNTOWN REDMOND. IT BRINGS NONPROFIT AND HUMAN SERVICE ORGANIZATIONS UNDER ONE ROOF WHILE PROVIDING HUNDREDS OF WORKFORCE AND LOW INCOME HOUSING.DDITIONALLY WE ARE ALSO SO THRILLED TO WELCOME BACK TO OUR NEIGHBORHOOD SCHOOLS OUR STUDENTS. THEY PROVIDE A CONTINUUM OF SERVICES FOR STUDENTS THAT FOCUS ON INCLUSIVE PRACTICES SO

THAT ALL REALLY MEANS ALL. >> FAMILY CONNECTION IS SOMETHING THAT RESEARCH HAS BEEN SUPPORTING AND WE'VE KNOWN FOR YEARS THAT SUPPORT STUDENT SUCCESS.

HOWEVER THIS YEAR WE BUILT FAMILY CONNECTIONS, CONFERENCES INTO THE SCHOOL YEAR. WE PROVIDE PARENTS AND TEACHERS THE OPPORTUNITY TO MAKE THEIR VERY FIRST POSITIVE CONNECTION.

THESE CONFERENCES REPLACE THE OCTOBER CONFERENCES AND REALLY FOCUSED ON HEARING THE HOPES AND DREAMS THAT PARENTS HAVE FOR THEIR STUDENTS AS WELL AS STUDENTS HAVING FOR THEMSELVES.

THEY FOCUS ON GETTING THE STUDENT STRENGTHS, PASSION AND CHALLENGES WHILE ALSO PROVIDING AN OPPORTUNITY TO LET PARENTS TALK ABOUT THEIR OWN ANXIETIES ABOUT SCHOOL.

IT'S WHAT THEY COME TO THE SPACE WITH AND ALLOW TEACHERS THE OPPORTUNITY TO BUILD A BRIDGE BETWEEN SCHOOL AND HOME.

THEY ENSURE THAT STUDENTS HAVE A STRONG SUPPORT SYSTEM INSIDE AND OUTSIDE OF SCHOOL. IT WAS INCREDIBLY POWERFUL FROM THE PARENTS OF A PARENT MYSELF FROM THE PARENTS PERSPECTIVE THEY REALLY ENJOYED BEING ABLE TO HAVE THAT OPPORTUNITY TO CONNECT BEFORE SCHOOLS GET STARTED SO THAT THEY CAN BETTER SERVE OUR STUDENTS RIGHT OFF THE BAT.

WE ALSO TOOK ADVANTAGE OF THE FAMILY CONNECTION WITH CONFERENCE AFTERNOONS TO PULL OUR SPECIALIST TOGETHER DOWN HERE IN THE BOARDROOM AND THAT'S SLAVERY, MUSIC, PE TEACHERS AND TO LEARN FROM ONE OF OUR SPECIAL ED PROGRAM SPECIALISTS ERICKSON ON INCLUSIVE PRACTICES SPECIFIC TO THEIR UNIQUE CONTENT AREAS. AS MANY OF OUR CLASSROOM TEACHERS HAVE HAD A LOT OF TRAINING IT LOOKS DIFFERENT IN

PE. >> TODAY WAS DAY TWO STAGGERED START FOR KINDERGARTEN. IT'S A PRACTICE WE DID FOR MANY YEARS AND WE ARE EXCITED TO REINTRODUCE WHERE HALF OF THE KINDERGARTNERS ATTENDED SCHOOL ON FRIDAY AND THE OTHER HALF TODAY AND TOMORROW. THEY WILL BE 1000 482.

KINDERGARTENS ATTEND ON THE SAME DAY.

THE PURPOSE OF THE STAGGERED START IS TO HELP OUR YOUNGEST LEARNERS ACCLIMATE TO SCHOOL, LEARN ROUTINES AND ALLOW TEACHERS TO PROVIDE MORE SUPPORT ON THE FIRST DAY OF SCHOOL. STAGGERED START IS REALLY STARTING TO ALLOW OUR STUDENTS TO BUILD DEEPER CONNECTIONS

[00:25:02]

>> AS YOU'VE HEARD OUR SYSTEM IS THRIVING UNDER THE LEADERSHIP OF OUR ADMINISTRATORS AND COLLABORATION OF THE ENTIRE SYSTEM.

IN SUPPORT OF ENSURING THAT ALL MEETS ALL AND EACH STUDENT LEAVES EACH DAY HAPPY AND PROUD WE APPRECIATE THE TIME TO HIGHLIGHT EVERYTHING FROM AUGUST ON AS WE BEGIN THE SCHOOL YEAR AND WE ARE EXCITED FOR A FANTASTIC SCHOOL YEAR

THANK YOU FOR YOUR SUPPORT. >> I KNEW THIS TEAM WHEN IT COME INTO THEIR OWN HORN SO I WANTED TO MAKE SURE I HIGHLIGHT THAT THIS IS A TEAM THAT IF YOU THINK ABOUT ANY DISTRICT INITIATIVE WITHOUT THEIR LEADERSHIP AND SUPPORT THAT INITIATIVE DOES NOT GO AS PLANNED.

WHEN YOU THINK ABOUT FIDELITY ACROSS 50+ SCHOOLS IT TAKES A TEAM TO BE ABLE TO DO THAT. I STARTED WRITING SOME OF THE WORDS THAT THEY SAID THAT CONNECT DIRECTLY TO SOME OF OUR DISTRICT INITIATIVES. SEL.

WE WILL HEAR ABOUT THAT IN DEPTH TONIGHT.

IN EVERY SLIDE HE HEARD ABOUT SOCIAL MOTION AND WELL-BEING.

INSTRUCTION. HE HEARD ABOUT THE PLAYBOOK WITH MULTIPLE TIMES YOU BROUGHT US MULTIPLE COPY.

THEY ARE GOING TO BRING YOU BECAUSE THAT IS INSTRUMENTAL IN THE WORK THAT WE ARE DOING IN THE DISTRICT AND PROFESSIONAL GROWTH WITH EVALUATION AND INCLUSION.

THESE ARE THE WORDS THAT ARE LEADERS OF OUR LEADERS ARE USING TO CONNECT THE WORK THAT THEY ARE DOING EACH AND EVERY DAY IN OUR SCHOOLS. HE NO BUSIER SCHOOLS GET.

FIRES THAT OCCUR LITERALLY ALMOST.

THERE IS THE THINGS THAT WE HAVE TO DEAL WITH AND THIS TEAM TRULY DOES HELP OUR LEADERS FOCUS ON THE MOST IMPORTANT IMPORTANT WORK WHICH IS THE INSTRUCTIONS THAT HAPPEN IN THE CLASSROOMS. THANK YOU FOR COMING TODAY.

[APPLAUSE] >> THANK YOU VERY MUCH.

I'D ALSO LIKE TO SAY THANK YOU AS A PARENT I AM SO EXCITED THAT SCHOOL IS BACK. SEMI FELT REALLY LONG.

[D. Audience Participation]

THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOME THE PUBLIC TO THE MEETING AND ENCOURAGES COMMUNITY ENGAGEMENT. THE BOARD DEDICATES 30 MINUTES TO HEAR FROM THE PUBLIC DURING PUBLIC COMMENT.

PARTICIPANTS SHOULD NOT EXPECT A RESPONSE FROM THE BOARD AS WE DEDICATE THIS TIME TO LISTENING TO YOUR VOICE AND WOULD LIKE TO GET US AN OPPORTUNITY TO SPEAK AS TIME ALLOWS.

MEMBERS OF THE PUBLIC AND SIGN UP TO PARTICIPATE ON THE DISTRICT WEBSITE AT LWSD.ORG. SENATE CLOSES AT NOON ON THE DAY OF THE BOARD MEETING AND COMMENTS CAN BE OFFERED IN ORDER THAT THEY ARE SIGNED UP. I DON'T BELIEVE WE HAVE ANY IN PERSON OR VIRTUAL PUBLIC COMMENTS THIS EVENING THAT WE DID HAVE TWO WRITTEN COMMENTS SUBMITTED.THEY ARE INCLUDED IN THE BOARD DOCS FOR MEMBERS TO READ.

THERE IS ONE REGARDING THE COMMUNITY RESEARCH OFFICER PROGRAM AS WELL AS ONE ON TRANSPORTATION SUSTAINABILITY SO I ENCOURAGE YOU TO READ THE .

>> I JUST WANT TO GIVE AN UPDATE TO THE POINT ABOUT PUBLIC COMMENT. MANY OF THE COMMENTS THAT COME TO THE BOARD ARE OPERATIONAL IN NATURE.

WE ARE DEVELOPING A PROCESS SO THAT THERE IS A CONSISTENCY ON HOW WE ARE FOLLOWING UP. THERE ARE SOME COMMENTS THAT PEOPLE JUST WANT TO BE HEARD AND HILLS ARE OPERATIONAL PIECES.TONIGHT THERE WERE TWO COMMENTS UNTIL WE ASSIGN THEM WITH THE INDIVIDUALS THAT ARE FOLLOWING.

WE TRACK IT OVER TIME SO THAT THE BOARD KNOWS THAT THERE IS A FOLLOW-UP AND WE KEEP IT UP-TO-DATE.> THE TEMPORARY SOLUTION IS IN THE CABINET TODAY AND LONG TERM SOLUTION WOULD BE DEVELOPED SOLUTION SO THAT WE FOLLOW-UP WITH COMMENTERS DEPENDING ON WHAT THEY'RE COMMENTING ON.

[E. Consent Agenda]

>> THE NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE SEPTEMOUT OF 21ST CONSENT AGENDA.

[00:30:11]

>> SO MOVED QUICK SECONDED. IT IS BEEN MOVED AND SECONDED.

DOCTOR HOMAN WILL YOU PLEASE CALL THE ROLE.

WE PLEASE SUMMARIZE THE DONATIONS?

>> TONIGHT IN THE PACKET THERE'S OVER $23,000 OF DONATIONS SUBMITTED BY OUR TPTS A TO SUPPORT OUR SCHOOLS.

[F. Non-Consent Agenda]

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

IS A STUDENTS SERVICES UPDATE. >> TONIGHT DIRECTOR JOHNNY FU IS HERE TO PROVIDE THE BOARD WITH AN UPDATE.

DIRECTOR FU CAME TO THE TWICE LAST YEAR TO PROVIDE UPDATES.

HE MET WITH US AND WE TALKED ABOUT THE SCOPE AND BREATH OF WHAT'S IN HIS DEPARTMENT. TONIGHT HE'S GONNA TALK ABOUT SOCIAL EMOTIONAL LEARNING AND COMPREHENSIVE COUNSELING PROGRAMS WHICH ARE TWO COMPONENTS OF HIS DEPARTMENT.

THEY HAVE DIFFERENT TOPICS THAT ARE BEING TALKED ABOUT TONIGHT.

TONIGHT THE PRESENTATION IS CONVENTIONAL AND WE ARE ALSO MONITORING THE RESULTS. MUCH OF WHAT JOHNNY IS SHARING IS ALSO SUPPORTIVE OF THE SCREENING SO THERE MAY BE QUESTION ABOUT TONY'S PRESENTATION SPECIFICALLY.

SOME OF THOSE QUESTIONS ARE WITHIN THE CONVERSATION IN THE RESULTS. IF THERE'S QUESTIONS THAT JOHN IS HAPPY TO ANSWER THEM. IT'S AN COROLLARY BETWEEN THE PROGRAM UPDATE. WHAT THAT ALL HANDED OFF TO

YOU. >> THANK YOU FOR INVITING US AS WELL AS THE BOARD. I APPRECIATE THE THIRD OPPORTUNITY TO PRACTICE IN PUBLIC SOCIAL ISSUES AS WE GET IN FRONT OF THE PUBLIC AND MANAGE MY OWN PUBLIC ANXIETY ABOUT SPEAKING AND LEADING INTO MY INNER COACH SO THAT I CAN GET INTO THIS IN A WAY THAT SHUTS THE LIGHT.

