Oct 03, 2023 October 02, 2023 Board Meeting - 7:00 p.m.

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

[00:00:21]

>> GOOD EVENING, I'D LIKE TO CALL TO ORDER THE OCTOBER 2, 2023 LAKE WASHINGTON SCHOOL BOARD MEETING TO LET THE RECORD REFLECT ALL BOARD MEMBERS ARE PRESENT.

DIRECTOR BLIESNER JENNINGS ON THE PO STUDENT REPRESENTATIVES THIS EVENING ARE SHIRA AND ELLA. THE PUBLIC PARTICIPATION AND ENGAGEMENT IN THE MEETINGS OF THE BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE LAKE WASHINGTON SCHOOL DISTRICT WEBSITE AND AVAILABLE FOR VIEWING FOLLOWING CONCLUSION OF THE MEETING.

THE PUBLIC ALWAYS WELCOME TO EMAIL AN INDIVIDUAL BOARD MEMBER AT BOARD MEMBERS@LWSD.ORG. BEFORE BEGIN WE'VE BEEN HEARING THERE BEEN SOME DIFFICULTY PICKING UP AUDIO DURING THE BOARD MEETINGS. WHEN YOU SPEAK, PLEASE SPEAK

[B. Opening Items]

OUR LAND ACKNOWLEDGMENT WILL B READ BY THE DIRECTOR . >> THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST SALISH PEOPLES, WHO HAVE RESERVED TREATY RIGHTS ON THIS LAND, INCLUDING THE DUWAMISH (DX?D?W?ABE!) AND THE SNOQUALMIE INDIAN TRIBE (SDUK?ALBIX?). WE THANK THESE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL. WE COMMIT TO CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY, TO TEACH THE INDIGENOUS HISTORY OF THIS LAND AND THESE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DESCENT WHO ATTEND OUR SCHOOLS.

>> THANK YOU, DIRECTOR GUTHRIE. NOW ENTERTAIN A MOTION TO APPROVE THE OCTOBER 2, 2023

AGENDA. >> SO MOVED. >> SECOND.> MOVED BY DIRECTOR LALIBERTE SECOND BY DIRECTOR GUTHRIE TO APPROVE THE AGENDA AS PRESENTED.

ALL IN FAVOR PLEASE SIGNIFY. ALL OPPOSED. HEARING NONE, MOTION CARRIES.

NEXT ITEM ON THE AGENDA IS PUBLIC COMMENT. THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOME THE PUBLIC TO THE BUSINESS MEETINGS OF THE BOARD AND ENCOURAGES COMMUNITY ENGAGEMENT. THE BOARD DEDICATE 30 MS. DEAR FROM THE PUBLICDURING PUBLIC COMMENT PERIOD . PARTICIPANTS SHOULD NOT EXPECT A RESPONSE FROM THE BOARD AT THE END OF THEIR COMMENT, AS WE DEDICATE THE TIME TO LISTEN TO YOUR VOICE AND WOULD LIKE TO GET HIS MEMORY NUMBERS OF THE PUBLIC AN OPPORTUNITY TO SPEAK AS TIME ALLOWS. AS FOR THIS EVENING WE DO NOT HAVE ANYBODY WHO SIGNED UP FOR PUBLIC COMMENT, NOR DO WE HAVE ANY WRITTEN PUBLIC COMMENTS. E MOVE ON TO THE NEXT ITEM OF

[D. Consent Agenda]

I'LL ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA. >> SO MOVED.

>> SECOND. >> MOVED AND SECOND. WILL YOU PLEASE POLL THE BOARD.

> TONIGHT THE BOARD PACKET YOU HAVE $70,000 IN DONATIONS. COMING INTO THE SCHOOLS THIS EVENING, PTSA DONATING OVER $63,000 IN PRIVATE SOURCES PROVIDING OVER $6000 IN DONATIONS TO THE SCHOOLS TO SUPPORT PROGRAMS AND SERVICES FOR KIDS.

[E. Non-Consent Agenda]

>> THANK YOU VERY MUCH. MOVING ON THE NEXT ITEM ON THE AGENDA IS REDIRECTING 2022

CONSTRUCTION LEVY PROCEEDS AND MATCHING FUNDS. >> YES, AT THE SEPTEMBER 11 STUDY SESSION, WE BROUGHT TO THE BOARD, THE CONCEPT OF REPURCHASING SOME OF OUR 2022 CONSTRUCTION LEVY DOLLARS. IN ADDITION TO ONE OF OUR CURRENT PROJECTS AND TONIGHT, THE ASSOCIATE SUPERINTENDENT IS HERE TO PROVIDE THE FORMAL RECOMMENDATION.

TONIGHT, YOUR HEARING THE RECOMMENDATION AND THEN, FORMAL ACTION WILL BE ON THE BOARD AGENDA AT THE NEXT BOARD MEETING. ASSOCIATE SUPERINTENDENT

POSTHUMUS. >> THANK YOU. >> OKAY, HOW IS THAT?

[00:05:11]

THEN PROVIDES ADDITIONAL CAPACITY BOTH ON THE EAST SIDE IN SAMMAMISH AND ON THE

WESTSIDE IN KIRKLAND. >> BARBARA? >> YES?

>> CAN YOU CLICK THE SHARE BUTTON ON THE TEAMS IN FRONT OF YOU, THEN JUST SHOW THE PRESENTATION, TO MAKE SURE DIRECTOR BLIESNER IS ALSO ABLE TO PARTICIPATE.

>> OKAY. >> IT'S ABOUT 20 SECONDS DELAYED.

YEAH. >> LET ME -- I'M GOING TO HAVE TO -- > IS OKAY.

FOR THE NEXT PRESENTATION WE WILL DO IT. IT'S OKAY.

YOU CAN FOLLOW ALONG WITH THE PRESENTATION BECAUSE IT'S ONLINE.

AS SHE IS PARTICIPATING WE WANT TO MAKE SURE. >> OKAY.

AND THEN, SO AGAIN, JUST ANOTHER EXPLANATION OF WHAT THE CONSTRUCTION LEVY PROVIDED.

SO, MOVING ON TO SPECIFICALLY THE ADDITIONAL HIGH SCHOOL CAPACITY ON THE EAST SIDE, OUR CAPITAL PROJECT TEAM HAS BEEN WORKING SINCE THE LEVY PASSED, TO DESIGN THIS PROJECT.

ARCHITECTS AND CONTRACTORS HAVE BEEN SELECTED. THERE WORKING CLOSELY WITH THE CITY OF SAMMAMISH THROUGHOUT, TO OBTAIN, THROUGHOUT THE PERMITTING PROCESS.

UNIFYING ZONE DEVELOPMENT PLAN, IT IS A PROJECT WITHIN THE PROJECT TOWN CENTER ZONE.

THERE IS A SPECIFIC PROCESS THEY ARE GOING THROUGH. THE CITY HELD AN OPEN HOUSE ON THE PROJECT LAST WEEK. AS PART OF THE PERMIT PROCESS. THERE IN DESIGN DEVELOPMENT, THE PLANT OCCUPANCY FOR THE PROJECT IS FALL OF 2025. THIS IS A RENDERING ON THE, START WITH ON THE RIGHT, THAT IS AN OVERVIEW OF THE ACTUAL SITE.

IT IS LOCATED IN SAMMAMISH. THE BUILDING THAT IS BEING PLANNED IS A THREE-STORY BUILDING. WITH CAPACITY FOR 600 STUDENTS. ON THE LEFT IS THE COMPLETE SITE. THE SPECIFIC BUILDING THAT IS BEING BUILT IS LOCATED KIND OF WHERE THE RED ARROW IS POINTING TO. THE SITE IS ALSO BEING MASTER PLAN FOR THE FUTURE. WE WANT TO MAXIMIZE ALL THE PROPERTY TO THE BEST OF OUR ABILITY. AND SO, WE ARE BUILDING THE PURPOSE OF THE BUILDING CONSTRUCTION -- IS TO PROVIDE A FLEXIBLE DESIGN AND THE REASON FOR THAT IS, WE WANT TO MAKE SURE THE EDUCATIONAL SPACES BEING DESIGNED FOR MULTIPLE USES.

SO THAT IT CAN FLEX IN THE FUTURE. THE SITE IS ALSO BEING PLANNED TO HOUSE FUTURE ADDITIONS, ADDITIONAL BUILDINGS ETC. YOU CAN SEE ON THE RIGHT, THE ADDITIONAL, THE DARKER SHADED AREAS ARE THE ADDITIONAL BUILDINGS BEING PLANNED.

THIS IS A RENDERING OF WHAT THE NEW FACILITY WILL LOOK LIKE. THIS IS A VIEW OF THE BUILDING FROM THE SOUTHEAST. A THREE-STORY BUILDING. AND THEN, THE DESIGN WORK, THE ORIGINAL DESIGN FOR THE HIGH SCHOOL WAS BASED ON THE TESLA STEM HIGH SCHOOL.

[00:10:05]

WE WANT TO ASSURE THE FINAL FACILITY WILL SUPPORT THE INSTRUCTIONAL NEEDS OF FUTURE STUDENTS. THE DESIGN TEAM DID ALTERNATIVE PROJECT.

THAT IS THE BUILDING RIGHT THERE WITH A RED ARROW IS POINTING TO.

THIS IS A PICTURE OF THE GYMNASIUM FACILITY, IT IS A VIEW OF THE REAR OF THE BUILDING, THE FIRST PICTURE YOU SAW WAS THE FRONT OF THE BUILDING, THIS IS THE REAR AND GYMNASIUM WOULD BE ON THE LEFT. WHAT WE ARE BRINGING TO YOU IS A RECOMMENDATION TO REPURPOSE LEVY FUNDS TO PROVIDE A GYMNASIUM WITH THE HIGH SCHOOL PROJECT ON SITE 59.

I WON'T READ ALL OF THE RATIONALE FOR THE RECOMMENDATION, WE DID SHARE THAT IN A BRIEF WITH THE BOARD LAST WEEK. REALLY, THE RATIONALE FROM THE RECOMMENDATION IS TO PROVIDE OUR STUDENTS WITH ACCESS TO PHYSICAL EDUCATION, ESSENTIAL TO OUR STANDARDS AND CURRICULUM. PROVIDES MAXIMUM FLEXIBILITY AS WE CONTINUE TO PLAN FOR THE SITE, IT ALLOWS THIS ENTIRE STUDENT BODY TOGETHER IN A SINGLE SPACE FOR POSITIVE EVENTS SUCH AS ASSEMBLIES, ALLOWS FOR EVENTS THAT CREATE COMMUNITIES SUCH AS DANCES, IS A VALUABLE COMMUNITY RESOURCE TO THIS CITY OF SAMMAMISH.

AND SAMMAMISH COMMUNITY. REDUCES FUTURE COST ESCALATIONS BY BUILDING IT NOW.

AND IT CAN AND WOULD BE COMPLETED AT THE SAME TIMELINE AS THE REST OF THE SCHOOL.

SO, I WANTED TO PROVIDE YOU WITH A FINANCIAL AID ON THE 2022 CONSTRUCTION LEVY.

A REMINDER, LEVY PROVIDED $295 MILLION IN FUNDS. WE HAVE ALSO SINCE THAT TIME, COLLECTED OVER $16 MILLION IN IMPACT FEES. WHICH PROVIDES A TOTAL OF 311 MILLION FOR CAPITAL PROJECT WE HAVE A CERTAIN AMOUNT ALLOTTED TO PROJECTS WHICH INCLUDES THE DOLLARS THAT WE SET ASIDE FOR CONTINGENCY AND CONSTRUCTION ESCALATION.THERE IS A LOT OF NUMBERS ON THE SLIDE.HAT I WANT TO FOCUS YOUR ATTENTION ON IS THE RECOMMENDATION IS TO ALLOCATE SO THAT FIRST RED BOX, THE RECOMMENDATION IS TO ALLOCATE 22.4 MILLION TO THE GYMNASIUM PROJECT. THOSE DOLLARS ARE BEING MOVED FROM THE PROGRAM CONTINGENCY, CONSTRUCTION ESCALATION, THE SECOND RED BOX AND SO, WITH THOSE PROJECT DOLLARS BEING MOVED, THEY REMAINED STILL, $32 MILLION IN THE CONTINGENCY PROGRAM.

THE COMMITMENT DOES NOT CHANGE REMAINS AT 306 MILLION JUST ABOVE THE RED BOX OF TOTAL COMMITMENT, SO IT IS IMPORTANT TO NOTE AS WELL THE MAIN BUILDING PROJECT FOR THE HIGH SCHOOL CAPACITY ON A SIDE WAS LOWER THAN THE PLAN CONTINGENCY.

THE PROJECT IS COMING IN LOWER THAN EXPECTED. SOME OF THE OTHER NUMBERS, JUST TO -- WERE STILL IMPLEMENT ARE DESIGNED FOR ROCKWELL. THOSE FINAL ESTIMATES ARE TO BE DETERMINED. I WANTED TO SHARE THIS IS A SLIDE THAT YOU'VE SEEN BEFORE.

THESE ARE THE REMAINING FUNDS FROM OUR BOND AND LEVY PROJECTS THAT CAN BE USED TO SUPPORT ALL OF OUR CAPITAL PROJECT PLANNING PROPERTIES COULD REVIEW SOME OF THIS FOR PURCHASES AND PREDESIGNED WORK. BOTTOM LINE, THERE IS A TOTAL OF $14 MILLION BALANCE.

AND AGAIN, THIS CAN ALSO PROVIDE CONTINGENCY WITH OUR YOU KNOW, WERE STILL IN A HYPER CONSTRUCTION INFLATION PERIOD. WE ARE ALSO, THERE COULD BE ADDITIONAL REVENUES AND WE'RE LOOKING, THERE'S A POSSIBILITY FOR STATE CONSTRUCTION ASSISTANCE.OR OUR ROCKWELL REBUILD AND ENLARGE PROJECT. WILL CONTINUE TO UPDATE THESE NUMBERS AS WE GO ON.

SO, THE RECOMMENDATION TIMELINE TONIGHT, AND PROVIDED THE PRESENTATION ON THE FORMAL RECOMMENDATION, THE RESOLUTION HAS BEEN SHARED. IT IS BOARD MATERIALS.

WE AFTER TONIGHT, WE WILL DO OUR COMMUNICATIONS DEPARTMENT WILL DO A PRESS RELEASE AND WE

[00:15:05]

THAT, AND THIS IS THE SAME TIMELINE PROCESS THAT WE USED WITH THE ROCKWELL REPURPOSE THAT WE DID IN MARCH AND APRIL. THAT IS THE END OF MY PRESENTATION.

ANY QUESTIONS? NO? I DON'T BELIEVE SO, THANK YOU

VERY MUCH. THANK YOU! >> THAT WILL COME BACK AT THE NEXT BOARD MEETING. DIRECTOR BLIESNER, DO YOU HAVE A QUESTION?

>>I DO . MY QUESTION IS, ON OCTOBER 23, IT IS MENTIONED THAT PUBLIC COMMENT AVAILABLE FOR COMMUNITY, THAT WILL BE DONE DURING THE PUBLIC COMMENT TIMEFRAME? OR WILL IT BE HELD AS A PUBLIC HEARING?

>> IS DURING THE PUBLIC COMMENT TIMEFRAME. >> OKAY, SLIGHTLY DIFFERENT

THAN HOW WE DID IT THE LAST TIME. >> NO, THAT IS HOW WE DID THE

LAST TIME WITH ROCKWELL AS WELL. >> GO AHEAD, JOHN.

>> WE LOOK BACK AT THE MEETING, IT WAS A SPECIAL MEETING. AND SO, WE TYPICALLY WITH A SPECIAL BOARD MEETING, WE DON'T HAVE PUBLIC, BECAUSE IT'S A VERY SELECTIVE SET OF TOPICS.

WE ADDED PUBLIC COMMENT TO A SPECIAL MEETING AS OPPOSED TO HAVING A PUBLIC HEARING.

AND SO, IT SEEMED LIKE IT WAS DIFFERENT THAN TYPICAL BECAUSE IT WAS A SPECIAL MEETING.

AND SO, WILL WE MESSAGE COMMUNITY, WE SHARE WITH THEM, THE TWO WAYS TO COMMUNICATE WITH THE BOARD AROUND THIS ONE WRITTEN INFORMATION TO THE BOARD OR THE CONSULTANT FOR

PUBLIC COMMENTS. >> OKAY, THANK YOU! >> THANK YOU, DIRECTOR GUTHRIE?

>> TO BE CLEAR, IS A TOTAL COST OF THE PROJECT 22.4 MILLION AND I'M LOOKING AT THE FINANCIAL UPDATE SLIDE. IT IS EVERYTHING IN THE WILL BE 22.4 MILLION FROM THE PROGRAM CONTINGENCY AND IT WAS ALREADY SOME STUFF PREVIOUSLY THAT HAD BEEN, THAT HAD REALIZED THE FUNDS? IS THAT? I TRY TO UNDERSTAND THE

DIFFERENCE BETWEEN 22.4 MILLION AND 49.8 ON THE OTHER. >> CORRECT COMBO SET ASIDE FOR EVERY, WHENEVER WE DO A LEVY OR BOND PROJECT, WE SET ASIDE CONTINGENCY FOR UNEXPECTED EVENTS AND THEN CONSTRUCTION ESCALATION GIVEN THE FACT THAT THE INFLATION FOR CONSTRUCTION RIGHT NOW IS REALLY VARIABLE AND UNKNOWN. WE SET ASIDE THOSE DOLLARS.

WHAT WE ARE DOING IS, WE HAD PRIOR TO THIS, WE HAD YOU KNOW, ALMOST $54 MILLION BALANCE IN THAT CONTINGENCY. AND SO WHAT THAT IS, IT IS REDUCING THE CONTINGENCY BY 22.4 MILLION, AND INCREASING THE, MOVING IT TOWARD THE GYMNASIUM PROJECT.

YES, MARK? >> AS I RECALL, THE SITE HAS TWO OPTIONS OF PURPOSE, IF YOU WILL. ONE IS A SPECIALTY SCHOOL, IF YOU WILL.

AND SECOND, THE IDEA OF HAVING THE -- AM I CORRECT? >> RIGHT NOW, WE ARE GOING THROUGH THE PROCESS OF DETERMINING WHAT THE EDUCATIONAL PROGRAM WILL BE.

BECAUSE THERE IS YOU KNOW, THEIR MULTIPLE INTERESTS AT SITE 59.

ONE IS TO REDUCE CAPACITY ON THE EAST SIDE BECAUSE EAST LAKE BEING LARGEST HIGH SCHOOL, HAS SIGNIFICANT CAPACITY CONCERNS RIGHT NOW. REDMOND HIGH SCHOOL IS ALSO, WHILE NOT AS LARGE, HAS SIMILAR CAPACITY CHALLENGES THAT EASTLAKE DOES.

AND SO, WE'RE GOING TO COMMUNITY ENGAGEMENT RIGHT NOW. BOTH WITH STUDENTS FROM REDMOND AND EASTLAKE, THROUGH SURVEY. ALSO, IN PERSON, ALSO DOING COMMUNITY ENGAGEMENT WITH FAMILIES. INCLUDING AFFINITY SPACES FOR HISPANIC, LATINO, BLACK AFRICAN-AMERICAN FAMILIES, TO REALLY UNPACK WHAT ARE SOME OF THE, ODYSSEY BENEFITS AND

[00:20:03]

THERE'S A NUMBER OF FACTORS THAT WILL PLAY INTO THE FINAL DECISION, KNOWING THAT EITHER WE WOULD GO, IT WON'T MEET ALL THE INTERESTS OF EVERYBODY INVOLVED.

>> THE REASON I ASK, I ALSO WANT TO FIND OUT, WE ARE BASICALLY LOOK AT THE SAME STRUCTURE. HOWEVER, FROM THE PARKING AND TRAFFIC PERSPECTIVE, IT WOULD SEEM LIKE WE WOULD HAVE DIFFERENT PATTERNS, IF YOU WILL.

AND DIFFERENT NEEDS. I HOPE WE ARE LOOKING AT BEING ABLE TO -- THE SITE CAPABILITIES BASED ON THAT. GIVEN THE FACT THAT IT IS MS ALREADY GETTING PEOPLE UP AND

DOWN IS A JOY. >> RIGHT NOW, THE CAMPUS IS PLANNED NOT TO INCLUDE STUDENT PARKING. THE DEFAULT REALLY IS NINTH-GRADE CAMPUS.

IF WE DO CHOOSE TO GO THE ROUTE OF NINE 12 CHOICE SCHOOL THE PLAN IS IN PLACE OF THE WORK WITH THE CITY TO GET PERMITTED STUDENT PARKING AS WELL AS WELL FROM THAT SITE.

>> I GUESS MY CONCERN IS BUSSING. AND WE ARE LOOKING AT BUSSING AND THE IDEA THAT WILLS HAVE A SHORTAGE OF BUDGETS AND WE HAVE A SHORTAGE OF DRIVERS THAT WE START NOW TALKING TO THE TRANSIT PEOPLE. TO SEE WHAT THEY CAN DO.

>> I WAS GOING TO ASK A QUESTION, BUT THEN, -- TBD TRADITIONAL HIGH SCHOOL CAPACITY WESTSIDE. NOW THAT WE ARE A LITTLE FURTHER ALONG IN THE THINKING ON THAT. DO YOU HAVE A SENSE OF WHEN YOU WILL HAVE A BETTER IDEA OF WHAT

ANY USE OF CONTINGENCY OR ESCALATION COSTS FOR THAT? >> THEY WILL BEGIN THE DESIGN PROCESS ON THAT PROBABLY YOU KNOW, EARLY SPRING. AND IT TAKES ABOUT SIX MONTHS TO KIND OF GET CLOSER TO COST ESTIMATE. I WILL TALK TO BRIAN AND GET A

CLOSE ESTIMATE ON TIMELINE. AND I'LL LET YOU KNOW. >> OKAY GOT IT I APPRECIATE THAT, THAT'S HELPFUL. WE ARE NINE MONTHS TO A YEAR OUT.

>> FOR FINAL ESTIMATED COST. CORRECT. >> THANK YOU.

