Oct 11, 2022 Board Meeting

AND THE AGENDA IS APPROVED AS PRESENTED.

ANY ABSTENTIONS.

[6. STUDENT ADVISOR OATH OF OFFICE- 6:36 pm]

OK. WE'RE REALLY, REALLY PLEASED TO HAVE ONE MORE NEW MEMBER OF STUDENT ADVISOR TO THE BOARD OHANNA JIMINEZ.

AND WHAT WE'D LIKE TO DO OHANNA IS SWEAR YOU IN AND DR.

MINOR IS GOING TO DO THAT.

AND WELCOME.

WELCOME. I WILL SAY SOME THINGS AND YOU'LL JUST REPEAT AFTER ME.

SO YOU'LL START WITH I.

STATE YOUR NAME. I OHANNA JIMENEZ.

DO SOLEMNLY SWEAR.

DO YOU SOLEMNLY SWEAR.

THAT I WILL SUPPORT THE CONSTITUTION.

OF THE STATE OF WASHINGTON.

AND WILL FAITHFULLY PERFORM.

THE DUTIES OF STUDENT ADVISOR.

TO THE BOARD OF DIRECTORS.

OF EDMONDS SCHOOL DISTRICT NUMBER 15.

OF EDMONDS SCHOOL. DISTRICT NUMBER 15.

ACCORDING TO THE BEST OF MY ABILITY.

CONGRATULATIONS AND WELCOME.

WE'RE GLAD YOU'RE HERE.

[APPLAUSE]. OHANNA COMES TO US FROM SCRIBER LAKE HIGH SCHOOL, AND WE ARE THRILLED TO HAVE YOU.

YOU HAVE ANY QUESTIONS OR ANYTHING, YOU JUST LET US KNOW.

OK. WONDERFUL.

[7. SUPERINTENDENT REPORT- 6:40 pm]

NEXT IS THE SUPERINTENDENT'S REPORT.

I'LL TURN IT OVER TO DR.

MINOR. THANK YOU SO MUCH, PRESIDENT KATIMS. IT HAS BEEN AN EXCITING COUPLE OF WEEKS OF SCHOOL VISITS.

I'VE BEEN JOINED BY A NUMBER OF BOARD MEMBERS, AND IT'S JUST BEEN SO WONDERFUL TO BE OUT IN OUR SCHOOLS EXPERIENCING THE LEARNING THAT'S HAPPENING IN OUR CLASSROOMS AND THE EXCITEMENT OF HOMECOMING WEEK.

I THINK YOU'LL HEAR A LITTLE BIT MORE ABOUT OUR STUDENTS FROM THAT.

BUT IT'S REALLY BEEN A JUST A TREMENDOUS TIME TO BE IN OUR SCHOOLS AND WATCHING THE WORK HAPPEN THERE.

[8. APPROVAL OF MINUTES- 6:45 pm]

NEXT ON THE AGENDA IS APPROVAL OF MINUTES.

FIRST IS APPROVING THE MINUTES FROM THE SEPTEMBER 20TH STUDY SESSION.

DO I HEAR A MOTION TO APPROVE AND A SECOND? 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 20TH STUDY SESSION, PLEASE INDICATE BY SAYING AYE.

ANY ABSTENTIONS? AND THE MINUTES FROM THE SEPTEMBER 20TH STUDY SESSION ARE APPROVED.

SECONDLY, WE WILL BE APPROVING THE MINUTES FROM THE SEPTEMBER 27TH REGULAR BUSINESS MEETING.

[00:05:02]

DO I HEAR A MOTION AND A SECOND TO APPROVE? 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 MINUTES FROM THE SEPTEMBER 27TH REGULAR BUSINESS MEETING, PLEASE INDICATE BY SAYING AYE.

ANY ABSTENTIONS? AND THE MINUTES FROM THE SEPTEMBER 27TH REGULAR BUSINESS MEETING ARE APPROVED.

[9. CONSENT AGENDA- 6:50 pm]

NEXT IS OUR CONSENT AGENDA.

OUR CONSENT AGENDA IS A GROUP OF ROUTINE ITEMS THAT WE TEND TO DISCUSS AND VOTE ON AS A BLOC.

WE CAN SEPARATE OUT ANY ITEMS IF WE CHOOSE TO DO SO.

TONIGHT'S CONSENT AGENDA INCLUDES 13 ITEMS; 11 OF THEM RELATE TO PERSONNEL AND AGREEMENTS WITH VARIOUS STAFF ASSOCIATIONS IN THE DISTRICT.

ONE IS AN AGREEMENT BETWEEN THE DISTRICT AND THE UNIVERSITY OF WASHINGTON FOR OUR UW IN THE HIGH SCHOOL PROGRAM.

AND THE OTHER ITEM IS A FIELD TRIP.

SO DO I HEAR A MOTION AND A SECOND TO APPROVE OUR CONSENT AGENDA FOR TONIGHT? MOVE TO APPROVE. 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 CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.

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

[10. PUBLIC COMMENTS- 7:00 pm]

NEXT ON THE AGENDA IS OUR SECTION FOR PUBLIC COMMENTS.

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 MAY CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON.

TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.

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.

WE HAVE NO COMMENTS VIRTUALLY, AND WE HAVE TWO WRITTEN COMMENTS WHICH ARE ATTACHED TO THE AGENDA FOR TONIGHT.

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

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

WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS, PLEASE LIMIT YOUR COMMENTS THAT ARE READ ALOUD TO 3 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 CLOSELY INTO THE MIC AT THE PODIUM UP THERE.

THOSE MAKING THEIR COMMENT, PLEASE SPEAK AND STAND ABOUT 3 TO 6 INCHES AWAY IN ORDER TO BE HEARD CLEARLY.

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

SO I AM HAPPY TO SAY THAT WE HAVE A NEW SYSTEM AND I APPRECIATE ALL OF YOU TYPING YOUR INFORMATION IN, BECAUSE THOSE OF YOU WHO HAVE BEEN AT PREVIOUS MEETINGS KNOW THAT IT'S BEEN HARD TO READ SOME OF THEM.

SO I AM SIMPLY CALLING THEM UP HERE.

EXCELLENT. SO I HAVE NO REAL EXCUSE TO SAY NAMES WRONG, EXCEPT SOMETIMES IT'S HARD TO PRONOUNCE THEM.

SO FIRST IS JEANNE PETTIT.

HI. IS THIS GOOD FOR SOUND? OK. HI.

MY NAME IS JEANNE PETTIT.

I'M A PARENT IN THE SCHOOL DISTRICT.

I HAVE A CHILD IN SIXTH GRADE AT SEAVIEW AND A CHILD AT MEADOWDALE HIGH SCHOOL, FRESHMAN.

AND I'M JUST HERE TONIGHT AGAIN TO JUST THANK THE BOARD FOR YOUR SUPPORT FOR OUR GENDER INCLUSIVE SCHOOLS, FOR BLACK LIVES MATTER, FOR ETHNIC STUDIES.

AND JUST BE HERE AS A PARENT VOICE TO TELL YOU THAT WE APPRECIATE THAT WORK AND JUST KIND TO GET OUT AHEAD OF SOME OF THE MISINFORMATION WE'VE BEEN HEARING AT SOME OF OUR LAST

[00:10:07]

MEETINGS. I ALSO I DON'T WANT TO TAKE UP TOO MUCH TIME BECAUSE I KNOW YOU HAVE REAL WORK TO DO AND THE COMMENTS HAVE BEEN TAKING UP A LOT OF YOUR TIME.

SO I JUST WANTED TO POINT OUT FOR EVERYONE THAT THE WORK WE'RE DOING FOR GENDER INCLUSIVE CLASSROOMS IS PART OF THE WASHINGTON OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION, AND THEY ADVOCATE FOR GENDER.

THEY DON'T ADVOCATE FOR IT. IT IS MANDATED THAT WE HAVE GENDER INCLUSIVE SCHOOLS, THAT ALL STUDENTS HAVE THE RIGHT TO BE TREATED CONSISTENT WITH THEIR GENDER IDENTITY AT SCHOOL.

YOU CAN FIND ALL THIS ON THEIR WEBSITE.

ALL STUDENTS HAVE THE RIGHT TO BE TREATED CONSISTENTLY WITH THEIR GENDER IDENTITY AT SCHOOL AND EXPRESS THEIR GENDER AT SCHOOL, INCLUDING IN THE FOLLOWING AREAS: SAFE AND NONDISCRIMINATORY ENVIRONMENT FREE FROM HARASSMENT, NAMES, PRONOUNS AND GENDER DESIGNATIONS.

STUDENTS HAVE THE RIGHT TO BE ADDRESSED BY THE REQUESTED NAME, PRONOUN AND GENDER DESIGNATION.

DRESS CODES AND GENDER EXPRESSION, SEGREGATED FACILITIES.

AND THIS IS ALL MANDATED AT THE STATE LEVEL.

SO I WOULD LOVE IT IF OUR SCHOOL BOARD COULD JUST CONTINUE TO FOCUS ON THE PROBLEMS THAT WE DO HAVE AND CONTINUE TO SUPPORT ALL OF OUR STUDENTS.

SO THANK YOU FOR THE WORK THAT YOU'RE DOING AND I APPRECIATE YOU GUYS.

THANK YOU JEANNE [APPLAUSE]. NEXT UP IS BOB FRETZ.

LAST WEEK IT WAS SAID THAT CHRISTOPHER COLUMBUS WAS A CRUEL MAN WHO COMMITTED CRIMES AGAINST HUMANITY.

IT'S TRUE. ON HIS THIRD VOYAGE, THE KING OF SPAIN ORDERED HIS ARREST, STRIPPING HIM OF HIS NOBLE TITLES, AND HE RETURNED TO SPAIN IN CHAINS.

BUT HE CHANGED THE WORLD, TIED TWO HEMISPHERES TOGETHER, KICKED OFF CENTURIES OF EXPLORATION, THE COLOMBIAN EXCHANGE WITH EUROPEAN WHEAT, AFRICAN COFFEE, AMERICAN CORN AND POTATOES SPREADING TO OTHER COUNTRIES, DEFEATING THE CANNIBALISTIC CARE OF INDIANS WHO ENSLAVED OTHER TRIBES.

INDEED, HE BROUGHT THE FIRST AFRICANS, NOT JUST ENSLAVED AFRICANS, BUT WEALTHY, SKILLED PROFESSIONALS TO THE AMERICAS.

OF 12 MILLION AFRICANS WHO LEFT AFRICA ENSLAVED, 100% WERE FIRST CAPTURED BY FELLOW AFRICANS.

DISEASES MADE IT TOO RISKY FOR OUTSIDERS TO LEAVE COASTAL SLAVE FORTS.

I VISITED FIVE OF THEM IN SENEGAL, GHANA, BENIN AND GUINEA, DRIVING THERE IN MY CAR AND SAILED UPRIVER TO KUNTA KINTE'S VILLAGE IN GAMBIA.

55% OF THESE WENT TO THE MIDDLE EAST.

SLAVERY ENDED IN SAUDI ARABIA IN 1962.

OF THE 45% WHO CROSSED THE ATLANTIC, A MAJORITY WENT TO NEARBY BRAZIL, WHICH FREED ITS SLAVES 25 YEARS AFTER US, A PLURALITY TO THE CARIBBEAN, ONLY 4% OF THE TOTAL COMING TO WHAT'S NOW THE USA.

WHEN THE SPANISH ARRIVED, MILLIONS OF PEOPLE WERE ENSLAVED BY THE AZTECS AND MAYANS, WHO PRACTICED SLAVERY, TORTURE AND HUMAN SACRIFICE ON AN INDUSTRIAL SCALE.

SPAIN STOPPED IT.

SLAVERY OTHERWISE EXISTED FROM PATAGONIA TO ALASKA.

IN 1492, NATIVE AMERICAN SLAVERY EXISTED IN WHAT'S TODAY ALL 50 STATES.

USUALLY, TRIBES OWN SLAVE FROM OTHER TRIBES, EXCEPT THE PACIFIC NORTHWEST, WHERE OFTEN INDIVIDUALS ENSLAVED OTHERS.

I DON'T KNOW WHAT THE TULALIP PRACTICE WAS, IF ANY.

WHICH SLAVE IN OUR HISTORY HAS THE HIGHEST NAME RECOGNITION? HARRIET TUBMAN? FREDERICK DOUGLASS? I'D SAY SACAGAWEA.

HIDATSA WAS WALKING IN IDAHO, AGE 12, WHEN A MANDAN RAIDING PARTY KIDNAPED HER TO THE DAKOTAS, WHERE CHARBONNEAU, THE FRENCH FUR TRAPPER, WON HER IN A CARD GAME. CAHOKIA MOUNDS STATE PARK, ILLINOIS, THE GREATEST PRE-COLUMBIAN STRUCTURE NORTH OF MEXICO, HAS MASS GRAVES FROM THE 1200S, HUNDREDS OF PEOPLE, MOSTLY FEMALE, MANY TORTURED OR EVEN BURIED ALIVE.

AFTER THE FIRST SLAVE SETTLEMENT BY THE SPANISH IN SOUTH CAROLINA, A CENTURY BEFORE 1619, ALL RACES ENSLAVED BLACK PEOPLE.

BY 1861, 5% OF AMERICAN HOUSEHOLDS OWNED A BLACK SLAVE, OVERWHELMINGLY WHITE, BUT ALSO BLACK SLAVE OWNERS, HISPANICS IN TEXAS AND NEW MEXICO, A COUPLE OF ASIANS AND MANY NATIVE AMERICANS, NOTABLY IN OKLAHOMA, WHERE FIVE MAJOR TRIBES FOUGHT WITH THE CONFEDERACY.

A CHEROKEE, STAN WATIE, WAS THE LAST CONFEDERATE GENERAL TO SURRENDER, TEN WEEKS AFTER APPOMATTOX.

PRESENTISM IS INTERPRETING PAST EVENTS IN TERMS OF MODERN VALUES AND CONCEPTS.

WE ARE A VERY DIFFERENT COUNTRY THAN WE WERE A DECADE AGO, MUCH LESS IN THE 1960S OR 1950S.

YOU CAN'T JUDGE PEOPLE OF 50 YEARS, MUCH LESS 500 YEARS AGO, BY TODAY'S STANDARDS.

IN MY LIFETIME, MAO ZEDONG MURDERED 75 MILLION, MOSTLY BY STARVATION AND THIS GREAT LEAP FORWARD, THAT GOVERNMENT STILL RULES THANK YOU. [APPLAUSE] NEXT IS TONY SHAPIRO.

[00:15:08]

LET'S PONDER A QUESTION ABOUT WHAT TRUTH IS.

IS THERE REALLY MY TRUTH OR YOUR TRUTH TO THE LAWS OF PHYSICS, SUCH AS THE LAW OF GRAVITY OR AERODYNAMICS DEPEND ON WHO YOU ARE, THE COLOR OF YOUR SKIN, OR WHERE YOU ARE FROM? WHY SHOULD THE LAWS OF DEDUCTIVE REASONING BE ANY DIFFERENT? NOW, THE QUESTION OF WHETHER I BELIEVE IN GOD AND THAT JESUS ROSE FROM THE DEAD IS IN FACT A BELIEF WHICH I BELIEVE BY FAITH.

NOW, TO SAY THAT EVERYBODY MUST BELIEVE THIS IS TOTALLY COUNTER TO WHAT CHRISTIANITY ESPOUSES AND IN FACT IS COUNTER TO WHAT WESTERN CIVILIZATION HAS BEEN BUILT UPON.

IT IS UPON THE INDIVIDUAL TO MAKE THAT CHOICE AND TO BELIEVE WHICHEVER PATH THEY CHOOSE.

SO FOR YOU TO HAVE YOUR TRUTH AND I CAN HAVE A DIFFERENT TRUTH IS A VERY DANGEROUS PATH TO FOLLOW.

TRUTH IS NOT SUBJECTIVE, BUT BLATANTLY OBJECTIVE.

HOW ABOUT THE QUESTION, ARE PEOPLE BASICALLY GOOD OR BASICALLY BAD? THE JUDEO-CHRISTIAN MINDSET BELIEVES THAT WE ARE BASICALLY BAD, AND THAT TAKES WORK AND CHARACTER DEVELOPMENT FOR A HUMAN BEING TO OVERCOME HIS TENDENCY TO BE ON THE BAD SIDE OF THE SPECTRUM.

WHY DOESN'T THE EDUCATIONAL ESTABLISHMENT OF THIS COUNTRY RECOGNIZE THIS.

FROM THE EXAMPLES THAT WE HAVE SEEN REPRESENTED IN THIS DISTRICT AND ACROSS OUR STATE, PUBLIC SCHOOLS EMBRACE THE NOTION THAT WHATEVER THE KIDS BELIEVE OR FEEL IS THE PATH THAT THEY SHOULD FOLLOW OR EVEN ENCOURAGED TO TAKE.

FRANKLY, WESTERN CIVILIZATION IS BUILT UPON THE PREMISE THAT WE AS HUMAN BEINGS NEED TO CONTROL OUR BAD NATURE AND FOCUS IN A CONCERTED AND FORTHRIGHT FASHION TO ASSIST OUR FELLOW HUMAN BEINGS, TO OVERCOME OUR BAD NATURE AND BETTER OURSELVES, TO RECOGNIZE THAT JUSTICE IS BLIND AND DOES NOT EVEN BEGIN TO CONSIDER RACE, SEX OR STATUS IN LIFE.

SHOULDN'T WE BE INCLINED TO DISSUADE CHILDREN FROM TAKING PATHS THAT ARE UNHEALTHY AND DESTRUCTIVE TO THEIR FUTURE? IN FACT, THIS BOARD AND DISTRICT ENCOURAGES CHILDREN TO TASTE AND EMBRACE THESE PATHS, WHICH INITIALLY MIGHT SEEM SWEET, YET IN THE END LEAD TO DESTRUCTION. THESE BASIC PRINCIPLES HAVE BEEN BROKEN DOWN AND THROWN OUT TO THE DETRIMENT OF OUR SOCIETY.

THIS HAS LED TO A DESTRUCTIVE BEHAVIOR THAT CHILDREN ARE INCLINED TO DISPLAY.

DO WE BELIEVE THAT SOME PEOPLE ARE IMMATURE AND OTHERS MORE MATURE.

ESPECIALLY, YOUNGER CHILDREN NEED TO BE CONFRONTED AND CAN I SAY DISCIPLINED TO WEED THIS OUT OF THEIR HEART.

WHY ARE WE SEEING SUCH IMMATURE BEHAVIOR NOT ONLY IN YOUNG ADULTS BUT IN OLDER AND PRESUMABLY MORE MATURE ADULTS THROUGHOUT OUR SOCIETY? WHY DO PEOPLE BELIEVE THAT WE HAVE A RIGHT TO STEAL AND NOT BE REPRIMANDED TODAY? THE JUDEO-CHRISTIAN TEACH AND SAY THAT BELIEF IN GOD IS THE BEGINNING OF WISDOM.

AND I AM HEARTBROKEN TO SAY THAT OUR COUNTRY HAS DISMISSED THIS TRUTH IN SUCH A THOROUGHLY RADICAL FASHION.

[APPLAUSE] NEXT IS ERICA LYNCH.

I SAY THE AUTOCORRECT DOES NOT CORRECT ON THERE BECAUSE MY NAME IS ACTUALLY ANNIKA LYNCH.

SO THAT OBVIOUSLY HAPPENED WITH THE CHROMEBOOK ERROR, I GUESS.

IT TRIED. YEAH.

OH, YOU DID? OKAY. OKAY.

GOOD EVENING. I'M ANNIKA LYNCH, MOM TO 13 KIDS WHO HAVE ATTENDED OR ARE ATTENDING EDMONDS SCHOOL DISTRICT'S SCHOOLS, EXCEPT MY TODDLER.

I WANTED TO REVISIT REMARKS THAT HAVE BEEN MISUNDERSTOOD BY OTHERS.

TO MAKE SURE I'M ABSOLUTELY CLEAR, WHEN I SPOKE OF MY DAUGHTERS NOT FEELING SAFE USING THE BATHROOMS AT SCHOOL, IT WAS NOT IN REGARD TO TRANSGENDER STUDENTS.

IT OPENED A DOORWAY TO OTHERS POSING AS AND GIVING A BAD NAME TO THE INDIVIDUALS WHO IN FACT IDENTIFY AS A DIFFERENT GENDER.

I'M AWARE OF AT LEAST SIX DIFFERENT OCCURRENCES IN OUR DISTRICT OVER THE YEARS WHERE A MALE STUDENT THAT WAS NOT TRANSGENDER USED THE INCLUSIVE POLICY TO PREY ON FEMALE STUDENTS WHO HAD LET THEIR GUARD DOWN DUE TO THE POLICY 8201.

ONE OF THOSE VICTIMS WAS ALMOST RAPED, IF THE ATTACKER WAS NOT INTERRUPTED.

WHEN ASKED IF THE GIRLS TOLD A STAFF MEMBER, THEY SAID NO.

THE SCHOOL'S INCLUSIVE POLICY MADE THEM FEEL UNHEARD WHEN THEY HAD OBJECTED TO SHARED BATHROOMS. I PRESSED FOR THE VICTIM OF THE ASSAULT TO GO TO THE POLICE TO PRESS CHARGES, YET SHE WAS TOO WORRIED ABOUT WHAT THE OTHER STUDENTS WOULD THINK OF HER, WHICH LEFT THESE ATTACKS IN THE SHADOWS. MY SON HAS WITNESSED OVER THE YEARS FEMALE STUDENTS GO INTO THE BOYS BATHROOM AFTER BEING DARED TO JUST BECAUSE.

THESE ARE JUST SOME OF THE REASONS THERE ARE CHILDREN WHO FEEL UNSAFE OR ARE WORRIED ABOUT THEIR MODESTY.

