[00:00:01]
[1. CALL TO ORDER- 6:30pm]
>> CAN YOU HEAR ME? [BACKGROUND]
>> THIS IS A SPECIAL MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS' CALL TO ORDER.
PLEASE KEEP YOUR VOICES DOWN SO THAT WE CAN HEAR EVERYONE WHO WANTS TO SPEAK.
FIRST, I'D LIKE TO ASK FOR A ROLL CALL.
[2. ROLL CALL]
[BACKGROUND]>> I JUST WANT TO SAY THAT NORMALLY DIRECTOR KATIMS WOULD BE FACILITATING THE MEETING AS SHE'S THE PRESIDENT, BUT SHE'S COME DOWN WITH COVID UNFORTUNATELY.
THIS WONDERFUL JOB GOES TO ME.
[3. LAND ACKNOWLEDGEMENT]
NEXT, WE HAVE OUR LAND ACKNOWLEDGMENT, DR. MINER.WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SNOHOMISH PEOPLE AND THEIR SUCCESSORS, THE TULALIP TRIBES WHO SINCE TIME IMMEMORIAL, HAVE TAKEN CARE OF, HUNTED, FISHED AND GATHERED ON THESE LANDS.
WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER.
BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS.
>> THANK YOU. IF YOU WOULD RISE AND JOIN ME FOR THE FLAG SALUTE.
[4. FLAG SALUTE]
>> BEFORE WE GO INTO PUBLIC COMMENTS, AND I HOPE THAT OUR STUDENTS WILL COOL IT A LITTLE WITH THE DRUMS, AS MUCH AS I LOVE IT, I WANT EVERYBODY TO BE HEARD TONIGHT, SO BEFORE WE GO INTO THE COMMENTS, THE SUPERINTENDENT, DR.
[5. REPORTS]
MINER WILL MAKE A REPORT ON THE BUDGET.>> BEFORE WE START THE REPORT ON THE BUDGET, I JUST WANT TO ANSWER A COUPLE OF QUESTIONS AND MAYBE THIS WILL HELP PEOPLE UNDERSTAND THE PROCESS TONIGHT.
I HEARD A COUPLE OF TIMES WHY ARE WE HERE INSTEAD OF A GYM.
THIS IS THE BEST COMMUNICATION SYSTEM WE HAVE.
WE HAVE MANY PEOPLE WATCHING ALSO FROM HOME.
THIS IS A GOOD RECORDING SYSTEM.
IT WILL ALLOW OUR VIRTUAL COMMENTERS TO BE ABLE TO COMMENT TO US.
ALSO FOR THEM TO BE ABLE TO HEAR YOUR COMMENTS.
WE SIMPLY DON'T HAVE AS GOOD A CAPACITY ANYWHERE ELSE, SO WE APOLOGIZE FOR THE CROWDED CONDITIONS.
WE'LL ALSO READ FIVE NAMES AT A TIME WHEN IT COMES TO THE COMMENTS.
WE'VE GOT SOMEBODY WITH A MEGAPHONE OUTSIDE SO THEY WILL BE ABLE TO HEAR WHEN THEIR NAMES ARE CALLED, WE'LL HAVE SOMEONE DO THAT ON THE MEGAPHONE AND WE'LL ASK THEM TO COME IN.
IF YOU ARE GOING TO LEAVE AFTER YOUR COMMENTS, THEN THAT WOULD ENABLE OTHER PEOPLE TO GET A SEAT AS WELL.
I APPRECIATE YOUR UNDERSTANDING AND PATIENCE WITH THAT.
WE'LL GO AHEAD AND GET STARTED.
IT'S MY PLEASURE TO INTRODUCE OUR EXECUTIVE DIRECTOR OF BUDGET AND FINANCE, LYDIA SALLY, AND SHE AND I'LL BE SHARING RESPONSIBILITY FOR THIS PRESENTATION THIS EVENING.
OUR HOPE WITH THIS IS REALLY TO PROVIDE AN INFORMATIVE OVERVIEW OF THE BUDGET REALITIES THAT WE FACE.
WE RECOGNIZE THESE CHALLENGES.
I APPRECIATE ALL THE E-MAILS I'VE GOTTEN.
I'VE GOTTEN A LITTLE BEHIND ON THOSE.
I APOLOGIZE, BUT I WILL GET BACK TO EACH OF YOU WITH A PERSONAL RESPONSE.
BUT I WANT TO ACKNOWLEDGE THE CHALLENGES WE FACE AND I HOPE THAT THIS PRESENTATION WILL ALLOW YOU TO DEVELOP AN UNDERSTANDING OF THOSE CHALLENGES AND THE BUDGET REALITIES THAT OUR SCHOOL DISTRICT, AS WELL AS MANY OTHERS IN THE REGION I'M SURE YOU'VE SEEN THOSE ON THE NEWS ARE FACING THIS YEAR.
I'D LIKE TO THANK EVERYONE WHO'S IN ATTENDANCE TONIGHT.
IT'S AMAZING TO SEE SO MANY PEOPLE HERE.
I'M GRATEFUL TO BE WORKING IN COMMUNITY WHERE PEOPLE ADVOCATE FOR OUR STUDENTS AND WHERE PEOPLE CARE ABOUT OUR PUBLIC EDUCATION, AND I REALLY MEAN THAT AND I'M VERY GRATEFUL TO ALL OF YOU.
[00:05:01]
IT'S NOT A BULLET, BUT SINCE I SEE SO MANY INCREDIBLE STUDENTS HERE, I'M GOING TO JUST MAKE A PITCH.ALSO, TWO PROGRAMS YOU MIGHT WANT TO GET INVOLVED IN STUDENTS, IT'S A LITTLE HARD FOR ME SOMETIMES TO GET MESSAGES OUT TO YOU, BUT WE HAVE A SUPERINTENDENT STUDENT ADVISORY TO THE BOARD.
AN APPLICATION WILL COME OUT FOR THAT THIS SPRING, I HOPE YOU'LL CONSIDER APPLYING AND POSSIBLY GETTING INVOLVED IN THAT.
STUDENTS FROM ALL, IF YOU'RE NOT A SENIOR, STUDENTS FROM ALL OF THE SCHOOLS, ADVISE ME AND I GATHER INPUT WITH THEM, SOMETIMES COMMUNITY MEMBERS COME TO THEM, THE MAYOR OF LYNWOOD ETC, TO GET THEIR PERSPECTIVES ON THINGS.
THEY'RE A GREAT GROUP OF STUDENTS WHO SUPPORT MANY INITIATIVES IN THE DISTRICT AND IN OUR COMMUNITY.
ALSO, WE HAVE STUDENT REPS TO THE BOARD, AND IF YOU'RE INTERESTED IN COMING TO ALL OF OUR BOARD MEETINGS WE MEET ABOUT EVERY OTHER WEEK AND WITH STEADY SESSIONS, SOMETIMES A LITTLE MORE.
WE WOULD LOVE TO HAVE A GREAT APPLICATION POOL AND GREAT TURNOUT FOR OUR STUDENT REPRESENTATIVES AS WELL.
I WILL SAY THAT THOUGH WE WILL NOT BE RESPONDING TO COMMENTS TONIGHT, WE ARE, OF COURSE, RECORDING AND BE TAKING THESE DOWN.
WE ARE ALREADY WORKING ON CREATING A FREQUENTLY ASKED QUESTIONS PAGE ON THE WEBSITE, AND SO YOU'LL SEE US ADD TO THAT AND WE'LL ALSO HAVE A PORTION OF THAT PAGE WHERE IF YOU SEE THAT THERE'S SOMETHING THAT HASN'T BEEN ANSWERED, THAT YOU'RE CURIOUS ABOUT THAT MAY SPARK YOUR INTERESTS TONIGHT, YOU CAN ASK THOSE QUESTIONS AND WE'LL RESPOND TO THE MOST FREQUENTLY ASKED QUESTIONS ON THAT PAGE.
I'M JUST GOING TO START WITH THIS.
IT'S SOMETHING THAT MANY PEOPLE DON'T KNOW ABOUT SCHOOLS, AND IT'S ONE OF THE THINGS THAT MAKE SCHOOL DISTRICT BUDGETING REALLY COMPLICATED.
UNLIKE MANY OTHER INDUSTRIES AND MANY OTHER PLACES, OUR SALARIES AND BENEFITS ARE MOST VALUABLE ASSET TO OUR DISTRICT AS OUR HUMAN RESOURCES OR PEOPLE.
BUT WE'RE ALSO AT ABOUT 87 PERCENT SALARIES AND BENEFITS, SO 87 PERCENT OF OUR BUDGET GOES TO PAY PEOPLE AND PAY THEIR BENEFITS.
THE CHALLENGE WITH THAT IS WHEN WE FACE CHALLENGING BUDGET TIMES, THERE'S NOT MANY OTHER PLACES TO CUT.
THE OTHER 13 PERCENT WE INCLUDE THINGS LIKE WATER, SEWER, ELECTRICITY, INSURANCE, ALL OF THE NORMAL THINGS THAT WE HAVE TO PAY FOR TO RUN BUILDINGS, AND SO THERE'S NOT VERY MUCH THAT CAN BE CUT OUT OF THAT 13 PERCENT AS WE THINK ABOUT BUDGET CUTS.
WHEN I STARTED AS A SUPERINTENDENT ABOUT 11 YEARS AGO, IT WAS CONVENTIONAL WISDOM THAT YOUR BOARD WANTED YOU TO BE AROUND 80 PERCENT STAFFING.
THAT HAS BECOME UNSUSTAINABLE IN TIMES OF INCREASED COST OF LIVING.
WE'RE GRATEFUL THAT THE STATE BOARD HAS GIVEN MANY MORE OF OUR EMPLOYEES BENEFITS, MANY OF OUR PART-TIME EMPLOYEES GET BENEFITS, BUT IT DOES INCREASE OUR COSTS QUITE A BIT.
AT 80 PERCENT NUMBER IS NOT SOMETHING THAT'S REALISTIC ANYMORE, AND WE'RE AT ABOUT 87 PERCENT, WHICH IS NOT TYPICAL FOR DISTRICTS OF OUR SIZE AND IN OUR REGION.
>> OKAY. SO I'M GOING TO CONTINUE THE PRESENTATION.
I DO WANT TO LET THE BOARD KNOW THAT IF YOU HAVE QUESTIONS OF ME DURING THE PRESENTATION, PLEASE JUST STOP ME AND ASK, AND THERE IS ALSO TIME FOR THE SCHOOL BOARD TO ASK ME QUESTIONS AT THE VERY CONCLUSION OF THIS PRESENTATION.
THERE IS A LOT OF INFORMATION CONTAINED IN THIS DOCUMENT, SO I WILL GET THROUGH IT AS BEST AS I CAN.
JUST FOR A BUDGET REVIEW, JUST REMEMBER THAT ENROLLMENT, THE NUMBER OF STUDENTS, NOT JUST OUR HEADCOUNT, BUT THAT ACTUALLY PARTICIPATE IN SCHOOL ACTIVITIES IS OUR PRIMARY DRIVER OF FUNDING.
OVER 70 PERCENT ROUGHLY OF OUR FUNDING COMES DIRECTLY FROM THE STATE OF WASHINGTON.
PART OF THAT 70 PERCENT IS SPECIFIC ENROLLMENT, SO WE HAVE ENROLLMENT FOR TRANSITIONAL BILINGUAL, OUR NUMBER OF STUDENTS ON IEPS.
A PERCENTAGE WHO ATTEND HIGHLY CAPABLE DRIVES MOST OF THE CATEGORICAL FUNDING.
BUT WE DO HAVE SOME OTHER CATEGORICAL FUNDINGS SUCH AS TRANSPORTATION, WHERE DISTRICT ENROLLMENT DOES NOT DRIVE OUR FUNDING, BUT RIDERSHIP DRIVES OUR FUNDING.
POINT OUT THAT WE DO HAVE A FOUR-YEAR LEVY IN PLACE.
BUT OF COURSE, IT IS KEPT BY STATE FORMULA.
EVEN WHEN VOTERS HAVE APPROVED A HIGHER LEVY WE CAN ONLY COLLECT, IT IS BASED ON THE NUMBER OF STUDENTS THAT WE HAD IN THE PRIOR YEAR TIMES A RATE.
THAT RATE HAS BEEN INCREASED BY INFLATION, AND I DO WANT TO POINT OUT THAT THE NUMBER OF STUDENTS THAT WE HAD IN THE PRIOR YEAR, THE STATE, BECAUSE OF THE PANDEMIC, HAS HELD IT AT OUR HIGHEST RATE, WHICH IS 1920.
IF THE LEGISLATURE THIS SESSION DECIDES TO GO BACK TO THE RULE OF CALCULATING IT BASED ON THE PREVIOUS YEAR'S ENROLLMENT, WE COULD ACTUALLY LOSE LEVY STARTING IN 24, SO THAT IS A RISK.
[00:10:01]
BUT FOR NOW, WE ARE FIXED WITH THE CURRENT LEVY THROUGH THE END OF 2023 CALENDAR YEAR.FEDERAL REVENUES, THE LION'S SHARE OF FEDERAL REVENUES ARE FOR NUTRITION SERVICES, SO THE USDA FUNDS THE BULK OF THE CHILD NUTRITION PROGRAM.
WE ALSO HAVE TITLE 1 IN SPECIAL EDUCATION THAT ARE OUR MAJOR FEDERAL REVENUE SOURCE.
THIS YEAR AND SINCE THE START OF THE PANDEMIC, OUR SHARE OF FEDERAL REVENUES HAS GONE UP BECAUSE OF ESSER OR PANDEMIC RELIEF FUNDS.
WE STARTED WITH ROUGHLY $30 MILLION.
WE WILL BE DOWN TO ABOUT TWO-AND-A-HALF MILLION NEXT YEAR THAT WE HAVE RE-PROGRAMMED TO TRY AND REDUCE THIS BUDGET DEFICIT THAT IS BEING PRESENTED.
HERE WE HAVE AN UNASSIGNED FUND BALANCE HISTORY.
PRIOR TO '14-'15, THE STATE ACCOUNTING MANUAL DID NOT REQUIRE US TO SEPARATE THE UNASSIGNED FUND BALANCE FROM THE TOTAL, SO I DON'T HAVE UNASSIGNED FUND BALANCE BEFORE '14-'15.
BUT I WILL POINT OUT THAT IN THE '12-'13 SCHOOL YEAR, OUR ENDING FUND BALANCE TOTAL WAS $8.5 MILLION HIGHER THAN IT THEN WE ENDED AT '14-'15.
EIGHT AND HALF MILLION IN TWO YEARS.
WE STRUGGLED WITH VERY LOW FUND BALANCE FOR SEVERAL YEARS.
YOU LOOK AT '19-'20 WHEN WE'VE RECOVERED.
THE BOARD FOR THE AUDIENCE, THE BOARD MINIMUM FUND BALANCE POLICY IS FOUR PERCENTOF TOTAL EXPENDITURES.
WE DIP BELOW THAT FOR SEVERAL YEARS.
WE FINALLY GOT TO THE BOARD POLICY AT THE END OF '19-'20 FOR A FEW REASONS.
WE MADE SIGNIFICANT BUDGET CUTS GOING INTO '19-'20 TO TRY AND RIGHT SIZE OUR FINANCES.
WHEN WE CLOSED DOWN IN MARCH, THE STATE STOPPED COUNTING ENROLLMENT DECLINE THAT USUALLY HAPPENS IN THE SPRING AGAINST US.
THEY FROZE US AT MARCH OF 2020, OUR HIGHEST ENROLLMENT, AND THEY CONTINUED FUNDING US AT THE '19-'20 LEVELS ALL THE WAY THROUGH LAST AUGUST OF '22.
WHEN WE CLOSE SCHOOLS, WE DIDN'T HAVE EVERYONE WORKING.
WE ALSO DIDN'T INCUR AS MUCH IN SUBSTITUTE COSTS, OVER TIME COSTS.
THERE WAS AN EASING OF LABOR COSTS BECAUSE OF THE CLOSURE.
WE'VE BEEN ABLE TO MEET OUR BOARD PARAMETERS FOR SEVERAL YEARS, AND AS I MENTIONED, ENROLLMENT STABILIZATION FROM THE STATE STOPPED AT THE END OF AUGUST LAST YEAR.
WE ARE STILL USING ESSER RELIEF FUNDS, BUT WE ARE EXPECTING TO DECREASE SLIGHTLY BELOW FOUR PERCENT AT THE END OF '22-'23.
ANOTHER THING I WANTED TO POINT OUT IS UNFORTUNATELY, WE'RE TALKING ABOUT APPROXIMATELY $15 MILLION OF REDUCTIONS.
THAT IS NOT THE COMPLETE AND FINAL STORY, WE STILL HAVE HAVE GROUPS THAT ARE BARGAINING.
WE STILL HAVE MIDPOINT CALCULATIONS FOR EMPLOYEE GROUPS THAT NEED TO BE PERFORMED.
WE ARE WAITING FOR THE LEGISLATURE TO COMPLETE THEIR WORK.
WE HAVE FACTORED IN THE WORST-CASE SCENARIO FOR SPECIAL EDUCATION FUNDING, WHICH DOES GIVE US A BUMP.
THAT IS THE HOUSE BUDGET IF THE SENATE BUDGET GOES THROUGH, THEY'LL BE A SLIGHTLY HIGHER BUMPING THAT WILL GET FACTORED IN.
WE'RE NOT CERTAIN IF THE LEGISLATURE IS GOING TO COME UP WITH ANY NEW UNFUNDED MANDATES.
AN UNFUNDED MANDATE IS A REQUIREMENT TO BE DONE BY THE DISTRICT WITH NO FINANCES ATTACHED TO IT, SO WE HAVE TO CARVE OUT THE RESOURCES TO IMPLEMENT THE NEW LAW.
THAT'S JUST A FEW THINGS ON THIS YEAR.
ROUGHLY, BEFORE FULLY UNDERSTANDING THE IMPACTS OF THE LEGISLATURE AND OPEN CONTRACTS, WE'RE ESTIMATING THAT THAT 3-7 WOULD COME DOWN TO 3.45 AT THE END OF '23-'24, UNLESS SOMETHING'S CHANGED.
AGAIN, ENROLLMENT IS OUR PRIMARY DRIVER OF FUNDING,
[00:15:06]
'19-'20 WAS OUR HIGHEST ENROLLMENT LEVEL, AND THROUGH MARCH OF 2023, JUST LAST MONTH, WE'VE LOST 985 STUDENTS.SOME PEOPLE MIGHT ASK AS WHY HAVEN'T YOU RIGHT-SIZED ALL ALONG DURING THIS TIME? AGAIN, WE HAD AN ENROLLMENT STABILIZATION COMING FROM THIS STATE UP THROUGH LAST AUGUST, AND WE HAVE ESSER FUNDS AVAILABLE.
WE REALIZE THAT WE ARE THEORETICALLY AT THE TAIL END OF A PANDEMIC I HOPE, AND THAT KIDS HAVE HAD A LOT OF LEARNING LOSS, AND SO WE HAVE MAXIMIZED OUR FUNDING AS LONG AS IT CAN TAKE US.
BUT UNFORTUNATELY, THE STATE FUNDS ARE NO LONGER AVAILABLE ESSER IS ALMOST COMPLETE AND IT IS UNFORTUNATELY TIME TO WRITE SIZE.
IF YOU LOOK AT THE 985 THAT WE'VE LOST IN A SHORT PERIOD, WE'RE EXPECTING A CONTINUED ENROLLMENT DECREASED NEXT YEAR.
THAT IS BASICALLY ALMOST $12 MILLION OF FUNDING THAT WE WILL NO LONGER HAVE THAT WE WOULD HAVE HAD IN THE '19-'20 SCHOOL YEAR.
>> COULD YOU PLEASE JUST TALK A LITTLE BIT ABOUT WHY YOU EXPECT ANOTHER 150 STUDENTS DECREASED NEXT YEAR?
>> SURE. I WOULD SAY ONCE THEY ARE IN OUR SYSTEM, GENERALLY THE ROLL-UP TRENDS HAVE FOLLOWED HISTORICAL PATTERNS.
WE ARE SHOWING A REAL BIG LOSS IN THE EARLY GRADES, SO NOT AS MANY STUDENTS ARE ENROLLING AT THEIR FIRST K12 EXPERIENCE IN SCHOOL DISTRICTS, PARTICULARLY HERE, AND BIRTH RATES HAVE DECLINED.
WE LOOK AT BIRTH RATES FROM FIVE YEARS PRIOR TO MAKE A PREDICTION ON HOW MANY KINDERGARTENERS WILL START IN OUR SCHOOL DISTRICT.
THEY ARE COMING IN AT A CLASS OF ABOUT 1,400, AND WE'RE GRADUATING CLASSES OF 1,600.
THE UPPER GRADES ARE STILL VERY STRONG LARGE CLASSES, A FEW 1,400 KINDERGARTEN, THEY'RE ROLLING INTO SECOND AND THIRD GRADE, AND WE'RE NOT REPLACING THOSE 1,600 SIZE GRADUATING CLASSES, SO IT WILL JUST NATURALLY DECLINE.
>> WE'RE ALSO SOMEWHAT HANDICAPPED BY THE LEVY LEAD WHEN IT COMES TO RAISING MORE FUNDS?
LIKE I SAID, IF THE VOTERS AUTHORIZED $60 MILLION OF LEVY FUNDS, BUT THE FORMULA SAYS WE CAN ONLY COLLECT 52, THEN WE CAN ONLY COLLECT 52 AND WE CANNOT COLLECT A SINGLE DOLLAR MORE.
THIS IS A CHART THAT ARE NORTHWEST ESD CREATED FOR US BASED ON HISTORICAL DATA, AND WE'VE THROWN IN AN ESTIMATED '23-'24 NUMBER.
YOU CAN SEE IN THE '19-'20 SCHOOL YEAR THAT OUR ENROLLMENT EXCEEDED 20,000 FULL-TIME EQUIVALENT STUDENTS.
OUR CLASSIFIED STAFF THAT YEAR, AND THIS WAS PRE PANDEMIC BECAUSE WE DIDN'T CLOSE UNTIL 20.
WE'RE STAFFED AS IF A PANDEMIC WAS NOT ABOUT TO HAPPEN.
WE HAD EXCUSE ME, NOT CLASSIFIED CERTIFICATED, 1,328 CERTIFICATED STAFF.
THAT'S ALL STAFF INCLUDES BOTH CLASSROOM TEACHERS, SPECIAL EDUCATION TEACHERS, PSYCHOLOGISTS, LIBRARIANS, ETC.
THEN IF YOU LOOK AT THE CURRENT YEAR, SO THAT IS ACTUAL DATA AS WELL, OUR ENROLLMENT HAS DROPPED DOWN TO JUST UNDER 19,300 STUDENTS, AND YET OUR STAFFING HAS INCREASED DISPROPORTIONATELY TO OUR ENROLLMENT DECLINE.
THAT IS THE SAME FOR CLASSIFIED IN '19-'20, WE HAD ROUGHLY 843 FULL-TIME CLASSIFIED STAFF POSITIONS.
WE NOW HAVE SLIGHTLY MORE AT 857.
THE ONLY DECREASE IS ADMINISTRATIVE STAFF.
IN THE '19-'20 SCHOOL YEAR, WE HAD 73 AND WE'RE DOWN TO 68.
WHAT I HAVE DONE IS ESTIMATED THE REDUCTIONS ON EACH ENROLLMENT OR A STAFFING GROUP.
[00:20:02]
ENROLLMENT IS JUST ROUGHLY 150 LESS THAN THE CURRENT YEAR.WHEN I FACTOR IN ALL OF THE PROPOSED REDUCTIONS, YOU CAN SEE THAT WE'RE ESTIMATING THAT CERTIFICATED STAFFING BE JUST OVER 1,316, CLASSIFIED ALSO GOES DOWN AND CERTAIN ADMINISTRATORS CONTINUED TO GO DOWN.
I WILL SHOW THAT TO YOU IN A GRAPH.
THE BLUE LINE IS ENROLLMENT STARTING IN '17-'18.
YOU CAN SEE YET AGAIN WHERE ENROLLMENT REACHED ITS PEAK IN '19-'20.
YOU CAN ALSO SEE THE ORANGE BARS ARE CERTIFICATE INSTRUCTIONAL STAFF HAVE REMAINED RELATIVELY CONSTANT WHILE ENROLLMENT IS DECREASING.
CLASSIFIED AND ADMIN, WHILE SLIGHTLY DOWN ALSO HAS REMAINED SLIGHTLY OR PRETTY CONSTANT WITH THE NUMBER OF STAFF WE HAVE.
JUST TO BE CLEAR, THE REASON WE'VE BEEN ABLE TO KEEP OUR STAFFING LEVELS UP HAS BEEN THE FEDERAL DOLLARS THAT WE GOT FOR THE PANDEMIC AS WELL AS THE STATE RELIEF FOR OUR ENROLLMENTS.
THANK YOU. OTHERWISE, WE WOULD HAVE HAD TO MAKE A LOT OF THESE REDUCTIONS STARTING IN 2021.
THIS IS THE SAME DATA REPRESENTED AS A RATIO.
YOU CAN LOOK ALL THE WAY BACK TO '17, '18 FOR CERTIFICATE INSTRUCTIONAL STAFF.
THERE WAS 15.5 FOR EVERY CERTIFICATE INSTRUCTIONAL STAFF MEMBER.
WE HAVE GOTTEN DOWN TO 14 STUDENTS FOR EVERY CERTIFICATE AND INSTRUCTIONAL STAFF.
THE PROPOSED REDUCTIONS, WE ESTIMATE THAT THAT RATIO WILL CLIMB BACK UP TO ABOUT 14.5.
HIGHER THAN THIS YEAR, BUT LOWER THAN THE YEARS PRECEDING THE PANDEMIC.
CLASSIFIED SIMILAR, WE CURRENTLY HAVE 22.5 STUDENTS FOR EVERY CLASSIFIED STAFF MEMBER.
THAT'S AN AVERAGE ACROSS THE DISTRICT, AND WITH REDUCTIONS WE'RE ESTIMATING THAT WILL INCREASE TO JUST OVER 24 STUDENTS PER CLASSIFIED STAFF PERSON.
WE HIT OUR BEST RATIO BACK IN '17, '18 WHEN THERE WAS JUST OVER 247 STUDENTS FOR EVERY CERTIFICATED ADMINISTRATOR.
THAT IS PREDOMINANTLY YOUR PRINCIPALS AND VICE PRINCIPALS.
YOU'LL RECALL GOING INTO THE 1920 SCHOOL YEAR, ONE OF OUR BUDGET REDUCTIONS WAS 8.5 ASSISTANT PRINCIPALS.
YOU CAN SEE HOW THAT INCREASED THAT RATIO FROM 247-274.
IT DIDN'T CLIMB IN THE PANDEMIC BECAUSE AGAIN WE'RE HELD HARMLESS FOR ENROLLMENT.
IT'S AT 281.65 THIS YEAR, AND WE EXPECT WITH THE PROPOSED REDUCTIONS THAT WILL INCREASE TO 292 STUDENTS PER EVERY CERTIFICATE ADMINISTRATOR.
BASICALLY THAT OSPI HELD US HARMLESS FOR OUR ENROLLMENT LOSS STARTING IN MARCH 2020 CLOSE UNTIL LAST AUGUST.
ESSER FUNDS HAVE CONTINUED TO OFFSET REDUCTIONS AND THEN ESSER FUNDS ARE DOWN TO ABOUT $2.5 MILLION WERE ESTIMATING FOR NEXT YEAR, AND THEY MUST BE SPENT BY AUGUST 31ST, 2024.
WE CANNOT CONTINUE TO MITIGATE OUR ENROLLMENT LOSS LIKE WE'VE BEEN DOING WITH THOSE FUNDS.
>> I WOULD ADD HERE LYDIA, ONE OF THE QUESTIONS I RECEIVED WAS, WHY DIDN'T WE SAVE SOME OF THE MONEY FOR THIS COMING YEAR? EVEN KNOWING THE CUTS WE WERE GOING TO HAVE TO MAKE, I BELIEVE WE WOULD HAVE MADE THE SAME CHOICES TO FRONT LOAD AS MUCH STAFFING THIS YEAR TO SUPPORT OUR STUDENTS COMING BACK FROM A PANDEMIC, MAKING THE CHANGES THEY WERE MAKING.
WE KNOW WE HAD SOME ACUTE NEEDS THIS YEAR.
I'VE HEARD FROM A LOT OF PEOPLE ABOUT THE FOLKS WHO ARE PAID FOR ESSER, HOW THOSE POSITIONS SUPPORTED THEM.
IT LEADS US TO WHERE WE ARE TODAY,
[00:25:02]
WHICH IS VERY UNFORTUNATE.BUT IT DID ALLOW US THIS YEAR TO HAVE THOSE LEVELS OF SUPPORT FOR OUR STUDENTS DURING THIS REALLY PIVOTAL YEAR TRANSITIONING BACK FROM SOME VERY DIFFICULT TIMES AND CONTINUING INTO DIFFICULT TIMES.
>> ANOTHER REASON THAT WE'RE IN THIS BUDGET REDUCTION PHASE IS BECAUSE WE DIDN'T MAKE SIGNIFICANT BUDGET REDUCTIONS LAST YEAR.
AGAIN, STUDENTS ARE STILL RECOVERING FROM THE PANDEMIC.
ONE OF THE CHALLENGES WE HAD WAS THE IPD, WHICH I'LL EXPLAIN IN ANOTHER SLIDE.
UNFORTUNATELY, SO THE IMPLICIT PRICE DEFLATOR IS WHAT THE STATE ALLOCATES FOR STATE-FUNDED EMPLOYEES AND AT THE RATE THEY SET.
WHEN WE WERE WORKING ON THE BUDGET, THEY WERE PREDICTING ABOUT 2.8 PERCENT.
THAT IS WHAT WE'RE PLANNING OUR BUDGET ON.
IN THE SPRING, THE LEGISLATURE ENACTED A CATCH-UP PROVISION FOR EARLIER IPD AMOUNTS, AND SO WE WERE UNEXPECTEDLY CAUGHT WITH PROVIDING STAFF WAGE INCREASE OF FIVE-AND-A-HALF PERCENT WHEN WE HAD PLANNED ON 2.8, SO THE LEGISLATURE WAS VERY LATE.
AGAIN, WE CAN'T MAKE REDUCTIONS IN MANY EMPLOYEE GROUPS AFTER MAY.
ALSO THE IPD FOR ROUGHLY EVERY PERCENT THAT THE STATE PROVIDES AN AN ALLOCATION MODEL COST THE DISTRICT JUST UNDER A MILLION DOLLARS.
IN PAST TIMES, WE WOULD LOOK TO THE LEVY INCREASE TO FUND THOSE WAGE INCREASES.
AGAIN, OUR LEVY IS PRETTY FLAT AND IT WAS JUST OVER TWO MILLION DOLLARS THIS YEAR INCREASE.
CERTAINLY, IT CAN'T COVER THAT 5.5 PERCENT.
WE HAVE INCREASED OUR SPECIAL EDUCATION STAFFING FOR VERY GOOD REASONS.
LAST YEAR'S BUDGET INCLUDED COLLECTIVE BARGAINING AGREEMENTS AND MID POINTS LIKE I TALKED ABOUT.
JUST LIKE IN MANY PEOPLE'S PERSONAL LIFE, UTILITIES INSURANCE CONTINUE TO INCREASE.
WE HAVE A VERY LIMITED ABILITY TO CONTROL OUR UTILITY INCREASES.
WE CAN CERTAINLY TURN OFF THE LIGHTS MORE, BUT AT THE END OF THE DAY, WE HAVE TO KEEP OUR STUDENTS SAFE AND WARM.
ONE OF THE THINGS THAT WE DID IN THE PANDEMIC, WHICH IS WONDERFUL FOR KIDS, THAT WE DIDN'T DO PRE-PANDEMIC WAS EVERY STUDENT HAS A CHROMEBOOK, OR ACCESS TO A CHROMEBOOK.
WE HAVE A ONE-TO-ONE RATIO, WHICH WAS ALWAYS THE GOAL.
IT USED TO BE ONLY ONE-TO-ONE IN THE HIGHER GRADES.
NOW, YOU THINK OF KIDS, BLESS THEM.
BUT THEY BREAK CHROMEBOOKS AND OUR REPAIR COSTS ARE A LOT HIGHER THAN THEY EVER WERE.
IF YOU'RE NOT A FULL YEAR EMPLOYEE, IT DID COST THE DISTRICT SOME MONEY.
GOING FORWARD ON THE '23, '24 BUDGET TALK ABOUT THE KNOWN.
AGAIN, WE HAVE LAST YEAR'S SHORTFALL BECAUSE IT'S ONGOING TO MAKE UP.
BASICALLY WE SAID WE'RE GOING TO SPEND ROUGHLY $109 AND WE'RE ONLY BRINGING IN 100.
THAT 109 CONTINUES, AND THEN THERE'S MORE ON TOP OF IT, AND THAT 100 ISN'T INCREASING BY THE SAME AMOUNT.
THAT'S WHY I SAY WE ARE NOT RESTORING FUN BALANCE, WE ARE TRYING TO BALANCE REVENUES TO EXPENDITURES ON AN ONGOING BASIS, BECAUSE YOU CAN'T DIP INTO YOUR FUND BALANCE FOR VERY LONG BEFORE IT'S GONE.
I TALKED ABOUT HOW THE IMPLICIT PRICE ALLOCATES.
WE PAY ALL EMPLOYEES AT THREE PERCENT WAGE INCREASE.
THE STATE ONLY PROVIDES AN ALLOCATION FOR WHO THEY CONSIDER STATE FUNDED UNDER AN ENROLLMENT MODEL.
NOT ONLY DO WE HAVE ABOUT 150 STUDENTS THAT WERE EXPECTING A DECREASE NEXT YEAR, BUT WE BUDGETED TOO HIGH THIS YEAR.
[00:30:02]
WE EXPECTED A DECREASE, THE DECREASE WAS HIGHER THAN EXPECTED, SO WE HAVE TO MAKE UP THE FUNDING FOR ROUGHLY 100 FEWER FTE NEXT YEAR BECAUSE WE CAN'T AFFECT A LOT OF CHANGE IN THE CURRENT YEAR THAT WE'RE AT.I SAID, UNASSIGNED FUND BALANCE SHOULD BE CLOSE TO FOUR PERCENT, PREDICTING ABOUT 3.7, BUT IT'S NOT SUBSTANTIALLY OVER THE FOUR PERCENT, SO IT'S REALLY NOT AVAILABLE FOR USE.
AGAIN, WE STILL HAVE OPEN COLLECTIVE BARGAINING AGREEMENTS, MID POINTS TO CALCULATE.
WE'VE DONE WHAT WE CAN, BUT UNTIL ALL OF THE AGREEMENTS ARE SETTLED, THEN WE JUST HAVE TO MAKE SOME ESTIMATES.
WE HAVE AN EARLY RELEASE SCHEDULE NEXT YEAR THAT IS SHOWING TO CAUSE SOME FUNDING CHALLENGES IN PLACES WHERE WE EITHER LOSE ENROLLMENT.
PARTICULARLY REALLY, LET ME JUST SPILL IT OUT.
CAREER AND TECHNICAL EDUCATION THE WAY IT'S COUNTED, WE COULD END UP LOSING A 0.01, WHICH DOESN'T SOUND MUCH FOR EVERY PERIOD THAT WE OFFER BASED ON HOW YOU COUNT MINUTES FOR REPORTING TO THE STATE.
A LOT OF THOSE POINT 0.01S ARE ADDING UP.
WE ALSO MAY, OR MAY NOT NEED ADDITIONAL STAFF TO MAKE THE EARLY RELEASE SCHEDULE WORK.
WE'RE STILL WAITING ON THE LEGISLATIVE BUDGET, I HEARD IT'S SUPPOSED TO BE OUT BY SUNDAY OR BEFORE.
THIS IS NOT A ONE-YEAR PROBLEM.
UNFORTUNATELY, WE EXPECT FURTHER REDUCTIONS IN '24, '25.
WE'VE GOT CONTINUED ENROLLMENT DECREASE, WE'VE GOT ANOTHER PREDICTED LARGE IPD, OR LARGISH.
THEN ALSO WE ARE GOING TO BALANCE NEXT YEAR'S BUDGET PARTIALLY ON 2.5 MILLION OF ESSER THAT WE WILL HAVE TO REPLACE IN '24, '25.
>> LYDIA, COULD I ASK A QUESTION?
>> COULD YOU GO BACK TO THE PREVIOUS SLIDE? I'M WONDERING IN TERMS OF THE EARLY RELEASE SCHEDULE THAT HAD BEEN AGREED TO FOR NEXT YEAR, IS IT POSSIBLE TO MAKE ADJUSTMENTS IN THAT, THAT WOULD PROTECT US FROM LOSING ADDITIONAL REVENUES?
>> DOES THAT MEAN BARGAINING WITH ALL OUR GROUPS, OR WITH EEA, OR HOW MUCH BARGAINING IS INVOLVED IN THAT?
>> I KNOW FOR SURE EEA, I'M NOT SURE OF THE OTHER GROUPS.
>> CAN YOU GIVE US AN ESTIMATE OF WHAT THE IMPACTS MIGHT BE IN TERMS OF MONEY?
>> I THINK WORST CASE SCENARIO WOULD BE ROUGHLY A MILLION DOLLARS.
>> WE TALKED ABOUT WHY THE IPD COST THE DISTRICT MONEY OR AT LEAST I STATED THAT THE IPD COST THE DISTRICT MONEY.
IN THE PAST BEFORE MCCLEARY, WE WERE ACTUALLY FUNDED FOR, IF YOU WERE A CERTIFICATE INSTRUCTIONAL STAFF MEMBER WITH A PHD AND 14 YEARS OF EXPERIENCE, THE STATE PROVIDED THE DISTRICT A HIGHER ALLOCATION THAN IF YOU HAD A BACHELOR'S AND IF YOU ARE IN YOUR FIRST YEAR OF TEACHING.
THEY HAVE CREATED A STATEWIDE AVERAGE AMOUNT AND WE HAVE MORE EXPERIENCED AND EDUCATED CERTIFICATED STAFF.
THEREFORE, FOR EVERY 1.0 FTE, TEACHER, LIBRARIAN, PSYCHOLOGIST, THE STATE FUNDS AN AVERAGE THAT IS LOWER THAN OUR TRUE AVERAGE, SO THE DISTRICT MUST PROVIDE $27,000.
AGAIN, EITHER OUT OF NEW REVENUES WHICH ARE HARD TO FIND, A REDUCTION IN EXPENSES, OR THE LEVY, WHICH AGAIN IS BECOMING VERY FLAT.
>> I WILL JUST CLARIFY THAT FTE IS A FULL-TIME EQUIVALENT.
WHEN WE TALK ABOUT A 1.0 FTE, THAT'S ONE FULL-TIME EQUIVALENT TEACHER.
>> YES. IF YOU TEACH FIVE PERIODS A DAY, YOU'RE A 1.0 FULL-TIME EQUIVALENT.
IF YOU TEACH FOUR PERIODS A DAY YOU'RE A 0.8 FULL-TIME EQUIVALENT,
[00:35:04]
SO IT WILL BE PRORATED.WE HAVE ABOUT THE SAME NUMBER OF BASIC EDUCATION STAFF THAT THE STATE FUNDS AND WHAT WE PROVIDE.
ON CERTIFICATED ADMINISTRATIVE STAFF, THE DISTRICT ACTUALLY FUNDS $69,000 AND AS A RESULT, WE FUND FAR FEWER POSITIONS THAN THE STATE ALLOCATES TO TRY AND MAKE UP FOR THAT FUNDING DIFFERENCE.
CLASSIFIED STAFF, IT'S THE SMALLEST VARIANCE.
IT'S LESS THAN $10,000 BUT THE STATES PROTOTYPICAL SCHOOL MODEL DOES NOT RECOGNIZE THE AMOUNT OF BASIC AID CLASSIFIED STAFF THAT IT TAKES TO RUN A DISTRICT.
WE'RE NOT OUT OF THE NORM WHEN WE ACTUALLY FUND AN ADDITIONAL 120 POSITIONS OVER WHAT THE STATE PROVIDES FOR, SO 9,600 VARIANTS FOR THE STATE FUNDED POSITIONS FULL-COST FOR ANOTHER 120.
AGAIN, JUST AS A REMINDER, THE STATE PROVIDES THE IPD FOR THE STATE FUNDED POSITIONS WHICH IS DRIVEN BY ENROLLMENT AND AT THE LEVEL OF COMPENSATION THAT THEY HAVE SET ON A STATEWIDE BASIS, NOT WHAT DISTRICTS ACTUALLY PAY.
>> WE HAVE MAPPED OUT THE PERCENTAGE OF THE BUDGET FOR THE '21, '22 SCHOOL YEAR, THE LAST COMPLETE SCHOOL YEAR, WHICH ENDED LAST AUGUST.
THEN WE EXCLUDED BENEFITS BECAUSE THE TRICK IS IT'S VERY DIFFICULT TO SUBTRACT OUT PERMISSIVE OR HEALTH CARE BENEFITS BETWEEN CLASSIFIED AND CERTIFICATED.
YOU LOOK AT PERCENTAGE BUDGETS AND YOU SAID MSOCS TOTALED 13 PERCENT.
THEY'RE TOTALING 15 PERCENT IN THIS SLIDE BECAUSE BENEFITS ARE REDUCED SO THEY TAKE UP A LARGER SHARE OF THE PIE.
DOES THAT MAKE MATHEMATICAL SENSE? IF I PUT BENEFITS BACK IN THERE, THEY WOULD TAKE A PERCENTAGE OF THE BUDGET AND MSOCS WILL GO BACK DOWN ON 13 PERCENT.
CLASSIFIED STAFFING COSTS REPRESENT 22 PERCENT OF LAST YEAR'S ACTUAL TOTALS ARE PROPOSED REDUCTIONS ACCOUNT FOR 40 PERCENT OF THE TOTAL REDUCTIONS.
CERTIFICATED ADMINISTRATIVE STAFF MAKE UP FOUR PERCENT OF OUR DISTRICT COSTS.
THE PROPOSED REDUCTIONS REPRESENT FIVE PERCENT OF THE TOTAL REDUCTIONS.
CERTIFICATED INSTRUCTIONAL REPRESENT 59 PERCENT, THE CUTS REPRESENT 51 PERCENT.
MSOCS, AGAIN, THE 1FIVE PERCENT, THEY REPRESENT FOUR PERCENT.
GOING INTO THE '17, '18, AND A LITTLE BIT BEHIND THE SCENES GOING INTO '22, '23, WE REDUCED MSOCS SIGNIFICANTLY.
WITH THE PREVIOUS SUPERINTENDENT, WE LOOKED AT EVERY SINGLE ITEM IN EVERY SINGLE DEPARTMENT IN SCHOOL LAST YEAR TO SEE WHAT WE COULD REDUCE.
THEY ARE PRETTY BARE BONES AND AGAIN, REPRESENT THINGS LIKE UTILITIES, INSURANCE, A SMALL AMOUNT OF SCHOOL SUPPLIES.
HOW WE ARE GETTING TO A MORE BALANCED BUDGET.
FIRST OFF, THESE ARE THE PROGRAM CHANGES.
I'M GOING TO TALK ABOUT HOW WE ARE TRYING TO RESTORE CLASSROOM FTE IN GRADES 4 THROUGH 12.
WE HAVE CARVED OUT ADDITIONAL DOLLARS TO DO THAT, AND THIS IS WHAT WE HAVE DONE TO GET THERE, IS CURRENTLY THE EEA CONTRACT ALLOWS FOR PROFESSIONAL DEVELOPMENT IN THE FORM OF SUPPLEMENTAL DAYS.
WE ARE GOING TO PROVIDE THREE-AND-A-HALF HOURS OF SPECIFIC TECHNOLOGY TRAINING THAT WE CAN USE THE TECHNOLOGY LEVY FOR.
GENERALLY YOU CAN'T MIX FUNDS VERY EASILY.
BUT THIS IS A PLACE WHERE AS LONG AS WE'RE DOING
[00:40:02]
TECHNOLOGY TRAINING IN ACCORDANCE WITH OUR TECH LEVY PLAN, WE CAN FUND THREE-AND-A-HALF HOURS OR HALF A DAY WITH THE TECH LEVY INSTEAD OF THE GENERAL FUND.WE ARE CLOSING THE WOODWAY CENTER PROGRAM, RETURNING THOSE KINDERS GOES BACK TO THEIR NEIGHBORHOOD SCHOOLS, WHICH WAS ALWAYS THE GOAL.
WHEN WE OPENED UP WOODWAY CENTER, IT WAS IN RESPONSE TO VERY CROWDED SCHOOLS.
IT WAS THE BEST WE COULD DO AT THE TIME.
BUT AT THE SAME TIME, PARENTS WILL BE HAPPY TO HAVE KINDERS WHERE THEIR OLDER CHILDREN ATTEND SCHOOL.
WE ARE MAKING PRESCHOOL MODEL CHANGES.
WE ARE MAINTAINING CASE MANAGERS THE SPECIAL EDUCATION TEACHERS FOR STUDENTS ON IEPS, NOT ALL OF THEM ARE IN THE PRESCHOOL MODEL, AND PROVIDING PROFESSIONAL TECHNICAL EDUCATORS IN LIEU OF GENERAL EDUCATION CERTIFICATED STAFF.
THE ESTIMATED SAVINGS IS JUST OVER $2 MILLION FOR THOSE THREE MEASURES.
CAN WE GO BACK A SECOND? HAVING READ THE OVER 200 EMAILS THAT WE'VE GOTTEN FROM PEOPLE, WHICH WE APPRECIATE, ONE OF THE RECURRING QUESTIONS, THEMES, CONCERNS ABOUT THE WOOD WASTE CENTER CLOSURE HAS TO DO WITH THE MOVEMENT OF SOME OF OUR SPECIAL EDUCATION STUDENTS WHO ARE CURRENTLY AT SHERWOOD.
I DON'T KNOW IF THEY WOULD WAIT, BUT SHERWOOD IS WHERE MOST PEOPLE HAVE MENTIONED TO ANOTHER PLACE TO MAKE ROOM FOR ALL THE KINDERGARTENERS COMING BACK.
COULD YOU EXPLAIN EXACTLY WHICH SPECIAL EDUCATION STUDENTS IS IT ONE IS CLASS.
IS THAT ALL I ASKED BY? JUST CLARIFY THAT FOR THE PEOPLE WHO HAVE BEEN ASKING THAT.
>> CERTAINLY. THERE ARE CURRENTLY TWO IS CLASSES AT SHERWOOD.
WE'VE IDENTIFIED THAT SEVERAL STUDENTS THEIR NEIGHBORHOOD SCHOOL IS ALSO SHERWOOD.
WE'RE MOVING ONE OF THE TWO CLASSES TO EDMONDS ELEMENTARY, WHO HAVE SPACE AND TRYING TO RETAIN THE KIDS WHO ALREADY WOULD ATTEND SHERWOOD, IF NOT, FOR BEING IN A SPECIAL PROGRAM.
ONE OF TWO SHERWOOD PROGRAMS, MOVING TO EDMONDS ELEMENTARY.
WE HAVE TWO INTENSIVE SUPPORT, EMOTIONAL SUPPORT.
DANA, AM I DOING THAT RIGHT? YES. THANK YOU. I GO WITH ISCS, SO TWO CLASSROOMS AT WESTGATE.
THEY ARE MOVING TO MARTHA LAKE WHERE THERE IS SPACE AVAILABLE.
>> WELCOME. BUILDING-BASED CLASSIFIED REDUCTIONS.
WE LOOKED AT OUR STUDENT INTERVENTION COORDINATOR MODEL, AND IN ORDER TO MAKE REDUCTIONS, WE REDESIGNED IT.
IT IS BASED ON TITLE 1 STATUS AS WELL AS BUILDING SIZE.
UNFORTUNATELY, THE SMALLER ELEMENTARIES DID LOSE EITHER A WHOLE OR A HALF TIME SINK, WHICH IS A STUDENT INTERVENTION COORDINATOR.
MIDDLE SCHOOL CAREER AND COLLEGE READINESS, ONE AT EACH OF THE COMPREHENSIVE MIDDLE SCHOOLS.
WE HAVE A FAMILY RESOURCE ADVOCATE MODEL WHERE MANY ARE FUNDED BY GRANTS, BUT WE HAVE SOME THAT ARE GENERAL FUND AND SO WE'RE REDUCING ONE POSITION.
GENERAL EDUCATION PEER EDUCATORS, WE'RE ESTIMATING 136 HOURS A DAY.
THAT IS ACROSS ALL OF K12 OFFICE PROFESSIONALS.
I'M ESTIMATING 54 HOURS A DAY THAT IS PREDOMINANTLY AT THE SECONDARY SCHOOLS AND THE PROGRAMS. OUR PRESCHOOL MODEL IS FOUR DAYS A WEEK.
WE DID HAVE INDIVIDUALS WORKING FIVE DAYS A WEEK.
ALL OF THEM WILL RETURN BACK TO FOUR.
WE HAVE BETTER IDENTIFIED THE STUDENTS WHO REQUIRE A ONE-ON-ONE PARA EDUCATOR.
[00:45:01]
WE HAVE LESS NEED TO HAVE THOSE FLOAT POSITIONS BECAUSE THE ONE-ON-ONES HAVE ALREADY BEEN ASSIGNED.WE HAD HEALTH SCREENERS AT JUST ABOUT EVERY SCHOOL BECAUSE WE HAD CONTAINMENT ROOMS THAT WERE REQUIRED IN THE PANDEMIC.
THOSE POSITIONS UNFORTUNATELY KNEW THAT THIS WAS THE LAST YEAR THAT WE WOULD REQUIRE HEALTH SCREENERS.
THERE ARE ALSO FUNDED BY ESSER, WHICH IS SEVERELY REDUCED.
SECURITY OFFICERS WERE SPECIFICALLY CALLED OUT USING ESSER.
THOSE WILL BE REDUCED AND HIGH SCHOOLS WILL BE LEFT TO DETERMINE THEIR SECURITY NEEDS WITHIN THEIR EXISTING PARAEDUCATOR ALLOCATION.
CUSTODIANS FOR ADDITIONAL SANITATION DURING THE PANDEMIC.
WE, DURING THE PANDEMIC FUNDED AN ADDITIONAL EIGHT FOR SANITATION MEASURES.