NEXT ITEM ON THE AGENDA THIS EVENING IS THE EQUITY AND FAMILY ENGAGEMENT PROGRAM

UPDATE. >> AND SO, I'D LIKE TO WELCOME OUR DIRECTOR OF EQUITY AND FAMILY ENGAGEMENT. WE GOT TO MEET WITH HIM AND HIS TEAM THIS MORNING.

AND SO, HER PREVIEW AND ACTUALLY STARTED THE DAY OFF WITH A BIT OF INSPIRATION, I THINK HE WOULD ENJOY THE TEAM AND WHAT THEY'RE SHARING. AS WE THINK ABOUT TONIGHT WE ARE ALSO MONITORING OE 14 THE PROGRAM IS CARRYING A HEAVY LOAD FOR THE DISTRICT THEY ARE NOT THE ONLY GROUP THAT SHOULD BE DOING EQUITY WORK ACROSS THE DISTRICT.

THEY DEFINITELY LEAD THE WAY AND THEY'RE DOING SOME REALLY GREAT WORK.

THEY'RE HERE TONIGHT TO SHARE ABOUT A COUPLE OF THE PROGRAMS AND SERVICES THAT THEY OFFER

AND PROVIDE. PABLO? >> HELLO, OKAY.

GOOD EVENING, THANK YOU DOCTOR FOR THOSE VERY KIND WORDS, THANK YOU TO THE BOARD FOR ALLOWING US TO COME AND ADDRESS YOU ALL TONIGHT. MY NAME IS PABLO ORTEGA DIRECTORY OF EQUITY AND FAMILY ENGAGEMENT FOR LAKE WASHINGTON SCHOOLS ALONG WITH ME, I HAVE OTHERS THAT WILL INTRODUCE THEMSELVES A LITTLE BIT. BEFORE WE DO THAT, I LIKE TO RUN THE BOARD THAT ONE OF THE SUCCESS CRITERIA FOR OPERATIONAL EXPECTATIONS 14.1 IS THAT WE PROVIDE A VIDEO PRODUCTION, FEATURING STUDENT VOICES ESPECIALLY STUDENTS NONDOMINANT STUDENT VOICES, WE'VE HEARD THAT FOR YOU TONIGHT WE WILL SHARE THAT WITH YOU NOW. AT THAT POINT WE WILL TALK A LITTLE MORE ABOUT THE CONTENT YOU ARE ABOUT TO SEE. AND LET'S HEAR DIRECTLY FROM OUR STUDENTS.

>> THINGS THAT MAKE US UNIQUE INDIVIDUALS, I THINK CURRENTLY NOW THEY WANT US ALL TO BE LIKE

[00:25:09]

UNITED BUT WE LOSE OUR INDIVIDUALITY. >> EVERYONE'S CULTURALLY

DIFFERENT AND WE CAN SHARE THAT TOGETHER. >> PEOPLE NORMALLY JUST LOOK AT BLACK HISTORY MONTH AND LEAVE IT THERE. THEY DON'T SEE HOW CAN WE

SUPPORT THE BLACK STUDENTS AFTER BLACK HISTORY MONTH. >> I LOVE THAT WE HAVE STUDENTS OF COLOR CONFERENCE IT REALLY BROUGHT US ALL TOGETHER.♪ ♪ [MUSIC] ♪

♪ >> GOT TO HAVE THAT SORT OF ♪ ♪ COMMUNITY AND ESPECIALLY ♪ ♪ BECAUSE IT WAS A WHOLE ♪ ♪ DISTRICT.♪ ♪ WE GOT TO MEET PEOPLE FROM ♪ ♪ OTHER SCHOOLS.♪ ♪ WE GOT TO INTERACT AND WE ♪ ♪ GOT TO FEEL THAT SENSE OF ♪ ♪ COMMUNITY AND BELONGING, ♪

♪ WHICH I REALLY APPRECIATE.♪ ♪ >> WILL LEARN DIFFERENT ♪ ♪ STUFF BECAUSE IN SCHOOL YOU ♪ ♪ LEARN THE SAME CORE SUBJECTS ♪ ♪ AND IN SOME FUN ELECTIVES.♪ ♪ THERE, HE CAN TAKE A SMALL ♪ ♪ BREAK FROM THAT, HANG OUT ♪ ♪ WITH REALLY COOL PEOPLE FROM ♪ ♪ THE DIFFERENT SCHOOLS.♪

♪ AND REALLY COOL STUFF THAT ♪ ♪ YOU WANT TO LEARN.♪ ♪ >> I LOVE LEARNING ABOUT ♪ ♪ DIFFERENT CULTURES.♪ ♪ I THINK THE BIGGEST PART WAS ♪ ♪ THE CONNECTIONS AND GETTING ♪ ♪ ABLE TO SEE, WHAT ARE SOME ♪ ♪ PEOPLE DOING TO HELP THIS ♪ ♪ ISSUE?♪ ♪ FOR ME AS A STUDENT, IT WAS ♪ ♪ REALLY NICE TO SEE MORE ♪ ♪ DIVERSITY BUT ALSO, I THINK ♪ ♪ THERE IS A SENSE OF WHEN YOU ♪ ♪ SEE MORE PEOPLE THAT LOOK ♪ ♪ LIKE YOU, AND YOU KNOW HOW ♪ ♪ CLOSE THEY ARE ESPECIALLY ♪ ♪ SINCE THIS WAS THE ENTIRE ♪ ♪ DISTRICT, I LOVED IT.♪ ♪ A GODDESS THAT MORE EVENTS ♪ ♪ ARE MORE CENTERED AROUND ♪ ♪ ALL-BLACK STUDENTS AROUND IT ♪

♪ NOT JUST US.♪ ♪ WHICH IS REALLY FUN.♪ ♪ >> DISTRICT IS REACHING OUT ♪ ♪ TO KIDS OF COLOR AND GIVING ♪ ♪ THEM INFORMATION AND ♪ ♪ OPPORTUNITIES AND JUST ♪

♪ TRYING TO GET THE VOICES ♪ ♪ HEARD.♪ ♪ >> IT TOOK A LOT OF STUFF, I ♪ ♪ FELT PRETTY, I GUESS NOT ♪ ♪ SPECIAL BUT KIND OF LIKE AN ♪ ♪ ODD ONE OUT.♪ ♪ BUT EVERYONE KIND OF LIKE ♪ ♪ TOOK ME IN.♪ ♪ I WASN'T SURE IF I WAS GOING ♪ ♪ TO DO -- THIS YEAR BUT THE ♪ ♪ CAMP BASICALLY EXPLAINED TO ♪ ♪ ME THAT TRYING NEW THINGS ♪ ♪ AND HAVING -- IS A REALLY ♪ ♪ GOOD THING.♪ ♪ I TRIED SOMETHING THIS YEAR ♪ ♪ AND I'M LIKE I'M ENJOYING ♪ ♪ IT.♪ ♪ AND I'LL BE HELPING ELDERLY ♪

♪ LATER ON.♪ ♪ AND TALKING TO PEOPLE.♪ ♪ >> HELPED PLAN THE BLACK ♪ ♪ DEBUTANTE BALL.♪ ♪ YOU HELP ME BECAUSE IT WAS A ♪ ♪ WAY FOR ALL THE BSUS TO COME ♪ ♪ TOGETHER AND KNOW TO APPEAR ♪ ♪ THIS IS BLACK STUDENT UNION ♪ ♪ IS A CULTURAL CLUB THAT ♪

♪ MEETS AFTERSCHOOL WELCOMES ♪ ♪ ALL PEOPLE.♪ ♪ >> COMMITTED DEBUTANTE BALL ♪ ♪ WAS A SYMBOL OF ♪ ♪ COLLABORATION AND BLACK ♪ ♪ EXCELLENCE AND CELEBRATION ♪ ♪ AT THE END OF THE YEAR.♪ ♪ I REALLY LIKED ALL OF THE ♪ ♪ BSUS COMING TOGETHER BECAUSE ♪ ♪ I HAD MET ANYBODY FROM THE ♪ ♪ OTHER SCHOOLS.♪ ♪ I FEEL THIS WAS REALLY AN ♪ ♪ OPPORTUNITY TO COLLABORATE ♪ ♪ WITH PEOPLE.I REALLY MET ♪ ♪ THEM BEFORE AND REALLY ♪ ♪ CONNECT THE BLACK POPULATION ♪ ♪ IN THE SCHOOL BECAUSE IT IS ♪ ♪ SUCH LIKE, THE DISTRICT IS ♪ ♪ SO BIG.♪ ♪ AND BECAUSE BLACK STUDENTS ♪ ♪ ARE SUCH MINORITIES HARD TO ♪

♪ FEEL CONNECTED WITH ONE ♪ ♪ ANOTHER.♪ ♪ >> I THINK A LOT OF THE ♪ ♪ TIME, WE STUDENTS THINK, WE ♪ ♪ CAN'T DO THIS.♪ ♪ BUT THEN WE DO IT AND WE TRY ♪ ♪ AND WE ARE TOLD IT'S ♪ ♪ SOMETHING YOU CAN TRY BUT WE ♪ ♪ DON'T REALLY GET PAST THE ♪ ♪ TRI-PART.♪ ♪ I THINK RESPECTING ADULTS IN ♪ ♪ ADMIN AND PEOPLE COME ♪ ♪ TOGETHER TO ACTUALLY START ♪ ♪ DOING THINGS, THAT'S WAS DUE ♪ ♪ TO START TO SEE AN EXAMPLE ♪

♪ OF I CAN DO SOMETHING AND I ♪ ♪ AM GOING TO DO IT.♪ ♪ >> THE STAFF HAS BEEN ONE OF ♪ ♪ THE THINGS I THINK I REALLY ♪ ♪ ENJOYED ABOUT EASTLAKE.♪ ♪ ACROSS THE BOARD.♪ ♪ ESPECIALLY IN REFERENCE TO ♪ ♪ INVOLVEMENT IN BLACK STUDENT ♪ ♪ UNION AND THE EQUITY ♪

♪ PROGRAMS.♪ ♪ >> THERE IS REALLY NICE ♪ ♪ TEACHERS THAT DEDICATE AND ♪ ♪ PUT IN THE TIME TO HELP ♪ ♪ STUDENTS GROW AS PEOPLE AND ♪ ♪ ALSO AS INTELLECTUALS AND ♪ ♪ ACADEMICS.♪ ♪ AND I THINK IT IS KIND OF ♪ ♪ LIKE COMMUNITY THAT LAKE ♪

♪ WASHINGTON SCHOOL DISTRICT ♪ ♪ FOSTERS.♪ ♪ >> I FEEL LIKE THERE IS SUCH ♪ ♪ A SMALL POPULATION OF US.♪ ♪ JUST BEING ABLE TO PUT THIS ♪ ♪ TOGETHER, WORK WITH MY ♪ ♪ FELLOW BLACK STUDENT UNION, ♪ ♪ PLANNING THIS OUT.♪ ♪ IT REALLY, TO ME IT IS LIKE ♪ ♪ MAKING AN IMPACT AND IS ♪ ♪ BEING ABLE TO HAVE, BE ♪ ♪ REPRESENTED FOR STUDENTS OF ♪ ♪ COLOR.♪ ♪ BLACK HISTORY MONTH IS A ♪ ♪ VERY BIG THING IN MY SCHOOL.♪ ♪ WE THE MLK DAY ASSEMBLY.♪ ♪ THAT IS RUN BY THE BSU.♪ ♪ I THINK IT'S REALLY AN ♪ ♪ OPPORTUNITY FOR US TO GO TO ♪ ♪ THE FOREFRONT OF BLACK ♪ ♪ HISTORY MONTH AND REALLY ♪ ♪ SPEAK TRUTH.♪ ♪ THE MAJORITY OF THE WHITE ♪ ♪ POPULATION.♪

♪ >> MAKING SURE THAT EVERY ♪ ♪ STUDENT FEELS HEARD.♪ ♪ BUT IT'S ALSO MAKING SURE ♪ ♪ THAT EVERY STUDENT FEELS ♪ ♪ SAFE.♪ ♪ AND I THINK SAFETY IS A ♪ ♪ REALLY BIG CONCERN.♪ ♪ AND I HOPE THAT SOON, NOT ♪ ♪ JUST OUR DISTRICT BUT MORE ♪ ♪ DISTRICTS THAT WORK WITH ♪ ♪ CHILDREN AND IN EDUCATION ♪ ♪ AND INDUSTRY, THEY START ♪ ♪ LOOKING INTO HOW WE CAN ♪ ♪ COMMUNICATE HEALTHY AND A ♪ ♪ CLASSROOM.

[00:30:01]

>> ALL RIGHT, I DID FORGET TO MENTION THAT WHILE WE ASK STUDENTS TO DESCRIBE THEIR EXPERIENCE IN SOME OF OUR PROGRAMS, THAT WE SPONSOR AND COSPONSOR, THE DISTRICT EQUITY DEPARTMENT, WE ALSO ASK IF THEY WERE ABLE TO ADDRESS THE BOARD, DISTRICT LEADERSHIP OR THE SCHOOL LEADERSHIP, WHAT ARE SOME OF THE SUGGESTIONS I HAVE REGARDING CULTURALLY RESPONSIVE, CULTURAL RESPONSIVENESS AND ALSO THINGS THEY WOULD CHANGE, THAT SORT OF THING AND -- ARE LIKE TO HAVE SOMEONE COME UP TO TELL US MORE ABOUT THE BLACK DEBUTANTE BALL THAT YOU HEARD ABOUT IN THE VIDEO. IS IT ALREADY SHARED?

OKAY. THERE YOU GO. >> THANK YOU, PABLO.

THANK YOU TO THE BOARD FOR HAVING US. REALLY APPRECIATE IT AND THANK YOU EVERYONE FOR BEING HERE. I AM ONE OF THE EQUITY AND FAMILY ENGAGEMENT FACILITATORS FOR OUR DISTRICT. I SUPPORT EASTLAKE LEARNING COMMUNITY.

WITH THAT BEING SAID I'LL TALK WHAT THE DEBUTANTE BALL. I WANT TO EMPHASIZE THE FACT THAT IT WAS STUDENT LED. ONE OF THE GIRLS THAT YOU SAW THE VIDEO, SHE'S ALSO ON THE UPPER LEFT CORNER OF THE SLIDE HERE. HER AND I'VE KNOWN EACH OTHER FOR ABOUT A COUPLE OF SCHOOL YEARS NOW. I'VE KNOWN HER FROM ONE OF THE PROGRAMS THAT WE ALSO PROVIDE FROM THE EQUITY DEPARTMENT CALLED THE BLACK GEMS HISTORY PROGRAM. IT'S FOR BLACK STUDENTS K-12, TORRENT MORE ABOUT BLACK HISTORY AND LEARN THINGS THEY MAY NOT BE ABLE TO LIMIT SCHOOL.

THIS IS ONE OF THE PARTICIPANTS. ONE DAY SHE EMAILED ME AND SAID, I WOULD LOVE TO HAVE SOMETHING FOR THE BLACK STUDENTS, BLACK STUDENT UNION MEMBERS. JUST AN EVENT WHERE WE CAN COME TOGETHER AND WE CAN LEARN MORE ABOUT HISTORY. I'M THINKING MAYBE WE CAN DO A DEBUTANTE BALL.

FOR ME, I DIDN'T KNOW ANYTHING ABOUT DEBUTANTE BALL. BUT I LOVE THE FACT THAT SHE EMAILED ME AND TOOK THE INITIATIVE. I IMMEDIATELY REPLIED AND SAID YES, LET'S DO IT, I'D LOVE TO HELP. I ALSO AM ONE OF THE EASTLAKE BLACK STUDENT UNION ADVISORS. SO, WITH THAT I WAS LIKE, I LOVE TO MAKE SURE I GET SUPPORT IN THE BEST WAY. AND SO, IT TOOK A FEW MONTHS, IT WAS HARD WORK BUT WITH THE HELP OF EQUITY DEPARTMENT, WITH THE HELP OF D SMITH AKINS THAT SUPPORTS A PROFESSIONAL OR DEPARTMENT, FAMILIES AND OTHER STUDENTS FROM THE BSUS AND OTHER COMPANIES OF HIGH SCHOOLS, EASTLAKE, LAKE WASHINGTON, WANITA AND REDMOND, WERE ABLE TO CREATE A BEAUTIFUL EVENT TOWARD THE LATER END OF OUR LAST SCHOOL YEAR. IT WAS ACTUALLY HOSTED RIGHT HERE IN THIS ROOM. AND IT WAS OUR FIRST ONE AND IT WAS AMAZING.

THIS IS A TIMER STUDENTS CAN COME TOGETHER AND LEARN ABOUT WHAT IS A DEBUTANTE BALL? WHY IS IT SIGNIFICANT IN THE BLACK COMMUNITY? WHAT'S THE HISTORY BEHIND IT? WERE ABLE TO GET SUPPORT FROM THE NORTHWEST CONNECTION, THEY'RE VERY WELL CONNECTED WITH THE ORGANIZATION AND WE HAD ONE OF THE INSTRUCTORS COME IN AND SPEAK TO THE STUDENTS.

AND AGAIN IT WAS OPEN ALL BLACK STUDENT, MEMBERS AND FAMILIES FOR TRANSFER THEY CAN LEARN ABOUT THE DEBUTANTE BALLS AND ALSO BE ABLE TO COME TOGETHER IN COMMUNITY, HAVE FOOD AND A DANCE AND BE ABLE TO COME TOGETHER AS ONE. AS SOME OF THEIR BLACK STUDENTS, BLACK AND BROWN STUDENTS IN PARTICULAR, IT CAN BE ISOLATED KNOWING THAT THERE'S NOT THAT MANY OF THEM THAT LOOK LIKE THEM. NOT THAT MANY ADULTS THAT LOOK LIKE THEM EITHER. SOME OF THEM HAVE TOLD ME THAT MAYBE I HAVE ONE OTHER BLACK STUDENT IN MY CLASS. OR I MAY HAVE ONE BLACK TEACHER HERE AND THERE, BUT IT IS VERY RARE. IT RESONATED A LOT WITH ME BECAUSE THAT WAS MY STORY WHEN I WAS GROWING UP. CORPORATE NORTH SEATTLE AND AT A GREAT EDUCATION.

HOWEVER, IT WAS PRETTY RARE TO SEE SOMEONE THAT LOOKS LIKE ME. WHETHER TO STUDENT OR TEACHER.

I DIDN'T HAVE MY FIRST BLACK PROFESSOR UNTIL I WAS IN COLLEGE.

BEING ABLE TO SUPPORT THE MEMBERS IN THIS WAS AMAZING AND VERY HEARTWARMING.

AS YOU SEE IN THE PICTURE, ALL THE SMILES, THE JOY THAT EXUDES IN THIS PICTURE, I'M ALL ABOUT JOY IS RESISTANCE AND ESPECIALLY WHEN THE WORK THAT WE DO IN OUR DISTRICT, WE WANT TO MAKE SURE THAT OUR STUDENTS OF COLOR, BLACK STUDENTS, STUDENTS WITH DISABILITIES, ALL STUDENTS FROM VARIOUS COMMUNITIES CAN COME TOGETHER AND BE ON APOLOGIZING.

COME TOGETHER AS ONE, FEEL WELCOME AND BELONG. THAT BRINGS ME TO THE NEXT POINT OF OUR POLICY, OE 14.1. WITH THE DEBUTANTE BALL AND OTHER THINGS ALL MENTIONED WE WANT STUDENTS BELONG AND FEEL LIKE THERE IS SOMEONE THAT LOOKS LIKE ME AND I'M NOT ALONE. AND SO, WITH THE BLACK DEBUTANTE BALL, I JUST HOPE THAT IT CONTINUES TO GROW. I HOPE THAT OTHER BLACK STUDENTS AND OTHER BSU MEMBER CAN SEE THEMSELVES, FEEL CONNECT WITH ONE ANOTHER AND BE REALLY PROUD OF THEIR COMMUNITY

[00:35:02]

ESPECIALLY STUDENTS FROM UNDERSERVED COMMUNITIES. HETHER THEY ARE IMMIGRANTS OR SPEAK A SECOND LANGUAGE OR HAVE DISABILITIES. AND EVERYTHING IN BETWEEN.

I WANT TO MAKE SURE THAT WE CAN PROVIDES SPACES IN OUR DISTRICT THE STUDENTS DO NOT FEEL ALONE AND THEY TRULY FEEL BELONG WHEREVER THEY ARE. I APPRECIATE YOU FOR LISTENING IN. I'M GOING TO MY COLLEAGUES SPEAK MORE ABOUT OTHER PROGRAMS

THAT WE HAVE HAD AND PROVIDED. >> HEY EVERYONE, I ALSO SERVE IN THE SAME POSITION.

BUT I SERVE THE REDMOND LEARNING COMMUNITY ONE OF MY FAVORITE PARTS OF BEING ABLE TO SERVE HERE IN LAKE WASHINGTON, IS THAT I'VE BEEN ALLOWED TO BE ABLE TO BE CREATIVE PROFESSIONALLY. AND BE ABLE TO BRING IN PROGRAMS I GOT TO BE A STUDENT AT MANY YEARS AGO. ONE OF THOSE BEING A LEADERSHIP CAMP THAT IS HOSTED THROUGH THE ASSOCIATION OF WASHINGTON STATE STUDENT LEADERS. I WENT TO THAT WHEN I WAS GOING TO MY JUNIOR YEAR. I HAD A MOMENT WHERE COLLEGE WAS NOT AN IDEA THAT I HAD.

I WOULD GO TO SCHOOL, I WOULD TRY SECOND SEMESTER BECAUSE I WAS SOCCER SEASON AND NEEDED GOOD GRADES TO PLAY. THEN I WOULD FORGET ABOUT THE FIRST SEMESTER.

WHEN I WENT TO THE PROGRAM, WE, I REMEMBER THE ONE VIVID MEMORY I HAD WAS THAT WE SAT AROUND THE CAMPFIRE. WE GOT SPLIT UP BY GENDER AND HERE IS WHERE I MET VINCENT, A DIRECTOR. AND ORTEGA, A SENIOR COUNSELOR AT THE TIME.

THERE WE STARTED TALKING ABOUT MANHOOD. WHAT DOES IT MEAN, RIGHT? THEY ALLOWED ME TO KNOW THAT THERE IS A DIFFERENT PATH THAT ISN'T WHAT WAS MEANT.