NOT THAT A BATHROOM IS GENDER INCLUSIVE, BUT PREDATORS TAKE THAT AS AN OPEN INVITATION TO PREY ON UNSUSPECTING VICTIMS.

[00:20:01]

THESE ISSUES WILL ESCALATE AND MOST CERTAINLY LEAD, IF THEY HAVEN'T ALREADY, TO MORE SERIOUS ASSAULTS THAN THE ONES I AM PERSONALLY AWARE OF, ESPECIALLY WITH THE LACK OF TRUE DISCIPLINE BEING ADOPTED IN THIS DISTRICT.

I DON'T WANT OUR SCHOOLS TO BECOME LIKE OTHER DISTRICTS IN THIS COUNTRY.

ONE EXAMPLE BEING LOUDOUN COUNTY, VIRGINIA.

DO NOT WAIT FOR SOMEONE TO BE RAPED AND REPORT IT BEFORE THINGS ARE CHANGED.

TO ALLOW GENDER NEUTRAL BATHROOMS AND PROTECT ALL STUDENTS SO SCHOOLS NEED TO MAKE INDIVIDUAL BATHROOMS FOR ONLY ONE PERSON TO USE SMALL STALLS WITH ONLY A SINK AND A TOILET. THEY HAVE ONES LIKE THAT IN OTHER SCHOOLS, INCLUDING AT MADRONA WITHIN OUR OWN DISTRICT.

OTHERS HAVE COMMENTED ABOUT THERE BEING NOBODY HURT BY THE GENDER INCLUSIVE BATHROOM POLICY.

THAT IS A LIE, AS I HAVE EXPLAINED.

AND TO GO ONE STEP FURTHER, FORCING NONBINARY STUDENTS TO CHOOSE A BATHROOM THAT IS LEANING TOWARDS ONE GENDER MORE THAN THE OTHER.

I HAVE LEARNED FROM A UNIVERSITY OF WASHINGTON STUDY IS EXTREMELY STRESSFUL FOR THEM TO.

THE GENDER NEUTRAL BATHROOM EDMONDS WOODWAY HIGH SCHOOL IS FAR FROM THE OFFICE AND FIGHTS BREAK OUT THERE OFTEN.

AGAIN, KIDS ARE BEING HURT BY THIS POLICY.

STOP THINKING THAT I'M AGAINST YOU AND START REALIZING I'M TRYING TO PROTECT OUR STUDENTS.

THE US DEPARTMENT OF EDUCATION CIVIL RIGHTS OFFICE RELEASED THEIR FINDINGS AND THERE IS A 55% INCREASE IN RAPE OR ATTEMPTED RAPE IN KINDERGARTEN THROUGH 12TH GRADE FROM 2015 TO 2018.

IN 2018 WASHINGTON STATE BECAME THE SEVENTH HIGHEST RANKING STATE FOR STUDENT RAPE OR ATTEMPTED RAPE AND FIFTH HIGHEST FOR SEXUAL ASSAULT.

WHAT IS EVEN MORE DISTURBING, PER [APPLAUSE] NEXT UP IS MEGAN WOLFE.

GOOD EVENING. I'M MEGAN WOLFE.

I'M A PARENT OF TWO AT WEST GATE ELEMENTARY, AND I LOVE OUR SCHOOL SO MUCH.

THE PRINCIPAL IS WONDERFUL.

I AM HERE SUPPORTING YOU AND THE WORK EDMONDS SCHOOL DISTRICT IS DOING TO CREATE EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS FOR OUR STUDENTS.

I THINK IT'S WONDERFUL THAT WE HAVE A DISTRICT THAT IS THINKING ABOUT THESE THINGS AND PUSHING ON THESE THINGS.

I'VE SEEN KIDS JUST BE ABLE TO SOAR BECAUSE THEY FIND A SPACE THAT THEY FEEL SAFE AND INCLUDED IN, AND SO THEIR LEARNING JUST GET SO MUCH BETTER AND THEIR ENJOYMENT OF SCHOOL GOES WAY UP.

AND I JUST WANT TO BE HERE AS A POSITIVE VOICE FOR THIS WORK.

I WOULD LOVE TO SEE EVEN MORE WORK AROUND BLACK LIVES MATTER IN SCHOOL AND MORE SUPPORT OF OUR INDIGENOUS STUDENTS AND MORE SUPPORT OPENLY, PRIDE WEEK EVERYTHING TO SUPPORT OUR LGBTQ+ STUDENTS BECAUSE THEY NEED TO KNOW THAT WE'RE IN THEIR CORNER.

AND IT'S NOT JUST STUDENTS, BUT FAMILIES AND TEACHERS THAT NEED TO SEE THAT SUPPORT.

AND I'M SO PROUD THAT WE'RE PART OF A DISTRICT THAT IS DOING THE IMPORTANT WORK.

SO THANK YOU VERY MUCH. [APPLAUSE] THANK YOU, MEGAN.

NEXT UP IS CINDY WHITEMAN.

HI, I'M CINDY WHITEMAN.

MY HUSBAND AND I HAVE INVESTED THOUSANDS OF DOLLARS IN THE EDMONDS SCHOOL DISTRICT OVER THE 45 YEARS WE'VE LIVED HERE.

SINCE RETIRING FROM TEACHING, I HAVE SPENT SOME TIME RESEARCHING THE DISTRICT WEBSITE, LOOKING AT CURRICULUM IN THE DISTRICT, CONNECTING WITH EMPLOYEES OF THE DISTRICT AND VOICING MY THOUGHTS AT SCHOOL BOARD MEETINGS.

THERE IS MUCH TO LEARN.

EDMONDS SCHOOL POLICY 3220 SECTION 3000 STATES QUOTE, "THE FREE EXPRESSION OF STUDENT OPINION IS AN IMPORTANT PART OF THE EDUCATION IN A DEMOCRATIC SOCIETY." I AGREE, SO LONG AS THE FREE EXPRESSION IS NOT UNDULY BURDENSOME OR DISRUPTIVE TO THE EDUCATIONAL PROCESS.

SADLY, IT SEEMS THE FOCUS OF SCHOOLS IN THE LAST SEVERAL YEARS HAS BEEN ON SYSTEMATIC RACISM IN AMERICA, THE SEXUAL IDENTITY OF CHILDREN, PROPER PRONOUNS AND BEING CANCELED, IF YOUR WORLDVIEW DOESN'T FIT, TO NAME A FEW.

ARE THESE FOCUS POINTS BURDENSOME AND DISRUPTIVE TO THE BASIC EDUCATIONAL GOALS OF WASHINGTON STATE? OSPI LEARNING STANDARD RCW 28A.150.2.10 STATES THAT ALL STUDENTS IN PUBLIC EDUCATION SHOULD HAVE THE OPPORTUNITY TO ACHIEVE PERSONAL AND ACADEMIC SUCCESS.

READING COMPREHENSION, EFFECTIVE WRITING, COMMUNICATION SKILLS, CORE CONCEPTS AND APPLICATION OF MATH, LIFE SCIENCES, CIVICS, HISTORY, THE

[00:25:08]

ARTS, WHICH I SAW SOME NEAT ART GOING OUT OF HERE, GEOGRAPHY, TECHNOLOGY, FINANCE, OR JUST TO NAME SOME OF THE BASIC LEARNING GOALS FOR STUDENTS HERE IN EDMONDS.

ALL STUDENTS, IN MY OPINION, SHOULD BE PROVIDED WITH AN EDUCATION THAT HELPS THEM BECOME RESPONSIBLE AND RESPECTFUL AMERICANS.

SHOULD NOT THAT BE THE FOCUS OF OUR SCHOOL BOARD? WHILE MY CHRISTIAN WORLDVIEW MAY BE DIFFERENT FROM SOME OF THE PEOPLE PRESENT HERE, I THINK MOST PEOPLE WOULD AGREE THAT OUR CHILDREN NEED TO KNOW THAT THEY ARE, THEY HAVE INTRINSIC VALUE AS HUMAN BEINGS.

THEIR DIGNITY AS HUMANS SHOULD NOT BE BASED ON SKIN COLOR, CLASS, GENDER, SEXUAL ORIENTATION, PHYSICAL ABILITY OR WORLDVIEW.

IN 2011, LUC FERRI , WHO INTERESTINGLY IS AN ATHEIST, WROTE A BOOK, A BRIEF HISTORY OF THOUGHT, QUOTE, "HUMAN RIGHTS ARE NOT UP FOR GRABS.

NO ONE SHOULD BE ELIMINATED OR EXCLUDED.

MORAL WORTH IS NOT SUBJECTED TO THE ONES WHO HAVE POWER TO DECIDE." I KNOW THAT I HAVE A LOT TO LEARN ABOUT THIS DISTRICT'S POLICIES, CURRICULUM AND STATE STANDARDS.

BUT I ALSO KNOW THAT AS AMERICANS, WE ARE MOST EFFECTIVE WHEN WE ARE UNITED THANK YOU [APPLAUSE]. NEXT UP IS SARAH DILLING.

HELLO. I'M VERY HAPPY TO BE HERE, EXCEPT I CAN'T GET MY PHONE TO WORK, SO I'M GOING TO HAVE TO DO THIS FREE HAND.

I AM PRO, MANY PEOPLE HAVING INHERENT WORTH AND DIGNITY, AS YOU RIGHTLY ALLUDED TO, ALTHOUGH I DON'T GET IT FROM A CHRISTIAN FAITH.

I GET IT FROM AN ETERNITY UNIVERSALISM, WHICH IS SLIGHTLY DIFFERENT.

AND YES, EVERYONE HAS INHERENT WORTH OF DIGNITY AND THE WAYS THEY EXPRESS IT ARE DIFFERENT.

THE INCLUSIVENESS OF THE SCHOOL DISTRICT IS A GOOD THING.

I DON'T THINK THAT WE NEED TO DISCUSS.

I THINK THE IDEA ABOUT SINGLE STALL BATHROOMS IS AN EXCELLENT ONE BECAUSE I DON'T THINK THAT WE SHOULD BE DISCUSSING THE WHOLE INCLUSIVE BATHROOMS AND WHY THEY'RE SCARY BECAUSE IT'S A 2015 STATE LAW.

AND IF YOU WANT TO HAVE THAT FIGHT THAT'S IN OLYMPIA, IT'S NOT HERE BECAUSE THIS SCHOOL DISTRICT SHOULD NOT GO AGAINST THE LAWS FROM OLYMPIA, BECAUSE MY TAX MONEY SHOULD NOT BE SPENT DEFENDING LAWSUITS BECAUSE THEY DID SOMETHING ILLEGAL.

DO WHAT THE LAWS SAY.

IF YOU WANT TO CHANGE THE LAWS, GO TO OLYMPIA.

HAVE FUN. STOP BOTHERING THIS BOARD.

ALSO, THE WHOLE CONSTITUTION DAY THING, I DID A LITTLE RESEARCH AFTER LAST LAST WEEK.

I WAS LIKE, WHOA, WHOA, THAT WAS NEW TO ME.

SO IN 2014, DIXIECRAT SENATOR ROBERT BYRD SLIPPED A LITTLE BILL RIDER INTO AN OMNIBUS AND SAID, COOL, UNFUNDED MANDATE.

LET'S SLAP THAT ON THE SCHOOLS.

THEY HAVE TO DO CONSTITUTION DAY IN SEPTEMBER AND ONE HOUR OF TEACHING.

SO I FIGURED I'D COME UP WITH SOME CURRICULUM IDEAS FOR YOU.

PERHAPS AT THE LOWER GRADE LEVELS, THEY COULD DO A LITTLE MATH CURRICULUM WHERE THEY DO PIE CHARTS ABOUT HOW MANY OF THE SIGNERS OF THE CONSTITUTION WERE MEN, OR HOW MANY OF THEM WERE WHITE, OR TO GET REALLY EXCITING, HOW MANY OF THEM WERE SLAVEHOLDERS? BECAUSE THEN YOU DON'T JUST HAVE A BLUE CIRCLE.

AT THE HIGHER GRADE LEVELS, THEY COULD, ALL THE STUDENTS RESEARCH WHEN THEY WOULD BE COUNTED AS A FULL PERSON IN THE CENSUS.

I'M SURE THAT SENATOR ROBERT BYRD WOULD BE PLEASED TO KNOW THAT WE ARE RESEARCHING THE CONSTITUTION ON THAT LEVEL FOR AN HOUR EACH YEAR.

AND YEAH, I'M GOOD RIGHT NOW.

[APPLAUSE] THANK YOU, SARAH.

NEXT UP IS SAUNDRA WHITMORE.

GOOD EVENING. I'M SAUNDRA WHITMORE.

THANK YOU FOR THE OPPORTUNITY TO SPEAK.

AUDIENCE. BOARD.

SUPERINTENDENT, AND ALL THE STAFF THAT ARE HERE AS WELL.

I APPRECIATE YOUR TIME.

I'M SPEAKING TONIGHT AS A PARENT OF THREE CHILDREN, AND I'D LIKE TO SPEAK TO YOU ABOUT MY EXPERIENCE OF A PARENT OF A CHILD IN THE EDMONDS SCHOOL DISTRICT.

AND I'D LIKE TO SPEAK ABOUT SOME MEDICAL MISINFORMATION THAT'S BEEN SPREAD FROM THE PUBLIC COMMENTS ABOUT SCHOOL NURSES GIVING OUT HORMONE REPLACEMENT, BECAUSE THAT'S JUST NOT TRUE.

[00:30:04]

I TALK TO MY CHILD.

WHAT IS THE SCHOOL NURSE BEEN ABLE TO GIVE YOU AT SCHOOL? AND MY CHILD'S RESPONSE WAS A COLD PACK.

I SCRAPED MY ARM, A BANDAGE.

A THING AROUND MY ARM TO HOLD THE BANDAGE ON.

WHAT ELSE HAPPENED? THEY TOOK MY TEMPERATURE ONCE.

WHAT ELSE HAPPENED? OH, I HAD A STOMACH ACHE. THEY SAT DOWN NEXT TO ME AND ASKED ME ABOUT IT.

THOSE ARE THE THINGS THAT ARE HAPPENING IN OUR SCHOOLS.

SO PLEASE, PLEASE DON'T SPREAD MEDICAL MISINFORMATION FROM THE PUBLIC COMMENTS.

I DON'T APPRECIATE THAT.

I'M A PROUD PARENT IN THIS DISTRICT, AND I AM VERY PROUD OF THE WORK THAT OUR SCHOOL NURSES ARE DOING.

IT'S A VERY IMPORTANT JOB AND THEY CARE FOR MANY OF OUR STUDENTS AND CHILDREN EVERY DAY.

THANK YOU FOR YOUR TIME.

GOOD NIGHT. [APPLAUSE] THANK YOU, SAUNDRA.

AND NEXT UP IS [INAUDIBLE].

GOOD EVENING. AS WITH MANY OTHERS, I WOULD LIKE TO ADDRESS SOME OF THE FOLKS WHO SEEM TO BE IMPLYING THAT WE SHOULD PROBABLY CHANGE SOME OF OUR POLICIES REGARDING JUST HAVING A MORE INCLUSIVE SCHOOL.

BECAUSE AGAIN, I DO BRING SIMILARLY BAD NEWS.

ALMOST NONE OF THE CHANGES THAT YOU WOULD WANT ARE ACTIONABLE.

EVERY SINGLE LAW, EVERY SINGLE POLICY, EVERY SINGLE GENDER INCLUSIVE SCHOOLS POLICY IS IMPLEMENTED AT THE OSPI LEVEL OR IT IS IMPLEMENTED AT OLYMPIA.

IF YOU WANT TO CHANGE THESE POLICIES, EITHER RUN FOR OFFICE, PETITION YOUR SENATOR OR OTHERWISE I DON'T UNDERSTAND WHAT THE PURPOSE IS IN JUST DRIVING UP THESE UNJUSTIFIED PARANOIAS THAT YOU HAVE BECAUSE YOU REFUSE TO OPEN AND JUST, AN ATTEMPT TO LEARN ABOUT THE FOLKS THAT YOU SHARE THE CITY WITH.

YOU KNOW, AND THIS CONTRADICTION IN THINGS HAS RAISED SEVERAL QUESTIONS.

NAMELY, FOR INSTANCE, THAT PUBERTY BLOCKERS WERE FDA APPROVED IN 1993 AND HAVE BEEN SUCCESSFULLY USED TO DELAY UNWANTED PUBERTY IN MANY TEENS, MOST OF WHICH ARE NOT TRANSGENDER, AND MOST OF WHICH SUFFERED NO ILL EFFECTS.

WERE YOU ALSO PANICKING THEN, OR WAS THERE SOMETHING DIFFERENT ABOUT THE PEOPLE USING THIS MEDICATION THAT YOU DON'T LIKE? DWAYNE THE ROCK JOHNSON HAD A DOUBLE MASTECTOMY PERFORMED IN THE 2000 STREET GYNECOMASTIA, THE UNWANTED PRESENCE OF BREAST TISSUE THAT WILL AFFECT ONE IN THREE MEN IN THEIR LIFETIME. BUT DO YOU DESCRIBE HIM AS MUTILATED, OR IS THERE SOMETHING DIFFERENT ABOUT THE PEOPLE UTILIZING THIS SERVICE NOW? SPIRONOLACTONE, THE TESTOSTERONE SUPPRESSANT I TAKE FOR MY TRANSITION, IS ALSO USED FOR HYPERTENSION, PROSTATE CANCER, POLYCYSTIC OVARIAN SYNDROME, OR PCOS, WHICH AFFECTS 2 TO 20% OF WOMEN, AND MALE PATTERN HAIR LOSS IN MEN.

DO WE CRY WOLF OVER THE IRREVERSIBLE EFFECTS OF THIS? OR IS IT ONLY WHEN TRANS KIDS DO IT THAT YOU HAVE A PROBLEM? HOW MANY TRANS PEOPLE DID ANY OF YOU TRULY KNOW BEFORE ME? IF I'M THE FIRST ONE WHO TOLD YOU HOW YOU SHOULD FEEL ABOUT US, WHO GAVE YOU AN IDEA OF WHO WE ARE, WHAT OUR LIVES ARE LIKE, WHAT OUR MEDICAL EXPERIENCES ARE? WERE YOU JUDGING SOMEONE BEFORE KNOWING THEM? AND IF SO, WHAT ELSE WOULD YOU CALL IT BUT PREJUDICE? IF YOU OPPOSE OR INCLUSION, YOU'RE ENTITLED TO THAT STANCE.

I GIVE YOU FULL LICENSE TO DISAGREE WITH ME, BUT YOU HAVE NO RIGHT TO ASSERT YOUR DOMINION ON US.

IF YOU WANT CONFORMITY THERE ARE PRIVATE SCHOOLS THAT WILL MEET THAT NEED AND YOU ARE FREE TO ENROLL THERE INSTEAD.

IT'S A FREE COUNTRY, BUT WE ARE NOT CHANGING.

NOR CAN WE. IF YOU DON'T WANT TO HAVE THERAPISTS RECOMMEND GENDER AFFIRMING CARE TO TRANS YOUTH, GO REWRITE OUR ENTIRE MEDICAL CODE AND INSTITUTIONS BECAUSE EVERY MAJOR MEDICAL ASSOCIATION HAS ONLY ONE APPROVED TREATMENT FOR GENDER DYSPHORIA AND IT IS AFFIRMATION AND ACCEPTANCE.

EVERY OTHER TREATMENT, INCLUDING CONVERSION THERAPY, HAS BEEN DEEMED INHUMANE, IF NOT ILLEGAL, IN THIS STATE.

TO CLEAR UP A FINAL POINT OF CONFUSION, NO, I DO NOT WANT YOUR CISGENDER KID TO BE TRANS, NOR AM I EVEN CAPABLE OF CONVINCING THEM OF THAT.

I WANT YOUR CISGENDER KIDS TO BE HAPPY AND TO BE INCLUDED.

I WANT YOUR TRANS KIDS TO BE ALIVE AND TO KNOW THAT THEY'RE NOT ALONE.

[APPLAUSE] THANK YOU [INAUDIBLE].

NEXT UP IS MELISSA [INAUDIBLE].

THERE'S BEEN A LOT OF TALK ABOUT JUDEO-CHRISTIAN VALUES.

AND I JUST WANT TO POINT OUT THAT THE T-SHIRT I'M WEARING TONIGHT I HAVE FOR MY TEMPLE, MY SYNAGOGUE IN TULSA, OKLAHOMA, WHERE I'M ORIGINALLY FROM, AND THERE'S A BIBLE VERSE ON THE BACK THAT SAYS, "LOVE YOUR NEIGHBOR AS YOURSELF." IT'S FROM LEVITICUS.

I DON'T REMEMBER THE CHAPTER AND VERSE.

[00:35:01]

THERE'S A LOT OF VERSES IN LEVITICUS THAT PEOPLE OFTEN TALK TO OR TALK ABOUT WHEN THEY'RE SPEAKING ABOUT JUDEO-CHRISTIAN VALUES.

AND I JUST WANT YOU TO REMEMBER, YOU MIGHT BE FORGETTING THAT ONE.

A COUPLE OF YEARS AGO, I ATTENDED THE JEWISH FEDERATION OF GREATER SEATTLE'S PRIDE SHABBAT SERVICE.

IT WAS THE SAME DAY THAT WE WENT TO THE OL REIGN PRIDE GAME IN TACOMA, AND IT GOT ME THINKING ABOUT WHY WE HAVE PRIDE PARADES, PRIDE SPORT GAMES, PRIDE SHABBAT.

WHAT IS IT THAT MAKES THIS SO VITAL FOR SO MANY OF US? WELL, FOR STARTERS, IT'S NOT UNLIKE ANY OTHER COMMUNITY TRADITION OR CELEBRATION OR GATHERING.

