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[00:00:04]

>> [BACKGROUND] GOOD EVENING.

[BACKGROUND] IS THIS ON?

[1. CALL TO ORDER-6:30 pm]

GOOD EVENING. CAN YOU HEAR ME? THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.

THE FIRST THING THAT WE WILL DO IS A ROLL CALL.

DIRECTOR SMITH.

>> PRESENT.

>> DIRECTOR NOBLE.

>> HERE.

>> DIRECTOR CHASE.

>> HERE.

>> DIRECTOR KILGORE.

>> HERE.

>> I'M DIRECTOR KATIMS. WELCOME EVERYONE TO THE 2022-23 SCHOOL YEAR.

WELCOME TO OUR NEW STUDENT ADVISORS WHO WE WILL BE INTRODUCING TO YOU.

WE'RE REALLY THRILLED TO HAVE STUDENTS IN OUR MIDST.

AGAIN, WE'RE VERY EXCITED.

I'M GOING TO ASK DR.

[3. LAND ACKNOWLEDGEMENT-6:32 pm]

MINER TO GIVE THE LAND ACKNOWLEDGMENT.

>> THANK YOU.

DR. KATIMS. [INAUDIBLE]

>> THANK YOU. NOW, IF EVERYBODY WILL RISE HIM JOIN ME IN SAYING THE PLEDGE OF ALLEGIANCE TO THE FLAG.

[4. FLAG SALUTE-6:35 pm]

[NOISE] NEXT IS APPROVAL OF THE AGENDA.

[5. APPROVAL OF AGENDA-6:37 pm]

DO I HEAR A MOTION AND A SECOND TO APPROVE THE AGENDA AS PRESENTED?

>> MOVE TO APPROVE.

>> SECOND.

>> THANK YOU. I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? BEFORE WE VOTE ON IT? I'D LIKE TO POINT OUT TO THE PEOPLE WHO ARE PRESENT THAT WE WILL BE HAVING A PUBLIC HEARING.

IF ANYBODY WHO IS HERE WOULD LIKE TO MAKE A COMMENT ON THE PUBLIC HEARING, YOU WILL NEED TO SIGN UP BEFORE WE GET TO THAT PLACE IN THE AGENDA.

IT IS ON THE CAPITAL FACILITIES PLAN.

IF YOU'D LIKE TO SEE THE PLAN, IF YOU DIDN'T SEE THAT ONLINE, YOU CAN GO TO THE BOARD DOCS WEBSITE AND LOOK UNDER ITEM 13.3 AND THERE'S A LINK TO THE CAPITAL FACILITIES PLAN.

IF YOU WANT TO MAKE A COMMENT OR I HAVE A QUESTION, THAT IS THE TIME.

YOU NEED TO DO IT BEFORE WE GET TO THE PUBLIC HEARING IN THE AGENDA.

THAT BEING SAID, IS THERE ANY OTHER DISCUSSION ON THE AGENDA? ALL THOSE IN FAVOR OF THE AGENDA AS PRESENTED, PLEASE SAY AYE.

>> AYE.

>> ALL THOSE OPPOSED, SAY NAY.

ANY ABSTENTIONS? THE AGENDA IS APPROVED AS PRESENTED.

NEXT IS A JOYFUL PIECE OF ITEM ON OUR AGENDA.

[6. STUDENT ADVISOR OATH OF OFFICE-6:40 pm]

THAT IS THE INTRODUCTION OF OUR STUDENT ADVISORS AND HAVING THEM TAKE THE OATH, AND I'M GOING TO TURN IT OVER TO SUPERINTENDENT MINER.

>> THANK YOU SO MUCH, DR. KATIMS. I'LL HAVE OUR STUDENTS JOIN ME DOWN HERE SO THAT I HAVE YOU TAKE THE OATH OF OFFICE.

PERFECT. IF YOU COULD LINE SO EVERYBODY COULD SEE YOU.

[INAUDIBLE] [LAUGHTER] I'M GOING TO SAY A LINE AND THEN YOU'LL REPEAT THE LINE, BUT WHEN YOU DO THE FIRST ONE I'D LIKE YOU TO SAY YOUR NAME INDIVIDUALLY SO THAT EVERYONE CAN HEAR WHO YOU ARE.

SO I, STATE YOUR NAME.

>> [INAUDIBLE].

>> DO SOLEMNLY SWEAR.

>> DO SOLEMNLY SWEAR.

>> THAT I WILL SUPPORT THE CONSTITUTION.

>> THAT I WILL SUPPORT THE CONSTITUTION.

>> OF THE STATE OF WASHINGTON.

>> OF THE STATE OF WASHINGTON.

>> AND WILL FAITHFULLY PERFORM THE DUTIES.

>> AND WILL FAITHFULLY PERFORM THE DUTIES.

>> OF STUDENT ADVISOR.

>> OF STUDENT ADVISOR.

>> TO THE BOARD OF DIRECTORS.

>> TO THE BOARD OF DIRECTORS.

>> OF EDMOND SCHOOL DISTRICT NUMBER 15.

>> OF EDMOND SCHOOL DISTRICT NUMBER 15.

>> ACCORDING TO THE BEST OF MY ABILITY.

>> ACCORDING TO THE BEST OF MY ABILITY.

[00:05:01]

>> A COUPLE ROUND OF APPLAUSE FOR THE STUDENT ADVISORS. [APPLAUSE]

>> I'D LIKE TO ADD THAT WE DO HAVE FIVE OTHER STUDENTS WHO WILL BE ON THE BOARD AS STUDENT ADVISORS, WHO WILL EITHER BE COMING LATE OR WE'LL SEE AT THE NEXT MEETING.

>> WE'LL HAVE OPPORTUNITIES TO HEAR FROM THESE STUDENTS A LITTLE LATER IN THE MEETING, BUT WE JUST WANTED TO MAKE SURE TO SWEAR THEM IN AS WE BEGIN THIS MEETING FOR THEIR OFFICIAL DUTIES. THANK YOU ALL FOR BEING HERE.

>> WELCOME. IT'S JUST GREAT TO SEE YOU GUYS HERE.

NEXT ON THE AGENDA IS THE SUPERINTENDENT REPORT FOR DR. MINER.

[7. SUPERINTENDENT REPORT-6:50 pm]

>> I'M HAVING A HARD TIME TELLING IF MY MIC IS ON, BUT I THINK YOU CAN HEAR ME OKAY? PERFECT. WELL, I AM SO EXCITED THAT WE ARE OFF TO JUST A TREMENDOUS START THIS YEAR.

I THINK IT FEELS VERY NORMAL FOR THE FIRST TIME IN A WHILE, WE'RE CALLING IT NORMAL PLUS, BECAUSE WE'RE NOT GOING TO FORGET ALL THE LESSONS WE'VE LEARNED FROM THE PANDEMICS AND THE WAY WE PROVIDED CARE FOR OUR STUDENTS AND FOR EACH OTHER.

THAT'S THE PLUS PART, BUT WE'RE ALSO SEEING A LOT OF RETURN TO THINGS THAT FEEL MORE ORDINARY THAN IN PAST YEARS.

I THINK OUR STUDENTS AND OUR STAFF ARE NOT TAKING THOSE THINGS FOR GRANTED AND ARE DEEPLY APPRECIATING THEM.

I VISITED ALL OF OUR SITES EXCEPT THREE, SO FAR I'VE REALLY HEARD GRATITUDE EXPRESSED BY OUR STAFF AND OUR STUDENTS, BEEN ABLE TO SPEAK TO SOME FAMILY MEMBERS.

A WORD I'VE HEARD A LOT IS CALM.

IT SEEMS LIKE IT'S BEEN A CALM START AND IN THE CLASSROOMS I'VE VISITED, LEARNING IS UNDERWAY, SO THAT IS EXCITING.

I'VE ONE IN THE MIDDLE SCHOOLS, THERE WAS A DANCE ON THE VERY FIRST FRIDAY OF SCHOOL.

THEY'RE JUST REALLY INVESTED IN GETTING THE KIDS BACK INTO THE SOCIAL ASPECTS OF SCHOOL AND THE FUN THINGS IN ADDITION TO ALL OF THE LEARNING AHEAD.

OUR ENROLLMENT PROJECTIONS ARE UNFORTUNATELY NOT AS A GOOD NEWS AS SOME OF THE OTHER THINGS WE'VE SEEN THIS YEAR.

THEY'RE NOT MATCHING OUR BUDGETED EXPECTATIONS SO FAR FOR THIS SCHOOL YEAR.

CASE 6, WE ARE 231 FTE.

THAT'S FULL-TIME EQUIVALENTS OF STUDENTS BELOW BUDGET.

A HUNDRED AND FORTY FIVE OF THOSE STUDENTS ARE KINDERGARTEN STUDENTS.

TODAY IS NOT THE FOURTH DAY COUNT.

YESTERDAY WAS THE FOURTH DAY COUNT FOR THE REST OF OUR GRADES, BUT OUR FOURTH DAY COUNT FOR KINDERGARTENERS IS NOT UNTIL THIS WEEK.

WE'RE OPTIMISTIC THAT WE'LL GET SOME MORE KINDERGARTENERS INTO OUR BUILDINGS BETWEEN NOW AND THEN.

AT GRADE 7 AND 8, WE ARE 23, FULL-TIME EQUIVALENT ABOVE BUDGET, 9-12, 53, FULL-TIME EQUIVALENT ABOVE BUDGET.

THEN OUR ALTERNATIVE LEARNING ENVIRONMENTS, ALE WE'RE 44 FTE BELOW BUDGET, AND THAT INCLUDES OUR ONLINE ACADEMY AND EDMONDS' HEIGHTS.

A TOTAL AT RIGHT NOW OF 199 STUDENTS BELOW PROJECTED BUDGET.

AS I SAID FOURTH DAY KINDERGARTEN COUNT IS DONE UNTIL FRIDAY.

HOPING TO GET SOME MORE KINDERGARTENERS IN BY THEN.

OVER THE LAST FOUR YEARS, THERE HAS BEEN A TREND IN OUR DISTRICT BETWEEN SEPTEMBER AND OCTOBER THAT GENERAL EDUCATION HAS GROWN.

WE LOOKED AT FOR YEARS BY AN AVERAGE OF 106 FTE BETWEEN THOSE TWO MONTHS.

OUR ALE HAS GROWN BY 62 AVERAGE OVER THOSE FOUR YEARS.

OPTIMISTIC THAT WE'RE HOPEFULLY GOING TO CLOSE THAT GAP BETWEEN BUDGET AND ACTUALS IN-BETWEEN SEPTEMBER AND OCTOBER.

EXTREMELY GRATEFUL TO THE STAFF WHO MADE A LOT OF PHONE CALLS HOME, WHO REALLY WORKED HARD TO GET AS MANY KIDS IN BY THE FOURTH DAY COUNT, I THINK THE NUMBERS WOULD NOT BE EVEN AS POSITIVE AS THEY ARE IF PEOPLE HADN'T BEEN WORKING INCREDIBLY HARD.

OUR COMMUNICATIONS TEAM SENT OUT RECORDED CALLS BY A SEATTLE SEAHAWK WHOSE NAMES I'M GOING TO FORGET AS WELL AS THE SOUNDER WHOSE NAME I'M GOING TO FORGET.

[LAUGHTER] BOTH IN ENGLISH AND SPANISH TO FAMILIES WERE TYLER LOCKETT AND I'M NOT SURE WHO THE OTHER ONE WAS.

[LAUGHTER] A SOCCER PLAYER.

BUT THOSE WENT OUT TO FAMILIES WHOSE STUDENTS HAD NOT BEEN IN SCHOOL YET TO REMIND THEM ABOUT THE IMPORTANCE OF ATTENDANCE AND COMING TO SCHOOL.

THEY WORKED VERY HARD TO GET THOSE NUMBERS TO WHERE THEY WERE.

SCHOOL STAFFS WERE CALLING EVERYONE, CHECKING IN TO SEE IF FAMILIES HAD MOVED OR WE'RE GOING TO BE COMING.

WE'RE CURRENTLY WORKING ON STAFFING ADJUSTMENTS AS NEEDED.

WE ANTICIPATE THOSE IN THE BEGINNING OF THE YEAR AND WE'RE WORKING ON THOSE.

WE'LL WAIT UNTIL FRIDAY TO SEE WHAT OTHER ADDITIONAL ADJUSTMENTS MAY NEED TO BE MADE.

BUT OVERALL A VERY POSITIVE START AND I'M REALLY EXCELLENT FEELING OUT IN OUR SCHOOLS.

I THINK IF WE COULD, I WOULD LIKE TO JUST TAKE A MOMENT TO SWEAR IN ONE MORE STUDENT ADVISOR.

IS THAT OKAY WITH EVERYBODY?

[00:10:01]

WE WELCOME YOU FORWARD.

I'M GOING TO COME DOWN THERE.

THANK YOU SO MUCH FOR BEING HERE.

IF YOU WANT TO STAND UP AND MEET ME UP RIGHT IN THE MIDDLE.

THAT'S PERFECT. [INAUDIBLE] WE WANT TO GET A PICTURE OF IT.

I'M GOING TO SAY SOME LINES AND YOU WILL JUST REPEAT THEM FOR ME [INAUDIBLE].

I, STATE YOUR NAME.

>> I [INAUDIBLE].

>> DO SOLEMNLY SWEAR.

>> DO SOLEMNLY SWEAR.

>> THAT I WILL SUPPORT THE CONSTITUTION.

>> THAT I WILL SUPPORT THE CONSTITUTION.

>> OF THE STATE OF WASHINGTON.

>> OF THE STATE OF WASHINGTON.

>> AND WILL FAITHFULLY PERFORM THE DUTIES.

>> AND WILL FAITHFULLY PERFORM THE DUTIES.

>> AS STUDENT ADVISOR.

>> AS STUDENT ADVISOR.

>> TO THE BOARD OF DIRECTORS.

>> TO THE BOARD OF DIRECTORS.

>> AT EDMOND SCHOOL DISTRICT.

>> AT EDMOND SCHOOL DISTRICT.

>> NUMBER 15.

>> NUMBER 15.

>> ACCORDING TO THE BEST OF MY KNOWLEDGE.

>> ACCORDING TO THE BEST OF MY KNOWLEDGE.

>> A ROUND OF APPLAUSE FOR HER. [APPLAUSE]

[8. APPROVAL OF MINUTES-7:00 pm]

>> NEXT ON THE AGENDA IS APPROVAL OF MINUTES FROM PREVIOUS MEETINGS.

THE FIRST ONE IS APPROVING MINUTES FROM THE AUGUST 9TH REGULAR BUSINESS MEETING.

DO I HEAR A MOTION TO APPROVE AND A SECOND?

>> SO MOVED.

>> I SECOND.

>> I'VE HEARD A MOTION TO APPROVE AND A SECOND, IS THERE ANY DISCUSSION? HEARING NONE I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE MINUTES OF AUGUST 9TH, REGULAR BUSINESS MEETING, PLEASE INDICATE BY SAYING AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? THE MINUTES OF THE AUGUST 9TH, 2022 BUSINESS MEETING PASS ARE APPROVED.

SECOND IS APPROVING THE MINUTES FROM THE AUGUST 23RD BOARD STUDY SESSION, OUR RETREAT.

DO I HEAR A MOTION AND A SECOND TO APPROVE?

>> SO MOVED.

>> SECOND.

>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? HEARING NONE I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE MINUTES FROM OUR AUGUST 23RD STUDY SESSION PLEASE INDICATE BY SAYING AYE.

>>AYE.

>> ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? THE MINUTES FROM THE AUGUST 23RD BOARD STUDY SESSION, OUR RETREAT, ARE APPROVED.

NEXT IS OUR CONSENT AGENDA.

[9. CONSENT AGENDA-7:05 pm]

THE CONSENT AGENDA IS A LIST OF ROUTINE ITEMS THAT WE TEND TO VOTE ON IN A BLOCK, ALTHOUGH IF WE CHOOSE TO PULL ANYONE OUT FOR ANY REASON, BECAUSE WE WANT TO VOTE ON IT SEPARATELY, WE HAVE THE OPTION OF DOING THAT.

TONIGHT'S CONSENT AGENDA HAS 18 ITEMS ON IT.

ELEVEN DEAL WITH PERSONNEL AND AGREEMENTS WITH VARIOUS STAFF ASSOCIATIONS WITHIN THE DISTRICT, THREE HAVE TO DO WITH CONTRACTS WITH OUTSIDE ORGANIZATIONS WHO WILL BE PROVIDING SERVICES FOR US, AND FOUR HAVE TO DO WITH FIELD TRIPS FOR OUR HIGH SCHOOLS.

DO I HEAR A MOTION TO APPROVE AND A SECOND FOR OUR CONSENT AGENDA FOR TONIGHT?

>> I MOVE TO APPROVE.

>> SECOND.

>>I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION?

>> JUST ONE THING THAT I WANT TO SAY ON HERE.

I WAS EXCITED TO SEE THEM OUT.

TERRANCE IS GOING TO GO BACK TO DOING THEIR JOURNALISM CONFERENCES.

I REMEMBER DOING ONE WHEN I WAS IN HIGH SCHOOL.

NOW I HATE GOING TO CONFERENCES AS AN ADULT BUT AT THE TIME IT FELT LIKE SUCH AN ADULT THING TO DO.

IT WAS A TON OF FUN AND I'M GLAD THAT THEY GET TO GO BACK TO DOING THOSE NOW THAT WE'RE ON THE OTHER SIDE OF THE ACUTE PHASE OF COVID, AT LEAST.

>> ANY OTHER DISCUSSION? HEARING NONE I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA FOR TONIGHT PLEASE INDICATE BY SAYING AYE.

>> AYE.

>> AYE.

>> ALL THOSE OPPOSED PLEASE SAY NAY.

ANY ABSTENTIONS? OUR TONIGHT'S CONSENT AGENDA AS PRESENTED IS APPROVED.

NEXT ON THE AGENDA ARE PUBLIC COMMENTS.

[10. PUBLIC COMMENTS-7:10 pm]

I WILL GIVE A LITTLE INTRODUCTION TO OUR PUBLIC COMMENTS, WHICH THIS SECTION OF THE AGENDA IS AN OPPORTUNITY FOR CITIZENS TO ADDRESS THE SCHOOL BOARD.

ITEMS BROUGHT FORWARD DURING THIS PROPORTION OF THE MEETING ARE NOT TYPICALLY ACTED UPON BY THE BOARD AT THIS TIME BUT MAYBE FOLLOWED UP BY THE BOARD, THE SUPERINTENDENT, AND OR STAFF AT A LATER TIME.

PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR A BOARD MEETING IN THREE DIFFERENT WAYS.

ONE, YOU MAY CHOOSE TO READ YOUR COMMENT ALLOWED IN PERSON, TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALLOWED VIRTUALLY,

[00:15:01]

OR THREE, YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING.

THE BOARD READS ALL WRITTEN COMMENTS AND THEY ARE ATTACHED TO THE MEETING AGENDA, WHICH IS AVAILABLE TO THE PUBLIC ON THE BOARD DOCS WEBSITE.

THE BOARD ALSO ACCEPTS WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL.

WE READ EACH COMMENT AND EMAIL WE RECEIVE AND WE APPRECIATE THE TIME AND THE EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM.

WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS PLEASE LIMIT YOUR COMMENTS THAT ARE READ ALOUD HERE TO THREE MINUTES.

IF A COMMENT BECOMES TOO LENGTHY I MAY NEED TO INTERRUPT IN ORDER TO ALLOW EACH PERSON EQUAL TIME.

FOR THOSE MAKING THEIR COMMENT IN PERSON PLEASE SPEAK CLEARLY INTO THE MIC ABOUT 3-6 INCHES AWAY IN ORDER TO BE HEARD CLEARLY, NOT ONLY HERE, BUT FOR THE RECORDING THAT'S BEING MADE.

WE ALSO ASK THOSE WHO ARE MAKING A PUBLIC COMMENT DURING A BOARD MEETING TO PLEASE MAKE THEIR STATEMENTS IN A CIVIL MANNER.

SIMILARLY, WE ASK EVERYONE IN THE AUDIENCE TO PLEASE SHOW RESPECT BY LISTENING QUIETLY WITHOUT TALKING OR WHISPERING TO EACH OTHER SO THAT EVERYONE CAN HEAR EACH COMMENT.

TONIGHT WE DON'T HAVE ANY VIRTUAL COMMENTS BUT WE HAVE SEVERAL IN-PERSON COMMENTS.

THE FIRST ONE IS BOB.

I GET YOUR NAME WRONG EVERY TIME.

SAY IT AGAIN, FRITZ.

>> FRITZ, F-R-I-T-Z.

>> IT'S THE Z THAT GETS ME, BOB.

>> I GET YOUR POINT, GRACE.

>> [LAUGHTER] YOU'LL BE FIRST. THANKS, BOB.

>> IN MY REVIEW LAST MONTH, THE BLACK PARTICIPATION IN EVERY AMERICAN HOLIDAY, I LEFT OUT COLUMBUS DAY.

A BLACK MAN, PEDRO ALONSO NINO, WAS THE PILOT OF COLUMBUS'S FLAGSHIP, THE SANTA MARIA.

WHEN SAILING ON UNCHARTERED WATERS AS THEY DID, ONLY THE CAPTAIN'S MORE IMPORTANT THAN THE PILOT.

COLUMBUS ENTRUSTED HIS LIFE AND THAT OF ALL HIS SAILORS TO A BLACK MAN.

NINO ALSO SAILED WITH COLUMBUS ON HIS THIRD VOYAGE, 1498.

MOREOVER, PEDRO'S BROTHER, JUAN, WAS CAPTAIN AND OWNER OF THE NINA, THE SECOND SHIP, IN 1492.

CHANGE OF SUBJECT, I SAW THINGS THAT TROUBLED ME IN EVERY SCHOOL I SUBBED IN LAST YEAR.