I DIDN'T HAVE TO GO WITH CONSTRUCTION, I COULD SEEK EDUCATION.

AND I HEARD ORTEGA TALK ABOUT BEING UNDOCUMENTED AND BEING ABLE TO GO TO COLLEGE.

AND HOW HARD THE ROAD IS, HOWEVER, IT'S POSSIBLE IF YOU PUT YOUR MIND TO IT.

I'VE GONE BACK FOR THE PAST 10 YEARS AND BEEN ABLE TO SERVE AS A JUNIOR COUNSELOR.

A SENIOR COUNSELOR, I ALSO HAD THE OPPORTUNITY TO RECRUIT JUNIOR COUNSELORS NOW FROM ACROSS THE STATE. YOUNG LATINOS THAT ARE ENTREPRENEURS, COLLEGE STUDENTS I GET TO MENTOR THE STUDENTS AT CAMP. I ALSO GOT TO CALL DIRECT THE FIRST CAMP AT THE SAN JUAN ISLANDS FOR THE SUPPORT TO PROVIDE STUDENTS BECAUSE IT IS A SPACE WHERE THEY COME AND THEY GET TO BE IN COMMUNITY WITH EACH OTHER.

THEY GET TO SHARE THEIR LANGUAGE. WE'RE NOT JUDGING THEM AND HOW MUCH SPANISH THEY KNOW OR HOW MUCH ENGLISH THEY KNOW. BUT EVERYTHING THAT WE DO AND THAT WE GIVE THEM IS IN SPANISH AND ENGLISH AND THERE IS NO PART OF ANY PROGRAM THAT WE DO AT CAMP, THAT IS NOT IN BOTH LANGUAGE IS PERCENT OF THE REACH OF THE CAMPUS WITH LEADERSHIP AND WE GET TO LEARN DELIBERATE ALONGSIDE THEM AND BE ABLE TO USE -- OFTENTIMES EVEN SOME OF THE STUDENTS COME, THERE SECONDLY WOULD YOU SPANISH, IS NOT EVEN THEIR FIRST LANGUAGE. WE ALSO ARE VERY ROOTED IN EXPERT SHALL LEADERSHIP AND CULTURAL COMMUNITY WEALTH. YOU WILL HAVE STUDENTS WHO AREN'T ENGAGING IN CLASS, BY DAY THREE, THERE ON STAGE SINGING SONGS, THEIR CRAFTING SPOKEN WORDS.

THERE ON THE CHALLENGE COURSE, GUIDING THEIR COUNSELORS THROUGH CHALLENGES.

AND THAT LEAVES ME TO TALK ABOUT ALSO, THE STUDENTS OF COLOR CONFERENCE AND BEING ABLE TO PROVIDE SPACES WHERE STUDENTS CAN COME OVER AND CREATE COMMUNITY.

THERE ARE THREE THINGS REFOCUSING THE STUDENTS OF COLOR CONFERENCE.

ONE IS COMMUNITY. WE STRESS BEING A BRIDGE BETWEEN THE COMMUNITY AND THE STUDENTS. DO THE WORK OF OUR COMMUNITY ENGAGEMENT COMMUNITY, WE ALWAYS HAVE A, WE ALWAYS HAVE RESOURCES THAT WE RECRUIT. THERE TABLING THROUGHOUT THE CONFERENCE, WE ALSO THINKS THE WORK OF -- WE ARE ABLE TO PROVIDE FOR SCHOLARSHIPS TO STUDENTS THIS YEAR. I BELIEVE $2000 WAS RECEIVED FROM THE FOUNDATION AS WELL AS EQUITY INSTITUTE, WHO IS ALSO ONE OF OUR PARTNERS. THEY ALSO RUN THE BILINGUAL LEADERSHIP CAMP AS WELL. WE STRESS ON BEING ABLE TO PROVIDE STUDENTS WITH EDUCATORS THAT LOOK LIKE THEM. WE STRESS FINDING LOCAL TALENT IN KING COUNTY THAT CAN COME AND TALK TO OUR STUDENTS, OUR PRINCIPALS AND TEACHERS, BUSINESS OWNERS.

THAT IS VERY IMPORTANT FOR US BECAUSE OFTEN, I HAVE A HARD TIME TELLING STUDENTS THAT EDUCATION IS THE WAY TO GO. WHEN THEY GO TO THEIR CLASSES, WHEN THEY ARE IN THEIR OFFICES, THE STAFF DOESN'T LOOK LIKE THEM, THEY'RE NOT REPRESENTED IN THEIR CLASSROOMS. WE WANT TO BE ABLE TO SHOW THEM THAT THEY ARE STAFF OF COLOR IN CERTAIN POSITIONS THROUGHOUT

[00:40:04]

AND ALSO, THROUGH THE KNOWLEDGE, WE ALSO SEEK TO GROW FROM THEM.

THE FIRST YEAR WE INVITED STUDENTS IN A PROGRAM AND PROVIDED NO SPANISH PROGRAM AT ALL WHATSOEVER. SO THEY BECAME SPECTATORS. THEY WERE NOT PARTICIPANTS OF THE CONFERENCE. AT THE END OF THE CONFERENCE WE PROVIDE POST SURVEY WHERE IT WAS BROUGHT TO OUR ATTENTION THAT THEY WERE JUST SITTING THERE.THIS YEAR, THIS PASTOR WERE ABLE TO BRING IN FOR WORKSHOPS IN SPANISH. THESE WORKSHOPS THE STUDENTS ARE ENGAGING IN NONTRADITIONAL CLASSROOM WORK. THE SAME WITH THIS THEIR LETTER WITH FINANCIAL LITERACY AND IDENTITY, DRAWING THEMSELVES IN PORTRAITS AND IDENTIFYING WHAT THEY LOVE ABOUT THEMSELVES THE MOST, THERE ENGAGING IN TALKING ABOUT HISTORY OF A VERY BIG CULTURE IN MEXICO OF MUSIC. AND THE ACTUAL HISTORY COMPARED TO WHAT IT IS NOW.

THERE ENGAGING IN THIS KNOWLEDGE, IN THE HOPE THAT THE SEEDS WERE PLANTED THERE BRING BACK INTO THE CLASSROOMS. MY HOPES AND OBJECTIVES FOR THIS PROGRAMS CONSISTENCY IS ALWAYS A TRAUMA INFORMED PRACTICE THAT IS OVERLOOKED. AND SO, I WILL BE ABLE TO FIGURE OUT HOW WE CAN SWITCH FROM, ARE WE DOING THE STUDENTS OF COLOR CONFERENCE THIS YEAR, INTO, WHEN ARE WE DOING IT, WHAT IS IT HAPPENING? ENTER THAT FUNDING HOW? THE FUNNY SYSTEMATIC FOR THESE PROGRAMS. IT IS AUTOMATICALLY GET TO PLANNING PARAFFINS AND OTHER SCHOOL DISTRICTS EVERY ARE RECRUITING STUDENTS FOR CAMP.

AND THEY'RE NOT JUST STRESSING ABOUT GETTING PERMISSION SLIPS ON TIME THERE STRESSING ABOUT FUNDING, AND HAS COME TO THE DAY BEFORE CAMP ARE ABLE TO SECURE FUNDING FOR THEIR STUDENTS TO GO TO CAMP I WANT TO MAKE SURE THAT OUR STUDENTS DON'T HAVE TO WORRY ABOUT THAT THEY CAN JUST SIGN UP AND SHOW UP TO THE BUS. THE STUDENTS OF COLOR CONFERENCE, WE WANT TO BE ABLE TO EXPAND INTO PARENTS. THE PARENTS OF COLOR CONFERENCE HAS BEEN SOMETHING BROUGHT UP EXPANDING TO THE MIDDLE SCHOOL. WHEN IT COMES TO COMMUNITY, THEY'VE ALREADY AGREED TO LET US USE A VENUE AS WELL. FRIDAY, MAY 17 THIS YEAR IS THE CONFERENCE. WE HAVE TALKED ABOUT EXPANDING THE CONFERENCE BUT WE ALSO KNOW THAT THERE IS A LOT OF GROWTH IN THE SERVICES WE HAVE TO PROVIDE ALL THE STUDENTS THAT ARE ABLE TO PARTICIPATE IN OUR CONFERENCE. WE DECIDED TO STICK WITH CASCADE ONE WHERE YES WE CAN FINE-TUNE SEVERAL DIFFERENT THINGS THAT WILL HELP US BE ABLE TO GROW. AND WAS THAT WHAT HAPPENS WERE ABLE TO SERVE TO THE BEST OF

OUR ABILITIES AT THAT TIME. >> THANK YOU, I ALSO WANT TO MENTION THAT ONE OF THE STUDENTS IN THE VIDEO, YOU DIDN'T SEE BECAUSE UNFORTUNATELY IT'S A MUCH CONTENT WE HAD TO EDIT BUT SHE WAS SO INSPIRED BY THE COLLEGE VISIT BECAUSE CASCADIA PROVIDES HER STUDENTS WITH A COLLEGE TOUR DURING THE STUDENT OF COLOR CONFERENCE.

SHE HADN'T EVEN THOUGHT OF WHERE SHE WAS GOING TO SCHOOL, HADN'T CONSIDERED HER OPTIONS.

BUT OUR CONFERENCE MADE IT SO THAT SHE SAW HERSELF IN THE SCHOOL AND SAID YOU KNOW WHAT? I'M GOING TO TRY. AND SO, OLIVIA AND THE VIDEO, SHE'S ACTUALLY A FRESHMAN THIS YEAR CASCADIA COLLEGE. AND OBVIOUSLY A SIGN OF SUCCESS FOR US.

IF YOU HAVE QUESTIONS OR ANYTHING ELSE YOU'D LIKE US TO CLARIFY, WE ARE HERE FOR THAT.

>> THANK YOU SO MUCH. >> THANK YOU. >> THE CONTEXT THAT WAS AMAZING! WHEN I WAS LOOKING THROUGH THE REPORT, I WAS CURIOUS, I HAVEN'T EVER HEARD OF THESE BEFORE SO HAVING THIS CONTEXT IS VERY HELPFUL, THANK YOU.

SETS US UP NICELY FOR OE 14. >> THANK YOU. >> DIRECTOR STUART.

>> IF YOU COULD PROVIDE US WITH MORE INFORMATION ABOUT THE NEEDS FOR SCHOLARSHIPS, A LOT OF US PARTICIPATE IN VARIOUS CIVIC GROUPS THAT RAISE MONEY FOR SCHOLARSHIPS.

IF YOU CAN GIVE US SOME EXAMPLES, THAT WOULD BE GREAT. OKAY?

>> WE WILL, THAT IS GREAT. WE WILL TAKE YOU UP ON IT, THANK YOU.

[00:45:02]

>> AGAIN, I WANT TO THANK YOU ALL FOR COMING HERE TONIGHT, PRESENTING SO WELL, SHARING THOSE STORIES WITH US. BECAUSE IT DOES HELP TO HIGHLIGHT HOW THE POLICY IS ACTUALLY HELPING TO SUPPORT THE STUDENTS IN OUR DISTRICT. THANK YOU.

>> THANK YOU. [APPLAUSE] >> SO, NEXT ON THE AGENDA, WE WILL BE MONITORING OE-14 ANTI-RACISM, ANTI-DISCRIMINATION, EQUITY AND INCLUSION IN EDUCATION. THROUGH THESE POLICIES WE ABOUT HOW THIS DISTRICT IS EXPECTED TO OPERATING CONDITIONS THAT EXIST AS BUSINESS IS CONDUCTED PER THE MONITORING REPORT CONTAINS A SUPERINTENDENTS INTERPRETATION OF POLICY LANGUAGE, REVIEW OF CURRENT CONDITIONS AND MONITORING. THE MONITORING ACTIONS MAKE UP PART OF THE BOARDS OVERSIGHT OF THE ORGANIZATION AND ASSURES THAT THE BOARD THAT STANDARDS HAVE BEEN MET.

FOLLOWING THE BOARD WILL HAVE QUESTIONS AND COMMENTS. DOCTOR HOLMEN YOU PLEASE

PRESENT? >> SUMMARIES MAY BE A LITTLE MORE THAN A SUMMARY THIS EVENING. THIS IS THE SECOND TIME THAT WE HAVE MONITORED THIS POLICY.

THE BOARD REMEMBERS A YEAR AGO, WE BROUGHT TO A MONITORING REPORT AND MANY OF THE AREAS DID NOT HAVE DATA YET. BECAUSE THE POLICY HAD JUST BEEN ADOPTED.

NOW IT IS EXCITING TO SEE THAT THERE ARE DATA FOR ALL OF THE AREAS.

THERE ARE STILL A COUPLE OF AREAS WHERE WE LOOK AT THE DATA AND WE ARE NOT SURE IT IS REALLY ANSWERING THE QUESTION THAT THE BOARD IS ASKING BUT THAT IS PART OF THE PROCESS AS WELL. CONTINUE TO REFINE AND NARROW IN ON THE DATA THAT HELPS THE BOARD MONITOR THE ORGANIZATION , COMPLIANCE WITH OPERATIONAL EXPECTATION.AND SO, TONIGHT, OE-14 IS PRESENTED TO THE BOARD IS COMPLIANT WITH NOTED EXCEPTIONS.

WE WILL GO THROUGH THOSE EXCEPTIONS . I WANT TO UNDERSCORE THAT THE ORGANIZATION CONTINUES TO MAKE PROGRESS IN A NUMBER OF AREAS. NOT EVERY DATA POINT DEMONSTRATES HIGH GROWTH OR HIGH PROGRESS, BUT WHEN I STEP BACK AND JUST TO GIVE THE OVERALL DATA, THERE IS SO MUCH WORK THAT'S GOING INTO THE IMPLEMENTATION OF THIS POLICY ACROSS THE DISTRICT. THE PRESENTATION YOU JUST HAD FROM STAFF, REALLY DEMONSTRATES THE EMPOWERMENT OF THE POLICY IS PROVIDED AS WE ARE TRYING TO TRULY MAKE OUR SYSTEM ACCESSIBLE AND AVAILABLE AND BENEFICIAL TO ALL STUDENTS. ON THE SCREEN, HAVE A PRESENTATION THAT WE WILL WALK THROUGH. I WALKED TO THE FIRST THREE SIDES AND THEN MATT WILL PRESENT THE MONITORING REPORT. AND SO, THE POLICY STATEMENT, I WON'T READ THE ENTIRE THING, I WANT TO READ THE FIRST SENTENCE OF THE POLICY STATEMENT THAT THE BOARD BELIEVES EACH STUDENT HAS THE POTENTIAL TO ACHIEVE AT HIGH LEVELS, AND TO ACCOMPLISH SIGNIFICANT ACADEMIC AND PERSONAL GOALS. IT IS ABOUT UNDERSTANDING THE GAPS. THE GAPS RELATED TO IDENTITY. WHEN THE BOARD STATES THAT IT BELIEVES THAT EACH STUDENT, TRULY MEANS EACH STUDENT. AND THAT IS GOING TO BE THE EXCITING PART OF THIS. REFINING THE SYSTEM SO THAT EACH AND EVERY STUDENT HAS ACCESS. THE DIRECTIVE TO THE SUPERINTENDENT IS EXPLICIT, STATES THAT THE SUPERINTENDENT SHALL ESTABLISH, MAINTAIN AND EVOLVE THE CULTURE AND INCLUSION OF HIGH EXPECTATIONS THAT VALUES AND RESPECTS THE DIVERSITY AND LIVED EXPERIENCE OF ITS STUDENTS, STAFF AND FAMILIES. SPECIFICALLY THE SUPERINTENDENT SHALL IDENTIFY AND ELIMINATE DISCRIMINATORY AND EQUITABLE AND BIASED SYSTEMS, POLICIES AND PRACTICE TO ELIMINATE RACIST AND DISCRIMINATORY SYSTEM STRUCTURES AND ACTRESSES WITHIN LAKE WASHINGTON SCHOOL DISTRICT, WITH REPLACE WITH ANTIRACIST AND ANTI-DISCRIMINATORY SYSTEM STRUCTURES STANDARDS AND PRACTICE, TO ENSURE EQUITABLE OPPORTUNITIES FOR STUDENTS, ENSURE EQUITABLE TREATMENT OF STUDENTS, AND FOUR, TO ADDRESS AND CLOSE PERSISTENT GAPS WERE HISTORICALLY MARGINALIZED GROUPS.

AND ENABLE EVERY STUDENT TO EXCEL IN ACHIEVING HIGH LEVELS, AS EVIDENCED BY QUALITATIVE AND QUANTITATIVE DISAGGREGATED DATA. YOU THINK ABOUT THIS DIRECTIVE, THIS IS ASPIRATIONAL WORK AND AS WE WORK TO ALIGN WITH THIS DIRECTIVE, MORE AND MORE

[00:50:06]

THE IDEA THAT STUDENTS AS OUR STAFF TALKED ABOUT, THEY CAN SHOW UP IN CLASSROOMS AND SCHOOLS. THEIR TRUE AND AUTHENTIC SELVES.

THERE ARE 11 POLICY COMPONENTS WHICH MATT WILL GO THROUGH. NEXT SLIDE.

THERE IS A FOUR KEY ELEMENTS THAT I WANT TO CALL YOUR ATTENTION TO THAT WERE PART OF OUR WORK IN MARCH. AS WE TALK ABOUT HOW DO WE MONITOR OE-14 WITH EFFECTIVENESS? THERE IS FOUR COMPONENTS HERE, ONE OF THOSE COMPONENTS IS THE VIDEO. WHEN WE TALKED WITH PAULA AND THE TEAM, WE REALLY DUG IN, HOW IS THIS VIDEO CREATED, THE QUESTIONS ARE ASKED, DID YOU ONLY SHOW POSITIVE REMARKS.

WE WANT TO MAKE SURE THE VOICE OF OUR STUDENTS WERE BEING ELEVATED FOR THE BOARD AS PART OF THE EVIDENTIARY PACKAGE THAT WE PROVIDE YOU FOR OE-14 PER THE PROFESSIONAL DEVELOPMENT REPORT. DETAILING ASPECTS OF PROFESSIONAL DEVELOPMENT ANNUAL REPORT HIGHLIGHTING AS IT SAYS HERE, DEVELOPMENT AND ADOPTION OF ANTIRACIST AND INCLUSIVE LESSONS AND INSTRUCTIONAL GUIDES AND CURRICULUM MATERIALS.

FINALLY, WE DID PROVIDE THE BOARD WITH WRITTEN ANECDOTES AROUND SOME OF OUR RESTORED PRACTICES TO PROVIDE EVIDENCE AS WELL. AND SO THESE FOUR COMPONENTS ALONE PROVIDE KIND OF SOME KEY INSIGHTS INTO THE SYSTEMS WORK. IT IS CURRENTLY HAPPENING.

IT DEMONSTRATES HOW CONFUSED THIS WORK IS AN EVERYTHING THAT WE ARE DOING.

FINALLY, EVALUATING OF THE MONITORING REPORT. AND ANOTHER THAT WE SPOKEN WITH A NUMBER OF BOARD MEMBERS ABOUT, HOW DID YOU MEASURE COMPLIANCE, COMPLIANCE WITH NOTED EXCEPTIONS VERSUS NONCOMPLIANCE? A COUPLE OF PIECES HERE, WE LOOK AT THE PANORAMIC DATA, REMEMBER IN RESULTS THREE, WE LOOKED AT BOTH FAVORABLE AND NEUTRAL IN OE-14 WE ARE LOOKING AT FAVORABLE RESPONSES. THE MORE YOU DETERMINING COMPLIANCE, THERE IS A NUMBER OF INDICATORS THAT ARE DIFFERENT DATA SETS AND REALLY LOOKING AT DIFFERENT PARTS OF THE SYSTEM, THERE IS SOME WORK AROUND LOOKING AT, ARE WE LOOKING AT POSITIVE TRENDS OVERALL? IS A RELATIVE RATE OF CHANGE GOING IN THE DIRECTION WE ARE LOOKING FOR? LOOKING AREAS OF DISPROPORTIONALITY, NOT HOW WE CLOSED ALL GAPS, BUT ARE WE SEEING DISPROPORTIONALITY REDUCED. AND SO, THAT SOME OF THE PART OF TRYING TO MONITOR AND PROVIDE A REPORT TO THE BOARD THAT IS ACCURATE. WITH THAT, I WILL HAND IT TO MATT TO WALK US THROUGH ONE LESS COMPONENT OF DEVELOPMENT OF THE REPORT, AND JUMP INTO

THE MONITORING COMPONENTS. >> THANK YOU. WE HAVE A COMMITMENT TO ENSURING THAT THE BOARD POLICIES REALLY DO LIVE AND DRIVE THE WORK OF THE DISTRICT.

AS PART OF THAT, ONE OF THE THINGS WE DID TO ESSENTIALLY, ANALYZE THE POLICY, TOOK CENTRAL LEADERSHIP TEAM AND WE ENGAGED IN THAT TEAM AND DATA WALK WHAT I THINK IS IMPORTANT ABOUT THE PROCESS IS THAT PROBABLY MORE SO THAN ANYONE OF OUR POLICIES, THIS IS A POLICY THAT TOUCHES ALL AREAS OF THE ORGANIZATION. IT REPRESENTS LEADERSHIP THROUGHOUT THE ORGANIZATION. PART OF THE PROCESS AND PART OF THE REASON WE DID THIS, IT GIVES US AN OPPORTUNITY TO CONTINUE TO SOCIALIZE THE BOARD INTEREST AND VALUES FOR THE ORGANIZATION AND EXPECTATIONS IF THEY HAVE FOR THE SUPERINTENDENT WITH THE BREATH OF LEADERS THAT WE HAVE THAT RUN ALL THE DIFFERENT ELEMENTS OF THE SCHOOL DISTRICT.

CONTINUE TO SOCIALIZE AND HAVE THEM WRESTLE WITH WHAT DOES IT MEAN, HOW ARE WE MONITORING AND ATTENDING TO IT. IT'S REALLY IMPORTANT BECAUSE WHAT WE WANT THEM TO DO IS IDENTIFY, WHAT ARE THE THINGS WITHIN CONTROL, WHAT IS A SPHERE OF INFLUENCE THAT THEY HAVE IN ORDER TO HELP US REALIZE CONTINUED PROGRESS FOR THE POLICY.

