Sep 27, 2022 Board Meeting

[00:00:05]

GOOD EVENING, EVERYBODY, AND WELCOME.

THIS REGULAR MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.

[4. ROLL CALL-6:31 pm]

DIRECTOR SMITH SHOULD BE ON ZOOM RIGHT NOW.

HE'S IN ISOLATION.

DIRECTOR SMITH, ARE YOU HERE? YEAH. I SEE YOU, BUT WE DON'T HEAR YOU.

[INAUDIBLE] THANK YOU.

AND WE'RE GLAD THAT YOU ARE.

DIRECTOR NOBLE HERE.

DIRECTOR CHASE HERE.

DIRECTOR KILGORE.

AND I'M DIRECTOR KATIMS. SO WE ARE ALL HERE.

[5. LAND ACKNOWLEDGEMENT-6:32 pm]

MINER, TO PLEASE READ THE LAND ACKNOWLEDGMENT.

THANK YOU, PRESIDENT KATIMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SNOHOMISH PEOPLE, AND THEIR SUCCESSORS.

THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED AND GATHERED ON THESE LANDS.

WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER.

BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATIONAL AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS. THANK YOU VERY MUCH.

[6. FLAG SALUTE-6:34 pm]

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

[7. APPROVAL OF AGENDA-6:36 pm]

SO DO I HEAR A MOTION AND A SECOND FOR APPROVING OUR AGENDA AS PRESENTED.

THE MOTION TO APPROVE.

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 AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE, AYE.

ALL THOSE OPPOSED PLEASE SAY NAY.

ANY ABSTENTIONS AND OUR AGENDA IS APPROVED AS PRESENTED.

NEXT ON OUR AGENDA, WE HAVE SOME OF OUR STUDENT ADVISORS WHO HAVE NOT YET HAD THEIR OATH, BUT THEY'RE NOT YET HERE.

THEY MAY BE COMING LATER, SO WE MAY WAIT UNTIL THEY'RE HERE FOR THAT PARTICULAR ITEM ON THE AGENDA.

SO WE'LL POSTPONE THAT.

BUT WE'RE REALLY GLAD TO SEE OUR OTHER STUDENT ADVISORS HERE TONIGHT.

THEY'RE VERY IMPORTANT TO US.

[9. PROCLAMATION- INDIGENOUS PEOPLES' DAY- 6:45 pm]

IT'S A PROCLAMATION FOR THAT WE'RE PUTTING OUT AS A BOARD THAT'S RESOLUTION NUMBER 22 -19 TO APPROVE THAT.

WE WILL RECOGNIZE THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLES DAY.

ARE THERE ANY STUDENTS OR STAFF MEMBER WHO WERE HERE IN PART TO READ THIS? I SEE SOMEONE RAISE THEIR HAND.

OH, PLEASE COME FORWARD.

I'M SORRY. I DON'T KNOW YOU.

PLEASE, COME ON UP.

WE'RE SO HONORED TO HAVE YOU HERE.

IF YOU COULD, WE'LL TURN A MICROPHONE.

OH, THAT'S PERFECT. THANK YOU.

THAT WOULD BE WONDERFUL.

AND WHY DON'T YOU COME RIGHT UP HERE TO THE FRONT, IF YOU CAN, OR AS FAR AS THE MIC WILL LET YOU.

OKAY. THANK YOU SO MUCH FOR BEING HERE.

WOULD YOU LIKE TO INTRODUCE YOURSELF FIRST? MY NAME IS KYRA ISAAC.

I GRADUATED THIS LAST YEAR FROM EDMONDS WOODWAY.

I AM CAYUGA IROQUOIS OR HAUDENOSAUNEE.

YEAH. GREAT.

THANK YOU. GO AHEAD.

A PROCLAMATION BY THE EDMONDS SCHOOL DISTRICT TO RECOGNIZE THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLES DAY.

WHEREAS THE EDMONDS SCHOOL DISTRICT RECOGNIZES THAT THE INDIGENOUS PEOPLES OF THE LANDS THAT WOULD LATER BECOME KNOWN AS THE AMERICAS HAVE OCCUPIED THESE LANDS SINCE TIME IMMEMORIAL. AND WHEREAS, INDIGENOUS COAST SALISH PEOPLES, INCLUDING SAUK-SUIATTLE, STILLAGUAMISH, TULALIP AND OTHER TRIBES INHABITED THE PUGET SOUND REGION

[00:05:01]

AND WHEREAS, THE EDMONDS SCHOOL DISTRICT VALUES THE MANY CONTRIBUTIONS MADE TO OUR COMMUNITY BY THE INDIGENOUS PEOPLES THROUGH KNOWLEDGE, LABOR, TECHNOLOGY, SCIENCE, PHILOSOPHY, ARTS AND THE DEEP CULTURAL CONTRIBUTION THAT HAS SUBSTANTIALLY SHAPED THE CHARACTER OF THIS DISTRICT.

AND WHEREAS, THE EDMONDS SCHOOL DISTRICT PROMOTES EDUCATIONAL EXCELLENCE FOR THE INDIGENOUS PEOPLES THROUGH POLICIES AND PRACTICES THAT REFLECT THE EXPERIENCES OF INDIGENOUS PEOPLES AND SHARE GREATEST GREATER ACCESS AND OPPORTUNITY AND HONOR OUR NATION'S INDIGENOUS ROOTS, HISTORY AND CONTRIBUTIONS.

AND WHEREAS, SB 5433 REQUIRES THE TEACHING OF THE HISTORY, GOVERNMENT AND CONTEMPORARY ISSUES OF THE 29 FEDERALLY RECOGNIZED TRIBES OF WASHINGTON STATE.

AND WHEREAS, INDIGENOUS PEOPLES DAY WAS FIRST PROPOSED IN 1977 BY A DELEGATION OF NATIVE NATIONS TO THE UNITED NATIONS SPONSORED INTERNATIONAL CONFERENCE ON DISCRIMINATION AGAINST INDIGENOUS POPULATIONS IN THE AMERICAS.

AND WHEREAS, THE EDMONDS SCHOOL DISTRICT JOINS A GROWING NUMBER OF SCHOOL DISTRICTS THAT HAVE RECOGNIZED THE SECOND MONDAY IN OCTOBER AS INDIGENOUS PEOPLES DAY, CREATING AN OPPORTUNITY TO PROMOTE APPRECIATION, TOLERANCE, UNDERSTANDING, FRIENDSHIP AND PARTNERSHIPS AMONG INDIGENOUS PEOPLES AND ALL WHO ATTEND THE EDMONDS SCHOOL DISTRICT.

THANK YOU SO MUCH, KYRA [APPLAUSE].

AND I THINK WE HAVE A COUPLE OF OTHER PEOPLE WHO HAVE COME FORWARD TO JOIN US.

IF THEY COULD INTRODUCE THEMSELVES AND JUST AND SHARE JUST THIS MOMENT WITH US TONIGHT.

HI, EVERYONE.

THANK YOU. SORRY I'M LATE.

IT'S THOUGHT IT WAS AT 6:45.

SO AT THE END OF THIS.

SO THANK YOU FOR COMING.

WELCOME. I KNOW YOU JUST HEARD THE PROCLAMATION FOR INDIGENOUS PEOPLES DAY.

AND ALSO I HAVE ANOTHER STUDENT HERE WHO WOULD LIKE TO SPEAK UPON.

HE'S A NINTH GRADER OR 10TH GRADER AT EDMONDS.

YEAH, EDMONDS HIGH, SO [INAUDIBLE].

HELLO, MY NAME IS SHANTI [INAUDIBLE].

I'M PAPA LAKOTA.

I'M GONNA DO MY INTRODUCTION IN PAPA LAKOTA, OR MY DAD WILL GET MAD AT ME.

[INAUDIBLE] HELLO EVERYONE WITH GOOD INTENTIONS IN MY HEART I SHAKE YOUR HAND.

MY LAKOTA NAME IS LITTLE BEAR.

MY ENGLISH NAME IS SHANTI [INAUDIBLE].

MY DAD'S NAME IS MATT [INAUDIBLE] AND MY MOM'S NAME IS REBECCA [INAUDIBLE].

INDIGENOUS PEOPLES DAY IS SOMETHING THAT IS CURRENTLY NOT VERY PUBLICLY KNOWN, AT LEAST IN MY SCHOOL.

DURING THE MONTH OF OCTOBER LAST YEAR, WE DID HAVE SOMETHING, BUT MOST OF MY FRIENDS DIDN'T KNOW, DIDN'T GO AND JUST HAD NO IDEA ABOUT IT, WHICH ISN'T THEIR FAULT.

AND SO I HOPE IN THE NEAR FUTURE, MAYBE EVEN THIS YEAR, THAT THEY CAN JUST COME JOIN, LEARN ABOUT THEIR CULTURES OF TRIBES INHABITED THIS LAND SINCE TIME IMMEMORIAL, AND JUST LEARN ABOUT MORE HISTORY.

BECAUSE EVEN AS IT STANDS, IN US HISTORY AND HAVEN'T TALKED ABOUT IT YET, AND I'M HOPING THAT I'LL BRING IT UP WITH MY HISTORY TEACHER.

MAYBE HE WILL DO A LITTLE SEGMENT ABOUT INDIGENOUS PEOPLES AND HOW THEY'RE TREATED TO THIS DAY.

AND I LOVE TO SEE FURTHER ON AT EVERY SCHOOL DISTRICT, MAYBE NOT EVEN JUST IN WASHINGTON, WOULD RECOGNIZE INDIGENOUS PEOPLE'S DAY AS A NATIONAL HOLIDAY [APPLAUSE].

THANK YOU, SHANTI.

ALSO, I JUST WANTED TO SAY ON FRIDAY AT 4:00, WE ARE GOING TO HAVE A ORANGE SHIRT DAY THAT IS GOING TO REPRESENT THE REMEMBRANCE OF OUR BOARDING SCHOOL AND IT'S GOING TO START AT GOLD PARK AND WILL END HERE IN OUR PARKING LOT AND WE'LL HAVE SPEAKERS SINGING, DRUMMING.

AND THIS IS JUST AN AWARENESS OF THE BOARDING SCHOOL ERA THAT SHOULD BE IN OUR HISTORY BOOKS, BUT IT'S NOT YET.

IT IS TAUGHT AT THE COLLEGE LEVEL.

SO ANYWAYS, I WANT TO THANK YOU FOR LISTENING TO THE INDIGENOUS PEOPLES DAY PROCLAMATION AND JUST HAVING A GOOD FOREWORD TO INDIGENOUS WORK FOR OUR SCHOOL DISTRICT TO GET MORE AWARENESS AND MORE ACTIONS DONE.

[00:10:01]

THAT MEANS THANK YOU IN [INAUDIBLE].

THANK YOU [APPLAUSE].

AND I WANT TO THANK DIRECTOR CHASE FOR BRINGING THIS RESOLUTION TO THE BOARD.

WE REALLY APPRECIATE IT.

AND IT'S A HAPPY BIRTHDAY GIFT TO YOU.

SO WE HOPE IT HELPS MAKE THE DAY EVEN MORE MEMORABLE FOR YOU.

IT HAS. THERE IS NOTHING MORE THAT I COULD EVEN WISH FOR.

GREAT. SO WHAT WE NEED TO DO IS OFFICIALLY APPROVE THIS.

DO I HEAR A MOTION AND A SECOND TO APPROVE THE RESOLUTION 22-19.

I MOVE TO APPROVE THE RESOLUTION.

THE PROCLAMATION BY THE EDMOND SCHOOL DISTRICT TO RECOGNIZE THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLES DAY.

SECOND. IT'S BEEN MOVED AND SECONDED.

IS THERE ANY DISCUSSION? I AM JUST SO MOVED AND I SO APPRECIATE THE WORK OF KAREN ELLIOT AND THE INDIAN EDUCATION AND ALL THE PEOPLE THAT ARE IN SUPPORT OF THIS IMPORTANT RECOGNITION, WHICH IS A SMALL STEP IN MOVING FORWARD ON THE ISSUES THAT WE NEED TO BE ADDRESSING, PARTICULARLY WITH THE BOARDING SCHOOLS AND AND THE TREATMENT OF OUR INDIGENOUS PEOPLE.

SO THANK YOU. ANY OTHER DISCUSSION.

HEARING NONE. I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE RESOLUTION TO MAKE THE SECOND MONDAY OF OCTOBER INDIGENOUS PEOPLES DAY.

PLEASE INDICATE BY SAYING AYE, AYE.

ALL THOSE ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS.

AND THE PROCLAMATION IS APPROVED [APPLAUSE].

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

MINOR TO DO THAT.

[INAUDIBLE] I STATE YOUR NAME.

JASMINE PENNIMAN.

DO DO SOLEMNLY SWEAR? I DO. I'M SORRY.

I WAS NOT. I HAVEN'T BEEN A TEACHER IN A LITTLE WHILE NOW, SO WE'RE GOING TO START ALL THE WAY OVER.

YOU'RE JUST GOING TO REPEAT. I STATE YOUR NAME.

JASMINE PENNIMAN, DO YOU SOLEMNLY SWEAR? SOLEMNLY SWEAR THAT I WILL SUPPORT, THAT I WILL SUPPORT.

THE CONSTITUTION, THE CONSTITUTION.

OF THE STATE OF WASHINGTON, OF THE STATE OF WASHINGTON.

AND WILL FAITHFULLY PERFORM THE DUTIES, AND WILL FAITHFULLY PERFORM THE DUTIES.

A STUDENT ADVISOR, A STUDENT ADVISOR.

TO THE BOARD OF DIRECTORS, TO THE BOARD OF DIRECTORS.

OF EDMONDS SCHOOL DISTRICT NUMBER 15, OF EDMONDS SCHOOL DISTRICT NUMBER 15.

ACCORDING TO THE BEST OF MY ABILITY, ACCORDING TO THE BEST OF MY ABILITY.

[APPLAUSE] AND JASMINE, WE WELCOME YOU.

WE'RE SO GLAD THAT YOU'RE HERE AND WE'RE REALLY LOOKING FORWARD TO HAVING YOU AND YOUR PERSPECTIVE AND INPUT ALONG WITH THE OTHER STUDENTS WHO ARE ON THE BOARD.

YOU PROVIDE A VERY SPECIAL PART FOR OUR WORK.

[10. SCHOOL PRESENTATIONS-6:50 pm]

WE'VE ALREADY HAD A COUPLE OF GREAT THINGS, ACTUALLY.

THIS IS A GOOD NIGHT. SO LYNDDALE STUDENTS AND STAFF ARE HERE AND THE STUDENTS ARE GOING TO DO A PRESENTATION FIRST, AND THEN WE WILL HEAR FROM SARAH SCHUMACHER, THE PRINCIPAL ALSO ABOUT THE SCHOOL IMPROVEMENT WORK THAT THEY'RE DOING THERE.

SO I'LL TURN IT OVER TO SARAH.

THANK YOU FOR BEING HERE AND TO ALL YOUR STUDENTS.

[INAUDIBLE] WELL, WE CAME OUT IN FORCE THIS EVENING.