IT'S BECOME A PART OF A CULTURE.

FOR SOME, THIS COMMUNITY HAS BECOME THEIR FAMILY.

ONE OF THE PARTICIPANTS IN THE SHABBAT SERVICE SAID SOMETHING THAT REALLY SPOKE TO ME.

SHE SAID, BECAUSE THEY WERE OPEN, I FELT SEEN.

SHE WAS TALKING ABOUT FINDING A QUEER COMMUNITY AND COMING OUT.

TODAY IS NATIONAL COMING OUT DAY, BY THE WAY, WHICH IS WHY I CHOSE TO TALK ABOUT THIS.

COMING OUT WOULD HAVE BEEN EASIER FOR ME IF I HAD MORE EXAMPLES AND IF I HAD FAMILY TO ASSIST ME.

IT'S PART OF WHY I DECIDED TO MAKE A SERIES OF POSTS.

I'LL SKIP THAT PART. NOT TRYING TO PREACH TO THE CHOIR, THOUGH.

I APPRECIATE THE SUPPORT AND COMMUNITY, BUT I'M TRYING TO REACH OUT TO SOMEONE WHO I DON'T KNOW THAT NEEDS IT.

THE PERSON THAT'S STILL COMING TO TERMS WITH WHO THEY ARE AND HOW THEY WANT TO BE IN THE WORLD.

TO ASSIST A FUTURE ALLY WHEN THEIR LOVED ONE COMES OUT TO THEM.

EVERY TIME I RECEIVE A TEXT OR PHONE CALL OR PRIVATE MESSAGE FROM SOMEONE WHO COMES OUT TO ME, I ALWAYS FEEL HONORED AND SPECIAL FOR SOME REASON.

LIKE THEY SEE ME AS SOMEONE WHO CAN GIVE THEM ADVICE OR HELP THEM OUT, LIKE THE BIG SISTER I AM TO MY MANY SIBLINGS.

I REALIZE IT'S REALLY BECAUSE OF MY BIG MOUTH, MY TENDENCY TO OVERSHARE AND LACK OF FILTERS, BUT BECAUSE I AM OPEN, THEY FEEL SEEN.

SO YES, I SEE YOU.

I SEE THE KID WHO IS TERRIFIED OF BEING DISOWNED AND LOSING RELATIONSHIPS THAT MEAN THE MOST TO THEM.

I SEE THE FAMILY STRUGGLING TO COME TO TERMS WITH THEIR LOVED ONE'S IDENTITY AND NEW NAME AND PRONOUNS.

I SEE MANY BRAVE, BRAVE YOUTH WHO ARE CELEBRATING THEIR FAITH AND THEIR GENDER WHILE TEACHING THEIR COMMUNITY SO MUCH IN THE PROCESS.

I SEE ADULTS TAKING BABY STEPS WITH NAIL POLISH AND HAIRCUTS.

I SEE THE PERSON WHO LEARNED WHAT DEMI SEXUAL MEANS AND REALIZE THEY AREN'T PRUDE OR OLD FASHIONED OR AN ICE QUEEN JUST BECAUSE THEY LOVE A LITTLE SLOWER AND MORE CAREFULLY.

I SEE THE NEIGHBORS WITH THEIR PRIDE FLAGS AND BUMPER STICKERS.

I SEE THE PEOPLE WHO CAME BEFORE ME AND THREW BRICKS AND STARTED RIOTS AND FOUGHT SO HARD FOR MARRIAGE EQUALITY AND LEGAL RECOGNITION AND THE RIGHT TO USE THE BATHROOM THEY FEEL SAFER IN AND TO REACH OUT TO STUDENTS IN THE EFFORT TO PREVENT SUICIDE.

I SEE THE PEOPLE STUCK IN RURAL RED STATES.

BUT FOR THOSE THAT ARE OPEN, THEY FEEL SEEN.

[APPLAUSE] THANK YOU, MELISSA.

AND LAST UP IS CHRISTIE ROBERTSON.

MY NAME IS CHRISTIE ROBERTSON.

I WAS AN ELEMENTARY SPECIAL EDUCATION RESOURCE ROOM TEACHER IN THE PUGET SOUND REGION FOR OVER 30 YEARS.

THE FOCUS OF MY JOB WAS TO EITHER PROVIDE SPECIALIZED INSTRUCTION OR TO PROVIDE ACCOMMODATIONS TO ENABLE SPECIAL NEEDS STUDENTS TO PROGRESS ACADEMICALLY. I WORKED WITH GENERAL CLASSROOM TEACHERS TO DEVISE PLANS TO MODIFY ASSIGNMENTS, ENABLING THESE STUDENTS TO PARTICIPATE SUCCESSFULLY IN THEIR GENERAL CLASSROOM.

WITH THAT AS A BACKGROUND, I WANT TO APPLY THE CONCEPT OF MODIFICATIONS TO THE CONTROVERSIAL ISSUE OF HAVING SCHOOL RESTROOMS OPEN TO ALL GENDERS.

AT THIS SCHOOL BOARD MEETING TWO WEEKS AGO, A STORY WAS SHARED ABOUT A BOY IN THIS DISTRICT WHO IS NOW UNCOMFORTABLE USING THE URINAL IN HIS RESTROOM, KNOWING THAT A BIOLOGICAL GIRL IDENTIFYING AS A BOY CAN BE PRESENT.

THIS IS A TYPICAL CONCERN FOR MANY PEOPLE.

I'M SURE HE'S NOT ALONE.

THERE IS A REASON WHY STALLS FOR TOILETS AND OPEN URINALS DO NOT LINE THE HALLS OF THIS SCHOOL DISTRICT BUILDING.

TAKING CARE OF THOSE BODILY FUNCTIONS IS A PRIVATE MATTER.

WHEN I GO TO A MARINERS GAME, MOST OF THE RESTROOMS ARE FOR MEN OR WOMEN.

THERE ARE ALSO FAMILY RESTROOMS WHICH CAN BE USED BY ANYONE.

IF THE MARINERS MADE ALL THEIR RESTROOMS OPEN TO ALL GENDERS, THERE WOULD BE AN OUTCRY FROM FANS TO FIND ANOTHER SOLUTION. ONE OF THE SCHOOL DISTRICTS WHERE I USED TO TEACH FOUND A SOLUTION TO THIS CHALLENGE.

THAT DISTRICT'S POLICY HAD THREE CHOICES OF RESTROOMS: MALE, FEMALE AND ALL GENDERS.

[00:40:04]

EVERY GENDER MIGHT HAVE TO WALK A LITTLE FARTHER TO FIND A RESTROOM, WHICH MET THEIR PRIVACY NEEDS, BUT NO ONE WAS FORCED TO EXPOSE THEMSELVES TO EMBARRASSMENT.

THIS ALSO ELIMINATED THE POTENTIAL FOR PHYSICAL THREAT TO GIRLS, WHICH HAS HAPPENED ON OCCASION WITH A FEW MALES ABUSING THEIR FEMALE IDENTITY.

BUSINESSES ARE MOVING IN THIS DIRECTION, OFFERING THREE RESTROOM CHOICES.

AS SOCIETY MOVES FORWARD, MODIFICATIONS TO RESTROOMS NEEDS TO BE A PART OF THE PLAN.

IT IS IMPERATIVE THAT THE EDMONDS SCHOOL DISTRICT MODIFY ITS RESTROOM POLICY SO THAT EVERYONE FEELS SAFE AND NO ONE IS FORCED INTO A SETTING WHICH VIOLATES THEIR RIGHT TO PRIVACY AND SAFETY.

IT'S TIME FOR A COMMON SENSE POLICY WHICH RESPECTS PRIVACY FOR EVERYONE.

[APPLAUSE] THANK YOU. AND THAT'S THE END OF THE PUBLIC COMMENTS FOR TONIGHT.

THE NEXT ITEM ON THE AGENDA IS REPORTS.

[11. REPORTS- 7:30 pm]

AND WE HAVE A REPORT ON THE SMARTER BALANCED ASSESSMENT.

AND I WELCOME AUSTIN MUELLER.

THANK YOU. DIRECTOR KATIMS. ONE MOMENT. THANK YOU. BOARD OF DIRECTORS.

WE ARE HERE TONIGHT TO PRESENT A REPORT ABOUT OUR RESULTS ON THE SMARTER BALANCED ASSESSMENT AND THE WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE.

THESE ARE BOTH KNOWN AS SBA, AND BECAUSE THESE ASSESSMENTS WERE GIVEN IN THE SPRING OF 2022.

[INAUDIBLE] IT'S NOT WORKING.

NOPE.

NEVERMIND. OH, THAT'S YOU.

OKAY. NO, THAT'S ME. THERE WE GO.

SORRY ABOUT THAT. [LAUGHTER] WE WERE FIGURING OUT NEW TECHNOLOGY, AND I APPRECIATE WE HAVE A NEW REMOTE CONTROL FOR THE PRESENTERS, SO THEY DON'T HAVE TO SAY "NEXT SLIDE." SO WE'RE JUST WORKING THROUGH THAT FOR THE FIRST TIME.

TONIGHT, WE'RE PRESENTING SBA AND WCAS ON OUR SBA ASSESSMENT.

WE COVER CONTENT IN ENGLISH, LANGUAGE ARTS AND IN MATH.

THIS IS GIVEN IN GRADES THIRD THROUGH EIGHTH AND ALSO IN 10TH GRADE.

IT IS USED FOR BOTH FEDERAL AND STATE ACCOUNTABILITY.

AND THE HIGH SCHOOL TEST CAN BE USED FOR STUDENTS GRADUATION PATHWAYS.

SOME RECENT HISTORY ABOUT THE TEST, HOWEVER, IS THAT THERE HAS BEEN MANY VERSIONS OF IT IN THE LAST SEVERAL YEARS DUE TO BOTH CHANGES BECAUSE OF THE PANDEMIC AND SOME OF THE CHANGES FROM THE STATE.

SO PRE-PANDEMIC IN 2018 AND 2019, WE HAD AN ORIGINAL VERSION OF SBA, WHICH WAS A LONGER VERSION OF THE TEST. IN 2020, STUDENTS WERE NOT ASSESSED AT ALL DUE TO THE PANDEMIC AND LOCKDOWN.

IN 2021, WASHINGTON STATE WENT FOR A WAIVER FROM THE DEPARTMENT OF EDUCATION FEDERALLY REQUESTING THAT WE PUSH OUR TESTING WINDOW.

AND SO WE DID NOT TEST STUDENTS IN THE SPRING OF 2021 EITHER.

IN THE FALL OF THAT SCHOOL YEAR, HOWEVER, DUE TO THE WAIVER, WE DID TEST STUDENTS ON SBA.

THIS WAS A SHORTER VERSION OF THE TEST AS APPROVED BY WASHINGTON STATE.

THERE WERE NO PERFORMANCE TASKS INCLUDED AND THESE ASSESSMENTS WOULD HAVE BEEN TAKEN IN THE PRIOR SPRING.

SO WHAT THAT MEANS IS WHEN WE'RE LOOKING AT SOME OF THE DATA FROM THAT YEAR IS A SIXTH GRADER IN THE FALL OF 2021, TOOK THE FIFTH GRADE TEST FROM THAT PREVIOUS SPRING.

SO THEY WERE BEING TESTED ON CONTENT FROM THE PREVIOUS GRADE LEVEL, IN ORDER FOR US TO MEET OUR ACCOUNTABILITY REQUIREMENTS.

AND THIS PAST SPRING, IN 2022, WE TESTED STUDENTS AGAIN, AND THIS WAS A RETURN TO THE ORIGINAL FORM OF THE TEST WITH OUR ORIGINAL PERFORMANCE TESTS SIMILAR TO THOSE GIVEN IN 2019.

HOWEVER, THERE WAS A SHORTER VERSION OF THE COMPUTER ADAPTIVE PORTION, SO THIS TEST WAS REDUCED FROM WHAT HAPPENED IN PRE-PANDEMIC.

SO THE STATE REACHED OUT TO DISTRICTS ACROSS THE STATE REQUESTING FEEDBACK ON THE LENGTH OF THE TEST, AND THEY RECEIVED PRETTY OVERWHELMING FEEDBACK THAT PEOPLE WOULD

[00:45:10]

LIKE TO HAVE A SHORTER VERSION OF THE TEST.

THIS IS GOING TO HAVE CONSEQUENCES GOING FORWARD FOR WHAT DATA WE'RE ABLE TO GET BACK ON SBA, BUT I THINK WE WILL CROSS THAT BRIDGE NEXT YEAR WHEN WE COME BACK ABOUT WHAT DATA WE HAVE AVAILABLE.

LET'S GO AHEAD AND START DIVING INTO SOME OF THESE RESULTS OR I GUESS I'LL PAUSE RIGHT NOW IF THERE'S ANY QUESTIONS ABOUT THE TESTS THAT HAPPENED PREVIOUSLY AND WHAT JUST HAPPENED THIS PAST SPRING.

GREAT. SO FOR WCAS, THIS TEST HAS NOT CHANGED.

IT HAPPENS IN FIFTH, EIGHTH AND 11TH GRADE AGAIN IS FOR FEDERAL AND STATE ACCOUNTABILITY.

IT WAS NOT ADMINISTERED IN 2020 AND IT WAS ALSO NOT ADMINISTERED IN 2021, BUT THEN WAS ADMINISTERED IN THE FALL OF 2021.

SO NOT IN THE SPRING.

WE WANT TO TAKE A LOOK AT OUR PARTICIPATION RATES.

WE ARE LIKELY TO HAVE MORE OF A CONVERSATION ABOUT THESE AND HAPPY TO ANSWER SOME MORE QUESTIONS, BUT I'M ALSO HAPPY TO ADDRESS THAT AT THE END OF OUR CONVERSATION OR AT THE END OF THIS PRESENTATION.

WHAT WE'VE NOTICED IN THESE TRENDS IS THAT WE HAD HIGHER PARTICIPATION RATES PRIOR TO THE PANDEMIC IN BOTH EDMONDS AND WASHINGTON.

THEN DURING THE FALL ADMINISTRATION, WE HAD A SIGNIFICANT DECLINE IN PARTICIPATION.

THIS WAS NOT SURPRISING.

THESE RESULTS WERE NOT USED FOR ACCOUNTABILITY, AND THEY GENERALLY, THERE WAS NOT A SIGNIFICANT SUPPORT FROM THE STATE OR BY DISTRICTS THAT THIS WAS GOING TO BE USEFUL INFORMATION. SO WE'RE NOT SURPRISED BY OUR 2021 RESULTS.

BUT WE DID SEE A DECLINE BOTH IN EDMONDS AND IN WASHINGTON.

WHEN WE'VE COME BACK IN OUR 2022 RESULTS, WE'VE SEEN AN INCREASE FROM THOSE 2021 TESTING, BUT IT IS NOT AT THE AT THE SAME RATE OF PARTICIPATION THAT WE SAW PRIOR TO THE PANDEMIC.

WE'RE GOING TO TALK ABOUT SOME OF THE REASONS WHY WE THINK WE MIGHT BE SEEING THIS DECLINE IN PARTICIPATION AND WHAT THAT MIGHT BE DUE TO.

BUT WE WANT TO KEEP THIS IN MIND AS WE LOOK AT SOME OF THESE, PARTICULARLY IN SCIENCE, WE SEE A DECREASE IN PARTICIPATION.

THIS SLIDE CAN HELP US SEE SOME OF THAT DIFFERENCES IN TESTING AND NOT TESTING.

SO ALONG THE LEFT SIDE OF THIS GRAPH IS THE PERCENT OF STUDENTS WHO ARE MEETING STANDARD.

THE BLUE BAR IS ALL STUDENTS IN EDMONDS WHO TOOK, OR ALL STUDENTS IN EDMONDS, THIS INCLUDES BOTH STUDENTS WHO DID TAKE THE TEST AND WHO DID NOT TAKE THE TEST.

SO THAT MEANS THAT IF A STUDENT DID NOT TAKE THE TEST, WE RECEIVED A ZERO FOR THEM AND THEY WERE INCLUDED IN OUR DATA FOR THE BLUE BAR.

FOR THE BLUE DIAMOND THAT YOU SEE ABOVE, THIS IS FOR ONLY THE STUDENTS WHO ACTUALLY TOOK THE TEST.

AND WHAT WE DO IS WE REMOVE IN OUR DATA ALL THE STUDENTS WHO DID NOT PARTICIPATE.

SO YOU CAN SEE THAT THERE ARE HIGHER RATES OF SCORES FOR THAT BLUE DIAMOND BECAUSE WE REMOVED THE STUDENTS WHO DID NOT ACTUALLY TAKE THE TEST.

TYPICALLY HOW THE STATE REPORTS OUR DATA IS THE BLUE BAR, WHICH IS HOW WE SHOW IT.

THIS IS HOW OSPI AND THE STATE THINKS ABOUT OUR DATA.

WHAT WE'VE ALSO INCLUDED HERE IS A COMPARISON TO WASHINGTON STATE.

SO IN OUR ORANGE, I'M GOING TO CALL IT ORANGE CIRCLE, SOME PEOPLE HAVE TOLD ME YELLOW.

THE ORANGE CIRCLE IS ALL WASHINGTON STUDENTS.

SO THIS INCLUDES BOTH WASHINGTON STUDENTS WHO DID THE TAKE THE TEST AND WASHINGTON STUDENTS WHO DID NOT TAKE THE TEST.

SO IT'S COMPARABLE TO THE BLUE BAR.

AND THEN WE CAN ALSO SEE THE RED SQUARE, WHICH IS JUST WASHINGTON STATE STUDENTS WHO TEST IT.

SO THIS IS COMPARABLE TO OUR BLUE DIAMOND.

WHAT WE CAN SEE IS ALONG THE BOTTOM, WE HAVE THE YEARS IN WHICH WE'VE TAKEN THE TEST.

WE INCLUDE 2020 HERE, JUST AS A MENTAL NOTE, THAT YEAR WE DID NOT TEST.

WE HAVE AN ASTERISK NEXT TO 2021 TO REMIND US THAT THIS WAS THE FALL TEST, WHICH WAS OUTSIDE OF NORMAL TEST WINDOWS AND IN SIGNIFICANTLY DIFFERENT THAN THE NORMAL TEST THAT WE WOULD PROVIDE.

GENERALLY, WE CAN SEE PRETTY CLOSE RATES PRIOR TO THE PANDEMIC IN STUDENT PARTICIPATION VERSUS TESTED AND NOT TESTED IN OUR 20 AND 21 DATA, WE CAN,

[00:50:04]

2021 DATA.

WE SEE THAT SEPARATION BETWEEN STUDENTS WHO DID AND DID NOT TEST GROWS.

AND WHILE THE GAP CLOSES AS WE GET TO 2022, IT STILL REMAINS LARGER THAN IT WAS PRE-PANDEMIC.

THIS IS JUST OUR ELA DATA.

SO THIS IS ENGLISH LANGUAGE ARTS.

GENERALLY WHAT WE SAW IS A DECLINE IN ENGLISH LANGUAGE ARTS FROM PRE-PANDEMIC TO POST-PANDEMIC LEVELS.

WE SEE A SLIGHT INCREASE IN THE LAST SPRING.

AND THAT TREND IS SEEN BOTH IN EDMONDS AND IN THE STATE OF WASHINGTON.

THIS IS A NATIONAL TREND IN WHICH WE SAW GENERALLY A DECLINE IN READING AND A SLIGHT BUMP BACK UP ONCE WE'VE COME BACK.

FOR MATH. WE SEE I'M NOT GOING TO COVER ALL OF THE BLUE AND ORANGE DOTS, EVERYTHING.

IT'S SAME AS OUR LAST ONE.

WE SAW A MORE SIGNIFICANT DECLINE IN MATHEMATICS FOR OUR STUDENT POPULATION IN THE 2021 RESULTS.

AND THEN WE SAW A GREATER INCREASE IN OUR 2022 RESULTS AS STUDENTS CAME BACK IN SESSION.

HOWEVER, IT'S NOT RETURNED TO PRE-PANDEMIC LEVELS.

THIS IS A CONVERSATION WE'VE HAD AS ASSESSMENT AND DATA EXPERTS ACROSS THE STATE IS WHAT WILL OUR DATA LOOK LIKE GOING FORWARD? SOME OF THE THOUGHTS ARE THAT WE MAY SEE A QUICK RETURN TO PREVIOUS PANDEMIC RESULTS.

WE MAY SEE A PLATEAU.

WE MAY SEE DIFFERENT THINGS HAPPENING WITH OUR DATA.

AND IT'S ONLY IN TIME THAT WE'RE GOING TO SEE THE TRENDS PLAY OUT.

WHAT WE'RE, I CAN SAY WE ARE URGENTLY WORKING TOWARDS, IS SEEING AS MUCH GROWTH IN OUR STUDENTS AS POSSIBLE, IS THAT WE WOULD LIKE TO SEE BOTH A RETURN TO THOSE PRE-PANDEMIC LEVELS AND THEN BEING ABLE TO EXCEED THEM IN TIME.

WHEN WE LOOK AT OUR SCIENCE DATA, WE CAN SEE THAT THERE HAS BEEN A LARGER DIFFERENCE IN PARTICIPATION RATES EVEN PRIOR TO THE PANDEMIC, BOTH IN EDMONDS AND THE STATE.

ONE OF OUR REASONS, WE BELIEVE, IS BECAUSE THE SCIENCE TEST IS NOT RELATED TO GRADUATION, WHERE MATH AND ELA HAVE HISTORICALLY BEEN REQUIRED FOR GRADUATION PATHWAYS.

OUR SCIENCE WAS NOT.

AGAIN, WE SEE A RELATIVELY STABLE LEVEL ACROSS SCIENCE.