ELEMENTARY, JUNIOR HIGH, OR HIGH SCHOOL, I WAS RARELY OUT OF SIGHT OF A BLACK LIVES MATTER POSTER.

KIDS SHOULD BE TAUGHT A DIVERSITY OF VOICES ON RACE OR ANY OTHER ISSUE, NOT JUST ONE GROUP, ESPECIALLY ONE WITH TROUBLING FINANCIAL PRACTICES.

FIVE YEARS AGO ON MY WAY TO SALMA I SAT AT THE FOUR MICAH TABLE IN MARTIN LUTHER KING'S HOME IN MONTGOMERY, WHICH WAS NOT A MULTI-MILLION DOLLAR MANSION.

IN HALLWAYS OR CLASSROOMS I ALSO WAS NEVER OUT OF SIGHT OF MULTIPLE POSTERS PROMOTING THE GENDER SPECTRUM.

THAT'S FINE BUT IS THAT THE MOST IMPORTANT ISSUE, OVERWHELMING ISSUE CONFRONTING OUR COUNTRY? THESE POSTERS WERE CHARACTERIZED BY ANGRY LOOKING PEOPLE IN DENSE WRITING, THEY COULDN'T BE READ MORE THAN A FEW PACES AWAY.

I NEVER SAW ANYONE STOPPED TO READ ONE.

HOW ABOUT AN I HAVE A DREAM POSTER INSTEAD? VARIETY, DIVERSITY OF THOUGHT, CRITICAL THINKING.

PUT UP SOMETHING CONSERVATIVE.

RIGHT NOW I FEAR OUR GRADUATES WON'T BE ABLE TO FUNCTION IN A COUNTRY THAT IS HALF RED AND HALF BLUE.

HEY, JOSE SAYS THE BOSS, I NEED YOU TO GO DOWN TO THE BRANCH OFFICE IN DALLAS FOR A FEW DAYS.

JOSE IS GOING TO BE A NERVOUS WRECK IN PART BECAUSE OF HIS ONE-SIDED EDUCATION.

ARE WE RAISING THEM TO BE AMERICANS, ABLE TO STEP OUTSIDE THEIR BUBBLE, WHICH IS THE PACIFIC NORTHWEST AND WHICH IS ALSO DALLAS, THAT'S ANOTHER BUBBLE.

I THINK OUR MOST IMPORTANT ISSUE TODAY IS OUR NATIONAL ANGER, RED AND BLUE, AND AS EDUCATORS I THINK YOU SHOULD BE TEACHING SOLUTIONS TO THAT.

THEN IN ALL SCHOOLS, BUT ESPECIALLY THOSE WITH A LARGE NUMBER OF STUDENTS FROM IMMIGRANT FAMILIES, I WENT LOOKING, DURING MY PLANNING PERIOD, FOR POSITIVE, UPBEAT POSTERS ABOUT AMERICA AND AMERICANS THAT WOULD CONNECT KIDS TO THE GOOD NEWS ABOUT THEIR NEW HOMELAND.

MARTIN LUTHER KING SPEAKING OR MARIAN ANDERSON SINGING AT THE LINCOLN MEMORIAL, SOLDIERS STORMING THE BEACH AT D-DAY, THE GRAND CANYON, THE ASTRONAUTS STANDING ON THE MOON WITH THE AMERICAN FLAG, HARRIET TUBMAN SPEAKING AGAINST INJUSTICE, ELEANOR OCHOA, HELEN KELLER CONFRONTING THE DARKNESS, THE FIRST WRIGHT BROTHERS FLIGHT, MIGRANT MOTHER AND THE DUST BOWL, THE CAPITAL, INDEPENDENCE HALL IN PHILADELPHIA.

ABSENT. I LOOK AND I SEE ALL THESE IMMIGRANT KIDS, OVERWHELMINGLY STUDENTS OF COLOR, WHO COME TO THIS FABULOUSLY WEALTHY COUNTRY WITH SOCIAL SERVICES AND OPPORTUNITIES GALORE WITH PEOPLE EVERYWHERE WHO WANT TO HELP THEM IN THIS SCHOOL THAT IS MORE MODERN AND BETTER EQUIPPED THAN ANY BUILDING THEY POSSIBLY HAVE EVER BEEN IN, AND THEY'RE TOLD IT'S A BAD COUNTRY? YES, BUT LET'S TALK ABOUT OUR PROBLEMS AND OUR STRENGTHS.

I FEAR THE MESSAGES OUR STUDENTS RECEIVE IS WAY TOO NARROW, WAY TOO ONE-SIDED.

THEY'RE NOT BEING ENCOURAGED ENOUGH TO WEIGH EVIDENCE, TO CONSIDER BOTH SIDES, DIVIDE THE CLASS INTO TWO OPINIONS, RED AND BLUE, LEFT AND RIGHT, CONSERVATIVE AND LIBERAL, THAN HAVE THEM RESEARCH AND DEBATE.

BETTER STILL, [NOISE] LEARNING THE OTHER SIDE'S ARGUMENTS AS THE BEST WAY TO PREPARE FOR CHALLENGING THEM.

THANK YOU. [APPLAUSE]

>> THANK YOU, BOB. NEXT UP IS SHERRY SHAPIRO.

[00:20:13]

>> I SHOULD SET CLOSER.

I'M A RETIRED TEACHER LIBRARIAN.

AS A COMMUNITY MEMBER AND TAXPAYER SUPPORTING THIS DISTRICT, IT IS MY UNDERSTANDING THAT THE BOARD IS RESPONSIBLE FOR CREATING CONDITIONS FOR STUDENTS AND STAFF SUCCESS BY APPROVING POLICIES, SETTING GOALS FOR STAFF AND STUDENTS, AND NURTURING A CLIMATE CONDUCIVE TO CONTINUOUS IMPROVEMENT.

MY QUESTION FOR THE BOARD, ARE YOUR POLICIES ACTUALLY NURTURING A CLIMATE THAT CREATES HEALTHY CONDITIONS FOR STUDENTS IN OUR DISTRICT? HEALTH AS WE KNOW, ENCOMPASSES PHYSICAL, MENTAL, EMOTIONAL, SPIRITUAL, AND ENVIRONMENTAL SPHERES.

LOOKING AT PHYSICAL HEALTH OVER THE LAST 40 YEARS, THE OBESITY RATE FOR CHILDREN AGES 6-11 HAS MORE THAN QUADRUPLED FROM 4.2-17.4 PERCENT.

WE ALSO KNOW CHILDREN AND ADOLESCENTS WITH OBESITY HAVE A GREATER RISK OF SOCIAL AND PSYCHOLOGICAL PROBLEMS, SUCH AS DISCRIMINATION AND POOR SELF-ESTEEM.

KNOWING THIS DATA HELPS INFORM POLICIES.

WE CAN AGREE THAT PHYSICAL HEALTH MATTERS.

LOOKING AT MENTAL AND EMOTIONAL HEALTH, WE KNOW THAT DIVORCE IS ONE OF THE MOST IMPACTFUL ADVERSE CHILDHOOD EVENTS A CHILD CAN EXPERIENCE.

AT 26 PERCENT, THE MOST PREVALENT ACE IN A CHILD'S LIFE IS DIVORCE.

WE HAVE DECADES OF EVIDENCE TO SHOW THAT CHILDREN OF DIVORCED PARENTS ARE MORE LIKELY TO EXPERIMENT WITH DRUGS, STRUGGLE WITH SUICIDAL THOUGHTS OR ACTIONS, SOCIAL SKILLS, AND FACE DECREASED PHYSICAL HEALTH AS ADULTS.

RONALD REAGAN ADMITTED SIGNING THE NATION'S FIRST NO-FAULT DIVORCE BILL AND ADMITTED IT WAS THE BIGGEST REGRET OF HIS POLITICAL CAREER.

WE CAN AGREE THAT DIVORCE IS NOT HEALTHY FOR CHILDREN.

SINCE 2007, IPHONE AND THE RISE OF KIDS ON SCREENS AND SOCIAL MEDIA, THE TRENDS IN DEPRESSION, ISOLATION, CYBERBULLYING, SEX TRAFFICKING, GROOMING, AND SUICIDALITY AMONG CHILDREN YOUNGER AND YOUNGER ARE STAGGERING.

HAVING HAD FACEBOOK FOR 18 YEARS, TWITTER FOR 16, INSTAGRAM FOR 12, AND TIKTOK FOR SIX, WE'VE ALREADY PROVEN THEIR NEGATIVE HEALTH IMPACTS ON STUDENTS IN OUR SCHOOLS.

WE CAN AGREE THAT AN UNCHECKED AND UNMONITORED DIET OF SCREENS AND SOCIAL MEDIA IS MENTALLY AND EMOTIONALLY UNHEALTHY FOR KIDS.

WHO DECIDED THE AGE APPROPRIATENESS OF THE COMPREHENSIVE SEX EDUCATION CURRICULUM FOR THE EDMONDS SCHOOL DISTRICT? HOW MANY YEARS OF DATA DO WE HAVE TO SHOW IT'S ACTUALLY MENTALLY, EMOTIONALLY, AND PHYSICALLY HEALTHY FOR KIDS? WHO ACTUALLY HELPED OSPI DECIDE THAT THE NEW WASHINGTON STATE'S HEALTH STANDARDS ARE GOING TO ENHANCE THE EMOTIONAL WELL-BEING OF KIDS AND NOT CREATE AN OPPORTUNITY TO GROOM THEM FOR EARLY SEXUAL ACTIVITY, CONFUSE THEIR NATURAL DEVELOPMENT, INCREASE MENTAL HEALTH CHALLENGES, AND NURTURE A CLIMATE THAT IS IN CONDUCIVE FOR PERSONAL SUCCESS AND GROWTH? WE DON'T HAVE 20 YEARS OF READING.

IT FEELS GOOD TO BE YOURSELF OR WHEN [NOISE] AIDAN BECAME A BROTHER TO ELEMENTARY CHILDREN.

BUT WE DO HAVE WALT HEYER, CHLOE COLE, [INAUDIBLE], AND HELENA KIRSCHNER, AMONG MANY OTHERS WHO HAVE DE-TRANSITIONED, SOUNDING THE ALARM THAT MANIPULATING A CHILD'S EARLY SEXUAL DEVELOPMENT IS NOT HEALTHY.

>> THANK YOU, SIRI.

>> [APPLAUSE] NEXT UP IS CATHERINE MCCLEARY.

>> [INAUDIBLE].

>> OKAY. NO PROBLEM AT ALL.

WE'RE GLAD THAT YOU'RE HERE.

I GUESS NOW THAT I LOOK, IT IS CROSS-TOWN MOSTLY.

SORRY ABOUT THAT. NEXT UP IS PATTI WHITMARSH.

>> HELLO, AND THANK YOU FOR HAVING ME.

MY NAME IS PATTI WHITMARSH.

MY HUSBAND AND I HAVE LIVED IN EDMONDS FOR 30 YEARS.

ALSO TAXPAYERS AND NEPHEWS ATTEND THE EDMOND SCHOOL DISTRICT AS STUDENTS.

I JUST WANTED TO HIGHLIGHT THIS EVENING THAT CONGRESS HAS PASSED A FEDERAL LAW IN 2004 THAT REQUIRES EACH EDUCATIONAL INSTITUTION RECEIVING FEDERAL FUNDS FOR A FISCAL YEAR TO HOLD AN EDUCATIONAL PROGRAM

[00:25:02]

ON THE UNITED STATES CONSTITUTION ON SEPTEMBER 17TH FOR ITS STUDENTS.

NOW I WAS SUPER CONCERNED THAT ONLY 90 PERCENT OF THE SCHOOLS ARE IN COMPLIANCE OF THIS.

IT WAS SO REFRESHING TO SEE THE STUDENTS SWORN IN THE EVENING MENTIONING THAT, YOU TOOK AN OATH UNDER THE CONSTITUTION.

I'M JUST CURIOUS IF YOU'VE EVER ACTUALLY BEEN TAUGHT ANY THING ABOUT THE CONSTITUTION FROM YOUR INSTRUCTORS AT SCHOOL.

HERE WE ARE IN 2022, THE FEDERAL LAW STATES THAT ANY SCHOOLS OR SCHOOL DISTRICTS BEING SUPPORTED BY FEDERAL MONEY ARE REQUIRED TO TEACH ON THE CONSTITUTION.

SEPTEMBER 17TH FALLS ON A SATURDAY THIS YEAR, IT'S REQUIRED THAT FROM THE 17TH TO THE 23RD, SCHOOLS SHOULD BE TEACHING ON THE CONSTITUTION.

IT'S SUCH A VIBRANT DOCTRINE IN OUR HISTORY OF OUR FOUNDING FATHERS.

SCHOOLS ARE DESIGNED TO CREATE MORAL, INFORMED, ENGAGED CITIZENRY TO PURSUE LIFE, LIBERTY, AND THE PURSUIT OF HAPPINESS.

A GOOD WHOLESOME CURRICULUM SHOULD INCLUDE THE CONSTITUTION.

I WOULD LIKE TO SEE THE EDMOND SCHOOL DISTRICT NOT ONLY ADHERE TO THE LAW, BUT TO EMBRACE OUR HISTORY, SUCH A RICH HISTORY AND BE MINDFUL THAT IT IS THE LAW AND THAT THEY OBEY IT SINCE THEY'RE RECEIVING FEDERAL FUNDING.

THANK YOU SO MUCH FOR YOUR TIME AND I SURE HOPE THAT YOU WILL ADD CONSTITUTION DAY SINCE IT IS REQUIRED.

THANK YOU SO MUCH. [APPLAUSE]

>> THANK YOU, PATTI.

NEXT UP IS TONY SHAPIRO.

>> GOOD EVENING. I HOPE THIS MIC IS A FUNCTIONING PROPERLY.

LAST TIME I TALKED IT WAS NOT.

IS THERE ANYBODY THAT COULD TELL ME IF INDEED IT IS WORKING OR NOT WORKING?

>> IT IS.

>> WE'RE GOOD.

>> IT IS GREAT. ALL RIGHT. APPRECIATE IT. THANK YOU.

>> WELCOME.

>> I WOULD LIKE TO ASK A COUPLE OF TROUBLING QUESTIONS OF OUR BOARD REGARDING WHAT SOME ARE CALLING GENDER MUTILATION AND ENABLING BOYS TO ENTER GIRLS BATHROOMS AND VICE VERSA.

ARE THESE TWO PRACTICES BEING PERMITTED, AND EVEN ENCOURAGED WITHIN THIS DISTRICT? DOES THE BOARD SUPPORT THESE TWO PRACTICES? THAT SOMEHOW A BOY CAN CALL HIMSELF A GIRL AND A GIRL, A BOY, AND THEREFORE GO INTO OPPOSITE SEX BATHROOMS?.

I AM WONDERING WHERE YOUR HEAD IS AT OR EVEN YOUR HEART, IF INDEED YOU ARE PERMITTING THIS KIND OF ACTIVITY AND DENYING THE REALITY THAT EACH OF US ARE BORN WITH A SPECIFIC SEX AND THAT SEX CANNOT BE SOMEHOW TRANSPOSED INTO THE OPPOSITE SEX.

IT SEEMS UNREASONABLE TO THINK THAT TEACHING YOUNG CHILDREN AS YOUNG AS KINDERGARTNERS, THAT MEDICAL SCIENCE HAS EVOLVED TO THE POINT OF ENABLING US TO TRANSFORM A BOY INTO A GIRL, OR VICE VERSA, EVEN THOUGH BOTH SEXES HAVE DISTINCT CHROMOSOMES WITHIN THEIR CELLS.

THIS IS A FANTASY WAY BEYOND WHAT WALT DISNEY'S IMAGINATION CAN CONJURE UP, EVEN THOUGH THIS COMPANY IS NOW FOISTING THESE IDEAS ONTO ITS CUSTOMERS.

IF OUR DISTRICT IS INDEED PERMITTING AND EVEN INSPIRING THIS ACTIVITY AND DISPENSING PUBERTY BLOCKERS, I WOULD FIND IT HARD TO LIVE WITH MYSELF IF I WAS A TEACHER OR A BOARD MEMBER.

ARE THESE CHILDREN MADE AWARE THAT THEY WILL NEVER BE ABLE TO HAVE A FAMILY? THAT THEY WILL BE TAKING THESE DRUGS FOR THE REST OF THEIR LIVES? THAT THEIR BONE DENSITY IS NEGATIVELY IMPACTED AMONGST MANY OTHER ISSUES? I DON'T KNOW IF YOU'RE AWARE, BUT THERE IS LEGISLATION BEING CONSIDERED BY SOME IN CONGRESS THAT WOULD ENABLE THESE FUTURE ADULTS TO HOLD BOTH SCHOOL BOARDS AND TEACHERS LIABLE IF INDEED THIS IS OCCURRING.

THANK YOU. [APPLAUSE]

>> THANK YOU, TONY. NEXT UP IS PATRICIA SIMON.

[00:30:07]

>> THANK YOU FOR LETTING ME SPEAK.

I JUST RETURNED FROM MY 55TH YEAR OF HIGH SCHOOL GRADUATION IN KENNEWICK.

WE WENT ON A TOUR OF THE BRAND NEW BUILDING, IT WAS FANTASTIC, IT WAS MORE LIKE A HOTEL.

BUT SPEAKING ON THE ISSUE OF TRANSGENDER, THE PRINCIPAL PROUDLY SHOWED US THE BATHROOM SITUATIONS, WHERE THE DOOR IN THE ROOMS, THE STALLS, I SHOULD SAY, ONLY REACH DOWN TO WITHIN TWO OR THREE INCHES OF THE FLOOR SO THAT NO ONE WOULD BE EMBARRASSED IF ANYBODY ELSE SAW THEM AND IF THEY WERE TRANS-POSITIONING.

I THOUGHT, "MY GOSH, WHAT HAS THIS COME TO?" ANYWAY, AS YOU ALL ARE AWARE OF, THE STOCK MARKET TODAY, INCREDIBLE CHANGES.

DOW JONES INDUSTRIAL DROPPED NEARLY 1300 POINTS.

THE NASDAQ, FIVE PERCENT TUMBLED.

FEDERAL RESERVE WILL NO DOUBT INCREASE ITS INTEREST RATE VERY SOON.

WE'RE IN SOME PRETTY SIGNIFICANT FINANCIAL STRESSED TIMES.

WE AS TAXPAYER CITIZENS, WE WANT TO SEE THE BEST BUCK FOR OUR DOLLAR, OUR PROPERTY TAX DOLLAR.

I JUST ENCOURAGE EDMOND SCHOOL DISTRICT TO BE REALLY LOOKING AT SOLID EDUCATION, NO FLUFF PROGRAMS, AND NO COUNSELING TEAMS TO CONSIDER TRANSITIONING.

MAKE OUR TAX DOLLARS COUNT TOWARDS REAL EDUCATION.

I WOULD APPRECIATE IT.

THANK YOU. [APPLAUSE]

>> THANK YOU, PATRICIA.

NEXT UP IS MONICA WHEATON.

>> HI, MY NAME IS MONICA WHEATON.

I AM A PARENT IN EDMOND SCHOOL DISTRICT.

FIRST I WANT TO START OFF BY THANKING OUR ADMINISTRATORS FOR DOING SUCH A GREAT JOB IN MONITORING THIS YEAR, SO FAR IT'S FELT WONDERFUL.

THE KIDS ARE ALL HAPPY WITH THE [INAUDIBLE] ADMINISTRATORS FOR EVERYTHING THAT THEY'RE DOING.

THANK YOU FOR EVERYTHING YOU DID.

THANK YOU TO OUR VOLUNTEER BOARD MEMBERS AS WELL.

YOU GUYS PUT IN A LOT OF TO MAKE SURE THAT I'LL BE ABLE TO [INAUDIBLE].

WE REALLY APPRECIATE THAT.

JUST A LITTLE BIT BACKGROUND ON ME, I HAVE TWO KIDS IN THE DISTRICT, AN 11TH GRADER AND A 12TH GRADER.

I'M A HIGHLY INVOLVED PARENT.

I CURRENTLY SIT ON THE PARENT LEADERS FOR THE EDMOND SCHOOL BOARD AS BIG EVENTS.

WE RAISE ABOUT 28,000 TO 30,000 DOLLARS A YEAR FOR THE SCHOOL DISTRICT, SPECIFICALLY SUPPORTING PARENT LEADERS.

I'VE BEEN PRESIDENT OF PTAS, I'VE BEEN HANDLING THESE EVENTS, AFTER SCHOOL PROGRAMS [INAUDIBLE], SO I'M HIGHLY INVOLVED.

TODAY I REALLY WANTED TO SPEAK ON THE IMPORTANCE OF PARENT INVOLVEMENT, AND SPECIFICALLY TO THOSE OF YOU WHO ARE PARENTS IN THE DISTRICT, [INAUDIBLE].

TO SUPPORT THE LEARNING THAT HAPPENS, IT REALLY HELPS TO EXTEND THE LECTURE OUTSIDE CLASSROOM, PROVIDE POSITIVE CHANGE FOR KIDS, IT HELPS STUDENTS PERFORM BETTER, AND IT ALSO HELPS YOU AS A PARENT OR CAREGIVER, TO LEARN ABOUT WHAT'S HAPPENING OUT OF SCHOOL.

WE HAVE A LOT OF PEOPLE WHO ARE SPEAKING TO OUR SCHOOL BOARD RIGHT NOW, WHO I FEEL MAY NOT BE COMPLETELY FAMILIAR WITH THE WAY THE EDMOND SCHOOL DISTRICT'S RUN, WHAT THE BOARD POLICIES ARE OR EVEN [INAUDIBLE] AFTER SCHOOL.

THE BEST WAY TO LEARN IT ON TIME IS TO GET INVOLVED, AND TO SPEAK WITH EDUCATORS, TO SPEAK WITH BOARD MEMBERS, TO SPEAK WITH TEACHERS AND EVEN STAFF AT SCHOOL.