BECAUSE OF THE REDUCTION IN ESSER, THOSE POSITIONS ARE BEING GOING AWAY.
THEN WE HAVE TWO CUSTODIANS OF THE WOOD WASTE CENTER THAT WILL BE ELIMINATED.
WE ARE ELIMINATING A PRESCHOOL PROFESSIONAL TECHNICAL POSITION.
THEN AGAIN, WE'RE ADDING EIGHT AND ESTIMATED PROFESSIONAL TECHNICAL TEACHING LEADS AT AECC FOR AN ESTIMATED REDUCTION OF $5.7 MILLION.
FOR CLASSIFIED REDUCTIONS THAT ARE CONSIDERED MORE CENTRAL OR ELIMINATING A GROUNDS POSITION, WE'RE ELIMINATING TWO PROFESSIONAL TECHNICAL POSITIONS WITHIN EQUITY AND STUDENT SUCCESS AND COMMUNICATIONS.
WE'RE ELIMINATING FIVE OFFICE POSITIONS BETWEEN EQUITY AND STUDENT SUCCESS, STUDENTS SERVICES AND COMMUNICATIONS.
WE'RE ELIMINATING ONE ADMINISTRATIVE ASSISTANT AND REDISTRIBUTING THE DUTIES AMONG REMAINING ADMIN ASSISTANTS WERE TO REDUCING A TECHNOLOGY POSITION AND ESSENTIAL ART COORDINATOR FOR AN ESTIMATED CENTRAL CLASSIFIED REDUCTIONS OF JUST UNDER $1 MILLION.
ADMINISTRATIVE REDUCTIONS, WE ARE ELIMINATING TWO OF THE REMAINING FOUR ASSISTANT PRINCIPALS AT ELEMENTARY SCHOOLS.
IT'S OAK HEIGHTS AND COLLEGE PLACE.
OUR ASSISTANT SUPERINTENDENTS CURRENTLY RECEIVE A STIPEND OF APPROXIMATELY THREE PERCENT OF THEIR WAGES TO PERFORM DEPUTY SUPERINTENDENT DUTIES.
OUR NEW SUPERINTENDENT'S CONTRACT HAS SUBSTANTIAL REDUCTIONS FROM OUR PREVIOUS SUPERINTENDENT'S CONTRACT, INCLUDING NOT RECEIVING A MILEAGE ALLOWANCE, A CELL PHONE ALLOWANCE, BEING COMPARED FOR WAGES AGAINST A QUARTILE CALCULATION WITHIN THE REGION AND A REDUCTION OF AN ANNUITY.
WE ARE REDUCING THE MANAGER OF EARLY LEARNING AND ASSESSMENT DIRECTOR POSITION FOR AN ESTIMATED TOTAL OF JUST UNDER 900,000.
CERTIFICATE INSTRUCTIONAL REDUCTIONS.
WE ARE ELIMINATING UNFORTUNATELY, OUR BEST TEACHER, A NEW TEACHER SUPPORT GRANT IS BEING REDUCED.
WE ARE REDUCING THREE BEST PTOSERS, A HALF-TIME LIBRARY PTOSER, AND 3.2 SPECIAL EDUCATION PTOSIS.
ENROLLMENT DECREASE JUST FOR NEXT YEAR IS APPROXIMATELY 11.4 AND THAT'S JUST A STANDARDIZED MODEL.
WE LOOK AT THE NUMBER OF STUDENTS THAT WE BELIEVE WE'RE DECREASING AND REDUCE STAFF.
I BUDGET A RATIO OF ABOUT 25-1, BUT THESE ARE ACTUAL STAFF.
ONCE WE PUT THE PROJECTED ENROLLMENT INTO EACH SCHOOL AND EACH GRADE, THIS IS THE SUM TOTAL OF ACTUAL STAFF REDUCTIONS.
WELL, NEXT YEAR BECAUSE IT'S STILL IN PLACE THIS YEAR IS WE IDENTIFIED STUDENTS WHO WERE ON IEPS HAD A 504 ACCOMMODATION, WAS MULTILINGUAL, AND WE PROVIDED MORE STAFFING TO THOSE CLASSROOMS THAT HAD MORE OF THOSE STUDENTS.
NEXT YEAR, WHICH YOU'LL SEE ON THE SAME SLIDE.
WE REDISTRIBUTED MORE THAN THAT STAFFING TO
[00:50:06]
SELECT GRADES IN 9TH AND 10TH WORLD HISTORY, MATHEMATICS.IN ORDER TO IMPROVE OUR GRADUATION RATES, MULTILINGUAL SUPPORTS, AND ENGLISH SUPPORTS.
ONE OF THE BUDGET REDUCTIONS IS A CLASS SIZE INCREASE.
IT'S APPROXIMATELY TWO ACROSS THE DISTRICT IN GRADES 4 THROUGH 12.
IF YOU WONDER WHY K3 ISN'T AFFECTED, THAT'S BECAUSE THE STATE HAS A STRICT RATIO FOR THE LOWEST GRADES, 27.8 FOR THAT PURPOSE.
AGAIN, ON THE NEXT SLIDE, I'M GOING TO SHOW YOU THAT WE'VE IDENTIFIED THAT WE CAN UTILIZE THE WOODWIND PROGRAM CLOSURE, THE AECC AND THE TECHNOLOGY TRANSFER TO FUND APPROXIMATELY 13 POSITIONS, BRINGING UP OUR TOTAL PROBLEM-SOLVING FOR THOSE GRADES TO 15.
OF THOSE 15, WE'VE ALREADY IDENTIFIED 9.9 AND REALLOCATED THEM TO THE SECONDARY SCHOOLS.
AS THE FUNDED POSITIONS, AGAIN, FUNDING JUST OVER 11 FULL-TIME EQUIVALENT.
THE CHANGE, THE PRESCHOOL MODEL, NINE CERTIFICATE INSTRUCTIONAL STAFF, SPECIAL EDUCATION, INCLUDING ITINERANT POSITIONS THAT ENCOMPASSES BOTH TEACHERS AND PSYCHOLOGISTS AND I'M SORRY, PSYCHOLOGISTS OR IT ACTUALLY AN ADDITION, BUT PERHAPS AN SLP 5.8.
THEN CTE, I TALKED ABOUT HOW WE'RE LOSING A LITTLE 0.01 HERE AND A 0.01 THERE HAS FORCED US, AS WELL AS THEY HAVE ENROLLMENT REDUCTIONS IN THE CTE PROGRAM TO REDUCE THE CTE PROGRAM.
>> I JUST WANT TO HOP IN HERE AND SAY, YOU MIGHT BE WONDERING WHEN AM I GOING TO SEE WHY IS MY PROGRAM CUT? WE'VE GOTTEN A LOT OF EMAILS ABOUT A LOT OF DIFFERENT PROGRAMS. IT'S RELATED TO THE CLASS SIZE RATIOS, AS WE'VE TRIED TO EXPLAIN WHEN EMAIL, STUDENTS ARE ALLOWED TO SELECT THE COURSES THAT THEY WANT TO TAKE AT THE MIDDLE AND HIGH-SCHOOL.
SOMETIMES THOSE WITH LOWER ENROLLMENTS ARE NOT ABLE TO BE OFFERED BECAUSE THEY WOULD DRIVE UP OTHER CLASSES TO TWO LARGE OF SIZE IN A VERY TIGHT STAFFING MODEL, WHICH WE WILL BE EXPERIENCING.
>> CERTIFICATED INSTRUCTIONAL ADDITIONS.
26.7 NEXT YEAR, 5.0 THIS CURRENT YEAR.
AGAIN, I TOLD YOU ABOUT THE SMALLER CLASS SIZE IN THOSE COURSES THAT ARE REALLY ESSENTIAL TO HIGH-SCHOOL GRADUATION, AS WELL AS REACTING TO SOME NEEDS WE HAVE.
AGAIN, THERE'S THE 15 FOR RESTORATION OF GRADES 4-12.
AGAIN, 9.9 HAS BEEN REDISTRIBUTED, AND WE CONTINUE TO REVIEW CLASS SIZES.
THEN WE LOOKED AT NEW COUNSELOR RATIOS AND PSYCHOLOGISTS RATIOS IN OUR COLLECTIVE BARGAINING AGREEMENT.
THERE ARE INCREASES WITH THE REDUCTION IN SOCIAL WORKERS.
THE NET INCREASE IN THOSE ITINERANT STAFF IS 2.2.
WE'RE LOOKING AT A REDUCTION OF ABOUT 55.1 FTE.
WHEN WE DO BRING THE REDUCED EDUCATIONAL PROGRAM RESOLUTION FOR FIRST READING, YOU WILL SEE THAT IT'S LESS THAN THIS 55.1, AND THAT IS BECAUSE OF RETIREMENTS AND RESIGNATIONS.
SO IF YOUR POSITION HAS BEEN CUT BUT THERE IS A VACANCY AND YOU HAVE SENIORITY, YOUR POSITION WAS CUT, BUT YOU HAVE A NEW POSITION NEXT YEAR.
WE WILL CONTINUE TO MONITOR RESIGNATIONS AND RETIREMENTS TO PLACE PEOPLE AS BEST AS WE CAN.
>> BEFORE WE GO ON FROM THIS SLIDE, JUST A REMINDER, MAYBE IF YOU COULD QUICKLY GO BACK.
THIS SLIDE SHOWS AVAILABLE ONLINE.
THE 55 AREN'T ALL FROM CLASSROOMS. SOME OF THOSE ARE PEOPLE WHO WERE CENTRALLY ASSIGNED LIKE OUR TEACHERS ON SPECIAL ASSIGNMENT, ETC.
WE'RE CUTTING THEM SO THAT WE CAN REDEPLOY ADDITIONAL RESOURCES BACK TO THE CLASSROOM.
THEN IF YOU COULD GO TO THE NEXT SLIDE, CAN YOU JUST GO OVER A LITTLE BIT MORE IN DETAIL BECAUSE I'M NOT SURE HOW WIDELY KNOWN IT IS ABOUT THE REDUCTION IN CLASS SIZE AT 9TH AND 10TH GRADE.
THIS WAS A JOINT INTERESTS WE SHARED WITH OUR COLLECTIVE BARGAINING PARTNERS, THE TEACHERS UNION, BECAUSE WE SAW THAT SOME OF OUR STUDENTS WERE STRUGGLING.
THAT HAPPENED IN A NEGOTIATION BEFORE I CAME ON BOARD.
BUT MAYBE YOU COULD JUST EXPLAIN A LITTLE BIT MORE ABOUT
[00:55:03]
THE IMPLEMENTATION OF THAT SO THAT PEOPLE CAN UNDERSTAND THAT.>> CERTAINLY. SO THIS IS YOUR FINANCE DIRECTOR TALKING ABOUT ACADEMIC TOPICS, SO I WILL DO MY BEST ON WHAT I'VE LEARNED OVER TIME, IS THAT CERTAIN 9TH AND 10TH GRADE CLASSES, THE ONES LISTED THERE; WORLD HISTORY 9, WORLD HISTORY 10, ALGEBRA, GEOMETRY, AND CERTAIN SCIENCES.
IF KIDS ARE NOT SUCCESSFUL IN THOSE CLASSES, THEY'RE MUCH MORE LIKELY TO DROP OUT.
IT IS DIFFICULT TO DO CREDIT RETRIEVAL.
THEY STRUGGLE, THEY'RE BEHIND.
WE'RE REDUCING CLASS SIZES IN THOSE COURSES TO 24.
THAT IS WHY YOU'VE SEEN SOME CLASS SIZE INCREASES.
PARTIALLY WHY YOU'VE SEEN SOME CLASS SIZE INCREASES IN OTHER PLACES IS TO KEEP THOSE DOWN TO 24.
>> YOU SOUNDED LIKE A TEACHING AND LEARNING DIRECTOR WHEN YOU DELIVERED THAT.
ALSO JUST TO BE CLEAR ABOUT THE 15.
9.9 OF THAT HAS BEEN RE-ALLOCATED OUT TO THE BUILDINGS.
I DON'T KNOW WHETHER PRINCIPALS HAVE HAD A CHANCE TO SHARE WITH THEIR COMMUNITIES, SHARE ABOUT HOW THOSE HAD BEEN RE-ALLOCATED, BUT 9.9 OF THOSE TEACHERS, OF THOSE FULL-TIME EQUIVALENT TEACHERS, ALMOST 10 HAD BEEN ALREADY REALLOCATED TO THE BUILDING.
NOW WE'RE EXAMINING OUR FOUR, FIVE, AND SIX TO SEE WHERE WE MAY NEED TO PLACE SOME OF THOSE OTHER FIVE FTE INTO CLASSROOMS AT OUR ELEMENTARY SCHOOLS TO HELP.
IF YOU HAVE A SITUATION WHERE YOU JUST CAN'T GET CLASS SIZES DOWN IN ANOTHER WAY, WE MAY HAVE TO REALLOCATE ANOTHER STAFF MEMBER THERE.
WE CONTINUE TO LOOK FOR ADDITIONAL WAYS TO ADD MONEY BACK INTO THE PROBLEM-SOLVING.
WE KNOW WE'RE STILL ABOUT 12 SHORT THERE.
WITH THE CLASS SIZE INCREASE, IF WE CAN GET 12 MORE, EITHER FROM WHAT WE HEAR FROM THE LEGISLATURE OR OTHER ECONOMIES, THEN WE WILL BE BACK TO WHERE WE STARTED FROM WITH CLASS SIZE.
>> THAT CONCLUDES THE PRESENTATION, AND DIRECTOR KATIMS AND ANYONE ELSE ON THE BOARD, DO YOU HAVE ANY FOLLOW-UP QUESTIONS AT THIS TIME? DR. NOBLE.
>> YES. I WANTED TO KIND OF PUT THIS IN PERSPECTIVE A LITTLE BIT.
YES, USING PUBLIC INFORMATION, I GOT THIS DATA BASICALLY OFF OF OTHER DISTRICTS WEBSITES.
THE ACCURACY IS AS ACCURATE AS THE WEBSITES FOR OTHER DISTRICTS.
BUT AS LYDIA MENTIONED, WE'RE REDUCING ABOUT $15 MILLION, WHICH IS FOUR PERCENT OF OUR BUDGET.
ACTUALLY, THAT IS REALLY, REALLY GOOD.
THAT IS THE LOWEST AMOUNT OF REDUCTION OF ANY SCHOOL DISTRICT IN OUR AREA.
NORTH SHORE, WHICH BORDERS US, HAS 22,000 STUDENTS, INSTEAD 19.
THEY'RE REDUCING $21 MILLION, WHICH IS FIVE PERCENT.
EVERETTE HAS 20,000 STUDENTS, JUST 1,000 MORE THAN US.
THEY'RE REDUCING 28 MILLION FOR A SEVEN PERCENT REDUCTION.
MARYSVILLE WITH 15,000 STUDENTS IS REDUCING 20- 25 MILLION, WHICH IS THE SIX TO EIGHT PERCENT REDUCTION.
SHORELINE WITH 8,900 STUDENTS IS PROJECTING AN 18-19 MILLION DEFICIT, WHICH IS 10 PERCENT OF THEIR BUDGET.
JUST GOING A LITTLE BIT OUTSIDE, BELLEVUE, WHICH IS ABOUT OUR SIZE, IS PROJECTING A $31 MILLION DEFICIT, WHICH IS EIGHT PERCENT OF THEIRS.
SEATTLE, WHICH IS A LITTLE LESS THAN THREE TIMES OUR SIZE, HAS $131 MILLION DEFICIT, WHICH IS 11 PERCENT OF THEIR BUDGET.
IT'S HORRIBLE. IT'S A LOT OF HARD REDUCTIONS.
BUT THE DIFFERENCE IS, THESE OTHER SCHOOL DISTRICTS HAVE PUBLISHED THEIR DEFICITS, BUT THEY'VE NOT LET THE COMMUNITY KNOW WHAT THE PROGRAMS ARE BEING REDUCED AS A RESULT OF THOSE.
WE'RE TRYING TO PROVIDE THE INFORMATION AS EARLY AS POSSIBLE WITH PEOPLE SO THEY KNOW WHAT TO PREDICT.
OTHER DISTRICTS HAVE NOT BEEN SO FORTHCOMING, BUT OUR REDUCTION IS LESS THAN ANYBODY AROUND US.
WE'VE DONE SOME LITTLE BIT OF GOOD PLANNING TO GET HERE.
>> I JUST WANTED TO THANK DIRECTOR NOBLE.
THAT WAS REALLY HELPFUL INFORMATION.
I HAD STARTED TO LOVE, BUT COVID-19 KNOCKED ME WITH EVERYTHING ELSE.
I'VE ONLY GOTTEN THROUGH ONE OR TWO DISTRICTS.
I REALLY APPRECIATE YOUR PULLING THAT TOGETHER FOR US.
I THINK THAT'S QUITE INTERESTING.
[01:00:06]
>> I JUST WANT TO THANK YOU, LYDIA, FOR BRINGING THIS FORWARD FOR THIS PUBLIC IN OUR PUBLIC MEETING AND ALSO MENTIONING THAT WE'RE WAITING FOR THE LEGISLATURE ON THE BUDGET.
IN THEORY, WE MAY SEE SOMETHING ON THURSDAY USING THE SENATE AS POSSIBLE AS A BASE, WHICH DOES BOARD WELL FOR SPECIAL ED FUNDING, BUT NOT SO MUCH FOR THE REGIONALIZATION AND THE LOCAL AREA EFFORTS.
WE'LL KEEP OUR FINGERS CROSSED.
>> WE'LL JUST KEEP MOVING FORWARD. THANK YOU.
>> I WANT TO ADD THANKS TO BOTH LYDIA AND TO DR.
MINER. ON THE BOARD, I KNOW IT HASN'T JUST BEEN ME, WE'VE ALL BEEN ASKING CONSTANT QUESTIONS.
I'VE PROBABLY BEEN ONE OF THE WORST.
WE GET VERY PATIENT, CAREFUL RESPONSES TO OUR QUESTIONS.
AS PEOPLE HAVE RAISED THEM TO US FROM EMAILS OR THAT WE'VE RAISED FROM THE UPDATES WE'VE HAD AND THE ONGOING INFORMATION, YOU GUYS HAVE BEEN GREAT.
I THINK THIS PRESENTATION WAS [NOISE]
>> VERY CLEAR AND VERY HELPFUL TO UNDERSTAND THE SOURCES OF THE PROBLEM.
I JUST REALLY WANT TO THANK YOU ALL BECAUSE YOU'VE BEEN MORE THAN PATIENT IN ANSWERING OUR QUESTIONS AND HELPING US UNDERSTAND WHY WE'RE WHERE WE'RE.
>> THANK YOU, BOARD. NOW WE'RE MOVING ON TO THE PUBLIC COMMENT SECTION OF THIS MEETING.
[6. PUBLIC COMMENTS]
THE PUBLIC COMMENTS SECTION OF THE AGENDA IS AN OPPORTUNITY FOR CITIZENS TO ADDRESS THE SCHOOL BOARD.THE PURPOSE OF PUBLIC COMMENTS TONIGHT IS FOR STAKEHOLDERS AND COMMUNITY MEMBERS TO COMMUNICATE WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA.
SPECIFICALLY TONIGHT, WE HAVE ONE ITEM, THE BUDGET.
WE REQUEST THAT YOU DIRECT YOUR COMMENTS TO THE BOARD AND NOT TO EACH OTHER.
IF YOU'RE INTENDING TO TALK ABOUT OTHER BUSINESS, YOU'RE ABLE TO DO THAT TONIGHT, BUT I MIGHT RECOMMEND THAT YOU DO IT NEXT WEEK WHEN OUR HEADS WILL BE MORE IN IT.
IF YOU'VE ACCIDENTALLY SIGNED UP TWICE TONIGHT, YOU'RE ONLY GOING TO GET TO SPEAK ONCE TO BE FAIR TO EVERYONE.
I'M GOING TO CALL FIVE NAMES AT A TIME, AND THAT WILL GIVE PEOPLE A CHANCE TO MAKE YOUR WAY TO THE BOARDROOM BECAUSE WE HAVE, AS YOU CAN HEAR, QUITE A BIT OF OVERFLOW.
MAKE YOUR WAY UP AND GET READY TO TAKE YOUR TURN.
FOR THOSE OUTSIDE, SOMEONE WILL CALL NAMES AND GIVE PEOPLE A CHANCE TO COME FORWARD.
WHEN YOU GET TO THE PODIUM, PLEASE STATE YOUR NAME AGAIN BECAUSE WE MIGHT GO OUT OF ORDER IN THOSE GROUPS OF FIVE.
AFTER YOU'VE SPOKEN, YOU'VE THE OPTION TO LEAVE THE BOARD ROOM AND WATCH THE REST OF THE MEETING ONLINE TO MAKE WAY FOR OTHERS TO SPEAK IN THE BOARDROOM.
I'M GOING TO CALL FOR A BOARD BIO-BREAK AT 08:30, AND PERHAPS EVERY COUPLE OF HOURS AFTER THAT.
OF COURSE, TAKE YOUR BIO-BREAK AS YOU NEED IT.
WE'RE GOING TO END THE MEETING AROUND MIDNIGHT.
BUT WE HAVE, IT LOOKS LIKE OVER 140 PEOPLE WHO'VE SIGNED UP TO SPEAK.
THAT DEFINITELY REFLECTS THE CARE AND ENTHUSIASM THAT SO MANY OF US BRING TO THE DISTRICT.
JUST AS AN ASIDE, MY SON, HIS FRIENDS WERE ASKING HIM TO COME TONIGHT.
I SAID, YEAH, THAT WOULD BE REALLY INTERESTING IF YOU COME AND YELL AT ME AT THE BOARDROOM.
BUT HE SAID, WELL, I'M YELLING AT YOU NOW.
I TOLD HIM HE'S PROBABLY THE ONLY HIGH SCHOOL STUDENT WHO'S NOT HERE TONIGHT.
SINCE WE HAVE SO MANY PEOPLE SIGNED UP TO SPEAK, IF YOU'D LIKE TO CONDENSE YOUR COMMENTS, NORMALLY WE GIVE THREE MINUTES AND WE'RE GOING TO GIVE YOU THREE MINUTES.
BUT IF YOU'D LIKE TO CONDENSE YOUR COMMENTS TO MAKE SURE THAT EVERYBODY CAN SPEAK BY MIDNIGHT, I'M SURE THAT OTHER PEOPLE WOULD APPRECIATE IT.
WE REALLY DO WANT TO HEAR FROM EVERYONE.
ITEMS BROUGHT FORWARD DURING THIS PORTION OF THE MEETING ARE NOT TYPICALLY ACTED UPON BY THE BOARD AT THIS TIME, BUT MAYBE FOLLOWED UP BY THE BOARD, THE SUPERINTENDENT AND/OR STAFF AT A LATER TIME.
OF COURSE, ANY IDEAS YOU HAVE JUST AS WE'VE READ EVERY EMAIL,
[01:05:06]
WE'LL LISTEN TO EVERY COMMENT AND WE'VE BEEN POSING IDEAS FOR A COUPLE MONTHS NOW, I THINK.PEOPLE MAY SUBMIT COMMENTS IN THREE DIFFERENT WAYS.
YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY AND OF COURSE, YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING.
WE ATTACH ALL THOSE COMMENTS TO THE MINUTES, TO THE MEETING AGENDA AND SO THEY'RE AVAILABLE TO THE PUBLIC.
OF COURSE, YOU CAN ALWAYS EMAIL US AT SCHOOLBOARD@EDMUNDS.EDU.
WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS, PLEASE LIMIT YOUR COMMENTS TO THREE MINUTES AND OF COURSE, UNDER IF YOU CAN GET IT THERE.
IF A COMMENT BECOMES TOO LENGTHY I MIGHT HAVE TO INTERRUPT YOU TO ALLOW EVERYBODY TO SPEAK.
WE ALSO ASK THOSE WHO ARE MAKING A PUBLIC COMMENT DURING THE BOARD MEETING TO PLEASE MAKE THE STATEMENT IN A CIVIL MANNER WITHOUT DISPARAGING NAME-CALLING OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT.
SIMILARLY, WE ASK EVERYONE IN THE AUDIENCE TO PLEASE SHOW RESPECT BY LISTENING QUIETLY, WITHOUT TALKING OR WHISPERING TO EACH OTHER SO THAT EVERYONE CAN HEAR EVERY COMMENT.
I'M GOING TO READ THE FIRST FIVE NAMES AND I APOLOGIZE IN ADVANCE.
>> I'M SORRY TO INTERRUPT. I THINK WE'RE GOING TO GO AHEAD AND START WITH OUR VIRTUAL COMMENTERS.
SOMETIMES WE HAVE A LITTLE BIT OF TECHNOLOGY THAT WE NEED TO WORK OUT.
WE'RE GOING TO GO AHEAD AND START WITH THEM AND I THINK WE HAVE SIX OR EIGHT OF THEM.
>> SORRY. THERE ARE A VARIETY OF REASONS THAT PEOPLE CAN'T ALWAYS ATTEND IN PERSON, WHETHER THEY HAVE CHILDCARE ISSUES OR WHETHER THEY HAVE LIMITED MOBILITY OR TRANSPORTATION CHALLENGES.
WE DO OFTEN HAVE TECHNOLOGY PROBLEMS. WE'RE GOING TO TRY TO RUN THROUGH THESE FIRST.
I'D ASK THAT WE RESPECT THEIR NEED TO SHARE FROM HOME TONIGHT.
>> OUR FIRST VIRTUAL COMMENTER IS CRICKET SUTTON.
>> MY NAME IS CRICKET SUTTON. CAN YOU HEAR ME OKAY?
>> THANKS. MY NAME IS CRICKET SUTTON, A SCHOOL PSYCHOLOGIST AT MEADOWDALE HIGH SCHOOL IN MY 11TH YEAR IN THE EDMONDS SCHOOL DISTRICT.
I AM READING A LETTER THAT HAS BEEN SIGNED BY 44 SCHOOL PSYCHOLOGISTS AND TWO BOARD CERTIFIED BEHAVIOR ANALYSTS IN THE INTERDISCIPLINARY SUPPORT TEAM.
THIS LETTER EXPRESSES OUR DEEP CONCERN WITH THE DECISION TO CUT THE SCHOOL SOCIAL WORKER POSITIONS BEGINNING IN THE 2023/24 SCHOOL YEAR.
WE ARE ON THE HEELS OF THE PANDEMIC AND ITS IMPACT ON BOTH THE ACADEMIC AND SOCIAL WELL-BEING OF OUR STUDENTS IS WELL-DOCUMENTED.
THE DISPROPORTIONATE IMPACT OF THE PANDEMIC ON OUR STUDENTS OF COLOR AND STUDENTS FROM LOWER SOCIOECONOMIC STATUS BACKGROUNDS IS ALSO WELL-DOCUMENTED.
OUR SCHOOL SOCIAL WORKERS ARE AN INTEGRAL PART OF OUR SUPPORTING THESE STUDENTS.
AT THIS TIME, WE SHOULD BE INVESTING MORE INTO THE WELL BEING OF OUR STUDENTS, NOT LESS.
THE EDMONDS SCHOOL DISTRICT VISION IS EQUITY, ENGAGEMENT AND EXCELLENCE FOR EACH AND EVERY STUDENT.
HOW CAN THIS CONTINUE TO BE THE DISTRICT'S VISION WHEN ITS ACTION SPEAK OTHERWISE? WHAT DATA DROVE THIS DECISION TO CUT SUCH AN INTEGRAL RESOURCE DEDICATED TO EQUITY AND STUDENT MENTAL HEALTH? CURRENTLY, THE FORCE SCHOOL SOCIAL WORKERS PROVIDE SERVICES TO OUR ELEMENTARY AND MIDDLE AND HIGH SCHOOL STUDENTS WITH THE MAJORITY OF THEIR TIME SPENT AT THE HIGH SCHOOL LEVEL.
RECENT DATA FROM THE CENTERS FOR DISEASE CONTROL REPORTS THAT ADOLESCENTS IN PARTICULAR ARE EXPERIENCING UNPRECEDENTED LEVELS OF MENTAL HEALTH CONCERNS.
FIFTY-SEVEN PERCENT OF TEEN GIRLS AND 29 PERCENT OF TEEN BOYS REPORT FEELING PERSISTENTLY SAD OR HOPELESS.
ALL TEENS REPORT INCREASING MENTAL HEALTH CHALLENGES, EXPERIENCES OF VIOLENCE AND SUICIDAL THOUGHTS AND BEHAVIOR.
THERE CONTINUES TO BE EXTREME DISTRESS AMONG TEENS WHO IDENTIFY AS LGBTQIA+.
IT IS MIND-BOGGLING THAT THE DISTRICT IS CUTTING ACCESS TO SOME OF OUR MOST SKILLED MENTAL HEALTH PROFESSIONALS AT A TIME WHEN OUR STUDENTS NEED THEM MOST.
AS PART OF OUR TEAMS, SCHOOL SOCIAL WORKERS PROVIDE COMPLIMENTARY SERVICES AND HAVE SPECIALIZED EXPERTISE THAT IS EXTREMELY IMPORTANT TO OUR BUILDINGS.
I HAVE A LIST OF SERVICES THAT I WILL SUBMIT TO YOU ALL IN THE INTEREST OF TIME.
BUT I JUST WANT TO WRAP UP BY SAYING THAT SCHOOL SOCIAL WORKERS ARE ESPECIALLY IMPORTANT LIFELINE FOR OUR MOST VULNERABLE AND MARGINALIZED YOUTH WHO ARE AT THE HIGHEST RISK OF HIGH SCHOOL DROPOUT, WHO STRUGGLE WITH ATTENDANCE, ENGAGEMENTS IN SCHOOL, COMPLEX MENTAL HEALTH ISSUES, CHILDHOOD TRAUMA AND/OR SUBSTANCE ABUSE.
WHILE WE ARE AWARE OF THE SIGNIFICANT CHALLENGES YOU FACE WITH THE DISTRICT BUDGET, WE STRONGLY ASK THAT YOU RECONSIDER THIS PROPOSED CUT. THANKS FOR THE TIME.
[01:10:01]
[APPLAUSE]>> NEXT, WE HAVE BRENNAN TORGERSON.
I WANTED TO TALK ABOUT THE MUSIC PROGRAMS JUST BECAUSE I'VE SEEN A LOT OF THINGS ONLINE ABOUT IT.
MY NAME IS BRENNAN TORGERSON AND I'M A SENIOR AT KAMIAK HIGH SCHOOL.
THE REASON THAT I WANTED TO BRING SOMETHING UP IS BECAUSE OUR TRIUMPH CLUB AT KAMIAK HAD A SOCIAL WITH THAT OF EDMONDS-WOODWAY HIGH SCHOOL.
IF YOU'RE NOT FAMILIAR WITH TRIUMPH, IT'S A MUSIC HONORS SOCIETY.
THIS YEAR WE DECIDED TO WORK WITH THE TRIAL COUNSEL AT EDMONDS-WOODWAY HIGH SCHOOL AND PLAN A GET-TOGETHER BETWEEN BOTH CLUBS.
I HAD THE OPPORTUNITY TO SOCIALIZE WITH THESE MUSICIANS AND IT WAS LIKE WE'VE KNOWN EACH OTHER ALL OF HIGH SCHOOL DESPITE THE SOCIAL ONLY LAST NAME, FEW HOURS.
AS WE WERE PLAYING TOGETHER, WE FIT TOGETHER PERFECTLY DESPITE BEING STRANGERS.
IT'S A VERY EMOTIONAL EXPERIENCE AND IT'S VERY INSPIRING TO BE BROUGHT TOGETHER.
I KNOW THAT THIS GOES FOR MOST MUSIC STUDENTS.
MUSIC PROGRAMS PROVIDE US WITH A SAFE PLACE SURROUNDED BY OTHER STUDENTS WHO BECOME AS CLOSE TO US AS FAMILY.
THAT EXPERIENCE WOULD NOT BE POSSIBLE WITHOUT A COMPREHENSIVE MUSIC PROGRAM THAT REMAINS RELIABLE THROUGHOUT SCHOOLING, WHICH INCLUDES ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL.
TO DEEM ONE SCHOOL OR GRADES THE MUSIC PROGRAM LESS WORTHY THAN ANOTHER IS INSULTING TO THE POTENTIAL AND TALENT OF STUDENTS.
WE JUST WANT TO ADVOCATE AGAINST ANY PROPOSED BUDGET CUTS TO MUSIC PROGRAMS. ALL THIS IS TO SAY IS THAT, WE AT KAMIAK ARE LUCKY TO HAVE A FAIRLY WELL-FUNDED PROGRAM.
OTHER SCHOOLS AREN'T SO LUCKY.
I CAN SAY WITH CERTAINTY THAT THESE STUDENTS HAVE REAL PASSION AND TALENT.
THAT'S THE POINT OF SCHOOL IS TO EDUCATE YOU IN ALL FIELDS AND TO PREPARE YOU FOR A WORLD WHERE YOU CAN FOLLOW A PATH THAT YOU LOVE.
THE FUTURES OF MUSICIANS ARE JUST AS IMPORTANT AS ANY OTHER CAREER PATH.
I THINK WE AS A COMMUNITY, OWE IT TO EACH OTHER TO PAY THE ARTS THE RESPECT THAT THEY DESERVE.
ART AND MUSIC HAVE BEEN THE BACKBONE OF HUMAN CULTURE SINCE THE DAWN OF TIME.
LONG BEFORE LITERATURE, LONG BEFORE MATH, LONG BEFORE SPORTS.
TO THREATEN MUSIC AND ARTS PROGRAM IS TO THREATEN THE FOUNDATION OF HUMANITY.
I WANT TO THANK YOU FOR YOUR CONSIDERATION AND REMIND YOU FROM EVERY MUSICIAN OUT HERE THAT WHEN YOU'RE CONSIDERING TAKING FUNDING AWAY FROM ALREADY UNDERFUNDED PROGRAMS, JUST REMEMBER THAT THAT MIGHT TAKE A LITTLE BIT OF HUMANITY OUT OF AN INCOMING GENERATION. THANK YOU.
>> THANK YOU. NEXT WE HAVE THERESA BONILLA.
MOVING ON. WE HAVE SOPHIA OWEN. OH GOSH.
MY NAME IS RADOJE SPASOJEVIC, I AM BOTH A TEACHER AT EDMONDS-WOODWAY HIGH SCHOOL AND A PARENT OF TWO STUDENTS HERE IN THE EDMONDS SCHOOL DISTRICT.
I'M SPEAKING TONIGHT TO ASK THE BOARD TO STRONGLY RECONSIDER THE METHOD BY WHICH YOU'RE GOING TO BE CUTTING STAFFING FOR TEACHERS.
THERE'S A COUPLE OF REASONS I HAVE FOR THIS.
BUT PRIMARILY THAT AS WE'RE COMING OUT OF THIS PANDEMIC, WE NEED MORE SUPPORT FOR THESE STUDENTS.
THE STUDENTS I HAVE IN MY CLASSROOM ARE STILL STRUGGLING WITH LEARNING LOSS FROM THE 2021 SCHOOL YEAR.
TO CUT SUPPORT FOR THEM AT THIS TIME WHEN THEY ARE TRYING TO RECOVER FROM THAT LEARNING LOSS, SEEMS TO ME SHORTSIGHTED.
THE METHOD BY WHICH WE'RE TREATING STAFF AND STAFFING DOESN'T SEEM TO BE BUILDING A RESILIENT BASIS FOR OUR SCHOOL DISTRICT.
WE'VE ALL SEEN IN THE LAST FEW YEARS WHAT A JUST IN TIME FOCUS ON
[01:15:04]
EFFICIENCY IS DONE WHEN FACED WITH SHOCKS LIKE THE PANDEMIC.WE CAN'T GET CELL PHONES, WE CAN'T GET CARS AND I REALLY THINK THAT FOCUSING ON SHORT-TERM PERCENTAGES AND SAVINGS ACCOUNT REALLY DOES NOT BUILD A RESILIENT BASIS FOR PROVIDING SKILLED AND QUALIFIED TEACHERS TO HELP THESE STUDENTS THAT NEED HELP.
I CURRENTLY HAVE STUDENTS IN SOME OF MY CLASSROOMS THAT SPEAK VERY LITTLE ENGLISH.
I NEED MORE RESOURCES SO THEY CAN ACCESS THEIR EDUCATION.
I HAVE STUDENTS THAT NEED THE DEDICATED SUPPORT THAT PARAEDUCATORS CAN GIVE.
THEY DO NOT NEED THE DISTRICT TO HAVE A CERTAIN PERCENTAGE IN THEIR SAVINGS ACCOUNT.
I NEED TO KNOW THAT MY CHILDREN ARE GOING TO HAVE ACCESS TO CLASSROOMS THAT ARE NOT OVERCROWDED WHERE THERE'S NO DANGER OF THEM FALLING THROUGH THE GAPS.
THE MOST RECENT NUMBERS THAT I COULD FIND AT THE USPS WEBSITE IS THAT OUR DISTRICT HAS 18 PERCENT DROPOUT RATE AMONG HISPANIC STUDENTS.
HOW ARE THESE CUTS GOING TO HELP THAT? WE HAVE A 28 PERCENT DROPOUT RATE FOR ML STUDENTS AND THAT'S A DISGRACE.
HOW'S THAT GOING TO HELP THAT? WE NEED TO BE THINKING ABOUT THESE STUDENTS AS VALUED.
WE NEED TO BE INVESTING GREATER IN THEM, NOT MAKING CUTS THIS TIME.
>> JULIANA MARIE GANES? NO. MOVING ON.
AS I SAID, I'LL CALL FIVE NAMES IN A ROW TOGETHER AND SO THAT YOU CAN MAKE YOUR WAY UP AND GET READY TO SPEAK.
OUR FIRST GROUP IS ANDI NOFZIGER, EMILY ALVIN, VANESSA MACEDO, KRISTA MORALES, AND JESSE GUASCH.
>> GOOD EVENING. I'M ANDI NOFZIGER, PRESIDENT OF THE EDMONDS EDUCATION ASSOCIATION AND MOM OF A STUDENT WHO'S ALSO AT HOME DIRECTOR OF KILGORE.
THESE CUTS PROPOSED ARE IRRESPONSIBLE, UNREASONABLE, AND LIKELY UNNECESSARY.
WE KNOW YOU WANT THE BEST FOR STUDENTS IN SCHOOLS AND HOW YOU CHOOSE TO RESPOND TO THE REDUCED EDUCATION PLAN PROVIDES YOU THE OPPORTUNITY TO EITHER BE HEROES OR VILLAINS.
WE IMPLORE YOU TO ASK QUESTIONS, PUSH BACK AND DO RIGHT BY OUR STUDENTS AND STAFF.
ANDREA HARDY AT WA, WHO'S BEEN OUR FINANCIAL PARTNER FOR OVER TWO DECADES, COMPLETED THE ANALYSIS OF OUR DISTRICT BUDGET.
SHE KNOWS OUR DISTRICT, STUDIES TRENDS, USES DISTRICT DOCUMENTS AND HER FORECASTS HAVE ALWAYS BEEN ACCURATE.
SOME IMPORTANT POINTS FROM HER ANALYSIS.
ANDREA PREDICTS THE ENDING FUND BALANCE WILL BE AT LEAST 25 MILLION, WHICH IS MORE THAN SIX PERCENT OF SPENDING AND MORE THAN SUFFICIENT FOR DISTRICT OF EDMONDS SIZE AND CALIBER.
THE ENDING FUND BALANCE HAS GROWN BY 36.2 PERCENT IN THE LAST FOUR YEARS AND WILL LIKELY BE LARGER THAN BUDGETED THIS YEAR.
THERE IS CAPACITY, BUDGETED SPENDING THAT'S NOT ACTUALLY EXPECTED, BUILT INTO THE BUDGET IN ALL MAJOR AREAS, CREATING A LIKELY CAPACITY OF $13.4 MILLION.
THE DISTRICT IS NOT STAFFING TO RECEIVE THE MAXIMUM FUNDED AMOUNT FOR K3 CLASS SIZES THIS YEAR AMOUNTING TO A POTENTIAL LOSS OF $582,000.
YOU APPROVED OUR THREE-YEAR CONTRACT IN AUGUST.
RATHER THAN MAXIMIZING SALARY INCREASES LIKE OUR NEIGHBORS, OUR MEMBERS PRIORITIES WERE TO PARTNER WITH THE DISTRICT IN PROVIDING ADDITIONAL SUPPORTS TO STUDENTS AND BUILDINGS TO ULTIMATELY INCREASE GRADUATION RATES.
THE DISTRICT BARGAINING TEAM AND SCHOOL BOARD AGREED TO ADDITIONAL STAFFING TO SUPPORT STUDENT LEARNING, AND THIS WAS PAID FOR BY ELIMINATING WEIGHTED CLASS LOAD RELIEF IN OUR CONTRACT.
THE EEA LITERALLY PAID FOR NEW STAFFING TO SUPPORT STUDENTS SUCCESS WITH MONEY FROM OUR OWN POCKETS.
AS PART OF THE SETTLEMENT, THE DISTRICT BARGAINING TEAM AND SCHOOL BOARD ALSO AGREED TO LOWER CLASS SIZES IN GRADES FOUR THROUGH EIGHT.
INSTEAD, A MERE EIGHT MONTHS LATER, THE PLAN IS TO INCREASE CLASS SIZES FOR NEXT YEAR.
IN AUGUST, THERE WAS NO TALK OF NOT BEING ABLE TO AFFORD LOWER CLASS SIZES.
WHY NOW? AT BEST IT'S A LARGELY MANUFACTURED FINANCIAL CRISIS.
AT WORST, IT WAS AN UNFAITHFUL BARGAIN.
[01:20:01]
OUR SCHOOLS ARE ALREADY STAFFED TOO THINLY.BY THE DISTRICT'S OWN PROJECTIONS, ENROLLMENT BETWEEN THIS YEAR AND NEXT YEAR DROPS ABOUT 150 STUDENTS, WHICH WOULD ACCOUNT FOR 11.4 OR FEWER CERTIFICATED STAFF.
INSTEAD, THE PROPOSAL IS TO CUT 60, WHICH CUTS THE LEGS OUT FROM UNDER OUR ABILITY TO ACHIEVE THE DISTRICT STATED GOALS OF EQUITY EXCELLENCE, ENGAGEMENT.
IF YOU BELIEVE STAFFING CUTS NEED TO BE MADE, IT'S INCUMBENT ON YOU TO MAKE THE CUTS FAR AWAY FROM STUDENTS AND BUILDINGS.
>> IT WILL REQUIRE A HARD LOOK AT DISTRICT LEVEL DEPARTMENTS.
THERE ARE DEPARTMENTS THAT ARE NICE TO HAVE, BUT WE CAN LIVE WITHOUT.
EQUITY IN EDUCATION IS ACHIEVED DAY-TO-DAY IN CLASSROOMS AND BUILDINGS, NOT IN A SILOED DEPARTMENT AT THE ESC.
WE SIMPLY CANNOT AFFECT EXCELLENCE ENGAGEMENT, LET ALONE SOCIAL, EMOTIONAL HEALTH IN CLASSROOMS OF UP TO 40 STUDENTS.
PLEASE CHOOSE TO BE HEROES, NOT VILLAINS. THANK YOU.
>> THE MESSAGE TO THE ADMIN SCHOOL DISTRICT BOARD.
MY NAME IS JESSE GUASCH AND I'M A CURRENT JUNIOR AT MOUNTLAKE TERRACE HIGH SCHOOL.
ALTHOUGH THERE ARE MANY OTHER ISSUES THAT I WOULD LIKE TO SHINE A LIGHT ON TODAY, SUCH AS THE CUTS TO THE PERFORMING ARTS PROGRAM IN THE DISTRICT.
I'D LIKE TO SPECIFICALLY CENTER ON THE CUTS TO THE SCHOOL SOCIAL WORK PROGRAM IN THE DISTRICT.
AS A LATINO STUDENT IN THE DISTRICT AND AS AN ASPIRING SOCIAL WORKER MYSELF, I FIND THAT IT IS MY DUTY TO ADVOCATE FOR MY COMMUNITY WHEREVER POSSIBLE AND I BELIEVE THAT THESE CUTS BEING MADE TO THE SOCIAL WORK PROGRAM ARE NOT JUST.
TO BEGIN, I'D LIKE TO HIGHLIGHT A PORTION OF THE WORK THAT MY SCHOOL SOCIAL WORKER, MS. VICTORIA CASTAÑEDA DOES FOR THE STUDENTS OF MOUNTLAKE TERRACE HIGH SCHOOL AND BRIER TERRACE MIDDLE SCHOOL.
MS. VICTORIA, CAN YOU PLEASE STAND UP BRIEFLY? I KNOW I'M OUT OF TIMELINE.
>> THE WORK THAT MS. VICTORIA DOES INCLUDES BUT IS NOT LIMITED TO PROVIDING COUNSELING, HOUSING INSECURITY SUPPORT, CRISIS INTERVENTION, AND IMMIGRATION TRAUMA SUPPORT, TO NAME A FEW.
TO PUT IT SIMPLY, THE WORK THAT MS. VICTORIA DOES FOR THE STUDENTS AND THE EDMONDS SCHOOL DISTRICT IS NOTHING SHORT OF CRUCIAL, IF NOT ABSOLUTELY NECESSARY, FOR THE MENTAL HEALTH AND THE WELL-BEING OF THE MULTITUDE OF STUDENTS THAT SHE WORKS WITH.
NOT ONLY DOES MS. VICTORIA, HELP STUDENTS WITH THEIR PERSONAL CONCERNS, BUT SHE ALSO ACTS AS THE ADVISOR FOR THE LATINO STUDENT UNION AT MOUNTLAKE TERRACE HIGH, OF WHICH I AM THE CURRENT VICE PRESIDENT OF.
MS. VICTORIA, WORKS TIRELESSLY EVERY DAY WITH A BROAD RANGE OF STUDENTS ACROSS THE DISTRICT, REGARDLESS OF GENDER, RACE, OR IDENTITY.
AS A MEMBER OF THE LATINO COMMUNITY HERSELF, MS. VICTORIA IS ABLE TO PROVIDE SUPPORT FOR LATINO STUDENTS IN THE COMMUNITY.
STUDENTS WHO MAY NOT BE FLUENT IN ENGLISH, STUDENTS WHO SUFFER FROM IMMIGRATION RELATED TRAUMA, AND STUDENTS WHO RELY ON MS. VICTORIA TO SIMPLY GET THROUGH THEIR DAY IN A SCHOOL WHERE SHE MIGHT BE THE ONLY ADULT IN THE BUILDING WHO UNDERSTANDS THAT STUDENTS STRUGGLES AND EXPERIENCES.
THROUGHOUT THIS LAST YEAR, MS. VICTORIA HAS GIVEN ME AN INCREDIBLE AMOUNT OF OPPORTUNITIES TO GIVE BACK TO MY COMMUNITY AND HAS GIVEN ME KNOWLEDGE THAT I WILL CARRY WITH ME FOR THE REST OF MY LIFE.
TO CONTINUE, I'D LIKE TO TOUCH UPON THE DEMOGRAPHIC OF STUDENTS IMPACTED BY THIS CUT TO THE SOCIAL WORK PROGRAM.
TO QUOTE THE LETTER MADE BY THE SCHOOL SOCIAL WORK PROGRAM TO THE DISTRICT BOARD." IN EDMONDS SCHOOL SOCIAL WORKERS CASE LOADS ARE MADE UP OF APPROXIMATELY 70 PERCENT OR MORE STUDENTS OF COLOR, AS WELL AS STUDENTS WHO IDENTIFY AS LGBTQ PLUS ".
THE EDMONDS SCHOOL DISTRICT TAKES PRIDE AND IDENTIFIES WITH THE SAYING, EQUITY, ENGAGEMENT AND EXCELLENCE.
BUT HOW CAN WE, AS A DISTRICT, UPHOLD THAT WITH GOOD FAITH AFTER TERMINATING A PROGRAM THAT'S MAIN DEMOGRAPHIC IS MADE UP OF MINORITY COMMUNITIES.
FURTHERMORE, I DIRECT THIS MESSAGE SPECIFICALLY TO THE SUPERINTENDENT OF THE EDMOND SCHOOL DISTRICTS, MS. DR. REBECCA MINER, WHO I HAD THE PLEASURE OF MEETING THIS PAST SATURDAY.
IN THIS TIME WHERE MENTAL HEALTH NEEDS ARE THE GREATEST.
THEY HAVE BEEN IN YEARS WHERE INTERPERSONAL VIOLENCE AND BEHAVIORAL ISSUES ARE ON THE RISE AND WE'RE ACCESS TO MENTAL HEALTH COUNSELING AND SUPPORT IS SO LIMITED.
I PROPOSE THE QUESTION, WHAT EXACTLY DOES THIS SAY TO THE FAMILIES, STUDENTS, AND THE COMMUNITY REGARDING YOUR PRIORITIES AND COMMITMENT TO THE WELL-BEING OF YOUR STUDENTS.
[01:25:07]
>> MY NAME IS KRISTA MORALES, A TEACHER WITH 20 YEARS OF HISTORY AND THE EDMONDS SCHOOL DISTRICT.
MANY OF YOU KNOW ME BECAUSE I'VE NEVER SHIED AWAY FROM PULLING A SEAT UP TO THE TABLE.
THIS SYSTEM WAS STRUGGLING BEFORE COVID, BUT IS NOW AT AN INFLECTION POINT WITH THE GREATEST NEEDS I'VE EVER SEEN IN MY CAREER.
IN IMMERSING MYSELF IN THE DISTRICTS INITIATIVE TO ADDRESS THE INEQUITIES IN THE SYSTEM.
I KNOW WHAT IT LOOKS LIKE TO MAKE STRIDES TOWARD EQUITABLE OUTCOMES.
THIS BUDGET IS THE ANTITHESIS OF EQUITY.
SOME YEARS AGO, I SAT IN THIS VERY ROOM OR FOUR OF MY ACADEMICALLY DIVERSE STUDENTS SPOKE ON ME HALF OF THEIR PEERS AND COMMUNITY, TWO OF THEM ARE HERE AGAIN TONIGHT.
ONE STUDENT POINTED TO THE EQUITY POSTER ON THE WALL AND ASK THE DISTRICT HOW THEY COULD CLAIM EQUITY WHEN MARGINALIZED AND UNDERREPRESENTED STUDENTS WERE FACING CLASS SIZES THAT MAKE MEETING THEIR NEEDS AND POSSIBLE.
YET HERE WE ARE FACING A MAJORITY OF CUTS THAT ARE THE VERY CLOSEST TO STUDENTS.