YOU WILL NOTICE IN 2021, THOUGH, THAT WE HAD A SIGNIFICANTLY HIGHER SCORE AMONG OUR STUDENTS WHO ACTUALLY TESTED ON SCIENCE.

THIS WAS GENERALLY A VERY SPECIFIC AND SMALL POPULATION THAT WAS PROBABLY EAGER OR INTERESTED IN TAKING THE TEST AND WHY WE SAW THAT BLUE DIAMOND SO HIGH.

FOR OUR NEXT GRAPHIC HERE, WE HAVE ALONG THE LEFT SIDE IS THIS IS, AGAIN, OUR PERCENT OF STUDENTS WHO ARE MEETING STANDARD.

WHAT WE DO IN THIS PRESENTATION IS WE LINE UP SURROUNDING AND COMPARABLE SCHOOL DISTRICTS BASED ON THEIR FREE AND REDUCED MEAL STATUS.

SO ALONG THE BOTTOM, WHAT WE CAN SEE IS ON THE FAR LEFT WE HAVE NORTHSHORE SCHOOL DISTRICT, WHICH HAS THE LOWEST FREE AND REDUCED MEAL PERCENTAGE OF STUDENTS.

ON THE FAR LEFT, SO THIS IS THE LOWEST PERCENTAGE AND THEN AS WE MOVE TO THE RIGHT, ALONG THE BOTTOM, YOU CAN SEE HOW THAT PERCENTAGE INCREASES.

SO IN EDMONDS, WE HAVE 38% OF OUR STUDENTS ARE ON FREE AND REDUCED MEAL STATUS, AND THIS IS COMPARABLE TO SOME OF OUR NEIGHBORS.

ONE OF THE REASONS WE PRESENT THIS INFORMATION IN THIS WAY IS BECAUSE WE KNOW THAT POVERTY AND OTHER TYPES OF BACKGROUNDS CAN HAVE OR OTHER TYPES OF VARIABLES CAN HAVE SIGNIFICANT IMPACT ON STUDENT SCORES.

AND IT'S HELPFUL FOR US TO THINK ABOUT HOW WE LOOK, WHAT WE LOOK LIKE COMPARED TO COMPARABLE SCHOOL DISTRICTS.

HERE WE CAN SEE FOR EDMONDS THAT ALONG WHAT WE WOULD EXPECT IS A TREND LINE, IN WHICH WE EXPECT TO SEE HIGHER RESULTS ON THE LEFT AND LOWER RESULTS ON THE RIGHT, WE WOULD EXPECT TO SEE A KIND OF A CONTINUOUS TREND LINE GOING DOWN.

WE DO SEE OURS LOWER THAN THOSE SCHOOL DISTRICTS WHO HAVE SIMILAR FREE AND REDUCED MEAL STATUS TO US.

THIS IS ALSO, I SHOULD HAVE LED, THIS IS OUR ELA.

SO ENGLISH LANGUAGE ARTS RESULTS.

WE ARE COMPARABLE.

IN THE CENTER YOU'LL NOTICE WASHINGTON STATE, THAT IS THE PATTERNS LINE.

AND SO WE HAVE A COMPARABLE PERFORMANCE TO WASHINGTON STATE OF STUDENTS WHO ARE MEETING STANDARD.

[00:55:04]

WE CAN ALSO TAKE A LOOK AT OUR MATH RESULTS.

THIS GRAPH IS PRESENTED IN THE SAME WAY THAT OUR ELA RESULTS WERE.

WE SEE GENERALLY LOWER RESULTS AND PERCENT OF STUDENTS MEETING STANDARD ACROSS BOTH THE STATE AND ALL OTHER DISTRICTS IN MATH AS COMPARED TO ELA.

IN EDMONDS, WE HAVE 39% OF OUR STUDENTS WHO ARE MEETING EXPECTATIONS ON SBA.

AND AT THE STATE, WE ARE, SORRY, 39%.

AND AT THE STATE WE HAVE 38% OF STUDENTS.

THE LAST VERSION OF THIS GRAPH HAS OUR SCIENCE RESULTS.

I'LL GIVE A MOMENT FOR EVERYONE TO TAKE A LOOK.

YES, THERE IS ALL GRADE LEVELS.

FOR OUR NEXT GRAPHIC WHAT WE WANT TO DISPLAY IS OUR ENGLISH LANGUAGE ARTS RESULTS BY ETHNICITY.

AND THIS IS OVER TIME.

SO WHAT WE CAN SEE HERE IS AGAIN, PERCENT OF STUDENTS WHO ARE MEETING STANDARD ON ELA, STARTING IN 2018.

AND WE HAVE A LEGEND AT THE BOTTOM REPRESENTING OUR DIFFERENT ETHNICITIES AND RACES WITHIN OUR SCHOOL DISTRICT AND THEIR PERFORMANCE ACROSS DIFFERENT YEARS. LARGELY WHAT WE SAW, WHAT YOU'LL SEE ACROSS MOST OF THESE RESULTS, IS THAT THE ACHIEVEMENT GAPS THAT WE SAW PRE-PANDEMIC ARE MOSTLY MAINTAINED AS WE'VE COME BACK.

HOWEVER, WE'VE SEEN DECREASED RESULTS ACROSS ALL GROUPS.

AND SO THESE GAPS, WHILE MAINTAINED, MAYBE IN BETWEEN GROUPS, ARE REPRESENTING LOWER PERFORMANCE FOR ALL GROUPS.

HERE WE CAN SEE OUR RESULTS FOR ETHNICITY OVER TIME FOR MATH.

AGAIN, WE'LL NOTICE THAT THERE WAS A DECREASE IN STUDENTS MEETING STANDARD FROM OUR PRE-PANDEMIC RESULTS TO 2021 AND THEN AN INCREASE AS WE'VE COME BACK THIS PAST SPRING IN 2022.

HOWEVER, THEY HAVE NOT RETURNED TO PRE-PANDEMIC LEVELS.

TAKING A LOOK AT SCIENCE, WE ACTUALLY SEE MOSTLY STABLE RESULTS OVER TIME, THOUGH A SLIGHT DECREASE.

WE CAN SEE IN SPECIFIC CATEGORIES LOOKING AT NATIVE HAWAIIAN AND PACIFIC ISLANDER, A SIGNIFICANT DECREASE IN PERFORMANCE.

THESE ARE ONE OF OUR POPULATIONS THAT HAS THE SMALLEST POPULATION SIZE, SO IT IS NOT UNCOMMON FOR US TO SEE LARGER SWINGS IN THESE POPULATIONS THAN IN POPULATIONS THAT ARE LARGER.

WE WOULD LIKE TO ALSO PRESENT OUR DATA, THIS BASED BY PROGRAM.

SO THESE PROGRAMS REPRESENT STUDENTS CATEGORICALLY WHETHER IS EXPERIENCING HOMELESSNESS WITH DISABILITIES, OUR MULTILINGUAL LEARNERS, AND ALSO OUR STUDENTS WHO ARE EXPERIENCING OR WHO HAVE FREE AND REDUCED MEAL STATUS.

WE INCLUDE IN BLUE BAR, THE OVERALL DISTRICT RESULTS, AND THEN WE CAN SEE OUR PERFORMANCE ACROSS THESE SEPARATE AREAS.

WHAT WE HAVE NOTICED IN OUR CATEGORICAL IS THAT WE HAVE DECREASED, WHILE THERE IS DECREASED PERFORMANCE BY ALL GROUPS, WE SAW A MORE SIGNIFICANT DECREASE IN OUR HOMELESS OR STUDENTS EXPERIENCING HOMELESSNESS. WE SEE THIS BOTH IN ELA AND HERE WE HAVE MATH OVER TIME.

WE SAW AN INCREASE.

AGAIN, WE SAW THIS TREND GENERALLY FOLLOWS WHAT WE SAW WITH THE REST OF OUR POPULATION, WHICH WAS A DECREASE POST PANDEMIC AND THEN A SLIGHT RISE IN MATH.

THAT TREND ALSO WAS EXPERIENCED BY OUR DIFFERENT CATEGORICAL PROGRAMS. AGAIN, IN SCIENCE, WE SEE A RELATIVELY STABLE AREA, BUT A DECREASE SPECIFICALLY IN OUR STUDENTS EXPERIENCING HOMELESSNESS AS COMPARED TO PRE-PANDEMIC LEVELS. I'M GOING TO TAKE A MOMENT TO INVITE OUR

[01:00:08]

ASSISTANT SUPES.

BUT IF IT'S ALL RIGHT, I'M ACTUALLY GOING TO TALK TO OUR PARTICIPATION RATES FIRST.

I THINK THAT'S OKAY.

SO ONE OF THE THINGS WE WANT TO TALK ABOUT AS WE JUMP BACK TO OUR PARTICIPATION RATES AT THE BEGINNING OF THIS IS WE SPEND A LOT OF TIME THINKING ABOUT WHY WE HAVE A DECREASED AMOUNT AND LOOKING SPECIFICALLY AT SITES COMPARING BOTH ELEMENTARY AND HIGH SCHOOL.

WHAT WE NOTICED AT ELEMENTARY IS ONE OF OUR LARGEST PORTIONS OF REFUSALS WERE HAPPENING AT OUR K-8 ONLINE SCHOOL, WHICH IS NOT UNCOMMON AND NOT SOMETHING THAT WE SAW ACROSS THE STATE.

WHEN WE THOUGHT ABOUT THIS MORE, IT IS POTENTIALLY DUE TO DURING OMICRON WE HAD AN OPPORTUNITY FOR OUR ONLINE STUDENTS TO COME TEST ON SITE.

SOME SCHOOL DISTRICTS CHOSE TO OFFER STUDENTS TO GO BACK TO HOME SCHOOLS OR THEIR NEAREST SCHOOL IN ORDER TO TEST.

WE FELT THAT WAS A LOGISTICAL DIFFICULTY TO EXPECT FOR OUR STUDENTS TO GO TO THEIR NEAREST SCHOOL.

SO WHAT WE DID IS WE CHOSE A CENTRAL SITE AT EDMONDS HEIGHTS FOR OUR STUDENTS WHO ARE ALL ONLINE TO BE ABLE TO CHOOSE TO COME IN AND TAKE THE TEST.

WE DID SEE SIGNIFICANT REFUSALS AT OUR ELEMENTARY BECAUSE OF THIS.

WHEN WE LOOK AT OUR REST OF OUR ELEMENTARIES, WE GENERALLY SEE PRETTY HIGH LEVELS OF PARTICIPATION THOUGH.

SO WE'RE HOPING THIS YEAR, WE NO LONGER HAVE OUR K-8 ONLINE SCHOOL, THAT WE WILL SEE GREATER RATES AT OUR ELEMENTARY LEVEL.

AT OUR HIGH SCHOOL LEVEL, WHEN WE STARTED COMPARING SITES, WE NOTICED THAT THERE WAS A DECREASE AT THOSE SPECIFIC SITES THAT HAD HIGHER LEVELS OF IB, AP AND STEM PROGRAMING.

AND WHAT WE ARE THEORIZING OR OUR IDEA RIGHT NOW IS THAT DUE TO ADDITIONAL GRAD PATHWAYS WHICH ALLOW STUDENTS TO GRADUATE NOT NEEDING TO USE THE STATE TEST, THAT THOSE POPULATIONS ARE NOT PARTICIPATING IN SBA AT THE SAME RATE THAT THEY USED TO.

GRAD PATHWAYS HAVE LARGELY BEEN IMPLEMENTED IN THE LAST SEVERAL YEARS, AND DUE TO THE PANDEMIC WE HAD SOMETHING CALLED A GREW WAIVER, WHICH HAS ALLOWED US TO WAIVE STUDENTS EXPERIENCING SIGNIFICANT HARDSHIP FROM MANY OF THESE REQUIREMENTS.

BUT THAT IS SOMETHING IN PARTICULAR THAT WE NOTICED AND WE THINK IS WHAT IS CONTRIBUTING TO SOME OF OUR LOW RATES IS PARTICULARLY THOSE SCHOOLS THAT HAVE THAT HIGH DEGREE OF PROGRAMING, ALLOWING STUDENTS TO HAVE ADDITIONAL WAYS OUT.

I CAN ALLOW GREG TO SPEAK TO THIS MORE, BUT WE ARE LOOKING AT SECONDARY SCHOOLS OF MOVING OUR TESTING FROM WHAT IS TYPICALLY A LATE START IN WHICH OUR STUDENTS WHO ARE TESTING COME IN FOR TESTING IN THE MORNING WHILE ALL THE OTHER STUDENTS DON'T, AND INSTEAD HAVING TESTING HAPPENING DURING THE SCHOOL DAY, DURING REGULAR SCHOOL PERIODS.

WE ARE STILL EXPLORING THE LOGISTICAL OPTIONS FOR THAT AND TALKING TO THE STATE ABOUT WHAT THAT WOULD LOOK LIKE IF WE CHANGED OUR SCHEDULE.

GOOD EVENING, SUPERINTENDENT MINOR AND BOARD OF DIRECTORS.

MY NAME IS HELEN JOUNG, ASSISTANT SUPERINTENDENT.

AND WE'RE GOING TO TAKE AN OPPORTUNITY TO ZOOM IN AND ZOOM OUT A LITTLE BIT AND TALK ABOUT THE USE OF SBA DATA IN SCHOOLS.

AND SO.

ASSESSMENTS ARE ONE OF MANY SNAPSHOTS OF STUDENT PERFORMANCE.

AND WE HAVE TWO DIFFERENT TYPES THAT WE'RE GOING TO BE TALKING ABOUT SO THAT WE'RE ALL ON THE SAME PAGE.

SO THERE'S ASSESSMENTS FOR LEARNING WHICH ARE FORMATIVE, AND THERE ARE INTERIM ASSESSMENTS USED TO TRACK PROGRESS OVER TIME.

THEY'RE USED TO DIAGNOSE STUDENT NEEDS AND INFORM EVERYDAY PRACTICAL TEACHING PRACTICES FOR OUR TEACHERS.

AND THEN THERE'S ASSESSMENT OF LEARNING, WHICH ARE SUMMATIVE ASSESSMENTS SUCH AS STATE ASSESSMENTS, JUST LIKE THE SBA THAT WE'RE TALKING ABOUT TODAY.

AND OF COURSE THERE'S END OF COURSE EXAMS AND SUBJECTIVE EXAMS WHICH MEASURE PERFORMANCE AT THE END OF AN INSTRUCTIONAL SEQUENCE OVER A PERIOD OF CERTAIN TIME.

SO IN EDMONDS, FOR EVERY CHILD, WE HAVE MULTIPLE MEASURES.

AND SO WE HAVE DIRECT QUOTES HERE FROM SCHOOLS ON HOW THEY USE SBA DATA, AND THEY'RE PRIMARILY USING TO ASSESS HOW STUDENTS ARE DOING IN RELATION TO SPECIFIC COMMON CORE STANDARDS THROUGHOUT THE YEAR.

SO EVEN THOUGH SBA IS LAGGING DATA, THEY'RE USING IT TO MAKE AN ASSESSMENT OF CERTAIN GROWTH AREAS AND TO DETERMINE AREAS TO ENHANCE INSTRUCTION IN SOME WAY. AND THEY ALSO USE SBA DATA TO ANALYZE LONGITUDINAL GROWTH, ESPECIALLY AMONG DISAGGREGATED GROUPS.

[01:05:07]

SO OUR PRINCIPALS, SCHOOL STAFF ARE REALLY DIGGING DEEPER INTO SBA DATA TO FIGURE OUT THE TONE OF WHAT KIND OF LEADERSHIP AND EQUITY TEAM WORK THAT THEY WANT TO DO FOR THE COURSE OF AN ENTIRE YEAR.

AND THEN THERE'S SOME MORE.

THEY EXAMINE TARGET AND ALSO CLAIM DATA, WHICH ARE AVAILABLE TO LOOK MORE SPECIFICALLY AT STRENGTHS AND WEAKNESSES.

I'M SORRY TO INTERRUPT. I THINK WE'RE JUST ONE SLIDE BEHIND.

IF WE COULD ADVANCE ONE MORE SLIDE.

THERE WE GO. MY READERS ARE JUST SO BLURRY UP HERE, BUT SO CLEAR IN FRONT OF MY LAPTOP.

AND COULD YOU, BEFORE YOU GO ON, WHAT IS CLEAN DATA? CLEAN DATA ARE CERTAIN MEASURES IN SBA, THERE'S A BREAKDOWN OF HOW KIDS ARE DOING BY BY REFLECTING CERTAIN COMMON CORE STANDARDS. SO IT'S NOT JUST THE SCORE THAT YOU GET.

YOU CAN REALLY DIG INTO EVERY STUDENT'S DATA AND HOW THEY'RE PERFORMING OVER TIME, YEAR TO YEAR.

SO I GOT THE RIGHT SLIDE.

SO THIS HELPS TO GUIDE OUR WORK IN MORE SPECIFIC AREAS WITH A VERY TARGETED APPROACH, EVEN THOUGH IT'S A ONCE A YEAR DATA POINT THAT SCHOOLS USE, THEY COULD REALLY SET THE TONE FOR THE WHOLE YEAR IN DETERMINING PD AND CONSISTENT, TARGETED INSTRUCTION.

SO AND OF COURSE, WE USE SBA DATA AS BASELINE FOR SCHOOL IMPROVEMENT PLANS.

WE ENCOURAGE OUR SCHOOL LEADERS TO TRIANGULATE THE DATA BY USING CLASSROOM BASED ASSESSMENTS LIKE RUNNING RECORDS, EXIT TICKETS AND WHATNOT, AND ALSO I-READY, AS WELL AS SBA. AND ONE OF THE THINGS THAT I WOULD I WOULD LIKE TO REPORT IS THAT SCHOOLS ARE EXCITED.

THEY'RE EXCITED TO SEE WHAT'S GOING TO COME OUT OF SBA THIS SPRING AND HOW IT CORRELATES WITH OUR DATA.

THEY'RE EXCITED TO SEE, MAYBE CONSISTENT OR INCONSISTENT TRENDS.

THEY DEALT VERY WELL WITH ALL THE INCONSISTENCIES ON HOW THIS ASSESSMENT WAS ADMINISTERED BECAUSE OF THE PANDEMIC.

AND SO WE'RE VERY EXCITED TO SEE DATA FROM THIS SPRING.

AND NOW, IF YOU DON'T HAVE ANY QUESTIONS, I'M GOING TO HAND IT OVER TO OUR EXECUTIVE DIRECTOR OF STUDENT LEARNING, WHO WILL GO DEEPER INTO HOW WE RESPOND AND SUPPORT SCHOOLS AS A DISTRICT.

DR. JOUNG, COULD I ASK A QUESTION? YES. I'VE ALWAYS WONDERED ABOUT THIS, EVEN THOUGH IT WAS MY AREA OF EXPERTISE MANY YEARS AGO.

WHEN PEOPLE ARE INTERESTED IN SEEING THE RELATIONSHIP BETWEEN SBA AND I-READY, WHAT WILL THEY LEARN IF THEY'RE HIGHLY CORRELATED AND WHAT WOULD THEY LEARN IF THEY'RE NOT HIGHLY CORRELATED? AND WHAT WOULD WE DO IN EITHER OF THOSE TWO CASES IN TERMS OF USING THE DATA IN A RESPONSIBLE WAY? SO THERE HAS BEEN A STUDY INVOLVING SEVERAL STATES THAT ADMINISTER SBA AND ALSO ADMINISTER I-READY, AND I CAN ALWAYS FORWARD THAT TO YOU FOR MORE DETAILED INFORMATION OR PERHAPS AT A STUDY SESSION.

BUT WHAT THEY'RE FINDING IS THAT THERE IS A POSITIVE CORRELATION BETWEEN SBA AND I-READY.

SO ALTHOUGH THERE ARE DIFFERENT ASSESSMENTS, DIFFERENT SNAPSHOTS OF STUDENT PERFORMANCE AT DIFFERENT POINTS IN TIME, WHAT PEOPLE ARE NOTICING IS THAT IF KIDS DO WELL ON I-READY, THEY'LL TYPICALLY DO WELL IN SBA.

SO THE KINDS OF QUESTIONS THAT ARE BEING ASKED ARE SIMILAR.

THEY'RE NOT FOREIGN. THEY DO CONNECT IN SOME WAY.

IF A SCHOOL FINDS OUT THAT THERE IS NOT A CORRELATION BETWEEN I-READY AND SBA, WE REALLY NEED TO THINK ABOUT ALL THE TOOLS THAT I-READY PROVIDES. SBA, WE DO HAVE PRACTICE TESTS.

WE DO HAVE PERFORMANCE TASKS THAT TEACHERS REALLY EXPLAIN AND REVIEW WITH WITH KIDS.

BUT AT THE SAME TIME, WE DO HAVE PATHWAYS IN I-READY.

WE DO HAVE LESSONS THAT NEED TO BE TAKEN AT LEAST 40 MINUTES PER WEEK FOR READING AND MATH FOR US TO SEE SOME EFFECTIVENESS AND GROWTH. AND SO IF THERE IS A DISCONNECT, IT CAUSES A LOT OF PEOPLE TO SAY, WHY? WHY ARE OUR KIDS DOING SO WELL IN ONE ASSESSMENT VERSUS ANOTHER? WHAT ARE WE DOING IN RESPONDING TO THAT FOR EVERYDAY PRACTICAL PURPOSES? AND ALSO, IT'S NOT JUST ABOUT I-READY AND SBA.

WE REALLY NEED TO DIG DEEPER INTO WHAT WE USE WRITING RECORDS FOR.

THERE'S VALUE IN LISTENING TO A CHILD READ WHEN YOU DO WRITING RECORDS THAT'S EMBEDDED AS PART OF OUR DISTRICT ADOPTED READING CURRICULUM.

