[1. Call to order]
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>>> WE ARE READY TO BEGIN. >>> GOOD AFTERNOON, I WOULD LIKE TO CALL THE GENERATE STUDY SESSION, ONE OF THESE 2-D -- STUDENT REPRESENTATIVES, SHIVANI SAMA IS HERE THIS
[1. Budget Update]
EVENING. THE FIRST TOPIC OF DISCUSSION WILL BE A BUDGETUPDATE. >> WE HAVE TWO TOPICS OF THE STUDY SESSION AGENDA SO I WANT TO MAKE SURE WE HAVE TIME SET ASIDE FOR BOTH. FIRST ON THE AGENDA IS THE BUDGET UPDATE, SO WE WILL PROVIDE SOME INFORMATION TO THE BOARD AROUND CURRENT INFORMATION , SOME INFORMATION THAT THE BOARD HAS SEEN, AND PROVIDE THE BOARD WITH AN UPDATE RELATED TO WHERE WE ARE IN OUR BOOK AHEAD BUDGET. AND SOME OF OUR THINKING IN CONSIDERATION ABOUT PLANNING FOR THE 24-25 AND 25-26 BUDGET CYCLES , IN TERMS OF CONSIDERATIONS OF REDUCING EXPENDITURES IN THOSE TYPES OF THINGS. SO WITH THAT I WILL HEAD OVER TO THE ASSOCIATE SUPERINTENDENT AND SHE WALKED THROUGH THE SLIDE DECK AND I WILL DO SOME WORK AROUND SOME OF THE OPTIONS I WOULD LIKE SOME FEEDBACK FROM THE BOARD.
>> THANK YOU VERY MUCH. I WANT TO MAKE SURE I'M ON THE RIGHT SLIDE, TONIGHT -- WE WILL GET THAT OFF OF THERE, TONIGHT THERE ARE A COUPLE OF OUTCOMES, WE WILL PROVIDE AN UPDATE WITH YOU ON OUR ENROLLMENT, OCTOBER 1 IS THE OFFICIAL ENROLLMENT COUNT, WE WANT TO PROVIDE WITH WHAT WE ARE SEEING WITH THE DATA AND PROVIDE AN UPDATE ON OUR BUDGET AND MULTIYEAR ASSUMPTIONS, RELATED TO THOSE MOMENT CHANGES, AND THEN WE RECENTLY COMPLETED A BUDGET SURVEY AND WE WANT TO SHARE WITH YOU OUR PLANS OF THE CURRENT AND FUTURE ENGAGEMENT ACTIVITIES, AND WE BRING IT BACK TO THE POLICY CONNECTIONS , E- FIVE DISCUSSES THE ASSUMPTIONS IN THE FISCAL SOUNDNESS AND REQUIREMENTS OF THAT, I WILL READ ALL THESE, AND I WANT TO PROVIDE THE INFORMATION FOR THE BOARD ON THE MATTERS THAT IMPACT THE BUDGETS AND WHAT WE
ARE DOING TONIGHT. >>> FIRST I WANT TO PROVIDE AN ENROLLMENT UPDATE, WE HAVE SHARED WITH YOU HIGH LEVEL, OCTOBER 1 ENROLLMENT CAME IN AT 30,605 STUDENTS, 325 STUDENTS ABOVE BUDGET. YOU CAN SEE THAT WAS ABOUT 183 MORE STUDENTS MORE THAN THE PRIOR YEAR. AND WE'VE LOST ABOUT FOUR , ALMOST 500 STUDENTS IS THE PANDEMIC, ABOUT ONE .6% REDUCTION SINCE THE PANDEMIC AND SHARED BEFORE, A VERY LOW NUMBER COMPARED TO THOSE AROUND US OTHER DISTRICTS HAVE HAD SIGNIFICANT ISSUES, AND MORE SIGNIFICANT ENROLLMENT DECLINES IN THAT RESPECT. THIS IS JUST SOME DETAILS , THE BUDGETED ENROLLMENT BY LEVEL, ELEMENTARY, MIDDLE AND HIGH COMPARED TO THE OCTOBER HEADCOUNT, AND THE DIFFERENCES THERE, YOU CAN SEE TO SLIGHTLY HIGHER IN ELEMENTARY AND MIDDLE SCHOOL, AND 157 STUDENTS IN HIGH SCHOOL, AND SOME CHANGES ON THE PROGRAM SUCH AS THE SKILL CENTER AND A DAILY PROGRAM WHILE ENSURING HEADCOUNT 325 NUMBER FUNDED THE AVERAGE ANNUAL FTE, RIGHT NOW OR AS OF OCTOBER WE WERE ESTIMATING THE CHANGE WAS RELATED TO ABOUT AN INCREASE OF 240 FULL-TIME EQUIVALENT AVERAGE ANNUAL FTE, THAT NUMBER WILL CHANGE EVERY MONTH AS WE REPORT, IN FACT LAST YEAR WE ACTUALLY GAINED STUDENTS DURING THE YEAR, WHICH AGAIN COVID DISRUPTED ALL OF OUR TREND DATA , THAT IS NOT A NORMAL TREND. SO WE ARE KEEPING AN EYE ON THE FIRST COUPLE OF MONTHS, WE ARE NOT GAINING THE KIDS THAT WE DID LAST YEAR, SO WE ARE COMING BACK TO TREND AND WE DO SEE THAT 240 FTE COMING IN SLIGHTLY HIGHER AND AGAIN WAS
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WE DO OUR MIDYEAR PROJECTIONS WE WILL UPDATE THE DATA, AND THEY GENERATE MORE REVENUE AND MORE EXPENDITURES WHICH WE WILL TALK ABOUT LATER SO 262 IN HEADCOUNT AND THE NEXT SLIDE IS JUST A GRAPH REPRESENTATION OF THE CHANGE SINCE THE PANDEMIC. THE BLUE PART OF THE BAR REPRESENTS ELEMENTARY, WE'VE ACTUALLY HAD A DECLINE IN OUR ELEMENTARY ENROLLMENT OF 10% , MIDDLE SCHOOL HAS STAYED RELATIVELY LEVEL, 1% INCREASE IN THE ORANGE AND HIGH SCHOOL WE'VE ACTUALLY GROWN BY ABOUT 12% IN OUR HIGH SCHOOL, THAT IS THE PINK BAR.>>> AND THEN THIS IS A CHART SHOWING THAT LEVEL BY LEVEL COMPARISON , A COUPLE OF THINGS THAT'S INTERESTING ABOUT THESE THINGS, ONE OF THE THINGS I WANT TO HIGHLIGHT, KINDERGARTEN AND 1ST GRADE YOU CAN SEE THE CONTINUED DECLINE IN THOSE GRADE LEVELS AND SO THOSE LOWER NUMBERS AS THEY MOVE THROUGH THE SYSTEM THAT WILL POTENTIALLY GENERATE DECREASED ENROLLMENT. THE OTHER THINGS THOUGH , WE DID ALL THE OTHER GRADE LEVELS, IF YOU LOOK AT THE MOVE AHEAD, 2ND TO 3RD GRADE AND 3RD GRADE TO FOURTH GRADE, WE DID INCREASE ENROLLMENT AND MOST GRADE LEVELS EXCEPT WHEN YOU GET TO 11 AND 12 AND THAT'S DUE TO A RUNNING START, THAT'S AN INTERESTING NUMBER OF FACTS THERE.
>> THE LONG-TERM PROJECTIONS AND THESE WERE THE ONES THEY PROVIDED TO US LAST YEAR FOR THE 10 YEAR PERIOD, YOU CAN SEE CONTINUED DECLINE AND A SLIGHT DECREASE AFTER THE 28 AND 29 SCHOOL YEAR AND WE ARE AT THE 23-24 SCHOOL YEAR. SO THE DOING MIDDLE, HIGH, MEDIUM AND LOW PROJECTION FOR US, AND WE WILL GET UPDATED ENROLLMENT PROJECTIONS IN MID FEBRUARY.
THE OTHER CHART THAT IS INTERESTING DATA THAT I WANTED TO SHOW, WITH A LOT OF FUTURE GROWTH IS DRIVEN BY KINDERGARTEN, SO WHAT THIS CHART SHOWS IS THE DISTRICT, WE'VE BEEN KEEPING TRACK OF THE NUMBERS, WHEN YOU GO MORE REFINED TO A BURST WITHIN THE LAKE WASHINGTON SCHOOL DISTRICT, AND THAT HAS ACTUALLY BEEN A BETTER PREDICT THEIR RECENTLY OF OUR KINDERGARTEN NUMBERS AND SO WE ARE SHOWING THAT NUMBER HERE AND YOU WILL SEE ME FLOW REPORT THEY'RE GOING TO START MOVING TO USING THESE NUMBERS AS WELL. SLOW THE BLUE BAR IS THE NUMBER WITHIN LAKE WASHINGTON SCHOOL DISTRICT AND 5 YEARS LATER THE ORANGE PART OF THIS IS PART OF THE ACTUAL ENROLLMENT FROM THOSE STUDENTS, SO LET ME GET MY POINTER HERE. ONE OF THE THINGS YOU WILL SEE, THIS WAS DONE BEFORE THE OCTOBER ENROLLMENT BUT YOU WILL SEE ABOUT 2300 BABIES BORN IN 2018 PREDICTS THE 2023 ENROLLMENT AND WE ACTUALLY CAME IN AT ABOUT 1900 STUDENTS AND THAT WAS A GOOD PREDICTOR. AND WAS INTERESTING, THE THE FIRST DROP, THE INCREASE SLIGHTLY BUT THEN DROPPED 5.6% YOU CAN SEE THIS DROP HERE, FROM 16 TO 17, THIS WAS ANOTHER 8.7% DROP AFFECTING 22 AND 23, ANOTHER DROPPED IN AFFECTING 25 AND ACTUALLY JUST RECEIVED THE 2022 NUMBER AND THAT'S DOWN ABOUT 3%. SO THOSE NUMBERS ARE DECREASING FROM THE PEAK IN
2016. >>> SO I JUST WANT TO PROVIDE SOME ADDITIONAL ENROLLMENT INFORMATION ON PARTS OF THE RUNNING START , THE ENROLLMENT YOU CAN SEE BACK TO LEVELS PRE-PANDEMIC, FROM 804 TWO 805 ANY MULTI LINGUAL LEARNER PROGRAM REPRESENTS ALMOST 12% OF THE ENROLLMENT, THAT IS CONTINUE TO INCREASE SINCE THE PANDEMIC. SPECIAL EDUCATION PROGRAM, THIS IS COMPRISED OF ABOUT 9% OF THE TOTAL
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ENROLLMENT AND IT IS ACTUALLY DECREASED OVERALL FROM THE PANDEMIC AND IN 2019 , 3200 STUDENTS AND NOW WE HAVE 2800 STUDENTS, 14% DECREASE OVER THE LAST FOUR YEARS IN SPECIAL EDUCATION. SO OUR FREE AND REDUCED ELIGIBILITY PROGRAM HAS INCREASED AND REPRESENTS ABOUT 12% OF THE ENROLLMENT AND HAS GROWN AND INCREASED OVER 2% OVER LAST YEAR REMEMBER THE NUMBERS OVER THE PANDEMIC, THEY ARE NOT REPRESENTATIVE, FAMILIES WERE NOT REQUIRED TO COMPLETE THAT DURING THAT TIME.AND I WANT TO MOVE TO OUR BUDGET OUTLOOK AND JUST A REMINDER, KIND OF THE BUDGET CYCLE IN THE FALL WE LOOK AT THE ENROLLMENT SO I'M REPORTING THE INFORMATION TO YOU AND AGAIN EVERY MONTH WE ARE UPDATING THE PROJECTIONS RELATED TO THAT THEN WE DO A MIDYEAR PROJECTION AT THE END OF JANUARY DURING FEBRUARY WHICH HELPS TO INFORM OUR SPENDING PATTERNS, REVENUE AND SPENDING AND KIND OF WHERE WE THINK THE FUND BALANCE WILL BE AT THE END OF THE YEAR, THEN THE LEGISLATIVE SESSION, HAVE BEEN STARTING TODAY AND WILL CONTINUE DURING THE SPRING AND THAT PROVIDES IMPACTS , SOMETIMES GOOD AND SOMETIMES MANDATES THAT REQUIRE INCREASED EXPENDITURES. AND IN THE PREPARATION CYCLE AND THE MULTIYEAR BUDGET PROJECTION, AND THE CYCLE CONTINUES WITH THE MONITORED REPORTING. I JUST WANT TO GIVE YOU AN UPDATE ON THIS YEAR'S ENROLLMENT IMPACT, IN THE BASIC EDUCATION PROGRAM, 240 STUDENTS MORE, GENERATING ADDITIONAL REVENUE, AND GENERATES MORE COST PER STAFFING TO STAFF THE HIGHER LEVEL, THE NET RESULT OF THE INCREASE IS $1.4 BILLION. OUR SPECIAL EDUCATION PROGRAM IN MULTILINGUAL REQUEST, WE HAD A SMALL DECLINE IN SOCIAL EDUCATION FROM OUR BUDGET, ABOUT 31 STUDENTS, AND A SMALL INCREASE OR THE INCREASE IN THE MULTILINGUAL PROGRAM. THE SPECIAL ED PROGRAM, THE SMALL DECLINE, REDUCES OUR REVENUES WITH HIGHER STAFFING DUE TO CHANGED RATIOS