WE HAVE A LARGE GROUP, SO WE WERE NEEDING TO TALK THROUGH THE LOGISTICS.

BUT FIRST OF ALL, I WANT TO SAY THANK YOU FOR THIS OPPORTUNITY.

THERE IS NOTHING THAT MAKES ME HAPPIER THAN TO GET TO SPOTLIGHT THE WORK OF OUR AMAZING STAFF AND KIDDOS AT LYNNDALE.

SO ACTUALLY THEY ARE GOING TO TAKE OVER THIS PRESENTATION AND WE'RE GOING TO BE TALKING ABOUT THE WORK A COUPLE OF OUR TEACHERS DID LAST YEAR WITH OUR LAST

[00:15:02]

SO, FRIENDS, WHAT WE'RE GOING TO DO IS I'M GOING TO HAVE MY CURRENT SEVENTH GRADERS.

WE'RE GOING TO YOU GUYS ARE GOING TO STAND UP AND WE'LL JUST PASS THE MIC SORRY AS WE GET THE LOGISTICS GOING.

SO FIRST UP IS GOING TO BE [INAUDIBLE].

SO NEXT SLIDE FOR US.

SO THAT'S MY PRESENTATION OF WHO'S HERE.

IT'S MICHELLE SKINNER AND SALLY ARE THE TEACHERS HERE PRESENTING AND THEN A LARGE GROUP OF STUDENTS.

I'LL JUST LET THEM FILL IN.

GO AHEAD. NEXT SLIDE.

SO WE DID A LOT OF WELL, YOU CAN SAY THINGS, I GUESS, OR UNITS BEFORE THE OLYMPICS. AND ONE OF THEM WAS WE DID A PIZZA MATH.

THAT WAS REALLY FUN.

WE HAD A LOT OF ENJOYMENT WITH THAT.

WE MADE VIDEOS, WE DID MATH.

IT WAS A WHOLE LOT OF FUN.

WE MADE A PAPER [INAUDIBLE] GRAPHS FOR ONE OF OUR SOCIAL STUDIES UNITS.

WE ALSO LEARNED A LOT ABOUT ANCIENT GREECE, AND IT WAS ALSO REALLY FUN IN MATH.

WE ALSO DID GEOMETRICAL CITY, WHICH WAS GEOMETRICAL SHAPE CITY BASICALLY THAT WE ALL BUILT SECTIONS OF.

AND IT WAS REALLY FUN TO WORK WITH THE GROUPS AND HAVE EVERYONE WITH THEIR SEPARATE IDEAS.

[INAUDIBLE] SO WE HAD.

SO WE LEARNED ABOUT GREEK OLYMPICS AND GREEK, GREEK MYTHOLOGY AND ART.

SO AND THEN WE GOT THE OPPORTUNITY TO PROJECT A FIELD DAY FOR LYNNDALE ELEMENTARY.

FIRST WE GOT A PACKAGE, AND THEN WE PLANNED OUR FIELD DAY.

AND FIRST WE RESEARCHED ABOUT THE GREEK OLYMPICS SO WE CAN SEE WHAT GAMES WE CAN PLAN AND YEAH.

FOR THE PLANNING PART, WE GOT A PAPER ON, LIKE.

WHAT OUR GAME WAS ABOUT.

SO FIRST WE THOUGHT OF A GAME AND BASED IT OFF WHAT CULTURE THE GAME WAS MOSTLY PLAYED IN.

AND AND THEN WE CONSIDERED, LIKE, WHERE OUR GAME WAS GOING TO BE PLAYED AT THE SCHOOL.

AND THEN WE CONSIDERED ALL THE MATERIALS THAT WE NEEDED FOR OUR GAME TO BE PLAYED.

AND ONCE WE HAD THAT DONE, WE GAVE IT TO THE TEACHERS AND THEY GAVE US FEEDBACK AND EDITS THAT THEY MADE SO WE COULD MAKE IT MORE SUITABLE FOR ALL GRADES AND ABILITY LEVELS.

THIS IS ONE OF MY PERSONAL FAVORITES AND PROBABLY ONE OF THESE KIDS FAVORITE, THE GREEK ART.

WE DID A LOT OF FUN, LIKE JUST SHOWING OUR UNIQUE, LIKE IDEAS OF WHAT WE'RE GONNA DRAW, SHARING OUR IDEAS, COMMUNICATING. AND IT WAS AND IT WAS REALLY COOL SEEING THEM DURING FIELD DAY.

AND YEAH, IT WAS REALLY FUN JUST WORKING WITH YOUR FRIENDS.

SO PART OF THE PLANNING WAS THE TECHNOLOGY.

AND WE BASICALLY MADE A VIDEO ABOUT HOW TO PLAY OUR GAME AND THE RULES OF IT SO THAT IT DIDN'T GET DESTROYED AND STUFF.

AND SO THE KIDS KNEW HOW IT WORKED AND WE DIDN'T HAVE TO EXPLAIN IT ON FIELD DAY SO THEY COULD JUST GO AND PLAY.

AND PART OF IT WAS MAKING A SLIDE SHOW WHERE THE WHOLE SCHOOL COULD KIND OF SEE THE DETAILS OF YOUR GAME AND HOW IT WORKS.

[00:20:04]

DURING THE OPENING OF THE CEREMONY, ALL THE SCHOOL CAME TOGETHER.

EACH CLASS HAD CREATED THEIR OWN POSTER WITH A CLASS NAME THEY CAME UP WITH.

THEN A CHOSEN STUDENT CAME RUNNING THROUGH THE MIDDLE OF ALL THE CLASSES, HOLDING A FAKE TORCH LIKE HOW THEY DO DOING IN THE REAL OLYMPICS.

NEXT, SOME STUDENTS SANG THE NATIONAL ANTHEM FOR THE ENTIRE SCHOOL.

THEY PRACTICED AND REHEARSED IT WITH THE MUSIC TEACHER.

FINALLY, THE PRINCIPAL SENT ALL THE SIXTH GRADERS TO THEIR GAMES TO GET IN POSITION.

THEN SURELY THE REST OF THE KIDS TO GO PLAY THE GAMES AND THE LYNNDALE OLYMPICS HAD OFFICIALLY STARTED.

EACH ONE OF US HAD A CHANCE TO MAKE, EACH ONE OF US PUT INTO GROUPS OF PEOPLE WE CHOSE.

IT COULD BE OUR FRIENDS OR A STRANGER TO BE ABLE TO COMMUNICATE WITH THEM AND LEARN HOW TO BE ABLE TO SET UP AND BE A PART OF THINGS THAT MIGHT BE DIFFERENT FOR YOU.

WE WERE EACH SET EACH ONE OF US CHOSE A PLACE IN OUR PARK OR FIELD TO SET UP OUR GAME.

WE WERE EACH GIVEN MATERIALS AND OUR ART TO SET UP TO BE ABLE TO EXPLAIN TO THE LITTLE KIDS OR TO KIDS A LITTLE YOUNGER THAN US WHAT OUR GAME WAS ABOUT AND WHY THEY SHOULD BE ABLE TO PLAY IT.

EVERY SINGLE STUDENT AT LYNNDALE GOT TO PLAY OUR GAMES, AND THEY COULD.

THEY HAD FREEDOM OF WHICH STATION THEY WANTED TO GO TO AND WHICH GAMES THEY WANTED TO PLAY.

EVERY TIME THEY FINISHED THE STATION THEY GOT THEY GOT A STAMP.

AND EVERY FOR IF THEY IF THEY FINISHED THE STATION, THEY GOT A MEDAL FOR PARTICIPATION.

ASK OUR CURRENT 6TH GRADERS WHO EXPERIENCED IT TO COME UP.

[APPLAUSE] AND SO JUST CLICK ONE MORE IF YOU COULD, PLEASE.

THERE WE GO. YOU CAN GO FIRST.

MY NAME IS [INAUDIBLE] AND I AM IN SIXTH GRADE.

ONE OF THE THINGS THAT I REALLY LIKED WAS HOW MANY OPTIONS AND GAMES THAT THERE WERE TO PLAY.

I THOUGHT THAT WAS REALLY COOL HOW THE 6TH GRADERS WERE ABLE TO SET UP ALL THAT STUFF.

AND I REALLY LIKED HOW A LOT OF THE OLDER KIDS, ESPECIALLY THE SIXTH GRADERS, HELPED A LOT OF THE YOUNGER KIDS WITH THE MORE COMPLEX GAMES AS THE GAMES VARIED FROM SIMPLER, EASY, FUN GAMES TO MORE COMPLEX REAL GAMES.

AND I THINK THE SIXTH GRADERS DID AN AWESOME JOB WITH THAT.

NEXT UP IS [INAUDIBLE]. HELLO.

MY NAME IS [INAUDIBLE] AND I AM IN SIXTH GRADE.

WHAT I REALLY LIKED ABOUT THE OLYMPICS WAS THAT THERE WERE GAMES FOR ALL AGES AND THAT, LIKE [INAUDIBLE] SAID, THERE WAS MORE COMPLEX GAMES AND MORE GAMES THAT I GUESS MORE LIKE KINDERGARTNERS AND FIRST GRADERS COULD PLAY.

I ALSO REALLY LIKED HOW MR. OLSON ALSO HAD HIS GAMES, WHICH HE DID EVERY FIELD DAY, AND I THINK THAT WAS IT WAS A REALLY GOOD FIELD LAST YEAR.

HI, MY NAME IS [INAUDIBLE] AND LIKE [INAUDIBLE] SAID, THERE'S LOTS OF OPTIONS.

THEY'RE VERY ENGAGING AND THEY VARY FROM DIFFERENT LIKE GENRES OF GAMES AND ANYTHING YOU COULD PLAY AND [INAUDIBLE] OR NOW SEVENTH GRADERS WERE REALLY NICE ON LIKE EVERYTHING AND PUTTING TOGETHER ALL THE GAMES AND WORKING REALLY HARD [APPLAUSE].

THERE'S JUST ONE MORE SECTION.

AND SO AGAIN, THIS WAS A PROJECT BASED LEARNING ACTIVITY.

AND SO IS REALLY ABOUT KIND OF THE LEARNING FOR THE COMMUNITY AND THE LEARNING FOR OUR OUTGOING SIXTH GRADERS.

SO I JUST WANTED THEM TO HIGHLIGHT WHAT'S THE MOST IMPORTANT THING THAT THEY LEARNED AS PART OF THIS PROCESS.

[00:25:03]

SO, YEAH JUST HAVE PATIENCE.

THE MOST IMPORTANT THING IS DEFINITELY COMMUNICATION.

AND LIKEWISE WITH PATIENCE.

AND YOU JUST GOT TO COMMUNICATE WITH YOUR TEAM, MAKE SURE EVERYTHING IS PLANNED AHEAD OF TIME.

AND. YEAH. SO THE ONE THING THAT WE HAD LAST YEAR WAS A LOT OF NEWER KIDS FROM DIFFERENT COUNTRIES THAT WERE LIKE SPANISH SPEAKERS, OR WE HAD A KID FROM UKRAINE THAT JOINED HALFWAY THROUGH THE YEAR.

AND SO I THINK IT WAS REALLY IMPORTANT TO HELP THEM KNOW WHAT YOU WERE TALKING ABOUT AND FOR THEM TO HELP OUT WITH THE KIDS AND STUFF.

AND I THINK ALSO KIND OF HELPED THEM ENGAGE WITH MORE STUDENTS.

THE MOST IMPORTANT THING I LEARNED WAS TO HAVE THE ABILITY TO ADAPT, BECAUSE A LOT OF TIMES THE YOUNGER KIDS WERE NOT ABLE TO FOCUS OR PLAY THE GAME CORRECTLY. SO YOU HAD TO IMPROVISE AND HELP THEM OUT.

THE MOST IMPORTANT THING I LEARNED WAS THE WHOLE GREEK MYTHOLOGY THING, BECAUSE BEFORE WE STARTED THE OLYMPICS, WE LEARNED ABOUT LIKE GREEK MYTHOLOGY AND THINGS LEADING UP TO THE OLYMPICS.

THE MOST IMPORTANT THING I LEARNED WAS TO BE ABLE TO COOPERATE NOT JUST WITH YOURSELF AND YOUR TEAMMATES, BUT WITH EVERYONE ELSE AROUND YOU THAT PARTICIPATED IN YOUR WORK.

THE MOST IMPORTANT THING I LEARNED WAS THAT HAVING FUN IS VERY IMPORTANT BECAUSE WHEN YOU LIKE WHAT BRANDON SAID, WHEN YOU COOPERATE AND HAVE TEAMWORK, YOU SHOULD ALSO HAVE FUN, BECAUSE THAT'S THE WHOLE POINT OF THE THING.

BECAUSE HAVING FUN IS ALSO IMPORTANT, JUST LIKE TEAMWORK.

I WOULD SAY THE MOST IMPORTANT THING I LEARNED IS THAT THE KIDS CAN REALLY MAKE MAGIC HAPPEN, THAT WE GAVE THIS GROUP OF SIXTH GRADERS COMING BACK FROM THE PANDEMIC AND COVID THIS BIG OPPORTUNITY TO PLAN A FIELD DAY FOR 400 KINDERGARTNERS THROUGH [INAUDIBLE] SIXTH GRADERS.

AND WE WE WE ENTRUSTED A LOT.

AND THEY I MEAN, IT WAS AN AMAZING DAY.

IT WENT BEYOND OUR EXPECTATIONS.

AND IT'S CATCHING ON.

OUR CURRENT SIXTH GRADERS ARE LIKE, WHEN DO WE GET TO PLAN OUR FIELD DAY? AND OUR FIFTH GRADERS NOW ARE LIKE, WELL, WE GOT TO START THINKING ABOUT OURS.

SO JUST THE POWER OF THE STUDENT LED WORK AND THE BUILDING OF THAT COMMUNITY.

AND REALLY WE HAVE TO LET THEM LEAD BECAUSE THEY WERE ABLE TO SAY THIS IS WHAT'S GOING TO WORK FOR THE OTHER KIDDOS.

WE NEED TO HAVE A DINOSAUR CHASING KIDS ON A BIKE RACE, IT'S IMPORTANT [LAUGHTER].

AND IT IT WAS A WONDERFUL DAY AND THANK YOU ALL FOR REPRESENTING IT SO VERY WELL.

DID YOU HAVE ANY QUESTIONS FOR OUR STUDENTS? SO, BOARD MEMBERS.

ANY QUESTIONS? COMMENTS.

CAN WE COME NEXT YEAR [LAUGHTER].

ANYTHING ELSE? DIRECTOR SMITH OUT THERE IN VIRTUAL LAND.

NO, NO.

GREAT. WHAT I'D LIKE TO SAY IS I PARTICULARLY LIKE TO HEAR WHAT YOU SAID ABOUT WHAT YOU LEARNED, BECAUSE WHAT YOU LEARNED WERE ALL REALLY IMPORTANT SKILLS FOR BEING SUCCESSFUL IN LIFE, LEARNING HOW TO COOPERATE, HOW TO PIVOT WHEN YOU NEEDED TO, WHEN THINGS WEREN'T WORKING QUITE THE WAY YOU THOUGHT THEY MIGHT BE WORKING. ALL OF THE THINGS THAT YOU MENTIONED, TEAMWORK.