IT'S WHAT WE ARE TRYING TO ACCOMPLISH IN THE EVER-CHANGING WORLD THAT WE ARENAVIGATING. I APPRECIATE YOUR TIME THIS EVENING .SOME OBJECTIVES I JUST WANT TO SHARE IS HERE WITH DOCTOR COLEMAN WILL LOOK AT SOME OF OUR SOCIAL AND EMOTIONAL BOARDS. HERE'S A QUICK AGENDA ON SUPPORT POLICIES AND COPING MEASURES AS WELL AS OUR SEL ISSUES. WHAT ARE SOME KEY DEVELOPMENTS AND OUTCOMES TO DATE? SOCIAL EMOTIONAL LEARNING HAS BEEN AN EVOLVING IMPLEMENTATION FOR OUR ORGANIZATION THAT PREDATES ME AND SO I WANT TO SHARE WITH THE WORK HAS BEEN.

WE'VE DONE SOME REALLY INTENTIONAL WORK WITH STAKEHOLDERS. WE SHED LIGHT ON THE IMPACT OF OUR SCHOOL COUNSELORS AND KEY DEVELOPMENTS FROM NETWORK CODE TO COME. I REALLY JUST WANT TO INTRODUCE OUR DEPARTMENT. I CAN'T BE OUT HERE WITH THE TEAM THAT WE HAD WITH STUDENT SERVICES AND CHRISTIANSEN IS THE COUNSELOR ON THE ASSIGNMENT THAT'S TAKEN ON THE ROLE THIS YEAR TO HAVE IT ON THE TEAM. THEY MADE A LOT OF OUR SOCIAL WORK AND SHE'S ALSO HERE FROM LAST YEAR THAT IS REALLY SHAPE THE ORGANIZATION. THEY HAVE AN ACTIVE ROLE IN LEADERSHIP WITH ONGOING TRAININGS.

OUR DEPARTMENT HAS BEEN DOING TRAINING FOR THE LAST FIVE YEARS TO SAY WHAT IS THAT LOOK LIKE? HOW DO WE ESTABLISH EXPECTATION FOR STUDENTS AND OUR STAFF TO SHOP AND HAVE A POSITIVE IMPACT? I WANT TO QUICKLY DO AN OVERVIEW WHEN YOU TALK ABOUT FUTURE RATING WERE THINKING ABOUT WHAT LIES AHEAD FOR OUR YOUNG FOLKS AFTER GRADUATION. WHEN I LOOK AT YOU BOTH THAT OR

[00:35:01]

WHEN WE LOOK ABOUT THE EVER EVOLVING WORLD WE DON'T WANT OUR STUDENTS TO GO INTO A WORLD BEING BLOWN OUT BY THE WIND IN MULTIPLE DIFFERENT DIRECTIONS. WE WANT THEM TO BE AS GROUNDED IN ROUTING AND WHO THEY ARE. HOW DO WE GET THERE? THESE ARE THE SIX EMOTIONAL STANDARDS FROM THE STATE OF WASHINGTON WE REALLY INTENTIONAL ABOUT THE PRACTICES THAT WE SEE IN OUR BUILDINGS. WE HAVE AN OPPORTUNITY TO CREATE COMMON LANGUAGE NOW WITH YOUNG FOLKS AND OUR ADULTS TO SAY HOW ARE WE SHOWING UP TODAY? WHERE ARE YOU IN YOUR OWN DEVELOPMENT AND HOW DO YOU SHOW UP FOR OTHERS? WE THINK ABOUT THIS AND WHAT WE HEARD FROM OUR AMAZING OPPORTUNITY TODAY.

A SENSE OF BELONGING. SEL.

EXPECTATIONS.WHERE DOES THAT COME FROM? THAT PREREQUISITE IS SOCIAL EMOTIONAL LEARNING.

WHAT ARE THE SKILLS THAT REQUIRE TO EXHIBIT THIS? IT'S THE EXISTING CONTENT THAT WE ARE TEACHING MATH, SCIENCE, AND OUR OWN WORKPLACE WE HAVE TO INCORPORATE OUR OWN SEL SKILLS INTO WHAT WE ARE ACTUALLY DOING WITH THE EXPERTISE THAT WE ARE BRINGING TO OUR WORK.

WHEN WE THINK ABOUT HOW THESE SKILLS SHAPE OUR CLIMATE AND CULTURE WE TOOK A LOOK AT OUR EQUITABLE WORK.WE HAVE SUCH A DIVERSE AND DEEP COMMUNITY. IT'S CULTURALLY RICH ACROSS OUR 30,000+ STUDENTS. IT'S AMAZING.

THAT WORK REQUIRES SOCIAL EMOTIONAL LEARNING.

HOW DOES IT SHOW UP? IT SHOWS UP IN A WAY THAT WE ENGAGE OTHERS. IT SHOWS UP AND HOW WE HAVE CONVERSATIONS THAT ARE MEANINGFUL THAT WE CAN SEE DIFFERENCES BETWEEN EACH OTHER TO THAT IT ACTUALLY BUILDS DIRECTION IN OUR COMMUNITY. WHEN I THINK ABOUT THE SOCIAL EMOTIONAL LEARNING IS THE PREREQUISITE IT OCCURS IN OUR BUILDING. THIS RIGHT HERE AS YOU CAN LOOK AT IT, HE LOOKS AT THE TIMELINE.

IT'S AN OUTCOME OF FUTURE RATING AND I WANT US TO THINK ABOUT THIS IS A ROADMAP. OVER THE PAST SEVEN OR 8+ YEARS WE ARE INTENTIONALLY WORKING. I'M AN EASY EXAMPLE OF NESTING DOGS. MEMBER THERE ARE DOLLS THAT ARE NESTING WITH ONE ANOTHER AND WE SET EXAMPLE.

THE REASON WHY IS THAT EXAMPLE IS ONLY THINK ABOUT ARTHUR GETS A LARGE DOLL AND WE THINK ABOUT THE FIRST ONE IT'S THE PERSON DEPENDENT. MANY THINK ABOUT SOCIAL EMOTIONAL LEARNING WHERE WE BEGAN THEIR MOTIVATED AND EXPERTS IN THE SYSTEM TO SAY OUR STUDENTS DESERVE AN OPPORTUNITY TO ENGAGE SOCIALLY AND EMOTIONALLY.

IT'S AN OPPORTUNITY FOR COUNSELORS TO GO AND AND HAVE SMALL GROUPS AND THAT OUR TEACHERS STARTED TO NOTICE SOMETHING. OUR STUDENTS ARE COMING BACK IN THE CLASSROOM. THERE ARE MORE SOCIALLY AWARE.

OF THEM ARE EDUCATORS DURING THIS TIME AS WELL.

LET'S TRY THIS OUT.AS A SYSTEM WE STARTED TO RECOGNIZE THAT WE ARE MAKING PROGRESS. GOOD ACCESSIBILITY IS FOR

[00:40:08]

WHEN WE CREATE TENSION AND FOCUS ON THE NECESSARY SKILLS IT'S AN OPPORTUNITY FOR US TO BUILD SOCIAL EMOTIONAL WELL-BEING AS WELL AS THEIR SKILLS TO BE ABLE TO NAVIGATE THE SYSTEM. IT HAPPENED DURING COVID SO ONE OF THE POSITIVE THINGS IS THE OPPORTUNITY TO SEE THE VALUE IN WHICH SOCIAL EMOTIONAL LEARNING IS NECESSARY AS WE NAVIGATE POST COVID. LAST YEAR WE HAD THE GREAT HONOR OF POSTING SEVEN HOURS TO THE DISTRICT WIDELY TRAINED.

IN THIS TRAINING WITH. WE DECIDED THAT INTEGRATION IN HELPING EDUCATORS SEE THAT WITHIN THE CONTEXT OF YOUR TEACHING SOCIAL EMOTIONAL LEARNING IS HAPPINESS.

AWARENESS IS CRITICAL WITH HOW YOU ASK THE QUESTION.

HOW CAN YOU DEVELOP SELF ADVOCACY WHEN SOMETHING IS CHALLENGING? HOW DO YOU BUILD CONFIDENCE? LET AN OPPORTUNITY THAT I WILL SHARE A LITTLE BIT MORE.

IT'S SOMETHING I'M VERY PROUD OF.

PART OF MY ORGANIZATION. AND THEN FINALLY AN ASPIRATION OF HOURS AS ASSERTIVENESS THESE TOGETHER THE NEXT ONE IS THE COMMUNITY PARTNERSHIP ENGAGEMENT.

OUR COMMUNITIES ARE PARTNERS THAT COME TOGETHER AND SPEAK THE SAME LANGUAGE AND NOT ONLY IS THIS EXISTING IN OUR BUILDINGS. AT THE COMMUNITY AS A WHOLE.

THESE NESTING DOLLS LEAD TO THE OPERATIONALIZE AND BEING ACHIEVABLE. QUICK TO OUR WHOLE DISTRICT INTO OUR PROFESSIONAL AND LEARNING COMMUNITIES THAT WE DEVELOPED LEARNINGS. I JUST WANT TO SHARE SOMETHING YEAR-ROUND WITH THESE OPPORTUNITIES.

WE BROUGHT EDUCATORS TOGETHER TO LEARN ABOUT THE WASHINGTON STATE STANDARDS BENCHMARK. HOW DOES THAT SHOW UP FOR THEM IN THEIR TEACHING? AND HOW DO THEY PRACTICE THEIR OWN ADULT SOCIAL LEADERSHIP? WE REQUIRE ADULT SOCIAL EMOTIONAL SKILLS WITH STUDENTS THAT ARE BEING ENGAGED IN CUP HOW DOES THAT SHOW UP? THE ONLY THING THE OTHER THING THAT I'M REALLY PROUD ABOUT HIS CROSS DEPARTMENT COLLABORATION AND THE STUDENT COLLABORATION. WE HAD STUDENTS COME ON THE END AND THEY GOT TO SHARE THEIR EXPERIENCE.

THAT WAS A POWERFUL OPPORTUNITIES FOR OUR EDUCATIONAL EDUCATORS. THEY HEAR HOW TEACHERS AND EDUCATORS HANDLE THAT. THE TWO PROFESSIONAL LEARNING COMMUNITIES THAT ARE BEING DEVELOPED WAS COST DEPARTMENTAL. HAVING HAD CONVERSATIONS WITH STUDENTS IT WAS THE GAMUT OF TOPICS.

IT'S 15 MINUTES OF THE LEARNINGS WITH SOCIAL EMOTIONAL STANDARDS. WE HAD OTHER EDUCATORS SHOW AND DEMONSTRATE HOW FOR SOCIAL EMOTIONAL LEARNING IT'S THE

LEARNING THAT HAPPENED. >> THE OTHER PIECE IS BUILDING OUR DISTRICT CAPACITY. IN SHORT HE WE HAD A CASTLE THIS YEAR IT'S A RENOWNED ORGANIZATION AROUND THE SEL.

THEY HAVE THEIR FINGERPRINTS AND EVERY SEL IN THE NATION WITH BENCHMARKS. THEY WERE HIGHLY INVOLVED IN THE. OUR CHARLOTTE TEACHER ON

[00:45:03]

WHEN I SAY THAT EVEN ON A NATIONAL LEVEL OUR WORK IS BEING RECOGNIZED TO NOT ONLY BRING TO THAT NATIONAL LEVEL IN ADDITION TO HAVING ACCESS FOR THE NATIONAL RESOURCES AND NETWORKING. A PART OF THAT OUTCOME IS HELPING US REALIGN AND THINK ABOUT HOW DOES IT FIT WITHIN OUR DEGREE. WHAT IS OUR VISION? THROUGH THIS WORK WE HAD A GREAT OPPORTUNITY TO ACTUALLY PRESENT ON THE NATIONAL LEGISLATOR.

WE WILL TO PRESENT IN FRONT OF SOME LEGISLATORS AND THAT BRINGS AN ABUNDANCE. AN HONOR TO HEAR THAT WORK WITH SOMETHING THAT LEGISLATORS WILL SEE.