SAYING EQUITY IS NOT BEING EQUITABLE.
TO REACH EXCELLENCE, STAFF NEED THE TIME TO MAXIMIZE THEIR SKILLS AND EXPERTISE TO SERVE THEIR STUDENTS.
FOR EXAMPLE, EFFECTIVE DIFFERENTIATION SHOULD GIVE EQUITABLE ACCESS TO ALL OF OUR STUDENTS.
BUT WHEN YOU'RE FACING A CHASM OF SKILLS THAT HAVE BECOME SO VAST AND VARIABLE WITH LESS RESOURCES THAN EVER.
NO HUMAN COULD POSSIBLY CLEAR IT AND NOW YOU'RE REDUCING IT EVEN MORE.
WE CANNOT CONTINUE TO COMPROMISE ON THIS.
WE ARE FALLING WELL SHORT OF WHAT OUR STUDENTS DESERVE AND IN A PROFESSIONAL SENSE, IT MAKES US FEEL LIKE WE'RE NOWHERE NEAR THE MARK.
EVEN THOUGH I KNOW WE ARE A TALENTED POOL OF EDUCATORS WORKING THE HARDEST THAT WE CAN.
YOU DO NOT SET UP YOUR STAFF TO REACH EXCELLENCE WHEN NOTHING COMES OFF THE PLATE AND NO ADDITIONAL TIME IS PROVIDED.
ENGAGEMENT IS ANOTHER ACCESS POINT.
WATCHING MY STUDENTS DEVELOP CONFIDENCE, CURIOSITY, COLLABORATION, CONNECTIONS, AND CRITICAL THINKING SKILLS IS THE MOST FULFILLING PART OF MY JOB OUTSIDE OF MY INTERACTIONS WITH THEM.
ARE MY STUDENTS STILL ACHIEVING THIS? YES, TO SOME DEGREE.
ARE THEY ACHIEVING IT AT THE RATE OF SUCCESS WE WANT FOR THEM? NO, BECAUSE THE CONDITIONS HAVE MADE IT IMPOSSIBLE.
THAT IS NOT A HYPERBOLIC STATEMENT, THAT IS FACT.
WE ARE TRYING, WE ARE WORKING FAR IN EXCESS OF WHAT WE SHOULD TO THE DETRIMENT OF OUR HEALTH.
BECAUSE THE TRADE-OFF WOULD BE DISENGAGED AND DISHEARTENED STUDENTS AND THAT IS NO WAY TO SPEND A DAY OR A CAREER.
I HAVE CHOSEN NOT TO RETURN TO EDMONDS SCHOOL DISTRICT AFTER THE SCHOOL YEAR.
I'M LEAVING NOT BECAUSE OF THE GRAVITY OF THE CHALLENGES, BUT BECAUSE THE LACK OF WILL AT THE HIGHEST LEVELS TO REALLY FACE THESE CHALLENGES WITH FIDELITY.
LEVERAGING THE EXPERTISE OF YOUR STAFF THAT ARE WITH STUDENTS EVERY DAY TO MAKE THE BIGGEST GAINS.
I LEAVE YOU WITH THIS LAST PLEA.
LIVE UP TO THE PRINCIPLES YOU CLAIM TO ASPIRE TO BY TAKING THE ACTIONS NECESSARY TO MAKE THESE IMPORTANT STRIDES.
TAKE CARE OF YOUR STAFF, SO THEY CAN TAKE CARE OF THESE STUDENTS WHO DESERVES SO MUCH MORE THAN THE SYSTEM IS OPERATING.
>> MY NAME IS VANESSA MACEDO. GOOD EVENING.
TODAY I'M HERE TO ADVOCATE FOR THOSE WHO CANNOT.
I'M A JUNIOR AT MOUNTLAKE TERRACE HIGH SCHOOL AND THE SECRETARY OF LATINO STUDENT UNION CLUB, SUPERVISED BY MS. VICTORIA CASTAÑEDA-VARGAS.
SHE IS ALSO A SOCIAL WORKER AT MY SCHOOL.
ONE OF THE CUTS BEING MADE AS A WHOLE SOCIAL WORK PROGRAM TO PUBLIC KNOWLEDGE, IT IS KNOWN THAT THE SOCIAL WORK PROGRAM WAS IMPLEMENTED DUE TO THE OVERWHELMING NUMBER OF CASES THE FAMILY RESOURCE ADVOCATES AND COUNSELORS RECEIVE DUE TO MENTAL HEALTH NEEDS, THE CASE LOADS OF THE SOCIAL WORKERS ARE MADE UP OF 70 PERCENT OR MORE STUDENTS OF COLOR.
SOCIAL WORKERS OF THE DISTRICT DO A TREMENDOUS AMOUNT OF WORK TO AID STUDENTS IN NEED.
THE WORKING RANGE FROM COUNSELING, CRISIS INTERVENTION, HOUSING, INSECURITY SUPPORT TO IMMIGRATION TRAUMA SUPPORT.
LOSING THIS IMPERATIVE PROGRAM WILL COST THE SAFE HAVEN OF MANY STUDENTS USING THIS FREE RESOURCE AND SUBSEQUENTLY WILL IMPACT THEIR ACADEMIC PERFORMANCE AND EDUCATION.
IN A RESEARCH DONE BY THE WASHINGTON STUDENT ACHIEVEMENT COUNCIL, IT IS FOUND THAT DEPRESSION IS HIGHER AMONG STUDENTS OF COLOR THAN WHITE STUDENTS.
OVERALL, MENTAL HEALTH ISSUES AMONG STUDENTS FROM LOW SOCIOECONOMIC BACKGROUNDS IS HIGHLY PREVALENT.
ACCORDING TO THE WASHINGTON OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION, OF THE 20,524 STUDENTS ENROLLED IN THE EDMONDS SCHOOL DISTRICT, 40.9 PERCENT OF THESE STUDENTS ARE LOW-INCOME, NOT ONLY THAT, BUT A TOTAL OF 40 STUDENTS IN THE EDMONDS SCHOOL DISTRICT ARE STUDENTS OF COLOR, AS AN INDIVIDUAL WHO'S A PART OF BOTH OF THESE STATISTICS AND HAS BEEN ENROLLED IN THE DISTRICT SINCE JUMPS TART.
I CAN TELL YOU THAT WITHOUT THE AID OF THE STUDENTS SUPPORT ADVOCATES, AND SOCIAL WORKERS, I WOULD NOT HAVE BEEN ABLE TO NAVIGATE SCHOOL WITH THE GREAT STRESS THAT COMES WITH BEING A CHILD OF AN IMMIGRANT.
WONDERING IF YOUR PARENT WILL BE WAITING FOR YOU AT THE BUS STOP.
[01:30:01]
THERE WAS A POINT WHERE I WAS SEEKING LEGAL ASSISTANCE FROM MS. VICTORIA NOT LESS THAN A YEAR AGO, ASKING HER FOR HELP IN WRITING MY PLEA LETTER THAT WOULD BE SEEN BY IMMIGRATION OFFICERS.SOCIAL WORKERS ARE A FREE RESOURCE FOR STUDENTS LIKE ME DEALING WITH THE BARRIERS OF BEING A LOW-INCOME STUDENTS OF COLOR.
THE DISTRICT'S MOTTO, EQUITY, ENGAGEMENT, EXCELLENCE.
YOUR MISSION AS A DISTRICT IS TO ADVOCATE FOR EACH AND EVERY STUDENT EQUITY, AS STATED ON THE EDMONDS SCHOOL DISTRICT WEBSITE, REMOTE INSTITUTIONAL BARRIERS TO ENSURE EVERY STUDENT HAS EQUITABLE ACCESS TO A RIGOROUS, SAFE, INCLUSIVE EDUCATION.
WHICH BRINGS ME TO MY NEXT POINT, THE EDUCATION LEVY.
THE EDUCATION LEVY IS PROMOTED TO BRIDGE THE GAP.
FONTS, CRITICAL STAFF, CRITICAL ACADEMIC, EMOTIONAL HEALTH AND SAFETY NEEDS INCLUDING ADDITIONAL TEACHERS, INSTRUCTIONAL AIDS AND OTHER STUFF LIKE COUNSELORS AND SOCIAL WORKERS, NOT FULLY FUNDED BY THE STATE.
TO WHAT USE ARE THE FUNDS OF THE EDUCATION LEVY BEING USED FOR IT, IF NOT FOR WHAT IT'S INTENDED.
WHILE I SEE THAT THE BUDGET CUT MIGHT BE NUMBERS AND DATA AND A FINANCIAL TOOL TO MANAGE WHATEVER PRINCIPLES ARE AT YOUR HANDS.
I THINK IT IS IMPORTANT TO NOTE THAT THE STUDENTS, FAMILIES, AND STAFF ARE NOT NUMBERS ON A GRAPH.
WE ARE REAL PEOPLE BEING IMPACTED BY THESE DECISIONS.
WITH THAT BEING SAID, I HOPE YOU TAKE THE TIME TO TAKE THE VOICES OF THE PEOPLE HERE TODAY INTO ACCOUNT AND SEES THAT THE EFFECTS OF THESE CUTS ARE DETRIMENTAL TO THE INDIVIDUALS OF THIS DISTRICT.
>> JUST A COUPLE OF QUICK HOUSEKEEPING THINGS I'VE HEARD FROM FOLKS ONE PERSON WATCHING FROM HOME.
IT'S GREAT IF PEOPLE CAN BE ABOUT THREE INCHES FROM THE MICROPHONE AND PROJECT, SHE'S HEARING OKAY BUT THAT HELPS.
ALSO, IF YOU COULD GIVE GREG SCHWAB ACCESS TO THE LIST SO THAT HE COULD KNOW AND PROJECT THAT OUTSIDE.
AND FINALLY, IF YOU COULD HIGHLIGHT THEM BECAUSE I THINK I'M GOING TO GET LOST AT LEAST IN WHO IS GONE AND WHO HASN'T AS OUR CONSTITUENTS SHARE WITH US TONIGHT, THAT WOULD BE REALLY HELPFUL. THANKS, EVERYBODY.
>> WHILE WE'RE WAITING FOR HER BECAUSE I CALLED HER IN THE FIRST GROUP, I'LL CALL THE NEXT GROUP.
>> IT'S EMILY ALVIN, CASEY CARPENTER, KATIE LAURIAS, JILL ESPITIA.
I CAN'T COUNT TO FIVE, KATIE REDENBAUGH AND JENNIFER COONS. THANK YOU.
>> HI, THERE. MY NAME IS EMILY ALVIN AND I'M A SENIOR AT MOUNTLAKE TERRACE HIGH SCHOOL.
AND FOR THE PAST FOUR YEARS I HAVE BEEN PART OF THE STEM PROGRAM.
I EMPHASIZE WITH ALL OF YOU RIGHT NOW FOR HAVING TO DEAL WITH THE FEDERAL FUNDING CUTS AND I KNOW THERE'S NOT A LOT OF EASY SOLUTIONS FOR THAT.
RIGHT NOW MY PROGRAM IS FACING FUNDING CUTS THAT CAN BE SOLVED.
RECENTLY, THE DISTRICT MADE THE DECISION TO SHORTEN FRIDAYS TO 75 MINUTES NEXT YEAR.
THIS CHANGE WAS MADE TO INCREASE THE OVERALL MINUTES PER YEAR.
THE ISSUE WITH THIS IS THAT CTE FUNDING IS GIVEN BASED ON WEEKLY MINUTES, SO CUTTING FRIDAYS DOWN IS DECREASING THE AMOUNT OF WEEKLY MINUTES WE HAVE, WHICH MEANS THAT WE DON'T HAVE CTE FUNDING RIGHT NOW.
MY STEM PROGRAM IS AN INCREDIBLY POWERFUL PROGRAM.
WE HAVE FOUR CLUBS, THREE PATHWAYS, AND TONS OF STUDENTS WHO ARE PREPARED FOR THE CAREERS OUTSIDE OF SCHOOL.
MY CLUB IN PARTICULAR IS A COMPETITIVE STEM CLUB.
LAST YEAR WE SENT 60 STUDENTS TO A STATE COMPETITION.
MY STEM PROGRAM IS NOT JUST ABOUT THE CAREER SKILLS THAT WE TEACH.
WE ALSO TEACH A LOT OF PROBLEM-SOLVING, TEAMWORK, COLLABORATION, AND OTHER SKILLS NECESSARY.
THERE'S A LOT OF CONFIDENCE BUILT IN STUDENTS IN MY PROGRAM, AND THERE IS NOTHING THAT A SCHOOL CAN OFFER MORE THAN THAT TO SOMEONE WHO NEEDS TO BE READY FOR THE OUTSIDE WORLD.
BY GIVING US MORE MINUTES PER WEEK, OUR SCHOOL CAN HAVE THAT FUNDING BACK AND MY STEM PROGRAM CAN REMAIN.
RIGHT NOW THE CUTS WE'RE FACING RIGHT NOW WOULD MEAN THAT WE LOSE ONE OF OUR FOUR STEM TEACHERS.
WE LOSE ALL OF OUR PROGRAM AS A WHOLE, AND MOST OF OUR CLASSES WILL BE CUT AS WELL.
THESE CTE CUTS BEING FACED BY OUR SCHOOL ARE ALSO FOR OTHER PROGRAMS SUCH AS ASL, PHOTOGRAPHY, THE ARTS, OTHER PROGRAMS THAT ARE FUNDED BY CTE.
AS OF RIGHT NOW, ALL OF MY ELECTIVE CLASSES THAT I TOOK IN THE LAST FOUR YEARS HAVE BEEN FUNDED BY CTE.
[01:35:03]
NOT A SINGLE ONE WAS NOT A CTE CLASS.WE BENEFIT HEAVILY FROM CTE FUNDING AND SO I'M ASKING YOU TO REOPEN THE DISCUSSION ABOUT SCHEDULING AND WEEKLY HOURS SO THAT WE CAN GET BACK THIS FUNDING THAT WE NEED.
>> CAN I BE HEARD OKAY RIGHT NOW JUST LIKE THIS.
UP A BIT. HOW ABOUT NOW, IS THIS GOOD? COOL. MY NAME IS CASEY CARPENTER.
I'M A SENIOR AT MOUNTLAKE TERRACE HIGH SCHOOL. I'D LIKE TO THANK YOU ALL HERE FOR GIVING US A PLATFORM TO SPEAK OUR MINDS ON ALL THESE TOPICS GOING ON.
I'M HERE ON BEHALF OF EVERYONE IN THE PERFORMING ARTS IN THE EDMONDS SCHOOL DISTRICT.
NOW, I MYSELF HAVE NEVER BEEN A PART OF THESE CLASSES.
HOWEVER, I CAN PERSONALLY ATTEST TO THE INTEGRITY OF THESE CLASSES FROM A SPECTATOR STANDPOINT, WHETHER IT BE TO GO IN TO SEE THE LOCAL SCHOOL PLAY WITH SOME FRIENDS, HEARING THE PEP BAND AT SOME SPORTS GAMES OR JUST GOING TO SOME CONCERTS.
THOSE HAVE BEEN SOME OF THE MOST ENJOYABLE MOMENTS IN MY TIME HERE IN HIGH-SCHOOL.
BY GETTING RID OF THESE CLASSES, YOU ARE ROBBING FUTURE GENERATIONS OF THAT EXPERIENCE, AND THAT TO ME IS A TERRIFYING THOUGHT.
THESE PROGRAMS HAVE CHANGED LIVES FOR THE BETTER, FOR BOTH THOSE INVOLVED AND THOSE SPECTATING.
IT GIVES PEOPLE A NICE BREAK FROM ALL THE CONFUSION OF TIRING SCHOOLWORK AND PERSONAL MATTERS TO JUST HAVE FUN WITH SOME GOOD FRIENDS.
IT'S ALSO WORTH MENTIONING IT GIVES STUDENTS A GREAT PLATFORM TO EXPRESS THEMSELVES AND SOMETIMES EVEN GIVE THEMSELVES A POSSIBLE CAREER LATER ON DOWN THE LINE.
THE FACT THAT YOU HAVE BEEN TALKING ABOUT TAKING THESE AWAY, IT'S NOT COMFORTING TO SAY THE LEAST.
AND I CAN'T SEE HOW THIS BENEFITS THE DISTRICT FROM A REPRESENTATIVE STANDPOINT.
I'M SURE YOU ALL AND EVERYBODY ELSE HAS SEEN THE NEWS REPORTERS COVERING ALL THIS AND, IN FACT, THE COVERAGE OF THIS HAS GOTTEN SO BIG THAT CHRISTIAN ROLLED IN A SOCCER PLAYER FROM THE SEATTLE SANDERS AND ON THE US MEN'S NATIONAL TEAM RECENTLY POSTED A VIDEO SPEAKING OUT ABOUT THIS.
I THINK I SPEAK ON EVERYONE'S BEHALF WHEN I SAY THAT THIS BENEFITS NOBODY AND SURELY YOU ALL CAN REALIZE THAT FROM HEARING THE BANDS A FEW CLASSROOMS OVER.
YOU CAN HEAR THE ENTHUSIASM IN EACH NOTE THAT THEY PLAY AND SING, AND YOU CAN SEE HOW ESSENTIAL THIS IS TO THEIR LIVES.
AND REALLY THE ONLY THING I CAN SEE COMING OUT OF THIS IS MONEY.
BY GOING THROUGH WITH THIS, IT SHOWS THAT YOU PRIORITIZE MONEY OVER THE CHILDREN THAT YOU PRIDE YOURSELF ON PROTECTING AND EDUCATING.
THE ONLY THING YOU ACCOMPLISH BY GOING THROUGH THIS IS DESTROYING YOUR REPUTATION FOR CARING AND PRIORITIZING YOUR STUDENTS.
ONCE AGAIN, I'M GOING TO THANK YOU FOR GIVING US A PLATFORM TO SPEAK OUR MINDS.
THAT IS REALLY UNDER APPRECIATED.
I TRULY HOPE THAT YOU CAN ALL HAVE A CLEAR CONSCIOUSNESS AND THAT YOU WILL MAKE THE RIGHT CHOICE.
>> MEMBERS OF THE BOARD, MY NAME IS JILL ESPITIA.
I'M A RETIRED FIREFIGHTER AND THE CURRENT PRESIDENT IN THE MOUNTLAKE TERRACE MUSIC BOOSTERS.
MY SON IS A CURRENT SENIOR AND JAZZ DRUMMER AT OUR SCHOOL.
I'M CURIOUS AS TO WHY THE FIRST THOUGHT FOR BUDGET CUTS ALWAYS DOES AIMED AT THE MUSIC AND PERFORMING ARTS, THE MOST NURTURING OF DEPARTMENTS AND THE VERY PROGRAM THAT PROVIDES OUR SCHOOL AND DISTRICT HIGHLY ACCLAIMED REPUTATION ACROSS THE NATION.
TIME AND AGAIN, OUR DIRECTOR DARREN FALL, HAS LED OUR BAND GROUPS TO TOP AWARDS IN MAJOR COMPETITIONS.
OUR SCHOOL IS RECOGNIZED FOR MUSIC EXCELLENCE REGIONALLY, NATIONALLY, AND INTERNATIONALLY.
NOW WE ARE BEING FACED WITH HAVING TO LOSE THE VERY PROGRAM THAT THE SCHOOL'S REPUTATION WAS BUILT ON.
DO YOU KNOW HOW MUCH HEART AND SOUL IS POURED INTO TEACHING AND NURTURING THE SHY, INTROVERTED STUDENTS WHO COME ON STAGE AND PLAY A SOLO? HOW MANY FRIENDSHIPS HAVE GROWN THROUGH THIS PROGRAM? THE STUDENTS HAVE A HOME IN THE BAND ROOM.
THEY STAY AFTER AND PRACTICE TOGETHER, HOLD DROP-IN JAM SESSIONS, COMPOSE AND ARRANGE ORIGINAL PIECES, AND JUST ENJOY ONE ANOTHER'S COMPANY.
[01:40:02]
RESPECTFUL, AND AMAZINGLY TALENTED, BUT THEY'RE ALSO HURTING AND NEED ONE ANOTHER AND THIS PROGRAM TO PROVIDE THE NURTURING SOCIAL, EMOTIONAL SPACE WHERE THEY BELONG.THEY CONNECT EARLY ON AND HOLD LIFELONG FRIENDSHIPS.
THEY THRIVE IN THIS ENVIRONMENT.
THEY ALSO CONTINUE TO GIVE BACK TO THE COMMUNITY BY PROVIDING MUSIC ENJOYED BY THE PUBLIC THROUGH SMALL GROUP PERFORMANCES SUCH AS TREE LIGHTING CEREMONIES, JAZZ COMBO SESSIONS IN THE WATERFRONT, SENIOR CENTER DINNERS IN LOCAL RESTAURANTS AND PRIVATE EVENTS.
THEY ALSO CONTINUE TO GIVE BACK TO THE COMMUNITY BY PROVIDING MUSIC ENJOYED BY THE PUBLIC, I JUST SAID THAT.
WE'RE ALSO THE ONLY DEPARTMENT IN OUR SCHOOL THAT IS ACTIVE YEAR ROUND.
THIS YEAR, OUR BANDS HAVE PERFORMED EIGHT-PLUS CONCERTS, PARTICIPATED IN A DRUM LINE EVENT, PROVIDED PEP BAND SUPPORT FOR OUR SPORTS TEAMS, HAD A FALL BAND RETREAT, SANTA BREAKFAST, SWING DANCE, PARTICIPATED IN THREE LOCAL BAND FESTIVALS AND ORGANIZED ONE.
DURING SPRING BREAK, 71 OF OUR STUDENTS TRAVELED TO DISNEYLAND, WHERE THEY PARTICIPATED IN A RECORDING WORKSHOP AND PERFORMED LIVE ONSTAGE IN DISNEY'S CALIFORNIA ADVENTURE, AND WE'RE NOT DONE.
THIS GROUP IS THE MOST WELL-BEHAVED, POLITE AND HELPFUL GROUP OF KIDS I'VE EVER WORKED WITH.
WE HAVE NOT HAD ONE MAJOR ISSUE ON ANY TRIPS OR EVENTS.
THE WAY THEY REPRESENT OUR SCHOOL SHOULD BE COMMENDED.
OUR PARENT GROUP IS THE STRONGEST IN OUR SCHOOL.
THIS YEAR TO DATE, THE MUSIC PROGRAM HAS RAISED ALMOST $70,000 AND THROUGH OUR MUSIC PROGRAM, WE'RE SELF-FUNDING CLOSE TO $200,000 WORTH OF EXPERIENCES FOR OUR STUDENTS AND NOW THAT WE ARE SUCCESSFULLY REBUILDING OUR PROGRAM, IT IS BEING TAKEN AWAY.
THE PROPOSED CUTS WILL NOT ONLY AFFECT TODAY'S STUDENTS IN CLASSES, BUT WE'LL JEOPARDIZE THE GROWTH OF OUR BAND PROGRAM IN THE FUTURE.
IF YOU JUST WANT TO TALK ABOUT NUMBERS, WASN'T IT JUST PRESENTED RECENTLY, THE HIGHEST SUCCESSFUL PERCENTAGE OF GRADUATING STUDENTS COMES FROM MUSIC AND PERFORMING ART GROUPS? WHY ARE YOU LOOKING TO CUT 60 PERCENT OF OUR DEPARTMENT? I'M ALMOST DONE.
TO REMOVE THESE PROGRAMS WILL DEVASTATE THE GRADUATE SUCCESS RATE AND PUT EDMONDS SCHOOL DISTRICT EVEN FURTHER IN THE HOLE.
I ASKED YOU RETHINK [OVERLAPPING]
>> CHOICES AND WHERE YOU MAKE YOUR BUDGET CUTS PLEASE DON'T TAKE AWAY THE HEART AND SOUL OF OUR STUDENTS AND IF YOU NEED SOME ASSISTANCE FUNDING THE PROGRAM, GIVE ME A CALL, I CAN HOLD A FUNDRAISER FOR YOU.
>> HELLO, FELLOW BOARD MEMBERS.
I'M KATIE REDENBAUGH, MTHS CHOIR STUDENT AND A JUNIOR AT THE SCHOOL.
I'VE BEEN A PART OF THE MUSIC COMMUNITY SINCE 2015.
MUSIC IS SUCH AN ESSENTIAL THING TO MY LIFE AND I WOULDN'T BE HERE TODAY WITHOUT THE MUSIC PROGRAM.
MOUNTLAKE TERRACE MUSIC PROGRAM IS SO MUCH MORE THAN JUST A CLASS.
IT'S A COMMUNITY WITH MANY TRADITIONS AND MEMORIES AND ONCE IT'S GONE, IT'S TAKING AWAY AND WILL LEAVE A HOLE IN OUR HEARTS.
FOR MANY YEARS IT HAS BEEN A TRADITION FOR BAND, CHOIR, AND ORCHESTRA TO PERFORM AT GRADUATION AND IT HAS BEEN A HIGHLIGHT MEMORY FOR SENIORS TO PERFORM AFTER GRADUATION.
IF THIS GETS TAKEN AWAY, THE UNDERCLASS MEN WILL NEVER GET TO FEEL THE EXCITEMENT OF PERFORMING AT THEIR GRADUATION.
WE ARE HERE TODAY TO FIGHT FOR OUR MUSIC COMMUNITY AND SHOW THAT YOU ARE MAKING A MISTAKE BY TAKING THIS AWAY FROM US.
PLEASE RECONSIDER CUTTING PERFORMING ARTS.
MY NAME IS KATIE LAURIAS AND I'M A JUNIOR AT MOUNTLAKE TERRACE HIGH SCHOOL, DESPITE BEING VERY PASSIONATE ABOUT MANY OF THE OTHER CUTS BEING DISCUSSED TODAY, I WILL FOCUS ON THE CUTS BEING MADE TOWARDS OUR STEM PROGRAM, WHICH IS TIED TO THE EARLIER MENTIONED CTE FUNDING CUTS.
BEFORE I GO INTO THE DEPTHS OF WHAT THIS PROGRAM HAS OFFERED ME OPPORTUNITY WISE, I WANT TO GIVE SOME CONTEXT AS TO WHAT MY JOURNEY HAS LOOKED LIKE SO FAR AND HOW I GOT TO STANDING BEFORE YOU TODAY IN MY SECOND YEAR AS A COMPUTER SCIENCE STUDENT.
UNLIKE SOME OF MY PEERS, I DIDN'T GROW UP WITH THE PRIVILEGE OF HAVING THE SUPPORT NECESSARY FOR THIS PROGRAM AT HOME.
IN PARTICULAR, I GREW UP IN A BLUE COLOR, LOW-INCOME, FIRST-GENERATION HOUSEHOLD, WHERE DESPITE TRYING THEIR BEST, MY FAMILY COULDN'T HELP ME NAVIGATE THROUGH MY ACADEMIC JOURNEY.
WITH THAT SAID, WHEN I FIRST GOT INTRODUCED TO THE PROGRAM, I WASN'T THE MOST OPEN TO IT.
I DIDN'T FEEL AS THOUGH I COULD RELATE TO ANYONE IN IT, NOR DID I FEEL LIKE I COULD GARNER THE SUPPORT TO BE IN IT.
THIS HEAVILY AFFECTED HOW I APPROACH THE WORLD OF STEM AS I OFTEN TELL THE STORY ABOUT HOW I DROPPED OUT OF MY FIRST EVER STEM CLASS, IRONICALLY, A CODING CLASS IN MIDDLE SCHOOL, BUT MY MINDSET ON THE PROGRAM HAS CHANGED COMPLETELY.
I NOW RECOGNIZE HOW INCREDIBLY GRATEFUL I AM FOR WHAT THIS PROGRAM HAS DONE FOR ME.
IT IS THROUGH THIS PROGRAM THAT I FACED CHALLENGES, LEARNED LESSONS, AND MADE MANY ACCOMPLISHMENTS.
IT IS ALSO THROUGH THIS PROGRAM THAT I MET ONE OF MY BIGGEST SUPPORTERS AND ADVOCATES, MY COMPUTER SCIENCE TEACHER, MR. OWINGS.
I CAME HERE TODAY TO TALK ABOUT HOW TEACHERS LIKE MR.
[01:45:01]
OWINGS AND THE OPPORTUNITIES OFFERED IN THE STEM PROGRAM, SHOULD WE MAKE A DIFFERENCE IN STUDENTS LIVES AND THAT'D WOULDN'T BE SUCH A SHAME FOR ALL THAT TO BE TAKEN AWAY.SPECIFICALLY, I WANTED SOME OF THE MOST AMAZING OPPORTUNITIES LIKE BEING ABLE TO EARN COLLEGE CREDIT, TALK TO EXPERIENCED PROGRAMMERS, AND BE MENTORED BY SOME OF THE MOST QUALIFIED AND DEVOTED TEACHERS.
I CANNOT EVEN BEGIN TO EXPLAIN HOW GREAT FOR OUR PROGRAM IS TO HAVE A TEACHER LIKE MR. OWINGS WHO IS WILLING TO TEACH FOUR DIFFERENT COMPUTER SCIENCE CLASSES AND WHILE ALSO TRAVELING WITH OUR SCHOOLS OF X AND FRC TEAM.
IT IS WITH THE HELP OF HIM AND HIS PROGRAM THAT MANY STUDENTS HAVE FALLEN IN LOVE WITH COMPUTER SCIENCE AND I WILL PLAN TO PURSUE IT IN THE FUTURE.
I LOVE THIS PROGRAM SO MUCH THAT I EVEN PROMOTED TO MIDDLE SCHOOLERS ASPIRING TO JOIN THE FIELD OF STEM, JUST LIKE ME A COUPLE OF YEARS AGO.
IT'S UNFORTUNATE TO SAY THAT MUCH OF WHAT I'M TALKING TO YOU ABOUT TODAY WILL ALL DISAPPEAR WITH THIS CUT.
I'M UNAWARE OF THE EFFECT ON OTHER SCHOOLS, BUT I KNOW THAT AT LEAST AT MY SCHOOL, WE WILL LOSE A GREAT CHUNK OF OUR PROGRAM.
I'M HEARTBROKEN TO SAY THAT MUCH OF THIS WILL BE COMPUTER SCIENCE, A PROGRAM I'VE GROWN TO LOVE AND PROMOTE.
IT'S UNFORTUNATE THAT I UNINTENTIONALLY MISLEAD FUTURE HIGH SCHOOLERS WITH THE PROMISES OF OPPORTUNITIES IN COMPUTER SCIENCE.
WITH THIS CUT, YOU'RE ROBBING STUDENTS OF THE AMAZING FREE OPPORTUNITIES SERVICES THAT THIS PROGRAM HAS TO OFFER TO THEM.
>> GOOD EVENING. MY NAME IS JENNIFER COONS, AND I'M HERE THIS EVENING TO SPEAK ON BEHALF OF OUR CHILDREN AND THE IMMENSE IMPACT THE MUSIC DEPARTMENT AT EDMONDS-WOODWAY HAS HAD ON OUR TWO BOYS.
OUR OLDEST SON BEGAN HIS MUSIC JOURNEY AT WESTGATE ELEMENTARY AND IT CONTINUED THROUGH COLLEGE PLACE MIDDLE, AND THEN EDMONDS-WOODWAY.
IT NOT ONLY GAVE THEM A PLACE TO BELONG, BUT IT ALSO ALLOWED HIM TO EXPLORE HIS PASSION IN GIFTINGS WITH MUSIC.
THE TIME HE SPENT WITH THE BAND, ORCHESTRA AND WIND SYMPHONY LED TO COLLEGE SCHOLARSHIPS AND FINALLY A DEGREE IN AUDIO ENGINEERING.
IF IT WASN'T FOR THE MUSIC PROGRAM, I'M NOT SURE WHERE HE WOULD BE TODAY.
OUR YOUNGEST WHO CURRENTLY ATTENDS EDMONDS-WOODWAY IS A PASSIONATE DRUMMER AND PIANO PLAYER.
HE WAS DEVASTATED TO HEAR THE DISTRICT WAS GOING TO MAKE BUDGET CUTS TO THE MUSIC DEPARTMENT DISTRICT-WIDE.
HE LEFT HIS PRIOR SCHOOL TO ATTEND EW FOR SEVERAL REASONS, BUT THE MAIN DECISION WAS FOR HIM TO BE A PART OF THE MUSIC PROGRAM AND STRIVE FOR A COLLEGE SCHOLARSHIP.
THIS PAST YEAR AS A FIRST-TIME STUDENT AT EW HAS DEFINITELY COME WITH CHALLENGES, BUT KNOWING THERE'S POTENTIAL BUDGET CUTS WITHIN THE FINE ARTS DEPARTMENT IS HEART-WRENCHING.
THE THOUGHT OF LARGER CLASS SIZES AND PROGRAMS BEING CUT ARE GOING TO LEAD PARENTS NO OTHER OPTION BUT TO WITHDRAW THEIR STUDENTS LIKE WE DID SEVERAL YEARS AGO.
THE DECLINE IN ENROLLMENT IS PRETTY EASY.
PARENTS ARE WAKING UP AND ARE SEEING HOW THE PUBLIC SCHOOL SYSTEM IS FAILING OUR STUDENTS.
WE THOUGHT THE SHIP WASN'T GOING TO SINK FURTHER, SO WE PUT OUR SON BACK IN PUBLIC SCHOOL SO HE COULD BE A PART OF THE MUSIC PROGRAM AND CONNECT WITH HIS TEAMMATES SINCE HE'S A RETURNING SOCCER PLAYER.
IN HIS SHORT TIME AT EW, IT'S EVIDENT THE SHIP IS CONTINUING TO SINK AND OUR FAMILY, LIKE MANY OTHERS, ARE HOPING YOU'LL TAKE A HARDER LOOK WHEN MAKING THE DECISIONS WITHIN THE BUDGET.
YOUR ACTIONS CAN EITHER NEGATIVELY OR POSITIVELY IMPACT THE LIVES OF STUDENTS DISTRICT-WIDE AND I'M HERE TO ASK, WHAT ROUTE WILL YOU CHOOSE? KEEPING THE EDMONDS SCHOOL DISTRICT ON THE MAP FOR ITS AMAZING MUSIC PROGRAM, IMPROVING TEST SCORES SO FAMILIES WILL EITHER KEEP THEIR STUDENTS ENROLLED OR HAVE NEW ENROLLMENT ALONG WITH SMALLER CLASS SIZES, SHOULD BE AT THE FOREFRONT OF ALL DECISIONS WHILE KEEPING OUR KIDS SAFE AT SCHOOL.
>> I THINK WE'VE GOTTEN THROUGH. THE NEXT GROUP INCLUDES CAITLIN MILLER, DONNA KATHENOF, JILLIAN WELLINGTON, ANTHONY SHAPIRO, AND BRANDY HOULIHAN.
>> HI. CAN YOU HEAR ME? [BACKGROUND]
>> LIKE THAT? I'LL TAKE IT OUT. LIKE THIS? HELLO. MY NAME IS CAITLIN MILLER FROM MOUNTLAKE TERRACE HIGH SCHOOL.
THE REASON I'M SPEAKING AT THIS MEETING TODAY IS BECAUSE OF THE STEM TEACHERS.
ONE OF THE STEM TEACHERS, MR. OWINGS, WHO TEACHES THE CLASSES FOR THE COMPUTER SCIENCE PATHWAY, HE IS BEING CUT.
MY FRESHMAN YEAR, I TOOK HIS INTRODUCTORY COURSE IN ON COMPUTER SCIENCE AND AS SOMEONE WHO STRUGGLED TO UNDERSTAND THE CONCEPTS,
[01:50:05]
MR. OWINGS MADE IT MUCH EASIER FOR ME TO LEARN AND IT'S THE REASON I WANT TO PURSUE THE COMPUTER SCIENCE PATHWAY.THOUGH I DON'T SEE A FUTURE WHERE I WORK ONLY IN COMPUTER SCIENCE.
I LOVE LEARNING FROM MY OWN PERSONAL PROJECTS AND I LOVE CREATING NEW THINGS WITH CODE.
EVERY TIME I WOULD SUCCESSFULLY COMPLETE AN ASSIGNMENT FRESHMAN YEAR, I COULD SEE THE RESULTS OF MY WORK.
IT GAVE ME A LOT OF MOTIVATION DURING A PRETTY DIFFICULT TIME ADJUSTING TO BEING BACK IN SCHOOL AFTER QUARANTINE.
SO MANY PEOPLE COME TO MOUNTLAKE TERRACE HIGH SCHOOL FOR OUR STEM PROGRAM AND IT DOESN'T MAKE SENSE TO CUT IT GOOD TO COMPUTER SCIENCE CLASSES AND TEACHERS WHEN COMPUTER SCIENCE IS SUCH A POPULAR SUBJECT IN THE CURRENT WORLD, A COMMON GOAL BETWEEN STUDENTS AT MTA CHESS FOR EXAMPLE, IS TO APPLY FOR U-DUB.
I THINK MOST PEOPLE IN THIS ROOM AT LEAST HAVE HEARD OF IT OR HAVE STUDENTS THAT HAVE HAD A GOAL OF GOING TO U-DUB IS A PRETTY GOOD SCHOOL.
AT U-DUB, THEY OFFER AN EXCLUSIVE YET GREAT COMPUTER SCIENCE PROGRAM AND ONCE YOU APPLY TO THE STEM PROGRAM AT U-DUB, ARE UNABLE TO APPLY AGAIN, IF YOU'RE REJECTING, IT'S A REQUIREMENT TO HAVE COMPUTER SCIENCE AND SOFTWARE ENGINEERING FOR ADMISSION AND WITHOUT THE PROGRAMS, IT LEAVES OUR DISTRICT STUDENTS WITH AN UNFAIR CHANCE AT FOR APPLICATION AND EVEN LOWER ONE FOR ADMISSION.
WHEN YOU HAVE DEVOTED TEACHERS LIKE MR. OWINGS THAT ARE GOOD AT TEACHING A SKILL CONSIDERED DIFFICULT TO LEARN.
IT'S A MISSED OPPORTUNITY TO LET THEM GO.
INCOMING STUDENTS WON'T HAVE A CHANCE TO EXPERIENCE THE TEACHER'S POSITIVE LEARNING ENVIRONMENTS.
MR. OWINGS HAS NOT ONCE FAILED TO MAKE THE CLASSROOM A FUN YET USEFUL SPACE.
HE HAS AN AMAZING JOB OF COMBINING A LAID-BACK ENVIRONMENT WITH ON-TASK WORK AND CREATES A GREAT BOND WITH THE STUDENTS.
HE'S ONE OF THE FEW TEACHERS FROM MY FRESHMAN YEAR THAT I KEEP IN CONTACT WITH AND I KNOW IF I WAS STRUGGLING, I'D FEEL SAFE GOING TO HIM TO HELP WITH WHATEVER THE PROBLEM.
AFFECTS THAT I WOULD ASK YOU TO CONTINUE LOOKING INTO IS THE CTE FUNDING FOR THE FRIDAYS OFF, THOUGH IT MAY NOT BE A POSSIBILITY.
IT'S IMPORTANT TO LOOK INTO IT BECAUSE THE MINUTES COULD DEFINITELY HELP WITH OUR PROGRAMS. THANK YOU.
>> CAN YOU HEAR ME ALL RIGHT? MY NAME IS DONNA HASAUNA AND I'D LIKE TO THANK YOU.
FIRST OF ALL, I'LL BE SPEAKING ABOUT THE COMPUTER SCIENCE PROGRAM, SO AT MOUNTLAKE TERRACE HIGH SCHOOL COMPUTER SCIENCE IS AN INTEGRAL PART OF OUR STEM PROGRAM.
IN FACT, THE STEM PROGRAM IS AN IMPORTANT PART OF OUR SCHOOL'S IDENTITY.
IF YOU CHOOSE THE PATHWAY, YOU CAN TAKE A COUPLE OF CLASSES, INCLUDING AP COMPUTER SCIENCE PRINCIPLES AND AP COMPUTER SCIENCE A, WHICH BOTH OF THESE ARE TAUGHT BY MR. OWINGS, AS WELL AS ROBOTICS AND COMPUTER SCIENCE FOUNDATIONS.
IN COMPUTER SCIENCE, A VARIETY OF TOPICS ARE COVERED, WHICH WE'RE NOT GOING TO GO INTO BECAUSE THERE'S WAY TOO MANY.
IN OUR AP COURSES, WE NEED TO KNOW NOT ONLY HOW TO SOLVE PROBLEMS BUT CREATE.
IN MY AP COMPUTER SCIENCE PRINCIPLES CLASS, MR. OWINGS WAS MY BIGGEST HELPER THROUGHOUT MY CAREER TASK.
BY ASKING HIM TO LEAVE OUR SCHOOL, WE EFFECTIVELY PUT OUR COMPUTER SCIENCE PROGRAM AND THEREFORE ALL OR COMPUTER SCIENCE KNOWLEDGE AT RISK.
I'M SORRY TO ANNOUNCE THAT OUR COMPUTER SCIENCE A CLASS WILL BE DISCONTINUED DUE TO CT CUTS.
BUT I THINK IS STRANGE THOUGH, IT'S THAT WE HAVE A REPUTATION AS A STEM SCHOOL.
DON'T WE HAVE A STEM DIPLOMA THAT WE CAN EARN? PEOPLE WHO SIGNED UP FOR THE APCSA CLASS LAST YEAR OR THIS YEAR WON'T GET THAT OPPORTUNITY NEXT YEAR, EVEN THOUGH THEY MAY HAVE COME TO THE SCHOOL WITH THE OBJECTIVE OF EARNING A STEM DIPLOMA IN THE FIRST PLACE.
IT'S UNFAIR TO THE STUDENTS AND THEIR GOALS OF PURSUING COMPUTER SCIENCE IN THAT WAY.
WHEN MR. OWINGS LEAVES OUR SCHOOL OUR TEACHERS WILL HAVE NO CHOICE BUT TO TAKE OVER HIS COURSES SINCE THERE WILL BE NOBODY LEFT TO TEACH THEM, THEY'LL HAVE TO GET CERTIFIED, WELL NOT CERTIFIED, BUT THEY'LL HAVE TO LEARN THE CONTENT WHICH WILL TAKE A WHILE, BUT THEY ONLY HAVE TWO MONTHS.
THEY HAVE THE SUMMER. THERE'S THE QUESTION OF WHETHER OR NOT THEY'LL BE ABLE TO LEARN EVERYTHING THEY NEED TO KNOW ABOUT COMPUTER SCIENCE IN TIME.
I DO NOT KNOW HOW WELL YOU MUST BE SKILLED TO KNOW THE SUBJECT YOU'RE TEACHING.
BUT I CAN IMAGINE THAT TEACHING AP CLASS TAKES SKILL IN CERTAIN ADVANCED KNOWLEDGE.
BY DOING THIS WILL BE EFFECTIVELY CHANGING THE SCHEDULE OF THE TEACHER THAT HAS TO TAKE OVER HIS CLASSES, WHICH IS DISADVANTAGEOUS SO THIS ISN'T REALLY THE BEST COURSE OF ACTION AND THE QUALITY OF LEARNING WILL BE AFFECTED.
MR. OWINGS SETS US UP FOR SUCCESS AND HE'S DEVOTED TO OUR CLASS.
HE'S KNOWLEDGEABLE IN MULTIPLE CODING LANGUAGES, WHICH IS A BENEFIT AND WE DON'T HAVE TO WORRY ABOUT EDUCATING OTHER TEACHERS ENCODING IF WE KEEP THEM.
ALSO, MORE THAN 90 PERCENT OF HER COMBINED AP COMPUTER SCIENCE PRINCIPALS CLASSES LAST YEAR, SCORED A THREE OR HIGHER ON THE AP TEST, WHICH IS ELIGIBLE FOR EARNING COLLEGE CREDIT.
THE AVERAGE FOR THREE NATIONWIDE WAS AROUND 60 PERCENT.
THIS SHOWS THAT OUR SCHOOL EXCELS A COMPUTER SCIENCE, ALL THANKS TO MR. OWINGS.
IF THIS DOESN'T PROVE THAT HE'S THE BEST COMPUTER SCIENCE TEACHER, I DON'T KNOW WHAT WILL.
>> BY REPLACING HIM AND REMOVING ONE OF OUR COMPUTER SCIENCE CLASSES OR SCHOOL COULD POTENTIALLY LOSE ITS REPUTATION AS A STEM SCHOOL AND LOSE THE NUMBER OF APPLICATIONS OF STUDENTS APPLYING TO THE SCHOOL.
[01:55:04]
TO FINISH. I'D LIKE TO MENTION AGAIN, THIS IS AFFECTING NOT ONLY MOUNTLAKE TERRACE HIGH SCHOOL BUT THE WHOLE DISTRICT.THERE ARE MANY OTHER TEACHERS WHO ARE IMPORTANT TO OUR COMMUNITY AND I THINK THAT YOU SHOULD LISTEN TO US.
I'M A SCHOOL COUNSELOR AT EDMONDS MOUNTLAKE TERRACE HIGH SCHOOL.
I SINCERELY APPRECIATE THE BOARD COMMUNICATION ABOUT THE BUDGET AND STAFFING CUTS.
HOWEVER, YOUR COMMUNICATION LACK SUPPORT OR RESOURCES TO COMBAT THE PROBLEMS THAT WILL SURELY COME FROM YOUR PROPOSALS.
I WOULD LIKE TO RESPECTFULLY REMIND YOU THAT AS A SCHOOL BOARD, YOUR JOB IS TO ENSURE QUALITY IN THE CONTENT OF THE DISTRICT'S EDUCATIONAL PROGRAM.
YET YOU'RE STAFFING PROPOSAL INHERENTLY LIMITS OPPORTUNITIES TO THESE EDUCATIONAL SKILLS BY ELIMINATING SCHOOL STAFF MEMBERS WHO PROVIDE EDUCATION TO STUDENTS.
I AM MOST CONCERNED WITH YOUR ELIMINATION OF THE SCHOOL SOCIAL WORKER POSITION.
WITH THIS CUT, YOU ARE ELIMINATING CRITICAL MENTAL HEALTH SUPPORT FOR OUR STUDENTS.
THE SOCIAL WORKER IS THE ONLY STAFF MEMBER WITH THE TRAINING, SKILLS, AND CAPACITY TO PROVIDE MENTAL HEALTH CARE AND CASE MANAGEMENT TO COMPLEX STUDENTS.
OUR SOCIAL WORKER REPORTS THAT AT LEAST, 70 PERCENT OF THE STUDENTS ON HER CASELOAD ARE STUDENTS OF COLOR.
WHEN YOU ELIMINATE HER ROLE, YOU ELIMINATE CARE FOR STUDENTS OF COLOR, WHICH WILL PERPETUATE THE OPPORTUNITY AND ACHIEVEMENT GAP.
THE STUDENTS WHO WORK WITH A SOCIAL WORKER ARE AN INHERENTLY CONFIDENTIAL POPULATION OF STUDENTS.
THE STUDENTS WILL LIKELY NOT ALWAYS SPEAK UP DIRECTLY ABOUT THEIR WORK.
BECAUSE THAT MIGHT IDENTIFY THEIR NEEDS WITH SOMETHING LIKE SUICIDAL IDEATION, TURBULENT RELATIONSHIPS, SUBSTANCE USE AND MORE.
WITHOUT OUTING THESE STUDENTS, I WANT TO DO MY BEST TO COMMUNICATE THE NEED FOR THE SOCIAL WORKER POSITION TO CONTINUE.
THE SOCIAL WORKER POSITION KEEPS MENTAL HEALTH CARE WITHIN OUR SCHOOLS RATHER THAN REFERRED OUT TO AN UNKNOWN AND POSSIBLY UNAVAILABLE COMMUNITY PARTNER.
A REFERRAL OUTSIDE OF THE SCHOOL DAY REQUIRE STUDENTS TO FACE BARRIERS LIKE TRANSPORTATION, TIME, AND RESOURCES.
I HAVE SEEN OUR SOCIAL WORKER DO THE MOST INCREDIBLE WORK WITHIN OUR SCHOOL.
SHE IS THE STUDENTS' TRUSTED ADULT.
SHE ENGAGES AND EDUCATES THE FAMILY ON MENTAL HEALTH CONCERNS AND RESOURCES.
SHE CALLS HOSPITALS AND IN-PATIENT PROGRAMS TO FIND OUT WHERE BEDS ARE CURRENTLY AVAILABLE.
SHE COMMUNICATES REGULARLY WITH THERAPISTS ABOUT STUDENT PROGRESS AND SHE DELIVERS INDIVIDUAL AND GROUP MENTAL HEALTH SUPPORT THROUGHOUT THE ENTIRE SCHOOL DAY.
I WILL LEAVE YOU WITH THIS HARROWING STATISTIC.
JUST THE SCHOOL YEAR ALONE, AT LEAST SEVEN OF OUR STUDENTS WERE EXPERIENCING ACUTE SUICIDAL IDEATION BEFORE OUR SOCIAL WORKER GOT INVOLVED.
OUR SOCIAL WORKER ENGAGE THESE STUDENTS IN THERAPY, PARTNER WITH THEIR FAMILIES, AND QUITE SIMPLY HELP TO SAVE THEIR LIVES.
IF YOU'RE NOT COMPELLED BY STATISTICS OF SAVING LIVES, PLEASE CONSIDER THE CONNECTION BETWEEN MENTAL HEALTH AND ACADEMICS.
WHEN A CHILD'S MENTAL HEALTH IMPROVES, THEY ATTEND SCHOOL MORE FREQUENTLY.
THEY'RE MORE LIKELY TO GRADUATE FROM HIGH SCHOOL.
THE SCHOOL SOCIAL WORKER IS THE MOST SKILLED PERSON TO PROMOTE WELLNESS, ATTENDANCE, AND GRADUATION FOR OUR MOST AT-RISK STUDENTS, PLEASE KEEP THE SAFETY AND WELL-BEING OF ALL STUDENTS IN MIND AND DO NOT ELIMINATE THIS POSITION.
>> HI. I'M SORRY, MY NAME GOT WRITTEN DOWN WRONG WHEN I DID THE LITTLE SQUARE THING.
I'M ACTUALLY JENNIFER HERMAN AND I AM READING A STATEMENT TODAY THAT WAS DRAFTED BY A PARENT AND THE EDMONDS SCHOOL DISTRICT WITH THREE STUDENTS AND THE STUDENTS AND THE FAMILY HAVE GIVEN ME PERMISSION TO READ THIS AND THEIR NAMES HAVE BEEN CHANGED THOUGH.
