Jan 22, 2024 January 22, 2024 Board Meeting - 7:00 p.m.

[00:00:07]

I WANT TO CALL THE ORDER THAT JANUARY 22ND, 2024 SCHOOL

[B. Opening Items]

>> THANK YOU. THE BOARD OF DIRECTORS AND WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THE DISTRICT IS ON THE INDIGENOUS LAND OF THE -- PEOPLES, WHO RESERVED THE TREATY RIGHTS OF THIS LAND. INCLUDING THE -- AND -- INDIAN TRIBE. WE THINK THE CARETAKERS OF THE LAND HERE SINCE TIME IMMEMORIAL. WE CONTINUE TO HAPPILY CLUB WITH THE NATIVE COMMUNITY TO TEACH --. WE COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DESCENT WHO

ATTEND OUR SCHOOLS. >> THANK YOU, DIRECTOR STEWARD.

I WANT TO PROVE THAT JANUARY 22ND, 2024 AGENDA.

>> SO MOVED. >> SECOND. IT'S BEEN MOVED BY -- SECONDED TO APPROVE THE AGENDA PRESENTED. ALL THOSE IN FAVOR, PLEASE SIGNIFY BY SAYING AYE. ANY OPPOSED?

[C. Recognitions]

>> CAREER GIVES THE STUDENTS THE APPLICATION TO GIVE TECHNICAL AND EMPLOYABILITY SKILLS FOR TRUE CAREER READINESS. WHERE STUDENTS IN CAREER AND TECHNICAL EDUCATION PROGRAMS PARTICIPATE IN AUTHENTIC MEANINGFUL EXPERIENCES THAT IMPROVE THE QUALITY OF THEIR EDUCATION AND INCREASES STUDENT ENGAGEMENT AND ACHIEVEMENT WHERE IS CAREER TECHNICAL EDUCATION PROVIDES STUDENTS WITH CAREER EXPLORATION OPPORTUNITIES EARLY IN THEIR EDUCATION EXPERIENCE. AND ENABLES THEM TO MAKE INFORMED AND BENEFICIAL DECISIONS ABOUT THE ACADEMIC COURSEWORK AS WELL AS THE PURSUIT OF STUDY AND CAREER PATHWAYS. WHEREAS LEADERS FROM BUSINESS AND INDUSTRY NATION WIDE FOR INCREASING CHALLENGES. RELATED TO THE SKILLS GAP AND CONNECTING QUALIFIED PROFESSIONALS WITH CRITICAL CAREERS IN GROWING RELATED SKILLS. INCLUDING HEALTHCARE, ENERGY, ADVANCED MANUFACTURING AND COMMISSION TECHNOLOGY. CAREER TECHNICAL EDUCATION PREPARES STUDENTS FOR THESE OFFERING INNOVATIVE PROGRAMS OF STUDY BUILDING SECONDARY AND POST SECONDARY EDUCATION LEADING TO THE OBTAINMENT OF INDUSTRY RECOGNIZED CREDENTIALS. WHEREAS THE EMPLOYERS HAVE ACCESS TO A QUALIFIED WORKFORCE AND HAVING ACCESS TO THE QUALIFIED WORKFORCE IS A CRUCIAL STEP IN SHOWING PRODUCTIVITY AMONG BUSINESS INDUSTRIES AND CONTINUED ECONOMIC GROWTH AND GLOBAL COMPETITIVENESS. LAKE WASHINGTON SCHOOL DISTRICT HAS APPROXIMATELY 22,933 STUDENTS PARTICIPATING IN 109 CAREER EDUCATION . LAKE WASHINGTON BOARD OF DIRECTORS PROCLAIM FEBRUARY 1ST THROUGH 29TH 2024 AS CAREER AND TECHNICAL EDUCATION ON LAKE WASHINGTON

SCHOOL DISTRICT. >> THANK YOU, DR. LIBERTY. WE HAVE RECOGNITION FOR THE NATIONAL SCHOOL COUNSELING WEEK, FEBRUARY 5TH THROUGH THE NINTH. DIRECTOR GUTHRIE, CAN YOU PLEASE READ THE PROCLAMATION?

>> LAKE WASHINGTON SCHOOL DISTRICT 95 SCHOOL COUNSELORS HELP STUDENTS REACH THE FULL POTENTIAL WHEREAS SCHOOL COUNSELORS ARE ACTIVELY COMMITTED TO HELPING STUDENTS EXPLORE THEIR ABILITIES AND STRENGTHS AND INTERESTS AND TALENTS AS IT RELATES TO CAREER AWARENESS AND DEVELOPMENT. SCHOOL COUNSELORS HELP PARENTS FOCUS ON WAYS TO FURTHER THE EDUCATIONAL, PERSONAL AND SOCIAL GROWTH OF THEIR CHILDREN WERE SCHOOL COUNSELORS WORK WITH TEACHERS AND OTHER LEADERS TO HELP STUDENTS EXPLORE THEIR POTENTIAL AND SET REALISTIC GOALS FOR THEMSELVES. WERE SCHOOL COUNSELORS SEEK TO IDENTIFY AND UTILIZE COMMUNITY

[00:05:02]

>> THANK YOU, DIRECTOR GUTHRIE. LAST RECOGNITION IS THE 2024 BOARD RECOGNITION. DEPUTY SUPERINTENDENT?

>> A PROCLAMATION HAS BEEN ISSUED BY THE GOVERNOR , JANUARY 2023 SCHOOL BOARD APPRECIATION MONTH. IN HONOR OF SCHOOL BOARD APPRECIATION MONTH, WE WILL TAKE A MOMENT TO RECOGNIZE THE BOARD MEMBERS AND STUDENT REPRESENTATIVES AND PRESENTING THEM WITH CERTIFICATES BUILDING THE FUTURE PUBLIC EDUCATION FOR THE SCHOOL DISTRICT AND THE COMMUNITY. SERVING ON THE SCHOOL BOARD IS A CHALLENGING ROLE WHERE IS LEADERSHIP, VISION AND --. WE APPRECIATE THE ROLE THE BOARD SERVES AS A CRUCIAL ASPECT. THEY ARE CHARGED WITH THE SUCCESS AND COMMUNITY. BOARD MEMBERS ARE DUTIFULLY ELECTED. SETTING SOUNDS AND POLICY IN HIRING AND SETTING GOALS FOR EVALUATING THE SCHOOL BOARD --. MONITORING AND EVALUATING FINANCIAL HELP THE DISTRICT AS AN ONGOING TO A COMMUNICATION WITH TRANSPARENCY AND TRUST AND SUPPORT OF THE COMMUNITY. I WANT TO ACKNOWLEDGE. RECOGNIZED BY -- IS A DISTINCTION --.

BOARD OF DIRECTORS, WE WILL BE DONATING LITERATURE. EACH BOARD MEMBER CAN SELECT ELEMENTARY, MIDDLE OR HIGH SCHOOL. WE ARE WORKING WITH THE SCHOOL LIBRARIANS -- JOIN ME IN THINKING -- AND THE BOARD OF THE IS FOR --.

>> THANK YOU. THE NEXT ITEM ON OUR AGENDA IS PUBLIC

[D. Audience Participation]

YOU. >> OKAY, CAN YOU HEAR ME?

>> HI. THAT EVENING, I'M A FOURTH GRADER MOM IN THE WASHINGTON SCHOOL DISTRICT. ACCORDING TO THE AMERICAN ACADEMY OF PEDIATRICS, CHILDREN LEARN ABOUT RELIGIOUS,

[00:10:01]

CURRENTLY, THE LEGISLATIVE SESSION AT THE CAPITOL IS REVIEWING AND VOTING ON A PROPOSAL TO MAKE EDUCATION ON GENOCIDE MANDATORY FOR ALL PUBLIC SCHOOL STUDENTS IN MIDDLE, JUNIOR AND HIGH SCHOOL. THE EIGHT STAGES OF GENOCIDE INCLUDE CLASSIFICATION , DISCRIMINATION AND HUMANIZATION. IT SHOULD BE NOTED ALL OF THESE ELEMENTS HAVE BEEN ENTRENCHED FOR DECADES PRIOR TO THE CURRENT GENOCIDE OCCURRING IN GAZA AND JUST AS THEY PAVED THE WAY FOR THE HOLOCAUST, THE WEAPONS OF HATE OR YIELDED -- HAVE BEEN YIELDED 20+ GENOCIDES THAT HAVE OCCURRED SINCE THE HOLOCAUST. HOW CAN WE PREPARE STUDENTS FOR THE MANDATORY COURSE OF STUDY IF WE ARE NOT TEACHING THEM THE AMERICAN VALUE OF QUALITY AT THEIR EARLIEST STAGES IN SCHOOL? OTHER SEL ELEMENTARY CURRICULUM TOPICS INCLUDE EMPATHY AND RESPECT. BUT WHAT DO THESE VALUES MATTER IF THE CORE FOUNDATIONAL VALUE OF QUALITY IS NOT FIRST TAUGHT? WITHOUT TEACHING EQUALITY, SEL CAN RESULT IN CHILDREN TO BE EMPATHETIC , KIND AND RESPECTFUL. BUT ONLY TO OTHER CHILDREN THAT LOOK LIKE THEM WILL HAVE THE SAME JUST IDENTITY. I'M REQUESTING THE BOARD TO ADJUST THE CRITICAL GAP IN ELEMENTARY, SOCIAL AND EMOTIONAL CURRICULUM. I HAVE TO SAY, IT IS SHALLOW AND ACTIVITIES THAT DIRECTLY ENGAGE STUDENTS. SUPPORTING STUDENT AFFINITY GROUPS --.

>> CAN YOU PLEASE WRAP UP THE COMMENTS?

>> IS A COMPLETE LACK OF INCLUSION OF THE EQUITY AND SUPPORTING LEADERSHIP IN AGENCY AND APARTMENT. THE STUDENTS CAN LEARN A LOT FROM NORTH SHORE, OR BLACK LIVES ARE SPONSORED AND HIGH SCHOOL STUDENTS CAN PARTICIPATE IN A DAYLONG STUDENT JUSTICE CONFERENCE.

>> CAN YOU PLEASE WRAP IT UP? >> LITTLE ENGAGEMENT WITH ARAB, ASIAN, BLACK, HISPANIC AND OTHER ETHNIC BACKGROUNDS

IS ACTUALLY --. >> THANK YOU. AND ESPECIALLY IF SPEAKING -- THE NEXT PERSON WE HAVE SPEAKING IS --? PLEASE CORRECT ME IF I SAID YOUR NAME CORRECTLY?

>> IT IS ACTUALLY PRONOUNCED THIS --. MY NAME IS --. I AM A MOTHER FOR KIDS, TWO OF WHICH ATTEND LAKE WASHINGTON SCHOOL DISTRICT. I HAD TO PULL THEM OUT OF THE SCHOOL BECAUSE NOW THEY'RE HOMESCHOOLED DUE TO SAFETY CONCERNS AND BULLYING THAT WAS NOT ADDRESSED BY THE SCHOOL UNTIL MY SON WAS PHYSICALLY ATTACKED. IN ONE OF THOSE SITUATIONS. SOCIAL EMOTIONAL LEARNING HAS BEEN A FOUNDATIONAL PART OF THE KIDS EDUCATION. IT ALLOWS KIDS TO SAFELY COMPREHEND THEIR EMOTIONS AND DEMONSTRATE EMPATHY AND EXPECT SYMPATHY FROM OTHERS, ESPECIALLY TEACHERS. INCLUSIVENESS ENSURES STUDENTS FEEL SAFE AND ARE EQUALLY SUPPORTED AND HEARD.

THEY ARE FREE TO EXPRESS THE VIEWS IN A CIVIL MANNER AND RESPECTED AS INDIVIDUALS. FOLLOWING OCTOBER 7TH, THE DISTRICT ACKNOWLEDGED AND SUPPORTED -- SHOWING SOLIDARITY WITH THE ISRAELI TERRACE WITH THE CALL, ACTS OF TERROR. WHEN ONE PART OF THE NATION IS IN PAIN, THE MOST SEVERE PAIN OF THE MOST BRUTAL PARTS THAT HAS EVER BEEN IN THE

[00:15:01]

THOSE KIDS ARE ALSO GOVERNED BY THE U.S. TAXPAYERS. THE DISTRICT UNTIL NOW DID NOT ACKNOWLEDGE AND SHOW SOLIDARITY AND SUPPORT FOR THE KIDS. NOR CALLED THE MASSIVE DESTRUCTION BRUTAL ENOUGH TO CALL IT AN ACT OF TERROR. THIS IS CREATING A SENSE OF A QUALITY AND SAFETY. PROPAGANDA HAS BEEN --. SILENCING BY THE KIDS AND RECOGNIZING SOLIDARITY. BY CLAIMING FREE PALESTINE CHANCE AND CEASE-FIRE CALLING IT ANTI-SOMATIC. IN CALLING FOR GENOCIDE. GENOCIDE IS HAPPENING. ISLAMOPHOBIA IS ON THE RISE IN OUR KIDS SAFETY IS JEOPARDIZED. WE ASK OFFICIALS TO ENSURE THE SAFETY OF THE KIDS AND UNDERSTAND AN EQUAL DISTANCE FROM ALL STUDENTS AT TIMES OF HARDSHIP AND GUARANTEE OUR KIDS SHE WANTS TO PROTEST AND EXPRESS OPINIONS AND TEACH OTHERS ABOUT THE MOST BRUTAL WAR, ETHNIC CLEANSING AND GENOCIDE COMMITTED BY THE ISRAELI FORCES. THANK YOU!