THESE ARE THE THINGS THAT HELP GROWN-UPS BE SUCCESSFUL AND YOU'RE ALREADY ROCKING IT AT LYNNDALE.

WE'RE REALLY PROUD OF YOU GUYS.

GOOD JOB [LAUGHTER].

WE'D LOVE TO SEE SOME OF THE SIGNS THEY BROUGHT TOO.

[INAUDIBLE] DO WE HAVE, IS HARMONY HERE OR SOMEBODY WHO CAN TAKE SOME PHOTOS?

[00:30:38]

THANK YOU SO MUCH FOR COMING IN, SHARING THIS EXPERIENCE WITH US.

AND NOW IT'S MRS. SCHUMACHER'S TURN.

WELL, WHAT A HARD ACT TO FOLLOW.

IT'S ALWAYS, ALWAYS THAT HARD ACT TO FOLLOW.

YOU CAN DO IT. BUT GETTING TO TALK ABOUT THE GOOD WORK WE'RE DOING AT LYNNDALE IS ABSOLUTELY MY FAVORITE THING.

AND I APOLOGIZE.

UNFORTUNATELY, THE SLIDE DECK THAT I HAD PREPARED.

IT WAS MY MISTAKE, DIDN'T GET THROUGH PROPERLY.

SO I'M JUST GOING TO HAVE TO HAVE YOU IMAGINE SOME OF MY AMAZING CHARTS AND DATA.

BUT I WANTED JUST TO TALK A LITTLE BIT ABOUT OUR SCHOOL IMPROVEMENT PLAN AND OUR FOCUS LAST YEAR ON LITERACY AND THE CONTINUING WORK WE'RE GOING TO BE DOING THIS YEAR AROUND LITERACY IN OUR SCHOOL IMPROVEMENT PLAN.

OUR GOAL LAST YEAR WAS THAT OUR FOURTH, FIFTH AND SIXTH GRADERS WHO WERE ONE OR MORE YEARS BELOW ON THE IREADY ASSESSMENT IN READING. WE'RE GOING TO MEET TYPICAL GROWTH, AND I'VE GOT TO PUT AIR QUOTES AROUND TYPICAL GROWTH BECAUSE THAT IS A MEASUREMENT OF THE ANNUAL AVERAGE GROWTH OF STUDENTS AT EACH GRADE AND PLACEMENT LEVEL.

IT'S A LOT OF WORDS, BUT WHAT IT BASICALLY MEANS IS THAT FOR EVERY STUDENT, ONCE THEY TAKE THE DIAGNOSTIC PLACEMENT, IT TELLS WHAT THEY WOULD NEED TO GROW TO SHOW A YEAR'S GROWTH. AND IN MY MIND, STUDENTS WHO ARE ONE OR MORE YEARS BELOW IN THEIR READING LEVEL NEED TO MAKE THAT ONE OR MORE YEARS OF GROWTH IN ORDER TO BE CATCHING UP AND WORKING TOWARDS GROWTH IN LITERACY.

OUR STRATEGIES LAST YEAR REALLY CENTERED AROUND THE TEACHERS WORKING TOGETHER IN SOME PROFESSIONAL LEARNING COMMUNITIES, REALLY DIVING INTO THAT DATA, TALKING ABOUT THEIR STUDENTS AND WHAT THEY NEEDED TO GROW AS LEARNERS.

WE ALSO TALKED ABOUT SOME BEST PRACTICES IN SMALL GROUPS, AND THAT'S SOMETHING THAT WE'RE GOING TO BE CONTINUING THIS YEAR.

AND STUDENTS REALLY JUST KIND OF GETTING TIME ON ALREADY BECAUSE WE KNEW THAT IT WAS A PROGRAM WHERE THE MORE TIME STUDENTS WERE GETTING, THE MORE IT WAS PAYING OFF.

AND WE REALLY DID SEE THAT LAST YEAR IN TERMS OF GROWTH, IN TERMS OF MEETING THAT GOAL.

WE WEREN'T THERE YET IN TERMS OF 100% OF OUR KIDS WHO ARE ONE OR MORE GRADE LEVELS BELOW MEETING THAT TYPICAL GROWTH.

WE DIDN'T QUITE SEE THAT, BUT WE REALLY HAD SOME REALLY STRONG NUMBERS IN TERMS OF STUDENTS MEETING THAT TYPICAL GROWTH.

52% OF OUR FOURTH GRADERS WHO HAD NOT YET BEEN AT GRADE LEVEL MET THEIR TYPICAL GROWTH SO THAT THEY SHOWED THAT YEARS WORTH OF GROWTH.

46.9% OF OUR FIFTH GRADERS MET THAT TYPICAL GROWTH.

AND HOLD ON FOR THIS ONE, BECAUSE I PROMISE IT'S NOT A TYPO.

I'M 74.4% OF OUR STUDENTS IN SIXTH GRADE MET THAT TYPICAL GROWTH.

A LOT OF THAT IS DUE TO THE TWO TEACHERS THAT WERE HERE TONIGHT.

ONE OF THE THINGS THAT THEY DO IS IN ORDER TO PREPARE STUDENTS FOR MIDDLE SCHOOL EXPERIENCE, THEY ONE OF THEM TEACHES READING, ONE OF THEM TEACHES MATH.

AND SO AND THEY REALLY DOVE INTO WHAT IS IT THAT THIS GROUP OF STUDENTS NEEDS TO BE SUCCESSFUL IN THEIR READING.

AND WHAT WE FOUND LAST YEAR WAS THAT WAS MOSTLY AROUND VOCABULARY.

AND SO MICHELLE SKINNER CAME IN AT THE RIGHT TIME, DID A GREAT AMOUNT OF WORK WITH THE KIDDOS AROUND SOME REALLY AUTHENTIC EXPERIENCES WITH VOCABULARY, AND THAT IS, I THINK WHY WE SAW THAT 74% OF THE KIDDOS MEETING THAT YEAR'S GROWTH.

WE ALSO LOOKED AT THE DATA A LITTLE BIT DIFFERENTLY.

SO OF THOSE STUDENTS WHO WERE NOT YET READING AT GRADE LEVEL, HOW MANY OF THEM ENDED THE YEAR AT GRADE LEVEL OR BEYOND.

SO IT'S A SLIGHTLY DIFFERENT WAY.

SO ONE IS A MEASURE OF DID THEY GROW AND THE OTHER ONE IS HOW MUCH DID THEY GROW? ARE THEY ON GRADE LEVEL? ALMOST 30% OF OUR FOURTH GRADERS WHO HAD NOT YET MET STANDARD WERE THAT GRADE LEVEL.

AT THE END OF THE YEAR, 16% OF OUR FIFTH GRADERS MET THAT STANDARD AT THE END OF THE YEAR.

AND SO THAT'S SOMETHING WE'RE GOING TO BE CONTINUING TO DIVE INTO THIS YEAR.

AND 30% OF THE SIXTH GRADERS.

SO, AGAIN, START OF THE YEAR, ONE OR MORE GRADE LEVELS BELOW AND THEN ENDED ON OR ABOVE GRADE LEVEL.

SO REALLY, REALLY PROUD OF THE WORK OF THAT TEACHING TEAM AND ALL THE SUPPORT STAFF THAT WORKED WITH THEM.

ANOTHER PIECE OF DATA I JUST WANT TO HIGHLIGHT IS AROUND THAT TYPICAL GROWTH MEASURE.

62% OF OUR STUDENTS WHO ARE MULTILINGUAL LEARNERS MET TYPICAL GROWTH, AND THAT'S IN COMPARISON TO 57% OF THEIR NON MULTILINGUAL

[00:35:10]

AND AGAIN, I JUST PUT THAT AT THE THROUGH THE WORK OF OUR AMAZING ML TEACHER, TILLY HUGHES, AND THE TEACHERS EXCUSE ME, THE PARA EDUCATORS THAT ARE WORKING WITH HER, AS WELL AS THE TEACHERS IN THE CLASSROOM WHO REALLY WORK TO SUPPORT THE NEEDS OF OUR STUDENTS.

SO THAT WAS EXCITING.

I THINK THE BIGGEST QUESTION FOR ME AS A LEADER IS AND KIND OF LIKE HOW DO WE TRANSITION THEN TO THE TO HOW DO WE EVEN DIG IT INTO THE WORK MORE? WHAT'S THE NEXT THING? THIS YEAR AT LYNDALE, WE'RE GOING TO BE CONTINUING TO WORK AROUND INTERVENTION OR ENRICHMENT BLOCKS WHERE WE ARE GOING TO REALLY BE FOCUSED ON GETTING GIVING STUDENTS WHAT THEY NEED, WHETHER IT IS SOME SORT OF REMEDIATION AROUND LITERACY OR IT IS ENRICHMENT IN THE FORM OF LITERATURE CIRCLES OR A READER'S THEATER, BECAUSE ALL OF OUR STUDENTS AND ALL OF OUR CLASSROOMS DESERVE TO GET EXACTLY WHAT THEY NEED TO HELP THEM GROW TO THAT NEXT LEVEL.

AND JUST KIND OF INTERESTING FACT ABOUT THE STAFF AT LYNDALE JUST TO HIGHLIGHT THEM.

AND THEN I WOULD LOVE TO HEAR SOME QUESTIONS THIS YEAR INSTEAD OF JUST HAVING THE GOAL BE FOR THROUGH SIXTH GRADERS, THEY'VE ASKED FOR IT TO BE ALL OF OUR GRADE LEVELS BECAUSE THEY REALLY FEEL AT LINDALE THAT THAT IS THE WORK OF ALL OF OUR TEACHERS, ALL OF OUR GRADE LEVELS TO HELP OUR STUDENTS SUCCEED.

AND THAT WAS A REALLY GREAT MOMENT.

JUST TO NOTE THE QUALITY OF THE STAFF THAT I WORK WITH.

ANY QUESTIONS? SARAH, THANK YOU SO MUCH.

FORD COLLEAGUES QUESTIONS.

GO AHEAD. I DO HAVE A QUESTION ABOUT ENRICHMENT.

WHAT ARE YOU THINKING THERE? ARE THESE THESE ARE STUDENTS WHO ARE AT OR ABOVE GRADE LEVEL? AND WHAT ARE WE CHALLENGING THEM TO DO NEXT? YEAH, I THINK THIS IS A GREAT OPPORTUNITY TO GIVE THEM OPPORTUNITIES TO ENGAGE IN SOME READING THAT THEY MAY NOT TYPICALLY GET TO DO.

UNFORTUNATELY, OUR KIDDOS WHO ARE AHEAD IN READING OFTEN JUST END UP CHOOSING A BOOK THAT'S JUST RIGHT FOR THEM, BUT THEN THEY DON'T GET TO WORK WITH PEERS AT A SIMILAR POSITION. SO WE MIGHT DO SOME LITERATURE CIRCLES, KIND OF LIKE I MENTIONED, WE TALKED ABOUT MAYBE DOING SOME WORK AROUND BRINGING IN NONFICTION PIECES, MAYBE WHERE THAT IS NOT AS MUCH OF AN AREA OF STRENGTH, BUT DOING SOME NONFICTION PIECES AROUND CURRENT EVENTS OR SCIENCE OR THE ARTS AND REALLY HELPING THEM DIG INTO THAT AS WELL.

AND IT'S AND THEN AGAIN, READER'S THEATER IS JUST A FUN WAY FOR THEM TO INTERACT IN A DIFFERENT WAY WITH THE TEXT TO HELP MAKE IT COME ALIVE.

OTHER COMMENTS, QUESTIONS? JUST IT'S EXCELLENT PRESENTATION AND I REALLY LOOK FORWARD TO HEARING HOW THINGS GO.

I MEAN, SO THANK YOU SO MUCH.

THIS IS INCREDIBLE PROGRESS.

DIRECTOR SMITH, DID YOU HAVE ANY QUESTIONS OR COMMENTS? THANK YOU. AND I THOUGHT YOU DID A GREAT JOB.

OF COURSE, I LOVE DATA.

SO, YOU KNOW, YOU DID A GREAT JOB OF PROVIDING THAT.

I'LL SHOW YOU MY CHARTS LATER.

OH, PLEASE.

WE'LL HAVE COFFEE OVER YOUR DATA.

BUT ONE THING I FIND INTERESTING IS THAT YOU SAID THAT NEXT YEAR YOU PLAN TO GO TO ALL, NOT JUST FOURTH THROUGH SIXTH.

I'M CURIOUS THIS YEAR ABOUT WHAT KIND OF CONVERSATIONS OCCURRED AT THE SCHOOL WITH THE PRIMARY, YOU KNOW, K THROUGH THIRD IN TERMS OF HOW TO SUPPORT THE FOUR THROUGH SIX, BECAUSE EVEN IF THE GOAL SAYS FOUR THROUGH SIX, WE KNOW THAT DOESN'T HAPPEN OVER TIME WITHOUT THE IMPORTANT THINGS THAT HAPPEN IN THE PRIMARY GRADES. 100%.

WE HAVE STAFF THAT ARE JUST REALLY EXCITED AND KIND OF ON THE FOREFRONT OF CONTINUING TO LEARN ABOUT HOW KIDS READ AND WHAT IT IS THAT THEY NEED IN OUR SCHOOLS TO HELP THEM READ.

AND SO AS A GROUP THEY WERE DOING WE DID SOME BOOK STUDIES LAST YEAR AROUND KIND OF WHAT DOES A GREAT LITERACY EXPERIENCE LOOK LIKE AT THE PRIMARY LEVELS K- THREE? AND THEY REALLY DUG IN AROUND THAT.

AND WE'RE HAVING THAT CONVERSATION AND THINKING ABOUT HOW ARE WE INFUSING MORE PHONICS, HOW ARE WE MAKING SURE WE'RE EXPOSING STUDENTS TO A WIDE RANGE OF TEXT, BUT ALSO HELPING BUILD THEIR BACKGROUND KNOWLEDGE? BECAUSE WE KNOW THAT THAT'S A BIG PIECE THAT STUDENTS ARE NEEDING IN ORDER TO ENGAGE IN GRADE LEVEL TEXT.

GREAT. AND I'M WONDERING IF ANY OF OUR STUDENTS HAD ANY QUESTIONS OR COMMENTS THAT YOU WANTED TO EITHER ASK OR EVEN ABOUT THE STUDENT PRESENTATION.

I FORGOT TO ASK FOR YOUR INPUT ON THAT, BUT YOU'RE ALWAYS LIKE, OPEN AND WELCOME.

ROSHNI. SO I KNOW MOST OF THE STUDENTS ALREADY LEFT, BUT I LOVED THE CONCEPT OF HOW

[00:40:08]

AND I LOVE THE CREATIVITY AND THE EFFORT PUT IN BY EACH AND EVERY STUDENT.