WALTER IS FORMERLY A STUDENT AT MOUNTLAKE TERRACE HIGH SCHOOL AND CURRENTLY ATTENDS ANOTHER HIGH SCHOOL IN THE DISTRICT.
HE HAD BEEN STRUGGLING WITH ANXIETY, DEPRESSION, AND THOUGHTS OF SELF-HARM FOR THE PAST THREE YEARS, HE WAS REFERRED TO VICTORIA CASTAÑEDA-VARGAS, THE SOCIAL WORKER AT MOUNTLAKE TERRACE HIGH SCHOOL FOR MENTAL HEALTH SUPPORT.
IN JANUARY OF THIS YEAR, HE TRIED TO TAKE HIS LIFE.
AFTER HIS ATTEMPT, HE WAS REFERRED TO AN OUTSIDE PROGRAM AND DURING THE TIME THAT HE WAS IN THAT PROGRAM, HE WAS NOT ABLE TO ATTEND SCHOOL.
VICTORIA, THE SOCIAL WORKER EMPOWERED HIM TO BE WHERE HE NEEDED TO BE SO THAT HE COULD HEAL, LEARN NEW COPING SKILLS, STAY ALIVE AND THRIVE.
SHE HELPED FIND PATHWAYS SO THAT HE WAS ABLE TO SEAMLESSLY STEP BACK INTO SCHOOL WHEN THE TIME CAME THAT HE WAS READY TO RETURN AND WHEN HE MOVED TO A NEW SCHOOL IN THE DISTRICT, SHE IMMEDIATELY CONNECTED HIM WITH THE SOCIAL WORKER AT THAT NEW SCHOOL.
[02:00:02]
HIS SELF-HARM IS NOT A UNIQUE SITUATION.MANY STUDENTS IN EDMONDS SCHOOL DISTRICT STRUGGLE WITH ANXIETY, DEPRESSION, AND OR SELF-HARM.
HIS PARENTS OFTEN FELT HOPELESS AND POWERLESS TO SUPPORT HIS MENTAL HEALTH NEEDS AND VICTORIA SOCIAL WORK POSITION, ASIDE FROM STUDENT MENTAL HEALTH SUPPORT, ALSO CONNECTED HIS PARENTS TO OUTSIDE PROGRAMS AND THE RESOURCES THAT THEIR CHILD NEEDED.
SHE CONTINUES TO SUPPORT KIDS WHEN THEY ARE STABILIZED AND COME BACK TO SCHOOL.
FOR CHILDREN LIKE WALTER, SOCIAL WORKERS AND POSITIONS THAT SUPPORT STUDENTS MENTAL HEALTH IS THE DIFFERENCE BETWEEN SELF-HARMING OR NOT SELF-HARMING AND LIVING OR NOT LIVING.
WALTER'S PARENTS ALSO HAVE ANOTHER ADMIN SCHOOL DISTRICT STUDENT LIVING WITH THEM NAMED BEATRICE.
SHE'S CURRENTLY A STUDENT AT MOUNTLAKE TERRACE HIGH SCHOOL AND UTILIZES THE SCHOOL SOCIAL WORKER VICTORIA FOR EDUCATIONAL, MENTAL HEALTH, AND IMMIGRATION SUPPORT.
SHE CAME TO LIVE WITH THE FAMILY WHEN ONE MORNING SHE WAS LOST AND NEEDED A RIDE TO SCHOOL AND WALTER'S MOM SAW HER WALKING DOWN THE STREET.
SHE LEARNED THAT SHE WAS UNSAFE WHERE SHE WAS LIVING, AND HAD LEFT SOUTH AMERICA TO BE A REFUGEE IN THE UNITED STATES TO ESCAPE EXTREME ABUSE AND TRAUMA.
I'M GOING TO TRY TO GO FAST, SORRY.
VICTORIA IS ONLY ONE OF ONLY TWO INDIVIDUALS ON THE OFFICE AT MOUNTLAKE HIGH SCHOOL THAT SPEAKS SPANISH.
SHE WAS THE ONLY INDIVIDUAL WHO UNDERSTOOD THE IMMIGRATION CONCERNS AND WAS ABLE TO SUPPORT THE FAMILY AND TO SUPPORT BEATRICE.
WASHINGTON IS A SANCTUARY STATE, SO HER STORY IS NOT UNIQUE AT MY SCHOOL DISTRICT HAS MANY REFUGEES AND ACCOMPANIED MINOR REFUGEE IS ATTENDING THE SCHOOLS AND MORE TO COME AND STUDENTS LIKE HER ARE A DEMOGRAPHIC THAT COULD DEFINITELY FALL BETWEEN THE CRACKS.
THAT SCHOOL SOCIAL WORKER WAS THE DIFFERENCE BETWEEN HER EATING OR NOT EATING, BEING SEEN OR NOT BEING SEEN AND BEING IN SCHOOL OR NOT BEING IN SCHOOL.
VICTORIA HAS EMPOWERED BEATRICE TO ENGAGE IN SCHOOL, LEARN ENGLISH AS SUPPORTING HER TO OVERCOME HER TRAUMA.
>> GOOD EVENING. THANK YOU FOR HAVING THIS FORUM THAT WE COULD DISCUSS SOME OF THESE ISSUES.
I WOULD LIKE TO RAISE A QUESTION THAT SEEMS TO BE OVERLOOKED ON WHY THE FUNDING OF THIS DISTRICT HAS DROPPED OVER THE LAST YEAR.
WHY HAS ALMOST FIVE PERCENT OF THE STUDENT BODY LEFT THIS DISTRICT IN THE LAST CYCLE.
PERHAPS IT IS A LACK OF FOCUS ON TEACHING ASPECTS THAT OUR PARENTS AND THE STUDENTS REALLY WANT TO LEARN AND FOCUSING ON ASPECTS THAT ARE NOT AS IMPORTANT, SUCH AS READING, WRITING, ARITHMETIC IS A HIGH PRIORITY.
ANOTHER ASPECT I'M SURE THE BOARD IS AWARE OF IS BILL NUMBER 5599, WHICH ENABLES CHILD PROTECTIVE SERVICES TO ABDUCT A CHILD FROM SCHOOL OR ELSEWHERE SHOULD THE PARENTS BE OPPOSED TO THEIR CHILD TRANSITIONING TO ANOTHER SEX.
THIS CHILD WILL THEN BE PLACED IN A SAFE HOUSE AND KEPT THERE UNTIL HE OR SHE IS TRANSITIONED, AT WHICH POINT THEY WILL BE RELEASED BACK TO THEIR PARENTS.
IN THE MEANTIME, THE PARENTS WILL NOT KNOW WHERE THE CHILD IS OR WHAT IS GOING ON BECAUSE THE STATE KNOWS BEST HOW TO CARE FOR THIS CHILD.
>> EXCUSE ME, MR. SHAPIRO, WOULD YOU MIND PICKING THIS UP NEXT WEEK?
>> WELL, I'M MAKING THE POINT HERE AT THE LAST PARAGRAPH.
>> IS THIS GOING TO INSTILL CONFIDENCE IN PARENTS OF THIS DISTRICT TO KEEP THEIR CHILDREN ATTENDING THIS SCHOOL DISTRICT? PERHAPS THIS BOARD SHOULD CONSIDER CALLING GOVERNOR INSTANTLY AND ASKED HIM NOT TO SIGN THIS BILL.
BECAUSE I'M AFRAID YOU'RE GOING TO BE LOSING MORE STUDENTS IN THE COMING YEAR IF THIS TAKES EFFECT. THANK YOU.
>> I'M GOING TO CALL THE NEXT GROUP AND YOU ALL GET READY AND THEN I'M GOING TO CALL A BIO BREAK FOR THE BOARD.
I'M SORRY IF I MISPRONOUNCED SOME NAMES, GINTARE SEIGER, CHERYL COPELAND, JACOB NIKYLE ANENE, LAURIE REESE, AND TERRY SCHUMER.
I'M GOING TO CALL A RECESS FOR FIVE MINUTES FOR THE BOARD AND WE'LL BE RIGHT BACK.
EVERYBODY FIND A SEAT OR A QUIET PLACE ALONG THE WALL.
>> WE KNOW THAT SOME OF YOU NEED TO KNOW WHERE YOU ARE IN THE ORDER.
THE REASON WE'RE NOT PUBLISHING THAT LIST UP ON THE SCREENS, IT DOES HAVE ADDRESSES AND CONDUCT INFORMATION WHICH NOT EVERYONE WOULD PROBABLY BE COMFORTABLE HAVING ON A SCREEN.
HOWEVER, IF YOU REACH OUT TO GREG, IF YOU COULD RAISE YOUR HAND, GREG SCHWAB STANDING AT THE DOOR,
[02:05:01]
HE'LL BE ABLE TO TELL YOU WHERE YOU ARE IN THE LIST AND APPROXIMATELY HOW MANY PEOPLE ARE IN FRONT OF YOU.HOPEFULLY, THAT WILL GET PEOPLE THE INFORMATION THEY NEED. THANK YOU.
>> GOOD EVENING. MY NAME IS GINTARE SEIGER, AND I'M A CHOIR DIRECTOR AT THE MOUNTLAKE TERRACE HIGH SCHOOL.
I'M HERE TODAY AS A MUSIC EDUCATOR TO ADVOCATE FOR ALL OUR PERFORMING ART PROGRAMS. BUT I WILL SPECIFICALLY SPEAK ABOUT THE CRITICAL NEED TO PRESERVE THE ONLY REMAINING CHOIR CLASS AVAILABLE FOR STUDENTS AT MOUNTLAKE TERRACE.
I UNDERSTAND THAT THE BUDGET CUTS ARE NECESSARY REALITY FOR MANY INSTITUTIONS, BUT I URGE YOU TO CONSIDER THE LONG-TERM DAMAGE THAT THESE CUTS WILL INFLICT.
YOU HEAR AND YOU'LL PROBABLY HEAR MORE ABOUT HOW MUSIC IS AFFECTING OUR LIVES.
I WOULD LIKE TO BRING OUT ONE MORE POINT.
OUR STUDENTS NEED EQUITABLE OPPORTUNITIES.
FOR MANY STUDENTS, CHOIR IS THE ONLY ACCESSIBLE MUSIC PERFORMANCE CLASS AVAILABLE.
NOT EVERY STUDENT HAD THE MEANS TO LEARN TO PLAY INSTRUMENTS DURING THE MIDDLE SCHOOL CAREER, WHICH IS A PREREQUISITE TO JOIN THE HIGH SCHOOL BAND AND ORCHESTRA PROGRAMS. CHOIR PROVIDES A UNIQUE OPPORTUNITY FOR THESE STUDENTS DEVELOP THE MUSICAL ABILITIES AND EXPRESS THEMSELVES THROUGH MUSIC.
IT IS OFTEN THE ONLY CHANCE THEY HAVE TO EXPERIENCE THE JOY AND SATISFACTION OF PERFORMING IN FRONT OF THE AUDIENCE.
THE REALITY IS THAT CUTTING CHOIR WILL LEAVE MANY STUDENTS WITH NO PLACE TO GO.
THE STUDENTS WILL LOSE, NOT JUST THE CLASS BUT A VIOLET PART OF THEIR LIVES.
THEY WILL LOSE THE OPPORTUNITY TO DEVELOP THEIR MUSICAL ABILITIES, BUILT FRIENDSHIPS, AND FIGHT A SENSE OF PURPOSE, FULFILLMENT, AND BELONGING.
FURTHERMORE, IF WE CUT THE CHOIR NOW, THERE MAY NOT BE A TURNING BACK.
TAKE AS AN EXAMPLE, THE CHOIR PROGRAM THAT WAS ELIMINATED AT THE BRIER TERRACE MIDDLE SCHOOL.
IT NEVER CAME BACK FOR OVER A DECADE.
STUDENTS ARE DENIED THE OPPORTUNITY TO SING IN THE MIDDLE SCHOOL.
THEY SING IN THE ELEMENTARY SCHOOLS.
TODAY, 50 SINGERS FROM BRIER ELEMENTARY PERFORMED AT THE MARINERS GAME.
NEXT SEMESTER WHEN SOME STUDENTS ARE IN THE HIGH SCHOOL AND ALL THE STUDENTS WILL SIGN UP FOR THE CHOIR, WE'LL HAVE NO PLACE TO CONTINUE TO EXPLORE THE PASSION FOR MUSIC, DEVELOP THESE SKILLS, AND CONTRIBUTE TO OUR COMMUNITY THROUGH THEIR PERFORMANCES.
WHERE WILL THOSE STUDENTS GO? WHERE WILL THEY BELONG? PLEASE LET US SING.
>> MY NAME IS TERRY SCHUMER AND I AM ALUMNI OF MOUNTLAKE TERRACE HIGH SCHOOL.
EVERY YEAR SINCE MY SOPHOMORE YEAR OF HIGH SCHOOL, I'VE ATTENDED HOT JAVA, COOL JAZZ, EVEN WHEN MOUNTLAKE TERRACE HIGH SCHOOL DIDN'T MAKE THE CUT BECAUSE THE QUALITY OF MUSIC FROM OTHER LOCAL SCHOOLS, SUCH AS GARFIELD ROOSEVELT, MOUNT SIGH, OR TOP TIER.
WE ALL KNOW HOW EXCEPTIONAL THE MOUNTLAKE TERRACE MUSIC AND PERFORMANCE ARTS ARE.
OTHERWISE WE WOULDN'T HAVE COME TOGETHER AND BUILT A COALITION.
MOUNTLAKE TERRACE HIGH SCHOOL PERFORMANCE ART STUDENTS ARE RECOGNIZED NATIONALLY, REGULARLY INVITED TO COMPETE AND ATTEND ESSENTIALLY ELLINGTON IN NEW YORK, LIONEL HAMPTON JAZZ FESTIVAL IN IDAHO AND A HOT JAVA COOL JAZZ AT THE HISTORIC PARAMOUNT THEATER.
IT MAKES SENSE WHY THE STUDENTS ARE SO GOOD.
THEY LIVE IN THEIR MUSIC JAMMING TOGETHER AFTER SCHOOL, BUILDING LIFELONG RELATIONSHIPS, FRIENDSHIPS.
IT'S NOT LIKE WE HAVE THE WEATHER TO CONSISTENTLY SUPPORT OUTDOOR ACTIVITIES A MAJORITY OF THE YEAR.
BUILDING A PROGRAM THIS GOOD TAKES YEARS OF DEDICATION, PASSION AND TALENT.
WE AT MOUNTLAKE TERRACE HIGH SCHOOL ARE KNOWN FOR OUR PERFORMANCE ARTS, BUT IT'S NOT JUST OUR IDENTITY.
MUSIC EDUCATION BUILDS BETTER STUDENTS.
HIGH SCHOOLERS WILL TAKE MUSIC COURSES SCORE SIGNIFICANTLY BETTER ON EXAMS AND CERTAIN OTHER SUBJECTS, INCLUDING MATH AND SCIENCE, THAN THEIR NON-MUSICAL PEERS.
ACCORDING TO A STUDY PUBLISHED BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION IN 2019, THIS LARGE SCALE STUDY IDENTIFIED EVIDENCE OF POSITIVE RELATIONSHIPS BETWEEN SCHOOL MUSIC PARTICIPATION AND HIGH-SCHOOL EXAM SCORES IN ENGLISH, MATHEMATICS AND SCIENCE USING POPULATION LEVEL EDUCATIONAL RECORDS,
[02:10:02]
OVER 110,000 STUDENTS IN BRITISH COLUMBIA, CANADA.PARTICIPATION IN SCHOOL MUSIC, ESPECIALLY INSTRUMENTAL MUSIC, WAS RELATED TO HIGHER EXAM SCORES AND STUDENTS WITH HIGHER LEVEL OF SCHOOL MUSIC ENGAGEMENT, I ALREADY READ THAT.
THE POSITIVE RELATIONSHIPS BETWEEN MUSIC ENGAGEMENT AND ACADEMIC ACHIEVEMENT WERE INDEPENDENCE OF STUDENTS PREVIOUS GREAT ACHIEVEMENTS, SEX, CULTURAL BACKGROUND AND NEIGHBORHOODS, SOCIOECONOMIC STATUS AND WERE OF CONSIDERABLE MAGNITUDE.
IN OTHER WORDS, STUDENTS HIGHLY ENGAGED IN MUSIC WERE ON AVERAGE, ACADEMICALLY ONE YEAR AHEAD OF THEIR PEERS, NOT ENGAGED IN SCHOOL MUSIC.
BUT I AM HERE TONIGHT BECAUSE THE PROGRAM ENRICH THE SCHOOL IN MORE WAYS I CAN DESCRIBE IN WORDS, PLEASE UNDERSTAND HOW WIDE SWEEPING AND IMPACT THESE PROPOSED CUTS WILL MAKE NOT JUST TO THE STUDENTS AND TEACHERS, BUT TO THE GREATER COMMUNITY.
I HAVE A COPY OF THE STUDY TO HAND TO ONE OF YOU GUYS.
>> HELLO. MY NAME IS JACOB [INAUDIBLE] AND I'M A STUDENT AT MOUNTLAKE TERRACE HIGH SCHOOL.
I'VE ALSO AN OFFICER AT THE TECHNOLOGY STUDENT ASSOCIATION CLUB AND EDITOR OF THE SCHOOLS JOURNALISM PROGRAM, THE HAWKEYE AND A MEMBER OF THE STEM LEADERSHIP CLUB AT TERRACE.
I WAS GOING TO SPEAK ABOUT MY PERSONAL EXPERIENCES AND FRANKLY, I COULD GO ON FOR HOURS.
I COULD TALK FOR HOURS ABOUT MY EXPERIENCE WITH MY COMPUTER SCIENCE TEACHER, MR. BRANDON OWINGS, IN HIS CLASSROOM WITH DONNA WHO SPOKE EARLIER.
I COULD GO ON FOR HOURS ABOUT THE TECHNOLOGY STUDENT ASSOCIATION WORKING WITH EMILY WHO SPOKE EARLIER.
I COULD GO ON FOR HOURS GOING TO MIDDLE SCHOOLS PROMOTING STEM, WORKING WITH KATIE WHO SPOKE EARLIER.
BUT FRANKLY, I DON'T WANT TO BEAT A DEAD HORSE.
ALL I WANT TO BRING UP IS THE EARLY RELEASE SCHEDULE, 75 MINUTES EVERY FRIDAY.
THAT WILL BE RESPONSIBLE FOR, ACCORDING TO THIS SLIDESHOW WHICH YOU SHOWED THE TEACHERS TODAY, OVER $1.5 MILLION IN LOSSES AND FTE CTE CUTS OF 49.
THIS IS AN ISSUE THAT IS SOLVABLE.
IT IS AN ISSUE WITHIN OUR POWER TO RESOLVE.
IT IS NOT AN ISSUE OF ENROLLMENT OR COVID.
IT IS AN ISSUE THAT WE CAN ADDRESS AND WE CAN ADDRESS IT FOR THIS NEXT YEAR.
I HEAVILY IMPLORE YOU TO LOOK FOR SOLUTIONS.
A FRIEND OF MINE, KAYLEE MIYAMOTO, WILL SPEAK LATER TONIGHT ON A SPECIFIC PROPOSAL SOLUTION TO IT.
BUT I THANK YOU FOR YOUR TIME. THANK YOU.
>> HELLO. MY NAME IS CHERYL COPELAND AND I LIVE HERE IN EDMONDS AND I'M A BUSINESS OWNER AND A PARENT OF A NINTH GRADER AT MOUNTLAKE TERRACE.
AS SOMEONE WHO'S SPENT MANY YEARS OF MY CAREER AS ADMINISTRATOR IN THE COMMUNITY AND TECHNICAL COLLEGE SYSTEM, I DO UNDERSTAND FIRSTHAND DIFFICULT DECISIONS LIE AHEAD.
I LOVE TO IMAGINE AN EDUCATIONAL SYSTEM THAT DIDN'T HAVE TO FACE THE CONSTANT STRUGGLE OF LACK OF FUNDING AND COMPETING DEMANDS FOR RESOURCES.
MY FAMILY MADE A CHOICE TO SEND OUR SON TO MOUNTLAKE TERRACE HIGH.
WE OWN A HOUSE IN A DIFFERENT COUNTY.
WE HAVE CHOSEN TO RENT A HOUSE HERE IN THE EDMOND SCHOOL DISTRICTS SO OUR SON CAN ATTEND MOUNTLAKE TERRACE HIGH AND IN PARTICULAR ATTEND TO SCHOOL WITH A WELL-ESTABLISHED AND RESPECTED MUSIC PROGRAM.
WE MADE THIS DECISION TO SUPPORT OUR CHILD'S EMOTIONAL AND SOCIAL WELL-BEING AS PARENTS AND AS MY EXPERIENCE AS A MENTAL HEALTH COUNSELOR.
I KNEW THAT THIS WAS THE BEST DECISION FOR OUR FAMILY.
I WAS CONVINCED WE MADE THE RIGHT DECISION THE NIGHT OF PARENT ORIENTATION.
OUR PRINCIPAL STOOD ON THE STAGE AT MOUNTLAKE TERRACE HIGH AND PROMISED THAT EVERY CHILD WILL FEEL THAT THEY BELONG THERE.
I WAS ELATED THAT ALL OF OUR CHILDREN'S WELL-BEING WAS A PRIORITY.
MY CHILD'S SCHOOL IS TO PLAY JAZZ.
HE'S ENJOYED PLAYING IN CONCERT BAND SINCE FIFTH GRADE.
HE STARTED GOING TO THE HIGH JAVA COOL JAZZ PERFORMANCE, WHICH SOMEONE ELSE MENTIONED EARLIER SINCE FIRST GRADE.
THIS YEAR HE BEGAN TO TAKE LESSONS TO LEARN TENOR SAX, AS HE'S CURRENTLY A CLARINET PLAYER.
HE'S EXCITED TO AUDITION FOR JAZZ BAND AT THE END OF THE SCHOOL YEAR.
IMAGINE HOW DEFEATED AND UNWELCOME HE FEELS HEARING THE PROGRAM MAYBE CUT.
MORE IMPORTANTLY, A TEACHER HE ADMIRES AND RESPECTS MAY NOT BE TEACHING FULL-TIME AT MOUNTLAKE TERRACE HIGH ANY LONGER.
HE MAY HAVE TO DECIDE TO NO LONGER WORK FOR THE DISTRICT HAVING HIS FTE REDUCED.
MY SON'S FIRST QUESTION TO ME WAS MAYBE I SHOULD GO TO A DIFFERENT SCHOOL OR MAYBE NOT TO GO TO SCHOOL AT ALL.
THIS WAS HEARTBREAKING FOR ME AS A PARENT AND AS AN EDUCATOR AND CERTAINLY MYSELF FOR MANY YEARS AS AN EDUCATOR.
TO THE ADMINISTRATION, I REALIZE THERE ARE NO GREAT SOLUTIONS.
I KNOW THEY'RE NOT EASY DECISIONS TO BE MADE.
AT THE SAME TIME THIS IS AN OPPORTUNITY TO REFLECT THE VALUES OF THE DISTRICT AND ITS GOVERNING BOARD.
[02:15:03]
WILL YOU SHOW PATIENCE AND UNDERSTANDING THAT MUSIC PROGRAMS ACROSS THE DISTRICT ARE WE BUILDING FROM A GLOBAL PANDEMIC? OR WILL YOU SHOW THAT THE THREE E'S, EQUITY, ENGAGEMENT AND EXCELLENCE ARE EMPTY PROMISES.I URGE YOU TO ALLOW STAFF AND FACULTY AND THE COMMUNITY TO SHARE IN THE GENERATION OF IDEAS TO WORK TOWARD SOLUTIONS THAT REDUCE THE IMPACT ON STUDENTS WELL-BEING AND THEIR SENSE OF BELONGING. THANK YOU.
>> MY NAME IS LAURIE REESE AND I WAS GOING TO COME TONIGHT ANYWAY TO STAND AND BEHALF OF ALL STUDENTS, ALL TEACHERS AND ALL OF THESE IMPORTANT CLASSES.
BUT WHEN I HEARD ABOUT THE MUSIC PROGRAM GETTING CUT AT OUR SCHOOL, I KNEW I HAD TO SPEAK.
I'M A MOM OF TWO HIGH-SCHOOL STUDENTS IN THE BAND PROGRAM ON MOUNTLAKE TERRACE HIGH.
THE BAND PROGRAM IS SUCH AN EXCELLENT PROGRAM.
IT WAS STRATEGICALLY AND METICULOUSLY BUILT BY DARREN FALL AND IT IS TRULY SOMETHING TO BEHOLD.
HE HAS DEVELOPED A PROGRAM AND A WHOLE PROGRAM, NOT JUST SOME CLASSES, BUT A PROGRAM FOR EVERY STUDENT TO LAND.
KIDS HAD A ROUGH TIME WITH COVID AND THIS BAND PROGRAM PROVIDED A SAFETY NET.
YOU TALK ABOUT SOCIAL, EMOTIONAL LEARNING.
THIS PROGRAM OFFERS FIVE CLASSES.
EACH CLASS DIFFERENT FOR WHATEVER THE STUDENT'S INTERESTS LEVEL, SKILL LEVEL IS THEY HAVE A PLACE TO LAND.
I COULD GO ON ABOUT LOTS OF STATISTICS AND WHY MUSIC IS IMPORTANT IN THE ARTS AND ALL THOSE THINGS.
BUT WHAT I'D LIKE TO DO IS INVITE YOU TO COME SEE IT.
PLEASE COME. STAND IN THE HALLWAY AS THEY PASS EACH OTHER DURING CHANGE OF PERIODS.
GO INSIDE A CLASSROOM, SEE THE MENTORING, THE INCLUSION, THE KINDNESS, THE COMMUNITY.
FOR MANY SILLY COMMUNITY THEY HAVE AND I'LL FIND IT ANYWHERE ELSE.
I THINK YOUR JOB IS TO LOOK AT NUMBERS AND PUSH THINGS AROUND, BUT THESE KIDS AREN'T NUMBERS.
>> THANK YOU. OUR NEXT GROUP IS TERESA YELENICH, JENNIFER MARTIN, MADISON WIN, JENNY MAO, AND ERICA LYNCH
>> GREETINGS ESTEEMED BOARD MEMBERS AND DR.
MINER. I'M MADISON WIN, AND AS ONE OF MANY STUDENTS IN THE EDMONDS SCHOOL DISTRICT MUSIC PROGRAM, I AM HERE TODAY TO BRING MY VIEW AND OPINION ON THE POSSIBLE CUTS THAT WOULD BE OCCURRING ON OUR MUSIC PROGRAM.
LIKE MANY OF MY PEERS, I WAS IN SHOCK TO HEAR THAT EDMONDS ROADWAY WOULD BE FACING CUTS IN BOTH CHOIR AND ORCHESTRA AND POSSIBLY OTHER ARTS PROGRAMS LIKE PLAY PRODUCTION.
AS SOMEONE WHO HAS BEEN PART OF CHOIRS FOR 10 PLUS YEARS AND BAND FOR FOUR, AND IS DEEPLY INVOLVED IN MUSIC, I WAS APPALLED TO SEE THAT THE SCHOOL BOARD BELIEVES IN CUTTING MUSIC CLASSES IN ORDER TO LESSEN CLASS SIZES.
THEY SHOULD NOT BE CUTTING ARTS OR MUSIC TO SAVE MONEY AS THESE CLASSES AND THESE PROGRAMS ARE NOT THINGS THAT CAN BE THROWN AWAY.
THESE CLASSES AND THE TEACHERS THAT TEACH THEM, THE TEACHERS LIKE MS. REESE, MS. BERGEVIN AND MS. MALACARI ARE A LARGE PORTION OF WHAT MAKE MUSIC SO FUN AND ENJOYABLE FOR MANY STUDENTS LIKE MYSELF.
A LARGE PORTION OF MUSIC THAT I PERSONALLY LOVE IS THE COMMUNITY THAT IT BRINGS.
THE FACT THAT I CAN WALK INTO THE BAND ROOM OR THE ORCHESTRA ROOM FOR CHOIR AND KNOW THAT I IMMEDIATELY HAVE PEOPLE I CAN RELY ON AND PEOPLE THAT I LOOK FORWARD TO SEEING THAT CARE ABOUT ME.
AS ORCHESTRA, I CAN SHARE MY INTERESTS AND HOBBIES WITHOUT FEAR OF BEING JUDGED OR MADE FUN OF.
UNLIKE MANY OF MY FELLOW PEERS, THIS IS A PLACE WHERE I FEEL THE MOST SAFE.
IT'S THE PLACE WHERE I FEEL LIKE I CAN BE MYSELF.
IF WE ARE TO REMOVE THESE CLASSES IN MUSIC AND THE ARTS, WE PREVENT THOSE THAT ARE YOUNGER THAN US FROM GETTING THE OPPORTUNITIES THAT WE HAVE BEEN SO GRACIOUSLY OFFERED.
IN REMOVING CLASSES LIKE BANDS, CHOIRS, AND PLAY PRODUCTIONS, THE OPPORTUNITIES OF FESTIVALS, TRIPS, AND CONCERTS THAT BRINGS SO MUCH JOY WILL BE TAKEN AWAY FROM ASPIRING ARTISTS AND MUSICIANS.
[02:20:04]
THE ONE THING I HAVE TO ASK OF THE SCHOOL BOARD, IS THAT THE TESTAMENTS AND SPEECHES THAT YOU'LL BE HEARING AND THAT YOU HAVE HEARD FROM OTHER STUDENTS AND TEACHERS, PLEASE DO NOT LET THEIR EXPERIENCES FALL ON DEAF EARS.>> WE MAY HAVE GOTTEN OUR NAMES MIXED UP.
JENNIFER MARTIN HERE, I TEACH AT EDMONDS ELEMENTARY SCHOOL, AND I'M ALSO A NEW PARENT OF TWO LITTLE ONES THEY WILL BE IN EDMONDS SCHOOL DISTRICT.
I'M WONDERING IF THE DECISION-MAKERS HAVE DISCUSSED THE DOMINO EFFECT THAT'S GOING TO HAPPEN TO ALL THESE KIDS IN THE CLASSROOMS WITH THESE DECISIONS THAT ARE BEING MADE, ESPECIALLY THE STUDENTS WITH IEPS IN FIVE OR FOUR PLANS.
IT IS GOING TO BE VERY IMPACTFUL.
WE ARE SPECIAL LED, BUT WE ARE GEN ED FIRST.
I THINK THAT SOMETIMES WE FORGET THAT AND SOMETIMES WE GET PUSHED TO THE SIDE AND DECISIONS ARE MADE WITHOUT THINKING OVER THESE SPECIAL STUDENTS.
I REALLY HOPE THAT YOU'VE CONSIDERED ALL OF THESE DECISIONS VERY THOUGHTFULLY AND THAT WHEN YOU HEAR THESE PROPOSALS AGAIN AT THE NEXT BOARD MEETING, THAT SOME OF THESE DECISIONS WILL HAVE CHANGED.
I JUST HOPE THAT THE SCHOOL DISTRICT AND THESE DECISIONS MAKERS TRULY BELIEVE THAT THE CHILDREN AND THE STAFF THEY ARE ON THE FRONT-LINE, OR A RESOURCE THAT YOU CAN INVEST IN AND NOT JUST A LINE ITEM TO CUT.
>> HI. MY NAME IS TERESA YELENICH, AND I'M HERE TO COMMENT ON THE PROPOSED BUDGET CUTS TO THE EDMONDS SCHOOL DISTRICT MUSIC PROGRAM, SPECIFICALLY LYNNWOOD HIGH SCHOOL.
MUSIC HAS BEEN A HUGE PART OF MY FAMILY FOR AS LONG AS I CAN REMEMBER.
MY AUNT, UNCLE, AND COUSINS ARE MUSIC EDUCATORS, MEMBERS OF PROFESSIONAL SYMPHONY ORCHESTRAS AND MUSIC PRODUCERS.
MY SISTERS AND I WERE PROUD MEMBERS OF WOODWAY HIGH SCHOOL, WHICH CLOSED IN 1990.
MY SON HAS NOW MADE MUSIC A HUGE PART OF HIS LIFE BASED ON THE SUCCESSES HE HAS WITNESSED THROUGH HIS FAMILY.
WITH THE HELP OF THE MUSIC PROGRAMS AT LYNNWOOD ELEMENTARY, ALL THE WOOD MIDDLE, AND LYNNWOOD HIGH SCHOOL HE HAS FOUND WHAT IS TRULY IMPORTANT TO HIM, MUSIC.
DURING THE WORST PARTS OF THE COVID PANDEMIC, MY SON AND SO MANY OF HIS FRIENDS COULDN'T PLAY WITH THE BANDS THAT THEY SO TRULY LOVED, AND COULDN'T WORK WITH THE EDUCATORS THEY HAD GROWN TO ADORE.
MUSIC EDUCATORS TRIED THEIR ABSOLUTE BEST TO WORK WITH KIDS REMOTELY, BUT ONLINE CLASSES DID NOT WORK.
UNFORTUNATELY, LYNNWOOD HIGH SCHOOL AND MANY OTHER SCHOOLS THROUGHOUT THE LYNWOOD SCHOOL DISTRICT LOST A LOT OF MUSIC STUDENTS.
IT WAS TRAGIC, BUT ALL OF OUR SCHOOLS HAVE WORKED HARD TO REBUILD THEIR MUSIC PROGRAMS. I'M HAPPY TO REPORT THAT INCOMING ALL THE WOOD MIDDLE SCHOOL NINTH GRADERS WILL RETURN THE 2024 LYNNWOOD HIGH SCHOOL MUSIC PROGRAM BACK TO PRE-PANDEMIC LEVELS.
LYNNWOOD HIGH SCHOOL EXPECTS TO HAVE OVER FOUR CLASSES IN JUST ONE YEAR.
IF THAT DOESN'T SAY THAT MUSIC IS SOMETHING THAT SHOULDN'T BE CUT, I DON'T KNOW WHAT DOES.
WE HAVE THE OPPORTUNITY AGAIN TO BE IN-PERSON WITH WONDERFUL MUSIC EDUCATORS AND OTHER STUDENTS WHO ARE JUST AS PASSIONATE ABOUT MUSIC AS MY SON IS.
NOW, THE EDMONDS SCHOOL DISTRICT IS CONSIDERING TAKING AWAY THAT FROM ALL OF THEM.
PLEASE EXPLAIN TO ME WHY THE ARTS ARE ALWAYS FIGHTING FOR THEIR PLACE AT THE TABLE BECAUSE IT DOESN'T MAKE ANY SENSE TO ME.
IT'S CERTAINLY ISN'T FAIR AND IT'S BEEN HAPPENING SINCE I WAS IN HIGH SCHOOL, 35 YEARS AGO.
I THINK IT'S SAFE TO SAY THAT ALL OF US AT SOME POINT HAVE ENJOYED WATCHING ROCKSTARS, GRAMMY WINNERS, BROADWAY SHOWS, HIGH SCHOOL AND COLLEGE BANDS AND DRUM LINES PERFORMED FOR US.
HOW CAN WE EVER EXPECT FOR THESE TYPES OF PERFORMANCES TO CONTINUE IF WE DON'T NURTURE AND EDUCATE THE YOUNGER GENERATION.
DURING COVID, EDUCATORS WERE CONSTANTLY ASKED TO GIVE OUR CHILDREN A LITTLE GRACE, IT'S NOW THE DISTRICT'S TURN TO GIVE OUR MUSIC PROGRAMS A LITTLE GRACE.
>> BOARD MEMBERS AND ADMINISTRATORS, I COME TO YOU AS A PARENT AND A CHAMPION FOR THE ARTS.
MY NAME IS DR. JENNY MAO AND MY DAUGHTER ATTENDS EDMONDS-WOODWAY HIGH SCHOOL AND SHE JUST SPOKE TO YOU AND HER NAME WAS MADISON.
I WISH TO HIGHLIGHT THE DISPARITY IN HOW THE BOARD HAS DECIDED TO RIGHT-SIZE OUR SCHOOLS ON THE BACKS OF OUR STUDENTS,
[02:25:01]
ON THE BACKS OF OUR TEACHERS AND THEIR STAFF, JEOPARDIZING LONG-STANDING PROGRAMS THAT HAS A HISTORY OF SUCCESS AND RESPECT WITHIN THE ARTS COMMUNITY.WHY I DON'T ENVY YOUR JOBS, I FIND YOUR OUT OF TOUCH RESPONSE TO MY EMAILS OVER THE WEEKEND DISTURBING IN THAT YOU DID NOT SEE ANYTHING WRONG THAT THE OFFICE OF 16 STAFF WITH A SALARY OF OVER THREE MILLION DOLLARS AS ANYTHING PROBLEMATIC TO OUR BUDGET CHALLENGES.
>> IN FACT, YOU KEEP REFERRING TO LOW ENROLLMENT AND CLASS SIZES AS THE REASON TO JUSTIFY YOUR DECISIONS.
I ASK NOT WHAT YOU CAN DO FOR YOURSELF, BUT WHAT YOU CAN DO FOR OUR STUDENTS AND OUR COMMUNITY.
IT IS IRRESPONSIBLE FOR THEIR SUPERINTENDENT TO ENJOY THE PRIVILEGE OF THAT OFFICE WITH NO CUTS IN THAT IMMEDIATE CIRCLE, THE MILEAGE, STIPENDS, PHONES, OR THE EXTRAS, AND NOT PART OF THE BASE SALARY.
>> IN ESSENCE, NO ONE IN THAT IMMEDIATE CIRCLE IS GETTING THE PINK SLIP.
WHEN WE HAVE CLOSE TO 60 TEACHERS, 10 CUSTODIALS OF STAFF, AND MANY MORE EMPLOYEES ABOUT TO GET THE PINK SLIP.
WHERE IS THE EQUITY IN THAT DECISION WHEN VULNERABLE STAFF ARE GETTING LAID OFF? WHAT CUTS DID YOU TAKE IN THAT OFFICE? THE ANSWER IS NONE.
BOARD MEMBERS, THE ARTS, SUCH AS A MUSIC PROGRAM, IS ABOUT OUR HUMANITY, EQUITY AND INCLUSION.
CONCEPTS THAT CANNOT BE MEASURED BY FTES, BUT CAN BE MEASURED BY YOUR ACTIONS AND DECISIONS AND IT'S WHAT MAKES US HUMAN.
MUSIC IS A REFUGE FOR MANY MARGINALIZED STUDENTS WITH INTER-SECTIONAL IDENTITIES.
BY CUTTING THESE CLASSES, YOU ARE ROBBING THEM OF THE SAFE SPACES THEY HAVE CREATED FOR THEMSELVES.
YOU ARE TAKING AWAY THEIR COMMUNITY WHEN THE OUTER WORLD FEELS UNSAFE TO THEM, YOU ARE TAKING AWAY AND HARMING THEIR MENTAL HEALTH, AND YOU'RE DIMINISHING THE COMMUNITIES THAT THEY HAVE CREATED.
I PRESENT TO YOU 1,500 SIGNATURES AND COMMENTS GATHERED OVER THREE DAYS.
THANKS TO THEIR SOCIAL MEDIA EXPERTISE, WE WERE ABLE IN THREE DAYS GATHER 1,500 SIGNATURES.
>> BOARD MEMBERS YOUR JOB IS NOT DONE.
BEFORE YOU VOTE IN THIS BUDGET, YOU NEED TO LOOK AT ALL YOUR BUDGETS AND ASK YOURSELF WHERE THERE ARE THE ADDITIONAL CUTS THAT YOU CONSCIOUSLY CAN MAKE WITHOUT HARMING THE STUDENTS.
WITHOUT THE STUDENTS, IF YOU VOTE ON THIS BUDGET AS IS, YOU ARE COMPLICIT IN BEING THE VERY PEOPLE WHO ON THE ONE HAND, YOU SAY YOU VALUE DISTRICT MUSICIANS ON YOUR WEBSITE AND ON THE OTHER HAND, IN THAT SAME BREATH, [APPLAUSE]
>> YOU'RE DESTROYING THAT SAME PROGRAM.
>> AND YOUR TIME THE PUBLIC WILL KNOW HOW YOU VOTED.
I ASK FOR YOUR TEMPORARY SUSPENSION OF CUTTING THE ARTS ACROSS THE DISTRICT UNTIL THERE IS A PLAN TO RECOVER AND REPAIR THE PIPELINE WITHIN THESE PROGRAMS. THANK YOU.
>> DID I HAVE ANIKA LYNCH? DID I CALL THAT NAME?
>> I'M GOING TO PASS FOR NIGHT.
>> THANK YOU. OUR NEXT GROUP IS REBECCA HULBERT, CHRISTY ROBERTSON, CHRISTINA BALL, JENNIFER ROPER, AND GABRIELA BROHAN.
>> HELLO. MY NAME IS REBECCA HULBERT AND I AM HERE TONIGHT AS BOTH AS PARENT OF AN EIGHTH GRADER AT MEADOWDALE MIDDLE SCHOOL AND AN 11TH GRADER AT MEADOWDALE HIGH SCHOOL.
AS A KINDERGARTEN TEACHER IN THE DISTRICT FOR THE LAST 22 YEARS, AS A UNION REP FOR MY BUILDING AND AS A MEMBER OF THE MAMBO BOARD, WHICH IS THE MEADOWDALE ARTS AND MUSIC BOOSTER ORGANIZATION.
I WANT TO TALK ABOUT EQUITY ENGAGEMENT AND EXCELLENCE TONIGHT.
AS FAR AS OUR BUDGET GOES, EQUITY IS A BIG THING IN OUR DISTRICT.
CLASS SIZE AT MY SCHOOL, IN FOURTH THROUGH SIXTH GRADE HAS BEEN OUTRAGEOUS FOR YEARS.
WE HAVE STARTED SOME YEARS AT TRIGGER THREE AND TRIGGER FOUR.
WE GAVE UP WEIGHTED TRIGGER KNOWING THAT THIS WAS SUPPOSED
[02:30:02]
TO HELP US NOT HAVE THESE OUTRAGEOUS CLASSES IN THE FUTURE, AND ALREADY BASED ON OUR NUMBERS, WE'RE LOSING TWO TEACHERS IN FOURTH THROUGH SIXTH GRADE NEXT YEAR, WHICH MEANS THAT OUR CLASSES ARE ALREADY STARTING AT TRIGGER AND DOUBLE TRIGGER FOR NEXT YEAR WITHOUT ANY NEW STUDENTS MOVING INTO OUR AREA.WE WERE SUPPOSED TO HAVE FOUR KINDERGARTEN THIS YEAR.
ONE KINDERGARTEN WAS TAKEN AWAY FROM US, WE ARE NOW AT THREE KINDERGARTENS.
ALL OF OUR KINDERGARTEN CLASSES ARE NOW AT 23 STUDENTS PER CLASS, WITH SOME OF THE MOST NEEDY STUDENTS AS FAR AS BEHAVIORS WHERE WE HAVE TO EVACUATE CLASSROOMS, LEARNING HAS TO BE INTERRUPTED.
WE HAVE TO HAVE OUR SCHOOL SINK, WHO BY THE WAY, WE'RE ONLY HAVING 0.5 NEXT YEAR.
BECAUSE OUR PRINCIPAL IS OFF TEACHING IN A CLASSROOM OR OFTEN THE DISTRICT MEETING, WE WON'T HAVE THE SUPPORT WE NEED.
WE DON'T HAVE THE SUPPORT WE NEED NOW, WE'RE GOING TO HAVE EVEN LESS NEXT YEAR.
I WANT TO TALK ABOUT THE ARTS AND MUSIC.
MY OLDEST HAS BEEN IN EVERY SINGLE SHOW THAT SHE HAS BEEN ABLE TO BE IN SINCE SEVENTH GRADE.
I'M PART OF THE MAMBO BOARD BECAUSE THIS WAS IMPORTANT TO ME.
OUR NUMBERS HAVE BEEN GROWING, WE HAVE MORE KIDS IN BAND AND ORCHESTRA, AND CHOIR AND DRAMA AT MEADOWDALE HIGH SCHOOL THAN WE HAVE IN YEARS.
WE'VE HAD TO ADD AND YET WE'RE GETTING CUTS OF 25 PERCENT FOR NEXT YEAR.
IF OUR NUMBERS ARE GROWING, WHY ARE WE BEING CUT? THESE KIDS ARE SOME OF THE MOST DEDICATED KIDS YOU'VE EVER SEEN.
OUR DRAMA STUDENTS PUT ON A PLAY THAT WAS FAR BEYOND THEIR YEARS AND THEY WERE AMAZING AT IT.
IF YOU DIDN'T SEE THE CURIOUS INCIDENT OF THE DOG AND THE NIGHT-TIME, YOU MISSED SOMETHING AMAZING THAT WILL NOT BE REPEATED ANYTIME SOON BY ANOTHER HIGH SCHOOL GROUP OF THIS CALIBER.
EXCELLENCE, YOU NEED TO BE EXCELLENT FOR OUR STUDENTS SO THAT THEY CAN BE EXCELLENT IN THEIR FUTURES.
PLEASE CONSIDER THAT WHEN YOU'RE MAKING YOUR CUTS.
>> HELLO. MY NAME IS CHRISTY ROBERTSON.
ACCORDING TO THE MAY 15TH KING 5 NEWS REPORT, THE EDMONDS SCHOOL DISTRICT.
ACCORDING TO THAT REPORT, WAS A 17.7 MILLION DOLLAR SHORTFALL.
DR. NOBLE REPORTED EARLIER THAT IT'S A $15 MILLION SHORTFALL.
MAYBE GOOD PLANNING REPORTED BY DR. NOBLE HAS REDUCED WHAT WAS REPORTED EARLIER TO LESS.
KING 5 NEWS ALSO REPORTS THAT THE DISTRICT BLAMES THE STATE FUNDING MODEL AND SALARY INCREASES FOR THIS PROBLEM.
BUT THERE IS ANOTHER VERY SIGNIFICANT REASON FOR THE BUDGET SHORTFALL THAT HAD NOT BEING DISCUSSED THOUGH IT WAS ON THE VERY FIRST LINE OF THE FIRST BOARD HERE AND THAT IS AT ENROLLMENT DRIVES THE MONEY YOU HAVE TO WORK WITH.
THERE HAS BEEN A 4.7 DROP IN ENROLLMENT BETWEEN THE 2019, 2020 SCHOOL YEAR AND THIS CURRENT SCHOOL YEAR, EDMONDS LOST 985 STUDENTS IN THAT TIMEFRAME.
CLEARLY, COVID HAD A HUGE IMPACT BETWEEN THE 2020 AND 22 SCHOOL YEARS.
WHILE COVID CANNOT BE BLAMED FOR THE CONTINUING AND EVEN STEEPER ENROLLMENT DROP THIS YEAR.
WHY ARE STUDENTS AND THEIR FAMILIES LEAVING? YOU NEED TO FIND OUT WHY AND CORRECT THOSE PROBLEMS TO ATTRACT THOSE STUDENTS BACK, TO GET THE ENROLLMENT UP, TO GET THE FUNDING THAT WE NEED.
ACCORDING TO THE WASHINGTON OFFICE OF FINANCIAL MANAGEMENT AND OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION, EDMOND SCHOOLS SPENT APPROXIMATELY $20,000 PER STUDENT IN FEDERAL STATE, LOCAL, AND GENERAL REVENUES.
IF THOSE 985 STUDENTS WERE STILL ATTENDING EDMONDS, THERE WOULDN'T BE A SHORTFALL OR AT LEAST IT WOULD BE A LOT LESS.
ACROSS THE STATE OF WASHINGTON, PEOPLE WHO CAN ARE LEAVING THE PUBLIC SCHOOLS, TO BE EXACT, 36,380 STUDENTS HAVE LEFT.
I URGE THE BOARD TO CONDUCT WHAT COULD BE CALLED AN EXIT SURVEY FOR EVERY FAMILY WHO CHOSE TO LEAVE.
IT'S LIKELY MANY LIVE AT THE SAME ADDRESSES, EVEN THOUGH THEIR CHILD NO LONGER ATTENDS THE EDMOND SCHOOLS.
UNTIL YOU GATHER THAT DATA AND ADDRESS THOSE ISSUES, I URGE YOU TO DIRECT YOUR CUTS AT ADMINISTRATIVE LEVELS.
ELIMINATING TEACHER AND PARA POSITIONS WILL HURT
[02:35:03]
STUDENTS MOST AND ONLY EXACERBATE CONCERNS WITH LOW STUDENT PERFORMANCE.THE ANSWER TO THE BUDGET SHORTFALL IS TO RESOLVE THE CONCERNS WHICH DRIVES STUDENTS AND FAMILIES AWAY.
>> GOOD EVENING. I'M CHRISTINA BALL.
FIRST, A PARENT AT CHASE LAKE, AND PROBABLY A VERY CLOSE SECOND THEN IS A PART-TIME PARENT AT SHERWOOD ELEMENTARY IN THE PRIMARY INTENSIVE SUPPORT CLASS, AS WELL AS THE MOVE 60TH INSTRUCTOR, AND I SUB WHEN I HAVE A LITTLE BIT OF TIME.
LAST MONTH, ON MARCH 13TH, MY THIRD GRADER RAN AWAY FROM SCHOOL.
IT WAS BEFORE THE BELL RANG FOR THE DAY.
I HEARD A LATCH ON A BACK DOOR AND WAS INFORMED BY ANOTHER STUDENT WHO SAW MY SON RUN OUT THE DOOR.
I IMMEDIATELY WENT AFTER HIM, WHERE THE JANITOR WHO IS OUTSIDE ON THE PLAYGROUND STATED, I SAW HIM RUN THAT WAY, I THINK BEYOND THE GATE.
IF NOT FOR OUR JANITOR BEING OUT BEFORE SCHOOL, I WOULD NOT HAVE KNOWN WHERE TO START LOOKING.
I MADE MY WAY FROM THE FRONT OF THE SCHOOL TO GO AND FIND MY CHILD.
A NEIGHBOR WHO WAS WALKING HER KIDS INTO THE BUILDING, ASKED, "ARE YOU LOOKING FOR A STUDENT?" "YES, MINE." I ANSWERED.
SHE INFORMED ME THAT SHE HAD SEEN HIM RUNNING HOME.
I DROVE HOME TO FIND HIM SOBBING IN HIS BED.
THE WEIGHT OF THE EDUCATION SYSTEM FROM THE UNRESOLVED ISSUES ON THE PLAYGROUND DUE TO LACK OF PARAS TO THE ABUNDANT PRESSURES THAT HE HAS TO KEEP EVERYTHING TOGETHER IN CLASS WAS JUST TOO MUCH FOR THAT MONDAY.
