[A. Regular Board Meeting - 7:00 p.m.]
          [B. Opening Items]
          [00:00:10]
          GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE GENDERED, 2024 LAKE WASHINGTON SCHOOL BOARD MEETING. LET THE RECORD REFLECT THAT ALL FOUR MEMBERS ARE PRESENT, WITH DIRECTOR STUART EXCUSED. WE HAVE ALL FOUR OF OUR STUDENT REPS HERE THIS EVENING, AS WELL. THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN THE MEETINGS OF THE BOARD. 
          BOARD MEETINGS WILL BE LIVE STREAMS ON THE LWSD WEBSITE AND ARE AVAILABLE FOR VIEWING FOLLOWING THE CONCLUSION OF THE BOARD MEETING, AS WELL. THE PUBLIC ARE ALWAYS WELCOME TO EMAIL THE BOARD AT BOARDMEMBERS@LWSD.COM. 
          >> THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR LAND IS ON THE LAND OF THE -- PEOPLES INCLUDING THE SNOQUALMIE SNOQUALMIE PEOPLES. WE COMMIT TO PROVIDING THE BEST POSSIBLE EDUCATION FOR CHILDREN OF NATIVE DISSENT WHO ATTEND OUR SCHOOLS. 
          >> THANK YOU. I WILL NOW ENTERTAIN A MOTION TO APPROVE 
          THE JUNE 3RD, 2024 AGENDA. >> SO MOVED. 
          >> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR YOCUM TO APPROVE 
          [C. Recognitions]
THE AGENDA. THE MOTION CARRIES. WE ARE GOING TO MOVE ON TO THE RECOGNITIONS THAT WE HAVE THIS EVENING. THE FIRST RECOGNITION TONIGHT IS A STATEMENT OF RECOGNITION FOR JUNETEENTH. 
          PUCK JUNETEENTH HOLDS SOCIETAL IMPORTANCE IN THE UNITED STATES. IT COMMEMORATES THE EMANCIPATION OF THE LAST CONFEDERATE COMMUNITY OF ENSLAVED AFRICAN AMERICANS AND SYMBOLIZES THE ONGOING STRUGGLE FOR FREEDOM, EQUALITY, AND JUSTICE. JUNETEENTH SERVES AS A REMINDER OF THE UNYIELDING RESILIENCE, STRENGTH, AND INGENUITY OF THE BLACK COMMUNITY, WHILE ALSO HIGHLIGHTING THE NEED TO CONTINUE WORKING TOWARD A SOCIETY FREED FROM RACIAL OPPRESSION. LAKE WASHINGTON SCHOOL BOARD CELEBRATES JUNETEENTH AS A FORMAL HOLIDAY TO HONOR THE ANCESTORS OF THE PAST, CELEBRATE THE CHANGE AGENTS OF THE PRESENT, WHILE LAYING THE FOUNDATION FOR A MORE INCLUSIVE AND EQUITABLE FUTURE. 
          >> THANK YOU, DR. GUTHRIE. THE SECOND TECHNICIAN WE HAVE THIS EVENING ARE PTS A SCHOLARSHIP AWARDS. DR. HOLMEN. 
          >> YES. AND I WOULD LIKE TO WELCOME PRESIDENT KRISTIN DARWIN UP TO THE PODIUM HERE, AND IT IS EXCITING TO HAVE SO MANY PEOPLE HERE TO CELEBRATE IN OUR PTA SCHOLARSHIP AWARDS. 
          >> GREAT. THANK YOU SO MUCH. I WOULD LOVE TO WELCOME ALL OF OUR SCHOLARSHIP AWARD WINNERS, THEIR FAMILIES. WE ALSO HAVE SOME OF OUR JUDGES HERE. IT IS TRULY ONE OF MY FAVORITE PARTS OF THIS UTSA COUNSEL ROLE, IS TO AWARD THESE SCHOLARSHIPS EVERY YEAR. YOUR STUDENTS ARE SO IMPRESSIVE. AND WE ARE VERY PROUD OF THEM. I WOULD LOVE TO INTRODUCE OUR SCHOLARSHIP'S CHAIR, BROOKE. SHE HAS DONE ALL OF THE HARD WORK FOR THE SCHOLARSHIP PROGRAM, AND SHE IS GOING TO BE ANNOUNCING OUR WINNERS TONIGHT. 
          >> HI, EVERYONE. THANK YOU, KRISTIN, FOR THAT LOVELY INTRODUCTION. AS SHE SAID, I AM BROOKE. I'M THE CHAIR OF THE SCHOLARSHIP COMMITTEE. I AM PLEASED TO INTRODUCE THE RECIPIENTS OF OUR TWO DOZEN 24 SCHOLARSHIP PROGRAM. THESE STUDENTS AND STAFF HAVE ACCOMPLISHED AMAZING THINGS DESPITE THE ONGOING CHALLENGES OF LEARNING DURING AND AFTER A GLOBAL PANDEMIC. I'M EXCITED TO SHARE MORE ABOUT THESE INSPIRING INDIVIDUALS NOW. SO UNFORTUNATELY, OUR TWO RECIPIENTS -- OUR STAFF RECIPIENTS AREN'T ABLE TO JOIN US, BUT OUR FIRST STAFF SCHOLARSHIP RECIPIENT IS YOUNG KIM, WHO IS FROM LAKE WASHINGTON HIGH SCHOOL. HIS CURRENT ROLE AS AN IA HAS HELPED HIM TO UNDERSTAND THE DIVERSE NEEDS OF STUDENTS. HE IS WORKING TOWARDS A MASTERS DEGREE IN CURRICULUM AND INSTRUCTION, AND HE HOPES TO FOSTER A MORE INCLUSIVE AND SUPPORTIVE LEARNING ENVIRONMENT FOR STUDENTS. SO PLEASE JOIN ME IN CONGRATULATING YOUNG. 
          OUR NEXT STAFF SCHOLARSHIP WINNER IS KATIE , WHO IS UNABLE TO BE WITH US TONIGHT. SHE CURRENTLY WORKS AT EINSTEIN 
          [00:05:05]
ELEMENTARY, WHERE MY CHILDREN GO. SHE IS WONDERFUL. SHE WILL BE PURSUING A MASTERS IN LIBRARY AND INFORMATION SCIENCE AT THE UNIVERSITY OF WASHINGTON, AND SHE IS EXCITED TO EXPLORE THE BOOKS, MEDIA TECHNIQUES THAT WILL ENHANCE HER PRACTICE AND STUDENT LEARNING. PLEASE JOIN ME IN CONGRATULATING KATIE. SO NOW, I WILL GET ON WITH THESE STUDENT SCHOLARSHIP RECIPIENTS, BEGINNING WITH OUR PERSEVERANCE SCHOLARSHIP WINNERS. THIS AWARD IS GIVEN TO A STUDENT WHO IS WELL-ROUNDED -- WHO IS A WELL-ROUNDED COMMUNITY MEMBER AND SHOW EXCELLENCE IN THEIR LIFE AND ACADEMICS IN THE FACE OF HARDSHIPS OR CHALLENGING LIFE CIRCUMSTANCES. THIS YEAR, WE WERE LUCKY ENOUGH TO AWARD THREE PERSEVERANCE SCHOLARSHIPS. OUR FIRST RECIPIENT OF A PERSEVERANCE SCHOLARSHIP IS SYDNEY FROM EASTLAKE HIGH SCHOOL. DURING HIGH SCHOOL, SHE ENJOYED PLAYING VOLLEYBALL, WHERE SHE MET MOST OF HER CLOSE FRIENDS. SHE HAD AN INCREDIBLE INTERNSHIP AT THE CANCER CENTER AND GAINED VALUABLE EXPERIENCE. 
          SYDNEY IS GOING TO CONTINUE HER ACADEMIC JOURNEY AT THE UNIVERSITY OF WASHINGTON, MAJORING IN CHEMISTRY. PLEASE JOIN ME IN CONGRATULATING SIDNEY. 
          YAY. >> CONGRATULATIONS. 
          >> THANK YOU. THE NEXT RECIPIENT OF A PERSEVERANCE SCHOLARSHIP IS ANNA, WHO ATTENDS LAKE WASHINGTON HIGH SCHOOL. THROUGHOUT WHAT DISH HIGH SCHOOL, SHE HAS BEEN PART OF MANY CLUBS INCLUDING THEATER -- THERE IS A LOT LISTED HERE. 
          SHE WAS A FOUNDING MEMBER OF SCIENCE ON BEARD. SHE PLANS ON ATTENDING WASHINGTON STATE UNIVERSITY TO STUDY EARTH SCIENCE. AFTER A YEAR OFF DUE TO INJURY, SHE IS LOOKING FORWARD TO RESTARTING RUGBY. PLEASE JOIN ME IN CONGRATULATING ANNA. 
          CONGRATULATIONS. SMILE. OUR FINAL RECIPIENT OF A PERSEVERANCE SCHOLARSHIP IS -- FROM WANITA HIGH SCHOOL . SHE PLANS ON GOING TO WASHINGTON STATE UNIVERSITY TO MAJOR IN HUMAN BIOLOGY AND MINOR IN BUSINESS. EVENTUALLY, SHE WANTS TO ATTEND BAYLOR COLLEGE OF MEDICINE AND MERGE HER PASSION FOR SCIENCE WITH A COMMITMENT TO SERVING OTHERS THROUGH HEALTHCARE. PLEASE JOIN ME IN GRADUATING AFIFA. 
          >> CONGRATULATIONS. WONDERFUL. MOVING ON TO OUR NEXT CATEGORY, OUR NEXT SCHOLARSHIP IS THE TURNAROUND SCHOLARSHIP, PRESENTED TO A STUDENT HAS GREATLY IMPROVED THEIR ACADEMIC RECORD. THIS WAS MANNED -- THIS YEAR'S RECIPIENT IS ROSALINDA HERNANDEZ MARTINEZ. I DON'T BELIEVE SHE IS HERE. ARE YOU HERE? ARE YOU HERE? I'M SO SORRY. I WANT TO MEET YOU. ROSA HAS REALLY ENJOYED HER HIGH SCHOOL EXPERIENCE. SOME OF HER FAVORITE MEMORIES WERE MEETING NEW PEOPLE, TRYING NEW CLASSES, AND MAKING WONDERFUL MEMORIES. NEXT YEAR, SHE WILL BE ATTENDING BELLEVUE COLLEGE. PLEASE JOIN ME IN CONGRATULATING ROSA. 
          THE NEXT SCHOLARSHIP IS THE LAKE WASHINGTON EDUCATION ASSOCIATION TEA LEAF SCHOLARSHIP, PRESENTED TO A STUDENT PLANNING TO PURSUE A CAREER IN THE FIELD OF EDUCATION. THIS YEAR'S RECIPIENT IS KAYLEE. HER HIGH SCHOOL HIGHLIGHTS INCLUDE GETTING TO GO IN PERSON FOR SCHOOL, WHICH JUST BREAKS MY HEART. THAT SHOULD ALWAYS BE A THING. GOING IN PERSON FOR A SCHOOL, MEETING HER CLASSMATES, AND IN HER JUNIOR YEAR, SHE BECAME A JUNIOR BOARD MEMBER FOR THE NONPROFIT LEARN TO BE. KAYLEE WILL BE ATTENDING VANDERBILT UNIVERSITY NEXT YEAR. PLEASE JOIN ME IN CONGRATULATING KAYLEE. 
          THAT'S A LOT OF WORDS. THANK YOU. OUR NEXT SCHOLARSHIP IS GIVEN TO A STUDENT PLANNING TO ATTEND A TWO-YEAR VOCATIONAL OR TECHNICAL SCHOOL. THIS YEAR'S RECIPIENT IS ALBERTO. HE'S BEEN AN INVALUABLE PLAYER ON THE VARSITY SOCCER TEAM AND A COMPETITIVE LOCAL TEAM. HE PLANS TO ATTEND BELLEVUE COLLEGE NEXT YEAR. HE WILL -- IS UNABLE TO BE WITH US HERE 
          [00:10:02]
TONIGHT. PLEASE JOIN ME IN CONGRATULATING ALBERTO. 
          OUR NEXT SET OF SCHOLARSHIPS ARE FOR MERIT, WHICH INCLUDES ACADEMIC ACHIEVEMENT, COMMUNITY SERVICE, EXTRACURRICULAR PARTICIPATION AND LEADERSHIP. TWO AWARDS ARE GIVEN OUT PER LEARNING COMMUNITY, AND THIS IS DETERMINED BY THE HOME ADDRESS. 
          WE ARE BEGINNING WITH THE EASTLAKE LEARNING COMMUNITY. 
          OUR FIRST RECIPIENT IS MONET FROM EASTLAKE HIGH SCHOOL. HER FAVORITE CLASSES ARE AP PHYSICS AND AP WORLD HISTORY. OUTSIDE OF SCHOOL, ADVOCATING FOR LOWER SNAKE RIVER DAM REMOVAL. SHE FOUND THE ETHICS FIRST -- FLIPPED THAT -- EASTLAKE'S FIRST ETHICS BOWL AND ADVOCATED FOR A CITY CLIMATE PLAN. HE WILL BE ATTENDING STANFORD UNIVERSITY IN THE FALL, WHERE HE CONTINUES TO WORK ON PRESSING ENVIRONMENTAL ISSUES THROUGH TECHNOLOGY AND BUSINESS SOLUTIONS. PLEASE JOIN ME IN CONGRATULATING HIM. 
          OUR NEXT RECIPIENT IS -- FROM EASTLAKE HIGH SCHOOL. SHE ABSOLUTELY LOVED HER HIGH SCHOOL EXPERIENCE. THROUGH HER INVOLVEMENT IN SCIENCE OLYMPIAD , INDIAN STUDENT ASSOCIATION, NATIONAL HONOR SOCIETY, SHE HAD THE CHANCE TO EXPLORE DIVERSE INTERESTS AND CONTRIBUTE POSITIVELY TO THE COMMUNITY. 
          SHE IS EXCITED TO CONTINUE HER ACADEMIC JOURNEY AT THE UNIVERSITY OF WASHINGTON WHERE SHE PLANS TO PURSUE A DEGREE IN PUBLIC HEALTH. PLEASE JOIN ME IN CONGRATULATING HER. 
          WE ARE GOING TO TAKE A QUICK -- WE ARE JUST SWITCHING -- 
          INAUDIBLE ] >> HI. I'M DENISE FERGUSON. I HAVE BEEN A LAKE WASHINGTON PTS A COUNSEL FOUND HERE. I'M GIVING HER A BREATHER. OUR NEXT TWO RECIPIENTS ARE FROM THE WANITA LEARNING COMMUNITY. OUR NEXT RECIPIENT IS CAROLINE FROM THE CAMBRIDGE PROGRAM AT WANITA HIGH SCHOOL. KILLING ATTENDED --. THE INTERNATIONAL THESPIAN FESTIVAL. DRAMA HAS PLAYED AN IMPACTFUL ROLE IN HER LIFE AND SHE IS ETERNALLY GRATEFUL FOR THE OPPORTUNITY TO HAVE BEEN ABLE TO PARTAKE IN SUCH A WONDERFULLY CREATIVE FIELD. CAROLYN IS THRILLED TO BE ATTENDING THE UNIVERSITY OF SOUTHERN CALIFORNIA WITH A MAJOR IN ARTS, TECHNOLOGY, AND BUSINESS INNOVATION, AND A MINOR IN EITHER THEMED ENTERTAINMENT OR MEDIA ARTS. 
          PLEASE JOIN ME IN CONGRATULATING CAROLINE. 
          NEXT IS AN EXCELLENT -- MACKLIN GRAY FROM WANITA HIGH SCHOOL. 
          SOME OF HIS FAVORITE MOMENTS OF HIGH SCHOOL INCLUDE PARTICIPATING IN ATHLETICS. ANOTHER HIGHLIGHT WAS HOW HE WAS ABLE TO BALANCE ALL OF HIS ATHLETICS, WAS STILL TAKING A DEMANDING AND CHALLENGING COURSE LOAD. HE DISCOVERED HOW TO STAY FOCUSED AND WORKED HARD, AND IN TURN, THIS TAUGHT HIM THAT STRONG EFFORT CAN LEAD TO HIGH ACHIEVEMENT. HE PLANS TO ATTEND SAN DIEGO STATE UNIVERSITY IN THE FALL TO STUDY BUSINESS AND LAW. PLEASE JOIN ME IN CONGRATULATING MACKLIN. 
          >> NOW, WE ARE MOVING TO THE LAKE WASHINGTON LEARNING COMMUNITY. OUR FIRST RECIPIENT IS JOEY FROM LAKE WASHINGTON HIGH SCHOOL. SOME OF HIS HIGHLIGHTS FROM HIGH SCHOOL INCLUDE MEMORIES FROM CROSS-COUNTRY, ALTHOUGH LONG RUNS, THE STRETCHING SESSIONS IN THE SUN. HER FAVORITE MEMORIES INCLUDE RUNNING THROUGH THE GOOGLE CAMPUS WATER FOUNTAINS ON HOT SUMMER DAYS. SHE PLANS TO ATTEND THE UNIVERSITY OF UTAH FOR MECHANICAL ENGINEERING AT HOPES TO HIKE AND RUN THROUGH THE MOUNTAINS EVERY WEEKEND. PLEASE JOIN ME IN CONGRATULATING JOEY. 
          [00:15:04]
CONGRATULATIONS. OUR NEXT RECIPIENT IS LOGAN FROM LAKE WASHINGTON HIGH SCHOOL. LIKE WASHINGTON HIGH SCHOOL HIGHLIGHTS INCLUDE PLAYING ON THE VARSITY BASKETBALL TEAM, BUT THE REVIVING AND THEN GROWING THE MATH CLUB, MEETING GLENN INTERESTING PEERS AND TEACHERS, MAKING LIFELONG FRIENDS AND MEMORIES. LOGAN WILL ATTEND DUKE UNIVERSITY IN THE FALL OF 2024, WELL HE WILL STUDY COMPUTER SCIENCE AND ELECTRICAL AND COMPUTER ENGINEERING. PLEASE JOIN ME IN CONGRATULATING LOGAN. 
          IN THE REDMOND LEARNING COMMUNITY, THE FIRST RECIPIENT IS -- . HE PREVIOUSLY ATTENDED ROSA PARKS ELEMENTARY AND TIMBERLINE MIDDLE SCHOOL. HE LOVED REDMOND HIGH SCHOOL. 
          ASIDE FROM SCHOOLWORK, HE PARTICIPATED IN NATIONAL HONORS SOCIETY. HE WAS A FOUR YEAR SOCCER ATHLETE FOR THE BOYS SOCCER TEAM, WHICH WON THE DISTRICT CHAMPIONSHIP. HE WILL BE ATTENDING UC BERKELEY IN THE FALL AND STUDYING ELECTRICAL ENGINEERING AND COMPUTER SCIENCE. PLEASE JOIN ME IN CONGRATULATING HIM. 
          OUR NEXT RECIPIENT IS SOPHIA KIM FROM INTERNATIONAL COMMUNITY SCHOOL. IT IS HARD FOR HER TO IDENTIFY A SINGLE FAVORITE MEMORY FROM HER SEVEN YEARS AT ICS, BUT SOME OF THOSE INCLUDE CAMP PHOENIX, THE ANNUAL SCHOOL CAMP, AND BEING A CAMP COUNSELOR IN 11TH AND 12TH GRADES. SHE ENJOYED PRETTY SPITTING IN THE FUTURE BUSINESS LEADERS OF AMERICA AND YOUR BOOK CLUB, BOTH OF WHICH HELPED HER GROW AS A PERSON AND A LEADER. SHE PLANS ON ATTENDING THE UNIVERSITY OF WASHINGTON TO STUDY PSYCHOLOGY AND ENGAGE IN THE HONORS PROGRAM. PLEASE JOIN ME IN CONGRATULATING SOPHIA. 
          MOVING ON TO THE FINAL CATEGORY, WE HAVE THREE RECIPIENTS OF AT-LARGE SCHOLARSHIPS. OUR FIRST RECIPIENT IS CHRISTINE, A STUDENT AT REDMOND HIGH SCHOOL, WHOSE PASSION FOR NURSING AND COMMUNITY ENGAGEMENT WOULD NOT HAVE COME TO FRUITION WITHOUT THE EXPENSES SHE GAINED AT REDMOND HIGH SCHOOL. WHETHER IT WAS LEARNING ABOUT LESSER-KNOWN HEALTH PROFESSIONS, WEAVING TOGETHER SHOTS OF WINDOW PAINTINGS AS A SEGMENT EDITOR FOR THE YA HEARD? SHOW , REDMOND HIGH SCHOOL ALLOWED HER TO REALIZE HER CALLING TOWARD PUBLIC SERVICE. IN THE FALL, SHE WILL BE ATTENDING THE COLLEGE OF NURSING. THAT'S WHERE I WORK. CONGRATULATIONS. 
          PLEASE JOIN ME IN CONGRATULATING CHRISTINE. 