AND I THINK THAT'S SUCH A WONDERFUL THING TO COME TOGETHER AND PRESENT, ESPECIALLY AFTER COVID AND HOW THEY LIKE TO GET THE COMMUNITY TOGETHER.

SO I THINK THAT WAS REALLY BEAUTIFUL.

THANK YOU. GREAT.

THANK YOU GUYS A LOT.

THANK YOU. GO FOR.

I HAVE ONE MORE QUESTION.

I PROBABLY HAVE MORE, BUT I'LL JUST KEEP IT TO ONE.

SO I WAS INTERESTED THAT YOU GOT SUCH GOOD GROWTH WITH MULTI-LINGUAL LEARNERS.

WHAT ARE YOUR STRATEGIES OR HOW OR HOW WOULD YOU CHARACTERIZE YOUR FOCUS ON THESE STUDENTS? WELL, ONE THING THAT'S REALLY INTERESTING ABOUT OUR WE HAVE ONE TEACHER OF ML STUDENTS AT OUR SCHOOL.

AND ONE THING THAT'S INTERESTING ABOUT HER IS THAT SHE'S ALSO TRAINED IN SPECIAL EDUCATION AND SEVERAL INTERVENTION PROGRAMS FOR STRUGGLING READERS.

AND SHE BRINGS THAT KNOWLEDGE TO THE TABLE WHEN SHE'S WORKING WITH OUR MULTILINGUAL LEARNERS.

SO SHE FINDS THAT RIGHT BLEND OF WHAT THE KIDDOS IN THAT GROUP NEED.

AND SHE IS TEAMING A LOT.

AND THIS IS SOMETHING I'M REALLY EXCITED ABOUT.

WITH OUR FIFTH AND SIXTH GRADE TEACHERS THIS YEAR, SHE'S TEAMING A LOT WITH THEM TO DO SOME PUSH IN SUPPORT FOR SUPPORTING STUDENTS IN THE CLASSROOM BECAUSE IT'S ONE THING IF THEY GET THAT THE PULL OUT SUPPORTS WITH HER IN KIND OF ALMOST DECONTEXTUALIZED SPACES, BUT LIKE LET'S GET IN THERE AND WORK WITH THEM AROUND VOCABULARY IN THE SIXTH GRADE CLASSROOM AS THEY'RE STUDYING THAT RICH SCIENCE TEXT.

SO THAT'S OUR NEXT HORIZON IS JUST REALLY PUSHING A LITTLE BIT MORE ON THAT.

BUT A LOT OF IT IS JUST REALLY ABOUT HER SKILL LEVEL AND WHAT SHE'S ABLE TO BRING TO THE TABLE TO MAKE WORK FOR KIDS.

REALLY HELPFUL.

THANK YOU. AND THANK YOU TO YOUR STAFF AND EVERYBODY AT LYNDALE AND THE KIDS IN PARTICULAR, OF COURSE, AND TO YOU.

KEEP UP THE GREAT WORK.

PLEASE.

YOU'D HAVE TO TURN IT ON, MICHELLE.

HI, I'M MICHELLE SKINNER. I'M A SIXTH GRADE TEACHER.

SARAH IS VERY MODEST, SO I WANT TO ADD TO HOW IMPORTANT IT IS THAT WE'RE WORKING IN ALL THESE DIFFERENT AREAS WITH OUR READERS.

IN SIXTH GRADE, I HAVE STUDENTS AT A KINDERGARTEN LEVEL ALL THE WAY UP THROUGH SEVENTH AND EIGHTH GRADE LEVEL.

SO THE THINGS THAT WE'RE DOING, WE'RE TRYING TO HIT ALL THOSE GRADE LEVELS IN ONE CLASSROOM.

SO THIS INTERVENTION BLOCK THAT WE'RE GOING TO TRY IS VERY IMPORTANT.

WE'RE GOING TO GO ACROSS DIFFERENT TEACHERS.

I THINK WE HAVE ABOUT SIX OR EIGHT DIFFERENT TEACHERS INVOLVED, AND STUDENTS ARE GOING TO GO TO WHERE THEIR LEVEL IS AND GET THE STRATEGIES THAT THEY NEED TO TRY TO PUSH THEIR READING LEVEL UP AS FAST AS WE POSSIBLY CAN.

SO I THINK YOU NEED TO UNDERSTAND THAT EVERY TEACHER IS DEALING WITH ALL THOSE DIFFERENT GRADE LEVELS.

SO WE ACTUALLY APPLAUD SARAH FOR ALLOWING US TO TRY THESE DIFFERENT STRATEGIES.

SO THANK YOU. THANK YOU.

THANK YOU FOR THAT COMMENT.

IT'S FOR ME, THE IMPORTANT INGREDIENT IN THIS INTERVENTION WORK IS A NON-NEGOTIABLE FOR ME IS IN OUR LITERACY BLOCK.

WE ARE NOT PULLING KIDS OUT BECAUSE, ONE, I COME FROM THE SECONDARY WORLD THAT IS NOT SOMETHING THAT A TON OF PEOPLE KNOW.

BUT I USED TO WORK AT A HIGH SCHOOL IN THE MIDDLE SCHOOL, COMING TO THE ELEMENTARY WORLD.

I WAS SURPRISED BY THE NUMBER OF OUR MULTILINGUAL LEARNERS AND STUDENTS IN SPECIAL EDUCATION AND STUDENTS WHO NEEDED READING INTERVENTION, WHO WERE LEAVING DURING READING BLOCK OR SOCIAL STUDIES OR SCIENCE TO GET THAT INTERVENTION.

SO WHAT WE'RE TRYING TO DO IS PROTECT THAT TIME IN WITH THEIR PEERS, AND THEN WE'LL HAVE THIS INTERVENTION BLOCK WHERE EVERYBODY IN THAT GRADE IS DISPERSING TO GET JUST WHAT THEY NEED, WHETHER IT IS WORK ON CVC WORDS SO THAT THEY CAN SPELL MATT AND CAT AND PIG, OR THEY'RE READING ANOTHER GREAT NOVEL AND DISCUSSING IT WITH PEERS WHO ARE EXCITED ABOUT IT.

SO THAT'S THAT'S THE EXCITEMENT ABOUT THE WORK FOR US..

AND THAT'S REALLY IMPORTANT, I COULDN'T AGREE WITH YOU MORE.

IT SOUNDS GREAT. THANK YOU SO MUCH FOR ALL YOUR HARD WORK AND LEADERSHIP.

WELL, THANK YOU VERY MUCH. [APPLAUSE] NEXT ON THE

[11. SUPERINTENDENT REPORT-7:10 pm]

SO I'M GOING TO TURN IT OVER TO DR.

MINOR. THANK YOU SO MUCH.

I THINK OUR KIND OF OUR THEME OF NORMAL PLUS CONTINUES WELL INTO NEARLY THE END OF SEPTEMBER.

NOW I'M OUT SEEING SPORTING EVENTS, SEEING ACADEMICS, SEEING STUDENTS PARTICIPATE, BOTH ON THE FIELD AND AS SPECTATORS.

BUT I THINK WHAT'S REALLY INTERESTING IS OUR GATES ARE UP.

MORE PEOPLE ARE ATTENDING THESE THINGS.

THE STUDENT SECTIONS ARE MORE ENTHUSIASTIC.

[00:45:01]

THE FACT THAT WE'RE NOT TAKING NORMAL FOR GRANTED.

I CAN'T WAIT TILL WE START HAVING SOME AND THE BANDS HAVE BEEN AT THE GAMES.

IT'S JUST BEEN REALLY EXCITING AND EVERYONE IS SO EXCITED AND OUT LEARNING IN CLASSROOMS AS WELL.

I WOULD ALSO SAY NOT ONLY ARE STUDENTS BACK TO SCHOOL, STAFF ARE BACK TO LEARNING TOO, AND THE NUMBER OF CONVERSATIONS WE'VE HAD ABOUT LEARNING, ABOUT EMPHASIS ON OUR STRATEGIC PLAN AND SENSE OF BELONGING FOR EACH AND EVERY STUDENT IN OUR DISTRICT.

THOSE THINGS HAVE BEEN SO WELCOME.

YOU KNOW, WE'VE HAD THE RATIO OF TALK ABOUT PANDEMIC TO THE RATIO OF THINGS THAT WE LOVE TO TALK ABOUT AND PLAN FOR HAS TIPPED IN OUR FAVOR AGAIN, AND WE COULDN'T BE HAPPIER AND MORE EXCITED TO BE LEADING AT THIS TIME.

AND THAT'S ALL I HAVE FOR THIS EVENING.

THAT'S A GREAT REPORT.

MAKES US ALL FEEL HAPPY AND NORMAL.

[12. APPROVAL OF MINUTES-7:15 pm]

THE FIRST IS TO APPROVE THE MINUTES FROM THE SEPTEMBER 13TH STUDY SESSION.

DO I HEAR A MOTION TO APPROVE AND A SECOND? MOVE TO APPROVE A 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 THE SEPTEMBER 13, 2022 STUDY SESSION, PLEASE INDICATE BY SAYING AYE.

AYE.

ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS.

AND THE MINUTES FROM THE SEPTEMBER 13TH STUDY SESSION ARE APPROVED.

NEXT IS FOR US TO APPROVE THE MINUTES FROM THE SEPTEMBER 13TH REGULAR BUSINESS MEETING.

DO I HEAR A MOTION TO APPROVE AND A SECOND.

I MOVE TO APPROVE? 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 THE SEPTEMBER 13TH REGULAR BUSINESS MEETING, PLEASE INDICATE BY SAYING AYE.

AYE. ALTHOUGH OPPOSED SAY NAY.

ANY ABSTENTIONS.

AND THE MINUTES FROM THE SEPTEMBER 13TH REGULAR BUSINESS MEETING ARE APPROVED.

[13. CONSENT AGENDA-7:20 pm]

OUR CONSENT AGENDA IS A BLOCK OF ROUTINE ITEMS THAT WE TEND TO VOTE ON AS A BLOCK, BUT WE CAN TAKE THEM APART IF WE WANT TO, TO DISCUSS THEM AND OR VOTE ON THEM SEPARATELY. TONIGHT ON OUR CONSENT AGENDA, WE HAVE EIGHT ITEMS. FIVE RELATE TO PERSONNEL AND TO AGREEMENTS RELATED TO VARIOUS STAFFING SITUATIONS.

ONE IS APPROVAL OF THE BILLS AND VOUCHERS THAT WE PAID FOR AUGUST AS A DISTRICT.

ONE RELATES TO OUR AGREEMENT WITH EDMONDS COLLEGE REGARDING OUR JOINT PROGRAM THAT'S CALLED ED CAP THAT HELPS HIGH SCHOOL SENIORS, HIGH SCHOOL STUDENTS TO GRADUATE.

AND THE LAST ITEM IS TO APPROVE A CALL FOR PROPOSALS RELATED TO TECHNOLOGY.

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

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

IS THERE ANY DISCUSSION? THANK YOU, DIRECTOR SMITH. AND I'D ALSO LIKE TO POINT OUT THAT THIS KIND OF SUPPORT COMES FROM OUR TECH LEVY.

AND AS ALWAYS, WE THANK ALL OUR VOTERS FOR YOUR SUPPORT, BECAUSE WITHOUT THAT, WE WOULDN'T HAVE THE FUNDS TO KEEP OUR TECHNOLOGY UPDATED AND CURRENT AND COMPREHENSIVE FOR OUR STAFF AND OUR STUDENTS.

SO WE ALWAYS THANK OUR VOTERS FOR YOUR SUPPORT ON OUR TECH LEVIES AS WELL AS ALL THE REST OF OUR LEVIES.

SO THERE'S BEEN A MOTION TO APPROVE AND A SECOND.

IS THERE ANY FURTHER DISCUSSION ON THE CONSENT AGENDA? HEARING NONE, I'LL CALL FOR A VOTE.

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

AYE. ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? AND THE CONSENT AGENDA IS APPROVED FOR TONIGHT.

[14. PUBLIC COMMENTS-7:30 pm]

WE LIMIT THEM TO 3 MINUTES EACH.

[00:50:02]

I DO WANT TO SHARE WITH YOU THE INTRODUCTION TO PUBLIC COMMENTS THAT I SHARE EVERY MEETING.

THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR CITIZENS TO ADDRESS THE SCHOOL BOARD.

ITEMS BROUGHT FORWARD DURING THIS PORTION OF THE MEETING ARE NOT TYPICALLY ACTED UPON BY THE BOARD AT THIS TIME, BUT MAY BE 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 CAN CHOOSE TO READ YOUR COMMENT IN PERSON HERE ALLOWED.

TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY, AND WE HAVE NONE TONIGHT WHO HAVE ASKED FOR DOING THAT.

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

AND WE HAVE ONE COMMENT THAT WAS SUBMITTED 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 VIA EMAIL.

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

WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS, PLEASE LIMIT YOUR COMMENTS THAT ARE READ ALOUD TO 3 MINUTES AND THERE WILL BE A TIMER.

IF A COMMENT BECOMES TOO LENGTHY, I MAY NEED TO INTERRUPT IN ORDER TO ALLOW EVERYONE TO HAVE EQUAL TIME.

FOR THOSE MAKING THEIR COMMENTS IN PERSON, PLEASE SPEAK CLOSELY TO THE MIC.

YOU'LL USE THE MIC UP AT THE PODIUM, MAYBE STAND 3 TO 6 INCHES AWAY IN ORDER TO BE HEARD CLEARLY, NOT ONLY HERE, BUT FOR EVERYBODY WHO WILL BE HEARING IT ON THE RECORDING. 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 REFRAIN FROM TALKING OR WHISPERING TO EACH OTHER, TO LISTEN QUIETLY WITH RESPECT SO THAT EVERYONE CAN HEAR EACH COMMENT.

SO LET'S SEE HOW QUICKLY WE CAN DO THIS AND HOW GOOD I AM AT READING PEOPLE'S HANDWRITING TONIGHT.

THE FIRST ONE IS BOB FRITZ.

GO AHEAD. AS A SUBSTITUTE, I SAW EVER MORE STUDENTS STAY SEATED AND IGNORE THE FLAG SALUTE.

IF THEY KNEW THEIR GOVERNMENT EXPLICITLY GUARANTEES THAT RIGHT, THEY MIGHT RECONSIDER.

IN THE 1930S, MANY STATES HAD LAWS REQUIRING STUDENTS TO SALUTE THE FLAG IN ORDER TO INSTILL PATRIOTISM.

THE JEHOVAH'S WITNESS RELIGION, LESS THAN 1% OF OUR POPULATION SAW SALUTING THE FLAG AS IDOLATRY AND ASKED ITS MEMBERS NOT TO.

DECEMBER 7TH, 1941, JAPAN ATTACKED PEARL HARBOR.

FOUR DAYS LATER, GERMANY AND ITALY DECLARED WAR ON US.

WE WERE IN GRAVE PERIL, A WAR AGAINST THREE POWERFUL ENEMIES ON BOTH COASTS.

A MONTH LATER, WEST VIRGINIA'S LEGISLATURE PASSED A LAW REQUIRING ALL STUDENTS TO SALUTE THE FLAG.

