[00:00:07]
          I WANT TO CALL THE ORDER  THAT JANUARY 22ND,  2024  SCHOOL 
          [B. Opening Items]
BOARD MEETING.  LET THE RECORD REFLECT  ALL MEMBERS ARE PRESENT  AND STUDENT REPRESENTATIVES ARE --.  THE BOARD BELLIES DISSIPATION AND ENGAGEMENT.  FOLLOWING THE CONCLUSION OF THE BOARD MEETING.  THE PUBLIC ARE ALWAYS WELCOME TO EMAIL ANY INDIVIDUAL BOARD MEMBER AT --.  CAN YOU PLEASE READ THE LAND ACKNOWLEDGMENT? 
          >> 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]
HEARING NONE, THE MOTION CARRIES.  THE FIRST IS THE RECOGNITION FOR CAREER AND TECHNICAL EDUCATION FOR THE MONTH OF FEBRUARY.  DIRECTOR ERIC, READ THE PROCLAMATION. 
          >>  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]
RESOURCES  THAT CAN ENHANCE AND COMPLEMENT  COMPREHENSIVE SCHOOL COUNSELING PROGRAMS AND HELPS STUDENTS BECOME ACTIVE MEMBERS OF SOCIETY.  WHEREAS CONFERENCE OF GOVERNMENTAL SCHOOL COUNSELING PROGRAMS CONSIDERED AN INTEGRAL PART OF THE EDUCATIONAL PROCESS  THAT ENABLES ALL STUDENTS TO ACHIEVE SUCCESSFULLY. THE BOARD OF DIRECTORS PROCLAIMS  FEBRUARY 5TH THROUGH NINTH  2024 AS NATIONAL SCHOOL COUNSELING WEEK IN THE LAKE WASHINGTON SCHOOL DISTRICT. 
          >> 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]
COMMENTS.  THE BOARD OF DIRECTORS LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC TO THE BUSINESS MEETING OF THE BOARD ENCOURAGES COMMUNITY ENGAGEMENTS.  THE BOARD DEDICATES 30 MINUTES TO HEAR FROM THE PUBLIC DURING THE PUBLIC COMMENT PERIOD OF THE MEETING.  THEY SHOULD NOT EXPECT A RESPONSE FROM THE BOARD AT THE END OF THE COMMENTS AS WE DEDICATE THIS TIME TO LISTENING TO YOUR VOICE AND WE WANT TO GET AS MANY MEMBERS OF THE PUBLIC OPPORTUNITY TO SPEAK AS TIME ALLOWS.  THEY CAN PARTICIPATE AS  --.  SIGN-UP CLOSES AS NOON ON THE DAY OF THE BOARD MEETING AND INCUMBENTS WILL BE  OFFERED IN THE ORDER OF THE CENTER.  I WOULD REMIND EVERYONE HERE THIS IS AN OPPORTUNITY TO ENGAGE  A DIALOGUE.  IT IS AN OPPORTUNITY TO MODEL RESPECTFUL DISCOURSE  EVEN AROUND EXTREMELY PERSONAL AND DIFFICULT SUBJECTS.  WE ASK TO REFRAIN FROM COMMENTING  AND PROLONGED APPLAUSE  FOLLOWING THE COMMENTS AS IT TAKES ENOUGH TIME  WE WANT TO FIT AS MANY SPEAKERS AS WE CAN INTO THE DEDICATED 30 MINUTES.  ONCE A CONCLUDES, WE ASK EVERYONE WHO IS NOT INTERESTED IN LISTENING TO THE REST OF THE AGENDA ITEMS EXIT QUICKLY AND QUIETLY  IN AN ORDERLY FASHION SO WE CAN CONTINUE WITH THE REST OF OUR MEETING. PUBLIC COMMENT WILL NOT BEGIN  AT 712 P.M.  -- 7:12 P.M.  THE FIRST PERSON WE HAVE SIGNED UP IS SARAH .  AS A REMINDER, YOU HAVE 30 MINUTES AND THE STOPLIGHT WILL KILL YOU. WILL TURN YELLOW AT ONE MINUTE  AND YOU SHOULD WRAP UP BY THE TIME IT TURNS RED. THANK 