SO WE ENCOURAGE OUR SCHOOL LEADERS AND STAFF TO TRIANGULATE THE DATA, NOT JUST TAKE ONE SNAPSHOT AND CALL IT A DAY OR JUST TWO.

WE ALSO NEED TO LOOK AT TEACHER CREATED EXIT TICKETS.

THEY'RE AMAZING. TEACHERS ARE PUTTING A LOT OF TIME INTO PROGRESS, MONITORING HOW THEIR KIDS ARE DOING.

SO WE SAY MULTIPLE MEASURES BECAUSE THERE ARE MULTIPLE ASSESSMENTS THAT WE REALLY NEED TO LOOK AT.

[01:10:06]

I ALWAYS SAY TO STAFF, I ALWAYS SAY TO SCHOOL LEADERS THAT ASSESSMENTS TELL A STORY OF A STUDENT.

WE CAN'T USE JUST ONE OR TWO TO TELL A STORY, A COMPREHENSIVE STORY ABOUT OUR CHILD, A WHOLE CHILD.

SO WE NEED TO LOOK AT DIFFERENT PIECES OF EVIDENCE TO SUPPORT OUR CLAIM THAT THEY ARE INDEED WORKING AT GRADE LEVEL STANDARDS OR NOT.

AND WHAT WE NEED TO DO AT THE CLASSROOM LEVEL AND ALSO AT THE DISTRICT LEVEL, ZOOMING IN AND ZOOMING OUT TO RESPOND TO THAT.

AND I CAN TALK TO YOU MORE DURING A STUDY SESSION.

I WOULD DO LIKE TO HAND IT OFF TO OUR EXECUTIVE THANK YOU. AND I'D LOVE TO SEE THAT STUDY BECAUSE I WOULD EXPECT ANY READING TEST TO BE CORRELATED TO ANY OTHER READING TEST AND ANY MATH TESTS.

BUT THE QUESTION IS, WHAT'S THE STRENGTH OF THAT? AND IN TERMS OF INTERVENTIONS, IF WE'RE DOING SOMETHING THAT'S WORKING, YOU KNOW, HOW WELL IS THAT WORKING VERSUS HOW WELL WOULD SOMETHING ELSE PERHAPS WORK ANYWAY? ANYWAY. ABSOLUTELY. I'D LOVE TO TALK TO YOU MORE.

YES, PLEASE.

ALWAYS. THANK YOU.

I HAD A QUESTION FOR YOU.

OH. IS THE PARTICULARLY THE SBA DATA BROKEN DOWN BY SCHOOL AND CLASSROOM.

NOW YOU HAVE TO REALIZE THAT EVERY SCHOOL IS DIFFERENT.

THEY HAVE DIFFERENT FACTORS AND MIXTURES OF STUDENTS AND EVERYTHING.

BUT IF YOU LOOK AT THE DATA BY SCHOOL OR CLASSROOM, CAN YOU SOMETIMES SPOT OUTLIERS, WHICH ARE EITHER PARTICULARLY GOOD OR PARTICULARLY BAD, BUT HOPEFULLY PARTICULARLY GOOD ONES, AND INVESTIGATE THOSE FOR BEST PRACTICES AND TRY TO DISTRIBUTE THAT TO AROUND THE DISTRICT OR TO AROUND THROUGH CLASSROOMS? YES, I WILL ANSWER THAT QUESTION.

AS A FORMER PRINCIPAL IN AN ELEMENTARY SCHOOL WE DID IN OUR SCHOOL WHERE I WORKED IN SEATTLE PUBLIC SCHOOLS, LOOKED AT CLASSROOM DATA.

WE LOOKED AT COHORT DATA OF CERTAIN THIRD GRADERS, FOURTH GRADERS AND FIFTH GRADERS, BUT ALSO DRILLED DOWN INTO THE CLASSROOM LEVEL.

AND THEN WE WOULD ALIGN OUR TEACHING PRACTICES TO SOME OF THE THINGS THAT WE WOULD NOTICE FOR, FOR EXAMPLE, SBA OR OTHER ASSESSMENTS. BUT I THINK AUSTIN WOULD LIKE A FEW, ADD A FEW THINGS.

I JUST WANT TO ADD IN, BECAUSE IT SOUNDS LIKE HOW ARE WE ABLE TO SUPPORT STUDENTS BASED ON THIS INFORMATION? WE HAVE A GREAT TEAM THAT TAKES OUR SBA RESULTS IN OUR DATA FILE AND LOADS IT INTO HOMEROOM, WHICH IS OUR DATA VISUALIZATION TOOL.

SO NOT ONLY CAN WE SEE IT BY SCHOOL, IF YOU'RE A PRINCIPAL OR MAYBE, LOOK, I'D HAVE TO DOUBLE CHECK ON CLASSROOM, I DON'T WANT TO SPEAK OUT OF TURN, BUT TEACHERS HAVE THEIR STUDENTS, THEIR INCOMING STUDENTS INFORMATION SO THEY CAN SEE HOW THOSE STUDENTS PERFORMED ON THE PREVIOUS YEAR.

AND THEY HAVE THAT LINE BY LINE FOR STUDENTS.

THANK YOU. ANY OTHER QUESTIONS BEFORE I HAND IT OFF TO LISA? OKAY, LISA. GOOD EVENING, SUPERINTENDENT MINOR AND BOARD OF DIRECTORS.

I AM LISA GONZALEZ AND I AM THE NEW EXECUTIVE DIRECTOR OF STUDENT LEARNING AND IT'S A PLEASURE TO BE JOINING THE EDMONDS SCHOOL DISTRICT STAFF AND TO BE SPEAKING HERE TONIGHT.

I'M GOING TO GO BACK ONE SLIDE, AT LEAST THEORETICALLY I AM.

THERE WE GO. IT WORKED.

WHAT I WANT TO SHARE WITH YOU TONIGHT IS THE WORK THAT WE'RE BEGINNING TO ENGAGE IN, IN STUDENT LEARNING, TO RESPOND AND TO SUPPORT OUR INSTRUCTIONAL PRACTICES AND OUR TEACHERS AS THEY'RE LOOKING AT SBA DATA AND ALSO AS THEY'RE JUST RESPONDING TO THE STUDENTS THAT ARE BEFORE THEM WHO HAVE GONE THROUGH THE LAST FEW YEARS OF THE PANDEMIC.

AND WE SEE THEM STRUGGLING A BIT WITH SOME OF THESE TEST SCORES AND A DECLINE FROM BEFORE THE PANDEMIC.

SO WE HAVE, AT THIS POINT IN TIME, BEGUN WORK TO RESPOND BY CREATING SOMETHING THAT SOME OF YOU MAY REMEMBER FROM THE PAST, BUT A COLLABORATIVE LITERACY PROJECT THAT IS GOING TO COMBINE GROUPS OF TEACHERS AND ADMINISTRATORS FROM ACROSS THE DISTRICT AND FROM BUILDINGS TO ENGAGE IN SOME DEEPER WORK AROUND LITERACY AND AROUND INSTRUCTIONAL PRACTICES.

OUR DESIRE IS TO SHAPE SOMETHING THAT WILL ALLOW THEM TO GO THROUGH SOME CYCLES OF INQUIRY WHERE THEY'RE DESIGNING LESSONS, THEY'RE TESTING OUT THOSE LESSONS, THEY'RE TALKING TO ONE ANOTHER, THEY'RE TALKING ABOUT STUDENTS OR TALKING ABOUT THE INSTRUCTIONAL WORK THAT NEEDS TO BE HAPPENING AT THE CLASSROOM LEVEL.

AND THEN IN TURN, THOSE TEACHERS AND THOSE ADMINISTRATORS BECOME BUILDING LEADERS THAT THEY CAN THEN PROVIDE SOME SUPPORT WITHIN THE BUILDING FOR OTHER TEACHER TEAMS. AND WE HOPE IN STARTING THIS YEAR TO BE ABLE TO LEARN FROM BRINGING THIS MODEL BACK AS A FORM OF PROFESSIONAL DEVELOPMENT AND SEE WHAT WE CAN DO IN THE FUTURE TO DEVELOP IT FURTHER AND BRING IT ONLINE IN RESPONSE TO OTHER SUBJECT AREAS AND NEEDS.

SO THAT IS WHERE WE'RE BEGINNING THE WORK AND WE HAVE JUST PUT TOGETHER SOME DATES THAT ARE GETTING READY TO LAUNCH AND INVITE TEACHERS TO PARTICIPATE.

AND THE QUESTIONS? SO, FIRST OF ALL, LISA, THANK YOU SO MUCH.

[01:15:01]

WE'RE SO EXCITED TO HAVE YOU ON BOARD AND ON STAFF AND WE LOOK FORWARD TO WORKING WITH YOU.

I AM VERY FAMILIAR WITH THE COLLABORATIVE LITERACY PROJECT THAT WE DID.

WHAT WE LEARNED BY DOING AN EVALUATION OF THAT AND IT WAS AMAZING.

IT WAS A GREAT MODEL PROJECT.

BUT WHAT WE LEARNED IS THAT THE TEACHERS WHO WERE MOST INVOLVED IN IT WERE THE TEACHERS WHO ALREADY WERE USING THE BEST PRACTICES IN LITERACY, AND THAT UNFORTUNATELY, IT WAS SORT OF THE RICH GOT RICHER AND THE POOR GOT POORER, MEANING OUR BETTER TEACHERS GOT EVEN BETTER, AND OUR TEACHERS WHO NEEDED TO BE LEARNING THOSE PRACTICES WERE NOT ENGAGING AS MUCH WITH THE PROJECT.

AND SO, I DON'T KNOW IF YOU HAVE AN ANSWER TO THIS, BUT MY HOPE WOULD BE THAT THE NEW MODEL OF THIS COLLABORATIVE LITERACY PROJECT WILL LEARN ON THAT LESSON LEARNED, AND ENSURE THAT ALL OUR TEACHERS ARE RECEIVING THE PROFESSIONAL DEVELOPMENT THAT THEY NEED SO THAT THEY CAN REALLY BE USING THE BEST PRACTICES AND THAT THE EXPECTATIONS ARE THERE, THAT ALL TEACHERS WILL BE USING THOSE BEST PRACTICES THAT WE KNOW WORK BUT THAT NOT EVERYBODY WAS USING.

AND ALL OF THAT LEARNING AND MODELING AND COACHING NEEDS TO BE THERE, BUT IT NEEDS TO BE PARTICULARLY THERE FOR THOSE WHO NEED IT MOST.

I APPRECIATE THAT.

AND I DO BELIEVE THAT THE STRONG TEAM THAT WE HAVE IN STUDENT LEARNING WITH SOME OF THAT HISTORICAL KNOWLEDGE OF THE PROGRAM WILL BE ABLE TO RESPOND TO THAT.

I FEEL VERY STRONGLY THAT OUR BEST MENTORS WHO ARE WORKING WITH SOME OF THOSE EARLY DEVELOPING TEACHERS WILL HAVE A BIG ROLE TO PLAY IN THAT AS WELL TO ENSURE THAT WE'RE GETTING THIS OUT TO ALL WHO REALLY NEED IT WHILE RELYING ON THE DEPTH AND OF EXPERIENCE THAT WE HAVE IN SOME OF THOSE WHO ALREADY HAVE IT AND GET IT. SO I APPRECIATE THAT THERE'S A COMPLEXITY TO THAT THAT WE'LL HAVE TO RESPOND TO.

YEAH. THANK YOU.

IF I COULD JUST FOR A MOMENT.

I DIDN'T HAVE A CHANCE TO DO THIS WHEN WE PRESENTED PANORAMA, JUST A THANK YOU TO OUR WHOLE DEPARTMENT.

THIS IS NOT AN INITIATIVE THAT'S JUST DONE BY ME, BUT THERE ARE SEVERAL INDIVIDUALS WHO WORK THROUGH ADMINISTRATION IN DEVELOPING THESE RESULTS, AND THEY PUT A LOT OF EFFORT INTO IT, ESPECIALLY LAST YEAR WE HAD TWO SBA AND WHITE HOUSE ADMINISTRATIONS, AND THAT WAS A SIGNIFICANT LIFT BY THAT TEAM.

AND ALSO ALL OF OUR BUILDING TEST COORDINATORS THAT ARE IN SCHOOLS WORKING TO DO THAT.

SO THERE WAS A LOT OF PEOPLE IN OUR SCHOOLS, IN OUR DEPARTMENTS MAKING ALL THIS HAPPEN.

SO I JUST WANT TO ACKNOWLEDGE THEM AS PART OF THIS PRESENTATION.

THANK YOU. THANK YOU, AUSTIN AND FOR YOUR WHOLE TEAM.

AND I'D LIKE THE PUBLIC TO KNOW THAT WHILE THIS DATA IS DISTRICT LEVEL DATA, THE BOARD HAS ASKED TO SEE THE DATA BY GRADE LEVEL, GRADE BAND, DISAGGREGATED WITHIN ALSO THOSE GRADES AND GRADE BANDS, BECAUSE WE REALLY WANT TO LOOK MORE DEEPLY THAN WE HAVE TIME, BECAUSE, AS YOU MIGHT IMAGINE, A TON OF GRAPHS AND CHARTS.

SO I JUST WANT YOU ALL TO KNOW AND THE PUBLIC TO KNOW THAT WE WILL BE LOOKING MUCH MORE DEEPLY AS WELL TO SEE, YOU KNOW, FOR EXAMPLE, IT WAS REALLY INTERESTING AND INFORMATIVE THAT THE K-8 ONLINE KIDS WERE PART OF THAT NON PARTICIPATING GROUP.

ARE THERE OTHER GRADE LEVELS WHERE WE CAN SEE CERTAIN THINGS GOING ON THAT MAYBE THE SCOPE AND SEQUENCE IN THAT CURRICULUM IS NOT QUITE RIGHT OR SOMETHING? IN TERMS OF THE SBA ANYWAY, THERE ARE SO MANY THINGS THAT CAN BE LEARNED BY GRADE LEVEL AS WELL.

SO WE LOOK FORWARD TO LIKE DIGGING DEEPER INTO IT, WHICH WE WILL BE DOING.

I DO HAVE A QUESTION FOR LISA OR HELEN, I GUESS.

I HAVE A CONCERN ABOUT LEARNING LOSS THAT WE'VE HAD IN COVID.

BUT, YOU KNOW, WE WEREN'T THAT HOT BEFORE COVID EITHER.

I'LL BE HONEST.

AND IF THE PUBLIC WANTS TO YELL AT US ABOUT SOMETHING, THIS MIGHT BE THE THING YOU SHOULD BE YELLING AT US ABOUT.

BUT WHAT I'D LIKE TO KNOW, SO WHAT I'M VERY WORRIED ABOUT, IS THERE'S A REASON, I THINK, WHY WE WANT KIDS TO LEARN BY THE THIRD GRADE.

AND IT'S NOT JUST LIKE A NUMBER PULLED OUT OF THIN AIR.

I GET REALLY WORRIED ABOUT KIDS WHO ARE STRUGGLING IN FOURTH AND FIFTH.

WHAT CAN WE DO TO REMEDY WHAT I SEE AS PERHAPS A VERY DIFFICULT PROBLEM THAT WE MIGHT BE FACING, THAT I THINK WE'RE FACING.

CORRECT. I AGREE WITH YOU.

AND I THINK WE'RE WELL ON OUR WAY BY STARTING WITH A VERY ROBUST STRATEGIC PLAN FOR THE DISTRICT.

[01:20:02]

WE DID NOT HAVE STRATEGIC PLAN GOALS THAT WERE ACTUALLY MEASURABLE THAT WE TRACKED OVER TIME.

SO THIS IS ACTUALLY HUGE.

I DON'T THINK PEOPLE UNDERSTAND THAT THE AMOUNT OF WORK THAT WENT INTO THIS STRATEGIC PLAN, NOT JUST IN THE PAST COUPLE OF YEARS, BUT EVEN PRIOR TO ME BEING HERE IN THIS DISTRICT, IT WAS ONGOING WORK THAT EVERYBODY WAS FOCUSED ON.

BUT TO HAVE SOMETHING, SOMETHING ACTUALIZED NOW IN TERMS OF MEASURABLE GOALS IS HUGE BECAUSE NOW WE GET TO NEST OUR SCHOOL IMPROVEMENT PLAN GOALS, WHICH ARE ALSO MEASURABLE, THAT REFLECT THE STRATEGIC PLAN GOALS.

AND EVERY SCHOOL HAS A MATH, READING AND BELONGING GOAL.

MY DESIRE IS THAT SOMEDAY WE WILL GET TO A POINT WHERE EVERY SCHOOL HAS A THIRD GRADE READING GOAL, A FIFTH GRADE MATH GOAL AND A BELONGING GOAL.

BUT WE'RE STARTING OFF BY BEING VERY INCLUSIVE BECAUSE WE WANT ALL OF OUR STAFF MEMBERS TO FEEL LIKE THEY HAVE A PART IN IMPROVING THE OUTCOMES FOR STUDENTS AND EDMONDS. SO I DO SHARE THAT SENTIMENT WITH YOU.

WE DO FEEL THAT SENSE OF URGENCY BECAUSE WE NOW HAVE MEASURABLE GOALS.

IF WE'RE NOT MEASURING, WE'LL NEVER GET BETTER AND OUR STUDENTS WILL NOT HAVE A CHANCE TO GET BETTER.

BUT WE DO HAVE A VERY ROBUST STRATEGIC PLAN AND WE REVAMPED THE ENTIRE SCHOOL IMPROVEMENT PROCESS AND ALSO WHAT PEOPLE WRITE IN THEM.

AND SO OUR HOPE IS THAT WHEN SCHOOLS CREATE THESE GOALS TOGETHER AS STAFF MEMBERS AND A LOT OF OUR SCHOOLS ARE EVEN AT THE ELEMENTARY LEVEL, ARE INCLUDING STUDENT VOICES INN TALKING ABOUT THESE GOALS NOW.

AND MORE THAN EVER NOW THAT WE'RE BACK, WE'RE GOING TO CONTINUE TO ELEVATE STUDENT VOICE IN OUR SCHOOL IMPROVEMENT PLANS AND ALSO MAKE IT THE CENTERPIECE OF WHAT WE TALK ABOUT.

THERE'S A LOT OF CONVERSATIONS, IMPORTANT CONVERSATIONS HAPPENING IN SCHOOLS, BUT I THINK WE NEED TO PRIORITIZE OUR IMPROVEMENT GOALS BECAUSE WE WANT TO IMPROVE AND WE NEED TO FOR OUR STUDENTS.

SO I'M HOPEFUL THAT BECAUSE WE HAVE MEASURABLE GOALS IN OUR STRATEGIC PLAN, WE CAN START THE WORK AND WE ARE GOING TO CONTINUE TO FEEL AND SHARE THE SENSE OF URGENCY THAT OUR KIDS CANNOT WAIT.

WE NEED TO PROVIDE HIGH QUALITY TEACHING AND LEARNING IN CORE INSTRUCTION, NOT JUST INTERVENTIONS.

WE CAN'T INTERVENE OURSELVES OUT OF THIS PROBLEM.

THERE IS NO WAY.

SO I'M VERY EXCITED THAT LISA IS HERE BECAUSE NOW WE CAN PARTNER TOGETHER TO FOCUS ON THAT, TO FOCUS ON CORE INSTRUCTION.

SHE'S ALREADY NOTICING THAT WE NEED TO PROVIDE PROFESSIONAL DEVELOPMENT.

WE HAVE A VERY COMPLEX CURRICULUM IN READING THAT WE ADOPTED AND THEN THE PANDEMIC HAPPENED.

WE NEED TO FOLLOW THROUGH AND GIVE OPPORTUNITIES FOR OUR TEACHERS TO LEARN IT.

A LOT OF PEOPLE HAVE OPINIONS, LOTS OF OPINIONS ABOUT CURRICULUM.

THERE IS NO ONE PERFECT CURRICULUM, BUT IT'S THE WONDERFUL TEACHING STRATEGIES THAT GET SPRINKLED INTO CURRICULUM THAT MAKE, THAT HELPS OUR STUDENTS SUCCEED. AND SO I'M VERY HOPEFUL.

WE'RE ALL VERY HOPEFUL AS A CABINET UNDER OUR SUPERINTENDENT'S LEADERSHIP TO GET THIS DONE.

AND WE HAVE MEASURABLE GOALS.

I'M CERTAIN THAT WE'LL GET THERE.

WE'RE GOING TO GET THERE. IT'S GOING TO BE HARD WORK, BUT I'M VERY HOPEFUL.

SO I APPRECIATE OUR BOARD MEMBERS PRESSING US AND ASKING THIS QUESTION BECAUSE WE NEED TO HEAR IT.

WE NEED TO HEAR IT ON A REGULAR BASIS TO CREATE THE MOMENTUM OF THE SENSE OF URGENCY TO MAKE SURE THAT OUR KIDS ARE AT OR ABOVE GRADE LEVEL IN READING AND MATH AND FEELING A VERY STRONG SENSE OF BELONGING IN OUR SCHOOLS.

AND I WOULD, SHE SAID IT SO ELOQUENTLY, BUT I'LL ADD JUST SLIGHTLY THAT A LONG TIME AGO A VERY WISE ADMINISTRATOR SAID TO ME, YOU KNOW, WE WORK ON WHAT WE MEASURE, RIGHT? AND I INCLUDED WITH THE NESTING, I WOULD JUST LIKE TO DRAW ATTENTION TO FOR THOSE MAYBE WHO HAVEN'T HAD A CHANCE TO LOOK AT THEM YET, THE BOARD GOALS, YOU'RE LOOKING AT THOSE THINGS WHICH WE SHOULD BE PAYING ATTENTION TO AND THEREFORE WE'LL BE WORKING ON THOSE AND ALSO ON THE SUPERINTENDENT GOALS.