REFUSAL WAS INSUBORDINATION, WHICH COULD LEAD TO EXPULSION AND EXPELLED CHILD COULD BE FOUND TO BE A DELINQUENT.

PARENTS OR GUARDIANS FACED A $50 FINE AND 30 DAYS IN JAIL WITH THE KID GOING TO A JUVENILE DETENTION FACILITY.

CHILDREN OF ONE JEHOVAH'S WITNESS PARENT NAMED BARNETT REFUSED TO SALUTE THE FLAG AND THE FAMILY WAS FINED.

BARNETT APPEALED THE DECISION AND LOST ALL THE WAY TO THE SUPREME COURT THERE IN A 6 TO 3 DECISION ANNOUNCED ON FLAG DAY, JUNE 14, 1943, FIVE DEMOCRATS AND ONE REPUBLICAN ON OUR HIGHEST COURT RULED NO ONE CAN FORCE POLITICS, NATIONALISM, RELIGION OR OTHER MATTERS OF OPINION OR FORCE CITIZENS TO CONFESS BY WORD OR ACT THEIR FAITH.

AMID OUR MOST DANGEROUS WAR IN 1943, THE OUTCOME WASN'T YET CERTAIN.

THE SUPREME COURT GAVE US THE RIGHT NOT TO SALUTE OUR FLAG.

WHERE ELSE ON EARTH? THEN 1984, 48 OF 50 STATES HAD LAWS PROHIBITING FLAG DESECRATION.

OUTSIDE THE REPUBLICAN NATIONAL CONVENTION IN DALLAS, GREGORY LEE JOHNSON, A REVOLUTIONARY COMMUNIST YOUTH LEAGUE MEMBER, BURNED A FLAG TO PROTEST PRESIDENT REAGAN'S POLICIES.

NOW, THE LAST PLACE I'D BURN A FLAG WOULD BE AT A REPUBLICAN MEETING IN TEXAS.

BUT HE DID.

HE WAS ARRESTED AND SENTENCED TO A YEAR IN JAIL AND A $2,000 FINE.

HE LOST ON APPEAL ALL THE WAY TO THE SUPREME COURT.

THERE ARE THREE DEMOCRATS AND TWO REPUBLICANS IN A 5-4 DECISION IN JOHNSON VERSUS TEXAS, RULED THAT BURNING A FLAG WAS PROTECTED EXPRESSION.

THAT AN AUDIENCE IS OFFENDED DOES NOT JUSTIFY PROHIBITING SPEECH, THE COURT WROTE.

GOVERNMENT MAY NOT PROHIBIT THE EXPRESSION OF AN IDEA SIMPLY BECAUSE SOCIETY FINDS THE IDEA OFFENSIVE OR DISAGREEABLE.

IF OUR STUDENTS KNEW ABOUT THE BARNETT'S AND JOHNSON, THEY MIGHT NOT MIND STANDING IF NOT IN HONOR OF THE FLAG, THAN IN HONOR OF THE MOST RARE AND PRECIOUS FREEDOMS THEY HAVE AS

[00:55:09]

LASTLY, WHAT DO THE BARNETT'S AND JOHNSON HAVE IN COMMON? THEY'RE COURAGEOUS AMERICANS WHO ARE EXERCISING THEIR RIGHTS UNDER OUR CONSTITUTION.

THANK YOU. THANK YOU, BOB.

NEXT UP, WE'LL BE SIRI SHAPIRO.

TRUTH. SO GOD CREATED MAN IN HIS OWN IMAGE.

IN THE IMAGE OF GOD, HE CREATED THEM, MALE AND FEMALE, HE CREATED THEM.

AT THE END OF THE LAST BOARD MEETING, I HEARD A BOARD MEMBER SAY, THANK YOU FOR SHARING YOUR TRUTH.

THE FACT OF THE MATTER IS, IT IS NOT MY TRUTH.

IT IS THE TRUTH.

WE HAVE LIVED IN AN ESSENTIALLY BINARY CULTURE WITH TWO GENDERS, MALE AND FEMALE, UNTIL RECENTLY.

THIS IS DUE TO OUR JUDEO-CHRISTIAN WORLDVIEW THAT ACCEPTS THE PRINCIPLES OF THE WORD OF GOD AS TRUTH.

CHLOE COLE, AN 18 YEAR OLD NOW DETRANSITIONED FEMALE, IS SPEAKING OUT AGAINST THE TRANSGENDER MOVEMENT AND SHARING HER STORY.

SHE REGRETS HAVING TAKEN PUBERTY BLOCKERS AT 12 AND HAVING A DOUBLE MASTECTOMY AT 16.

SHE SAYS THERE ARE MANY DETRANSITIONERS SPEAKING OUT AND THEY ARE IGNORED BY THE INSTITUTIONS MOST RESPONSIBLE FOR THE SEARCH OF TRUTH.

WHILE SHE WAS MOST PERSUADED BY ONLINE ACTIVITY ON TICK TOCK, I'M CURIOUS HOW THE USE OF PRONOUNS AT SCHOOL AND THE ALLOWANCE OF STUDENTS TO CHANGE THEIR NAMES WITHOUT PARENTAL KNOWLEDGE AND THE POSSIBILITY OF A SCHOOL CLINIC GIVING OUT NOT ONLY MEDICAL ADVICE BUT IS SUPPLYING PUBERTY BLOCKERS MIGHT ENCOURAGE STUDENTS TO PURSUE STEPS TO TRANSITIONING.

IT IS OF SIGNIFICANCE TO ACKNOWLEDGE THE STATISTIC FROM THE UK THAT BETWEEN 2009 AND 2019 THERE WAS AN INCREASE OF 4,000% IN THE NUMBER OF TRANSITIONED INDIVIDUALS.

IT IS NOW REPORTED THAT IN THE UNITED STATES, ONE IN 20 WOMEN IN COLLEGE IDENTIFY AS TRANSGENDERS.

WHAT HAS CAUSED THIS GROWTH IN NUMBERS? CERTAINLY IT IS THE NORMALIZING OF TRANSGENDER IDEOLOGY AND MORE ACCEPTANCE OF LGBTQIA+ BEHAVIOR BY MEDICAL COMMUNITIES, ONLINE PEER PRESSURE AND THE INDOCTRINATION PRESENTED IN SCHOOL HEALTH CLINICS OR TEACHERS AND OR ADMINISTRATORS WHO ENCOURAGE SUCH BEHAVIOR.

HAS ANYONE ON THE BOARD OR SCHOOL ADMINISTRATORS QUESTIONED WHETHER STUDENTS AND FOR THAT MATTER TEACHERS REALLY WANT TO INTRODUCE THEMSELVES BY INCLUDING THEIR PRONOUNS? THIS SEEMS TO ME TO BE A BEGINNING PLACE TO TEACH KINDERGARTNERS THAT THEY CAN CHOOSE WHAT AND WHO THEY WANT TO BE OR IDENTIFY AS.

MY LITTLE NEIGHBOR GIRL WHO IS NEW TO KINDERGARTEN THIS FALL, TOLD ME THAT HER FRIEND IS A HE HIM, AND THAT MEANS THAT HE IS STRAIGHT.

SHE THEN MADE A HAND MOTION OF BEING STRAIGHT AND TALL, NOT CROOKED.

THESE CHILDREN DO NOT EVEN COMPREHEND WHAT PRONOUNS USED IN THIS MANNER ARE ALL ABOUT.

A 15 YEAR OLD FRESHMAN AT EDMONDS WOODWAY, SHARED THAT HE IS UNCOMFORTABLE GIVING HIS PRONOUNS HE HIM AND VERY UNCOMFORTABLE GOING INTO THE BOYS RESTROOM, ONLY TO FIND GIRLS THERE AND FEELING UNABLE TO USE THE URINAL.

THIS IS JUST PLAIN WRONG.

WHY OUR STUDENTS WHO ARE LIKELY IN THE MAJORITY SHAMED INTO GOING ALONG TO GET ALONG BECAUSE THEY DON'T WANT TO MAKE WAVES.

I SUGGEST THAT THE SCHOOL BOARD TAKE A HARD LOOK AT THEIR POLICIES AND PERSPECTIVES ON ENCOURAGING TRANSGENDER LIFESTYLES IN ALL THEIR DECISIONS FROM THE SMALL PRONOUN PROVISIONS TO RECOMMENDING IRREVERSIBLE LIFE CHANGING PUBERTY BLOCKERS AND SEX SURGERIES.

OR THEY WILL SURELY FIND YOURSELVES WITH FEWER AND FEWER.

THANK YOU. SIRI.

WELL, I NEED TO INTERRUPT.

I'M SORRY. WORDS AND POSSIBLE LAWSUITS AGAINST YOUR PERSON.

TRUTH WILL OUT.

I AM ASKING EVERYBODY TO PLEASE HONOR THE TIME LIMIT.

WE HAVE A LOT OF PEOPLE WHO WANT TO SPEAK AND EVERYBODY IS IMPORTANT TO GET THEIR TIME TO SPEAK AND THEIR FULL TIME.

SO PLEASE BE RESPECTFUL.

NEXT IS PATTY WHITMARSH.

HI. IT'S GOOD TO SEE EVERYONE AGAIN.

AS NANCY SAID, I AM PATTY WHITMARSH.

I SPOKE TWO WEEKS AGO REGARDING THE CONCERN THAT CONSTITUTION DAY HASN'T BEEN UPHELD IN THE SCHOOL DISTRICTS.

AND I JUST HAVE TO READ YOUR POLICY ACTUALLY, THAT WAS SENT TO ME BY A COLLEAGUE, ACTUALLY RETIRED TEACHER.

PRINCIPALS WILL BE RESPONSIBLE FOR THE PREPARATION AND PRESENTATION OF EDUCATIONAL ACTIVITIES OF APPROXIMATELY 60 MINUTES DURATION IN THE OBSERVATION OF VETERANS DAY.

[01:00:01]

HAPPILY, I SAW THAT CONSTITUTION DAY WILL BE OBSERVED EACH YEAR ON SEPTEMBER 17TH IN COMMEMORATION OF THE SEPTEMBER 17TH, 1778 SIGNING OF THE US CONSTITUTION.

IF SEPTEMBER 17TH OCCURS ON A NON SCHOOL DAY, WHICH IT DID IN 2022 JUST LAST WEEK, IT WILL BE CONDUCTED ON THE PRECEDING FRIDAY.

IT TALKS ABOUT TEMPERANCE AND GOOD CITIZENSHIP DAY, WHICH WILL BE OBSERVED ON JANUARY 16TH.

OR IF ON A NON SCHOOL DAY, THE FRIDAY PRECEDING.

MANY SCHOOL DISTRICTS RECOGNIZE TEMPERANCE DAY BY DISCUSSING TEMPERANCE IN CONNECTION WITH GOOD CITIZENSHIP, SPECIFICALLY ADDRESSING SELF RESTRAINT.

THIS IDEA OF SELF RESTRAINT IS CLOSELY TIED WITH MANY OF THE ACTIVITIES ASSOCIATED WITH MARTIN LUTHER KING DAY.

FOR EXAMPLE, A DISTRICT MAY CHOOSE TO DISCUSS THE ACCOMPLISHMENTS OF PEACEFUL, NONVIOLENT PROTESTS IN CIVIL RIGHTS MOVEMENT IN 1960.

WITH THE 2013 EDITION, SCHOOLS ARE ASKED TO PROVIDE ELIGIBLE STUDENTS WITH THE OPPORTUNITY TO REGISTER TO VOTE.

THESE POLICIES JUST ARE SO ENCOURAGING TO ME, MY CONCERN IS THAT THE SCHOOL DISTRICT ISN'T UPHOLDING THEM.

THERE'S ALSO A DISABILITY HISTORY MONTH WHICH WILL BE OBSERVED DURING THE MONTH OF OCTOBER BY CONDUCTING AND PROMOTING EDUCATIONAL ACTIVITIES SUCH AS SCHOOL ASSEMBLIES OR GUEST SPEAKERS, PRESENTATIONS THAT PROVIDE INSTRUCTION, AWARENESS AND UNDERSTANDING OF DISABILITY HISTORY WITH PEOPLE WITH DISABILITIES.

I STRONGLY AND RESPECTFULLY RECOMMEND EVERY SCHOOL DISTRICT TO ADHERE TO THIS SCHOOL BOARD POLICY, PARTICULARLY IN OBSERVING THE CONSTITUTION DAY.

I WAS SAD TO SEE KIND OF POLLING SOME OF MY SCHOOL FRIENDS WHO ARE TEACHERS THAT NOTHING HAS BEEN SENT TO SCHOOL DISTRICT PRINCIPALS OR TEACHERS TO TEACH CONSTITUTION DAY.

SO I JUST HAVE TO ASK, IS THE BOARD COMMITTED TO UPHOLDING THE FEDERAL LAW TO TEACH CONSTITUTION DAY AND ADHERE TO YOUR POLICY, WHICH WAS SECTION 2000 REGARDING THE REQUIRED OBSERVATIONS? SO THANK YOU SO MUCH FOR YOUR TIME AND I REALLY APPRECIATE IF YOU COULD PUT YOUR MONEY WHERE YOUR MOUTH IS AND RESPECT YOUR POLICIES.

THANK YOU, PATTI.

NEXT UP IS CINDY WHITEMAN.

AT THE SEPTEMBER 13.

HELLO, I'M CINDY WHITEMAN, SORRY, INTRODUCE MYSELF.

AT THE SEPTEMBER 13 SCHOOL BOARD MEETING, I HEARD SOME AMAZING INFORMATION FROM MARK MADISON ABOUT THE CAREER AND TECHNICAL EDUCATION PATHWAY OFFERED TO HIGH SCHOOL STUDENTS. THIS WORK BASED APPROACH TO LEARNING WAS IMPRESSIVE.

WHEN I WAS INVESTIGATING THIS PATHWAY TO LEARNING ON THE EDMONDS SCHOOL DISTRICT WEBSITE, I RECOGNIZED ONE OF THE FORMER SECOND GRADERS I TAUGHT AS THE PRODUCER OF A VIDEO CLIP HIGHLIGHTING THIS PROGRAM.

IT MADE ME SMILE.

I ALSO SMILED WHEN I HEARD SEVERAL OF THE STUDENT ADVISORS COMMENT AT THE LAST BOARD MEETING THAT THEY FELT A SENSE OF JOY IN THE HALLS OF THEIR SCHOOLS.

IT WAS ALSO MENTIONED THAT MANY OF THE POSTERS HANGING ON THE WALLS WERE VARIED AND WELCOMING.

DURING THE LAST TWO YEARS OF COVID, THERE HAS BEEN AN INCREASE IN ANGER, ISOLATION, DEPRESSION AND GAPS IN LEARNING WHICH ALL CAN LEAD TO DISCIPLINE ISSUES.