          CONGRATULATIONS. OUR SECOND RECIPIENT OF AN AT-LARGE SCHOLARSHIP IS SAMANTHA CHAN, WHO IS FROM EASTLAKE HIGH SCHOOL. SAMANTHA IS PART OF THE RUNNING START PROGRAM, TAKING COURSES AT THE SAMMAMISH CAMPUS OF CENTRAL WASHINGTON UNIVERSITY. DURING HER TIME AT EASTLAKE HIGH SCHOOL, SHE WAS PROUD THAT SHE MAINTAINED A 4.0 GPA, BECAME AN AWARD-WINNING SKATER, AND CREATED MANY MEMORIES WITH FRIENDS. SHE PLANS TO ATTEND UC IRVINE AND COMPANY. PLEASE JOIN ME IN CONGRATULATING SAMANTHA. 
          OUR FINAL AT-LARGE SCHOLARSHIP IS AWARDED TO COLT MCINTYRE FROM REDMOND HIGH SCHOOL. FLIP THE PAGE. COLE IS A MULTISPORT ATHLETE, AND WAS PLEASED TO PLACE SECOND IN STATE FOR DIVING WHILE SERVING AS DIVE CAPTAIN. HE IS CURRENTLY INVOLVED IN HIS FINAL TRACK SEASON AND POLEVAULT. HE IS EXCITED TO GO TO UTAH VALLEY UNIVERSITY IN THE FALL AND ENTER THEIR COMMERCIAL PILOT PROGRAM. PLEASE JOIN ME IN CONGRATULATING PAUL. 
          SO CONGRATULATIONS TO ALL OF THE WINNERS. VERY QUICKLY IN CLOSING, JUST WANTED TO SAY THAT OUR SCHOLARSHIP PROGRAM WOULD NOT BE POSSIBLE WITHOUT THE SUPPORT OF THE FORTY FORT 
          [00:20:02]
LOCAL PT ESSAYS IN OUR DISTRICT, THE HIGH SCHOOL COLLEGE AND CAREER SPECIALISTS WHO ENCOURAGED STUDENTS TO APPLY AND WHO HAVE CONTINUED TO SUPPORT US THROUGH THE PROCESS, INCLUDING THE LAKE WASHINGTON EDUCATION ASSOCIATION AND THE LAKE WASHINGTON SCHOOL DISTRICT. I WOULD ALSO LIKE TO THANK ALL OF THE JUDGES FOR THE HOURS THEY PUT INTO REVIEWING THE APPLICATIONS, FOR REDACTING NAMES OF APPLICATIONS, A SPECIAL SHOUT OUT TO AMANDA AND KRISTIN FOR HELPING WITH THE RECEPTION AND A BIG THANK YOU TO ALL OF THE WONDERFUL STUDENTS AND STAFF WHO SUBMITTED THEIR APPLICATIONS FOR THESE SCHOLARSHIPS. PLEASE JOIN ME IN CONGRATULATING THEM ALL FOR THEIR ACCOMPLISHMENTS. 
          >> ALL RIGHT. IN THAT DISTRICT PHOTOGRAPHERS REQUESTED THAT WE GET A GROUP PHOTO. SO IF ALL OF YOU CAN BRING YOUR CERTIFICATES TO THE FRONT UP HERE REALLY QUICK, COME TOGETHER AND SMILE. 
          WHILE YOU'RE DOING THAT, I WOULD LIKE TO THANK DR. HOMAN AND THE BOARD FOR SHARING THIS TIME WITH US TONIGHT. IF YOU WANT TO BE IN THE PHOTO WITH THEM, YOU COULD BE. I'M JUST SAYING. OH NO. I DIDN'T WIN A SCHOLARSHIP. IT IS UP TO YOU. 
          YEAH. >> GET IN HERE. GET IN THERE. 
          WE ARE GOING TO GET THE SCHOOL BOARD INVOLVED, TOO. YEAH. WE ARE GETTING THE SCHOOL BOARD IN HERE. I'M NOT IN CHARGE OF MAKING YOU LOOK ORGANIZED, THOUGH. 
          >> WE ARE ALL SHORT, THOUGH. 
          GET YOU TO PAUSE, YOU CAN STAND FOR A SECOND. I WOULD LIKE TO INVITE THE PRESIDENT BACKUP. SO WHAT I HAVE LEARNED OVER THE YEARS IS THAT OUR PTA PRESIDENTS -- THEY SERVE FOR TWO YEARS. AND IN THAT FIRST YEAR, YOU ARE LEARNING YOUR ROLE, BUT YOU ARE ALSO LEADING PEOPLE WHO HAVE NO IDEA WHAT THEY ARE DOING, EITHER. AND SO THE AMOUNT OF TURNOVER THAT THERE IS IN PTA IS QUITE SUBSTANTIAL, AND SO, WE JUST WANTED TO TAKE THIS MOMENT TO SAY THANK YOU TO KRISTIN FOR EVERYTHING YOU HAVE DONE. WE VALUE THE PARTNERSHIP THAT WE HAVE WITH OUR LOCAL AND OUR DISTRICT PTA. WE VALUE THAT. WE KNOW THE STATE RECOGNIZES THIS TO BE ONE OF THE STRESSED RELATIONSHIPS BETWEEN PTA AND DISTRICT. THAT TRULY DOES DEMONSTRATE WHAT WE VALUE HERE AS A COMMUNITY. WE HAVE SOME FLOWERS FOR YOU TO SAY THANK YOU FOR EVERYTHING YOU'VE DONE, AND ALL THE HARD WORK THAT YOU HAVE PUT IN. 
          >> OKAY, FINE. SO MANY PICTURES. 
          >> THANK YOU SO MUCH. >> ARE RIGHT. GO EAT THE FOOD. 
          >> AND OUR FINAL RECOGNITION OF THIS EVENING IS THE SENIOR STUDENT REPRESENTATIVES TO THE BOARD, DR. HOMAN. 
          >> ALL RIGHT. BACK TO THIS MICROPHONE NOW. LAST YEAR, WE STARTED A PROGRAM FOR STUDENT REPRESENTATIVES TO THE BOARD, AND WE LAUNCHED THAT PROGRAM AND WONDERED WHAT WE WERE DOING AND WHAT IT WOULD BE LIKE. AND IT WAS SO WONDERFUL THAT WE DECIDED TO DOUBLE THE SIZE OF THAT PROGRAM AND WE HAVE FOUR STUDENT REPS AT ANY ONE GIVEN TIME. AND WHAT'S INTERESTING ABOUT THIS PROGRAM IS WE ACTUALLY HAVE TO SAY GOODBYE AT THE END OF EACH YEAR TO IT WAS ONE LAST YEAR AND IS NOW TWO STUDENT REPRESENTATIVES BECAUSE THEY ARE GRADUATING FROM HIGH SCHOOL. WE WANT TO TAKE THIS OPPORTUNITY TO RECOGNIZE THEM. 
          SHIVANI, YOU HAVE BEEN WITH US FOR TWO FULL YEARS. IT'S BEEN TREMENDOUS TO SEE YOU GROW INTO THE ROLE. EXPAND YOUR VOICE. 
          THROUGH THESE PROCESSES, AND ASK QUESTIONS AND PUSH ON US 
          [00:25:01]
AND GIVE US GOOD ADVICE. FROM THE START, YOU THOUGHT DEEPLY ABOUT THE WORK WE ARE DOING. AS PRESIDENT CHOI -- IT SAYS THAT STUDENT REPRESENTATIVES WILL PROVIDE A STUDENT VOICE TO THE BOARD OF DIRECTORS, SERVE AS A LIAISON BY COLLECTING STUDENT VOICES FROM THE SCHOOLS AND INCORPORATED INTO DISCUSSIONS, UTILIZE COMMUNICATION SCHOOLS USED IN THEIR AREA SCHOOLS TO FACILITATE MEDICATION BETWEEN THE SCHOOL BOARD AND STUDENT BODIES, PARTICIPATE IN ALL OPEN MEETINGS AND BOARD DISCUSSIONS, BUT WILL NOT HOLD VOTING RIGHTS , MAKE MOTIONS, HOLD BOARD OFFICE OR ATTEND CLOSED SESSIONS. LEARN THE PROTOCOLS AND METHODS TO ENGAGE IN AND PARTICIPATE IN LEADING AND ADVOCATING FOR CHANGE THE STUDENT BODY DEEMS IMPORTANT AND REPRESENT THE DISTRICT WITH THE FOLLOWING QUALIFICATION , SELECTIONS, AND RESPONSIBLE DISPARATE AND IT GOES ON FOR ANOTHER TWO PAGES. AND WHAT I APPRECIATE ABOUT BOTH OF YOU IS EARLIER THIS SPRING, WE HAD A SESSION WHERE WE WERE SEEKING YOUR FEEDBACK AROUND YOUR ROLE. I CAN TELL YOU, YOU GAVE SOME DISTINCT FEEDBACK AROUND SOME OF THESE COMPONENTS TO ENHANCE THOSE AND THE INFLUENCE OF HER STUDENT REPRESENTATIVES. AS SUPERINTENDENT, I GREATLY APPRECIATE ALL OF THE TIME AND COMMITMENT THAT YOU HAVE GIVEN TO THIS BECAUSE IT HAS BEEN TREMENDOUSLY MEANINGFUL FOR ALL OF US, AND WE HOPE IT WAS MEANINGFUL FOR YOU, AS WELL. SO WITH THAT, I WILL HANDED OVER 
          TO PRESIDENT CHOI. >> THANK YOU, DR. HOMAN. IF OUR STUDENTS WOULD COME UP AND JOIN US HERE IN FRONT , I WOULD LIKE TO TAKE A MOMENT TO RECOGNIZE ALL THE STUDENTS FOR THEIR ACCOMPLISHMENTS. WE WILL START WITH TARAN AS HE MAKES HIS WAY UP HERE. TARAN JOINED OUR STUDENT BOARD OF REPRESENTATIVES THIS YEAR. HE EAGERLY CONTRIBUTED INSIGHTFUL OPINIONS AND OBSERVATIONS FROM HIS VERY FIRST MEETING. HE HAS CONTINUOUSLY FOCUSED ON ENSURING THAT DIVERSITY AND EQUITY WERE AT THE FOREFRONT OF OUR CONVERSATIONS, PROVIDING UNIQUE SUGGESTIONS AND OPINIONS DURING COUNTLESS READINGS. 
          TARAN HAS SHOWN RESILIENCE AND IMMENSE GROWTH OVER THE YEAR, AND ALTHOUGH WE ARE SAD THAT HE WILL ONLY BE JOINING US FOR THE ONE YEAR, THERE IS NO DOUBT THAT HE WILL ACCOMPLISH GREAT THINGS NEXT YEAR AND THROUGHOUT THE REST OF HIS ACADEMIC CAREER. PLEASE HELP US IN THANKING TARAN. 
          >> NEXT, STAY THERE. YEAH. ERIC IS FEELING HIS JOB. NEXT, WE WOULD LIKE TO THINK SHIVANI SAMA , WHO WAS ONE OF OUR VERY FIRST STUDENT REPRESENTATIVES TO THE BOARD, AND IS OUR FIRST STUDENT TO FULFILL THE TWO-YEAR COMMITMENT. WHEN DIRECTOR LALIBERTE AND I FIRST INTERVIEWED SHIVANI, WILL -- WHAT CAME THROUGH WAS HER WILLINGNESS TO GIVE HER VERY HONEST OPINIONS. SHIVANI HAS NOT DISAPPOINTED US IN OUR EXPECTATIONS. SHE HAS PARTICIPATED WITH ENTHUSIASM AND PASSION. HER WORK ETHIC AND DEDICATION TO THE POSITION WILL SHAPE THE ROLE FOR YEARS TO COME, AND WE CAN'T THANK HER ENOUGH FOR CHOOSING TO WORK WITH US TO IMPROVE THIS SCHOOL DISTRICT FOR FUTURE GENERATIONS. I PERSONALLY WILL MISS YOUR INFECTIOUS LAUGH, AND YOUR GENUINE CURIOSITY, BUT I KNOW THAT YOU WILL EXCEL IN WHATEVER ENDEAVORS YOU CHOOSE. 
          THANK YOU SO MUCH. THANK YOU. WE ARE GOING TO TAKE A QUICK FIVE MINUTE RECESS SO THE PORT CAN COME UP AND TAKE PICTURES WITH OUR SENIOR REPRESENTATIVES . OH, AND WE HAVE OUR JUNIORS BEFORE WE TAKE A RECESS, HE WOULD LIKE TO SAY SOMETHING. 
          >> WE WANTED TO SAY THANK YOU TO SHIVANI AND TARAN, AS WELL AS PRESIDENT CHOI -- PRESIDENT CHOI AND DIRECTOR LALIBERTE. WE GET YOU GUYS SOME FLOWERS BECAUSE EVERYONE DESERVES FLOWERS. 
          >> ALL RIGHT. WE WILL TAKE A FIVE MINUTE RECESS. 
          [00:33:53]
          >> WE ARE READY TO RESUME OUR MEETING. ALL RIGHT. WE ARE 
          [D. Reorganization of the Board]
READY TO RESUME OUR MEETING. TONIGHT, THE BOARD WILL HOLD ITS ANNUAL ORGANIZATIONAL MEETING IN ACCORDANCE WITH OPERATIONAL GOVERNANCE POLICY 5. THE BOARD SHALL ELECT AMONG ITS MEMBERS A PRESIDENT AND A VICE PRESIDENT TO SERVE ONE-YEAR TERMS. ADDITIONALLY, THE BOARD SHALL ELECT A LEGISLATIVE REPRESENTATIVE TO SERVE FOR A ONE-YEAR TERM. I WILL NOW TURN THE GAVEL OVER TO DR. HOMAN, WHO HOLD TEMPORARY CHAIR UNTIL THE PRESIDENT IS ELECTED. DR. HOMAN. 
          >> THE PROCESS CALLS FOR NOMINATIONS TO BE FORMALLY OPENED AND CLOSED. NOMINATIONS DO NOT NEED A SECOND. THE VOTE 
          [00:35:01]
TAKEN WILL BE BY ROLL CALL. SO NO, I WILL BE ACCEPTING NOMINATIONS FOR BOARD PRESIDENT. 
          >> I WOULD LIKE TO NOMINATE PRESIDENT CHOI -- ARE YOU NOT 
          NOW? >> I'M PRESIDENT. 
          >> I SPENT FOREVER TRYING TO FIGURE OUT HOW I WAS GOING TO 
          SAY THIS. >> YOUR DIRECTOR TROY. 
          >> I THOUGHT YOU WERE GOING TO SUGGEST PRESIDENT CHOI FOR 
          PRESIDENT. >> ARE THERE ANY OTHER NOMINATIONS? NOMINATIONS DO NOT NEED A SECOND. THERE'S BEEN ONE NOMINATION FOR PRESIDENT. AND THAT IS DIRECTOR CHOI. WE WILL DO A ROLL CALL VOTE NOW TO OFFICIALLY VOTE. DIRECTOR 
          GUTHRIE. >> YES. DIRECTOR LALIBERTE. 
          >> YES. DIRECTOR CHOI. >> IT'S ALWAYS AWKWARD. YES. 
          >> AYE. 
          >> DIRECTOR CHOI HAS BEEN UNANIMOUSLY BEEN VOTED AS PRESIDENT CHOI FOR THE NEXT CALENDAR YEAR. GRADUATION SPIT 
          >> THANK YOU. I WILL NOW HOLD NOMINATIONS FOR PRESIDENT OF 
          THE BOARD. >> I NOMINATE DIRECTOR GUTHRIE. 
          >> DIRECTOR GUTHRIE HAS BEEN NOMINATED FOR VICE PRESIDENT OF THE LAKE WASHINGTON SCHOOL BOARD OF DIRECTORS . 
          NOMINATIONS DO NOT NEED A SECOND. ARE THERE OTHER NOMINATIONS FOR VICE PRESIDENT OF THE BOARD? IF THERE ARE NO OTHER NOMINATIONS, DECLARE THE NOMINATIONS TO BE CLOSED. THERE IS ONE NOMINATION AND THAT IS DIRECTOR GUTHRIE BUT WE WILL DO A ROLL CALL VOTE. DIRECTOR GUTHRIE 
          >> YES. DIRECTOR LALIBERTE . >> YES. 
          >> I VOTE YES. DIRECTOR GUTHRIE IS ELECTED BY UNANIMOUS VOTE TO BE VICE PRESIDENT. CONGRATULATIONS. NOMINATIONS ARE NOW OPEN FOR LEGISLATIVE REPRESENTATIVE OF THE BOARD. 
          >> I NOMINATE DIRECTOR YOCUM. >> DIRECTOR YOCUM HAS BEEN NOMINATED FOR LEGISLATIVE DIRECTOR OF THE BOARD. 
          NOMINATIONS DO NOT NEED A SECOND BUT ARE THERE OTHER NOMINATIONS FOR LEGISLATIVE REPRESENTATIVE? IF THERE ARE NO NOMINATIONS, I DECLARE THE NOMINATIONS TO BE CLOSED. THERE HAS BEEN ONE NOMINATION FOR LEGISLATIVE REPRESENTATIVE. 
          THAT IS DIRECTOR YOCUM. WE WILL DO A ROLL CALL VOTE. DIRECTOR 
          GUTHRIE >> YES. DIRECTOR LALIBERTE. 
          >> YES. >> AND I VOTE YES. DIRECTOR YOCUM IS ELECTED BY UNANIMOUS VOTE TO BE REPRESENTATIVE. THAT CONCLUDES THE REORGANIZATION OF THE BOARD. WE ARE THE SAME 
          [E. Audience Participation]
TEAM. THE NEXT ITEM ON OUR AGENDA THIS EVENING'S PUBLIC COMMENTS. THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT WELCOMES THE PUBLIC AND ENCOURAGES COMMUNITY ENGAGEMENT . THE REPORT THAT GETS 30 MINUTES TO HEAR FROM THE PUBLIC DURING EACH MEETING WITH EACH INDIVIDUAL PROVIDED UP TO TWO MINUTES TO SPEAK. PARTICIPANTS SHOULD NOT EXPECT A RESPONSE FROM THE BOARD AT THE END OF THEIR COMMENTS AS WE DEDICATE THIS TIME TO LISTENING TO YOUR VOICE AND WOULD LIKE TO GET AS MANY MEMBERS OF THE PUBLIC AN OPPORTUNITY TO SPEAK AS THE TIME ALLOWS. MEMBERS OF THE PUBLIC AND SIGN UP TO PAR TO SPIT ON THE DISTRICT WEBSITE AT LWSD.ORG/BOARD/PUBLICCOMMENT S. IF YOU HAVE SIGNED UP TO SPEAK BUT ARE NOT ABLE TO ATTEND THE MEETING, YOU MAY DESIGNATE ANOTHER PERSON TO SPEAK IN YOUR PLACE BY SENDING AN EMAIL TO PUBLICCOMMENT@LWSD. 
          ORG. IF THE ORIGINAL SPEAKER IS NOT PRESENT , SUBSTITUTIONS AT THE MEETING WILL NOT BE ACCOMMODATED. AS A REMINDER, THE BOARD DOES NOT DISCUSS PERSONAL MATTERS AT BOARD MEETINGS. MEMBERS OF THE COMMUNITY ARE ENCOURAGED TO RESOLVE ISSUES BEFORE BRINGING ISSUES TO THE BOARD. SPEAKERS SHOULD REFRAIN FROM NAMING STUDENTS UNLESS THEY ARE THE PARENT OR GUARDIAN OF SAID STUDENT. WE WILL NOW BEGIN PUBLIC COMMENT AT 7:40, AND THE FIRST PERSON WE HAVE SIGNED UP THIS EVENING IS TONYA. IS TONYA HERE? NO? THE NEXT PERSON WE HAVE SIGNED UP IS ELIZABETH ORS WELL -- ORSWELL? 
          [00:40:06]
          >> HELLO. HI. GOOD EVENING, EVERYBODY. MY NAME IS ELIZABETH AND I'M TALKING ABOUT CAPITOL BUILDING TO THEIR 75. I'M A SENIOR AT JUANITA HIGH SCHOOL. I CAN CONFIDENTLY SAY THAT THE BUILDING IS NOT A FACILITY FIT FOR STUDENTS TO ATTEND AND LEARN IN EVERY DAY. HAVE CLEAR MEMORIES OF CLASSES HELD OUTSIDE IN THE SPRING BECAUSE THE AC IN THE PORTABLES WAS BROKEN. A VOLLEYBALL PRACTICE STOPPED IN THE MIDDLE BECAUSE A TILE FROM THE CEILING FELL WITHIN INCHES OF A STUDENT. A GAS LEAK FOUND IN THE KITCHEN AFTER TWO DAYS OF STUDENTS BREATHING IT, GOING IN AND OUT OF THE COMMONS. SHARING A DESK WITH ANOTHER STUDENT BECAUSE THERE WASN'T ENOUGH SPACE IN THE CLASSROOM. THESE PROBLEMS I EXPERIENCED FOUR YEARS AGO ARE STILL PREVALENT. AND AT OTHER SCHOOLS IN THE DISTRICT SUCH AS SMITH ELEMENTARY. I URGE EVERY BOARD MEMBER TO VOTE IN FAVOR OF THE LEVY TONIGHT AND I ENCOURAGE EVERY TAXPAYER TO VOTE YES ON THE LEVY IN NOVEMBER. TO THESE PARENTS I SAY, WHETHER OR NOT YOUR STUDENT ATTENDS OF THE SCHOOLS PLANNED FOR REMODEL, YOU MUST VOTE IN FAVOR OF THIS LEVY BECAUSE WITHOUT IT, STUDENTS WILL CONTINUE TO LEARN AND FACILITIES THAT ARE NOT FIT FOR EVERYDAY LIFE, MUCH LESS FOCUSING ON EDUCATION. THANK YOU FOR YOUR TIME. 