AND THE BENEFIT OF ALSO HAVING, HAVING MULTIPLE EYES LOOK ON THIS POLICY.

[00:55:06]

WE DIDN'T WANT THAT TO NECESSARILY BE PULLED OUT BY ITSELF OR BY DOCTOR HOLMEN.

WHAT WE DID, WE ENGAGE THE CENTRAL LEADERSHIP TEAM. WE HAD TO WORK AND PUT POSTERS AROUND THE ROOM. 14.1, 14.2. THEY HAD TIME TO LOOK AT THE DATA DEEPLY WITHIN EACH OF THE POLICY AREAS. READ THEM IDENTIFY WHAT ARE CELEBRATIONS? IT IS IMPORTANT TO US TO LOOK AT, WHAT ARE AREAS THAT WE ARE ENJOYING SUCCESS? WHERE IS THERE SOMETHING THAT IS POSITIVE MOVEMENT, THAT IS GOING ON? YOU KNOW, THIS IS HARD, CHALLENGING WORK TO REALLY DISRUPT SOME SYSTEMS THAT ARE IN PLACE FOR A LONG TIME. AND EARLIER IT WAS MENTIONED, IT'S IMPORTANT TO ENJOY THE WORK. SO BRING AREAS WHERE WE'VE SEEN MOVEMENT. BECAUSE THAT REFLECTS HARD WORK OF PEOPLE WITHIN THE SCHOOL SYSTEM, TO DO THAT. AND THEN, WE WHAT ARE THOSE AREAS OF CONCERN? MAYBE WE DON'T REALIZE THE CONCERN OR SOMETHING MOVING IN THE WRONG DIRECTION. WE ALSO ASKED THEM TO IDENTIFY CURIOSITIES. AS WE GO BACK TO THE BOARD THIS IS OUR SECOND TIME MONITORING AND YOU KNOW, WE WILL GET DATA AND WE WILL PULL THAT MIX IS CURIOUS. WE WANT TO KNOW ABOUT IT SO WE WILL TRY TO UNPACK IT OR MAYBE SOMETIMES DOES THE DATA TELL US WHAT WE THINK IT TELLS US. WE HAD THEM GO AND ENGAGE IN A GALLERY WALK WHERE THEY ANALYZE MULTIPLE SECTIONS AND HAD AN OPPORTUNITY TO PRESS I SIT AND CHECK THE PROCESSING WITH THE GROUP SO IF SOMEONE DIDN'T GET TO THAT SECTION - I HAD SOMETHING TO ADD ON THAT.

WE WILL ALSO BE TAKING BACK AS THE BOARD RESPONSE TO OE-13 OF REVERSING THE PROCESS AND KEEN AT HOW IS THE BOARD'S RESPONSE TO WHERE WE ARE MONITORING THIS YEAR. HOW DOES THAT INFORM THE DIRECTION THAT WE NEED TO GO IN THE FUTURE? THIS IS IMPORTANT.

TO GILLY FOR OE-14 AND IT IS A POLICY THROUGHOUT THE LEADERSHIP TEAM. AT THIS POINT IN TIME I'M GOING TO WALK US THROUGH EACH OF THE POLICY SECTION. THERE IS GOING TO BE SOME AREA WHERE WE WILL SPEND A LITTLE MORE TIME ON. THERE ARE SOME AREAS WHERE WE WILL REFERENCE THE COMPLIANCE RATING AND WE WILL NOTE THE DATA AND THEN REFER THE BOARD BACK TO THE MONITOR AND REPORT. SO, 14.1 ENSURING STUDENTS HAVE AN ANTIRACIST INCLUSIVE REPUTABLE WELCOMING AND SAFE SCHOOL AND CLASSROOM ENVIRONMENT. YOU HAVE FIVE DIFFERENT INDICATORS OF COMPLIANT. AND, THE COMPLIANCE RATING IS INDICATING IN COMPLIANCE WITH EXCEPTIONS NOTED. SO, AS DOCTOR PULLMAN MENTIONED EARLIER, ONE OF THE -SORRY, I WILL TALK HERE FIRST.

COMING BACK TAKING UP THE CENTRAL LEADERSHIP TEAM AND SOME OF THE HIGHLIGHTS THAT WE PULLED OUT IS WE SAW A YEAR OVER YEAR INCREASE IN AFFIRMATIVE SECTION RESPONSES ON THE PANORAMA SURVEY FROM BOTH OF OUR STUDENTS AND FAMILIES THAT THEY OBSERVED AN INCREASE IN CULTURAL AWARENESS AND ACTION IN THEIR SCHOOLS. CONVERSELY WE ALSO SAW YEAR OVER YEAR DECREASE IN SENSE OF BELONGING TO STUDENTS AND FAMILIES. SO, CELEBRATION AND CONCERN. HERE'S OUR PANORAMA TABLE 1 REFERENCES OUR STUDENT PANORAMA SURVEY. THIS IS FAVORABLE RESPONSES ONLY INCLUDING THE TWO FAVORABLE RESPONSES DOES NOT INCLUDE AN INITIAL RESPONSE AND AS YOU CAN SEE THE ANNUAL TRAINING FOR ELEMENTARY STUDENTS BROADLY IS INDICATING A DECLINE IN SENSE OF BELONGING AS COMPARED TO SPRING OF 2022 WITH THE EXCEPTION OF BLACK AFRICAN-AMERICAN STUDENTS CITED AN INCREASE OF 1 A HALF PERCEN . FOR MIDDLE SCHOOL AND ALSO WE WILL SEE FOR HIGH SCHOOL WE

[01:00:01]

SO WE HAVE SEEN OUR SURVEY DATA GO UP AND DOWN BY THOSE. A LITTLE BIT EACH YEAR. SO, I WOULD PROBABLY NOT DRAW BROAD CONCLUSIONS ABOUT A MOVEMENT OF A PERCENTAGE POINT ONE WAY OR ANOTHER. SO, WERE HIGH SCHOOL IT IS SIMILAR. KIND OF MOVEMENT AS WE SAW TO MIDDLE SCHOOL. ALL RIGHT. TABLE NUMBER 4 REPRESENTING CULTURAL AWARENESS AND ACTION. ON THE PANORAMA SURVEY AND HERE THIS IS A SURVEY THAT IS ONLY THIS QUESTION BANK IS ONLY ASKED FOR SECONDARY STUDENTS. IT'S NOT ASKED OF ELEMENTARY STUDENTS. HERE WE ARE SEEING YEAR-OVER-YEAR GROWTH IN THE NEIGHBORHOOD OF 2 A HALF TO FOUR PERCENT. SORRY, NAVIGATING TWO SCREENS. AND SIMILAR AT THE HIGH SCHOOL LEVEL WE ARE SEEING YEAR-OVER-YEAR GROWTH OF 2.5 TO 3 PERCENT. THE BOARD JUST SAW THE STUDENTS VIDEO. THIS WAS OUR NEW QUALITATIVE ELEMENTS AND IT WAS ONE THAT WE DEFINED AS ENGAGING STUDENTS VOICE.

AND, THE EXPECTATIONS THAT WE PRODUCE A PRODUCT IT COULD BE A VIDEO IT COULD BE ANOTHER FORM OF REPORT THIS WAS OUR FIRST GO AT IT. AND SO, STUDENTS WHO PARTICIPATED IN THE BLACK DEBBIEDEBUTANTE BALL WERE ASKED IF THEY WOULD PARTICIPATE IN AN INTERVIEW IN ANUMBER OF STUDENTS PARTICIPATED . I SENT THE COMMENTS EARLIER ABOUT THEIR EXPERIENCE WITH THAT TO KILLER PROGRAM AS WELL AS THEIR EXPERIENCE IN THE DISTRICT KNOWING THAT IT WOULD BE PRESENTED TO THE BOARD. AND, ONE -ALL OF THE STUDENTS VOLUNTEERED BEFORE THAT AND CAME IN AND THEN THAT VIDEO WAS ALSO SHARED BACK WITH THEM AS A CHANCE TO GO CHECK TO SAY THIS IS HOW IT IS ALL PUT TOGETHER AND IF THERE WAS ANY SORT OF MISREPRESENTATION OR ANYTHING THERE WAS AN OPPORTUNITY TO CHECK THAT . AND SO, IMAGINE THAT THIS WOULD BE SOMETHING THAT WOULD EVOLVE OVER TIME AS WE THINK ABOUT EXPANDING TWO DIFFERENT STUDENT GROUPS, LEASES OR PROMPTS. IT WILL HELP US TOUNDERSTAND THE STUDENT EXPERIENCE . AND RECOGNIZING THAT EXPERIENCE IS MULTIFACETED. IT IS A WAY FOR US TO HAVE SOME SORT OF QUALITATIVE EXPERIENCE TO GO ALONG WITH THE PERCEPTION DATA

EXPERIENCE THAT WE HAVE. >> PRESIDENT: IT MAKES SENSE TO STOP AFTER EACH SUB POLICY FOR ANY QUESTIONS. DIRECTOR

LISA GUTHRIE? >> BOARD MEMBER: WE TALKED ABOUT THIS AS WELL. THE LIMITATION OF THE CULTURAL AWARENESS AND ACTION THAT IS REALLY FOCUSED ON RACE AND ETHNICITY. ARE THERE ANY THOUGHT ON HOW WE CAN TAKE THIS UP THINKING ABOUT SPECIAL EDUCATION AND THINKING ABOUT MULTI- LINGUAL LEARNERS WHICH IS DIFFERENT. ANY THOUGHTS ON HOW WE CAN GET THAT IN THINGS LIKE THE STUDENT VOICES VIDEO AND OF COURSE WITH MAY BE THINKING ABOUT INDICATORS OTHER

THAN THAT? >> SPEAKER: YES. I APPRECIATE YOU WANTMONITORING R-3 AND OE-1 BECAUSE A LOT OF THE SAME CONVERSATIONS AROUND STUDENT EXPERIENCE THAT CAME UP IN R-3 APPLIED TO OE-14 ONE OF THE TAKEAWAYS WE HAD FROM R-3 WAS GOING BACK TO PANORAMIC AND HAVING A CONVERSATION TO REALLY TRY TO HELP THINK ABOUT THE EXTENT TO WHICH WE ARE USING THEIR TOOL AND QUESTION. WE ARE USING THEM ESSENTIALLY AS A PROXY ON HOW WELL MIGHT THAT APPLY IN THE SPECTRUM OF

[01:05:03]

>> DOCTOR STUART? >> TO BUILD ON DOCTOR GUTHRIE'S COMMENT AND ALSO TO SEE WHAT WE CAN DO WITH PANORAMA AND THAT INCOME AS WELL. I KNOW IT'S A DIFFICULT ONE FOR US TO DO. THE ABILITY TO TARGET THE INFORMATION ABOUT THE CONNECTIVITY AND SO FORTH. WITH THE LOW INCOME STUDENTS WHO MAY HAVE A HARDER ROAD TO HOE OR OVERLAP I REALIZE IN THE VARIOUS DATA. BUT STILL, THEY ARE MORE LIKELY TO NOT HAVE THE OPPORTUNITY FOR COLLEGE AND I THINK WE NEED TO FIND OUT HOW WE CAN REACH THEM WITHIN THE SYSTEM. ALSO, I WILL COME BACK

TO IT IF I THINK OF IT. >> SHIRA?

>> I WAS WONDERING IF PANORAMA WAS OUR PRIMARY SOURCE OF DATA COLLECTION. WE ARE ALMOST FORCING THE STUDENT TO PUT THEIR OPINION IN A YES, NO, MAYBE SO AND I FEEL LIKE IT IS

A HUGE SPECTRUM. >> RIGHT NOW AND RAM A DATA IS WHAT WE ARE TALKING ABOUT WITH THE SURVEY AND PERCEPTION DATA ANDIT IS OUR MAIN GOAL . ONE OF THE THINGS THAT WE WRESTLED WITH A BIT LAST YEAR WAS HOW DO WE START TO INTRODUCE QUALITATIVE DATA AROUND STUDEN EXPERIENCE ? THE VIDEO IS ONE ELEMENTS AND ONE OF THE THINGS THAT PART OF WRESTLING WITH THAT WE ARE ALWAYS THINKING ABOUT HOW IS IT BOTH AUTHENTIC THAT THE STUDENTS THEMSELVES WANT TO ENGAGE IN IT AND IT'S NOT JUST THIS TRANSACTIONAL OR EXTRACTIVE EXPERIENCE. SO I BELIEVE THAT THE VIDEO IS THE FIRST START AND STOP AS WE ARE WANTING TO INTENTIONALLY ENGAGE IN THE PROCESS OF GATHERING AND REPRESENTING STUDENT VOICE AND TO ALSO HAVE THAT MOTTO OF DO NO HARM THROUGH THAT PROCESS. YES. I THINK IT WILL BE A CONTINUED AREA WHERE WE DEVELOP AND REFINE AND THINK ABOUT HOW TO DO THAT. THE OTHER THING ON THE SURVEY IS ALSO RECOGNIZING THAT THERE ARE SOME LIMITATIONS OF THE SURVEY. ONE IS THAT IT IS A DIPSTICK OF THAT MOMENT IN TIME FOR THE STUDENTS EXPERIENCE IN FACT WHEN WE SURVEYED STUDENTS ON THE SAME ITEM IN THE FALL AND SPRING THEY FEEL VERY DIFFERENTLY IN THE SPRING THEN THEY TEND TO IN THE FALL. AND SO IT REFLECTS A PARTICULAR MOMENT OR EXPERIENCE AND IT REFLECTS HOWSTUDENTS ARE

[01:10:04]

HOW MEANINGFUL IS THAT? >> OKAY. WE'VE ONLY BEEN IN PANORAMA FOR TWO YEARS. HOW LONG UNTIL WE CAN SEE A TREND? I WOULD HATE FOR US TO GO DOWN A PATH BASED ON A VERY SHORT IMPACT. I WOULDN'T EVEN CALL IT A TREND I WOULD CALL IT A NUMBER OF OPINION. AT THE SAME TIME I DON'T WANT TO SEE INERTIA. DO YOU HAVE A PROPOSAL ON HOW TO ADDRESS

THOSE NEEDS? >> YES. WITH OUR TRENDS DATA WE USED FOUR YEARS OF CONSTITUTING ATREND . LOOKING BACK AND I CAN'T RECALL WITH R-3 WE ARE ALSO LOOKING AT ESSENTIALLY WE ARE LOOKING AT RANGE OF ERROR. WHEN WE ARE SEEING MOVEMENT OF THE PLUS ONE SUB TO THAT IS REALLY SPEAK REALLY EASY. WE BEEN USING PANORAMA FOR MULTIPLE YEARS.

PART OF THIS AND WE USE IT FOR MONITORING IS WE HAVE USED ADJUSTMENT . ALSO ONLY DONE IT TWICE. SO WE DON'T HAVE THAT YEAR OVER YEAR BUT WE HAVE OTHER ITEMS THAT WE BEEN ASKING FROM THE COUNSELING PROGRAM FOR YEARS. SO WE CAN SEE TRENDS

DATA. >> DOES THAT, HAVING TWO DIFFERENT SOURCES TO COMPARE IS THAT REALLY GIVING YOU A TREND THAT YOU CAN FOLLOW? IT SEEMS LIKE IT WOULD BE ON SEPARATE

TRACKS. >> I'M SORRY I CANNOT HEAR YO

. >> I'M SORRY THE IDEA THAT YOU HAPAM OR ORAMA YOU AT SURVEYS FROM OTHER COUNCILORS? IT SEEMS LIKE THEY WOULDN'T NECESSARILY TRACK THE SAME SO YOU WOULDN'T BE ABLE TO COMPARE APPLES TO APPLES.

>> WE BEEN USING PANORAMA FOR A LONG TIME AND INITIALLY IT STARTED WITH THE COUNSELING PROGRAM AND AT THE ELEMENTARY LEVEL. WE ACTUALLY HAVE MORE DATA GOING BACK IN ELEMENTARY JUST START USING PANORAMA WITH SECONDARY STUDENTS MORE RECENTLY IN SOME OF THESE QUESTION BANKS IF I WENT BACK TO THE CULTURAL RESPONSIVENESS WE'VE ONLY BEEN ASKING FOR A COUPLE OF YEARS SO WE DON'T HAVE THAT TRENDS DATA YET.

>> I BELIEVE THAT THE OTHER PIECE AROUND FOR THE FAVORABLE SENSE OF BELONGING, THE WORK AROUND ENSURING THAT STUDENTS IDENTIFY AS HAVING A SENSE OF BELONGING. WE NOTE IT IS THE RIGHT WORK. AND SO IS LESS ABOUT DOES THE TRENDS TELL US WHAT TO DO? THE TREND REALLY HELPS TO CONFORM. IS THE WORK WE ARE DOING PROVIDING THAT HELP AND SUPPORT? WE KNOW THAT HIGH-QUALITY SEL CURRICULUM IS GOOD FOR KIDS. WE KNOW THAT HAVING BEHAVIORAL HEALTH SUPPORT IS -I DON'T BELIEVE WE ARE WEEDING FOR A TREND TO SAY LET'S GO IN THISDIRECTION . WE ARE GOING IN THIS DIRECTION BECAUSE WE KNOW IT'S THE RIGHT THING . IF WE SEE STUDENT GROUPS THAT AREN'T TRENDING IN SIMILAR DIRECTIONS THAN LET'S REFINE IT FOR THOSE STUDENT GROUPS AS OPPOSED TO WHOLESALE CHANGE OF NOT DO SEL CURRICULUM AND SUPPORT. THAT'S HOW I THINK ABOUT THE DATA. THERE'S A COUPLE OF STUDENT GROUPS THAT WE HAVE TWO YEARS WORTH OF DATA ANTONY WHEN YOU SEE A 9POINT DECLINE FOR THE STUDENTS EVEN WITH A LOW AND SHOULD PAY ATTENTION TO THAT. THAT'S HOW

I THINK ABOUT IT. >> ONE LAST QUESTION. I CAN SEE EVIDENCE IN THE DATA FOR ANTIRACIST INCLUSIVE. I'M HAVING TROUBLE SEEING THE SAFE SCHOOL ENVIRONMENTAND THE DATA GIVEN . THERE WAS SOME REFERENCE TO IT IN THE VIDEO.

BUT I AM CURIOUS IF THAT IS AN AREA WHERE WE COULD POTENTIALLY HAVE QUANTITATIVE DATA TO SUPPORT THOSE INDICATORS.

>> YES. I THINK WE DO. IF I UNDERSTOOD CORRECTLY, HEARING THAT SPECIFICALLY IDENTIFYING EVIDENCE THAT WOULD RELATE TO THE SAFE, ENVIRONMENT ALL SAFETY. I BELIEVE AS I LOOK AT

[01:15:06]

I BELIEVE THAT WHAT I HEAR IS A REQUEST TO LOOK AT INDICATORS TO SEE IF THERE IS A CONNECTION BETWEEN THE INDICATORS AND THE

BOARD. >> ARE THERE ANY OTHER QUESTIONS ON 14.1? ALL RIGHT. 14.2 ENSURING STAFF HAS ANTIRACIST INCLUSIVE AND SAFE WORKING ENVIRONMENT. HERE WE HAVE FIVE INDICATORS OF COMPLIANT. WE ARE NOTING THAT IT IS IN COMPLIANCE WITH EXCEPTIONS NOTED. AND SO HERE WE CONTINUE TO SEE AN INCREASE IN STAFF THAT IDENTIFIES PEOPLE OF COLOR. HOWEVER, STAFF OF COLOR SEEM TO REPORT A LOWER SENSE OF LONGING AND WHITE STAFF. WE DID THIS YEAR HAVE A DECREASE IN RECRUITMENT OF LEADERS OF COLOR IN PREVIOUS YEARS. WE ARE ALSO NOTING THAT THERE SEEMS TO BE SOME OVERLAP BETWEEN THE DATA IN 14.2 AND 14.7. SO THE DATA THAT IS IN BOTH PLACES AND I BELIEVE THAT WAS AN INTENTIONAL DECISION OR INTENTIONAL RECOGNITION TO THAT REVIEWED THE POLICY LAST SPRIN . SO JUST FOCUSING ON THOSE DATA SET HERE AND WE WILL NOT REVISIT THEM IN 14.7. SO PERCENT FAVORABLE. FAVORABLE SENSE OF BELONGING. WE DID SEE SOME INCREASES WITH THE EXCEPTION OF OUR HISPANIC, LATINO INSTRUCTIONAL STAFF THAT REPORTED A DECLINE OF SENSE OF BELONGING FROMTHE PRIOR YEAR .

THESE ARE IN THE CASE OF FOUR OUR ASIAN STAFF, WHITE STAFF, IT IS YOU KNOW, A LARGER SENSE OF BELONGING INCREASE. BECAUSE OF OUR SUPPRESSION RULES YOU WILL NOTICE THAT FOR A NUMBER OF OUR STAFF THE DATA IS SUPPRESSED. IT LIMITS ITS VALUE AND USEFULNESS RIGHTNOW . SO THAT'S ONE OF THE ANGST THAT WE WILL HAVE TO GO BACK ANDLOOK SUCH A WAY THAT ALLOWS US TO IN- LEVERAGE THE DATA OR USE THE DATA. AND SO WE TALKED ABOUT WAYS OF COMBINING GROUPS SO WE CAN ACTUALLY GET A SENSE FROM OUR STAFF OF COLOR AND THE EXPERIENCE AND WHAT IT IS. AND THEN, WE ASK OUR STAFF SIMILAR SORTS OF SITUATION AND ANSWER FOR A PROSPECTIVE FOR STUDENTS. THIS IS A BIT OF A MIXED BAG.