STUDENT ADVISOR PETER GARCIA I THINK THAT'S YOUR NAME OVER THERE, MENTIONED IN HIS CLOSING STATEMENT THAT BELONGING IS AN IMPORTANT PART OF SCHOOL ENVIRONMENT. THE ASB AT HIS SCHOOL EVEN CREATED SOME NEW CLUBS SO THAT EVERYONE FELT VALUED.

IN THE SEPTEMBER 2022 ISSUE OF THE AARP BULLETIN, STEVE PERRIN SAID, QUOTE, SUICIDE RATES AMONG ADOLESCENTS HAS RISEN NEARLY 58% BETWEEN 2010 AND 2020.

IT IS NOW THE SECOND LEADING CAUSE OF DEATH FOR PEOPLE AGES TEN THROUGH 18.

MANY OF OUR YOUNG PEOPLE ARE SERIOUSLY STRUGGLING.

I AGREE WITH THE STUDENT ADVISORS AND THE BOARD THAT SCHOOL SHOULD BE A WELCOMING PLACE WHERE STUDENTS FEEL SAFE AND VALUED, LEARNING TO RESPECT OTHERS, HOW TO SOLVE PROBLEMS, THINK CRITICALLY, AND BECOMING RESPONSIBLE CITIZENS ARE ALL THE GOALS THAT I FOUND IN SOME OF THE CURRICULUM, THE SEL CURRICULUM ON THE EDMONDS WEBSITE.

ALTHOUGH I WAS ABLE TO SEE A LIST OF THE ADOPTED ELEMENTARY CURRICULUM TITLES, I WAS UNABLE TO OPEN MOST OF THE PUBLISHER'S LINKS TO SEE THE SCOPE AND SEQUENCE OR READ ANY OF THE MATERIALS.

ABOUT THREE WEEKS AGO I EMAILED DIRECTOR KATIMS AND SUPERINTENDENT MINOR ASKING PERMISSION TO COME IN PERSON AND SEE THE CURRICULUM.

DR. MINOR EMAILED ME BACK ALMOST IMMEDIATELY, THANK YOU AND GAVE ME THE GREEN LIGHT TO MOVE AHEAD AND SEE SOME OF THE CURRICULUM FOR MYSELF.

[01:05:07]

TRANSPARENCY IS SOMETHING THAT I VALUE A LOT.

IF PARENTS ARE THE PRIMARY PARTNERS IN THE EDUCATION OF THEIR STUDENTS, AS STATED IN THE BOARD POLICY 2000, THEN ALL PARENTS SHOULD BE INCLUDED IN DISCUSSIONS, NOT ARGUMENTS ABOUT WHAT IS BEING TAUGHT TO THEIR CHILDREN.

DISAGREEING WITH THE LIFESTYLE, SOMEONE'S FEELINGS OR DIFFERING WORLDVIEWS DOES NOT NECESSARILY MAKE A PERSON A RACIST, HOMOPHOBIC OR A WHITE SUPREMACIST.

I AM A CONSERVATIVE.

I'M PATRIOTIC AND A GOD FEARING PERSON.

THANK YOU FOR LETTING ME VOICE HAVE A VOICE IN TONIGHT'S MEETING.

THANK YOU, CINDY.

NEXT UP IS AARON HOLDER.

GOOD EVENING. I AM HERE TONIGHT BECAUSE WE WILL HAVE AN UPDATE PROVIDED BY THE DISTRICT ON OUR STUDENTS SOCIAL AND EMOTIONAL HEALTH.

I UNDERSTAND THAT OUR BOARD MEMBERS FULLY DUG INTO OUR DATA AT THE STUDY SESSION ON SEPTEMBER 13TH AND TONIGHT IS INTENDED TO BE A SNAPSHOT FOR OUR COMMUNITY.

IT IS CONCERNING TO ME THAT THE DATA PROVIDED TO OUR COMMUNITY IN THIS SNAPSHOT DOES NOT COVER SOME OF THE MOST DRASTIC AND CONCERNING TRENDS IN OUR DATA.

THE PRESENTATION ATTACHED TO THE AGENDA DOES NOT INCLUDE OUR DATA THAT CLEARLY SHOWS HOW OF THE 77 POINTS THAT PANORAMA USES TO MEASURE OUR STUDENTS SOCIAL AND EMOTIONAL HEALTH, WE HAVE DECREASED IN 74% OF THEM COMPARED TO REMOTE LEARNING.

LAST YEAR WE DECREASED 80% IN THOSE CATEGORIES OVER THE COURSE OF LAST SCHOOL YEAR.

WE ONLY SHOWED GROWTH ON SEVEN OF THOSE INDICATORS AND WE CAN'T EVEN BLAME THIS ON THE PANDEMIC BECAUSE OUR DATA FROM BEFORE THE PANDEMIC DOESN'T LOOK THAT DIFFERENT FROM LAST YEAR. THE DATA PROVIDED IN THIS PRESENTATION WILL NOT SHOW THAT THE LARGEST FACTORS DRIVING THESE LOSSES ACROSS OUR SCHOOLS, OUR STUDENTS FEELING DISRESPECTED IN OUR SCHOOLS, FEELING THAT THE RULES ARE UNFAIR AND HAVING UNEXCITED STAFF AND TEACHERS IN THE ROOM WITH THEM, MIGHT BE BECAUSE WE'RE A LITTLE BURNED OUT.

IT DOES NOT SHOW THE STEADY DOWNWARD TREND OF SURVEY RESULTS AS STUDENTS SPEND MORE TIME IN OUR SCHOOLS.

THIRD AND FOURTH GRADERS HAVE THE HIGHEST RESULTS.

THE MOST FAVORABLE 11TH GRADERS HAVE THE LEAST.

SENIORS GET A SLIGHT BUMP.

THAT'S NICE. BUT SERIOUSLY, 70% OF THIRD GRADERS FEEL LIKE THEY BELONG, 18% OF 11TH GRADERS.

THAT IS LESS THAN ONE OUT OF EVERY FIVE.

IT ALSO WON'T SHOW THE STRONG INEQUALITY IN OUR SENSE OF BELONGING BY RACIAL DEMOGRAPHICS.

SCORES VARIED BY AS LITTLE AS 9% AND AS MUCH AS 19%.

HOW MUCH YOU FEEL LIKE YOU BELONG IN OUR SCHOOLS IS DRASTICALLY IMPACTED BY WHO YOU ARE.

AND THAT WAS ALSO TRUE BY IN OUR SCHOOL SAFETY DATA.

I HOPE THAT DURING THIS PRESENTATION, OUR BOARD MEMBERS AND ADMINISTRATION WILL TALK ABOUT WHY THIS IS NOT BEING SPOKEN TO.

BECAUSE IF WE DON'T ADDRESS IT, WE CAN'T FIX IT.

AND SINCE OUR COMMUNITY DOESN'T HAVE ACCESS TO THE DATA, THEY WON'T KNOW IF WE ARE NOT TELLING THEM.

I'M FRUSTRATED.

I'M FRUSTRATED BECAUSE IN JANUARY OF 21, I LISTENED TO MEMBERS OF THE SCHOOL BOARD AND OUR DISTRICT, SOME OF WHOM ARE STILL IN THIS ROOM, SAY THAT THIS DATA WAS SO CONCERNING, IT NEEDED IMMEDIATE ACTION.

AND IT'S A YEAR AND A HALF LATER AND OUR SCORES ARE WORSE.

WE HAVE NOT BEEN IMPACTFUL.

WE ARE NOT SERVING OUR STUDENTS.

THEY NEED IMMEDIATE, INTENTIONAL, INNOVATIVE SUPPORT.

I WILL HELP.

I WOULD LOVE TO, BUT IT CAN'T WAIT.

THEY NEED IT NOW. OUR COMPLACENCY IS HURTING OUR STUDENTS.

THE THINGS WE SAY WE DO TO HELP THEM ONLY HELP OUR ADULT EGOS.

MY OLDEST CHILD TURNS THREE THIS WEEKEND, WHEN I LOOK AT THIS, I CAN'T GIVE HER TO YOU IN TWO YEARS.

I WON'T. I'VE LOST FAITH IN US AS AN INSTITUTION.

I'VE LOST THE TRUST.

LIKE OUR STUDENTS, THE LONGER I SPEND IN OUR SYSTEM, THE LESS I FEEL LIKE I BELONG.

[APPLAUSE] THANK YOU, AARON. NEXT UP IS TONY SHAPIRO.

GOOD EVENING. I'LL TRY TO MAKE UP SOME OF THE TIME THAT WE LOST WITH PEOPLE GOING OVER.

I JUST WANTED TO TOUCH ON THE IDEA OF DISCIPLINE AND THAT IS COMING UP LATER THIS EVENING FOR DISCUSSION BY THE BOARD.

AND THE DISCIPLINE IS REALLY A FUNCTION OF ENABLING STUDENTS TO LEARN IN A UNIFORM WAY.

AND IF WE ARE NOT HAVING A UNIFORM STRUCTURE OF DISCIPLINE, REGARDLESS OF A PERSON'S GENDER, RACE OR ANY OTHER ASPECT,

[01:10:06]

SO IN THE CASE OF THAT, I WOULD URGE THE BOARD PERHAPS TO DISCUSS THIS ASPECT TONIGHT AND YOUR THOUGHTS ABOUT THE PROPOSED POLICY AND THEN ENABLE US TO PONDER THIS OVER THE NEXT TWO WEEKS AND THEN COME BACK AT THE NEXT SESSION AND HAVE YOU VOTE ON IT.

SO I WOULD HOPE THAT YOU MIGHT CONSIDER THAT OPTION.

THANK YOU. THANK YOU, TONY.

NEXT ON THE AGENDA IS RACHAEL GARNETT, GARNETT OR GARRETT? THANK YOU. MY NAME IS RACHEL GARRETT.

I'M THE MOM TO A SEVENTH GRADER AND A NINTH GRADER IN THE EDMONDS SCHOOL DISTRICT.

OUR FAMILY TRAVELED TO D.C.

LAST SPRING BREAK, AND IN OUR CURRENT POLITICAL CLIMATE, I WAS STRUCK BY THE WORDS INSCRIBED IN STONE ON THE JEFFERSON MEMORIAL.

THEY READ LAWS AND INSTITUTIONS MUST GO HAND IN HAND WITH THE PROGRESS OF THE HUMAN MIND.

AS THAT BECOMES MORE DEVELOPED, MORE ENLIGHTENED.

AS NEW DISCOVERIES ARE MADE, NEW TRUTHS DISCOVERED, INSTITUTIONS MUST ADVANCE ALSO TO KEEP PACE WITH THE TIMES.

WE MIGHT AS WELL REQUIRE A MAN TO WEAR THE COAT WHICH FITTED HIM WHEN A BOY IS CIVILIZED SOCIETY TO REMAIN UNDER THE REGIMENT OF THEIR BARBAROUS ANCESTORS.

I THINK THAT SINCE HE OWNED OVER 600 SLAVES DURING HIS LIFETIME, THAT MR. JEFFERSON COULD BE CONSIDERED ONE OF OUR BARBAROUS ANCESTORS.

BUT THERE IS WISDOM IN HIS WORDS.

AS A SCHOOL BOARD, I WOULD ENCOURAGE YOU TO LISTEN TO THOSE WHO REGULARLY SPEND TIME IN SCHOOLS.

FOR THOSE MAKING PUBLIC COMMENTS, ASK WHEN THEY LAST SPENT TIME IN A SCHOOL AND AROUND A LARGE GROUP OF DIVERSE STUDENTS.

I WAS AT BRIER TERRACE MIDDLE YESTERDAY LOOKING AT HOW PTA COULD SPRUCE UP THE STAFF ROOM, WHICH ISN'T NEARLY AS BRIGHT AND WELCOMING AS TEACHERS MAKE THEIR CLASSROOMS. I ALSO STOPPED BY MY SON'S CTE CLASSROOM TO SEE THE ROCKET THAT HE BUILT AND SUCCESSFULLY LAUNCHED THIS MORNING.

TOMORROW I'LL ATTEND EDMONDS WOOD WASTE CURRICULUM NIGHT AND I'LL BE ATTENDING A SOCCER AND A FOOTBALL GAME THERE ON THURSDAY WHERE MY DAUGHTER WON'T REMEMBER THE SCORE, BUT SHE'LL REALLY TRY HARD TO HIT THAT HIGH C IN THE NATIONAL ANTHEM ON HER TRUMPET.

OUR DISTRICT IS WORKING TOWARDS CREATING AN ENVIRONMENT WHERE ALL STUDENTS FEEL THAT THEY BELONG AND THEY ARE CREATING STUDENTS WHO ADVOCATE FOR OTHERS.

LAST WEEKEND, I WATCHED MY DAUGHTER DEFEND A STUDENT WHO'S UNSURE ABOUT THE PRONOUNS THAT THEY'RE USING, AND WHAT SHE SAID TO THE ADULT WAS THEY GET TO DECIDE.

YOU DON'T GET TO DECIDE FOR THEM.

I GENERALLY TEND TO AVOID OUTRIGHT CONFLICT.

SO SHE DIDN'T LEARN THAT ADVOCACY FOR ME.

BUT SHE IS BRAVE.

SHE'S BEEN TAUGHT TO BE BRAVE, AND I'M REALLY PROUD OF HER.

PLEASE KEEP CREATING ALLIES AND ADVOCATES, CREATING BELONGING FOR STUDENTS OF COLORS AND LGBTQIA STUDENTS, CREATING THOUGHTFUL DISCUSSIONS AROUND HISTORICAL EVENTS AND TOPICS SUCH AS PRIVILEGE AND WHAT TO DO WITH IT IF YOU'RE LUCKY ENOUGH TO HAVE IT.

PLEASE KEEP CREATING CITIZENS WHO LISTEN, WHO THINK CRITICALLY.

WHO AS THOMAS JEFFERSON SAID BECOME MORE DEVELOPED, MORE ENLIGHTENED, AND DISCOVERED NEW TRUTHS.

PARENTS HAVE TROUBLE ATTENDING MEETINGS BECAUSE OF CHILD CARE OR BECAUSE OF SOCCER PRACTICE, MY SON'S AT SOCCER PRACTICE RIGHT NOW, OR BECAUSE THEY'RE MAKING SURE THAT A STUDENT FINISHES THAT ESSAY BEFORE TOMORROW.

BUT WE CARE ABOUT WHAT GOES ON IN OUR SCHOOLS.

INCLUSION IS IMPORTANT TO US.

COMPREHENSIVE SEXUAL EDUCATION IS IMPORTANT TO US.

SOCIAL EMOTIONAL LEARNING IS IMPORTANT TO US.

TEACHING HARD TOPICS IS IMPORTANT TO US.

AND WE WANT YOU TO PLEASE CONTINUE THAT GOOD WORK.

THANK YOU. [APPLAUSE] THANK YOU, RACHEL.

AND NEXT UP IS JEFF CHANDLER.

HELLO. SAID MY NAME IS JEFF CHANDLER.

I AM A HOUSING DEVELOPER WITH HOUSING HOPE AND I JUST WANTED TO PROVIDE YOU WITH A BRIEF UPDATE OF THE PROJECT OF WHAT WE'RE CALLING SCRIBE OR PLACE. SO CURRENT STATUS OF THE PROJECT THAT WE HAVE SUBMITTED OUR FUNDING APPLICATION WITH SNOHOMISH COUNTY. THAT WAS IN SEPTEMBER 2ND.