HE'S A TOP-NOTCH STUDENT, A RESPECTED CLASSMATE, AN AMAZING ATHLETE, AND A DELIGHTFUL CHILD TO PARENT.
HIS ACTIONS THAT DAY WERE COMPLETELY OUT OF CHARACTER AND QUITE ALARMING.
ONCE MY CHILD COLLECTED HIMSELF AT HOME, WE DROVE BACK TO SCHOOL TOGETHER.
HE NEEDED IMMEDIATE PRIVATE SUPPORT FROM A WARM AND COMPASSIONATE ADULT EQUIPPED TO PROCESS HIM WITH THE MAGNITUDE OF HIS ACTIONS.
HOWEVER, ON THAT DAY, OUR SINK COORDINATOR WAS OUT, LEAVING THE CHILD WITH NO ONE TO TURN TO.
THIS INCIDENT HAS PROMPTED CONCERNS REGARDING THE AVAILABILITY OF THE STUDENT INTERVENTION COORDINATORS SUPPORT.
ON A TYPICAL DAY, OUR PRINCIPAL IS USUALLY OUT FRONT WELCOMING STUDENTS FOR THE MORNING.
PERHAPS HAD HE BEEN THERE, HE COULD HAVE STOPPED MY SON.
BUT WITHOUT A SINK, I IMAGINE THE PRINCIPAL WILL NOT BE READILY AVAILABLE TO WELCOME STUDENTS REGULARLY AS THEY WILL CARRY THE WEIGHT OF THE ABSENCE SINK, AND THE WORKLOAD THAT IS TOO DEMANDING FOR ONE PERSON IN ORDER TO GREET OUR FAMILIES.
THE DISTRICT WEBSITE STATES THAT THE SINKS ARE RESPONSIBLE FOR SUPPORTING ALL STUDENTS ACADEMICALLY, MENTALLY, SOCIALLY, AND PHYSICALLY.
UNFORTUNATELY, MY NINE-YEAR-OLD DID NOT RECEIVE ANY OF THIS SUPPORT.
THE ABSENCE OF THE SINK ON THIS DAY RAISES IMPORTANT QUESTIONS ABOUT THE AVAILABILITY OF ESSENTIAL SUPPORT FOR STUDENTS.
WITHOUT A SINK, MY THIRD GRADER WAS LEFT WITHOUT IMMEDIATE ACCESS.
THAT FELL THAN SOLELY ON HIS TEACHER WHO WAS MANAGING AN OVERCROWDED CLASSROOM.
MY NINE-YEAR-OLD'S MENTAL, EMOTIONAL, AND SOCIAL HEALTH, ALONG WITH HIS PHYSICAL SAFETY, IS SEEN AS THE DOLLAR SIGN TO THE DISTRICT.
WHAT WILL THE REPERCUSSIONS BE IF MY SON WAS HARMED OR WORSE YET, NOT FOUND? THE ACTIONS OF MY CHILD AND THE LACK OF STAFFING OR A GLIMPSE INTO WHAT THE SCHOOL YEAR WILL BE LIKE WITHOUT THE CARING, SUPPORTIVE STUDENT INTERVENTION COORDINATOR IN THE SCHOOLS.
IT IS IMPORTANT TO ACKNOWLEDGE THE VALUABLE ROLE THAT THE SINKS PLAY IN SUPPORTING STUDENTS ACADEMIC, AND PERSONAL GROWTH.
THE ABSENCE OF THIS ROLE HAS IMPLICATIONS FOR STUDENTS SAFETIES, WELL-BEING, AND ACADEMIC PERFORMANCE.
IT'S CRUCIAL TO YOU THAT THE SCHOOL BOARD PRIORITIZE THE ALLOCATION OF RESOURCES NECESSARY TO SUPPORT STUDENTS MENTAL, EMOTIONAL, AND SOCIAL HEALTH IN ADDITION TO THEIR ACADEMIC SUCCESS.
>> GOOD EVENING. MY NAME IS JENNIFER ROPER AND I AM ONE OF THE PRIMARY INTENSIVE SUPPORT TEACHERS AT SHERWOOD ELEMENTARY.
I'M SPEAKING TODAY BEHALF OF OUR INTENSIVE SUPPORT PROGRAM, IT'S STUDENTS, MY 11 STUDENTS AND THE 12 OTHERS IN AN INTERMEDIATE SUPPORT AND THEIR GENERAL EDUCATION PEERS.
SHERWOOD, IF YOU DON'T ALREADY KNOW, HAS A REPUTATION THROUGHOUT THE DISTRICT AS BEING ONE OF THE MOST PROGRESSIVE AND INCLUSIVE SCHOOLS FOR MAINSTREAMING STUDENTS WITH DISABILITIES INTO THEIR GENERAL EDUCATION CLASSROOMS IN MEANINGFUL WAYS.
I WAS A SHERWOOD STUDENT MYSELF.
THE EDMONDS SCHOOL DISTRICT IS ONE THAT PUBLICLY PRIDES THEMSELVES ON THEIR COMMITMENT TO EQUITY.
THE ANNOUNCEMENT OF THE CLOSURE OF THE WOOD WAY CENTER,
[02:40:03]
RESULTING IN THE MOVEMENT OF OUR INTENSIVE SUPPORT PROGRAM IS ALARMING.WHILE KINDERGARTEN IS RETURNING TO THEIR HOME SCHOOLS, YOU'RE PUSHING OUT A POPULATION OF STUDENTS WHO HAVE BEEN HISTORICALLY MARGINALIZED AND SEGREGATED FROM THEIR PEERS FOR DECADES.
SHERWOOD ELEMENTARY HAS A STUDENT BODY AND STAFF, MYSELF INCLUDED, THAT HAS WORKED TIRELESSLY TO CREATE A SCHOOL ENVIRONMENT AND CULTURE THAT PRACTICES MEANINGFUL INCLUSION.
THESE MOVEMENTS OF THESE STUDENTS COMPLETELY NEGATES THE YEARS OF WORK THAT HAS BEEN DONE TO CREATE THE UNIQUE SCHOOL THAT SHERWOOD IS AND QUITE FRANKLY, ONE THAT HAS LED THE DISTRICT IN DEMONSTRATING WHAT INCLUSIONARY PRACTICES LOOK LIKE AND SHOULD LOOK LIKE.
SPECIAL EDUCATION IS A SERVICE, NOT A PLACE.
THE CULTURES AT BOTH SHERWOOD AND WESTGATE WILL SHIFT IMMENSELY WITH THIS DECISION.
THOUGH WHAT IS EVEN MORE CONCERNING IS THE IMPACT THAT THIS WILL HAVE ON THE STUDENTS THEMSELVES AND THEIR TYPICALLY DEVELOPING PEERS.
OUR STUDENTS HAVE A FUNDAMENTAL RIGHT TO ACCESS EDUCATION ALONGSIDE THEIR GENERAL EDUCATION PEERS.
TO PUSH STUDENTS WITH NEURO AND DEVELOPMENTAL DIFFERENCES OUT OF THEIR CURRENT SOCIAL CIRCLES IN SCHOOL COMMUNITIES IS BOTH WRONG AND INCREDIBLY HARMFUL.
YOU ARE NOT MOVING A GROUP OF STUDENTS WHO SPEND THEIR DAY IN A SELF-CONTAINED CLASSROOM.
IF YOU WERE, THAT WOULD STILL BE WRONG.
YOU ARE MOVING A GROUP OF STUDENTS WHO ARE EMBEDDED IN THE SHERWOOD COMMUNITY, WHOSE PEERS ARE HERE TONIGHT TO STAY HOURS UP PAST THEIR BEDTIME TO SHOW SUPPORT FOR THEIR BEST FRIENDS.
I WRITE THIS WITH THE GOAL THAT YOU WOULD PAUSE TO NOTICE THE VAST IMPLICATIONS THAT THIS CHANGE HAS ON ONE OF YOUR MOST VULNERABLE DEMOGRAPHICS.
THERE ARE NO FRIENDSHIPS LIKE THE ONES THAT HAVE BEEN FORMED HERE AT SHERWOOD BETWEEN THE STUDENTS AND THE INTENSIVE SUPPORT PROGRAM AND THEIR GENERAL EDUCATION PEERS.
I PERSONALLY WOULD RATHER HAVE 23 KIDS WITH TWO TEACHERS IN ONE ROOM TO SAVE SPACE BECAUSE THAT SEEMS TO BE THE PROBLEM WITH SHERWOOD ELEMENTARY AND OUR CAMPUS IS THERE'S NOT ENOUGH ROOM.
THEN PERSONALLY MEMORIZE 18 CURRICULUMS TO SERVE FIRST THROUGH SIXTH GRADE STUDENTS WITH INTENSIVE SUPPORT NEEDS AND WATCH THEIR RELATIONSHIPS FALL APART.
I WOULD RATHER PUT 23 STUDENTS IN ONE ROOM.
YOU DO THAT WITH GEN ED ANYWAY.
I WOULD LOVE TO SEE THAT HAPPEN.
>> CAN YOU GUYS HEAR ME WELL? HI.
I'M A SENIOR EDMONDS-WOODWAY HIGH SCHOOL.
I'M A CO-PRESENT FOR MY BLACK STUDENT UNION CLUB.
I'M AN EQUITY TEAM MEMBER AT MY SCHOOL, AND I'M ALSO SOMEBODY WHO BELIEVES IN THE KEY INTERESTS IN SUPPORTING MY FELLOW STUDENTS.
I WANTED TO SPEAK ON THE RECENT NEWS OF WHAT WAS HAPPENING IN OUR DISTRICT AND THERE WAS SO MUCH TO TALK ABOUT, BUT MAYBE I WANTED TO NARROW IT DOWN TO LOOKING AT THE FIRING OF IMPORTANT STUFF LIKE OUR PARA EDUCATORS AND THE CLASSROOM SIZE INCREASES ALONG WITH THE CUTTING OF OUR PROGRAMS, OUR MUSICAL PROGRAMS AND PERFORMING ARTS.
I HAD SPOKEN ABOUT THE TOPIC OF CLASSROOM SIZE INCREASES BEFORE IN MAY OF 2019 WHEN I WAS AN EIGHTH GRADER.
I NEVER EVER THOUGHT THAT I HAVE TO COME BACK HERE TO SAY IT AGAIN.
I WILL REITERATE WHAT I SAID THE FIRST TIME, WHICH WAS THE INCREASE OF CLASSROOM SIZES TAKES AWAY FROM THE SUPPORT OF STUDENTS.
WHEN YOU INCREASE THOSE CLASSROOM SIZES AND THOSE STUDENTS WHO NEED THE SUPPORT, YOU'RE TAKING THAT AWAY.
I THINK THAT TO ME IS NOT EQUITABLE FOR STUDENTS.
IT LACKS THE SUPPORT FOR THOSE STUDENTS WHO NEED THAT EXTRA HELP.
ALSO THE INCREASE IN CLASSROOM SIZES ALSO STRESSES OUR TEACHERS.
I SEE EVERY DAY THAT THESE TEACHERS ARE DEDICATED COMING HERE FROM MONDAY TO FRIDAY TO TEACH US AND TO BE THERE AND SUPPORT US.
THEY CAN'T DO THAT IF THESE CLASSROOMS ARE GETTING BIGGER.
ALREADY AS IT IS, LIKE TO SEE HOW BIG OUR CLASSROOMS ARE AS IT IS, AND HOW THE TEACHERS ARE ALREADY TRYING TO NAVIGATE AND CONTROL THOSE CLASSROOMS IS HARD.
IMAGINE IF YOU WERE TO INCREASE THAT, DO YOU KNOW HOW STRESSFUL THAT WOULD BE ON OUR TEACHERS? I JUST THINK THAT IT WOULD PRESENT IMMENSE STRESS ON OUR TEACHERS AND IT WOULDN'T HELP.
IT WILL ALSO TAKE AWAY FROM STUDENTS WHO NEED THAT SUPPORT AND NEED THE EXTRA SUPPORT TO BE ABLE TO THRIVE AND HAVE AN EQUITABLE EDUCATION.
ANOTHER THING THAT I WANTED TO MENTION IS THE FIRING OF PARA EDUCATORS AND OTHER STAFF.
THOSE STUFF ALREADY AREN'T ACKNOWLEDGED ENOUGH IN OUR SCHOOLS.
THEY'RE NEVER ACKNOWLEDGED ENOUGH.
I THINK THAT NOW IS THE TIME TO START ACKNOWLEDGING THEM AND ALSO FIRING THEM WOULD ALSO TAKE AWAY FROM THE SUPPORT OF THOSE STUDENTS.
TO SHOW THAT WE'RE TAKING AWAY OUR PARA EDUCATORS, TAKING AWAY THE SUPPORT STAFF ARE TO HELP TEACHERS TO RUN THESE CLASSROOMS WOULD HURT THOSE STUDENTS.
I FRANKLY THINK THAT THAT'S NEGLECTING THE NEEDS OF THOSE STUDENTS.
I THINK THAT IS AN INEQUITABLE EDUCATION THAT GOES HIGHLY AGAINST YOUR VISION, WHICH WAS EQUITY, ENGAGEMENT, AND EXCELLENCE.
[02:45:02]
FINALLY, CUTTING OUR PROGRAMS, OUR PERFORMING ARTS AND ALL THOSE PROGRAMS TAKES AWAY FROM THE CREATIVITY OF OUR STUDENTS AND ALSO MY FELLOW CLASSMATES.I'M NOT IN THOSE PROGRAMS, BUT TO SEE MY FRIENDS WHO ARE IN PLAYS AND WHO ARE IN MUSIC AND BAND AND SEE HOW THEY'VE CREATED COMMUNITIES BECAUSE OF GATHERING TOGETHER AND BEING IN THOSE GROUPS AND SEEING THAT CUTTING THAT WOULD HARM THEM AND IT WOULD TAKE AWAY FROM THEIR FRIENDSHIPS AND THEIR GROWTH.
WE WANT TO SUPPORT THE GROWTH OF OUR COMMUNICATION WITH OUR FRIENDS.
I THINK FRANKLY, THAT'S STEALING THAT AWAY FROM OTHER STUDENTS. THANK YOU.
>> WE HAVE SOME SEATS OPENING UP SO PEOPLE CAN SIT DOWN.
OUR NEXT GROUP IS JESSE MOCK, AMY FROST, NORA CARLSON, CONNOR MORGAN, AND MIKE TATE.
>> I THINK I MIGHT NEED TO TAKE THE MIC. GOOD EVENING.
I KNOW IT'S BEEN A LONG EVENING, BUT WE STILL HAVE MANY MORE PEOPLE, AND THANK YOU FOR TAKING THE TIME TO LISTEN TO EACH PERSON. VERY APPRECIATED.
MY NAME IS NORA CARLSON AND I LIVE NEAR WONDERFUL WESTGATE ELEMENTARY SCHOOL.
AS A FORMER ELEMENTARY EDUCATOR, IT WAS ALWAYS VITAL TO ME TO ENSURE THE STUDENTS HAD ABUNDANT OPPORTUNITIES TO EXPRESS THEMSELVES FULLY THROUGH VARIOUS ARTS EXPERIENCES.
FOR ANY OF THE CHILDREN, I WAS FORTUNATE TO WORK WITH THROUGHOUT MY CAREER, MUSIC, ART, AND DRAMA EXPERIENCES WERE THE MOMENTS WHEN THEY LIT UP WITH JOY.
IN MY OPINION, THE ARTS ARE THE HEART OF STUDENTS' EDUCATION.
ARTS EDUCATIONAL EXPERIENCES HAVE REMARKABLE IMPACTS ON STUDENTS' ACADEMIC, SOCIAL, AND EMOTIONAL OUTCOMES.
IN FACT, THIS IS BOLDLY AND PROUDLY SHARED ON THE EDMONDS SCHOOL DISTRICT WEBSITE AS THE FOLLOWING MESSAGE.
"THE ARTS HAVE A STARRING ROLE IN THE EDMONDS SCHOOL DISTRICT.
MUSIC, THEATER, AND VISUAL ART ARE ALL CORE PARTS OF OUR DISTRICT PLAN.
PROVIDING STUDENTS THE OPPORTUNITY TO CREATE, PROBLEM-SOLVE, AND WORK TOGETHER IN EXCITING WAYS, BOTH WASHINGTON STATE AND EDMONDS SCHOOL DISTRICT RECOGNIZE THE ARTS AS CORE ACADEMIC SUBJECTS.
FOR OUR STUDENTS, CREATIVITY IS LIMITED ONLY BY THEIR IMAGINATION.
THE STUDY OF THE ARTS PREPARE STUDENTS FOR SUCCESS IN LIFE.
IN ADDITION TO THE AESTHETIC ENRICHMENT INHERENT IN PERFORMING OR CREATING, ARTS EDUCATION HELPS PREPARE STUDENTS BY ENRICHING ESSENTIAL 21ST-CENTURY LEARNING SKILLS.
CREATIVITY, INNOVATION, COLLABORATION, PROBLEM-SOLVING, CRITICAL THINKING, AND GLOBAL AWARENESS ARE ALL ADDRESSED AND ENHANCED IN OUR ARTS CLASSROOMS. WELCOME TO THE EDMONDS VISUAL AND PERFORMING ARTS COMMUNITY, WHERE EDUCATORS AND STUDENTS, AND COMMUNITY MEMBERS ARE ALL JOINING TOGETHER TO ADD VALUE AND MEANING TO OUR FUTURE." IN A WORLD THAT CAN FEEL SO DIVIDED AND UNPREDICTABLE, ARTS EDUCATION CAN HELP US MOVE FORWARD TOGETHER, AS MANY AND AS ONE.
TOGETHER, WE MUST MAKE IT CLEAR WHAT WE VALUE AND WHY IN ORDER TO PROTECT THOSE THINGS.
ONWARDS, WE SING, PLAY MUSIC, DANCE, PAINT, WRITE, AND MORE, AS MANY AND AS ONE.
MY NAME IS AMY FROST AND I TEACH SOCIAL STUDIES AT LYNNWOOD HIGH SCHOOL.
AS WE KNOW, LYNNWOOD HIGH SCHOOL HAVE RIGHT AROUND 50 PERCENT FREE AND REDUCED LUNCH.
WE HAVE THE MOST DIVERSE STUDENT POPULATION OF ANY COMPREHENSIVE HIGH SCHOOL IN OUR DISTRICT, AND WE NEED VAST IMPROVEMENTS IN OUR GRADUATION RATES.
I COULD TALK ABOUT EQUITY, EXCELLENCE, AND ENGAGEMENT, BUT OTHERS HAVE SPOKEN MUCH MORE CLEARLY TO THOSE ISSUES THAN I WILL, AND I'M REALLY NOT AN APPEAL-TO-EMOTION KIND OF PERSON.
ANYWAY, I'M GOING TO DISCUSS THE FOURTH E, WHICH IS ENROLLMENT.
I'M GOING TO TALK ABOUT ENROLLMENT AT LYNNWOOD HIGH SCHOOL AND SOCIAL STUDIES SPECIFICALLY BECAUSE THOSE ARE NUMBERS I KNOW,
[02:50:01]
NOT BECAUSE I DON'T RECOGNIZE THAT EVERY BUILDING IN OUR DISTRICT IS FACING IMPOSSIBLE CHOICES.I'M ALSO GOING TO TALK PREDOMINANTLY ABOUT ENROLLMENT IN AP COURSES IN SOCIAL STUDIES MAINLY BECAUSE WHEN STUDENTS ARE REGISTERING FOR CLASSES, THESE ARE OFTEN STUDENTS WHO ARE MAKING DECISIONS BETWEEN STAYING AT LYNNWOOD HIGH SCHOOL AND TAKING AP COURSES OR LEAVING TO GO TO RUNNING START, WHICH FURTHER EXACERBATES OUR ENROLLMENT ISSUES.
AS OF RIGHT NOW, AT LYNNWOOD HIGH SCHOOL, WE HAVE 67 STUDENTS ENROLLED IN PSYCHOLOGY.
WE WILL BE OFFERING MAYBE ONE OR ZERO SECTION OF PSYCHOLOGY NEXT YEAR DUE TO THE STAFFING THAT HAS BEEN PROVIDED TO OUR BUILDING.
THESE ARE STUDENTS WHO ARE STAYING AT LYNWOOD POTENTIALLY TO TAKE AN ACADEMIC ELECTIVE.
THE MESSAGE TO THOSE STUDENTS IS, SORRY, WE'RE NOT GOING TO OFFER IT.
WE HAVE 80 STUDENTS ENROLLED IN WHERE WE'RE PLANNING FOR ONE SECTION OF SENIOR CIVICS.
IN ORDER TO BUY TWO SECTIONS OF 40 IN SENIOR CIVICS, WERE PROBLEM-SOLVING AND THE BIGGEST SOLUTION WE'VE COME UP WITH, OR THE BEST SOLUTION WE'VE COME UP WITH SO FAR IS TO COMBINE 62 STUDENTS WHO ARE ENROLLED IN TWO SECTIONS OF AP US HISTORY INTO ONE SECTION HOPING, I GUESS SOME OF THOSE STUDENTS WILL GO TO RUNNING START.
WE'LL LOSE SOME OF THOSE 62 STUDENTS.
SAY 20 OR SO DO, WE HAVE ONE SECTION THEN 42 STUDENTS IN AP US HISTORY, AND MAYBE JEWISH SECTIONS OF CIVICS AT AROUND 30 OR 35.
WE CURRENTLY HAVE 120 STUDENTS SIGNED UP FOR AP WORLD HISTORY.
THIS IS THE FIRST TIME STUDENTS WILL TAKE AN AP CLASS.
WE WILL LIKELY ONLY RUN THREE SECTIONS OF THAT CLASS, WHICH MEANS WE EITHER AFTER A, GATE-KEEP AND TELL 30 STUDENTS THAT YOU DON'T MAKE THE CUT.
OR WE GET TO PUT 40-ISH STUDENTS IN THREE SECTIONS, WHICH I'M SURE IS AN INCREDIBLY POSITIVE EXPERIENCE FOR STUDENTS WHO ARE TRYING OUT AN AP COURSE.
ASIDE FROM ALL THE ISSUES OF TEACHING AND LEARNING AND GRADUATION RATES, IF WE ARE GOING TO FUND BASED ON ENROLLMENT, IF WE'RE GOING TO STAFF BASED ON ENROLLMENT, WE SHOULD STAFF BASED ON ENROLLMENT, AND OUR ENROLLMENT NUMBERS SUGGESTS THAT WE NEED SOME MORE STAFFING AT OUR BUILDINGS. THANK YOU.
>> HELLO. MY NAME IS CONNOR MORGAN AND I'M A SENIOR AT EDMONDS-WOODWAY HIGH SCHOOL.
NOW, I WANTED TO START OFF WITH A LITTLE BIT OF MY STORY AND THAT IS THAT I STARTED FROM ABSOLUTELY NOTHING.
WITH THAT KNOWING THAT I, I SAW THESE ART CLASSES BEFORE AND ALL THESE DIFFERENT CLASSES FOR ACTING AND DRAMA, AND I ACTUALLY HATED THEM.
I DIDN'T WANT ANYTHING TO DO WITH THEM.
I THOUGHT THEY HAD NOTHING TO DO WITH ME.
I WANTED TO BE THIS BIG STRONG MAN, AND THAT BROUGHT ME NOTHING.
BEING THIS BIG GUY DIDN'T GET ME ANYWHERE.
WITH TIME, I FOUND MYSELF LONELY.
IT WAS ONLY THEN WHEN THE TOUGHEST MAN IN MY LIFE THAT I KNEW, MY BROTHER TYLER MORGAN, HAD GUIDED ME AND GRABBED ME A SENTENCE THAT DO PLAY PRODUCTION.
THAT WAS THE ONE TIME WHERE I CAME TO A COMMUNITY AND THEY REACHED OUT TO ME.
WITH THAT, I REALIZED THAT ALL OF THESE COMMUNITIES, CHOIR, MELLOWARES, BAND, ORCHESTRA, THEY ALL REACHED OUT A HAND, EVEN THOUGH I KNOW NOTHING ABOUT MUSIC.
I CAN BARELY READ SHEET MUSIC, LET ALONE, AND YET THEY ALL FOUND A WAY TO GUIDE ME, MAKE ME HAPPY, AND DO SOMETHING BEAUTIFUL.
NOT JUST FOR ME, BUT FOR SO MANY OTHER PEOPLE.
I'VE HAD ALL THESE BEAUTIFUL ROLE MODELS ALONG THE WAY.
I'VE HAD A ROLE MODEL, HIS NAME IS CLIVE.
HE THIS VERY OLD MAN WHO PLAYS CLASSICAL GUITAR.
YET LITTLE DID I KNOW AFTER A JAZZ RECORDING, OR NOT JAZZ RECORDING BUT A JAZZ EVENT, HE SAW SOME STUDENTS WHO WERE IN THE MELLOWARES AND HE LAUGHED AND HE SAID, I WAS IN MELLOWARES SINCE 76.
TO KNOW THAT THERE HAVE BEEN ART CLASSES AND PLACES WHERE THERE'S SELF-EXPRESSION THAT HAVE SURPASSED ALMOST HALF A CENTURY TO WHERE IT HAS GUIDED PEOPLE AND MADE PEOPLE STRONG WITH SOME KIND OF ART HAS KEPT ME STRAIGHT, HAS KEPT ME NOBLE.
I CAN CONFIDENTLY SAY THAT IT HAS HAD THIS HUGE IMPACT ON MY LIFE.
I COULD GO AS FAR AS TO SAY THAT IF IT WERE NOT FOR THE DRAMA PROGRAM, I'M IN PLAY PRODUCTION, I CAN CONFIDENTLY SAY I WOULD NOT BE STANDING HERE TODAY.
I CAN CONFIDENTLY SAY MY NAME WOULD BE ON A GRANITE SLAB.
I HAD A ROUGH NIGHT. IT WAS THE ROUGHEST OF ARGUABLY MY LIFE.
I KNEW THAT ONE OF THE TEACHERS, MR. [INAUDIBLE] HE COULD GUIDE ME.
HE WAS NOT JUST A TEACHER BUT A MENTOR.
THESE TEACHERS IN THESE CLASSES ARE MORE THAN JUST TEACHERS.
THEY'RE ARE PEOPLE WHO WANT TO SEE OTHERS GROW.
THEY ARE PEOPLE THAT WANT OTHERS TO LIVE A LIFE TO THEIR FULLEST, TO THEIR EXPECTATIONS, TO WHERE THEY CAN FLY, TO WHERE THEY CAN GO ACROSS THE STARS, AND WHERE THEY COULD REACH THEIR POTENTIAL.
NOT THE POTENTIAL THAT SAYS ON A PIECE OF PAPER.
[02:55:02]
THE KIND OF POTENTIAL WHERE THEY CAN REACH INTO THEIR HEART AND SAY THIS IS WHO I AM.TO KNOW THAT SOME OF THESE CLASSES WHERE ADVANCED DRAMA IS GOING TO BE TAKEN AWAY, I'VE HEARD ALMOST ALL OF THE PHOTOGRAPHY CLASSES IS GOING TO BE TAKEN AWAY.
IMAGINE THE EFFECT IT WOULD HAVE IF SOMEBODY WHO HAS BEEN GIVING ADVICE AND HELPING ME 50 YEARS AFTER THE MATTER, IMAGINE THE EFFECT THAT WOULD TAKE WHEN THAT'S TAKEN AWAY FROM US.
WHEN I CAN HELP SOMEBODY 50 YEARS FROM NOW, WHEN I CAN HELP SOMEBODY, GUIDE SOMEBODY, HELP SOMEBODY WHEN; ANYBODY HERE CAN.
>> OUR NEXT GROUP IS MIKE TATE, RENA RODRIGUEZ, EMILY STAPLETON, LINDSAY SCHULTZ, AND DARREN FALL.
>> I WAS REALLY HOPING TO NOT HAVE TO FOLLOW THAT ONE, BUT HERE I AM.
>> HI, THERE. MY NAME IS MIKE TATE.
I'M THE DAD OF TWO STUDENTS IN THE MUSIC PROGRAM AT MOUNTLAKE TERRACE HIGH SCHOOL.
I KNOW NONE OF US ARE ENJOYING CONVERSATIONS ABOUT BUDGET CONSTRAINTS AND THE FACT THAT THESE PROGRAMS ULTIMATELY BECOME LINE ITEMS ON A BUDGET.
BUT I WANT TO TALK ABOUT WHAT THIS MUSIC PROGRAM REPRESENTS AS A LINE ITEM ON THE BUDGET.
HOW WAS IT UNIQUE? I THINK THE SIMPLE ANSWER IS COMMUNITY.
I THINK THE SENSE OF COMMUNITY IS VERY EVIDENT EVEN HERE TONIGHT FROM THE SPIRITED WARM-UP BAND WE HEARD OUTSIDE TO THE NEED FOR SOME CREATIVE SEATING OUT IN OUR OVERFLOW AREAS.
WHAT WE'RE TALKING ABOUT TONIGHT IS MORE THAN A SCHOOL DISTRICT ISSUE.
IT REALLY IS A COMMUNITY ISSUE.
THE MUSIC PROGRAM OFFERS SO MANY UNIQUE OPPORTUNITIES TO HELP THESE KIDS GROW IN COMMUNITY IN POSITIVE WAYS, WHICH ULTIMATELY LEADS TO A HEALTHIER SOCIETY, WHICH IS SOMETHING I THINK WE CAN ALL AGREE WE NEED MORE OF THESE DAYS.
THE MUSIC PROGRAM TEACHES THINGS TO KIDS THAT ARE FAR BEYOND WHAT A NORMAL CLASSROOM EXPERIENCE CAN OFFER.
THESE KIDS WALK AWAY WITH SO MANY FRIENDSHIPS, MEMORIES, LIFE SKILLS.
DRAMA AND MUSIC HAVE ALWAYS BEEN A LARGE PART OF MY LIFE.
IN JULY, I WILL BE ATTENDING MY 10-YEAR HIGH SCHOOL REUNION.
MIGHT SAY 30 YEAR, BUT THE FONT IS PRETTY SMALL.
>> BUT THE CONVERSATIONS ARE ALWAYS THE SAME.
WE TALK ABOUT THE EXCITEMENT AND THE NERVES BEFORE THE LIVE PERFORMANCES.
WE TALK ABOUT THE MANY HOURS WE SPEND REHEARSING AND PRACTICING TOGETHER.
MEMORIES OF ALL THE CRAZY THINGS THAT WENT WRONG DURING A LIVE PERFORMANCE AND WHEN THE SHOWS WERE FINALLY OVER, WE THINK ABOUT THE TEARS AND THE HUGS AND THE STINKY COSTUMES.
MOST OF ALL THOUGH, WE ARE GRATEFUL FOR THE LIFELONG FRIENDSHIPS THAT WERE ONLY POSSIBLE THROUGH THESE PROGRAMS. I WAS LUCKY ENOUGH TO CATCH JUST A SMALL GLIMPSE OF THAT TYPE OF ENVIRONMENT NOVEMBER CHAPERONING THE BAND RETREAT.
I SPENT THE WEEKEND WATCHING MR. FALL TEACHING THE KIDS SO MUCH MORE THAN MUSICAL NOTES ON A PAPER.
TEACHING THEM HOW TO LISTEN, TO UNDERSTAND THE HISTORICAL CONTEXT OF THE MUSIC, HOW TO LISTEN TO EACH OTHER, HOW TO STEP OUT OF COMFORT ZONES, TRY SOMETHING NEW, HOW TO SUPPORT EACH OTHER IN TIMES OF FAILURE AND DISAPPOINTMENT, HOW TO CELEBRATE EACH OTHER'S SUCCESSES.
I THINK WE'VE ALL PROBABLY HAD TO TEACH OR PROGRAM THAT'S MADE A DISTINCT MARK ON OUR LIVES, AND SO MANY TIMES IT'S FROM THESE PERFORMING ARTS PROGRAMS WHERE THE PROGRAMS AND THE TEACHERS TEACH THE KIDS TO EXPRESS THEMSELVES INDIVIDUALLY AND TOGETHER AS A GROUP.
TO MR. FALL, WHO'S SEATED RIGHT BEHIND ME.
MR. FALL, YOU ARE THAT ONCE-IN-A-LIFETIME TEACHER FOR THESE KIDS AND WE LOVE YOU AND WE APPRECIATE YOU SO MUCH FOR THAT, MORE THAN THESE WORDS CAN EXPRESS.
I ASK THE BOARD TO PLEASE RECOGNIZE THE REAL VALUE OF WHAT YOU AND WHAT THIS MUSIC PROGRAM BRINGS TO THESE KIDS, TO US PARENTS, AND TO THIS COMMUNITY.
THIS IS SO MUCH GREATER THAN AN EXPENSE LINE ON A BUDGET.
IT IS THE HEART AND SOUL OF OUR SCHOOL AND IT IS OUR COMMUNITY.
>> GOOD EVENING. MY NAME IS RENA RODRIGUEZ AND I'M A SOPHOMORE AT MOUNTLAKE TERRACE HIGH SCHOOL.
I'M A PART OF THE DRAMA DEPARTMENT.
FIRST, I'D LIKE TO TELL YOU ABOUT THE THEATER DEPARTMENT.
THE THEATER DEPARTMENT HAS BECOME A SAFE PLACE LIKE MY SECOND HOME.
I'VE HAD THE PRIVILEGE OF WORKING WITH DEDICATED PEOPLE ON GREAT PRODUCTIONS LIKE RUMORS AND LEGALLY BLONDE AND MANY MORE.
ALL OF THESE PRODUCTIONS HAVE BROUGHT ME MANY MEMORIES THAT I WILL CHERISH AND IT TAUGHT ME TO BE RESPONSIBLE AND HARD-WORKING.
EVEN IF I TELL YOU ALL THIS, YOU MOST LIKELY WON'T TAKE IT SERIOUSLY.
WHY DON'T I TALK ABOUT SOMETHING THAT THE DISTRICT HAS POSTED ON THEIR WEBSITE AND IS AVAILABLE FOR EVERYONE TO SEE?
[03:00:03]
"OUR STUDENTS ARE THE REASON BEHIND EVERYTHING WE DO.WE PRIORITIZE STUDENTS BY CREATING A SENSE OF BELONGING.
BELONGING IS NOT JUST FITTING IN, BUT THRIVING IN.
WE BELIEVE THAT EDUCATION WORKS BEST WHEN EVERY STUDENT CAN SHOW UP AS EXACTLY WHO THEY ARE, FEEL A SENSE OF PLACE AND PURPOSE, AND HAVE EVERY OPPORTUNITY FOR SUCCESS IN LIFE." I FIND IT HYPOCRITICAL THAT YOU ARE PLANNING TO TAKE AWAY THESE PROGRAMS THAT PROMOTE THIS IDEA OF BELONGING AND PURPOSE.
THERE'S ALSO A LOT OF TALK ON THE WEBSITE ABOUT EQUITY, ENGAGEMENT, AND EXCELLENCE BUT AT THE SAME TIME, YOU ARE GETTING RID OF TEACHERS AND CUTTING CLASSES.
THIS WILL CAUSE TOO MANY STUDENTS IN ONE CLASS.
IT'S BEEN A WHILE SINCE ANY OF YOU HAVE BEEN A STUDENT.
I'LL GIVE YOU AN IDEA OF WHAT THIS COULD CAUSE.
>> A LARGE PERCENTAGE OF STUDENTS HAVE SOCIAL ANXIETY OR JUST SHY BY NATURE AND YOU CAN IMAGINE HOW UNCOMFORTABLE THEY WOULD BE IN A CLASS OF 40 AND WANTING TO ASK THE TEACHER QUESTION BUT NOT BEING ABLE TO, BECAUSE THEIR TEACHER HAS TO HELP 39 OTHER PEOPLE WITH DIFFERENT QUESTIONS AND DIFFERENT NEEDS.
IT'S REALLY SIMPLE MATH THAT IT WOULDN'T WORK FOR PEOPLE TO ALL BE PUT INTO ONE CLASSROOM AND EXPECT TO CONNECT WITH A TEACHER THAT DOESN'T KNOW THAT YOU'RE THERE WHICH ALSO PUTS A STRAIN ON TEACHERS.
THEY HAVE TO TRY TO CONNECT WITH 30-PLUS STUDENTS AND MAKE SURE THAT THEY ALL HAVE THEIR NEEDS MET WHILE STILL TRYING TO FIND A WAY TO MAKE SURE THAT THEY GET THE EDUCATION THEY NEED AND DESERVE.
IF YOU ARE PROMOTING AND SAYING THAT YOU SUPPORT EQUITY, ENGAGEMENT, AND EXCELLENCE, DON'T JUST SAY IT, ALSO ACT ON IT.
BECAUSE AT THE END OF THE DAY, YOU MAKE THE DECISION AND WE LIVE WITH THE CONSEQUENCES.
WHILE I STILL HAVE TIME, IF YOU ARE NOT GOING TO ACT ON THIS AND YOU'RE NOT GOING TO ALLOW US TO HAVE OUR PERFORMING ARTS AND YOU'RE NOT GOING TO ALLOW US TO GET THE EDUCATION THAT WE DESERVE, TAKE THOSE WORDS OFF YOUR WEBSITE.
>> I WOULD LIKE TO THANK REBECCA MINER AND NANCY KATIMS FOR REPLYING TO EMAILS SO FAST.
I'M KAYLEE MIYAMOTO. I WOULD LIKE TO THANK JACOB [INAUDIBLE] FOR ALL SUPPORTING ME OUT.
CURRENTLY, THERE ARE ABOUT FIVE TEACHERS THAT ARE RECOGNIZED IN THIS ROOM THAT HAVE TAUGHT ME AT ONE POINT OR ANOTHER.
I WOULD ALSO LIKE TO POINT OUT WAY BACK THERE ON EFFECTIVE LEARNING FOR ALL STUDENTS, AT THE VERY TOP, YOU'LL SEE A WTSA STUDENT.
RTSA CHAPTER IS THE BIGGEST CHAPTER IN THE STATE, AND WE COMPETE AT THE HIGHEST RATE, GETTING ONSTAGE MORE THAN HALF THE TIME.
MY FRESHMAN YEAR, I GOT 10TH PLACE IN THE NATION.
TO PREFACE THE TYPE OF STUDENT I AM, I'M A STEM KID.
I ACTUALLY EXPLORE ALL DIFFERENT TYPES OF STEM.
I'M PLANNING ON LEARNING HOW TO CODE.
I EXCEL IN ENGINEERING AND PHYSICS, BUT CURRENTLY, I'M ON THE BIOTECH PATHWAY. I'M ALSO IN BAND.
I TOOK JAZZ TOO LAST YEAR, I ALSO WAS PLANNING TO TAKE SYMPHONIC BAND BUT DROPPED OUT A BIT TO GO TO ENGINEERING.
I WOULD ALSO LIKE TO THANK DARREN FALL FOR LETTING ME SPEAK BECAUSE I HAVE A 10 O'CLOCK CURFEW AND I'M SURE MANY OTHER STUDENTS ARE TIRED AND WE HAVE APS COMING UP SOON.
I'M A BAND STEM, AND MOST IMPORTANTLY I'M A JOURNALIST.
BUT TO ADD TO THAT, I'M A STUDENT JOURNALIST.
I READ ABOUT THE THINGS THAT DEEPLY AFFECT ME.
LESS THAN AN HOUR BEFORE MEETING YESTERDAY INVOLVING BAND, WE HAD OUR PRINCIPAL, GREG SCHELLENBERG TALK TO THE BAND STUDENTS ANSWER QUESTIONS, AND SEE HOW IMPORTANT IT MEANS TO US.
BEFORE THAT, I WATCHED THE 40-MINUTE VIDEO ON THE BUDGET.
I APPRECIATE THAT YOU GUYS ARE VERY OPEN AND COMMUNICATIVE COMPARED TO OTHER DISTRICTS AS MR. NOBLE MENTIONED.
I SHOULD BE IMPARTIAL AS A JOURNALIST, BUT I'M AFRAID AS A STUDENT, I AM A STUDENT FIRST.
I'M NOT GOING TO BEAT A DEAD HORSE TELLING YOU HOW IMPORTANT IT WAS, BUT I MISSED ABOUT ALL OF THE SECOND SEMESTER AND I ONLY CAME TO SCHOOL TO GO TO BAND AND GO TO MY ENGINEERING CLASS AND SEE MY FRIENDS.
UNFORTUNATELY, NO ONE ASKED ME IF I WAS OKAY, NO TEACHER WENT TO ME AND ASKED ME, WHY AM I MISSING CLASS HALF THE TIME AND I DIDN'T EVEN GET A TRUANCY LETTER.
>> MR. JAMES WILSON, WHO IS ENGINEERING AND HAS HUGE SENIORITY AT OUR SCHOOL, TOLD US OUR FIRST DESIGN ALWAYS SUCKS.
I WOULD ASK THE BOARD TO LOOK AT THEIR FIRST DESIGN OR THEIR CHOSEN FIRST DESIGN FOR NEXT YEAR'S SCHEDULE.
YOU COULD EASILY FIX THE CTE FUNDING.
CURRENTLY, RIGHT NOW IT'S ABOUT HALF A MILLION, $548,000 LOST BECAUSE WE ARE HAVING 75-MINUTE DELAYS.
I EMAILED ALL OF YOU GUYS THE PROPOSAL, I'M SURE YOU SAW IT.
VINCE DEMIRO ALSO HELPED TO PROVE THAT.
WE SPENT 25 MINUTES FIGURING THAT OUT.
BUT IF YOU GUYS MOVE TO HALF DAYS EVERY THREE WEEKS, SO TWO WEEKS OF A NORMAL SCHEDULE AND THEN ONE FRIDAY OF A HALF-DAY, YOU COULD SAVE THE CTE FUNDING AND THAT IS ABOUT HALF A MILLION DOLLARS,
[03:05:02]
THAT IMPACTS STEM, THAT IMPACTS JOURNALISM, THAT IMPACTS PHOTOGRAPHY AND MORE.I COULD TALK FOR HOURS ABOUT THIS, BUT I JUST WANT YOU TO KNOW THERE IS AN IMPACT AND LISTEN TO MY PEERS AND MY TEACHERS, AND THE MENTORS WHO WERE TALKING.
BUT I APPRECIATE YOUR GUYS' PROPOSAL AND I KNOW THIS IS A HARD DECISION.
BUT AS A STUDENT JOURNALIST, AND MOST IMPORTANTLY, AS A STUDENT, I REALLY WANT YOU GUYS TO LOOK FOR WHAT THIS MEANS TO US.
>> MY NAME IS EMILY STAPLETON, AND I'M HERE TONIGHT TO SHOW SUPPORT FOR THE MOUNTLAKE TERRACE HIGH SCHOOL MUSIC PROGRAM, MR. FALL, AND MY SON, SEAN STAPLETON, WHO IS A SOPHOMORE TRUMPET PLAYER IN JAZZ 1.
>> I WAS ALWAYS THE QUIET STUDENT THAT SAT IN THE BACK CORNER HOPING TO NEVER DRAW ATTENTION TO MYSELF.
BUT THAT CHANGED ONCE I JOINED A BAND IN SIXTH GRADE, I FINALLY FIT IN AND WAS NOT AFRAID TO BE NOTICED ANYMORE.
I REMAINED IN THE BAND ALL THROUGH HIGH SCHOOL AND ENDED UP BECOMING DRUM MAJOR.
THE SHY GIRL WAS NOW DIRECTING THE ENTIRE BAND.
I WENT ON TO GET MY DEGREE IN MUSIC EDUCATION.
THE BAND GAVE ME THE COURAGE TO SPEAK TO YOU TONIGHT.
MY SON SEAN HAD ALWAYS BEEN OUTGOING UNTIL THE PANDEMIC.
I COULD SEE HE DIDN'T KNOW WHERE HE FIT IN.
BEING AWAY FROM SCHOOL HAD TAKEN A TOLL ON HIM.
THANKFULLY, THAT CHANGED ONCE HE STARTED HIGH SCHOOL BAND.
I WAS TALKING WITH HIM AFTER THE FIRST WEEK OF SCHOOL AND HE SAID, I FINALLY FEEL LIKE I BELONG.
PLEASE DON'T TAKE THAT AWAY FROM SEAN OR ANY OTHER STUDENT THAT DESERVES A PLACE TO BELONG.
WE CANNOT RISK LOSING MR. FALL AS A TEACHER.
I'M NOT SURE WHAT HIS PLAN IS IF THIS GOES THROUGH, BUT WE CAN'T RISK LOSING HIM.
I HAVE CHAPERONED TWO DIFFERENT EVENTS WHERE I'VE SEEN FIRSTHAND THE RELATIONSHIP HE HAS WITH HIS STUDENTS.
HE'S NOT ONLY A TEACHER, BUT HE'S ALSO A MENTOR, A FRIEND, AND A ROLE MODEL TO THESE STUDENTS.
HE SPENT SO MANY HOURS OUTSIDE OF HIS TYPICAL FULL-TIME WORK.
I WANT TO SHARE A STORY ABOUT MR. FALL.
BEGINNING OF MY SON FOR FRESHMAN YEAR, I REACHED OUT TO ASK MR. FALL ABOUT A NEW TRUMPET FOR MY SON AND GAVE HIM MY PRICE RANGE.
HE SAID I SHOULD LOOK AT A PROFESSIONAL TRUMPET. I COULDN'T AFFORD THAT.
HE WENT AND FOUND USED TRUMPETS ON CRAIGSLIST AND SHOWED ME ONES THAT WERE IN MY PRICE RANGE.
I THINK MR. FALL, I WASN'T QUITE SURE WHAT I WOULD DO WITH A USED TRUMPET, BUT THEN MR. FALL OFFERED TO GO LOOK AT THAT TRUMPET WITH US.
I WAS BLOWN AWAY BY THIS OFFER.
MR. FALL AND HIS SON ENDED UP MEETING SEAN AND I ON A WEDNESDAY AT 08:30 PM IN SEATTLE TO TEST OUT THIS TRUMPET.
WE CAN'T ELUTE. WE CAN'T AFFORD TO LOSE A TEACHER LIKE THIS.
WHEN I DECIDED THAT I WANTED TO ADDRESS YOU TONIGHT, I LOOKED UP WHAT YOUR ROLE IN EDUCATION IS.
THIS IS WHAT I FOUND ON THE DISTRICT WEBSITE.
IT IS TO ESTABLISH PROGRAMS, ACTIVITIES, AND PROCEDURES THAT WILL ENCOURAGE AND PROMOTE EDUCATIONAL SUCCESS AND ACHIEVEMENT NEEDED BY ALL DISTRICT STUDENTS AND MAINTAIN THESE PROGRAMS WHILE BEING DILIGENT MANAGERS OF THE RESOURCES AVAILABLE TO THE DISTRICT.
HOW'S IT POSSIBLE TO ENCOURAGE AND PROMOTE THE SUCCESS AND ACHIEVEMENT NEEDED BY ALL STUDENTS IF YOU ARE CUTTING PROGRAMS TO SOME OF THESE STUDENTS? IT SAYS THAT YOU WILL MAINTAIN THESE PROGRAMS, BUT NOW YOU ARE CUTTING PROGRAMS. YOU SHOULD BE FIGHTING FOR EDUCATION, NOT DELETING IT.
I HOPE YOU WILL REPRESENT MY SON, MR. FALL, AND THE MUSIC PROGRAM BECAUSE THAT IS WHAT YOU WERE ELECTED TO DO. THANK YOU.
>> GOOD EVENING. MY NAME IS LINDSAY SCHULTZ AND I TEACH SEVENTH-GRADE HUMANITIES AT BRIER TERRACE MIDDLE.
I WANT TO TALK TO YOU CANDIDLY ABOUT WHAT IT'S LIKE TO BE A CLASSROOM TEACHER TODAY.
I WANT TO PREFACE IT THOUGH BY SAYING THAT I LOVE MY STUDENTS, I LOVE MY COLLEAGUES, I LOVE MY SCHOOL, AND I LOVE MY JOB.
IT'S PERSONAL, SO I MIGHT GET A LITTLE EMOTIONAL.
DEALING WITH THE EMOTIONAL, BEHAVIORAL, AND EDUCATIONAL FALLOUT OF COVID HAS MADE THIS THE MOST DIFFICULT YEAR OF MY 11-YEAR CAREER.
IT IS THE FIRST YEAR I'VE CONSIDERED LEAVING THE PROFESSION WHICH BREAKS MY HEART BECAUSE THIS IS ALL I'VE EVER WANTED TO DO.
I'M TEACHING HIGH-CAP STUDENTS.
MANY OF THEM ARE TWICE EXCEPTIONAL AND I FEEL LIKE I CANNOT PROVIDE THEM THE EDUCATION THAT THEY DESERVE NOW.
MY FIRST-PERIOD CLASS OF 33 KIDS IN A ROOM THAT WAS MAYBE BUILT FOR 25, FEELS UNSAFE TO BE IN.
YOU ALL GOT A TASTE OF WHAT IT'S LIKE TO BE IN A ROOM WITH TOO MANY PEOPLE TODAY.
THAT'S WHAT I DO EVERY DAY AND I TRY TO TEACH THEM AND I TRY TO MEET THEIR EMOTIONAL NEEDS AND I CAN'T.
WHEN I SAW THE DATA THAT YOU POSTED ABOUT 14 STUDENTS PER EVERY CERTIFICATED STAFF MEMBER,
[03:10:05]
I LAUGHED BECAUSE I DON T KNOW WHAT CLASSROOM THAT IS THAT HAS 14 KIDS IN IT.MY BIGGEST IS 33 AND I KNOW THAT THAT'S NOT EVEN THE BIGGEST THERE IS.
THE CUTS THAT YOU'RE PROPOSING WILL MAKE MY JOB EVEN HARDER AND EVEN MORE IMPOSSIBLE THAN IT ALREADY IS.
MY ADMIN THAT I LOVE SCOTT MORRISON RUNNING A CORE WORK THEIR TAILS OFF EVERY DAY TO MEET THE NEEDS OF STUDENTS.
OUR SYNC, MARK ROUGHSEDGE HAS MADE SUCH A POSITIVE IMPACT ON OUR STUDENTS THIS YEAR.
I CAN'T IMAGINE WHAT NEXT YEAR WOULD BE LIKE WITHOUT HIM WITH BIGGER CLASS SIZES, NO SOCIAL WORKER, AND HALF A SYNC AND IT WON'T EVEN BE MARK BECAUSE HE'S LOSING HIS JOB.