THIS SCHOOL YEAR WE CONTINUE TO WORK AND BUILD ON THE FOUNDATIONS. THIS YEAR IS REALLY HOW DO WE OPERATE ON THE SEL IN CONJUNCTION WITH THE STRATEGIC PLAN.ART OF HOW WE DO THAT IS THE FORMATION OF AN SEL COALITION. THE HOPE IS FOR THE COALITION STAKEHOLDERS TO DEVELOP ALIGNMENT WITH POLICY PRACTICES IN OUR SYSTEM. LONG-TERM THIS WORK HAS BEEN ON FOR A LONG TIME. ONCE WE PUT ON THE POLICY IT'S GOING TO BE THERE FOR A WHILE TO APPRECIATE THEM WORK AS WELL AS CONTINUE TO PANORAMA WITH A WAY FOR US TO HAVE CONVERSATIONS AND DIG A LITTLE DEEPER.

IT'S OPPORTUNITIES IN WHICH WE CAN ESTABLISH EITHER THE CLASSROOM WITH THE BUILDING AND OPPORTUNITY FOR PARTNERSHIPS.

THE OTHER PIECE IS CRITICAL TO THIS TEAM IS THE ADULT SOCIAL EMOTIONAL SKILL SET BECAUSE IT'S VITAL AND CRUCIAL.

OUR EDUCATORS ARE WELL-VERSED AND HAVE GREAT IMPACT JUST LIKE A TEACHER WHO IS VERY EXCITED, MOTIVATED AND PASSIONATE.

THERE STUDENTS WILL BE EXCITED AND MOTIVATED ABOUT MATT.

THAT'S WHY WE WANT TO HELP INCREASE SOCIAL EMOTIONAL LEARNING SKILL SETS AND DEVELOPMENTS.

A PART OF THAT IS THE LEADERSHIP TEAM TO CREATE OPPORTUNITIES SO THAT WE CAN ENGAGE IN THAT.

I KNOW I CAN TALK FOR A WHILE SO I'M GOING TO SPEED THIS UP.

NEXT UP IS A COMPREHENSIVE SCHOOL COUNSELING PROGRAM.

WE WORK THIS PAST YEAR TO DEVELOP A VISION AND VALUE.

THIS WORK REALLY CAME FROM OUR COMMITTEE WORKS I WANT TO GIVE A SHOUT OUT TO OUR COMMUNITY WHO'S WATCHING.

IN A SHOUT OUT TO OUR FORMER CHAIR BECAUSE HE'S NO LONGER WITH US. WITHOUT THEIR LEADERSHIP AND THEIR WORK IN THE COMMUNITY AND WHERE WE ARE IT'S THE VISION AND VALUE. THIS IS OF OUR WORK AND OUR COMMUNITY STILL CONTINUES TO WORK REALLY HARD TO BE ABLE TO GO AND BUILD. OUR SCHOOL COUNSELORS ARE VISIBLE AND WE SEE CLEAR CONNECTIONS OF IMPACT TO STUDENTS DISTRICT INITIATIVES AS EQUITY AND TSS.

PAST YEAR WAS SORT OF OUR TRANSITION YEAR.

IT USES A STANDARD FOR SCHOOLS WITH THE USE OF DATA AND TIME.

WITHIN THOSE CATEGORIES WE HAD SPECIFIC ACTION THAT WE NEEDED TO TAKE. ONE OF THE BIGGEST ACTIONS WE TOOK WITH A COUNSELORS AND THE MINISTERS TOGETHER.

TO BE IN THIS ROOM WITH ADMINISTRATORS AND GO THROUGH A SELF-ASSESSMENT TO DETERMINE WHERE THE OPPORTUNITIES IN WHICH THEY CAN GROW AND LINK SCHOOL COUNSELORS TO BUILDING INITIATIVES AND BUILDING WORK TO MAKE IT VISIBLE.

WE ALSO DO TIME STUDIES LAST YEAR TWICE AND THE DATE IT WAS REALLY HELPFUL IN HELPING THEM THINK ABOUT WHAT THAT LOOKS LIKE IN THE BARGAINING AND HOW MIGHT THIS IMPACT HOW WE SERVE STUDENTS WITH SOME OF THE CHANGES THAT WE'VE MADE.

AS WE THINK ABOUT THIS WORKING TO CONTINUE TIME STUDYING WITH

[00:50:08]

WHAT IS A PRODUCTIVE COLLABORATIVE RELATIONSHIP LOOK LIKE BETWEEN SCHOOL BUILDINGS ADMINISTRATORS AND COUNSELORS? WHAT IS THAT LOOK LIKE SO THAT WE CAN BE EFFECTIVE IN OUR OUTCOMES THAT MANY OF US WANT TO SEE.

I'M EXCITED ABOUT THIS PROCESS AS WE CONTINUE TO BUILD.

WITH THAT I'M SURE I AM OVERTIME SO I WANT TO THANK YOU ALL. [APPLAUSE]

>> ACTUALLY HAVE A QUESTION FOR DEBT JOHNNY BEFORE YOU RUN AWAY FROM US. YOU TALKED ABOUT STRENGTHENING THE SCHOOL COUNSELOR AND BUILDING ADMINISTRATION.

I WAS WONDERING TO WHAT DEGREE DO OUR SCHOOLS HELP FOSTER A COUNSELOR RELATIONSHIP WITH OTHER COMMUNITY ORGANIZATIONS

THAT I KNOW WE RELY ON? >> IT'S AN ONGOING RELATIONSHIP AND PARTNERSHIP. YOU HAVE ONGOING FRIEND SINCE I SHARED ABOUT THE INTEGRATION PLAN.

THAT PLAN IS REALLY FOCUSING ON PARTNERSHIP.

HOW DO WE HAVE CLEAR GOALS AND RESPONSIBILITIES SO THAT WE CAN BE ABLE TO WORK EFFECTIVELY TOGETHER AND NOT CROSS OUR RESPONSIBILITIES IN A WAY THAT IS AN EFFECTIVE? I DID THE SAME AND IT REALLY JUST HELPS WITH PARITY.

AS WELL AS ONGOING COMMUNICATION WITH PARTNERS.

WE KNOW THAT THE RESOURCES ARE OUT THERE AND HOW WE CAN ACCEPT

THAT. >> DOCTOR STEWART?>> MY

PRAYER LEARNING IS A SIMILAR. >> GREAT QUESTION DIRECTOR.

>> MICRO LEARNING IS A SHORT BIT.

ONE OF THE THINGS THAT WE LEARNED WHAT THE SECOND STEP, ACTUALLY IT'S MICRO LEARNINGS WITH YOUR ATTENTION TO LEARN AND APPLY THAT IT'S ABOUT 10 TO 15 MINUTES.

YOU CAN GIVE LEARNING TO ADULT FOR 10 TO 15 MINUTES AND IT'S HIGHLY ACCESSIBLE. IT'S HIGHLY LIKELY THAT THE ADULT WITH IMPLEMENT AN TRADE-OFF.

>> I WAS WONDERING ABOUT THE INTERACTION IF YOU WILL FOR SORT OF TIER 1. I HAD A KID WHO IS RECEIVING SOCIAL EMOTIONAL SERVICES AND IT WAS REALLY FANTASTIC.

WE CAN IDENTIFY HER EMOTIONS AND TALK ABOUT HOW SHE REGULATES HERSELF BETTER THAN I CAN.

IT WAS A SEPARATE CLASS. THIS WAS A FEW YEARS BACK.

IT WAS A SPECIAL CLASS JUST FOR TEACHERS THAT WERE ON HERE.

HAS THAT CHANGED? WHAT IS THE INTERACTION GO

TODAY? >> I APPRECIATE THAT PERSONAL EXAMPLE. WE STILL HAD TIER 2 TIER 1 IS UNIVERSAL. THE MINUTE YOU WALK IN YOU'RE GOING TO GET A COPY. SOMETIMES YOU NEED AN EXTRA SHOT OF COFFEE. THAT IS OUR TIER TO WORK.

THE OPPORTUNITY YOUR CHILD HAD SORT OF TIER 2 AND A SMALL GROUP TARGETED SPECIFIC SKILLS THAT BUILDS UPON YOUR FIRST COFFEE. YOU GOT YOUR FIRST COFFEE WILL YOU HAVE TWO MORE HALF HOURS TO GO I NEED AN EXTRA COFFEE.

THAT'S WHAT TIER TUTORS. WE PROVIDE AN EXTRA DOSE THAT SPECIFICS SKILLS. IT COULD BE SELF-AWARENESS.

IT COULD BE SELF-MANAGEMENT. IT COULD BE SOCIAL ENGAGEMENT.

SOMETIMES YOU WILL HEAR FRIENDSHIP WHERE YOU HEAR COPING CAT OREO HERE SUPER FLEX.

THESE ARE CURRICULUM IT'S BUILT ON THE FIRST COPY ESSENTIALLY.

HOW CAN WE HELP CONTINUE BUILDING UPON YOUR SKILLS SO WE CAN NAVIGATE YOUR SOCIAL ENVIRONMENT.

THESE COFFEE IN HIS THEM AND ANOTHER EXAMPLE IS TIER 1 UNIVERSAL EVERYONE GETS IT. WE WANT TO MELLOW THE YELLOW WE

[00:55:08]

THAT'S THE FACILITATION AND ITS TARGETED SPECIFIC AND CAN BE SORTED A CRISIS WITHIN THE UNION.

>> ANY OTHER QUESTIONS OR COMMENTS?

>> THANK YOU SO MUCH DIRECTOR. >> THE NEXT AGENDA ITEM TONIGHT IS GOING TO BE MONITORING RESULTS THREE LIFE AND LOCAL CITIZENSHIP SKILLS. THROUGH THESE POLICIES THE BOARD ESTABLISHED THE VALUES ABOUT HOW THE SCHOOL DISTRICT IS EXPECTED TO OPERATE AND EXPRESS CONDITIONS AS BUSINESS IS CONDUCTED. THE MONITORING REPORT CONTAINS SUPERINTENDENTS INTERPRETATION OF THE POLICY LANGUAGE.

A REVIEW OF THE CURRENT CONDITION AND MONITORING DATA.

THE MONITORING ACTIONS MAKE UP A PART OF THE BOARD'S OVERSIGHT AND CHEERS THE OPERATIONAL STANDARDS.

DOCTOR HOMAN WILL YOU PLEASE PRESENT A SUMMARY OF THE

MONITORING REPORT? >> TONIGHT WITH US AS DEPUTY SUPERINTENDENT MATT BILLINGHAM WHO WILL GO FOR A FULL PRESENTATION ON THE REPORT. IT WAS MY STAFF TO THE DIRECTOR HERE TO TALK ABOUT. HE ACTUALLY DID A VERY NICE JOB OF CONNECTING THE BOARD'S POLICIES AND HOW THEY INTERRELATE WITH ONE ANOTHER. ONE OF THE THINGS I DO IS APPARENT IN THE DISTRICT AS WELL IS ACTUALLY LOOK FOR EXAMPLES OF THE WORK THAT WE'RE DOING.

MY WIFE AND I WERE READING OVER JUST BECAUSE WE LIKE TO KNOW WHAT'S HAPPENING. SOMETHING STRUCK ME FROM ONE OF THE SYLLABI THAT I WANTED TO SHARE BECAUSE AS WE THINK ABOUT SOCIAL EMOTIONAL WELL-BEING IT'S REALLY ABOUT THAT BEING EMBEDDED INTO EVERY ASPECT OF OUR STUDENTS LIVES.

IT IS IN ABOUT BEING A DISPIRITED HEART OF STUDENTS EXPERIENCE. IT EXEMPLIFIES HOW WE WANT OUR TEACHERS TO PRESENT TO OUR STUDENTS AROUND WELL-BEING.

JOHNNY WAS TALKING ABOUT ADULT OSSEO AND WAS THINKING ABOUT THE PURPOSE. THE TITLE OF THE SECTION IS DEALING WITH THE STRESSES OF LIFE.

AS WE START THE YEAR OFF IT'S WORTH REMEMBERING THAT THEY CAN FEEL STRESSFUL AT TIMES? HOW IT FEELS AS WE GET READY FOR CLASS IN THE YEAR. IT'S GOING TO BE OKAY.