          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]
ETHNIC AND OTHER DIFFERENCES IN BIASES  AT AN EARLY AGE. THEY LEARN FROM THE TEACHERS AND PARENTS. AT TWO AND FOUR,  THEY INTERNALIZE RACIAL, ETHNIC AND RELIGIOUS BIASES.  BY AGE 12, CHILDREN BECOME SET IN THEIR BELIEFS.  A REVIEW OF THE CURRICULUM AT MY CHILD'S SCHOOL, THE VALUE OF EQUALITY IS NOT BEING TAUGHT AND DISCUSSED.  THIS IS AN AMERICAN VALUE  ENSHRINED IN THE CONSTITUTION. IT IS NOT UNTIL GRADE 5 OR LATER  THE CHILDREN ARE TAUGHT ABOUT THE ENGLISH CONSTITUTION.  LAKE WASHINGTON SCHOOL DISTRICT HAS ONE OF THE MOST DIVERSE STUDENT BODIES  IN THE STATE,  A LOT OF ASIAN AND PACIFIC ISLANDER,  AND --.  THE MAJORITY OF THE STUDENTS ARE NONWHITE.  YET EQUALITY IS MISSING  FROM THE ELEMENTARY , SOCIAL AND EMOTIONAL LEARNING THAT IS TAUGHT.  LAKE WASHINGTON SCHOOL DISTRICT HAS MANY FAMILIES  WHO HAVE DUAL PASSPORTS AND CITIZENSHIPS FROM THE COUNTRIES.  THE AMERICAN VALUE OF QUALITY  IS NOT SOCIETAL VALUE  IN SOME COUNTRIES.  FOR EXAMPLE. ISRAEL PASSED THE BASIC LAW IN 2010 WHICH RECOGNIZES ,", " THE RIGHT TO NATIONAL SELF-DETERMINATION IS UNIQUE TO THE JEWISH PEOPLE."  THIS LAW ENCOURAGES RACIAL SEGREGATION AND DISCRIMINATION. 
          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]
RECENT  DECADE, WE ARE ALL IN SEVERE PAIN.  ONE PART OF THE NATION IS BLEEDING, WE ARE ALL BLEEDING. WHEN ONE OF OUR MOST PRECIOUS LANDS, THE LAND OF OUR PROFIT  IS OCCUPIED AND DESTROYED, WE ARE ALL IN DANGER.  THE KIDS ARE ALSO IN PAIN IN DANGER.  TILL TODAY, MORE THAN 25,000 PALESTINIANS WERE KILLED  AND OUT OF WHICH, 10,000 ARE CHILDREN. 10 CHILDREN HAVE LOST ONE OR TWO OF THEIR LIMBS EVERY DAY IN GAZA.  OUR SCHOOL DISTRICT IS FINANCED BY THE TAXPAYERS . 
          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]
SUPPORT AND CARE FOR DURING TIMES OF CONFLICT. MANY SCHOOL DISTRICTS IN THE PACIFIC NORTHWEST  CLAIMS ABOUT ADVERSITY AND INCLUSIVITY. GETS, THE CONTRADICTS  MUCH OF WHAT WE HAVE SEEN IN THE LAKE WASHINGTON SCHOOL DISTRICT SINCE OCTOBER. IF ANYTHING, ALL THAT WE'VE SEEN AS AN INCREASE IN XENOPHOBIA, RACISM AND ISLAMOPHOBIC.  STUDENTS OF EXPERIENCED BEEN CALLED TERRACE SUPPORTING STANDING SOLIDARITY WITH THE PALESTINIAN COMMUNITY. OTHERS HAVE BEEN ASKED THEY WERE  INVOLVED IN THE EVENTS OF 9/11 FOR WEARING THE HIJAB. MANY MORE WERE SILENCED AND THREATENED FOR SPEAKING ON THE ONGOING GENOCIDE  OF PALESTINIANS IN GAZA.  -- ASKS OF THE BOARD TO TAKE THE FOLLOWING TO THE COUNCIL MOVING FORWARD. MUSLIM FAMILIES AND STUDENTS OF THE DISTRICT OCCLUDING PALESTINIANS ARE GRIEVING HEAVILY FOR THE LOSS OF FRIENDS, FAMILY AND COMMUNITIES IN PALESTINE. 