ALL THOSE RELATIONSHIPS HE'S BUILT WILL GO DOWN THE DRAIN BECAUSE HE'S A NUMBER.
IF YOU GO THROUGH WITH THIS, YOU WILL MAKE OUR ALREADY IMPOSSIBLE JOBS MORE IMPOSSIBLE, AND YOU WILL LOSE TEACHERS.
I AM PAST THE POINT OF BURNOUT.
I AM PAST THE POINT WHERE THIS JOB HAS TAKEN OVER MY LIFE AND I LOVE THIS JOB.
BUT THE STRESS THAT I FEEL AND THE PRESSURE OF KNOWING THAT I'M NOT MEETING THE NEEDS OF MY STUDENTS IN THE WAY THAT I SHOULD, MAKES ME WANT TO QUIT BECAUSE IT FEELS LIKE EDUCATIONAL MALPRACTICE.
I CAN'T DO ANOTHER YEAR LIKE THIS ONE.
I NEED MORE SUPPORT AND YOU'RE CUTTING IT.
I WANT TO DO RIGHT BY MY KIDS AND I CAN'T DO THAT.
IF YOU DO THIS, THE BUCK STOPS WITH YOU.
>> I WAS WAITING FOR KELLY'S NAME. WE TRADED.
MY NAME IS DARREN FALL AND I'VE BEEN THE BAND DIRECTOR AT MOUNTLAKE TERRACE HIGH SCHOOL FOR 25 YEARS.
WE NEED TO DO BETTER. WE NEED TO LISTEN TO THE KIDS IN ORDER TO KNOW WHAT TO DO.
THE WORLD THAT WE HAVE CREATED FOR THEM IS SADLY NOT WORKING FOR MANY OF THEM, SO MANY KIDS STRUGGLE TO FIND THEIR WAY, THEIR PLACE, AND THEIR PEOPLE.
SO MANY STRUGGLE WITH MENTAL HEALTH CHALLENGES.
THE QUESTION IS, WHAT ARE YOU GOING TO DO ABOUT IT? I FIRST MET NANCY KATIMS WHEN SHE WAS THE HEAD OF ASSESSMENT IN THE DISTRICT.
I LEARNED THAT WE WERE BOTH ON THE SAME PAGE REGARDING ASSESSMENT AND GRADES, AND THAT PAGE WAS PRETTY DIFFERENT THAN THE WAY THINGS WERE, AND SADLY STILL ARE.
BUT WE WERE BOTH POWERLESS TO IMPLEMENT ANY WIDESPREAD CHANGES BASED ON RESEARCH.
THIRTEEN YEARS LATER, I'M STILL POWERLESS.
I HOPE YOU ARE ALL ON THE SCHOOL BOARD LIKE NANCY BECAUSE YOU REALLY CARE ABOUT OUR SCHOOLS AND OUR TEACHERS AND OUR KIDS.
YOU DIDN'T ASK FOR THIS SITUATION.
BUT THIS IS YOUR MOMENT. YOU HAVE AN IMMENSE CHALLENGE BEFORE YOU.
BUT YOU ALSO LIKE NANCY, NOW HAVE POWER, POWER THAT FEW OF US HAVE.
WHEN WE FINALLY FIND OURSELVES IN POSITIONS OF POWER WHERE WE CAN MAKE A DIFFERENCE, NOT UTILIZING THAT POWER TO DO THE RIGHT THING FOR OUR KIDS IS SHAMEFUL.
SO WHAT IS THE RIGHT THING? THE RIGHT THING IS EXPANDING ARTS PROGRAMS, NOT CUTTING THEM.
THEY ACCOMPLISH ALL OF THE MOST IMPORTANT THINGS WE'RE HOPING OUR SCHOOLS WILL PROVIDE FOR KIDS.
EVERYONE KNOWS THIS IS THE POWER AND MAGIC OF THE ARTS.
IF YOU DON'T KNOW THIS, JUST LISTEN TO THE KIDS.
WHAT WOULD IT TAKE TO DO THE RIGHT THING? COURAGE AND CREATIVITY.
IF YOU KNOW IN YOUR HEART AND MIND THAT CUTTING THE ARTS IS THE WRONG THING TO DO, THEN FIND ANOTHER WAY TO BALANCE THE BUDGET.
FIND US A SOLUTION THAT NO ONE HAS THOUGHT OF YET.
MEDITATE. DON'T STOP UNTIL YOU FIND THE ANSWER.
EVERYONE IS COUNTING ON YOU TO RISE TO THE OCCASION TO LEAD.
OUR SCHOOLS, OUR KIDS, AND OUR PRESENT AND FUTURE LIVES DEPEND ON YOUR ABILITY TO SOLVE THIS PROBLEM.
CUTTING THE THINGS THAT MATTER MOST TO US AND TO OUR HUMANITY IN ORDER TO BALANCE A BUDGET IS NOT A SOLUTION AT ALL.
IF WE CAN'T DO WHAT WE KNOW IS RIGHT, WHO IS GOING TO DO IT FOR US? WHEN WILL THINGS EVER CHANGE? ARE WE HOPING THE NEXT GROUP OF LEADERS IN THE DISTRICT WILL BE BETTER THAN US? THAT THEY WILL HAVE THE COURAGE AND CREATIVITY TO CREATE THE SCHOOLS WE WISH OUR KIDS COULD ATTEND? WELL, CERTAINLY NOT IF WE KEEP CUTTING THE CREATIVE ARTS PROGRAMS, THE NEXT LEADERS WON'T BE ANY BETTER THAN US BECAUSE WE WILL HAVE ELIMINATED THE THINGS THAT WOULD HAVE PREPARED THEM TO BE.
[03:15:03]
LET'S NOT WAIT FOR OTHERS TO FIGURE OUT HOW TO SOLVE THESE PROBLEMS. IT WON'T BE EASY, BUT YOU CAN DO THIS.DO NOT ALLOW THE ARTS TO BE CUT.
PROVIDE THE PRINCIPALS WHAT THEY NEED TO KEEP THE ARTS PROGRAMS. THANK YOU.
>> OUR NEXT GROUP IS TRISTAN HARMON, BRANDON O'DELL, TONY BOLTZMANN, MICHELLE GORDON, AND KAYLEE MIYAMOTO.
>> HELLO. COOL. MY NAME IS TRISTAN HARMON AND I'M THE PRESIDENT OF THE DRAMA CLUB AT MOUNTLAKE TERRACE HIGH SCHOOL.
I WOULD LIKE TO START BY SAYING THAT THE REMOVAL OF THE SEVENTH-PERIOD ACTING CLASSES WOULD BE A CATASTROPHIC BLOW TO THE DRAMA CLUB, BRINGING ITS ACTIVITIES TO HALF OF THAT OF WHAT IT IS CAPABLE NOW.
REMOVING THE CLASS HAS THE EXPERIENCE TO THE HIGH-SCHOOL ACTORS GET IN ACTING RESTRICTS THE AMOUNT OF ACT CREDITS THE STUDENTS CAN GET PER YEAR AND MAKES ONE OF THE MOST ACCEPTING AND SAFE COMMUNITIES SIGNIFICANTLY HARDER TO LEARN ABOUT AND JOIN.
THE REDUCTION OF STUDENTS' ACTING EXPERIENCE MIGHT NOT KILL THE CLUB OUTRIGHT, BUT AFTER JUST THREE YEARS, THE PROBLEM PROGRAM WOULD LIKELY BE DEAD IN THE WATER.
EVEN NOW BEFORE THESE RESTRICTIONS, WE AS A CLUB ARE HAVING TO TEACH THE NEW ACTORS WITH SIGNIFICANTLY LESS RESOURCES, INCLUDING LESS EXPERIENCED SENIORS, FORGOTTEN TRADITIONS THAT USED TO MAKE THE DRAMA CLUB WHAT IT WAS, AND LESS CONNECTIONS BETWEEN THE MEMBERS.
WE ARE ONLY JUST BEGINNING TO FIX THESE ISSUES IN OUR PROGRAM.
HAVING THE EXPERIENCE THOSE NEW STUDENTS GAIN IS A RECIPE FOR KILLING AND HAVING LIKE HALFWAY, SORRY.
THE EXPERIENCE FOR THOSE NEW STUDENTS IS A RECIPE FOR KILLING THE PROGRAM BY INEXPERIENCED ACTORS AND LEADERS.
THE LACK OF THOSE PRIOR TRADITIONS AND CONNECTIONS WITHIN THE CLUB ALSO ELIMINATES THE CHANCES FOR STUDENTS TO ENGAGE IN VALUABLE SOCIAL EXPERIENCES WHICH ARE DOUBLY IMPORTANT AFTER THE SOCIAL DISTANCING DURING COVID.
THE MTA CHESS DRAMA CLUB IS A COMMUNITY THAT IS KNOWN FOR ITS ACCEPTANCE OF EVERYONE AND MAKING EVERYONE FEEL SAFE AND WELCOME.
EARLIER TODAY WE HAD OUR MONTHLY CLUB MEETING WHERE WE HAD A QUICK QUESTION AND ASKED EVERYONE WHO THOUGHT OF THAT DRAMA CLUB AS THEY'RE SAFE SPACE WHERE THEY CAN NOT WORRY ABOUT PEOPLE JUDGING THEMSELVES, BE THEMSELVES, AND TRULY LIVE.
EVERY SINGLE PERSON OUT OF THE 40 TO 50 PEOPLE THERE AT THE MEAN AND CONSIDERED IT ONE OF THEIR SAFE SPACES.
THESE SAFE SPACES PROVIDED AN OUTLET FOR MANY TO GET THE MENTAL BREAK THEY NEED.
I PERSONALLY WOULD NEVER HAVE BECOME THE PERSON I AM TODAY, IF NOT FOR THE CLUB.
THIS IS ALL TO TELL YOU THAT MY HIGH SCHOOL EXPERIENCE WOULD HAVE CHANGED IF THE THEATER PROGRAM WAS AT THE STATE IT WAS.
IF IT WAS AT THE STATE, IT WILL BE WITH THESE CUT CLASSES.
I WOULD NOT HAVE BEEN ABLE TO AUDITION FOR THE SECOND-SEMESTER PRODUCTION AND MY FRESHMAN-YEAR RUMORS.
I WOULD NOT HAVE BEEN ABLE TO FORM MY INTERPERSONAL CONNECTIONS TO COMBAT MY SOCIAL ISOLATION.
I WOULD NOT HAVE GOTTEN THE SUPPORT FOR MY DEPRESSION AND LOW WOULD LIKELY NOT BE HERE TODAY.
I IMPLORE YOU TO PLEASE CONSIDER THE CONSEQUENCES THESE BUDGET CUTS BRING TO THE TEAMS THAT YOU WORK TO EDUCATE.
>> GOOD EVENING. THANK YOU ALL FOR HANGING OUT A LITTLE BIT LONGER.
I JUST GOT NEWS THAT OUR KIDS ARE ASLEEP, SO I'M GOING TO GET THIS DONE AND MY WIFE AND I ARE GOING TO GO HAVE A LITTLE DATE NIGHT, I GUESS, OR SOMETHING.
>> MY NAME IS BRANDON O'DELL AND I HAVE TWO CHARMING CHILDREN WHO ARE BOTH AT SHERWOOD ELEMENTARY.
WE'VE HEARD A LITTLE BIT ABOUT SHER AND I'D LIKE TO SHARE A LITTLE BIT MORE ABOUT IT.
MY DAUGHTER, SHE'S A FIRST GRADER, FIRST AND FOREMOST, AND THAT'S HOW WE VIEW HER AND THAT'S WHAT WE WANT HER VIEWED.
SHE ALSO HAS AN IEP AND ON THAT IEP SAYS SHE QUALIFIES FOR IS SERVICES, BUT SHE IS OUR FIRST GRADER AND THAT'S WHAT WILL GROW WE WANT TO HAVE.
IN THIS LAST YEAR HAS BEEN HER FIRST YEAR SHE SPENT MORE TIME WITH THEIR PEERS THAN BEFORE.
SHE'S GONE FROM AECC TO THE WOODWAY CENTER NOW TO SHERWOOD.
THAT CONSISTENCY FINALLY, IN ONE PLACE HAS LED TO HER FIRST BIRTHDAY PARTY SHE HAS BEEN INVITED TO.
IT WAS A NEUROTYPICAL STUDENT WHO JUST HAS TAKEN HER UNDER HER WING.
[03:20:01]
HER ABILITY TO PROCESS AND PLAN, HER LITERACY SKILLS THAT WE SEE THROUGH HER TALKER.HER MATH SKILLS THAT WE SEE DEMONSTRATED AS WELL AND HER ABILITY TO SORT AND ORGANIZE.
ALL THE THINGS THAT WE JUST NEED MOTIVATION TO SEE DEVELOPED HAPPENS BECAUSE EDUCATORS LIKE JEN ROPER, PARAEDUCATORS LIKE CHRISTINA BALL, AND THOSE WHO CARE TAKE SOMEONE WHO IS AN IS STUDENT WHO DOESN'T HAVE A TON OF TIME IN GEN ED AND IT PUSHES IN AND FINDS OUT AN OPPORTUNITY TO INCLUDE HER.
IN THAT SHE'S INCREASED HER TIME, HER CAPABILITIES, AND IS EXCELLING EXCELLENTLY.
SHE'S A SUCCESS STORY AND SHE'S IN HER NEIGHBORHOOD SCHOOL, WHICH IS ALSO THE OTHER PART OF IT. SHE'S IN HER COMMUNITY.
SHE SEES KIDS OR THE COMMUNITY PARK.
SHE SEES PEOPLE AT THE GROCERY STORE AND SHE BEAMS AND SHE SMILES AND ALL THOSE PEOPLE JUST RADIATE OFF FOR HER.
THAT'S BECAUSE THEY KNOW HER FOR HER ABILITY, THEY DON'T SEE HER FOR HER DISABILITY.
THE ISSUE I HAVE WITH THAT IS IT TAKES SO LONG TO GET THROUGH TO SOME OF THOSE KIDS IN THE MOVEMENTS THAT ARE PROPOSED BY THE CLOSING OF THE WOODWAY CENTER.
THE DISPLACEMENT OF KIDS FROM WOODGATE AND FROM SHERWOOD IS GOING TO TAKE AWAY THAT CONSISTENCY AND IT'S GOING TO TAKE FROM MANY OF THOSE KIDS WHO STRUGGLE TO DEMONSTRATE THAT THEY HAVE AN ABILITY TO LEARN DISTRACTION-FREE WITH TRUSTED RELATIONSHIPS AND IT CAUSES THEM TO RESET.
ALSO [INAUDIBLE] AND DEVELOP, ENSURE WHAT IS SOMETHING THAT IS PRETTY EXTRAORDINARY.
THEY'VE TAKEN PRACTICES AND THEY'VE IMPLEMENTED THEM.
I THINK JEN ROPER WOULD BE ACTUALLY A GOOD EXAMPLE.
WE KNEW HER PREDECESSOR, SHE CAME INTO THAT ORGANIZATION.
THERE'S SOMETHING IN THE CULTURE THAT SHE WAS ABLE TO PLUG INTO AND ADVANCE FROM.
THINK OF IT AS THE ROOT AND THE BRANCHES.
THE ROOTS ARE STRONG, THE CULTURE IS THERE.
WHAT SHE WAS ABLE TO TURN INTO WAS THE BRANCHES ALONG WITH THE STUDENTS.
WE CAN MAYBE EXTEND THAT INTO OTHER SCHOOLS.
BUT WHAT I WANT TO SEE WITH BUDGET CUTS CONVERSATIONS IS THAT IT'S A HARD TIME TO INVEST IN CONTINUED QUALITY.
WE GET THAT, BUT DON'T TAKE AWAY FROM WHERE QUALITY EXISTS, QUALITY OF EDUCATION.
HAVE KIDS BE WHERE THEY EXIST WITHIN THE [LAUGHTER]
>> WESTGATE AND SHERWOOD AND LET THEM EXCEL WITHIN THEIR PEER GROUPS AND WITH THE PEOPLE THAT HAVE AROUND THEM.
>> I'M TONY BOLTZMANN AND I AM REPRESENTING THE ADMIN'S WOODWAY MUSIC BOOSTERS TONIGHT.
I SPEAK FOR THEM, BUT I ALSO SPEAK FOR THE OTHER MUSIC PROGRAMS IN OUR DISTRICT.
YOU'VE HEARD A LOT TONIGHT. THERE'S NO DISPUTING.
THE RESEARCH IS VERY CLEAR ABOUT THE COGNITIVE AND THE SOCIAL AND EMOTIONAL BENEFITS OF MUSIC EDUCATION.
YOU'VE ALSO HEARD DEEPLY PERSONAL STORIES THAT PEOPLE ARE TELLING.
STORIES I LITERALLY WAS HOPING I WOULDN'T HAVE TO SPEAK AFTER BECAUSE I WAS SITTING THERE PINK AWAY A TEAR.
YOU'VE HEARD STORIES ABOUT MUSIC LITERALLY SAVING YOUNG LIVES WHEN THEIR MENTAL WELL-BEING FELL INTO SUCH SHARP DECLINE.
DURING THE HARSHEST PANDEMIC YEARS WHEN WE HAD THE SOCIAL ISOLATION, WHEN KIDS LITERALLY COULDN'T BE AROUND OTHERS.
IN OUR OWN PERSONAL CIRCLE, WE LOST THREE PEOPLE THROUGH THAT.
THAT WAS A PRETTY TOUGH TIME FOR ALL OF US.
FOR MANY STUDENTS, MUSIC PROVIDED A REASON TO KEEP TRYING.
INSTEAD OF DROPPING OUT OF EDUCATION ENTIRELY, WE LITERALLY KNOW PEOPLE WHERE THEIR CHILDREN HAD DECIDED THEY WOULDN'T CONTINUE WITH HIGH SCHOOL.
NOT ONLY WOULD THEY NOT BE HOME-SCHOOL, THEY WOULD JUST NOT CONTINUE AT ALL BECAUSE OF THE PRESSURES OF WHAT THEY WERE EXPERIENCING WERE JUST TOO MANY AND THEY WEREN'T GETTING NECESSARILY THE HELP THAT THEY NEEDED AT THAT TIME.
I WANT TO FOCUS PRIMARILY ON THE CORE VALUE OF EQUITY OUR DISTRICT HAS EMBRACED.
YOU'VE HEARD A LOT OF OTHER PEOPLE SPEAK ABOUT THAT.
EDMONDS-WOODWAY THE MUSIC PROGRAM PROVIDES A TRULY INCLUSIVE EDUCATIONAL EXPERIENCE.
IT DOESN'T MATTER YOUR BACKGROUND, IT DOESN'T MATTER YOUR SEXUAL ORIENTATION, HOW YOU IDENTIFY.
IN OUR ENVIRONMENT, IT'S A PATHWAY TO FURTHER EDUCATION.
IT'S THROUGH SCHOLARSHIPS FOR KIDS WHO DON'T NECESSARILY WANT TO GO INTO SPORTS OR ACADEMICALLY MAY NOT QUALIFY FOR THOSE SCHOLARSHIPS.
THERE'S ALSO ACCEPTANCE INTO UNIVERSITIES THAT THEY MAY NOT GET BECAUSE THEY HAVE THOSE PROGRAMS. I WOULD SAY FOR MY OWN SON WHO STUTTERS AND HE'S AN ONLY CHILD, MUSIC WAS A LIFESAVER BECAUSE EVEN REMOTELY BEING PART OF A BAND AND BEING ABLE TO PRACTICE WITH HIS PEERS WAS THE HIGHLIGHT OF EVERY DAY, EVEN THOUGH IT STARTED AT 06:00 AM IN THE MORNING.
EVERY MORNING, OUR NEIGHBORS HAD SOMETHING TO SAY ABOUT THAT.
BUT I WILL SAY THAT UNDER THE DIRECTION OF JAKE BERGEVIN AND HIS TEAM OUR STUDENTS ARE TRULY THRIVING.
WE PROVIDE ACCESS TO MUSICAL INSTRUMENTS, TO LESSONS, TO OPPORTUNITIES THAT THESE KIDS JUST ABSOLUTELY WOULD NOT HAVE OTHERWISE.
WE SHOULD ALSO KEEP IN MIND THAT THE EDMONDS SCHOOL DISTRICT IS CONSIDERED A TOP MUSIC EDUCATION HUB BY SEVERAL ORGANIZATIONS.
THE MARSALIS FAMILY CONSIDERS OUR AREA THE ONE TO BEAT.
THEY ALWAYS SAY, WE'VE GOT TO DO SOMETHING ABOUT THE SEATTLE EDMONDS PROBLEM BECAUSE WE ARE THE BEST.
[03:25:04]
IF WE TAKE AWAY FUNDING FROM THOSE PROGRAMS, WE LOSE OUR STANDING AND THE RESPECT WE HAVE AS A MUSICAL EDUCATION DESTINATION, SO JUST SOMETHING TO CONSIDER.[APPLAUSE] [BACKGROUND] [LAUGHTER]
IT DOES GO UP HIGH ENOUGH. CAN YOU HEAR ME? HI. MY NAME IS SEAN OSBORNE AND I'M HERE TO SPEAK ABOUT MUSIC.
BUT FIRST I WANT TO EXPRESS MY SYMPATHY FOR THESE TOUGH DECISIONS.
I'M ALSO OVERWHELMED BY THE BRILLIANCE THAT IS IN THIS ROOM AND THE AMAZING SOLUTIONS THAT HAVE BEEN PRESENTED AND I URGE THE BOARD TO MAKE USE OF THIS BRILLIANCE AND THESE SOLUTIONS.
ONE POSSIBLE THING I'D LIKE TO SAY IS THAT I THINK EVERYBODY HERE NEEDS TO CONTACT THEIR LEGISLATORS.
THEY ULTIMATELY ARE THE ONES WHO ARE GOING TO FUND OR NOT FUND THIS.
I DON'T KNOW ABOUT YOU, BUT MY PROPERTY TAXES WENT UP 40 PERCENT IN TWO YEARS AND I DON'T KNOW HOW THEY CAN FUND EDUCATION WITH ALL THAT EXTRA MONEY.
BUT TO MUSIC, WHICH IS ONE OF THE THINGS THAT EVERYBODY IMMEDIATELY TURNED TO WHEN THEY WERE STUCK AT HOME DURING THE PANDEMIC, ALONG WITH DRAMA, ART, AND OTHER PURSUITS.
MUSIC IS WHAT I'D LIKE TO TALK ABOUT.
THERE ARE MANY HERE THAT WILL TELL YOU THAT MUSIC IS IMPORTANT TO STUDY BECAUSE IT HELPS STUDENTS BE BETTER AT MATH, BE BETTER AT READING, HELPS THEIR SOCIAL SKILLS, THEIR COORDINATION IMPROVES THEIR TEST SCORES, KEEPS THEM IN SCHOOL AND ON AND ALL OF THIS IS TRUE.
BUT I'M HERE TO TELL YOU SOMETHING YOU DON'T OFTEN HEAR, IS THAT MUSIC IS IMPORTANT TO STUDY BECAUSE MUSIC IS IMPORTANT ON IT'S OWN, BY ITSELF AND WAS THE MOST IMPORTANT CLASS I TOOK IN SCHOOL.
TODAY, I'M A PROFESSIONAL MUSICIAN BECAUSE OF IT.
I TRAVEL ALL OVER THE WORLD PERFORMING AND TEACHING.
I HAVE APPEARED ON OVER 100 COMMERCIAL RECORDINGS AND 100 FILMS. I'VE PERFORMED IN TWO DOZEN COUNTRIES AND WITH THE BEST MUSICIANS ON EARTH.
DARREN FALL HAS ME AND OTHERS LIKE ME COME TO MOUNTLAKE TERRACE TO WORK WITH HIS STUDENTS.
>> ONE OF OUR MUTUAL STUDENTS NOW PLAYS IN THE DETROIT SYMPHONY, WHICH IS AN INCREDIBLE ACHIEVEMENT.
MUSIC IS IMPORTANT FOR ITS OWN SAKE.
MUSIC IS NOT JUST AN OUTLET OR TO SUPPORT OTHER MORE IMPORTANT SUBJECTS OR PURSUITS, IT'S A CAREER FOR MANY.
MUSIC IS A $43 BILLION INDUSTRY IN THE US.
TWO AND A HALF MILLION JOBS, WHICH IS WAY MORE THAN THERE ARE TEACHERS IN ALL THE PUBLIC SCHOOLS IN THE COUNTRY.
>> IN WASHINGTON ALONE, IT IS A $2.5 BILLION INDUSTRY.
>> THANK YOU. OUR NEXT GROUP INCLUDES KELLY JANE DENKY, BRETT HALT, JENNIFER CASTLE, BETH POOL, AND JENNIFER HERMAN.
ACTUALLY, I THINK WE HEARD FROM JENNIFER HERMAN, ALSO SARAH DELING.
>> DR. KYLE GAD BEFORE WE TAKE THIS NEXT GROUP, CAN WE MAKE A SHORT RECESS? I'VE HAD A LITTLE BIT TOO MUCH COFFEE AND WATER THIS EVENING, SO I WOULD LIKE A SHORT BREAK.
>> WE'LL HAVE A FIVE MINUTE BOARD BIO BREAK.
>> CAN EVERYONE FIND SEATS? ORDER. WANT TO GET AS MANY PEOPLE IN BY MIDNIGHT AS POSSIBLE.
>> MY NAME IS KELLY JANE DENKY.
I HAVE A JUNIOR AT MOUNTLAKE TERRACE HIGH SCHOOL.
THANK YOU FOR HEARING ME TONIGHT.
AS I HAVE STATED IN PREVIOUS WRITTEN CORRESPONDENCE WITH MOST OF YOU, I RECOGNIZE THAT NOTHING ABOUT ANY OF THIS IS EASY FOR ANYONE.
WE'VE BEEN DEALT AN UNPRECEDENTED HAND IN UNPRECEDENTED TIMES, THERE'S NO DOUBT.
AS WE LOOK FORWARD, WE MUST CONSIDER THE DATA WE HAVE, WE UNDERSTAND WHAT IS BEING SAID HERE.
NEARLY EVERY SCHOOL AGE HOUSEHOLD IN OUR DISTRICT WILL BE AFFECTED IN SOME WAY BY THESE PROPOSED CUTS AND THAT'S SCARY.
THAT'S A WHOLE LOT OF UNCERTAIN DAYS AHEAD ON UNSTABLE GROUND FOR A GREAT NUMBER OF PEOPLE.
[03:30:04]
IN THE CORRESPONDENCE THAT WAS RETURNED TO ME BY SOME OF YOU, A COMMON ITEM WAS THAT THERE WERE NO TARGETED CUTS.THE ARTS AREN'T BEING PICKED ON.
WE'RE POTENTIALLY LOSING A BAND DIRECTOR, AND WITH IT, ONE OF THE STRONGEST MUSIC PROGRAMS IN OUR AREA AN AWARD WINNING, LIFE-CHANGING PROGRAM.
THIS FEELS LIKE WEARING A BULLS EYE.
COLLABORATION. HEALTHY, RESPECTFUL COLLABORATION BEGINS IN CLASSES LIKE BAND, THEATER, ENGLISH, NUMBERS.
NUMBERS I GET IT, NUMBERS ARE NOT OUR FRIENDS HERE.
BUT HOW CAN YOU UNRAVEL 25 YEARS OF DEDICATED MOVEMENT IN THE RIGHT DIRECTION BASED SIMPLY ON ENROLLMENT AFTER THE PANDEMIC.
WHERE'S THE GRACE PERIOD AFFORDED TO THIS PROGRAM BEFORE YOU SINK A PERFECTLY BUOYANT SHIP.
THIS MUSIC PROGRAM HAS TAKEN 25 YEARS OF BLOOD, SWEAT, AND TEARS OF ONE MAN IN PARTICULAR, DARREN FALL.
>> THE ESTEEMED MUSIC BOOSTERS STAND BEHIND BOTH MR. FALL AND OUR CHILDREN.
AS THEY HAVE SHOWN YOU, THEY ARE A DEDICATED GROUP AND A FORCE TO BE RECKONED WITH.
LOOK AT THIS ENSEMBLE BEFORE YOU, THIS DID NOT HAPPEN BY ACCIDENT.
THE AWARDS WON, THE LIVES CHANGED FOR THE BETTER, THE COLLABORATION, THE INCLUSION, THESE ARE REALITIES.
THIS IS DATA WE MUST INCLUDE IN THESE CHARTS AND NUMBERS.
WOULD YOU LIKE TO SIT WITH MY SON OR ANY OF THESE DEDICATED KIDS AND TELL THEM, SORRY, NO MORE MR. FALL, NO MORE MUSIC FOR YOU.
AFTER YEARS OF HARD WORK, JUST SILENCE.
AS THE TITANIC SANK, WHAT DID THE BAND DO? [APPLAUSE]
>> THAT'S A TOUGH ACT TO FOLLOW RIGHT THERE. THANK YOU KELLY.
MY WIFE IS A SECOND GRADE TEACHER HERE.
SURE WENT TO ELEMENTARY SCHOOL.
MY GO SHERWOOD. MY SON, A 15-YEAR-OLD AT MOUNTLAKE TERRACE HIGH SCHOOL.
HE PLAYS THE BASS IN THE JAZZ UNDER DARREN FALL.
MY DAUGHTER, 12-YEAR-OLD, MEDRONIC KATE, SHE'S A JAZZ DRUMMER, SHE'S A PERCUSSIONIST WITH MR. MATT EDWARDS, THEY LOVE MUSIC.
IT WAS THROUGH COVID THAT GAVE THEM A SAFE PLACE TO BE CREATIVE, TO THRIVE, TO FIND A COMMUNITY.
I COULD TALK ABOUT YOUR GOAL 3, AND WHAT MUSIC MEANS FOR SOCIAL EMOTIONAL LEARNING, I'M SURE YOU UNDERSTAND THAT.
WHAT I'M NOT SURE YOU UNDERSTAND THOUGH, IS WHY WE HAVE A NATIONALLY RECOGNIZED MUSIC PROGRAM IN EDMONDS SCHOOL DISTRICT AS RECOGNIZED BY THE NATIONAL ASSOCIATION OF MUSIC MERCHANTS OR NAMM, AND AS ADVERTISED ON YOUR WEBSITE AND IN YOUR RECENT NEWSLETTER.
COMPREHENSIVE MEANS WE HAVE THE SUPPORT OF THE COMMUNITY, OUR TEACHERS, THESE WONDERFUL PARENTS HERE.
WE HAVE JAZZ, CHOIR, ORCHESTRA, BAND OFFERED AT ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL.
WHAT DOES THAT MEAN? IT MEANS MY SON, WHO STARTED AN ORCHESTRA WITH VICKY NELSON AT MADRONA, AS A DOUBLE BASS PLAYER, COULD MOVE TO JAZZ WITH MR. EDWARDS IN AT MADRONA AND THEN COME UP TO HIGH SCHOOL AS THE DOUBLE BASS PLAYER UNDER DARREN FALL AT MOUNTLAKE TERRACE.
THIS IS COMPREHENSIVE AND THIS NEEDS TO CONTINUE.
WHEN YOU GIVE IT TO THE PRINCIPALS TO TAKE A SHOTGUN APPROACH AND PULL THIS APART.
THIS ISN'T GOING TO BE A NATIONALLY RECOGNIZED MUSIC EDUCATION PROGRAM ANY LONGER, IT WILL FALL APART.
IF KIDS CAN'T START TO DO CHOIR IN HIGH SCHOOL, EVEN THOUGH THEY HAD IT IN MIDDLE OR ELEMENTARY, THIS FALLS APART.
LAST, I AM THE GIG COORDINATOR WITH THE MOUNTLAKE TERRACE HIGH SCHOOL MUSIC BOOSTERS.
I GET OUR JAZZ COMBOS IN THE COMMUNITY.
FOR THE COMMUNITY HERE, THESE WONDERFUL MUSICIANS, THEY HAVE PLAYED AT THE GATES FOUNDATION.
THEY HAVE PLAYED FOR THE EDMONDS SCHOOL DISTRICT FOUNDATION BENEFIT BREAKFAST.
[03:35:03]
THEY PLAYED FOR THE SEATTLE CHILDREN'S HOSPITAL GALA.BUT THE BEST ONE THEY PLAYED IS THE MOUNTLAKE TERRACE PLAZA.
IT'S A SENIOR ASSISTED LIVING CENTER AND THEY LOVE THESE KIDS TO COME BACK.
YOU SHOULD SEE THEM WHEN DANCING TO THE TUNES OF OUR HIGH SCHOOL MUSICIANS.
YOU CUT THIS PROGRAM, THESE MUSICIANS AREN'T GOING TO HAVE THE SKILLS THAT WILL CONTINUE WITH DOING THAT KIND OF BENEFIT TO OUR COMMUNITY.
IF YOU VALUE EDUCATION, YOU PUT THE MONEY BEHIND IT.
>> GOOD EVENING. I'M JENNIFER CASTLE AND MY SON IS A SOPHOMORE VIOLINIST AT EDMONDS-WOODWAY HIGH SCHOOL.
PLEASE DON'T CUT ANY OF THESE MUSIC PROGRAMS. ARTS ARE THE IDENTITY OF THIS DISTRICT.
AND THEY ARE EVERYTHING AS STATED IN THE DISTRICT VISION AND COMMITMENT STATEMENT, WHICH READS, EQUITY, ENGAGEMENT, EXCELLENCE FOR EACH AND EVERY STUDENT.
I'LL TOUCH ON SOME OF THESE POINTS.
THEY'RE SAFE SPACES, SECOND HOMES FOR THE WIDEST ARRAY OF STUDENTS.
INSTRUMENTS, FORMAL WEAR, ENRICHMENT OPPORTUNITIES, LESSONS WITH INDUSTRY PROFESSIONALS, PUBLIC PERFORMANCES, PARENTS SUPPORT, ALL PROVIDED TO ALL THE STUDENTS WHO PARTICIPATE IN ARTS PROGRAMS. ARTS PROVIDE ENGAGEMENT WHICH LEADS TO GOOD MENTAL HEALTH.
CONNECTION. STUDENTS ARE UNPLUGGED FROM PHONE AND SCREEN AND AS A GROUP, CREATE MEANINGFUL, WONDERFUL WORK THAT TOUCHES THE SENSES, EYES, EARS, AND HEARTS.
VOICE. ARTS PROGRAMS CREATE A SUPPORTIVE ENVIRONMENT FOR STUDENTS TO EXPRESS THEMSELVES.
MENTORSHIP. THE SAME TEACHERS OVER MULTIPLE YEARS CREATES CONTINUITY FOR STUDENTS THAT'S UNHEARD OF IN OTHER CLASSES.
BLENDED GRADE PROGRAMS PROVIDE MENTORING AND LEADERSHIP OPPORTUNITIES FOR OLDER STUDENTS AND SUPPORT AND ROLE MODELS FOR YOUNGER STUDENTS.
THE COLLABORATION THAT WE HAVE HERE IN THE COMMUNITY WITH OUR MUSIC PROGRAMS ARE REALLY VERY SPECIAL AND UNMATCHED.
OUR STUDENTS REGULARLY PERFORM IN PUBLIC LOCATIONS, SHARING THEIR PASSIONS, AND LEARNING HOW TO PRESENT THEMSELVES WITH PROFESSIONALISM AND MATURITY.
MAJOR LIFE SKILLS THAT PROVIDE A SENSE OF ACCOMPLISHMENT.
JUST ONE EXAMPLE LAST MONTH THAT WAS INVOLVED WITH THE EDMONDS WATERFRONT CENTER, WHO ALLOWED US TO HAVE A SWING DANCE FOR THE COMMUNITY.
THERE WERE KIDS THERE, THERE WERE SENIORS THERE, THERE WERE COMMUNITY MEMBERS THERE.
THE JAZZ BANDS FROM ADRONA COLLEGE PLAYS, AN EDMONDS-WOODWAY HIGH SCHOOL ALL PLAY TOGETHER.
THIS IS REALLY THE GOOD STUFF.
THIS IS WHAT THE MUSIC PROGRAMS IS.
OUR PROGRAMS AND INDIVIDUAL STUDENTS HOLD STATE AND NATIONAL RANKINGS AND ACCOLADES.
TEACHERS HOLD LEADERSHIP POSITIONS IN EDUCATIONAL AND MUSICAL ASSOCIATIONS NATIONALLY AND REGIONALLY.
ALUMNI PARENTS, ALL TELL SIMILAR STORIES OF THEIR STUDENT'S PATH TO MUSIC, WHICH ALWAYS BEGAN WITH AN ELEMENTARY EXPOSURE, THE OPPORTUNITY TO ADVANCE LEARNING THROUGH MIDDLE SCHOOL AND HIGH SCHOOL.
THESE PROGRAMS HAVE GIVEN STUDENTS ACCESS TO TOP-LEVEL COLLEGES AND MANY, MANY SCHOLARSHIPS.
IN ORDER FOR US TO CONTINUE THIS LEGACY FULLY INTACT AND ROBUST ARTS PROGRAMS TO K38 AND A RANGE OF LEVELED HIGH-SCHOOL PROGRAMS ARE VITAL.
PLEASE LEAVE THE DISTRICT ARTS PROGRAMS INTACT WITH OUR CURRENT STAFF REGARDLESS OF ENROLLMENT, WE NEED A FEW MORE YEARS TO RECOVER FROM THE EFFECT OF COVID ON ENROLLMENT IN THE ARTS.
IT WOULD PLEASE ME AS A TAXPAYER, TO HAVE THE BOARD CONSIDER ACQUIRING MORE TEACHER FUNDING FROM THE STATE, LOOKING TO NON-STUDENT RELATED POSITIONS TO REDUCE STAFF.
FINALLY, TO VOTE TO GO BELOW THE FOUR PERCENT RESERVE AS LONG AS CASHFLOW IS MAINTAINED FOR A PERIOD OF SEVERAL YEARS TO HELP US BUILD ENROLLMENT BACK FOR THESE PROGRAMS. THANK YOU FOR YOUR CONSIDERATION.
>> TECHNICALLY, I WAS THE FIFTH NAME, BUT I'LL GO FORTH.
I WOULD LIKE YOU TO DO A THOUGHT EXPERIMENT WITH ME.
DO YOU REMEMBER MARCH 2020? THAT FIRST MONTH WHEN EVERYTHING STOPPED AND WE ALL WENT HOME FOR JUST A COUPLE OF WEEKS? IT BECAME APPARENT THAT IT WAS GOING TO BE LONGER THAN THAT, SO PEOPLE SHIFTED WHAT THEY COULD TO.
ZOOM. DO YOU REMEMBER WHAT THAT ONE ACTIVITY WAS FOR YOU THAT YOU COULDN'T DO ANYMORE BECAUSE YOU ARE AT HOME AND STUCK? THE ONE THAT YOU WOULD HAVE TAKEN ANY SHOP OR WORN ANY MASK, GIVEN UP, EVERYTHING ELSE IF YOU COULD GET THAT ONE THING BACK? FOR ME, IT WAS SEEING OTHER PEOPLE.
DO YOU REMEMBER HOW THEN YOU WATCHED OTHER PEOPLE WHO WANT ACTIVITY TO COME BACK? WE WATCHED PHYSICAL ACTIVITY RESUME OUTDOORS FAIRLY QUICKLY AT THE SCHOOLS.
WE SAW ACADEMIC CLASSES COME BACK, WHICH IS PROBABLY NOT MOST PEOPLES ONE THING.
>> SOME FOLKS EVEN TRIED TO MAKE MUSIC OVER ZOOM,
[03:40:02]
BUT WITH THE TIME DELAY INHERENT IN A SERVER-BASED MULTI PARTICIPANTS SETTING, NEVER QUITE WORKED RIGHT FOR AN ENSEMBLE.THEN WE SAW SOME CLASSES COME BACK TO SCHOOL TWO DAYS A WEEK.
BUT BRASS AND WIND INSTRUMENTS AND SINGING IN GROUPS WELL, THAT'S STILL HIGH RISK.
THAT HAS TO BE MORE HEAVILY MODERATED THAN JUST SITTING IN YOUR CLASSROOM WITH YOUR MASK ON EVERY OTHER ROW.
REMEMBER THAT SPIKE IN CASES THAT HAPPENED IN FEBRUARY 2022 AND THE DISTRICT GOT ALL, "WE NEED TO MINIMIZE WHAT WE CAN SO WE DON'T [INAUDIBLE] THE SPREAD".
ABSOLUTELY NO SPORTS GAMES WERE PUT OFF AT ALL.
BUT PLAYS AT TWO SCHOOLS HAD THEIR PRODUCTION SCHEDULES AND PERFORMANCE STATES CHANGED.
ANYWAY, WHAT ARE YOU GOING TO SAY TO KIDS WHO HAVE THEIR ONE ACTIVITY TAKEN AWAY? BECAUSE WELL, THEY'RE JUST AREN'T REALLY ENOUGH KIDS LIKE YOU, AND WE DON'T HAVE THE MONEY.
HOW ARE YOU GOING TO MAKE THEM FEEL LIKE THEY BELONG WHEN YOU ARE LITERALLY TELLING THEM, YOU DON'T REALLY FIT IN HERE SINCE THERE'S SO FEW OF YOU.
I DON'T THINK THE MUSIC AND DRAMA KIDS ARE ACCEPTABLE LOSSES.
I WANT THERE TO BE A PLAN IN PLACE TO ALLOW THEM TO FREELY TRANSFER TO A HIGH SCHOOL OR DISTRICT THAT STILL HAS PROGRAMS FOR THEM IF WE'RE GOING TO CUT THEM HERE.
PER RCA, 28A23305 AND THEN '23,'24 SCHOOL YEAR, ONE VISUAL ART OR PERFORMING ARTS SHALL BE AVAILABLE AT EACH SCHOOL.
GRADES 9 THROUGH 12, SHALL HAVE THE OPPORTUNITY FOR ART COURSEWORK IN EACH ACADEMIC YEAR.
IF THE CLASSES THAT ARE BEING CUT, OUR SENIOR LEVEL CLASSES AFTER PROGRESSION THROUGH HIGHSCHOOL, HOW DOES THIS PARTICULAR BUDGET RELATED CUT WORK WITH THIS LAW? CURRENTLY, TWO YEARS OF ART CLASSES ARE SUPPOSED TO BE TAKEN TO GRADUATE FROM HIGH SCHOOL IN WASHINGTON.
ALTHOUGH APPARENTLY ONE YEAR CAN BE SUBSTITUTED WITH OTHER LEARNING PATHWAY CHOICES, SO I'M NOT SURE IF THE INTENT OF THE LEGISLATURE IS CLEAR THERE,.
ACCORDING TO THE STATE BOARD OF EDUCATION WEBSITE THAT YOU CAN SUBSTITUTE THE ONE-YEAR BUT NOT THE OSPI WEBSITE, WHICH I FOUND ODD AND INCONSISTENT.
WE ARE WATCHING WHAT YOU DO, NOT WHAT YOU SAY.
>> I PREPARED SOMETHING, BUT IT SEEMS LIKE EVERYONE'S ALREADY TALKED A LOT ABOUT IT.
AS A TEACHER, I AM AN EIGHTH GRADE TEACHER IN THE HIGHLY CAPABLE PROGRAM, I TEACH ENGLISH AND SOCIAL STUDIES AT BRIER TERRACE MIDDLE.
I'VE BEEN DOING THAT FOR 10 YEARS NOW.
I'M A BULLDOG, BUT I'M ALSO A HAWK.
I HAVE TWO SONS, ONE IS A FRESHMAN AT MOUNTAIN LAKE TERRACE AND THE OTHER IS A SENIOR.
ONE ALSO HAS PARTICIPATED IN THE MUSIC PROGRAM.
I REALLY WANT TO TALK ABOUT COMMUNITY TODAY BECAUSE WHEN I LOOK AROUND, I KNOW A LOT OF THE PEOPLE IN THIS ROOM.
I KNOW SOME OF THE COMMUNITY, I KNOW SOME OF THE PARENTS AND MANY OF THE STUDENTS.
I HAVE ONE ONE THERE WHO SHOULD PROBABLY GO TO BED.
>> THERE'S LOTS OF TEACHERS, COLLEAGUES HERE THAT I KNOW AS WELL.
I REALLY WANT TO BE A PART OF A COMMUNITY, THAT'S WHY I'VE BEEN HERE FOR 10 YEARS, THAT'S WHY I'D LIKE TO STAY HERE.
BUT LIKE LINDSEY, MY COLLEAGUE WHO SPOKE EARLIER, I'M GOING TO INHERIT THE KIDS THAT SHE HAS THIS YEAR.
I HAVE MORE 504S, I HAVE MORE IEPS, I HAVE KIDS THAT ARE SELF-HARMING, I HAVE KIDS THAT ARE VERY ANXIOUS, THEY'RE NEURO DIVERGENT, I HAVE THE GAMUT AND I HAVE NOT RECEIVED ANY OTHER SUPPORTS.
WE HAVE SOCIAL EMOTIONAL LEARNING FOR PROFESSIONAL DEVELOPMENT, YET WE HAVE NO TIME TO IMPLEMENT IT.
WE ARE NOT GETTING THAT AS TEACHERS OURSELVES.
WE ARE NOT FEELING VERY VALUED.
BUT LIKE LINDSEY, THIS IS THE FIRST YEAR WHERE I FELT CAN I KEEP DOING THIS? DO I WANT TO KEEP DOING THIS? IT'S REALLY HARD.
THE ONE THING THAT I KEEP COMING BACK TO ARE THE STUDENTS.
TEACHERS ARE THE GLUE TO THIS DISTRICT.
YOU HAVE TO START TREATING THEM AS THOUGH THEY ARE THE GLUE.
LAST JANUARY WHEN THERE WAS A TEACHER SHORTAGE.
GUESS WHAT? TEACHERS FILLED IN.
WHO ELSE WAS GOING TO DO IT? WE DID IT BECAUSE THEY WERE OUR COLLEAGUES.
WE WANT TO PROVIDE COMMUNITY, WE LOVE OUR COMMUNITY, WE LOVE OUR STUDENTS, BUT WE ALSO NEED SOME LOVE FROM YOU AND WE NEED TO HAVE THINGS CHANGE OR YOU'RE GOING TO HAVE EVEN MORE OF A DROP IN ENROLLMENT.
PEOPLE ARE GOING TO GO AND THAT'S GOING TO CAUSE EVEN MORE PROBLEMS.
[03:45:02]
WITH THAT, I JUST WANT TO SAY, THANK YOU FOR BEING HERE.THANK YOU ALL FOR BEING HERE AND I HOPE YOU DON'T MAKE ANY OF THE CUTS THAT YOU'RE TALKING ABOUT BECAUSE IT'S MORE THAN MATH.
>> THANK YOU. OUR NEXT GROUP IS SYLVIA FERRERA, CASSIE SORGE, DANICA KILLPAK, ROBERT FRATZ, AND TATIANA LINDBERGH.
>> HELLO. MY NAME IS SYLVIA FERRERA.
I'M HERE TO TALK ABOUT THE PROPOSED CHANGES TO THE PRESCHOOL MODEL.
I'VE LOST MY VOICE TALKING ABOUT THIS TODAY, BUT I STILL HAVE A LITTLE BIT OF VOICE LEFT AND I INTEND ON USING IT.
OUR PRESCHOOLS SERVE OUR MOST VULNERABLE CHILDREN, INCLUDING ECAP STUDENTS FROM LOW-INCOME FAMILIES AND SPECIAL EDUCATION STUDENTS, LIKE MY SON THOMAS.
MY SON IS THRIVING AT ALDERWOOD EARLY CHILDHOOD CENTER UNDER THE CARE OF THE SPECIAL EDUCATION TEACHER, MRS. DENISE, WHO IS A CERTIFICATED TEACHER WITH DEEP EXPERTISE IN HOW TO HELP STUDENTS LIKE HIM.
YOUR CHANGES WOULD REPLACE AECC SPED TEACHERS WITH "PROFESSIONAL TECHNICIANS" WHO HAVE NO TEACHING CERTIFICATION AND NO SPECIAL EDUCATION TRAINING.
THERE IS NO OTHER NEARBY DISTRICT THAT FOLLOWS THIS OUTRAGEOUS AND UNSAFE MODEL.
UNSAFE FOR THE STUDENTS AND UNSAFE FOR THE UNTRAINED STAFF.
MY SON NEEDS AND DESERVES TO BE TAUGHT BY A FULL-TIME CERTIFICATED TEACHER, NOT A TECHNICIAN.
THERE IS NO AECC WITHOUT TEACHERS.
AECC IS CURRENTLY A PRESCHOOL AND YOU ARE TURNING IT INTO A BABYSITTING SERVICE BY GETTING RID OF THE TEACHERS.
>> IF YOU THINK THAT JUST ANYONE CAN DO THE JOB THAT MY SON'S SPECIAL EDUCATION TEACHER DOES EVERY DAY, I WANT YOU TO TALK TO THE STAFF AND ALL OF THE DAYCARES THAT KICKED HIM OUT BECAUSE THEY WERE NOT TRAINED TO MEET HIS NEEDS.
HIS SPECIAL EDUCATION TEACHERS ARE TRAINED TO MEET HIS NEEDS.
HE IS THRIVING FOR THE FIRST TIME IN HIS LIFE AT AECC AND YOU ARE ESSENTIALLY CUTTING THAT PROGRAM AND GETTING RID OF IT WITH YOUR PROPOSED CHANGES.
I WANT TO BE REALLY CLEAR AND UNEQUIVOCAL.
THIS WOULD NEVER HAPPEN IN A GENERAL ED CLASSROOM.
YOU WOULD NEVER REPLACE A TEACHER WITH A TECHNICIAN FOR THOSE KIDS AND IF IT'S NOT OKAY FOR THEM, [APPLAUSE]
>> IT'S NOT OKAY FOR SPECIAL ED STUDENTS.
>> YOUR BUDGET CUTS ARE BEING MADE ON THE BACKS OF DISABLED PRESCHOOLERS.
THIS IS NOT THE FREE AND APPROPRIATE PUBLIC EDUCATION THAT MY SON IS LEGALLY ENTITLED TO.
>> LET ME BE CLEAR AND LET ME BE UNEQUIVOCAL.
AECC PARENTS LIKE MYSELF DEMAND THAT OUR KIDS ARE TAUGHT, BUT THEIR AECC SPECIAL EDUCATION TEACHERS, NOT BY TECHNICIANS.
WE KNOW OUR RIGHTS AND WE KNOW OUR KID'S RIGHT.