>> . HI. --. I AM A STUDENT IN THE WASHINGTON STATE SCHOOL DISTRICT. I'M INSPIRED BY THE MARTIN LUTHER KING HOLIDAY AND THE FOLKS ON SOCIAL JUSTICE. I'M HUMBLED TO READ ABOUT THE STRUGGLE OF THE BLACK COMMUNITY IN AMERICA. I'M HUMBLED TO LEARN ABOUT THE BASIC ASKED TO BE RECOGNIZED AS THE LEGAL CITIZENS IN THE BRUTAL OPPOSITION THAT THEY HAVE FACED AND UNFORTUNATELY CONTINUED APACE. HOW COME WE DO NOT LEARN MORE ABOUT THE JUSTICE THAT BLACK PEOPLE HAVE FACED? THE JUSTICES, AND TOWNS VANDALIZED AND BURNED, LIKE BLACK WALL STREET? THIS HOLIDAY MAKE ME THINK BEYOND THE BLACK STRUGGLE AND THINK ABOUT OTHER ATROCITIES OF THE COMMUNITIES HAVE FACED IN HISTORY? HOW COME WE DON'T LEARN ABOUT THE INDIGENOUS NATIVE PEOPLE, THE LARGEST GENOCIDE IN HISTORY? WHY ARE WE NOT TAUGHT ABOUT THE RWANDAN GENOCIDE, BOSNIAN GENOCIDE, OR THE PALESTINIAN CATASTROPHE? HOW COME WE DON'T TOUCH ON CURRENT ATROCITIES AND GENOCIDE BUT THE ONE HAPPENING RIGHT NOW PALESTINE? WHY ARE WE TAUGHT ABOUT THE PAST MISTAKES IN HISTORY IF WE KEEP ALLOWING THEM TO HAPPEN? UNFORTUNATELY, I HAVE A HISTORY TEACHER WHO SPECIFICALLY MENTIONED TO NOT LOOK AT HISTORICAL CONTEXT FOR THE REASON ATROCITIES IN PALESTINE.

BESIDES NARRATING A SPECIFIC POINT OF VIEW , SHE BROUGHT UP RELIGIOUS TEXTS IN CLASS TO HIGHLIGHT THERE ARE PEOPLE WHO ARE MORE SPECIAL THAN OTHERS. HOW ARE WE EXPECTED TO BECOME EMPATHETIC LEADERS AND WE ARE GROWING IN A BUBBLE AND ARE NOT INVITED TO USE CRITICAL THINKING TO LOOK AT HISTORICAL CONTEXT AND ANALYZE HOW HUMANS HAVE WRONGED SO MANY RACES FOR GREED, MONEY AND POWER? I'M HERE TO REQUEST FROM SCHOOL BOARD TO CREATE AN ADVOCATE FOR SOCIAL JUSTICE PROGRAM THAT FOCUSES ON ANTIRACISM AND AUTHENTIC STUDIES. I BELIEVE SUCH EDUCATION SHOULD START AS EARLY AS ELEMENTARY SCHOOL. IT IS ASTONISHING TO ME THAT SUCH A DIVERSE SCHOOL DISTRICT STILL DOESN'T HAVE PROGRAMS TO ADVOCATE FOR SOCIAL JUSTICE AT HOME AND GLOBALLY. IF WE START TEACHING KIDS EARLY, IT'LL HELP MAKE A MORE INCLUSIVE ENVIRONMENT FROM ANNUITY CHILDREN AND CREATE MORE COMPASSIONATE AND EMPATHETIC CHILDREN IN GENERAL. HOW ARE WE SUPPOSED TO GROW AS GLOBAL CITIZENS THAT THE SCHOOLS DO NOT EMPHASIZE THE IMPORTANCE OF SOCIAL JUSTICE? THANK YOU FOR YOUR TIME? THANK YOU FOR

YOUR TIME. >> THANK YOU. NEXT, WE HAVE --. HELLO. MY NAME IS --. I AM A NATIVE STUDENT AND A MEMBER OF THE PALESTINIAN YOUTH MOVEMENT HERE IN SEATTLE. I'M HERE TO SHOW MY EXPERIENCES AND INSIGHT AS A GRADUATE. I WAS IN HIGH SCHOOL DURING THE 2021 WAR ON GAZA. THE SCHOOL DISTRICTS ARE SELECTIVE ABOUT THE STRUGGLES THEY DECIDE TO

[00:20:02]

RESOURCES FOR UNDERSTANDING WHAT IS HAPPENING IN PALESTINE AND SURROUNDING REGIONS IS NEEDED ESPECIALLY CONSIDERING MUCH OF THE TAX DOLLARS ARE GOING TOWARDS FUNDING THE CONFLICTS RATHER THAN IMPROVING THE SCHOOL DISTRICTS.

THERE IS MUCH NEEDED TRAINING FOR STAFF ON THE CULTURAL BELIEFS AND VALUES OF HOMES AND ARABS. WE ASK FOR THE PROTECTION OF STUDENTS BEING EXPOSED TO RACIST AND HARMFUL COMMENTS AND JOKES. GENERAL TRAINING AND HIGHLIGHTING OF DECORUM WHEN IT COMES TO PUBLIC SPACES. WE WON'T TOLERATE DISRESPECT OR DEROGATORY TERMS FOR VOICING CONCERNS IN THE DISTRICTS. CURRICULUM IMPROVEMENT FOLLOWING THE EXAMPLE OF SCHOOL DISTRICTS IN THE AREA . WE ADVISED THE LAKE WASHINGTON SCHOOL DISTRICT CONSIDERS AND LAMENTING A CURRICULUM THAT TEACHES ABOUT ARAB AND MUSLIM CULTURES AND ADDRESSES THE U.S. WARS ON THE MIDDLE EAST. SHEDDING LIGHT ON PALESTINE IN YEMEN. WE ASK FOR ANTIBIAS TRAINING NEEDED ON THE SCHOOL DISTRICT LEVELS FOR STAFF. I SUGGEST LOOKING INTO THE NORTHSHORE SCHOOL DISTRICT APPROACH TO THE TOPICS AS THEY HAVE SET THE BAR FOR CERTAIN DISTRICTS. FINALLY, WE ASK THAT WE HAVE SEEN AND HEARD. MANY OF US ARE GRIEVING DESPITE GOING OUT EVERY DAY WITH A SMILE ON OUR FACES. EACH AND EVERY INDIVIDUAL IN THE ROOM IS AFFECTED BY WHAT IS HAPPENING IN PALESTINE WHETHER YOU SEE IT OR NOT. WE EXPRESSED OUR CONCERNS REPEATEDLY AND IN ALL HONESTLY , THEY ARE NOT HUGE. WE WILL TAKE YOUR SILENCE AS YOUR BELIEF ON

DIVERSITY AND -- BE THANK YOU. >> NEXT. WE HAVE --? NO?

OKAY. NEXT WE HAVE, --? >> HELLO. IT IS ACTUALLY --.

THANK YOU. MY NAME IS --. I HAVE FOUR KIDS. INDIFFERENT -- FROM ELEMENTARY TO HIGH SCHOOL. I APPRECIATE ALL THE WORK OF THE TEACHERS AND THE COUNSELORS AND ADMINISTRATIONS TO THE KIDS IN THOSE SCHOOLS. I REALLY DO. I KNOW HOW MANY HOURS THEY WORK. DOING THE THINGS THAT THEY DO FOR THE KIDS FOR THE BENEFIT, I GUESS. IN THE LAST BOARD MEETING, MANY PARENTS TALKED ABOUT CHANGING THE CURRICULUM. I AGREE WITH THAT. WE NEED A CHANGE. BUT IN A DIFFERENT DIRECTION. WE NEED THE CURRICULUM TO BE MORE INCLUSIVE OF ALL PEOPLE AND ALL BACKGROUNDS. WE WANT THE SCHOOLS TO REALLY BE SAFE SPACES AND WHEN THEY SAY ALL, THEY MEAN ALL. WE WANT THE SCHOOLS TO REALLY BE SAFE FOR THE KIDS TO SPEAK THEIR OWN MIND FREELY. INSIDE THE CLASSROOMS. IN MY KIT SOCIAL STUDIES CLASS, THEY EXPRESSED SADNESS OVER THE ISRAELI-PALESTINIAN WAR HAPPENING RIGHT NOW AS SHE IS FAMILY MEMBERS OVER THERE. THAT ARE AFFECTED WITH THIS WAR. WHAT SHE FORBADE STUDENTS TO TALK COMMENTS OR EXPRESS THEIR OWN FEELINGS ABOUT THE MATTER. IN THAT MOMENT, MY DAUGHTER WHO WAS A DESCENDENT , , SHE FELT SILENCED. SHE FELT AND SEEN AT THAT MOMENT FROM THE TEACHER. WE NEED TO FEEL. THE TEACHER SAID, HER OBJECTIVE HIS WIFE HE -- HER

[00:25:01]

INSIDE THE CONSULAR OFFICE BUT ALSO THE CLASSROOM . THE FIELD ARE NOT ALONE ON THE SUBJECT. THEY HAVE A COMMUNITY AND THEY STAND WITH THIS PEOPLE. THANK YOU SO MUCH TEMPLATE -- THANK

YOU SO MUCH! >> NEXT, WE HAVE SARAH --.

OKAY. >>

>> THANK YOU. I'M COMING BACK TO SPEAK.

>> I'M NOT SARAH. >> YOU NOT SARAH?

>> NO, I'M COMING TO REPLACE HER. SHE SENT ME A MESSAGE, INAUDIBLE ] . OKAY? SO, YOU GUYS HAVE HEARD FROM PARENTS AND STUDENTS. ABOUT THE INCIDENCES OF ISLAMOPHOBIA.

CHILDREN BE CALLED TERRACE. IN CHILDREN BEING SILENCED IN THE CLASSROOM. AND PUT ON THE SPOT BY TEACHERS TO ANSWER FOR THINGS LIKE THEIR THOUGHTS ON 9/11. I ATTENDED THE PT ESSAY ORGANIZED SAFETY AND INCLUSION ROUNDTABLE EARLIER THIS WEEK.

BASICALLY, WE HEARD FROM CHACON AMERICAN WOMEN ALSO TALKING ABOUT BEING CALLED A TERRORIST IN THE SCHOOL.

BECAUSE SHE WAS BROWN SKINNED AND SPEAKING AND ADVOCATING FOR CHANGE THAT OTHERS DID NOT SUPPORT. OBVIOUSLY, THIS DISTRICT HAS AN ISSUE AND PROBLEM WITH ISLAMOPHOBIA.

I'M NOT SEEING ANY TRAINING, WHETHER THEY DEMONSTRATED GLOBAL OR THE TEACHER LEVEL ON ISLAMOPHOBIC. THIS IS SOMETHING I WANT TO MAKE A REQUEST TO BE IMPLEMENTED.

BOTH OF THE ADMINISTRATIVE AND THE SCHOOL LEVEL. THAT IN TRAINING FOR ANTIBIAS AND TRAINING AND ISLAMOPHOBIC. TO BE PROVIDED. THE ORGANIZATION FOR ISLAMIC COUNCIL RELATIONS, THE ARAB-AMERICAN ANTIDISCRIMINATION COMMITTEE.

AND MUSLIM --. THOSE ARE THREE OPTIONS THAT CAN COME IN HERE WITH --. THAT IS WHAT I AM SPEAKING ON BEHALF OF FOR

SARAH. THANK YOU! >> NEXT, WE HAVE --.

>> >> I WANT TO GIVE MY MINUTES

TO SOMEBODY ELSE, THAT IS OKAY? >>

>> GOOD EVENING. THANK YOU FOR LISTENING TO MY CONCERNS.

>> CAN YOU PLEASE INTRODUCE YOURSELF?

>> MY NAME IS --. I WAS A PART OF THE --. THE TOPIC OF WANT TO ADDRESS IS A LACK OF INCLUSIVITY WITHIN THE LW SD EDUCATIONAL SYSTEM. MANY OF THE ISSUES TAKING PLACE ARE RESULT OF INADEQUATE EDUCATION THAT FAILS TO STRIVE TO BUILD AN EMPATHETIC AND MINDFUL ADULTS. WHEN MY PEERS REACHED OUT TO ME SEEKING ADVICE IN CONVERSATION WITH OTHER STUDENTS REGARDING EVENTS UNFOLDING IN GAZA. AFTER SERIES OF BACK-AND-FORTH,, MY PEER WAS MET WITH THE REMARK. I WISH YOU WOULD TRY ME. IF YOU DID, THEY WOULD BE ONE LESS PALESTINIAN SUPPORTER. I'M FULLY AWARE IT IS IMPOSSIBLE FOR SCHOOL DISTRICTS TO MONITOR PRIVATE CONVERSATIONS. BUT WITH THE STUDENT FELT COMPELLED TO MAKE THAT COMMENT IF HE WAS EDUCATED ABOUT THE SITUATION TAKING PLACE? THE ANSWER IS NO. WHEN THE SYSTEM FAILS TO ADDRESS SENSITIVE MATTERS, HOW CAN YOU BLAME THE STUDENTS FOR LACKING EMPATHY AND UNDERSTANDING OF THE TOPIC? THE ADVICE I EXTENDED TO MY PEER WAS TO GIVE NO TIME TO THE INDIVIDUAL AS VIOLENCE HAS BEEN

[00:30:02]

SITUATIONS LIKE THIS HAVE BEEN ON THE RISE AND CONTINUE TO RISE UNLESS THE SCHOOL DISTRICT ACTS UPON ONE OF THE SOLE DUTIES OF EDUCATING THE UNEDUCATED. I ASK AND ADVISE ONCE MORE FOR THE ZERO TOLERANCE POLICY FOR HEINOUS ACTS OF HATRED AND BELITTLEMENT I ANYBODY TOWARDS ANYONE TO BE A TOPIC OF FOCUS WHEN DISCUSSING THE FUTURE IN THE LAKE WASHINGTON SCHOOL DISTRICT. I ASKED THE SCHOOL DISTRICT TO CREATE AN URGENT EMPHASIS ON DEVELOPING A MORE INCLUSIVE CURRICULUM. THANK YOU!