AND ARE BARGAINING AND ADDITIONAL COMMITTED STAFFING, ADDITIONAL EXPENDITURES THAT WE DIDN'T BUDGET, THAT CHANGED THE LOWER REVENUE AND HIGHER EXPENDITURES, IT WILL $.3 MILLION LOSS, AND THOSE INCREASES, THE AMOUNT OF REVENUE RECEIVED WAS EQUIVALENT TO THE STAFFING. OVERALL THE TWO NET CHANGES IN BASIC EDUCATION AND SPECIAL EDUCATION WERE REALLY A POINT WHEN INCREASE IN OVERALL IMPACT TO THE BUDGET. SOME SMALL OTHER KNOWN IMPACTS IN SPECIAL SERVICES WE HAD TO CONVERT SOME AUDIO, SERVICES MOVING FROM ACTUAL TO STAFFING AND THEN RISK AND SAFETY WE HAD TO ADD STAFFING COSTS, NOT THAT BUT ONE TIME COST, A $300,000 IMPACT ON THOSE THINGS IN ONE OF THE THINGS A METEOR BUDGET WILL DO IS FURTHER REFINE IF WE HAVE ADDITIONAL IMPACTS. BUT THOSE OF THE KNOWN IMPACTS RIGHT NOW. AND JUST A REMINDER, PRE-PANDEMIC WE WERE SPENDING LESS THAN OUR REVENUES, THE BLUE LINE IS REVENUES, THE ORANGE LINE IS EXPENDITURES, WE WERE GROWING OUR FUND BALANCE INTENTIONALLY TO THE PLANS LEVY CLIP, WE NEEDED THOSE AND IT REALLY SAVED US DURING THE PANDEMIC, WE'VE BEEN INTENTIONALLY SPENDING DOWN THOSE RESOURCES, AND SPENDING MORE MONEY THAN OUR REVENUES AND WE NEED TO BRING THAT BACK TO ALIGNMENT. JUST A REMINDER, THE FUND BALANCE, THE BOARD POLICY REQUIRES A 5% MINIMUM FUND BALANCE, WHICH IS 27 OF THE 29 MILLION DEPENDING ON REVENUES, THEY
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CAN ONLY BE SPENT ONCE, IT'S LIKE THE MONEY IN YOUR SAVINGS ACCOUNT ONCE IT'S GONE IT'S GONE, AND WE HAVE MULTIPLE CATEGORIES AND THE ONES WE TALK ABOUT THE MOST ARE THE ONES THAT ARE RESTRICTED DUE TO CARRYOVER. AND RESERVE FOR 5%.AND SO I JUST WANT TO WALK THROUGH ONCE WE CLOSE THE BOOKS AT THE END OF OCTOBER WHICH WE DID, WHAT WAS THE
IMPACT ON OUR BUDGET. >>> IN THE 22-23 SCHOOL YEAR WE BEGAN THE YEAR WITH $87.4 MILLION, AND OUR REVENUES AND EXPENDITURES WERE MORE THAN A REVENUES BY ABOUT $90 MILLION, SO WE KNEW THE YEAR WAS 67.9 AND AGAIN, WE PLANNED THE USE OF FUND BALANCE AND EXPENDITURES WITH SENIOR REVENUE, OF YEAR, WE LOOK AT OUR BUDGET PROGRAMS AND WE HAVE THINGS LIKE GRANTS, OR SCHOOL CENTER PROGRAMS, BUILDING BUDGETS , THEY NEED TO CARRYOVER THOSE FUNDS. SO WE HAVE TO RESERVE THOSE DOLLARS FOR THE NEXT YEAR. SO THAT IS THE $10.6 MILLION FIGURE YOU ARE SEEING HERE, AND THAT IS INCLUDED IN THE FUND BALANCE BUT IT IS NOT CASH THAT WE HAVE FREEDOM TO SPEND BECAUSE IT IS RESTRICTED. HOW THAT MOVES FORWARD TO THIS YEAR, WE PUT TOGETHER A 2324 BUDGET, THAT IS THIS COLUMN HERE, AND WE KNOW THAT WE PROJECTED LOWER ENROLLMENT AND REJECTED A FULL LEVY IMPACT AND SOME ADDITIONAL FUNDS SUCH AS THE PROTOTYPICAL MODEL, THE STATE : IMPACTS, AND EXPENDITURE SIDE, WE REDUCE COSTS DUE TO LOWER ENROLLMENT AND STAFFING, AND COSTS ARE INCREASED, THE LOCAL COSTS OF : AND FIXED COSTS SUCH AS UTILITIES AND INSURANCE, WE PLANNED IN THE BUDGET TO SPEND DOWN FUND BALANCE BY ABOUT $7.7 MILLION. AND SO WHAT HAPPENS ONCE WE CLOSE THE BOOKS, SO YOU CAN SEE THE 60 SOME .9 MILLION CARRIES OVER TO THIS YEAR, -- $67.9 MILLION . YOU CAN SEE THIS CARRYOVER, THAT I TALKED ABOUT BEFORE, WHAT THAT DOES IS IT CREATES AN INCREASE, I HAVE TO CARRY THOSE FUNDS OVER AND THEN WE ADD TO OUR EXPENDITURES. SO THAT $10.6 MILLION IS ADDED TO THE EXPENDITURE, AND CREATES AN INCREASE IN THE PLAN EXPENDITURES, WE DO HAVE TO REMOVE THE BUDGETS AND INCLUDE CONTINGENCIES, WE HAVE TO REMOVE THOSE. ARE ENROLLMENT CAME IN HIGHER THAN BUDGETED, THAT INCREASES OUR REVENUE BUT ALSO INCREASES OUR EXPENDITURES. SO THE NET RESULT IS THAT WE HAVE A PLAN THE USE OF FUND BALANCE OF $17 MILLION, AND THE MAJORITY OF THE CHANGES RELATED TO THE
CARRYOVER. >>> I KNOW I'VE GONE THROUGH A LOT OF NUMBERS THERE, BUT THE BOTTOM LINE IS WE ARE CONTINUING TO SPEND DOWN THE FUND BALANCE AND JUST A REMINDER THAT WE DIDN'T CREATE BUDGET REDUCTIONS THE 23-24 BUDGET YEAR. SO THEN I HOPE I SAID WE DID, IF YOU HEARD ME DIFFERENTLY, AND HIS NUMBER WE DID REDUCE THE BUDGET MADE BUDGET REDUCTIONS BY ABOUT FOUR $20 MILLION. YES MARK.
>> SO THE 57, RIGHT AROUND 40 MILLION, AND THE RESERVES?
>> THE START OF THE YEAR WAS $67.9 MILLION. SO OF THAT, $10 MILLION IS RESERVED FOR CARRYOVER, SO WHAT WE ARE PROJECTING AGAIN RIGHT NOW, WE ARE PROJECTING TO AND THIS FISCAL YEAR WITH ABOUT $50 MILLION, AND WE ORIGINALLY BUDGETED TO END WITH $4 MILLION, SO JUST SLIGHTLY
HIGHER. GOOD QUESTION . >>> JUST A REMINDER, A SUMMARY OF WHAT I JUST SAID BUT THE 23-24 OUTLOOK, ENROLLMENT IS HIGHER THAN ESTIMATED BUT NEGLIGIBLE IMPACT AFTER INCREASED COST, NEGLIGIBLE TO THE FUND BALANCE, A PLANNED USE OF FUND BALANCE OF $7 MILLION, WE HAD CARRYOVER OF $10.6 MILLION, WHICH IS TYPICAL EACH YEAR, SO WE ARE ESTIMATING TO END THE YEAR ABOUT 45 TO 50 MILLION. THE
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CARRYOVER IS MOST LIKELY THAT IT WILL BE HIGHER.>> I HAVE NOT SEEN THE YEAR THAT WE DID NOT HAVE CARRYOVER.
IS TYPICAL THAT WE HAVE CARRYOVER EACH YEAR. SO I WANT TO THEN TALK ABOUT WITH IT LOOKS LIKE GOING FORWARD, WHAT IS THE FOR YOUR OUTLOOK ASSUMPTIONS . WE ARE USING THE FLOW ANALYTICS ABOUT 880 STUDENTS OVER THE NEXT FOUR YEARS, THE PROTOTYPICAL FUNDING MODEL IS THAT LEGISLATIVE CHANGES ARE PHASED IN ONE MORE YEAR SO NEXT YEAR'S THE LAST YEAR, THE STATE IPD, WHICH WE KNOW WHEN THERE IS A STATE IPD, THERE IS A LOCAL CLASS OF THAT SO THE PROJECTIONS ARE ABOUT 3.9% FOR 24-25 AND 2.4 AND THEN 1.9 AFTER THAT. SO NO OTHER SIGNIFICANT CHANGES IN THE LEVY AMOUNT IS BASED ON VOTER APPROVAL.
>> WHEN DOES IPD START? >> IT IS IMPRINT -- IMPLICIT PRICE DEFLATOR AND THAT IS REALLY : . : COLA .
>> YES IT DOES, AND BASIC AND WE HAD MORE REVENUE THAN THE EXPENDITURES AND SO THERE WAS A NET GAIN DOESN'T HAPPEN EVERY YEAR BUT THIS YEAR WE HAD OUR EXPENDITURES ON THE SPECIAL ED SIDE AND SO IT REALLY CANCELED EACH OTHER OUT. IF WE HAD NOT HAD THE HIGHER ENROLLMENT ON THE BASIC BEDSIDE WE STILL WOULD'VE HAD EXPENDITURES IN THE SPECIAL ED SIDE, IT ACTUALLY HELPED US HAVING THE HIGHER ENROLLMENT. YES.
>> WHEN YOU'RE GROWING IN ENROLLMENT, YOU TYPICALLY HAVE THAT THAN THE FIXED COST INCREASE, IT IS CHALLENGING WHEN ENROLLMENT DECLINES, THE REVENUE IS LOST FASTER THAN YOU CAN REDUCE THOSE COSTS, I CAN'T AUTOMATICALLY AND EASILY REDUCE INSURANCE OR UTILITY COSTS, WHEN ENROLLMENT IS GROWING, YOU HAVE MORE REVENUES THAN YOU HAVE ON STAFFING AND FIXED COST, AND WAS DECLINING IT'S THE OTHER
>> IT DEPENDS ON HOW MUCH OUR FIXED COSTS GO UP EACH YEAR. SO YES. JUST ON THE EXPENDITURE SIDE ON THE ASSUMPTIONS, WE ALWAYS ALIGN THE STAFFING, ONGOING LOCAL QUESTIONS AND SALARIES AND BENEFITS AND FIXED COSTS THAT WE JUST TALKED ABOUT, SO WE'LL TALK ABOUT CONTINUED NEED TO ALIGN EXPENDITURES AND REVENUES AND WE BELIEVE THAT'S ABOUT 11 MILLION UP TO $15 MILLION. THE IMPACT OF STATE COLA, 1% COSTS 1 MILLION UP TO $1.5 BILLION, AND SO THAT IS ABOUT $500 OR $6 MILLION, SO THOSE FUNDS HAVE TO COME FROM SOMEWHERE. SO THE PRINTER NERI -- PRELIMINARY FIVE YOUR OUTLOOK, THE BUDGET PRESENTATION WE'VE SEEN, ONE OF THESE, AND AND 2425 AND PROJECTING, AND WAS TO HAVE EXPOSURES HIGHER THAN REVENUES. WE WANT TO SHOW YOU THE ASSUMPTIONS WITH NO REDUCTIONS. SO WITH NO REDUCTIONS, WE WOULD BE SPENDING ALMOST $10 MILLION MORE THAN OUR REVENUES, IT WOULD BE 40 1.2 THIS YEAR, WHAT I WOULD HIGHLIGHT IS, 24-25, THANK YOU JOHN. AND
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REMEMBER WE TALKED ABOUT THIS WAS SLIGHTLY HIGHER AND THIS YEAR WAS HIGHER THAN PLANNED, AND THIS IS A LITTLE BIT HIGHERTHAN WE ORIGINALLY PLANNED. >>> SO WHAT I WANT TO POINT OUT, AND THE REDUCTIONS. THE REVENUES, AND BELOW THE AND IF YOU CONTINUE, CONTINUING TO SPEND MORE THAN OUR REVENUES AND BRING THE FUND BALANCE BELOW THE MINIMUM. AND THE LEVEL, AND IT DOES NOT CHANGE, DOESN'T COME DOWN. THIS CHART SHOWS, AND 86% OF THE BUDGET. STAFF SALARY AND BENEFITS.
AND THE COMMUNITY ENGAGEMENT, BEFORE WE DO THAT, DOES ANYONE HAVE ANY QUESTIONS ON THE DATE I SHARED BECAUSE I KNOW THAT IT
>> YES, WE ARE TRACKING A DIVERSE AREA, ARE WE ALSO TRACKING NEW HOMEBUILDING. AND ALSO THE BUILDING DESPERATE IS THAT LEVELING OFF INCREASING.
>> DEVELOPMENT IS HAPPENING, A LOT OF IT MULTIFAMILY HOUSING, WHAT WE ARE SEEING IS THE LOWER GENERATION FOR MULTIFAMILY HOUSING, THAT'S NOT DRIVING AS MANY STUDENTS ENROLLED, SO THAT IN COMBINATION WITH THE LOWER BURST AND LOWER KINDERGARTEN ENROLLMENT, IS LEVELING OFF THE ENROLLMENTS. ANY OTHER QUESTIONS?