[INAUDIBLE] THE WAYS TO GET INVOLVED, YOU CAN JOIN TO VOLUNTEER SCHOOLS BY READING BOOKS, PRACTICING [INAUDIBLE] STUDENTS, GRADING PAPERS, JOINING A PARENT GROUP, THAT WOULD BE A GREAT WAY OF HAVING YOUR VOICE HEARD, INSTEAD TALK ABOUT WHAT'S GOING ON WITH SCHOOL.

EVERYBODY, EVEN IF YOU DON'T HAVE A KID IN THE SCHOOL, YOU CAN JOIN A PARENT GROUP.

[INAUDIBLE] DISTRICT COMMITTEE [INAUDIBLE].

REVIEW CURRICULUM IS OPEN [INAUDIBLE].

WE HAVE A POWER EDUCATOR IN THE DISTRICT.

NEW EVENTS, AFTER SCHOOL PROGRAM, DONATE TO THE SCHOOL FROM PARENT GROUPS, ATTEND SCHOOL PROGRAMS.

[00:35:03]

GET YOURSELF INVOLVED AND THAT'S HOW YOU'RE GOING TO LEARN ABOUT WHAT'S HAPPENING IN OUR DISTRICT.

[INAUDIBLE]. THE BEST LEARNING HAPPENS WHEN KIDS ARE VESTED TO SUCCESS, KIDS FEEL LIKE THEY'RE SAFE, KIDS FEEL THEY BELONG, AND THEY ARE SUPPORTED.

A LOT OF WHAT OUR DISTRICT DOES, SUPPORTS THOSE TALENTS BASICALLY.

I'M VERY HAPPY TO BE A PART OF THIS DISTRICT AND I AM VERY HAPPY [INAUDIBLE] TO KEEP THOSE KIDS SAFE, FEELING LIKE THEY BELONG, AND SO THAT THEY CAN CONTINUE TO LEARN [INAUDIBLE].

THANK YOU VERY MUCH. [APPLAUSE]

>> THANK YOU, MONICA AND NEXT UP IS CARI CARI-TAWNEY.

>> THANK YOU. MY NAME IS CARI CARI-TAWNEY.

MY PRONOUNS ARE SHE HER HERS AND I AM A TRANSGENDER WOMAN AND A PROUD MEMBER OF THE EDMONDS SCHOOL DISTRICT.

I'M HERE TODAY TO PRESENT AN OPEN LETTER IN SUPPORT OF OUR STUDENTS, STAFF, AND FACULTY THAT I'VE COME TO KNOW.

FIRST, WELCOME BACK, OR IF YOU'RE NEW TO THE DISTRICT, WELCOME.

I HOPE YOU'LL COME TO SEE ME AS I HAVE ALL OF THE WORK OUR DISTRICT HAS DONE FOR ITS SCHOLARS AND FOR OUR COMMUNITY.

I HOPE YOU GET TO SEE THE STELLAR WORK THAT OUR STUDENT BODY HAS PUT FORTH FROM STUDENT MEDIA SUCH AS HOC TV, OR OUR MANY EXCELLENT ATHLETICS TEAMS. WE HAVE A WONDERFUL COMMUNITY HERE AND I'M GLAD YOU'RE A PART OF IT.

I CAN ONLY SPEAK FOR MYSELF, BUT I HOPE YOU KNOW THAT YOU HAVE PEOPLE CHEERING FOR YOU AND HERE TO SUPPORT YOU IN THIS DISTRICT.

THE REASON I'M SAYING THIS IS BECAUSE OVER THE PAST COUPLE OF MONTHS, IF NOT THE PAST COUPLE OF MINUTES, YOU MIGHT HAVE THE IMPRESSION THAT THIS ISN'T THE CASE.

THERE'S AN UNSETTLING TREND OF PEOPLE WHO SEEM AWFULLY COMFORTABLE SPEAKING ON BEHALF OF GROUPS WHO THEY SEEM TO KNOW VERY LITTLE TO NOTHING ABOUT AND HAVE NO DESIRE TO ENGAGE IN ANY DISCUSSION WITH.

THAT IS WHY I AM CALLING ON OUR STAFF AND STUDENTS WHO ARE BEING SPOKEN FOR TO SPEAK OUT INSTEAD.

YOU DESERVE TO ADVOCATE FOR YOURSELF AND TO MAKE YOUR VOICE HEARD AND TO BE HEARD.

NOW A PERSONAL MESSAGE FROM MYSELF TO OUR STUDENT BODY.

I'M ONLY SEVEN YEARS OUT OF HIGH SCHOOL MYSELF, BUT I CANNOT TELL YOU JUST HOW PROUD I AM OF ALL OF YOU.

I HAVE SEEN SUCH INCREDIBLE ACCEPTANCE, STUDENT ADVOCACY, AND PROGRESS THAT I WOULD HAVE THOUGHT IMPOSSIBLE IN MY TIME.

I WANT YOU TO KNOW THAT NO MATTER WHAT YOU HEAR, YOU WILL ALWAYS HAVE A STEADFAST SUPPORTER IN ME.

I WILL NEVER STOP ADVOCATING FOR YOUR RIGHT TO HAVE AN EDUCATION THAT IS FREE OF MARGINALIZATION, OPPRESSION, AND FEAR.

YOU HAVE EVERY RIGHT TO FEEL SAFE COMING TO SCHOOL.

YOU HAVE EVERY RIGHT TO LET YOUR VOICE BE HEARD AND TO KNOW THAT YOUR LIFE MATTERS.

YOU HAVE EVERY RIGHT TO LOVE WHO YOU LOVE TO EXPRESS YOUR IDENTITY AND BE AFFIRMED BY YOUR PEERS.

IF YOU NEED SOMEONE TO STAND BY YOUR SIDE AS YOU MAKE YOUR VOICE HEARD, I WILL ALWAYS BE HERE FOR YOU.

FINALLY, A MESSAGE TO OUR DISTRICTS, TRANSGENDER STUDENTS IN PARTICULAR.

YOU ARE NOT ALONE. THIS HAS BEEN A HARD YEAR, BUT I PROMISE YOU IT DOES GET BETTER.

YOU'RE NOT BROKEN, YOU'RE NOT A WEDGE ISSUE.

YOU ARE NOT A DEBATE.

YOU ARE A HUMAN BEING.

YOU DO NOT HAVE TO HIDE WHO YOU TRULY ARE AND I WILL FIGHT TO THE DEATH TO ENSURE THAT YOU ARE FREE TO DO SO.

I LEAVE YOU WITH A QUOTE FROM THE TRANS ACTIVISTS, LESLIE FEINBERG.

I WANTED TO THANK YOU.

IF IT WASN'T FOR YOU, I WOULD HAVE NEVER KNOWN THAT I HAD A RIGHT TO BE ME.

NOW TO ADDRESS A COUPLE OF CONCERNS THAT WERE MADE.

THERE WAS, OF COURSE, DRUMMING UP OF FEARS REGARDING THE TRANSITION.

I SHOULD MENTION THAT THE TOTAL PERCENTAGE OF TRANS PEOPLE WHO DID TRANSITION IS 0.1 PERCENT, AND I FIND IT CURIOUS THAT YOU DON'T MENTION THE 99 PERCENT SUCH AS MYSELF, WHO'VE HAD SYMPTOMS SUCH AS SUICIDAL IDEATION COMPLETELY VANISH FROM THEIR MENTAL HEALTH RECORDS.

NEXT, AS TO THE CLAIM OF WHO WAS ALLOWING OUR BOYS TO IDENTIFY AS A WOMAN AND WHAT IS THIS ABOUT SCIENCE? I WOULD DIRECT YOU TO THE WASHINGTON STATE DEPARTMENT OF LICENSING.

PAY ATTENTION TO THE LETTER F ON MY ID.

SEE IF YOU CAN WORK THAT OUT THERE MIGHT BE SOMETHING YOU WANT TO TALK TO YOU ABOUT WITH THEM.

THANK YOU. [APPLAUSE]

>> THANK YOU CARI.

THAT'S THE END OF THE PUBLIC COMMENTS SECTION AT THIS TIME IN THE AGENDA.

NEXT, WE HAVE A REPORT ON OUR CAREER AND TECH ED PLAN FOR THE 22,

[11. REPORTS-7:40 pm]

23 SCHOOL YEAR, AND I BELIEVE MARK MADISON, OUR DIRECTOR OF A CTE OF CAREER AND TECH ED IS GOING TO SHARE THAT WITH US? WELCOME MARK.

>> OUR MEDIA GETS SET UP HERE.

FIRST OF ALL I JUST WANT TO SAY THANK YOU TO THE BOARD AND OUR STUDENT ADVISORS,

[00:40:01]

DR. MINER, AND MEMBERS OF OUR COMMUNITY, FOR ALLOWING ME THE OPPORTUNITY TO PRESENT TO YOU OUR CAREER AND TECHNICAL EDUCATION PROGRAM AND HIGHLIGHT WHAT CAME OUT OF OUR PROGRAM REVIEW THIS PAST YEAR AND OUR FOUR-YEAR PLAN OF WORK, WHICH DRIVES EVERYTHING THAT WE DO WITHIN CAREER AND TECHNICAL EDUCATION.

TONIGHT I HAVE ABOUT 20 MINUTES, I GUESS, TO COVER FOUR REALLY IMPORTANT GOALS TONIGHT.

ONE IS TO PROVIDE YOU AN OVERVIEW OF WHAT IS THE CTE OR CAREER AND TECHNICAL EDUCATION PLAN OF WORK, AND HOW IS THAT DEVELOPED AND WHAT DOES IT ENTAIL? THE SECOND IS TO SPEND JUST A LITTLE TIME HIGHLIGHTING SOME OF THE KEY ELEMENTS OF OUR PROGRAM OF WORK FROM THIS PAST SCHOOL YEAR AND THE OUTCOMES OF THAT WORK THAT WE HAD IDENTIFIED AS KEY AREAS OF FOCUS FOR THE YEAR.

THE THIRD IS TO JUST HIGHLIGHT A LITTLE BIT ABOUT OUR FEDERAL ACCOUNTABILITY AND EXPLAIN A LITTLE BIT ABOUT HOW WE ARE HELD ACCOUNTABLE AT A FEDERAL LEVEL AND WHAT MEASURES WE ARE EVALUATED BY AND HOW WE AS A DISTRICT CAREER AND TECHNICAL EDUCATION PROGRAM, HAVE DONE ON THOSE MEASURES.

THEN FINALLY, I WANT TO HIGHLIGHT JUST SOME OF THE KEY AREAS THAT WE'RE GOING TO BE FOCUSING ON AS PART OF OUR PROGRAM OF WORK FOR THIS SCHOOL YEAR AND THE YEARS TO FOLLOW AND ALL OF THAT COMES FROM OUR PROGRAM REVIEW.

NEXT SLIDE, PLEASE. WE'LL GO AHEAD AND MOVE TO THE NEXT SLIDE.

I WANT TO START WITH JUST AN OVERVIEW OF WHAT PROGRAMS WE OFFER IN THE EDMONDS SCHOOL DISTRICT.

FOR THOSE OF YOU NOT FAMILIAR WITH CAREER AND TECHNICAL EDUCATION, IT'S THE EVOLUTION OF WHAT WAS KNOWN AS VOCATIONAL EDUCATION.

BUT IF YOU LOOK AT THE SCREEN AND SEE THE RANGE OF WHAT WE CALL PATHWAYS, AND PATHWAYS ARE PROGRAMS THAT START IN HIGH SCHOOL AND CONTINUE ON INTO POST-SECONDARY EDUCATION OR DIRECTLY INTO THE WORKFORCE.

YOU SEE THAT AS I USED TO SAY, THIS ISN'T MY GRANDFATHER'S VOCATIONAL ED PROGRAM.

THIS IS VERY DIFFERENT AND YOU SEE THAT IN EDMONDS, WE ARE VERY UNIQUE IN THAT WE OFFER A WIDE RANGE OF CAREER AND TECHNICAL EDUCATION PROGRAMS THAT LEAD TO MULTIPLE DIFFERENT PATHS AND I WOULD SAY WE ARE PROBABLY RECOGNIZED AS ONE OF THE TOP DISTRICTS FOR CAREER AND TECHNICAL EDUCATION IN THE STATE OF WASHINGTON.

A LOT OF THAT IS BECAUSE OF OUR SCHOOL BOARDS TREMENDOUS SUPPORT AND OUR ADMINISTRATIVE SUPPORT DISTRICT, AS WELL AS THAT OF OUR COMMUNITY.

OUR GOAL IS TO PROVIDE THE HIGHEST QUALITY PROGRAMS WITHIN CAREER AND TECHNICAL EDUCATION.

BUT WHAT DOES THAT MEAN? NEXT SLIDE, PLEASE.

WITHIN CAREER AND TECHNICAL EDUCATION, THERE ARE VERY SPECIFIC MEASURES OF QUALITY THAT DRIVE EVERYTHING WE DO.

THESE COME DIRECTLY FROM STATE CAREER AND TECHNICAL EDUCATION PROGRAM STANDARDS AS WELL AS FEDERAL AND THEY'RE LISTED ON SCREEN.

I'LL JUST HIGHLIGHT A FEW OF THEM, BUT THEY ARE WHAT MAKE US UNIQUE.

THEY REALLY ARE OUR PLUMB LINE AS WE LOOK TO SEE HOW WE ARE DOING AND WHETHER OR NOT WE HAVE A GOOD PROGRAM OR A GREAT PROGRAM IT'S REALLY BASED ON TO THE EXTENT, HOW WELL DO WE ALIGN WITH ALL OF THESE AREAS? WE ARE SOMEWHAT UNIQUE SO FOR INSTANCE, WE ARE VERY CONNECTED TO COMMUNITY.

WE HAVE INDUSTRY ADVISORY MEMBERS THAT OVERSEE ALL OF OUR PROGRAMS. THEY PROVIDE SUPPORT TO ALL OF OUR TEACHERS AND INPUT ON OUR CURRICULUM.

WE'RE VERY CONNECTED TO WHAT WE CALL CAREER CONNECTED LEARNING, WHICH IS BRINGING CAREER INFORMATION INTO THE CLASSROOM AS WELL AS GETTING STUDENTS OUT INTO INDUSTRY AND I'LL TALK A LITTLE BIT ABOUT THAT.

AS WELL AS PROVIDING STUDENTS WITH OPPORTUNITIES TO EARN CREDENTIALS WHILE THEY'RE IN HIGH SCHOOL.

CREDENTIALS THAT ARE RECOGNIZED BY EMPLOYERS AS VERIFICATION OF SKILLS LEARNED AND GIVE STUDENTS AN EDGE AS THEY GRADUATE HIGH SCHOOL AND MOVE INTO THE WORKFORCE.

GO AHEAD NEXT SLIDE, PLEASE.

USING THOSE STANDARDS, WE CONDUCT AN ANNUAL REVIEW WHICH WE CALL OUR CTE PROGRAM REVIEW.

LOOKING THROUGH THE LENS OF ALL THOSE ELEMENTS, WE EVALUATE HOW ARE WE DOING FOR EACH OF THE PROGRAMS. WE DO THAT AT TWO LEVELS.

ONE IS WE LOOK AT EACH INDIVIDUAL PROGRAM THROUGH THE LENS OF OUR PROGRAM ADVISORY COMMITTEES.

THESE ARE INDUSTRY PROFESSIONALS THAT OVERSEE EACH OF THOSE PATHWAYS I JUST SHOWED YOU ON SCREEN AND THEY MAKE AN ASSESSMENT OF HOW WE ARE DOING BASED ON THE DATA WE PROVIDE THEM, RELATED TO THOSE MEASURES AND THE IDENTIFIED GAPS AND AREAS FOR IMPROVEMENT AND IDENTIFY GOALS FOR THE NEXT YEAR AND BEYOND FOR THEM TO WORK TO CONTINUOUSLY IMPROVE THE PROGRAM IN ALIGNMENT WITH THOSE MEASURES.

[00:45:03]

FOR US THAT TAKES PLACE IN MAY, THIS LAST YEAR WAS MAY 15TH.

I PUT ALL OF OUR COMMUNITY MEMBERS TOGETHER WITH OUR TEACHERS AND WE SPENT TWO HOURS GOING THROUGH A VERY THOROUGH REVIEW.

THE SECOND LEVEL IS WHAT I CALL A GENERAL PROGRAM REVIEW, AND THAT IS ACCOMPLISHED THROUGH MYSELF AND MY DEPARTMENT, AS WELL AS WHAT I CALL MY GENERAL ADVISORY COUNCIL.

WE TAKE A LOOK AT THE DATA FOR THE PROGRAM IN CTE FOR THE EDMONDS SCHOOL DISTRICT AS A WHOLE.

AGAIN, IDENTIFY HOW ARE WE DOING OVERALL IN THESE PARTICULAR AREAS AND MEASURES AND WHAT ARE THE AREAS WE NEED TO WORK ON, AND WHAT ACTION PLANS CAN WE PUT IN PLACE TO ADDRESS DEFICITS AND CONTINUE TO IMPROVE? IT'S THE WAY THAT WE CONTINUE TO EMPHASIZE QUALITY AND PROVIDE THE BEST PROGRAMS POSSIBLE FOR THE STUDENTS IN OUR DISTRICT. NEXT SLIDE, PLEASE.

ALL OF THAT FROM THAT REVIEW PROCESS AND WHAT IS YIELDED IN TERMS OF THOSE AREAS OF FOCUS AND NEED AND CONTINUOUS IMPROVEMENT GO INTO A PLAN.

WE CALL IT THE PLAN OF WORK.

IT'S A FOUR-YEAR PLAN.

IT'S MULTIYEAR, AND AGAIN, WE HAVE PARTICULAR ITEMS WE START WE'LL START THIS SCHOOL YEAR AND WILL CONTINUE WORKING ON THOSE OVER THE NEXT FOUR YEARS, AND WE REVIEW THIS EACH YEAR IN MAY AS PART OF OUR PROGRAM REVIEW. NEXT SLIDE, PLEASE.

I WANT TO JUST SPEND A FEW MOMENTS HIGHLIGHTING SOME OF THE OUTCOMES FROM THIS LAST YEAR, AND THESE ARE AREAS THAT A YEAR AGO WHEN I SHARED WITH YOU OUR PROGRAM OF WORK, THESE WERE AREAS IDENTIFIED FOR YOU AS AREAS WE WERE GOING TO WORK ON.

THAT WE HAD PARTICULAR GOALS IN MIND AND THINGS THAT WE SET OUT TO ACCOMPLISH.

AND I REALIZE AND IF YOU HAPPEN TO READ THE PROGRAM REPORT SUBMITTED, IT'S VERY LENGTHY AND THERE'S A LOT OF DATA.

I'M NOT GOING TO GO THAT LEVEL.

BUT I REALIZE IN HIGHLIGHTING SOME AND MISSING OTHERS, THERE WAS A LOT OF GREAT WORK DONE.

BUT I WANT TO HIGHLIGHT JUST A FEW AND SHARE WITH YOU SOME PRETTY SIGNIFICANT OUTCOMES FROM THIS PAST YEAR. NEXT SLIDE, PLEASE.

THE FIRST AREA IS IN THE AREA OF CAREER EXPLORATION, PARTICULARLY WHAT WE CALL WORK-BASED LEARNING.

THIS IS A LOT OF WHAT HAPPENS IN THE CLASSROOM.

THIS LAST YEAR, THE STATE OF WASHINGTON IDENTIFIED VERY SPECIFIC MEASURES AROUND WORK-BASED LEARNING ACTIVITIES THAT WERE TO OCCUR WITHIN EACH CTE CLASSROOM, AND THEY WERE VERY SPECIFIC AND THEY WERE VERY NEW.

AND SO WE HAD NO MEASURES FROM THE PRIOR YEAR TO GIVE US A BASELINE OF WHAT WE WERE BUILDING FROM.

SO WE STARTED THE YEAR WITH A LOT OF PROFESSIONAL DEVELOPMENT, AND THIS WAS ALL NEW TO EVERY ONE OF OUR TEACHERS, AND WE ALSO PURCHASED INTO A SYSTEM CALLED NEPHRITIS, WHICH ALLOWED US TO PROVIDE SPEAKERS AND VIRTUAL FIELD TRIPS VIA AN ONLINE SYSTEM THAT ALLOWED US TO TAP INDUSTRY PROFESSIONALS, WORKSITES, FROM ACROSS THE WORLD, AND THEY COULD COME IN AND DO LIVE PRESENTATIONS OR WE COULD DO PRE-RECORDED PRESENTATIONS, BUT ALLOWED US TO DO WALK-THROUGHS OF BIOPHARMACEUTICAL PLANTS IN JAPAN AND MANUFACTURING PLANTS IN OTHER AREAS OF THE WORLD OR HOSPITALS OR WHEREVER YOU MIGHT BE, IN A TIME WHEN WE COULDN'T HAVE ANYBODY COME INTO OUR SCHOOLS.

SO MUCH OF THESE NEW MEASURES WERE CONTINGENT UPON THE ABILITY TO HAVE IN-PERSON MEETINGS OR PERHAPS VIRTUAL IN-PERSON MEETINGS.

SO IN SHORT, OUR GOAL THIS YEAR, THIS PAST YEAR WAS TO HAVE 50 PERCENT OF ALL OF OUR STUDENTS EXPERIENCE ONE OR MORE OF THESE MEASURES.

WE FIGURED THIS WAS BRAND-NEW, IT'S FIRST-YEAR OF IMPLEMENTATION, 50 PERCENT WAS A FAIR GOAL.

IN ACTUALITY, WHILE WE LANDED, WE HIT 81 PERCENT FOR OUR FIRST YEAR.

THIS YEAR OUR GOAL WILL BE TO HIT 90 PERCENT.

SO AGAIN, A SIGNIFICANT ACHIEVEMENT FOR US.