>> NEXT, WE HAVE RACHEL KING.

>> MOHAMMED --? GOOD EVENING. WASHINGTON SCHOOL DISTRICT BOARD MEMBERS. AND --. LET ME JUST MYSELF. I HAVE TWO STUDENTS THAT --. I WANT TO DISCUSS WITH YOU, BASED ON --.

IT IS COMING FROM THE RECENT GAZA CONFLICT. MORE THAN 26,000 CASUALTIES IN JUST OVER 100 DAYS. 60% OF THEM ARE CHILDREN. EVERY 15 MINUTES, A CHILD WAS LOST AND 350,000 DESTROYED HOMES. WITH A HEAVY HEART I TRUST THE CRITICAL ISSUE IMPACTING THE COMMUNITY. WHICH IS THE PALESTINIAN AND ISRAELI CONFLICT. AND HOW WE ARE CREATING IT IN OUR SCHOOLS.

CREATING THE BIAS. THE MAINSTREAM MEDIA AND POLITICS USUALLY FAVOR ONE SIDE OVERSHADOWING THE PALESTINIAN STRUGGLES. UNFAIRLY GLEAMING EMPATHY FOR THEM. IT IMPACTED MY CHILDREN AS WELL. PART OF THE STORY WHILE LEARNING , IT HIM -- IT HINDERS THEIR ABILITY TO GET A MORE CONFERENCE OF WORLDVIEW. EDUCATIONAL INTEGRITY DEPENDS ON THE BALANCED DISCUSSIONS RECOGNIZING ALL HUMANITIES AND THE COMPLEX. WE HOPE THE COMMITTEE WILL ESTABLISH GUIDELINES FOR PRESENTING THESE CONFLICTS CORRECTLY. IT IS A CONFLICT THAT IS BEEN GOING AROUND FOR A WHILE. STUDENTS HAVE BEEN HEARING A LOT OF LIES AND BIAS AND INFORMATION FROM BOTH SIDES. AS SOON AS WE NEED TO, WE NEED TO HEAR ALL THE PERSPECTIVES TO UNDERSTAND HISTORY. WE MUST CREATE AN EDUCATIONAL ENVIRONMENT PROMOTING EMPATHY, CRITICAL THINKING AND --. ESTEEMED BOARD MEMBERS, YOUR ROLE IS CRUCIAL. BALANCE, DISCOURSE AND -- CAN ONLY CREATE EMPATHETIC AND PASSIONATE INDIVIDUALS. THOSE WE LOST IN THE CONFERENCE, THAT'S A MOTIVATION FOR ACTION. WE HOPE WE CAN SEE ACTIONABLE ITEMS BEING TAKEN. WE SEE SOME DARTS BEING THROWN AT THE BOARD. BUT I WANT TO SEE THE COMMUNICATION GOING OUT. IN SCHOOL AND THE DISTRICT LEVEL. THANK YOU VERY MUCH FOR YOUR DEDICATION . FOR OUR STUDENTS FEATURE.

>> THANK YOU. AND SOMEBODY SIGNED UP. NO? ALEX LEE.

>> HELLO. I'M ALEX LEE. REPRESENTING --. I'M HERE TO GIVE YOU SOME INFORMATION REPORT ABOUT WHAT IS GOING ON IN CASCADIA. AND SOME CRUCIAL UPDATES THERE. ON FAIRBURY 28TH, IT IS OUR PAID FORWARD DEFENSE. HE SHOULD'VE RECEIVED AN INVITATION. THIS IS THE FIRST MAJOR FUNDRAISING EVENT IN 10 YEARS TO FINANCIALLY HELP STUDENTS OF COLLEGE. AND WE HOPE TO SEE YOU THERE. AND THANKS TO DIRECTOR -- FOR

[00:35:02]

WE HAVE A REALLY STRONG MOVEMENT. FOR THE LAKE WASHINGTON SCHOOL DISTRICT. AND STAFF. TOTAL RUNNING START IS UP 16%. LAKE WASHINGTON SCHOOL DISTRICT RUNNING START , THE STUDENTS MAKE UP A PERCENT OF THAT TOTAL WITH 75 STUDENTS WERE PRESENTED FOR THE LAKE WASHINGTON SCHOOL DISTRICT. WE HAVE 40 STUDENTS IN -- AND RUNNING START. LAKE WASHINGTON HIGH SCHOOL AND REDMOND HIGH SCHOOL HAD 15 STUDENTS AND 22 STUDENTS PROSPECTIVELY -- RESPECTABLY. WE ARE ALSO INTERESTED IN ARTIFICIAL INTELLIGENCE AND THE EDUCATIONAL SECTOR. WE HOPE YOU ARE, TOO. WE WILL DEVELOP A SYMPOSIUM LATER IN THE SPRING. WE HOPE INTERESTED PARTIES TO HAVE -- WE HOPE TO BRING THEM TO CAMPUS TO HEAR MORE ABOUT THE ISSUE. YOU MAY HAVE HEARD FINANCIAL AID DEADLINES PROCESSES ARE CHANGING. WE HAVE A WEBSITE SET UP THAT HAS DETAILS. WE ARE SENDING YOU A LINK. AS WELL. WE WANT TO ORGANIZE FINANCIAL INFORMATION SPECIFICALLY FOR NORTH SHORE STUDENT AS WELL AS THOSE . WE WILL LET YOU KNOW ON THOSE DATES AS WELL. AND --. AND REDMOND ALSO HAS FINANCIAL AID AVAILABLE FOR STUDENTS WHO WANT TO DROP BY. I WANT TO LET YOU KNOW THE REDMOND TO GET THE CENTER CLASSES CONTINUE TO GROW. BUT TO MAINTAIN THE SITES, WE'RE HOPING MY STUDENTS WILL ENROLL IN RUNNING START CLASSES. WE ARE -- THE HOUSE SCHOOL COUNSELOR SHOULD BE AWARE FOR THE CLASS OFFERINGS WITH SPRING. LAST TWO POINTS. WE APPROVED THE BACHELOR OF SCIENCE DEGREE IN COMPUTER SCIENCE LAST MONTH.

THE FIRST COHORTS WILL BEGIN NEXT FALL. WE ALSO HAVE A GUARANTEED ENGINEERING PATH , CASCADIA, --. IT WILL BEGIN NEXT FALL. FINALLY, FOR THE SUPERINTENDENT --. YOU KNOW IS NOT HERE. PRESIDENT MURRAY IS LOOKING FORWARD TO GETTING ON HIS CALENDAR SOON. SO, THANK YOU. AND I APPRECIATE YOUR TIME. THANK YOU. BATEMAN THANK YOU.

>> THANK YOU. >> THAT CONCLUDES OUR PUBLIC COMMENT FOR THIS EVENING. THE NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE --? YES. IF YOU'RE NOT INTERESTED IN THE

[E. Consent Agenda]

NEXT ITEM ON THE AGENDA THIS EVENINGS THE APPROVAL OF THE CONSENT AGENDA. I WILL NOTE IT IN A MOTION TO APPROVE THE

CONSENT AGENDA. >> SUMMIT.

>> SO MOVED. TO SECOND. >> CAN YOU PLEASE PULL THE

BOARD? >> DIRECTOR GUTHRIE?

>> YES. >> --.

>> YES. >> DIRECTOR --?

>> YES. >> THE MOTION CARRIES. DEPUTY SUPERINTENDENT --, CAN YOU PLEASE READ THE DELEGATION?

>> LAKE WASHINGTON SCHOOL DISTRICT PT ESSAYS ARE DONATING -- TO THE

[F. Non-Consent Agenda]

>> THANK YOU. NEXT ITEM IN THE AGENDA IS THE INCLUSIONARY PROGRAM UPDATE. DEPUTY SUPERINTENDENT --?

>> >> THANK YOU, PRESIDENT CHOI.

[00:40:14]

>> THE OTHER PIECE OF THAT. I WAS GOING TO DROP IN THE SLIDE.

ONE OF THE REASONS WE INCLUDED THE SLIDE IS THE WORK AROUND INCLUSIONARY PRACTICES IS SIGNIFICANTLY IN THE ADAPTIVE CATEGORY FOR CHAIN. WE ARE ON THIS JOURNEY. WE WILL GIVE YOU A SENSE OF WHERE WE ARE AS AN ORGANIZATION ON THE JOURNEY BOTH AT THE ELEMENTARY AND SECONDARY LEVEL. WANTING TO FRAME THE PRESENTATION WITH THAT SORT OF VIEW OF THE WORK.

AND THE TECHNICAL PIECES OF CHANGE. IT REALLY IS ABOUT HOW DO WE SHIPPED THE WHOLE SYSTEM IN THE WAY WE APPROACH LEARNING IN THE CLASSROOM BETWEEN ALL KIDS. IN THAT ENVIRONMENT? THAT IS A SIGNIFICANT SHIFT FOR MOST OF US BECAUSE IT'S NOT THE ENVIRONMENT IN THE SCHOOL WE CAME THROUGH AND HAD EXPERIENCE WITH. IT IS ON MORE THAN ONE OCCASION. HOW WERE WE INCLUSIVE OF ALL STUDENTS IN

OUR CLASSROOMS? >> WE USE A TOOL CALLED THE SWIFT FIDELITY AND INTEGRITY ASSESSMENTS. IT IS THE SELF REFLECTION OF THE PRINCIPLES ARE USING. TO REFLECT ON WHERE THEY ARE IN THE PROCESS OF IMPLEMENTATION AND EXACTLY HOW MANY CATEGORIES THERE ARE. THIS IS WHAT WE USE AROUND INCLUSIONARY PRACTICES. THE FOUR CATEGORIES, LET ME SEE.

THERE ARE FOUR CATEGORIES AND THE SPECTRUM OF IMPLEMENTATION.

THESE ARE IMPORTANT TO THINK ABOUT BECAUSE WE WILL GO BACK HERE IN A MINUTE. BOTH GLOBAL AND EDUCATION AROUND INDIVIDUAL SCHOOLS TO RECOGNIZE THAT OUR SCHOOLS ARE IN VERY DIFFERENT PLACES. SOME ARE ALREADY MOVING AND SAMPLE MAINTAINING AND SUSTAINING WORK AROUND SOMETHING. NONE OF THEM ARE

[00:45:01]

>> WERE NOT SUPPOSED TO USE PIE CHARTS, BUT CHRIS IS NOT HERE SO WE THREE WENT INTO. IT REPRESENTS THE IDEA. IF YOU LOOK ACROSS ALL INDIVIDUAL INDICATORS ON --. ACROSS ALL THE SCHOOLS. ALMOST 80% OF THE WORK OCCURRING IS IN THE VERY FIRST PHASE LAYING THE FOUNDATION OR IN THE INSTALLING PHASE . WE HAVE THE PICTURE AND WAS STARTING TO PUT THESE THINGS INTO --. THAT'S AN IMPORTANT CONTEXT AS WE THINK ABOUT WITH THE SCHOOLS ON THE SUPPORT. NOT JUST SCHOOLS PUT INDIVIDUAL CLASSROOMS. WE ARE ASKING A LOT OF TEACHERS IN TERMS OF THE OWN LEARNING. WE WILL SHARE THE WORK WE'RE DOING ON THE BACKEND TO SUPPORT THE WORK.

THAT IS REALLY INTENTIONAL. WE HAVE A FEW SCHOOLS IN SOME CATEGORIES MOVING TOWARDS IMPLEMENTING AND THE SUSTAINING PHASE. WE HAD SOME SCHOOLS AT THE ELEMENTARY LEVEL. BUT IF MADE TREMENDOUS STRIDES.

>> MENTIONED EARLIER TODAY, AS YOU LEARN MORE, YOU REALIZE --. IT IS QUITE POSSIBLE THAT THAT WE DO HAVE GAPS. SEE THAT --. WE CAN DO THINGS DIFFERENTLY IN ORDER TO CHANGE THAT STORY FOR --. INAUDIBLE ] . WHEN WE TALK ABOUT INCLUSION, IT'S IMPORTANT FOR US TO DECIDE THAT TERM IN THIS CONTEXT CERTAINLY. THIS IS NOT A TERM WE ARE DEFINING ARE USING MUCH FURTHER. WHAT WE ARE TALKING ABOUT THE STUDENTS A QUALIFY FOR SPECIAL --. HISTORICALLY, STUDENTS HAVE BEEN SERVED.

STUDENTS IN THE NEIGHBORHOOD SCHOOLS. WE WANT STUDENTS TO

[00:50:01]

THERE ARE ESSENTIALLY FOUR AREAS . THE MORE WE LOOKING AT THE MODEL IT IS REALLY HELPFUL AND HURTS TO SAY HOW ARE WE DOING. AS WE THINK ABOUT INCLUSIVE EDUCATION, AND HOLDING IT UP AGAINST --. THINKING ABOUT WHAT ARE THE ELEMENTS THAT WE ARE ATTENDING TO? ABOUT THE PLACEMENT SETTING FOR STUDENT. WHERE STUDENTS ARE EXPERIENCING THEIR EDUCATION. GENERAL EDUCATION AND CURRICULUM CONTENT ACCESS. LOOKING AT THE INSTRUCTIONAL PRACTICES AND --. PEOPLE WALK THROUGH THE AREA. AND TRY TO ALIGN. THINGS WE ARE ALREADY DOING BUT --. TO CLARIFY ON THE PREVIOUS SLIDE STUDENTS QUALIFIED FOR EDUCATIONAL SERVICES. BUT THAT WAS NOT ALL STUDENTS RECEIVING SPECIAL

EDUCATION'S PROCESS? >> THAT WASN'T TRUE FOR ALL

STUDENTS. >> MAJORITY. YES.