>> THE YIELD FROM GRADE TO GRADE, COMING TO THIRD GRADE, TALKING ABOUT THE KINDERGARTEN NUMBERS, WE HAVE THIS NUMBER IN THIS YEAR AND THAT IT IS A FIVE YEAR GAP TO PRE-PANDEMIC OUT OF EVERY ONE OF THOSE CAUGHT NINE OF THEM TURN UP IN KINDERGARTEN. THAT'S THE KIND OF DISRUPTION YOU ARE TALKING ABOUT. FROM THE SECOND GRADERS AND THE CHANGES, HAS
IT INCONSISTENT. >> THEY WILL PROVIDE A TABLE ON THAT, THE NUMBERS IN MY HEAD, GET YOU THAT INFORMATION IN THERE LOOKING AT THAT TO ENSURE THAT AS THEY GO FORWARD WITH THE PROJECTIONS, THEY ARE ENSURING ACCURACY, SO ONE OF THE THINGS WE KNOW, TYPICALLY A 10-12-15% GAIN FROM KINDERGARTEN TO FIRST GRADE BECAUSE NOT ALL FAMILIES CHOOSE TO ENROLL FOR KINDERGARTEN. THAT'S A TREND WE ARE WATCHING BECAUSE WE THOUGHT THAT, AND THE HIGHER JUMP, AND RIGHT NOW, THE HIGHER THAN NORMAL ENROLLMENT AND THE TREND YET, AND WE'RE LOOKING AT, AND SIGNIFICANT CHANGES IN THOSE NUMBERS RIGHT NOW.
>> THEY SAID ON THE EASTERN EDGE. AND I'VE BEEN TOLD BY IT, BY ONE THE SCHOOL BOARD MEMBERS, AND IT REALLY IS TOO FAR IN THE COMMUNITY, IS DESPERATE EXPANDING INTO THE
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AREA OF THE SCHOOL DISTRICT IS WILLING TO GIVE US A SLICE -- I KNOW IT IS NOT PROBABLY GOING TO BE A SIGNIFICANT AMOUNT OF>> PROCESS THAT IS REALLY OUTSIDE OF ME. THAT IS A BOARD TO BOARD DISCUSSION AND EVERY FIVE YEARS THAT COMMUNITY COMES FORWARD BECAUSE BY LAW THEY CAN ONLY COME FORWARD AND MAKE THE REQUEST EVERY FIVE YEARS. SO THAT'S WHY YOU HAVE SEEN IT TWICE.
OR THREE YEARS YOU'LL SEE THAT REQUEST AGAIN.
>> WE HAVE A NUMBER OF 20S THAT MAKE THAT REQUEST, ONE OF THE COMPLEXITIES IS, THAT COMMUNITY CREATES AN INCREASED TAX BASE FOR THE SCHOOL DISTRICT, SO ANY TIME IF WE WERE TO BRING IN THE COMMUNITY INTO OUR DISTRICT, I WOULD INCREASE OUR TEXT BASE, GOOD FOR US AND WHAT IT DOES IS IT SPREADS THE LEVY REQUIREMENTS TO A SMALLER NUMBER OF FAMILIES AND RESIDENTS, SO IT INCREASES THEIR TAX BURDEN. SO THERE'S
ALL SORTS OF PIECES. >> HOW WOULD THAT WORK?
>> IN PARTICULAR, THAT GROUP WOULD HAVE A PRETTY BIG IMPACT ON THE HIGH SCHOOL. OUR LARGEST.
>> I'VE ONE QUESTION, I CAN'T MEMBER THE TERM, THE CARRYOVER OR SOMETHING LIKE THAT. WHEN YOU DEFINE THAT, IS THAT INCLUSIVE OF -- IMPLIED CARRYOVER, IF WE ARE THINKING ABOUT THE 5% THRESHOLD, ARE THOSE FUNDS INCLUDED IN THE ENDING FUND BALANCE WHEN YOU ARE DETERMINING -- AM I ASKING THE QUESTION ARTICULATELY? BIGGER KEEP GOING WITH THE
QUESTION , I'M NOT -- >> I DON'T REMEMBER SEEING THAT BEFORE A BUDGET SLIDE, CAN YOU GO BACK TO THE SLIDE IT MIGHT BE MORE HELPFUL FOR ME TO -- SOMETHING THAT IS COGENT.
WHEN WE ARE THINKING ABOUT OUR ENDING ON BALANCE, IS RESERVED FOR CARRYOVER SEPARATE FROM THAT AMOUNT OF OUR FUND BALANCE? WHEN YOU'RE TELLING US THIS IS OUR FUND BALANCE IS THAT RESERVED FOR CARRYOVER OR IS THAT EXCLUDED?
>> THE REASON I SHOWED ZERO, I WANTED TO HIGHLIGHT THAT YOU WILL SEE IN THE ACTUAL 10.6 AND 0 THE REST OF THE WAY, RIGHT NOW MY ASSUMPTION IS THAT EVERYONE SPENDS EVERY TIME OF THEIR BUDGET, RIGHT, ALL THE GRANTS ARE SPENT 100%, THE BUILDING BUDGET IS 100% AND IS NO CARRYOVER, AND NOW THE REALITY IS THAT DOESN'T HAPPEN, SO FOLKS UNDER SPEND THEIR PLANNED BUDGET AND THAT RESULTS IN CARRYOVER. SO THESE PROJECTION NUMBERS DON'T INCLUDE CARRYOVER BECAUSE THESE EXPENDITURES ASSUME THE FUNDS WERE SPENT, THE 5% PIECE RIGHT NOW ASSUMING NO CARRYOVER, IS THIS NUMBER MORE THAN THE 5%, AND WE ALSO KNOW YOU WANT TO BE -- IS NOT GOOD PRACTICE TO BE RIGHT AT 5%, WE WANT TO LEAVE A LITTLE BIT OF ROOM, 20 MILLION OR 29 MILLION AND THE UNEXPECTED EVENTS AND EXPENDITURES AND CHANGES IN LEGISLATIVE -- LEGISLATIVE ANYTHING UNEXPECTED SUCH AS A PANDEMIC. SO DOES
THAT ANSWER YOUR QUESTION? >> THINKING ABOUT A FEW YEARS FROM NOW WE ARE SPENDING THE FUND BALANCE , AND REPORTING WHAT IT IS AT THE END OF THE YEAR, I THINK IT IS HELPFUL TO HAVE THOSE COMMITTED FUNDS AS CARRYOVERS, I DO APPRECIATE HAVING IT SPLIT APART. I JUST DON'T THINK I'VE SEEN IT THIS WAY BEFORE, I APPRECIATE HAVING THIS.
>> WE MADE THAT CHANGE A SHORT WHILE AGO I WILL SAY, YOU MAY HAVE SEEN IT ONE OTHER TIME, WE GET A LOT OF QUESTIONS ABOUT THE FUND BALANCE SO WE ARE TRYING TO TALK ABOUT IT AS EXPLICITLY AND AS DETAILED AS WE CAN, SO THAT THERE'S AN UNDERSTANDING OF WHAT FUND BALANCE IS OR IS NOT, DRENCH YOUR QUESTION, IF YOU LOOK AT THE 25-26 ENDING FUND
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BALANCE, IF WE WERE TO INCLUDE AN ESTIMATE CARRYOVER, AND HANDLING DOLLARS. HAD TO SEE THE EXPENDITURE INCREASE.ANYTHING WE ARE RESERVING FOR CARRYOVER ASSUMES THAT THERE IS AN INCREASE IN EXPENDITURE AS WELL. IT'S PULLING THE EXPENDITURE FROM THE PRIOR YEAR THAT WE ARE ASSUMING IS GOING
TO HAPPEN. >> YOUR SPENDING LESS THIS YEAR BUT THEN HE WOULD HAVE TO BUDGET MORE SPENDING THE NEXT YEAR BECAUSE OF THE CARRYOVER. SPEAKERS SO AS WE THINK ABOUT THE MINIMUM FUND BALANCE REQUIREMENT OF 5%, THIS GIVES YOU THE BEST VIEW AS TO WHAT WE HAVE AVAILABLE IN THE FUND BALANCE BY NOT INCLUDING ANY ASSUMPTIONS AROUND CARRYOVER.
SPOT. >> THE 5% IS THE NUMBER THAT THE BOARD HAS DESIGNATED. CORRECT ME IF I'M WRONG. OF WHAT WE WOULD LIKE THE FUND BALANCE TO BE. TO QUESTIONS, AND YOUR EXPERT OPINION, IS 5% A SUFFICIENT AMOUNT FOR OUR FUND BALANCE IN TERMS OF IF SOMETHING WERE TO HAPPEN AND HE NEEDED THOSE FUNDS, BECAUSE THAT'S WHAT IT'S FOR, IS THAT INAPPROPRIATE PERCENTAGE OF OUR OVERALL BUDGET ?
LAUGHTER ] >> DO YOU HAVE A SECOND
QUESTION? >> YOU CAN ASK IT FIRST.
>> I THINK HERE'S WHAT I CAN TELL YOU ABOUT WHAT I KNOW OF OTHER DISTRICTS IN OUR STATE AND OTHER STATES AROUND THE COUNTRY, OTHER DISTRICTS AND NATIONALLY, IT'S A HIGHER NUMBER, I DON'T THINK THERE IS A PERFECT NUMBER. THE OTHER THING WE LOOK AT IS WHAT IS OUR PAYROLL. IN ONE MONTH SHOULD THE STATE NOT PAY US FOR ONE MONTH, YOU KNOW, CAN WE MAKE PAYROLL, SO THOSE ARE THINGS WE LOOK AT TO ENSURE THAT WE HAVE ENOUGH RESERVES. I THINK 5% HAS WORKED WELL FOR US, THERE ARE YEARS WHEN WE DID NOT HAVE A HIGHER FUND BALANCE, AND THE FUND BALANCE WORKED BETTER AT THAT TIME, I CAN PREDICT NECESSARILY THE FUTURE.
>> I WAS THINKING, I KNOW THE PANDEMIC WAS AN ANOMALY SOMEWHAT , BUT WE SPENT MORE THAN 5% OF THE BUDGET ON PANDEMIC RELATED EXPENSES. TO GET US OVER THAT HUMP. HOW DID WE COME UP WITH THE 5% NUMBER AND IS THAT SUFFICIENT. IN TODAY'S CONTEXT, IS THAT OF THE LAST TIME THAT'S HAPPENED.
>> OSBI HAS INDICATORS, FINANCIAL HEALTH INDICATORS IN DISTRICTS, WHAT THEY ARE LOOKING AT IS THE CHANGE IN FUND BALANCE, THEY'RE NOT SURLY LOOKING AT THE PERCENTAGE BUT LOOKING AT A CHANGE IN FUND BALANCE.
>> MY VIEW OF THE 5%, IT IS REALLY ABOUT THE BOARD MITIGATING RISK, ENSURING SOLVENCY OF THE DISTRICT, AND THE FUND BALANCE ABOVE 5% REALLY -- REALLY IS THAT KIND OF OPERATIONAL RESPONSE TO EVENTS AND THINGS LIKE THAT , THAT WE KNOW ARE GOING TO OCCUR. WE WILL TALK ABOUT THIS LATER IN THE SLIDE DECK. YES, 5% AS A MINIMUM, BUT THERE'S NO WAY WANT TO LIVE IT JUST 5% FOR MANY REASONS, ONE OF WHICH YOU CAN GUARANTEE HITTING THE 5% MARK EXACTLY, BUT ALSO JUST BEING ABLE TO HAVE THE RAINY DAY FUND THAT WE ARE ABLE TO RESPOND TO CHANGES, WITHOUT TOUCHING THE 5%, FOR ME THAT'S THE OPERATIONAL, MANAGING THE FUND RESERVE, IT IS LIKE MITIGATING RISK. AND LET'S NOT WORRY WANT TO LIVE. FOR ME
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USING THIS LATER ON, THINKING ABOUT PERCENTAGEWISE , THE NUMBERS THAT PEOPLE COULD GIVE YOU THE ACTUAL PERCENT SOMEWHERE AROUND THERE, 35 OR $40 MILLION. AND HE GIVES US THE MINIMUM BUFFER. AND VERY DIFFERENT WITH THOSE.>> SPEAKING OF THAT, PRIOR TO THE PANDEMIC, HOW MUCH OF THE RESERVE IS HE AVERAGING. 10+ PERCENT. WAS THAT MY MEMORY.
>> THERE WERE TIMES WHEN OUR FUND BALANCE WAS $110 MILLION,
WHICH IS 13% OF THE BUDGET >> IN ANY GIVEN YEAR.
>> HOW MUCH IS OVER 5%. >> AND TRYING TO FIGURE THAT
OUT. >> I JUST WANT TO GET THROUGH THE REST OF THE PRESENTATION. AND THEN YOU CAN ASKED QUESTIONS. IN NEXT SPRING WE RAN THE THOUGHT EXCHANGE SURVEYS, ON THE WEBSITE. AND WHAT SHANNON IS GOING TO COVER TONIGHT, WE DID A BUDGET SURVEY OF THE FAMILIES AND COMMUNITY STUDENTS IN THE FIRST 10 DAYS OF DECEMBER AND FOLLOWED THAT WITH A SURVEY OF OUR STAFF. I WILL HAVE SHANNON JUMP INTO THIS AND WE WILL START WITH THE FAMILY COMMUNITY AND THE STUDENT SURVEY RESULT.