NEXT SLIDE, PLEASE.

THE SECOND AREA IS WHAT I CALL WORKSITE LEARNING, AND THAT IS WHERE OUR STUDENTS GET OUT OF THE CLASSROOM AND GET INTO THE WORKPLACE, AND THEY DO THAT IN DIFFERENT EXPERIENCES SUCH AS PAID EMPLOYMENT OR INTERNSHIPS WHERE THEY EARN CREDIT.

SO ONE OF THE THINGS THAT WE DID THIS LAST YEAR IS WE BROUGHT ONTO OUR TEAM AND INDIVIDUAL THAT FOCUS SPECIFICALLY ON BUSINESS PARTNERSHIPS AND SETTING UP INTERNSHIP EXPERIENCES FOR STUDENTS, AND THAT PERSON HAS REALLY HELPED MOVE THINGS ALONG FOR US.

SOME OF THE THINGS THAT CAME OUT OF THAT, WE HAVE A VERY STRONG PARTNERSHIP WITH THE T-MOBILE COMPANY AND EDMUND'S COLLEGE, THE WASHINGTON ALLIANCE FOR BETTER SCHOOLS,

[00:50:02]

WHERE BASICALLY, WE HAVE A TWO-YEAR TRAINING PROGRAM WHERE THEY SELECT 10 JUNIORS FROM OUR DISTRICT AND THEY TRAIN THEM FOR TWO YEARS AND THEN THEY HIRE THEM TO WORK FOR T-MOBILE.

WE'RE IN OUR THIRD YEAR OF THAT, AND THAT HAS BEEN VERY SUCCESSFUL.

BUT WE ARE ALSO EXPANDED INTO A NUMBER OF ADDITIONAL BUSINESS PARTNERSHIPS, AND WE MOVED OVER THIS PAST YEAR FROM IN 2021, HAVING A TOTAL OF 45 STUDENTS INVOLVED IN THESE EXPERIENCES TO 82 STUDENTS THIS PAST YEAR, AND WE ANTICIPATE EASILY TIPPING OVER TO 100 AND 120 FOR THIS SCHOOL YEAR.

SO AGAIN, WE MOVE THE NEEDLE, WE EXTENDED BEYOND OUR GOAL OF 70 STUDENTS WHO WERE VERY SUCCESSFUL. NEXT PLEASE.

A THIRD AREA WAS INDUSTRY RECOGNIZED CERTIFICATIONS OR CREDENTIALS, AND THESE ARE THOSE INDUSTRY CREDENTIALS THAT STUDENTS EARN IN THEIR PROGRAMS WHILE IN HIGH SCHOOL THAT ARE PORTABLE.

THESE ARE RECOGNIZED BY EMPLOYERS.

WE EXPANDED HEAVILY ON OUR CULINARY PROGRAM AND ADDED ADDITIONAL CREDENTIALS THERE.

WE ALSO, THIS YEAR PILOTED IN A COUPLE OF OUR HEALTH CLASSES, THE CERTIFICATION OF NINTH GRADE STUDENTS IN FIRST AID, CPR, AND AED AS A GROUNDWORK FOR WHAT'S GOING TO HAPPEN THIS YEAR, AND TO GIVE YOU A SENSE, AND THIS IS NOT A TYPO, IN 2021, WE HAD 92 STUDENTS THAT EARN AN INDUSTRY CREDENTIAL.

IN 2021-'22 WE ADD 1,157.

NOW, I CAN'T PROMISE YOU, WE'LL KEEP IT THAT SAME EXPONENTIAL GROWTH, BUT WE REALLY MOVED THE NEEDLE AND WE WILL CONTINUE TO GROW BECAUSE WE'RE CONTINUING TO EXPAND.

NEXT SLIDE, PLEASE. THEN LAST WAS OUR STUDENT LEADERSHIP AND PARTICIPATION IN WHAT WE CALL CAREER AND TECHNICAL STUDENT ORGANIZATIONS, OR CTSOS, OR RELATED CTE CLUBS.

THIS REALLY REFLECTS WHAT I CALL THE COMING OUT OF COVID.

SO IN 2021, WE HAD 415 STUDENTS TOTAL IN THE DISTRICT PARTICIPATED.

LAST YEAR, WE HAD 785.

OF THOSE, WE HAD, AGAIN, SIMILAR INCREASES IN TERMS OF NUMBER OF STUDENTS IN SERVICE PROJECT, COMPETITIVE EVENTS, AND RECEIVING AWARDS.

WE HAD AGAIN, STUDENTS RETURNING NATIONAL COMPETITIONS.

OUR DEKA TECHNOLOGY STUDENT EDUCATION, JOURNALISM EDUCATION ASSOCIATION THROUGH THE PROGRAM AND MALLOC TERRORISTS.

OUR CARPENTRY PROGRAM WAS ACTUALLY RECOGNIZED AS THE TOP SKILLS USA PROGRAM IN THE STATE OF WASHINGTON.

THEY JUST GOT A BANNER AT MALLOC TERRORISTS.

I LEARNED ABOUT IT YESTERDAY, AND PART OF THAT WAS, THEIR TINY HOUSE PROJECT WORKING WITH LOW-INCOME HOUSING INSTITUTE IN SEATTLE.

SO AGAIN, SIGNIFICANT GAINS STUDENTS ARE PARTICIPATING AGAIN, THEY'RE REENGAGING IN THOSE EXTENDED LEARNING OPPORTUNITIES.

NEXT SLIDE, PLEASE. SO IN ADDITION TO THOSE, WE HAVE FEDERAL ACCOUNTABILITY, BECAUSE WE RECEIVE FEDERAL FUNDS, IN ADDITION TO STATE FUNDS, AND WE HAVE A VERY UNIQUE MEASURES THAT WE ARE HELD ACCOUNTABLE FOR THAT ARE TIED TO FEDERAL LEGISLATION CALLED PERKINS V, AND IT IS THE FEDERAL VOCATIONAL FUNDING, AND I JUST WANT TO SPEND A LITTLE BIT OF TIME EXPLAINING THAT.

MY GOAL IS TO EXPLAIN IT IN SUCH A WAY THAT I STAY AT THE 25,000 FOOT LEVEL AND NOT GETTING THE WITS.

BUT IT'S IMPORTANT THAT YOU UNDERSTAND THESE MEASURES BECAUSE WE'RE INVOLVED IN ADDRESSING THOSE. NEXT SLIDE.

SO THIS IS, YOU CAN READ THIS WAY BETTER.

BUT WE HAVE THIS UNIQUE THING HAPPENING IN THE FEDERAL LEGISLATION, WERE HELD ACCOUNTABLE FOR WHAT ARE CALLED CONCENTRATORS.

IN THE STATE, OUR FOCUS IS ON WHAT WE CALL PATHWAY COMPLETERS.

IN THE STATE, WE HAVE A DIFFERENT ORGANIZATIONAL SYSTEM THAN THE FEDERAL GOVERNMENT.

SO IN THE STATE, WE ORGANIZE ALL OF OUR PATHWAYS TO MEET WHAT IS CALLED THIS GRADUATION PATHWAY REQUIREMENTS SO THAT STUDENTS CAN USE THEIR CTE PATHWAYS TO MEET ENGLISH LANGUAGE ARTS AND MATH GRADUATION PATHWAY REQUIREMENTS, AND THEY FALL WITHIN SIX DIFFERENT BROAD AREAS.

HOWEVER, AT THE FEDERAL LEVEL, ARE ACCOUNTABILITIES IN CONCENTRATORS WHO ARE STUDENTS WHO HAVE COMPLETED TWO CREDITS IN ONE OF 16 PARTICULAR FEDERAL CAREER CLUSTERS.

WHAT'S UNIQUE ABOUT THAT IS THAT WHILE EVERY ONE OF

[00:55:02]

OUR CTE PATHWAYS IN EDMONDS ALIGNS WITH THE STATE GRADUATION PATHWAYS, AND EVERY STUDENT THAT COMPLETES ONE OF OUR PATHWAYS WILL MEET THEIR GRADUATES AND PEPPER REQUIREMENTS, NOT ALL OF OUR CTE PATHWAYS ALIGN DIRECTLY WITH THE FEDERAL CAREER CLUSTERS.

SO WHAT WE FIND IS THAT SOME OF OUR CTE PATHWAYS HAVE CTE CONCENTRATORS, BUT NOT ALL OF THEM.

SO NEXT SLIDE PLEASE.

SO WHAT THIS REPRESENTS IS AN OVERVIEW OF WHO ARE OUR CTE CONCENTRATORS FOR THE FEDERAL LEGISLATION, AND YOU CAN SEE, AS LISTED HERE, OUT NUMBER ONE AREA IS HEALTH SCIENCE AND EDUCATION AND TRAINING, BUT YOU'LL SEE TO THE RIGHT OF THAT, THAT THOSE REPRESENT VERY SPECIFIC PROGRAMS. FOR INSTANCE, EDUCATION AND TRAINING FOR US IS OUR AMERICAN SIGN LANGUAGE PROGRAM, WHERE WE HAD THIS LAST YEAR, THE CLASS OF 2,249 STUDENTS GRADUATE WITH TWO CREDITS OR MORE IN ASL, 175 IN THE HEALTH CARE PROFESSIONS.

SO ONE OF OUR LARGER PROGRAMS THOUGH, FOR INSTANCE, CULINARY ARTS, WHILE IT FALLS WITHIN THE STATE GRADUATION, YOU WON'T SEE HERE ON THE CLASS BECAUSE OUR PROGRAM DOESN'T ALIGN WITH THE WAY THE FEDERAL GOVERNMENT SET UP THAT CLUSTER.

SO ANYWAY, THAT'S ABOUT AS FAR AS THE WITS I'M GOING TO GO.

BUT JUST TO LET YOU KNOW, WHAT THIS TELLS US HERE IS THAT FOR US, IF WE WANT TO MOVE THE NEEDLE ON SOME OF THE FEDERAL ACCOUNTING ACCOUNTABILITY MEASURES I'M GOING TO SHOW YOU, THESE ARE THE PROGRAMS THAT WE PARTICULARLY FOCUS ON, AND PARTICULARLY THOSE WHERE WE HAVE THE HIGHEST NUMBERS.

SO WHEN I TALK ABOUT THINGS LIKE INDUSTRY CERTIFICATION AND WHERE WE'RE GOING, WHERE WE'RE GOING IS WE'RE GOING TO ADDRESS THOSE UPPER END PROGRAMS WHERE WE HAVE CONCENTRATORS AND REALLY FOCUS ON EMBEDDING NEW CERTIFICATION OPTIONS IN THERE SO WE CAN MOVE THAT NEEDLE.

SO NEXT SLIDE. THIS REPRESENTS A SUMMARY OF HOW WE'RE DOING.

AGAIN, THE DATA IS ALWAYS A YEAR BEHIND, SO WE WON'T HAVE OUR '21 AND '22 DATA UNTIL LATER OCTOBER.

THIS REPRESENTS 2021 DATA, BUT WHERE WE DID REALLY WELL IS IN OUR FOUR-YEAR GRADUATION RATES, OUR CTE CONCENTRATORS, WE HAVE 93.3 PERCENT.

THAT IS REFLECTIVE OF WHAT HAPPENS NATIONALLY.

STUDENTS THAT ARE REALLY FOCUS ON CAREER IN TECH ED PROGRAMS TEND TO HAVE HIGHER GRADUATIONS.

ARE OTHER AREAS WHERE WE DID REALLY WELL ACADEMIC PROFICIENCY IN PLA, WHICH IS BASED ON THE STATE, THE SBA ASSESSMENT, AND COMPLETING THE CTE DUAL CREDIT COURSE, MEANING THAT 99.6 PERCENT OF THOSE STUDENTS SAT THROUGH AND SUCCESSFULLY PASSED A COLLEGE CREDIT BEARING COURSE.

AREAS WHERE WE DIDN'T DO AS WELL.

OUR STUDENTS PROFICIENCY IN SCIENCE AS MEASURED BY OUR STATE SCIENCE ASSESSMENT, AS WELL AS MATHEMATICS.

THOSE MEASURES TEND TO BE DIFFICULT FOR US BECAUSE QUITE OFTEN WE HAVE LITTLE CONTROL OVER THOSE.

BUT WE TRIED TO INFLUENCE THOSE BY APPLIED ACADEMIC INSTRUCTION WITHIN OUR PROGRAMS IN THOSE AREAS.

ANYWAY, THESE ARE SOME OF THE MEASURES THAT WE ALSO WORK ON AND WILL CONTINUE TO WORK ON AS PART OF OUR PLAN. NEXT SLIDE, PLEASE.

NOW I JUST WANT TO CLOSE OUT BEFORE I PUT UP FOR QUESTIONS AROUND TO SOME OF THESE KEY AREAS THAT CAME OUT OF OUR PROGRAM REVIEW THAT WE'RE REALLY GOING TO FOCUS ON THIS YEAR AND BEYOND.

NEXT SLIDE PLEASE. THE FIRST IS AROUND EQUITY AND STUDENT ACCESS.

WHAT WE SAW FROM THE DATA IS THAT OVERALL THE MAJORITY OF OUR CTE PATHWAYS, PROPORTIONALITY IN TERMS OF ENROLLMENT BY DEMOGRAPHIC AND SPECIAL POPULATIONS ARE FAIRLY CONSISTENT WITH THE DISTRICT POPULATION AND PERCENTAGES IN THOSE GROUPS.

BUT NOT ALL OF THEM, WE HAVE SOME THAT ARE UNDERREPRESENTED IN SOME SPECIAL POPULATIONS.

WE WANT TO LOOK AT THAT.

WE WANT TO ADDRESS THAT, WE WANT TO CORRECT IT.

WE ALSO, ONE OF THE MEASURES THAT WERE HELD ACCOUNTABLE FOR IS WHAT IS CALLED NON TRADITIONAL ENROLLMENT.

THAT IS, FOR INSTANCE, THE PERCENTAGE OF FEMALES IN TYPICALLY MALE-DOMINATED PROFESSIONS AND VICE VERSA, THAT THE STATE HAS SAID THEY WANT US TO HAVE 50 PERCENT AND SO WE HAVE SOME WHERE WE'RE NOT EVEN CLOSE.

OUR WORK IS TO WHAT CAN WE DO TO ENCOURAGE MORE YOUNG WOMEN TO ENTER FIELDS SUCH AS CONSTRUCTION IN THE TRADES.

AS WELL AS AN EXAMPLE OF YOUNG MEN TO PURSUE

[01:00:02]

MORE PROFESSIONS THAT MAY NOT NECESSARILY BE MALE-DOMINATED WHERE THEY'RE UNDERREPRESENTED, SO WE'LL WORK ON THAT.

THE OTHER THING IN THIS AREA IS WE SURVEYED ALL OF OUR STAFF IN TERMS OF WHAT SUPPORT DO YOU NEED WHEN IT COMES TO SERVING STUDENTS AS YOU LOOK OVER THE NEXT FOUR YEARS.

IN TERMS OF STUDENTS, PARTICULARLY WHAT WE CALL OUR MULTILINGUAL EDUCATION STUDENTS OR STUDENTS WITH LIMITED ENGLISH PROFICIENCY.

IF YOU KNOW, CAREER TECHNICAL EDUCATION, YOU KNOW THAT MUCH OF THE READING MATERIAL THAT IS IN OUR PROGRAM IS HIGHLY TECHNICAL.

IN FACT, AT ONE TIME I READ SOMETHING THAT AUTOMOTIVE TEXTS CAN BE AS COMPLEX AS TEXT YOU WOULD STUDY IN LAW SCHOOL.

OUR TEACHERS REALLY COMMUNICATED CLEARLY TO US THAT THEY NEEDED TRAINING AND SUPPORT ON HOW CAN THEY SUPPORT STUDENTS THAT DON'T SPEAK AND READ ENGLISH WELL TO BE SUCCESSFUL? HOW CAN THEY DIFFERENTIATE AND MODIFY MATERIALS AND INSTRUCTION TO BE ABLE TO HELP THE STUDENTS FEEL INCLUDED IN CONNECTED AND SUCCESSFUL.

THAT'S A REAL CHALLENGE FOR THEM AND THEY ACKNOWLEDGED THAT.

THAT IS ONE AREA THAT WE'RE GOING TO WORK ON NOT ONLY THIS YEAR, BUT IT'S PART OF OUR LONG-TERM PLAN TO PROVIDE THAT TRAINING AND RESOURCES AND SUPPORT TO OUR INSTRUCTORS SO THAT ALL STUDENTS CAN BE SUCCESSFUL IN OUR CTE PROGRAMS. NEXT SLIDE, PLEASE. PROGRAM ADVISORY COMMITTEES JUST REALLY QUICKLY ON THIS.

ONE OF THE THINGS THAT HAPPENED WITH COVID IS THAT WE BECAME DISCONNECTED WITH MANY OF OUR COMMUNITY MEMBERS AND MANY OF OUR ADVISORY COMMITTEES LOST MEMBERSHIP, AND SO WE'RE BACK INTO THE RECRUITMENT MODE.

WE'RE LOOKING FOR MORE COMMUNITY INVOLVEMENT AND TO PARTICIPATE IN THESE DIFFERENT AREAS, SO WE'LL BE DOING A LOT OF OUTREACH HERE. NEXT SLIDE, PLEASE.

THESE NEXT TWO AREAS AROUND CAREER CONNECTED LEARNING ARE AREAS WHERE WE'RE REALLY EXCITED ABOUT THE DIRECTION WE GO.

AS I MENTIONED EARLIER, WE HAVE THESE CLASSROOM EMBED AND WORK-BASED LEARNING ACTIVITIES THAT WE ARE WORKING ON AND WILL CONTINUE TO WORK ON.

WE HIT 81 PERCENT LAST YEAR, WE'RE GOING TO HIT 90 PERCENT THIS YEAR AND THAT WILL BE A MAJOR FOCUS.

BUT WE'RE ALSO EXPANDING THAT.

WE HAVE VERY AMBITIOUS CALENDAR OF EVENTS THAT ARE GOING TO OCCUR THROUGHOUT THE YEAR THAT INVOLVE MONTHLY PRESENTATIONS WHETHER IT'D BE VIRTUAL OR PANEL.

IN EACH OF OUR SECONDARY SCHOOLS, WE'RE BRINGING IN SPECIAL EVENTS THAT WE'RE HOSTING THE DISTRICT.

ONE IS CALLED TRADE UP, WHICH IS A PROGRAM THAT IS FOCUSED AROUND THE TRADES WHERE WE WILL BRING DIFFERENT TRAITS ONTO ONE OF OUR CAMPUSES, AND STUDENTS WILL BE ABLE TO GET HANDS-ON EXPERIENCE WITH DIFFERENT OPTIONS IN THE TRADES.

BUT WE JUST MET WITH OUR CAREER CENTER SPECIALISTS FROM THE HIGH SCHOOL YESTERDAY AND JUST STARTED LAUNCHING THIS, SO THAT WILL BE HAPPENING THIS YEAR.

WE ALSO JUST RECEIVED A GRANT WITH THE WASHINGTON ALLIANCE FOR BETTER SCHOOLS TO PROVIDE INDUSTRY TOURS FOR JUNIORS AND SENIORS WHO ARE FARTHEST FROM EDUCATIONAL JUSTICE AND OPPORTUNITY, SO WE'RE GOING TO BE FOCUSING HEAVILY ON THAT.

THE GRANT PAYS FOR EVERYTHING, THEY PAY FOR THE BUSES, THEY PAY FOR THE SUBS, THEY PAY FOR THE FOOD, THEY PAY FOR ALL OF IT.

WE JUST HAVE TO GET THE STUDENTS.

IT'S A GREAT THING AND IF IT'S VERY ONE, OUR MISSION.

THEN THE LAST THING I MENTIONED IS WHAT WE CALL THE MAYORS CHALLENGE.

WE JUST FINISHED MEETING WITH THE CITY OF LYNNWOOD, MAYOR FRIZZELL AND THEIR PUBLIC WORKS DEPARTMENTS AROUND SETTING UP PROJECTS THAT ARE AUTHENTIC PROJECTS THAT THE CITY OF LYNNWOOD IS FACING AS A PUBLIC WORKS DEPARTMENT THAT STUDENTS CAN ENGAGE IN AND WORK AS TEAMS WITH A MENTOR FROM THE PUBLIC WORKS DEPARTMENT.

THAT IS ABOUT TO LAUNCH, WE'RE ABOUT TO LAUNCH THAT AGAIN, STARTING IN OCTOBER.

WE HAVE THIS TWO OR THREE YEARS AGO PRE-COVID AND IT WAS ONE OF THE MOST WEALTHY AND SUCCESSFUL ACTIVITIES THAT THE CITY OF LYNNWOOD EVER ENGAGED WITH, AND SO THERE'S SO EXCITED TO RE-ENGAGE WITH US.

SOME OF THE PROJECTS FROM TWO YEARS AGO, THEY ACTUALLY ADOPTED THE STUDENT'S SOLUTION, PARTICULARLY AROUND DEALING WITH SOUND TRANSIT AND TRANSPORTATION.

ANYWAY, THAT IS SOMETHING THAT IS UNDERWAY AND MAYOR FRIZZELL HAS ASSURED ME THAT WHEN SHE MEETS WITH OTHER MAYORS, SHE WILL THROW DOWN THE GAUNTLET AND SAY, "LOOK, IF THE CITY OF LYNNWOOD IS GOING TO DO THIS [INAUDIBLE], AND THE CITY OF EDMOND.

WE'RE EXCITED ABOUT THIS DIRECTION AND WHERE IT'S GOING TO GO.

NEXT ONE, PLEASE. THEN FINALLY THE AREA OF WORK SITE LEARNING.

[01:05:01]

THIS IS AGAIN, GETTING THOSE STUDENTS OUT INTO INTERNSHIPS.