I'M ALWAYS HERE TO HELP. THERE'S PROBLEMS OF TECHNOLOGY, STRESS ETC. IT'S GETTING IN THE WAY OF YOU SUCCEEDING JUST LET ME KNOW. THAT DOESN'T MEAN YOU HAVE TO SHARE DETAILS. I TRUST YOU TO JUST SAY IT'S REALLY STRESSFUL RIGHT NOW AND I'M REALLY STRUGGLING.

WE FIND A SOLUTION TOGETHER. INTO THE EVERYDAY FOR OUR STUDENTS. STRIVE OF THE DISTRICT TO ELEVATE SOCIAL EMOTIONAL WELL-BEING AND LEARNING WITH THE POLICIES AND ON THE RESULTS YOU'VE HEARD CONSISTENTLY HOW THAT IS DRIVING THE WORK OF OUR DISTRICT.

WITH THAT I WILL HAND IT OFF TO SUPERINTENDENT GOING HIM TO

SHARE PRESENTATION. >> THANK YOU VERY MUCH.

I WILL TRY TO ADD VALUE TO WHAT THE DIRECTOR SHARED.

IT WAS REALLY INTERESTING FOR ME HAVING BEEN INVOLVED IN THE CONVERSATION FOR THE LAST DECADE TO HEAR A HISTORICAL PERSPECTIVE COMING BACK AND THINKING ABOUT WHERE THE FIRST CONVERSATIONS INTENTIONAL AMOUNT AND REALLY WHERE THE INDIVIDUAL COUNSELORS. HAD SOME OF OUR SCHOOLS HAVE ACCESS TO THE CURRICULUM BECAUSE SINCE STOMACH.

IT WAS A C ON TUESDAYS AND NOBODY ELSE IN THE SCHOOLS WOULD USE THOSE LANGUAGE OR EVEN THINK ABOUT THAT IT WAS NECESSARILY HARD OR PART OF THE EXPERIENCE.

THE DIRECTOR TALK ABOUT THAT TIPPING POINT FOR US.

IT'S THE PORTS WORK AROUND OUR ? THREE WHICH HELPS TO REALLY

[01:00:01]

AS TO WHAT IT MEANS TO GRADUATE.

THAT IS REALLY ALLOWED US TO BE ABLE TO GO BACK OUT AND SAY THIS IS WHAT WE ARE DOING WE MOVED FROM THAT STRONG HERE.

THIS IS REALLY SYSTEMIC AND HOPEFULLY CONTINUES TO SHOW UP MORE AND MORE STORIES LIKE THAT.

WHEN THE REALLY REALLY DO THIS QUESTION MARK FEELS LIKE THESE CONVERSATIONS WE'VE BEEN HAVING FOR A LONG TIME.

JUNE 27, 2022. THIS IS THE SECOND TIME THAT WE ARE MONITORING THIS POLICY. I WILL SAY THAT I'M REALLY EXCITED ABOUT THE RESULTS. I THINK THEY ARE VERY PROMISIN . WE ARE TWO YEARS INTO MONITORING SO I DON'T WANT TO GET OVERLY EXCITED.

IT'S REALLY NICE TO BRING THE REPORT THAT'S LARGELY POSITIVE IN THE DIRECTION THAT WE ARE GOING TO SCHOOL DISTRICT.IT REALLY REPRESENTS BOTH THE WORK OF OUR STUDENT SERVICES AND ARE LEVEL DIRECTORS. OUR PRINCIPALS ARE TAKING UP AND THINKING ABOUT NOT ONLY HOW DOES THE INSTRUCTION TAKE PLACE FOR SCHOOLS BUT ALSO THE ENVIRONMENT.

SOCIAL EMOTIONAL LEARNING IS HERE.

HOW DOES OUR ENVIRONMENT SUPPORT THAT.

TO THAT WE ARE NOT TELLING KIDS HERE'S WHAT WE DO BUT THEN GIVING THEM OPPORTUNITIES TO PRACTICE SAYING IT'S ENVIRONMENT THAT THAT'S ACTUALLY OKAY.

IT'S OKAY TO BE VULNERABLE. WE CAN HELP YOU THINK ABOUT THOSE EMOTIONS AND THOSE EXPERIENCES.

THAT SENDS A SIGNAL THAT ALLOW STUDENTS TO ACTUALLY ENGAGE IN THAT PRACTICE. I WANT TO LIVE IS TOO MUCH BUT THE BOARD CHANGED THE POLICY TO REALLY HAVE THIS SCHEME THAT WAS BUILT ON WASHINGTON STATE SOCIAL EMOTIONAL LEARNING STANDARDS AND TO PROVIDE CLARITY TO THE ORGANIZATION.

IT'S THE VALUES IN THE SIX POLICY AREAS WITH A LINE DIRECTLY TO THE SOCIAL EMOTIONAL LEARNING STANDARDS.

THE SUPERINTENDENT HAS DETERMINED PROCESS.

THEY INTERPRET THE LOOK AT A LOT OF THE DESCRIPTIONS IN WASHINGTON STATE WITH SOCIAL EMOTIONAL LEARNING STANDARDS TO INTERPRET THE POLICY. WHEN WE GOT TO SAY HOW DO WE WANT TO MEASURE THIS? HISTORICALLY WE HAD MAJOR AT THIS WITH A LOT OF FOUND DATA THAT WAS THINGS LIKE DISCIPLINE RATES WHICH WERE PROBLEMATIC IN SOME WAYS BECAUSE WE WERE MADE DURING THE ABSENCE AS A RESPONSIBLE CITIZEN.

YOU DON'T GET IN TROUBLE. BY THE ABSENCE OF THAT WE ALSO KNOW THAT THOSE MOMENTS AND DECISION POINTS ARE OFTEN WHAT THE ENVIRONMENT DOES. WE WORK WITH PANORAMA WHICH IS THE PERCEPTION SURVEY NATIONALLY.

THEY WORK ACROSS THE NATION AND HELPING SCHOOLS THAT UNDERSTAND THE STUDENT EXPERIENCE. WE TOOK OUR STANDARDS TO THEM AND SAID IF THESE ARE OUR STANDARDS WHAT SURVEY INSTRUMENTS ARE GOING TO HELP US TO REFLECT THAT? WE HAVE IDENTIFIED A MAJOR FOR EACH OF THESE AREAS.

SOME OF THEM ARE VERY CONTEXTUAL.

OUR ABILITY AND OUR PERCEPTION OF OUR SOCIAL MANAGEMENT SKILLS IS HIGHLY CONTEXTUAL. YOU HEAR THE DIRECTOR TALK ABOUT HAVING PUBLIC SPEAKING COMING UP THAT'S A CONTEXT WHERE WE ARE CONFIDENT AND THIS IS ONE WHERE IN A DIFFERENT

[01:05:11]

IN THAT CASE WE SELECTED A CONTEXT AROUND THE AWARENESS AND ACTION THAT CROSSES OVER WITH THE BOARD.

WE LOOK FORWARD TO SHARING THOSE RESULTS HERE.

WE ALSO TO GO THROUGH AND SEND TARGETS TO SAY HOW DO WE KNOW WHAT ARE THE EXPECTATIONS AND SO WE SENT REALLY THREE PARAMETERS. ONE IS THAT 90% OF STUDENT RESPONSE WITH EITHER LOOT NEUTRAL OR POSITIVE.

PANORAMA SURVEY STUDENTS HAVE FIVE RESPONSE OPTIONS.

ONE IS NEUTRAL WHICH IS BASICALLY I CAN DO THIS.

AND THEN TO THAT WOULD BE CONSIDERED.

AS 90% OF OUR STUDENTS TO BE ABLE TO INDICATE THAT THEY ARE DOING WELL. AND SO WE FELT THAT THAT WAS APPROPRIATE. WE DIDN'T WANT TO WITHIN THAT HAVE A WRITING RESPONSE. WE CAN ACTUALLY LOOK AT HOW THEY RESPOND FAVORABLY. WE SET A GOAL THAT WE WANT TO BE IN THE 90TH PERCENTILE. THAT'S JUST FOR A FAVOR.

>> WE KNOW THAT OUR STUDENTS EXPERIENCES HAVE SKILLS THAT VERY BASED ON THE BANDS. THIS YEAR WE SPLIT MIDDLE SCHOOL AND HIGH SCHOOL BECAUSE PREVIOUS REPORTED IT.

WE ALSO KNOW THAT THE FOCUS GROUPS RACE AND ETHNICITY.WE JUST TALK ABOUT HOW CONFIDENT WAS.

STUDENTS HAVE LOW SES WITH FREE OR REDUCED LUNCH.

WE ARE LOOKING AT SAYING HEY, WE ALSO WANT TO ENSURE THAT WHERE WE SEE THE GAPS AND EXPERIENCES THAT WE ARE CLOSING THOSE GAPS. THERE IS AN EQUITY COMPONENT TO THIS AS WELL. AS DIRECTOR WHO TALKED ABOUT SOME OF THE WORK THAT WE'RE DOING AS WE LOOK AT AND ANALYZE THIS DATA ONE OF THE THINGS THAT WE ARE ALWAYS GOING TO CHECK IN IS YOU CAN'T CHECK THE RELATIONSHIP.

WE ARE LOOKING TO SAY THIS METER THEORY OF ACTION.

THESE ARE THINGS THAT WE MAP OUT OR A REASONABLY CITY'S EFFORTS. WE COULD SAY WE KNOW WHAT THE INPUTS ARE IN THE SYSTEM AND THEREFORE WE WOULD EXPECT CERTAIN OUTCOME. WE ACCEPT THAT IF WE ARE INTENTIONALLY. FOR ANOTHER THAT'S BEEN REALLY FOCUSED ON HISTORICALLY THE FOCUS IS BEEN ON SELF AWARENESS. WE SEE THE DATA THAT IT'S REFLECTED. WE ARE REALLY STRONG ON SELF AWARENESS AND THERE ARE SOME REASONS FOR THAT DEVELOPMENTALLY.

[01:10:14]

WE SAW DIRECTOR PAUL WHO WAS HERE EARLIER TALK ABOUT THE SCHOOL EXPECTATION IN AN ENVIRONMENT.

WE SAW THE INTENTIONAL EFFORT AND WELCOMING THAT SO THAT IT FITS WITH HIM AND HIS TEAM AROUND HELPING SUPPORT.

SUCH AS HISTORICAL CIRCLES. WE ARE EXCITED TO GOD AND SEE THOSE HAPPEN. THE FIRST WEEK OF SCHOOL I WAS ALREADY SEEING THOSE AS OUR TEAMS WORKED IN BOTH COMMUNITIES. IT'S AN OPPORTUNITY FOR STUDENTS TO PRACTICE SOCIAL AND EMOTIONAL WELLNESS.WE'VE ALSO THE LAST COUPLE OF YEARS BEEN INVESTING IN SPONSORING AND PARTNERING WITH DIFFERENT AFFINITY SPACES.

HIGHLIGHTS, WE SAW IMPROVEMENTS WHEN WE LOOK AT THE POSITIVE NEUTRAL AND FAVORABLE RESPONSE .

WE SAW IMPROVEMENTS ACROSS THE BOARD FOR MANY INDICATORS.

3.133.6 WITH MANY GRADE LEVELS SOELEMENTARY, MIDDLE AND HIGH SCHOOL . NEARLY ALL OF OUR SUBGROUPS.

THERE WERE A FEW THAT WE DIDN'T SEE THAT.

WE KNOW A COUPLE OF STUDENTS CAN DRAMATICALLY CHANGE THAT.

IT WILL BE GROUP SAYS WE NEED TO WATCH AS WE DEVELOP TREND DATA BECAUSE LETTY WILL START TO SEE IF THEY ARE IN DIRECTION LIKE THE REST OF THE ORGANIZATION.

OR IF THERE IS SOMETHING ELSE THERE.

REALLY BROADLY FOR THE INDICATOR OF NEUTRON POSITIVE WE SAW SOME NICE GROWTH THERE. TYPICALLY WHAT WE'VE SEEN AS A NORMAL VARIATION. THAT'S WHAT WE SEE IN THIS CASE. WE SEE AREAS OF FIVE PERCENTAGE POINTS OR 12 PERCENTAGE POINTS. THAT'S REAL MOVEMENT.