WE CAN SEE IT THAT SOME ARE REPORTING MORE FAVORABLY AND SOME GROUPS ARE REPORTING LESS FAVORABLY. IN THE OVERALL TREND IS FAVORABLE. SO INSTRUCTIONAL STAFF THE OVERALL INCREASE FROM THE PREVIOUS YEAR AND OUR NONINSTRUCTIONAL STAFF AS WELL IS REPRESENTING AN INCREASE. SAME ISSUE AS BEFORE WITH SUPPRESSION RULES AROUND SUPPORTING THE DATA AROUND A LOT OF OUR STAFF GROUPS. THEY ARE NOT REPRESENTED IN THIS

DATA SET. >>> AND CALLING OUT, HERE IS LOOKING AT -WHAT IS THE COMPOSITION WITHIN THE STAFF OF THE LAKE WASHINGTON SCHOOL DISTRICT. AND SO, YOU CAN SEE THAT WE HAVE INCREASINGLY GROWN MORE RACIALLY DIVERSE OVER THE PAST FIVE YEARS. SO THE DATA SET IS REPORTED AS A PERCENTAGE OF THE ENTIRE STAFF POPULATION. IT IS IN THE TABLE BELOW. YOU CAN SEE THAT IN 2018 AND 2019 THE PERCENTAGE OF STAFF THAT IDENTIFIED AS WHITE WAS 82.6 AND IN 22 -23 STAFF THAT DIDN'T FIGHT AS WHITE WAS 76.3. WE ARE SEEING OUR LARGEST INCREASE IN STAFF THAT IDENTIFIES AS ASIAN. IN 2018 AND 2019 IT REPRESENTED EIGHT PERCENT OF THE STAFF POPULATION AND THEN 2020 THE REPRESENTING 12.3 PERCENT. AND TO ZERO IN A LITTLE BIT BECAUSE THE TRENDLINE CAN BE HARD TO SEE.

[01:20:03]

THAT WAS INTENTIONAL. AND WE HAD A LOT OF EMPLOYEES ON A TEMPORARY BASIS EVERYTHING FROM WE HIRED ADDITIONAL TEACHERS WHEN WE HAD THAT REMOTE HYBRID PIER NEEDED TO EXPAND. WE HIRED CASE MANAGERS AND ALL OF THOSE EMPLOYEES ARE REPRESENTED ON THIS GROUP. AND THEN, WE ALSO HAD A DECLINING STUDENT ENROLLMENT WHICH HAS MEANT THAT WE HAVE ALSO HAD MORE EMPLOYEES THAT TYPICALLY CERTIFICATED EMPLOYEES THAT ARE HIRED ON INITIALLY ON NON-CONTINUING CONTRACTS. AND THEN WE'VE HAD A FEW THAT WE ARE ABLE TO RETAIN SUBSEQUENT YEAR. SO, TO THE EXTENT THAT OUR STUDENT ENROLLMENT POPULATION DECLINES CONTINUES TO DECLINE, THAT NATURALLY WILL MEAN THAT WE WILL ALSO HAVE A REDUCED RETENTION DATA BECAUSE EMPLOYEES THAT WERE HIRED INITIALLY IF WE WERE DECLINING WE HAD FEWER EMPLOYEES. ANOTHER NOTE IS THAT IN MANY CASES OFTEN OUR EMPLOYEES, OUR MOST JUNIOR OR NEWEST EMPLOYEES TO THE SCHOOL DISTRICT ARE OFTEN THE FIRST ONE TO BE NONRENEWED TO NOT HAVE THE ABILITY TO COME BACK WHEN WE HAVE A DECLINING ENROLLMENT. OR A REDUCTION FORCE FOR PEOPLE COMING BACK FROM LEAVE. AND GIVEN THAT INCREASE IN THE MOST RECENT INCREASE IN HIRING IT HAS BEEN OUR MOST DIVERSE.

THIS IS LIKELY THAT WE WILL CONTINUE TO SEE THIS NOT TREND IN A WAY THAT WE WOULDTYPICALLY LIKE TO GO . AND THAT MAY IMPACT THE VARSITY OF OUR STAFF MORE THAN WE WOULD LIKE. ANY

QUESTIONS ABOUT OR TEAM .2? >> DO WE HAVE ANY SENSE OF HOW OUR RETENTION COMPARES, STATEWIDE, NATIONWIDE, WHATEVER? IT'S HARD FOR ME TO CONTEXTUALIZE.

>> THAT IS A GREAT QUESTION. I DO NOT HAVE THAT DATA OFFHAND. I WAS JUST LOOKING AT THAT OS PI WAS CITING NUMBERS FOR THOSE SPECIFIC GROUPS. RECENTLY AND IT GOT ME CURIOUS ABOUT WHAT IS OUR SPECIFIC RETENTION FOR THAT TEQUILA GROUP WHICH I BELIEVE WE WERE REALLY HIGHER THANTHAT . THAT IS THAT CONTEXT THAT I DON'T HAVE FOR YOU RIGHT NOW BUT

SOMETHING WECAN FOLLOW UP ON . >> ALL RIGHT. 14.3 IS PROVIDING STUDENTS WITH EQUITABLE ACCESS AND INCLUSIVE ENVIRONMENT TO OPPORTUNITIES INCLUDING EXTRACURRICULAR ACTIVITIES SUCH AS SCHOOL CLUBS AND ATHLETICS. WE IDENTIFY FOUR DIFFERENT INDICATORS OF COMPLIANCE AND THEYINDICATE THAT WE ARE IN COMPLIANCE . I WILL NOTE THAT PART OF THE CONVERSATION LAST SPRING THAT THE BOARD ENGAGED IN AROUND THIS PARTICULAR AREA, THERE WAS A RECOGNITION OF A LOT OF OUR DATA IS HEAVILY RELYING ON STUDENT ARTS PATIENT AND ATHLETICS. WHILE WE HAVE HIGH PARTICIPATION IN ATHLETICS ABOUT ONE THIRD OF OUR STUDENTS PARTICIPATE IN ATHLETICS. WE

[01:25:06]

WE HAVE LIMITED A WAIVER PROCESS FOR STUDENT PARTICIPATION AND EXTRACURRICULARS SO STUDENTS QUALIFY FOR FREE AND REDUCED LUNCH. WE ARE CONTINUING TO EVALUATE OPTIONS FOR GETTING A BETTER PERSPECTIVE ON ENGAGEMENT AND EXTRACURRICULARS BEYOND FEDEX. WE ARE NOT PRESENTING ANY DATA ON THAT FOR THAT REPORT RELATED TO ALL OF THIS. OTHER ANY QUESTIONS ON 14.3?

>> I DON'T KNOW HOW YOU DO IT BUT IF WE COULD FIND OUT HOW MANY OF OUR STUDENT IN ADDITION TO EXTRACURRICULAR DATA ARE WORKING AFTER SCHOOL. I THINK IT'S VERY VALUABLE TO FIND COROLLARIES BETWEEN THOSE WHO FEEL LIKE THEY HAVE A BELONGING ORDINDIFFERENT SENSE OF NEEDS TO WORKING AFTER SCHOOL AS OPPOSED TO BEING ABLE TO PARTICIPATE IN CLUBS.

>> I JOTTED DOWN A NOTE OF INDICATOR FOCUSED ON WORK. ONE OF OUR GRADUATION PATHWAYS OR ONE OF THE GRADUATION PATHWAYS WILL ASSIGN COMPLIANCE FOR WORK EXPERIENCE. I DON'T KNOW IN THE FUTURE AS WE ARE DEVELOPING THE GRADUATION PATHWAYS IF THAT IS THE AVENUE TO TRY TO GET AFTER THAT REQUEST. SO I OFFER THAT BECAUSE IT IS ONE OF THE WAYS THAT WE WOULD BE ABLE TO

TRACK AS WELL. >> I DON'T KNOW IF EMPLOYMENT IN HIGH SCHOOL IS GOING TO REFLECT THAT TYPE OF EMPLOYMENT SEEKING HIGH SCHOOLERS. HOPEFULLY THAT WOULD HAVE A CORRELATION FOR US BUT I KNOW I LEFT RESTAURANT WORK WHEN I WAS

22. >> I HAD A QUESTION REGARDING WAIVER PROCESS FOR STUDENTS PARTICIPATING IN EXTRACURRICULARS FOR THOSE WHO QUALIFY FOR FREE AND REDUCED LUNCH PROGRAM . I KNOW FOR OUR AREA THE COST OF LIVING IS SO HIGH AND THE THRESHOLD IS SO LOW TO QUALIFY FOR FREE AND REDUCED LUNCH BECAUSE YOU HAVE TO MEET THE FEDERAL DEFINITION FOR LOW INCOME IS THAT CORRECT? I CAN CURIOUS WHEN I STUDENTS THAT DON'T QUALIFY FOR FREE AND REDUCED LUNCH AND CANNOT PARTICIPATE IN EXTRACURRICULARS DUE TO COST, I FEEL LIKE THAT IS A METHOD OF EXCLUSION THAT WE ARE POTENTIALLY MISSING.

THE OTHER QUESTION WOULD BE HOW MANY OF OUR STUDENTS ARE NOT PARTICIPATING BECAUSE THEY CANNOT PHYSICALLY GET TO AN ACTIVITY, TRANSPORTATION ISSUE .

>> I THINK MAY BE RESPONDING TO BOTH OF THOSE! AND TO THE DIRECTOR POINTS ONE B THAT WE MIGHT WANT TO BE DIGITALLY GET OUT THERE IS ESSENTIALLY WHAT YOU ARE ALLIDENTIFYING IT AS .

FOR STUDENTS WHO ARE PARTICIPATING WHAT ARE THE REASONS THEY NOT CHOOSE TO PARTICIPATE? IS IT A

[01:30:03]

>> TO HAVE ONE MORE? >> I HAVE A QUESTION ON THE DETAILS OF THE WAIVER PROCESS TO QUALIFY FOR FREE AND REDUCED LUNCH. I WAS READING THE WEBSITE AND IF I'M CORRECT IF A STUDENT WHILE PHIS FOR FREE AND REDUCED LUNCH AND HAS CONSENTED TO SHARE THAT INFORMATION THEY AUTOMATICALLY RECEIVE A WAIVER.

THERE'S NO FURTHER APPLICATIONS REQUEST. IT'S A DEFAULT AS LONG AS THEY ARE SHARING? IS THAT RIGHT?

>> PRIOR TO THIS PROCESS, STUDENTS THAT WOULD ALL FIGHT WOULD HAVE HAD TO RAISE THEIR HAND AND SAY HEY, I NEED THAT WHICH IS ANOTHER BARRIER. AND SO, THAT PROCESS IS ESSENTIALLY AUTOMATED TO TAKE DOWN THAT BARRIER.

>> OKAY. THAT IS EVEN MORE THAN A WAIVER. YOU HAVE TO, IT'S MORE OF AN AUTOMATED WAIVER WHICH IS REALLY IMPORTANT THING. I THINK IT'S WORTH HIGHLIGHTING.

>> 14.4. SO THIS IS A POLICY SECTION THAT THE BOARD WRESTLED WITH BACK IN THE SPRING. PROVIDING STUDENTS WITH EQUITABLE ACCESS TO RIGOROUS COURSEWORK. I AM GOING TO LOOK AT THIS. WE HAVE TWO DIFFERENT INDICATORS THAT WE LANDED ON FOR THE MOMENT. ONE IS WE ARE LOOKING AT AN INCREASED RATE OF UNDERREPRESENTED POPULATIONS IN ALGEBRA AND MIDDLE SCHOOL AND IT IS A HIGH SCHOOL LEVEL COURSE TAKEN AT MIDDLE SCHOOL AND THAT WOULD BE A GOOD INDICATOR AND IS ALSO IMPORTANT ACCESS POINT FOR ALGEBRA AND MIDDLE SCHOOL AND IT GETS THEM ONE YEAR ACCELERATED ON A MATH PATHWAY THAT OPENS UP DIFFERENT SCIENCE COURSES AND PROVIDES GREATER FLEXIBILITY IN THE SCHEDULE. WHILE IT'S NOT THE ONLY HIGH SCHOOL COURSE WAITING IN MIDDLE SCHOOL IT SEEMED TO BE THE BEST BAROMETER. AND THEN LOOKING AT WILL CREDIT PROGRAMS IN HIGH SCHOOL ARE OF COURSE ONES THAT QUALIFY FOR COLLEGE CREDIT AND SO THOSE ARE EXAMPLES OF ADVANCED PLACEMENT COURSES. AP COURSES. COLLEGE AND HIGH SCHOOL COURSES RUNNING START AND SPECIFIC TECH PREP COURSES. AT THIS TIME WE ARE LOOKING AT STUDENTS WHO EARN DUAL CREDIT. AN INDICATOR THAT WE HAVE THAT WE DO NOT HAVE DATA ON YET IS TO IDENTIFY HOW DO OUR STUDENTS REPORT INCREASING LEVELS OF RIGOROUS EXPECTATIONS? PART OF THAT CONVERSATION WAS THAT IT IS CRITICALLY IMPORTANT FOR ALL OF

[01:35:04]

INTERESTINGLY WE DO HAVE A DECLINE OF ALGEBRA IN THE MIDDLE SCHOOL AND IT WAS NOTICEABLY LOWER FOR SOME GROUPS OF STUDENTS. WE DO ANTICIPATE ONE OF THE THINGS THAT WAS CALLED OUT BY FOLKS WITHIN OUR INSTRUCTIONAL SERVICES IS THAT WE ARE LAUNCHING MATH 6+ THIS YEAR.

WE HAVE LOOKED AT THE STUDENTS ABILITY TO ACCESS ALGEBRA IF YOU ESSENTIALLY DID NOT ENTER IN THAT PATHWAY FROM ELEMENTARY SCHOOL IT REQUIRED A VERY SIGNIFICANT JUMP TO GO FROM MATH SIX IF YOU WERE GOING TO JUMP SEVENTH GRADE. THERE'S CONCEPTS THAT STUDENTS WOULD AND IT COULD REALLY GIVE YOU PAUSE IF YOU REALLY WANTED TO DO THAT YOU ARE ESSENTIALLY JUMPING A WHOLE GRADE LEVEL. AND SO OUR INSTRUCTIONAL SERVICES TEAM HAVE REALLY LOOK AT WITH OUR MIDDLE SCHOOL MATH TEACHERS, HOW DO WE START TO EMBED THE RIGHT TYPE OF INSTRUCTIONAL PRACTICES AND CURRICULAR EXPOSURE IN THE SIXTH GRADE SUCH THAT STUDENT WOULD ESSENTIALLY BE ABLE TO ACCELERATE INTO ALGEBRA IF THEY SO CHOOSE. HE HAD PREVIOUSLY DONE SOME WORK YEARS BACK TO TRY TO REMOVE BARRIERS TO ENTRY. WE WERE REMOVING BARRIERS BUT HOWARE WE INCREASING THESE TYPES OF SUPPORT ? THIS COMING YEAR WITH ADDITION OF MATH 6+ WE ARE RECOGNIZING THAT THERE IS A NEED IN THOSE ADDITIONAL SUPPORTS AT THE MIDDLE LEVEL AND HOPEFULLY THAT MEANS THAT IN THE COMING COUPLE OF YEARS WE WILL BE ABLE TO LOOK AT IT. WE HAVE THIS MARKER AT THIS POINT IN TIME AND WE CAN SAY ARE WE STARTING TO SEE A CHANGE IN ENROLLMENT AND ALGEBRA OR A SUCCESSFUL COMPLETION OF ALGEBRA IN MIDDLE SCHOOL. IT WAS DIFFERENT THAN THE DATA THAT WE WERE SHOWING. DIRECTOR STUART?

>> YES. DO WE HAVE DATA THAT SHOWS VARYING FROM SCHOOL TO SCHOOL IN RELATIONSHIP TO THE JOINING OF ALGEBRA AT CERTAIN AGES? I'M LOOKING AT - GRANTED IT IS HIGH SCHOOL BUT THERE ARE SOME COMPLAINTS THAT THEY HAVE LESS RIGOROUS MATH OPPORTUNITIES. I'M WONDERING IF WE HAVE DATA THAT SHOWS SIXTH GRADE OR MIDDLE SCHOOL ACCESS TO ALGEBRA IS DIFFERENT

FROM ONE SCHOOL TO THE NEXT. >> I AM SURE WE HAVE THAT. WE HAVE NOT LOOKED AT THAT AS PART OF THE MONITORING. WE DID NOT

SEGREGATE BY SCHOOL. >> IT MIGHT BE HELPFUL TO SEE IF THAT HAS ANIMPACT ON THE HIGH SCHOOL .

>> WE SEE AN INCREASE IN DUAL CREDIT PARTICIPATION AT THE HIGH SCHOOL. WHEN THE CURIOSITIES THOUGH IS THAT WE ARE REPORTING IT OUT AS ONE LARGE GROUP AND WE HAD SHARED THIS PRAYER. THEIR DIFFERENCES AND THE EXPERIENCE OF THE CHOICES AROUND AP, COLLEGE AND HIGH SCHOOL RUNNING START, ETC.

ETC. IT MIGHT BE OF INTEREST TO US TO START BREAKING THAT OUT AND TO GET IT WHERE WE ARE CURRENTLY AT. SO, HERE IS THE LINE GRAPH AND YOU CAN SEE IT IS UP AGAIN ALL STUDENTS PARTICIPATING IN ALGEBRA. WE DO HAVE DISPROPORTIONALITY IN TERMS OF THE PERCENTAGE OF STUDENTS WHO ARE RECEIVING CREDIT FOR ALGEBRA BY THE END OF MIDDLE SCHOOL. AND SO, ALSO IN HERE, I THOUGHT ANY THE CHANGE BUT I'M SORRY. ON HERE IS ALSO REPRESENTED IN ADDITION TO STUDENTS IDENTIFIED BY RACE OR ETHNICITY ARE ALSO IDENTIFYING STUDENTS FROM LOW INCOME HOUSEHOLDS AND STUDENTS RECEIVING SPECIAL EDUCATION

[01:40:01]

THE STUDENTS WHO ARE CURRENTLY ELIGIBLE FOR MULTILANGUAGE SERVICES WHILE THEY ARE IN HIGH SCHOOL, YOU CAN SEE STUDENTS WHO WERE PREVIOUSLY ELIGIBLE FOR FULL SERVICES ARE RIGHT UP THERE INCONSISTENT THE OVERALL POPULATION. ANY QUESTIONS ON

14.4? >> IF YOU GO BACK TO THE ALGEBRA SLIDE, ARE THERE ANY IDEAS WHY THERE WAS A SIGNIFICANT RISE FROM 2018, 2019, 2020.[BLEEP] DEE MUCH ACROSS THE BOARD AND THEN IT SORT OF LEVELED OFF. WAS THERE ANYTHING MAGICAL? IT WAS PRE-PANDEMIC.

>> IT WAS MAGICAL. I REFERENCED THERE WAS A POINT IN TIME WHERE WE HAD MADE SOME INTENTIONAL CHANGES TO THE ENTRY REQUIREMENTS TO ALGEBRA AND IT WAS THAT POINT IN TIME AND WHERE WE CHANGED OUR ENTRY REQUIREMENTS. AND SO, WE HIT THE PANDEMIC AND IT WAS LIKE WE RECOGNIZED THAT THERE WERE SOME BARRIERS TO ENTRY AND THROUGH THAT PROCESS ACTUALLY, OUR DATA AND ACCOUNTABILITY TEAM HAD IDENTIFIED THAT THERE WERE SOME STUDENT SWEAR THERE WERE SOME EXCEPTIONS MADE AND WE HAD THAT IN THE ENTRY CRITERIA BUT IN THE CLASSIC GIVE US A GET REALLY GREAT EXAMPLE TO SEE THAT THE STUDENTS WERE BEING SUCCESSFUL AND IT ALLOWED US TO ESSENTIALLY REVISIT WHAT ARE THE CRITERIA FOR ENTERING ALGEBRA IN MIDDLE SCHOOL? BECAUSE WE HAVE A STUDENT DATA SET FOR STUDENT WHERE THEY DIDN'T EAT IT BUT THEY ARE DOING WELL. AND SO, THAT WAS THE ERA THAT THAT CHANGE WAS MADE. AND THEN YOU CAN SEE THAT CAPTURED A SMALL PERCENTAGE OF STUDENTS. IT WASN'T REALLY THE SAME CHANGE ON THE INSTRUCTIONAL PROGRAM AND THAT IS WHAT MATH 6+ IS THE TYPE OF SUPPORT THAT CAN MAKE ALGEBRA MORE ACCESSIBLE TO STUDENTS TO BE A VIABLE OPTION

IN. >> I WOULD ALSO LIKE TO ECHO DIRECTOR STUART'S COMMENTS HAVING AND THROUGH THIS EXPERT DECISION OR THE BRANCH IN THE LANGUAGE THAT IS USED TO TALK ABOUT WHETHER OR NOT THIS IS AN OPTION TO IN GUESSING IT VARIES FROM SCHOOL TO SCHOOL BUT I CLEARLY REMEMBER GOING TO A MEETING WHERE IT WAS LIKE THIS REALLY ISN'T A GOOD IDEA. YOUR CHILD IS QUALIFIED IT'S NOT A GOOD IDEA, LOOKING AT THOSE PRACTICES ACROSS SCHOOLS COULD BE INTERESTING. ULTIMATELY IT'S A FAMILY DECISION. THE DATA SET FOR KIDS, IT'S REALLY ON US AS PARENTS TO SAY YES, WERE GOING TO DO THIS OR NO.

SO TO UNDERSTAND HOW WE ARE BRINGING THAT.

>> YES. I KNOW THAT ASSOCIATE SUPERINTENDENT ROSE WHO HAS BEEN DOING THIS WORK HAS BEEN DOING PART OF THE WORK FOR PREPARING FOR MATH 6+ HAS BEEN ENGAGING WITH MATH DEPARTMENTS THROUGHOUT THEIR VALUES AND HOW WE APPROACH AND INC ABOUT STUDENTS ABILITY TO BE SUCCESSFUL IN COURSES. BECAUSE THAT THINS A MESSAGE TO STUDENT ABOUT WHETHER THEY CAN BE SUCCESSFUL OR NOT AND THEY ARE VERY WELCOMING REASONS TO WHY STUDENT MIGHT NOT BE READY IN TERMS OF BEING ABLE TO ACCESS THAT AND TRYING TO ENSURE THAT WE ARE GIVING THAT INFORMATION TO FAMILIES SO THEY CAN MAKE AN INFORMED DECISION AND ONE THAT IS NOT UNDUE. THOSE CULTURE CONVERSATIONS HAVE BEEN PART OF THE PROCESS AS FAR AS THINKING ABOUT THAT AS WELL.