THAT HAS BEEN RECEIVED VERY WELL.

WE HAVE ALSO FOLLOWED THAT UP WITH THE FUNDING APPLICATION FOR THE WASHINGTON STATE HOUSING TRUST FUND.

THAT AS WELL HAS BEEN RECEIVED.

WE'RE CURRENTLY PRESENTING OR PUTTING TOGETHER EVERYTHING TO PRESENT TO THE WISH PICK, THE WASHINGTON STATE HOUSING FINANCE COMMISSION FOR THE LOW INCOME TAX CREDIT.

AND WE JUST KIND OF WANTED TO BRING YOU KIND OF UP TO SPEED AS TO WHERE THINGS ARE IN THAT PROCESS.

CURRENT PLAN FOR APPLICATION PURPOSES WOULD BE A 52 UNIT AFFORDABLE HOUSING DEVELOPMENT.

[01:15:07]

26 OF THOSE WOULD BE SERVING FAMILIES AT OR BELOW 30% AMI.

26 OF THOSE WOULD BE AT OR BELOW 50% AMI.

THE INTENT IS THAT ALL 52 WOULD BE SERVICING THE FAMILIES WITHIN OF NEED WITHIN THE EDMONDS SCHOOL DISTRICT.

SO, LET'S SEE HERE.

ONE INTERESTING THING TO NOTE WITHIN THE DESIGN, GIVEN THE POPULATION WE WOULD EXPECT TO SERVE, IS THIS IS THE FIRST TIME THAT HOUSING HELP WOULD BE PLANNING A DEVELOPMENT WITH FOUR BEDROOM CAPACITY.

SO TWO BEDROOM, THREE BEDROOM AND FOUR BEDROOM.

TO HELP BETTER MEET THAT NEED OF LARGER FAMILIES WITHIN THE DISTRICT.

UM. AS WE MOVE FORWARD.

WE'VE INTERACTED WITH SCHOOL DISTRICT STAFF.

BUT AS WE MOVE FORWARD, WE DEFINITELY WILL BE SEEKING BOARD INPUT FOR FINAL DESIGN AND CONSIDERATION AND MAKE SURE THAT THAT ALIGNMENT AND CONSENSUS IS WELL GAINED AS A COLLABORATIVE PARTNER.

SO THAT IS JUST KIND OF THE SNAPSHOT THAT WE WANTED TO GET IN FRONT AND PRESENT BEFORE WE FINALIZE THAT LAST APPLICATION.

SO WE'RE MORE THAN HAPPY TO COME BACK AND SPEAK AGAIN IN FURTHER DETAIL.

OR IF YOU HAVE ANY QUESTIONS FOR US, YOU'LL HAVE MY EMAIL ADDRESS THERE.

BE MORE THAN HAPPY TO PROVIDE YOU WITH DESIGN SCHEMATICS, RENDERINGS, THAT SORT OF THING, AS WE MOVE ALONG.

THANK YOU. ALL RIGHT, JEFF, THANK YOU VERY MUCH FOR THAT UPDATE.

WE APPRECIATE IT. WE'RE EXCITED ABOUT THE PROJECT.

THANK YOU. [APPLAUSE] NEXT IS VALERIE MOSSI ASPAS.

GOOD EVENING, EVERYBODY.

AS OF YESTERDAY, I WAS A LYNWOOD HIGH SCHOOL, ENGLISH LANGUAGE ARTS AND MULTILINGUAL LEARNERS TEACHER.

I LOVED MY JOB, QUITE FRANKLY, AND IT WAS DEVASTATING TO HAVE TO GIVE IT UP.

HOWEVER, I HAVE TRIED MY BEST AS AN INDIVIDUAL TEACHER TO MAKE A DIFFERENCE FOR MY STUDENTS, BUT I AM FINDING MYSELF UP AGAINST A WALL THAT I COULD HAVE NEVER PREDICTED WHEN I FIRST CAME INTO THE PROFESSION JUST A FEW SHORT YEARS AGO.

NOW I'M GOING TO DO MY BEST TO GET THROUGH THIS LETTER, BUT IT WILL BE POSTED ON THE BOARD OF EDUCATION'S WEBSITE.

IS THAT CORRECT? IF NOT, IT'S ON MY SUBSTACK, COME FIND ME AT CONFESSIONS OF A PLAGUE RAT.

I AM COMPLETELY OVERWHELMED BY THE MYRIAD ISSUES WE FACE ON A DAY TO DAY BASIS, INCLUDING PANDEMIC LEARNING LOSS, AN EXTREMELY COMPLICATED MOSAIC OF STUDENT NEEDS, CROWDED CLASSROOMS AND STUDENTS, SERIOUS MENTAL AND SOCIAL DISTRESS.

THEY'RE NOT BEING ADDRESSED AS WELL AS THEY NEED TO BE.

PAINTING A ROSY PICTURE, AS YOU'VE HEARD FROM TEACHERS AND PARENTS, WE'RE NOT SEEING IT.

MAYBE SOME SCHOOLS ARE DOING BETTER THAN OTHERS.

BUT LYNWOOD HIGH SCHOOL HAS A LOT OF ISSUES THAT NEED TO BE ADDRESSED.

ON TOP OF EVERYTHING ELSE, PUBLIC EDUCATION IS MORPHING INTO SOMETHING THAT I CAN NO LONGER BE A PART OF WITH A CLEAR CONSCIENCE AS IT SEEKS TO BLEND RADICAL IDEOLOGY INTO EDUCATION. I WILL OUTLINE FOUR.

I HAVE OUTLINED FOUR MAIN POINTS IN MY ESSAY, BUT I'LL JUST GO OVER THEM A LITTLE BIT.

THE FIRST ONE IS THAT THIS IS A HOPELESSLY BROKEN SYSTEM.

ONE TEACHER CANNOT SIMPLY ATTEND TO ALL THE LEARNING NEEDS OF 20 TO 30 STUDENTS FOR 50 MINUTES A DAY.

DESPITE THAT BEING THE NORM ACROSS THE NATION.

30 IS ALREADY TOO MANY.

BUT THE DISTRICT'S IDEA OF JUST PAYING TEACHERS MORE WHEN THE CLASSROOM ROSTERS GO BEYOND CAPACITY IS DISCONNECTED FROM REALITY.

MEANWHILE, PANDEMIC LEARNING LOSS IS HUGE.

STUDENTS HAVE BECOME MORE ADDICTED TO THEIR DEVICES AND SOCIAL MEDIA MORE SOCIALLY ANXIOUS, AND THEY ARE GRAPPLING WITH MORE AND MORE MENTAL HEALTH ISSUES.

YEAH, AND HERE'S ONE EXAMPLE IN OUR SCIENCE CLASS THAT WAS SUPPOSED TO BE CO TAUGHT, BUT HOW DO YOU CO TEACH WITHOUT ANY MINUTES ALLOTTED TO CO-PLANNING? SO DO IT ON YOUR OWN TIME TEACHER, WAKING UP AT 4:00 IN THE MORNING.

ANYWAY. IN OUR SCIENCE CLASS WE JUST RECEIVED THE IEP OF A VERY CHALLENGING STUDENT AFTER FINALLY I HAD TO REQUEST IT.

IT TURNS OUT HE'S NEEDED A 1 TO 1 AIDE THIS WHOLE TIME.

WE HAD NO IDEA.

OK. SO BESIDES THAT, SOMETIMES CONTAINING LIFE THREATENING INFORMATION, THE 504 PLANS, WHICH ARE VERY IMPORTANT TO KNOW AS A TEACHER, IT'S CHALLENGING ENOUGH TO COMPLY WITH THEM AT A BARE MINIMUM.

BUT MEANWHILE, ADDRESSING ALL OF THE OTHER ASPECTS TO THIS MOSAIC, THE WHOLE CLASS IS LEARNING NEEDS.

I CANNOT FULFILL MY DUTY TO ANY OF MY STUDENTS IN THIS ENVIRONMENT.

THE NEEDS ARE TOO GREAT.

I WAS GAME TO KEEP FIGHTING AGAINST A CORRUPT SYSTEM AS LONG AS I COULD STILL TAKE CARE OF THE STUDENTS LEARNING NEEDS, AT LEAST FOR MOST OF THEM MOST OF THE TIME, BUT THIS IS AN IMPOSSIBLE ASK NOW, AND I CANNOT LIVE WITH THE GUILT OF WORKING IN A SYSTEM THAT GETS MORE AND MORE BROKEN WITH EACH YEAR AND ON TOP OF EVERYTHING ELSE, AS WE

[01:20:01]

THANK YOU, VALERIE.

[APPLAUSE] NEXT IS JEAN PETIT.

HI, MY NAME IS JEAN PETIT.

MY PRONOUNS ARE SHE HER.

I'M A PARENT WITH THE CURRENT SIXTH GRADER AT SEAVIEW ELEMENTARY AND A FRESHMAN AT MEADOW DALE HIGH SCHOOL.

GOOD EVENING, MEMBERS OF THE BOARD, SUPERINTENDENT MINOR, AND THANK YOU FOR YOUR TIME.

I'M HERE AS A PARENT IN OUR SCHOOL DISTRICT TO SPEAK IN SUPPORT OF THE WORK YOU ARE DOING TO BUILD MORE INCLUSIVE BUILDINGS AND CLASSROOMS. K THROUGH 12. SPECIFICALLY IN THE FORMS OF OUR GENDER INCLUSIVE CLASSROOMS, INCLUSION OF ETHNIC STUDIES AND SUPPORT FOR BLACK LIVES MATTER.

WHILE THESE DEVELOPMENTS ARE UNCOMFORTABLE FOR SOME PEOPLE IN OUR COMMUNITY, I WANT US ALL TO REMEMBER THAT THESE CHANGES ARE THE RESULT OF DIRECT ASKS FROM OUR STUDENTS AND FAMILIES. THEY WERE BUILT WITH EDUCATOR, FAMILY AND STUDENT INPUT WITH THE GOAL OF PROTECTING OUR MOST VULNERABLE STUDENTS.

THE INTENT OF THESE EFFORTS IS TO FREE STUDENTS FROM THE BARRIERS PREVENTING THEM FROM FULL ACCESS TO ALL THE BENEFITS OUR SCHOOLS HAVE TO OFFER.

THE TRUTH IS THAT DATA SHOWS US INCLUSIVE TEACHING IS A CRITICAL PART OF KEEPING OUR STUDENTS SAFE.

WE KNOW THAT STUDENTS WHO IDENTIFY AS LGBTQIA OR EVEN THINK THEY MAY NEED A SUPPORTIVE COMMUNITY AND SAFE SPACES.

THESE STUDENTS ARE MOST VULNERABLE TO BOTH SELF HARM AND OUTSIDE VIOLENCE.

THIS EDUCATION IS ALSO CRITICAL TO RAISING KIDS WHO WILL BECOME GOOD NEIGHBORS AND COMMUNITY MEMBERS WHO CAN UNDERSTAND THE WORLD AROUND THEM AND LIVE IN DIVERSE COMMUNITIES. THE REAL DANGER COMES FROM MISINFORMATION AND NARRATIVES BUILT AROUND FEAR.

I WOULD ALSO LIKE TO SAY THAT I'M A VERY INVOLVED PARENT.

I'VE SPENT THE LAST NINE YEARS PARTICIPATING IN OUR ELEMENTARY SCHOOL, OUR MIDDLE SCHOOL AND PARENT GROUPS AT BOTH THE BUILDING AND DISTRICT LEVEL.

I WALK THE HALLS AND SPEND TIME IN OUR SCHOOL BUILDINGS AND SEE SO MANY SIGNS OF POSITIVITY, HOPE, LOVE AND ACCEPTANCE.

I ALSO SEE IMPORTANT INFORMATION, TRUTH TELLING AND REPRESENTATION OF IDENTITIES AND CULTURES THAT ENSURES OUR STUDENTS AND FAMILIES WILL SEE THEMSELVES IN OUR SCHOOLS.

I'M IN CONVERSATION WITH SO MANY FAMILIES AND I KNOW THAT THERE IS DEEP LOVE AND SUPPORT FOR OUR LGBTQIA STUDENTS AND STAFF IN THIS COMMUNITY.

I'M HERE TONIGHT BECAUSE I WANT OUR STUDENTS TO HEAR THIS AND KNOW THAT AND FEEL WELCOME IN OUR SCHOOLS AS THEIR FULL, AUTHENTIC SELVES.

THANK YOU FOR YOUR TIME AND THANK YOU FOR THE WORK YOU CONTINUE TO DO.

AND I DID WANT TO SAY, AS RACHEL MENTIONED, PART OF WHY SOME OF US ARE NOT HERE IS WE'RE ALREADY AT TWO OR THREE MEETINGS A WEEK SUPPORTING OUR STUDENTS ON THE GROUND OR IN THE BUILDINGS. AND WE'LL TRY TO SHOW UP MORE BECAUSE OUR VOICES NEED TO BE HEARD.

[APPLAUSE] THANK YOU, JEAN. NEXT UP IS KATHY BAYLOR.

HELLO, AN YOU HEAR ME? THERE WE GO. I'M KATHY BAYLOR.

I'M FROM LYNNWOOD, WASHINGTON, AND I'M BOTH A REGISTERED DESCENDANT FROM THE CONFEDERATED SALISH, KOOTENAI AND PEND D'OREILLE TRIBE IN MONTANA AND A PRODUCT OF EDMONDS SCHOOL DISTRICT.

I ATTENDED BRIER MIDDLE SCHOOL AND GRADUATED FROM LYNWOOD HIGH SCHOOL, AND THE ADULT CHILDREN ATTENDED EDMONDS SCHOOL DISTRICT FROM KINDERGARTEN THROUGH GRADE 12.

WE ARE WHO WE ARE BECAUSE OF THE EXCELLENT PROGRAMS IN PLACE HERE.

I WANT TO THANK YOU ALL FOR CONTINUING TO PROVIDE THESE TYPES OF EDUCATIONAL EXPERIENCES THAT ALL SOUTH SNOHOMISH COUNTY CHILDREN NEED.

I'M HERE TONIGHT TO TELL YOU HOW MUCH I APPRECIATE THE SCHOOL BOARD'S ACTION IN PROCLAIMING THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLES DAY.

AS WE ALL KNOW HISTORICALLY IN THE US, THIS DAY HAS BEEN SET ASIDE TO RECOGNIZE CHRISTOPHER COLUMBUS.

HIS PERSONAL STORY IS INTERESTING.

WHEN HE WAS ALIVE AT THE TURN OF THE 16TH CENTURY, THERE WAS A CASTE SYSTEM IN PLACE IN EUROPE.

THE ONLY WAY A PERSON COULD IMPROVE THEIR INHERITED STATUS IN LIFE WAS TO ACHIEVE SOMETHING REMARKABLE THAT BENEFITED THE RULING CLASS.