          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]
OBJECTIVE IS WHAT SHE FORBADE IT. SHE DID NOT WANT ANYBODY TO FEEL COMFORTABLE. SHE WAS MORE FOCUSED ON --  THAN WHAT KIDS REALLY FEEL INSIDE THE CLASSROOM.  WE NEED TO FEEL COMFORTABLE WITH GENOCIDE IS HAPPENING WITH AMERICAN  --. WE NEED TO ROCK THE VOTE IN ORDER TO HAVE CHANGE.  OUR KIDS NEED TO HAVE SAFE SPACES INSIDE THE SCHOOL  TO TALK ABOUT UNCOMFORTABLE SUBJECTS.  U.S. SCHOOL DISTRICTS  AND ADMINISTRATION AND TEACHERS, YOU NEED TO CLEAR THAT SPACE BECAUSE  IT KIDS CANNOT TALK ABOUT THIS WITH THE PARENTS, THEY NEED TO TALK WITH THEM NOT WITH THE COUNSELOR PRIVATELY. 
          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]
AND ALWAYS WILL BE THE LANGUAGE OF THE NARROWMINDED. 
          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]
SENDING ALONG ADDITIONAL INVITE TO --.  I WANT TO LET YOU KNOW, ENROLLMENT CONTINUES TO BE  UP AT CASCADIA. COMMUNITY COLLEGE AVERAGES  7% RIGHT NOW. CASCADIA IS LEADING THE TREND. 
          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]
REST OF THE BUSINESS MEETING, GO AHEAD AND EXIT AT THIS TIME. 
          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]
TALK ABOUT AS WE THINK ABOUT, ESSENTIALLY,    INAUDIBLE ] .  WE ARE ALL IN THESE PLACES.  IT'S A WAY OF CENSORING OURSELVES.  AND, A WAY TO,  
          >> 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]
FULLY IMPLEMENTING  AND SUSTAINING --.  EARLY ON IN THE PROCESS AROUND  THE WORK. WHERE WE ARE CURRENTLY  IS NOT WHERE WE HOPE TO BE.  TWO, THREE OR FOUR OR FIVE YEARS DOWN THE ROAD.  THAT'S THE POINT TO THINK ABOUT. 
          >>  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]
PARTICIPATE IN GENERAL EDUCATION. TO LOWER THE COST FOR THEM. AS DETERMINED  BY THEIR IPT.  THINKING ABOUT  HOW WE DELIVER SPECIALLY DESIGNED CONSTRUCTION.  I THINK THE CORE CURRICULUM OR INTERVENTION.  AS OPPOSED TO TRYING TO AVOID IN REMOVING --. AND RECOGNIZING IT IS A SPECTRUM.  AND THAT STUDENTS MAY NEED  TO THE BOARD.  WE HAVE THE INCLUSION ADVISORY COMMITTEE THAT LAUNCHED.  JUST THIS PAST DECEMBER.  THE GROUP WILL TAKE WORK DEVELOPED BY THE --.  IN EXAMINING  WHERE WE ARE AT  AS A DISTRICT.  THE MODEL THE USE IS CALLED --.  RISE  HAS  --. 
          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]
WHICH  HE MEETS ALL THE EXPECTATION  WE ARE HAPPY TO CALL IT OUT  AS SOMETHING UNIQUELY SEPARATE.  BECAUSE STUDENTS ARE THE  ONES INCLUDED BY DEFAULT AND SO RECOGNIZED. 
          >> 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]
PROFESSIONAL LEARNING  IS GOING TO A CLASS THAT IS SEPARATE FROM  THE CONTEXT WHERE YOU'RE ACTUALLY DOING THE WORK  HAS SOME VALUE. BUT IT'S VERY HARD TO TRANSLATE THAT INTO PROFESSIONAL PRACTICE.  THIS IS MY 29TH YEAR THAT HAS BEEN TRUE FOR ALL 29 YEARS I'VE BEEN IN PUBLIC EDUCATION. THE TRANSITION FROM WHAT WE LEARN AND DO  IN A PROFESSIONAL SETTING OUTSIDE OF THE CLASSROOM  IS REALLY CHALLENGING TO COME BACK AND CHANGE PRACTICE INSIDE THE CLASSROOM.  