          >> THANK YOU VERY MUCH, ELIZABETH. NEXT, WE HAVE 
          HEATHER. >> WHEN I ATTENDED MY FIRST SCHOOL BOARD MEETING IN OCTOBER OF 2023 COMMANDOS STRUCK BY THE WILLINGNESS OF COMMUNITY MEMBERS TO COME FORWARD AND SPEAK ABOUT WHAT MATTERS TO THEM. I WAS INSPIRED BY STUDENTS, PARENTS, AND MEMBERS OF OUR COMMUNITY, TAKING PART IN THE POLICY MAKING OF EDUCATION. I FELT PROUD TO BE PARTICIPATING. AS I PREPARE TO APPROACH THIS PODIUM, TONIGHT, FOR THE FOURTH TIME, TO TELL THE SAME STORY, THAT FEELING OF PRIDE HAS FITTED. IT IS REPLACED BY FRUSTRATION, EXHAUSTION, DISILLUSIONMENT, DESPAIR, AND ULTIMATELY, AS I FINALIZE MY FAMILY'S PLAN TO MOVE OUT OF THIS DISTRICT, RELIEF. STUDENTS IN MY COMMUNITY AND THROUGHOUT LAKE WASHINGTON SCHOOL DISTRICT ARE SUFFERING AT THE HANDS OF THIS ADMINISTRATION, THOSE IN THIS ROOM TONIGHT, AND THOSE IN SCHOOL BUILDINGS EVERY DAY. HOW MANY CALLS CAN YOU MAKE? HOW MANY FACTS CAN BE LAID OUT? HOW MANY TRUE THIS LATE BEAR WHILE MEMBERS OF THIS BOARD AND DISTRICT OFFICIALS THAT GOVERN IT STAYED SILENT? I HAVE BEEN TOLD TO FOLLOW THE CHAIN OF COMMAND, TO SPEAK ONLY FOR MYSELF, THAT ADVOCATING FOR MY COMMUNITY IS NOT AN EFFECTIVE WAY TO PROBLEM SOLVE, THAT INDIVIDUALS MUST COME FORTH THEMSELVES WITH CONCERNS, HOWEVER, IN MY SCHOOL COMMUNITY AND AS I HAVEN'T, COMMUNITIES THROUGHOUT THIS DISTRICT, THOSE THAT SPEAK UP ARE FACED WITH INTIMIDATION, RETALIATION, AND RETRIBUTION AGAINST THEIR CHILDREN AND CURIOUS. EDUCATORS ARE BULLIED INTO RESIGNATION BASED ON CALCULATED LIES AND DESPICABLE MEDIA RELATIONS OF OUR PRINCIPAL, DESPITE HER FICTIONAL CHARACTER ASSASSINATIONS, EDUCATORS CONTINUE TO DROP EVERYDAY AND FIGHT FOR STUDENTS WHILE STUDENTS FIGHT THROUGH ISSUES LIKE NEURODIVERSITY. MEANWHILE, OUR PRINCIPAL WORKS TO HAVE THESE VALIANT EDUCATORS REMOVED. FROM OUR COMMUNITY. 
          ENROLLMENT IN THIS DISTRICT CONTINUES TO DECLINE. HAVE YOU 
          ASKED YOURSELVES WHY? >> IF YOU COULD WRAP UP YOUR 
          COMMENTS. >> THERE ARE REAL PROBLEMS IN THIS DISTRICT, BUT I'M WEARY OF SHUTTING INTO THE VOID. I'M TIRED OF FIGHTING FOR A DISTRICT THAT IS SO DEDICATED TO SELF CONGRATULATIONS THAT THEY OVERLOOK THE MEANING OF 
          OUR SINS. THANK YOU. >> THANK YOU. THE NEXT PERSON 
          WE HAVE SIGNED UP IS TIA. >> HI. I'M A SENIOR AT JUANITA HIGH SCHOOL. I WANTED TO GIVE A STATEMENT TO SPEAK ABOUT AN ISSUE I HAVE NOTICED WITHIN MY OWN SCHOOL, WHICH IS THE LACK OF COUNSELING STAFF. I HAVE LONG BEEN PERPLEXED BY THE ROLES OF COUNSELORS BECAUSE I HAVE ALWAYS STRUGGLED TO GET 
          [00:45:02]
ANY ATTENTION, LET ALONE CARE FOR THEM. I LOOKED AROUND AS MY SIBLINGS, FRIENDS, AND PEERS ALL HAD THE SAME ISSUES. 
          GETTING A MEETING WITH YOUR PERSONAL COUNSELOR TAKES DAYS OR EVEN WEEKS. ADJUSTING YOUR SCHEDULE TO BETTER FIT YOUR NEEDS IS ALMOST IMPOSSIBLE. VIEWING YOUR COUNSELORS AS A SAFE ADULT YOU COULD SEE ON A DAY IF NEEDED IS ALMOST LAUGHABLE. SOME KIDS AT JUANITA MIGHT NOT ATTEST TO HAVING THE SAME EXPANSE, BUT FROM WHAT I THOUGHT, THAT IS TYPICALLY KIDS WHO HAVE ACCOMMODATED OR MODIFIED PLANS, WHICH IS NOT THE MAJORITY. AS I LOOKED INTO THIS ISSUE, I FOUND EVERY SINGLE PROBLEM MY PEERS AND I WERE EXPENSING WAS DUE TO THEM BEING OVERWORKED WITH FAR TOO LARGE OF A CASELOAD. AS OF RIGHT NOW, EVERY COUNSELOR AT JUANITA HIGH SCHOOL HAS 330 STUDENTS ON THEIR CASELOAD. TO BE SPECIFIC, JUANITA HAS 8050 STUDENTS SPLIT BETWEEN FIVE AND HAVE COUNSELORS. THIS CASELOAD IS NOT ONLY TOO LARGE, BUT IT IS ALSO NOT IN ACCORDANCE WITH THE WASHINGTON STATE LAW. IN 2021, SSB530 WAS PASSED . IT WAS MEANT TO GO INTO EFFECT BY THE 2022 SCHOOL YEAR. 
          FURTHERMORE, THERE'S ADDITIONAL COMMENTS LIKE BEING IN ALIGNMENT WITH THE NATIONAL COUNSELING MODEL, WHICH THE COUNSELORS AT JUANITA TESTIFIED WE ARE NOWHERE NEAR. HOWEVER, LOWERING EACH COUNSELORS CASELOAD BY SIMPLY HIRING THE NEEDED AMOUNT OF COUNSELORS IS THE FIRST STEP. NO ADULT WITHIN MY SCHOOL WAS ABLE TO GIVE ME AN ANSWER AS TO HOW WE WERE EVEN ABLE TO IGNORE STATE LAW. THEY ARE CONFUSED, AND SO MY POINT PROPERLY STAFFING JUANITA AND ALL THE SCHOOLS IN THE DISTRICT IS A REQUIREMENT. NOT AN OPTION. I'M HERE TO ASK YOU TO PRIORITIZE THE ISSUE OF COUNSELING STAFF AT JUANITA FOR THIS UPCOMING SCHOOL YEAR. THANK YOU FOR YOUR TIME. 
          >> THANK YOU. AND OUR LAST SPEAKER THIS EVENING IS OFNA. 
          >> HELLO. WE'VE BEEN COMING TO YOU FOR THE PAST EIGHT MONTHS TALKING ABOUT ANY OF THE PROBLEMS THAT OUR KIDS FACE AT LAKE WASHINGTON SCHOOLS, FROM ELEMENTARY, MIDDLE, AND HIGH SCHOOL , THROUGH THIS TIME, WITH THE WAR AND EVERYTHING. 
          BUT I WANT TO TALK TODAY IS NOT WHAT HAPPENED IN THE PAST. WE ARE GOING TO LEARN FROM THAT, BUT I WANTED TO TALK ABOUT THE PATH FORWARD. I DON'T WANT TO COME TO THE SCHOOL AGAIN BECAUSE I AM WEARING A HIJAB AND OTHER PEOPLE SEE ME AS THE ENEMY. WE ARE NOT THE ENEMY. 
          SCHOOL, AND AS PARENTS -- SORRY. I'M GETTING EMOTIONAL. 
          CHANGE. I WANT THE ADMINISTRATION TO THINK ABOUT WHAT THEY ARE DOING. THE IMPACT OF THEIR POLICIES INSIDE THE SCHOOL. WE WANT MORE FREEDOM. WE WANT MORE PROTECTION OF THE STUDENTS IN GENERAL. SORRY. AND AT THE SAME TIME, I WANT TO RECOGNIZE ONE SCHOOL IN PARTICULAR -- -- ELEMENTARY -- WHEN THIS CONFLICT HAPPENED, THEY KNEW WHAT TO DO. THEY KNEW HOW TO RESOLVE CONFLICTS BETWEEN THE KIDS AND THE PARENTS. I WOULD ENCOURAGE YOU AS BOARD TO ENCOURAGE ALL OTHER SCHOOLS IN THE DISTRICT TO DO WHAT BEN RUSH HAS BEEN DOING FOR THE PAST TWO, THREE YEARS, THEY DID AMAZING JOB . AS PARENTS FROM JEWISH RELIGIONS AND MUSLIM RELIGIOUS, WE BOTH WORKED TOGETHER IN PTA AND WE ALSO INDICATE GREAT EXPERIENCES. WE CAN ACCOMPLISH THIS BECAUSE THE SCHOOL CULTIVATE THIS. WE CAN WORK AND RESPECT EACH OTHER AT THE SAME TIME. SO, PLEASE, JUST FOLLOW WHAT BEN RUSH DO. WE WOULD ALSO LIKE FOR THE HIGH SCHOOL -- ON THE HIGH SCHOOL LEVEL, I WOULD LIKE TO SEE MUSLIMS MORE INVOLVED. BETWEEN THE MUSLIM ASSOCIATION AND THE MUSLIM STUDENT ASSOCIATION AND JEWISH STUDENTS ASSOCIATION, IF WE CAN'T COME IN SEPTEMBER, AND IF WE CAN WORK TOGETHER, TO BRING THOSE STUDENTS AND TALK ABOUT THEIR FEARS, WHAT DO THEY NEED FROM US? AS AN ADMINISTRATION. WHAT DO THEY NEED? SORRY. I'M SORRY. 
          INAUDIBLE ] WHAT DO THEY NEED FROM US AS PARENTS TO DO? NOT WHAT WE WANT. WHAT WE WANT ISN'T IMPORTANT. WE NEED TO HEAR THOSE STUDENTS TOGETHER. NOT SEPARATELY, BUT TOGETHER. 
          SO I'M ASKING FOR THE COUNSELORS TO BE INVOLVED MORE. 
          [00:50:02]
THIS WILL HAPPEN AGAIN. THANK YOU. 
          >> THANK YOU SO MUCH. THAT WAS OUR LAST PUBLIC COMMENT THAT WAS SIGNED UP FOR IN PERSON. THIS EVENING. RIGHT? OKAY. THE 
          [F. Consent Agenda]
NEXT ITEM ON OUR AGENDA IS THE APPROVAL OF THE JUNE 3RD, 2004 CONSENT AGENDA. I WILL NOW ENTERTAIN A MOTION TO APPROVE 
          THE CONSENT AGENDA. >> SO MOVED. 
          >> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR YOCUM. 
          >> DIRECTOR YOCUM. >> YES. 
          >> DIRECTOR GUTHRIE. >> YES. 
          >> THANK YOU. THE MOTION CARRIES. SUPERINTENDENT HOLMEN, 
          WE SUMMARIZE THE DONATIONS? >> YOU HAVE A DONATION OF $8000 FROM OUR PTS A PTOS TO SUPPORT OUR SCHOOLS. I JUST WANT TO SAY THANK YOU FOR THOSE DONATIONS THAT WE CONTINUE TO SEE ON THE BOARDS PACKET , WEEK IN AND WEEK OUT. IT HELPS OUR SCHOOLS 
          [G. Non-Consent Agenda]
TO PROVIDE SERVICES, SUPPORTS THAT OTHERWISE WOULD NOT BE AVAILABLE TO HER STUDENTS. IT IS WITH GRATITUDE THAT WE ACCEPT THESE. 
          >> YES. THANK YOU. THE FIRST ITEM WE HAVE ON OUR CONSENT AGENDA IS THE BUILDING EXCELLENCE 2024 CONSTRUCTION 
          LEVY. DR. HOLMEN. >> TONIGHT IN THE PACKET IS A RESOLUTION TO AUTHORIZE A CONSTRUCTION LEVY FOR THE NOVEMBER 2024 BALLOTS. THIS LEVY WILL ALLOW THE DISTRICT TO FULFILL ITS OBLIGATION TO STUDENTS TO ENSURE THAT EACH STUDENT IN LAKE WASHINGTON HAS AN OPPORTUNITY TO ATTEND A SCHOOL IN A MODERN FACILITY THAT ALIGNS WITH OUR EDUCATIONAL SPECIFICATION FOR SCHOOLS AND LEARNING ENVIRONMENTS. THIS LEVY WILL BE AN INVESTMENT IN OUR COMMUNITY AND CONTINUED EXCELLENCE IN EDUCATION. LAKE WASHINGTON SCHOOL DISTRICTS BUILDING EXCELLENCE PLAN IS A MULTIPHASE PLAN TO PROVIDE PERMANENT CUSTOMS FOR STUDENTS, ADDRESS AGING FACILITIES, AND REDUCE RELIANCE ON PORTABLES. PHASE ONE OF THE BUILDING EXCELLENCE PLAN WAS APPROVED BY VOTERS IN FEBRUARY 2022. PHASE 2 WILL FOCUS ON AGING FACILITIES WITH THE GOAL OF REBUILDING AND ENLARGING THE FOUR REMAINING SCHOOLS THAT HAVE NOT RECEIVED UPGRADES OR REBUILDS SINCE THE START OF THE 1998 MODERNIZATION PROGRAM. THE BOARD CONSIDERED RECOMMENDATIONS RECEIVED INFORMATION AND FEEDBACK IN SIX STUDY SESSIONS BETWEEN MARCH 2023 AND MARCH 2024. THE FACILITY ADVISORY COMMITTEE PROVIDED FEEDBACK ON THE RECOMMENDATIONS FOR FUTURE FACILITY PLANNING TO ACCOMMODATE OUR CHANGING ENROLLMENT LANDSCAPE AND CONTINUE TO PROVIDE LEARNING ENVIRONMENTS THAT PROMOTE EXCELLENCE FOR STUDENTS. RESOLUTION NUMBER 2375, CONSTRUCTION LEVY AUTHORIZES A SIX-YEAR LEVY TO BE PLACED ON THE NOVEMBER 5TH, 2024 BALLOTS. IT SPECIFICALLY FUNDS THE REBUILDING AND ENLARGEMENT OF ALCOTT AND SMITH ELEMENTARIES, AND PROVIDES FUNDING FOR UPGRADES AT THE JUANITA FIELDHOUSE AND COMMUNITY POOL. AND SO IT IS WITH A SIGNIFICANT AMOUNT OF EFFORT THAT THIS RESOLUTION IS HERE TONIGHT FOR BOARD ACTION. 
          >> THANK YOU, DR. HOLMEN. ARE THERE ANY FURTHER QUESTIONS? WE GOT THEM ALL OUT IN THE SIX MEETINGS WE'VE HAD ON THIS TOPIC. HEARING NUMBER QUESTIONS, I WILL NOW ENTERTAIN A MOTION TO ADOPT RESOLUTION NUMBER 2375, CONSTRUCTION LEVY, 
          AS PRESENTED. >> SO MOVED. 
          >> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR GUTHRIE AND SECONDED BY DIRECTOR LALIBERTE THAT THE BOARD ADOPT RESOLUTION NUMBER 2375 AS PRESENTED. IS THERE ANY FURTHER DISCUSSION? I WILL JUST ADD, EVER SINCE I'VE BEEN ON THE BOARD FOR 2 1/2 YEARS, I HAVE BEEN HEARING FROM THE PUBLIC ABOUT THE STATE OF THE SCHOOLS THAT ARE ON THIS LEVY. 
          AND I VERY MUCH LOOK FORWARD TO FINALLY BEING ABLE TO MAKE A DIFFERENCE IN THE DAILY LIVES OF STUDENTS THAT ATTEND THESE SCHOOLS. SO PERSONALLY, I AM LOOKING THERE'S VERY MUCH LOOKING FORWARD TO THIS NOVEMBER. HEARING NO FURTHER DISCUSSION, WE WILL PROCEED TO VOTE ON THE MOTION. ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE. 
          >> AYE. >> ALL THOSE OPPOSED? HEARING ON, THE MOTION CARRIES. THE NEXT ITEM ON OUR AGENDA THIS EVENING IS AN UPDATE ON THE STRATEGIC PLAN. DR. HOLMEN. 
          >> SO AT THE BEGINNING OF THIS SCHOOL YEAR, WE LAUNCHED AN EFFORT TO UPDATE OUR STRATEGIC PLAN. WE HAD ADOPTED A 
          [00:55:05]
STRATEGIC PLAN PRIOR TO THE PANDEMIC, AND IT , QUOTE, UNQUOTE EXPIRED. THE WORK CONTINUED. I PROMISE. DEPUTY SUPERINTENDENT -- WILL SHARE THE PRIORITY AREAS THAT HAVE BEEN FOUNDATIONAL. AS WE LAUNCH THIS PROCESS, WE WANTED TO DO SOMETHING MORE THAN JUST TELL THE COMMUNITY, HERE IS THE WORK WE ARE GOING TO DO, BUT WE WANTED TO FRAME IT IN THE WHY WE ARE DOING WHAT WE ARE DOING. NOT JUST THE WHAT. SO I REALLY APPRECIATE THE PROCESS THAT OUR STRATEGIC PLANNING COMMITTEES HAVE GONE THROUGH THIS YEAR . WE ARE IN A PLACE WHERE WE ARE ON THE PRECIPICE OF GETTING SOME FINAL FEEDBACK BEFORE WE GO OUT TO THE COMMUNITY. AND THIS WORK IS WORK THAT WILL LIVE BEYOND ANY ONE OF US BECAUSE IT TRULY IS FOUNDATIONAL TO THE TYPES OF ENVIRONMENTS AND OUTCOMES WE WANT FOR OUR STUDENTS. THE TYPE OF PEOPLE THAT THEY BECOME, THAT WILL BE MEMBERS OF OUR COMMUNITY, LEADING IN OUR COMMUNITY. SO TONIGHT, THIS IS AN UPDATE REGARDING THE PROCESS WHERE WE ARE, BUT -- WILL SHARE SOME OF THE PROFILE WORK AND HOW IT DOES CONNECT THE WORK WE DO AS AN ORGANIZATION , THE RESPONSIBILITY OF STAFF LEADING TO HER STUDENTS AND THEIR EXPERIENCES IN CLASSROOMS. WITH THAT, I WILL HAND IT OVER TO 
          SCOTT. >> THANK YOU. 
          >> SO SOME OF THIS, YOU HAVE SEEN BEFORE BUT WE DID A STUDY SESSION. SOME OF THIS IS A REPEAT OF THAT. IT IS A PUBLIC MEETING FOR A PUBLIC BOARD MEETING. SOME OF IT I'VE ADDED. 
          WE HAVE BEEN ABLE TO GET SOME DRAFTS OF A PROFILE. IT IS A NEW ORGANIZATIONAL FRAMEWORK THAT WE ARE PRETTY EXCITED ABOUT. DUWAMISH -- MOVE WORK FORWARD FROM WHEREVER IT STARTS? THE WORK WE HAVE DONE WITH PRINCIPLES HAS BEEN AROUND. WHAT ARE WE SEEING AROUND THE STUDENTS? NOTICING ABOUT THE EXPERIENCE OF SPECIFIC STUDENTS. MOVING FROM THAT, IT IS AROUND WHAT FEEDBACK CAN PROVIDE TO THE TEACHER? WHAT THEY ALREADY CAN DO -- AND WHAT THEY ARE ON THE VERGE OF DOING. WE COULD MOVE THAT PRACTICE FORWARD. WE HAVE INSTRUCTIONAL PRACTICE. 
          RECALLING THE IDEAL STATE. THIS IS AN ORGANIZATIONAL FRAMEWORK FOR HOW WE ARE THINKING ABOUT OUR STRATEGIC PLAN WORK. I THREW IT IN THERE. IT IS CONNECTING TO THE WORK THAT WE ARE DOING VERY INTENTIONALLY. THE PROFILES SORT OF DEFINE FOR OUR ORGANIZATION , WHAT IS THE IDEAL STATE SO WHEN KIDS LEAVE OUR SYSTEM AS GRADUATES IN THE SYSTEM, THEY EMBODY THESE CHARACTERISTICS. THESE SKILLS. IT PREPARES THEM FOR A FUTURE UNLIKE THE ONE WE WERE PREPARED FOR WHEN LEAVING HIGH SCHOOL. 
          IT IS CHANGING RAPIDLY. THIS WAS TWO YEARS AGO. IT IS EVERYWHERE. IT IS JUST GROWING . IT IS TO SUPPORT . WHAT DOES THAT MEAN FOR A STUDENT ENTERING COLLEGE? OR A CAREER. 