WE HAVE BEEN WORKING CLOSELY WITH OUR FOUNDATION AND DIFFERENT FUNDERS WHO ARE PROVIDING FUNDING TO BE ABLE TO ASSIST BUSINESSES IN HIRING INTERNS SO THAT THE BUSINESSES, PARTICULARLY SMALLER BUSINESSES, DON'T HAVE TO CARRY THE BURDEN OF FINDING FUNDS TO PAY FOR ENTRANCE.

THEY WANT TO HAVE INTERNS, BUT THEY DON'T NECESSARILY HAVE THE FUNDS.

WE ARE ACTUALLY GOING TO BE PILOTING THIS YEAR WHAT WE CALL AN ON-THE-JOB TRAINING INTERNSHIP CLASS WITH THIS MODEL, WITH THE FOUNDATION, OUR LOCAL BUSINESS PARTNERS FOR OUR JUNIORS AND SENIORS AT SCRIBER LAKE HIGH SCHOOL AND OTHER HIGH SCHOOLS AS WELL.

WE ALSO ARE GOING TO BE LAUNCHING IN THE SUMMER OF 2023 WHAT WE CALL INTERNSHIP CONNECT, WHICH IS GOING TO BE A SUMMER INTERNSHIP PROGRAM FOR HIGH SCHOOL STUDENTS.

WE'RE IN THE PROCESS OF GETTING THOSE LINED UP, AND STUDENTS WILL START SIGNING UP FOR THOSE IN THE SPRING.

AGAIN, THOSE WILL BE PAID INTERNSHIP EXPERIENCES FOR STUDENTS.

THEN JUST A COUPLE OF OTHER ITEMS, WE OUR EXPANDING OUR PARTNERSHIP WITH T-MOBILE.

RIGHT NOW IT'S BEEN FOCUSED REALLY AROUND WHAT THEY CALL FULL STACK WEB DEVELOPMENT.

RIGHT NOW THEY'RE VERY EXCITED ABOUT PARTNERING WITH US AROUND CYBERSECURITY AND SO WE'RE GOING TO BE EXPANDING OPPORTUNITIES.

IT JUST SO HAPPENS THAT THE EDMONDS COLLEGE HAS ONE OF THE BEST CYBERSECURITY PROGRAMS IN THE NATION.

IT JUST RECEIVED A HUGE GRANT.

WELL, THERE WAS ONE DISTRICT IN THE STATE OF WASHINGTON THAT ACTUALLY HAS ADOPTED THEIR CURRICULUM AS PART OF THEIR HIGH SCHOOL CURRICULUM AND PARTNERS WITH THEM.

GUESS WHO THAT IS? THAT'S US.

FOR US, THAT'S GOING TO OPEN A DOOR FOR OUR CYBERSECURITY STUDENTS TO BE ABLE TO GET INTO THIS NEW PATH WITH T-MOBILE AND GET LAUNCHED INTO THAT CAREER FIELD EARLY WITH OPPORTUNITIES FOR INTERNSHIPS AND SUCH.

ANYWAY, WE'RE REALLY EXCITED ABOUT THE DIRECTION.

THE LAST SLIDE, PLEASE.

IN INDUSTRY RECOGNIZED CERTIFICATION.

AGAIN, WE'LL BE FOCUSING ON THIS AND I MENTIONED THAT TO YOU AS WELL.

THIS YEAR WE'LL BE FOR ALL OF OUR CTE HEALTH CLASSES WHICH ARE AT RIGHT NOW WE TEACH AT EDMONDS WOODWAY AND THEN IN HIGH SCHOOL WE TEACH ALL OF THE HEALTH.

EVERY ONE OF THOSE STUDENTS WILL BE CERTIFIED IN FIRST DAY.

THEY WILL ACTUALLY LEAVE THEIR HEALTH CLASS WITH FIRST AID CPR CERTIFICATION.

WE'RE ALSO LOOKING AT PILOTING A NEW BIOTECH MISSION ASSISTANT CREDENTIAL.

THIS IS SOMETHING THAT CAME OUT OF FLORIDA THAT IS NEW TO THE STATE OF WASHINGTON.

THERE ARE ONLY A COUPLE OF SCHOOL DISTRICTS THAT ARE GOING TO BE PART OF THE PILOT, WE ARE LOOKING TO BE ONE OF THOSE.

AGAIN, THAT WOULD BE THROUGH OUR BIOTECHNOLOGY PROGRAM.

THEN AGAIN, WE'RE GOING TO BE EXPANDING THESE CREDENTIALS INTO SOME OF THESE OTHER PROGRAMS THAT I'VE LISTED THERE THAT WILL HELP US MOVE THAT FEDERAL NEEDLE IN TERMS OF MEETING THOSE TARGETS FROM THE STATE.

NEXT SLIDE, PLEASE. OBVIOUSLY YOU KNOW ME WELL ENOUGH, I COULD TALK FOREVER, BUT I WON'T.

BUT I JUST WANTED TO THANK YOU, I WANT TO THANK YOU FOR ALL YOUR SUPPORT AND COMMUNITY.

YOU HAVE THE BEST CAREER AND TECHNICAL EDUCATION [INAUDIBLE].

WE'RE PRODUCING A WORKFORCE THAT IS GETTING OUT THERE AND FILLING THOSE JOBS AND KEEPING THIS COMMUNITY GOING.

THANK YOU TO OUR BOARD FOR SUPPORTING THOSE PROGRAMS BECAUSE WITHOUT THAT SUPPORT, THIS WOULDN'T HAPPEN.

WITH THAT, I WILL STOP AND OPEN IT UP FOR ANY QUESTIONS THAT YOU MAY HAVE.

>> THANK YOU, MARK. AS ALWAYS, YOUR REPORT IS COMPREHENSIVE, DETAILED, AND VERY INFORMATIVE.

[APPLAUSE] ARE THERE ANY QUESTIONS OR COMMENTS FROM STUDENT ADVISORS AND OR BOARD MEMBERS?

>> I'VE GOT ONE.

>> WELL, I JUST WANTED TO MARK YOU COULD JUST KEEP TALKING BECAUSE AS YOU CONTINUE TO TALK ABOUT THIS PROGRAM, IT'S SO EXCITING.

ALL THE MOVES, I WAS A LITTLE CONCERNED WHEN WE'RE IN COVID.

I THINK YOU'VE JUST COME RIGHT BACK.

I'VE ALSO HEARD A LOT OF EXCITEMENT OVER TRADE UP COMING BACK.

IT'S BEEN A NUMBER OF YEARS AND SO THERE'S A LOT OF EXCITEMENT.

THEN THE PUBLIC WORKS THERE WAS A FAIR ON 44TH AND LYNNWOOD PUBLIC WORKS WAS OUT THERE AND THEY'RE PRETTY EXCITED TO MOVE FORWARD WITH THIS TOO.

I'M LOOKING FORWARD TO THIS MARRIAGE CHALLENGE.

>> ABSOLUTELY.

>> YEAH, MARK, ALTHOUGH I'M AN ENGINEER BY TRADE, I'VE ALWAYS BEEN A REALLY STRONG ADVOCATE FOR THE ARTS.

WE'VE HAD STEM PROGRAMS, WHICH IS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH ACROSS THE DISTRICT FOR NUMBER OF YEARS.

I SAW IN YOUR FIRST SLIDE, YOU HAVE A STEAM PROGRAM WHICH IS S-T-E-A-M,

[01:10:01]

WHICH HAS ARTS IN THE STEM CURRICULUM.

COULD YOU EXPLAIN WHAT THAT PROGRAM IS AT LYNNWOOD HIGH AND HOW IT'S DIFFERENT FROM THE BASIC STEM PROGRAMS AT OTHER SCHOOLS?

>> YES. LYNNWOOD HIGH SCHOOL ABOUT TWO YEARS AGO, AND A LOT OF IT WAS LOOKING AT THE SUCCESS THAT MOUNTLAKE TERRACE HIGH SCHOOL HAD WITH THEIR STEM PROGRAM, BUT LYNNWOOD HIGH SCHOOL REALLY WANTED TO INCORPORATE MUCH MORE OF THE ARTS, AND SO THEY CAME UP WITH THE STEAM PROGRAM.

WE SPENT TWO YEARS AS A TEAM AND JUST BUILDING SOMETHING THAT FIT LYNNWOOD HIGH SCHOOL IN THE CULTURE, BUT THAT EMBRACE THE VALUES OF INCLUSION AND THE ARTS.

THEIR PROGRAM, THEY HAVE FOUR PATHS.

THEY ARE COMPUTER SCIENCE ENGINEERING, THAT'S ONE, HEALTH SCIENCES, ENVIRONMENTAL SCIENCE, AND ADVANCED MANUFACTURING.

BUT WITHIN THOSE PATHS, STUDENTS TAKE TWO FULL CREDITS OF ARTS AS PART OF THE PATH, WHEREAS IN OTHERS THEY ONLY TAKE ONE, AND SO THE INTENT THERE IS THEY REALLY WANT STUDENTS TO GET NOT ONLY THAT IMMERSION IN THE SCIENCE, TECHNOLOGY, AND ENGINEERING, BUT THEY ALSO DON'T WANT TO SACRIFICE THE ARTS FOR THAT.

IN FACT, WE JUST LAUNCHED REGISTRATION FOR THAT NEW PROGRAM THIS PAST REGISTRATION CYCLE, SO STUDENTS ARE JUST STARTING IT THIS YEAR AND IT WILL ADD.

THEY ARE STARTING AS 9TH AND 10TH GRADERS AND SO WE'LL SEE FULFILLMENT OF IT IN ABOUT TWO YEARS.

>> WELL, I APPLAUD YOU AND LHS FOR THAT.

I THINK IT'S ABSOLUTELY FANTASTIC.

>> LYNNWOOD ONLY AT THIS POINT, BUT WITH THAT, I WILL SAY IT WILL BE A MAGNET PROGRAM SO IF STUDENTS ARE INTERESTED IN GOING TO LYNNWOOD FOR THE STEAM PATHWAYS, THEY CAN.

MUCH LIKE THEY CANNOT MOUNTLAKE TERRACE HIGH SCHOOL, WHERE WE HAVE STEM PATHWAYS.

>> WE DON'T TYPICALLY HAVE INTERACTION AT THIS POINT BETWEEN THE PUBLIC AND OUR PRESENTERS.

ANY OTHER COMMENTS FROM OUR STUDENTS OR OTHER BOARD DIRECTORS?

>> I WOULD JUST ADD MY KUDOS.

THE PROGRAM IS JUST INCREDIBLE AND YOU'RE INCREDIBLE AND WE SO APPRECIATE YOU AND I APPRECIATE WHAT YOU'RE DOING FOR OUR STUDENTS.

MY ONE QUESTION THAT I THINK I ASKED ALL THE TIME IS, IN WHAT OTHER WAYS CAN THE BOARD SUPPORT YOU? YOU DON'T HAVE TO ANSWER NOW, BUT WE ARE ALWAYS OPEN TO HEARING BECAUSE WE'RE VERY AIRED.

I'M GUESSING WE'RE ALL VERY SUPPORTIVE.

[LAUGHTER]

>> THANK YOU VERY MUCH, I APPRECIATE THAT. THANK YOU FOR THE TIME.

>> MARK, I HAD ONE VERY MINOR COMMENT.

>> YES.

>> YOU'LL KNOW WHERE IT'S COMING FROM.

BUT ANYWAY, I NOTICED BECAUSE ONE OF YOUR INDICATORS THAT WAS LOW IS THE STATE SCIENCE ASSESSMENT.

I'M WONDERING TO WHAT EXTENT THAT'S REALLY IMPACTED BY LOW PARTICIPATION AS OPPOSED TO HAVING TAKEN THE TEST AND SCORED LOW.

I'M WONDERING IF THERE'S A WAY TO INCENTIVIZE THE CTE STUDENTS TO TAKE THE TEST BY SAYING IT'S IMPORTANT FOR OUR CTE PROGRAM OR WHATEVER, BUT I DON'T KNOW IF YOU LOOKED AT THAT.

BUT I KNOW YOU'RE AWARE THAT THAT'S GOING TO IMPACT THE SCORES BECAUSE IF A STUDENT DIDN'T TAKE IT, THEY'RE COUNTED AS NOT HAVING MET STANDARD.

>> YEAH, AND I THINK VERY MUCH THAT AS A FACTOR IN THIS, PLUS ALSO THAT THOSE MEASURES, THAT COHORT, THAT'S THE COVID COHORT.

WE TAKE THAT AS PART OF THAT.

IT WILL BE INTERESTING TO SEE AS IT GOES UP IF WE HAVE MORE STUDENTS TESTING.

>> BUT WE DID. THE STATE HAD HIGHER PERCENTAGES, SO SOMEHOW OTHER PLACES GOT THEIR KIDS TO TAKE IT?

>> YEAH.

>> SMALL COMMENT, BUT IT'S STILL I'D LOVE TO KNOW HOW WELL THEY REALLY DO IN SCIENCE.

>> I WILL TOO. [LAUGHTER]

>> THANK YOU SO MUCH AS ALWAYS, IT'S A WONDERFUL REPORT AND YOU DO GREAT WORK AND WE REALLY APPRECIATE YOU AND EVERYTHING YOUR STAFF DOES.

>> THANK YOU. I APPRECIATE.

THANK YOU FOR TIME, I APPRECIATE IT.

[APPLAUSE]

>> NEXT ON THE AGENDA IS THE PUBLIC HEARING.

[12. PUBLIC HEARING- 8:00 pm]

WE WILL NOW RECESS OFFICIALLY THE REGULAR MEETING AND OPEN A PUBLIC HEARING TO ACCEPT TESTIMONY REGARDING THE 2022-2027 CAPITAL FACILITIES PLAN.

PUBLIC COMMENT DURING THIS HEARING IS LIMITED TO COMMENTS ABOUT THIS PLAN SPECIFICALLY.

I'M GOING TO ASK MATT FINCH,

[01:15:03]

WHO IS OUR DIRECTOR OF FACILITIES OPERATIONS, TO GIVE US A BRIEF SUMMARY OF THE PLAN.

HI, MATT. THANKS SO MUCH FOR COMING.

>> ABSOLUTELY. THANKS FOR HAVING ME.

I'LL KEEP THIS RELATIVELY BRIEF.

THIS IS A COMPLICATED TOPIC THAT COULD LAST LONGER THAN MARK'S WONDERFUL PRESENTATION.

IN GENERAL, THE CAPITAL FACILITIES PLAN FOR THOSE OF YOU THAT KNOW, EVERY TWO YEARS WERE REQUIRED BY THE COUNTY TO UPDATE THIS.

THIS IS ALL PART OF THE BIGGER GROWTH MANAGEMENT ACT TO BASICALLY MANAGE POPULATION GROWTH ACROSS THE COUNTIES SPECIFICALLY, BUT THE STATE DICTATES THAT.

THE CAPITAL FACILITIES PLAN IS AN INVENTORY OF DISTRICT-OWNED FACILITIES, CURRENT STUDENT ENROLLMENT, SIX-YEAR, AND 20-YEAR PROJECTED STUDENT ENROLLMENT AND IT ANALYZES THE IMPLICATIONS OF THAT DATA FOR FACILITIES NEEDS.

IN OTHER WORDS, DO WE HAVE ADEQUATE CAPACITY TO HOUSE CURRENT AND FUTURE STUDENTS? GIVEN THIS IS A TWO-YEAR CYCLE THAT WE UPDATE, THE SHORT ANSWER IS YES, WE DO HAVE ADEQUATE CAPACITY.

YOU LOOK FURTHER BEYOND THAT, IT GETS QUITE INTERESTING.

ONE OF THE THINGS TO NOTE IS MANY OF THE LOCAL JURISDICTIONS, INCLUDING THE COUNTY ARE GOING THROUGH A PRETTY COMPREHENSIVE UPDATE TO THEIR PLANNING, SO IN 2024, THAT WILL BE UPDATED AGAIN AT BOTH THE LOCAL AND THE COUNTY LEVELS.

THAT'S GOING TO ALIGN REALLY WELL WITH OUR PLAN MOVING FORWARD WITH POTENTIALLY A FUTURE CONSTRUCTION BOND MEASURE, AND SO WE'RE GOING TO DIVE REALLY DEEP INTO THIS DATA AS WE MOVE FORWARD ALONG THAT PROCESS.

THERE'LL BE, I'M SURE, MANY MEETINGS WITH YOU ALL, WHETHER IT'D BE STUDY SESSIONS OR OTHER FORUMS TO DISCUSS THE IMPLICATIONS THERE.

SPECIFICALLY FOR THIS HEARING, SO PART OF THE CAPITAL FACILITIES PLAN WE'RE REQUIRED BY SEPA, THE STATE ENVIRONMENTAL PROTECTION ACT TO HAVE A PUBLIC HEARING.

THAT BASICALLY SAYS WE'VE ANALYZED THIS CURRENT CAPITAL FACILITIES PLAN AND ANY POTENTIAL IMPACTS TO THE ENVIRONMENT.

PART OF THAT THEN COMES WHAT WE REFER TO AS A DETERMINATION OF NONSIGNIFICANT, AND I'LL READ THIS BECAUSE IT'S A TONGUE TWISTER, BUT IT BASICALLY STATES THAT THIS CAPITAL FACILITIES PLAN DOES NOT HAVE A PROBABLE SIGNIFICANT ADVERSE IMPACT ON THE ENVIRONMENT.

TECHNICALITIES IS PART OF THAT WHOLE SEPA PROCESS, BUT IT'S VERY COMMON AND THIS IS A NON-PROJECT SEPA.

AS WE MOVE FORWARD AND HOPEFULLY CONTINUE TO BUILD SCHOOLS OR REPLACE SCHOOLS, THERE'S PROJECT-SPECIFIC SEPA PROCESS THAT WE FOLLOW IN ANY MITIGATING MEASURES, IF THERE'S ENVIRONMENTAL IMPACTS IN THAT REGARD.

I DON'T KNOW IF THIS IS MORE THAN WHAT YOU WANTED TO HEAR AT THIS STAGE, BUT THIS IS ON THE AGENDA FOR NEW BUSINESS ITEMS TO FORMALLY ADOPT.

I WILL NOTE THAT THERE IS SOME MINOR DISCREPANCIES WITHIN THE DATA THAT'S PROVIDED IN HERE.

WE'VE REVIEWED IT WITH THE COUNTY AND IT'S NOMINAL, AND SO GIVEN THAT WE UPDATE THIS EVERY TWO YEARS, IT SHOULD BE ADOPTED.

FRANKLY, SO I WILL EXPECT FROM YOU FOLKS.

>> GREAT. NOW THE REPORT LOOKED VERY COMPREHENSIVE PLAN.

AARON, HAVE THERE BEEN ANY PEOPLE SIGNING UP TO MAKE A COMMENT? NO. IS THERE ANYBODY WHO AT THIS POINT HAS A QUESTION OR A COMMENT ABOUT OUR CAPITAL FACILITIES PLAN, INCLUDING BOARD DIRECTORS? STUDENTS? THANK YOU.

SEEING THAT THERE ARE NO MEMBERS OF THE PUBLIC WHO WISH TO TESTIFY CONCERNING THIS MATTER, THE PUBLIC HEARING IS NOW FORMALLY CLOSED.

>> DO I ASK A QUESTION? I'M SORRY.

>> TONY, YOU DID THIS LAST TIME ALSO.

I'M SORRY. I MADE IT QUITE CLEAR.

IT'S NOW OFFICIALLY CLOSED.

IF YOU HAVE A QUESTION, I SUGGEST MAYBE THAT YOU GO TALK TO MATT.

I'M SURE HE'D BE HAPPY TO TALK TO YOU ONE-ON-ONE AND ANSWER ANY QUESTIONS THAT YOU HAVE.

THANK YOU. WE WILL NOW RECONVENE THE REGULAR MEETING.

NEXT ON THE AGENDA IS NEW BUSINESS AND

[13. NEW BUSINESS 8:10 pm]

THE FIRST ONE IS A SINGLE READING FOR US TO APPROVE THE CAREER AND TECH ED PROGRAM REVIEW AND FOUR-YEAR PLAN OF WORK FOR 2022-2026.

DO I HEAR A MOTION AND A SECOND TO APPROVE?

>> SO MOVED.

>> I SECOND.

>> IS THERE ANY DISCUSSION?

[01:20:03]

HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.

>> DIRECTOR SMITH.

>> AYE.

>> DIRECTOR NOBLE.

>> AYE.

>> DIRECTOR CHASE.

>> AYE.

>> DIRECTOR KILGORE.

>> AYE.

>> DIRECTOR KATIMS.

>> AYE, AND THE CAREER AND TECH ED PROGRAM REVIEW ON FOUR-YEAR PLAN OF WORK FOR 2022-2026 IS APPROVED.

NEXT ON THE AGENDA IS APPROVING ASSURANCES FOR THE YEARLY UPDATE TO THE CARL D. PERKINS CAREER AND TECH ED APPLICATION FOR OUR ADMIN SCHOOL DISTRICT CAREER AND TECH ED FOR 2022-2023.

DO I HEAR A MOTION AND A SECOND TO APPROVE?

>> MOVE TO APPROVE.

>> SECOND.

>> IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.

>> DIRECTOR SMITH.

>> AYE.

>> DIRECTOR NOBLE.

>> AYE.

>> DIRECTOR CHASE.

>> AYE.

>> DIRECTOR KILGORE.

>> AYE.

>> DIRECTOR KATIMS.

>> AYE.

THE APPROVAL OF ASSURANCES FOR THE YEARLY UPDATE IS APPROVED.

NEXT ON THE AGENDA IS A SINGLE READING TO ADOPT THE 2022 TO 2027 CAPITAL FACILITIES PLAN.

DO I HEAR A MOTION TO APPROVE AND A SECOND?

>> I MOVE TO APPROVE.

>> SECOND.

>> I'VE HEARD OF MOTION TO APPROVE AND A SECOND.

[NOISE] EXCUSE ME, IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.