WE PUT A COACH AND EVERY ELEMENTARY SCHOOL  BASED ON OUR EXPERIENCE WITH OUR COHORT  2 PILOTS  PART OF INCLUSIONARY WORK LAST YEAR AND WE DID SOME INTENTIONAL WORK AROUND  THIS CREATIVE NEW JOB DESCRIPTION SPECIFIC TO THIS ROLE. WE HIRED INTO THIS ROLE.  AND WE ARE SPENDING TIME PULLING THESE PEOPLE  TO DO SPECIFIC WORK  AROUND THESE THINGS .  IN SEPTEMBER AND JANUARY  WE WERE DOING WORK AROUND WHAT COACHING REALLY MEANS  IN TERMS OF CLASSROOM SUPPORT.  WHAT ARE THE MOVES YOU MAKE,  WHAT DOES THE COACHING CYCLE LOOK LIKE  AND HOW DO YOU ENGAGE IN THOSE? HOW DO WE ENGAGE WITH DATA IN THAT PROCESS?  PART OF OUR WORK PARTICULARLY IS AROUND  WHAT IS NONDOMINANT CULTURE. I WOULD INCLUDE THE KIDS  WE BROUGHT BACK FROM LEARNING CENTERS  AND THERE'S A LOT OF CROSSOVER BETWEEN  MARGINALIZED  GROUPS IN OUR SYSTEM AND SPECIAL EDUCATION. TEACHING PRACTICES AROUND  SIGN-UP AND CORE LYRICISTS .  SOCIAL AND EMOTIONAL LEARNING  SO CLASSROOM STRUCTURES ARE IN PLACE  WHAT DOES THAT LOOK LIKE. AND HOW DO COACHES ENGAGE WITH THAT WORK?  SOME WORK AROUND STANDARD BASED IEP'S, THERE'S SOME TECHNICAL WORK THAT NEEDS TO OCCUR.  I WAS IN ELEMENTARY PRINCIPAL AND I SLEPT SAT THERE A LOT OF MEETINGS. I LEARNED HOW TO BE A DISTRICT REP TO A VERY DIFFERENT  SYSTEM. THOSE ARE ONGOING CONVERSATIONS IN OUR SYSTEM.  WHAT DOES IT LOOK LIKE TO HAVE THOSE CONVERSATIONS WHEN THE GOAL IS  COMPLETELY DIFFERENT THAN IT USED TO BE. 
          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]
CLASSROOMS MORE  AND DELIVERING SERVICES IN DIFFERENT WAYS THAN THEY USED TO. BACK IN MY DAY IT WAS PUT  KIDS IN A SMALL GROUP, DO SOME WORK WITH THEM AND SEND THEM BACK TO CLASS. THAT'S NOT HOW ALL OF THAT LOOKS ANYMORE. THAT'S A SHIFT  THAT THE TEACHERS AND SPECIAL EDUCATION ARE HAVING TO MAKE ALSO. 
          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]
PLAYBOOK A LITTLE BIT ALREADY. 10 VERY INTENTIONALLY CHOSEN PRACTICES.  I DON'T KNOW OF ANOTHER DISTRICT  THAT HAS GONE THROUGH THIS LEVEL SPECIFICITY AROUND INSTRUCTIONAL PRACTICE. 
          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]
ON-RAMPS FOR THESE INCLUSIVE PRACTICES.  DIFFERENT SCHOOLS ARE TAKING THE IS ON DIFFERENTLY. AROUND THE SOCIAL DYNAMIC,  LOOKING AT UNIFIED SCHOOLS AND UNIFIED PE  SO WE DON'T HAVE A SEPARATE ADAPTIVE --  MY MASTERS THESIS IS AN ADAPTIVE PE. WE DON'T WANT ANYMORE.  WE WANT UNIFIED PE SO KIDS ARE IN THE GENERAL EDUCATION PE.  INCREASING EXTRACURRICULAR SPORTS PARTICIPATION. IT'S NOT SEPARATE. HOW DO WE INTEGRATE STUDENTS  INTO THE OPPORTUNITIES THAT ARE ALREADY EXISTING  AND WHAT ARE THE ACCOMMODATIONS THAT NEED TO BE PART OF THAT PROCESS? INSTRUCTIONAL, WE TALKED A LOT ABOUT CO-TEACHING. THAT IS ONE WAY  AND SECONDARY SCHOOLS ARE ENGAGING  IN MORE INCLUSIVE PRACTICES. THAT'S ALSO A PLACE WE KNOW THERE NEEDS TO BE INVESTED TO CLEAR SPECIAL EDUCATION.  WE HAVE MULTIPLE MODELS OF THAT IN DIFFERENT SCHOOLS  OR MULTILINGUAL SERVICES AT THE SECONDARY LEVEL AND EXPLORING CO-TEACHING MODELS FOR THE PAST COUPLE OF YEARS.  WE'VE DONE A LOT OF WORK AROUND REDUCING REPLACEMENT CLASSES. 