          COMPONENTS OF THIS. THE ONE THAT WE HAVE SPENT MOST OF THE YEAR WORKING ON IS PROFILES. INTENDING THESE TO BE LONG-TERM AND DURABLE. WE INTEND THE COMMITTEES TO BE THINKING OUT IN THE FUTURE. THAT THESE ARE MEANT TO BE ASPIRATIONAL. MEANT TO BE SOMETHING THAT WE CAN TRY FOR, AND NOW, WE ARE SHIFTING FROM HOW DO WE TAKE THAT INTO ONGOING CYCLES OF CONTINUOUS --. 
          THE PAST ARE JUST LISTS OF WE ARE DOING THIS, WE ARE DOING THIS, WE ARE DOING THIS, WE ARE DOING THIS OVER THE NEXT FIVE, 10 YEARS. OURS WILL HAVE AN ASPECT OF THAT BUT REALLY WHAT WE'RE TRYING TO DO IS GET INTO SHORTER CYCLES. 
          WHAT ARE WE ON THE VERGE OF NEXT? HOW WOULD THAT WORK MOVING FORWARD? SO YOU'VE SEEN THIS BEFORE. THIS IS JUST THE 
          [01:00:04]
PIECES THAT WE ARE PUTTING TOGETHER. WE ARE IN THAT BLUE QUADRANT NOW, FINALIZING THE PROFILES. TOMORROW NIGHT, WE ARE PULLING THE THREE COMMITTEES THAT WE HAVE WORKING TOGETHER AGAIN. THE STUDENT PROFILE, THE STAFF PROFILE, THE ORGANIZATIONAL PROFILE COMMAND WE ARE GOING TO -- I SAY WE BECAUSE -- COMMITTEES. 
          IS ESTEEMED COLLEAGUES, NOT JUST CALYX. WE ARE PULLING THE COMMITTEES TOGETHER TO LOOK AT THE FRAMEWORK AND TO PROVIDE IT AND TAKE IT TO THE STRATEGIC ADVISORY. TO THE GROUP ON FRIDAY FOR FEEDBACK FROM THAT GROUP. AND THEN WE COME BACK ON MONDAY WITH OUR EXTENDED GROUP, WHICH IS DIFFERENT PEOPLE FOR ADDITIONAL FEEDBACK. SO WE HOPE TO BE PRETTY CLOSE TO A FINAL PRODUCT THAT WE CAN START TO TAKE OUT FOR THE BROADER COMMUNITY ENGAGEMENT PROCESS, LEADING INTO NEXT YEAR. 
          SO THIS IS THE THEORY OF ACTION. WE TOOK THIS FROM WHAT DR. HOLMEN PROVIDED. IF WE WANT STUDENTS TO DEVELOP THESE ESSENTIAL MINDSETS AND SKILLS, AND OUR ORGANIZATIONAL MINDSET HAS TO MATCH THAT, STEPH, THE WAY WE INTERACT AND BEHAVE WITH EACH OTHER AND INTERACT WITH HER STUDENTS HAS TO SUPPORT THAT, AND WE HAVE TO BE PRETTY CLEAR ON WHAT WE WANT. FOR OUR KIDS. THESE ARE THE THREE GROUPS THAT HAVE BEEN WORKING. 
          STUDENT, STAFF, ORGANIZATION. THE STUDENT AND STEPHAN HAD A LITTLE EASIER TIME THAN THE ORGANIZATIONAL GROUP AND IN PART BECAUSE IT WAS REALLY HARD TO FIND STAFF AND THE ORGANIZATION. BECAUSE YOU NEEDED THE STUDENTS AT THE CENTER OF THAT. WE WERE DEVELOPING THOSE TOGETHER. THE LAST THREE MEETINGS, I THINK , WE PULLED THE STUDENT STAFF GROUP TOGETHER, AND NOW WE ARE ADDING THIS GROUP TO THEM TOMORROW. AND YOU'VE SEEN THIS BEFORE. I ACTUALLY HIGHLIGHTED THE WRONG SECTIONS. I RE-HIGHLIGHTED IT . A VERY SIMPLE DEFINITION OF WHAT THESE ARE INTENDED TO DO. AND THE INTENTIONALITY WITH WHICH WE NEED TO CONTINUE TO PRACTICE THESE THINGS SO THEY CAN BECOME HABITUATED FOR HER STUDENTS AND OURSELVES. THESE ARE THE WORK GROUPS. THEY WERE FAIRLY REPRESENTATIVE, ALTHOUGH, IT WAS VERY HARD TO HAVE FULL REPRESENTATION, SO THAT'S PART OF WHAT WE NEED TO GO OUT NOW AND GET FEEDBACK AROUND. HOW ARE THESE RESONATING WITH DIFFERENT GROUPS OF PEOPLE? THERE WERE A LOT OF PEOPLE COMING AND GOING IN THE COMMITTEES. SOMETIMES, WE HAVE EVERYBODY THERE. SOMETIMES, WE HAVE HALF OF OUR COMMUNITY THERE, WHICH IS PRETTY STANDARD FOR EXTENDED COMMITTEES. THE CORE GROUP CONTINUED TO WORK THROUGHOUT THE YEAR. THESE WERE ALL THE MEETINGS THAT TOOK PLACE WITH THESE GROUPS. 
          CLARITY AROUND WANTED FOR STUDENTS BEFORE THOSE OTHER GROUPS COULD REALLY ENGAGE IT CONTINUED AREAS OF FOCUS. DR. HOLMEN MENTIONED THIS. WE ARE CONTINUING TO IMPLEMENT MULTITIERED SYSTEMS OF SUPPORT IN THIS DISTRICT AND EVERY DISTRICT. THAT IS A CONTINUAL REFINEMENT BECAUSE THEY ARE NOT SERVING EVERY KID THE WAY WE WANT THEM TO. WE KNOW THAT. BUT ARE WE ON THE VERGE OF? WHAT IS THE NEXT ACTION STEP? WE WILL CONTINUE TO HAVE A FOCUS ON INCLUSIVE EDUCATION. WE ARE GOING TO GET AN UPDATE AFTER THIS ON SOME OF THAT WORK. AND SOME WORK THAT WE ARE DOING TO EVALUATE WHERE WE ARE. WITH THAT ACROSS THE DISTRICT. WE HAVE CONTRACTED WITH OUR SPECIAL SERVICES DIRECTOR TO DO SOME OF THAT. I'M EXCITED TO SEE THAT. I HAVEN'T GOTTEN THAT REPORT YET. AND THEN CONTINUING TO FOCUS ON EQUITABLY -- EQUITY AND EQUITABLE OUTCOMES. HOW ARE WE ENSURING THAT EVERY KID LEAVES WITH SKILL -- LEAVES WITH THE MINDSET -- LEAVES WITH -- I DON'T WANT TO SAY BELIEFS, BUT THOSE HABITS OF MIND -- ENGAGING THE WORLD. 
          INAUDIBLE ] SO IT HAS BEEN AND ENTER IT -- ITERATIVE PROCESS. 
          LOTS OF CHARTING. LOTS OF REVISING. LOTS OF TRYING TO FOCUS. THIS IS SOME OF THE FEEDBACK FROM THE FIRST DRAFTS. 
          [01:05:03]
SIMPLE IS BETTER. THE INFO GRAPHIC RESONATED WITH PEOPLE. 
          WE WENT THROUGH A COUPLE OF DIFFERENT VERSIONS OF THAT. WE HAD THE VENN DIAGRAM. IT LOOKS LIKE THIS. WE WERE PRETTY EXCITED ABOUT THAT ORIGINALLY FOUND THERE WERE SOME LIMITATIONS WITH THE MODEL, PARTICULARLY AS WE STARTED TO THINK ABOUT -- WE WANTED THESE THINGS TO NEST. SO THAT THE STUDENT WAS AT THE CENTER. THE STAFF IS WRAPPED AROUND IT, AND THE ORGANIZATION WRAPPED AROUND THAT, AND WHAT WE EVENTUALLY LANDED ON IN TERMS OF AN ORGANIZATIONAL STRUCTURE WAS THE DIGITAL PROMISE CAME OUT WITH A RESEARCH PAPER THAT WAS KIND OF A META-ANALYSIS OF 69 DIFFERENT GRADUATE PROFILES FROM ACROSS THE COUNTRY. AND LOOKED AT THE SIMILARITY BETWEEN THOSE AND MATT AND I SAT AND HE WAS IN HIS OFFICE, AND TOOK THE DESCRIPTORS THAT OUR GROUP HAD COME UP WITH, AND LAID IT NEXT TO IT AND STARTED MAPPING IT, AND IT MAPPED PRETTY CLEANLY TO THE FRAMEWORK THAT THEY HAD. SO WE DID SOME WORK TO LOOK AT WHAT WE HAD COME UP WITH AND MAKE SURE OUR LANGUAGE WAS REFLECTED IN IT BECAUSE THAT'S THE OTHER PIECE OF A GRADUATE PROFILE. IT NEEDS TO REFLECT THE VALUES OF THE COMMUNITY AND NOT JUST BEING POLITE OF A PAPER AND WE CAME UP WITH THIS. WHICH IS A NESTED PROFILE, AND WHILE IT LOOKS BIG, YOU CAN TAKE THE COMPONENTS APART AND FOCUS ON INDIVIDUAL PIECES. SO THERE IS MINDSET IN THE MIDDLE. WRAPPED AROUND STUDENT SKILLS. WRAPPED AROUND STUDENT PRACTICES, AND THEN THE STAFF PRACTICES THE LINE WITH THOSE. AND MOVING UP, THE ORGANIZATIONAL MINDSET. THAT LAST RING IS WHERE WE ARE REALLY HOPING TO GET SOME REFINEMENT AND FEEDBACK TOMORROW. THAT WAS THE GROUP THAT REALLY NEEDED THE OTHER WORK BEFORE THEY COULD ALIGN THEIRS. SO JUST LOOK AT THE CENTER, WHICH IS THE STUDENT SKILL SETS, SET MINDSET, PERSEVERANCE, ADAPTABILITY, AGENCY. WE WANT STUDENTS TO MAKE CHOICES FOR THEMSELVES, BASED ON THEIR NEEDS AND WHAT THEY WANT OUT OF THEIR LIFE. WE WANT TO INSTILL A SENSE OF CURIOSITY. ABOUT THE WORLD, ABOUT OTHERS, ABOUT THEMSELVES. 
          SOME OF THEIR -- THEM ARE IN THAT QUESTIONING MODE. 
          INAUDIBLE ] WE WANT TO INSTILL A SENSE OF ACCEPTANCE ABOUT NOT HAVING IS TO BE THE WAY I WANTED IN THE WORLD. THAT'S OKAY. IT DOESN'T DIMINISH THE WAY I WANTED. THESE ARE THE FIRST LAYER, AND THEN, JUST SO YOU CAN SEE IT, I TOOK INAUDIBLE ] THE CONGRUENCE THAT EXISTS BETWEEN THE LAYERS. IF YOU LOOK AT THIS ANALYSIS AND CURIOSITY SALE, THAT'S AT THE CENTER. STUDENTS ARE ABLE TO SYNTHESIZE INFORMATION FROM A VARIETY OF SOURCES. WE ARE INUNDATED WITH INFORMATION AND WE NEED TO BE CRITICALLY CURIOUS ABOUT IT BECAUSE THE VALIDITY OF THE INFORMATION THAT WE ARE BOMBARDED WITH IS FREQUENTLY QUESTIONABLE. SO HOW ARE WE INSTALLING THOSE SKILLS IN KIDS EVERY DAY IN EVERYTHING WE DO? THEN THE STAFF PRACTICES WRAPAROUND THAT, AROUND CONTINUAL LEARNING, MAKING SENSE OF DEVELOPMENTS IN OUR PRACTICE AND OUR FIELD OF EDUCATION, AND DR. HOLMEN IS REALLY GIFTED AT THIS, ASKING INSIGHTFUL QUESTIONS. THAT SOMETHING I ENVY ABOUT HIS LEADERSHIP, HIS ABILITY TO POKE AT THINGS IN A POSITIVE AND PRODUCTIVE WAY. WE WANT OUR STAFF TO FUNCTION IN THE SAME WAY. AND THEN THE ORGANIZATIONAL MINDSETS. 
          INAUDIBLE ] ADAPTABILITY AND CONTINUED CURIOSITY. WITH THAT, THAT IS THE WORK THAT WILL GO TOMORROW. AND HOW THESE THINGS START TO STACK UP INTO -- INTO THE STRATEGIC PLAN THAT YOU WILL SEE VERY SHORTLY. NOT TONIGHT, BUT VERY SHORTLY. IN THE TIMELINE. SO DR. HOLMEN ASKED ME TO PUT TOGETHER A TIMELINE . THE WORK THAT WE ARE STARTING TO DO NOW IS ALIGNING TO POLICY. WE ARE LOOKING THROUGH RESULTS POLICIES AND IN A FEW CASES, OPERATIONAL -- OE14 AND PULLING INDICATORS FOR SOME OF THE WORK. NOT SOME OF THE WORK. ALL OF THE WORK. 
          INAUDIBLE ] MATT TOOK THEM ALL AND THERE WERE 290 SOMETHING INDICATORS THAT WE ARE MEASURING IN THE RESULTS POLICIES CURRENTLY. THAT IS GREAT FOR A CONFERENCE OF VIEW OF THE DISTRICT BUT IT IS TOO MANY TO GIVE TO A SCHOOL AND 
          [01:10:02]
SAY, HERE IS WHERE WE WANT TO MAKE SOME MOVEMENTS. WE ARE LOOKING FOR THOSE THINGS LIKE THIRD GRADE READING THAT ARE SORT OF BIG TICKET AND WOULD IMPLY THAT OUR AND TSS SYSTEMS ARE WORKING PROPERLY. AND THAT WE HAVE EQUITABLE OUTCOMES BECAUSE WE MEASURE IT AND LOOK AT THOSE THINGS ALREADY. AND DISTILLING THOSE INTO A FINAL STRATEGIC PLAN. WHICH, IF YOU THINK ABOUT TIMELINE, THE WORK THAT WE'RE DOING NOW IS A REFINEMENT OF THE PROFILES. AND SELECTING -- I DON'T KNOW WHAT THEY CALL THEM. KEY PERFORMANCE INDICATORS. PICK A WORD. 
          INAUDIBLE ] THAT IS THE WORK WE ARE STARTING TO DO NOW. OUR EXECUTIVE LEADERSHIP TEAM AND OTHERS -- THAT IS THE WORK THAT WILL BRING FORWARD TO OUR DISTRICT LEADERSHIP TEAM IN AUGUST. AND START TO ALIGN . WE HAVE LEADERSHIP WEEK WHERE WE BRING EVERYBODY BACK AND START DOING THE WORK WE HAVE PLANNED. 
          TO INTRODUCE THE PROFILES AND THE INDICATORS THAT START TRANSLATING THOSE TO HELP GUIDE SCHOOL PLANNING IN SCHOOLS. 
          WITH ALL OF HER DISTRICT LEADERS, AND THEN WE CAN START TO GENERATE SOME STRATEGIES. SO WHATEVER SCHOOL A IS, WHAT ARE THEY ON THE VERGE OF? THAT BECOMES THE FIRST SORT OF CYCLE PLAN, THE CONTINUOUS CYCLE OF IMPROVEMENT. THE SHORTER CYCLES RATHER THAN, LET'S JUST LIST EVERYTHING WE ARE GOING TO DO OVER THE NEXT FIVE YEARS AND HOPE THAT WE DO IT. THERE WILL BE A DIFFERENT LEVEL OF ACCOUNTABILITY. AND THEN, OCTOBER, BUT OCTOBER, BUT IT IS REALLY SEPTEMBER, OCTOBER, WHEN WE SOCIALIZE THESE PROFILES AND START TO THINK ABOUT, DO WE HAVE THE RIGHT INDICATORS , OR ARE THERE OTHER WAYS WE WANT TO BE MEASURING PERFORMANCE? I THINK THERE LIKELY WILL BE. IT DOESN'T ALWAYS HAVE TO BE STRICTLY EMPIRICAL DATA. WE HAVE WORKED WITH PRINCIPALS AROUND STREET DATA AND THE STORIES THAT STUDENTS ARE BRINGING, THEIR EXPERIENCE. 
          THERE'S GOT TO BE A WAY TO FOLD THAT WORK IN, ALSO. WE WILL BE DOING THE STRATEGY WORK IN THE FALL LEADING TO A FINAL STRATEGIC PLAN THAT IS PUBLISHED BY DECEMBER OF 2024. 
          WE LAID OUT A TIMELINE TO START THE NEW YEAR. 2025 POINT WITH A STRATEGIC PLAN IN PLACE TO GUIDE OUR WORK FOR THE NEXT 3 TO 5 YEARS WITH PROFILES THAT ARE LOOKING OUT LONGER THAN THAT. THAT'S MY UPDATE. SO DECEMBER 2024 WAS THE STAKE IN THE GROUND . THAT IS WHEN WE HAVE THE PLAN DONE. YES. IT TOOK US LONGER TO DEVELOP THESE PROFILES THEN I THINK WE THOUGHT IT WAS GOING TO. IT ALLOWED THE WORK TO SORT OF PROGRESS ORGANICALLY. WE DIDN'T WANT TO DICTATE TO HURT COMMITTEES . 
          >> THANK YOU SO MUCH. ARE THERE ANY QUESTIONS OR COMMENTS? YES. 
          >> AYE.? >> THANK YOU FOR ALL THIS WORK. 
          I AGREE. IT'S MUCH BETTER TO BE THOUGHTFUL ABOUT THIS WHEN WE THINK ABOUT 3 TO 5 YEARS. IT'S NOT WORTH RUSHING. I APPRECIATE THAT YOU ARE LOOKING AT OUR RESULTS INDICATORS. OUR RESULTS INDICATORS WERE CREATED AND HAVE FLOAT. WHAT IF OUR RESULTS INDICATORS ARE NOT FORWARD-LOOKING ENOUGH OR AREN'T LEADING THE DISTRICT IN THIS DIFFERENT DIRECTION AND DRIVING THE DIFFERENT MINDSETS THAT YOU ARE LOOKING FOR? 
          >> I THINK THAT IS KIND OF THE EXCITING ASPECT OF THIS BECAUSE IT REALLY DOES REQUIRE THE BOARD TO POSSIBLY THINK DIFFERENTLY ABOUT THE RESULTS IN THE INDICATORS THAT YOU ARE USING TO MEASURE THE ORGANIZATION BECAUSE IF THEN OUR SCHOOLS ARE PAYING ATTENTION TO THOSE DISCREETLY AND ACTUALLY WORKING TOWARDS THOSE OUTCOMES, THEN THAT JUST ELEVATES THE ROLE OF THOSE INDICATORS IN TERMS OF THE LEADERSHIP OF THE ORGANIZATION, AND SO, MAYBE THEY ARE NOT PERFECT TODAY. AND THAT IS THE WORK WE HAVE AHEAD OF US. IT IS 
          PRETTY EXCITING WORK. >> WHAT HE SAID. 
          [01:15:04]
          >> ANY OTHER QUESTIONS, COMMENTS? DIRECTOR YOCUM. 
          >> YES. SUPERINTENDENT HOLMEN. 
          >> AND TO BE REALLY EXPLICIT, PROBABLY RESULTS 3, AS I THINK ABOUT -- BECAUSE RIGHT NOW, WE REALLY FOCUS ON OUR PANORAMA DATA. AND AS I THINK ABOUT A LOT OF THE MINDSETS AND, YOU KNOW, HABITS OF MIND, WE PROBABLY NEED TO SPEND MORE TIME WITHIN RESULTS 3 TO KIND OF BOLSTER THAT SO THAT THERE'S SOME OTHER WAYS THAT SCHOOLS ARE THINKING ABOUT MEASURING THAT EQUALLY. THERE WAS FOR THE BOARD TO MEASURE THAT, AS WELL. AGAIN, IT IS NOT SIMPLE WORK. THOSE ARE NOT EASY THINGS TO MEASURE. WE DON'T WANT TO JUST ARBITRARILY PICK THINGS. BUT BEING REALLY THOUGHTFUL ABOUT THAT AND MAYBE THAT IS KIND OF A CONCERTED EFFORT AROUND CONSISTENT STREET DATA AROUND SPECIFIC TOPICS FROM OUR SCHOOLS THAT THEN FEEDS UP TO TELL A MORE HOLISTIC STORY ABOUT THE DISTRICT, ABOUT VARIOUS ASPECTS, SO I THINK THERE'S SOME WAYS THAT WE CAN DO THIS DIFFERENTLY. AND MAYBE THIS IS A SPRINGBOARD TO REALLY PUSH US TO THINK DIFFERENTLY ABOUT IT. 
          >> THANK YOU SO MUCH. NO FURTHER QUESTIONS. 