>> THE BUDGET SURVEY AND WHAT THE PURPOSE WAS, AND GATHERING THE INITIAL FEEDBACK A BUNCH OF PRIORITIES, AND IT'S ABOUT UNDERSTANDING DIVERSE COMMUNITY NEEDS, ADDING ANOTHER GOAL TO RAISE AWARENESS FOR FINANCIAL SITUATIONS, THE FIRST TIME PEOPLE OR SEEING WE ARE GOING TO MAKE THAT AND WHAT THE POTENTIAL PROGRAMS WOULD LOOK LIKE. DEPENDING ON WHAT THE DECISIONS ARE HERE. THE SURVEY CONTENT AND WERE STATE FUNDING IS INSUFFICIENT, WE ACKNOWLEDGED THE AREAS MADE BY INDIVIDUALS. SOME PEOPLE MAY NOT HAVE ANY EXPERIENCE WITH THE PROGRAMS WE ARE ASKING ABOUT. SO USING IT AS A RESULT OF THAT. OUR COMMITMENT REMAINS TO PROVIDE A WORLD-CLASS LEARNING EXPERIENCE FOR ALL STUDENTS AND VALUES THE CONTRIBUTIONS OF EACH ONE. SO GETTING INTO THE RESULTS, FAMILY COMMUNITY AND STUDENT SURVEY, 2379 COMMITTEE MEMBERS COMPLETE THE SURVEY, MOST OF THEM WERE PARENTS, COMPLETING THE SURVEY, 357 STUDENTS, AND 215 COMMUNITY MEMBERS IN THE SURVEY. AND YOU CAN SEE THE DEMOGRAPHICS OF THOSE BREAKDOWNS AND THEN ALSO WHERE THE KIDS ARE IN SCHOOL, THE PARENTS AND GUARDIANS, BOTH OF -- MOST OF THEM WERE ELEMENTARY, AND THAT HIGH
SCHOOL. >>> AND THEN THE STUDENTS, PRIMARILY ARE HIGH SCHOOL STUDENTS WHO TOOK THE SURVEY RECEIVED IT DIRECTLY IN THE EMAIL, AND FOUND THE LINK ON OUR WEBSITE TO TAKE THE SURVEY. AND SO FOR THIS I'M JUST GOING TO SHOW YOU THE TOP RESULT FOR EACH GROUP. TOP RESULTS FOR PARENTS AND GUARDIANS, SMALL CLASS SIZE, A TEACHER TO STUDENT RATIOS AND THEN CLEAN AND WELL-MAINTAINED BUILDINGS, ADDITIONAL SCHOOL, CLASS AND SUPPORT STAFF, AND IN TRAINING AND DEVELOPMENT, STUDENT ACTIVITIES AND CLUBS, PERFORMING ARTS, ACCESS AND OPPORTUNITY, CLEAN AND WELL-MAINTAINED BUILDINGS, -- AND 4TH AND 5TH GRADE ORCHESTRA AND BAND OPPORTUNITIES.
>>> FOR COMMUNITIES, ADDITIONAL SUPPORT STAFF, AND THE PERFORMING ARTS ACCESS. SCHOOL COUNSELING SUPPORT AND MENTAL HEALTH. OVERALL, IT WAS SMALL CLASS SIZES AND STUDENT RATIOS AND ACTIVITIES. AND PROFESSIONAL DEVELOPMENT. AND WITH THE DIFFERENT OPTIONS THEY HAVE ON THE SURVEY, 45, THE POSITIVE EXPERIENCE. AND RATED AS FOUR OR FIVE. FOR THESE RESULTS. WITH THE TOP RESULTS WERE.
[00:45:01]
>> CAN YOU CLARIFY THE QUESTION THAT YOU ASKED, IT WAS
IMPORTANT. >> WHETHER THEY MADE A POSITIVE DIFFERENCE. FOR THEMSELVES.
>> RIGHT. AND 20 SUBJECTS. AND THE ONE THROUGH FIVE
READING SKILL. >> HIGH-LEVEL INFORMATION AND SOME ADDITIONAL AND TAKING A DEEPER DIVE.
>> THE LOWEST RESULTS BY GROUPS. THE ALTERNATIVE OPTIONS FOR NEIGHBORING SCHOOLS. THROUGH K-12. AND FOR HIGH SCHOOL STUDENTS AND DISTRICT TRANSPORTATION, ORCHESTRA AND BAND OPPORTUNITIES AND IMPROVED ATHLETIC FACILITIES. AND SAFETYNET AND THE PROGRAM, ADDITIONAL SCHOOL AND CLASSROOM SUPPORT STAFF IN A VARIETY OF OPTIONS AND SCHOOL COUNSELING SUPPORT , FOR COMMUNITIES, FOR HIGH SCHOOL STUDENTS, IMPROVED FACILITIES AND PLAYFIELD A VARIETY OF ALTERNATIVE OPTIONS AND NEW INSTRUCTIONAL MATERIALS. TRAINING FOR PROFESSIONAL DEVELOPMENT.
WHERE WE CAME OUT FOR ALL GROUPS WAS A VARIETY OF OPTIONS FOR THE SCHOOLS, AND IMPROVED ATHLETIC FACILITIES. NEW INSTRUCTIONAL MATERIALS AND DISTRICT TRANSPORTATION.
>> GO AHEAD. SORRY. THIS IS JUST BY LEVEL, WE ALSO BROKE IT OUT, SHANNON AND HER TEAM BROKEN OUT BY ELEMENTARY VERSUS
SECONDARY. >> FOR ELEMENTARY, SMALL CLASS SIZES, AND CLEAN AND MAINTAINED BUILDINGS, TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT. AND FOR CLASS SIZES, MAINTAINING BUILDING. AND THE PROFESSIONAL DEVELOPMENT FOR PEOPLE DID NOT MARK ELEMENTARY OR SECONDARY, FOR PRESCHOOL OR OTHER, SMALL CLASS SIZE AND STUDENT RATIOS, CLEAN INMATE WELL-MAINTAINED BUILDINGS. AND STUDENT ACTIVITIES AND TEACHER TRAINING. AND PROFESSIONAL DEVELOPMENT AND SUPPORT. OVERALL SMALL CLASS SIZES, AND STUDENT ACTIVITIES IN TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT AND PROFESSIONAL SUPPORT. AND FOR THAT GROUP, THE LEWIS WERE ELEMENTARY, VARIETY OF CHOICE OPTIONS.
DISTRICT TRANSPORTATION AND 4TH AND 5TH GRADE ORCHESTRA BAND AND IMPROVED ATHLETIC FACILITIES AND PLAYFIELD, AND THE SECONDARY, A VARIETY OF ALTERNATE OPTIONS. ANOTHER DAY FOR HIGH SCHOOL STUDENTS AND IMPROVE ATHLETIC FACILITIES AND NEW INSTRUCTIONAL MATERIALS AND TEXTBOOKS AND DISTRICT TRANSPORTATION. AND FOR THE OTHER GROUP A VARIETY OF OPTIONS, ATHLETIC FACILITIES AND PLAYFIELD, INSTRUCTIONAL MATERIALS AND DISTRICT TRANSPORTATION TO AND FROM SCHOOL. OVERALL A VARIETY OF ALTERNATIVE OPTIONS, IMPROVED ATHLETIC FACILITIES AND PLAYFIELD AND -- AND DISTRICT
TRANSPORTATION. >> CAN YOU CLARIFY I THINK YOU SAID IT TO START, THAT THESE WERE ALL OPTIONS AND GOT IT RIGHT IN FRONT OF ME, LISTING AREAS WERE STATE
FUNDING IS INSUFFICIENT. >> CORRECT.
>> I KNOW THE SUB. , WITH LOCAL LEVY DOLLARS LAKE WASHINGTON, NEW INSTRUCTIONAL MATERIALS OR TEXTBOOKS IN THE SCHOOLS, ARE THOSE NOT FUNDED BY THE STATE?
>> THEY ARE, SO LIKE TEXTBOOKS, DOES IT SAY PROVIDE MONEY FOR MATERIALS, DISTRICTS HAVE DECISION TO REPLACE TEXTBOOKS EVERY FIVE YEARS AND EVERY 10 YEARS AND 15 YEARS, RIGHT, IT'S ABOUT HOW MUCH YOU HAVE AND HOW MUCH YOU DECIDE TO ALLOCATE THOSE DOLLARS, SO THAT'S THE PURPOSE, THE STATE DOES PROVIDE SOME FUNDING FOR MATERIALS AND SUPPLIES AND OPERATING COSTS. OUR NEXT TOPIC IS ABOUT TEXTBOOK ADOPTION, SO JEN CAN TELL US, WE DO, WHAT EVERY EIGHT YEARS, DEPENDING ON
THAT. >> THAT'S A COMPLEX ANSWER.
>> WE WILL GET INTO THAT RIGHT NOW.
>> IN THIS DAY AND AGE, IT IS DRIVEN BY AXES TO MATERIALS,
[00:50:02]
THEY'VE EXPIRED OVER THE YEARS. USING AN 8-10 YEAR CYCLE, WE'RE SPENDING ON ADDITIONAL RESOURCES, WHICH IS BETTER --THAT. >> AND WE KNOW AGAIN THE PURPOSE SHANNON TALKED ABOUT THIS AT THE BEGINNING, WE KNOW IS PARENTS AND STUDENTS FILL OUT THE SURVEY INFORMATION , THEY MAY NOT BE EXPERIENCING EVERY SINGLE ONE OF THESE ITEMS, SO THEY MIGHT NOT LIKE -- MIGHT NOT BE THINKING ABOUT THAT EVERY DAY, YOUR HIGH SCHOOL PARENTS MAY NOT BE TALKING ABOUT FOURTH OR FIFTH GRADE BAND OR ORCHESTRA, WE ACKNOWLEDGE THAT IS PART OF THE SURVEY AND IT'S JUST ONE
PIECE OF INFORMATION. YES. >> GIVEN THE HUE AND CRY OVER THAT LAST YEAR, AM I THE ONLY ONE IN THIS GROUP SHOCKED THE TRANSPORTATION WAS SO LOW ON THE PRIORITY LIST? OR IS IT
JUST THAT -- >> LIKE MANY THINGS, NOT EVERY PARENT USES THE YELLOW BUS TRANSPORTATION, SO WE TRANSPORT ABOUT 6000-8000 STUDENTS PER YEAR OUT OF 30,000 STUDENTS ON THE YELLOW BUS SERVICE. SO THAT IS WHY YOU MIGHT SEE SOME OF THOSE COMING. WE DIDN'T ASK ONLY THE PRAYER DESPERATE PARENTS WHO USE THE SERVICE ANSWER THE
QUESTION. SO YES. >> A SERVICE SUPPORT PROGRAM THAT IS POSITIVELY AFFECTING YOU OR YOUR STUDENTS ACADEMIC SUCCESS OR WELL-BEING THAT WAS NOT , SHARE WHAT IT IS, OVER 600 PEOPLE GAVE US A RESPONSE THERE, VERY INTERESTINGLY, THE ONLY TWO NEW THINGS THAT CAME OUT WERE GIFTED PROGRAMS AND SPECIAL EDUCATION, WHICH ARE NOT THE THINGS THAT YOU WOULD HAVE AS MUCH FLEXIBILITY ON CHANGING. BUT THEY ALSO REITERATED SUPPORT FOR THE ARTS, YOU HEARD FROM OF THE STUDENTS ON THE COMMITTEE THAT THERE WAS AN EMAIL TO GO VOTE AND WE DID SEE OVER AND OVER AGAIN PEOPLE TALKING ABOUT HOW IMPORTANT BAND AND THEATER ARE, THE SAME WAS SMALLER
CLASSES AND CHOICE SCHOOLS. >> WE ASKED THE SAME INFORMATION TO HER STAFF, AND SHANNON.
>> 690 STAFF MEMBERS. 40.2% 60.8 MIDDLE SCHOOL. IN 10.7 MARCHES OTHER. AND SUPPORT SERVICES. THE DEMOGRAPHICS ARE BROKEN DOWN HERE, THE MAJORITY ARE ELEMENTARY STAFF. HAVING
>> YES. >> RATHER THAN GREETING EVERYONE, HIGHLIGHT THE DIFFERENCES BETWEEN THE GROUPS, THAT WOULD BE GREAT. WE HAVE THESE HIGHLIGHTED FOR OTHER GROUPS. GOING TO GO TO THE OVERALL, ADDITIONAL SCHOOL AND CLASSROOM SUPPORT STAFF IN THE SAFETYNET AND INTERVENTION PROGRAMS, AND CLEAN AND MAINTAIN BUILDINGS WERE THE
TOP CATEGORIES OVERALL. >> YOU CAN SEE IT, THE DIFFERENCE BETWEEN ELEMENTARY AND I WOULD JUST SAY HIGH SCHOOL FOR EXAMPLE WAS THE SAFETY NET , AND WHERE PERFORMING ARTS OPPORTUNITIES IS A TOP RESULT OF THE
SECONDARY, THE SAT PROGRAMS. >> AND THE HIGH SCHOOL STUDENTS, A VARIETY OF OPTIONS AND IMPROVED ATHLETIC FACILITIES AND NEW INSTRUCTIONAL MATERIALS,
>> YOU KNOW THE BREAKDOWN IF THERE WAS A QUESTION FOR
CLASSIFIED TEST BACK >> WE DON'T.