IT'S PROMISING. COMPANIES THAT WERE PROMISING BECAUSE IT'S NOT QUITE A TREND YET.

WE ALSO DON'T WANT TO SLEEP BUT THAT REPRESENTS SOME REAL MOVEMENT.LAST YEAR WE HAD AN INTENTIONAL FOCUS ON SOCIAL EMOTIONAL LEARNING. EVEN PERHAPS MORE EXCITING IS THE PERCENTILE CHANGE. WE ACTUALLY SAW MOVEMENT AND PERCENTILES FOR EVERY SINGLE INDICATOR.

BUT THAT MEANS HIS PROGRESS IS ESSENTIALLY OUT FACING THE NATIONAL PROGRESS. THIS IS A NATURAL REBOUND AS WE GET A LITTLE BIT FURTHER AWAY FROM THE INTENSE PERIOD.

THAT MAY BE WHY WE SEE SOME POSITIVE GROWTH.

OUR REBOUND IS FASTER THAN ANY REBOUND THAT WE SEE NATIONALLY.

IT OUTPACES THE STRONGER GROWTH WITH A FEW STUDENTS AND ARE ELIGIBLE IN THOSE SERVICES. WE STILL HAVE SOME GAPS BUT AGAIN THE PROGRESS HIDDEN SOME OF OUR CLOTHES.

0WE THINK ABOUT HOW CONFIDENT YOU FEEL AS THEY ESSENTIALLY DO

[01:19:54]

[01:20:02]

IT SEEMS CURIOUS THAT WE WOULD ESSENTIALLY BE NEEDING IT IN THE COUNTRY. SO THE 50TH PERCENTILE.

THAT REPRESENTS AN INCREASE LAST YEAR 33% SOCIAL AWARENESS ? WAS IN THE 50TH PERCENTILE SOME GROWTH THERE.

SOCIAL MANAGEMENT IS THE ONE THAT SHOWED THE MOST GROWTH.

WE WERE IN THE 40TH PERCENTILE LAST YEAR.

DO WE STAY HERE OR NOT? THAT'S REALLY EXCITING.

SOCIAL ENGAGEMENT WE ARE IN THE 40TH PERCENTILE.

THE PORT HAS ACCESS TO THE FULL MODERATE REPORT WITH THE DETAILS. I'M JUST GONNA GO THROUGH EACH OF THE POLICY AREAS AND HIGHLIGHT JUST SOME SUBGROUP AREAS THAT HAVE SHOWN PARTICULAR GROWTH AND FAVORABILITY WITH THE RESPONSES.

THEY OUTPACED AQUATIC GROUP THAT THERE COMPARED TO.

YOU CAN SEE THAT YOU CAN SEE THAT THE SAME HOLDS TRUE FOR AFRICAN STUDENTS IN MIDDLE SCHOOL.

IN PARTICULAR TUITION STUDENTS IN HIGH SCHOOL AT NIGHT EVERYONE THAT'S FAIR. QUICK STUDENTS RECEIVE SERVICES WITH LOW INCOME HOUSING AS WELL.

SELF-MANAGEMENT. WE REALLY DIDN'T HAVE A LOT OF VARIABILITY FROM YEAR-TO-YEAR. I CAN CALL ANYTHING OUT BECAUSE OUR STUDENTS ARE PLUS ONE +2. YOU CAN SEE LIMITED VARIABILITY IN STUDENT RESPONSES. WE GET THE HIGH SCHOOL LEVEL AND WE DID IT TO SEE MORE FAVORABLE RESPONSES BLACK AFRICAN-AMERICANS AND SPECIAL-EDUCATION STUDENTS.

SELF-MANAGEMENT SCENARIOS IS WHERE WE SEE THE MOST AMONG STUDENT GROUPS. SCHOOLS SPENT A LOT OF TIME AROUND THIS SKILL SET. SO IT'S POSITIVE NOT SURPRISING. SELF-EFFICACY.

THIS IS STUDENTS REPORTING BASICALLY AROUND HOW CAPABLE.

I WANT TO PULL OUT HERE. ELEMENTARY SCHOOL, 90% RESPOND NEUTRALLY FAVORABLY. WHEN WE GO TO MIDDLE SCHOOL IN TERMS OF CLOSING THE GAP YOU CAN SEE IS 59%.

WE HAVE A COUPLE OF DIFFERENT THEORIES AS TO WHAT IS POSSIBLY AND PERFORM ANY ACTION THAT WE NEED TO SPEND TIME DIGGING INTO THIS WITH OUR ACTUAL SECONDARY STUDENTS.

IT'S POSSIBLE THAT THE WAY IN WHICH OUR STUDENTS ARE DETERMINING QUESTIONS MIGHT AFFECT THEM IN THE WAY THAT THEY INTERPRET THEM AS KIND OF A PHYSICAL I DON'T HAVE TIME.

IF YOU GIVE ME UNLIMITED TIME AND CAPABLE.

IT COULD BE THEORIES AROUND ESSENTIALLY NEEDING ENOUGH TIME TO HAVE SOME DEVELOPMENT AND YOU CAN PUSH UP ONE LEVEL UP ESCALATED THEIR TO INTERNALIZE YOUR CAPABILITY.

[01:25:02]

IT COULD BE THAT OUR STUDENTS HAVE UNIQUE PEER GROUP WITH A LOT OF STUDENTS WHO PERFORM HIGH LEVELS AND I COULD INFORM HOW THEY SEE THEMSELVES. IT COULD BE SOMETHING COMPLETELY DIFFERENT. IT HAS IMPLICATIONS AS WE THINK ABOUT WHAT'S GOING ON WITH OUR STUDENTS AND EXPERIENCE.

IN TERMS OF WHAT WE ARE DOING INSTRUCTIONALLY IN THE CLASSROOM AND HOW WE MIGHT HAVE TO BE MORE INTENTIONAL TO HELP OUR STUDENTS REFLECT ON THEIR SKILLS WHEN IT COMES TO EFFICACY. SOCIAL AWARENESS AGAIN THIS IS SOCIAL AWARENESS IS ONE AREA OF STRENGTH FOR US AS A DISTRICT.

SECONDARY WE DIDN'T SEE A LOT OF NEUTRAL FAVORABLES SO A LOT OF WORK AND HELPING TO SUPPORT STUDENTS BE MORE FAVORABLE CURRENTLY IN THE NEUTRAL AREA. AT THE HIGH SCHOOL LEVEL WE DID SEE RESPONSE SIGNIFICANTLY MORE FAVORABLY.

IT IS HIGHLY CONTEXTUAL BUT IN MANY WAYS IT'S PROBABLY ONE OF THE MORE CHALLENGING CONTEXT FOR US TO THINK ABOUT WITH YOUR SKILL SET AND YOUR COMFORT WITH HAVING THESE QUESTIONS.

WILLIE BRADLEY HAVE WORKED TO GO WITH SOME OF THE SUBGROUPS RESPOND WITH A FAVORABLE PERCENTILE.

QUICK SOCIAL ENGAGEMENT IS WHEN STUDENTS ASK QUESTION ABOUT PERSPECTIVE TAKING.IT'S ONE THAT WE ARE SEEING SOME GROWTH.

IT'S PROBABLY AN AREA WHERE WE ARE LESS CURIOUS ABOUT.

BECAUSE WE ARE TWO YEARS INTO MONITORING WE CONTINUE TO ENGAGE TO UNPACK AND LOOK AT THE QUESTIONS THAT ARE BEING ASKED. FOR THIS ONE IT'S ANOTHER AREA FOR US. IT'S A LITTLE BIT LESS WHEN WE THINK ABOUT 3.3. WE IDENTIFY FROM THIS MODERATE REPORT POSITIVE GROWTH THERE. WE NEED TO GET SOME PROFESSIONAL UNDERSTANDING. SOCIAL EMOTIONAL LEARNING AND IT'S PROMISING WHAT DIRECTION. WE TALK ABOUT THE INTENTIONAL WORK THAT'S HAPPENING IN OUR SYSTEM AND IT'S HOPEFUL TO EXPECT THAT THIS WILL ACCLIMATE OR CONTINUE TO IMPROVE.

>> THANK YOU. CHOBANI?

>> I HAVE A LOT OF QUESTIONS. I WAS WONDERING.

DO YOU WANT ME TO GO THROUGH THEM ONE BY ONE OR SAY ALL OF

THEM? >> IT WOULD PROBABLY BE BETTER IF YOU ASK ONE QUESTION AT A TIME.

>> YOU WANT ME TO SAY SOMETHING AND LET OTHER PEOPLE

GO? >> YOU CAN ASK ALL OF YOUR

QUESTION. >> MAY VERY FIRST QUESTION IS

[01:30:03]

BUT NOT ELEMENTARY. >> THAT'S AN EXCELLENT QUESTION.HE REASON WHY WE DON'T MONITOR THAT IS BECAUSE THOSE QUESTION BANKS ARE NOT DESIGNED FOR ELEMENTARY.

IT'S NOT THAT WE COULDN'T. WE CAN SELECT QUESTION BASE FOR STUDENTS BUT THEY WOULDN'T BE NATIONAL.

WE WOULDN'T HAVE THAT NATIONAL PERCENTILE.

WE INITIALLY WENT THROUGH THIS BECAUSE WE PICKED THE 9090 AND WE WERE ONLY LOOKING AT ITEMS THAT WERE AVAILABLE NATIONALLY.

WE ARE TRYING TO GET A SENSE OF WHAT THIS DATA MEANS AND IS IT WHAT WE WANTED. OR WHAT WE WERE HOPING THAT IT WOULD. WE WILL GO BACK AND HAVE A CONVERSATION AND REVISIT THIS. I KNOW OTHER BOARD MEMBERS HAVE EXPRESSED THE SAME INTEREST. IS ANYTHING THAT MIGHT? IT WAS JUST A LIMITATION OF THE TOOL.

>> FOR MY SECOND QUESTION I NOTICED THAT THERE WAS A PLUS OCTOBER 3, 2017 AND A FOUR THROUGH SIX FOR SOCIAL MANAGEMENT AFRICAN-AMERICAN STUDENTS.

WE TALKED ABOUT THE CORRELATION WITH SOCIAL MANAGEMENT AND EQUITY POLICY AND I WAS WONDERING IF YOU HAVE THE DATA ON THESE SOCIAL MANAGEMENT FOR THE PAST TWO YEARS BECAUSE I KNOW THAT EQUITY POLICY WAS ADOPTED IN 2021 SO I WONDERED IF YOU HAD THE DATA FOR TWO YEARS.

>> ONE OF THE BOARD MEMBERS HAD ASKED WHEN WE LOOK BACK WE BEEN DOING PANORAMIC FOR A LITTLE WHILE.

ACTUALLY WITH THESE DATA SETS PARTICULARLY IN THE SECONDARY LEVEL WE REALLY ACTUALLY STARTED ASKING THEM JUST TO 2021. FROM LOOKING AT SOCIAL MANAGEMENT CHANGE FROM THE PREVIOUS YEAR REFLECTS AFRICAN-AMERICAN STUDENTS AT HIGH SCHOOL.

>> THAT EXPENDS A LOT. I WILL ASK MY LAST QUESTION LATER. QUICK; QUESTION REGARDING DATA COLLECTION WITH STUDENT RECEIVING SPECIAL EDUCATION SERVICES. WERE THERE ANY ACCOMMODATIONS OR CONSIDERATIONS MADE FOR STUDENTS WHO MAY BE RECEIVING EXTRA HELP QUES? WHEN ANSWERING THE SURVEY SO

YOUR DATA IS NOT JUST CUTE? >> IT'S A GREAT QUESTION.

I WANT TO BE ABLE TO TELL YOU SPECIFICALLY AROUND WHAT LEVEL STUDENTS ARE PROVIDED. WE CAN LOOK AT THE ACTUAL MONITORING REPORT BECAUSE IT HASN'T RESPONSE RATES.

IF I LOOK AT IT FROM A PERCENTAGE POINT IT'S CONSISTENT WITH THE PERCENTAGE OF STUDENTS WITH SPECIAL EDUCATION SERVICES.STUDENTS ARE NOT NECESSARILY OVERREPRESENTED OR UNDERREPRESENTED.