          THE NEXT ITEM ON OUR AGENDA THIS EVENING IS AN INCLUSIONARY PRACTICES PLAN UPDATE. DR. HOLMEN POINT 
          >> SO WE HAVE PROVIDED THE BOARD WITH UPDATES THROUGHOUT THE YEAR RELATED TO OUR WORK AROUND INCLUSIONARY PRACTICES AND WE HAVE DONE THAT IN STUDY SESSIONS. WE THINK ABOUT FUNDAMENTALLY SHIFTING WHERE STUDENTS AND HOW STUDENTS ARE EDUCATED WITHIN OUR SCHOOLS . THAT MEANS THAT EVERY PART OF THE SYSTEM HAS TWO MAKE DIFFERENT CONSIDERATIONS. HAS TO RESPOND DIFFERENTLY, AND THAT IS NOT A YEARS WORTH OF WORK. AND OUR PRESCHOOLS STARTED THIS WORK, WHAT? SIX YEARS AGO? THEY CONTINUE TO THIS DAY TO CONTINUE TO REFINE THEIR PRACTICES TO ENSURE THAT OUR PRESCHOOLS CONTINUE TO WORK TOWARD BEING INCLUSIVE ENVIRONMENTS FOR STUDENTS AND CHILDREN. AND SO, THE AMOUNT OF EFFORT , COMMITMENT, LEARNING, THAT HAVE COME WITH ALL OF THIS WORK FOR OUR STAFF, OUR LEADERS, OUR PARENTS, OUR STUDENTS, IT IS ALL BECAUSE IT IS THE RIGHT DIRECTION TO GO. AND SO, TONIGHT'S UPDATE ISN'T TO SAY WE HAVE ARRIVED. IT IS TO PROVIDE AN UPDATE AROUND THAT NEXT STEP, KNOWING THAT THERE ARE MANY MORE STEPS TO TAKE AS AN ORGANIZATION, AS A COMMITTEE TO TRULY HAVE INCLUSIVE SCHOOLS AND COMMUNITIES WHERE ALL OF OUR STUDENTS CAN JUST SHOW UP. IT IS EXCITING WORK. AND IT IS COMPLEX. AND SO, I APPRECIATE ALL THE WORK THAT HAS GONE INTO THIS. DEPUTY SUPERINTENDENT GILLINGHAM HAS AN UPDATE AND IF THE BOARD HAS QUESTIONS, WE ARE HAPPY TO ENTERTAIN. 
          >> THANK YOU, DR. HOLMEN. I'M SORRY THAT WE'VE HAD TO PUSH THIS OFF A COUPLE OF TIMES, AND SO I'M EXCITED THAT WE ARE ABLE TO DO THIS , AND EACH TIME, I GO, WE HAVE SOMETHING MORE TO TALK ABOUT. SO WE KEEP ADDING. IT IS, YOU KNOW, IT IS A PROCESS OF CONTINUAL IMPROVEMENT AND DISCOVERY AND TONIGHT, WHAT ARE THINGS HAPPENING IN THE SYSTEM CURRENTLY SO THAT WE CAN CONTINUE TO LEARN AND DO BETTER BY OUR STUDENTS? NOW, THE BOARD HAS RECEIVED A NUMBER OF UPDATES. THESE ARE JUST WHAT THE UPDATES THAT THE BOARD HAS RECEIVED IN BOARD MEETINGS BACK IN NOVEMBER. WE TALKED ABOUT THE HISTORY OF INCLUSION AT THE ELEMENTARY LEVEL. THEY ALSO TALKED ABOUT THE IMPACT OF OUR COLLECTIVE BARGAINING AGREEMENT WITH LWA AS IT PERTAINED TO INCLUSIONARY PRACTICES AT THE 
          [01:20:04]
ELEMENTARY LEVEL, IN PARTICULAR. THIS WORK IS WORK THAT IS DONE BY EVERYBODY IN THE ORGANIZATION, AND SO, WE TALKED ABOUT THE INSTRUCTIONAL PLAYBOOK, WHICH IS, HOW DO WE IDENTIFY AND NAME THOSE SCHOOLS THAT IMPROVE OUR TIER 1 CLASSROOM EDUCATION SUCH THAT WE ARE BETTER ABLE TO SERVE ALL LEARNERS IN THAT ENVIRONMENT? SOCIAL EMOTIONAL LEARNING PLAYS A LARGE ROLE, SO WE SPENT SOME TIME TALKING ABOUT THAT AND WE TALKED ABOUT HOW THE ORGANIZATION IS STRUCTURING ITS LEARNING TO SUPPORT INCLUSIONARY PRACTICES. IN JANUARY, WE INTRODUCED THE BOARD TO THE RISE ASSESSMENT, WHICH I WILL TALK A LITTLE BIT MORE ABOUT TODAY. I THINK THE BOARD HAD A QUESTION .HOW DO WE KNOW IF WE ARE MAKING PROGRESS? WITHIN THE RISE ASSESSMENT, WE CAN LOOK AT A NUMBER OF DIFFERENT DATA SETS. SOMETHING WE CAN USE TO MONITOR THAT ACCESS TO WHAT IS THE WORK WE ARE DOING AT THE GENERAL EDUCATION LEVEL FOR CURRICULUM? WHAT ARE THE INSTRUCTIONAL PRACTICES, AND THEN THE VARIETY OF STUDENTS AND OUTCOMES THAT WE CAN LOOK AT OVERTIME TO HELP US INDICATE AND UNDERSTAND IF WE ARE MAKING THE TYPE OF PROGRESS WE WOULD LIKE TO BE MAKING. AND THEN ALSO, IN THAT JANUARY UPDATE, WE TALKED ABOUT MTSS A LOT. IT IS A COMPLEX FRAMEWORK FOR THINKING ABOUT HOW WE COME TOGETHER TO CREATE SYSTEMS OF COMMUNITIES OF ADULTS TO SUPPORT OUR STUDENTS, AND ONE OF THE THINGS THAT WE DO IN ALL THE SCHOOLS AS WE DO WHAT IS CALLED THE FIDELITY INVENTORY ASSESSMENT. AND WE SHARED BACK THEN, JUST LOOKING AT, FOR ALL THESE DIFFERENT INDICATORS THAT SCHOOLS CAN USE TO SAY WHERE WE ARE AT ON OUR MTSS JOURNEY, LAYING THE FOUNDATION AND INSTALLING IT AND SUSTAINING -- WE CAN SEE THAT FOR THE MESSED MAJORITY IN THE ORGANIZATION. WE ARE REALLY IN THOSE FIRST TWO KIND OF PHASES ON THAT JOURNEY. 
          INAUDIBLE ] AND SO WE KNOW THAT THERE'S A LOT OF WORK FOR US TO DO AS AN ORGANIZATION, AS A DISTRICT, AT THE SCHOOL LEVEL. 
          THIS GIVES US A TOOL FOR US TO SAY, ONE WAY FOR US TO LOOK AT THE EXTENT THAT HER SCHOOLS ARE IMPLEMENTING THE MTSS STRUCTURE IS TO HELP ALL STUDENTS IN ACCESSING EDUCATION, WHICH IS REALLY DRIVEN BY BOARD POLICIES, AND SO, AS WE THINK ABOUT THE STUDENT PROFILE, WHICH IS INSPIRED BY THE POLICIES, BUT WILL CONTINUE TO COME BACK BECAUSE OUR MISSION IS THAT EACH STUDENT WILL GRADUATE, AND SO , YOU KNOW, YOU SEE THIS STICKER DOWN HERE AT THE BOTTOM. THE ALL MEANS ALL HAS BECOME A RALLYING CRY FOR US AS AN ORGANIZATION, TRYING TO FIGURE OUT HOW WE CONTINUE TO DO BETTER FOR ALL OF OUR STUDENTS. WE ALSO INTRODUCED TO THE BOARD THIS YEAR, ONE OF THE THINGS WE WERE FINDING WAS CREATING A LITTLE BIT OF CONFUSION IS WHEN WE TALKED ABOUT INCLUSION, THERE'S LOTS OF DEFINITIONS FOR INCLUSION. AND SO AT LEAST WHERE WE ARE IN THIS MOMENT AS AN ORGANIZATION, WHEN WE ARE REFERRING TO INCLUSION, BUT WE ARE SPECIFICALLY TALKING ABOUT IS HAVING STUDENTS WHO QUALIFY FOR SPECIAL EDUCATION SERVICES BEING ABLE TO BE SERVED AT THEIR NEIGHBORHOOD SCHOOLS. IN THE GENERAL EDUCATION SETTING TO THE GREATEST EXTENT POSSIBLE. IN ACCORDANCE WITH THE SPECIALLY DESIGNED INSTRUCTION THAT IS INDICATED ON THEIR IEP. THAT CALLS FOR US AS AN ORGANIZATION AS A SCHOOL, AS A DISTRICT, TO BE THINKING ABOUT, HOW DO WE IMPROVE OUR PRACTICES, AND TRANSFORM OUR SYSTEMS SO THAT STUDENTS CAN RECEIVE THEIR SDI IN LESS RESTRICTIVE ENVIRONMENTS BECAUSE WE ARE BETTER EQUIPPED TO BE ABLE TO SERVE THEM, AND YET, ALWAYS BEING CENTERED WITH THE STUDENT. WE -- THIS YEAR WAS PRETTY SIGNIFICANT BECAUSE AT THE ELEMENTARY LEVEL, WE NO LONGER HAD STUDENTS TRAVELING TO SCHOOLS TO ATTEND A LEARNING CENTER, BUT THEY WERE ATTENDING THEIR NEIGHBORHOOD SCHOOLS. SO AS A RESULT, YOU KNOW, ONE OF THE THINGS WE HAVE REALLY TRIED TO BE INTENTIONAL WITH AS A LEADERSHIP TEAM IS TO BE OUT IN SCHOOLS. SO I PERSONALLY HAVE CONDUCTED 29 SITE VISITS WITH SPECIAL EDUCATION TEAM. WE'VE BEEN PINNING THEM AND TRACKING THEM IN TRYING TO, YOU KNOW, BE CURIOUS ABOUT WHAT THAT EXPERIENCE LOOKS LIKE. FOR OUR EDUCATORS AND OUR STUDENTS AT THOSE SCHOOLS. I ALWAYS FIND THAT I LEARN A LOT ABOUT WHAT SYSTEMS ARE HELPING AND WHAT ARE AREAS WHERE WE ARE STILL HAVING CHALLENGES? BUT 
          [01:25:08]
RECOGNIZING THE SIGNIFICANCE OF THAT CHANGE, DR. SHANNON HITCH AND I WERE TALKING EARLIER IT WAS LATE WINTER ABOUT THE BENEFIT OF ACTUALLY CONDUCTING A FORMAL STUDY BECAUSE SOME OF THE QUESTIONS WE ARE GETTING ASKED, IT WAS HARD TO TEASE OUT -- IS THAT A FUNCTION OF SYSTEMS AT THAT SCHOOL OR A FUNCTION OF OUR STAFFING OR RESOURCES? IS IT SOMETHING UNIQUE ABOUT THE CONTEXT EITHER FOR THE STUDENT OR THE ADULTS ? SO TO TRY TO KIND OF FIND A WAY FORWARD, IT WAS DIFFICULT TO KIND OF SAY, WHAT ARE SOME OF THE NEXT STEPS THAT WE NEED TO DO TO BE ABLE TO SUPPORT OUR ELEMENTARY SCHOOLS? WE ACTUALLY HIRED PAUL FUND, THE FORMER DIRECTOR OF SPECIAL SERVICES HERE IN THE SCHOOL DISTRICT , ONE, BECAUSE HE KNOWS SPECIAL EDUCATION. HE HAS RELATIONSHIPS, BUT HE HAS BEEN TIRED FOR LONG ENOUGH. HE IS A COUPLE OF STEPS REMOVED FROM THE DAY TODAY, SO WE THOUGHT HE WOULD KNOW ENOUGH ABOUT OUR SYSTEMS TO NAVIGATE THEM, BUT HE COULD, REALLY AS AN OUTSIDER. HE HAS -- WE SET UP A PROCESS WHERE HE HAS ACTUALLY BEEN GOING AND MEETING WITH TEAMS AT EVERY SINGLE ELEMENTARY SCHOOL . LAST WEEK, HE STILL HAD A COUPLE THAT HE WAS TRYING TO MEET WITH, BUT HE'S BEEN MEETING WITH THE ADMINISTRATORS. HE'S BEEN MEETING WITH TEACHERS AND PEER EDUCATORS, MEETING WITH SPECIALISTS LIKE INQUIRE ED PRETTY IS BEEN CONDUCTING SURVEYS OF THOSE TEAMS, KIND OF LOOKING AT THEIR RESOURCES AND STRUCTURES BECAUSE CAMINO, YOU ASKED ME TO GET INTO THE DETAILS OF, YOU KNOW, HOW ARE THEY RUNNING THEIR MASTERS SCHEDULE. HOW ARE THEY RUNNING INTERVENTIONS? AND THEN ALSO LOOKING AT THE IEP FOR STUDENTS AND LOOKING AT WHAT ARE THE SPECIFIC NEEDS OF THE STUDENTS AND HOW WELL ARE WE REALLY ALIGNED? TRYING TO ENSURE THAT THE ASSUMPTIONS WE ARE MAKING ABOUT WHAT IS WORKING OR WHAT WE NEED TO DO NEXT ARE ACTUALLY, YOU KNOW, REALLY WELL-INFORMED. SO HE HAS BEEN WORKING FOR THE LAST THREE MONTHS IN GOING AND DOING THAT. HE IS VERY CLOSE . 
          WHAT ARE THINGS THAT WOULD MAKE SENSE WHERE WE HAVE BRIGHT SPOTS THAT WE COULD REPLICATE? WHAT ARE SOME POTENTIAL AREAS FOR GROWTH? HE SHARED SOME GENERAL THEMES THUS FAR, BUT I HAVEN'T SEEN THE REPORT, SO, YOU KNOW, PROFESSIONAL LEARNING IS A KEEN AREA OF INTEREST FOR ALL OF OUR STAFF, JUST CONTINUE TO LEARN AND GROW IN ASPECTS . RESOURCES. YOU KNOW, IS AN AREA WHERE -- AND HOPING TO GET SOME DETAILS AROUND WHERE BEST DO WE APPLY OUR RESOURCES AND HOW BEST CAN WE APPLY THOSE? THE IMPORTANCE OF COLLABORATION TIME, YOU KNOW, THINKING ABOUT THE SYSTEMS FOR SUPPORTING EDUCATOR ABSENCES, AND THEN ENHANCED COMMUNICATION AROUND INCLUSIONARY PRACTICES ARE SOME OF THE KEY THEMES HE HAS PULLED OUT SO FAR. THAT SHOULD BE SOMETHING THAT WE WILL BE GETTING HOPEFULLY IN THE MONTH OF JUNE, WHICH WILL ALLOW US TO INFORM WHAT ARE THINGS THAT WE ARE WORKING ON FOR THIS UPCOMING YEAR, BUT ALSO STARTING TO LAY THE GROUNDWORK FOR THE LONGER-TERM THINGS THAT WE NEED TO BE MOVING , MARSHALING RESOURCES, THE DIRECTION WE WANT TO TAKE PROFESSIONAL LEARNING OR CERTAIN STRUCTURES. SO I'M REALLY EXCITED ABOUT THAT WORK BECAUSE IT IS A VERY INTENTIONAL STUDY. AND TO TRY TO HELP US INFORM WHAT IS OCCURRING AND DO IT SCHOOL BY SCHOOL. WE CAN GET A DISTRICT PICTURE OF IT AND LOCALIZE THAT STUFF. 
          QUESTION? FOR THE STUDY -- SO -- THIS STUDY IS FOCUSING ON THE DISTRICT SIDE. CORRECT? SO IT'S NOT -- HE'S NOT INCORPORATING ANY INTERVIEWS OR CONVERSATIONS WITH FAMILIES OF STUDENTS PER THIS BOOK AT THIS TIME, THE SCOPE OF THIS STUDY WAS TO GO LOOK AT THE -- OUR SYSTEMS IN THE THINGS THAT WE HAVE BEEN ESSENTIALLY TEST OUR ELEMENTARY SCHOOLS WITH. THAT IS SOMETHING WE ACTUALLY TALKED ABOUT. IN THE INCLUSION ADVISORY COMMITTEE, OPPORTUNITIES FOR CONNECTING WITH FAMILIES IN THE FUTURE ON THIS. BUT YEAH, THIS IS THINGS LIKE, YOU KNOW, ARE WE SCHEDULED -- ARE WE SETTING UP SCHEDULES CONSISTENTLY WITH STUDENTS. IEPS, AND THINKING 
          [01:30:05]
ABOUT THE STRUCTURE OF THE SCHOOL. ARE WE ALIGNING THE RESOURCES? BOARD TO THE RISE BACK IN THAT JANUARY BOARD MEETING , AND THE RISE IS -- IT IS DEVELOPED BY THE TIES CENTER. 
          IN THE EARLY DAYS OF EXPLORING HOW TO IMPLEMENT INCLUSIONARY PRACTICES IN HER SCHOOL. THEY HAVE FOUR AREAS, PLACEMENT AND SETTINGS, CONTENT , AND PRACTICES. STUDENT AND SYSTEM OUTCOMES. IT IS A PROTOCOL THAT YOU CAN TAKE TEAMS THROUGH. AND SO, SUBSEQUENT TO PRESENTING IN JANUARY WITH THIS, WE TOOK THE INCLUSIONARY ADVISORY COMMITTEE, WHICH IS A COMMITTEE THAT IS MADE UP OF PARENTS, AND SOME STUDENT REPRESENTATION, AND HAS TEACHERS, PARA-EDUCATORS AND BUILDING ADMIN SUGARS ON IT. AND WE ACTUALLY WALK THROUGH THAT PROTOCOL WITH THEM, AND KIND OF DEVELOP A REPORT WHERE THEY REFLECTED ON EACH OF THESE DIFFERENT AREAS, AND THAT COMMITTEE IS KIND OF A QUALITATIVE EXPERIENCE, BUT FROM THAT, WE WERE ABLE TO PULL OUT KIND OF WHAT ARE THE AREAS OF CELEBRATION, AND WHAT ARE CHALLENGES? WHEN WE ENGAGE WITH THAT COMMUNITY. WE DID THE SAME THING WITH OUR CENTRAL LEADERSHIP TEAM. NOW, THEY WILL HAVE A DIFFERENT FOCUS. IT MIGHT BE A FOCUS ON TRANSPORTATION, OR THE WAYS THEY ARE SERVING, BUT SO WE'VE BEEN SOARING TO USE THIS MODEL AS A WAY TO KIND OF CONSISTENTLY HAVE GROUPS LOOK AT THE WORK WE ARE DOING SO THAT WE CAN MAKE COMPARISONS BETWEEN -- HERE IS WHAT OUR PARENTS ARE SAYING AND HERE'S WHAT OUR ADMINISTRATORS ARE SAYING. HERE IS WHAT, YOU KNOW, THE CENTRAL LEADERSHIP THINKS THAT WE CAN IMPROVE. AND WE HAVE ASKED PAUL VINE TO ACTUALLY STRUCTURED HIS REPORT TO US USING THE SAME SORT OF FRAMEWORK. WE ARE SORTING TO HOPEFULLY BE ABLE TO USE THAT LANGUAGE CONSISTENTLY AS WE THINK ABOUT THE WORK THAT WE ARE DOING WELL AND THE WORK THAT WE HAVE AHEAD OF US. THIS IS A LOT. THIS IS A LITTLE BIT OF A TRANSITION. SO NOW I'M GOING TO SHARE SOME OF THE OTHER WORK THAT'S BEEN GOING ON. THERE WAS A QUESTION THAT CAME UP FROM OUR PARTNERS AT MTSS, THE TEACHERS UNION. 
          INAUDIBLE ] THEY WERE SHARING WITH US THAT THERE WAS A LACK OF CLARITY AROUND SOME OF THE VOCABULARY THAT WE WERE USING . 
          THE TERMINOLOGY, PARTICULARLY AS IT RELATED TO THIS TERM CALLED CO-TEACHING. I KNOW A COUPLE OF YOU HAVE -- IF YOU JOINED THE MONEY TO HIGH SCHOOL VISIT, WE SAW ONE EXAMPLE OF CO-TEACHING THERE. AND PART OF THE CHALLENGE THAT WAS BEING SHARED WITH US IS THAT IF WE ARE NOT CALLING THE SAME THING THE SAME THING, THEN IT MAKES IT REALLY DIFFICULT TO KIND OF SAY, YOU KNOW, WHAT IS HAPPENING? WE END UP SPENDING TIME AND ENERGY SAYING THAT IS CO-TEACHING OR THAT IS NOT CO-TEACHING, INSTEAD OF HAVING ACCURATE DESCRIPTIONS. SO THEY ASKED IF WE COULD GO THROUGH AND COULD WE PROVIDE SOME DEFINITIONS FOR THAT? IT WAS A REALLY GOOD EXERCISE BECAUSE WHAT WE FOUND WAS WE HAD CONSISTENCY, BUT IT DEPENDED ON THE PROGRAM. HER SPECIAL EDUCATION TEAM WAS CONSISTENT WITH THAT AS FAR AS THEIR DEFINITIONS OF COLLABORATIVE MODELS. OUR MULTILINGUAL PROGRAM USED DIFFERENT TERMINOLOGY. WE HAVE OUR SAFETY NET PROGRAM WHICH MIGHT USE DIFFERENT TERMINOLOGY. SO DEPENDING ON WHO YOU ASK, THEY WERE REALLY CLEAR ON IT, BUT IF YOU ARE THINKING ABOUT KIND OF A SYSTEM LEVEL, THERE WAS A LACK OF CLARITY. YOU CAN IMAGINE THAT WHEN WE TRY TO NEGOTIATE CONDITIONS AROUND THAT, THAT CAN BECOME LOOK AT IT BECAUSE WE ARE NOT USING THE SAME TERMINOLOGY. SO WE ACTUALLY JUST RELEASED TODAY TO THE ORGANIZATION AND TO OUR ADMINISTRATORS A COUPLE PAGE DOCUMENT THAT IS CO-TEACHING AND OTHER FORMS OF COOPERATIVE -- OTHER FORMS OF COOPERATIVE TEACHING. 