>> WE ASKED THE SAME OPEN-ENDED QUESTION OF OUR STAFF. THE ONLY NEW THING THAT CAME UP WAS ML SERVICES AND TRYING TO HAVE SUPPORT FOR THE MULTILINGUAL STUDENTS. BUT THEN AGAIN REITERATED SUPPORT FOR THE SAFETYNET, AND THOSE ARE ALREADY ON THE SURVEY AND ENFORCE THAT ON THE RESPONSE.
>> ALL RIGHT, AND AGAIN, THERE IS MORE DETAIL ON THE SURVEY PROVIDING THE ADDITIONAL HANDOUT AND THE BOARD
[00:55:04]
MATERIALS. I WANTED TO GIVE A QUICK HIGHLIGHT OF THE BUDGET ADVISORY COMMITTEE, I PROVIDED THE BOARD AND UPDATE IN DECEMBER, WE HAVE A BUDGET ADVISORY COMMITTEE THAT WE BEGAN, IT WILL BE AN ONGOING COMMITTEE, IT WILL BE THE FIRST MEETING IN OCTOBER, IT REALLY IS THE CITIZENS ADVISORY COMMITTEE TO HELP INFORM THE PUBLIC ON EDUCATION AND FUNDING POLICIES AND PRACTICES, AND JUST PROVIDE FEEDBACK TO THE DISTRICT ON BUDGETING PROCESS AND ADVICE. SO THE COMMITTEE IS MADE UP OF PARENTS, COMMUNITY, STAFF, PT STUDENTS, WE HAVE ABOUT 25 MEMBERS, MONTHLY MEETINGS IN OCTOBER.WE WELCOME THE GROUP AND WE PROVIDED THEM A BASIC INTRODUCTION TO SCHOOL FINANCES IN WASHINGTON STATE IN THE DISTRICT, IN NOVEMBER AND ENROLLMENT AND BUDGET UPDATE AND THEY PROVIDED INPUT ON THE BUDGET SURVEY BEFORE IT WAS SENT OUT, SO THAT WAS VERY HELPFUL AND IN DECEMBER WE SHARED THE THOUGHT EXCHANGE SURVEY AND THE FUNDING RESULT, AND ALSO DISCUSSED OUR FUTURE AND GATHERED IDEAS ON THE COMMUNITY ENGAGEMENT PROCESS, THE FUTURE ENGAGEMENT PROCESS, THE JANUARY MEETING IS THIS WEEK, AND WE WILL BRING THEM THE STAFF SURVEY, WE DID NOT HAVE THAT AS WELL.
>>> AND AS WELL, WE ASKED THEM FEEDBACK FOR FUTURE COMMUNITY ENGAGEMENT, WILL BE HELPFUL, THEY PROVIDED IDEAS ABOUT WHAT WE CAN SHARE INFORMATION ON AND THINGS THAT WE CAN CHANGE, AND WHAT WE CAN'T CHANGE, PERSPECTIVE ON CLASS AND SIZE OF CATEGORIES, CLASS-SIZE VERSUS THE ORCHESTRA IS VERY DIFFERENT NUMBERS, THE DIFFERENT THINGS THEY TALKED ABOUT, AND CREATIVE IDEAS TO ASK FOR DONATIONS.
JUST SOME IDEAS ON THE ENGAGEMENT STRATEGIES. MAKE SURE THE SCHOOLS ARE ENCOURAGING PARISH AND DESPERATE PARENTS TO PARTICIPATE AND PROVIDE SESSIONS FOR COMMITTEE MEMBERS NOT FAMILIAR WITH OUR SYSTEM, WHICH WE DO IN THE FALL, MAKING SURE OUR SCHOOLS AND PTAS ARE SENDING OUT INFORMATION AND JUST DIFFERENT IDEAS ON PRIORITIZATION STRATEGIES AND SIMULATIONS THAT CAN BE DONE. SO I WANTED TO JUST TALK ABOUT TIMELINE AND NEXT APPS. AND THIS IS OUR TYPICAL CYCLE AND WILL BE DOING SOME KIND OF VIRTUAL INFORMATION FORUMS AT THE END OF JANUARY AND THE BEGINNING OF FEBRUARY, WILL HAVE THE MID RANGE ENROLLMENT PROJECTIONS AND THE BUDGET FEBRUARY, AND LEGISLATIVE SESSION AND INFORMATION MARCH THROUGH MAY, WE DEVELOPED THE BUDGET, A BUDGET PRESENTATION IN JUNE AND FINAL ACTION IN AUGUST. AND JOHN IS GOING TO HAVE TO TALK
ABOUT THIS NEXT SESSION . >> I WENT BACK TO SLIDE FOUR IN MY SCREEN, I'M NOT ASKING YOU TO. SPEAKERS AND LET'S NOT.
>> IT IS THE OT FIVE POLICY STATEMENTS -- O T-LETTER FIVE, FINANCIAL PLAN RELATED DIRECTLY TO THE RESULTS AND PRIORITIES IN OCCUPATIONAL GOALS AND THINGS THAT WOULD NOT CAUSE LONG-TERM JEOPARDY TO THE DISTRICT, EACH YEAR WE AND I ENTER INTO THE BUDGET PROCESS WITH THAT IN MIND, WE ARE GOING TO BRING THE BOARD, WORKING TO ACCOMPLISH IT. THAT WE ARE ACTUALLY TARGETING THE RESULTS AND THAT WE ARE LIVING WITHIN THE PRAYER -- THE PARAMETERS, IT IS NOT JUST AROUND STUDENT PROGRAMS BUT IT IS ENGAGEMENT ALL ASPECTS OF THE OES COME INTO THE ASPECTS WE TALK ABOUT THE BUDGET. WE HAVE ABOUT $11 MILLION-$50 MILLION GAP IN THE BUDGET. AND WE ALSO KNOW THE FUND BALANCE CAME IN LITTLE BIT HIGHER THIS YEAR, AND YOU KNOW, WE HAVE BEEN LOOKING AT ONE OF THE VARIOUS OPTIONS TO ACCOMPLISH THIS POLICY STATEMENT IN THE MANNER THAT THE BOARD EXPECTS. TO HAVE A BUDGET AND SO I WANT TO WALK THROUGH A COUPLE OF BUDGET OPTIONS, AND THEN WHAT I WILL PROBABLY DO IS LET YOU RUMINATE ON THAT AND SCHEDULE SOMEONE ON ONE'S TO HAVE FURTHER DISCUSSION, BECAUSE THESE OPTIONS WILL SIGNIFICANTLY AND SUBSTANTIALLY DRIVE WHAT OUR SPRING LOOKS LIKE. AS WE PREPARE FOR BUDGET. ARE YOU OKAY ERIC? I JUST WANT TO MAKE SURE. DO WE
>> WELCOME BACK. YOU CAN SEE THE OPTIONS HERE, YOU KNOW,
[01:00:06]
OPTION ONE, ALL REDUCTIONS IMPLEMENTED FOR THE NEXT BUDGET YEAR, 24-25 SCHOOL YEAR, LOOKING AT $11 MILLION -$50 MILLION AND REDUCTIONS IN LIMITED FOR THE 25 AND 26 FOR YEAR CONDO REDUCTIONS THIS YEAR, EVERYTHING ON HOLD AND WE DO THAT WORK NEXT YEAR, WHAT YOU HAVE SEEN IS PRESENT IS A BALANCED APPROACH, AND WE DID THOSE IN REDUCTIONS IN EXPENSES LAST YEAR, SEE US CONTINUE TO OUTLINE ESSENTIALLY HALF THIS YEAR AND HALF NEXT YEAR, AN OPTION FOR HIS LIMITED REDUCTIONS FOR THE 24-25 BUDGETS AND THE LARGER REDUCTIONS FOR 25 AND 26 BUDGET, THERE ARE SOME VARIABLES THAT CONTINUE TO BE IN PLAY THAT WE ARE LOOKING AT , THE FIRST IS ENROLLMENT, THE WHOLE IDEA THAT IF ENROLLMENT COMES BACK MORE THAN WE ANTICIPATE IN OUR BUDGET, OR THAT OUR DEMOGRAPHER IS INDICATING IN THE PROJECTIONS , WE KNOW THAT INCREASES REVENUE. AND THAT'S THE REALITY. THAT'S ONE VARIABLE IN PLAY. LEGISLATIVE IMPACTS, THE LEGISLATORS CONTINUE TO SAY THEY'RE GOING TO CONTINUE TO WORK, AND SPECIAL EDUCATION, IF THEY INCREASE THE FUNDING FORMULA FOR SPECIAL EDUCATION THAT WILL HAVE A POSITIVE IMPACT AND FREE OF LEVY DOLLARS, THOSE ARE THINGS THERE, AND FIXED COSTS. THAT CAN BE A POSITIVE, THAT COULD BE A DEFICIT. THOSE ARE ALL THINGS THAT OVER TIME HAVE SOME ABILITY TO CHANGE, AND A FEW OF THOSE COULD POSITIVELY AFFECT THE BUDGET, SO WITH THAT, WE WENT THROUGH THE ACTIVITY OF WHAT ARE SOME OF THE OPPORTUNITIES AND RISKS, AND ENSURING THE OPTION THAT I AM TRENDING TOWARDS, WE HAVE ONE ON ONES THAT YOU CAN SHARE WITH ME, MAKING THIS DECISION WILL HELP INFORM WHAT THE SPRING LOOKS LIKE. ANYTHING ABOUT THE REDUCTIONS IMPLEMENTED FOR NEXT YEAR AND IT'S AN IMMEDIATE IMPACT , REDUCING THE IMPACT OF OUR FUND BALANCE. AND WE PROBABLY WOULD HAVE THAT 10 OR 11% FUND BALANCE MOVING FORWARD. A SIGNIFICANT RAINY DAY FUND, AND SOME OF THE RISKS, AND THE POTENTIAL INFORMATION, ALL OF THOSE VARIABLES, DOESN'T GIVE US TIME TO SEE THOSE PLAY OUT THE WAY THE ENROLLMENT CHANGES. POSITIVE OR NEGATIVE.BECAUSE WE CAN ALSO SEE THE ENROLLMENT CHANGE DIFFERENTLY.
WE HAVE A LOT OF TASKFORCES GOING ON, IF WE WERE TO THEM IN A FULL BUDGET REDUCTION FOR NEXT YEAR, IT IS NOT RESPONSIVE TO THAT COMMITTEE WORK, PEOPLE ARE DOING REALLY GOOD WORK IN PUTTING A LOT OF TIME AND ENERGY IN AROUND A STRATEGIC PLAN AND K8 AND HIGHLY CAPABLE EVALUATIONS, ALL THE WORK GOING IN AND ON , DOING ALL THE REDUCTIONS FOR NEXT YEAR DOESN'T REALLY HONOR THAT AND IT IS LIMITED TIME FOR ENGAGEMENT, FOR US TO HAVE 11-15 MILLION BETWEEN NOW AND JUNE, AND THE BOARD RECEIVES A FIRST READING OF THE BUDGET, I'M NOT SURE IT REALLY ALIGNS WITH THE BOARD'S EXPECTATIONS.
ABOUT OPTION TWO, THE REDUCTIONS FOR THE 25 AND 26 YEAR, IT ELIMINATES THE IMMEDIATE IMPACT AND I'M NOT SURE IMMEDIATE IMPACT IS DRAMATICALLY POSITIVE BUT IT WAS LISTED AS AN OPPORTUNITY. IS RESPONSIVE TO THE TASK FORCE WORK, DELAYING ALL THE CUTS AND DISCUSSIONS ABOUT THE CUTS UNTIL NEXT YEAR ALLOWS MORE TIME FOR COMMUNITY ENGAGEMENT AND MORE CLARITY ON ENROLLMENT TREND'S. THE RISKS, GREATER IMPACT IN THE 25 AND 26 YEAR, AND WAITING FOR ALL OF THOSE CUTS, THAT IS PRETTY DRAMATIC. AND IT DELAYS THE OPPORTUNITY FOR RIGHTSIZING THE BUDGETS AND THE STAFFING MODELS.
COMMITTING TO NO CHANGES AND NO REDUCTIONS IN THE INTEGERS, IT
[01:05:01]
PROBABLY TAKES AWAY SOME OF OUR ABILITY TO DO THE WORK OFRIGHTSIZING. >>> OPTION THREE IS BALANCED OVER TWO YEARS, AND REALLY THE MODEL YOU HAVE SEEN FOR PROBABLY THE LAST TWO YEARS, SMALLER REDUCTIONS OVER TIME CONSISTENT WITH OUR MESSAGING I THINK IS ANOTHER BENEFIT OF THAT , IT LIMITS THE IMMEDIACY OF IT AND ENSURES MAINTENANCE OF OUR HEALTHY FUND BALANCE, I DON'T HAVE AN OPERATIONAL DEFINITION OF HEALTHY, BUT SOMETHING ABOVE 5% , LESS THAN 11%, I DON'T KNOW, MAYBE THAT IS THE DEFINITION. A CONTINUOUS OPPORTUNITY FOR RIGHTSIZING OUR BUDGET. AND AS WE WERE IN THIS PHASE OF HAVING DECLINING ENROLLMENT IN OUR ELEMENTARY SCHOOLS AND INCREASING ENROLLMENT IN HIGH SCHOOLS, MAKING SURE WE ARE DOING THAT WORK RIGHT STATE THAT RIGHTSIZING STAFF. AND SOME OF THE RISKS OF THE BALANCED APPROACH, AND THE POTENTIAL OF ADDITIONAL INFORMATION COULD CHANGE THE NEATER THE REQUIREMENT, WHICH MEANS WE COULD THINK WE ARE BALANCING IN THE POSITIVE IS WE WOULD NOT NEED TO CUT AS MUCH OR WE MAY BE NEEDING TO CUT EVEN MORE THAN WHAT WAS PREVIOUSLY COMMUNICATED, THE FULLY RESPONSIVE TO OUR TASK FORCE WORK, IF WE WERE TO BALANCE IT OVER TWO YEARS, IT IS A LARGE CHUNK OF REDUCTIONS THAT WE WOULD NEED TO BE PREPARED TO MAKE FOR NEXT YEAR.