>> YOU CAN CORRECT ME IF I AM WRONG BUT THE GOAL IS FOR ALGEBRA IN THE EIGHTH GRADE TO NOT BE A FAMILY DECISION AT ONE

[01:45:05]

>> THE BOARD JUST UPDATED RESULT AND AS PART IS THAT UPDA IT WAS MEASURING NOT JUST PARTICIPATION BUT SUCCESS. AND I DON'T HAVE IT IN FRONT OF ME THAT I BELIEVE THAT IT IS A OR BETTER OR MAYBE A BE OR BETTER.

>> WILL EIGHTH GRADE MATH STILL BE OFFERED?

>> YES. >> SHIRA AND I WERE WONDERING IF YOU HAVE DATA STUDENT WHO HAVE CREDITS FOR GEOMETRY AT THE ENDOF MIDDLE SCHOOL AND IF IT'S IN THIS ANALYSIS .

>> THAT'S A GREAT QUESTION AND IT'S NOT CONSIDERED IN THIS ANALYSIS. I'M SURE WE HAVE IT BUT WE JUST DIDN'T GRAB THAT.

IF A STUDENT HAS THAT, WE THINK ABOUT HOW I SHOULD INTEGRATE YOUR QUESTION. IF A STUDENT TOOK ALGEBRA IN SEVENTH GRADE THEY ARE REPRESENTED HERE. BECAUSE THEY HAVE SUCCESSFULLY EARNED ALGEBRA CREDIT PRIOR TO MIDDLE SCHOOL. IF YOU TAKE ALGEBRA IN SEVENTH GRADE YOU ARE IN THIS DATA SET. IF YOU TAKE ALGEBRA IN EIGHTH GRADE YOU ARE INTHIS DATA SET . WE CHOSE NOT TO FOCUS ON GEOMETRY BECAUSE ESSENTIALLY THAT MEANS YOU HAVE TO BE ON THAT PATHWAY BEGINNING IN SEVENTH GRADE.

THAT'S AN ACCELERATED PATHWAY THAT A NUMBER OF OUR STUDENTS TAKE AND IS VERTICALLY APPROPRIATE BUT ALGEBRA GIVEN THE CONVERSATION AND SUPPORT AROUND R2. WHEN WE LOOK AT OUR HIGH SCHOOL PATHWAYS, EATING TO ALGEBRA TWO IN YOUR SOPHOMORE YEAR IS REALLY WHAT OPENS UP - CERTAINLY IF YOU HAVE IT YOUR FRESHMAN YEAR OPENS A LOT OF OPTIONS BUT MOST OF THE OPTIONS ARE OPEN IF YOU SUCCESSFULLY TAKE ALGEBRA TO BUY YOUR

SOPHOMORE YEAR. >> I WAS ALSO WONDERING IF YOU GUYS LOOKED AT DATA, WHAT TYPE OF MATH COURSE THE STUDENT WAS TAKING ENTERING THEIR NINTH GRADE YEAR AND I KNOW SUMMER BETWEEN EIGHTH AND NINTH GRADE IS CRITICAL FOR STUDENTS WHO SOUGHT TO TAKE AN ONLINE COURSE BECAUSE THEY DID NOT ALL IF I DRINK MIDDLE SCHOOL OR DID NOT HAVE ACCESS TO THE COURSE.

>> WE DO NOT HAVE THE DATA SE .

>> DOCTOR SIRI BLIESNER? >> I JUST HAVE TWO QUESTIONS.

ONE IS AS YOU IMPLEMENT THE 6+ WITH THE MATH, ONE PIECE IS I LOOKED AT THE ALGEBRA DATA AND AS THIS IS THE ANTI-EQUITY ANTIDISCRIMINATION COMPLAINTS PIECE THE GAP IS WHAT I LOOK AT IN REGARDS TO THIS AND ESPECIALLY IN REGARDS TO OUR LOW INCOME LATINO AND BLACK STUDENTS THAT WE SEE. MY QUESTION IS, I RECOGNIZE THE IMPLEMENTATION OF EXPLICIT. IS THERE CONSIDERATION BEING GIVEN FOR EXTRA SUPPORT OR ADDITIONAL STRATEGIES IN WHICH TO SUPPORT STUDENT BECAUSE THEY HAVE NOT IN ACCESSING THIS IN THE PAST? THAT WAS VERY LONG-WINDED.

>> I THINK WE ARE IN THIS PROCESS. WE HAVE SOME PROGRAMS AT OUR MIDDLE SCHOOLS THAT WE HAVE IN PLACE THAT WE ARE IN THE PROCESS OF EVALUATING THAT I WOULDN'T WANT TO GO INTO A LOT OF DETAIL RIGHT NOW BUT IT IS SOMETHING WE COULD FOLLOW-UP

ON. >> THAT WOULD BE GREAT. THE OTHER THING IS I THINK IT WOULD BE GREAT TO DIVIDE OUT DUAL CREDIT OPTION. I THINK WOULD BE BENEFICIAL TO LOOK AT THAT.

>> ONE MORE QUESTION. IS 6+ NEW STANDARD FOR ALL SIX GRADERS? OR IS THERE AN OPTION TO TAKE 6+ AND 7+?

>> I BELIEVE. YEAH. 6+ IS THE NEW STANDARD. IT HAD BEEN PILOTED AT A COUPLE OF SCHOOLS AND THERE WAS A TIME WHERE YOU HAD TO MIDDLE SCHOOLS THAT WERE TAKING SIX AND THEN SOME DOING 6+. THE IDEA BEING THAT WE CAN PREPARE ALL STUDENTS SO AT THIS CURRENT STAGE THEY ARE ABLE TO MAKE THOSE CHOICES OR HAVE THOSE CHOICES AVAILABLE TO THE .

>>> 14.5 IS ENSURING THAT STUDENT ACCESS TO EDUCATIONAL PROGRAMS IS EQUITABLE IN POLICY AND PRACTICE. SO THIS IS

[01:50:05]

CONVERSELY WE ARE LOOKING THAT THERE IS A DECREASING LEVEL OF PURCHASE PATIENT IN SPECIAL EDUCATION. AND THEN WE ARE ALSO LOOKING AT AND TRYING TO UNDERSTAND THE APPLICATION RATE FOR CHOICE SCHOOLS AS COMPARED TO THE PARTICIPATION RATE FOR CHOICE SCHOOLS. ANOTHER INDICATOR THAT WAS ADDED THAT WE DID NOT HAVE DATA FROM LAST YEAR BUT THAT SECONDARY INTEREST DEMONSTRATES THAT OUR CURRENT OPPORTUNITIES MATCH STUDENT INTEREST LEVEL. THE IDEA THAT THEY ARE LOOKING TO SAY THAT OUR STUDENTS PARTICIPATE IN THE PROGRAMS THAT WE ARE OFFERING AND IF THEY ARE NOT ELECTING TO PARTICIPATE IS IT BECAUSE WE ARE MEETING THEIR INTEREST OR IS THAT THERE IS AN UNSATISFIED INTEREST? THAT WOULD BE ANOTHER AREA THAT WE WILL BE FIGURING OUT HOW BEST TO GET THAT AND BRING IT BACK TO THE BOARD. AGAIN, INDICATING THAT WE ARE IN COMPLIANCE WITH NOTED EXCEPTIONS. AND SO, LOOKING AT THE SUMMARY AND FINDINGS WE CAN SEE INCREASES IN PARTICIPATION IN HIGHLY CAPABLE PROGRAMS. AND WE CAN SEE INCREASES NOTABLY FROM OUR HISPANIC LATINO STUDENTS, OUR BLACK AFRICAN-AMERICAN STUDENTS, STUDENTS FROM LOW INCOME HOUSEHOLDS. THEY ALL INCREASE AT A RATE RATER THAN THE RATE INCREASE FOR THE DISTRICT. CONVERSELY IN THE SPECIAL EDUCATION WE CAN SEE DECLINES ACROSS THE BOARD FOR A TO DICTATION FOR SPECIAL EDUCATION WITH NOTABLE DECREASES FOR BLACK AFRICAN-AMERICAN STUDENTS HISPANIC LATINO STUDENTS AND STUDENTS RECEIVING MULTILINGUAL SERVICES. WE DO CONTINUE TO SEEK DISPROPORTIONALITY IN THESE PROGRAMS. BUT SHOULD THIS CURRENT MOVEMENT BECOME MOMENTUM IF THAT IS SUSTAINED IT IS PROMISING. I THINK THIS WAS A TERM USED WITH R3 OR THE DATA IS PROMISING MOVING IN THE RIGHT DIRECTION AND IF THAT IS SOMETHING THAT IS ABLE TO BE SUSTAINED IS SOMETHING THAT WOULD BE BECAUSEFOR CELEBRATION . THIS IS THE FIRST YEAR THAT REPORTING CHOICE SCHOOL APPLICATION WE DID SEE AN INCREASE IN DIVERSE APPLICATIONS FOR THE PROGRAMS BUT IT WAS NOT REFLECTED IN ENROLLMENT. AT IS AN AREA THAT I WOULD SAY IS A BIG CURIOSITY FOR US AND IN PARTICULAR WANTING TO UNDERSTAND THAT WE HAVE THIS DATA BUT IS IT TELLING US WHAT THEY THINK IT'S TELLING US OR ANSWERING QUESTIONS THAT THEY MIGHT HAVE. HERE'S THE WE LOOK AT THE PERCENTAGE OF STUDENT IN GRADES K-8 ENROLLED IN HIGHLY CAPABLE PROGRAMS AND YOU CAN SEE THE SHADED AREA REFLECTS ALL STUDENTS. GENERALLY HER HUSBAND AND UPWARD TREND FOR ALL STUDENT AND IT HAS BEEN INCREASING. I BELIEVE THERE IS NATIVE HAWAIIAN AND OTHER PACIFIC ISLANDERS HAS BEEN ON AN INCREASE FOR ALL GROUPS. THERE IS BEEN A SLIGHT DECLINE IN THIS PAST YEAR. SIMILARLY WITH PERCENTAGE OF STUDENTS IN SPECIAL EDUCATION PROGRAMS GENERALLY WE HAVE SEEN A DECLINE STUDENTS IDENTIFYING FOR SPECIAL EDUCATION ACROSS THE BOARD AND FOR ALL GROUPS. I WANT TO CALL OUT THAT THE DISTRICT HAD IDENTIFIED SIGNIFICANT DISPROPORTIONALITY BY OS PI THE OFFICE OF SUPERINTENDENT INSTRUCTION FOR JUST PERSONALITY FOR BLACK AFRICAN-AMERICAN OR HISPANIC LATINO. THIS YEAR THE BOARD RECEIVED INFORMATION ON THIS, OS PI INFORMED THE DISTRICT THAT THEY HAD MADE SUFFICIENT PROCESS TO NO LONGER BE CONSIDERED FOR SIGNIFICANT DISPROPORTIONALITY AND YOU CAN SEE THE TWO TRENDLINES FOR THESE TWO GROUPS AS TRENDING IN A POSITIVE DIRECTION WHERE THEY

[01:55:03]

THIS IS AN AREA THAT MERITS FOR CONVERSATIONSWITH THE BOARD THIS YEAR . WE WANT TO MAKE SURE WE ARE UNPACKING THAT DATA IN A WAY THAT IT IS RELATIVE TO THE BOARD'S INTERESTS. ANY

QUESTIONS ON 14.5? >> DIRECTOR LISA GUTHRIE?

>> DO WE HAVE A SYSTEMIC FOLLOW-UP? IN THIS DATA I SAW TWO INTERESTING GROUPS. ONE WOULD BE HIGHLY CAPABLE STUDENTS WERE IDENTIFIED NOT DISSIPATING. ANOTHER WOULD BE CHOICE SCHOOL APPLICANTS WHO DON'T END UP ENROLLING.

OBVIOUSLY SOME OF THEM DIDN'T GET IN THE LOTTERY BUT ALSO SOME OF THOSE STUDENTS AND WE SAW DIFFERENT RATES. IT WASN'T LIKE THE SAME RATIO OF APPLICANTS TO ENROLLMENT. HAS THERE BEEN SORT OF FOLLOW-UP? I'M VERY CURIOUS ABOUT THOSE TWO GROUPS. WE SEEM TO HAVE THEM AT OUR FINGERTIPS. WHAT ARE WE DOING TO UNDERSTAND WHAT THE REASONS ARE NOT ENROLLING IN THE PROGRAMS THAT WE HAVE AVAILABLE?

>> NO. I THINK WE ARE CALLING THAT OUT AS TRYING TO BETTER UNDERSTAND THAT. AS YOU NOTED THE DATA WAS NOT CLEAR. ONE GROUP WOULD BE UP RELATIVE TO PARTICIPATE AND ONE GROUP WAS DOWN RELATIVE TO THEIR INTEREST. JUST LOOKING AT IT MADE IT HARD TO DRAW ON SOME AREAS BASED ON THAT. SOMETIMES WE CAN DRAW SOME THEORIES AND GO TEST THAT ASSUMPTION BUT THAT DATA WAS A LITTLE BIT PERPLEXING. SO I THINK THAT IS SOMETHING THAT -BECAUSE IT WAS IN THE SPRING A HIGHAREA OF INTEREST FOR THE BOARD TO WRESTLE WITH . WHAT EXACTLY IS THE BOARD'S INTERESTS AROUND CHOICE SCHOOLS? IT'S PROBABLY SOMETHING WE CAN COME BACK TO IN THE STUDY SESSION TO UNPACK MORE AND POSSIBLY FIGURE OUT WHAT ADDITIONAL DATA NEED TO GRAB TO BETTER UNDERSTAND THAT. MAYBE TO INFORM THE REST OF TH

CONVERSATION . >> 14.6 PROVIDING CURRICULUM INSTRUCTION THAT IS IN RESPONSE TO THE STUDENT POPULATION.

HERE WE HAVE THREE DIFFERENT INDICATORS OF COMPLIANCE. I AM GOING TO NOTE THAT ONE INDICATOR IN IS NOT PUBLICLY AVAILABLE YET THE BOARD RECEIVED AN ADVANCED COPY OF THE ANNUAL REPORT AND THAT IS SOMETHING THAT WE WILL GET PUBLISHED UP ON THE WEBSITE IF WE HAVE AN INTEREST THAT IS AVAILABLE FOR ALL THE PUBLIC TO BE ABLE TO ACCESS. AND SO THAT IS A COMMITMENT THAT I WILL BE FOLLOWING UP ON TO MAKE SURE HE GETS ON THE WEBSITE. SO, THE SUMMARY AND FINDINGS, WE DID SEE A DECLINE IN OUR FAMILY PERCEPTION REGARDING OUR INSTRUCTIONAL PROGRAMS. WE DO CONTINUE TO USE OSPI'S SCREENING TOOL AND INSTRUCTIONAL MATERIAL. OSPI HAD DEVELOPED A PARADIGM OR FRAMEWORK FOR US FOR SCHOOL DISTRICTS TO ASSESS WHETHER THE CURRICULUM IS RESPONSIVE APPROPRIATE. SO WE USED THAT IN THIS WOULD BE THE FIRST YEAR WHERE WE HAD A PUBLISHED REPORT RELATING TO BOTH PROFESSIONAL LEARNING AND CURRICULAR MATERIAL. AND HERE IS THE COVER OF SAIDREPORT . IN THAT REPORT, WE IDENTIFY WHAT CURRICULUM, LESSON AND INSTRUCTIONS WERE ADOPTED OR INTRODUCED INTO THE SYSTEM. WE ACTUALLY OUTLINED ALL OF THE PROFESSIONAL DEVELOP THAT WAS DEVELOPED CENTRALLY AND DELIVERED CENTRALLY. AND SO, IF SCHOOLS ENGAGE BECAUSE OF OUR PRINCIPLES ENGAGE IN INDEPENDENT, PROFESSIONAL LEARNING DEVELOPMENT AT THE STAFF THAT IS NOT RECOGNIZED HERE. WE HAVE 56 SCHOOLS THAT ARE DOING ALL OF THIS. SO WE FOCUSED ON TRYING TO CAPTURE WHAT ARE THE THINGS THAT ARE CENTRALLY BEING MADE AVAILABLE OR EXPECTED OR INTRODUCED FOR

[02:00:05]

>> I WILL SAY WHEN I READ ANNUAL REPORT I WAS AMAZED AT THE SHEER QUANTITY THAT THE THINGS THE DISTRICT IS DOING TO SUPPORT THE EQUITY WORK. YOU HEAR ANECDOTALLY THROUGH PRESENTATIONS AND STORIES BUT ACTUALLY SEEING IT ALL WRITTEN AND DESCRIBED WAS IMPRESSIVE. I EXPRE WOULD BE A COUPLE OF MI BUT I SPENT 20 MINUTES READING THROUGH THE BOOKLET BUT I APPRECIATE IT AND I LOOK FORWARD TO IT BEING AVAILABLE TO THE PUBLIC TO SEE. I AM GOING TO PROPOSE A FIVE MINUTE BREA

>> THANK YOU EVERYBODY WE ALREADY TO RESUME OUR MEETING.

>> OKAY. ONE LAST POINT I WANT TO MAKE ON THE ANNUAL REPORT WHICH WE WILL BE ABLE TO SEE IT WHEN WE SHOW IT BUT THE DIRECTOR REFERENCED HOW EXTENSIVE IT IS AND WHAT I THINK THAT HOPEFULLY COMES OUT ANNUAL REPORT IS THAT THIS WORK IS REALLY THE WORK OF THE ORGANIZATION. SO WHEN WE LOOK AT PROFESSIONAL LEARNING, WE HAVE DONE VERY SPECIFIC WORK TO ENSURE THAT EQUITY IS INTEGRATED THROUGHOUT A PROFESSIONAL LEARNING AND SO THERE WAS A POINT IN TIME THAT WE WOULD CONSIDER EQUITY TO BE DRIVEN FROM OUR EQUITY FAMILY ENGAGEMENT DEPARTMENT AND WHILE THAT IS STILL TRUE OUR DEPARTMENT NEEDS A LOT OF WORK BUT IT NEEDS ALL OF OUR WORK TO CARRY IT FORWARD. HOPEFULLY THAT COMES OUT IN THE REPORT.

ALL RIGHT. 14.7. WE ALREADY TALKED ABOUT A LOT OF THE DATA THAT IS HERE ON 14.7 TO ENSURE A HIGHLY QUALIFIED WORKFORCE THROUGH STRATEGIC RECRUITMENT AND HIRING RETENTION. SO WE LOOK AT STAFF REPORTING LEVELS OF SATISFACTION AND WE LOOK AT HIRING NUMBERS AND RETENTION NUMBERS AND WE HAVE A PLAN TO RECRUIT AND RETAIN DIVERSE STAFF. WE NOTE IT IS IN COMPLIANCE. THE DISTRICT HAS DEVELOPED A RECRUITMENT AND RETENTION PLAN FOR THESE EFFORTS. OUR HUMAN RESOURCES OFFICE HAS EVALUATED WAYS THAT WE CAN ACCESS A PIPELINE TO IDENTIFY AREAS OF IMPROVEMENT IN HIRING. WE ARE AT AN INTERESTING PLACE IN THE ORGANIZATION OR WE ARE NOT NEEDING TO HIRE BECAUSE WE WILL HAVE FOLKS THAT RETIRE AND WE WILL HAVE SOME REPLACEMENT. IN OUR RECRUITMENT AND RETENTION IT WILL LOOK FOR IN IN A TIME OF ACCELERATED GROWTH. ALL RIGHT. IT LOOKED LIKE I CHOSE NOT TO REFERENCE THE REPORT THE DATA THAT WAS IN THE REPORT FOR THIS. DO WE HAVE ANY QUESTIONS

FROM THE BOARD ON 13.7? >> CAN YOU SHARE WITH US THE CHANGES AS FAR AS THE DIVERSITY OF WORKFORCE?

>> YES. OVERALL, IN TABLES 2 , IT SHOWS THE CHANGE IN

[02:05:18]

THOSE ARE ALSO BROKEN DOWN IN SUBSEQUENT TABLES 27 AND 28.

AND 29. >> THANK YOU. LET'S MAKE SURE THE AUDIENCE HEARD THOSE NUMBERS, TOO. IT'SAN

INTERESTING HEADLINE . >> OKAY. 14.8 ENSURING THAT ALL STAFF RECEIVED PROFESSIONAL DEVELOPMENT TO PUT IN PRACTICE DIVERSITY EQUITY AND INCLUSION. CULTURALLY RESPONSIVE IS TO RECOGNIZE SYSTEMIC BIAS IN EQUITIES. THIS PERHAPS MEANS WHY THE LIST OF PROFESSIONAL LEARNING THAT WAS OFFERED WAS FAIRLY COMPREHENSIVE. WE HAVE THE ANNUAL REPORT INDICATING COMPONENT FOR DISTRICT SPONSORED LEARNING CONSISTENT WITH THIS POLICY. WE ALSO HAVE AN INDICATOR DEMONSTRATING COMPLIANCE WITH STATE EQUITY WAS SOCIAL EMOTIONAL LEARNING.

WE ARE IN COMPLIANCE FOR THIS AREA. SO, THIS IS THE FIRST YEAR THAT WE HAVE PUBLISHED A REPORT REGARDING PROFESSIONAL LEARNING AND WE CONTINUE TO DEVELOP PROFESSIONAL LEARNING CONSISTENT WITH STATE EXPECTATIONS AND MONITORING COMPLETION OF THAT LEARNING. SO, AGAIN, THERE IS THE END REPORT THAT HIGHLIGHTS THAT. WE ALSO IN THE MODERN REPORT REFERENCE A TABLE 30 THAT INDICATES THE PROFESSIONAL LEARNING THAT WAS DELIVERED CONSISTENT WITH STATE EXPECTATIONS FOR EQUITY AND SOCIAL LEARNING.