[01:35:08]

>> THAT'S AN EXCELLENT QUESTION.NE OF THE THINGS THAT WE STARTED AND IT INCLUDED IN THE ANALYSIS AS WE CONTINUE

TO INCREASE RESPONSE RATES. >> I'M STRUGGLING WITH WHETHER OR NOT WE APPROVE THE STUDENT OR IS IT FURTHER AWAY FROM THE PANDEMIC YET TO TRIGGER THE INCREASE.

I DIDN'T KNOW IF PANORAMIC HAD ALREADY HAD INTERNALLY LET THAT THIS FACTOR. I KNOW WE ARE.

I DID NOTE PANORAMA IS LOOKING AT THE SAME ISSUE.

>> WHEN WE FIRST LOOKED AT THIS AND SAID WE ARE GETTING MORE FAVORABLE RESPONSES WAS SOMETHING THAT WAS JUST NATURAL. IT'S FURTHER AWAY FROM THE QUEUE THE PARTS OF THE PANDEMIC ANECDOTALLY I COULD SAY I WAS OUT THE FIRST DAY OF KINDERGARTEN.

THE BELIEF OF THEM IS MORE OF THEM HAD PRESCHOOL TYPE EXPERIENCES IN EARLY LEARNING. THE COMMENTS WERE THE TRANSITIONS THAT WERE FIRST MADE.

SOME OF US CERTAINLY THEYBE REFLECTIVE.

WE CAN SAY THAT'S WHY THE PERCENTILE IS IMPORTANT.

IF WE WERE SEEING POSITIVE RESPONSES GO UP WE ARE STAYING THE SAME. HER INITIAL RESPONSES FROM OUR STUDENTS BUT WE ARE ABOUT HANGING IN THE SAME AREA RELATIVE TO THE NATIONALLY. IN MANY CASES WE'VE GONE UP PARTICULARLY IN THE AREAS WITH THE MOST GROWTH.

THERE ARE SOME DIFFERENCES HERE WE HAVE A COMMUNITY THAT'S HIGHLY INVESTED AND THEY TALK ABOUT THE COMMUNITY PARTNERSHI . WE'VE ACTUALLY ENGAGED WITH COMMUNITY PARTNERS. THIS IS A COMMUNITY THAT'S PROBABLY SUPPORTIVE OF THIS WORK AS WELL AND SO WE THINK IT'S A YES AND THERE IS SOMETHING THAT'S DIFFERENT.

>> A PARTICIPATION RATE GOD KNOWS HOW IN THE WORLD YOU INCENTIVIZE THE PRECIPITATION. DOES OUR DISTRICT HAVE A COMPARABLE PARTICIPATION RATE TO THE DISTRICTS ACROSS THE COUNTRY? DID A BIT OF AN ALARM AT THIS RATE FOR THE SECONDARY SCHOOL? DO YOU SEE WHERE I'M GOING?

>> I DON'T KNOW SPECIFICALLY. THE PERCENT PARTICIPATION RATE DID INCREASE FOR ELEMENTARY AND MIDDLE SCHOOL.

IT WENT DOWN WITH THE CONVOCATION AT THE HIGH SCHOOL LEVEL. WE WILL WORK TO ADDRESS THAT.

ONE OF THE THINGS THAT WE HAVE CONTROL AROUND IS THAT STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE.

WE CAN UNDERSTAND HOW THIS INFORMATION IS USED AND ITS VALUE. I TOOK THE PRINCIPLES THAT SAY

[01:40:06]

THE LEADERSHIP TEAM IS USING THIS TO ACT AND ACTUALIZE IT.

WE CAN CREATE OPPORTUNITIES BECAUSE WE DO SEE THE SURVEY WHERE WE CAN SEE PARTICIPATION IN RESPONSE RATES.

YOU DO SEE A DROP OFF SUSSEX AND EIGHTH GRADERS YOU PUT A SURVEY IN FRONT OF THEM WITH 10TH GRADERS.

YOU GET A 30% RESPONSE RATE FOR THE SENIORS IN THE SURVEY.

AS I'M WONDERING WHY ARE YOU RESPONDING.

WE SEE THAT DECLINE. THAT WILL BE SOMETHING THAT WE CAN RECONNECT BECAUSE WE WORK WITH PANORAMA AS A PARTNER VERY

CLOSELY TO TRY TO SET US ON. >> MY THOUGHT IS IT'S LESS FRUSTRATING FOR US IS ON SOME KIND OF QUIRK AND JUICY ENTHUSIASM I DON'T KNOW. RATHER THAN TRY TO REINVENT THE

WHEEL.>> THANK YOU WE APPRECIATE THE PROMISING COMPONENT WITH THIS. I ALSO JUST HAVE TWO THINGS.

IT'S ACTUALLY BROADER THAN WHAT WE MEASURE HERE.

I APPRECIATE YOUR STATEMENT AS WE CHOSE THE SPECIFIC PLACES.

I WOULD BE INTERESTED IF THERE'S POSSIBLE TO BE ABLE TO EXPAND OUT. IF WE CAN BROADLY EXPRESS THOSE

AREAS. >> ESTERS A POSSIBILITY.

>> LANDED ON PERCEPTION DATA. THE DATA THAT WE FOUND WITHIN THEIR SCHOOL DISTRICT IS PROBLEMATIC.

TILTING HER HEAD SIDEWAYS AND INTERPRETS WHAT THAT WITH BEHAVIOR WE WOULD BE AS YOU CAN SEE WITH 3.3 WE DIG INTO THAT WE ARE STILL SAYING DOES IT TELL US REMAIN WHAT WE THINK THAT IT MEANS? WHAT IS HIS MENTOR STUDENTS AND AND SO IN THAT CASE THE BEST EXAMPLE IS GOING IN TO ENGAGE WITH OUR STUDENTS. HAVE THEM HELP US INTERPRET WHAT THAT MEANS. AND THEN ANOTHER AREAS WHERE WE SEND THE STARTING POINT TO TAKE A CONTEXT I WAS INTENTIONALLY STARTED WE COULD LOOK TO SEE IS THAT THE RIGHT CONTEXT? ARE THERE UNDER CONTEXT? WE ALSO HAVE TO THINK ABOUT THE CORRELATION. IT'S THAT SWEET SPOT OF GETTING ENOUGH INFORMATION FROM OUR STUDENTS AND THEN THINKING ABOUT WHAT THE OTHER OPPORTUNITIES ARE.

IT'S AN OPPORTUNITY FOR US TO INCLUDE MORE QUALITATIVE DATA.

WE WILL MONITOR THOSE AND GET A SENSE OF SOME OF THOSE THINGS WHERE THEY PRODUCE REPORTS AND VIDEOS WERE STUDENTS CAN COME BACK AND SAY LET'S DO SOMETHING SIMILAR OR MAYBE IT WILL BLOW UP IN OUR FACE. IT'S NOT REALLY WHAT SET-ASIDES THE BOARD ROOM FORMATION. WE LOOSEN IT UP AND COME BACK

[01:45:03]

>> OWES AN OFFER THAT IN THE FORM OF A COMMENT.

. STRAIGHT.

>> WE ARE MONITORING ACTIVITY AND EXPERIENCE.

THIS IS A POLICY LONG-TERM FOR US TO CONTINUE TO HAVE LEGS AND DRIVE. WE CAN THINK ABOUT THIS POLICY WITH THE ORGANIZATION LIVING THESE SKILLS.

NEXT TO THAT END I WANT TO SAY OUT LOUD IT IS IMPORTANT TO RECOGNIZE WHEN I GO THROUGH THE SUCCESSES.

>> WHEN I GO BACK AND LOOK AT THE MONITORING REPORT FROM THE LAST GO ROUND IT'S A PRIORITY. IN PARTICULAR WE HIGHLIGHTED THE GAPS WHEN WE SAW THIS FOR STUDENTS.

WHILE WE ARE STILL HAVING A LOT OF WORK TO DO, THANK YOU FOR GOING TO THE SLIDE IT'S A VISUAL GUIA. EXACTLY.

WHILE THERE STILL A LOT OF WORK FOR THESE WE ARE SEEING THE GAPS THAT WE HIGHLIGHTED NOT YET TRANSPORT PROMISING DATA.

IN PARTICULAR IT'S VERY PROMISING DATA'S.

I WANT TO HIGHLIGHT THAT AND CALL IT OUT AS A SUCCESS.

>> FIRST IS THE TECHNICAL QUESTION.>> THE QUESTIONS CONSIDERED IN TERMS OF MONITORING OR IS IT A SUBSET OF

QUESTIONS? >> IN ORDER TO GET THE NATIONAL NORM IS THE ENTIRE QUESTION.

HERE LOOKING INTERESTED THE FAVORABLE RESPONSES.

THAT ALSO IS A LIMITATION BECAUSE WE SEE SOME OFTHESE QUESTIONS . IT'S MORE IN LINE WITH WHAT WE ARE REALLY ASKING. THAT WAS SOMETHING WE FIRST WENT THROUGH THIS WITH THE CONUNDRUM OF HOW MUCH WE PUT ON A SINGLE QUESTION. HOW IMPORTANT IS IT TO CONNECT AND SAY WHERE WE'RE AT. EXIT DOING TO CALL OUT THE

IMPROVEMENTS. >> HOW CONFIDENT ARE YOU THAT STUDENTS AT YOUR SCHOOL HAD CONVERSATIONS WITH EACH OTHER.

THAT'S REALLY TALKING ABOUT NOT JUST MY SKILLS BUT THE HOME ENVIRONMENT. IT'S SORT OF A REAL CHANGE THAT

[01:50:09]

IT'S GREAT TO KNOW WORK AROUND INCLUSION NOT JUST FOR SPECIAL EDUCATION STUDENTS BUT IT CREATES THE WORLD THAT WE WANT OUR KIDS WITH PEOPLE AND DISABILITIES.

>> THANK YOU FOR POINTING THAT OUT.

THIS IS THE CULTURAL AWARENESS AND ACTION.

IT'S ONE THAT WE FIRST STARTED AXING WITH RUSSIANS.

THEY WERE NOT PARTICULARLY FAVORABLE.

TO THE EXTENT THAT WE CAN EXTRAPOLATE.

THERE IS REAL WORK.STUDENTS THEMSELVES HAVE BEEN PUSHING THE ADULTS TO HAVE ENVIRONMENTS.

THEY HAVE RACE AND IDENTITY. IT'S FREAKING TO SEE SEMI CAPABLE RESPONSES. WE SEE THAT REFLECTED IN SOME

OTHER AREAS. >> QUICK QUESTION AS WE LOOK BACK THE SOCIAL EMOTIONAL LEARNING IN THE EVOLUTION OF THE. AS WELL AS THE CHANGES IN THIS PANORAMA I'M WONDERING IS AS WE SAW THE SENIORS MOVE OFF WITH A COUPLE OF YEARS OF THIS. YOU HAVE MORE STUDENTS AND MORE TIME IN THE ENVIRONMENT. PERHAPS THAT'S ONE WAY AFFECT THE OVERALL SCORES. WE HAVE MORE ATTENTION PAID TO THOSE ISSUES. IT'S THE IDEAS THAT WE HAVE MORE INVOLVED PROOF THAT THE SEL IS WORKING.

>> I THINK ON THE RECENTLY WAS HEALED I HAD GONE OUT.

THEY MET AN ANALYSIS OF SOCIAL EMOTIONAL LEARNING BECAUSE THE PREVIOUS ONE WAS DATED BACK TO 2007.ONE OF THE THINGS THAT THEY FOUND WAS THAT SELF-AWARENESS AND SELF-MANAGEMENT HAVE PREREQUISITE SKILLS TO ACCESS THE OTHER SPOUSE. WHEN WE LOOK AT THOSE AREAS WHERE WE HAVE BEEN REALLY INTENTIONAL AND WE ARE SEEING IT GIVES US A NICE JUMPING OFF POINT TO HELP DEVELOP THE

SUPPORT THAT STUDENTS NEED.>> I THINK BACK TO DIRECTOR STEWART'S POINT MAYBE NOT ENGAGING AS MUCH.