A LIMITED TIME FOR ENGAGEMENTS, AND COULD PREMATURELY HAVE A PROGRAM BENEFITING THE STUDENTS THAT THEY WOULD OTHERWISE NEED TO GO AWAY FOR SOME OF THOSE VARIABLES. IF THEY ARE POSITIVE. AN OPTION FOR, LIMITED REDUCTIONS FOR 24-25 AND 2526, REDUCES THE IMMEDIATE IMPACT. THEN CONTINUOUS OPPORTUNITIES FOR RIGHTSIZING THESE DIVING MODELS. IT IS RESPONSIVE TO THE CURRENT COMMITTEE AND TASK FORCE WORK. I WANT TO UNDERSCORE THAT ONE. THAT IS REALLY IMPORTANT TO ME, ALL THE WORK BEING DONE RIGHT NOW IS CONSIDERED . AND IT DOES ALLOW US TO RIGHTSIZING OUR FUND BALANCE, 5% IS THE REQUIREMENT, AND THEY ALSO REQUIRE THAT WE ARE FISCALLY SOUND THE -- WE ACTUALLY ARE MANAGING OUR RISK AND PAYING ATTENTION TO THAT. SOME OF THE RISKS, IT IS GREATER IMPACT THAN 25 AND 26, THAT IS A REALITY. AND AN INCREASED IMPACT ON OUR FUND BALANCE, WHAT THAT MEANS IS, THAT REALLY WOULD BE TRUE IF WE WENT WITH OPTION 2, I BELIEVE, ALL REDUCTIONS IMPLEMENTED 25-26, WHAT OPTION 2 AND 4 ESSENTIALLY MEAN IS WE ARE GOING TO RELY ON OUR FUND BALANCE TO NAVIGATE NEXT YEAR TO A GREATER DEGREE THAN WE CURRENTLY HAD BEEN PLANNING FOR. AND HAVING THE ABILITY TO DO THAT . I AM LEANING TOWARDS OPTION 4. WHAT I DON'T WANT TO DO, IS CUT PROGRAMS I LOOK AROUND THE DISTRICT, IS NO OTHER PROGRAMS AND SERVICES BENEFITING KIDS, YOU CAN SEE THE SURVEY RESULTS. DEEBLE VALUE THE EXPERIENCES THEIR KIDS ARE HAVING, THAT'S REALLY WHAT SPEAKS TO ME, SO MAKING SURE THAT WE HAVE DONE OUR DUE DILIGENCE AROUND THE PRIORITIZATION THAT IS HAPPENING AND THE WORKAROUND ENGAGEMENT AND MEDICATION, PEOPLE ARE KNOWLEDGEABLE AND HAVE THE INFORMATION OF WHAT'S OCCURRING, AND WHY DECISIONS ARE BEING MADE, TO ME THE ABILITY TO BE ABLE TO DO THAT WELL IS REALLY IMPORTANT. SO THAT'S WHY I AM TRENDING TOWARDS OPTION 4, AS THE MODEL, BECAUSE WE HAVE THE OPTION TO DO THAT. AND IT GIVES US THE TIME.
WOULD YOU LIKE US TO DISCUSS THE OPTIONS NOW OR DO YOU WANT
TO TALK ONE-ON-ONE QUICK >> I'M CONCERNED THAT IF WE HAVE THAT FULL DISCUSSION, THE DIRECTOR WILL BE ABLE TO SHARE
[01:10:01]
THE INFORMATION THAT SHE HAS BROUGHT TO YOU TONIGHT. AND THE BOARD REALLY DOES NEED TO RECEIVE. I WILL SCHEDULE THE TWO BY TWOS, SO THAT THERE'S MULTIPLE BOARD MEMBERS BEING ABLE TO TALK ABOUT THESE OPTIONS THAT I CAN EVALUATETHAT WITH MY TEAM. >> SOUNDS GOOD.
[2. K-5 Social Studies Adoption]
>>> WE WILL MOVE TO THE OTHER NEXT AGENDA ITEM. AND THE NEXT TOPIC THIS AFTERNOON IS THE ADOPTION.
>> PER THE TYPICAL PATTERN, ANYTIME WE ARE GOING THROUGH THE FINAL STAGES OF OUR ADOPTION PROCESS, THE TEAM COMES AND BRINGS INFORMATION ABOUT THE ADOPTION PROCESS, THAT IS BEEN OCCURRING IN INFORMATION ABOUT THE CURRICULUM AND RESOURCES THAT ARE BEING CONSIDERED, HOW THINGS ARE BEING PILOTED, AND WHAT THE BOARD HAS IN RELATIONS TO THE NEXT STEPS AND SEE THIS TEAM, ABOUT MAKING A DECISION, I WILL HEADED OVER.
>> DIRECTOR IS GIVING THE ASSIGNMENT HERE. AND ONCE YOU WANT TO KNOW, THE DIRECTOR OF INTERVENTION, AND HOW THE DIVISION WAS ORGANIZED, ONE OF THE THINGS YOU ACTUALLY HEAR THE PRESENTATION, THE DIRECTOR OF K5 TEACHING AND LEARNING.
THE INTEGRATED THINKING , SEPARATE INTERVENTIONS THESE THINGS ARE BECOMING MORE INTEGRATED, YOU WILL SEE THAT IS WE ARE TALKING ABOUT THAT AND SO LIKE HE SAID THE NEXT TIME YOU HEAR ABOUT IT, IT IS MOST LIKELY.
>> HELLO, THANKS FOR HAVING ME HERE, THESE SOCIAL STUDIES ADOPTION, IN OUR TIME TOGETHER, I WANT TO POINT THE LANDING KNOWLEDGE, HOW IT'S CONNECTED TO A EQUITABLE RESPONSIBLE PART OF THE ENVIRONMENT, AND AS WE THINK ABOUT THAT, ON SNOQUALMIE TRIBAL LAND AND THINKING ABOUT WHAT DOES THAT MEAN TO YOU AS AN INDIVIDUAL WHO LIVES AND
WORKS AND SPENDS TIME HERE? >>> TODAY WERE GOING TO TAKE YOU THROUGH WHERE WE ARE TO DATE WITH THE SOCIAL STUDIES ADOPTION AND SHARING WHAT SOURCES AND RESEARCH INFLUENCED HOW WE GOT TO WHERE WE ARE TODAY. AN OVERVIEW OF THE PILOT PROCESS AND NEXT STEPS OF WHAT YOU CAN EXPECT FOR US, BEFORE THE BOARD MEETING ON APRIL 22.
>>> AS WE THINK ABOUT SOCIAL STUDIES, WE ALL HAD EXPERIENCES IN OUR OWN EDUCATION, SOCIAL STUDIES , THE STUDY OF HISTORY AND GEOGRAPHY AND ECONOMICS. AND REALLY LEANING INTO THE GOAL OF SOCIAL STUDIES IS TO PRODUCE KNOWLEDGEABLE AND ACTIVE CITIZENS OF THE GREATER COMMUNITY.
>> YOU WILL SEE THAT IN THE POLICY, AND THE POLICIES ON THE BOARD AGENDA FOR TONIGHT, I KNOW YOU'VE BEEN DEEP IN THE ELEMENTS OF IT, WHEN YOU LOOK AT THE INSTRUCTIONAL PROGRAM OE 11, BUT SPECIFIC TO SOCIAL STUDIES THINKING ABOUT HOW ALL THE PIECES COME INTO PLAY. WITH OUR ADOPTIONS AS WE ARE LOOKING AT THEM, IN THE PAST I BELIEVE, SHORT OF THE DISTANCE -- DISTANT PAST, THE CHOICES WERE REALLY LOOKING AT THE STANDARDS AND WE ARE LOOKING AT THIS, HOW IT IS INNOVATIVE AND INCLUSIVE, AND WITH MORE OPTIONS, THESE ARE PIECES THAT ARE MORE HOLISTIC AS WE THINK ABOUT INSTRUCTIONAL RESOURCES.
AND THE OTHER THING THAT IS INTERESTING, ESPECIALLY GIVE US IS, IT SHOWS UP IN OTHER AREAS BUT IN SOCIAL STUDIES THERE ARE DIRECT CONNECTIONS, WE THINK ABOUT WHAT 14 THINKS ABOUT AND THE ENVIRONMENT HAVE IN THE WORK THEY'VE DONE IN LOOKING AT THE RESOURCES AND THINKING ABOUT IMPLEMENTATION AND IT DIRECTLY LINES UP WITH THINKING ABOUT
OE 14. >>> YOU WILL SEE IT WHEN YOU LOOK AT THE NEW SOCIAL STUDIES STANDARDS, 2018, INTERESTING TIME STANDARDS, OSBI IS DOING A SIGNIFICANT DEEP TAKE ON
[01:15:09]
ARE THE STANDARDS THAT WE HAVE POSSIBLE AND APPROPRIATE AND RELEVANT. WE ARE THE DIRECTOR TALK ABOUT IT, PRETTY MUCH ALL THE CONTENT IN THE STANDARDS, PART OF WHAT YOU'RE LOOKING AT, THE SOCIAL STUDIES STANDARDS, ARE THE ENDURING AND DEEP ENOUGH FOR TO GO BEYOND THE CONTENT AREA. THE CITIZENSHIP SKILLS, SOMETHING THAT THE ADOPTION COMMITTEE IS THINKING ABOUT AS WELL.SYSTEM FOR MULTITIERED SUPPORT IN THE DISTRICT, EACH ADOPTION WE PROCEED THROUGH, AND IS REALLY DEFINING WHAT THEY DO, WHERE THE STUDENTS CAN ACCESS THE CONTENT, WHAT IS IN PLAY AND HOW DO WE USE STUDENT DATA AND PROFESSIONAL LEARNING COMMITTEES TO BUILD UP EXPERIENCE FOR STUDENTS. YOU HEAR SOME WORDS BEING SOCIALIZED, THE WASHINGTON SCHOOL DISTRICT, SUPPORTIVE CONTENT INTEGRATION, LOOKS OUT THE 4 SUBJECTS INTERCONNECT WITH ONE ANOTHER. THE ELEMENTARY EXPERIENCE RIGHT NOW IS OFTEN DRIVEN BY TIME FOR READING, TIME FOR SOCIAL STUDIES NOW TIME FOR SCIENCE, WE KNOW IT'S IMPORTANT THAT STUDENTS BUILD KNOWLEDGE AND THE WAY TO BUILD KNOWLEDGE IS THROUGH CONTENT INTEGRATION.
AND OFTEN TIMES IN THE PAST WE HEARD ABOUT READING AND WRITING IN SOCIAL STUDIES, IS HOW EACH CONTENT AREA COMES TOGETHER AND EVENLY AND EQUALLY IMPORTANT, AND PLANNING FOR IMPLEMENTATION. THE SOCIAL STUDIES TOOLS WE LOOK AT MUST BE ALIGNED TO MUTUALLY SUPPORTIVE CONTENT.
>> YOU'VE HEARD THIS FROM US BEFORE, WE BACK IN THE DAY, BUT THAT I MEAN FIVE YEARS AGO, WITH THE ADOPTION OF THE SCIENCE CURRICULUM, WITH A SLIGHT TALKED ABOUT MATHEMATICAL PRACTICES ARE REALLY SIMILAR TO SCIENCE AND ENGINEERING PRACTICE IS, LOOKING AT THE ASPECTS OF ELA, REALLY SIMILAR TO SOCIAL STUDIES, WE ARE MORE SENSITIVE WITH THAT, THE RECOMMENDATIONS ARE GETTING TO BE MORE WITH HOW THE PIECES ARE INTEGRATED INDEED, SO WERE NOT GIVING UP MINUTES BUT TALKING ABOUT DEPTH OF LEARNING.
>> SOCIAL STUDIES ADOPTION, HAVING THE FIRST PRESENTATION, TALKING ABOUT THE MUTUALLY SUPPORTIVE CONTENT THAT WHAT I WANT TO CALL OUT HIS WEEKLY SUPPORTIVE CONTENT INTEGRATION HAPPENS THROUGHOUT THE COURSE OF THESE SCHOOL DAY AND REALIZING GRADES K ONE TO, REALLY STRONG NEEDED -- ON SKILLS AND ABILITY TO READ BY THE END OF THE SECOND GRADE.