>> BUT WE HAD --?

>> YES. >> I WANT TO ADD THAT THERE WAS A SHIFT THAT OCCURRED STARTING LAST YEAR. YOU ARE BOTH HERE THAT NIGHT. THERE WAS REAL INTENTIONALITY . THEY DECIDED TO SHIFTED FROM THE SPECIAL-EDUCATION ISSUE TO THE GENERAL EDUCATION ISSUE. IT IS THE LATINA. BUT IT IS, HOW DO WE BETTER HELP STUDENTS IN THE GENERAL EDUCATION SETTING WITH THE APPROPRIATE SUPPORT FOR SPECIAL EDUCATION? NOT PUT THEM IN SPECIAL EDUCATION TO LET THEM DECIDE HOW IT ALL NEEDS TO WORK? THAT WAS AN INTENTIONAL SHIFT AND INTENTIONALITY AROUND WE SEE THEM PLAYING A MORE ACTIVE ROLE AND VISIBLE ROLE THAT SUPERVISES THE SPECIAL EDUCATION DEPARTMENT THAT IS RESPONSIBLE. CURRICULUM AND ASSESSMENT WORK. THERE'S RATIONALE FOR THE CENTERPIECES

WE TALK ABOUT IT. >> QUESTIONS NOW OR DO YOU WANT TO DO THIS AT THE END? OKAY.

>> PUTS INTO QUESTION. >> IT CAN WAIT. WILL THAT BE

EASIER? ARE YOU SURE? OKAY. >> HE DID MENTION , YOU HOPE YOU DON'T NEED TO DEFINE INCLUSION? ARE YOU GOING TO DEFINE INCLUSION OF COMPLAINT? IN ONE OF THE DISTRICTS DEFINITION OF INCLUSION? PEOPLE THAT'S THE WORKING DEFINITION WE'RE TALKING ABOUT. HOPEFULLY THERE'S A FUTURE IN

[00:55:05]

>> IT'LL CHANGE AS WE GO? INCLUSION MEANS ALL STUDENTS AT THE MAIN SCHOOLS? THAT IS THE DEFINITION USED NOW?

>> IT SHOULD BE EVOLVING. WE MET WITH PRESIDENT CHOI TO KIND OF TALK ABOUT --. ONE THING I APPRECIATE IS IT HELPS US PUSH ON -- WHAT THINGS WE ARE ATTENDING? YOU'LL GET THE SURVEY A DEEP DIVE. THAT PAINTS A MORE HOLISTIC PICTURE

. >> ANOTHER PIECE I WOULD ADD, AND SOME OF THE BOARD MONITORING, WE WILL CALL OUT A COUPLE OF PLACES WHERE WE HOPE TO SEE THE FRUITS OF THIS

LABOR. BATEMAN -- TWO. >> ALL RIGHT. I'M GOING TO TALK ABOUT PLACEMENT SETTING BRIEFLY. WHEN WE THINK ABOUT PLACEMENT AND SETTING, THE RICE MODEL USES THAT. WHAT ARE THE POLICIES AND PRACTICES THAT ARE ESSENTIAL WHEN WE THINK ABOUT CLASS PLACEMENT? EQUAL ACCESS TO INSTRUCTIONAL EXTRACURRICULAR ACTIVITIES AND PARTICIPATION? ONE OF THE WAYS WE THINK ABOUT, HOW WILL WE KNOW IF WE ARE MAKING PROGRESS TO BE MAKING THE SCHOOLS MORE INCLUSIVE? IMPROVING THE LEVEL OF ACCESS. THIS IS NOT ALL THE DATA SET BEHIND IT. BUT WE THINK ABOUT, STUDENTS HAVE ANNEXED PATIENT -- HAVE AN EXPECTATION SIPPING THE ENVIRONMENT THAT IS APPROPRIATE FOR THEM. THE GOVERNMENT IN CATEGORIES. THE MOST RESTRICTIVE ENVIRONMENT RECEIVING EDUCATION TO ZERO AND 39%. WITH THE CHART, WHAT INDICATES IS THAT HISTORICALLY, THE STUDENTS SPECIAL-EDUCATION AND HISTORICALLY, HAVE BEEN 10% MORE WITH STUDENTS RECEIVING THE IEP. AND THEN IN THE CATEGORY AND THE MOST RESTRICTIVE CATEGORY. YOU CAN SEE OVER THE PAST THREE YEARS, THERE HAS BEEN THIS -- THIS CHANGE .

FEWER STUDENTS WITH IEP'S , THIS IS THE AMOUNT OF TIME THERE'S BEEN A GENERAL EDUCATION SIMILARLY, WE WOULD EXPECT TO LEVELS OR BEING ABLE TO ACCESS INCREASINGLY AMOUNT OF GENERAL EDUCATION. THIS IS ONE MAJOR WE CAN LOOK AT THAT AND THINK ABOUT HOLISTICALLY SINCE ACCESSING OTHER ASPECTS OF THEIR LIFE . EXTRACURRICULAR PARTICIPATION , THOSE SORTS OF THINGS. AS WE ARE THINKING ABOUT PLACEMENT AND SETTING, THERE ARE DATA SETS WE CAN MONITOR AND INTENTIONALLY PAY ATTENTION TO. MORE AND MORE STUDENTS WITH IEP'S ARE ACCESSING MORE OF THE GENERAL EDUCATION SETTING .

>> THE NEXT PORTION OF THE RISE FRAMEWORK WAS CURRICULUM CONTENT ACCESS. WE CANNOT ACCESS THEM IF THEY ARE IN THE CLASSROOM. THAT SORT OF THE FIRST STEP. THIS OF THE ROUND WHAT ARE THE PRACTICES INSIDE OF THOSE CLASSROOMS ROUTINELY USED THAT ARE INVITING STUDENTS IN. WE'VE DONE WORK OVER THE PAST COUPLE OF YEARS AND WE'VE DONE DISTRICT TRAINING AROUND UNIVERSAL DESIGN FOR LEARNING. THAT'S ONE WAY . ONE OF THE WAYS WE HAVE INVESTED HEAVILY IS THROUGH THIS COACHING PROGRAM AT THE ELEMENTARY LEVEL.

THERE'S INTENTIONALITY AROUND THAT. WHAT WE KNOW ABOUT

[01:00:01]

WE WANT THEM HERE AS MUCH AS POSSIBLE. THEN YOU CAN SEE THE PROGRESSION OVER TIME BUT THE WORK WE ARE DOING. THE POINT OF THIS WAS TO SHOW THAT THERE IS INTENTIONALITY AROUND BUILDING THE CAPACITY OF THE COACHES TO LOOK BACK AND WORK DIRECTLY WITH TEACHERS IN THE CLASSROOM WITH THE STUDENTS THEY ARE SERVING. JUST A LITTLE BIT OF DATA. I THINK YOU'VE SEEN THIS BEFORE. HE WAS IN A BOARD BRIEF FROM HEATHER. ONE OF THE THINGS WE ARE REALLY TRYING TO HOLD SOME ACCOUNTABILITY AROUND FROM THE COACHES IS ENGAGING IN COACHING CYCLES. THEY CAN GET ABSORBED INTO OTHER ASPECTS OF SUPPORT AND THE PURPOSE OF THEM IS TO BE DIRECT SUPPORT IN CLASSROOMS HELPING TEACHERS TAKE ON THOSE PRACTICES. OUR COACHES -- I DON'T MEMBER WITH THE DATE WAS ON THIS. AS OF DECEMBER, OUR COACHES ENGAGE 147 COACHING CYCLES. YOU CAN SEE SORT OF WHAT THE BREAKDOWN IN THE PIE CHARTS, IT'S VERY AGGRESSIVE HERE. YOU CAN SEE IN THE PIE CHART, THE BREAKDOWN OF WHAT THOSE COACHING CYCLES LOOK LIKE. THE BLUE SECTION IS CO-PLANNING IN THE PINK IS IN THE CLASSROOM COACHING. AND I CAN LOOK LIKE MODELING LESSONS OR CO-TEACHING A LESSON WITH A TEACHER AND PROVIDING FEEDBACK. PROFESSIONAL LEARNING AND COLLABORATION. COACHES HAVE BEEN INVOLVED WITH A LOT OF LEARNING AS WELL HELPING DELIVER AND DESIGN SOME OF THAT BUILDING LEVEL. PLANNING SUPPORT. WE'VE DONE THE TRAINING BUT IT'S MUCH EASIER TO DO THE TRAINING THAN IT IS TO PUT THE PRACTICES INTO PLANNING PROTOCOLS. . THEY ARE NOT EXCLUSIVE TO JUST GENERAL EDUCATION CLASSROOM TEACHERS.

YOU CAN SEE THEY WERE ALSO ENGAGING WITH THE SUCH EDUCATION TEACHERS. WE ARE ALSO ASKING OUR TEACHERS AND SPECIAL EDUCATION TO WORK DIFFERENTLY ALSO. THEY ARE WORKING INTO

[01:05:03]

HOPEFULLY IF YOU LOOK AT THE INSTRUCTIONAL PLAYBOOK YOU WILL SEE SOME CONNECTIONS TO THAT WORK. THAT WAS DEVELOPED CROSS APARTMENT EARLY WITH TEACHER SUPPORT FROM SCHOOLS AS WELL . AROUND 10 INSTRUCTIONAL PRACTICES THAT ARE CULTURALLY SUSTAINING AND BASED ON YOU DL PRINCIPLES.

YOU SEE THE TEACHERS AND PRINCIPALS ARE ENGAGING IN THAT WORK IN THE COACHES ARE ALSO SUPPORTING IT DIRECTLY IN CLASSROOMS SO YOU COME AND SAY I REALLY WANT TO WORK ON THE WAY I MODELING FOR STUDENTS. IT'S NOT JUST ABOUT ME TELLING THE KIDS HOW TO DO A MATH PROBLEM BUT TO REALLY ENGAGE KIDS IN UNDERSTANDING METACOGNITION ABOUT HOW I MAKE DECISIONS AND STUFF LIKE THAT AND THE COACH CAN PUSH IN AND SUPPORT THAT LEARNING RIGHT IN THE CLASSROOM AT THE KIDS THAT THE TEACHER HAS. WE'VE ALSO ADDED ADDITIONAL STAFFING SUPPORT. AS PART OF OUR NEGOTIATION LAST SPRING, WE CHANGE THE STAFFING RATIO FOR SPECIAL EDUCATION SERVICES IN THE SCHOOLS AND RECOGNITION OF THE STUDENTS FROM THE LEARNING CENTERS COMING BACK. WE LOWERED THAT RATIO AND THAT GENERATED AN ADDITIONAL EIGHT TEACHERS IN THE SYSTEM TO SUPPORT STUDENTS WITH SPECIAL EDUCATION SERVICES. THE PLACE WE'VE HAD SOME QUESTIONS RECENTLY IS AROUND WHAT ARE WE DOING SECONDARY. WE RECOGNIZE THERE WILL BE NEEDS THAT ARE SECONDARY AND WE ARE SORT OF IN THE PROCESS OF DEFINING WHAT THAT'S GOING TO LOOK LIKE. WE KNOW THERE HAS TO BE AN INVESTMENT AT THE SECONDARY LEVEL TO SUPPORT MORE INCLUSIVE PRACTICES. PARTICULARLY IN CO-TEACHING MODELS. FOR THIS WORK AS A MOVE INTO SECONDARY. WE HAVE A WHOLE GROUP OF ELEMENTARY STUDENTS THAT WILL START TRANSITIONING INTO MIDDLE SCHOOL AND HIGH SCHOOL. IT'S INCUMBENT UPON US TO BE

THINKING ABOUT THAT NOW. >> ARE SCHOOLS AND THE BOARD HAS BEEN ON-SITE VISITS OR EVENT SECONDARY LEVELS IN CO-TEACHING CLASSROOMS. SO WE WILL TALK A LITTLE BIT MORE ABOUT SOME OF THOSE MODELS BUT RECOGNIZING THE ADDITIONAL INVESTMENTS WE WILL NEED TO BE ABLE TO CONTINUE TO SUPPORT SECONDARY SCHOOLS TO EXPAND THE OPTIONS AND OFFERINGS FOR

STUDENTS. >> AM NOT FAMILIAR WITH THE TERM . IT WOULD BE CULTURALLY SUSTAINING.

>> IT'S PRACTICES THAT ARE NOT EXCLUSIONARY. SORT OF ANTIRACIST PRACTICES. GOOD QUESTION. GENERAL EDUCATION ACCESS. GET THEM IN THE CLASSROOM AND HAS SOME PRACTICE. NOW WE ARE REALLY GETTING INTO WHAT DOES THE DAY-TO-DAY EXPERIENCE FOR KIDS LOOK LIKE? THERE'S VERY INTENTIONAL WORK HAPPENING AROUND THAT IN ADDITION TO AND TSS COACHES. WE DID A LOT OF WORK AROUND UDL. HOLD DISTRICT TRAINING ON UDL. WE'VE DONE SPECIFIC MODULES BASED ON WHERE THEIR BUILDINGS ARE FOR UDL. AND THE WHOLE IDEA OF THAT IS TO DESIGN ON-RAMPS OR ACCESS POINTS FOR STUDENTS IN YOUR CLASSROOM FOR CORE CONTENT AND THAT LOOKS DIFFERENT FOR DIFFERENT KIDS BASED ON THE NEEDS OF THE STUDENT AND THEIR SPECIFIC ABILITY TO COMMUNICATE BACK THE LEARNING. THAT'S ALSO PART OF UDL, MULTIPLE WAYS TO COMMUNICATE. NOT JUST DO IT THIS WAY ARE ONLY THIS WAY , THERE ARE MULTIPLE OPTIONS. WE'VE DONE CONSIDERABLE WORK AROUND UDL. THE COACHES ARE THE METHOD BY WHICH WE ARE REALLY TRYING TO ENSURE THOSE PRACTICES ARE TAKING ROOT IN ACTUAL CLASSROOMS. WE TALKED ABOUT THE INSTRUCTIONAL

[01:10:01]

THEY REALLY LET THIS WORK ALONG WITH EMILY YOUNG. THERE IS INTENTIONALITY NOW NOT JUST AROUND WHEN ADOPTING CURRICULUM MATERIALS . WE'VE ALWAYS ADOPTED CURRICULUM MATERIALS SPORADICALLY SOMETIMES IN SOME DISTRICTS.