          DESCRIBES AND PROVIDES A DEFINITION OF, WHAT IS PUSH IN 
          [01:35:06]
SERVICE. WHAT IS PULLOUT SERVICE? CO-PLANNING AND COLLABORATION BECAUSE WE HAVE A LOT OF MODELS WHERE ADULTS ARE WORKING TOGETHER COLLABORATIVELY. SOMETIMES IN THE CLASSROOM. SOMETIMES NOT. SO DEFINING THAT. WHAT IS IT MEAN TO TEAM TEACH? WHAT IS IT WHEN SOMEONE IS MONITORING AND THEN CO-TEACHING? SO CO-TEACHING IS WHEN YOU HAVE A GENERAL EDUCATION TEACHER AND PROGRAM TEACHER -- MULTILINGUAL, IT COULD BE SAFETY EDUCATION. THEY ARE WORKING PRODUCTIVELY AS A TEAM. THEY ARE COLLABORATIVELY PLANNING FOR INSTRUCTION. THEY SHARE RESPONSIBILITY FOR TEACHING ALL STUDENTS. AND EVALUATING LEARNING FOR ALL STUDENTS. IT IS NOT A SENIOR PARTNER AND JUNIOR PARTNER. 
          I'VE BEEN OUT TO JUANITA MULTIPLE TIMES THIS YEAR TO SEE WHAT THEY ARE DOING WITH CO-TEACHING AND IF I DIDN'T KNOW SOME OF THE TEACHERS, BECAUSE THEY HAVE BEEN TEACHING FOR A WHILE IN THE DISTRICT, YOU COULDN'T NECESSARILY SAY WHO IS THE GENERAL EDUCATION TEACHER INTO HIS ENGLISH TEACHER? SO THEY'VE GOT SOME GOOD PARTNERSHIPS THERE. SO THIS AT LEAST WAS ONE OF THOSE KIND OF BUILDING BLOCK THINGS WHERE WE NEEDED TO HAVE SOME CLARITY IN THE ORGANIZATION AND APPRECIATE BEING -- HAVING THAT CALLED OUT FOR US. YOU ARE NOT BEING CLEAR. TO GIVE US THE OPPORTUNITY TO WORK ON IMPROVING OUR CLARITY. I'M ACTUALLY GOING TO COME BACK. 
          INAUDIBLE ] SINCE I'M ON THIS, ONE OF THE THINGS, TOO, THAT THIS WILL HELP US IS, WHEN WE THINK ABOUT CO-TEACHING IN OUR ORGANIZATION, IT HAS BEEN SOMETHING THAT HAS EVOLVED ORGANICALLY. LARGELY ORGANICALLY. THROUGHOUT, AND THERE ARE A VARIETY OF DIFFERENT MODELS AT THE SECONDARY LEVEL, AND DIFFERENT COURSES . AGAIN, LIKE WHEN WE WERE AT JUANITA, WE TALKED ABOUT HAVING CO-TEACHING FOR LEADERSHIP, WHICH IS AMAZING. THAT CAME UP IN THE CONCLUSION ADVISORY COMMITTEE, THE UNIFIED ACTIVITIES, AND THERE. THIS WILL HELP US WITH THESE DEFINITIONS. WE CAN START TO ACTUALLY START TO AUDIT AND FIND OUT WHAT IS BEING OFFERED THROUGHOUT OUR SYSTEM. IN A WAY THAT WE CURRENTLY DON'T HAVE. 
          AND I JUST MENTIONED UNIFIED. AND SO I'M SUPER EXCITED ABOUT THIS BECAUSE THIS HAS BEEN SOMETHING THAT WE HAVE TALKED ABOUT DOING FOR A WHILE, AND -- AND I'M REALLY GLAD THAT OUR ATHLETICS AND ACTIVITIES DEPARTMENT WAS ABLE TO GET THIS OFF THE GROUND. SO WE KIND OF HAD AN INITIAL RUN , OFFERING UNIFIED SPORTS, AND UNIFIED SPORTS IS AN ATHLETIC PROGRAM FOR STUDENTS WITH AND WITHOUT DISABILITIES PLAN ON SENDING, COMPETING AND LEARNING FROM EACH OTHER. A VARIETY OF SPORTS. WE OFFERED UNIFIED SUCKER IN REDMOND. EAST LAKE HAS A HISTORY OF DOING UNIFIED VESCOVO. OUR PLAN IS TO OFFER A MORE ROBUST SOCCER EXPERIENCE AT ALL OF OUR HIGH SCHOOLS. 
          NEXT YEAR, WE ARE GOING TO LOOK AT OFFERING ADDITIONAL OPPORTUNITIES. WE HAVE BEEN EXPLORING BOWLING, BUT UNFORTUNATELY, THE ONLY BOWLING ALLEY IN OUR DISTRICT IS NO MORE. AND SO THAT LEAVES KENMORE. 
          INTEREST IN THE ENERGY IS TO CONTINUE TO EXPAND THESE OPPORTUNITIES AND LOOKING AT -- WE HAVE NEIGHBORING DISTRICTS ON OFFER. WE FOUND OUT JUANITA HIGH SCHOOL IS EXPLORING UNIFIED ACTIVITIES. WHEN WE THINK ABOUT INCLUSION, IT IS NOT JUST KIND OF THE CURRICULAR EXPERIENCE, BUT IT IS THE EXTRACURRICULAR -- BEING PART OF A SCHOOL COMMUNITY, AND SO IT IS EXCITING TO HAVE THAT , THIS TYPE OF SPONSORSHIP. I ALSO THINK WE LEARNED SOME THINGS AROUND, YOU KNOW, HOW TO BETTER DO THIS. WHAT WAS REALLY COOL -- WE HAD THE CONCLUSION ADVISORY COMMITTEE MEETING THE OTHER WEEK, AND WE ENDED UP KIND OF DOING A CONSULTANCY PROTOCOL WHERE WE WERE SHARING OUT, AND THEN USED -- THE COMMITTEE PROVIDED LOTS OF GREAT FEEDBACK TO THE DIRECTOR AROUND WAYS IN WHICH WE CAN IMPROVE AND GROW THE PROGRAM THAT I THINK WAS REALLY POSITIVE AND BENEFICIAL, SO, THAT WAS COOL TO HAVE OUR PARENTS BE ABLE TO LIKE THIS AND SAY, HERE ARE WAYS THEY CAN SERVE, SO, SO THAT'S KIND OF A HIGHLIGHT FROM SPRING IN AN AREA THAT WE WILL CONTINUE TO WORK ON. I TALKED ABOUT THE INCLUSION ADVISORY COMMITTEE A COUPLE OF TIMES. THIS ACTUALLY IS PART OF THAT DOSE THE RICE PROCESS, WITH TIES. THAT IS A 
          [01:40:01]
BEST PRACTICE, FORM A COMMITTEE TO GUIDE YOUR WORK. WE TRY TO IDENTIFY WHAT WOULD BE A FOCUS AREA. WE HAVE AN INTEREST IN GOING A LITTLE BIT DEEPER, BUT ALSO, TALKING WITH -- SPENT SOME TIME TALKING WITH A GROUP AT THE END OF THE YEAR TO SAY, HOW BEST DOES THAT COMMITTEE -- CAN INFLUENCE THIS WORK. THEY HAD A NUMBER OF IDEAS. THEY WERE INTERESTED IN DOING SITE VISITS. THEY DID THIS CONSULTANCY PROTOCOL. WHERE THEY SAID, HEY, TELLS THE WORK YOU ARE DOING AND WE CAN ADVISE YOU ON IT. AND THEN ALSO THINKING ABOUT WAYS IN WHICH WE CAN REMAIN VISIBLE, SO REALLY EXCITED ABOUT THAT. THEY WANT TO MEET AND WORK MORE NEXT YEAR, AND SO, THAT IS REALLY EXCITING. I'M REALLY THANKFUL FOR THE FOLKS WHO HAVE BEEN A PART OF THAT, AND SO, I'M HOPING A NUMBER OF THEM WILL CONTINUE TO HELP US BUILD THIS OUT, SO IT IS SOMETHING THAT REALLY CAN BE DRIVING A LOT OF OUR WORK BECAUSE, YOU KNOW, THEY ASK US TO HAVE PARENTS ON IT, AS WELL AS STAFF, WHO ARE, YOU KNOW, IT'S EITHER, HAVE THIS EXPENSE WITH THEIR CHILD OR , YOU KNOW, WORKING WITH CHILDREN IN OUR SCHOOLS, SO. SO MORE TO COME THERE. I TOLD THEM THAT WE WOULD KIND OF MAP OUT WHAT NEXT YEAR LOOKS LIKE, AND THEN THEY CAN DECIDE IF THEY WANT TO RE-UP BEFORE WE GO BACK OUT AND RECRUIT ADDITIONAL MEMBERS FOR NEXT YEAR. SO AS WE LOOK AHEAD, SOME OF THE WORK -- ONE IS -- I TALKED ABOUT REALLY KIND OF GETTING AND STUDYING WHAT DOES CO-TEACHING LOOK LIKE AS WE THINK ABOUT WHAT DO WE AS A DISTRICT HALF IN TERMS OF EXPECTATIONS AND THE NUMBER OF CORE CLASSES OR ANY PARTICULAR CLASSES THAT NEED TO BE GUARANTEED THROUGH CO-TEACHING, AND LOOKING AT THAT, AND LOOKING AT HOW WE ARE STAFFING AND RESOURCING THOSE. WE WILL CONTINUE TO WORK WITH LWAS. WE FOCUSED A LOT ON ELEMENTARY, SO THERE'S ADDITIONAL WORK FOR US TO DO AS WE LOOK AT WHAT IT WILL TAKE TO SUPPORT THAT AT THE SECONDARY -- AT THE ELEMENTARY LEVEL -- THAT IS THE STEADY WORK. IT WILL HELP US IN THINKING ABOUT WHAT ARE THE STRUCTURES, PRACTICES, AND RESOURCES -- THAT NEXT TURN OF THE WHEEL, NOW THAT ALL OF OUR SCHOOLS HAVE HAD, YOU KNOW, HAD AT LEAST ONE YEAR OF EXPERIENCE. THAT CAN CHANGE. I'VE BEEN OUT AT SOME OF OUR ELEMENTARY SCHOOLS, WHERE THEY, YOU KNOW, THEY HAD A LOT OF STUDENTS WITH COMPLEX NEEDS AT THE INTERMEDIATE LEVELS. THEY HAVE MOVED UP TO THE MIDDLE LEVEL, AND NOW THEY ARE AT PRIMARY, AND WE HAVE DIFFERENT KITS, SO WE HAVE TO LEARN THEM. 
          OUR RESOURCES CHANGE. IT IS GOING TO BE THIS CONTINUAL PROCESS. HOPEFULLY WE CONTINUE TO GET BETTER EACH YEAR. AND WE WILL WORK WITH THE COMMITTEE TO IMPROVE OUR DEPTH AND FOCUS. IT WAS REALLY HELPFUL TO GET THAT GROUP STARTED. I THINK THERE'S A LOT MORE THAT THEY CAN BRING US IN TERMS OF GUIDANCE AND DIRECTION. SO AS WE KIND OF -- WE WILL WORK FOR MORE INCLUSIVE EDUCATIONAL EXPENSE FOR ALL STUDENTS, CONTINUE TO STUDY THE COMPLEX RELATIONSHIP BETWEEN OUR SYSTEMS AND RESOURCES, AND WE WILL BE TURNING UP A GREATER FOCUS TO SECONDARY WITHOUT ALSO LOSING SIGHT OF THE CONTINUED WORK ON THE TRAIL. ALL RIGHT. 
          THANK YOU. >> THANK YOU. ARE THERE ANY QUESTIONS OR COMMENTS? WOULD YOU LIKE TO START US OFF ? 
          >> YES. THANK YOU SO MUCH. IT'S BEEN NICE TO NOT HAVE THIS FOR A FEW WEEKS TO SIT AND THINK ABOUT IT FOR A LITTLE BIT. THANK YOU FOR PRESENTING THIS. I'M GOING TO GO BACK TO THAT -- KIND OF THAT DEFINITION THAT YOU HAVE. THAT SIDE RIGHT THERE. OH, THERE. YES. IT SOUNDS LIKE, FROM EVERYTHING I'M HEARING, THIS IS SORT OF OUR DEFINITION FOR NOW.? THIS IS WHAT CONCLUSION IS NOW. I PULLED UP THE POWERPOINT FOR THE PREVIOUS PRESENTATION. STRATEGIC PLAN. WE HAVE THE 
          [01:45:02]
CURRENT STATE AND THE IDEAL STATE. IT SOUNDS LIKE WE ARE TRYING TO DEFINE OUR CURRENT STATE OF WHAT WE ARE DOING RATHER THAN IN AN IDEAL STATE OF WHAT IS THAT DEFINITION OF INCLUSION? WHAT DO WE WANT THAT TO LOOK LIKE? IS IT WORTH IT TO DESIGN THAT? BUT RIGHT NOW, THIS MEANS ALL THE KIDS ARE 
          HOMESCHOOLED. >> I APPRECIATE THE QUESTION. I THINK THAT IS WORTH IT. AND I THINK, ALSO, WE FELT IT WAS IMPORTANT FOR US TO PROVIDE A CLEAR DEFINITION BECAUSE SOME OF THE EXPERIENCES WE OBSERVED WAS, YOU KNOW, IS -- SCHOOLS WERE REALLY TRYING TO ESSENTIALLY GO ALL IN AND ALSO THEN SOMETIMES GOING TOO FAR, READ, IN TERMS OF, WHEREAS, NO, ACTUALLY, THERE ARE TIMES WHEN IT MIGHT BE APPROPRIATE FOR THEIR STUDENT TO RECEIVE THEIR SDI IN A WE DESCRIBED MORE OF THE IDEAL STATE IN TALKING ABOUT THIS IS THE DIRECTION WE ARE GOING, AND, YOU KNOW, IT WAS -- THEM YET SCHOOLS LIKE, WE ARE GOING TO GO THERE NOW. IT WAS LIKE, WHAT, WE HAVE WORK TO DO WITH THE SYSTEMS AND THE PRACTICES AND THE SKILLS WE NEED TO DEVELOP, AND SO, SO, YES. AND THIS IS A WORKING DEFINITION. IT IS A WORKING DEFINITION RIGHT NOW. WE ARE GOING TO MAKE DECISIONS CONSISTENT WITH STUDENTS OF SDI AND THEIR IEPS . 
          ADD TO THIS IS THAT OUR WORK IS TO CONTINUALLY IMPROVE AND REFINE THOSE SYSTEMS SO THAT THE DECISIONS WE CAN MAKE IN THE FUTURE FOR THOSE STUDENTS, YOU KNOW, IS LESS RESTRICTIVE, BUT THERE IS MORE OUT OF THAT THAT CAN INVOLVE. 
          >> THANK YOU. CANNOT FOLLOW WITH A CUSHION AFTER THAT? IS THERE POTENTIAL HARM BEING DONE BECAUSE SOMETIMES I'M HEARING, WELL, WE ARE DOING CONCLUSION. THIS IS INCLUSION BECAUSE ALL OF THE KIDS ARE NOW HERE AT OUR SCHOOL. CAN THAT BE PROBLEMATIC IF THIS IS A NARROW DEFINITION AT THIS MOMENT IN TIME? MAYBE THAT'S NOT JUST A QUESTION. MAYBE IT'S JUST A THOUGHT. 
          >> I WOULD SAY THERE ARE A COUPLE PRONGS TO THE EVALUATION OF WE ARE DOING CONCLUSION NO . JUST BECAUSE STUDENTS ARE LOCATED IN A SCHOOL THOUGH SHE HAD TO GO TO THE SECOND PRONG OF THAT. THAT STUDENTS PARTICIPATE IN GENERAL EDUCATION TO THE GREATEST EXTENT POSSIBLE. AND THEN YOU HAVE TO DEFINE PARTICIPATION, AND WHAT DOES THAT LOOK LIKE? I COMPLETELY UNDERSTAND YOUR QUESTION AND LINE OF THINKING. 
          I WOULD SAY, ON THE SPECTRUM OF HARM , THAT WAS ONE OF THE THINGS WE WERE TRYING TO WALK AWAY FROM, IS -- IS THE HARM OF LEARNING IN AN ISOLATED SETTING . AND I DON'T WANT TO DISPATCH WHAT OUR LEARNING CENTERS DID PREVIOUSLY BECAUSE THEY RECEIVED STUDENTS COME IN THEY PROVIDED THE SERVICES. THEY HAD THEM PARTICIPATING IN THEIR COMMUNITY, BUT IT WAS IN THEIR NEIGHBORHOOD SCHOOL. IT WAS IN THEIR COMMUNITY. I'M GOING TO AGREE WITH MATT. IT IS YES AND. I CAN TELL YOU, OUR ELEMENTARY SCHOOLS NEEDED US TO SAY STUDENTS QUALIFIED FOR SPECIAL EDUCATION SERVICES HISTORICALLY SERVED IN LEARNING CENTERS ATTEND NEIGHBORHOOD SCHOOLS. LIKE THEY NEEDED US JUST TO SAY THAT SO THAT IT WAS VERY CLEAR AS TO WHAT THAT FIRST STEP IS. 
          SO. I APPRECIATE THE QUESTION, THOUGH. 
          >> THANK YOU. IT'S LIKE THAT FIRST STEP IN THE PREVIOUS SLIDE. YOU HAD THAT ACTIONABLE FIRST STEP. IT IS THAT ONE RIGHT THERE. 
          >> THANK YOU, AND YES. THAT WAS A SUPER IMPORTANT FIRST STEP, AND AS WE CONTINUE TO ITERATE AND REFINE, I WANT TO MAKE SURE THAT WE DON'T LOSE SIGHT OF WHAT A HUGE FIRST STEP THAT WAS, IS, THAT WE ARE STILL GOING THROUGH, BECAUSE YOU CAN'T -- YOU CAN'T LEARN ABOUT KIDS THAT AREN'T IN YOUR SCHOOL. YOU CAN'T GET BETTER. SO THERE'S DEFINITELY GROWING PAINS AND IT'S NEVER PERFECT FROM THE START, BUT I WANT TO RECOGNIZE WHAT AN IMPORTANT STEP THAT WAS. I DO HAVE A QUESTION. THE BOARD RECEIVED AN EMAIL A FEW WEEKS AGO, I BELIEVE, FROM A PARENT AT THE SECONDARY LEVEL. WHOSE STUDENT 
          [01:50:03]
WAS INTERESTED IN BAND, ORCHESTRA, BUT IT CONFLICTED WITH THEIR SPECIAL EDUCATION CLASS. CAN YOU WALK THOSE OF US WHO ARE NOT INTIMATELY FAMILIAR WITH SECONDARY MASTER SCHEDULING, WHAT, WHAT ARE THE CHALLENGES THEY ARE, AND WHAT IS THE NEXT ACTIONABLE STEP TO GET BETTER IN THAT REGARD? 
          >> I LOVE SECONDARY MASTERS SCHEDULING. I CAN'T SPEAK TO THE SPECIFICS OF THAT. SO ONE OF THE CHALLENGES AT THE SECONDARY LEVEL IS FOR WHEN STUDENTS TAKE WHAT COULD BE CALLED -- WE CALL IT A SINGLETON. THERE IS ONLY ONE CLASS LIKE THAT. AND, AND SOMETIMES THOSE CONFLICT WITH OTHER SINGLETONS. ONE OF MY OLDEST SON'S BEST FRIENDS WAS ESSENTIALLY FORCED TO MAKE A CHOICE BETWEEN HE WANTED TO CONTINUE TAKING FRENCH AND AS HE BECAME MORE ADVANCED, IN FRENCH, SORT OF LIKE FRENCH THREE, AND ORCHESTRA, IT WAS THE SCHEDULE. THEY ARE A MESS OF THINGS. THE STUDENTS HAD TO MAKE A CHOICE. HE CHOSE FRENCH OVER CONTINUING WITH VIOLA. SO SOMETIMES, THOSE THINGS HAPPEN. THERE CAN BE CREATIVE WAYS AROUND IT IF THERE IS FLEXIBILITY IN DIFFERENT SCHEDULES. USUALLY, THOSE KINDS OF CONFLICTS HAPPEN WHEN YOU ESSENTIALLY HAVE ONE -- THERE IS ONLY ONE ORCHESTRA CLASS AND ONLY ONE FRENCH SPEAKING CLASS, AND WHEN YOU IMAGINE THAT YOU MIGHT HAVE 30, 60 GETS COMMITTED, SOMEONE IS GOING TO HAVE A CONFLICT, AND SO, THE SOFTWARE THAT HELPS US PLAN THOSE, DOES ESSENTIALLY IDENTIFY CONFLICTS, SO WHEN YOU'RE BUILDING YOUR MASTER SCHEDULE, YOU RUN IT MULTIPLE TIMES. YOU TRY TO REDUCE THE NUMBER OF CONFLICTS . IT MIGHT BE THE FEWEST CONFLICTS I CAN GET IS FOUR. I HAVE FOUR CONFLICTS FOR STUDENTS. THE SCHEDULES ARE REALLY COMPLEX. 