AND ONE OF THOSE THINGS IN MY GOALS THIS YEAR, I'M SPEAKING DIRECTLY TO WHAT YOU'RE TALKING ABOUT, DR.

KILGORE, IS THE POTENTIAL FOR ADDING A TRANSITIONAL KINDERGARTEN YEAR.

BECAUSE I AGREE WITH YOU, THE MORE WE INVEST EARLY FOR OUR STUDENTS, THE LESS WE HAVE TO INTERVENE.

AND TO OUR ASSISTANT SUPERINTENDENTS POINT, WE CAN'T INTERVENE OUR WAY OUT OF THIS IN FOURTH AND FIFTH GRADE, WHICH IS NOT TO SAY WE'RE NOT GOING TO BE SERVING THE KIDS WE HAVE IN FOURTH AND FIFTH GRADE NOW.

WE ABSOLUTELY ARE.

AND WE'RE WORKING VERY HARD TO SUPPORT THOSE CHILDREN BECAUSE NOW WE DO NEED TO CATCH THEM UP.

WE HAVE A VERY COMPLEX SYSTEM CHALLENGE WITH HAVING HAD A PANDEMIC, BUT I REALLY LOVE THE ALIGNMENT THAT WE'RE SEEING THROUGHOUT OUR SYSTEM THAT I THINK WILL MAKE THE WORK OF CABINET AND OUR TEACHERS AND OUR PRINCIPALS EASIER.

THANK YOU. AND I JUST WANT TO SAY THAT EVEN THOUGH I SOUNDED A LITTLE GRUMPY, I FED YOU A SOFTBALL QUESTION.

[01:25:04]

[LAUGHTER] YOU GAVE ME A GREAT ANSWER.

SO I APPRECIATE IT. I APPRECIATE IT.

THANK YOU VERY MUCH.

SO SPEAKING OF STUDENT VOICE, I'M LOOKING OVER AT OUR STUDENT ADVISORS.

THE SBA IS SOMETHING YOU GUYS TAKE EVERY YEAR NOW, OR WE HOPE THAT YOU'RE PART OF THE PARTICIPANTS AND NOT THE NON PARTICIPANTS.

DID YOU GUYS HAVE ANY COMMENTS OR QUESTIONS THAT YOU WANTED TO ASK ABOUT THE ASSESSMENT, ABOUT THE DATA, ABOUT ANY OF THE PLANS AROUND IT? I TRULY WASN'T SURPRISED BY THE AMOUNT OF PEOPLE WHO DIDN'T TAKE IT, BECAUSE AT OUR SCHOOL IT IS A GRADUATION PATHWAY, LIKE YOU HAVE TO MEET IT, BUT YOU COULD ALSO MEET OTHER PATHWAYS TO HELP COUNTERBALANCE THAT.

SO FOR EXAMPLE, IF YOU DON'T MEET STANDARD ON ONE ASSESSMENT, YOU COULD DO A CTE, A CERTAIN AMOUNT OF CTE CREDITS TO LIKE CHECK IT OFF OR DO THE ASVAB TEST, WHICH IS LIKE THE ENTRANCE TEST AT LIKE THE MILITARY WHERE IT WOULD COVER LIKE EVERYTHING IN ONE TEST, BUT THAT WOULD COVER, LET'S SAY YOU DON'T GET THE SCIENCE ONE, THAT WOULD COVER EVERYTHING WITH THE SCIENCE ONE, BUT IT WOULD COVER ENGLISH, MATH, LIKE, AND SCIENCE IN ONE TEST.

SO I WASN'T TRULY SURPRISED THAT WE DIDN'T HAVE THAT HIGH OF SCORES THERE AND IN OTHER PLACES.

BUT LIKE PEOPLE ARE DOING OTHER ASSESSMENTS TO HELP COUNTERBALANCE THE FACT THAT IT'S NOT BEING ACHIEVED AS AN SBA TASK.

THANKS, ELIZABETH.

UM, I THINK AT MY SCHOOL, UH, STUDENTS DON'T REALLY KNOW, LIKE THE, I GUESS THEY DON'T REALLY KNOW THE VALUE BEHIND TAKING THE SBA OR THE SCIENCE EXAM.

AND WE HAVE PATHWAYS TO LIKE SUPPLEMENT TAKING THE STANDARDIZED TEST BECAUSE THERE ARE STUDENTS WHO AREN'T GOOD TEST TAKERS, WHICH IS FAIR. BUT I AS FAR AS I KNOW, THE ONLY PATHWAYS I KNOW OF ARE LIKE THROUGH AP CLASSES AND I THINK CTE PATHWAYS.

LIKE I DID THE AP ROUTE DO I DIDN'T HAVE TO TAKE THE SBA MATH OR ENGLISH, BUT I DID TAKE THE SCIENCE LAST YEAR.

BUT I JUST THINK A LOT OF PEOPLE DON'T REALLY UNDERSTAND THE POINT OF IT, BECAUSE IT'S MADE CLEAR THAT IT'S NOT TIED TO GRADUATION.

SO THEY DON'T REALLY PUT A LOT OF WEIGHT ON IT WHEN IT ACTUALLY GOES INTO A LOT OF THE, UM, IKE CURRICULUM PLANNING THAT OUR SCHOOLS DO IN LIKE IDENTIFYING THE WEAK POINTS IN OUR CURRICULUM.

SO I THINK PART OF IT IS JUST, UMM EMPHASIZING THE IMPORTANCE OF THE TEST OR MORE LIKE WHAT WE'RE DOING WITH THE RESULTS. CAUSE I THINK THE OTHER THING IS A LOT OF KIDS TAKE IT AND THEN YOU KIND OF HAVE TO WORM YOUR WAY THROUGH SKYWARD TO ACTUALLY FIND OUT WHAT YOU EVEN SCORED ON THE TEST. AND I THINK A LOT OF KIDS THINK THAT IF THEY HAVE TO DO THAT, THEY DON'T KNOW WHERE THE SCORE IS GOING.

THEY DON'T KNOW WHO'S LOOKING AT IT.

AND SO THEY JUST DON'T SEE THE POINT OF ACTUALLY PARTICIPATING IN IT.

YOU DIDN'T GET A REPORT? I HAD TO LIKE GO THERE BY MYSELF.

LIKE I WAS TOLD IT WAS GONNA, LIKE I WAS GOING TO GET LIKE A E-MAIL OR SOMETHING.

I'M NOT REALLY SURE, BUT I FOUND IT.

BUT I HAD TO LIKE KIND OF WORM MY WAY THROUGH MY SKYWAY.

THERE SHOULD BE A REPORT MAILED HOME.

YEAH. I DIDN'T GET ONE, SO.

I DON'T KNOW WHAT, I MEAN THERE USED TO BE.

ALSO, WHAT YOU'RE SAYING HAS A LOT OF TRUTH TO IT.

I REMEMBER THE YEAR THAT, IT WAS THE FIRST YEAR THAT THE, ONLY THEN IT WAS CALLED THE WASL,WAS A HIGH SCHOOL REQUIREMENT.

AND WE SAW A HUGE BUMP IN OUR SCORES, PARTICULARLY AT HIGH SCHOOL, WHERE KIDS HADN'T TAKEN IT SERIOUSLY.

AND ALL OF A SUDDEN WHEN IT WAS FOR GRADUATION, OH, THEY COULD DO IT, THEY COULD READ, THEY COULD DO MATH, YOU KNOW.

SO I KNOW EXACTLY WHAT YOU'RE SAYING.

I DON'T KNOW HOW TO MOTIVATE KIDS NOW.

BEFORE THAT, THERE WERE THINGS LIKE IF A KID WOULD TAKE IT, THEY COULD GO OFF CAMPUS FOR LUNCH, DEPENDING ON THE SCHOOL AND THE SITUATION.

THERE WERE THINGS THAT PRINCIPALS TRIED TO DO TO MOTIVATE KIDS TO DO IT AND DO WELL.

BUT, YOU KNOW, HOW DO WE FIND OUT WHAT KIDS REALLY KNOW AND CAN DO? RIGHT. OHANNA, I DON'T WANT TO PUT PRESSURE ON YOU, BUT IF YOU'D LIKE TO SAY SOMETHING ABOUT THE SBA OR ANY QUESTIONS OR COMMENTS, WE'D LOVE TO HEAR FROM YOU.

I WOULD JUST LIKE TO ADD ON TO WHAT PETER SAID, AND THAT A LOT OF STUDENTS OR AT LEAST PEOPLE WHO I TALK WITH AT MY SCHOOL, DON'T REALLY CARE OR SEE THE VALUE IN DOING THAT.

[01:30:03]

EVEN THOUGH IT IS ONE OF OUR GRADUATION REQUIREMENTS, WE'RE JUST SORT OF DO OTHER STUFF AND MAKE UP THE CREDIT FOR IT RATHER THAN DO THE ACTUAL TEST BECAUSE IT'S REALLY JUST STRESSFUL AND IT TAKES A LOT OF YOUR MENTAL CAPACITY, AT LEAST FOR ME PERSONALLY.

AND THAT'S WHAT I'VE HEARD TO PEOPLE I TALK WITH ABOUT THE SBA.

THAT'S ALL FOR ME.

THANK YOU VERY MUCH.

VERY HELPFUL.

ANY OTHER QUESTIONS? COMMENTS FROM BOARD? THANKS AGAIN TO THE WHOLE GROUP.

AUSTIN, DID YOU WANT TO SAY SOMETHING OR YOU WERE JUST THERE IN CASE WE HAD SOMETHING? [LAUGHTER] WE CAN TALK ABOUT THIS MAYBE MORE IN STUDY SESSION.

THE STATE STOPPED PROVIDING, STOPPED PRINTING OFF FORMS FOR US TO SEND HOME.

OH, THE REPORTS? SO THE REPORTS, THE STATE HAS STOPPED THAT PRACTICE AND THEY ARE NOW PROVIDING US WITH PDFS.

WE ARE WORKING WITH IT.

WE NOW SPLIT THOSE PDFS AND PUT THEM INTO SKYWARD SO THAT PEOPLE HAVE ACCESS TO THEM.

THAT WAS A PRACTICE THAT WAS NOT RECEIVED WELL BY DISTRICTS, THAT WE NO LONGER RECEIVE THOSE REPORTS.

AND WE FOUND THE BEST SOLUTION THAT WE COULD IN THE MEANTIME.

ANOTHER UNFUNDED MANDATE, HUH? YEAH. THANKS. I WAS GOING TO ADD WE DIDN'T GET ONE EITHER, SO.

THANK YOU. THANK YOU.

OKAY. NEXT ON THE AGENDA, WE HAVE NEW BUSINESS.

[12. NEW BUSINESS- 8:00 pm]

THE FIRST ITEM IS A FIRST READING WITH NO ACTION FOR REVISED POLICY 3432 ON EMERGENCIES.

IS THERE ANY DISCUSSION ON THIS? ANY QUESTIONS? GARY. YEAH, I HAD TWO QUESTIONS ON IT.

FIRST OF ALL, IN ONE PLACE IT SAYS TO REQUIRE BUILDING PRINCIPAL TO BE CERTIFIED ON THE INCIDENT COMMAND SYSTEM.

AND I HAVE TWO QUESTIONS INVOLVING THAT.

FIRST OF ALL, WHAT IS THE INCIDENT COMMAND SYSTEM? AND SECONDLY, SINCE PRINCIPALS ARE QUITE OFTEN OUT OF THE BUILDING, WHY ISN'T THERE A REQUIREMENT FOR ANOTHER PERSON IN THE BUILDING ALSO TO BE CERTIFIED ON THE INCIDENT COMMAND SYSTEM? WELL, I'M GOING TO GIVE YOU A LITTLE BIT OF A SNEAK PREVIEW OF MY COMPREHENSIVE SAFETY PRESENTATION COMING UP IN A COUPLE OF WEEKS.

INCIDENT COMMAND SYSTEM IS A WAY OF ORGANIZING A RESPONSE IN AN EVENT.

AND IT REALLY CLARIFIES ROLES AND RESPONSIBILITIES.

AND SO WE WE UTILIZE THAT SYSTEM AND TRAIN NOT JUST OUR BUILDING PRINCIPALS, BUT ALL OF OUR ADMINISTRATORS ARE TRAINED SO THAT IT'S A REDUNDANT SYSTEM SO THAT IF THE BUILDING PRINCIPAL IS UNAVAILABLE, THAT THERE'S SOMEBODY ELSE THAT KNOWS HOW TO ASSUME THAT ROLE AS AN INCIDENT COMMANDER AND ALSO HELP OTHER PEOPLE THAT WHOSE ROLES HAVE BEEN ASSIGNED AS PART OF THAT INCIDENT COMMAND RESPONSE.

IT MIGHT BE BETTER TO, SAY, REQUIRE BUILDING PRINCIPALS AND THEIR BACKUPS.

CERTAINLY WE CAN ADD THAT. THE OTHER QUESTION IS, IT SAYS, IT TALKS ABOUT SCHOOLS IN TSUNAMI AND LAHAR ZONES.

AND WHY DO WE HAVE THAT IN OUR POLICY? BECAUSE I DON'T THINK WE HAVE ANY SCHOOLS THAT ARE IN TSUNAMI ZONES, AND I'M SURE WE DON'T HAVE ANY IN LAHAR ZONES.

YEAH, I THINK, AGAIN, THAT WAS THE LANGUAGE.

WE JUST WE PROBABLY MISSED THAT AND WE CAN SORT OF TAKE THAT OUT.

SO. OKAY, THAT'S MY COMMENT.

THANK YOU. YEAH. ANY OTHER QUESTIONS OR COMMENTS ON THAT POLICY? THANKS, GARY.

THANKS, GREG, ON THAT.

YOU BET. NEXT, WE HAVE A FIRST READING WITH NO ACTION, A REVISED POLICY 3122 ON EXCUSED AND UNEXCUSED ABSENCES. ANY QUESTIONS? COMMENTS ON THAT? THANK YOU. OKAY.

THAT WAS AN EASY ONE FOR YOU.

NEXT IS A SINGLE READING ASKING FOR APPROVAL FOR US TO HIRE GR RECRUITING AS THE SEARCH CONSULTANT FOR OUR SUPERINTENDENT SEARCH. DO I HEAR A MOTION TO APPROVE AND A SECOND? MOVE TO APPROVE.

SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND ON OUR HIRING GR RECRUITING AS OUR SUPERINTENDENT SEARCH FIRM.

IS THERE ANY DISCUSSION? HAPPY TO BE MOVING FORWARD.

OKAY. SO JUST TO BRING THE PUBLIC UP TO DATE ON OUR WORK, WE HAD SIX PROPOSALS FOR THE SEARCH FIRM FOR HIRING A PERMANENT SUPERINTENDENT, WHICH IS WHAT WE HAVE PROMISED OUR COMMUNITY.

WE CHOSE, WE CAREFULLY LOOKED AT THE PROPOSALS, ALL OF WHICH WERE EXCELLENT.

WE CHOSE TWO FINALISTS.

WE INTERVIEWED THEM QUITE CAREFULLY AND SPENT A LOT OF TIME DELIBERATING.

AND WE FEEL VERY COMFORTABLE WITH THE GR RECRUITING GROUP, WHICH INCLUDES PEOPLE WHO HAD ALSO HELPED US IN OUR PREVIOUS SUPERINTENDENT SEARCH.

[01:35:02]

AND WE FEEL THAT AS THEY INTERVIEW AND DO FOCUS GROUPS WITH OUR COMMUNITY, WE'RE HOPING THAT THERE'S A FEELING OF FAMILIARITY AND COMFORT AND OPENNESS FOR PEOPLE TO SHARE BECAUSE THESE PEOPLE ARE QUITE WARM AND KNOW OUR DISTRICT WELL.

SO THAT'S SOME OF THE BACKGROUND AND OUR FEELING ABOUT IT.

AND THEY'RE READY TO START IMMEDIATELY GOING THROUGH THE STEPS IN TERMS OF WHAT THEY HAVE PROPOSED TO DO, WHICH IS VERY SIMILAR TO WHAT WE HAD DONE IN 2019, 2020 IN THAT HIRING.

SO WITH NO FURTHER DISCUSSION, I'LL CALL FOR A ROLL CALL VOTE.

AYE. AND THE CONTRACT IS APPROVED WITH GR RECRUITING FOR CONDUCTING THE SEARCH FOR OUR PERMANENT SUPERINTENDENT.

NEXT ON THE AGENDA IS AN INTERESTING ONE THAT I DON'T KNOW THAT WE'VE DONE BEFORE.

THIS IS APPROVING WSSDA, AS IT'S APPROVING THE DISTRICT LAYING OUT OUR TEN TOP LEGISLATIVE PRIORITIES FROM THE WSSDA GROUP.

WSSDA IS THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION.

AND WE ARE GOING TO COME TO A CONSENSUS AS TO OUR TOP TEN OUT OF HOW MANY TOTAL? 111. OUT OF 111 POSSIBLE LEGISLATIVE POSITIONS.

AND THEY'VE ASKED US TO PRIORITIZE TEN THAT WILL BE COMING FROM THE EDMONDS SCHOOL DISTRICT.

SO, FIRST OF ALL, CARIN, WOULD YOU LIKE TO GIVE ANY MORE BACKGROUND BECAUSE YOU'VE REALLY BEEN OUR EXPERT ON THIS? WELL, I DON'T KNOW IF FORMALLY WE'D LIKE TO MOVE TO APPROVE THIS SO WE CAN JUST GO INTO THE DISCUSSION SO JUST CHECKING IT'S A SINGLE READ, JUST WANT TO MAKE SURE.

YEAH. SO THIS IS REALLY DIFFERENT.

SO IN TERMS OF SORT OF PARLIAMENTARY PROCEDURE, DO WE FIRST DECIDE THEM AND THEN GO TO A MOTION TO APPROVE? I'M HAPPY TO KEEP TALKING I'M GOING TO PHRASE IT THIS WAY.

DO I HEAR A MOTION TO APPROVE AND A SECOND TO DEVELOP AND SEND TO WSSDA OUR TOP TEN LEGISLATIVE POSITIONS THAT WE WILL BE AGREEING ON.

SO MOVED. SECOND.

OK. SO IN TERMS OF DISCUSSION.

WE HAVE EACH LOOKED AT THE 117 POSITIONS AND WE EACH SELECTED OUR TEN.

OF THE TEN, THERE WERE FOUR THAT WERE COMMON AMONG MORE THAN ONE OF US, WHICH HAVE TO DO WITH AMPLY FUNDED STAFFING LEVELS, UNIVERSAL FREE SCHOOL MEALS, SUPPORT FOR SPECIAL EDUCATION PROGRAMS AND GRADUATION REQUIREMENTS AND PATHWAYS.

AND IF ANYBODY IS INTERESTED IN WHAT THESE LOOK LIKE, THEY ARE ON THE BOARD AGENDA AS AN ATTACHMENT.

AND WHEN YOU CLICK ON IT, IT ACTUALLY LINKS TO A DESCRIPTION OF THAT POSITION.

SO I THINK THAT WE'RE IN AGREEMENT THAT SINCE THERE ARE MORE THAN ONE OF US WHO WANTED THOSE FOUR, THAT OUT OF THE TEN WE'LL PUT THOSE ON OUR LIST, RIGHT? SO WE NOW HAVE, I BELIEVE, 14 ADDITIONAL ONES THAT ONE OF US OUT OF HAD CHOSEN AS WHAT WE WOULD THINK ARE TOP TEN.

SO WHAT I'M GOING TO ASK US TO DO IS, AND I'M GOING TO ASK AARON TO KEEP TRACK OF OUR VOTES, IS I'LL CALL OUT A TOPIC.

AND IF THIS IS, EACH OF US WILL HAVE CHOSEN SIX AND ARE WE ALL READY TO? DO WE NEED TO TAKE A LOOK? WE ALL KNOW OUR SIX.

OK. FOR YOUR SIX, AS THEY COME UP, YOU'RE GOING TO DO A THUMBS UP AND AARON'S GOING TO COUNT IT.

AND IF IT'S NOT ONE OF YOUR SIX, YOU'RE NOT GOING TO PUT YOUR THUMBS UP AND WE'RE GOING TO SEE WHICH SIX COME TO THE TOP.

OKAY.

FASCINATING. SO MULTILINGUAL LEARNERS.

SO THERE ARE THREE VOTES.

PASSAGE OF SCHOOL FINANCE ISSUES.

THAT HAS TWO. SCHOOL YEAR.

THAT HAS ZERO, WHICH IS WEIRD BECAUSE SOMEBODY PUT IT ON THERE, BUT THAT'S OK.

DIGITAL EDUCATION ACCESS FOR ALL.

ONE. SUPPORT FOR SCHOOL BASED HEALTH CENTERS.

[01:40:02]

THE MCKINNEY VENTO HOMELESS ASSISTANCE ACT FUNDING.

THAT HAS ONE.

SEXUAL HARASSMENT, ASSAULT AND ABUSE PREVENTION AND RESPONSE.

AMPLE FUNDING FOR HIGH POVERTY SCHOOLS.

THAT HAS ONE. BUDGET STABILITY.

LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE.

FUNDING SAFE, HEALTHY CONTEMPORARY SCHOOL BUILDINGS.

THAT OK, THAT HAS FOUR.

THAT'S ON OUR LIST. PARTICIPATION IN LOCAL VOTER'S PAMPHLET.

THAT HAS ONE.

PROFESSIONAL DEVELOPMENT.

THAT HAS ONE.

OK.

I JUST WANT TO ASSURE THE AUDIENCE HERE THAT ALL OF THESE PRIORITIES ARE IMPORTANT.