MOVING FORWARD. SO THE ADOPTION PROCESS STARTED LAST YEAR WHEN WE FORMED THE COMMITTEE, WITH EVIDENCE-BASED PRACTICES. DEVELOPED AN EVALUATION IS A COMMITTEE BASED ON RESEARCH AND EVIDENCE OF PRACTICES, WE SPENT THE BEGINNING OF THE YEAR REVIEWING CURRICULUM AND HIGHLIGHTED 2 PRODUCTS TO BRING INTO THE SCHOOLS THE SPRING, WINTER AND SPRING, WE WILL MAKE A RECORDATION AFTER OUR PILOT IS DONE. AND FROM THAT POINT ON, THE BOARD STILL APPROVES THE LIQUIDATION TALK THEY WILL MOVE TO THE MATERIALS, INVITATIONAL WE GET THERE, WITH THE SUPPORTIVE CONTENT INTEGRATION. WE KNOW WE CAN'T JUST HAVE SILOS OF READING AND WRITING IN SOCIAL IS, BY ADOPTING A SOCIAL STUDIES CURRICULUM THAT ISN'T CONNECTED AND DON'T DRAW THESE EXPLICIT CONNECTIONS. AND THINKING ABOUT HOW TO DO THAT WITHOUT OVERWHELMING THE SYSTEM AND THE TEACHERS WITH THIS LANGUAGE THAT WE ARE PAYING A LOT MORE ATTENTION TO.
>>> SO WITH ABOUT THE TIMELINE, WINTER 2023, BY
[01:20:06]
SPRING 2024 WE HAVE A RECOMMENDATION FOR YOU. THE COMMITTEE IS MADE UP OF OVER 41 INDIVIDUALS IN THE MINISTRY COMMITTEE MEMBERS AND SPECIALISTS REPRESENTING THEM THROUGHOUT THE DISTRICT, THE PARTNERSHIPS WITH EACH OF THE PROGRAMS LED TO THE CROSS DEPARTMENTAL , HAVING QUESTIONS, AND THE SURVEY, DEVELOPING THE RUBRIC TO MAKE SURE THERE IS A THROUGH LINE AND IS ALIGNED TO THE CURRENT STRATEGIC PLAN. AND THINK ABOUT THE THREE PILLARS IN THREE AREAS WITH THESE PRACTICES, SINCE TIME IMMEMORIAL, THE COUNSEL FOR SOCIAL STUDIES, REMAINS, AND WE THINK ABOUT THE NATIONAL COUNCIL FOR SOCIAL STUDIES, I WILL GIVE YOU A MINUTE TO READ THIS QUOTE.>> IT TALKS ABOUT HAVING STUDENTS READY TO PARTICIPATE IN A DEMOCRACY AND HAVE THE SKILLS AND STRATEGIES TO BE DISCERNING , SOURCE OF INFORMATION, AND BEING ABLE TO HAVE DISCUSSIONS WITH THEIR PEERS ON THE IMPORTANCE OF RESPONSIBILITY AND TACTICS. USE THE SCREENER TO HELP US FOR CONTENT WITHIN THE TOOL, LOOKING AT REPRESENTATION AND CHARACTER TOOLS AND PERSPECTIVES AND DIFFERENT CULTURAL REPRESENTATION, THE LANGUAGE USED IN FAMILY REPRESENTATION AND THE TEACHER GUIDANCE PROVIDES SKILLS AND KNOWLEDGE TO BEST BE ABLE TO FACILITATE THE LEARNING OF OUR STUDENTS THE SOCIAL STUDIES AREA.
>>> SO THERE ARE THREE PILLARS THAT HELP TO INFLUENCE THE WORK WE ARE DOING, AND AS WE LOOK AT THESE AND TALK ABOUT COMPLETELY SEPARATE PILLARS, POWERFUL SOCIAL STUDIES, WITH A LEARNING ENDEAVOR, COLORFUL INSTRUCTION , THE PILLARS ARE DIRECTLY GOING TO THE VALUES AND STRATEGIC WORK WE ARE DOING. OVEREXCITED THAT THE WORK WE ARE DOING IN THE ACADEMIC STRATEGIC PLAN, PLANNING GROUP TO THINK ABOUT WHAT IS THE VISION OF A GRADUATE AND HOW ARE WE OPERATIONALIZING AND MORE CLEARLY DEFINING THE ACTIONS
AND BEHAVIORS OF STUDENTS . >> I CALL IT ONE THING, THIS IS SOMETHING WE'VE BEEN TALKING ABOUT WITH THE INSTRUCTION WITH RESOURCES, WE ARE MOVING TO CALLING THEM INSTRUCTIONAL RESOURCES AND STRATEGIES BECAUSE CURRICULUM IS TOO SIMPLISTIC OF A DEFINITION, OR CONNOTATION OF A BOOK AS OPPOSED TO INSTRUCTIONAL RESOURCES HAVE TO INCLUDE SOMETHING THAT HELPS TEACHERS ABLE TO DELIVER ON THESE FOR
THE STUDENTS. >> IF YOU LOOK AT THESE THREE PILLARS, AND OUR STRATEGIC PLAN AND THE WORK FOR INCLUSION. AND THROUGH LINE THAT WORK, TO THE THREE PILLARS WITH HIM. IN THE SOCIAL STUDIES CONTEXT.
>> AND LOOKING AT THE SOCIAL STUDIES STANDARDS, AS DEFINED BY OSBI, IT STARTS WITH THE SKILLS, AND I WAS TALKING TO THE PROGRAM SPECIALIST, AND A NICE WAY OF MITIGATING ABOUT THAT, TO ABOUT ECONOMICS AND HISTORY, YOU GET INFORMATION WHAT IT WAS AND WHERE MY GOING ON THE APP, AI ETC. HAS GIVEN US AN OPPORTUNITY TO HAVE A LOT OF INFORMATION AROUND THIS BUT WHEN IT COMES TO CIVICS AND SOCIAL STUDIES SKILLS, THOSE ARE LEARNED AND EXPERIENCES THAT WE PROVIDE CHILDREN WITH TO BE ACTIVE IN SOCIETY, SO THINKING ABOUT WHERE WE NEED TO INTO SOCIAL STUDIES IS REALLY RUN SKILLS AND CIVICS. AND
[01:25:08]
TALKING ABOUT WHAT THE SOCIAL STUDIES SKILL STANDARDS ARE, WITH CRITICAL REASONING SKILLS AND RESEARCH, DELIBERATE ON PUBLIC ISSUES AND THE SOCIAL STUDIES CONTENT TO SUPPORT A CLAIM AND SOMETHING THAT MEANINGFULLY COMMUNICATES, CIRCULATING THROUGH THE SYSTEM TO BECOME GLOBAL CITIZENS.AND THE THROUGH LINE, THESE SOCIAL STUDIES SKILLS ARE NEEDED AND THE SOCIAL SCIENCES.
>>> A BRIEF OVERVIEW OF WASHINGTON STATE STANDARDS, IF YOU THINK ABOUT THE DEVELOPMENTAL SPACE, THE KINDERGARTNER LIVES IN CABO MY, WHAT HAPPENS TO ME, MOVING THROUGH THE CONTENT AREA TO THINK ABOUT A FIFTH GRADER , UNABLE TO THINK MORE GLOBALLY ABOUT WHAT IS HAPPENED IN MY COUNTRY AND STATE. AND THEY TREND THEIR.
>> SO WE LEFT THE DOCTOR THE SOCIAL STUDIES CURRICULUM IN 2009, AND 2009, THE SENATE BILL REQUIRING SMALL DISTRICTS TO TEACH THE SOVEREIGNTY CURRICULUM WAS NOT IN PLACE, VACUUM AND BOARD THAT ONBOARD ABOUT 2016, THAT SAID WHEN YOU ADOPT ANY SOCIAL STUDIES CURRICULUM YOU WILL ENSURE THAT SOVEREIGNTY IS PART OF THAT. SO SOME WE HAVE TALKED ABOUT , WE HAVE WASHINGTON STATE TRAVEL CONNECTIONS, AND IF YOU THINK ABOUT WHAT WE ARE ABLE TO DO, WITH TRIBAL NATIONS WITHIN THE NEXT DATES, DESOLATE UNITED STATES AND INTERACT ON A GOVERNMENT TO GOVERNMENT BASIS.
UNDERSTANDING TRIBAL SOVEREIGNTY IS THE WAY THAT TRIBES GOVERN THEMSELVES, AND WE KEEP SUPPORT THERE, THE TREATY TIMES, THE NAMES AND LOCATIONS OF TRIBES IN THE AREA. THINKING ABOUT HOW DO WE ENSURE THAT IS INCLUSIVE AND AN ACCURATE REPRESENTATION WHEN STUDENTS IN THE CLASSROOMS ARE TOP ABOUT THE INDIGENOUS PEOPLES OF WASHINGTON STATE .
>> THE LAW CAME AROUND IN 2016, AND SAID WHEN YOU HAVE ADOPTED THE CURRICULUM, SINCE TIME IMMEMORIAL, OUR DISTRICT HAS NOT WITH FOR THAT, AND THE STUDENT SERVICES DEPARTMENT, TEACHING AND LEARNING, TO PROVIDE THEM WITH THAT, IN THE PAST SEVERAL YEARS, AND HOW CAN WE MAKE IT CULTURALLY SUSTAINED INSTRUCTION AND NOT WAIT FOR THE LAW TO TELL US WHAT TO DO BUT REALLY OUR STUDENTS NEEDS
AND TEACHERS NEEDS. >>> AS WE TALKED ABOUT THE RUBRIC WE DEVELOPED HAD THREE MAIN TARGETS, STANDARDS AND ASSESSMENT ALIGNMENT, EFFECTIVE -- RESOURCES AND ORGANIZATIONAL DESIGN, WE KNOW WE NEED A SOCIAL STUDIES CURRICULUM THAT IS ADAPTIVE AND CHANGES IN THE TEXTBOOK DOESN'T TELL THE STORE ANYMORE, SO THAT IT IS ONLINE AND ADAPTIVE. BECAUSE WHAT WE WOULD'VE TAUGHT FIVE YEARS AGO IN SOCIAL STUDIES AS WELL. THIS IS ONE EXAMPLE OF A ONE PAGE IN A MULTIPAGE DOCUMENT WITH THE RUBRIC THAT ALIGNS WITH ENSURING THERE IS EQUITY INCLUSION AND HIGH LEVELS OF RIGOR FOR ALL STUDENTS AND THERE ARE WAYS FOR MORE STUDENTS TO DO THAT UNIVERSALLY.
CRITERIA TO KIND OF WINDOW OUT WHAT SOCIAL STUDIES TOOLS WE WOULD LOOK AT, WE WOULD LOOK AT THE DEBRIS DISTRICTS AND THE RECOMMENDATIONS FOR PUGET SOUND AND OSBI RESOURCES TO US. AND THEN USED EXPERTS IN THE FIELD TO PROVIDE THIS RIGHT NOW.
WHAT WE LANDED ON HIS WE REVIEWED SIX VENDORS, NUMBER
[01:30:03]
2 WERE INQUIRER ED, INCLUDING LOCAL TRIBAL TRACK WASHINGTON STATE TRIBAL INFORMATION AND HISTORY, THOSE WERE INCLUDED IN THOSE COUPLE OF GRADE FOR ONLY, WASHINGTON STATE HISTORY, AND SOME CURRICULUMS THAT OMITTED WASHINGTON STATE HISTORY AND LOOKED AT K-3-5TH GRADE THE SAME CURRICULUM, INSTITUTE, TCI, THE PROCESS OF EACH CURRICULUM, AND THE TEACHERS HAD THE OPPORTUNITY TO LOOK AT THE MATERIALS AND REVIEW THEM AND THE GRADE LEVEL, ABANDON TEAM DISCUSSION, AND THE RESOURCES. AND I HAD NEVER HAD THAT LARGE-SCALE CURRICULUM, BUT I HAD BEEN PARTICIPATING, PARTICIPATORY IN SUM, AND USUALLY GO TO A DEBATE, AND THE FRONT RUNNER, THEN GOING TO HAVE TO PROVIDE FOR, CLEARLY WE CAN LOOK INTO IT, PLANNING THE WHOLE AFTERNOON OF DELIVERY AND THEN GOT IT TO YOU IN ABOUT FIVE MINUTES, WE LOVE IT WHEN THAT HAPPENS.TO INQUIRE, AND ACCESS TO THE POWERPOINT AND YOU CAN DIG INTO THESE TOOLS AND HIGHLIGHTS, WE COME BACK WITH A RECOMMENDATION WE WILL BE ABLE TO SHARE THE DETAILS OF WHAT HAPPENED DURING THE PILOT THAT MADE IT SO AMAZING AND
INFLUENCE OUR DECISIONS. >>> OUR YOUNG CITIZENS PILOT STARTS FOR THE PRESENTATIONS THIS MORNING. AND IT STARTS FEBRUARY 6. AND AFTER THE YOUNG CITIZENS PILOT YOU HAVE THEM DEBRIEF AND GIVE THEIR INITIAL -- RIGHT. WRITING STATEMENTS ABOUT WHAT THEY EXPERIENCED AND SERVING STUDENTS AND TEACHERS AND CARETAKERS AND COMMITTEE MEMBERS, AND PREVIOUSLY WITH DID IT ON A FORM SURVEY BUT ADDING THEM, WITH THE STREET DATA, AND THE BOOK, WERE GOING TO INTERVIEW STUDENTS IN CLASSROOMS AND ASKED THEM ABOUT THEIR EXPERIENCE, DID YOU SEE YOURSELF IN THE CURRICULUM AND WHAT DID YOU LEARN, AND ONE OF THE QUESTIONS THE COMMUNITY SUGGESTED ASKING, ARE YOU ABLE TO IDENTIFY WHEN SOMETHING IS UNFAIR, AND HOW DO YOU HAVE A DISCUSSION WITH IS NOT -- WITH YOUR FELLOW STUDENTS ABOUT SOMETHING THAT IS NOT FAIR AND
EQUITABLE . >>> AND COMMITTEE MEMBERS WHO HAVE AN INTEREST IN HOW WE WALK THROUGH OUR SOCIAL STUDIES SKILLS. SO WE ARE GOING TO PILOT IT AND GET FEEDBACK FROM THE PILOT , THE RECOMMENDATION FOR SELECTION, WHAT THAT LOOKS LIKE. MARCH 22, AND THE PILOT ON MARCH 26 WE WILL BRING THE ADOPTION COMMITTEE BACK ON APRIL 2 TO HELP DO THE CONSENSUS AND SCHOOLS BROUGHT AROUND CONSENSUS AND MAKE A RECOMMENDATION TO MOVE FORWARD. I THINK THAT THE NEXT TIME THAT YOU SEE US, WE WILL BE ABLE TO SHARE MORE ABOUT WHAT IS AMAZING ABOUT THE CURRICULUM AND ALSO ABLE TO SHARE SOME OF OUR THINKING , THE INITIAL THINKING AROUND HOW MUTUALLY SUPPORTIVE CONTENT INFORMATION AS POSSIBLE WITH THE TOOLS THAT WE ARE MOVING FORWARD WITH.