          YOU KNOW, THINKING ABOUT -- I GUESS THE QUESTION WOULD BE -- WHAT'S -- ARE THOSE ACTUALLY TWO SINGLETONS? WHAT ARE THE CONFLICTS FOR THAT PARTICULAR STUDENT? AND COUNSELORS USUALLY TRY TO HELP HIM WORK THROUGH THAT. AND, I THINK, SO THAT'S JUST ONE ON THE SCHEDULING AND WHAT WE OFFER, BUT I THINK, AS WE LOOK AT WHAT ARE THE OPPORTUNITIES FOR US TO CONTINUE TO GROW? IS LOOKING AT, WELL, HOW ARE WE DELIVERING SDI COME AND ARE THERE DIFFERENT WAYS? I THINK I'M GOING TO KEEP HIGHLIGHTING UNAIDED BECAUSE I'VE GONE OUT THERE TO LOOK AT THEM THE MOST FOR WHAT THEY ARE CO-TEACHING. 
          HISTORICALLY, WE HAVE OFFERED FOR SOME STUDENTS THAT HAVE ORGANIZATIONAL SKILLS IN THEIR IEP, WE HAVE OFFERED A STANDALONE ORGANIZATIONAL CLASS. THERE ARE CHALLENGES WITH THAT. ONE OF WHICH IS, IT TAKES A SLOT IN THE STUDENTS MASTER SCHEDULE, WAS MEANS THAT STUDENTS MISS OUT ON TAKING ANOTHER ELECTIVE. AND SO, JUANITA IS ESSENTIALLY SAYING, IF WE OFFER CO-TEACHING, WE CAN EMBED THE DESIGN INSTRUCTION FOR ORGANIZATIONAL SKILLS INTO AN ELECTIVE. THEY CAN'T DO THAT BECAUSE THERE IS A LIMIT ON WHAT STAFFING IS AVAILABLE. 
          THAT SDI IS DELIVERED BY A TEACHER. BUT THEY SAID, THAT IS ONE WAY WE CAN ELIMINATE A CONFLICT BETWEEN THIS ORGANIZATION DELIVERING THE STUDENTS SDI AND HAVING THE STUDENT BEING ABLE TO ACCESS AN ELECTIVE AND THEY EMBEDDED THAT, I BELIEVE THAT IS IN A CULINARY CLASS IF I'M REMEMBERING CORRECTLY. IT ALSO HAS A BENEFIT, BECAUSE THEN, STUDENTS ARE ACTUALLY APPLYING THAT'S GO SO WE'RE NOT JUST DOING SKILLED INSTRUCTION, BUT THEY ARE GETTING TO APPLY IN THE CONTEXT THAT IS IN THAT CLASS. THAT IS A TYPE OF CREATIVE WAY THAT SCHOOLS ESSENTIALLY LOOKING AT WHERE WE ARE HAVING COVERS THAT ARE TAKING AWAY SOON OPPORTUNITIES OR WHERE WE ENHANCE WHAT WE ARE DOING. WE MAY NEVER BE ABLE TO ELIMINATE CONFLICTS IN MASTER SCHEDULES, BUT THAT IS KIND OF CREATIVE THINKING THAT CHANGES THE SYSTEM THAT STUDENTS OPERATE AND CREATE NEW OPPORTUNITIES. 
          THAT IS WHEN WE COMMUNICATE THOSE ARE THE TYPES OF THINGS THAT WE WANT OUR SCHOOLS TO BE LOOKING AT TO TRY TO LOOK AT HOW TO AVOID THOSE SITUATIONS. 
          UNFORTUNATELY, THERE ARE GOING TO BE CONFLICTS. 
          [01:55:01]
          >> THAT IS VERY HELPFUL BECAUSE I HADN'T REALIZED -- THERE IS THE PROBLEM OF YOU ONLY HAVE SO MANY SLOTS, AND IF YOUR INTERVENTION IS NOT INTEGRATED INTO ONE OF YOUR OTHER CLASSES, IT IS TAKING A ONE OF THOSE INSULTS, WHICH TAKES AWAY AN ELECTIVE COMMON SENSE LIKE THERE'S ALSO STILL THE PROBLEM OF, LIKE, LET'S SAY WE HAVE ENGLISH. THAT CAN STILL BE A SINGLETON IF WE HAVE THE ONE CO-TAUGHT 
          PARTICULAR CHILD. >> YEAH. THAT IS EXACTLY IT. IF THE STUDENTS -- IS ACCESSING THAT THROUGH CO-TAUGHT THAT SHE REQUIRES TWO TEACHERS, SO WE ARE DOUBLING THE RESOURCES. 
          THERE'S NOT AN UNLIMITED SUPPLY. WE CAN'T COTEACH EVERY CLASS. UNFORTUNATELY, THOSE WILL BE SOME -- THIS WILL BE SOME THINGS WE WILL KEEP WORKING AT IT. WHAT I APPRECIATE IS THAT WE HAVE SCHOOL LEADERS RIGHT NOW WHO ARE THINKING CREATIVELY TO TRY TO SAY, EXAMINE PAST PRACTICES AND HOW DO WE -- HOW DO WE CREATE MORE OPPORTUNITIES FOR 
          THE KIDS. SO. >> I HAD A QUICK FOLLOW-UP. DO SCHOOLS TRACK IF A STUDENT YEAR-OVER-YEAR HAS THE SAME CONFLICT? SELECT IF A STUDENT WAS TRYING TO TAKE BAND ONE YEAR AND IT CONFLICTED WITH A GLASS, AND IT HAPPENED AGAIN THE NEXT YEAR, AND IT HAPPENS AGAIN THE NEXT YEAR, IS THERE ANYTHING -- DO WE TRACK IT? DO WE NOTICE? 
          >> HERE'S WHAT I BELIEVE THEY ARE TRACKING. SO AT THE HIGH SCHOOL LEVEL, THEY ARE TRACKING GRADUATION REQUIREMENTS, SO OBVIOUSLY, MY YOUNGEST SON -- WE HAVE TRIED TO GET THIS WE REGISTERED FOR A CLASS HE WANTED TO TAKE AS HIS ELECTIVE, AS HIS ART CLASS AS A FRESHMAN, HE DIDN'T GET IT. AS A SOPHOMORE, HE DIDN'T GET IT. BUT HE GOT OTHER CLASSES. AT THE END OF THE DAY, IT'S LIKE, THEY NEED TO ENSURE THAT HE HAS ACCESS TO HIS ART CLASSES TO BE ABLE TO GRADUATE. GRADUATE HIGH SCHOOL, AND THEY ARE GOING TO GIVE HIM PREFERENCES AND BUILDING -- WHAT ARE THE THINGS YOU HAVE TO HAVE -- SO WHEN WE BUILD STUDENT SCHEDULES, YOU KNOW, YOU ARE WORKING THROUGH THE STUDENT THAT ABSOLUTELY NEEDS THIS. IT IS A GRADUATION REQUIREMENT, AND SO, THAT IS WHAT THEY ARE ATTENDING TO, LOOKING AT, REBUILDING SCHEDULES THAT ALLOW STUDENTS TO GRADUATE? NOT NECESSARILY GOING AND LOOKING AND SAYING, WELCOME MINA, COLE HAS REQUESTED THIS IS A FRESHMAN, AS A SOPHOMORE, AND NOW AS A JUNIOR. HE SHOULD FINALLY GET THOSE THEY'RE NOT GOING BACK AND LOOKING AT PREVIOUS REGISTRATION. THEY'RE LOOKING AT WHAT ARE THE REQUIREMENTS FOR EACH PARTICULAR STUDENT THERE? ARE WE PROVIDING COURSES THAT SATISFY THEM? AND FOR SOME STUDENTS, THERE'S A LOT OF, YOU KNOW, WE HAVE TO FIND -- BUILD A SCHEDULE WHERE FIVE OF THE SIX CLASSES ACTUALLY SATISFY THAT. THERE'S A LOT OF WORK THAT GOES IN. MASTER SCHEDULING STARTS ALL THE WAY BACK IN FEBRUARY, OR STUDENTS INDICATE THEIR PREFERENCES, AND CONTINUES ALL THE WAY THROUGH AUGUST. IT IS -- WHAT IS THAT? IT IS LIKE SIX MONTHS. SIX MONTHS PROCESS TO TRY TO GO THROUGH MULTIPLE ITERATIONS TO MAKE IT HAPPEN. SO THEY ARE TENDING TO THE STUDENTS NEEDS. BUT IT IS REALLY OR NOT, WHAT ARE THE REQUIREMENTS , VERSUS NECESSARILY PREFERENCES. 
          >> THANK YOU. DIRECTOR YOCUM. >> THANK YOU. I HAVE A QUESTION ABOUT RISE. IT SOUNDS LIKE THIS IS BEING EXPLORED THROUGH THE CENTRAL LEADERSHIP TEAM AND THE INCLUSION ADVISORY COMMITTEE. 
          IS THERE A ROLLOUT OR TIMEFRAME OF WHAT THIS WOULD LOOK LIKE -- I DON'T KNOW -- IS THIS HAPPENING WITH ADMINISTRATORS 
          -- IS ANYONE SEEING THIS? >> IS OUR CENTRAL LEADERSHIP TEAM HAS SEEN IT. THAT IS AN EXCELLENT QUESTION. WE HAVE USED THIS TWICE NOW. I DON'T HAVE A FANCY CHART LIKE MY COLLEAGUE -- MY ESTEEMED COLLEAGUE HERE. WE ARE IN THE NASCENT STAGES OF LEARNING HOW TO USE THIS AS , YOU, AS A TOOL. WE HAVE NOT ASKED OUR SCHOOLS TO APPLY THIS. WE ARE 
          [02:00:04]
ASKING A LOT OF OUR SCHOOLS REMEMBERED WE HAVE INTRODUCED THEM WITH FIDELITY -- AND ASSESSMENT WITH FIDELITY. AND THINKING ABOUT THE WORK THAT WE ARE DOING AROUND THERE -- THEIR PLANS. SO RIGHT NOW, I WILL JUST SAY, PERSONALLY, MY PREFERENCE IS FOR US TO CONTINUE AT A CENTRAL LEVEL TO KIND OF LOOK AT IT AND SAYING, ARE WE CONFIDENT IN THIS TOOL AND TO WHAT EXTENT WOULD THAT HELP OUR SCHOOLS? WE MIGHT HAVE TO LOOK AND SAY, ARE THERE THINGS THAT ARE LESS HELPFUL, SO THAT WE ARE NOT JUST ADDING ONE MORE THING FOR THEM? I'LL SAY, EARLY DAYS, I FIND IT REALLY HELPFUL AS A FRAMEWORK THUS FAR, LOOKING AT IT, AND I LIKE HAVING THE CONTINUITY WHERE WE HAVE -- WE CAN TAKE A GROUP OF PARENTS AND ENGAGED IN THE CONVERSATION AROUND THAT, AND SAY, HOW DOES THAT SQUARE? WE CAN TAKE QUANTITATIVE DATA, WHICH IS WHAT THE BOARD RECEIVED RELATED TO IT, AS WELL AS THAT QUALITATIVE STREET DATA. THUS FAR, I LIKE IT AS A TOOL, BUT WE ARE JUST LEARNING HOW TO USE IT, SO DOES NOT SOMETHING WE ARE APPLYING WITH 
          ALL OF OUR SCHOOLS HEAD. >> THANK YOU. IT SEEMS LIKE IT IS A REALLY GOOD MODEL TO IDENTIFY PRACTICES , POLICIES THAT ARE EITHER ABLEST OR WEEKEND TO SEE WHAT WE NEED TO CHANGE. 
          INTERESTING LEARNING ABOUT IT. THANK YOU. 
          >> ANY OTHER QUESTIONS? DIRECTOR GUTHRIE. 
          >> YES. AGREED. IT LOOKS LIKE A REALLY GOOD TOOL. I'M VERY CURIOUS ABOUT -- DIRECTOR YOCUM -- TO THE MINDSET WHICH IS SUPER IMPORTANT . 
          OUTCOMES AND THAT FOCUS AREA FOR -- I, I, THERE WAS THE SPECIAL EDUCATION GROUP MET HERE A FEW WEEKS AGO, AND I WAS TALKING TO SOMEBODY, THERE, THE TOPIC WAS ON INCLUSION -- AND IT WAS -- THERE WERE FOLKS FROM OTHER DISTRICTS, WHICH WAS SUPER COOL. IT WAS A GREAT PRESENTATION. BUT I WAS CHATTING AFTERWARDS WITH SOMEBODY FROM ANOTHER DISTRICT THAT WAS ASKING ABOUT INCLUSION IN WASHINGTON -- AND I, I SAID A LOT OF THE THINGS THAT -- THAT YOU ARE TALKING ABOUT, AND SHE SAID, BUT WHAT'S GOING ON WITH THE STUDENTS? ARE THEY -- THIS WAS LOVELY. I HEAR THAT YOU ARE DOING CO-TEACHING. IS THAT SDI EFFECTIVE FOR STUDENTS IN THAT CLASS? I WAS LIKE, OH, I DON'T KNOW. 
          KNOW IF IT'S SPECIFICALLY ABOUT THIS TOOL, BUT ARE THERE -- HOW ARE YOU THINKING ABOUT HOW WE START TO UNDERSTAND -- NOT JUST THE ACTIVITIES -- AND AGAIN, I DO NOT WANT TO DOWNPLAY THE IMPORTANCE OF THE ACTIVITIES BECAUSE THEY ARE HARD. WE ARE ASKING A LOT OF OUR SCHOOLS, AND, AND I HAVE COMPLETE FAITH THAT EVERYBODY IS TRYING THEIR BEST. AT THE SAME TIME, HOW DO WE MAKE SURE -- HOW DO WE START TO UNDERSTAND WHAT THOSE OUTCOMES LOOK LIKE TO MAKE SURE THAT WE ARE NOT DOING HARM TO UNDERSTAND WHERE WE INVEST RESOURCES? IS IT BETTER IN TERMS OF STUDENT OUTCOMES TO REDUCE THE CASELOAD ON HER SPECIAL EDUCATION TEACHERS OR TO HAVE MORE SPECIAL EDUCATION TEACHERS TO REDUCE THE NUMBER OF STUDENTS ON THAT CASELOAD, OR IS IT MORE BENEFICIAL TO HAVE MORE PARA-EDUCATORS WHO CAN PUSH INTO CLASSES? I KNOW THAT IS SORT OF AN IMPOSSIBLE QUESTION, BUT I WOULD LOVE TO KNOW -- IF YOU HAVE ANY THOUGHTS IN THOSE DIRECTIONS. 
          >> I HAVE THOUGHTS. I DON'T KNOW IF THEY ARE THE CORRECT ONES, BUT, SO I'LL JUST GIVE YOU SOME OF MY INITIAL KIND OF -- THINKING. ONE, AS FAR AS OUTCOMES WHAT I LIKE ABOUT IT IS WHEN WE LOOKED AT -- I'M SORRY. THIS IS REALLY SMALL BECAUSE I WASN'T PLANNING TO GO INTO DETAIL ON IT. 
          INAUDIBLE ] THROUGHOUT -- IN A COUPLE OF DIFFERENT PLACES, WE HAVE DATA THAT WE TRACK. SOME OF WHICH COME EARLY, AND THE PORT IS MONITORING -- IT IS REGULARLY TRACKING. WE'RE THINKING ABOUT RESULTS POLICIES WHERE WE DESEGREGATE THAT DATA, SO I HAVE THIRD GRADE READING APPEAR AS AN EXAMPLE, BUT THERE ARE A NUMBER OF THINGS. IF OUR LRE DATA IS SHOWING US THAT STUDENTS WITH IEPS ARE ACCESSING LESS RESTRICTIVE ENVIRONMENTS, AND, SO, KIND OF THE ASSUMPTION IS THAT IF THEY ARE IN THE GENERAL EDUCATION CLASSROOM ACCESSING CORE CURRICULUM MORE FREQUENTLY, THEN WE SHOULD SEE AN INCREASE IN CERTAIN STUDENT OUTCOMES. RIGHT? SO READING WOULD BE ONE WHERE WE EXPECT TO SEE STUDENTS -- OUR STUDENTS WITH IEPS 
          [02:05:04]
READING AT HIGHER RATES BECAUSE THEY ARE READING WITH THEIR PEERS AND RECEIVING GRADE LEVEL INSTRUCTION. THOSE ARE THINGS THAT I THINK OVER TIME, WE WILL BE ABLE TO WATCH AND LOOK FOR. 
          AS FAR AS, WHAT LEVERS MAKE THE MOST SENSE FOR US TO PULL, THAT IS WHERE I WAS -- I DON'T KNOW THAT PAUL'S REPORT IS GOING TO GIVE US EXACTLY THAT, BUT IT IS KIND OF EXACTLY WHAT WE ARE TRYING TO CONNECT AND TEASE OUT. LOOKING AT, KIND OF, YOU KNOW, HOW MIGHT WE THINK ABOUT UNDERSTANDING THE DIFFERENT SYSTEMS ARE STRUCTURES THAT ARE WITHIN OUR SCHOOLS? AND BEING ABLE TO LOOK AT THE OUTCOMES FOR THE STUDENTS THERE. IT IS A REALLY TRICKY QUESTION BECAUSE THERE'S SO MANY VARIABLES AT PLAY . YOU KNOW, IN ANY SINGLE CLASSROOM. SO, BUT SYSTEMICALLY, THOSE ARE EXACTLY THE SAME THINGS BUT WHAT'S THE BEST INVESTMENT? BECAUSE INVESTING IN PARA-EDUCATORS IS REALLY IMPORTANT, AND IT'S IMPORTANT AND INVESTING IN TEACHERS IS IMPORTANT AND EXPENSIVE SO WHEN YOU'RE TRYING TO FIGURE OUT WHERE TO GO -- SO I'M HOPING THAT REPORT STARTS TO AT LEAST HELP US TEASE OUT THE WAYS IT IS THERE AND I THINK INBOARD MONITORING AND USING THIS AS A FRAMEWORK TO COME BACK REGULARLY AND SAY, WE ARE IMPROVING LRE. WHAT DOES THIS MEAN FOR OUR STUDENTS? BECAUSE ALL OF THE DATA USHERED WERE THINGS THAT WERE ALREADY PUBLICLY REPORTED OR THAT WE HAVE FAIRLY READILY ACCESSIBLE. 
          THAT IS NOT JUST THE THINGS THAT WERE, YOU KNOW, PROCESSED. 
          THE THINGS THAT WE ARE DOING, AS WELL. SO. 
          >> SORRY. CAN YOU JUST DEFINE WHAT YOU MEAN WHEN YOU TALK ABOUT ZAHRA ESLAMI DATA? WHAT IS THAT REFERRING TO? 
          >> LRE DATA IS LEAST RESTRICTIVE ENVIRONMENT. SO WE REPORT OUT TO THE STATE GRID . WE CONTRACT THAT IN EACH OF THOSE TEARS. IT MIGHT NOT BE APPROPRIATE TO CHANGE THEIR LRE, SO THEY MIGHT BE APPROPRIATELY PLACED. THE I.T. 
          TEAM MIGHT AGREE THAT THAT IS THAT THEY ARE APPROPRIATELY PLACED FOR RECEIVING THE SERVICES THAT THEY ARE. BUT WE WOULD ASSUME -- WE WOULD EXPECT THAT BROADLY, STUDENTS WILL BE ABLE TO ACCESS LESS RESTRICTIVE ENVIRONMENTS -- WILL BE ABLE TO ACCESS THE GENERAL EDUCATION ENVIRONMENT AT GREATER RATES THAN THEY CURRENTLY ARE BECAUSE WE HAVE MADE POLICY DECISIONS AROUND, SUCH AS HAVING STUDENTS ACCESS THEIR -- GO TO THEIR NEIGHBORHOOD SCHOOLS -- ABOUT SAYING, ECCENTRICALLY, THE EXPECTATION IS THAT IT IS IMPORTANT TO SUPPORT THE STUDENT IN THE GENERAL EDUCATION ENVIRONMENT. WE WANT TO FIND WAYS TO IMPROVE ACCESS. 
          ORGANIZATIONAL SKILLS IN A SOCIAL WORK CLASS, THAT IS A MORE RESTRICTIVE ENVIRONMENT. THAT IS NOT A GENERAL EDUCATION SETTING. IT CAN BE APPROPRIATE, BUT IF WE ARE ABLE TO FIND WAYS THAT -- WE CAN DO THAT IN A GENERAL EDUCATION SETTING, NOW IT BECOMES A LESS RESTRICTIVE ENVIRONMENT. THE SUIT IS STILL RECEIVING THE SAME SKILL INSTRUCTION, BUT THEY ARE RECEIVING IT IN THE GENERAL EDUCATION SETTING. THIS IS AN EXAMPLE OF HOW SYSTEMICALLY WE CAN CHANGE THE OPPORTUNITIES FOR STUDENTS TO BE IN A LESS RESTRICTIVE ENVIRONMENT. 