YOU MAY NOT BALANCE YOUR BUDGET ON THE BACK OF THE MOST VULNERABLE KIDS IN OUR DISTRICT.
>> IT'S A FUN ONE TO FOLLOW. HELLO, SCHOOL BOARD MEMBERS, SUPERINTENDENT MINOR, COMMUNITY MEMBERS, AND FELLOW EDUCATORS.
I'M A SIXTH GRADE TEACHER AT WESTGATE ELEMENTARY.
I'M AN AUNT TO A THIRD GRADER AT MEADOWDALE ELEMENTARY.
I'M A COMMUNITY MEMBER AND I'M A DAUGHTER OF A PARA EDUCATOR AT MARTHA LAKE ELEMENTARY.
I COME TO YOU TODAY OUT OF GREAT CONCERN FOR NOT ONLY MY SCHOOL, BUT THE DISTRICT AS A WHOLE BECAUSE OF THE PROPOSED BUDGET CUTS FOR NEXT SCHOOL YEAR.
FIRST, I WANT TO REFERENCE THE EQUITY POLICY THAT EVERYONE HAS ALSO SHARED SO ELOQUENTLY TONIGHT.
ON THE DISTRICT WEBSITE, IT SAYS, "WE REMOVE INSTITUTIONAL BARRIERS TO ENSURE EVERY STUDENT HAS EQUITABLE ACCESS TO A RIGOROUS, SAFE, INCLUSIVE ENVIRONMENT AND EDUCATION".
ACCORDING TO THE NATIONAL CENTER FOR WOMEN AND INFORMATIONAL TECHNOLOGY, INSTITUTIONAL BARRIERS ARE POLICIES, PROCEDURES, OR SITUATIONS THAT SYSTEMICALLY DISADVANTAGE CERTAIN GROUPS OF PEOPLE.
INCREASE CLASS SIZE, CUTS TO SUPPORT STAFF,
[03:50:03]
REMOVAL OF CLASSROOMS FROM BUILDINGS, THESE ARE ALL INSTITUTIONAL BARRIERS THAT THE DISTRICT IS PROPOSING NOT TO REMOVE, BUT ADD TO OUR BUILDINGS, A DIRECT CONTRADICTION TO OUR STRATEGIC PLAN.IN MARCH, ALL DISTRICT STAFF TOOK PART IN TRAINING AROUND TRAUMA INFORMED INSTRUCTION, LEARNING THAT DUE TO THE PANDEMIC, EACH AND EVERY STUDENT THAT WALKS THROUGH OUR DOORS HAS EXPERIENCED AT LEAST ONE LEVEL OF TRAUMA.
SOME OF THE BEST PRACTICES FOR WORKING WITH TRAUMATIZED STUDENTS INCLUDE A STRONG SENSE OF COMMUNITY AND BELONGING AND HAVING A TRUSTED NETWORK OF PEERS AND ADULTS TO TURN TO.
WHY THEN ARE WE MAKING IT MORE DIFFICULT FOR STUDENTS TO FEEL SUCCESSFUL AND SUPPORTED IN OUR SCHOOLS BY INCREASING CLASS SIZES.
AS OF TODAY, MY SIXTH GRADE CLASSROOM IS SLATED TO START WITH 35 STUDENTS NEXT YEAR, WHICH IS SEVEN MORE THAN I CURRENTLY HAVE AND PUTS ME AT THE TOP OF TRIGGER THREE.
IN ADDITION TO INCREASING CLASS SIZES, THERE'S ALSO PROPOSED REDUCTION IN BOTH STUDENT INTERVENTION COORDINATORS AND PARA EDUCATOR SUPPORT STAFF THROUGHOUT THE DISTRICT, WHICH WILL ERODE A SENSE OF BELONGING AND COMMUNITY FOR STUDENTS, FAMILIES AND STAFF, AND FURTHER TRAUMATIZE STUDENTS WHO NEED THE MOST SUPPORT.
OTHER ACTIONS DAMAGE A SENSE OF COMMUNITY AND BELONGING THE DISTRICT PURPORTS TO SUPPORT.
FOR EXAMPLE, SHERWOOD AND WESTGATE WILL ONCE AGAIN BE WELCOMING KINDERGARTEN STUDENTS INTO OUR SCHOOL COMMUNITIES WITH THE CLOSURE OF THE WOOD-BASED CENTER THIS FALL.
HOWEVER, IN ORDER TO MAKE ROOM FOR THESE CLASSROOMS, WE MAY NEED TO DISPLACE DISTRICT PROGRAMS AND WE NOW KNOW THAT THAT IS GOING TO BE HAPPENING, LIKE OUR SELF-CONTAINED INTENSIVE SUPPORT CLASSES.
AT WESTGATE, THESE CLASSROOMS ARE VITAL PART OF OUR SCHOOL.
THE STUDENTS IN THESE CLASSROOMS ARE MEMBERS OF OUR COMMUNITY WHO HAVE FACED TREMENDOUS ACADEMIC, BEHAVIORAL, AND SOCIAL CHALLENGES AND HAVE STARTED TO OVERCOME THEM HERE AT WESTGATE THROUGH THE CONNECTIONS WITH STAFF AND STUDENTS OVER THE YEARS.
BUT THEIR DISPLACEMENT ADDS TO THE OBSTACLES THEY'RE WORKING TO OVERCOME.
NO MATTER WHAT WE'RE PRESENTED WITH, TEACHERS ALWAYS MAKE IT WORK.
TEACHING ONLINE, COMING BACK TO THE CLASSROOM, WE ADAPT WHETHER OR NOT THE DISTRICT HAS SETUP SAFETY NETS FOR US.
SAFETY NETS FOR TEACHERS ARE SAFETY NETS FOR KIDS.
WE HAVE EXPERIENCED TRAUMA AND WE FEEL LIKE OUR WILLINGNESS TO DO WHAT NEEDS TO BE DONE HAS BEEN TAKEN ADVANTAGE OF FOR TOO LONG.
WILL WE CONTINUE TO DO WHAT IS BEST FOR OUR STUDENTS? YES, BECAUSE THAT IS THE HEART AND DRIVE OF A TEACHER.
BUT AT WHAT COST? I UNDERSTAND THAT CUTS NEEDS TO BE MADE.
HOWEVER, THESE CUTS SHOULD NOT BE MADE AT THE EXPENSE OF OUR TEACHERS OR STUDENTS, ESPECIALLY THOSE THAT ARE MOST VULNERABLE. THANK YOU.
>> GOOD EVENING. MY NAME IS DANICA KILLPAK.
I'M A FRESHMAN AT MOUNTLAKE TERRACE HIGH.
THE WORD THEATER MEANS A PLACE WHERE PLAYS ARE HELD, BUT IT ALSO MEANS THAT ACTING, PRODUCING, DIRECTING, OR WRITING OF PLAYS.
BUT TO US IN THE MTH AS DRAMA SOCIETY, THESE WORDS MEANS SO MUCH MORE.
LIKE MY FELLOW DRAMA STUDENTS RENA AND TRISTINE STATED EARLIER TODAY, THE THEATER IS A SECOND HOME AND A SAFE SPACE FOR EVERYONE WHO JOINS.
WHEN I GO THERE, I CAN BE MYSELF.
IT IS A PLACE I FEEL WELCOME, I FEEL SAFE AND WHERE I FEEL ACCEPTED FOR WHO I AM, NO MATTER WHO THAT IS.
OVER THE SUMMER, I HAD TO MOVE FROM MY OLD TOWN, WHICH WAS AN HOUR AWAY.
SO STARTING FRESHMAN YEAR WITHOUT KNOWING ANYONE IN THE SCHOOL OR THE COMMUNITY TOOK A HUGE TOLL ON MY MENTAL HEALTH.
I FELT ANXIOUS AND DEPRESSED IN CLASSES AND I BARELY TALKED TO ANYONE.
BUT THROUGH THEATER, I MET SOME INCREDIBLY CLOSE FRIENDS THAT I NEVER WOULD HAVE MET OTHERWISE.
IT'S A PART OF ME AND I DON'T WANT THAT TO BE TAKEN AWAY FROM ME.
IN OTHER CLASSES, ESPECIALLY IN LARGER ONES, I CAN FEEL OVERWHELMED AND STRESSED WHEN I DON'T FEEL LIKE I BELONG AROUND THE OTHER STUDENTS.
THEATER IS MY SAFE SPACE AND I DON'T HAVE ANOTHER AT SCHOOL.
MY FRIEND HAS STATED THIS PROGRAM IS THE ONLY REASON MY MOM HASN'T PULLED ME OUT OF PUBLIC SCHOOL AND PUT ME BACK INTO HOMESCHOOL.
THIS IS THE ONLY REASON I WANT TO COME TO SCHOOL BECAUSE I WANT TO BE HERE.
OUR DRAMA DIRECTOR HAS EVEN SHARED, I KNOW MANY PEOPLE WHO WERE ON THE EDGE, THEY WERE IN A HORRIBLE MENTAL PLACE OR WANTING TO HARM THEMSELVES OR COMMIT SUICIDE.
BUT THEATER PULLED THEM AWAY FROM THAT EDGE.
PEOPLE IN BAD MENTAL PLACES, BAD HOME ENVIRONMENTS, OR WITH PARENTS THAT MAYBE DON'T UNDERSTAND THEM OR ARE SUPER CRITICAL AND DEMANDING, THIS IS THEIR SAFE PLACE.
PEOPLE HAVE COME TO BUILD SETS BECAUSE THEY DON'T FEEL COMFORTABLE OR SAFE AT HOME.
THEY FEEL MORE COMFORTABLE IN THEATER THAN THEY DO IN THEIR OWN HOME ENVIRONMENT, WHICH SAYS SOMETHING.
YOU ASK YOURSELVES, ARE THESE PROGRAMS WORTH THE COST? BUT I ASK YOU, IS THE CUT WORTH THE COST OF STUDENT LIVES? BECAUSE IF YOU MAKE THIS CUT, FACES AS YOU SEE HERE TONIGHT, VOICES YOU HEARD PLEADING FOR YOU TO CHANGE YOUR MIND, THEY MIGHT NOT BE HERE FOR THE NEXT MEETING OR THE NEXT SCHOOL YEAR.
SO HOW MANY STUDENTS IS IT GOING TO TAKE BEFORE YOU REALIZE YOU'RE NOT JUST TAKING AWAY OUR PROGRAM, YOU'RE TAKING AWAY OUR CONNECTIONS, OUR SAFE ZONE, OUR FAMILY.
WE'RE MORE THAN JUST A BUNCH OF KIDS PUTTING ON PLAYS.
WE'RE FAMILY WHO FOUND A HOME AMONG CURTAINS, ROWS OF CHAIRS, LIGHTS, SOUNDS, LINES IN A SCRIPT, IMPROVE AND TECH.
[03:55:02]
WE FOUND A HOME IN THEATER.THESE PROGRAMS NOT ONLY UNITES STUDENTS IN SCHOOL, BUT AS WELL AS PARENTS.
LOOK AT HOW MANY PEOPLE CAME TODAY TO SUPPORT THESE ARTS.
DOES THAT NOT SHOW YOU HOW MANY CONNECTIONS THESE PROGRAMS MAKE AND ISN'T THAT WORTH SAVING? THEATER IS A PLACE TO BE ACCEPTED.
>> HELLO. MY NAME IS TATIANA LINDBERGH AND I'M A FRESHMAN IN THE EDMONDS SCHOOL DISTRICT.
I AM URGING YOU TO RECONSIDER YOUR CHOICES IN BUDGET CUTS.
STARTING WITH THE CUTS TO STAFFING FOR THE SPECIAL LIST WHO WORKED DIRECTLY WITH STUDENTS AND ESPECIALLY OUR MOST VULNERABLE CLASSMATES, LIKE MY BROTHER WHO IS AUTISTIC WITH HIGH SUPPORTS NEEDS, WHOSE SAFETY AND SUCCESS IS DEPENDENT ON THE WORK OF PEER EDUCATORS.
THE BUDGET CUTS YOU HAVE PRESENTED WILL NEGATIVELY AFFECT THE STUDENTS IN THIS DISTRICT, AND AS WE'VE HEARD TONIGHT, THE CHOICES ARE INCREDIBLY INEQUITABLE.
JUST ONE WAY IS YOUR DECISION TO CUT THE ARTS PROGRAMS, WHICH WILL DISPROPORTIONATELY AFFECT LOWER-INCOME STUDENTS, AS THERE IS A LACK OF ACCESS TO LOW COST ARTS PROGRAMS OUTSIDE OF PUBLIC SCHOOL.
THERE IS EXTENSIVE RESEARCH ON HOW ARTS BENEFITS CHILDREN'S DEVELOPMENT, DEVELOPING BRAINS, AND FOUND THAT PARTICIPATION IN MUSIC, DANCE, AND THE VISUAL ARTS GREATLY IMPROVE STUDENTS ABILITY TO LEARN AS WELL AS IMPROVE THEIR OVERALL WELL-BEING.
THIS RESEARCH ALSO SHOWED THAT ART IS AN INCREDIBLE SOURCE OF HEALING, AND I CAN'T HELP IT AGREE WITH THAT AFTER BEING A THEATER STUDENT IN EDMONDS SCHOOL DISTRICT SINCE KINDERGARTEN.
OUR GENERATION IS STILL RECOVERING FROM THE STRESS AND TRAUMA OF THE PANDEMIC AND NEED THE ARTS MORE THAN EVER.
LASTLY, YOU'RE CUTTING NECESSARY POSITIONS AND SPREADING THE WORD UPON ALREADY OVERWHELMED AND OVERWORKED STAFF, STUDENTS PICK UP ON THE STRESS OF OUR EDUCATORS AND YOUR CUTS COME ACROSS AS A COMPLETE DISREGARD FOR THE MENTAL HEALTH OF YOUR STAFF.
YOUR SOLUTION IS INADEQUATE, AND IF YOU AREN'T ABLE TO FIND AN ADEQUATE SOLUTION, ASK YOURSELF IF YOU'RE DESERVING OF AN OVER $300,000 A YEAR SALARY.
>> OUR NEXT GROUP IS ANKAMA ERDIN OCHIER.
I PROBABLY SAID THAT COMPLETELY WRONG. I APOLOGIZE.
BRIAN HARTMAN, NATHAN LEHMAN, AZALEA LAUTHAN, AND THIS PERSON LEFT, [INAUDIBLE].
GLADYS SPRINGBORN [INAUDIBLE].
>> GOOD EVENING. MY NAME IS BRIAN HARTMAN.
APOLOGIZE FOR THE TYPO AND SIGN IT IN, AND I HAVE A THIRD GRADER, WESTGATE ELEMENTARY.
I WANTED TO THANK THE SUPERINTENDENT AND THE DIRECTOR OF FINANCE WHO PRESENTED A BUDGET AS I WAS TALKING POINT AND DISCUSSION POINT.
IT'S ALWAYS TOUGH TO MAKE A PROPOSAL FOR CUTS.
HOWEVER, IT'S CLEAR THAT THIS PROPOSAL IS FALLING OR SET OF PRIORITIES THAT ARE BASED ON THINGS LIKE ENROLLMENT AND FUNDING AND WHERE STUDENTS ARE, AND IT ISN'T CLEAR THAT THIS BOARD HAS DIRECTED THE SUPERINTENDENT OR THE DEPARTMENT OR THE DIRECTOR OF FINANCE TO MAKE DECISIONS BASED ON SUPPORTING ACADEMICS, AND THAT INCLUDES THE ARTS.
THE MCCLEARY DECISION MADE IT VERY CLEAR THAT AS A MUNICIPAL CORPORATION, THE ADMIN SCHOOL DISTRICT HAS A PORTION OF THE STATE HAS A TANTAMOUNT RESPONSIBILITY TO PROVIDE FOR THE ACADEMIC EDUCATION OF THE STUDENTS OF WASHINGTON STATE.
THIS INCLUDES THE ARTS AND SCIENCES, STEM AND STEAM.
DIFFERENT STRAINS STEM IS THAT'S DOORS AND STEAM IS WINDOWS.
>> OR BLACKBERRY VERSUS THE IPHONE FOR THOSE OF YOU WHO AREN'T QUITE SO OLD.
IT'S VITAL TO MAKE SURE THAT THE ARTS AND SCIENCES ARE COVERED AND THAT THEY WORK IN CONCERT.
I UNDERSTAND THAT THE LEGISLATURE HAS MADE CHANGES RECENTLY TO THE LEVEE SYSTEM THAT HAS CREATED WHAT FEELS LIKE YOU'RE TRYING TO SQUEEZE A BALLOON.
THE TRANSFER OF FUNDS FROM SOME DISTRICTS TO OTHER DISTRICTS ON THE OTHER SIDE OF THE STATE.
[04:00:01]
THERE AREN'T TARGETED CUTS AND MY QUESTION IS WHY NOT? THE BOARD HAS A RESPONSIBILITY FOR ACADEMICS.THERE'S A GLARING ELEPHANT THAT'S BEEN IGNORED, SPORTS.
>> IF I MAY BE SO BOLD AS TO QUOTE JONATHAN SWIFT, I HAVE A MODEST PROPOSAL.
CUT ALL EXTRACURRICULAR SPORTS IN THE URBAN SCHOOL DISTRICT.
THE COSTS, SAVINGS COULD BE INCORPORATED.
IT MAY NOT COVER THE ENTIRE SHORTFALL, BUT TRANSPORTATION COSTS WOULD BE SAVED OVER TIME COSTS WOULD BE SAVED.
COACHES SALARIES, JANITORS, FACILITIES, MAINTENANCE COSTS. WHAT IS THAT NUMBER? WHY IS THIS BOARD NOT ASKED THE DEPARTMENT OF FINANCE TO PRODUCE THAT COST-SAVINGS IN THIS BUDGET SHORTFALL.
IT'S IRRESPONSIBLE TO NOT EVALUATE ALL POSSIBILITIES IN SAVING THIS BUDGET [APPLAUSE]
>> I EXTORT THE BOARD TO CLOSE THE LIDS ON YOUR LAPTOP.
PAY ATTENTION TO YOUR CONSTITUENTS WHO MAY VERY WELL VOTE YOU OUT OR NAME YOU IN THE NEXT MCCLEARY-LIKE DECISION THAT GOES BEFORE THE STATE SUPREME COURT.
PAY ATTENTION. THEY SUPPORT EDUCATION, THEY SUPPORT THE ARTS, THEY SUPPORT THE SCIENCES.
THE STATE CONSTITUTION DOES NOT MANDATE SUPPORTING SPORTS.
>> I'M SORRY. DO WE HAVE ANKAMA.
>> NATHAN LEHMAN ALSO ON GLADYS SPRINGBORN.
>> HELLO. MY NAME IS AZALEA LAUTHAN, AND I AM A SOPHOMORE STUDENT AT LINWOOD HIGH SCHOOL.
EDUCATION IS THE MOST IMPORTANT THING TO ME.
I LOVE LEARNING. I VALUE MY EDUCATION IMMENSELY.
I AM FORTUNATE ENOUGH TO LOVE MY CORE CLASSES ALONG WITH MY ELECTIVES SUCH AS ASL AND THEATER.
BUT NOT EVERYONE SHARES MY LOVE FOR LEARNING.
MOST PEOPLE WAKE UP EVERY DAY DREADING SCHOOL AND WISHING TO JUST STAY HOME.
BUT WHEN IT COMES TIME FOR THE CLASSES, THEY CAN HAVE MORE FUN AND THEY GET EXCITED.
TAKING THAT AWAY FROM STUDENTS IS CRUEL.
I'M IN THEATER LHS, AND I KNOW FOR A FACT THAT PLAY PRODUCTION AND OTHER ELECTIVES ARE A LOT OF STUDENTS SAFE SPACES, INCLUDING MY OWN.
I CAN BE HAVING A HORRIBLE DAY, BUT THE MINUTE I HEAR MS. MANSFIELD'S VOICE OR SEE MS. OSHIE SIGNING, MY DAY IMPROVES.
BAND IS ANOTHER THING THAT SO MANY STUDENTS IN EDMONDS SCHOOL DISTRICT FIND COMFORT AND SAFETY IN.
WHEN TALKING TO SOME BANDS STUDENTS, I'VE LEARNED THAT WHEN THEY PLAY THEIR INSTRUMENTS, EVERYTHING JUST FADES AWAY AND THEY CAN BE IN A WORLD OF THEIR OWN.
IT'S NOT JUST ELECTIVES BEING CUT THOUGH.
CORE CLASSES AND TEACHERS ARE FACING SIGNIFICANT BUDGET CUTS SUCH AS THE ENGLISH PROGRAM.
I SIGNED UP TO TAKE AP LANGUAGING COMPOSITION NEXT SCHOOL YEAR.
BUT SEVERAL CLASS PERIODS OF THAT CLASS HAVE BEEN CUT.
MEANING THE CLASS I WILL BE IN WILL HAVE FAR TOO MANY STUDENTS FOR A TEACHER TO REALLY CONNECT WITH EACH AND EVERY STUDENT ON A PERSONAL LEVEL.
I LEARN BEST WHEN MY TEACHER KNOWS WHO I AM.
IF THEY CAN'T CONNECT WITH ME AND ALL THE OTHER STUDENTS, THEN THAT WOULDN'T BE FAIR BUT ANYONE.
IT WON'T JUST BE ELECTIVE CLASSES TAKEN FROM ME, BUT MY BEST EXPERIENCE IN MY CORE CLASSES AS WELL WILL BE TAKEN.
LIKE I SAID EARLIER, THERE ARE MANY CORE CLASS TEACHERS ARE FACING THE CONSEQUENCES OF THE BUDGET CUTS.
SHE'S A NINTH GRADE ENGLISH TEACHER ALONG WITH DRAMA TEACHER AT LHS, AND SHE'S ONE OF MY FAVORITE PEOPLE AT SCHOOL.
I ALWAYS LOOK FORWARD TO SEEING HER EVERY DAY, BUT THE BUDGET CUTS HAVE MADE IT SO SHE WON'T BE THERE IN THE MORNINGS ANYMORE.
THESE BUDGET CUTS MIGHT NOT ALLOW HER TO BE AT THE SCHOOL IN THE AFTERNOONS EITHER.
MY PRINCIPLE HAS BEEN FIGHTING SO INCREDIBLY HARD TO KEEP EVERYBODY AT LHS.
BUT YOU CAN'T DO THAT FOR EVERYONE.
IT REALLY SHOULDN'T BE THAT WAY.
MY BROTHER'S SUPPOSED TO GO TO THE CEDAR VALLEY ELEMENTARY NEXT YEAR.
HE IS SO EXCITED TO JOIN THE BAND THERE.
I KNOW IF IT'S GOT HE WILL BE SOWER, BAND SAVED TWO OF MY UNCLES LIVES.
I WOULDN'T BE THE PERSON I AM TODAY WITHOUT THEM COMING BACK FOR OTHER PEOPLE BREAKS MY HEART.
I HOPE YOU SEE THIS AND KNOW. THANK YOU.
[04:05:10]
>> GOOD EVENING. MY NAME IS NATHAN LEHMAN, AND I WOULD LIKE TO ARGUE ON BEHALF OF MS. MANSFIELD AND THE DRAMA AND MUSIC DEPARTMENT IN LINWOOD HIGH SCHOOL.
THE PAST FEW YEARS HAVE BEEN DIFFICULT TO SAY THE LEAST.
OUR STUDENT BODY HAS BEEN THROUGH ONE OF THE WORST GLOBAL ECONOMIC AND SOCIAL CRISES IN DECADES AND WE'RE ONLY JUST BEGINNING TO HEAL.
OUR ENTIRE GENERATION HAS CHANGED AND IRREPARABLE DAMAGE HAS BEEN DONE TO BOTH OUR MENTAL HEALTH AND OUR BEHAVIOR AS STUDENTS.
IT'S BEEN HARD, BUT MOST STUDENTS HAVE FOUND A WAY TO DEAL.
ONE OF THESE WAYS IS THROUGH DRAMA AND MUSIC THROUGH THE SCHOOL'S MOST IMPORTANT CLASSES.
ALTHOUGH THESE CLASSES ARE ELECTIVES AND NOT PART OF THE CORE CURRICULUM THAT OUR SCHOOL FOLLOWS, THEY ARE ARGUABLY MORE IMPORTANT THAN ANY ONE OF THE CORE CLASSES THAT OUR SCHOOL OFFERS.
THESE CLASSES FOR MOST STUDENTS ARE NOT THE CLASSES THAT PROVIDE JOBS, BUT THEY ARE THE CLASSES THAT PROVIDE INSPIRATION AND A JOY FOR LEARNING.
WAKING UP IN THE MORNING, THE VAST MAJORITY OF STUDENTS DON'T WANT TO GO TO SCHOOL.
WE REMEMBER WHEN SCHOOL DIDN'T MATTER DURING THE PANDEMIC.
WE REMEMBER WAKING UP AT 10:00 AND WE REMEMBER HOW EASY IT WAS TO GIVE UP.
CLASSES LIKE DRAMA AND MUSIC MAKE US NOT WANT TO.
WITHOUT THESE CLASSES, SCHOOL BECOMES A PRISON.
THE BELL RINGS, WE GO TO CLASS, IT RINGS AGAIN, ANOTHER CLASS AND THERE IS NO CHANGE, NO ARTISTRY, NO INSPIRATION AND NO JOY LEFT.
STUDENTS ARE ALREADY GIVING UP ON SCHOOL.
STUDENTS SHOW UP TO SCHOOL LATE AND SOMETIMES NOT AT ALL.
GRADES ARE LOWER THAN EVER BEFORE AND SHOW NO SIGNS OF RISING AND YET WHEN BUDGET CUTS ARE NEEDED, THE FIRST THINGS CUT ARE THE CLASS IS STATISTICALLY PROVEN TO IMPROVE THE AVERAGE GPA OF STUDENTS.
NOT ONLY THIS, BUT STUDY SHOWED THAT CLASSES THAT PROMOTE ARTISTRY SUCH AS DRAMA AND MUSIC ALSO IMPROVES STUDENTS MENTAL HEALTH.
CLINICAL DEPRESSION AND SUICIDAL TENDENCIES ARE AN EPIDEMIC IN TODAY'S WORLD, THE SECOND HIGHEST CAUSE OF DEATH FOR TEENAGERS IS SUICIDE, WITH 20 PERCENT OF STUDENTS REPORTING HAVING SUICIDAL THOUGHTS AND AN ENORMOUS NINE PERCENT OF TEENAGERS HAVING MADE AN ATTEMPT TO TAKE THEIR OWN LIVES.
IF YOU KNOW 10 TEENAGERS, AT LEAST ONE OF THEM HAS ATTEMPTED SUICIDE AND YET HERE I AM ARGUING NOT TO CUT THE CLASSES THAT ARE THE MOST LIKELY TO KEEP STUDENTS AFLOAT.
AT MY SCHOOL, LYNNWOOD HIGH SCHOOL, ONE TEACHER IN PARTICULAR HAS BEEN INSTRUMENTAL IN MY MENTAL HEALTH AND OTHERS AS WELL.
MS. MANSFIELD HASN'T BEEN TEACHING AT LYNWOOD FOR LONG, BUT IN THE SHORT YEAR THAT SHE HAS SHE'S TOUCHED THE HEARTS OF EVERY SINGLE STUDENT SHE'S COME INTO CONTACT WITH.
TO REMOVE HER FROM THE FACULTY LIST WOULD BE TO REMOVE ONE OF THE MOST IMPORTANT TEACHERS IN MY AND DOZENS OF OTHER STUDENTS EDUCATIONAL CAREERS.
HER CLASS SIX PERIOD AT THE END OF THE DAY PROVIDES A SANCTUARY, A BREAK FROM THE MIND NUMBING MONOTONY OF THE REST OF THE SCHOOL DAY.
REMOVING THAT SANCTUARY IS SOMETHING THAT I WILL NOT LET HAPPEN WITHOUT A FIGHT.
OUR SCHOOL DESERVES EQUALITY DRAMA DEPARTMENT, AND IT DESERVES MS. MANSFIELD, SO PLEASE DON'T TAKE THESE THINGS AWAY FROM US.
>> HI. MY NAME IS GLADYS [INAUDIBLE].
I WORK AS A PEER EDUCATOR IN THE DISTRICT AND I HAVE TWO KIDS WHO GO TO SCHOOL HERE.
EACH OF OUR THREE SCHOOLS HAS BEEN DRASTICALLY IMPACTED BY THE PROPOSED CUTS, SO IT'S BEEN A DISHEARTENING WEEK.
BUT WHAT ENCOURAGES ME IS SEEING FAMILIES RALLY AROUND THE PROGRAMS THAT MATTER TO THEM.
ONE OF THOSE PROGRAMS, EVEN HEARING A LOT ABOUT IS A MUSIC PROGRAM AT MOUNTLAKE TERRACE HIGH SCHOOL.
MY OLDEST SON IS IN THE JAZZ-BAND THERE AND THE PROGRAM MEANS THE WORLD TO HIM.
I WOULD SAY THAT HIS BAND EXPERIENCE HAS BEEN THE MOST MEANINGFUL PART OF ALL THAT HE'S DONE IN HIGH-SCHOOL TO THIS POINT.
THE TRANSITION TO HIGH SCHOOL WAS ROUGH BECAUSE IT CAME IN THE MIDDLE OF QUARANTINE.
THE EXPECTATIONS AND PRESSURE WE'RE STILL HIGH, BUT IT WAS HARD FOR HIM TO FEEL MOTIVATED.
FEELINGS OF DISCONNECTION IN ISOLATION WERE ELEVATED FOR MANY PEOPLE.
WHEN KIDS CAME BACK IN PERSON, THE BAND DIRECTOR, MR. FALL, KNOWING WHAT STUDENTS HAVE GONE THROUGH, MADE AN EXTRA EFFORT TO HELP BELL THE FEELING OF COMMUNITY AMONG THE BAND MEMBERS.
NOT ONLY EXPECTS THEM TO STRIVE FOR EXCELLENCE IN THEIR MUSIC, THAT YOU EXPECT THEM TO LOOK OUT FOR EACH OTHER AND MAKE SURE ALL MEMBERS OF THE BAND FEEL WELCOME, INCLUDING KIDS.
IT MIGHT OTHERWISE STRUGGLE WITH THAT.
FOR MY SON AND MANY OTHERS, BAND PROVIDES A SENSE OF BELONGING THEY DON'T GET OTHER PLACES.
THERE ARE DAYS WHEN MY SON STILL STRUGGLES WITH MOTIVATION.
THE JOY THAT HE TAKES FROM BAND AND BE PART OF THAT COMMUNITIES IS WHAT ULTIMATELY GIVES HIM THE PUSH HE NEEDS TO MAKE IT TO SCHOOL.
I BELIEVE INSTEAD OF CUTTING TWO OF HIS CLASSES, THE DISTRICT SHOULD BE GIVING MR. FALL AN AWARD FOR HIS SERVICE TO THE COMMUNITY AND FOR STEPPING UP TO HELP MEET THE SOCIAL AND EMOTIONAL NEEDS OF HIS STUDENTS POST-COVID.
ANOTHER PROGRAM AFFECTED IS MADONNA WHERE MY YOUNGER SON GOES, NOT ONLY ARE THEIR CUTS PROPOSED TO MUSIC, BUT TO ALL THE ELECTIVES IN THE MIDDLE SCHOOL.
MADONNA IS A WONDERFUL HOLISTIC PROGRAM AND FOR YOURS,
[04:10:01]
HOW YOUR CHILD'S NAME TO GET INTO MEDINA WAS LIKE WINNING THE LOTTERY.I ALWAYS LOVED THE IDEA OF MADONNA BEING A K8 SCHOOL BECAUSE MIDDLE SCHOOL YEARS ARE NOT EASY.
ONES IN K8 CAN MAKE THAT A LITTLE BIT EASIER.
BUT KIDS DON'T WANT CHOICES WHEN THEY GET TO MIDDLE SCHOOL.
THAT'S PART OF WHAT MAKES MIDDLE-SCHOOL FUND AND I CAN ONLY IMAGINE THAT TAKING AWAY THE ELECTIVES WILL LEAD TO MANY STUDENTS WITHDRAWING FROM MIDDLE SCHOOL THERE AND COULD EASILY LEAD TO THE COLLAPSE OF THAT PROGRAM, WHICH WOULD BE A SAD LOSS FOR OUR COMMUNITY.
PERSONALLY, I WORK AT ALDERWOOD EARLY CHILDHOOD CENTER WHERE IT WAS ANNOUNCED THAT ALL OF OUR CERTIFIED TEACHERS WILL BE REPLACED IN THE CLASSROOMS WITH PROF TEXTS.
OUR JOB IS ALREADY REALLY HARD.
WE LOVE OUR STUDENTS AND WE WANT YOU TO DO THE BEST WE CAN FOR THEM AND IT'S HONESTLY CHALLENGING.
OUR CLASSES ALREADY INCREASED IN SIZE THIS YEAR.
TAKING AWAY THE TEACHERS WHO ARE AN INCREDIBLE RESOURCE TO THE KIDS, TO THE PARENTS INTO THE RESTAURANTS, WORKING IN THE CLASSROOM MAKES NO SENSE.
THOSE EARLY YEARS ARE CRITICAL TO DEVELOPMENT AND CAN IMPACT THE TRAJECTORY OF KIDS LIVES.
PRESCHOOL IS ALSO THE FIRST CONTACTS MANY PARENTS HAVE WITH SCHOOL.
IT'S A TIME WHEN MANY OF OUR FAMILIES ARE JUST WORKING OUT WHAT IT MEANS TO HAVE A CHILD WITH A DISABILITY.
WE WANT TO START THESE FAMILIES ON A POSITIVE EDUCATIONAL PATH AND HAVING KNOWLEDGEABLE TEACHERS IN THE CLASSROOM WITH THEIR KIDS IS THE BEST WAY TO DO THAT.
I KNOW I'VE BEEN TOUCHING ON A VARIETY OF DIFFERENT THINGS BUT I ASKED YOU AS YOU MOVE FORWARD WITH YOUR CUTS TO PLEASE DO ALL YOU CAN KEEP THE CUTS AWAY FROM AS FAR AWAY FROM THE STUDENTS AS POSSIBLE.
>> OUR NEXT GROUP IS DENISE STEWART, LARISA [INAUDIBLE], AMOCO BURNS, MARCELA DIAZ, AND ANDREA FERNANDEZ.
>> HI. MY NAME IS DENISE STEWART AND I'M A JUNIOR AT LYNNWOOD HIGH SCHOOL.
I UNDERSTAND THAT THERE'S A SITUATION PRESENT ABOUT THE EDUCATION BUDGET AND CERTAIN CUTS NEED TO BE MADE BECAUSE OF THAT AND I'M HERE TO SPECIFICALLY TALK ABOUT THE DRAMA PROGRAM AT MY SCHOOL.
I STRONGLY BELIEVE THAT IT WILL GREATLY AFFECT MANY STUDENTS POORLY IF THE DRAMA PROGRAM IS CUT IN ANY WAY.
FOR MANY STUDENTS INCLUDING MYSELF, DRAMA IS THE ONLY TIME A SCHOOL WHERE WE'RE FULLY ABLE TO EXPRESS OURSELVES AND AREN'T AFRAID TO HAVE FUN AND BE WHO WE ARE.
IT'S THE ONLY TIME WHERE WE AREN'T FORCED TO STAY COOPED UP, SIT DOWN, STAY STILL, BE QUIET AND LISTEN TO A TEACHER LECTURE US FOR 50 MINUTES STRAIGHT.
IT GIVES US A CHANCE TO LEARN AND ENJOY TIME WITH OUR OTHER PEERS WHILE GROWING AND BECOMING PASSIONATE STUDENTS WHO EXPRESS EMOTION AND POWER ON STAGE IN FRONT OF EACH OTHER AND DOZENS OF PEOPLE.
WE LEARN WHO WE REALLY ARE FROM DRAMA AND MAKE SOME OF THE DEEPEST CONNECTIONS POSSIBLE WHILE AT SCHOOL.
NOT ONLY DO I FEEL THE MOST CONNECTED WITH MY PEERS, BUT I'VE NEVER EXPERIENCED A CONNECTION WITH A TEACHER LIKE I DO WITH OUR DRAMA TEACHER, MS. MANSFIELD.
THE WAY SHE IS BONDED WITH EVERY SINGLE STUDENT IN DRAMA CLASS AND MADE THEM FEEL AS COMFORTABLE AS POSSIBLE WHILE SHOWING AND SHARING US HER PASSION FOR THEATER, IS THE MOST HURT I'VE EVER FELT AT SCHOOL.
SHE RELATES TO US, CARES ABOUT US, TEACHES US, LAUGHS WITH US, AND HELPS US GROW INTO THE CONFIDENT AND OUTGOING PEOPLE WE ARE.
THE APPRECIATION I HAVE FOR HER AND HER CLASS IS SO GREAT, IT'S ALMOST INDESCRIBABLE.
BUT I DO KNOW THAT BEING AROUND HER EVERYDAY IN DRAMA HAS MADE MY HIGH-SCHOOL EXPERIENCE GENUINELY ENJOYABLE, WHICH I DIDN'T THINK WAS POSSIBLE.
SCHOOL CAN BE THE MOST DRAINING, EXCRUCIATING THING FOR SOME STUDENTS TO HAVE TO GO THROUGH ON A DAILY BASIS AND HAVING THE DRAMA PROGRAM WHERE WE GET TO ESCAPE EVERYDAY FROM OUR STRESS IS THE MOST IMPORTANT THING TO OFFER STUDENTS.
FOR MYSELF PERSONALLY, MANY DAYS I DREAD HAVING TO GET UP AND GO TO SCHOOL, YET AS SOON AS I'M IN DRAMA MY MOOD IS IMMEDIATELY BOOSTED AND I'M FINALLY IN THE CLASS WHERE EVERYONE IS WHOLEHEARTEDLY THEMSELVES.
WE GET TO INTERACT WITH EACH OTHER AND CREATE TOGETHER BOOSTING THE MOST CREATIVE PARTS OF OUR MINDS EVERY SINGLE DAY.
DRAMA IS THE ONLY CLASS AND PROGRAM AT MY SCHOOL THAT I FULLY BELIEVE BENEFITS MY MENTAL HEALTH.
IF IT WERE TO BE TAKEN AWAY, I WOULD HAVE NO CLASS TO TRULY LOOK FORWARD TO OR GIVE ME THE ENERGY TO GET UP AND GO TO SCHOOL EVERY DAY.
STUDENTS EVERYWHERE ARE TIRED AND BARELY ABLE TO FIND THE POWER TO GET UP AND GO TO SCHOOL FIVE DAYS A WEEK FOR A TOTAL OF 180 DAYS A YEAR.
THE ARTS OR SOMETHING THAT CANNOT BE TAKEN FROM US WHEN SO MANY STUDENTS RELY ON IT TO KEEP THEM SHOWING UP.
PEOPLE MAY VIEW OTHER CLASSES AS A PRIORITY IN THIS CURRENT SITUATION BUT AS AN AP AND HONORS STUDENT MYSELF WITH A 4.0 GPA, I CANNOT EXPRESS ENOUGH HOW I BELIEVE DRAMA IS THE MOST IMPORTANT CLASS I'VE EVER TAKEN IN ALL OF MY YEARS OF EDUCATION.
THANK YOU. [APPLAUSE] GOOD EVENING. MY NAME IS LARISA VISUAL.
I'M THE PARENT OF THE JASMINE STUDENTS MOUNTLAKE TERRACE HIGH SCHOOL.
RIGHT NOW MOUNTLAKE TERRACE HIGH SCHOOL ADMINISTRATION PROPOSED CUTS CLOSE TO 60 PERCENT IN THE PERFORMING ARTS PROGRAM.
[04:15:03]
YESTERDAY WE HAD THE MEETING WITH PRINCIPAL, MR. SCHELLENBERG, AND HE CONFIRMED THAT IT'S THE ONLY PROGRAM WAS SO LARGE BUDGET CUTS.THE WHOLE PROGRAM IS ONE-POINT FOR FTA.
ONE PERSON IT'S MR. DARIN FAUL.
HE HAS FIVE CLASSES, HE HAS FIVE BANDS, AND WE HAVE ONE CHOIR, AND WE HAVE ONE THEATER.
YOU SHOWED US THE NUMBERS, SO 0.8 IS GOING TO BE CUT.
WE'RE NOT ASKING FOR MILLIONS.
IT'S $120,000 NOT TO CUT A SUSTAIN THESE PROGRAMS, IT WILL NOT COLLAPSE.
WE ALL KNOW THAT AT THE BEGINNING, YOU SAID IN YOUR STATEMENT THAT THE MOST VALUABLE RESOURCES YOU HAVE AS THE HUMAN RESOURCES THE TEACHERS AND STUFF.
MR. DARIN FAUL IS THE MOST VALUABLE RESOURCES.
HE JUST CELEBRATED 25TH ANNIVERSARY.
INSTEAD OF GIVING HIM LIKE A RECOGNITION FOR WHAT HE HAS DONE FOR THE SCHOOL DISTRICT, THE PRESENT IS 40 PERCENT CUTS OFF HIS CLASSES.
HE IS A FULL-TIME TEACHER FOR 25 YEARS.
NOW HE'S REWARDED BEING A PART-TIME TEACHER.
HOW YOU EXPECT HIM TO STAY AND TEACH A MUSIC PROGRAM AT MOUNTLAKE TERRACE HIGH SCHOOL, IT WILL COLLAPSE, AND YOU'RE PROBABLY AWARE OF THAT.
WE ASKING NOT TO CUT THE TEACHER'S HOURS AND IT'S COST ONLY $120,000.
WE'RE NOT ASKING FOR MILLIONS.
MUSIC CLASSES AT HIGH SCHOOL LEVEL ARE VERY UNIQUE AND THEY CAN ALL BE COMPARED TO ANY OTHER ELECTIVES AT SCHOOL, WHICH STUDENTS CAN TAKE FOR SEMESTER 2 THEN STOP AND TAKE IT LATER.
LEARNING TO PLAY A MUSICAL INSTRUMENT IS HARD WORK.
STUDENTS START ARE LEARNING TO PLAY INSTRUMENTS AT THE FIFTH GRADE.
STATISTICALLY MORE THAN 50 PERCENT OF STUDENTS WHO BEGIN THE YEAR AND MUSIC GLOVES WILL DROP OUT AND NEVER TO RETURN TO THE MUSIC ARTS AGAIN.
BUT BY THE TIME STUDENTS REACH HIGH SCHOOL, THEY HAVE PRACTICE AND LEARN MUSICAL INSTRUMENTS FOR HUNDREDS, MAYBE 1,000 HOURS.
RIGHT NOW, MOUNTLAKE HIGH SCHOOL DOES NOT HAVE ANY PLAN WHAT TO DO WITH THE STUDENTS AFTER CUTTING THE MUSIC CHOIR AND THEATER CLASSES.
WHAT ALTERNATIVES THEY'RE GOING TO OFFER THEM.
IT WAS CONFIRMED YESTERDAY BY MR. SCHELLENBERG THAT THE SCHOOL ADMINISTRATION HAS NOT THOUGHT ABOUT IT YET.
ALSO, THE SCHOOL DISTRICT PLANS THAT THE CLASS IS NOT OFFERED NEXT YEAR WILL REMAIN IN THE COURSE BOOK AND CAN BE REINTRODUCED IF ENOUGH STUDENTS SIGN UP FOR THEM IN FUTURE.
THE PROBLEM IN TWO, THREE YEARS, THERE'LL BE NO MUSIC DIRECTOR, THERE WILL BE NO ART TEACHERS, AND ALL THE STUDENTS WHO'S FRESHMAN NOW WILL BE GONE.
I JUST WANT TO SEE, RIGHT NOW THEY'RE REHEARSING THEATER AND BAND GETS RECRUITED MUSICAL, AND NEXT YEAR WE'LL BE SIGNING IN THE THEATER. THANK YOU.
>> A WHOLE BEFORE YOU START THE CLOCK, I WOULD LIKE TO ASK PERMISSION AND APPRECIATE YOUR PATIENCE IN CALLING THE FIRST NATIONS ANCESTORS TO THE ROOM.
YOU STARTED WITH A LAND ACKNOWLEDGMENT THAT HONORS COMMITMENT, AND TO HONOR COMMITMENT, YOU MUST HONOR IT WITH ACTION.
FIRST NATIONS PEOPLE THRIVE ON HONORING THEIR KIDS FOR SEVEN GENERATIONS AND MORE.
WE MOVE FOR SEVEN GENERATIONS AND MORE.
WE DON'T BUILD FOR THE NOW WE DON'T BUILD FOR THE ME.
I ASK YOU TO KEEP THAT IN MIND AS I SHARE SOME WORDS.
I'VE BEEN SENT HERE, NOT BY MY OWN BEING.
I'VE BEEN SAYING HERE BECAUSE I'M ACCOUNTABLE TO MY FIRST NATIONS COMMUNITY, I'M ACCOUNTABLE TO MY STUDENTS, TO MY KIDS, AND MY ENTIRE COMMUNITY THAT SURROUNDS ME.
BEFORE ANYTHING ELSE, I AM A PARENT OF AN ALUMNI OF MOUNTLAKE TERRACE HIGH SCHOOL IN A CURRENT JUNIOR.
IN MY PROFESSIONAL LIFE, I'M IN DEI EXPERT OR SO THEY CALL ME, WHERE I SPEND MY DAYS HELPING INDIVIDUALS AND TEAMS FROM PRIVATE AND PUBLIC SECTOR INSTITUTIONS TO EMBARK AND SUSTAIN EQUITABLE PRACTICES.
YEARS BACK BEFORE MY DAUGHTER STEVEN EVEN JOINED THE EDMONDS SCHOOL DISTRICT, I STARTED VOLUNTEERING AT YOUR EQUITY OF OPPORTUNITY COMMITTEE FOR YEARS OF MY OWN TIME HOPING THAT I CAN BUILD FOR SEVEN GENERATIONS AND MORE.
[04:20:01]
THOUGH WE DIDN'T MAKE SOME STRIPES, I ALSO GOT A SNEAK PEEK AT EVERYTHING ELSE WE HAVE TO DO AND HOW MUCH MORE WE HAVE TO DO TO EMBODY YOUR MISSION, TO UNDERSTAND WHO WE'RE SERVING.MY WORK CONTINUED IN MY COMMUNITY, IN MY DAUGHTERS, AND IN THE KIDS THAT SURROUND MY DAUGHTER'S.
FROM YOUR OWN COMMITMENT TO ACTIONS THAT ALIGN WITH YOUR MISSION, AND I QUOTE, "WE PRIORITIZE STUDENTS BY CREATING A SENSE OF BELONGING.
BELONGING IS NOT JUST FITTING IN, BUT THRIVING IN.
HOW WILL THE MARGINALIZED STUDENTS, THE 70 PERCENT THAT EVERYBODY KEEPS TALKING ABOUT.
HOW WILL THEY THRIVE IF YOU CUT THE SOCIAL WORKER POSITIONS? IF THEY DO NOT HAVE THE SUPPORT THAT THEY NEED TO ADDRESS BASIC NEEDS, SO THEY HAVE THE ENERGY TO FOCUS ON ACADEMICS AND TRY TO GRADUATE.
IN 1990. I WOULD'VE LOVED TO HAVE A MRS. CASTANEDA.
SHE WOULD HAVE BEEN MY SAVING GRACE.
INSTEAD, I NAVIGATED THE SYSTEM WITH NO SUPPORT, NO HELP. WAS I SUCCESSFUL? YES. BUT MY SUCCESS WAS DELAYED BECAUSE I HAD TO FIGURE OUT EVERYTHING ON MY OWN AND FIND MY OWN RESOURCES.
THAT IS WHAT YOU'RE DOING TO THESE KIDS BY REMOVING THOSE POSITIONS.
IN ESSENCE, YOU WILL BE GOING BACK 33 YEARS TO ALL THE PROGRESS WE HAVE MADE.
IS THAT WHERE WE WANT TO BE? ALSO FROM YOUR VISION OF EXCELLENCE, WE COMMIT TO DEVELOPING WHOLE STUDENTS BY BUILDING AND SUSTAINING EACH INDIVIDUAL'S ACADEMIC, SOCIAL, AND EMOTIONAL SKILLS, SO THEY GRADUATE WITH A RANGE OF OPTIONS.
IF YOU CUT THE MUSIC PROGRAM, WHAT'S THAT RANGE OF OPTION? NOT EVERY KID IS ACADEMIC.
NOT EVERY KID NEEDS JUST MATH, AND SCIENCE, AND HISTORY, AND MEMORIZING THINGS, THEY ARE ARTISTIC, THEY NEED PASSION.
IF YOU CUT MR. PAUL'S PROGRAM, THERE'S JUST NOT GOING TO BE THAT INDIVIDUAL WHO TOOK THE TIME DURING THE PANDEMIC TO SAY, HOW ARE YOU TODAY? TODAY WE'RE GOING TO TALK ABOUT HOW WE ARE FEELING AND THEN WE WILL TALK MUSIC.
ON MY ANCESTORS TIME, I AM HERE TO STAND WITH EVERY STUDENT WHO WAS ABLE TO BE HERE TONIGHT, WITH EVERY STUDENT WHO COULD NOT, AND EVERY STUDENT WHO DID NOT FEEL AS IF THEIR VOICE WOULD MAKE A DIFFERENCE.
BECAUSE YOU ONLY GAVE ME THREE MINUTES, I WILL JUST WRAP UP BY REMINDING YOU THAT THESE ARE LIVES AND NOT NUMBERS.
MISSIONS AND COMMITMENTS ARE ONLY AS GOOD AS THEY ARE BRAVELY HELD BY THE INDIVIDUALS WHO HAVE POWER.
WE ASK YOU, AND WE DEMAND THAT YOU LEAD US WITH AN EXAMPLE OF EXCELLENCE AND EQUITY WITH INNOVATIVE IN HUMANS SOLUTIONS.
>> WE HAVE EMIKO OR ANDREA OR ANDREA FERNANDEZ.
>> MY NAME IS ANDREA FERNANDEZ AND I'M THE SIC AT THE CHASE LAKE ELEMENTARY, A SCHOOL THAT IS CONTINUALLY FORGOTTEN FOR ITS NEEDS.
BUT I'LL START WITH THE WORDS OF GREG SCHWAB.
HE CAME AND COVERED FROM MR SILVER WHEN HE WASN'T THERE ONE DAY, WHILE I RAN THE BUILDING BECAUSE THAT'S WHAT I DO.