THAT'S ALWAYS BEEN PART OF THE PROCESS. WHAT WE'RE TRYING TO DO NOW IS COUPLE PRACTICE WITH MATERIALS. WHAT MATERIALS AND PRACTICES GO TOGETHER TO SUPPORT THIS KIND OF WORK? ARE THERE MULTIPLE ON-RAMPS TO THE CONTENT? IS THERE REPRESENTATION OF VARIOUS STUDENT NEEDS AND ABILITIES WITHIN THE MATERIALS THEMSELVES ? ANYTHING ELSE YOU WANT TO ADD? MICROSOFT IS ALERTING ME AGAIN. THESE ARE THE 10 STRATEGIES. WE DEVELOP A WHOLE SITE . EMILY AND HER TECH TEAM DEVELOPED A SITE ON OUR STAFF PORTAL AROUND THESE PRACTICES I HAVE EXAMPLES OF WHAT IT LOOKS LIKE IN OUR CLASSROOMS. HAVE MATERIALS THAT GO ALONG WITH IT. DIFFERENTIATES BASED ON AGE . WHAT MODELING LOOKS LIKE A KINDERGARTEN IS PROBABLY DIFFERENT THAN WHAT MODELING LOOKS LIKE AS A SENIOR AT STEM.

ALTHOUGH THERE IS SOME CROSSOVER. GOT THE RED LIGHT.

VERY INTENTIONAL WORK HAPPENING AROUND THIS.

PRINCIPALS ARE TAKING ON ASPECTS OF THE CENTER BUILDING AND UNPROFESSIONAL LEARNING. AND WE SET PART OF OUR NEGOTIATIONS WITH AL WA THIS YEAR WAS AROUND PROFESSIONAL LEARNING COMPANIES AT THE TIME. WE ARE REDEFINING HOW WE LOOK AT TIME. IN THE PAST IT'S BEEN ABOUT CONTROLLING IF I CONTROL THE TIME I KNOW THAT HAS BEEN ACCOMPLISHED AND WHAT WE DID INSTEAD THIS YEAR IS RESET OUTCOMES AND OUTCOMES ARE AROUND THESE PRACTICES FROM THE INSTRUCTIONAL PLAYBOOK.

PART OF THAT TRUST CONVERSATION WE HAD EARLIER IS REALLY TRYING TO SHIFT THE SYSTEM TO TRUST OUR EDUCATORS THAT IF WE SET THE GOAL, THERE'S MULTIPLE WAYS TO GET TO THAT GOAL AND WE WILL PROVIDE OPTIONS IN ON-RAMPS AND MATERIALS FOR YOU BUT YOU CAN DO SOME OF THIS WORK OUTSIDE OF THAT CONTEXT IN YOUR PROFESSIONAL LEARNING COMMUNITY. THAT'S A SHIFT IN THE SYSTEM THAT WE ARE STILL GROWING ACCUSTOMED TO AND LEARNING HOW TO WORK WITH IN A DIFFERENT SORT OF STRUCTURE .

I THINK YOU HAVE SEEN THIS ONE BEFORE. WE HAVE THE ELEMENTARY LEAP PROFESSIONAL LEARNING AND WE COLOR-CODED IT AND LOOKING FOR INTENTIONAL WAYS TO INTEGRATE THE WORK SO IT'S NOT EQUITY WORK IT SEPARATE FROM INCLUSION WORK AND IT SEPARATE FROM MATH. YOU WILL SEE THE UDL PRACTICES WERE PART OF MATH AND OPTIONAL OVER THE PAST COUPLE OF YEARS. WE ADDED THE SECONDARY PROFESSIONAL LEARNING ALSO. YOU CAN SEE MUCH OF THE WORK WE HAVE DONE AT ELEMENTARY IS ALSO TRANSLATING TO SECONDARY AND IT LOOKS SLIGHTLY DIFFERENT. AND IT HAS TO BE ACCOMPLISHED SLIGHTLY DIFFERENTLY BECAUSE THERE'S SO MANY DIFFERENT CONTENT AREAS .

>> JUST TO STRESS WHAT SCOTT SAID ABOUT THE COMPLEXITIES AND HOW THESE ARE INTERWOVEN. THESE ARE DESIGNED AT THE BEGINNING OF THE YEAR AND THOUGHTFULLY NOT JUST OCTOBER 20TH OR DECEMBER 6TH . THEY WERE NOT DESIGNED TO BE SEPARATE STANDALONE. THERE REALLY INTENTIONALLY DESIGNED TO MODEL THE PROFESSIONAL LEARNING AND PRACTICES WE WANT FOR TEACHERS FROM THE INSTRUCTIONAL PLAYBOOK. AND PROVIDE MORE THAN -- A PLETHORA OF RESOURCES. THIS CHOICE FOR THESE SECTIONS FOR EDUCATORS. THEY CAN PICK DIFFERENT RESOURCES IN ORDER TO DIFFERENTIATE FROM WHERE THEY ARE IN THEIR LEARNING AS WELL.

>> THIS IS SOMETHING WE USE FOR SECONDARY PRINCIPLES LAST YEAR.

CONVERSATIONS AROUND INCLUSIONARY PRACTICES AT THIS LEVEL. I CANNOT FIGURE OUT HOW TO MAKE AN ON-RAMP SLIDE. THAT IS THE CONCEPT. DOES THE CLASSROOM TEACHING AND MULTIPLE

[01:15:01]

CO-TEACHING IS PART OF THAT. HOW DO WE PROVIDE THE SERVICE SO WE ARE NOT RUNNING THE SEPARATE CLASS. WERE SEEING A LOT OF THAT AROUND ORGANIZATIONAL SKILLS INSTEAD OF HAVING SEPARATE ORGANIZATIONAL SKILLS CLASS.

HOW DO WE PROVIDE THOSE SERVICES ? I'M SAD TO SAY IT TOOK US THIS LONG TO GET TO THIS PLACE. THAT'S FOR THE SERVICES NEED TO BE.. LOOKING AT THE VARIOUS GRADUATION PATHWAYS AND HOW WE ARE HELPING STUDENTS, PARTICULARLY WITH SPECIAL EDUCATION SERVICES MEET THOSE DIFFERENT GRADUATION PATHWAYS. MOST OF OUR STUDENTS IN WASHINGTON PAST ELA AND MATH TENT GRADE AND THAT'S HOW MOST OF THEM ACCESS THE GRADUATION PATHWAY BUT NOT ALL KIDS ACCESS IT THAT WAY. HOW WILL BE BE INTENTIONAL FOR LETTING KIDS SEE OTHER OPPORTUNITIES AND PLAN AROUND THAT FOR THEIR HIGH SCHOOL.

THERE IS A LOT OF WORK GOING ON WITH LEADERSHIP. ONE OF THE OTHER TOOLS -- WE COULD INCLUDED IN THE BRIEF. WE HAVE THIS ASSESSMENT THAT SHANNON AND HER TEAM BROUGHT TO THE TABLE AS PART OF THE WORK LAST YEAR. IT'S A WAY FOR SCHOOLS TO REFLECT ON THOSE ENVIRONMENTS AND DO SOME INTENTIONAL THINKING ABOUT WHAT ARE THE ACCESS POINTS. DOING A LOT OF WORK AROUND STAFF BELIEFS. THAT'S PART OF THE JOURNEY. IF YOU DON'T BELIEVE THE STUDENT HAS A PLACE IN THE CLASSROOM, THE CHANCES ARE THE STUDENT DOES NOT HAVE A PLACE IN THE CLASSROOM. SCHOOLS HAVE INCLUSION LEADERSHIP TEAMS THAT ARE MEETING. I DON'T THINK THAT'S EVERY SCHOOL. SOME OF THEM ARE USING THAT AS AN OPPORTUNITY TO ENGAGE AND START THE CONVERSATION. AROUND THIS WORK. I'M PARTICULARLY PROUD . WE HAD A CONVERSATION WITH THEM THIS AFTERNOON. I'M PARTICULARLY PROUD OF THIS WORK BECAUSE , AND WE HAVE TALKED ABOUT HERE BEFORE, TOO. NOTHING HAPPENS IN THE BUILDING WITHOUT THE SPONSORSHIP AND LEADERSHIP OF THE PRINCIPAL.

THE PRINCIPAL HAS THE SECOND LARGEST IMPACT PAST QUALITY INSTRUCTION AND HAS MORE IMPACT TO SCALE THEN ANY INDIVIDUAL TEACHER. WE KNEW THAT HAVING 15 SEPARATE BUILDINGS WAS SPREADING THEM SO THEN, THEY WERE NOT ABLE TO ENGAGE PRINCIPALS TO HAVE THESE ONGOING CONVERSATIONS AROUND THE LEADERSHIP FOR TIER 1 INSTRUCTION. THE WORK WE'RE DOING WITH THE CENTER FOR EDUCATIONAL LEADERSHIP IS REALLY BUILDING OUR INTERNAL CAPACITY TO CONTINUE THOSE CONVERSATIONS AFTER THE PARTNERSHIP . THE PRINCIPLES WORKING IN THIS SMALL PLC GROUPS WHERE THEY SELECT A HOST PRINCIPAL, THEY SELECT A SMALL GROUP OF STUDENTS THAT WILL BE THE FOCUS FOR THE YEAR AND STUDY. THEY HOST THE PLC IN THEIR BUILDING AND THE PLC GOES AND OBSERVES IN THOSE CLASSROOMS WHERE THE STUDENTS TO GATHER INFORMATION ON THE STUDENT EXPERIENCE. IT'S DONE ANYWAY THAT SUSPENDS JUDGMENT

[01:20:04]

WE HAVE GREAT PRINCIPLES. THEY ARE ENGAGED WITH MULTIPLE DISTRICTS AND OUR PRINCIPLES ARE ENGAGING IN A VERY DEEP LEVEL ALREADY. THE PRESENTATION ARE MORE CHALLENGING. I'M EXCITED ABOUT THIS BECAUSE IT'S TYING ALL THE WORK TOGETHER AROUND HOW I LEAD THIS WORK FOR MY PRINCIPAL PERSPECTIVE WITH THE INTENTIONAL WORK IN TIER 1 INSTRUCTION. ANYTHING YOU WANT TO ADD?

>> THE FINAL COMPONENT IS LOOKING AT THE STUDENT OUTCOMES. WE KIND OF WENT THERE AND PULLED OUT , HOW DO THEY CONNECT TO THESE EFFORTS ? WE WILL COME BACK FROM SYSTEMICALLY THINKING ABOUT OUR IMPLEMENTATION BECAUSE THAT'S PART OF THE SYSTEM , ARE WE PROGRESSING WITH OUR LIMITATION AND AS YOU SAW EARLIER THAT THE FIRST PIE CHART, WE ARE IN THE EARLY STAGES. AS THEY MOVE THROUGH AND THINK ABOUT THIS, THE BOARD HAS THREE RESULTS POLICIES. WE DISAGGREGATE THAT DATA. LOOKING AT HOW WILL WE KNOW IF WE ARE BEING SUCCESSFUL, THE RESULTS FOR ALL OF OUR STUDENTS SHOULD STAY THE SAME OR IMPROVED FROM WHERE THEY CURRENTLY ARE AND WE SHOULD SEE THE RESULTS FOR STUDENTS WITH IEP AND WE SHOULD SEE THE GAP CLOSING OR TRENDING UPWARD OVER TIME.

THERE'S A LOT OF INDICATORS, THE MOST IMPORTANT ONE IS LOOKING AT OUR GRADUATION. ULTIMATELY, THAT'S OUR MISSION IS TO GRADUATE STUDENTS. WE ARE ABLE TO LOOK AT AND SAY ARE WE CLOSING THAT GAP? I STUDENTS WITH SPECIAL EDUCATION SERVICES, ARE THEY PROGRESSING? SOME OF THESE CHANGES WE ARE TALKING ABOUT HERE MIGHT TAKE -- WE'RE TALKING ABOUT KINDERGARTNERS ENTERING. THAT'S WORK THAT IS 13 YEARS OUT. IT WOULD BE CRITICAL FOR US TO CONTINUE LOOKING AT THIS AND SAY ARE WE MOVING IN THE RIGHT DIRECTION AND ACKNOWLEDGING THE NAME WAS CHANGED. IT WAS NO LONGER USED IN 2021. IN THAT CONTEXT MAINTAINING THE GRADUATION RATE IS POSITIVE THAT YOU CAN SEE WE ARE NOT NECESSARILY CLOSING THAT GAP. THE BOARD GETS A WHOLE MONITORING PORTS. THIS IS KIND OF WHAT I PREFACED EARLIER. WE ARE NOT DOING A DEEP DIVE INTO ANY ONE OF THESE THINGS. JUST RECOGNIZING AS WE GO THROUGH THE RESULTS MONITORING, THAT THAT'S A WAY FOR US TO ATTEND AND SAY ARE WE GETTING THE OUTCOMES AND RESULTS THAT WE WANT? RESULTS TO THE NEXT SLIDE LOOK AT TO WHAT EXTENT ARE STUDENTS EXHIBITING ACADEMIC OUTCOMES THAT WE WANT? THIRD GRADE READING IS A CORE SKILL AND

[01:25:03]

WE REPORT . THE TITLE ON THIS ONE IS A LITTLE BIT MISLEADING. WE REPORT TO THE STATE FOR EVERY INCIDENT IN WHICH RESTRAIN ISOLATION IS. ACCOUNTING FOR THAT IS ONE OF OUR RESPONSIBILITIES . OVER THE PAST FEW YEARS , YOU CAN SEE WE HAVE HAD A DRAMATIC INCREASE IN BOTH THE NUMBER OF INCIDENTS OF RESTRAINT AND ISOLATION AS WELL AS A LESSER DEGREE.