>> DIRECTOR LISA GUTHRIE? >> I'M SORRY THIS IS A LITTLE ODD . 14.8 AND 14.6. ONE THING THAT I LOVE TO SEE IN THE ANNUAL REPORT WAS THE BROAD LENS OF WHAT EQUITY MEANS. AND SO, YES. TO DIRECTOR TROY! THERE'S A LOT OF DIFFERENCE BETWEEN THE DIFFERENT GROUPS THAT WERE TARGETED OR THAT PROFESSIONAL DEVELOPMENT WAS ON TO REACH THOSE GROUPS. ONE THING I NOTICED ON THE STUDENT AFFINITY GROUPS IT WAS FOCUSED ON RACE AND ETHNICITY. I WAS WONDERING SPECIFICALLY IN THE AREA OF DISABILITY AND IF IT'S SOMETHING THAT WE HAVE FOUGHT ABOUT HOW WE BUILD STUDENT LEADERS AROUND THE IDENTITY BECAUSE IT REALLY IS AN IDENTITY.

>> GREAT QUESTION. TO SAY THAT THERE HAS BEEN AS WE THOUGHT ABOUT INCLUSIVE PRACTICES AND SUPPORTING OUR STUDENTS WITH DISABILITIES AT THE SECONDARY LEVEL THERE HAS BEEN A NUMBER OF DIFFERENT FORAYS INTO THAT THAT IS LARGELY BEEN THE SCHOOL DIRECTED BASIS. AND SO THERE WILL BE SOME EFFORTS OVER THE NEXT COUPLE OF YEARS WHERE WE WILL BETTER UNDERSTAND WHAT INCLUSIVE PRACTICES LOOK AT AT THE SECONDARY LEVEL AND THAT IS WHERE WE SEE A LOTOF THOSE STUDENT INTEREST GROUPS . AND, WHAT TYPE OF SUPPORTS ARE

NECESSARY TO HELP THAT. YES? >> ANY OTHER QUESTIONS?

>> 14.9 INCORPORATING DIVERSE PERSPECTIVES IN COMMUNITY ENGAGEMENT, SPECIAL PERSPECTIVES THAT HAVE BEEN MARGINALIZED, EVER REALLY UNDERREPRESENTED OR FACE BARRIERS. THE NUMBER OF INDICATORS FAMILIES REPORT THEY UNDERSTAND THE COMMUNICATION AND POSITIVE RESPONSES THROUGH

[02:10:01]

WHEN WE WENT OUT WITH THAT RFP FOR TOOLS THOSE WERE ESSENTIAL PARTS OF WHAT WE WERE LOOKING FOR. AND SO, WHEN WE IDENTIFIED PARENTS SQUARE THAT WAS ONE OF THE KEY VALUES AND WAS SOME INC THAT THEY HAD DEVELOPED AND DELIVERED TO ONLY ONE OTHER DISTRICT THAT WE WERE AWARE OF. INTO HAVE THE CAPABILITY BECAUSE IT WAS CRITICALLYIMPORTANT FOR US TO BE ABLE TO CONNECT WITH OUR FAMILIES . I'M REALLY EXCITED THAT WE WERE BE REALLY HAD OUR TOOL TO ALLOW STAFF TO CONNECT WITH FAMILIES IN THE MANNER IN WHICH THEY - WORKED BEST FOR THEM AND ALLOWED US TO HAVE CONTROL AND ALLOWS US TO HAVE CONVERSATIONS IN NAK LANGUAGE. THAT WAS AN EXCITING STEP TO BE ABLE TO ROLL THAT OUT AND WE ARE INDICATING THAT WE ARE IN COMPLIANCE. THE OTHER THING THAT I WILL NOTE IS THAT WE PROBABLY NEED TO CONTINUE TO WORK ON HOW SYSTEMICALLY ENGAGED WE ARE IN THIS DATA. OUR SCHOOLS ARE EXPECTED TO HAVE BUILDING EQUITY TEAMS AND PART OF THE THEORY OF ACTION BEHIND THAT IS ONE THAT WE WANT SCHOOL LEADERS WITH THEIR SCHOOL COMMUNITY ENGAGING IN INTENTIONAL CONVERSATIONS AROUND EQUITYINCLUSION . SO I AM CALLING THAT OUT. IT'S IMPORTANT. WE WANT TO ENSURE THAT KAREN ARE PART OF THIS CONVERSATION. AND SO THOSE EXPECTATIONS, WE ASKED SCHOOL'S TO REPORT BACK ON WHAT IS THAT PARENTS ENGAGEMENT AND WHAT DOES IT LOOK LIKE? SHARING THIS, IT REPRESENTS THREE OF OUR SCHOOLS AND THEIR EXPERIENCE IN THE BOARD CAN SEE OUR SCHOOLS WORKING ON HAVING EQUITY TEAMS PLAYING A MEANINGFUL ROLE IN OUR SCHOOLS. REFLECTING BACK TO OUR SCHOOLS THAT THOSE TEAMS ARE GOING TO BE VIEWED AS INTEGRAL PARTS OF THEIR EXPERIENCE. AND I THINK WHEN I LOOK AT THESE QUOTES I ALSO THINK ACT II THE DOCTORS POINT THAT THESE ARE ASPIRATIONAL POLICIES AND THEY WILL CONTINUE TO WORK TO BE ONES THAT ARE REFLECTED THROUGHOUT. DO WE HAVE ANY

QUESTIONS ON 14.9? >> ANY QUESTIONS OR COMMENT?

>> ALL RIGHT 14.10 THIS IS ANOTHER AREA WHERE THE BOARD ENGAGED IN ROBUST CONVERSATION AND MADE CHANGES TO THE POLICY LAST SPRING. AND, THE REVISION INDICATES THAT WE ARE GOING TO PROVIDE CULTURALLY RESPONSIVE RESTORATIVE METHODS TO ADDRESS CONCERNS, GRIEVANCES OR VIOLATIONS OF THE POLICY PARTICULARLY RELATED TO OTHER DISCRIMINATORY OPTIONS AND I BELIEVE THE BOARD HAS A RECOGNITION THAT WE DO HAVE STUDENTS WHO, FAMILIES AND STAFF WHO SOMETIMES EXPERIENCE HARM IN OUR SCHOOL SYSTEM. AND SO, HOW DO WE ADDRESS THOSE CONCERNS OR THOSE EXPERIENCES WHEN THEY FIRST OCCUR? ONE OF OUR INDICATORS IS TO ENSURE THAT WE ARE CONTINUALLY LOOKING AT OUR POLICIES TO ENSURE THAT THEY ARE APPROPRIATE AND RESPONDING. THE OTHER IS LOOKING AT, CAN WE PROVIDE EVIDENCE OF PRACTICES BEING APPLIED IN WORKING WITH

[02:15:04]

14.10? >> I HATE TO DO THIS BUT CAN WE GO BACK TO 14.9, I DO HAVE ONE QUESTION. I UNDERSTAND THAT THE GOAL IS FOR US TO HAVE EQUITY IN ALL OF OUR SCHOOLS AND WE WANT PARENTS TO BE INVOLVED. I AM GUESSING THAT COMPLIANCE BERRIES FROM LOCATION TO LOCATION. I'M CURIOUS HOW ARE WE ENSURING COMPLIANCE OR ENGAGING EFFECTIVENESS OF EQUITY IN TEENS AND DO WE HAVE SUPPORT FOR SCHOOLS THAT MIGHT NEED IT?

>> I CAN ANSWER IT COUPLE PARTS OF THAT QUESTION. SO, OUR EQUITY AND FAMILY ENGAGEMENT DEPARTMENT DOES ENGAGE WITH SCHOOLS AROUND, THEY ACTUALLY DEVELOP PROFESSIONAL LEARNING MODULES FOR FAMILY ENGAGEMENT I'M SORRY, BUILDING EQUITY TEAMS TO ENGAGE IN. SO, WE ESSENTIALLY ROSTER IS ON TEAMS. SO WE HAVE AN UNDERSTANDING OF THAT SCHOOLS BUILDING EQUITY TEAMS AND WHO IS ON THE TEAMS BECAUSE

[02:20:05]

SENSE OF FIDELITY. >> DOCTOR LISA GUTHRIE?

>> I'M SORRY AND SHE WENT BACK TO 14.9 I AM ALSO CURIOUS ABOUT IF THERE IS STUDENT ENGAGEMENT ON ANY OF THE TEAMS ESPECIALLY

THE SECOND ONE. >> I THINK WE HAVE TALKED ABOUT AT THE HIGH SCHOOL LEVEL OF STUDENTS BUT WE HAVE NOT INSTITUTED IT AS A REQUIREMENT WE HAVE ENCOURAGED AND I BELIEVE WE HAVE SCHOOLS THAT DO HAVE STUDENTS ON IT. WE HAVE THE AND IT'S NOT A STANDARD EXPECTATION OF PRACTICE BUT IT

DOES EXIST AS A PRACTICE. >> I'M CURIOUS. I HAD THE OPPORTUNITY TO PARTICIPATE ON TWO OF MY SCHOOLS EQUITY TEAM AND BEEN A VALUABLE EXPERIENCE AND I DEFINITELY THINK THAT IT IS A FANTASTIC AVENUE FOR THE EXPERIENCE AND I WOULD LOVE TO HEAR THAT IT IS HAPPENING AND THE TEENS ARE GETTING THE

SUPPORT THEY NEED. >> ALL RIGHT. SHOULD WE GO TO 14.11? OKAY. THE FINAL AREA OF THE POLICY WAS TO DEVELOP AND MAINTAIN A SYSTEM TO ANALYZE AND ALLOCATE HUMAN RESOURCES TO ELIMINATE INEQUITIES OF HUMAN SUCCESS.

WE HAVE A CLEAR RELEVANT CULTURAL RESPONSIVE ENGAGEMENT AND DEMONSTRATED USE OF EQUITY ANALYSIS TOOLS. WE ARE NOTICING IN COMPLIANCE WITH EXCEPTIONS NOTED AND SO SOME OF THE KEY TAKEAWAYS IS THAT WE HAVE A CLEAR BUDGET PROCESS AND WE HAVE BEEN WORKING LAST YEAR AND WE WILL CONTINUE TO WORK ON MAKING MORE INFORMAINFORMATION ACCESSIBLE ON THE WEBPAGE.

LAST YEAR IN THE DEVELOPMENT OF THE BUDGET, THE DECISION FOCUSED ON RESOURCE ALLOCATION RELATED TO EQUITY, INCLUSION AND IN TSS. ALL RIGHT THE REPORT IS BEING PRESENTED AS IN COMPLIANCE WITH NOTED EXCEPTIONS.

>> ANY OTHER QUESTIONS ON 14.11?

>> DO WE WANT TO DO A MOTION AND DISCUSSION? OKAY. I DON'T MEAN TO SHORT-CIRCUIT ANYTHING.

>> YOU ARE FINE I AM READY TO ENTERTAINA MOTION .

>> OKAY. I MOVE APPROVAL OF THE MONITORING REPORT AS PRESENTED WHICH IS, THE MONITORING REPORT WHICH IS PRESENTED IS IN COMPLIANCE WITH THE EXCEPTIONSNOTED . IN THE

REPORT. >> SECOND.

>> IT HAS BEEN MOVED BY DIRECT YOUR AND SET MADE BY DIRECTOR LISA GUTHRIE P THE BOARD APPROVES MONITOR WITH PROGRESS

AND NOTED EXCEPTIONS. >> THAT'S WHAT I SAID.

>> I'M SORRY. IN COMPLIANCE. IS THERE ANY OTHER FURTHER

DISCUSSION? >> FIRST THING I WANT TO SAY IS I REALLY APPRECIATE THE PRESENTATION TONIGHT I CAN TELL A LOT OF WORK WENT INTO IT. IN PARTICULAR I APPRECIATE, I HEARD WHAT YOU TITLED IT BUT IT WAS A SUMMARY. WHAT WERE THE TERMS USED? CELEBRATIONS AND AREAS FOR IMPROVEMENT AND

[02:25:03]

IT'S IN THERE SOMEWHERE. I REALLY APPRECIATE THAT. IT IS HELPFUL FOR THE BOARD AND THE REPORTS ARE GREAT BUT THE PRESENTATION IS HELPFUL TO THE BOARD AND PARTICULARLY HELPFUL FOR THE COMMUNITY TO SEE THE WORK THAT IS GOING ON IN THE CELEBRATIONS, THE AREA OF FOCU . IT'S REALLY IMPORTANT FOR THIS DIVERSE POLICY. I APPRECIATE THE LARGE AMOUNT OF

TIME THAT WENT INTO THIS. >> DIRECTOR STUART?

>> I WOULD LIKE TO THANK YOU. LAST WEEK WE HAD PRESENTATIONS OF THIS REPORT. TWO DIRECTORS AT A TIME, ONE DIRECTOR AT A TIME OR WHATEVER. IT GAVE US OPPORTUNITIES TO ASK QUESTIONS AT THAT POINT AND I APPRECIATE THE FACT THAT YOU HAVE REFLECTED THE ANSWERS TO THE QUESTIONS AND TONIGHT PRESENTATION. FOR THOSE OF YOU WHO THOUGHT WE SHOULD ASK MORE QUESTIONS, OUR QUESTIONS WERE ANSWERED DURING THEWEEK .

THANK YOU. >> LISA GUTHRIE?

>> IT'S BEEN A LOT TO DIGEST JUST TO CONSUME THIS SO I CAN ONLY IMAGINE THE AMOUNT OF WORK THAT WENT INTO THIS. IT IS REALLY APPRECIATED. I WENT BACK TO LAST YEAR'S REPORT AND I UNDERSTAND THAT THE CONVERSATIONS ARE THERE.

ALMOST THE ENTIRE REPORT WAS CAN'T READ. TO BE ABLE TO HAVE SOME OF THIS DATA THAT WE'VE NEVER SEEN BEFORE OR THAT WE BEEN ABLE TO TALK ABOUT BEFORE, THANK YOU. IT IS VERY MUCH APPRECIATED AND EXCITING TO SEE THE PROGRESS, TOO.

>> AWESOME. ANY OTHER FURTHER DISCUSSIONS?

>> YES. I THINK, DEPUTY SUPERINTENDENT WILLINGHAM HIGHLIGHTED THIS IN THE PRESENTATION BUT PARTICULARLY FOR SURVEY DEFOR STAFF I'M TRYI TO FIND THE TABLE IN PARTICULAR BUT THERE ARE SOME, SO MANY OF THE SUBGROUPS HAVE THIS DATA.

I APPRECIATE THINKING ALREADY, HOW CAN WE APPRECIATE THE NEED TO SUPPRESS THAT? HOW CAN WE AGGRAVATE SOME OF THIS IN A WAY THAT IS STILL MEANINGFUL BUT USEFUL. I WOULD LIKE US TO THINK ABOUT THAT FOR NEXT YEAR. OTHERWISE WE WILL DISCONTINUE FOR QUITE A LONG TIME TO BE SUPPRESSED.

>> HEARING NO FURTHER DISCUSSION WE WILL PROCEED TO VOTE ON THE DISCUSSION IT HAS BEEN MOVED AND SECONDED. THE BOARD APPROVE THE MONITORING REPORT AS IN COMPLIANCE WITH NOTED EXCEPTIONS. ALL THOSE IN FAVOR PLEASE SIGNIFIED BY VOTING I. ANY OPPOSED? HEARING ON THE MOTION CARRIES. THE BOARD WOULD LIKE TO COMMEND THE SUPERINTENDENT AND HIS TEAM ON THE WORK THAT IS BEING DONE TO ENSURE THAT WE CAN MONITOR THIS POLICY. WE APPRECIATE THE WORK AND EFFORT THAT IS BEEN DONE TO GATHER THE DATA CREATED WITH NEW DATA THAT WE'VE NEVER SEEN BEFORE. IT CLEARLY SHOWS THE WORK THAT'S GONE INTO IT AND IT

IS AT UTMOST IMPORTANT. >> ONE THING I WANTED TO COMMENT IS THAT THE BOARD DID SPEND ALMOST A YEAR AND A HALF DEVELOPING THIS POLICY AND THE HOPE WAS THAT THIS POLICY WOULD HELP LEAD THE DISTRICT IN A DIFFERENT DIRECTION, IN A NEW DIRECTION THAT TRULY INFUSED THE WORK AND EQUITY OF THE WORK WE ARE DOING. IT IS IMPRESSIVE TO ME TO SEE THATANNUAL REPORT . I'VE NEVER SEEN ANYTHING LIKE THAT BEFORE SO FOR US TO PRODUCE THAT AS AN ORGANIZATION TO SHARE WITH THE BOARD YES BUT ALSO THE PUBLIC SO WE KNOW THE WORK GOING INTO IT. THAT'S WHAT THE FAMILIES WERE ASKING FOR. FOR THAT THEY COULD ASK INFORMED QUESTIONS AROUND THE WORK GOING ON. SO I APPRECIATE THE WORK GOING ONWITH THE STAFF AS WELL .

>> THANK YOU. THE NEXT ITEMS OF THE AGENDA ARE PROPOSED UPDATES TO THE POLICY AND REASONABLE INDICATORS FOR OE-12 AND OE-13. COULD YOU BEGIN WITH OE-12?

>> YES I WILL WALK THROUGH THE GRID THAT WAS PROVIDED TO THE BOARD. ALL OF THESE CHANGES WERE DISCUSSED LAST YEAR AS WE

[02:30:05]

>> AM HAPPY TO ANSWER ANY QUESTIONS.

>> ARE THERE ANY QUESTIONS OR POINTS OF CLARIFICATION?

>> ON 12.1 - THE WAY IT WILL BE REPORTED IS IT WILL BE REPORTED, YES, SIR NO? I'M WONDERING HOW THAT INDICATOR

WILL BEREPORTED . >> ON THE SECOND INDICATOR?

>> 12.1 DISTRICT FACILITIES OPERATING EFFICIENCY WON'T READ

THE WHOLE THING. >> THERE WILL BE MORE DATA

BESIDES YES AND NO. >> CAN YOU GIVE ME A SENSE OF

WHAT THAT WOULD BE? >> I'M GOING TO ASK MY TEAM IF THEY KNOW THAT OTHERWISE I WOULD NEED TO FOLLOW UP.

BARBARA, ON 12.1 IT STATES DISTRICT FACILITIES OPERATING IN CONSIDERATION OF RESOURCE EFFICIENCY AND SUSTAINABLE PRACTICES WHILE BALANCING CRITICAL NEEDS OF INDOOR AIR ALL DAY, TERMINAL COMFORT OR MECHANICAL SYSTEM FUNCTIONALIT . THE QUESTION IS, HOW WILL THIS BE REPORTED IN TERMS OF MONITORING OTHER DATA ASSOCIATED WITH THIS OR IS THERE A STATEMENT OF COMPLIANCE THAT WOULD REPORTED?

>> I AM GOING TO HAVE TO ASK THE SPECIFICS ON IF IT COULD BE BOTH DATA AND STATEMENT OF COMPLIANCE. I WILL FIND OUT.

>> DO YOU HAVE AN IDEA OF WHAT TYPE OF DATA ITWOULD BE ?

>> I WOULD NEED TO FIND OUT. >> LET ME OFFER SOMETHING IT COULD BE. IF SYSTEMS THAT ACTUALLY MONITOR ALL OF OUR CLASSROOM SPACES FOR THERMAL COMFORT AND THERE'S A REPORT OF IT IS TOO COLD IN MY CLASSROOM. AND THERE WAS A CENTRALIZED SYSTEM THAT YOU CAN LOOK TO SEE IF THERE'S SOMETHING GOING ON, IS IT SOMETHING MECHANICAL? THEY HAVE CENTRALIZED THOSE ACROSS THE DISTRICT SO IT IS IN THE REPORT. WHEN DRIVES OUT TO ADDRESS THE PROBLEM. AS WE THINK ABOUT SUSTAINABLE PRACTICES, BEING ABLE TO CENTRALIZE AND LOOK INTO WHAT IS OCCURRING, ESSENTIALLY, PROVIDES US A RESPONSE, BETTER ABILITY TO DIAGNOSE AND IF WE NEED TO THEN GET PEOPLE ON THE

[02:35:04]

>> THAT'S WHAT I THOUGHT. AND THAT'S FINE WITH ME. I JUST FIGURED I SHOULD KNOW BEFORE I APPROVE IT.

>> ANY OTHER QUESTIONS OR POINTS OF CLARIFICATION? HEARING NONE, IN THANK YOU FOR THE OVERVIEW. I WILL NOW ENTERTAIN A MOTION TO APPROVE THE POLICY AND REASONABLE INTERPRETATIVE AND INDICATORS APPROVAL.

>> I MOVE FOR APPROVAL X SECOND.

>> IT HAS BEEN MOVED BY DIRECTOR VICE PRESIDENT ERIC LALIBERTE AND SECONDED. THE BOARD WILL APPROVE POLICY AND REASONABLE INTERPRETATION AND INDICATORS APPROVAL. ALL THOSE IN FAVOR PLEASE SAY AYE. ANY OPPOSED? HEARING NONE THE MOTION CARRIES. DOCTOR COULD YOU PRESENT AN OVERVIEW OF

OE-13? TECHNOLOGY? >> SIMILAR UPDATES THAT WE DISCUSSED THROUGH THE MONITORING PROCESS LAST YEAR.

YOU CAN SEE UNDER 13.1 JUST THE VERY SMALL UPDATE TO THE INTERPRETATION FOR THE STATE SERVICES AND INTEGRATION. AND INDICATOR FOR 13.1, IT REMOVES THE YEAR JUST SO IT IS REFERENCING THE FIVE-YEAR TECHNOLOGY PLAN. 13.2 MODIFY THE LANGUAGE AROUND COMMUNITY AND ADJUSTED THAT TO FAMILY AND CARETAKERS. 13.3 WE ADDED DEPARTMENT BECAUSE THAT IS ANOTHER ONE OF OUR INCLUSIVE DEPARTMENTS TO RECOGNIZE THEIR ROLE IN THE USER DATA AND THAT'S THE UPDATE FOR 13.

>> THANK YOU. ANY QUESTIONS OR CLARIFICATIONS ON THOSE UPDATE? I WILL NOW ENTERTAIN A MOTION TO APPROVE THE UPDATE IN THE POLICY AND REASONABLE INTERPRETATION AND INDICATORS

APPROVAL OE-13. >> MOTION TO APPROVE.