THE FACT THAT THEY'RE ALL IMPORTANT, ALL 111 OF THEM.

WE JUST HAVE THE VERY DIFFICULT TASK OF TRYING TO FIGURE OUT JUST THIS YEAR, TO HELP THE ADVOCACY COMMITTEE AND THE STRATEGIC ADVOCACY COMMITTEE IN OLYMPIA, TO FOCUS ON SPECIFIC AREAS AND THE THOUGHTS ON WHAT BILLS MAY BE COMING FORWARD.

I JUST WANT TO ASSURE THAT BECAUSE I HATE NOT HAVING MY HAND UP FOR EVERY SINGLE ONE OF THESE.

RIGHT. AND THERE WERE SOME THAT WERE REDUNDANT OR OVERLAPPING AND WE HAD TO KIND OF DECIDE WHICH ONE WAS MORE LIKELY TO MAYBE GET THE LEGISLATURES YOU KNOW, LOOK.

I CHOSE SOME OF THEM LIKE THE LOCAL VOTERS PAMPHLET BECAUSE I THOUGHT IT WAS LOW HANGING FRUIT.

DOESN'T COST THEM ANYTHING BUT IT TALKS ABOUT THE FACT THAT AT THE MOMENT PEOPLE CAN PUT IN OUR LOCAL VOTER PAMPHLET, PRO OR CON STATEMENTS, AND THEY'RE NOT A MEMBER OF OUR CONSTITUENT DISTRICT.

AND THAT JUST MADE ME ANGRY.

AND ALSO WE'RE ONE DISTRICT OUT OF HOW MANY? 295. THANK YOU SO MUCH, DR.

MINOR. SO WE NOW WE'RE GOING TO ELEVATE MULTILINGUAL LEARNERS AND FUNDING SAFE, HEALTHY CONTEMPORARY SCHOOL BUILDINGS.

THOSE WERE THE ONES THAT RECEIVED MORE THAN TWO VOTES.

I'VE TAKEN OFF THE ONES THAT ONLY RECEIVED ONE.

SO NOW WE'RE GOING TO TAKE SIX INTO FOUR IF WE CAN.

WE HAVE SIX LEFT AND I'LL READ THOSE SLOWLY SO THAT YOU CAN DECIDE BETWEEN.

I NEED TO PICK FOUR? FOUR OUT OF THE SIX. THE SIX WE HAVE REMAINING ARE PASSAGE OF SCHOOL FINANCE ISSUES.

AND AARON, PLEASE CORRECT ME IF I'M WRONG ON THIS.

SUPPORT FOR SCHOOL BASED HEALTH CENTERS.

SEXUAL HARASSMENT, ASSAULT AND ABUSE PREVENTION AND RESPONSE.

[LAUGHTER] USUALLY HALF OF THE NUMBER WORKS FOR MULTI VOTING.

SO IF WE PICK, IF YOU EACH PICK THREE.

YEAH. THAT'LL GET US TO FOUR.

IF EVERYONE PICKS THEIR THREE, WE'LL GO BACK THROUGH THE SAME PROCESS.

OK. SO I'M READING THESE.

PASSAGE OF SCHOOL FINANCE ISSUES.

SUPPORT FOR SCHOOL BASED HEALTH CENTERS.

SEXUAL HARASSMENT, ASSAULT AND ABUSE PREVENTION AND RESPONSE.

SO THAT WOULD ELEVATE PASSIVE.

LET'S SEE. WE HAVE ONE, TWO, THREE, FOUR, FIVE.

WE'RE GOING TO BREAK ONE MORE TIME.

WE'RE GOING TO ELEVATE PASSAGE OF SCHOOL FINANCE ISSUES WITH THREE, AND WE'RE GOING TO DROP SEXUAL HARASSMENT, ASSAULT AND ABUSE PREVENTION, WHICH LEAVES US WITH RIGHT, RIGHT.

WHICH LEAVES US WITH FOUR.

AND WE NEED TO GET TO THREE.

IS THAT CORRECT, AARON? WAIT, WHAT WHAT ARE THE? SO THE FOUR THAT WE HAVE REMAINING ARE SUPPORT FOR SCHOOL BASED HEALTH CENTERS.

[01:45:01]

AND HOW MANY DOO WE CHOOSE FROM THIS? TWO? EACH? WE NEED THREE MORE OUT OF THE FOUR.

SO WE EACH VOTE FOR THREE, OUT OF THOSE? IS THAT CORRECT? I'D SAY LET'S STRIVE FOR TWO, BECAUSE OTHERWISE WE'RE GOING TO HAVE TIES AGAIN.

LET'S TRY TWO.

SO CHOOSE TWO OF THESE FOLKS.

READY? OK.

SUPPORT FOR SCHOOL BASED HEALTH CENTERS.

[LAUGHTER] THE WORKFORCE ONE.

ADD ONE TO THE WORKFORCE ONE, AND THEN YOU HAVE TO ADD ANOTHER ONE.

NO, I DID.

[LAUGHTER] THE SCHOOL BASED HEALTH CENTERS, THE WORK BASED AND THEN TWO ABOUT BUDGET ONES? ONE ABOUT BUDGET, ONE ABOUT LEVY ? RIGHT? YEAH.

JUST TO REVIEW ONE MORE TIME, THE FOUR WE HAVE LEFT: SUPPORT FOR SCHOOL BASED HEALTH CENTERS, EXPANSION OF WORK BASED LEARNING OPPORTUNITIES, BUDGET STABILITY AND LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE.

AND WE ARE TRYING TO GET THREE OUT OF THE FOUR OF THOSE.

SO WE THOUGHT WE ONLY NEEDED.

SO I WILL SHARE WITH YOU WHAT I SAW FOR PROS AND CONS OF THESE.

FOR THE SUPPORT FOR SCHOOL BASED HEALTH CENTERS, WHICH I ABSOLUTELY SUPPORT, I FELT THAT THE PARTICULAR LEGISLATION WAS VAGUELY WRITTEN.

IT WAS FIRST PUT FORTH IN 2020, WHICH TELLS ME IT WAS IGNORED BY THE LEGISLATURE.

AND WHILE I THINK IT'S REALLY IMPORTANT, I THINK THERE ARE LARGER NEEDS RIGHT NOW THAT WE CAN LOOK AT COMMUNITY PARTNERS FOR HELP HERE RATHER THAN LOOKING TO THE STATE.

IN TERMS OF THE EXPANSION OF WORK BASED LEARNING OPPORTUNITIES.

AND HERE'S WHY. I'VE SEEN TWO KIDS IN THE LAST COUPLE OF DAYS.

ONE COULDN'T COME TO SCHOOL BECAUSE HE DIDN'T HAVE AN EPIPEN.

THE OTHER HAS BEEN OUT ALMOST HALF THE TIME WITH ASTHMA PROBLEMS. KIDS WHO DON'T HAVE ACCESS TO BASIC HEALTH CARE ARE MISSING A LOT OF SCHOOL.

AND WE KNOW THE STATS ABOUT KIDS WHO MISS SCHOOL FOR DENTAL PROBLEMS. THIS, TO ME, IS URGENT AND IMPORTANT.

AND WE HAVE MOMENTUM.

WE'VE GOT ONE IN THE DISTRICT.

AND THIS IS SOMETHING I FEEL THAT WE HAVE MOMENTUM ON AND WE COULD LEAN ON THE LEGISLATURE TO HELP.

THAT YOU SUMMED IT UP QUITE WELL.

I MEAN, I FEEL THE SAME WAY THAT WE DO.

THERE IS MOMENTUM.

WE DO KNOW THAT, YOU KNOW, IF YOU'RE SICK, AND ACCESS TO HEALTH CARE IS VITAL. IT'S LIKE YOU CAN'T YOU CAN'T LEARN IF YOU HAVE HEALTH CONCERNS, IF YOU'RE HUNGRY, IF YOU DON'T HAVE A PLACE TO LIVE.

AND I THINK WITH THE MOMENTUM ON SCHOOL BASED HEALTH CENTERS AND SOME OF THE LAWS THAT THEY MAY BE VAGUE, WE DO HAVE THAT MOMENTUM.

AND I THINK THIS IS A PLACE THAT WE COULD GAIN TRACTION IN THE LEGISLATURE.

SO THAT'S WHY AND I, WELL, I TOTALLY AGREE WITH EVERYTHING YOU SAY ABOUT THE IMPORTANCE OF IT.

THE REASON THAT I DIDN'T HAVE IT AS MY LEGISLATIVE PRIORITY FOR SCHOOLS IS BECAUSE IT IS REALLY OUTSIDE THE EDUCATIONAL PROCESS.

IT'S SOMETHING THAT WE SHOULD HAVE IN OUR SCHOOLS, BUT IS SOMETHING THAT SHOULD NOT NECESSARILY BE PROVIDED BY SCHOOLS AT THIS POINT.

AND OUR SCHOOL BASED HEALTH PLAN THAT WE HAVE IS NOT BEING PROVIDED BY US.

IT'S BEING PROVIDED BY OUTSIDE ORGANIZATIONS.

I TOTALLY THINK THOSE OUTSIDE ORGANIZATIONS SHOULD BE ADVOCATING FOR IT AND FIGURING OUT HOW TO BETTER FUND FOR THEMSELVES.

BUT I DON'T SEE THAT STRONGLY WITHIN THE BAILIWICK OF MY RESPONSIBILITY TO EDUCATE STUDENTS.

AND IF I COULD JUST ASK, THANK YOU FOR THAT, DR.

NOBLE. IF I COULD ASK ALL BOARD MEMBERS TO TURN THEIR MICS ON, WE DON'T NORMALLY DO THIS, BUT LET'S JUST LEAVE THEM ON THROUGH THE DISCUSSION SO THAT PEOPLE, I'M NOT SURE EVERYBODY IS, IF YOU CAN JUST LEAVE THEM ON THROUGH THE DISCUSSION SO PEOPLE AT HOME CAN PICK UP OUR VOICES.

THANK YOU. SO I'M GOING TO CONNECT THIS TOO, BECAUSE I THINK WHAT WE'RE LOOKING AT IS TRADE OFFS.

WHILE EACH INDIVIDUAL ONE IS WONDERFUL, IF WE HAVE TO MAKE CHOICES, LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE IS

[01:50:08]

DESIGNED TO FIX SOME OF THE CONCERNS AND PROBLEMS THAT WERE CREATED AFTER THE MCCLEARY DECISION, WHERE THEY, THE STATE, TOOK AWAY FROM US OUR ABILITY TO HAVE LEVY S AT AS HIGH A LEVEL AS OUR VOTERS APPROVED.

SO OUR VOTERS HAVE APPROVED US TO HAVE LEVY S AT A LEVEL HIGHER THAN THE STATE IS ALLOWING US TO DO.

IF WE WERE ABLE TO TURN THAT AROUND AND HAVE THE FUNDING THAT WE NEEDED, MAYBE THEN WE COULD HELP FUND SCHOOL BASED HEALTH CENTERS.

IT'S SO MUCH BIGGER TO ME IN TERMS OF WHAT IT COULD DO FOR US, PARTICULARLY WHEN WE ARE CURRENTLY IN BUDGET CRISIS.

LET'S PUT IT OUT THERE.

WE ARE IN BUDGET CRISIS.

AND SO FOR ME, THAT PARTICULAR ONE IS CRITICAL AND WITHIN WHICH WE COULD SOLVE SOME OF THESE OTHER SMALLER THINGS OURSELVES, ALONG WITH PARTNERS.

SO I'M JUST THINKING ABOUT TRADEOFFS HERE.

SO MAYBE THAT'S WHAT OTHERS WANT TO TALK ABOUT, THE LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE ONE.

I TOTALLY AGREE WITH YOU. AND ONE OF THE ISSUES OF THE LEVY AUTHORITY IS IT'S NOT EQUAL.

SEATTLE SOMEHOW MANAGED TO GET A HIGHER LEVEL OF AUTHORITY THAN ANY OTHER SCHOOL DISTRICT BECAUSE THEY HAD A GOOD POLITICIAN, I SUPPOSE.

BUT. AND I WOULD PUT ALSO IN THE SAME CATEGORY OF THINKING THE BUDGET STABILITY ONE, WHICH IS ASKING THE STATE TO CREATE MECHANISMS WHEREBY WE ARE NOT AT THE BECK AND CALL EVERY YEAR OF THESE CHANGES THAT HAPPEN AT THE LAST MINUTE BECAUSE OF LEGISLATIVE, WHATEVER.

SO FOR EXAMPLE, THIS YEAR THE COST OF LIVING ADJUSTMENT WAS MUCH HIGHER THAN WE HAD EXPECTED.

WE NOT ONLY HAVE TO PROVIDE THAT FOR THE STAFF THAT THEY GIVE IT TO US FOR, BUT WE HAVE A LARGE NUMBER OF STAFF FOR WHOM WE OURSELVES, THAT WE HAVE MORE COUNCILORS, FOR EXAMPLE, THAN THE STATE FUNDS US FOR IN TERMS OF COLA AND THINGS, WE HAVE A LOT OF STAFF.

MOST OF OUR DISTRICT ADMINISTRATION STAFF, WE AS A DISTRICT HAVE TO COVER THAT.

AND THEREFORE THAT KIND OF BUDGET INSTABILITY, WHICH IS CURRENTLY IN PLACE.

BECAUSE WE'RE AN ANNUAL BUDGET SITUATION, THROWS US FOR A LOOP.

AGAIN, A HUGE BUDGET SITUATION THAT WITHIN WHICH WE COULD SOLVE SOME OTHER PROBLEMS, LIKE MORE COUNSELORS FOR MENTAL HEALTH AND SOCIAL WORKERS FOR MORE, IF WE HAD THAT BUDGET STABILITY AS WELL.

THESE ARE ALL VERY COMPELLING.

BUT IF WE HAVE TO ELIMINATE.

WELL. AND SO. I ONLY VOTED FOR TWO.

IF I'D VOTED FOR THREE, IT WOULD HAVE BEEN THE LEVY AUTHORITY BECAUSE IT'S MORE SPECIFIC THAN THE BUDGET STABILITY POSITION.

I'M JUST READING THESE AGAIN.

THE BUDGET STABILITY, IT WAS AMENDED IN 2021, BUT AND ADOPTED IN 2018.

IT IS THERE, BUT IT'S NOT WELL.

THE BUDGET ONE IS NOT AS SPECIFIC AS THE LEVY AUTHORITY, AND THE LEVY AUTHORITY GIVES SOME REAL SPECIFICS.

AND I THINK THAT THAT FOR ME PERSONALLY, I STILL AM, I'M VERY COMMITTED TO THE SCHOOL BASED HEALTH CENTER POSITION.

EVEN GIVEN, UNDERSTANDING THE POSITIONS OF MY COLLEAGUES HERE AND THE WORK BASED LEARNING OPPORTUNITY.

AND THEN THE LEVY AUTHORITY.

I WOULD BE OKAY WITH NOT HAVING THE BUDGET STABILITY JUST BECAUSE IT'S NOT AS SPECIFIC.

WE WERE TRYING TO GET THREE OUT OF FOUR, RIGHT.

I COULD GO WITH THAT. YEAH.

AND SO BECAUSE BECAUSE OF THE BUDGET, I THINK IT'S SUPER, AND I REALLY LIKE THE LEVY AUTHORITY WHEN IT WAS WRITTEN.

AND THAT WAS ALSO AMENDED IN 2018 AND ALSO ADOPTED ORIGINALLY IN '18 AND AMENDED IN '21.

SO IF WE DID, FOR ME PERSONALLY, AS WE'RE TALKING ABOUT IT, NOT DOING THE BUDGET STABILITY BUT DEFINITELY DOING THE LEVY AUTHORITY.

I THINK THAT'S ACTUALLY A GOOD POINT BECAUSE I THINK BUDGET STABILITY, NO MATTER HOW MUCH WE ADVOCATE FOR, IN THE CONDITIONS OF THE LEGISLATIVE RIGHT NOW, IT'S NOT GOING TO HAPPEN.

WELL, I DIDN'T WANT TO SAY THAT OUT LOUD.

[LAUGHTER] I DID.

YEAH. NO, IT'S NOT GOING TO HAPPEN.

SO, WE MIGHT AS WELL GO FOR SOMETHING THAT HAS A CHANCE OF BEING PASSED.

SO. AND, JUST TO BRING IT UP AS WELL, BECAUSE THE OTHER ONE WAS EXPANSION OF WORK BASED LEARNING OPPORTUNITIES.

AND WHILE I TOTALLY THOUGHT IT WAS USEFUL, AGAIN I THOUGHT IT WAS VAGUELY WRITTEN AND IT HAD FIRST BEEN PUT FORTH IN 2020.

[01:55:08]

SO I DON'T KNOW, CARIN, IF YOU THINK IT HAS ANY CHANCE OF HAVING LEGS IN THE LEGISLATURE.

I THINK THAT THERE'S A LOT OF CREATIVE MINDS AT WORK AND THE IDEA OF MULTIPLE PATHWAYS TO SUCCESS IS REALLY EMERGENT RIGHT NOW, IN A LOT OF DISCUSSION, AND I THINK THIS IS MORE VAGUE, BUT WHEN THEY'RE WRITTEN A LITTLE BIT VAGUELY, THEN THAT ALLOWS FOR MORE FLEXIBILITY IN SUPPORTING LEGISLATION THAT BECOMES MORE SPECIFIC.

AND SO THAT'S, YOU KNOW, SO THIS IS A HOT TOPIC RIGHT NOW.

SO I CAN AGREE WITH WHAT YOU GUYS ARE SUGGESTING, WHICH IS TO MAKE OUR LAST TWO THE LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE ONE.

AND THE SCHOOL BASED HEALTH CENTERS.

AND IN SOME WAYS, I THINK IT'S APPROPRIATE FOR EDMONDS TO HAVE THE SCHOOL BASED HEALTH CENTERS, EVEN IF OTHER PEOPLE DON'T.

AND EXPANSION OF WORKPLACE LEARNING OPPORTUNITIES.

WE HAVE ROOM FOR THREE. SO WE DO? THE THREE WOULD BE SUPPORT FOR SCHOOL BASED HEALTH CENTER, EXPANSION AND WORK BASED LEARNING OPPORTUNITIES, AND LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE IS WHAT I'M HEARING, WITH THE ELIMINATION FROM THOSE FOUR OF BUDGET STABILITY.

OKAY. YES. I THINK THAT'S REALLY GOOD BECAUSE THE OTHER TWO, OF COURSE, WE WANTED THE LEVY, AND THE OTHER TWO WE ARE KIND OF LEADERS IN ANYWAYS, SO IT MAKES SENSE FOR US TO ADVOCATE IT FOR OTHER SCHOOL DISTRICTS.

AND I JUST KEEP THINKING MARK MIGHT GET MAD AT US TOO.

WE DON'T WANT MORE. AND SO I THINK OUR NEXT STEPS WILL BE AARON HAS THOSE MEMORIALIZED, WE'LL PASS THOSE, WE'LL MAKE SURE DIRECTOR CHASE THAT YOU GET THOSE IN AN EMAIL BECAUSE OUR DISTRICT RESPONDS VIA ONE SURVEY.

I BELIEVE YOU HAVE THE LINK TO THE SURVEY FROM WSSDA AND I THINK IT'S DUE AT NOON TOMORROW.

ACTUALLY THEY EXTENDED IT TO MONDAY.

ALL RIGHT. WELL, YOU HAVE A LITTLE BIT OF TIME THEN, BUT WE GOT OUR HOMEWORK DONE WITH THE DEADLINE.

OKAY. SO NOW, GIVEN THAT THESE ARE OUR TEN PRIORITIES, WE'VE HEARD A MOTION AND A SECOND THAT WE WOULD APPROVE THOSE THAT WE CAME TO CONSENSUS ON.

IS THERE ANY FURTHER DISCUSSION? I WOULD JUST LIKE TO SAY THIS IS THE FIRST TIME WE'VE DONE THIS AS A BOARD.

AND SO I'M VERY PLEASED THAT WE'RE ABLE TO ALL ENGAGE AND DISCUSS THESE.

OFTEN, IT'LL BE AT THE END OF WHEN WE'RE DOING THIS IN PERSON, THE LEG.

REP. OR WHOEVER, OR THE PRESIDENT, WILL GET A BIG GIANT PACKET AND NEED TO FILL IT OUT RIGHT THERE WITHOUT INTERACTION.

SO I LIKE THIS A LOT BECAUSE WE'RE ABLE TO ENGAGE AND TALK ABOUT THE ISSUES AND THINK ABOUT HOW IT CAN BE SPECIFIC TO OUR DISTRICT.

SO, I'M VERY PLEASED THAT WE'RE MOVING FORWARD AND TRYING THIS A DIFFERENT WAY.

AND CARIN, I REALLY WANT TO THANK YOU FOR YOUR LEADERSHIP.

AND I FOUND SO FOUR OF THE FIVE OF US ON THE BOARD ENGAGED IN THE WSSDA GENERAL ASSEMBLY.

IT'S CALLED WHERE ALL OF THE THE NEW LEGISLATIVE POSITIONS CAME FORWARD.

WE EACH TOOK A FEW HOURS, OR A NUMBER OF HOURS, LISTENING.

BUT IT WAS FASCINATING BECAUSE WE HEARD, THERE WERE PEOPLE FROM ACROSS THE STATE WHO WERE WEIGHING IN ON THESE VARIOUS THINGS.

AND OBVIOUSLY SMALL DISTRICTS AND DISTRICTS, FOR EXAMPLE, ON THE EAST SIDE OF THE STATE, HAVE A VERY DIFFERENT KIND OF PERSPECTIVE ON SOME THINGS THAN WE DO.