          PROBABLY, THAT DATA -- WE SHOULD SEEK SHIFTS OVER TIME. 
          AND FOR CERTAIN STUDENTS -- FOR CERTAIN THINGS -- IT MIGHT NOT BE APPROPRIATE. THAT WAS PART OF THE REASON FOR OUR DEFINITION AS DR. HOLMEN SAID. WE NEED TO DEFINE THAT BECAUSE IT STILL NEEDS TO BE STUDENT CENTERED AS TO WHAT IS APPROPRIATE -- CHALLENGE IS TO SAY, WE PROVIDE MORE OPPORTUNITIES WITHIN THE SYSTEMS SO THERE ARE MORE 
          OPPORTUNITIES . >> DIRECTOR YOCUM. SPOKE A LITTLE BIT OFF OF THAT, WITH THE LRE DATA -- IT WAS PRESENTED FOR ALL STUDENTS. GOING BACK AND LOOKING AT -- 
          WHAT YEAR WAS THAT? >> DIRECTOR YOKUM. SPOKE A LITTLE BIT OFF OF THAT, WITH THE THERE WAS A BREAKDOWN BASED ON IEP CLASSIFICATIONS. IT WOULD BE INTERESTING TO SEE HOW 
          [02:10:02]
THAT CHANGES. NOT JUST THE WHOLE NUMBER, BUT WHEN YOU LOOK AT THIS. WHEN YOU LOOK AT INTELLECTUAL DISABILITY, 63.3% OF STUDENTS WERE IN GENERAL ED. I GUESS YOU WOULD HOPE THAT WITH INCLUSION PRACTICES THAT THAT NUMBER WOULD START TO GO DOWN, RATHER THAN THAT WHOLE NUMBER. IS THERE A WAY TO GATHER THAT -- OR WHY HASN'T THIS -- I DON'T KNOW IF THERE'S ANOTHER GRAPH OF THIS OR IF THAT HAS BEEN COLLECTED. 
          >> I DON'T HAVE IT TODAY. NO. YES. I THINK THAT IS A REALLY GOOD QUESTION BECAUSE -- THAT'S ONE THAT I THINK WE HAVE PROBABLY SEEN AS THE BOARD HAS GONE AND DONE VISITS. WE THINK ABOUT SOME OF THE EXAMPLES THAT WE HAVE PROVIDED HAVE IMPROVED ACCESS FOR STUDENTS THAT MIGHT HAVE SPECIFIC DISABILITIES BUT NOT NECESSARILY FOR OTHERS. SO WE WANT TO BE LOOKING AT ALL , AND, YOU KNOW, AT EACH. AND SO I THINK THAT MAKES A LOT OF SENSE FOR US TO CONTINUE TO DO THAT. DATA MINING. I DON'T KNOW HOW MUCH WORK IS INVOLVED IN THAT TO PULL THAT OUT. EACH TIME, AND LOOKING AT THAT. YOU KNOW, WITH WHAT FREQUENCY MAKES SENSE. THAT IS A GOOD QUESTION. 
          WE ARE CONTINUING TO DO THIS TO BE ABLE TO SAY, OKAY, ARE WE IMPROVING THIS FOR ALL STUDENTS THAT HAVE AN IEP? WE ARE DESEGREGATING THE DATA AND DIGGING FURTHER IN AS WE LOOK AT, YOU KNOW, OKAY, WHO IS BENEFITING, AND WHO DO WE 
          BENEFIT FURTHER? >> I THINK WE WANT TO WRAP THIS UP IN THE NEXT FIVE MINUTES, SO DIRECTOR GUTHRIE. 
          >> YES. I JUST WANTED TO FOLLOW UP WITH THAT. STRONG INTEREST IN -- THIS DATA. DISABILITY IS A BROAD CATEGORY AND THAT IS WHAT WE LOOK AT AT THE BOARD LEVEL AND I WOULD LOVE TO SEE US START TO SEE THIS SPLITTING UP A LITTLE BIT MORE. I'M CURIOUS ABOUT THEIR GREAT READERS WHO HAS A LEARNING DISORDER. 
          THAT. GOING FORWARD, I DO NOT KNOW WHAT THE DATA ASKS. 
          INAUDIBLE ] THAT IS INTERESTING, TOO, TO BREAK APART THAT CATEGORY AND UNDERSTAND THAT. 
          >> DIRECTOR YOCUM. >> WE CAN CONTINUE. I JUST WANTED TO DISMISS THE STUDENTS IF THEY NEEDED TO LEAVE IF THERE ARE MORE QUESTIONS. YEAH. OKAY. THANK YOU SO MUCH, DEPUTY SUPERINTENDENT GILLINGHAM . WE HAVE THE SUPERINTENDENT REPORT. 
          [H. Superintendent Report]
          DR. HOLMEN. >> I HAVE TWO ITEMS ON MY LIST TONIGHT. THE FIRST I DON'T HAVE THIS PART OF MY PRESENTATION, BUT IN THE PACKET, YOU HAVE RETIREMENTS AND RESIGNATIONS AND THOSE KINDS OF THINGS IN YOUR HR REPORT. IT IS ALWAYS INTERESTING TO SEE THOSE PEOPLE THAT YOU HAVE WORKED WITH OVER THE YEARS START TO RETIRE. 
          MAYBE THAT SAYS SOMETHING ABOUT ME, TOO, BUT ONE IN PARTICULAR PERSON WHO I WORKED WITH STARTING MY FIRST YEAR OF TEACHING AT BENJAMIN RUSH ELEMENTARY, SPEECH LANGUAGE PATHOLOGIST CAROLYN MACKLE ERNIE AND SAW HER ON THE LIST OF RETIREES, AND JUST WANTED TO JUST MENTION THAT GOOD WORK HAS BEEN BEING DONE FOR GETS FOR A LONG TIME IN THIS SCHOOL DISTRICT AND COLLEEN AND I , WE ACTUALLY CODE TAUGHT, WHATEVER THE DEFINITION WAS BACK IN THE DAY, AROUND CO-TEACHING, BUT COLLEEN WOULD COME INTO MY CLASSROOM AND I HAD SIX STUDENTS THAT QUALIFIED AS MEDICATION DISORDER. SHE CAME INTO MY CLASSROOM THREE TIMES A WEEKEND THAT IS WHERE SHE PROVIDED THE SDI FOR THAT GROUP OF STUDENTS AND WE EMBEDDED IT INTO THE LITERACY BLOCK, AND IT WAS FORMIDABLE FOR ME AS A VERY YOUNG EDUCATOR, AND COLLEEN HAS BEEN A LEADER IN HER SPEECH LANGUAGE PATHOLOGY GROUP . SHE HAS BEEN A LEADER WITH LWA. 
          I'VE BEEN ON BARGAINING TEAMS WITH HER, AND SHE JUST REPRESENTS ALL OF OUR RETIREES , AND JUST THE QUALITY WORK 
          [02:15:06]
THAT'S BEEN DONE FOR SO MANY YEARS BY SO MANY PEOPLE, AND JUST WANTED TO CALL THAT OUT. MORE AS AN EXAMPLE OF THE KIND OF PEOPLE THAT REPRESENT LAKE WASHINGTON SCHOOL DISTRICT AND SOMEONE WHO IS VERY FORMATIVE IN MY THINKING AROUND KIDS AND LEARNING AND IT'S JUST INTERESTING , COLIN, NORBERT, WE ARE TALKING ABOUT INCLUSIONARY PRACTICES AND CO-TEACHING, AND I DON'T KNOW WHAT IT WOULD REALLY BE CALLED -- BUT WHATEVER WE DID WAS PRETTY DARN COOL, BECAUSE KIDS GOT TO STAY IN THEIR CLASS. IT WAS EMBEDDED INTO WHAT THEY WERE LEARNING, SO. ANYWAYS. IT IS PRETTY MEANINGFUL. ANYWAY, MY REAL SUPERINTENDENT'S REPORT IS ABOUT OUR GRADUATES, AND I WOULD BE REMISS IF I DIDN'T REMIND THE BOARD OF HOW AMAZING JOON IS, AS WE GET TO CELEBRATE STUDENTS ALL ACROSS OUR DISTRICT. WE HAVE 1192 SENIORS THIS YEAR. WHY DO I REMEMBER 1992? THAT WAS THE YEAR I GRADUATED HIGH SCHOOL. 
          IT STICKS OUT IN MY MIND. THAT JUST HAPPENS TO BE THE NUMBER OF SENIORS THAT WE HAVE. WE HAVE GRADUATIONS THAT START YESTERDAY. AND GO THROUGHOUT THE MONTH AND THEN INTO SUMMER. 
          WE CELEBRATE STUDENTS IN LARGE GROUPS AND SMALL GROUPS, AND I BELIEVE OUR GRADUATION AT EMERSON K-12 -- I BELIEVE WE HAVE TWO STUDENTS THAT WANT TO BE RECOGNIZED, AND OUR COMMITMENT IS TO RECOGNIZE ANY AND EVERY STUDENT THAT WANTS TO BE RECOGNIZED FOR THE JOURNEY AND THE ACCOMPLISHMENT OF GRADUATING FROM HIGH SCHOOL. IT IS KIND OF HOW OUR SUMMER GRADUATION CAME TO BE. DR. MATT LIVINGSTON CAME TO ME WHEN I WAS ASSOCIATE SUPERINTENDENT, AND HE'S LIKE, HEY, WHAT IF WE DID A SUMMER GRADUATION, AND THEY ARE LIKE, WE CAN TRY IT. 
          WE ONLY HAVE ROOM FOR ONE STUDENT. IT IS EXTREMELY MEANINGFUL . WE TELL INDIVIDUAL STORIES ABOUT STUDENTS THAT HAVE INDIVIDUAL AND UNIQUE PATHWAYS AND JOURNEYS TO BE ABLE TO GRADUATE, AND THEN WE HAVE EASTLAKE HIGH SCHOOL THAT WILL JOINT NORTH OF 550 STUDENTS IN THE COMING WEEKS. 
          THEY ALL HAVE THEIR OWN FLAVOR. THEY ALL HAVE THEIR OWN PERSONALITY. AND THE PERSONALITY OF THE SCHOOL TRULY DOES COME OUT IN THE GRADUATION CEREMONY, AND IT IS EXTREMELY EXCITING AS WE ENTER INTO THIS. STUDENTS DON'T JUST GRADUATE HAPPENSTANCE. I WANT TO MAKE SURE -- STUDENTS HAVE TO EARN 24 CREDITS IN. SPECIFIC AREAS WITH A FEW EXCEPTIONS. THERE ARE SOME REPLACEMENT LANGUAGE IN THE BOARD POLICIES BUT FOR THE MOST PART, STUDENTS NEED TO EARN 24 CREDITS IN THESE AREAS AND COMPLETE A HIGH SCHOOL AND BEYOND PLAN. THE HIGH SCHOOL AND BEYOND PROCESS STARTS IN EIGHTH GRADE, WHERE STUDENTS START IDENTIFYING AREAS OF INTEREST AND THEY START MAPPING OUT THEIR HIGH SCHOOL COURSE PLANS AND THINGS LIKE THAT AND THEY MODIFY THAT EVERY YEAR AS THEY GO THROUGH HIGH SCHOOL AND ULTIMATELY FINISH WITH THE BEYOND PLAN. THE BEYOND PART OF HIS POST HIGH SCHOOL. SO THEY DO HAVE TO IDENTIFY WHAT THEIR POTENTIAL PLANS ARE FOR POSTSECONDARY. WE PROVIDE THIS IN ABOUT A FOUR PAGE DOCUMENT FOR FAMILIES IF THEY ARE WONDERING WHAT DOES IT MEAN TO WHAT ARE THE REQUIREMENTS -- SOME INFORMATION ABOUT HIGH SCHOOL GRADUATION, AND HOW DO I PACKAGE ALL OF THIS FOR MY CHILD? I REFERENCE THIS DOCUMENT MULTIPLE TIMES AS MY YOUNGEST WORKS THROUGH THE SYSTEM . I FINISH WHEN HE FINISHES A CLASS -- REDO THIS ONE -- NO. 
          FAMILIES BECAUSE PARTICULARLY THE NUMBER OF FAMILIES THAT MOVED FROM OUT OF COUNTRY, OUT OF STATE, THESE ARE VERY DIFFERENT REQUIREMENTS THAN OTHER STATES AND COUNTRIES HAVE. THAT IS THE ORIENTATION TO IT. I'M SURE DIRECTOR YOCUM WILL TALK ABOUT THIS IN SCHOOL VISIT COMMENTS, BUT LAST NIGHT, WE LAUNCHED OUR GRADUATION CEREMONIES WITH OUR EASTSIDE NATIVE AMERICAN EDUCATION PROGRAM. AND THIS IS ONE, TWO, THREE -- I BELIEVE WE HAVE FIVE OF OUR LAKE WASHINGTON SCHOOL 
          [02:20:04]
DISTRICT 8 OF STUDENTS RECEIVING THEIR EAGLE FEATHER LAST NIGHT AT THE CEREMONY, BELLEVUE, LAKE WASHINGTON AND NORTHSHORE SCHOOL DISTRICT -- THEY WERE THE PROUD HOSTS OF THE PROGRAM, AND SO, BUT IT -- IT WAS -- WE HAD THE CEREMONY OVER AT DISCOVERY PARK -- AND IF I COULD REMEMBER THE FULL NAME -- BUT IT IS THE NATIVE CULTURAL CENTER -- THERE AT DISCOVERY PARK. THE FAMILIES HOSTED A DINNER FOR ALL THOSE THAT WERE IN ATTENDANCE. ONE OF THE ELDERS, ARNIE, SPOKE. FORMER DIRECTOR WILBUR'S HUSBAND , AND HE SPOKE EXTENSIVELY AND PROVIDED THE GRADUATES WITH SOME OF THE SEA JUST -- SAGEST ADVICE I HAVE HEARD. I APPRECIATE OUR COLLEAGUES FROM NORTH SHORE AND BELLEVUE, BOTH SUPERINTENDENTS AND BOARD MEMBERS REPRESENTING THEIR DISTRICTS AND CELEBRATING WITH FAMILIES AND STUDENTS LAST NIGHT. AND SO, FOR ALL OF OUR GRADUATES, WE ARE SUPER PROUD BECAUSE THIS GROUP OF GRADUATES HAD PROBABLY THE MOST UNIQUE CRAZY HIGH SCHOOL EXPERIENCE -- IN MY LETTER TO GRADUATES, I REMINDED THEM THAT AS I WAS ENTERING AS SUPERINTENDENT, THEY WERE ENTERING AS FRESHMAN AND MY FIRST ACT AS SUPERINTENDENT -- WELL PROBABLY MY SECOND, WAS TO LET THEM KNOW THAT THEY WERE STARTING SCHOOL FROM HOME. IN REMOTE LEARNING, AND SO THIS IS THE GRADUATING CLASS THAT STARTED THEIR HIGH SCHOOL CAREER IN REMOTE LEARNING, AND SO QUITE A JOURNEY, AND I CAN TELL YOU, BUT THIS GROUP OF YOUNG PEOPLE, BUT OUR YOUNG PEOPLE ACROSS THIS DISTRICT ARE PROOF THAT WE ACTUALLY HAVE A REALLY GOOD FUTURE AHEAD OF US. 
          [I. Public and Community Affairs]
SPOKE THANK YOU VERY MUCH, DR. HOLMEN. THE NEXT ITEM ON OUR AGENDA THIS EVENING'S PUBLIC AND COMMUNITY AFFAIRS. THIS PORTION OF THE BUSINESS MEETING OF THE BOARD IS AN OPPORTUNITY FOR ANY BOARD MEMBERS TO INFORM AND PROVIDE UPDATES FROM ORGANIZATIONS OR GROUPS ENGAGED WITH ON BEHALF OF LWSD. ARE THERE ANY UPDATES? YES. DIRECTOR GUTHRIE. 
          >> YES, QUICKLY, WE HAD A PERMANENT POSITION AROUND LITERACY. IT HAD GONE BACK TO HAVE SOME COLLABORATION WITH OTHER DISTRICTS. AND THAT DID COME OUT OF RESOLUTIONS COMMITTEES WITH A PAST DUE RECOMMENDATION. SO THAT IS ALL FOUR OF THE POSITIONS. THAT WILL GO IN FRONT OF THE GENERAL ASSEMBLY IN SEPTEMBER. IT PAST RECOMMENDATIONS. 
          SPOKE THANK YOU SO MUCH. 
          [J. Closing Items]
          >> WE HAD TWO SCHOOL VISITS THAT TOOK PLATE'S IN MAY. THEY WERE THE LAST ONES OF THE YEAR FOR THE BOARD. ON TUESDAY, MAY 21ST, WE WENT TO JUANITA HIGH SCHOOL, WHICH WAS REFERENCED MULTIPLE TIMES. I WAS IN DEPUTY SUPERINTENDENT GILLINGHAM 'S PRESENTATION. ON TUESDAY, MAY 23RD, WE WERE ABLE TO VISIT -- ELEMENTARY. A WRITTEN SUMMARY OF BOTH VISITS ARE POSTED . 
          INAUDIBLE ] DOES ANYONE HAVE ANY OTHER SCHOOL VISIT UPDATES? 
          YES. DIRECTOR YOCUM. >> I THINK DR. HOLMEN GAVE A VERY GOOD SUMMARY . I WILL JUST REALLY BRIEFLY SAY, IT WAS INCREDIBLE EXPERIENCE. THE SENSE OF COMMUNITY, THE PRIDE, I HAD NEVER EXPERIENCED A CEREMONY LIKE THAT. I THINK ONE OF MY FAVORITE PARTS WAS TOWARDS THE END, WHEN THEY ISSUED TWO -- WAS AT SCHOLARSHIPS? TO TWO OF THE STUDENTS THAT DIDN'T HAVE A CLUE IT WAS COMING. JUST TO SEE THE EXPRESSIONS FROM THE STUDENTS AND THEIR FAMILIES, IT WAS -- YES. I WAS CRYING. IT WAS PRETTY INCREDIBLE. SO I WAS VERY THANKFUL TO BE A PART OF THAT. 
          >> I WOULD LIKE TO I GUESS MAKE AN ANNOUNCEMENT REGARDING ONE OF OUR STUDENTS . -- IS A NINTH GRADER, AND SHE HAS BEEN NAMED THE WASHINGTON STATE WINNER IN THE 16TH ANNUAL DOODLE FOR GOOGLE CONTEST, WHICH IS VERY EXCITING, SO HER DOODLE WAS 
          [02:25:07]
SELECTED BY GOOGLE, AND SHE IS ONE OF THE FINALISTS. IT IS A VOTE TO WIN , AND I BELIEVE, YOU KNOW, THERE ARE PRIZES ASSOCIATED WITH IT. IT IS A PRETTY BIG DEAL. I WOULD ENCOURAGE ANYBODY WHO CAN TO GO AND VOTE FOR HER SUBMISSION . 
          THE DEADLINE FOR SUBMISSIONS I BELIEVE IS TOMORROW, SO , YOU HAVE ONE MORE DAY IF YOU HAVEN'T GONE AND DONE IT, PLEASE GO AHEAD AND VOTE. WE ARE VERY PROUD TO HAVE HER AS A STUDENT IN OUR SCHOOL DISTRICT. THE NEXT UPDATE -- SECTION OF OUR AGENDA IS THE COMMITTEE UPDATES. TO ANY BOARD MEMBERS HAVE ANY UPDATES THEY WOULD LIKE TO PROVIDE FROM THEIR 
          COMMITTEES? DIRECTOR YOCUM. >> I WILL BRIEFLY BECAUSE I DID ATTEND THE INCLUSION COMMITTEE, AND I DON'T NEED TO SAY MUCH BECAUSE I FEEL LIKE DEPUTY SUPERINTENDENT GILLINGHAM SET A WONDERFUL -- I GUESS GAVE A GREAT DESCRIPTION OF WHAT WAS INCLUDED IN THAT LAST COMMITTEE MEETING, BUT I THINK WHAT I APPRECIATE IT IS THE GOING FORWARD, THE CONSULTANCY MODEL THAT WAS DISPLAYED THERE, WHERE USING MORE OF THAT GROUP AS AN ADVISER GROUP TO POTENTIALLY STAFF -- I REALLY LIKED THAT IDEA, HOW A LOT OF THE MEMBERS DISCUSSED THEIR VISITS AND THEIR DESIRE TO MEET MORE NEXT YEAR. THOSE ARE MY TAKEAWAYS FROM THAT. 
          >> RIGHT. SORRY. OKAY. THEN THE NEXT ITEM ON THE AGENDA IS REVIEW FUTURE BOARD BUSINESS. MEET NEXT ON JUNE 4TH. A BOARD MEETING AT 7:00. I WILL ENTERTAIN A MOTION TO ADJOURN THE GENDERED, 2024 BOARD MEETING. 
          >> SECOND. >> SECOND. IT HAS BEEN MOVED TO BY DIRECTOR LALIBERTE. ALL THOSE IN FAVOR, PLEASE SIGNIFY BY VOTING AYE.
* This transcript was compiled from uncorrected Closed Captioning.