SINCE SPAIN WAS THE MOST POWERFUL NATION IN EUROPE AT THAT TIME, COLUMBUS CHOSE TO RAISE THE STATION OF NOT ONLY HIMSELF, BUT OF HIS DESCENDANTS THROUGHOUT PERPETUITY BY PROMISING TO BRING GREAT WEALTH TO ISABELLA AND FERDINAND, THE THEN MARKET MONARCHS OF SPAIN.

IN ORDER TO SERVE THE SELF INTEREST.

HE FOUND IT ACCEPTABLE TO MURDER, ENSLAVE, TORTURE, RAPE, PLUNDER AND ULTIMATELY EXTINGUISH THE

[01:25:02]

THE FACT THAT WE HAVE CELEBRATED THIS MAN WHO COMMITTED SUCH HEINOUS CRIMES PROBABLY SPEAKS MORE TO OUR IGNORANCE THAN ANYTHING ELSE.

BUT NOW WE KNOW THE TRUTH, AND THE ONLY DECENT ACT WE CAN TAKE IS TO CHANGE THE FOCUS OF OUR ATTENTION FROM COLUMBUS TO THE ORIGINAL INHABITANTS OF OUR COUNTRY, TO THE PEOPLE WHO LIVED HERE FOR MILLENNIA BEFORE COLUMBUS INITIATED COLONIZATION IN NORTH AND SOUTH AMERICA.

MAY WE LEARN MORE ABOUT THE MILLIONS OF INDIGENOUS PEOPLE WHO LIVED HERE SINCE TIME IMMEMORIAL? MAY WE UNDERSTAND THAT THE WOUNDS OF COLONIZATION ARE STILL WITH US TODAY? MAYBE DO WHATEVER WE CAN TO TEACH ALL OF OUR CHILDREN THE TRUTH ABOUT OUR HISTORY.

SO IN TIME, WE MAY HEAL.

THANK YOU. AND I HAVE SOME FLIERS HERE.

COULD I GIVE THIS TO YOU TO DISTRIBUTE TO THE BOARD? THESE ARE REGARDING SOME NATIVE EVENTS THAT ARE HAPPENING WITHIN THE NEXT FEW WEEKS.

AND I'D LIKE TO INVITE YOU TO JOIN US.

[APPLAUSE] NEXT IS STEVE KEELER.

WELCOME BACK.

THANK YOU AND GOOD EVENING TO ALL.

AND GOOD EVENING TO ADMINISTRATOR MINOR, WHO IS THE SUPERINTENDENT.

I HAVEN'T HAD A CHANCE TO MEET YOU, BUT THANK YOU.

YOU'LL THANKFULLY, YOU'LL BE HERE FOR THE FULL YEAR AND CONTRIBUTE TO SUCCESS.

THIS EVENING BOARD MEMBERS.

I'D LIKE TO SPEAK SPECIFICALLY TO POLICY 2336.

YOU HEARD IN A PREVIOUS MEETING COMMENTS REGARDING CONSTITUTION DAY.

THE POLICY IN QUESTION ACTUALLY TALKS ABOUT REQUIRED OBSERVANCES, VETERANS DAY, CONSTITUTION DAY, TEMPERANCE AND GOOD CITIZENSHIP DAY AND DISABILITY HISTORY MONTH.

IF YOU'D LIKE, PLEASE PULL UP THE ONLINE ELECTRONIC CALENDAR FOR THE MONTH OF SEPTEMBER THIS YEAR.

IF YOU HAVE THE OCCASION TO LOOK AT THAT CALENDAR, YOU'LL SEE THAT.

AND I'M GOING TO PULL IT UP ONLINE, TOO.

IT TURNS OUT TOMORROW IS THE 28TH OF SEPTEMBER AND IT'S ALSO HISPANIC HERITAGE MONTH CELEBRATION.

IT'S NOTED ON THE CALENDAR.

YOU WILL SEE, THOUGH, THAT SEPTEMBER 17TH SHOWS NO NOTE, NO NOTE FOR ANYTHING.

THERE'S NO NOTE ON THE 16TH OR THE 19TH.

AND AS YOU'VE BEEN REMINDED NOW, 17 SEPTEMBER WAS CONSTITUTION DAY.

IF YOU TAKE THE TIME AND LOOK FURTHER ACROSS ALL DISTRICT CALENDARS, PRINTED OR ELECTRONIC, YOU'LL SEE THAT THESE FOUR DATES ARE SORELY MISSING. I WOULD ASK AND HOPE THAT DURING THIS COMING YEAR THE STAFF CAN CORRECT? CORRECT. EXCUSE ME.

CORRECT. THESE OMISSIONS AND THAT AS WE GO FORWARD IN 2022 AND 2023, CALENDARS SHOW THESE FOUR DAYS.

THANK YOU VERY MUCH. [APPLAUSE] THANK YOU, STEVE.

NEXT UP IS KYRIE [INAUDIBLE].

GOOD EVENING. I HAVE A LOT TO SAY IN LIMITED TIME, SO LET'S DIVE RIGHT IN.

YOU'VE HEARD WE'RE GETTING CLOSE TO THE MIC.

THANK YOU. YOU'VE HEARD A LOT ABOUT GENDER REASSIGNMENT SURGERY OR GRS BEING AVAILABLE TO MINORS WITHOUT PARENTAL CONSENT.

AND I'M HERE TO TELL YOU THAT WHAT YOU HAVE HEARD IS DISINFORMATION.

UNDER WASHINGTON CODE 182-531-1675, IT STATES THAT IN ORDER TO RECEIVE GRS, A PATIENT NEEDS TO HAVE BEEN ON HORMONE THERAPY FOR A YEAR OR LONGER, OBTAINED TWO LETTERS FROM QUALIFIED PROVIDERS AUTHORIZING THE PROCEDURE AND PAY ON AVERAGE $35,000 FOR THIS PROCEDURE. SO UNLESS YOU KNOW ANY TEENS WHO HAVE $35,000 SPARE AND A FULL TEAM OF MENTAL HEALTH PROVIDERS, WHICH AS A PRIOR SCHEDULE FOR A MENTAL HEALTH AGENCY, I CAN TELL YOU, IS IMPOSSIBLE, THEN THIS BOARD HAS BEEN DELIBERATELY LIED TO AND I WILL NOT SIT IDLY BY WHILE IT HAPPENS.

THE NUMBER OF CASES IN WHICH A TRANSGENDER STUDENT HAS ASSAULTED SOMEONE IN A BATHROOM BY USING THEIR IDENTITY AS COVER IS NEXT TO ZERO.

[01:30:07]

WHAT HAS BECOME EVIDENT IS THERE ARE THOSE IN THIS COMMUNITY WHO WOULD RATHER PUSH A NARRATIVE BUILT ON LIES RATHER THAN CONFRONT A NUANCED TRUTH.

AND IT IS EVIDENT THROUGH THESE ACTIONS THAT THE UNDERLYING FACTOR IS A COMPLETE LACK OF RESPECT FOR OUR STUDENTS AUTONOMY.

HERE IS JUST A LIST OF THE THINGS THAT WE DO EXPECT OUR STUDENTS TO DO.

IN HALF OF THE STATES IN THIS COUNTRY NOW, WE TRUST STUDENTS AS YOUNG AS TEN TO CARRY A CHILD TO TERM REGARDLESS IF THAT CHILD WAS A RESULT OF RAPE OR INCEST OR IF THEY DIE IN CHILDBIRTH. WE TRUST THEM TO ALWAYS REMAIN AT FULL ALERT AND READY TO RUN, HIDE OR FIGHT FOR THEIR LIFE.

IN THE CASE OF PSYCHOPATH WITH A RIFLE BEGINS FIRING ON THEIR PEERS AND THAT GUN IS LESS REGULATED THAN THEIR BODY.

YET IT SEEMS THAT THE SIMPLE REQUEST TO HAVE THEIR IDENTITY VALIDATED IS A BRIDGE TOO FAR.

IF A STUDENT NAMED CHARLES WANTED TO BE CALLED C.J., NO ONE WOULD DENY HIM.

IF A STUDENT NAMED ELIZABETH WANTED TO BE CALLED LIZ, NO ONE INCITES A MORAL PANIC.

BUT IF A TRANSGENDER STUDENT WANTS TO USE THEIR CURRENT NAME, THEN ALL HELL HAS BROKEN LOOSE AND GOD IS DEAD.

WHY? IT DEMONSTRATES A FUNDAMENTAL LACK OF RESPECT FOR TRANSGENDER PEOPLE IN GENERAL, BUT OUR STUDENTS AS A WHOLE.

YOU EXPECT US TO CONTEND WITH LIFE OR DEATH DECISIONS FORCED UPON US.

YET WHEN WE ASSERT EVEN A SHRED OF AUTONOMY, YOU TREAT US LIKE INFANTS.

YOU'RE COMFORTABLE RECITING LIES TOLD TO YOU BY MEDIA PUNDITS OR FEAR MONGERING SOCIAL MEDIA ACCOUNTS.

BUT YOU WON'T EVEN SPEAK TO A SINGLE ONE OF US TO SEE IF THERE'S ANY TRUTH.

AND THESE LIES HAVE MOTIVATED DOMESTIC TERRORISTS TO MAKE BOMB THREATS TO CHILDREN'S HOSPITALS BECAUSE THEY HAVE A DELUSIONAL IMAGE OF WHAT OUR HEALTH CARE ACTUALLY LOOKS LIKE. IF I HAD ANY DOUBTS OF MY WOMANHOOD, I DON'T ANYMORE, BECAUSE OTHERWISE YOU WOULD NOT CLAIM TO BE INFORMED ABOUT MY BODY AND THE HEALTH CARE I RECEIVE WHILE KNOWING NOTHING ABOUT HOW IT WORKS OR WHY I NEED IT.

I LEAVE YOU FINALLY WITH A QUOTE THAT I SAW AT ONE OF OUR MIDDLE SCHOOLS.

YOU WILL RESPECT OUR EXISTENCE OR YOU WILL EXPECT OUR RESISTANCE.

TRANS RIGHTS ARE HUMAN RIGHTS, AND I WILL FIGHT TO MY LAST BREATH TO SEE THEM THROUGH.

[INAUDIBLE] THANK YOU KYRIE.

NEXT UP IS MONICA WHEATON.

HI, I'M MONICA WHEATON, AND I'M ACTUALLY GOING TO BE VERY SHORT BECAUSE I KNOW WE'RE SHORT ON TIME AND I WANT TO BE RESPECTFUL TO YOU GUYS.

I REALLY WANTED TO JUST COME UP AND REALLY SHOW MY APPRECIATION FOR ALL THE PARENTS WHO MADE IT HERE TODAY TO SPEAK AND SHOW MY APPRECIATION TO KYRIE FOR BEING SUCH A WONDERFUL VOICE FOR THE TRANS COMMUNITY AND TO THE BOARD AND TO THE STAFF FOR EVERYTHING YOU DO TO BE INCLUSIVE AND TO HELP WORK ON MAKING KIDS FEEL LIKE THEY BELONG SO THEY CAN PERFORM IN SCHOOL. REALIZING THAT WE'RE NOT PERFECT AND WE'RE DEALING WITH A BIG, HUGE MOUNTAIN COMING OFF OF A PANDEMIC, THERE'S DEFINITELY WAYS WE CAN IMPROVE, BUT WE APPRECIATE WHAT YOU'RE DOING AND WE, I BELIEVE, ARE POINTED IN THE RIGHT DIRECTION.

THANK YOU. THANK YOU, MONICA.

NEXT UP IS SUSAN VAN ZACH.

DID I SAY THAT CORRECTLY? SUSAN. OKAY, THEN LET'S GO TO PAMELA BOND.

SEE MUNCIE SEA MONSTER.

[INAUDIBLE] GOOD EVENING, ALL YOU RELATIVES, FRIENDS, ALLIES.

MY NAME IS FIGHTING WOMAN, AND I'M THE DAUGHTER OF THE SEA MONSTER MAN AND I AM SNOHOMISH.

I AM SNOHOMISH.

I AM SNOHOMISH.

I AM ALSO THE VICE CHAIRWOMAN OF THE SNOHOMISH TRIBE OF INDIANS.

AND I CAME TO THANK YOU FOR PASSING THAT RESOLUTION TONIGHT.

I CAME TO SAY A HAIKU.

OKAY. THANK YOU, HIGH CLASS PEOPLE, FOR REMEMBERING MY PEOPLE, THE INDIGENOUS PEOPLE OF WHAT WAS TURTLE ISLAND.

THANK YOU. I ALSO WANTED YOU TO KNOW, AS A KOOT SALISH WOMAN, I AM A GRADUATE OF THE EDMONDS SCHOOL DISTRICT.

IN 1979, AFTER JIMMY CARTER TOLD THE WORLD THAT IT WAS NOT ILLEGAL FOR THE INDIGENOUS OF THE UNITED STATES OF AMERICA TO PRACTICE THEIR CULTURE.

THE EDMONDS SCHOOL DISTRICT UNDER A WOMAN NAMED MABEL NORRIS.

[01:35:01]

AND I WAS IN THE THIRD GRADE.

AND WHEN I WHEN MY DAUGHTER WAS TEN, MY YOUNGEST DAUGHTER WAS TEN, SHE ADOPTED US.

AND WE BECAME HERS.

FROM A HEIGHT OF RAVEN CLAN, WHICH WAS TRADITIONALLY OUR ENEMY, I MIGHT SAY.

BUT YOU TODAY HAVE A WOMAN WHO IS ALSO RELATED TO THAT WOMAN AS YOUR INDIAN EDUCATION SPECIALIST.

AND IT IS AN AMAZING NIGHT TO ME.

AND I SAY THANK YOU.

I HAVE ALL FOUR OF MY DAUGHTERS GRADUATED FROM THIS DISTRICT.

I HAD 12 GRANDCHILDREN IN THIS DISTRICT AND CURRENTLY NINE AND ONE LAST LITTLE BOY AT HOME WHO GOES TO MEADOW DALE MIDDLE SCHOOL, STILL IN THIS DISTRICT. THANK YOU FOR LETTING MY PEOPLE NOT BE INVISIBLE.

WE ARE THE HIGHEST ETHNICITY OR CULTURAL GROUP IN THE SUICIDE.

WE ARE THE LOWEST IN THE ACHIEVEMENT GAP.

AND THERE ARE MANY OTHER THINGS THAT OUR PEOPLE SUFFER FROM AS PART OF AN ENVIRONMENTAL AND CULTURAL GENOCIDE THAT IS STILL HAPPENING HERE IN THE UNITED STATES TODAY.

AND SO THANK YOU FOR MAKING A CHANGE.

THANK YOU FOR LETTING INDIGENOUS STUDENTS BE SEEN.

THANK YOU FOR LETTING ALL STUDENTS BE SEEN AND HAVE A VOICE.

I APPRECIATE YOU, [INAUDIBLE] [APPLAUSE] THANK YOU, PAMELA.

NEXT UP IS NORA CARLSON.

* This transcript was compiled from uncorrected Closed Captioning.