          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]
. IT'S ABOUT WHAT YOU ACTUALLY OBSERVE STUDENTS DOING  AND THEN CONVERSATIONS ABOUT HOW WE MIGHT  ENGAGE IN CONVERSATION WITH OUR TEACHERS OR SUPPORT STUDENTS IN ACCESSING  THE CONTENT  OR THE CLASS EXPERIENCE IN WAYS WE WOULD WANT.  THE REALLY GREAT THING IS,  THEY WERE DOING THE ROUTINES  AND WITH A COUPLE OF LITTLE TWEAKS, THERE'S WAYS WE COULD ENGAGE THE STUDENTS WHO REALLY NEEDED THAT AWARENESS PROBABLY MORE THAN THE OTHER KIDS IN THE CLASS AT THAT POINT.  IT STARTED WITH HERE'S WHAT WE OBSERVED IN BY THE END OF IT WE HAD A GREAT CONVERSATION AND CONSULTING , ABOUT HOW TO WE HAVE A CONVERSATION  IT'S REALLY ELEVATING IT THINK  EXPERIENCE AND PRACTICE OF OUR PRINCIPLES. 
          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]
YOU CAN SEE GENERALLY THAT HAS BEEN TRENDING DOWN FOR ALL STUDENTS. WE HAVE A GAP FOR SPECIAL EDUCATION.  SOME OF THESE EARLIER INDICATORS,  WE WILL GET MUCH QUICKER FEEDBACK THEN WE WILL  AROUND  THESE SYSTEMIC LIVES  IN WE WILL FOR GRADUATION. THE MONITORING POLICIES ALREADY HAVE  SOME OF THESE THEMES BUILT-IN  TO IT. BECAUSE ALSO  THERE IS A LOT AS THE BOARD GETS  THE RESULTS IN PREVIOUS. .  WILL HAVE TO SPECIFICALLY CALL OUT AND SAY WHAT ARE SOME OF THE THINGS THAT WE EXPECT TO SEE CHANGES HAPPENING AS A RESULT  OF THINGS  THAT THE DEPUTY SUPERINTENDENT  GAVE.  SOCIAL AND EMOTIONAL LEARNING IS AN AREA  HERE.  THIS IS AN EXAMPLE OF CONSIDERING PERSPECTIVES. WE NEED TO EXTEND THE WAY IN WHICH WE MONITOR THIS. IN ALL THESE CASES,  WE SHOULD BE ATTENDING  TO THE RESULTS  FOR ALL OF OUR STUDENTS.  AND FOR STUDENTS  WITH IEP'S. .  THERE IS VERY SPECIFIC THINGS.  KIND OF SIMILAR THAT WE WOULD EXPECT TO SEE SOME DRAMATIC CHANGES. 
          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]
TWO THINGS.  STUDENTS LEARN BETTER GENERALLY WHEN THEY ARE IN SCHOOL  AND BEING ABLE TO ACCESS THE INSTRUCTION.  IT'S HARD FOR US TO SUPPORT STUDENTS WHEN THEY ARE NOT WITH US.  AND ALSO TO A CERTAIN DEGREE IT'S REFLECTIVE OF THE ENVIRONMENT. 
          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]
ACTUALLY WOULD REALLY PROBABLY CAUSE US  TO CALL INTO QUESTION THE INTEGRITY AND WE HAVE A LOT OF ITEMS SUSTAINING  AND KNOWING SO MUCH OF OUR WORK ARE IN THE SERVICE STAGES. 
          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]
OF NARRATIVE COMMENTS  TO WORK THROUGH.  WE TURNED  TO AI TO HELP  AND HOPE  BY HAVING  A I READ SOME OF THE COMMENTS THEY WOULD PROVIDE US  WITH A SUMMARY.  THESE BULLET POINTS WRITTEN  BY  DEAN  ENTERPRISE AND READ COMMENTS  ESSENTIALLY SUMMARIZING THE SUMMARY . SOMETHING A BIT MORE CHALLENGING  IN THE VALUE OF INCLUSION  AND  BELIEF. KIND OF MENTIONED IT.  AND THE OPPORTUNITY TO INTERACT WITH ONE ANOTHER.  CERTAINLY SOME SHARED VALUES.  DEFINITELY SOME DIFFERENT EXPERIENCES  AND SOME FRUSTRATIONS  AND INTEREST IN THINKING ABOUT HOW WE ARE STAFFING AND SUPPORT.  IN THINKING ABOUT  OUR PLANS AND PRACTICES. WE ARE RECOGNIZING WE ARE LAYING THE  FOUNDATION. IT'S NOT SURPRISING AND WE WILL CONTINUE TO SEEK WAYS TO GET THE VARIETY OF FEEDBACK FROM OUR COMMUNITY AND EXPERIENCES.  I KNOW  WE HAVE BEEN TRYING TO BE VERY INTENTIONAL ABOUT BEING  OUT AT HER SCHOOLS PARTICULARLY DAMAGES GOALS GIVEN SOME OF THE CHANGES TO REALLY SEE WHAT THAT EXPERIENCE LOOKS LIKE AND  WHAT EXPERIENCES ARE EDUCATORS ARE HAVING  IN THE SAME EXPERIENCES 
          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]
GAVE AT THE BEGINNING  HAS EVOLVED  OVER TIME. 