>> DIRECTOR SMITH.

>> AYE.

>> DIRECTOR NOBLE.

>> AYE.

>> DIRECTOR JANE.

[INAUDIBLE]

>> AYE.

>> DIRECTOR NANCY.

>> AYE. THE ADOPTION OF THE 2022 TO 2027 CAPITAL FACILITIES PLAN IS APPROVED.

NEXT IS A FIRST READING, WHICH MEANS THERE'S NO ACTION TONIGHT OF NEW BOARD POLICY 5515, WHICH HAS TO DO WITH WORKFORCE SECONDARY TRAUMATIC STRESS.

THERE IS NO VOTE.

IS THERE ANY DISCUSSION? ROB?

>> I HAVE NO PRESENTATION, I'M JUST HERE TO ANSWER QUESTIONS.

>> OKAY. WELL, I HAVE ONE COMMENT WHICH IS I AM REALLY THRILLED TO SEE THAT WE HAVE SOMETHING LIKE THIS FOR STAFF THAT WE'RE DOING.

BECAUSE WE REGULARLY AND RIGHTFULLY TALK ABOUT THIS FOR STUDENTS ON A REGULAR BASIS AND RECOGNIZE IT.

BUT THE FACT THAT WE'RE PUTTING THESE SUPPORTS IN PLACE FOR STAFF, I THINK IS REALLY IMPORTANT AND I JUST WANTED TO ACKNOWLEDGE THAT I THINK IT'S EXCELLENT FOR US TO RECOGNIZE AND SUPPORT AND PROVIDE THESE RESOURCES FOR OUR STAFF.

ANY OTHER QUESTIONS, COMMENTS, DISCUSSION? [BACKGROUND] I THINK WE'RE GOOD.

THANK YOU VERY MUCH.

>> THANK YOU.

>> NEXT ON THE AGENDA IS AGAIN A FIRST READING, BUT NO ACTION ON NEW POLICY 3411, ACCOMMODATING STUDENTS WITH SEIZURE DISORDERS.

IS THERE ANY DISCUSSION?

>> I JUST WANTED TO ASK BECAUSE I'M NOT SURE IF SOMEBODY HERE HAS TO ANSWER THIS OR NOT, BUT DO WE ALREADY HAVE A POLICY LIKE THIS, OR IS THIS TOTALLY NEW BECAUSE WHEN I OPENED IT, IT HAD A COUPLE OF CHANGES ON IT.

I'M JUST CURIOUS IF WE'RE JUST UPDATING EXISTING POLICY OR CREATING A NEW ONE?

>> YES. WE DO HAVE A POLICY NOW AND THIS IS THE UPDATED ONES TO POLICY.

>> THANKS, DANA.

>> YOU BET.

>> ANY OTHER QUESTIONS OR COMMENTS? THANK YOU VERY MUCH.

NEXT ON THE AGENDA IS, AGAIN A FIRST READING AND NO ACTION OF REVISED POLICY 30 TO 41 ON STUDENT DISCIPLINE.

ARE THERE ANY QUESTIONS OR COMMENTS OR DISCUSSION? I HAVE A QUESTION, I KNOW FROM THE PAST THAT THERE ARE TIMES WHEN A GIVEN INFRACTION MIGHT BE TREATED DIFFERENTLY FROM ONE SCHOOL TO ANOTHER SCHOOL OR FROM ONE STUDENT TO ANOTHER STUDENT WITHIN THE SAME SCHOOL.

I'M INTERESTED IN KNOWING WHAT STRATEGIES WE'RE DEVELOPING, THE STAFF ARE DEVELOPING IN ORDER TO HELP MAKE THESE KINDS OF DECISIONS AND CONSEQUENCES FOR INFRACTIONS TO BE MORE CONSISTENT ACROSS SO THAT IT DOESN'T MATTER WHAT SCHOOL YOU'RE IN.

FOR EXAMPLE, IF YOU DO SOMETHING, I'M THINKING OF NOT REALLY SEVERE INFRACTIONS, BUT THINGS LIKE CURSING AT A STAFF MEMBER OR SOMETHING LIKE THAT,

[01:25:04]

WHICH I THINK MIGHT BE TREATED DIFFERENTLY DEPENDING ON THE STUDENT WHO DOES IT OR THE SCHOOL WHERE IT HAPPENS.

>> I'M HAPPY TO RESPOND TO THAT. GOOD EVENING, EVERYBODY.

AS PART OF THE DEVELOPMENT OF THIS POLICY, THERE'S AN ACCOMPANYING PROCEDURE THAT PROVIDES SCHOOLS WITH THE GUIDANCE FOR HOW TO DO THIS AND HOW TO ACTUALLY IMPLEMENT THE POLICY.

THIS GOES BACK ALL THE WAY TO 2019 WHEN OSPI IN THE STATE OF WASHINGTON IMPLEMENTED SIGNIFICANT CHANGES TO HOW SCHOOLS APPROACH SCHOOL DISCIPLINE.

BUT IN THIS MOST RECENT POLICY REVISION, ONE OF THE THINGS THAT WE'VE ADDED IS, FOR LACK OF A BETTER TERM, WE CALL IT A MATRIX.

IT REALLY PROVIDES STUDENTS WITH THE GUARDRAILS AROUND WHICH HOW THEY SHOULD APPROACH A SITUATION LIKE YOU'RE DESCRIBING DR. K. TIMES, WHERE A STUDENT ENGAGES IN SOME PROFANITY DIRECTED AT A STAFF MEMBER.

THE SCHOOL IS PROVIDED WITH A RANGE, A CONTINUUM OF RESPONSES, BUT THEY ALL FALL WITHIN THIS NEWLY ADOPTED GUIDELINES AROUND HOW [INAUDIBLE] WOULD LIKE US TO TRY TO RESPOND TO STUDENTS.

IT PROVIDES MORE CONSISTENCY, I THINK, IN TERMS OF HOW SCHOOL IS GOING TO RESPOND, BECAUSE WE REALLY WANT THEM TO RESPOND, AS YOU'RE SAYING, IN A MUCH MORE CONSISTENT MANNER.

I WILL ALSO SAY HOWEVER, THAT PART OF THE NEW LANGUAGE AROUND STUDENT DISCIPLINE ALSO REFERS TO OUR ADMINISTRATORS USING THEIR PROFESSIONAL JUDGMENT AND WHAT THEY KNOW ABOUT STUDENTS TO HELP THEM APPLY APPROPRIATE INTERVENTIONS WHEN STUDENTS ARE MISBEHAVING.

AS AN EXAMPLE, WE ASKED ADMINISTRATORS TO CONSIDER WHAT THEY CALL AGGRAVATING AND MITIGATING FACTORS WHEN YOU'RE LOOKING AT HOW A STUDENT RESPONDS.

YOU MAY HAVE TWO STUDENTS WHO DO THE EXACT SAME RESPONSE, BUT BECAUSE OF WHAT I KNOW ABOUT A STUDENT, LET'S SAY I KNOW THAT STUDENT HAD A SIGNIFICANT LOSS IN THEIR FAMILY A WEEK AGO, I MIGHT ADDRESS THAT STUDENTS DIFFERENTLY THAN A STUDENT THAT HASN'T HAD THAT SAME SET OF CIRCUMSTANCES.

IT REALLY IS TRYING TO GET MORE TO, WE'RE MOVING AWAY FROM A ZERO-TOLERANCE APPROACH TO DISCIPLINE TO MUCH MORE.

WE'RE REALLY TAILORING OUR INTERVENTIONS AND RESPONSES TO THE NEEDS OF THE INDIVIDUAL STUDENT AS MUCH AS WE POSSIBLY CAN.

AGAIN, I THINK THE KEY HERE IS THAT IT'S REALLY ABOUT A RANGE OF APPROPRIATE INTERVENTIONS.

I THINK THAT'S THE OTHER THING THAT WE'VE REALLY TRIED TO MOVE AWAY FROM, AGAIN MORE PUNITIVE CONSEQUENCES BECAUSE I DON'T THINK THERE'S RESEARCH THAT WILL BACKUP, WE CAN PUNISH KIDS INTO BETTER BEHAVIOR.

IT'S REALLY ABOUT PROVIDING THEM WITH OPPORTUNITIES TO CORRECT THEIR BEHAVIOR, USING RESTORATIVE APPROACHES AND REALLY TRYING TO HELP STUDENTS STEER THEM IN THE DIRECTION THAT WE WANT THEM TO GO WITH THEIR BEHAVIORS.

I ALSO WANT TO SHARE THAT ONE OF THE THINGS THAT WE'VE ASKED SCHOOLS TO DO EVERY MONTH IS TO REVIEW WHAT WE CALL THEIR DISPROPORTIONALITY DATA AROUND DISCIPLINE.

EVERY MONTH, EACH OF OUR SCHOOLS GETS A SET OF REPORTS WHERE WE LOOK AT SPECIFIC BEHAVIORAL INFRACTIONS, AND IT AGGREGATES THAT DATA BASED ON THINGS LIKE MALE, FEMALE STUDENTS, RACE, ETHNICITY, SPECIAL PROGRAMS AND SCHOOLS.

WE WANT SCHOOLS TO LOOK AT THAT DATA AND SEE IF FOR EXAMPLE, IN A MONTH I HAVE A SIGNIFICANT NUMBER OF MY LATINO STUDENTS WHO ARE ENGAGING IN DISRUPTIVE OR DISRESPECTFUL BEHAVIOR IN THE CLASSROOM AND [NOISE] I HAVE DISPROPORTIONALITY, THAT'S SOMETHING THAT I NEED TO LOOK INTO AS A SCHOOL ADMINISTRATOR.

WHILE WE DON'T GET DOWN TO THE INDIVIDUAL STUDENT LEVEL TO SAY EACH STUDENT, WE ARE ABLE TO LOOK AT STUDENT GROUPS AND SAY WHAT'S HAPPENING FOR THE STUDENTS IN OUR SCHOOLS THAT IS MAYBE CREATING CONDITIONS THAT ARE PROMPTING THEM TO ACT IN WAYS THAT WE THEN HAVE TO RESPOND WITH INTERVENTION.

IT'S REALLY ABOUT TRYING TO GET AT THE ROOT CAUSE OF WHAT'S HAPPENING WITH STUDENT BEHAVIOR IN SCHOOLS AS OPPOSED TO JUST RESPONDING TO THE BEHAVIOR.

WE WANT TO UNDERSTAND WHAT'S HAPPENING, WHAT'S THE EXPERIENCE FOR STUDENTS SO THAT WE CAN INTERVENE MORE APPROPRIATELY.

>> THANK YOU, GREG. I'M PARTICULARLY INTERESTED IF ANY OF OUR STUDENTS ADVISORS HAVE ANY COMMENTS ON STUDENT DISCIPLINE AND POLICIES ABOUT THAT, SINCE YOU ARE DIRECTLY INVOLVED IN TERMS OF THINKING ABOUT IT FROM A STUDENT'S PERSPECTIVE.

[INAUDIBLE] I KNOW IT'S A LITTLE INTIMIDATING AND YOU DON'T NEED TO SPEAK UP.

I WANTED TO GIVE YOU THAT. PETER.

I KNOW AT [INAUDIBLE] WE JUST GOT NEW ADMINISTRATORS AND THEY CAME IN WITH A LOT OF THESE NEW RESTORATIVE PRACTICES FOR DISCIPLINE INSTEAD OF HARD CONSEQUENCES, AND I'M ON ASP THIS YEAR AND WE'VE NOTICED ALREADY ESPECIALLY AT THE END OF THE LAST YEAR, BIG CHANGES IN THE WAY STUDENTS WERE BEHAVING.

WE OPENED UP CERTAIN CLUBS AND REALLY ADVERTISE THEM, AND WE'VE NOTICED THAT STUDENTS HAVE BEEN ABLE TO FIND WHERE THEY BELONG, AND I THINK THAT IS PART OF WHY PEOPLE ACT OUT, ESPECIALLY STUDENTS BECAUSE THEY HAVEN'T FOUND THEIR GROUP OF PEOPLE YET OR WHERE THEY CAN FEEL COMFORTABLE IN A SCHOOL.

I THINK THAT THE RESTORATIVE PRACTICES ARE REALLY HELPING ALREADY,

[01:30:04]

AND I'M REALLY GLAD TO SEE THAT IN MY OWN SCHOOL, TRANSLATE TO THE OTHER SCHOOLS IN THE DISTRICT.

THANK YOU. THAT'S VERY HELPFUL TO HEAR.

ANY OTHER COMMENTS. GO AHEAD.

I WAS WONDERING IF YOU COULD COMMENT A LITTLE BIT ON RESTORATIVE JUSTICE OR RESTORATIVE DISCIPLINE, AND WHAT THAT ACTUALLY IS AND IS IT AVAILABLE AT ALL OF OUR SCHOOLS? OR MOST OF OUR SCHOOLS OR AT LEAST OUR SECONDARY SCHOOLS.

YEAH, NO, ABSOLUTELY. RESTORATIVE PRACTICES REFER TO THE APPROACH TO STUDENT DISCIPLINE, WHICH REALLY STARTS WITH THE RELATIONSHIP BETWEEN STUDENTS TO STUDENTS IN SCHOOLS AND ADULTS TO STUDENTS IN SCHOOLS.

BUT IT'S REALLY ABOUT THAT AND SO REALLY WHEN YOU TALK ABOUT RESTORATIVE PRACTICES, WHAT YOU'RE TALKING IS RESTORING THAT RELATIONSHIP.

SO SOMETHING HAPPEN IN THE SCHOOL COMMUNITY THAT DAMAGE THAT RELATIONSHIP.

NOW, I WANT TO BE REALLY CLEAR, THE RESTORATIVE PRACTICES DON'T MEAN THERE ISN'T A CONSEQUENCE OR AN INTERVENTION FOR OUR STUDENTS BEHAVIOR.

BUT WE DON'T STOP AT THE INTERVENTION OR THE CONSEQUENCE.

WE THEN TAKE THE ADDITIONAL STEP OF MAKING SURE THAT WE ENGAGE IN THAT PROCESS OF RESTORING THAT RELATIONSHIP BETWEEN STUDENTS THAT MAY HAVE GOTTEN INTO SOME SITUATION OR A STUDENT AND A STAFF MEMBER.

IT'S TAKING THAT ADDITIONAL STEP TO ENSURE THAT NOT ONLY DO WE FOLLOW UP WITH THE STUDENT, BUT WE ALSO FOLLOW UP TO REPAIR THAT RELATIONSHIP BECAUSE AT SOME POINT THAT STUDENT'S GOING TO REENTER THAT TEACHER'S CLASSROOM OR THOSE TWO STUDENTS ARE GOING TO ENCOUNTER ONE ANOTHER IN THE HALLS AGAIN THE NEXT DAY, AND WE WANT TO MAKE SURE THAT WE'VE TAKEN THE STEPS TO ENSURE THAT THAT RELATIONSHIP IS REPAIRED, AND IT'S NOT JUST SOMETHING THAT YOU DO.

YOU NEED TO BE TRAINED IN HOW TO DO IT, AND SO TO THE POINT, LYNNWOOD HIGH SCHOOL, I KNOW THEIR STAFF HAS HAD QUITE A BIT OF TRAINING.

MANY OF OUR ADMINISTRATORS HAVE YET TO BE TRAINED.

IT WAS ONE OF THOSE THINGS THAT WE STARTED AT THE BEGINNING OF THE PANDEMIC IN JANUARY 2020, WE DID OUR FIRST BIG RESTORATIVE PRACTICES TRAINING WITH EVERY ADMINISTRATOR IN THE DISTRICT AND THEN COVID HIT.

I FEEL LIKE I SAID THAT A LOT LATELY, AND THEN COVID HIT.

[LAUGHTER] BUT IT WAS ONE OF THE THINGS THAT WE NEED TO COME BACK TO.

NOW THAT WE'RE BACK AND WE'RE GETTING BACK TO MORE NORMAL PRACTICES AGAIN, THIS IS ABSOLUTELY AN AREA OF FOCUS AND IT'S SPECIFICALLY IS CALLED OUT IN OUR BOARD POLICY AND OUR PROCEDURES THAT RESTORATIVE PRACTICES ARE ONE OF THE APPROACHES THAT WE NEED TO USE.

PART OF OUR JOB, AMONG THE MANY THINGS WE NEED TO GET BACK TO IS REALLY ENGAGING OUR ADMINISTRATORS AND OUR STAFF IN UNDERSTANDING WHAT RESTORATIVE PRACTICES ARE AND HOW TO EFFECTIVELY IMPLEMENT THEM IN OUR SCHOOLS.

AS I RECALL AT ONE POINT, SOME SCHOOLS HAD LIKE STUDENT COMMITTEES OR STUDENT GROUPS THAT DID THIS.

IS THAT STILL SOMETHING THAT HAPPENS OR IS IT ALL THE ADMINISTRATIVE LEVEL? WELL, IT CERTAINLY CAN BE STUDENTS.

AN EXAMPLE OF A RESTORATIVE PRACTICE IS PEER MEDIATION.

WHEN YOU HAVE TWO STUDENTS WHO HAVE A CONFLICT, ONE OF THE THINGS THAT YOU DO IS YOU TRAIN A GROUP OF STUDENTS IN SCHOOL THAT CAN BE YOUR MEDIATORS THAT CAN WORK WITH STUDENTS TO HELP THEM RESOLVE THEIR CONFLICTS.

THAT'S JUST ONE EXAMPLE OF HOW YOU MIGHT INVOLVE STUDENTS IN THE PROCESS OF RESTORATIVE PRACTICES.

THANK YOU.

I WONDER IF LATER IN THE YEAR PERHAPS WE COULD HAVE SOME DISCUSSION ABOUT HOW IT ACTUALLY WORKS, HOW IT'S WORKING IN THE SCHOOLS.

I DON'T KNOW MYSELF, WHAT YOU'RE TELLING ME IS ABOUT AS MUCH AS I KNOW.

BUT MY THOUGHTS IMMEDIATELY GO TO THE VICTIM OF SAY, BULLYING OR HARASSMENT, AND I WOULD WONDER WHAT THEY GET OUT OF IT.

YEAH, AND YOU BRING YOU BRING UP A REALLY GOOD POINT THAT YOU REALLY HAVE TO KNOW HOW TO DO RESTORATIVE PRACTICES WELL, BECAUSE YOU NEED TO BE MINDFUL OF THE VICTIMS IN THESE SITUATIONS AND MAKE SURE THAT THEY'RE COMFORTABLE.

YOU DON'T FORCE A RESTORATIVE CONVERSATION ON ANYBODY.

IT HAS TO BE BOTH GROUPS HAVE TO BE WILLING TO DOING JOINTLY.

I THINK THAT'S ONE OF THE THINGS WE WANT TO MAKE SURE THAT BOTH PARTIES ARE WILLING TO ENGAGE IN THIS PROCESS AND WE DON'T WANT TO FORCE TO ANYBODY.

ANYTHING ELSE? GREG, THANK YOU SO MUCH FOR YOUR WORK ON THIS.

THANK YOU.

NEXT ON THE AGENDA IS RENEWING THE THREE-YEAR CONTRACT WITH IMAGINE LEARNING ENGLISH.

DO I HEAR A MOTION AND A SECOND TO RENEW THIS CONTRACT? [INAUDIBLE] SECOND.

I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? I'D LIKE TO MAKE ONE POINT, AND THAT IS, WHILE I APPRECIATE THE INFORMATION THAT WE RECEIVED IN TERMS OF USAGE OF IT, AND IT SEEMS LIKE IT'S BEING USED QUITE A BIT.

THE PROGRAM HAS BEEN BEING USED SINCE 2014, AND I WOULD VERY MUCH LIKE TO SEE ON THIS AND OTHER PROGRAMS THAT ARE SIMILARLY EXPENSIVE THAT WE'VE BEEN USING, DATA ON THEIR EFFECTIVENESS IN A CASE LIKE THIS.

TO WHAT EXTENT ARE THESE STUDENTS LEARNING ENGLISH MORE QUICKLY THAN BEFORE WE HAD IMAGINED LEARNING.

WHAT ARE THE INDICATORS AND OVER THE YEARS THAT THEY'RE USING THEM OR ARE KIDS

[01:35:05]

GETTING TO THEIR ENGLISH LANGUAGE PROFICIENCY LEVELS MORE QUICKLY? AND ANY OTHER DATA THAT SEEMS TO BE PERTINENT, AND I KNOW THAT WE'VE DISCUSSED THIS WITH DR. MINER IN THE BOARD, THAT THIS IS SOMETHING THAT THE BOARD IS INTERESTED IN TO RECEIVE ON A REGULAR BASIS SO THAT BEFORE A CONTRACT COMES UP FOR RENEWAL, PARTICULARLY ONE THAT'S BEEN USED, THAT WE REALLY WANT TO KNOW HOW EFFECTIVE IS IT? WHAT ARE WE GETTING? WHAT BANG FOR OUR BUCK ARE WE GETTING IN TERMS OF STUDENT ACHIEVEMENT? WHICH IS WHAT THIS IS ALL ABOUT.

THAT BEING SAID, THAT WON'T STOP ME FROM APPROVING THE CONTRACT, BUT IT IS SOMETHING THAT WE HAVE A STRONG INTEREST IN, PARTICULARLY A LONGSTANDING PROGRAM LIKE THIS.

ANY OTHER COMMENTS, QUESTIONS? ANY OF LOOKING AT OUR STUDENTS? ANY OF YOU AT ANYTIME IN YOUR CAREER USED THE IMAGINED LEARNING? IT'S ELEMENTARY, SO I'M THINKING YOU'RE TOO OLD.

IT'S SPECIFICALLY FOR MULTI-LANGUAGE.

RIGHT.

YES, THAT'S RIGHT.

IF YOU WERE IN THAT PROGRAM, THEN MAYBE YOU MIGHT HAVE USED IT.