I THINK PART OF IT IS JUST THE SOCIAL CULTURE AND THOSE TWO IN PARTICULAR ARE NOT NECESSARILY WANTING TO PARTICIPATE WITH THE SURVEYS. THEY ARE THINKING IS THAT THEY ARE ALREADY DONE. THE EVENT OF GETTING IN THOSE RESPONSES. AS IT CAN PROVIDE YOU WITH A

TON OF DIFFERENT PERSPECTIVES? >> THE ONLY OTHER PIECE WAS THAT HE SORT OF ALLUDED TO A POINT BUT IT WAS JUST THAT AS A SOCIAL EMOTIONAL LEARNING WITH WHAT HAPPENS HERE HOW DID THAT PLAY INTO THE HIGH SCHOOL EXPERIENCE PAST THAT'S GOING ON? I'M GETTING OVER HERE AND

[01:55:12]

WE SAW LAST YEAR THE START TIME CHANGES.

SCHOOL SOON EXPRESSES SOME CONCERNS WITH THEIR TIME COMMITMENTS. THAT WILL BE SOMETHING AS WE LOOK BACK AT THE HIGH SCHOOL EXPERIENCE IN MY SCHOOL DAY.

I DEFINITELY SEE PARTICULARLY THE SELF-EFFICACY WITH CONNECTION TO THAT. THEY RESPECT THE COMPETING DEMANDS THAT THEY HAVE WITH THE CAPACITY AND THAT MAY OR NOT BE ONE INTERPLAY. LOOKING AT THE SOCIAL ENGAGEMENT IT'S ANOTHER AREA. IT SEEMED UNIQUE PERSPECTIVE BUT THAT'S ANOTHER AREA WITH A STRONG CONNECTION OF THINKING

AND EXPERIENCE LEVEL LIKE THIS. >> ONE OF THE STUDENT GROUPS THAT I DON'T SEE HERE IS HIGHLY CAPABLE STUDENTS.

I KNOW THAT THERE ARE GAPS ESPECIALLY AROUND SELF-EFFICACY WITH THAT GROUP. I'M CURIOUS TO TALK ABOUT THAT A LITTLE BIT MORE. IS IT JUST THAT WERE TELLING THIS GROUP OF STUDENTS THAT THEY ARE CAPABLE? ALSO I KNOW THAT THE LARGE COMPONENT OF THAT PROGRAM REALLY IS SOCIAL EMOTIONAL WITH NEEDS OF GIFTED STUDENTS.IT COULD ALSO BE A CASE WHERE WE HAVE A GROUP OF TEACHERS THAT ARE DOING THAT VERY EFFECTIVELY AND CAN HAVE CHALLENGES IN THAT

AREA WOULD SOCIAL LEARNING. >> HIGHLY CAPABLE THERE IS ADDITIONAL DATA SENSE THAT WE CAN DIG INTO BEHIND THESE.

WE SEE SOME DIFFERENCE ON THE BASIS OF IDENTIFYING THE

DIFFERENT RESPONSES. >> LAST COMMENT.

YOU TALK ABOUT SELF EFFICACY REPORTING BIAS AND I WAS WONDERING DO YOU THINK THAT THEY ARE SUPPORTING BIAS BASED ON RACE OR ETHNICITY BECAUSE I NOTICED THAT A LOT OF GROUPS OF STUDENTS ARE RESPONDING LOWER ESPECIALLY FOR NINTH AND 12TH GRADE AND SIX THROUGH EIGHT GRADE ARE TYPICALLY FOR MARGINALIZED BACKGROUNDS. I NOTICED THAT THERE ARE SIMILARITIES BETWEEN PERCENTILE INCREASE AND SELF-EFFICACY AND ALSO SELF-MANAGEMENT. I'M WONDERING IF THE INCREASE ALSO HAS SOMETHING TO DO WITH THE POLICIES WERE STUDENTS ARE FEELING MORE COMFORTABLE. BECAUSE OF THAT THERE FEELING MORE CAPABLE. I WAS JUST WONDERING IF YOU CONSIDERED THAT CORRELATION OR IF THERE'S SOMETHING YOU CAN DO

TO MONITOR THAT AS WELL. >> I THINK YOU'RE POINTING OUT THE WIDE VARIABILITY OF REASONS AND IT COULD BE A VARIETY OF FACTORS. THEY WERE TO HAVE CONSTRUCTIONAL CHANGES WITH GRADING PRACTICES SO THAT STUDENTS HOPEFULLY PRESSING THEIR ASSESSMENT MORE ACCURATELY REFLECTING WHAT THEY ARE DOING VERSUS OTHER SORTS OF BEHAVIORAL OPPORTUNITIES FOR CONTINUED LEARNING.

THEY COULD BE INSTRUCTIONAL FACTORS THAT ARE AT PLAY.

IT'S INTENTIONAL SIGNALING THE SCHOOLS SO THAT CLASSROOMS SHOW SPACES. IT COULD BE A VARIETY OF THINGS AND SO I DON'T WANT TO DRAW ANY CONCLUSIONS NECESSARILY FROM OUR DATA. IT JUST SEEMS REALLY CURIOUS WHEN WE LOOK AT OUR STUDENTS AND WE THINK ABOUT OUR TEST RESULTS AND GRADUATION RATES. OUR STUDENTS ARE QUITE CAPABLE.

IT'S AN AREA THAT WE JUST NEED TO DIG INTO AND IT CAN BE A VARIETY OF FACTORS THAT IMPROVE IT.

WE JUST NEED TO UNDERSTAND BETTER OR MAYBE IT COULD BE

[02:00:09]

IT'S TOO EARLY TO TELL. >> I LIED I'M GOING TO MAKE THE FINAL QUESTION OR COMMENT. A POINT OF ORDER.

I WOULD LIKE TO ECHO WHAT DOCTOR LIBERTY SAID AND THAT IS EXTREMELY PROMISING SEEING THESE NUMBERS WITH THE CAVEAT OF TWO DATA POINT THOUGH MEGATREND AND WE KNOW THAT.

I AM CURIOUS AS TO WHETHER OR NOT THIS JUNCTURE IS AN ABILITY TO OBTAIN DIFFERENT QUANTITATIVE DATA SETS TO FURTHER SUPPORT SOME POSITIVE INCREASES THAT WE ARE SEEING.

FOR EXAMPLE I REMEMBER A PREVIOUS STUDENT SERVICES UPDATE ABOUT SOCIAL EMOTIONAL HEALTH OF OUR STUDENTS.

THE NUMBER OF STUDENTS THAT WERE ACCESSING RESOURCES WITH OUR COMMUNITY PARTNERS. I FEEL LIKE THOSE ARE CONCRETE NUMBERS THAT WE COULD POTENTIALLY CORRELATE TO SOME OF THIS INFORMATION. IF WE SEE MY STUDENTS ACCESS MENTAL HEALTH SERVICES THEN IT MIGHT BE INDICATIVE OF SOME OF THEIR SOCIAL EMOTIONAL WELL-BEING OR IF WE SEE LESS IT CORRELATES TO A POSITIVE CORRELATION WITH THESE NUMBERS THAT WE ARE SEEING. IN THE FUTURE AND CURIOUS WHETHER OR NOT THERE MIGHT BE SOME ACTUAL QUANTITATIVE DATA POINTS THAT WE CAN ALSO LOOK A .

>> MONITORING THIS TWICE WE KNEW THAT WE WERE GOING TO EXPAND AND BROADEN THIS AT SOME POINT.

REVISITING THOSE TERMS AND CONVERSATIONS WITH THAT PARTICULAR DATA POINT CAN BE INTERESTING.

IT SEEMED AS THOUGH WE HAVE ANOTHER GROUP OF STUDENTS THAT WE DON'T NECESSARILY TALK ABOUT IS A REPORT UNFAVORABLY.

WE THINK ABOUT ACCESSING HEALTH SERVICES, WE LOOK AT THE HEALTH AND YOU SERVICE AND WE DIDN'T ACTUALLY SEE THE THE PANDEMIC INCREASE THE NUMBERS THAT THEY WERE EXPERIENCING.

WHAT WE SAW WAS AN INCREASE WITHIN THAT GROUP.

IN SOME WAYS IF THAT WERE TO HOLD IF YOU LOOK HERE WE HAVE 6% OF OUR STUDENTS ARE NOT RESPONDING FAVORABLY AND SYSTEM DATA SETS WOULD SAY WHAT'S THE LEVEL AND WHAT'S HAPPENING WITHIN THAT 6%? IT COULD CAUSE US TO THINK ABOUT THE POLICY LITTLE BIT DIFFERENTLY OR AS WE MATURE IN SOME OF THESE AREAS THEY CAN BE REALLY STABLE WHICH ALLOWS US TO SAY WE HAVE OUR TIER 1 THAT SEEMS TO BE WHAT WE TALK ABOUT.

IT SEEMS TO BE DOING FAIRLY WELL.

WE'VE GOTTEN THE SYSTEM TO BE RELATIVELY EARLY AND HOW ARE WE ABLE TO HAVE MANY STUDENTS THRIVE.

>> AWESOME, THANK YOU. HEARING NUMBER QUESTIONS THANK YOU DOCTOR HOLMAN FOR THE CLARIFICATION.

NOW IT IS IT IS THE FORCE'S RESPONSIBILITY TO CONSIDER THIS REPORT AS EVIDENCE IN THE DISTRICTS PERFORMANCE AND OPERATION. A REMINDER OF THE CRITERIA THAT WE HAVE. ONE IS THAT THE SUPERINTENDENT INTERPRETATION OF THE CURRENT POLICY IS WRITTEN IS REASONABLE AND TO THAT THE SUPERINTENDENT HAS PROVIDED EVIDENCE TO ASSURE THE BOARD THAT THE ORGANIZATION IS IN COMPLIANCE WITH THE PROVISIONS OF THE POLICY. I WILL NOW ENTERTAIN A MOTION TO ACCEPT AND APPROVE THE MONITORING REPORT WITH NOTED

EXCEPTIONS AS PRESENTED. >> SO MOVED.

>> WITH AN AMENDMENT THAT IT'S REASONABLE PROGRESS AND NO

EXCEPTIONS. >> THAT'S HOW I HEARD THE

MOTION. >> IT IS BEEN MOVED AND SECONDED. WITH AN AMENDMENT THAT THE BOARD IS APPROVING THE MONITORING REPORT IS REASONABLE PROGRESS WITH NOTABLE EXCEPTIONS.THOSE IN FAVOR

PLEASE SIGNIFY BY SAYING AYE. >> IF WE CAN HAVE A BRIEF

[02:05:11]

AS WE DECLINE THEM NOW WHICH MAKES PERFECT SENSE THERE IS NO REASON TO QUESTION THAT AND THAT'S UPCOMING.

>> THANK YOU. ANY OTHER POINT OF DISCUSSION?

>> HEARING THAN THOSE IN FAVOR PLEASE SIGNIFY BY VOTING AYE.

HEARING NONE OPPOSE THE MOTION CARRIES.THE BOARD COMMENDS THE SUPERINTENDENT AND ITS TEAM ON THIS VERY IMPORTANT MATTER.

I WILL PROPOSE THAT WE TAKE A TWO MINUTE RECESS TO ALLOW OUR STUDENTS IF THEY NEED TO AN OPPORTUNITY THE NEXT ITEM ON TH THE LEGISLATIVE PRIORITIZATION REPORT.

>> IS THE BOARD KNOWS BECAUSE YOU ARE THE ONES THAT TOOK THE SURVEY WE HAVE THE WSSDA GENERAL ASSEMBLY COMING UP AT WHICH TIME I BELIEVE THE DIRECTOR WILL BE THE INCREASE IN REPRESENTATIVE. DOCTOR STEWART WOULD BE VIRTUAL. WITH DIRECTOR PLEASE NOTE ACTUALLY CASTING THE OFFICIAL VOTE FOR THE BOARD.

THIS IS THE TIME WHEN THEY ARE ON THE PRIORITIES.