STILL DECLINING THE NUMBER OF STUDENTS WHO ARE EXPERIENCING ISOLATION. THIS DATA INCLUDES UP TO THIS PAST FALL. WHEN I LOOK AT THE DATA, THE VAST MAJORITY OF THESE REPORTS EXCLUDE EXPENSES AT THE ELEMENTARY LEVEL. KNOWING THAT, THAT'S WHAT WE'VE BEEN MAKING SIGNIFICANT SHIFTS OVER THE PAST TWO YEARS. THIS IS CERTAINLY A PROMISING TREND. IT MEANS THERE'S OTHER THINGS IN THE ENVIRONMENT TO HELP STUDENTS REGULATE AND EXPERIENCE ENVIRONMENT. WE KNOW TO THE POINT WE ARE ABLE TO AVOID ADULTS ENGAGING THIS BEHAVIOR. THINGS LIKE THIS THAT WE DON'T EXPLICITLY MONITOR FROM THE BOARD STANDPOINT BUT WE DO REPORT TO THE STATE THAT WE HAVE THINGS WE WOULD BE ATTENDING TO. TELL US ABOUT

OUR STUDENT EXPERIENCE. >> CHANGES IN HOW WE REPORT STUDENTS BEHAVIOR APPEAR TO BE MAKING A DIFFERENCE.

>> SIMILARLY, THE NEXT TWO SLIDES PULLED FROM THE K-12 REPORT CARD . ON THE LEFT INDICATES THE DISCIPLINE RATE.

THIS IS EXCLUSIONARY DISCIPLINE. ANYTIME A STUDENT IS REMOVED FROM SCHOOL LIKE A SUSPENSION OR EXPULSION . WE HAVE KNOWN WE HAVE HAD DISPROPORTIONALITY OF STUDENTS WITH IEP ARE MORE LIKELY TO BE SUSPENDED THAN STUDENTS WITHOUT . WHAT WE CAN SEE HERE IS THAT WHILE THE OVERALL TREND FOR STUDENTS WITHOUT DISABILITIES IS CONTINUING TO DECLINE , WE'VE HAD A DECLINE IN THE RATE OF STUDENTS WITH DISABILITIES BEING SUSPENDED FOR THE LASH OF THE DATA IS AVAILABLE WE HAVE 25%. A COUPLE YEARS PRIOR TO THAT THE HASSLES 4.9%. THIS IS SOMETHING WE WILL CONTINUE TO PAY ATTENTION TO WHAT THE TREND DATA IS. WE BOTH WANT TO BE REDUCING THAT RATE AND BE CLOSING THAT GAP AND DISPROPORTIONALITY. THE LAST ONE IS ATTENDANCE. TELLS US

[01:30:04]

WE HAVE GENERALLY HAD IT PRETTY HIGH. YOU CAN SEE THE GAP WAS STUDENTS WITH DISABILITIES AND STUDENTS WITHOUT DISABILITIES HAS HISTORICALLY BEEN PRETTY SMALL.

THE COVID PANDEMIC DISRUPTED THAT AN INCREASE FOR ALL STUDENTS. THAT GAP IS STARTING TO COME BACK TOGETHER AND WE ARE SEEING A MINOR INCREASE IN THE ATTENDANCE RATE. THIS WOULD BE SOMETHING WE PAY ATTENTION TO AND IT STATED WE REPORT TO THE STATE. THE HELPS INFORM HOW ARE STUDENTS ARE EXPERIENCING SCHOOL. AS WELL AS HOW WELL ARE THEY DOING. SCOTT LED US OFF TALKING ABOUT THE FIDELITY AND INTEGRITY ASSESSMENT. WE TALKED A LOT ABOUT THIS. AND WE USE THIS AS A WAY OF SAYING WHAT ARE THE COMPONENTS? WHEN WE TALK ABOUT MTFS, WHAT DO WE ACTUALLY MEAN? IT'S BROKEN DOWN INTO FIVE DIFFERENT DOMAINS. WE THINK ABOUT LEADERSHIP. WE THINK ABOUT THE ACTUAL SYSTEMS OF SUPPORT. WE THINK ABOUT TO WHAT EXTENT IS OUR EDUCATIONAL FRAMEWORK INTEGRATED. WE THINK ABOUT FAMILY COMMUNITY ENGAGEMENT AND WE THINK ABOUT POLICIES AND STRUCTURES. ALL OF THAT DATA -- EACH ONE OF THESE ON THE FAR RIGHT, EACH OF THOSE AREAS ARE AREAS IN WHICH THE SCHOOLS DO THAT IMPLEMENTATION ARE JUST GETTING STARTED . ARE THEY INSTALLING LIKE PUTTING THINGS IN PLACE AND IMPLEMENTING? OR ARE THEY SUSTAINING? . I DON'T KNOW IF YOU WANT TO SPEAK TO ANY OF THESE ELEMENTS A LITTLE BIT MORE.

>> EITHER ALTOGETHER. THIS IS PROBABLY A 30 PAGE DOCUMENT DESCRIBES TIER 1 AND THE WORK WE ARE DOING ON ALL THOSE DIFFERENT PIECES COMES TOGETHER TO THINK ABOUT HOW TIER 1 IS AND LAMENTED ANYWAY THAT IS SPECIFIC. IT'S ONE OF THE CHANGES THAT HAS HELPED US DO IS MOVE AWAY FROM GENERALIZED.

SPECIFICALLY HOW ARE WE CREATING THE EXPECTATIONS AND CONDITIONS AND RESOURCES FOR TEACHERS TO BE ABLE TO CREATE THIS INSTRUCTION AND DIFFERENTIATE.

>> WHAT IS SWIFT? IT'S KIND OF SIMILAR, THE GROUP OUT OF THE UNIVERSITY OF KANSAS THAT WE WORK WITH BUT THE EDUCATIONAL DEPARTMENT AND WE WENT WITH THIS DIRECTION BECAUSE IT STRONG FOCUS BOTH ON EQUITY AND INCLUSION AND THINKING ABOUT STUDENTS WITH IEP. KNOWING THIS IS A DIRECTION WE WERE GOING TO GO AND IS A TOOL THAT WOULD HELP US ASSESS HOLISTICALLY. I'M SURE THE NECK THEM FOR SOMETHING.

>> THE BREAKDOWN OF EACH OF THESE CATEGORIES AND THE COLUMN CHART. WHAT EACH OF THESE LAYERS ARE PRESENT IS EACH COLOR REPRESENTS A DIFFERENT SCHOOL AND ESSENTIALLY THE THICKNESS OF THAT LAYER IS HOW MANY ITEMS ARE IN THAT CATEGORY. WE WILL NOT DO A DEEP DIVE . WHAT THIS REALLY HELPS US UNDERSTAND AND THINK ABOUT IS WHEN WE ARE USING THIS TOOL TO ASSESS WHERE WE ARE AT THAT IMPLEMENTATION YOU CAN SEE NOT ONLY ARE THE MAJORITY OF THE SCHOOLS BUT THE MAJORITY OF OUR ITEMS ARE LAYING THE FOUNDATION FOR INSTALLING. THERE'S VERY FEW SCHOOLS AND ITEMS THAT ARE INDICATING THAT THEY ARE SUSTAINING PLACE. THAT

[01:35:03]

THIS IS DATA WE WILL CONTINUE TO MONITOR AND WE WOULD EXPECT OVER TIME TO SEE SOME PROGRESS TOWARDS THE RIGHT. WE ALSO WOULD EXPECT THAT AS WE LEARN MORE THAT MAY CAUSE US TO REFLECT AND WE ACTUALLY BREAK THIS DOWN AND LOOK AT THIS SCHOOL BY SCHOOL. THE SCHOOL DIRECTORS WHO WORK DIRECTLY WITH PRINCIPALS ARE USING THIS AS AN INFORMANT TOOL NOW THINK ABOUT THAT IN THE SCHOOL. WHAT IS IT THEY ARE LOOKING TO INFLUENCE ? IT'S AS MUCH FOR INDIVIDUAL SCHOOLS THINKING ABOUT THEIR JOURNEY AS WELL AND IT GIVES US AND ALLOWS US TO SURVEY WHERE SCHOOLS ARE AT ALSO DO DIVES INTO DOMAINS.

THERE ARE AREAS WE WOULD EXPECT TO BE CLOSER TO THE IMPLEMENTING AND SCHOOLS ARE TELLING US THAT OR NOT.

>> THE NEXT LIGHT ASSESSMENT ELEMENTARY . SUPPORTING STUDENTS KNOWING THAT WE WOULD BE MOVING AWAY FROM THE CENTER MODEL BECAUSE WE HAD SOME OF OUR PILOT SCHOOLS AND LOOKING AT WHAT YOU LEARNING . IN OUR CBA, THERE IS A NUMBER OF BEST PRACTICES WE COLLECTIVELY AGREED TO THAT WE WOULD PUT INTO PLACE. THIS PAST NOVEMBER, WE PARTNERED TO SURVEY SCHOOLS AND WE ASKED THEM TO WORK TOGETHER SO THIS IS A COLLECTIVE EFFORT LOOKING AT WHERE YOU ARE AT WITH THESE THINGS. ASKING A SIMILAR DEVELOPMENTAL PROCESS OF YOU KNOW, HAVE YOU DONE THIS, ARE YOU TALKING ABOUT IT WERE PLANNING ON IT? WE JUST WANTED TO KNOW THESE ARE A LOT OF THINGS AND NEW EXPECTATIONS THAT WERE INTRODUCED BUT WE BELIEVE THE IMPORTANT ONES, WE PULLED OUT ONE ITEM THAT WAS ON THAT SURVEY THAT CONTAINED. WE HAD A SHARED INTEREST THAT OUR ELEMENTARY SCHOOLS NEED TO HAVE THAT ALLOW INTERVENTION TO OCCUR OUTSIDE OF THE CORE CURRICULUM LIFETIME STUDENTS ARE PULLED OUT. THEY MAKE IT PULLED OUT FOR READING SUPPORT AND THEIR MISSING READING INSTRUCTION. IT'S REALLY HARD TO BE ABLE TO PASS THIRD-GRADE READING STANDARDS IF YOU'RE EVER IN THIRD-GRADE READING.. THAT REQUIRED SOME SYSTEMATIC WORK AT THE CORE LEVEL . THAT'S AN EXPECTATION AND SOMETHING WE ARE LOOKING AT AND THEY DO IT IN A SLIGHTLY DIFFERENT WAY. THAT IS A SHARED EXPECTATION . THERE'S A VARIETY OF THINGS WE SYSTEMICALLY PARTNERED ON AND ARE LOOKING AT HOW WE ARE KIND OF MONITORING AND DOING THOSE

THINGS. >> THAT'S ALSO AN EXAMPLE OF A TECHNICAL AND ADAPTIVE CHANGE.

>> WE ALSO SURVEYED OUR STAFF AND COMMUNITY JUST TO GET SOME, WHAT'S WORKING AND WHAT IS NOT WORKING. IT WAS OPEN-ENDED. THE RESPONSE WAS A LITTLE OVERWHELMING AS A LOT

[01:40:05]

THAT OUR STUDENTS ARE HAPPY. >> JUST ACKNOWLEDGING THAT WE ARE IN THE THICK OF IT. THE HARD WORK IS OCCURRING NOW.

AND PEOPLE ARE HAVING A VARIETY OF REACTIONS TO THAT. WORKING THROUGH THE LEADERSHIP TO LEAD THROUGH THAT AND SUPPORTING BOTH PEOPLE'S OPPORTUNITIES TO TELL US THOSE EXPERIENCES AND SEEK SOLUTION AND MOVE PAST THAT. SOME OF THEM ARE KIND OF HARD TO READ THE MANY OF THEM WERE NOT SURPRISING AT ALL.