OR YOUNGER SIBLINGS OR FRIENDS OR ANYTHING, NEIGHBORS? NO.

OKAY.

I JUST KNOW IT'S ONE COMMENT, JUST SCANNING THROUGH IT.

I JUST HAPPENED TO NOTICE AN ERROR IN THE DOCUMENT.

IT HAS BEEN HEIGHTS K12 LISTED TWICE AS SCHOOL NUMBER 8 AND SCHOOL NUMBER 7.

CORRECT THAT BEFORE THEY SIGN THE DOCUMENT.

AARON, DID YOU PICK UP ON THAT? ELIZABETH, DID YOU WANT TO SAY SOMETHING? I SAW YOU GRAB THE MICROPHONE.

WELL, I'VE NOTICED THAT WITH AT LEAST I HAVE A YOUNGER SIBLING WHO ATTENDS ELEMENTARY SCHOOL WITHIN THE DISTRICT, AND I NOTICED THAT IT'S REALLY PUSHED ON THEM TO WORK ON THE E-LEARNING, AND THEN FOR SOME INSTANCES, LIKE I DO NOTICE A DIFFERENCE IN HIS ENGLISH.

IT'S ESPECIALLY DIFFICULT FOR HIM, BUT I DO NOTICE THAT HE WILL SPEND TIME ON IT WHEN WE, AS A FAMILY, ENCOURAGE IT, AND I DO NOTICE THAT THROUGHOUT AT LEAST THIS LAST YEAR, THERE WAS A BIG SIGNIFICANT IN HIS ENGLISH LEARNING, WHETHER IT WAS BASED ON THIS PROGRAM OR JUST IN THE CLASSROOM IN GENERAL.

I DO NOTICE THAT BECAUSE IT'S BEING PUSHED SO MUCH ON THE STUDENTS, THERE IS INEFFECTIVENESS WITHIN HOUSEHOLDS THAT THE CHILDREN ARE AFFECTED BY.

THEY PUSH IT TO ITS LIKE WITHIN THE FAMILY.

I THINK THEY'RE ALSO TRYING TO PUSH FOR THEIR CHILDREN TO USE IT TOO.

THAT'S GOOD TO KNOW. THANK YOU FOR SHARING THAT. ANY OTHER COMMENTS? QUESTIONS? OKAY. IT'S BEEN MOVED AND SECONDED TO RENEW THE THREE-YEAR CONTRACT FOR IMAGINE LEARNING ENGLISH.

I'LL CALL FOR A ROLL CALL VOTE.

>> DIRECTOR [INAUDIBLE] .

>> AYE.

>> DIRECTOR [INAUDIBLE] .

>> AYE.

>> DIRECTOR [INAUDIBLE] .

>> AYE.

>> DIRECTOR [INAUDIBLE]

>> AYE.

>> THE CONTRACT WAS IMAGINED LEARNING IS APPROVED AND RENEWED FOR THREE YEARS.

DO WE HAVE ANY ADDITIONAL PUBLIC COMMENTS? NO. NEXT IS OUR LEGISLATIVE UPDATE AND I'M GOING TO TURN TO DIRECTOR CHASE FOR THAT.

[15. LEGISLATIVE UPDATES]

>> THANK YOU SO MUCH. WELL, WE HAVE COMING UP THE GENERAL ASSEMBLY ON SEPTEMBER 30TH AND OCTOBER 1ST WHERE THE LEGISLATIVE AND PERMANENT POSITIONS FOR LAZADA WHICH ALLOW REPRESENTATION AND ADVOCACY IN OLYMPIA FROM THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION IS COMING UP.

THERE WERE FOUR AND SO THAT WE ARE GOING TO SHARE A CREDENTIAL FOR THAT SO THAT A NUMBER OF US DON'T HAVE TO BE IN A TWO-DAY CONFERENCE VOTING ON A COUPLE OF 100.

I DON'T THINK IT'S PROBABLE 100 PROPOSALS, VOTING NUMBER PROPOSALS.

AT THE HANDBOOK, AS THOSE PERMANENT POSITIONS HAS BEEN SUBMITTED, THERE IS ONE MORE WINDOW OF OPPORTUNITY UNTIL SEPTEMBER 27TH WHERE A SCHOOL BOARD OR SCHOOL MEMBER MAY SUBMIT AN EMERGENCY PROPOSAL, SHORT WINDOW, OFTEN THERE COULD BE SOME EMERGENT PROBLEM.

WHO KNOWS WHAT THAT WANTS TO BE ADDRESSED? THERE ARE FOUR PARTICULAR AREAS THAT WE AS A DISTRICT, WE'RE PAYING ATTENTION TO.

HOWEVER, WE NEVER TOOK A FORMAL VOTE, SO WE DIDN'T HAVE OUR NAME LISTED, BUT THEY WERE COMPREHENSIVE SCHOOL SAFETY, SOCIAL MEDIA REPORTING, POINT OF CONTACT, CONSERVATION, STEWARDSHIP, AND TRANSITION TRANSITION TO EVEN YOUR ELECTIONS.

I'M FLAGGING THOSE BECAUSE WE HAD SPOKEN ABOUT THEM IN A SESSION, BUT WE HAD NEVER ACTUALLY TAKEN A FORMAL POSITION ON THAT.

[01:40:04]

THAT'S COMING RIGHT UP. I THINK I'VE SHARED WITH EVERYONE THE HANDBOOK.

THERE ARE SOME RECOMMENDATIONS FROM THE RESOLUTION COMMITTEE THAT I HAVEN'T HAD A CHANCE TO GO THROUGH ALL THE WAY SO THAT I CAN'T REALLY GIVE ANY THOUGHTS ON EXACTLY WHAT THAT'S GOING TO BE.

OR A POSITION THAT WE MAY WISH TO TAKE.

I DO THINK THE ONLY EMERGENCY POSITION THAT I CAN THINK OF MIGHT BE RELATED TO SUPPORTING SCHOOL DISTRICTS IMPACTED BY FIRES, WITH THE FIRE WE'VE GOT I DO KNOW THAT THE NORTH SHORE DISTRICT AND THOSE IMPACTED.

WE JOINTLY SENT A LETTER TO THE OTHER BOARDS AND JUST CHECKING IN AS I'M SURE EVERYBODY IS IN THE SUPERINTENDENTS ARE.

IF THERE WAS ANYTHING THAT NEEDED SUPPORT, LIKE HOTSPOTS, WE KNOW HOW TO DO THIS NOW WE'VE GOT HOTSPOTS, TRANSPORTATION, THAT KIND OF THING.

I THINK THAT'S IT RIGHT AT THE MOMENT ON THAT, SO THAT'S THAT'S NEXT STEP.

NEXT STEP IS WE'RE PREPPING FOR 2023.

>> I JUST WANTED TO CHECK IN SINCE WE'RE NOT ALLOWED TO TALK OUTSIDE OF THIS.

>> THAT'S RIGHT.

>> BUT WE CAN'T IN FRONT OF ANYBODY.

IN TERMS OF LOGISTICS FOR THE GENERAL ASSEMBLY, I'LL HELP PARTICIPATE.

I KNOW DEBORAH, YOU'RE GOING TO HELP PARTICIPATE.

CAREN YOU'RE GOING TO HELP PARTICIPATE.

I DON'T KNOW ABOUT GARY OR KEITH.

>> I JUST DID AT TIMES, BUT I WOULD LOVE TO DO, SOME OF THOSE.

>> SEPTEMBER 30TH IN OCTOBER 1ST.

[LAUGHTER] IT'S LIKE ALL DAY ON BOTH DAYS.

>> IT'S ALL ON BOTH DAYS SO WE JUST HAVE TO FIGURE OUT ONCE WE GET THE FINAL AGENDA, WE'LL HAVE A BETTER IDEA.

>> SATURDAY.

>> GARY?

>> I'M NOT SURE.

>> FAIR ENOUGH. I KNOW I'M SUPPOSED TO GET CREDENTIALS.

>> YEAH, YOU GET THE CREDENTIAL AND THEN IT'S A VERY EASY PROCESS JUST TO HAND OFF THE CREDENTIAL WHEN YOU'RE DONE.

>> THEN WE'LL JUST WORK WELL WITH WORKED OUT THE SCHEDULE AS TO WHO'S GOING TO PASS THE BATON?

>> THAT'S GOOD. THANK YOU FOR YOUR WORK AROUND THAT, KAREN VERY MUCH.

>> ABSOLUTELY. ONCE ONCE ALL THESE PROPOSALS ARE ADOPTED THAN WE AS A BOARD CAN RANK THEM AND WHAT WE THINK ARE WHAT OUR PRIORITIES ARE, THAT'LL BE BUT WE CAN'T DO THAT UNTIL THE NEXT MEETING.

I BELIEVE, I THINK WE ALREADY PUT THAT ON THE AGENDA RANKING FOR THE BOARD MEETING AFTER, SO IT COULD BE OCTOBER 1ST.

OUR NEXT MEETING IS OCTOBER 11TH I BELIEVE.

WE MIGHT WANT TO FLAG THAT TO HAVE ON THE LEGISLATIVE REPORT RANKING, BECAUSE IT'S SOMETHING THAT WE WOULD HAVE TO DO AT A PUBLIC MEETING.

>> ABSOLUTELY.

>> IF WE'RE READY AND IF IT'S NOT, IT'S NOT PUSH TO THAT EXTENT.

>> THAT'S REALLY FOR OUR ADVOCACY.

>> THAT'S FOR ADVOCACY, YEAH IT'S FOR US.

IN THE PAST, WE, THE LEGISLATIVE REP OR THE PRESIDENT HAS DETERMINED THE RANKING, BUT IT'S MORE COMPREHENSIVE WITH THE WHOLE BOARD AND OUR STUDENTS CAN PARTICIPATE TOO.

HOPEFULLY, SINCE WE'RE OUT OF COVID, SINCE I'VE STILL GOT THE FLOOR, EVERY PRE-COVID, STUDENTS AND I WOULD GO DOWN TO OLYMPIA DURING DAY ON THE HILL AND DO SOME ADVOCACY WORK THAT WAS FUN TO SEE THE BEHIND THE CURTAIN SCENES OF WHAT WAS GOING ON IN OLYMPIA AND I'M HOPING THAT PERHAPS WE MIGHT BE ABLE TO DO SOMETHING LIKE THAT THIS YEAR. WE'LL SEE WHAT HAPPENS.

>> THAT HAPPENS USUALLY FEBRUARY.

>> FEBRUARY-ISH. THAT WOULD BE AN EXCITING THING FOR YOU GUYS TO GET TO PARTICIPATE IN.

SEE IT IN ACTION.

>> IT'S FINE. [LAUGHTER].

>> THANKS, KAREN SO MUCH.

NEXT ON THE AGENDA IS BOARD MEMBER COMMENTS.

[16. BOARD MEMBER COMMENTS]

FOR THE STUDENTS, YOU DON'T HAVE TO MAKE A COMMENT, BUT WE APPRECIATE IF YOU DO AND WE UNDERSTAND IF YOU DON'T, THIS IS AN OPPORTUNITY FOR YOU TO COMMENT ON ANYTHING THAT'S OCCURRED TONIGHT AT THE MEETING AND OR THINGS YOU'VE HEARD OF GOING ON AT YOUR SCHOOL OR THINGS YOU WANT TO SHARE WITH US THAT ARE GOING ON AT YOUR SCHOOL, GOOD AND OR ISSUES THAT YOU WOULD LIKE US TO BE AWARE OF OR ANY OTHER OBSERVATIONS YOU'D LIKE TO MAKE.

SATIE, I'M GOING TO TURN TO YOU BECAUSE YOU'VE GOT PUT UP HERE ON THIS MEETING.

IF YOU'D LIKE TO MAKE A COMMENT, AND THEN PRESS THE BUTTON.

>> HI.

[LAUGHTER] IN MY SCHOOL I'M ONLY CARES.

OUR TEACHERS TELL US THAT THEY'RE DOING A NEW ATTENDANCE PROTOCOL.

AS STUDENTS, WE WERE TALKING ABOUT HOW EVEN THOUGH IT'S A REALLY GOOD IDEA,

[01:45:01]

IT'S JUST LIKE THE TENANTS AND HAVING PEOPLE ON TIME, THERE'S DIFFICULTIES FOR OTHERS STUDENTS THAT WE CAN'T ARRIVE ON TIME OR THERE'S OTHER FAMILY MATTERS THAT WE JUST CAN'T DO IT AND THEN IT'S LIKE THEN WE'RE WITH THE DISTRICT POLICIES LIKE HAVING ONE OR TWO TARDIES AND THEN WE GET A REFERRAL.

IT'S JUST LIKE REALLY HARD FOR OTHER STUDENTS BECAUSE THEY'RE TRYING THEIR BEST, BUT THEN THERE'S LIKE STRICT CONSEQUENCES RIGHT AFTER.

I THINK THAT WE SHOULD INCORPORATE STUDENTS AND TEACHERS CORRESPONDING ABOUT THAT AND FINDING AGAIN THE STUDENTS PERSPECTIVES ABOUT THE TENANTS AND ALSO WORKING WITH THE TEACHERS SO THEN WE CAN ALL BE HAPPY OR LIKE DISLIKE, CONSIDER IT ABOUT THEM.

>> THANK YOU, THAT'S REALLY COMFORTABLE. I'M LOOKING AT GREG, HE'S PROBABLY TAKING NOTES.

[LAUGHTER] [INAUDIBLE] DID I SAY YOUR NAME CORRECTLY?

>> IT'S NAKEA.

>> NAKEA [OVERLAPPING] REMEMBER THAT NAKEA.

WOULD YOU HAVE ANY OTHER COMMENT?

>> I GO TO AN ONLINE SCHOOL, SO I CAN'T REALLY SEE WHAT'S GOING ON OR WHATEVER.

I JUST THINK THAT IN ONLINE SCHOOL, THERE'S LESS EVENTS GOING ON.

THEY GIVE OUT A FEW EVENTS ONLY DIGITALLY LIKE UPCOMING ART CONTESTS, ELECTIVES.

THAT'S ALL I COULD SAY IS THAT THERE'S NOTHING MUCH GOING ON IN ONLINE SCHOOL SINCE I'M IN EDMONDS ELEARNING.

JUST UPCOMING ZOOM MEETINGS AND ASSIGNMENTS.

[LAUGHTER]

>> BUT WE'RE REALLY GLAD YOU'RE HERE REPRESENTING THAT PART OF OUR SYSTEM, ONE OF OUR ALTERNATIVE LEARNING ENVIRONMENTS THAT WE HAVE.

BECAUSE FREQUENTLY WE DON'T HAVE STUDENTS THAT HAVE THAT AND EVERY STUDENT IS IMPORTANT NO MATTER WHICH FORMAT OF SCHOOL YOU'RE PARTICIPATING IN.

HAVING YOUR VOICE HERE IS REALLY IMPORTANT AND WE ARE GLAD YOU ARE HERE.

>> THANK YOU.

>> THANK YOU.

>> CAN I ASK A FOLLOW-UP QUESTION? NOT SURE IF THAT'S AN ORDER OR NOT.

[LAUGHTER] BUT NO I WAS JUST GOING TO ASK YOU, WOULD YOU APPRECIATE HAVING SOME IN-PERSON STUFF WITH YOUR PEERS? IS THAT SOMETHING YOU FEEL YOU'RE MISSING? DO YOU THINK THE DISTRICT MAYBE YOU SHOULD WORK ON FINDING WAYS TO GET SOME OF YOU TOGETHER AT CERTAIN TIMES OF THE YEAR, LIKE DISNEY, THAT SOUND APPEALING TO YOU OR YOUR FELLOW STUDENTS?

>> YEAH. I JUST THINK THAT, THE SAME AS SCHOOL, YOU SHOULD MAKE SCHOOL A BIT MORE WELCOMING FOR STUDENTS.

LIKE MORE EVENTS GOING ON, MAKING STUDENTS GET MORE INTO WHAT'S GOING ON, AND MAYBE PRACTICE ON SOME ACTIVITIES WITH ANOTHER, PROBABLY HAVE A CHANCE TO FIND FRIENDS WITH THE SAME INTERESTS AND EVERYTHING LIKE THAT.

YEAH, THAT JUST SOUNDS ALL COOL.

>> GREAT. THANK YOU.

>> THANK YOU.

>> ELIZABETH.

>> I WANTED TO ADDRESS AT LEAST HOW MY SCHOOL ENVIRONMENT IS THIS YEAR.

I KNOW A LOT OF PEOPLE IN THE PUBLIC WERE CONCERNED ON THE NEW POLICIES THAT WERE BEING BROUGHT UP, OR NEW IDEAS THAT WERE BEING IMPLEMENTED INTO SCHOOLS.

FOR US, I'VE NOT SEEN ANYTHING BUT TOGETHERNESS.

THIS YEAR MORE THAN ANYTHING, PEOPLE ARE COMING BACK FROM COVID, EXPECTING A LITTLE BIT OF DISTANCE BETWEEN PEOPLE, BUT IT'S ABSOLUTELY NOTHING LIKE THAT.

ALL THE STUDENTS AT MY SCHOOL ARE EXCITED TO BE BACK IN CLASSES, IT'S EXCITING TO HAVE INTELLECTUAL CONVERSATIONS WITH ONE ANOTHER WHETHER IT'D BE ON TOPICS IN THE NEWS OR THINGS GOING AROUND IN OUR OWN SCHOOL, LOCALLY, GLOBALLY, WE LOVE TO INTERACT WITH EACH OTHER.

I THINK THESE NEW POLICIES THAT THE DISTRICTS ARE IMPLEMENTING THAT ARE AFFECTING THE STUDENTS.

THE STUDENTS ARE REALLY IN AGREEMENT WITH THEM AND THEY LOVE TO SEE HOW WE'RE CONNECTING AGAIN.

THEN I FEEL AS THOUGH THE STUDENTS' OPINIONS ON WHAT IS HAPPENING IS THE MOST IMPORTANT REGARDLESS OF WHETHER PEOPLE DON'T AGREE WITH IT OR NOT.

THIS IS FOR THE STUDENTS, IT AFFECTS THE STUDENTS, SO THE STUDENT'S SAY SHOULD BE THE MOST IMPORTANT THING IN THE ROOM RATHER THAN OTHERS OPINIONS OR WHAT THEY PERSONALLY FEEL IS HOW THEIR SCHOOL SHOULD BE RUN.

[01:50:07]

BECAUSE THEY'RE NO LONGER STUDENTS IN THE DISTRICT.

I JUST THINK THAT THE BOARD IS DOING A GREAT JOB ON HAVING US ALL COME BACK TOGETHER, ESPECIALLY AFTER COVID WITH NOT SEEING OUR PEERS FOR SO LONG, WE'RE JUST ALL REALLY EXCITED TO BE BACK IN THE CLASSROOM.

>> THANK YOU. THAT WAS VERY HELPFUL ON OUR SIDE. PETER.

>> I THINK SHE TOOK THE WORDS OUT OF MY MOUTH [LAUGHTER] A LITTLE BIT.

BUT I KNOW AT LEAST FOR ME PERSONALLY, I MOVED CROSS-COUNTRY WHEN COVID STARTED.

THIS YEAR SO FAR HAS BEEN REALLY NICE TO HAVE A BIT OF NORMALCY.

ALSO I'M COMING FROM A PRIVATE SCHOOL, SO IT'S DIFFERENT NOW AND IT'S REALLY REFRESHING TO SEE A LOT OF OPEN-MINDEDNESS AT MY SCHOOLS IN THE DISTRICT.

I'M GLAD THAT STUDENT INPUT IS REALLY BEING APPRECIATED.

LIKE WHEN WE WERE IN THE PROCESS OF HIRING OUR NEW ADMINISTRATORS, WE HAD A STUDENT INTERVIEW BOARD, WHICH I THINK WAS REALLY HELPFUL BECAUSE WE COULD GIVE OUR INPUT TO THE STAFF BOARD.

THEN WE COULD HAVE PRODUCTIVE CONVERSATIONS ABOUT WHAT WE WANTED FOR OUR SCHOOL.

I THINK THAT HELPS TO LET STUDENTS KNOW THAT THEY DO HAVE A VOICE AND THAT THEY ARE REPRESENTED IN THEIR OWN SCHOOL, SO THEY CAN SEE THEMSELVES IN THE PICTURE.

I'M JUST REALLY EXCITED FOR WHAT THIS YEAR HAS TO OFFER. THANK YOU.

>> GREAT. WE ARE GLAD THAT YOU CAME TO OUR DISTRICT.

[LAUGHTER] ROSHNI.

>> HELLO. THANK YOU SO MUCH FOR HAVING ME.

I'M EXCITED TO SEE WHAT THIS NEW SCHOOL YEAR BRINGS TO ME.

I AM A SENIOR IN HIGH SCHOOL AND I HOPE TO HAVE MY FIRST FULL YEAR OF HIGH-SCHOOL [LAUGHTER] SINCE IT'S STARTED.

WHEN I WALKED INTO SCHOOL, THROUGH ON THE FIRST DAY, I SAW KIDS FROM ALL DIFFERENT BACKGROUNDS, DIFFERENT IDENTITIES COME TOGETHER.

I THINK THIS IS SUCH A GREAT IMPROVEMENT SINCE I STARTED IN THE SCHOOL DISTRICT IN FIRST GRADE.

I'VE SEEN SUCH A GREAT DIFFERENCE IN THE DIVERSITY OF PEOPLE IN OUR DISTRICT.

ALSO WHEN I WALKED INTO SCHOOLS, ON THE WALLS, I SAW POSTERS WELCOMING FRESHMEN, CONGRATULATING SENIORS, REMINDING KIDS TO GO TO THEIR CAREER COUNSELOR, AND IT WAS JUST WORDS OF ENCOURAGEMENT.

IT WAS REALLY NICE TO BE BACK.

FOR ME, THE BEGINNING OF THE SCHOOL YEAR MARKS THE START OF A NEW CHAPTER, IT ALWAYS DOES.