AND I FOUND THAT TO BE, AND WE TENDED TO BE PRETTY MUCH IN LINE WITH LARGE DISTRICTS, I FELT.

AND WITH THAT, SO AS WE'RE STILL IN DISCUSSION ON THIS.

AND TO GET THERE, LEGISLATIVE COMMITTEE AND THE RESOLUTION COMMITTEE HAD MET AT LEAST FIVE OR TEN TIMES ABOUT THIS.

AND SO THE COMMENTS WE HEARD HAD BEEN WAS, I LOVED IT TO HEAR THE COMMENT.

BUT IT'S SOMETHING THAT THERE TENDS TO BE THAT POSITION THAT THE SMALLER DISTRICTS IN THE EAST AND THE WEST AND IT'S CONSISTENT.

AND I DID WANT TO POINT OUT JUST ON THIS ONE, TOO, THERE HAD BEEN 120, SO THERE WERE 120 PROPOSALS THAT IN POSITIONS THAT WE HAD TO VOTE ON DURING THE WEEKEND.

THAT'S WHY IT TOOK SO LONG.

AND WE GOT IT DOWN TO 111, AND OF WHICH WE JUST PRIORITIZED.

BUT FOR OUR DISTRICT, THERE HAD BEEN FOUR THAT WE'D BEEN SPECIFICALLY HAD TALKED ABOUT BEFORE.

AND ONE WAS ABOUT COMPREHENSIVE SCHOOL SAFETY, THAT IF WE HAD ACTUALLY DONE THIS PROCESS AND VOTED, WOULD HAVE BEEN CO SUBMITTED BY US.

THAT ONE DID PASS.

I JUST WANT TO. AND THEN THE OTHER ONE WAS A SOCIAL MEDIA REPORTING POINT OF CONTACT.

THAT ONE ALSO DID PASS.

THERE WERE TWO THAT DID NOT PASS.

ONE IS CONSERVATION AND STEWARDSHIP, WHICH ADDRESSED CLIMATE MITIGATION AND CONSTRUCTION, THINGS THAT SORT OF POSITION, THAT ONE DID NOT PASS AND NEITHER DID THE TRANSITION TO EVEN YEAR ELECTIONS.

BUT IT WAS NOT UNEXPECTED THAT THOSE TWO WOULD NOT PASS.

THE IDEA OF THE CONSERVATION AND STEWARDSHIP IS THAT THERE WILL BE A LEGISLATIVE POSITION THAT ADDRESSES THESE CONCERNS RATHER THAN A POLICY.

[02:00:06]

SO WE'LL JUST SEE WHAT HAPPENS.

AND THE REASON I'M BRINGING THIS UP, BECAUSE THESE FOUR WERE COLLABORATIONS BETWEEN AT LEAST FIVE DIFFERENT DISTRICTS COMING TOGETHER TO DO THESE PROPOSALS.

AND SO JUST WANTED TO CLOSE THE LOOP ON WHAT HAPPENED WITH THEM AND THAT'S IT.

OKAY. SO HEARING NO FURTHER DISCUSSION, I'LL CALL FOR A ROLL CALL VOTE.

AYE.

AND OUR APPROVED WSSDA'S LEGISLATIVE PRIORITIES HAVE BEEN APPROVED.

AARON, DID WE HAVE ANY FURTHER PUBLIC COMMENTS? OKAY. SO IT IS NOW TIME FOR BOARD MEMBER COMMENTS AND OHANNA, WHAT WE DO NOW, AND YOU CAN CHOOSE TO SPEAK UP OR YOU CAN

[14. BOARD MEMBER COMMENTS]

LISTEN, BUT WE, THE STUDENT ADVISORS AS WELL AS THE BOARD MEMBERS, MAKE WHATEVER COMMENTS SEEM APPROPRIATE FOR THE EVENING.

IT CAN BE SOMETHING, INFORMATION THAT YOU BRING FROM YOUR SCHOOL THAT YOU WANT TO SHARE WITH US.

IT CAN BE YOUR VIEWS ON THINGS THAT WERE SAID TONIGHT OR TOPICS THAT WE COVERED.

AND SO THAT BEING SAID, I'LL START WITH ELIZABETH, WHO'S DONE IT BEFORE.

IF YOU HAVE SOME COMMENTS THAT YOU'D LIKE TO SHARE.

UM, SO I, SOME COMMENTS THAT I WOULD LIKE TO SHARE FOR TONIGHT IS JUST TO REITERATE THAT SCHOOL IS A PLACE WHERE STUDENTS ARE MEANT TO THRIVE AND SAFETY SHOULD BE NUMBER ONE PRIORITY, AND THAT INCLUDES THEIR SAFETY AND HOW COMFORTABLE THEY FEEL GOING EITHER TO A RESTROOM THAT THEY IDENTIFY WITH.

AND THAT SHOULD BE THEIR NUMBER ONE PRIORITY IN DOING SO.

I UNDERSTAND SCHOOLS ARE MEANT FOR ACADEMIC LEARNING, BUT STUDENTS CANNOT LEARN IN A ACADEMIC PLACE WITHOUT FEELING LIKE THEY FIT IN.

AND PERSONALLY, I'VE SEEN STUDENTS THIS YEAR WHO DON'T USUALLY REACH OUT AND WHO AREN'T REALLY INVOLVED IN SCHOOL.

NOW THAT THEY HAVE A PLACE WHERE THEY FEEL COMFORTABLE ENOUGH TO GO TO OR NEED JUST FOR REASSURANCE FOR THEMSELVES, THEY'VE BEEN MORE ACTIVE WITHIN OUR COMMUNITY.

FOR EXAMPLE, I'M SORRY, PRESIDENT OF MY [INAUDIBLE] CLUB, AND I'VE NOTICED STUDENTS WHO I GENUINELY WOULDN'T SEE AT SCHOOL DON'T PARTICIPATE JUST BECAUSE A CERTAIN NUMBER OF ISSUES NOW THAT THEY FEEL LIKE THEY HAVE A PLACE WHERE THEY CAN GO AND THEY CAN EXPRESS THEMSELVES OR EITHER JUST FEEL COMFORTABLE WITH GOING THERE, ATTEND SCHOOL REGULARLY, AND WHICH HAS MADE ME REALLY, REALLY HAPPY BECAUSE I AM ABLE TO SEE PEOPLE COMING TOGETHER.

AND THERE'S A LOT MORE ACTIVITY THIS YEAR, ESPECIALLY WITH COVID HAVING SUCH A BIG TOLL ON US IN OUR COMMUNITY, WITHIN OUR SCHOOLS.

JUST HAVING US TOGETHER AND LIKE HAVING A PLACE WHERE THEY CAN GO TO IS JUST VERY REASSURING BECAUSE THAT, IT'LL JUST MAKE THEM WANT TO FEEL COMFORTABLE GOING TO SCHOOL AND ATTEND SCHOOL, WHICH IS JUST SUCH A SUCH A GREAT THING.

SO THAT'S SOME OF MY COMMENTS FOR THE NIGHT.

OHANNA. UM, TO ADD ON TO WHAT ELIZABETH SAID IS THAT IN MY SCHOOL THEY DO HAVE GENDER NEUTRAL BATHROOMS AND WOMEN'S BATHROOM AND MEN'S BATHROOMS. NOT ALL OF THEM ARE IN THE SAME PLACE, BUT IT'S STILL VERY ACCOMMODATING, AT LEAST FOR ME AS A TRANSGENDER STUDENT.

AND IT JUST MAKES ME VERY MORE COMFORTABLE AND SAFE AROUND MY PEERS AND THAT I CAN ACTUALLY COME TO SCHOOL AND FEEL LIKE, OH, I'M NOT GOING TO GET MISGENDERED BECAUSE I'M GOING TO GO INTO THE MEN'S BATHROOM.

AND IT'S JUST VERY SECURING FOR ME.

AND I WANT ALL OF MY FELLOW CLASSMATES TO UNDERSTAND THAT IT'S NOT BECAUSE I DON'T WANT TO BE AROUND THEM, BUT IT'S JUST THAT I WANT TO BE ABLE TO BE AROUND THEM AND ACTUALLY BE HAPPY ABOUT MY CHOICE OF GOING TO SCHOOL.

SO THAT'S JUST MY $0.02.

THAT'S GREAT. THANK YOU.

AND PETER. UM, I JUST WANT TO, LIKE, ECHO WHAT ELIZABETH SAID.

THIS WEEK IS OUR HOMECOMING WEEK.

UM, AND IT'S JUST BEEN REALLY.

WE WERE ALL, ALL OF US ON [INAUDIBLE] WERE KIND OF SURPRISED BECAUSE TODAY WAS CHARACTER DAY.

AND USUALLY WHEN WE DO THIS, IT'S LIKE THE LEAST ONE THAT PEOPLE PARTICIPATE IN, BECAUSE IT'S, IT CAN BE THE TRICKIEST TO, LIKE, BE, LIKE, CHOOSE A CHARACTER AND DRESS UP AS THEM. BUT TODAY, THERE WERE SO MANY PEOPLE DRESSED UP LIKE SO MANY, AND THERE WERE A LOT OF PEOPLE THAT WE WERE ALL LIKE, OH, WE HAVEN'T SEEN THEM IN SO LONG AND WE HADN'T SEEN THEM DRESSED UP BEFORE.

AND WE WERE LIKE, WE JUST FELT REALLY, UM, IT WAS JUST ONE OF THOSE LIKE FULL CIRCLE MOMENTS WHEN YOU KNOW THAT THE WORK YOU'RE TRYING TO DO TO CREATE AN

[02:05:08]

INCLUSIVE ENVIRONMENT IS KIND OF WORKING.

AND UM, YESTERDAY WAS OUR HOMECOMING CORONATION ASSEMBLY AND WE GOT SO MANY COMMENTS LIKE, OH WOW, THIS IS LIKE MAGICAL.

AND THEY REALLY WENT ALL OUT THIS YEAR AND WE WERE LIKE, YES, THAT'S WHAT WE WANT.

LIKE, WE WANT PEOPLE TO LIKE COMING TO SCHOOL AND TO REALLY APPRECIATE IT.

UM. AND YEAH, AND I MEAN, TODAY AFTER SCHOOL WE HAD LIKE A ICE CREAM SUNDAE FUN DAY IN ONE OF OUR COURTYARDS AND WE RAN OUT OF ICE CREAM IN 22 MINUTES.

SO IT TELLS ME TWO THINGS.

PEOPLE LIKE ICE CREAM AND PEOPLE REALLY WANTED TO BE A PART OF OUR COMMUNITY AND THAT WAS REALLY GRATIFYING AFTER SO LONG OF NOT HAVING THAT COMMUNITY BE ABLE TO NURTURE ITSELF.

AND IT WAS REALLY LIKE, YOU KNOW, THE COMMUNITY IS HEALING ITSELF AND WE'RE SLOWLY COMING BACK TOGETHER.

BUT YEAH, IT WAS JUST IT'S BEEN A REALLY GREAT WEEK SO FAR.

AND YEAH, AND I WAS REALLY INTERESTED WITH THE LEGISLATIVE THINGS JUST LISTENING TO THAT AS WELL AS THE SBA TESTING, UM, INFORMATION.

I THINK THAT STUFF IS REALLY INTERESTING.

YEAH. THANK YOU.

AND I THINK WE SHOULD, AS A BOARD, HAVE A CHARACTER DRESS UP DAY AND AN ICE CREAM FUN DAY.

IT'S LIKE A CHARACTER YOU'RE TRYING TO.

IT'S ANY CHARACTER.

SOMEONE WAS DRESSED UP AS, I DON'T KNOW IF YOU GUYS HAVE SEEN THE MINION MOVIE, BUT THERE'S LIKE THIS VILLAIN VECTOR WHO'S LIKE THE GUY IN THE ORANGE JUMPSUIT, SOMEONE DRESSED AS HIM.

AND THERE WAS LIKE SHREK AND FIONA, AND THERE WAS THIS REALLY CUTE MINNIE MOUSE COSTUME, AND THERE WERE JUST SOME REALLY NICE COSTUMES AND PEOPLE JUST REALLY GOT CREATIVE.

AND THERE WAS A WHOLE LIKE, FRIEND GROUP THAT DID SCOOBY DOO AND THAT WAS FUN TO SEE WALKING THROUGH THE HALLWAYS.

AND UM, OVERALL, IT'S JUST A REALLY GREAT DAY.

AND UM, ALSO YEAH, HE WAS DRESSED AS A PRINCE AND HE CALLED HIMSELF THE PRINCE-TO-PULL OR PRINCIPAL, WHICH, YOU KNOW, CHARMING.

PRINCE CHARMING. PRINCIPAL CHARMING.

YEAH, IT WAS REALLY GOOD.

YEAH. UM, AND ALSO THIS IS UNRELATED, BUT WE'RE HAVING A NATIVE PLANT SALE AT LYNNWOOD, AND, YOU KNOW, WE WANT TO OPEN IT UP TO THE COMMUNITY.

SO IF YOU WANT TO, I THINK IT'S, THEY'LL BE ON OUR WEBSITE AND ON OUR INSTAGRAM.

SO YEAH.

GREAT. THANK YOU.

OKAY. DIRECTOR NOBLE.

YEAH, I JUST WANT TO MAKE A COUPLE OF COMMENTS ON PUBLIC COMMENTS.

WE'VE PASSED, SINCE THE SCHOOL YEAR STARTED, WE'VE HAD A LOT OF COMMENTS, BOTH POSITIVE OF OUR DISTRICT POLICIES AND YES, IT'S ON. I'LL GET CLOSER.

NOW CAN YOU HEAR ME? YEAH.

BOTH POSITIVE IN FAVOR OF OUR POLICIES AND CRITICAL OF OUR POLICIES.

AND I WANTED TO MENTION ONE THING FOR PEOPLE WHO CRITICIZE OUR POLICIES, BECAUSE THAT'S THE KIND OF COMMENTS ACTUALLY THAT ARE VERY USEFUL TO US BECAUSE IF THERE'S PROBLEMS WITH POLICIES, WE NEED TO CHANGE THEM.

BUT REALIZE IF YOU'RE CRITICAL OF A POLICY, WE HAVE TWO REALLY MAJOR CONSTRAINTS.

ONE IS LAW.

WE HAVE LAWS FROM OLYMPIA THAT WE HAVE TO COMPLY BY.

AND THE SECOND THING IS MONEY.

WE ARE LIMITED BY LAW THE AMOUNT OF MONEY THAT WE CAN SPEND.

SO THOSE ARE TWO LIMITATIONS.

SO IF WHAT'S USEFUL TO ME AS A BOARD MEMBER, IF YOU WANT A POLICY CHANGE, SPECIFICALLY SUGGEST HOW THAT POLICY COULD BE CHANGED.

AND HOW IT COULD BE CHANGED.

AND MAKE SURE THAT THAT CHANGE IS COMPLIANT WITH THE LAW AND MAKE SURE THAT THAT CHANGE CAN BE DONE WITHIN THE AMOUNT OF DOLLARS THAT WE GET BECAUSE WE HAVE A LIMITED NUMBER OF DOLLARS.

AND DO YOUR RESEARCH TO FIND IF THAT'S POSSIBLE.

IF YOU DON'T HAVE A SPECIFIC CHANGE, IT'S REALLY NOT THAT USEFUL FOR ME TO HEAR IT BECAUSE I WANT TO KNOW WHAT I CAN SPECIFICALLY CHANGE THAT I CAN DO WITH THE MONEY I HAVE AND THE LAWS THAT I HAVE TO COMPLY WITH.

SO JUST TAKE THAT INTO CONSIDERATION.

OTHER COMMENTS. LAST SATURDAY, I PARTICIPATED IN THE FOUNDATION FOR SCHOOL DISTRICTS FUN RUN, AND IT WAS GREAT.

THEY HAD OVER 1,100 ADULTS AND KIDS RUNNING A 5K.

THE FOUNDATION MADE $60,000 AND OF THAT $60,000, $29,000 WENT DIRECTLY BACK TO THE SCHOOLS THAT PARTICIPATED IN THE FUN RUN.

SO IT'S PLUS PLUS FOR EVERYTHING.

SO THEY HAD 1,135 PARTICIPANTS.

SO IT'S REALLY A FUN DAY.

[02:10:02]

THEY HAD A FOOTBALL TOURNAMENT AFTERWARDS, SO IT WAS GREAT.

AND LAST THING I WANT TO SAY IS I HAD THE PRIVILEGE THIS MORNING TO VISIT LYNNWOOD HIGH SCHOOL WITH DR.

MINOR . WE HAD A GREAT TIME WALKING THROUGH.

YOU'RE RIGHT. THERE WERE SO MANY COSTUMES.

IT WAS REALLY FUN TO SEE.

EVERY KID IT SEEM YOU WALK UP TO HE HAD SOME KIND OF COSTUME ON.

IT WAS FUN. REALLY GREAT SPIRIT AT THAT SCHOOL.

THE AGORA, WHICH IS THE OPEN AREA IN THE CENTER OF THE SCHOOL, WAS JUST PLASTERED WITH SIGNS.

THERE'S NOT A SINGLE OPEN SPACE IN YOUR AGORA FOR ANOTHER SIGN.

IT WAS REALLY GREAT, GREAT SPIRIT, THAT SCHOOL.

THE KIDS ARE ALL SO HAPPY THEY WERE PARTICIPATING.

THEY'RE ACTIVE IN THEIR CLASSROOMS. JUST A FUN TOUR.

SO THAT'S ALL I HAVE.

THANK YOU. THANK YOU, DIRECTOR NOBLE.

DIRECTOR CHASE.

WELL, I'M REALLY WISHING I'D GONE ON THAT TOUR NOW THIS MORNING.

RIGHT? IT'S ON.

YEAH, IT'S ON. DID YOU GET AN UPDATED SOON, RIGHT.

TRYING TO.

HERE, I'LL GO LIKE THIS.

DON'T REALLY NEED TO READ IT. I LOVE THE COMMENTS THAT I'M NOT GOING FIRST BECAUSE I DON'T NEED TO REITERATE.

THANK YOU FOR ALL THE AND THE THE COMMENTS ON WHAT'S USEFUL FOR US TO HEAR IS REAL.

AND I'M ALSO FEELING THAT WELL-SUPPORTED ON OUR BELONGING, THAT THE SENSE OF BELONGING IN THE DISTRICT IS VERY IMPORTANT.

IT'S THE THEME THAT'S COMING UP FOR WASSD IS THE THEME IS BELONGING AT THE NEXT CONFERENCE.

A COUPLE OF THINGS ON THAT.

WE, AT THE LAST MEETING, WE PASSED THE RESOLUTION TO RECOGNIZE OCTOBER 10TH AS THE INDIGENOUS PEOPLE'S DAY.

AND AS PART OF A CONTINUATION OF THAT RECOGNITION, THERE IS A MARCH FROM LITTLE PARK DOWN HERE UP TO THE SCHOOL DISTRICT TO GOLD PARK. THANK YOU.

GOLD PARK? YEAH.

GOLD PARK TO THE SCHOOL DISTRICT TO RECOGNIZE THE IMPACT AND THE INTERGENERATIONAL TRAUMA OF THE INDIAN BOARDING SCHOOLS, WHICH WERE RUN IN OUR COUNTRY FOR 150 YEARS WITH A SPECIFIC PURPOSE OF I BELIEVE THE TERM WAS KILL THE NATIVE, SAVE THE MAN AND THE IMPACT ON OUR COMMUNITY NOW AND I WAS REALLY PLEASED TO MEET THE SNOHOMISH COUNTY TRIBAL ELDERS THAT CAME, THE LEADERSHIP THAT CAME OUT TO THE MEETING AND APPRECIATE DR.

MINOR SPEAKING AT THE MARCH AND THE COMMUNITY THAT CAME TO DO THAT.

SO I REALLY WOULD RECOMMEND EVERYONE HELP EDUCATE THEMSELVES ON THE HISTORY OF THE BOARDING SCHOOLS AS THIS IS EMERGENT AND SOMETHING WE WERE TALKING ABOUT A LOT YESTERDAY.

WE ALSO HAVE COMING UP MORE LEGISLATIVE AND ADVOCACY STUFF.

I WOULD LIKE TO SEE THAT ON EVERY AGENDA BECAUSE COMING UP NEXT WEEK, WE'RE GOING TO BE STARTING TO PREP FOR THE 2023 LEGISLATIVE.

I'M JUST JUMPING ON THE BOARD REQUEST.

I'M JUST THROWING THAT IN HERE RIGHT NOW ONLY BECAUSE I HEAR THAT THERE ARE SOME STUDENTS THAT MAY BE INTERESTED IN LEARNING MORE AND I WANT TO MAKE SURE THERE'S LOTS.

HOPEFULLY THERE'LL BE MORE OPPORTUNITY FOR US TO DO SOME LOBBYING.

AND HONESTLY, THOSE LEGISLATORS GET REALLY TIRED OF HEARING FROM US.

THEY'D MUCH RATHER HEAR FROM STUDENTS.

SO DULY NOTED.

WE'LL JUST, THIS WILL BE COMING UP PROBABLY JANUARY, FEBRUARY, SOMETHING LIKE THAT.

AND THEN THERE'S ALSO GOING TO BE A FEDERAL ADVOCACY UPDATE AT THE END OF JANUARY THAT WE MAY WISH TO PARTICIPATE IN.

EVERYONE WHO IS A BOARD MEMBER CAN BE A MEMBER OF THE FEDERAL RELATIONS NETWORKING GROUP.

AND I THINK THAT'S ALL I HAD RIGHT AT THE MOMENT.

I REALLY APPRECIATE EVERYONE COMING OUT TO SPEAK TO THE BOARD AND LET'S JUST KEEP MOVING FORWARD.

THANK YOU. DIRECTOR CHASE AND DIRECTOR KILGORE.