>> THANK YOU SO MUCH DIRECTOR. ARE THERE ANY QUESTIONS?
DIRECTOR YOCUM? >> THIS IS SO EXCITING. SORRY.
INTEGRATION AND I'M CURIOUS, IT LOOKS LIKE THAT WOULD POTENTIALLY CHANGE WITH THE SCHOOL YEAR LOOKS LIKE, IS THAT CORRECT, IF A SINGLE LONGER LOOKING AT READING AND WRITING
[01:35:03]
MATH AND SOCIAL STUDIES, IS IT A POTENTIAL MOVE TO IT'S ALLCOMBINED? >> IT'S LEARNING TO DO THE THINGS, THROUGH THE CONTENT AREA, I FLOATED THAT THOUGHT WITH THE SOCIAL STUDIES COMMITTEE, AND I GOT EVERYTHING FROM YES WE ARE DOING IT TO OTHERS, SO WE NEED TO REALLY -- I MEETING WITH THE K5 LEARNING GROUP TOMORROW TO START TALKING ABOUT IF WE WERE ACTUALLY TWO MOVE THIS FROM THE IDEATION TO ACTUALITY, HOW DO WE DO THAT IN A WAY THAT IS TENABLE AND DOABLE BY OUR ELEMENTARY TEACHERS. I SAID TO MANY GROUPS OF PEOPLE, BEING IN ELEMENTARY TEACHERS WERE THE MOST COMPLEX JOBS IN THE DISTRICT, BECAUSE YOUR TEACHING THE WHOLE CONTENT AREA AND GROWING LITTLE HUMANS INTO LITTLE AUTONOMOUS FIFTH-GRADE BEINGS, RIGHT, SO HOPEFULLY.
>> I WANT TO RECOGNIZE THAT THIS IS A CONSTANT WE ARE THINKING A LOT ABOUT THE PROFESSIONAL DEVELOPMENT, IT'S REALLY THINKING ABOUT THE PROFESSIONAL DECISIONS THAT A TEACHER MAKES BASED ON STANDARDS AND RESOURCES AND THAT IN MANY PLACES, THE ASPECTS HAPPENING ACROSS THE DISTRICT, AND I WILL CALL OUT THAT OUR WRITING CURRICULUM IN SOME WAYS IS THE PRECURSOR OF THIS, USE OUR WONDROUS CURRICULUM AND SAYS HERE'S THE WRITING IN USE, SOME TEACHERS ARE USING THE SCIENCE CURRICULUM TO DO AS WELL, LITTLE INITIATIVE AND THINGS CHANGE, THINKING ABOUT HOW TO WE TEACH THOUGHTFULLY IN WAYS THAT HELP STUDENTS AND TEACHERS AND THE STUDENTS TRANSFER THEIR LEARNING, THAT IS THE FOCUS OF THE ACADEMIC STRATEGIC PLAN, ON THURSDAY, AGAIN, WERE THE ACTUAL SKILLS AND ATTRIBUTES THAT WE WANT FOR FIRST CENTURY LEARNERS, THAT'S THE KIND OF THINKING, HOW DO WE CALL THAT OUT AND SUPPORT TEACHERS TO DO THAT, WE WON'T GO OUT THERE KIND OF DISTRACTION, AND HOW TO BE SUPPORT EFFECTIVE PROFESSIONAL JUDGMENTS THAT TEACHERS MAKE BASED ON STANDARDS AND INSTRUCTIONAL STRATEGIES, AND AS WE CHOOSE RESOURCES WE ARE CHOOSING RESOURCES THAT SUPPORT THAT. SPEAKER ASK A FOLLOW-UP, HOW DOES THE MUTUALLY SUPPORTIVE CONTENT INTEGRATION LINE WITH THE EDUCATION TRAINING PROGRAMS, SOME TEACHERS ARE LEARNING ONE WAY CONTENT-BASED INSTRUCTION, AND THIS IS THE WAY TEACHERS MIGHT GOING, BUT YOU WORK WITH THE EDUCATOR OR TREATMENT PROGRAMS? FIGURE OTHER THAN WITH THE STUDENT TEACHERS WE DON'T WORK WITH TEACHER TRAINING PROGRAMS, WE DO HAVE A SUBSTANTIAL INSTRUCTOR EDUCATIONAL ACADEMY AND SUPPORT FOR TEACHERS, AND BRINGING NEW TEACHERS AND, WE HELP THEM UNDERSTAND HOW DEEPLY WARNING WILL THAT AFFECT LEARNING WORKS, AND 800 AND ADOPTION OF RESOURCES, IT'S PRETTY EXCITING TO THINK ABOUT K5 EDUCATORS IN TERMS OF WHAT THEY WILL BE LEARNING ABOUT SOCIAL STUDIES AND THINKING ABOUT AS THE DIRECTOR WAS TALKING ABOUT, NOT OKAY, WE'LL TALK ABOUT THE SOCIAL STUDIES ADOPTION, AND INSTRUCTION OVER HERE, IT IS THE SAME TOPIC. IS RETHINKING ABOUT THE INTEGRATED TEACHING AND LEARNING, WE ARE CAREFUL TO NOT HAVE IT BE SOMETHING SEPARATE, LIKE LEARNING NEW THINGS BEEN GOING EVEN DEEPER GETTING THE INCLUSION IN, AND USE THAT TO BUILD MEANINGFUL EXPERIENCES FOR KIDS. FOR THAT INSTRUCTION, WE KNOW NEEDS TO MAKE SENSE AND BE CONNECTED, ALL THESE PIECES ABOUT SOCIAL STUDIES IN READING AND SCIENCE, NEED TO BE THOUGHTFUL ABOUT
HOW WE PUT TOGETHER. >> DIRECTOR?
>> GOING BACK AND THINKING ABOUT THE SLIDE, HOW DO WE SORT OF RECONCILE -- I DIDN'T SEE A LOT OF HISTORY OUTSIDE OF THE UNITED DATES AS PART OF THAT. DAUGHTER OF A HISTORY TEACHER, I COME BY HONESTLY, BUT HOW DO WE MAKE SURE --
[01:40:01]
WEARS THAT INTEGRATED IN THE ELEMENTARY LEVEL OR HOW DO WE SET UP OUR KIDS TO KNOW YES, WE SHOULD KNOW ABOUT UNITED STATES, AND THAT SIDE OF THINGS.>> THE WORK THAT THEY ARE DOING TO REEVALUATE THE STANDARDS IS GOING TO INFLUENCE WHAT HAPPENS IN THE ELEMENTARY CLASSROOM. THEY HAVE A THREE YEAR ROTATION WERE THEY SAY THEY'RE GOING TO LOOK AT THE STANDARDS AND MY BELIEF IS THERE GOING TO BE DRAWING PURE CONNECTIONS ON MUTUALLY EXCLUSIVE CONTENT, AND WHAT IT WILL LOOK LIKE, KNOWING ABOUT WHAT'S GOING ON IN YOUR CLASSROOM AND SCHOOL AND
COMMUNITY. >> ONE OF THE OTHER THINGS IS, THE STATE OF WASHINGTON CALLS OUT SPECIFIC REQUIREMENTS FOR SOCIAL STUDIES FOR HISTORY, NEWEST HISTORY IN WASHINGTON STATE HISTORY, AND THE ACTUAL STANDARDS THEMSELVES ARE THINKING STANDARDS, OTHER THAN WHAT THE STATE MANDATES FOR BEING ATTACHED TO PLACE OR THE GOVERNMENT, THE STANDARDS THEMSELVES SAY THINGS LIKE UNDERSTAND CHANGE OVER TIME ACROSS DIFFERENT CULTURES, SO IT ALLOWS FOR FLEXIBILITY AND ALLOWS NOT EVEN FOR THE FLEXIBILITY BUT REQUIRES
FLEXIBLE THINKING. >> DIRECTOR STUART ?
>> IT CAUGHT MY EYE, THE FOURTH PILOT SEEMS TO BE LONGER THAN THE OTHER, IS IT MORE ROBUST, COMPLICATED? I'M SURE THERE MUST BE A REASON. SPEAK OF THE PARENT-TEACHER CONFERENCES AND HOLIDAYS DURING THOSE.
>> WE KNEW WE WERE GOING TO GET THAT IS A QUESTION, SO THAT'S WHY.
>> THANK YOU. SIR FOR THE PILOT, AND ENCOURAGING THOSE EDUCATORS TO KIND OF STEP BACK FOR MUTUALLY SUPPORTIVE CONTENT INTEGRATION, THEY MAY BE SET UP THIS WAY BUT FOR THE SET TIME, RESTRUCTURE THE WAY THAT WILL WORK .
>> WHAT WE'VE ASKED THEM TO DO IS, MUTUALLY SUPPORTIVE, NOT EXCLUSIVE CONTENT INTEGRATION, THE MUST BE TO SOME OTHER VERNACULAR, THEY ARE NOT MUTUALLY EXCLUSIVE.
] NOT GOING TO DISRUPT THE WHOLE ENVIRONMENT OF THE K5, FOR THE PILOT. AND LOOKING AT THE CONTENT TO MAKE
CONSIDERATIONS FOR THEM. >> PART OF THE PURPOSE OF A PILOT IS TO REALLY DIVE INTO THE RESOURCES ALSO DO A LITTLE TEST DRIVE FOR IMPLEMENTATION AND GIVEN THOSE RESTRICTIONS.
AND GIVEN THE STRENGTHS OF THE SYSTEM, WAS THE MOST EFFECTIVE WAY TO INTRODUCE RESOURCES AND INSTRUCTIONAL STRATEGIES. SO
THAT IS PART OF IT. >> ANY OTHER QUESTIONS?
>> DIRECTOR SERVE ATTACHMENT DIRECTOR STUART?
>> THANK YOU. >> SING THROUGH THE MATH. AND FIND THEM IN AN AREA THAT I FEEL COMFORTABLE IN, VERY REASSURING. WITH THE INTEGRATION. AND
>> FIRST OF ALL I WANTED TO SAY I REALLY APPRECIATE THE WORK IS BEING DONE, INTEGRATING THE DIFFERENT FIELDS, WHY HAVE TO DO MATH, DOESN'T MAKE SENSE, -- CONNECTING THOSE SKILLS FROM THE SUBJECT I REALLY APPRECIATED THE WORK HE IS DOING TO DO THAT, I HAVE A QUESTION, ALREADY, THE NEW PILOT, ARE YOU GOING TO ASSESS THAT THIS WORKS OR IT IS
EFFECTIVE? >> SIMILAR WITH THE PILOT, SELECTING A TOOL THAT WILL BE THE MOST EFFECTIVE FOR THE STUDENTS, IT WORKS DURING THE PILOT WAS EFFECTIVE, WE WILL BE DEVELOPING HOW WE KNOW THE STUDENTS ARE GAINING THE SKILLS TO BE SUCCESSFUL IN HOW WE KNOW OUR TEACHERS ARE ABLE TO IMPLEMENT THAT, PUTTING MEASURES IN THERE FOR FIRST AND 2ND THIRD YEAR OF LIMITATION. A VERY IMPORTANT PIECE WITH EVERYTHING, HOW ARE WE REEVALUATING THAT.
[01:45:02]
>> AND WE DO THAT THE KIND OF INFORMATION, THE TEACHERS WERE PILOTING THAT, INFORMATION TO THE FAMILIES, AND FEW THINGS AS WELL, AS TO HOW THEY ARE EXPERIENCING IT, THE RECOMMENDATIONS AND MENTATION, IT IS A PROCESS TO GET AS MUCH INFORMATION AS WE CAN TO HELP OTHERS AND WHAT IS
THE BEST RESOURCE. >> OKAY, IF THERE ARE NO
[C. Closing Items]
FURTHER QUESTIONS. >> FOLLOWING TODAY'S STUDY SESSION THERE WILL BE A BOARD MEETING AT 7 PM, SI
* This transcript was compiled from uncorrected Closed Captioning.