SCHOOL YEAR IS JUST SOMETHING NEW, SOMETHING DIFFERENT TO LEARN, NEW PEOPLE TO MEET.

I'M REALLY EXCITED TO BE HERE AND I THANK THE DISTRICT BOARD FOR HAVING ME AND GIVING ME THIS OPPORTUNITY.

I HOPE TO SERVE MY COMMUNITY WELL. THANK YOU.

>> THANK YOU, ROSHNI AND WE ARE GLAD THAT YOU DECIDED TO COME BACK AND GIVE US [INAUDIBLE] OF YOUR INSIGHTS AND INPUT. [LAUGHTER] DIRECTOR, SMITH.

>> WHAT I WANTED TO DO FOR MY COMMENTS TODAY, THAT I WILL CIRCLE BACK AROUND TO, WAS TALK ABOUT OUR ATHLETICS.

BECAUSE AS I'VE MENTIONED IN PREVIOUS MEETINGS, I AM A FOOTBALL REFEREE AND I GOT TO DO ALL FOUR OF THE FIRST GAMES FOR OUR SCHOOLS THIS YEAR.

I GOT TO BE OUT THERE FOR ALL FOUR OF THOSE.

I DO WANT TO TALK ABOUT OUR TEAMS AND JUST THE JOY OF BEING OUT THERE.

BUT I WAS GIVEN TWO SOFTBALLS TO TALK ABOUT MY PASSIONS AND SOMEONE DECIDED TO GIVE ME A MICROPHONE, SO I'M GOING TO GO AHEAD AND DO THAT.

ONE IS, WE HAD SPOKEN BRIEFLY ABOUT COMPREHENSIVE SEX ED.

I PERSONALLY, I'VE SAID BEFORE, I THINK IT'S ONE OF THE MOST IMPORTANT THINGS WE CAN DO.

ONE OF THE THINGS THAT WAS IMPLIED IN THE COMMENTS WAS THAT MORE CHILDREN WILL BE HAVING SEX BECAUSE OF THIS, IN SOME WAY, SOMEHOW THAT WILL WORK OUT.

BUT I WAS ABLE TO GRAB THE HEALTHY YOUTH SURVEY AND IN 2010, 65 PERCENT OF STUDENTS HAD HAD SEX BY THE TIME THEY GRADUATE HIGH SCHOOL.

LAST YEAR THAT NUMBER WAS 37 PERCENT.

PERSONALLY, I DON'T EVEN THINK THAT NUMBER IS REALLY THAT IMPORTANT.

WHAT'S IMPORTANT FOR OUR STUDENTS IS TO KNOW HOW TO HAVE HEALTHY, SAFE RELATIONSHIPS, WHERE THEY HAVE CONTROL OF THEIR BODY.

WE'RE AT A TIME WHERE IT'S NOT CLEAR WHAT'S GOING TO HAPPEN WITH ABORTION RIGHTS.

THE SCHOOL DISTRICT DOESN'T HANDLE ABORTION RIGHTS.

BUT WHAT WE DO HANDLE, IS THE ABILITY TO HELP OUR STUDENTS PUT THEMSELVES IN SITUATIONS WHERE THEY CAN CHOOSE WHETHER OR NOT THEY GET PREGNANT IN SOME INSTANCES.

[01:55:02]

YOU STILL HAVE THAT NEED FOR SAFE ABORTIONS, BUT YOU CAN MINIMIZE THAT NEED A LITTLE BIT.

THAT'S SOMETHING THAT WE CAN DO AT A TIME WHEN IT'S NOT CLEAR WHAT IT'S GOING TO LOOK LIKE FOR THE GIRLS AND YOUNG WOMEN WHO GRADUATE FROM OUR SCHOOLS.

THE OTHER THING THAT I WANTED TO HIT ON IS A LIFELONG PASSION OF MINE TO RAISE AWARENESS ABOUT GENITAL MUTILATION, AND SOMEONE MENTIONED THAT HERE TODAY.

GENITAL MUTILATION IS NOT GENDER REASSIGNMENT SURGERY.

GENDER REASSIGNMENT SURGERY IS SOMETHING THAT HAPPENS WITH A DOCTOR IN A HEALTH CARE FACILITY.

I DON'T KNOW WHAT HAPPENS, BUT I ASSUME THAT YOU DON'T JUST WALK IN AND SAY, HEY DOC, I WANT THIS TO HAPPEN AND HE'S LIKE EXAM ROOM 3, LET'S GO.

I'M SURE THERE'S A FULL PROCESS TO THIS.

GENITAL MUTILATION IS WHERE YOUNG GIRLS, AS YOUNG AS 12 YEARS OLD, ARE TAKEN INTO A ROOM, HELD DOWN, HAVE THEIR CLITORIS CUT OFF, AND THEIR VAGINAL CANAL MUTILATED AS A WAY OF VIOLENCE AND CONTROL SO THAT MEN CAN RAPE THEM.

THAT IS WHAT GENITAL MUTILATION IS.

I DO NOT WANT ANYONE TO WALK OUT OF THIS ROOM TONIGHT AND THINK THAT SOMEHOW THOSE TWO THINGS ARE EQUAL.

WE NEED TO STOP.

WE DON'T TALK ABOUT AMERICA, BUT GENITAL MUTILATION HAS TO STOP IN THE WORLD.

IF WE START COMBINING THAT WITH GENDER REASSIGNMENT SURGERY, WE'RE GOING TO LOSE SIGHT OF THIS VIOLENCE THAT IS OCCURRING AGAINST WOMEN ALL OVER THE WORLD.

NOW ON TO HAPPIER THINGS.

THE ATHLETICS DEPARTMENT HERE IN THE DISTRICT HAS BEEN FANTASTIC, THE COACHES HAVE BEEN WONDERFUL, THE STUDENTS HAVE BEEN GREAT.

I'VE LOVED SEEING THEIR FACES OUT THERE AS THEY'RE HAVING A GREAT TIME ON THESE GAMES.

WE HAD A COUPLE OF SCHOOLS COME IN FROM OUT OF DISTRICT WHO DIDN'T DISPLAY VERY GOOD SPORTSMANSHIP, I WOULD SAY.

OUR STUDENTS DIDN'T BUY INTO THAT.

THEY DIDN'T TAKE THE BAIT.

THEY REPRESENTED THE SCHOOL DISTRICT AMAZINGLY, AND I'M SO PROUD OF THEM.

IT WAS GREAT TO BE ABLE TO SEE THEM OUT THERE SMILING, HAVING A GREAT TIME.

THIS IS THE FIRST YEAR WHERE WE'RE JUST GETTING BACK TO THAT SENSE OF NORMALCY.

I ALSO HAD MENTIONED TO DR. SCHWAB THAT ONE OF THE THINGS THAT I'M INTERESTED IN NOW IS THAT AS OUR OFFICIATING GROUPS GET MORE MIXED, MORE WOMEN ARE COMING TO OFFICIATING, WHICH IS FANTASTIC, IT CREATES THIS UNIQUE SITUATION THAT A LOT OF PEOPLE HAVE NEVER THOUGHT ABOUT BEFORE.

OFFICIATING WAS A MALE DOMINATED INDUSTRY.

WHEN WE GO PLACES, ALL THE MEN DRESS IN THE SAME ROOM AND THE WOMEN HAVE NOWHERE TO GO.

THEY'RE BEING TOLD, YOU CAN USE THE PUBLIC RESTROOM, OR YOU CAN COME DRESSED, OR WHATEVER IT MAY BE.

FOR OUR DISTRICT, WE HAVE A LOT OF STUFF IN PLACE.

WE'RE ACTUALLY ONE OF THE BETTER DISTRICTS WHEN IT COMES TO BRINGING FACILITIES.

BUT I JUST WANT TO MAKE SURE THAT WE DO THE BEST WE CAN AS A DISTRICT TO PROVIDE EQUITABLE ACCESS TO THESE THINGS.

IN A PERFECT WORLD WHEN WE BUILD NEW HIGH SCHOOLS, WE'LL BASICALLY HAVE TWO ROOMS WITH A DOOR BETWEEN THEM AND SAME FACILITIES ON EACH SIDE.

YOU OPEN IT UP WHEN YOU'RE READY TO HAVE YOUR CREW MEETING, CLOSE IT WHEN YOU'RE CHANGING, THAT WOULD BE PERFECT.

BUT WE'RE NOT THERE YET.

I UNDERSTAND IT MAY NOT BE COMPLETELY EQUITABLE NOW, BUT WE DO HAVE A DUTY TO START WORKING THAT WAY.

WE TALK ABOUT EQUITY AND IF WE'RE GOING TO HAVE IT, THAT'S ONE OF THE FIRST STEPS.

A LOT OF TIMES IT'S THE STUFF WE DON'T SEE THAT PREVENTS EQUITY FROM HAPPENING.

I JUST WANT TO MAKE SURE THAT THE DISTRICT KNOWS ABOUT THAT AND TAKES THAT UNDER ADVISEMENT.

>> DIRECTOR NOBLE.

>> YEAH.

FIRST OF ALL, I WANT TO THANK MARK IN THE PRESENTATION ON OUR CTE PROGRAM.

I'M SO PROUD OF THE PROGRAM OUR DISTRICT HAS.

HE SAYS IT'S ONE OF THE BEST IN THE STATE.

I TOTALLY AGREE. IF THEY'D HADN'T A PROGRAM LIKE THAT WHEN I WAS IN HIGH SCHOOL, IT WOULD JUST HAVE BEEN INCREDIBLE FOR ME AND I WISH THEY HAD.

IT'S GREAT TO SEE THE YELLOW SCHOOL BUSES OUT AND KIDS ON THEM, AND KIDS GOING TO SCHOOL AND ALL OF THE SCHOOLS OPEN AGAIN.

IT'S JUST THRILLING PART OF THE YEAR TO SEE KIDS COMING IN.

UNFORTUNATELY, OUR NUMBERS ARE DOWN.

ONE OF THE THINGS WAS NOTED, IT WAS MISSING KINDERGARTENERS, I THINK 145 PLUS KINDERGARTENERS, NOBODY THOUGHT WE'D HAVE.

I KNOW ON SOCIAL MEDIA THERE HAS BEEN A LOT OF TALK ON THAT.

IT'S VERY CLEAR THAT KINDERGARTEN PARENTS, FIRST OF ALL, ARE SCARED OF COVID AND SO THEY'RE SCARED TO SEND THEIR KIDS TO SCHOOL, AND ONLINE REGISTRATION IS GOING THROUGH THE CEILING.

MAYBE AS COVID DISSIPATES MORE, WE'LL GET MORE RETURNING TO OUR SCHOOLS.

BUT THAT'S CERTAINLY ON SOCIAL MEDIA, AT LEAST THAT SEEMS TO BE A BIG FACTOR.

I GUESS THAT'S ALL I HAVE. THANK YOU VERY MUCH.

>> THANK YOU. IT JUST REALLY RESONATED THAT THIS REALLY DOES FEEL LIKE A NEW CHAPTER.

I BELIEVE IT FEELS THIS IS REALLY A NEW CHAPTER.

I'M NOT SURE WHY THIS IS SO DIFFERENT, MAYBE IT'S BECAUSE WE'RE COMING OUT OF COVID.

BUT, IT FEELS WE'RE ON THE CUSP OF SOMETHING THAT'S GOING TO BE A REALLY EXCITING YEAR.

[02:00:02]

I CAN'T REALLY IDENTIFY EXACTLY WHAT IT IS THAT MAKES ME FEEL THAT WAY.

BUT MAYBE IT'S THAT WE'RE ALL BACK HERE AND WE'RE GETTING INPUT, AND THAT PEOPLE ARE SPEAKING THEIR TRUTHS.

I APPRECIATE HEARING THAT, AND I APPRECIATE THE BOLDNESS THAT IT TAKES TO BE VULNERABLE.

I'M REALLY EXCITED TO BE MOVING FORWARD.

THAT'S ALL I'VE REALLY GOT RIGHT NOW AND OF COURSE, I LEFT CTE. [LAUGHTER]

>> WANT TO SAY ONE OTHER THING? WELCOME TO OUR NEW STUDENTS. I FORGOT.

[LAUGHTER] IT'S JUST REALLY THRILLING TO HAVE YOU GUYS HERE.

WE GOT SO USED TO HAVING STUDENT INPUT, AND THEN THE LAST MEETINGS IN JUNE AND THEN ALL THROUGH THE SUMMER THERE IS NO STUDENTS HERE, AND IT JUST FEELS WRONG.

THANK YOU FOR COMING, AND WELCOME TO OUR BOARD.

>> YOU KNOW ON THAT, I'VE TALKED TO SCHOOL BOARDS AROUND THE STATE.

NOT EVERYBODY HAS STUDENT ADVISORS AND THEY'RE REALLY MISSING OUT.

I MAYBE ENCOURAGING SOME OF THESE BOARDS TO START CONSIDERING ELEVATING STUDENT VOICE.

BECAUSE AS YOU SAY, YOU ARE THE ONES THAT ARE IMPACTED BY OUR DECISIONS.

I KEEP WANTING TO GET WHATEVER YOU'RE [INAUDIBLE] [LAUGHTER].

>> I WOULD JUST SAY, THANK YOU, STUDENTS, I'M SO GLAD TO SEE YOU.

PLEASE, KEEP THINKING ABOUT THE THINGS THAT YOU'RE SEEING AND HEARING AND EXPERIENCING IN SCHOOL.

THINK ABOUT WHAT YOU CAN BRING TO US.

BECAUSE AS EVERYONE SAYS, THE POLICY THAT WE MAKE, IT'S WAY UP HERE, BUT IT HIT YOU OVER THE HEAD BASICALLY.

I DEFINITELY WELCOME YOUR INPUT AND I THINK WE ALL DO.

THANK YOU TO MARK FOR THIS WONDERFUL CTE PRESENTATION.

THERE ARE SEVERAL OF THOSE PROGRAMS THAT ARE NEAR AND DEAR TO ME WHEN I SEE EITHER MY OWN CHILDREN BENEFIT, OR THE SONS AND DAUGHTERS OF PEOPLE I VALUE AS FRIENDS.

RIGHT AT THE END OF THE SCHOOL YEAR, I WENT TO THE CTE AWARDS NIGHT, AND I WAS SO PLEASED TO SEE ONE OF MY FRIEND'S DAUGHTERS BEING ACKNOWLEDGED FOR WINNING STATE IN CULINARY ARTS.

THESE PATHWAYS, THEY'RE NOT PATHWAYS THAT WE NORMALLY THINK ABOUT WHEN WE THINK ABOUT READING, WRITING, AND ARITHMETIC.

BUT, THEY'RE SO VERY IMPORTANT AS WE SAW IN THESE GRADUATION RATES.

THESE ARE KIDS OFTEN WHO ARE HAVING A BIT OF CHALLENGE LEARNING THE USUAL WAY OR LEARNING IN TERMS OF LISTENING AND WRITING, AND THAT HANDS-ON EXPERIENCE IS SO VERY IMPORTANT TO THEM TO BRING THEORY TO LIFE.

I'M JUST SO IMPRESSED WITH OUR GRAD RATES WITH OUR CTE STUDENTS, AND KEEP UP THE GOOD WORK.

I WOULD JUST END AND SAY, YES, I FEEL THE SAME VIBE.

I STILL HAVE A KID AT [INAUDIBLE] HIGH SCHOOL, AND HE HASN'T YELLED AT ME YET SO FINGERS CROSSED.

[LAUGHTER] WE GET UP VERY EARLY IN THE MORNING AS YOU KNOW.

>> THANK YOU. AS WE ENTER THIS COMING SCHOOL YEAR, I WAS ORGANIZING MY SCHOOL BOARD WORKSPACE AT HOME.

I SPENT SOME TIME ADMIRING AND REFLECTING ON THE EQUITY TREE THAT WE WERE GIFTED LAST YEAR BY THE AMAZING STUDENTS AT THE WORK EXPERIENCES PROGRAM ON THE WOODWAY CAMPUS AND THE [INAUDIBLE] MIDDLE SCHOOL CTE PROGRAM.

ON THAT NOTE, I WANT TO GIVE A SPECIAL THANKS TO HEIDI AND JAMES SULLIVAN AND THE OTHER STAFF WHO WERE INVOLVED IN THE PROJECT FOR THEIR LEADERSHIP AND THOUGHTFULNESS ON THIS PROJECT.

I'M REALLY PROUD OF THE DISTRICTS MONTHLY EQUITY THEMES, AND I'M LOOKING FORWARD TO CELEBRATING EACH ONE OF THESE THIS YEAR.

WITH ONE OF THE EQUITY ORNAMENTS THAT WE RECEIVED LAST YEAR, THERE WAS A QUOTE FROM CESAR CHAVEZ THAT I'D LIKE TO SHARE WITH YOU.

THIS WAS SENT BY THE STUDENTS.

ONCE SOCIAL CHANGE BEGINS, IT CANNOT BE REVERSED.

YOU CANNOT UNEDUCATE A STUDENT OR A PERSON WHO HAS LEARNED TO READ, YOU CANNOT HUMILIATE THE PERSON WHO FEELS PRIDE, AND YOU CANNOT OPPRESS THE PEOPLE WHO ARE NOT AFRAID ANYMORE.

THIS IS WHAT WE HOPE FOR ALL OUR STUDENTS, THAT WE WILL HELP THEM TO NOT ONLY LEARN TO READ, THINK, AND PROBLEM-SOLVE,

[02:05:02]

BUT THEY WILL BE RESILIENT AND PROUD OF WHO THEY ARE AND WHAT THEY'RE ABLE TO CONTRIBUTE TO THEIR SCHOOL, THEIR COMMUNITY, AND TO SOCIETY AFTER THEY GRADUATE.

I'D LIKE TO SAY A BIG THANK YOU TO ALL OF OUR STAFF WHO WORKED VERY HARD TO MAKE THIS GOAL A REALITY.

NOW, I'LL LIKE TO TURN IT OVER TO DR. MINER.

>> BRIEFLY, I WANT TO ECHO WHAT OTHERS HAVE SAID ABOUT IT FEELS LIKE A NEW CHAPTER.

AND I JUST WANTED TO ACKNOWLEDGE THE PEOPLE IN THE BACK OF THE ROOM WHO AS WE BEGIN A CHAPTER WHERE WE'RE FOCUSED ON STUDENT LEARNING AND ON EQUITY AND AN ELEVATING STUDENT VOICES, THERE'S NO TEAM I'D RATHER BE WITHIN THEM.

THERE'S A TREMENDOUS SENSE, I WOULD SAY, OF RELIEF AMONG US TOO, THAT OUR CONVERSATIONS ARE NOT FOCUSED ON WHAT WE KNOW ABOUT EPIDEMIOLOGY AND DISEASE TRANSFER AND THOSE THINGS.

WE'RE EXCITED TO BE BACK AT THE WORK THAT WE KNOW AND LOVE, AND THAT WE KNOW CAN MAKE A DIFFERENCE FROM KIDS.

AND THE BRILLIANCE OF THE PEOPLE WHO I'M ABLE TO SHARE THIS WORK WITH IS JUST TREMENDOUS.

I'M GRATEFUL TO BE HERE WITH ALL OF YOU, WITH THEM, AND WITH OUR STUDENTS WORKING ON THOSE VERY OBJECTIVES THIS YEAR.

>> THANK YOU. THE LAST ITEM ON THE AGENDA IS WHETHER OR NOT THERE

[17. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]

ARE ITEMS THAT ANY OF THE SCHOOL BOARD MEMBERS WOULD LIKE TO SEE PUT ON FUTURE BOARD MEETINGS?

>> IT'S THE RECOGNITION OF INDIGENOUS PEOPLES DAY.

IN 2017, YOU KNOW HOW MUCH COUNTY OFFICIALLY IN A JOINT RESOLUTION RECOGNIZED THAT TO 2ND MONDAY IN OCTOBER AS INDIGENOUS PEOPLES DAY.

AND I WOULD LOVE TO SEE EDMONDS FOLLOW SUIT.

>> THANK YOU. I HAVE A MEETING THIS COMING WEEK OR THE END OF THIS WEEK.

I HAVE A MEETING TOMORROW.

[LAUGHTER] THANK YOU, AARON, [LAUGHTER] TO TALK ABOUT THIS TOPIC AND TO DRAFT SOMETHING TO BE ABLE TO BRING FORWARD TO YOU.

>> I KNOW YOU DID. I JUST [INAUDIBLE] [LAUGHTER].

>> JUST FOR MY OWN.

IT WAS ADOPTED ON SEPTEMBER 27TH, WHICH IS A VERY SPECIAL DAY FOR ME.

AND THE COUNCIL SANG ME HAPPY BIRTHDAY, AND THAT WAS MY GIFT BECAUSE WE'D WORKED VERY HARD TO GET THAT ADOPTED SNOW MUCH COUNTY.

SO I WOULD BE LOBBYING FOR SEPTEMBER 27TH THIS YEAR FOR HER TO PUT IT ON OUR AGENDA, NO SELF-INTEREST, [LAUGHTER] BUT THAT'S A BIRTHDAY PRESENT THAT I REALLY LIKE.

>> WELL, I THANK YOU FOR BRINGING THE TOPIC TO US, AND I THINK IT'S IMPORTANT AND I APPRECIATE YOU FOLLOWING UP ON IT.

>> IT WASN'T ME, IT WAS THE INDIAN EDUCATION DEPARTMENT THAT DID THAT I WORK WITH [OVERLAPPING].

I GIVE CREDIT WHERE CREDIT IS DUE.

>> THANK YOU TO THEM. THANK YOU TO ALL OF YOU FOR ATTENDING.

THIS REGULAR MEETING OF THE EDMOND SCHOOL BOARD OF DIRECTORS IS NOW ADJOURNED.

[BACKGROUND]

* This transcript was compiled from uncorrected Closed Captioning.