WE JUST WANTED TO WRAP IT UP AND GIVE YOU A COUPLE OF THINGS TO THINK ABOUT . WE ARE IN THE THICK OF IT AND THE WORK CONTINUES. YOU DID NOT SEE A WHOLE LOT OF NEW INFORMATION TONIGHT, PART OF THAT WAS INTENTIONAL. SOME OF THESE COACHES I WAS TALKING TO HAVE NOT ALWAYS BEEN REAL SUPPORTED BUT THAT PRINCIPLE RECOGNIZES THAT WE ARE SIX MONTHS INTO THE YEAR AND WE NEED TO GIVE THAT TIME TO BUILD RELATIONSHIPS. OUR PROFESSIONAL PRACTICE IS VERY IMPORTANT TO US . WARMING UP TO THE IDEA OF SOMEBODY COMING IN AND SEEING ALL THE THINGS I DO AND PROVIDING FEEDBACK, TAKE SOME TIME TO BUILD THAT FEEDBACK AND THE SUBTLE WAYS OF BUILDING RELATIONSHIPS. PRINCIPLES ARE LEARNING HOW TO WORK BECAUSE WE HAVE NOT HAD THEM BEFORE. WE ARE REAL INTENTIONAL ABOUT COACHES NOT BECOMING PSEUDO-ADMIN BECAUSE IT'S NOT WHAT THEY ARE THEREFORE. ADMINISTRATORS EVALUATE PERFORMANCE AND COACHES ARE THEREFORE PURELY SUPPORTING. THAT TAKES TIME TO BUILD. UNDERSTANDING THAT DIFFERENT SCHOOLS ARE IN DIFFERENT PLACES AND THAT'S OKAY BECAUSE THEY ARE ALL APPROACHING THE WORK AND ENGAGING WITH IT IN THE PLACES THAT ARE MOST RELEVANT TO THEM AND WE ARE TRYING TO PUSH IN THE SUPPORT TO DO THAT. MATT AND I SAT DOWN WITH OUR LEVEL DIRECTORS AND SOCIAL SERVICES DIRECTORS AND WENT SCHOOL BY SCHOOL TO HAVE A CONVERSATION ABOUT WHERE IS THE SCHOOL AND WHAT'S THE LEARNING ADDRESS.

THOSE KINDS OF CONVERSATIONS ARE CONTINUING. AND REALLY JUST UNDERSTANDING THE COMPLEXITY OF ADAPTIVE CHANGE.

AT THE END OF THIS YEAR , WE WILL HAVE MADE PROGRESS AND WE WILL HAVE MANY MORE YEARS OF PROGRESS. THE DEFINITION WE

[01:45:03]

>> THANK YOU VERY MUCH. I'M IMAGINING WE HAVE SOME QUESTIONS. IS THERE ANYBODY WHO WOULD LIKE TO GO FIRST?

DIRECTOR GUTHRIE . >> HE TALKED ABOUT WAS HAPPENING AT ELEMENTARY AND WHAT'S HAPPENING A SECONDARY.

WHAT'S HAPPENING TO HELP THE TRANSITION FROM ELEMENTARY TO SECONDARY? IT'S SUCH A DIFFERENT STRUCTURE. THERE NEEDS TO BE GIVEN ABILITIES DEVELOPED FOR THOSE. AS PARENTS, WE WALK THAT BRIDGE. WHAT IS THE DISTRICT DOING TO

HELP WITH THAT? >> CONTINUED WORK. WE HEARD THAT ROSE HILL. THE CONVERSATIONS WE HEARD . THE ELEMENTARY EXPERIENCE DOES NOT ALWAYS TRANSLATE TO THE MIDDLE SCHOOL EXPERIENCE WHERE THE KIDS ARE BEING MOVED FROM SIX DIFFERENT CLASSROOMS. SOME INTENTIONAL WORK AROUND HOW DO WE BETTER ENGAGE IN THOSE TRANSITIONAL MEETINGS ? AND THINKING ABOUT THE SUPPORTS THE STUDENTS HAVE AVAILABLE. WE HAD A PARENT SUPPORT BUT THEN IT JUST WENT AWAY AND MIDDLE SCHOOL. ENGAGING THOSE CONVERSATIONS EARLIER. IF IT'S APPROPRIATE THAT WE ARE WEANING THIS SUPPORT OR CHANGING THE PROGRAM THAT'S HAPPENING LONG BEFORE THAT. I DON'T KNOW IF THAT'S A GREAT ANSWER BUT THAT IS PART OF THE

WORK OCCURRING. >> I THINK ALSO WITHIN THE SOCIAL SERVICES DEPARTMENT, THERE'S CONVERSATIONS AROUND IP'S AND ADAPTATIONS FOR IP'S. THAT ARE APPROPRIATE FOR MAKING THAT KIND OF TRANSITION. AS WELL AS THINKING ABOUT TRANSFER ENVIRONMENTS. CONVERSATION WITH CASE MANAGERS TO HELP MANAGE THE TRANSITION. I DON'T THINK WE PRESENTED WHAT ADDITIONAL CONVERSATIONS WE ARE

HAVING WITH PRINCIPLES. >> I LOOK BACK AT THE ANNUAL WORK PLAN AND IT LOOKS LIKE MAY 8TH IS THE NEXT UPDATE FOR INCLUSIONARY PRACTICES. I'M CURIOUS WHAT CAN WE EXPECT FROM UPDATES GOING FORWARD? WILL IT BE THIS OVERALL HERE THE CATEGORIES ? OR WE WILL DIVE DEEP INTO EACH ONE OF THESE? I GUESS YOU HAVE A STRUCTURE GOING FORWARD OF WHAT

THIS MIGHT LOOK LIKE? >> I THINK THAT DR. HOLMEN AND TROY WILL HAVE SOME FOLLOW-UP CONVERSATION IN TERMS OF WHAT IS THE BOARD'S INTEREST AND WHAT LEVEL OF DEPTH AS FAR AS THESE TYPES OF UPDATES . PART OF DOING THESE PRESENTATIONS IS IN RESPONSE TO THE BOARD'S INTEREST. I THINK THIS BENEFIT TO THE ORGANIZATION. THE QUESTIONS AND INTEREST AND THINKING HELPS. SIMILAR WITH THE POLICY DIVIDING PROVIDING DIRECTION. THAT IS TO BE DETERMINED IN TERMS OF WHAT THESE CONVERSATIONS HELP BUILD.

>> ANY OTHER QUESTIONS? DIRECTOR GUTHRIE .

>> I REALLY RESPECT THE FRAMING OF THE GENERAL EDUCATION STUDENTS FIRST. AND I THINK WE ARE INCHING CLOSER TO RESPECTING THAT AND OFFERING THAT YES, IT IS A JOURNEY.

I'M TRYING TO UNDERSTAND AND SEE THIS THROUGH THE EYES OF LET'S SAY A PARENT WHOSE STUDENT WAS IN A LEARNING CENTER LAST YEAR AND IS NOW IN GENERAL EDUCATION OR IS MORE

[01:50:02]

>> THAT'S A REALLY GOOD QUESTION AND CALLS FOR SOME SYNTHETIC SPECULATION BASED ON THE THINGS I THINK WE HAVE SEEN IN A VARIETY OF PLACES ACROSS OUR SYSTEM. I WILL TAKE THE FIRST CRACK AT IT AND SCOTT, IF YOU WANT TO JUMP IN. I THINK AS WE THINK ABOUT THE STUDENTS EXPERIENCE CERTAINLY SOME OF WHAT I'VE SEEN SINCE HAVING THE EXPERIENCE AND WHAT WE WOULD HOPE TO BE REPLICATED IS THE SENSE OF INCLUSION NOT IN A TECHNICAL SENSE BUT ACTUALLY INCLUDED. IT'S KIND OF THE HIGHLIGHT OF THE EXPERIENCE I GET TO GO PLACES WHEN I GET TO SEE KIDS GROW UP . SECOND RECOGNIZE THAT STUDENT, WHAT THE X-RAYS LOOK LIKE TODAY AND WATCHING TO SEE HOW OTHER PEERS INTERACTING AND THINKING ABOUT PEER INTERACTION AS COMPARED TO ADULT INTERACTION. PARTICULARLY FOR STUDENTS WHOSE MODEL HAS RELIED ON ADULT INTERACTIONS.

NOT ONLY THE ROLE OF THE ADULT. ENVIRONMENTS ARE SUCH THAT THE STUDENTS HAVE BELONGING INCLUDING. AS EQUALS. THAT'S ONE THING WE HAVE SEEN. EXAMPLES OF THAT AND YET COULD ALSO BE WE GO AROUND AND LOOK AT THE ADULT INTERACTION . WILLING TO SEE A LEVEL OF STUDENT PARTICIPATION AND ENGAGEMENT . AND KIND OF THE DISTANCE AT THE ROSE HILL ELEMENTARY SCHOOL BACK IN DECEMBER AND JUST HAPPENED TO BE THERE DOING A WALK-THROUGH. AND WENT TO A CLASSROOM AND HE WAS SITTING BY HIMSELF. AND MY INITIAL RESPONSE HAD RECOGNIZE THE STUDENTS WAS KIND OF LIKE THIS IS NOT GOOD. WE'RE NOT REALLY INCLUDING THEM. THE TEACHER WOULD RECOGNIZE THAT THE STUDENT ACTUALLY HAD SELF IDENTIFIED THEY WERE STARTING TO BECOME OVERSTIMULATED AND HAD BEEN PARTICIPATING PRIOR TO THAT SELF-SELECTED TO SELF REGULATE WHICH WE WOULD EXPECT AND WANT FOR ALL OF OUR STUDENTS. THAT'S AN EMOTIONAL SKILL. THE TEACHER WAS CERTAINLY HONORING THAT AND MADE EFFORTS TO CHECK IN AND RESPECTED THAT. THOSE SORTS OF THINGS ABOUT THE ADULT INTERACTION ARE WHAT WE EXPECT TO SEE. I THINK LOOKING -- WE DID NOT GO TO THIS LEVEL OF DEPTH, BUT WE ARE DOING SOME WORK RIGHT NOW PREDOMINANTLY WITH THE BUILDING LEADERS AND ALSO OCCURRING AT ELEMENTARY LEVEL WITH OUR CLASSROOM TEACHERS THERE LOOKING AT HOW ARE WE ADOPTING STANDARDS TO MAKE THIS OF WHAT'S ACCESSIBLE. THAT'S BOTH AN OPPORTUNITY WHERE WE ARE SEEING WAYS IN WHICH STUDENTS ARE ABLE TO ACCESS THROUGH MULTIPLE MEANS OF REPRESENTATION. SOMETIMES THAT'S ALSO KIND OF A GAP THAT WE SOMETIMES SEE . THEY'RE THERE BUT MAY BE INCLUDED FROM A SOCIAL CONTEXT BUT THE ACADEMIC CONNECTION .

WE'VE ANECDOTALLY HAD REPORTS THAT WE HAVE DISCOVERED GIVES THE STUDENTS HAVE THAT WE WERE UNAWARE OF . AND THERE ARE STUDENTS PARTICIPATING IN BEHAVIOR WAYS THAN THE PREVIOUS ENVIRONMENT HAD ASSUMED SOME LIMITATIONS FOR THEM. AND FOR EVERY CHILD IN EVERY CONTEXT. IT'S DIFFERENT.

I THINK THAT STATEMENT I MADE EARLIER WHERE WE KNOW THE EXPERIENCES ARE VARIED ACROSS THE SYSTEM . WE GO OUT AND WE

[01:55:02]

>> I WILL BOIL THAT DOWN A LITTLE MORE SIMPLY. WE DON'T KNOW HOW TO MEANINGFULLY INCLUDE STUDENTS WHO ARE OUTSIDE OF THAT NORM RANGE. THAT'S WHY THE MTFS COACH AND FOCUS ON INSTRUCTIONAL PRACTICE. IT'S NOT BECAUSE PEOPLE DON'T WANT TO. WE HAVE NOT DONE THAT BEFORE. WE HAVE NOT BUILT THAT MUSCLE. SO, THE EXTENT -- WHAT I'M LOOKING FORWARD TO AND KIDS INCLUDED IN BUILDING REAL PRODUCTIVE AND ENRICHING PEER RELATIONSHIPS IS MEANINGFUL ENGAGEMENT WITH CONTENT. WE SEE A LOT OF PARALLEL PLAYERS WHICH IS OKAY AT THE START. LIKE THE STUDENTS IN THE CLASSROOM BUT THEY ARE DOING SOMETHING ENTIRELY DIFFERENT.

THEY'RE NOT REALLY ENGAGING WITH THE CORE CONTENT. THAT'S THE SORT OF MARK FOR SUCCESS IN THAT PIER 1. THAT'S THE REASON FOR THOSE OTHER THINGS. I DID NOT MAKE THAT CONNECTION, THAT'S THE WHOLE POINT IS HOW DO WE HELP OUR TEACHERS BUILD THAT MUSCLE MEMORY WITHOUT HAVING TO CREATE AN INDIVIDUAL PLAN FOR ALL 30 KIDS IN THE CLASSROOM . WHAT DOES THE PLANNING LOOK LIKE? WHAT ARE THE DIFFERENT WAYS OF ENGAGING. ONE OF THE USES OF AI THAT IS SO UNREAL IS THE ABILITY TO TAKE A CONCEPT AND IMMEDIATELY DIFFERENTIATED ACROSS MULTIPLE ACCESS POINTS. THAT'S WHAT WE ARE LOOKING FOR IN THE TIER 1 INSTRUCTION IS HOW DO WE HELP OUR TEACHERS WITHOUT RUNNING THEM INTO THE GROUND ? HOW DO WE HELP THEM DEVELOP THAT SKILL SET THAT ABILITY TO DO THAT AS PART OF THE EVERYDAY PRACTICE WHEN IT'S NOT SOMETHING THAT IS SO TAXING BECAUSE YOU'RE HAVING TO THINK ABOUT IT. IT'S JUST PART OF HER PRACTICE. IT'S JUST THE WAY WE PLAN AROUND.

>> THANK YOU. THAT'S WHAT I WOULD REALLY LOVE TO DEEP DIVE ON. I THINK I WILL FLAT OUT SAY IT, THERE STILL A LOT OF ABLE TO SUMMON OUR SOCIETY AND SCHOOLS. IN COMMUNITIES.