          >> 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]
INCLUDED IN GENERAL EDUCATION AND MOVE OUT OF THE 0 TO 39% AGAIN. HOW  IS  WHAT YOU ARE TALKING ABOUT GOING TO HELP THAT STUDENT INTEGRATE ? CAN YOU CONNECT THAT MORE FOR ME? I UNDERSTAND HIS COACHES AND A LOT OF PROFESSIONAL LEARNING GOING ON AND SO ON. WHAT ARE THE GAPS FOR THAT STUDENTS EXPERIENCE TODAY?  I KNOW IT IS HARD TO GENERALIZE BUT WHAT ARE SOME OF THE GAPS YOU SEE AND WHAT ARE THE NEXT STEPS TO HELP THOSE  COMPLEX LEARNERS BE MORE INTEGRATED ? 
          >> 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]
SEE THAT. IT CAN BE DIFFICULT. HAD I NOT ASKED THAT TEACHER IN THAT MOMENT ,  I WOULD HAVE PROBABLY WALKED AWAY DRAWING DIFFERENT CONCLUSIONS  TO WHAT THAT STUDENT EXPERIENCE WAS. 
          >> 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]
CLASS. I JUST WANT TO ACKNOWLEDGE YOU FOR SAYING THAT. I THINK WE FEAR SAYING WE DO NOT KNOW AND WE ARE NOT DOING IT  AND I WANT TO NORMALIZE THAT MORE AND WE ASK THAT OF OUR STUDENTS. SO LET'S MODEL THAT. THANK YOU.  I HAD A QUESTION ABOUT  MTS COACHES BUT I CAN SAVE IT FOR LATER. 
          >>  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]
FORWARD TO.  THE NEXT ITEM ON THE AGENDA  THIS EVENING AS PUBLIC AND COMMUNITY AFFAIRS. THIS PORTION IS A OPPORTUNITY FOR ANY BOARD MEMBERS  TO PROVIDE UPDATES  ON ORGANIZATIONS OR GROUPS THEY COMMUNICATE WITH.  I BELIEVE WE HAVE A ALLEGED UPDATE  FROM THE DEPUTY  SUPERINTENDENT. 
            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]
COMMUNITY AFFAIRS?  THE NEXT ITEM ON THE AGENDA IS SCHOOL VISITS. WE DID HAVE TO CANCEL OUR JANUARY 18 VISITS DUE TO THE WEATHER. OUR NEXT VISITS WILL TAKE PLACE ON FEBRUARY 6. 
          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]
FACILITIES ADVISOR COMMITTEE MEETING UNFORTUNATELY WAS LOST TO THE WEATHER.  ONE LAST THING, AS SOON AS THE BUDGET ADVISORY COMMITTEE ENDED,  I WALKED  20 FEET OVER TO THE FOUNDATION MEETING.  I NOW HAD THE CHANCE TO ATTEND THAT. I SAID  I WAS YOUR  REPLACEMENT. I HAD A CHANCE TO HEAR THE PRESENTATION ON THE PROGRAM THEY ARE CONTINUING  TO EXPAND IN A ATTEMPT TO STANDARDIZE OR HAVE A  CONSISTENT SET OF OFFERINGS ACROSS THE  DISTRICT. IT WAS  INTERESTING TO HEAR THAT PROGRAM WHICH PROVIDES A LOT OF  FIT AND OPPORTUNITY FOR COMMUNITY ENGAGEMENT WITH OUR DISTRICT. I TALKED  TO THE FOUNDATION  ABOUT  OUR ONGOING FACILITIES.  SOME OF THE THINKING AROUND THE PLAN. THANK YOU. 
          >> 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.