>> IT HAS BEEN MOTIONED AND SECONDED . THE BOARD APPROVES THE UPDATES TO THE POLICY AND REASONABLE INTERPRETATION AND INDICATORS OF TROE-13. ALL THO IN FAVOR PLEASE SAY AYE. ANY OPPOSED? SEEING NONE THE MOTION CARRIES. THE NEXT ITEM ON THE AGENDA IS BOARD SUMMARY FOR MONITORING RESULTS R3. I WOULD LIKE TO THANK THE DOCTOR FOR WRITING THE BOARD SUMMARY FOR R3 RACE ON OUR DISCUSSION ON THE SEPTEMBER 11 MEETING. I WILL ENTERTAIN A MOTIONTO APPROVE THE BOARD SUMMARY .

>> I THINK YOU DIRECTOR PRESIDENT LEAH CHOI. THE DIRECTOR HAS SOME PROPOSED EDITS THAT SHE WOULD BE MAKING ON THE BOARD SUMMARY. SHE IS NOT HERE TONIGHT AND I DON'T THINK ANYONE ELSE HAS SEEN THE EDITS. I MOVE THAT WE TABLE APPROVAL OF THE BOARD SUMMARY FOR RESULT R3 TO OUR NEXT MEETING IN OCTOBER AND WE WILL IN ADVANCE TO THAT, THERE MAY BE A REVISED VERSION ON THE BOARD PACKET IN ADVANCE TO THAT

MEETING. >> THERE IS A MOTION TO TABLE THE APPROVAL OF THE MONITORING REPORT FOR RESULTS3 UNTIL OUR

NEXT- >> OCTOBER 23.

>> OUR NEXT BOARD MEETING FOLLOWING SOME EDITS TO THE BOARD SUMMARY. ANY FURTHER DISCUSSION QUESTIONS?

>> HEARING NONE, WE WILL PROCEED TO VOTE ON THE MOTION.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE. ALL THOSE OPPOSED? HEARING NONE THE MOTION CARRIE . THE NEXT ITEM IS THE

[F. Superintendent Report]

SUPERINTENDENT REPORT. >> THANK YOU. AMONG A NUMBER OF THINGS OCTOBER IS CYBER SECURITY AWARENESS MONTH. I BRING THIS TO THE BOARD BECAUSE THIS IS OF UTMOST IMPORTANCE FOR AN ORGANIZATION THAT HAS RESPONSIBILITY FOR TECHNOLOGY INFRASTRUCTURE FOR STUDENTS AND STAFF DATA. THE PROTECTION AND PRIVACY OF YOUTH ONLINE. THERE IS DIFFERENT RULES IN PLACE FOR

[02:40:06]

AND SO, JAVIER STARTED TWO MONTHS AGO OR SO. HE'S ACTUALLY RETURNING TO THE LAKE WASHINGTON SCHOOL DISTRICT AND TECHNOLOGIES. WE ARE EXCITED HE'S COMING BACK BUT NOW WE HAVE SOMEONE WHOSE FULL-TIME JOB IS JUST WORKING ON THE SECURITY OF OUR NETWORK. THERE IS A TREMENDOUS AMOUNT OF INFORMATION OUT ABOUT SCHOOL DISTRICTS AND MAINTAINING A SAFE ENVIRONMENT. SCHOOL SAFETY.GOV HAS A TREMENDOUS AMOUNT OF INFORMATION AND RESOURCES. I JUST GRABBED THIS SNIPPET. THE NUMBER OF ATTACKS ON SCHOOLS HAS BEEN INCREASING DRAMATICALLY OVER TIME. GOVERNMENT PROFILES, IT ALL HAS BECOME A TARGET OF THOSE THAT WOULD LIKE TO DO HARM BY STEALING OUR DATA AND PAY FOR OUR DATA THROUGH A VARIETY OF DIFFERENT MANNERS. SO OUR WORK IS TREMENDOUS. THESE ARE TWO SLIDES THAT WE SHARED WITH THE DISTRICT LEADERSHIP TEAM A FEW YEARS BACK BUT CYBERSECURITY REALLY IS THE EFFORT TO PROTECT OUR SYSTEMS. AND CYBER SAFETY ARE FUNDAMENTAL PRACTICES. WE KNOW THAT THE BIGGEST VULNERABILITIES IN ANY SYSTEM ARE THE HUMANS WHO ARE USING I . SO DURING OCTOBER THAT IS WHY WE TALK ABOUT IT AND WE SHARE WITH STAFF ALL OF THESE PIECES. LAST YEAR DURING PRESENTATION, FOREST, OUR EXECUTIVE DIRECTOR OF SERVICES SHARED A CYBERSECURITY EFFORT AND ALL OF THE VARIOUS COMPONENTS, SOME OF THE COMPONENTS THAT GO INTO OUR INFRASTRUCTURE OUR PARTNERSHIP WITH MICROSOFT HAS BEEN INSTRUMENTAL IN THE DEVELOPMENT OF OUR SYSTEMS TO MAINTAIN OUR OVERALL SAFETY AND SUPPORT.

THIS IS FROM 2018. THIS DATA IS WAY SURPRISING TO ME. I'M SURE IT HAS CHANGED SINCE 2018 BUT THE FACT THAT THE UNITED STATES HAS OVER 85 PERCENT OF CYBER ATTACKS WORLDWIDE, THAT IS TREMENDOUS. THERE'S ANOTHER LAYER OF DATA AS TO HOW MANY OF THOSE ARE GOVERNMENT INFRASTRUCTURE AND UNDER THAT, SCHOOL DISTRICTS. ONE OF THE THINGS THAT WE HAVE DONE I THINK THREE TIMES AS A SYSTEM IS WE HAVE DONE FISHING SIZES WITH OUR STAFF. LAST YEAR. WE EMAILED STAFF AND SAID CYBERSECURITY IS IMPORTANT. HERE'S THE PROCESS. YOU WILL GET AN EMAIL THAT'S NOT A REAL EMAIL IT WILL ASK YOU TO

[02:45:02]

AND SO WE WILL CONTINUE TO DO THOSE EFFORTS AND PARTNER WITH OUR STAFF. THIS IS NOT THE FIRST THING THEYTHINK ABOUT .

THEY ARE THINKING ABOUT KIDS AND TEACHING ANDWELL-BEING .

ALL OF THOSE THINGS. AND, THERE ARE PARTNERS TO ENSURE THE INFRASTRUCTURE IS SAFE. ON THE LAUNCH OF CYBERSECURITY AWARENESS MONTH I THOUGHT WE COULD BRING IT TO LIGHT HERE IN THE BOARD MEETING AS WELL. WE WILL CONTINUE THAT WORK.

[G. Public and Community Affairs]

>> THANK YOU DOCTOR HOLMAN. >> THANK YOU. NEXT THE NEXT ITEM ON THE AGENDA IS PUBLIC AND COMMUNITY AFFAIRS. THIS PORTION IS AN OPPORTUNITY FOR ANY BOARD MEMBERS TO PROVIDE UPDATES FROM ORGANIZATIONS OR GROUPS THEY ENGAGED WITH ON BEHALF OF THE LAKE WASHINGTON SCHOOL DISTRICT. THE DIRECTOR WAS OUR VOTING REPRESENTATIVE THIS YEAR AND SHE PROVIDED ME WITH A WRITTEN UPDATE OVER EVERYTHING THAT HAPPENED DURING THAT TIME. SHE IS NOT HERE TO GIVE HER OWN SUMMARY I WAS GOING TO GO AHEAD AND HAVE DOCTOR HOLMAN PUT THIS ON BOARD DOCKS AND THE REST OF THE BOARD CAN READ HER UPDATE. I WOULD OFFER TO READ IT NOW BUT IT IS 10:00. SO PLEASE GO AHEAD AND TAKE THE TIME TO READ THE DATE. DIRECTOR STUART AS A LEGISLATIVE REP DO YOU HAVE ANYTHING TO ADD?

>> YES. ONE, WE WERE SCHEDULED TO HAVE A MEETING WITH CONGRESSPERSON SCHREIER THIS UPCOMING WEEK DUE TO THE POLITICAL GYMNASTICS THAT WENT ON OVER THE WEEKEND WITH THE SHUTTING DOWN OF THE GOVERNMENT AND THE RECESS THAT THE CONGRESSPEOPLE WERE GOING TO ENJOY THIS WEEK AND DISSOLVED.

WE WILL HAVE TO RESCHEDULE THA . ALSO HE SIGHED HUMAN RESOURCES FORM IS IN THE BEGINNING STAGES OF THEIR STRATEGIC PLAN. THEY, TOO, ARE SEARCHING FOR A NEW DIRECTOR IN A PART-TIME POSITION. IF YOU ARE INTERESTED IN SOME THING

ALONG THOSE LINES. >> THANK YOU. DOES ANYONE ELSE HAVE SOMETHING FOR PUBLIC AND COMMUNITY AFFAIRS? DOCTOR

LIBERTY? >> I ATTENDED THE QUARTERLY COORDINATION MEETING FOR THE CITY AND I THINK BRYAN WAS THERE AS WELL. I HAD DROPPED OFF EARLY BUT I DO HAVE THE AGENDA IN FRONT OF ME SO I CAN AT LEAST TELL YOU WHAT WAS ON IT. THE AGENDA ITEMS THAT WERE COVERED INCLUDED THE CITIES, I DON'T KNOW IF EVERYONE IS AWARE OF THIS BUT THE CITY OF KIRKLAND ACQUIRED IN VILLAGE AND THAT IS WHERE THE TCC WAS SITUATED. WHAT DIRECTION IS THAT MAC EAST OF LAKEVIEW ELEMENTARY? AND THEY ARE COMMITTED AND REMAIN INTERESTED IN PARTNERING WITH THE SCHOOL DISTRICT AND OTHER LIKE ORGANIZATIONS IN TERMS OF WHAT IS GOING IN THERE. THEY ALSO DISCUSSED THE PARK BALLOT MEASURE IN THE CITY OF KIRKLAND IT HAS RIGHT NOW WHICH WOULD INCLUDE IT FOR PAST, FUNDS FOR ADDITIONAL AQUATICS OFFERINGS. THE CITY OF KIRKLAND IS IN THE PROCESS OF REVISING ITS COMPREHENSIVE LAND RIGHT NOW.

I ACTUALLY WORKED ON THE LAST REVISION TO IT 10 YEARS AGO.

AS PART OF THAT THEY HAVE REACHED OUT TO US TO TALK ABOUT WHAT CHANGES WE WOULD LIKE TO SEE FOR FUTURE SCHOOL PROPERTY USAGE. I UNDERSTANDING WEARE COORDINATING WITH THEM ON THAT . AND THEY ALSO DISCUSSED TRANSPORTATION BENEFIT THAT THE CITY HAS THAT IS FUNDED WITH ADDITIONAL CAR TAB FEES AND PART OF WHAT THEY ARE USING THOSE FUNDS FOR, CORRECT THE IF

[02:50:01]

[LAUGHTER] AND UNFORTUNATELY THEY HAVE CAUGHT A FAIR NUMBER THEY HAVE READ PORTED THAT THEY HAVE CAUGHT A FEW SO FAR BUT OVER TIME THE IDEA IS THAT WE WILL REDUCE BEATING DURING SCHOOL TIME. WE ALSO DISCUSSED THE CONSTRUCTION THAT WE HAVE GOING ON IN OUR PROJECTS AND KIRKLAND INCLUDING THEMIDDLE SCHOOL . WE DISCUSSED BOTH THE CITY AND THE DISTRICT DISCUSSED THE COMMUNITY RESOURCE OFFICER PROGRAM IN THE PARK I MISSED IS THE RAVEN WAY STREET NAME DEDICATION.

>> THANKS FOR HANDING IT OFF AT THAT POINT. A GROUP OF JUANITA HIGH SCHOOL STUDENTS CONTACTED THE CITY REQUESTING TO NAME THE ENTRY STREET INTO JUANITA RAVEN OR RAVEN'S WAY.

SO THEY HAD THAT IT OVER TO US BECAUSE THERE'S POLICY IMPLICATIONS. MY FOLLOW-UP IS TO REVIEW THE POLICY. TALK TO OUR ADMINISTRATIVE TEAM AND PROBABLY THE STUDENTS WHO BROUGHT IT FORWARD TO UNDERSTAND THEIR INTERESTS. IT WOULDN'T BE DISSIMILAR TO WOLFPACK WAY. I KNOW HE SIGHED CATHOLIC, IT WOULDN'T BE THE FIRST TIME A STREET WAS NAMED THE STUDENTS WENT TO THE CITY THINKING THE NAMING OF THE STREET WOULD BE CITY BUSINESS IN THE CITY SAID WELL, IT'S NOT OUR PROPERTY BUT WE WOULD BE HAPPY TO PARTNER WITH THE DISTRICT IF THEY WANTED TO. SO GOING THROUGH THAT.

>> THAT WAS THE AGENDA FOR THE QUARTERLY COORDINATION MEETING.

I ALWAYS APPRECIATE THESE MEETINGS IN THOSE CITIES

CONTINUED PARTNERSHIP WITH US. >> THANK YOU VERY MUCH FOR THAT UPDATE. ANYONE ELSE? DIRECTOR LISA GUTHRIE?

>> I HAD THE OPPORTUNITY TO GO TO MY FIRST ELEMENTARY ADOPTION MEETING. KELLY KING AND ALL THE TEACHERS WELCOME TO ME IN.

WE STARTED WITH SHARED REFLECTION AND SHARED LEARNING AT THIS MEETING WE FOCUSED ON SHARED LEARNING THAT WAS AROUND - LET ME MAKE SURE I GET THE TECHNICAL TERMINOLOGY RIGHT.

IT IS TARGETED AT MULTI- LANGUAGE LEARNERS AND IT TALKS ABOUT READING. WHAT I THOUGHT WAS REALLY COOL ABOUT THE DISTRICT MAKING CONNECTIONS. I HEARD A LOT OF COMMENTS THAT IT REALLY APPLIES TO ALL KIDS AND REINFORCING THOSE PRACTICES THAT YES THIS IS SOMETHING WE ARE TALKING ABOUT FOR MULTI LINGUAL LEARNERS AND IT DISPENSES PRACTICES AND WAYS OF THINKING OF HOW I TEACH ALL OF MY STUDENTS. AT THE END OF THE DAY THERE WAS SOME BRAINSTORMING AROUND THE FEATURES, THE TEACHERS DESIRE TO SEE ANY POTENTIAL ELEMENTARY LITERACY CURRICULUM. THERE WAS A UNIVERSALLY STRONG COMMITMEN . IT WAS NOT UP FOR DEBATE. THEY'RE LOOKING FOR A CURRICULUM THAT IS GROUNDED IN THE SCIENCE OF READING AND IT IS REALLY WHAT STRUCTURED LITERACY IS FIRST AND FOREMOST.

IT WAS GREAT TO HEAR AND IT LINES UP WITH THE BOARD'S POLICIES AROUND THE INSTRUCTIONAL PRACTICES. AND ALSO RESULTS, TOO. AND FUNDAMENTALLY IT IS WHAT THIS GROUP IS AND PUTS THE MAIN POLICY CONNECTION THERE AND IT IS FOCUSED ON THIRD GRADE READING. IT'S WHAT WE WERE TARGETING. AND HOPING AND LOOKING TO OVER THE NEXT TUITION YEARS TO ADOPT A CURRICULUM.

>> THANK YOU. WOULD YOU ALSO LIKE TO SHARE AN AI UPDATE?

>> SURE. YES. AND PROBABLY SOME OF THIS ASSUMING IT WILL BE IN THE DIRECTORS UPDATE, I KNOW THAT WE HAD SOME DEBATE LAST MEETING, ONCE I HAD A PROPOSED POLICY POSITION WITH AI WHICH I HAD SOME OPINIONS ON AND THE DIRECTOR AND I WORK ON

[02:55:04]

I'M SURE THAT CAITLIN HAD SOME CONVERSATIONS WITH SENATOR WELLMAN LAST WEEK. THEY ARE ALL BLENDING TOGETHER. JUST SOME WORK IN THAT AREA AT THE BROADER LEVEL BUT LOOKING FORWARD TO HOW THAT STARTS TO PLAY OUT IN WASHINGTON.

>> THANK YOU VERY MUCH AND THANK YOU FORYOUR WORK .

DOCTOR HOMAN? >> AS PART OF OUR POST SESSION MEETINGS WITH OUR DELEGATION LAST YEAR, THE SENATOR ASKED FOR SPECIFIC FOLLOW-UPS DISCUSSIONS AND SHE MET CAITLIN COX AND ORCHESTRATED SENATOR WELLMAN COMING ON SITE AND THEY HAD BEEN HERE IN PERSON FOR FOUR YEARS AND WITH COVID AND ALL THAT, SHE WAS GLAD TO BE BACK IN PERSON AND TALKING.

AND SHE FIRST MET WITH DOCTOR SHANNON HIT ON ISOLATION AND RESTRAINT LAWS AND IT MORPHED INTO AN HOUR AND A HALF CONVERSATION AROUND SPECIAL EDUCATION AND THEY WERE HAPPY TO HAVE THOSE CONVERSATIONS AROUND AND WHAT IS IT LOOK LIKE IMPLEMENTING SPECIAL EDUCATION RULES THEY ASKED ME FOR FOLLOW-UP AROUND THE PRINCIPLES BILL. AND THE ASSOCIATION FOR WASHINGTON PRINCIPLES BROUGHT SOME LEGISLATION AND TWO OF THOSE ACTUALLY MOVE FORWARD ONE AND ONE WAS NOT. AND HOW IS IT INTERPRETED AND HOW DOES IT SUPPORT PRINCIPLES. I ASKED HER IF SHE WANTED TO WRITE A PRINCIPAL SUPPORT BILL AND LAKE WASHINGTON SCHOOL DISTRICT WOULD LIKE TO PARTNER WITH THAT BECAUSE WE KNOW OUR PRINCIPLES ARE THE CRUX OF IMPLEMENTATION.

ALL THE WORK THAT WE WANT TO GET DONE IN SCHOOLS OUR LEADERS ARE THE ONES THAT HELP ACTUALIZE THAT IN THE SCHOOLS.

ENSURING PROPER SUPPORTS IN PLACE ARE IMPORTANT.

DEFINITELY OFFERED TO GIVE MY TWO CENTS FOR SUPPORT PRINCIPLES. AGAIN GOOD DISCUSSION AND I CONCLUDED AND I HAVE TWO QUICK THINGS. ONE WE NEED SIMPLE MAJORITY. I ASKED IF THEY COULD MAKE THAT HAPPEN IN THIS SESSION IT WOULD BE APPRECIATED. THE SECOND THING IS I INVITED HER FOR

INCLUSIONARY PRACTICES. >> AWESOME, THANK YOU. IF

[H. Closing Items]

IT IS A DATE CHANGE. PLEASE LET TERESA KNOW IF YOU'RE ABLE TO ATTEND. AND IF WE DON'T HAVE ANY SCHOOL VISITS ALL MOVE ON TO THECOMMITTEE UPDATE . AND DIRECTOR LISA GUTHRIE HAS GIVEN US THE COMMITTEE UPDATE HAS ANYONE ELSE STARTED THEIR

[03:00:02]

>> TWO THINGS TO REPORT ON THIS I WILL START WITH US. TWO OF OUR STUDENT REPS AND WE HAVE OUR OPEN CONVERSATIONS TO HEAR AND LEARN FROM STUDENTS ABOUT WHAT THEY THINK. ON SUSTAINABILITY AND THE BOARD SUSTAINABILITY POLICY. THEY WERE EXTRAORDINARY. BOTH THE WORK BY OUR STUDENT REPS AND THE SESSIONS THEMSELVES. THAT WAS I BELIEVE IT WAS LAST TUESDAY WHEN THAT OCCURRED AND I DON'T MEAN TO ASSIGN THE MORE BUT I BELIEVE THEY ARE DRAFTING A REPORT OF THAT. IS THAT RIGHT? THEY WILL BE PROVIDED TO THE BOARD. IN ADDITION WE HAD A SUSTAINABILITY POLICY COMMITTEE MEETING FOLLOWED THE DAY AFTER OR TWO DAYS AFTER THAT. A LOT OF THAT WAS BROUGHT INTO THE ROOM WHEN WE HAD THAT POLICY COMMITTEE WORKING MEETING. THE COMMITTEE REVIEWED AN INITIAL DRAFT OF POLICY LANGUAGE IN A PREAMBLE FOR IT. SORT OF A SIGNING STATEMENT. THERE WAS FEEDBACK AND WORK ON GOING. I THINK WE WILL BE NARROWING IN ON A POLICY AN INITIAL POLICY THAT WILL GO ASKED THE COMMUNITY FOR ADDITIONAL FEEDBACKIN THE NEXT FEW WEEKS PROBABLY . THE NEXT SUSTAINABILITY POLICY MEETING IS OCTOBER - IT IS RELATIVELY SOON. [LAUGHTER] THERE WILL BE MORE TO REPORT, I AM ANTICIPATING, AFTER THE MEETING. THERE WOULD BE AN EXPECTATION AND THE NEXT MEETING IS ON OCTOBER 10. SOON THEREAFTER. I THINK WE WILL HAVE A DRAFT POLICY THAT WILL BE SHARED. REALLY EXCITING WORK AND I APPRECIATE OUR STUDENTS INVOLVEMENT. WE HAVE TWO COMMUNITY MEMBERS ON THE COMMITTEE WHO ARE TAKING TIME OUT OF THEIR DAY TO PROVIDE REALLY GREAT FEEDBACK.

>> AWESOME, THANK YOU. THE BOARD WILL PLAN TO MEET AT OUR NEXT STUDY SESSION ON OCTOBER 23 AT 5 PM FOLLOWED BY A BOARD MEETINGAT 7:00 . I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE OCTOBER 2, 2023 BOARD MEETING. ANYBODY?

>> I THOUGHT WE WOULD BE DONE AT 11:03 SO I HAVE 45 MINUTES

TO GO. >> IT HAS BEEN MOVED BY DIRECTOR LISA GUTHRIE AND SECONDED BY DIRECTOR MARK STUART THAT WE ADJOURNED. ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE PAID THE MEETING IS ADJO

* This transcript was compiled from uncorrected Closed Captioning.