PIECE. SO OFTEN, THEY ARE SO HAPPY . REALLY BEING ABLE TO INTEGRATE THEM ACADEMICALLY AND BELIEVING THEY ARE CAPABLE OF BEING INCORPORATED ACADEMICALLY, IT IS OKAY WE ARE NOT THERE. I WOULD LIKE TO UNDERSTAND BETTER HOW WE ARE PROGRESSING TOWARDS THAT AND A MAY HELP WITH SOME OF THE CONCERNS WE ARE HEARING. I THINK IF WE CAN HELP THE COMMUNITY START TO SEE THAT, THAT GOAL WILL BE WHEN WE GET

THAT BUY-IN. >> I WANT TO THANK YOU FOR SAYING THAT, WE DO NOT KNOW HOW TO MEANINGFULLY INCLUDE STUDENTS OUTSIDE OF THAT RANGE. I THINK JUST ACKNOWLEDGING THAT IS HUGE. THIS IS WHAT WE ARE TRYING TO ACHIEVE BUT WE HAVE NOT DONE THIS YET. WHAT I AM HOPEFUL FOR, COMING FROM THAT STUDY SESSION OF OE THREE AND BUILDING PARTNERSHIP AND INCLUDING FAMILIES AND COMMUNITY WITH THOSE, THERE IS THIS WHOLE SOURCE OF OTHER HUMANS WE HAVE THAT CAN HELP WITH THIS AS WELL. IT DOES NOT ALWAYS HAVE TO BE ON THE STAFF.

IT CAN BE INCLUDING AND ASKING MORE OF THE PARENTS. I CAN TELL YOU THAT IS MUCH APPRECIATED. I DO FEEL LIKE A EXPERT ON MY CHILD AND TO BE ABLE TO HELP TEACH MY CHILD'S TEACHERS IS A BENEFIT TO HIM AND THE OTHER STUDENTS IN HIS

[02:00:08]

>> DOES ANYBODY ELSE HAVE A FINAL QUESTION?

>> CURRENTLY JUST ELEMENTARY. ALTHOUGH WE DID ADD DEAN'S TO THE MIDDLE SCHOOL LAST YEAR. WE FUNDED THOSE AND AT THE TIME WE ARE THINKING ABOUT THEM MORE IN THE MTS AS THE

BEHAVIORAL SUPPORT. >> I THINK WE ARE DONE WITH QUESTIONS. I APPRECIATE THIS UPDATE. I UNDERSTAND WE ONLY RULED OUT INCLUSION TO ALL ELEMENTARY SCHOOL, IT HAS ONLY BEEN FOUR MONTHS AND IT SEEMS EARLY TO ASK FOR A UPDATE BUT IT IS CRUCIAL FOR FAMILIES SO I APPRECIATE THE EFFORT THAT WENT INTO TRYING TO EXPLAIN WHAT WE HAVE AND WHAT WE CAN LOOK

[G. Public and Community Affairs]

LEGISLATIVE UPDATE. WE ARE IN THE THIRD WEEK OF THE LEGISLATIVE SESSION. JANUARY 31 IS THE COMMUNITY ORIGIN CUT OFF SO BILLS THAT DO NOT ADVANCE AT THAT POINT WILL HAVE THE OPPORTUNITY FOR CONSIDERATION AND AFTER THAT IS THE THE SCHOOL COMMUNITY CUT OFF ON FEBRUARY 5. JUST A REMINDER IT IS A SHORT SESSION. SO THE LAKE WASHINGTON SCHOOL DISTRICT TESTIFIED ON NINE BILLS WITH A COMBINATION OF WRITTEN AND VIRTUAL TESTIMONY SINCE THE START OF THE SESSION. WE ARE SET TO TESTIFY ON FOR BILLS THIS WEEK RELATED TO CONSTRUCTION AND FINANCES. TWO BILLS ARE RELATED TO THE NON-VOTED THAT THE BILL ALLOWING THE USE OF NGL OBLIGATION BONDS FUNDS TO BE USED CONSISTENTLY WITH HOW FUNDS ARE USED SO IT IS ANOTHER TOOL . SENATE BILL 5969, WE HAD A HEARING TODAY. HOUSE BILL 2411, THE HEARING IS ON THURSDAY SO WE WILL BE TESTIFYING. A FEW BOARD MEMBERS AND STAFF WILL BE MEETING WITH A REPRESENTATIVE TOMORROW. BOARD MEMBERS AND OUR STUDENT REPRESENTATIVE AND STAFF WILL VISIT OLYMPIA WEDNESDAY TO MEET WITH EDUCATION COMMITTEE LEADERS AND ADVOCATE FOR OUR PRIORITIES AND DISTRICT STAFF WILL PARTICIPATE IN THE CONFERENCE SUNDAY. THE OTHER GOOD NEWS I WANT TO SHARE IS WE WERE NOTIFIED TWO WEEKS AGO THAT WE WERE APPROVED FOR AROUND TO CLEAN SCHOOLBUS GRANTS FROM THE EPA SO WE ARE GOING TO RECEIVE FUNDING TO PURCHASE TO ZERO IN MISSION BUSES. THIS IS EXCITING NEWS. WE HAVE BEEN TRYING TO GET A GRANT FOR QUITE A WHILE. WE APPLIED WITH A GROUP OF 16 OTHER DISTRICTS AND A STATE APPROVED VENDOR WAS THE LEAD AS THE APPLICANT AND THAT ALLOWED US TO QUALIFY FOR TITLE I PRIORITIZATION AND IT MET THE MINIMUM APPLICATION REQUIREMENTS SO THE TWO BUSES WILL BE USED FOR THE TITLE I SCHOOL ROUTES. WE ARE CONTINUING TO APPLY, THERE IS A ROUND THREE APPLICATION DUE AT THE END OF THE MONTH. WE WILL NEED ADDITIONAL GRANTS TO FIND THE REQUIRED INFRASTRUCTURE FOR THE ELECTRIC BUSES. SO THAT IS MY QUICK UPDATE. ANY

QUESTIONS? THANK YOU. >> DIRECTOR STUART?

[02:05:08]

>> I HAVE NOTHING TO ADD. THAT WAS A COMPLETE REPORT.

>> DOES ANYBODY ELSE HAVE ANYTHING FOR PUBLIC AND

[H. Closing Items]

I DO NOT HAVE THE LOCATIONS YET. SO PENDING. DOES ANYBODY HAVE A UPDATE ABOUT SCHOOLS? OKAY. THE NEXT ITEM ON THE AGENDA IS COMMUNITY UPDATES. ANY UPDATES ON COMMITTEES?

>> THE READING ADVISORY COMMITTEE, WE MET AND SPLIT INTO SESSIONS I ATTENDED ON JANUARY 11. WE SPENT TIME TALKING ABOUT MUTUALLY SUPPORTIVE CONTENT INTEGRATION WHICH THE BOARD HEARD ABOUT IN THE LAST STUDY SESSION I THINK. SO GOING OVER THAT WITH TEACHERS AND GETTING THEIR THOUGHTS, THERE WAS A LOT OF EXCITEMENT AND TREPIDATION. IT IS A NEW WAY OF DOING THINGS. THERE IS A LOT OF REASSURANCE.

THIS IS VERY MUCH A JOURNEY. WE TALKED ABOUT LEARNING PROGRESSIONS WHICH TIES INTO A LITTLE BIT OF WHAT THE DEPUTY SUPERINTENDENT WAS TALKING ABOUT, LOOKING AT STANDARDS.

IF A STUDENT IS MAYBE NOT AT GRADE LEVEL FOR A PARTICULAR STANDARD, WHAT ARE THE STANDARDS THEY ARE AT AND HOW ARE THEY PROGRESSING? WE HAD A PRESENTATION ON ASSISTED TECHNOLOGY WHICH TIES IN A LOT TO UNIVERSAL DESIGN FOR LEARNING THINKING ABOUT ACCESSIBILITY FROM THE START.

IF WE ARE LOOKING AT A LITERACY CURRICULUM, MAKING SURE IT IS ACCESSIBLE TO STUDENTS THAT USE SCREEN READERS WERE TEXT TO SPEECH. TALKING A LITTLE BIT ABOUT THE REQUEST FOR INFORMATION GOING OUT FOR ACTUAL CURRICULUM TO START

LOOKING AT. >> THANK YOU.

>> I PARTICIPATE IN TWO STRATEGIC PLANNING COMMITTEE MEETINGS AND ONE IS FOCUSED ON CREATING A PROFILE FOR FUTURE STUDENTS. LIKE WHEN A FUTURE GRADUATE LEAVES THE SYSTEM WHAT KNOWLEDGE, SKILLS AND ATTRIBUTES WILL THEY WALK AWAY WITH? THE OTHER COMMITTEE IS WORKING ON A SIMILAR PROFILE BUT MORE FOCUSED ON STAFF. BOTH GROUPS MET ON JANUARY 11 AT THE SAME TIME AT THE SAME PLACE SO I WAS ABLE TO RUN BACK AND FORTH BETWEEN BOTH GROUPS AND I BELIEVE DIRECTOR STUART IS ON THE STRATEGIC PLANNING COMMITTEE FOCUSED ON THE GREATER ORGANIZATION. ALL THREE GROUPS ARE WORKING SEPARATELY BUT I THINK THE IDEAS ARE BEING SHARED OR WILL BE SHARED EVENTUALLY. THE STUDENT GROUP SAID AT ONE POINT WERE I OVERHEARD THAT THE STUDENT PROFILE WILL HAVE DIRECT IMPLICATIONS ON STAFF AND THE STAFF GROUP HAS ALSO SAID IF WE WANT OUR STAFF TO BE XYZ THE ORGANIZATION NEEDS TO SUPPORT THAT AND CREATE A CULTURE THAT ENCOURAGES IT. I THINK THE GROUPS ARE SEEING HOW ALL OF THESE MERGED TOGETHER AND IT IS INTERESTING TO SEE THE CONVERSATIONS BETWEEN THE TWO.

I AM IMPRESSED WITH THE DISCUSSION WITH STAFF, ADVANCE, DIRECTORS IMMUNITY MEMBERS IN THESE GROUPS. EVERYBODY WAS IN AGREEMENT THAT THE WORK IS A LOT HARDER THAN EXPECTED. THEY ARE TRYING TO ENVISION THE FUTURE OF EDUCATION. I THINK

IT IS EXCITING BUT HARD WORK. >> DIRECTOR STUART?

>> OURS WAS CANCELED THANKS TO THE WEATHER.

>> ON THE 11TH I ATTENDED THE BUDGET ADVISORY COMMITTEE MEETING IN THE RESOURCE CENTER. THE COMMITTEE PROVIDED INPUT ON SOME OF THE OPTIONS FOR THE TIMING OF ANY POTENTIAL BUDGET REDUCTIONS OVER THE NEXT COUPLE OF YEARS AND IDENTIFIED ADDITIONAL RISKS WERE OPPORTUNITIES FOR SOME OF THOSE. I UNDERSTAND SOME OF THAT IS COMING BACK TO THE BOARD THE NEXT TIME WE TALK ABOUT THE BUDGET. THE

[02:10:07]

>> I WILL GIVE A QUICK UPDATE ON THE TWO COMMITTEES I AM SITTING ON. I AM SITTING ON THE HIGHLY CAPABLE QWEST EVALUATION COMMITTEE FOR K -8 IN THE HIGH SCHOOL STUDENT DAY EVALUATION COMMITTEES. IN GENERAL THEY ARE ALL IN THE SAME PLACE WHERE WE ARE STILL DOING COLLECTIVE LEARNING BEFORE WE GET INTO THE HARD CONVERSATIONS. FOR NOW I WOULD LIKE TO THINK EVERYBODY THAT VOLUNTEERS TO BE ON THESE COMMITTEES. IT IS A SUBSTANTIAL AMOUNT OF TIME AND COMMITMENT THAT THEY ARE GIVING UP TO PARTICIPATE. IT IS SUCH IMPORTANT WORK. I AM AMAZED AT HOW MUCH PEOPLE ARE WILLING TO GIVE OF THEIR TIME IN RECOGNITION OF THE DIFFICULT CONVERSATIONS WE ARE HAVING SO THANK YOU FOR NOW AND I WILL PROVIDE ANOTHER UPDATE SOON. THE NEXT ITEM IS A REVIEW OF FUTURE BOARD BUSINESS. THE BOARD HAS A EXTENDED STUDY SESSION ON FEBRUARY 3 FROM 8-330 HERE AT THE RESOURCE CENTER FOLLOWED BY A BOARD MEETING ON EVERY FIT. THE BOARD IS NOW GOING TO MEET IN EXECUTIVE SESSION FOR TWO HOURS. EXECUTIVE SESSIONS ARE CLOSED TO THE PUBLIC, NO FORMAL BOARD ACTION WILL BE TAKEN. THE JANUARY 2 2024 BOARD MEETING WILL BE ADJOURNED AT 11:20 PM. IN THE EVENT ADDITIONAL TIME IS NEEDED A ANNOUNCEMENT WILL BE MADE AND THE ADJOURNMENT TIME WILL BE ADJUSTED. THE PURPOSE OF TONIGHT'S SESSIONS ARE AS FOLLOWS, TO EVALUATE COMPLAINTS CHARGES BROUGHT AGAINST A PUBLIC OFFICER AND EVALUATE COMPLETES OUR PUBLIC CHARGES BROUGHT TO A EMPLOYEE , MATTERS RELATED TO AGENCY ENFORCEMENT ACTIONS OR TO DISCUSS THE LITIGATION OR POTENTIAL DEDICATION TO THE AGENCY OR GOVERNING BODY OR MEMBER OR ACTING IN A PUBLIC CAPACITY -- LIKELY TO RESULT IN A ADVERSE CONSEQUENCE TO THE AGENCY --

* This transcript was compiled from uncorrected Closed Captioning.