THERE ARE 48 PROPOSALS THAT ARE UNDER CONSIDERATION THAT THE BOARD VOTED ON DO YOU RECOMMEND PASS, DO NOT PASS OR ONSHORE FOR ANY GIVEN ITEM? THE BOARD VOTED UNANIMOUSLY ON 13 OF THE ITEM. FOR ONE ON 23 OF THE ITEMS AND THERE WERE FIVE REMAINING THREE WAY SPLITS WHAT WE THOUGHT TONIGHT WOULD BE BENEFICIAL TO JUST BRING THOSE FIVE AREAS FORWARD SO THAT IF THERE IS ANY ADDITIONAL DISCUSSION FOR DIRECTOR PLEASE NEAR AS SHE IS VOTING AND DIRECTOR STUART AS HE'S PARTICIPATING AROUND THOSE ITEMS THERE ARE STILL THREE VOTES IN A SINGLE CATEGORY TO PROVIDE THE IMPETUS FOR A VOTE.

I WILL WALK THROUGH THESE IF THERE'S AN ADDITIONAL SEARCH DISCUSSION THERE IS NO NEED TO FURTHER DISCUSS IT.HE FIRST ONE HAD THREE DO NOT PASS. ONE PERSON VOTED TO PASS AND ONE PERSON VOTED UNSURE. THIS RELATES TO ITEM NUMBER ONE THE SECTION 2E AND THREE. AS YOU CAN SEE THE GENERAL ASSEMBLY IS AS IT READS THERE. THERE'S A CLEAN PROPOSED AMENDMENT TO THE STATEMENT THAT ESSENTIALLY STATES EVERY DELEGATE SHOULD HAVE ONE VOTE MR. INDIVIDUALISM VOTED TO PASS AND SO ONE PASS AND ONE UNSURE HE DIDN'T KNOW IF THERE WAS ANY INDIVIDUAL DISCUSSION AROUND THAT TOPIC TONIGHT.

>> I'M HAPPY TO TALK TO THE DO NOT PASS ASIDE AS TO WHY.

CURRENTLY YOU HAVE THE OPTION EVERY SCHOOL BOARD HAS ONE VOT . THAT'S HOW WE START AND THEN YOU CAN CALL FOR A WEEK VOTE LIKE WASHINGTON GET SO MANY VOTES FOR THAT. IT'S BASED ON YOUR POPULATION.

YOU HAVE FIVE DISTRICTS WHO ALSO AGREE.

[02:10:02]

FOR EXAMPLE AT LEAST HALF OF OUR SCHOOL DISTRICTS HAVE OVER THOUSAND KIDS WERE AS WE HAVE 30,000.

IT DOES ALLOW FOR WHEN THERE IS A LARGER PIECE AROUND THIS TO BE ABLE TO DO A WEIGHTED BOAT. IT'S NOT VERY OFTEN BUT IT'S AN IMPORTANT THING TO HAVE. DOES ANYONE ELSE HAVE ANY

COMMENTS? >> IT'S THE NATURE OF THE BEAST DECIDE THE IMPACT ON THE STUDENTS.

THEY HAVE MORE STUDENTS IN THE ENTIRE DISTRICTS THAT WE HAVE HIGH SCHOOL. IT'S THE IDEA THAT THE WAY OF

BOTH ARE VERY IMPORTANT. >> THE NEXT ITEM IS ITEM 7.

THE ARTIFICIAL INTELLIGENCE TECHNOLOGY.

THIS IS A NEW PROPOSED STATEMENT BEING BROUGHT FORWARD HERE. THREE VOTES TO PASS AND TO UNSURE. REALLY IS GIVEN THE NATURE OF GENERATIVE AI COMING FORWARD AND REALLY BEING SOMETHING OUR SCHOOLS HAVE HAD TO RESPOND TO. BUT ALSO SEEING IT AS AN INNOVATIVE TOOL THAT WE KNOW WILL BE PRESENT.

HAVING LANGUAGE AROUND HOW THAT'S INCORPORATING.

ANY ADDITIONAL COMMENTS AROUND THIS? I HAVE MORE OF A QUESTION. IS THERE ANYTHING IN THIS PROPOSAL THAT RELATES TO IMPLEMENTING AI TRAINING WHEN THEY ADD COURSES INTO HIGH SCHOOLS? AND HOW TO USE AI CORRECTLY? WITHOUT VIOLATING PLAGIARISM OR COPYRIGHT RULES? IT SHOULD NOT BE USED BECAUSE IT'S SOMETHING THAT IT'S NEW WITH AN EXAMPLE FROM AROUND 30 YEARS. IT WAS A SEARCH TOOL THAT WAS REPLACING TEXTBOOKS. IS THERE ANY POLICY IN THE STATEMENT THE RELATES TO THAT WITH THE WHOLE POLICY?

>> I THINK I CAN ANSWER THAT. IF THERE IS ANYTHING THAT I SAW

SPECIFICALLY AROUND EDUCATION AND AI INSTRUCTION.>> AND VERY SUPPORTIVE OF THE SECOND BULLET POINT FUNDING PROFESSIONAL DEVELOPMENT. THE REGULATORY AUTHORITY POINT SHOWS A LOT OF ISSUES. A LITTLE PREMATURE REGULATORY AUTHORITY FROM THIS TECHNOLOGY. IT FELT TO ME LIKE IT WAS GOING TO BE LIMIT INNOVATION. AT THIS MOMENT IN TIME I FEEL STRONGLY THAT WE SHOULD ENCOURAGE PEOPLE TO EXPLORE THIS WITH POSITIVE WAYS TO DEAL WITH IMPLICATIONS AS THEY COME UP VERSUS TRYING TO HAVE A REGULATORY AUTHORITY DO IT THAT

WAY. >> I WILL ALSO ADD TO THAT.

I ALSO VOTED UNSURE ON THIS. IT WAS FOR EXACTLY THE SAME REASON. I FEEL LIKE AI IS SUCH NEW TECHNOLOGY THAT WE HAVE NO IDEA THE USES AND THE IMPLICATIONS FOR EDUCATION AND WHERE IT CAN GO.

I WOULD HATE TO PUT A FENCE AROUND IT BEFORE WE BEGIN TO EXPLORE WHAT WE CAN DO TO IT. I GET THE IMPORTANCE OF TRYING TO MAKE SURE THE ABILITY BUT THIS FEELS A LITTLE BIT TOO DESCRIPTIVE BASED ON WHAT WE KNOW WITH CURRENT TECHNOLOGY

AND FUTURE TECHNOLOGIES. >> IT WILL BE AT THIS GENERAL ASSEMBLY BUT I BELIEVE THERE'S A NEW PRACTICE WHERE YOU CAN

[02:15:03]

IN THE EDUCATIONAL ASPECT.>> I LIKE THE FACT THAT THEY ARE LOOKING NOT TO PUT THE GATES UP IN FRONT OF IT BUT I'VE WATCHED OTHER TECHNOLOGIES OVER THE YEARS COME AROUND IN THE REGULATORY LAG SO FAR BEHIND IT UNTIL IT LIKE TO BE ABLE TO HAVE THE REST OF THE SITUATION DOWN THE ROAD.

>> IF LOOKING AT THAT POSSIBLE AMENDMENT THE SECOND BULLET YOU

AGREE WITH. >> WOULD HAVING ANY TYPE OF REGULATION INCLUDING THIS PIECE.

>> IT STILL FEELS SOON. X IT SOUNDS LIKE LET'S TRY TO DRAFT SOME AMENDMENTS. THAT'S MORE BROAD THAT ALLOWS FOR THAT COMPONENT. QUICK SOME OF THAT IS LEGALLY REQUIRED TO ENSURE THAT THAT TAKES PLACE.

>> IF IT'S LEGAL OR REQUIRED IT'S NO REASON TO HAVE

LEGISLATION. >> THIS IS ABOUT LEGISLATION.

HAVE A REGULATORY AUTHORITY THEY WOULD COME OUT OF THE DEVELOPMENT OF A THINK TANK TO CREATE INNOVATION IN EDUCATION

APPROACHES. >> IF I READ THAT FIRST BULLET THE COMPONENTS THAT I THINK ARE COMFORTABLE FOR STANDARDS FOR ETHICS AND PRIVACY FOR THESE TECHNOLOGIES WITH ONGOING OVERSIGHT AND INTERACTION REQUIREMENTS ARE PRESCRIPTIVE

AT THIS POINT. >> I WILL SAY HOWEVER THE REASON SOME OF THIS POLICY STEMMING FROM IS BECAUSE THERE ARE MANY CASES I PERSONALLY SEE STUDENTS JUDGING ESSAYS USING DIFFERENT FORMS OF AI TO CREATE ART AND PASS IT OFF AS THEIR OWN. THEN TIMES SEE STUDENTS ARE CAUGHT CHEATING BECAUSE THEY DON'T ADOPT THEIR OWN TYPE OF REASONING DEPENDING ON THE PROJECT.

I THINK THERE'S A LOT OF INTUITION THAT IS USED TO DETECT IF SOMEONE IS USING A AND I ESPECIALLY WITH DIFFERENT DETECTORS. WHEN PUNISHMENT IS NEEDED IF SOMEONE IS CAUGHT. I'LL GIVE AN EXAMPLE.

TODAY I USED AI TO EXPLAIN HOW THE CITY USE THE PERMITTING PROCESS AND HOW IT WORKS. THEY GAVE ME A VERY SIMPLE EXPLANATION WITH LINKAGE BACK TO THE SOURCES.

>> DIRECTOR STUART? >> IT'S AN AMENDMENT THAT

[02:20:03]

THEY CAN SEE WHERE IT CAN ACTUALLY GO AND WHERE IT CAN BE USED. IT PUT INTO THE CONTEXT OF THE

ENCYCLOPEDIA. >> IF I'M HEARING CORRECTLY PEOPLE ARE IN AGREEMENT OF THE ARTIFICIAL INTELLIGENCE.

>> IT SEEMS LIKE WE SHOULD PROBABLY BE HAVING THIS CONVERSATION AS A WASHINGTON SCHOOL DISTRICT LEVEL.

I DON'T KNOW THAT THERE'S ANY LEGISLATION.

I WORK WITH THIS TECHNOLOGY A LOT.

THERE IS A LOT OF MISCONCEPTIONS AND ENERGY AROUND IT. IT'S REALLY HARD TO ARTICULATE.

IT'S WRITTEN IN A WAY THAT FEELS VERY MUCH LIKE WE WANT TO DO THIS. EVEN IN THAT SECOND BULLET I 99% AGREE WITH THAT. IT DOES NOT MAKE SENSE.

TECHNICALLY AND I REALLY WORRY THAT WE DON'T ANYWAY BEHIND THE BALL BUT WE TRY TO REGULATE BEFORE THE TECHNOLOGY IS

UNDERSTOOD. >> IT SOUNDS LIKE IT WOULD GO

TO A DO NOT PASS AT THIS POINT. >> I BELIEVE SO.

>> IF THE AMENDMENT DID NOT PUT FORWARD IF IT DID NOT

ALIGN. >> THAT CHANGES THE BOARDS POSITION FROM THREE PASS. ONE DO NOT PASS AND ONE ON SHORE. THE BOARD IS NOW SAYING DO NOT PASS IF THIS IS HE AN AMENDED VERSION.

I'M FINE WITH THAT BUT I CAN ALSO LIVE WITH WHATEVER YOU

GUYS WANT TO DO. >> THE NEXT ONE IS PERSONNEL MANAGEMENT. IT APPEARS THAT THEY ARE GOING FROM A RELATIVELY LENGTHY STATEMENT AROUND PERSONNEL MANAGEMENT TO A MUCH CLEANER. THE BOARD PRESENTLY IS DUE NOT

PASSING.>> AND FIND PASSING THIS.

I JUST WANT TO CALL OUT THE DISCUSSION AROUND THIS ONE.

IT'S THE BULLET THAT IS BEING REMOVED.

IT'S BEING STANDARD PRACTICE. IT ENSURES THAT THOSE INVOLVED IN THE PERSONAL ELECTION HAS THE SKILLS NECESSARY.

ESPECIALLY WHEN IT COMES TO INTERVIEWING AND RECRUITING.

[02:25:12]

I WOULD NOT ASSUME THAT EVERYBODY HAS THOSE SKILLS.

* This transcript was compiled from uncorrected Closed Captioning.