THE WORDS OUT OF HIS MOUTH AT THE END OF THE DAY WAS, "WOW, THAT'S A SCHOOL WITH A LOT OF NEEDS," EXCEPT WE'RE NOT GETTING THE SUPPORT THAT WE NEED.
WE'RE LOSING ENTIRELY ME, AND WHAT AM I? YOU MAY NOT KNOW. WHY DO I KNOW YOU MAY NOT KNOW? FOR THREE YEARS, I WORKED WITHOUT A JOB DESCRIPTION.
YOU MAY NOT KNOW WHAT I DO, BUT I DO A LOT.
I'M YOUR HALF-PRICE BARGAIN BASEMENT ASSISTANT PRINCIPAL, AND I'M STILL NOT CHEAP ENOUGH.
I'M ALSO YOUR INSURANCE POLICY.
YOU WANT TO TALK NUMBERS, DOLLARS AND CENTS, YOU WILL PAY IN THOSE THINGS WHEN MY POSITION IS CUT BECAUSE I'M YOUR INSURANCE POLICY FOR STUDENTS SAFETY.
I'M YOUR INSURANCE POLICY FOR IEPS AND BPS.
I'M YOUR INSURANCE POLICY FOR BELONGING, FOR THE OSPI MANDATE FOR MTSS, PBIS, AND ANY OTHER ACRONYMS YOU HAVE.
I'M INVOLVED IN EVERY SINGLE TEAM ATTENDANCE.
I'M INVOLVED WITH EVERY SINGLE FAMILY, EVERY SINGLE HUMAN BEING ON THAT CAMPUS.
I WORKED DIRECTLY WITH, NOT TERTIARY, NOT NEXT TO, NOT KIND OF, DIRECTLY.
[04:25:03]
I WORK WITH EVERY SINGLE STUDENT THAT COMES INTO MY OFFICE AND THEIR FAMILIES.YOU MIGHT NEED THAT NUMBER, SO I'M GOING TO GIVE YOU SOME NUMBERS.
THE AVERAGE OFFICE REFERRALS FOR MY SCHOOL FOR THE FIRST SIX MONTHS OF SCHOOL WERE BETWEEN 17-33.
I WAS ABSENT FOR ALL OF FEBRUARY FOR HEALTH PROBLEM.
I WAS FULLY STAFFED AND SUBBED, BY THE WAY, BY ONE-PERSON EXCEPT FOR FOUR OF THOSE DAYS WHO CAME HIGHLY RECOMMENDED AND IT IS AWESOME.
ANYBODY I WANT YOU GUYS TO THINK REAL QUICK HOW MANY BEHAVIOR INCIDENCE WE HAD THAT MONTH I WAS GONE.
I BET YOU IT'S NOT HIGH ENOUGH.
EIGHTY SEVEN, 50 PERCENT OF WHICH WERE PHYSICAL AGGRESSION AND SAFETY-RELATED.
HOW MANY MONTHS CAN A SCHOOL GO WITH 87 BEFORE YOU-ALLS HAVE A BILL TO PAY? GUESS WHAT? I HAD MORE DATA FOR YOU.
THE NEXT MONTH, MY PRINCIPAL WAS UNEXPECTEDLY OUT FOR NEARLY THREE WEEKS A LITTLE BIT OVER ACTUALLY, WHAT NUMBER ARE THOSE INCIDENTS THEN WITHOUT A PRINCIPLE IN THE BUILDING? I'M SURE IT'S LOT. FORTY-ONE BECAUSE I RUN THE BUILDING WHEN HE'S NOT THERE.
THE SICS YOU'RE CUTTING RUN THE BUILDINGS.
THE BILL WILL COME PAY, YOU WILL HAVE TO PAY IT.
YOU CAN EITHER PAY ME AS THE INSURANCE POLICY, PUT 0.5, WHICH NEEDS TO BE AT CHASE LAKE OR YOU CAN PAY THE BIG BUCKS.
>> OUR NEXT GROUP IS CLAUDIA SAINT JACQUES, CASSIE GARRETT, MADELINE VAN HOOSER, PETER AURELIAN, AND FELICIA BINNEY AND ALICE PHAM.
>> GOOD EVENING. I'M CLAUDIA SAINT JACQUES.
I'M THE PARENT OF TWO STUDENTS AT EDMONDS SCHOOL DISTRICT, INCLUDING ONE IN SPECIAL EDUCATION.
HE STARTED AT AECC AT THREE-YEARS-OLD AND IS NOW IN AN INTENSIVE SUPPORT CLASSROOM IN THE FOURTH GRADE AT MEADOWDALE ELEMENTARY.
THERE'S A NUMBER OF STUDENTS AND FAMILIES THAT WOULD LOVE TO BE HERE TONIGHT AND SHARE WITH YOU.
THEY DON'T HAVE DRUMS, THEY DON'T HAVE TRUMPETS OR SYMBOLS.
THE NOISE WE MAKE IS A COLLECTIVE SHUFFLING OF PAPER, BINDERS FULL OF OLD DRAFTED AND FINALIZED IEPS, EMAILS, DAILY REPORT JOURNALS.
WE'RE THE PARENTS OF CHILDREN WITH DISABILITIES AND NEURODIVERGENCE AND SPECIAL NEEDS AND WE ARE EXHAUSTED.
WE HAVE BEEN FIGHTING THE ENTIRE TIME OUR CHILDREN HAVE BEEN IN THE EDMONDS SCHOOL DISTRICT DAILY TO MAKE SURE THEIR IEPS ARE BEING MET.
NOW HAVING TO COME HERE AT 11:15 AT NIGHT TO TALK TO YOU ABOUT THE NECESSITY OF CERTIFICATED TEACHERS FOR CHILDREN WITH SPECIAL NEEDS.
>> JUST TO CLARIFY, THOSE EIGHT OR NINE PROFESSIONAL TEXTS THAT ARE BEING ADDED TO AECC ARE ACTUALLY REPLACEMENTS FOR CERTIFICATED TEACHERS.
YOU'RE NOT ONLY REDUCING THE QUALITY OF EDUCATION BEING PROVIDED, BUT YOU'RE ALSO WHETHER KNOWINGLY OR NOT, PUTTING INTO PLAY A POWER MOVE BECAUSE PROFTECHS DON'T REQUIRE UNION REPRESENTATION, CERTIFICATED TEACHERS DO.
THAT SEEMS POTENTIALLY CONVENIENT CONSIDERING THE BARGAINING THAT HAPPENED JUST THIS PAST AUGUST WITH TEACHERS AND THE LACK OF RESPECT BEING SHOWN FROM THE OTHER END OF THE BARGAINING TABLE.
REPLACING CERTIFICATED TEACHERS WITH PROFTECHS IS TANTAMOUNT TO GETTING HEART SURGERY, NOT FROM A CARDIOLOGIST, BUT FROM SOMEONE IN THE MEDICAL BILLING OFFICE.
THIS BUDGET IS NOT PAINFUL LIKE A SKINNED KNEE OR A BRUISED CHIN, IT IS A SEVERED ARTERY.
BY CUTTING YOUR HIGH-QUALITY TEACHING STAFF, YOU REDUCE THE EXCELLENCE OF THESE SCHOOLS.
YOU HINDER THE ENGAGEMENT TEACHERS ARE ABLE TO PROVIDE IN THEIR OVERCROWDED CLASSROOMS AND YOU COMPLETELY ELIMINATE EQUITY ON BOTH ACHIEVABLE AND CONCEPTUAL LEVELS.
EARLIER TODAY, DAVID BATEMAN PRESENTED FINDINGS FROM AIR'S REVIEW OF SPECIAL EDUCATION IN THE ESD.
PARAPHRASING HIM, HE ENCOURAGED DISTRICT STAFF TO ASK, WHAT CAN WE DO AS TEACHERS AND ADMINISTRATORS TO HELP THE SPECIAL EDUCATION STUDENTS AND THEIR FAMILIES MAKE IT THROUGH THE DAY AND REMOVE THESE UNFAIR BARRIERS? LET ME ASSURE YOU, THIS BUDGET IS NOT IT.
[04:30:01]
AS PARENTS OF SPECIAL EDUCATION STUDENTS, WE WOULDN'T CHANGE OUR CHILDREN FOR THE WORLD, BUT WE WILL CHANGE THE WORLD FOR OUR CHILDREN.>> US NO LONGER THROUGH MERE WORDS, BUT THROUGH DECISIVE ACTION THAT PUTS YOU ON THE RIGHT SIDE OF EDMONDS SCHOOL DISTRICT'S HISTORY BY REMEDYING THE PROPOSED BUDGET CUTS TO REFLECT THE TRUE AND INHERENT VALUE SEEN IN OUR CHILDREN AND THE CERTIFICATE AND CLASSIFIED STAFF THAT TEACH THEM.
>> ONE MORE TIME. WE HAVE CASSIE GARRETT, MADELINE VAN HOOSER, PETER AURELIAN, FELICIA BINNEY, AND ALICE PHAM, IF ANY OF YOU ARE HERE, COME FORWARD.
>> HELLO. MY NAME IS MADELINE VAN HOOSER, AND I'M A SOPHOMORE AT MOUNTLAKE TERRACE HIGH SCHOOL AND I'M CURRENTLY IN THE CHAMBER ORCHESTRA, SO AFTER BEING A STUDENT UNDER EDMONDS SCHOOL DISTRICT FOR ALMOST 11 YEARS NOW, I AM FAMILIAR WITH THE DISTRICT SCHOOLS THEY CLAIM TO ACHIEVE.
ON YOUR WEBSITE, YOU CLAIM TO SUPPORT EQUITY ENGAGEMENT EXCELLENCE, EVEN STATING THAT, AND I QUOTE, "WE REMOVE INSTITUTIONAL BARRIERS TO ENSURE EVERY STUDENT HAS EQUITABLE ACCESS TO A RIGOROUS, SAFE AND INCLUSIVE EDUCATION AND WE COMMIT TO DEVELOPING THE WHOLE STUDENT BY BUILDING AND SUSTAINING EACH INDIVIDUAL'S ACADEMIC, SOCIAL, AND EMOTIONAL SKILLS, SO THEY GRADUATE WITH A RANGE OF OPTIONS." IT'S IMPORTANT TO UPHOLD THOSE STATEMENTS WITH ACTION AND BY CUTTING THE ARTS PROGRAMS, YOU MIGHT AS WELL BEGIN TO BRAINSTORM A NEW VISION STATEMENT.
BY PROVING THE ARTS BUDGET CUT, YOU WOULD TAKE AWAY MANY STUDENTS OPPORTUNITIES TO PARTICIPATE IN WHAT THEY HAVE FOUND PASSIONS IN.
MANY OF THESE STUDENTS DO NOT HAVE THE FINANCIAL PRIVILEGE TO PARTICIPATE IN OUTSIDE OF SCHOOL LESSONS, AND THOSE LESSONS MAY BECOME THEIR ONLY OPTION AND CONTINUING THEIR ASPIRATIONS IN THE ARTS.
RATHER THAN TEARING DOWN INSTITUTIONAL BARRIERS, IT SEEMS THAT THEY ARE BEING BUILT.
BY PROVING THESE CUTS, YOU WOULD INFLICT TERMINAL DAMAGES ON ARTS PROGRAMS THAT HAVE PROVIDED EQUITY AND EXCELLENCE AMONG THESE STUDENTS, WHICH IS A DIRECT CONTRADICTION OF WHAT THIS DISTRICT SUPPOSEDLY STANDS FOR.
AND AS A MUSICIAN MYSELF, I WOULD LIKE TO SHARE MY OWN EXPERIENCES WITH MUSIC.
AS A YOUNG GIRL, I LEARNED THE PIANO AND IT DIDN'T TAKE LONG FOR ME TO FALL IN LOVE WITH IT.
EVENTUALLY I LEARNED VIOLIN AND I RECENTLY PICKED UP THE DOUBLE BASS.
THROUGH THE THICK AND THIN ON MY LIFE, MUSIC HAS GRANTED ME.
THROUGH THE PANDEMIC, MUSIC SERVED AS A SOURCE OF STABILITY THAT NEVER FAILED TO HELP ME EXPRESS WHAT I COULDN'T SAY.
THIS IS NOT A UNIQUE EXPERIENCE FOR ONLY MYSELF.
DURING COVID, WE SAW THE ENTIRE WORLD MOURN AND ALSO JOINED TOGETHER THROUGH THE POWER OF MUSIC.
FROM THE TRUMPETS BLARING OFF CITY BALCONIES TO ONLINE MUSIC AND ARTS ZOOM CLASSES, MUSIC NEVER FAILED US WHEN IT SEEMED THAT THE REST OF THE WORLD DID.
COVID HAD NEGATIVELY IMPACTED NUMBERS IN EVERY PROGRAM AND ORGANIZATION AND CUTTING THE ARTS PROGRAMS WILL NOT ALLOW FOR A TIME OF RECOVERY.
WE MUST NOT PERPETUATE THE IDEA THAT THE ARTS ARE THE ONLY PROGRAMS THAT HAVE EXPERIENCED REDUCED PARTICIPATION NUMBERS.
THIS IDEA IS BEING USED AS AN EXCUSE TO APPROVE OF AN UNJUST BUDGET CUT.
IT IS AN UNDENIABLE FACT THAT THERE IS A TREND TO CUT THE ARTS AS A RESULT OF THESE PROGRAMS NOT BEING PERCEIVED AS A PRIORITY, BUT YOU MUST DISCOVER THE TRUTH.
MUSIC IS THE ONLY LANGUAGE THAT WE CAN ALL UNDERSTAND AND HAS THEREFORE BECOME ENDEMIC TO EVERY CULTURE NATION ACROSS THE WORLD, DO NOT TAKE AWAY WHAT NEVER FAILS TO BRING US TOGETHER.
MOST IMPORTANTLY, STUDENTS ARE THE PRIORITY IN THIS CONVERSATION.
WHEN MAKING CUTS, ANYTHING THAT DOES NOT ADD VALUE TO THE DEVELOPMENT OF AN EMOTIONALLY AND INTELLECTUALLY WELL-ADJUSTED YOUNG ADULT SHOULD BE CONSIDERED FOR ELIMINATION.
STUDENTS, TEACHERS, AND PROGRAMS SHOULD BE CONSIDERED A PRIORITY IN THIS CONVERSATION, PLEASE CONSIDER ADMINISTRATIVE FUNCTIONS THAT DO NOT ADD VALUE TO THE STUDENT FOR REDUCTION OR ELIMINATION FIRST.
MY GENERATION HAVE SUFFERED ENOUGH WITH ADMINISTRATIVE OFFICIALS ENFORCING POLICIES AT THE EXPENSE [NOISE]
>>OF STUDENTS PROSPERITY, AND SHOULD NOT HAVE TO EXPERIENCE THIS AT A NATIONAL AND DISTRICT LEVEL, YOU MUST PRIORITIZE STUDENTS IN THESE CONVERSATIONS.
WE ARE MORE THAN STATISTICS AND WE ARE WORTH FIGHTING FOR.
>> OUR NEXT GROUP IS BRADEN RIDER, KRISTIN O'CONNOR, MARK TEASMA, CAMERON VOETMANN, AND JOEY MARTEL.
[04:35:04]
>> MY NAME IS BRADEN RIDER AND I'M A JUNIOR THIS YEAR AT MOUNTLAKE TERRACE HIGH SCHOOL.
I'VE BEEN IN THE BAND PROGRAM ALL THREE YEARS SO FAR, AND I HAVE BEEN IN OVERALL SINCE FIFTH GRADE.
MY TIME IN THE MTHS BAND PROGRAM HAS TAUGHT ME MORE VALUABLE SKILLS THAT WILL ACTUALLY HELP ME TO BE A LEADER, TEAM MEMBER, BETTER STUDENT, AND A BETTER MEMBER OF SOCIETY THAN ANY OF MY OTHER CLASSES.
I'VE LEARNED HOW TO CARE FOR OTHERS AND NURTURE A CULTURE OF SUCCESS AND IMPROVEMENT.
I'VE LEARNED TO WORK AND WORK HARD WITHOUT LOSING TRACK OF WHAT MATTERS AND WHY IT MATTERS.
AND MOST IMPORTANTLY TO ME, I'VE LEARNED HOW TO BE VULNERABLE AND RELY ON OTHERS WHEN I NEED IT, RATHER THAN BURYING MY FEELINGS.
IN A BAND, YOU HAVE NO OTHER CHOICE BUT TO WORK WITH OTHER PEOPLE AND SINCE THERE IS NO REAL DEADLINE ON IMPROVEMENT, WE'VE ALL HAD TO IT ONE POINT OR ANOTHER, SUPPORT OTHER MEMBERS OF THE BAND AND GET THE FIRE LIT INSIDE THEM, AND MAKE THEM WANT TO IMPROVE THE REST OF US.
THIS YEAR, I WAS ASSIGNED AS THE SECTION LEADER OF THE TROMBONES IN JAZZ ONE AND LEARNED HOW TO LEAD FROM MR. FALL AND ALL OF THE OTHER MENTORS WHO CAME IN TO WORK WITH US, I MADE SURE THAT WE WERE ALL DOING OUR BEST AND APPLYING SERIOUS AMOUNTS OF EFFORT AND DEDICATION TO OUR PLAYING AND PRACTICING.
WHEN WE ALL NEEDED EACH OTHER MOST, EVERY PERSON SHOWED UP AS WE HAD HUNDREDS OF TIMES BEFORE, ONLY THIS TIME IT WAS DIFFERENT.
FEBRUARY 15TH OF THIS YEAR, WE EXPERIENCED THE MOST BEAUTIFUL AND DIFFICULT DAY TOGETHER AS A BAND.
THAT WAS THE DAY WHEN WE GOT BACK OUR RESULTS FOR ESSENTIALLY ELLINGTON, A NATIONWIDE COMPETITION THAT TERRORIST A SCHOOL IS NO STRANGER TO.
FOR MONTHS WE HAVE BEEN WORKING WITH THIS AS THE ONLY GOAL IN SIGHT, THE ONLY THING THAT WE FELT THAT WE NEEDED TO DO TO BE SUCCESSFUL, AND THEN WE WATCHED THE ANNOUNCEMENT VIDEO AND WE WAITED FOR MOUNTLAKE TERRACE'S NAME TO BE CALLED BUT IT NEVER DID.
TO ME IT SEEMS LIKE THE END OF OUR BAND WITH NEARLY HALF OF THE BAND GRADUATING AT THE END OF THE YEAR, HOW CAN IT NOT? WE WERE ALL DEVASTATED, SITTING IN A SMALL CIRCLE IN THE HALLWAY IN TOTAL SHOCK OF THE NEWS WE JUST RECEIVED.
THEN THE TEARS ROLLED. WE SAT AND CRIED AND GRIEVED THE LOSS OF A JUSTIFICATION THAT WHAT WE HAD PUT OURSELVES THROUGH WAS WORTH IT, THAT WE DID IT RIGHT.
THEN A WEEK PAST AND WE'D HELP TO EACH OTHER, REALIZED THAT IT WASN'T OVER AND THAT WE STILL HAD SO MUCH TO GIVE, AND SO MUCH MORE IMPROVEMENT TO BE MADE, THAT THIS LOSS SHOULDN'T DEFINE US, BUT FUEL US.
I UNDERSTAND THAT THERE ARE MASSIVE BUDGET REDUCTIONS ALL AROUND, BUT THIS PROGRAM HAS SO MUCH POWER TO HELP OR POSSIBLY EVEN SAVE STUDENTS THAN OTHER CLASSES DO, STUDENTS LIKE ME.
IN THE BEGINNING OF MY SOPHOMORE YEAR, I FELT TRULY ALONE IN THAT I HAD NO ONE WHO SAW ME OR CARED ABOUT MY EXISTENCE.
I WAS BEGINNING TO QUESTION IF MY CHOICE TO SWITCH FROM MOUNTLAKE TERRACE WAS WORTH IT AND I WAS ISOLATED FROM EVERYONE WHO COULD HELP ME.
WHEN I WAS AT MY LOWEST IN [NOISE]
>> DEBATING WHETHER OR NOT MY LIFE WAS EVEN WORTH LIVING.
BUT I LEARNED THAT I HAD A PLACE TO GO EVERY DAY WHERE I KNEW THAT I WAS VALUED, WHERE I WAS WANTED, AND THAT I TRULY BELONGED NO MATTER WHAT HAPPENED EARLIER ON IN ANY GIVEN DAY, THE THIRD PERIOD WOULD COME AND IT WOULD ALL BE WORTH IT AGAIN.
IT WAS AS SIMPLE AS BEING IN THE RIGHT CLASS WITH THE RIGHT PEOPLE WHO PUT EFFORT IN AND SHOWED ME THAT I MATTERED TO THEM.
THAT IS WHAT THIS PROGRAM MEANS TO ME.
COMMUNITY, HARD WORK, AND LIFE ITSELF. THANK YOU.
>> I STILL HAVE KRISTIN O'CONNOR, MARK TEASMA.
I'VE BEEN A PART OF THE BAND PROGRAM IN EDMONDS SCHOOL DISTRICT FOR EIGHT YEARS AND I'M HERE TO BEAT A DEAD HORSE TO BE HONEST, BUT THAT'S OKAY.
AS PART OF YOUR 2021-2026 STRATEGIC PLAN, YOU SAY WE PRIORITIZE STUDENTS BY CREATING A SENSE OF BELONGING.
BELONGING IS NOT JUST FITTING IN, BUT THRIVING IN.
WE BELIEVE THAT EDUCATION WORKS BEST WHEN EVERY STUDENT CAN SHOW UP EXACTLY AS EXACTLY WHO THEY ARE, FEEL A SENSE OF PLACE AND PURPOSE, AND HAVE EVERY OPPORTUNITY FOR SUCCESS IN LIFE.
NOW IF I'M A BAND STUDENT AND I SHOW UP NEXT YEAR EXACTLY HOW I'M AND MY BAND CLASS HAS DROPPED DUE TO LACK OF AVAILABLE FTE WHICH COULD HAPPEN UNDER THE CURRENT PROPOSED CUTS, HOW MIGHT I FEEL ABOUT MY PLACE AND PURPOSE IN A SCHOOL THAT DOES NOT HAVE THE STRUCTURES TO SUPPORT IT? HOW MIGHT I FEEL THAT THIS THING THAT BONDS ME WITH HUNDREDS OF OTHER STUDENTS OVER A SHARED INTERESTS IS STRIPPED FROM ME?
[04:40:01]
MY ABILITY TO CREATE AND LEARN YANKED FROM UNDER ME.I DON'T KNOW ABOUT YOU, BUT I DON'T THINK I WOULD FEEL MY PLACE IS HONORED.
I KNOW THAT WHEN I WENT TO WALKED IN FRESHMAN YEAR TO MY JAZZ CLASS, IT DIDN'T MATTER WHAT I LOOK LIKE, WHO I KNEW, OR ANYTHING ELSE LIKE THAT.
ALL THE MATTER TO THE PEOPLE AROUND ME WAS THAT I WAS THERE AND THEY MADE IT HOME FOR ME, THAT THESE BUDGET CUTS WOULD TEARED DOWN FOR SO MANY FUTURE STUDENTS.
FURTHERMORE AS PART OF YOUR 2021-2026 STRATEGIC PLAN GOAL 3 ON THE TOPIC OF FAMILIES AND COMMUNITY, YOU SAY YOU WILL EMBRACE RECIPROCAL PARTNERSHIPS WITH OUR FAMILIES TO MEET THEM WHERE THEY ARE AND HONOR AND RESPECT THEIR CULTURAL AND LIVED EXPERIENCE.
AFTER ALL THAT'S HAPPENED TODAY, I'VE LOOKED OUTSIDE AND I'VE LOOKED IN THE ROOM AND I SAY, THIS IS WHERE THE COMMUNITY IS.
FILLING THIS ROOM IS FAMILIES FROM ALL WALKS OF LIFE UNITED UNDER THE VEIN OF GOING AGAINST THIS BUDGET CUT. WE'RE HERE.
NOW IT'S UP FOR YOU TO UPHOLD YOUR MISSION STATEMENT AND MEET US WHERE WE ARE, WHICH IS RIGHT HERE AND WE ARE AGAINST THIS BUDGET CUT.
>> DO WE HAVE CAMERON OR JOEY MARTEL? [BACKGROUND]
THANK YOU FOR STAYING SO LATE.
MY NAME IS JOEY MARTEL AND I'M A TEACHER AT HILLTOP ELEMENTARY.
I'M HERE IN SUPPORT OF THE SOCIAL AND EMOTIONAL WELL-BEING OF ALL OF OUR STUDENTS AND I'M SURE YOU'VE SEEN ALL THE DATA AND THE STUDIES ABOUT THE MENTAL HEALTH OF OUR YOUNG PEOPLE RIGHT NOW.
BECAUSE OF THIS, I URGE YOU NOT TO CUT ANY POSITIONS OR ANY HOURS OF OUR STUDENT INTERVENTION, COORDINATORS, OR OUR SOCIAL WORKERS OR ASSISTANT PRINCIPALS.
LAST MONTH AS A SYSTEM, WE HAD AN ENTIRE DAY DEVOTED TO BUILDING THE IMPORTANCE OF BUILDING RELATIONSHIPS WITH OUR STUDENTS AND SEL AND WE HAD THIS PD IN ORDER TO REALLY EMPHASIZE THE IMPORTANCE OF SUPPORTING OUR STUDENT'S MENTAL HEALTH.
I'VE SEEN EVERY DAY THE STUDENT COORDINATOR AND MY BUILDING WORKING WITH ALL OF OUR STUDENTS, BUT IN PARTICULAR ARE MOST TRAUMATIZED AND VULNERABLE STUDENTS.
I JUST HAPPENED TO HAVE A CLASSROOM THAT DOESN'T HAVE ANY WINDOWS SO I HAVE DOORS.
I POP MY DOORS OPEN EVERY DAY, SO IT FEELS LIKE I'M PART OF THE WORLD AND SO MY STUDENTS AND I DON'T FEEL SO CLOSED IN.
I GUESS ONE OF THE ADVANTAGES TO THAT IS I REALLY WITNESS AND OBSERVE AND HEAR THINGS GOING ON IN THE HALLWAYS AT TIMES.
THERE ARE MANY TIMES THAT I SEE MY STUDENT INVENTION AND COORDINATOR WORKING WITH KIDS IN THE HALLWAYS AND IT'S USUALLY THESE MOST VULNERABLE AND TRAUMATIZED KIDS.
I'M JUST AN AWE OF THE THINGS THAT SHE DOES EVERY DAY AND SO WHEN I HEARD ABOUT THESE PROPOSED CUTS, I JUST FELT COMPELLED TO COME IN AND SHARE MY STORY AND HEARING THE THINGS THAT SHE SAYS AND THE THINGS THAT SHE DOES WITH THESE KIDS I'VE OFTEN WONDERED IF SHE WASN'T THERE? WHAT THOSE DAYS WOULD BE LIKE FOR THOSE KIDS.
I'VE OFTEN WONDERED IF SHE WASN'T THERE, WHO WOULD BE OUT THERE GUIDING THEM IN THE SAME WAYS BECAUSE IN OUR CLASSROOMS WE JUST DON'T HAVE THE TIME OR THE ABILITY TO REALLY DEVOTE THAT TIME.
I JUST REALLY HOPE THAT YOU CONSIDER OTHER OPTIONS.
I THINK THESE PEOPLE ARE REALLY IMPORTANT AND I REALLY HOPE THAT YOU DON'T CUT THESE POSITIONS BECAUSE THEY DON'T JUST SUPPORT THE KIDS.
THEY DON'T JUST SUPPORT OUR MOST VULNERABLE STUDENTS, BUT THEY REALLY IN THE END SUPPORT ALL OF US, ALL OUR STUDENTS AND STAFF AS WELL.
>> OUR NEXT GROUP IS JOSH KRETZ, ANGELA ADAMS, WRIGHTER BURGER, CADENCE TUZDAL, AND LINDA CUTLER.
>> TESTING, TESTING. YES, YES.
IT WORKS. HELLO. MY NAME IS JOSH KRETZ.
I'M A STUDENT AT MEADOWDALE HIGH SCHOOL AND I STAND BEFORE YOU AS AN ADVOCATE FOR THE PERFORMING ARTS PROGRAM.
THROUGHOUT ALL MY YEARS HERE AT MEADOWDALE, I HAVE SPENT ALL OF IT AS A PART OF THIS PROGRAM.
[04:45:02]
WHAT YOU MAY SEE AS EXPENDABLE AND NOT HIGH ENOUGH PRIORITY TO KEEP AROUND, I SEE AS THE SOLE REASON THAT I'M THE PERSON I'M TODAY.THEATER IS BY FAR THE MOST DIVERSE GROUP OF PEOPLE I HAVE SEEN, NOT JUST AT MEADOWDALE BUT IN GENERAL.
PEOPLE FROM ALL WALKS OF LIFE COME IN TOGETHER TO CREATE SOMETHING BEAUTIFUL.
I FIRST CAME THERE QUIET AND SHY AND HARDLY WHAT YOU COULD CALL A HARD WORKER AND I COULDN'T DO THINGS IN FRONT OF LARGE GROUPS OF PEOPLE.
COMMUNICATION SKILLS I HAD ZERO.
ON TOP OF THAT, I'M SOMEONE WITH AUTISM AND IT IS INCREDIBLY DIFFICULT FOR ME TO FIT INTO SOCIAL SITUATIONS.
IF NOT FOR THE ARTS, PUSHING ME OUT OF MY COMFORT ZONE AND GETTING ME TO EXPLORE PERFORMING AND BEING OUTGOING, I NEVER WOULD HAVE DONE SO.
IF IT WEREN'T FOR THE SHOWS WE DO AND THE DILIGENT WORK WE DO TO PUT THE SHOW TOGETHER.
I WOULD NOT BE THE A PLUS STUDENTS I'M TODAY.
FRANKLY, I WOULD HAVE STOPPED TRYING IN SOPHOMORE YEAR IF IT WEREN'T FOR THE EFFORTS OF THE PROGRAM OF OUR TEACHER MS. MINERS, AND OF THE OTHER CLASSES THAT SHE TEACHES AS WELL.
I HAVE LEARNED MORE VALUABLE LIFE SKILLS IN MS. MINERS' THEATER CLASSES THAN IN ANY OTHER CLASS I HAVE TAKEN AT MEADOWDALE COMBINED I THINK OUR DRAMA PROGRAM FOR THIS EXCLUSIVELY.
DIVERSITY IS A HUGE PART OF OUR SOCIETY AND OUR EDUCATION SYSTEM AS OF LATE AND I HAVEN'T SEEN A PLACE THAT MEADOWDALE WHERE DIVERSITY IS MORE PROMINENT THAN IN THEATER.
THIS IS A HOME FOR SO MANY PEOPLE.
FOR SOME, IT'S THE ONLY REASON THEY COME TO SCHOOL.
IT'S AN ESCAPE FROM THE DIFFICULT CHALLENGES LIFE BRINGS WHILE ALSO BEING A PLACE TO LEARN HOW TO FACE THOSE CHALLENGES.
BEING AUTISTIC, I HAVEN'T SEEN ANY OTHER CLASSES OR PROGRAM WHERE I HAVE FELT ACCEPTED AND REPRESENTED IN THEATER.
I PLAYED THE LEAD CHARACTER IN OUR RECENT WINTER PLAY, THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT-TIME SHOW WHERE THE LEAD CHARACTER IS AUTISTIC AS WELL.
THE AMOUNT OF REPRESENTATION AND VALUE THAT THIS SHOW HELD IS INSURMOUNTABLE AND IT MADE THE PUBLIC MORE AWARE OF OUR EFFORTS AND OF THIS DISABILITY, WHICH I'VE OFTEN FIND IS RIDICULOUSLY UNDERREPRESENTED IN OUR SOCIETY.
IT MADE ME FEEL WELCOME, ACCEPTED, AND ALIVE, AND IT MADE ME FEEL HUMAN.
NOWHERE ELSE IN THE SCHOOL CAN DO THIS.
THEATER HAS CHANGED MY LIFE, THEATER HAS ALLOWED ME TO LIVE MY LIFE.
THE ARTS NO MATTER WHAT FORM IT IS, IS ABOUT SELF-EXPRESSION AND FINDING YOURSELF AND YOU CANNOT DO THAT OUTSIDE OF THESE THINGS.
TO TAKE THAT AWAY IS TO TAKE AWAY SELF-DISCOVERY.
TO TAKE THAT AWAY, IS TO TAKE AWAY A SAFE AND DIVERSE HOME OF SO MANY STUDENTS.
THE LYNNWOOD TIMES WROTE AN ARTICLE ABOUT US.
MEADOWDALE HIGH SCHOOL WINTER PLAY IS A REMINDER THAT THE PERFORMING ARTS SHOULD NEVER BE OVERLOOKED.
I RECOMMEND YOU GIVE IT A READ AND MAYBE YOU CAN STOP OVERLOOKING US.
>> MY NAME IS ANGELA ADAMS. I'M A SOPHOMORE AT EDMONDS-WOODWAY HIGH SCHOOL AND I'M A MEMBER OF THE MELLOW ERRORS OUR JAZZ CHOIR AND TRIAM, OUR MODERN MUSIC MASTERS SOCIETY.
THE REASON I'VE COME HERE IS BASICALLY THE SAME REASON AS ALMOST EVERYBODY ELSE WHO STOOD UP HERE IS TO DEFEND OUR MUSIC PROGRAMS. THE BIGGEST THING THAT I CAN DO TO DEFINE OUR MUSIC IS OUR ALMA MATER IN AND OF ITSELF.
I'M JUST GOING TO SET THIS DOWN.
APOLOGIES. MAJESTIC MOUNTAINS TOWER NEAR THE SHORES OF PUGET SOUND, STANDS ARE HONORED ALMA MATER WITH ITS MEMORIES ALL AROUND.
EVER STRONG WILL BE OUR FRIENDSHIPS AND THEY'LL LIVE ON THOUGH WE DEPART AND WE WILL LOVE YOU.
EDMONDS WILL BE FOREVER IN OUR HEART.
HOW WILL THOSE MEMORIES LIVE ON WITHOUT OUR MUSIC PROGRAMS? THERE IS NO WAY THAT THOSE MEMORIES COULD EVEN BEGIN WITHOUT MS. REESE, OUR MUSIC TEACHER, AND WITHOUT MR. BERGEVIN OUR BAND DIRECTOR AND MS. MALACARI, OUR ORCHESTRA DIRECTOR.
THE BEST WAY TO DESCRIBE OUR MUSIC PROGRAMS IS A FAMILY WHERE NO MEMBER WILL JUDGE YOU FOR WHO YOU ARE OR WHAT YOU BRING TO THE TABLE.
A FAMILY WHERE NO MOTHER WILL TRY TO SILENCE YOU BECAUSE SOMETHING IS INAPPROPRIATE.
A FAMILY WHERE NO SIBLING WILL MAKE FUN OF YOU BECAUSE SOMETHING YOU SAY THEY DON'T LIKE OR THEY THINK IS FUNNY, IT'S THE CLOSEST THING TO A FAMILY THAT SOMEONE FROM AN INSECURE BACKGROUND CAN HAVE.
DURING COVID, I WAS TRAUMATIZED TO THE POINT WHERE I REALLY DON'T WANT TO GO INTO DETAIL, BUT TO THE POINT WHERE I HARDLY FEEL HUMAN ANYMORE.
THE ONLY REASON THAT I AM HUMAN NOW IS BECAUSE OF OUR MUSIC PROGRAMS. I WAS PUT INTO HOMESCHOOL BECAUSE PEOPLE DIDN'T THINK I WAS SOCIALLY FIT FOR SOCIETY ANYMORE BECAUSE OF HOW DEEPLY TRAUMATIZED I WAS.
[04:50:05]
BUT BECAUSE OF MUSIC, MY SOUL IS BACK TO LIFE.THE THE DRAMA DEPARTMENT HAS HAD ONE MAJOR THEME ACROSS ALL OF OUR SHOWS THESE PAST YEARS.
IF SOMETHING ISN'T RIGHT, EVEN IF YOU HAVE TO DO IT ALONE, SET IT RIGHT.
OUR DRAMA DEPARTMENT IS A BEAUTIFUL, RAPIDLY GROWING COMMUNITY IN OUR SCHOOL, MY SOPHOMORE YEAR, WHICH WAS LAST YEAR, OUR INITIAL NUMBER WAS ABOUT 26-27 STUDENTS, NO MORE THAN 30.
THIS YEAR OUR NUMBERS HAVE JUMPED TO ABOUT 52, AND NEXT YEAR OUR NUMBERS ARE GOING TO JUMP TO 61.
THOSE ARE THE STUDENTS WHO HAVE ALREADY REGISTERED.
THE EMAIL STATING THAT THE METADALE DRAMA PROGRAM WAS LOSING MEMBERS WAS JUST A BLATANT FALSEHOOD.
OUR PROGRAM TEACHES THESE IMPORTANT LIFE SKILLS LIKE ORGANIZATION, LEADERSHIP, PROBLEM-SOLVING, WHICH IS SOMETHING THAT IS SO ESSENTIAL, ESPECIALLY WITHIN THE DRAMA COMMUNITY.
WE ARE AN AWARD WOMEN WINNING PROGRAM.
AS STATED, WE'VE BEEN RECOGNIZED BY THE LONDON TIMES WITHIN MULTIPLE ARTICLES FOR THE CURIOUS INCIDENT OF THE DOG IN THE NIGHTTIME ALONG WITH MATILDA, THE MUSICAL LAST YEAR.
WE'VE BEEN RECOGNIZED BY THE INTERNATIONAL [INAUDIBLE] SOCIETY, AND WE'VE BEEN RECOGNIZED AS A GOLD AND BRONZE HONOR TRUTH FROM THE INTERNATIONAL [INAUDIBLE] SOCIETY AND WE HAVE WON AWARDS FROM FIFTH AVENUE FOR OUR LIGHTING DESIGN.
WE ARE A SAFE SPACE FOR PEOPLE TO TRULY BE THEMSELVES.
MANY PEOPLE MYSELF INCLUDED, CALL THE BLACK BOX THEIR HOME.
WE WILL SPEND EIGHT PLUS HOURS IN THE SPACE PERFECTING OUR CRAFT.
SO MANY PEOPLE CALL THE DRAMA COMMUNITY THEIR FAMILY, I DO.
IT WOULD BE IMPOSSIBLE TO HAVE THIS COMMUNITY WITHOUT OUR TEACHER AND DIRECTOR, MRS. MINERS.
I WOULDN'T BE HERE SPEAKING IF IT WASN'T FOR HER.
ALL OF THE PEOPLE WHO ARE IN THE THREAT OF LOSING THEIR ART PROGRAMS, SO MANY PEOPLE SHOWED UP TODAY, WE'RE AT MAXIMUM CAPACITY.
WE HAD TO HAVE PEOPLE WAIT OUTSIDE BECAUSE THEY WANTED TO SHOW THEIR LOVE AND SUPPORT OF THESE PROGRAMS BY THE FUNDING THESE DEPARTMENTS AS MUCH AS YOU'RE THREATENING TO DO.
YOU ARE DEPRIVING STUDENTS HAVE THESE OPPORTUNITIES, THESE LEARNING OPPORTUNITIES, THIS COMMUNITY, THE CHANCES FOR SCHOLARSHIPS FOR THE THESPIAN SOCIETY.
IT IS TIME TO PRACTICE WHAT WE PREACH AND PROTECT THIS BEAUTIFUL, THRIVING COMMUNITY.
>> SORRY, I'M A LITTLE ANXIOUS HERE.
HELLO. MY NAME IS CADENCE TUZDAL AND I AM A STUDENT OF MEADOWDALE HIGH SCHOOL.
I BELIEVE I ECHO THE THOUGHTS OF EVERYONE IN THIS ROOM WHEN I SAY THAT ART BUILDS COMMUNITY.
THIS VERY BUILDING WOULD NOT BE HERE IF IT WEREN'T FOR ARTISTS, ARCHITECTERIST.
IF YOU LOOKED OUTSIDE EARLIER, YOU WOULD HAVE SEEN RIVAL SCHOOLS COMING TOGETHER BEGGING FOR YOU TO LET US KEEP OUR PASSIONS.
I DISCOVERED MY LOVE OF WORKING WITH CLAY AND GLAZING MY WORK BECAUSE OF SAMANTHA TESCH AND MS. MCCOOL, MY CLAY ONE TEACHERS FOR PURE FIRST PERIOD.
IN THE WORDS OF THE MEADOWDALE DRAMA CLUB PRESIDENT, CAM MOORE, THROUGH DRAMA AND MY LEADERSHIP POSITION, I WAS ABLE TO GET AN ALMOST FULL RIDE SCHOLARSHIP TO WHITWORTH UNIVERSITY.
COLLEGES AND UNIVERSITIES HAVE AN EXTREME FOCUS ON EXTRACURRICULARS.
WITHOUT THEM, MANY ARE UNABLE TO MAKE IT TO COLLEGE.
IF ATHLETICS ARE THE ONLY ACTIVITIES AVAILABLE THAT ELIMINATES DISABLED PEOPLE FROM OPPORTUNITIES TO MAKE IT TO COLLEGE AND EARN SCHOLARSHIPS.
YOU AS A DISTRICT WANT TO CARE SO MUCH ABOUT EQUITY, BUT THEN ELIMINATE ACCESSIBILITY TO DISABLED THE NEURO DIVERGENCE STUDENTS BY RESOURCES THAT HELP THEM INTO COLLEGE.
IF YOU'RE WORRIED ABOUT COLLEGE ADMISSIONS AND FUTURES FOR ANY OF YOUR STUDENTS, IN ANY WAY, YOU WON'T CUT THIS BUDGET.
YOU CLAIM TO PRIDE YOURSELF ON EQUITY, ENGAGEMENT AND EXCELLENCE.
I ASK, HOW DOES CUTTING FUNDS TO THESE ARTS PROMOTE ANY OF THOSE VALUES?
[04:55:03]
DO YOU HEAR US? THANK YOU.I KNOW THIS IS A DEAD HORSE, BUT I THINK IT'S AN IMPORTANT ONE TO BEAT.
I HAVE A BRIEF ANECDOTE AND EVEN BRIEFER POINTS ABOUT THIS. THERE'S THREE OF THEM.
MY NAME IS LINDA CUTLER. I GRADUATED FROM MOUNTLAKE TERRACE HIGH SCHOOL IN 2020.
I WAS PART OF THE MUSIC PROGRAM THERE.
THAT PROGRAM WAS A SHAPING ONE FOR MYSELF, MY FAMILY, AND ALMOST ALL OF MY FRIENDS IN HIGH SCHOOL.
MY ANECDOTE IS THIS, DURING MY FRESHMAN YEAR OF HIGH SCHOOL, JAZZ TOO, WAS HELD DURING ZERO PERIODS, SO IT'S AT 6:00 OR 6:30.
I HAD TO BE PART OF THIS BIBLE STUDY CLASS EVERY DAY AT SIX O'CLOCK AT MY CHURCH, WHICH IS LIKE FOUR BLOCKS AWAY.
THAT WAS AT 6:00 AM EVERY DAY.
I HAD GROWN UP HEARING ABOUT THIS INCREDIBLE JAZZ PROGRAM AT MOUNTLAKE TERRACE AND I WANTED TO BE PART OF IT SO BADLY THAT I WOULD RUN WITH MY TENOR SAXOPHONE CASE, LITTLE 14-YEAR-OLD GIRL.
I WOULD RUN THE FOUR BLOCKS TO SCHOOL AND LIKE HUFFING AND PUFFING.
THEN SOMETIMES I WOULD MAKE THE LAST FIVE-MINUTES OF THAT CLASS EVERY ONCE IN A WHILE.
IT WAS THE HIGHLIGHT OF MY LIFE.
ALL I WANTED TO BE WAS PART OF THAT PROGRAM BECAUSE OF THE COMMUNITY THAT I SAW IN IT AND THE TALENT THAT CAME OUT OF IT, AND THE SKILLS THAT I SAW BEING BUILT WITHIN IT.
MY JUNIOR YEAR OF HIGH SCHOOL, THAT CLASS WAS MOVED DURING THE SCHOOL DAY AND THEY EVEN ADDED A JAZZ 3 CLASS.
I JOINED THAT PROGRAM AND I WAS THRILLED TO SEE HOW MUCH I WAS ABLE TO IMPROVE FROM THAT OPPORTUNITY TO BE PART OF IT.
THAT OPPORTUNITY FOR THOSE CLASSES BEING MADE AVAILABLE TO ME.
I WASN'T EVEN THAT GREAT AT JAZZ.
I WAS REALLY NOT THAT GOOD AT ALL, BUT I LOVED IT.
IT WAS SO FUN AND MY BEST FRIENDS ARE PART OF THAT PROGRAM.
MY ROOMMATE WAS MY TENOR SAX FRIEND FROM CHAMBER ONES AND MY BEST FRIENDS WERE PART OF THAT JAZZ PROGRAM.
I AM THREE YEARS PAST HIGH SCHOOL NOW AND THEY'RE STILL IMPORTANT PEOPLE TO ME AND THE SKILLS THAT I LEARN IN THOSE PROGRAMS BECAUSE THOSE CLASSES WERE PART OF THE SCHOOL DAY, AND THEY WERE MADE AVAILABLE TO ALL OF US FREE OF COST.
THEY WERE IN OUR PUBLIC SCHOOL PROGRAMS. THAT MEANT EVERYTHING TO US.
THAT'S SOMETHING THAT ONLY A PUBLIC SCHOOL CAN REALLY OFFER.
THE THREE POINTS, ONE OF THEM IS ABOUT CULTURE, THE SECOND IS ABOUT THE QUALITY OF THAT PROGRAM.
THE THIRD IS ABOUT THE VALLEY OF THE ARTS.
SPEAKING ON CULTURE, THE MUSIC PROGRAM, AS YOU TELL FROM THAT STORY AND FROM WHAT A LOT OF PEOPLE HAVE BEEN TALKING ABOUT IS THE CENTER OF [INAUDIBLE].
IT FOSTERS INCLUSIVE COMMUNITY OF MUTUAL RESPECT AND WHEN THERE'S LESS CLASSES THAT WILL BE HARMED.
NUMBER 2, THAT PROGRAM TENDS TO EXCEL AND IT PROMOTES A HEALTHY FRAMEWORK FOR INTERNAL COMPETITION, WHICH WILL ALSO BE ELIMINATED AS THOSE CLASSES ARE CUT.
NUMBER 3, ARTS ARE CONSISTENTLY CUT FROM SCHOOL SYSTEMS, ASSERTING THIS NOTION THAT THEY ARE OF LESSER IMPORTANCE THAN OTHER FIELDS AND HARMING OPPORTUNITIES FOR STUDENTS TO TAKE THE ART SERIOUSLY, TO SEE THEM AS WORTHWHILE AND TO UNDERSTAND THAT THAT IS WHAT MAKES US HUMAN.
THE STUDENTS OF THIS DISTRICT ARE RISING GENERATION OF PARTICIPATING CITIZENS AND THEY'RE BECOMING THE RATIONAL ACTORS IN OUR WORLD.
STUDENTS ARE NOT GENERALLY ADVANTAGED ENOUGH TO ENJOY MUSICAL EDUCATION OUT OF THESE SCHOOLS, AGAIN, AND IT IS THE DUTY OF THEIR EDUCATORS, AND BY EXTENSION, IT IS THE DUTY OF THE SCHOOL BOARD TO PROVIDE THEM WITH OPPORTUNITIES TO DEVELOP IN THE ARTS AND PRIORITIZE THE PROGRAMS THAT BUILD VITAL LIFE SKILLS, WORK ETHIC, AND HUMANITY.
>> BOARD, WE'RE HITTING OUR LAST GROUP IF WE'RE GOING TO GO TO MIDNIGHT.
AS LONG AS WE'RE STILL HITTING THAT HARD, PEOPLE ARE STILL HERE.
IF WE'RE GOING TO KEEP GOING, I NEED A BIO BREAK.
BUT BEFORE WE DECIDE, LET'S DECIDE AS A GROUP, I DON'T WANT TO BE THE ONE.
WHO WOULD LIKE TO GO BEYOND MIDNIGHT.
MAKE SURE EVERYONE GETS A CHANCE TO SPEAK? [BACKGROUND]
>> WE DO STILL HAVE LIKE 50 SPEAKERS LEFT ON OUR LIST.
>> I CAN'T ASK STAFF TO STAY FOR ANOTHER FIVE HOURS, SO WE WOULD NEED TO AT LEAST DISMISS STAFF AND THEN I JUST DON'T THINK THAT'S REALISTIC TO ASK PEOPLE TO STAY TILL THREE IN THE MORNING.
>> THERE'S STILL MORE PEOPLE WHO NEED TO SPEAK.
>> I'M HAPPY TO STAY, BUT I WOULD LIKE TO DISMISS MOST OF OUR STAFF.
WHO WOULD LIKE TO GO HOME. WE HAVE APPOINTMENTS TOMORROW AT 08:00 O'CLOCK.
[05:00:08]
>> THOSE WHO CHOOSE TO STAY BECAUSE YOU WANT TO SPEAK, I THINK THAT'S GREAT.
OTHER PEOPLE WHO ARE NOT GOING TO SPEAK TONIGHT CAN WATCH THIS LATER.
TOMORROW THIS WILL BE RECORDED.
THERE'S NO REASON FOR SOME OF OUR STAFF WHO AREN'T GOING TO SPEAK THIS EVENING IS ALL I'M SAYING TO STAY TILL 03:00 IN THE MORNING OR 04:00 IN THE MORNING, IF THAT'S WHAT WE CHOOSE TO DO.
>> CAN I MAKE A SUGGESTION? IF THERE ARE PEOPLE WHO HAVE IDEAS OR SUGGESTIONS THAT HAVE NOT BEEN DISCUSSED, THAT COULD HELP US IN OUR DELIBERATION, THAT WOULD BE VERY HELPFUL.
I THINK WE DEEPLY SHARE EVERYBODY'S CONCERN.
WE UNDERSTAND THE POWER OF THESE PROGRAMS FOR OUR KIDS.
I PHYSICALLY CANNOT STAY UP MUCH LONGER.
I APPRECIATE HEARING WHAT EVERYBODY IS SAYING, BUT I DON'T FEEL HONESTLY, I'M JUST BEING HONEST HERE FOR ME.
I'M NOT LEARNING ANYTHING NEW.
IT'S SIMPLY WHAT I'M SEEING IS THAT THEY'RE NUMBERS. I GET IT.
BUT I WOULD PERSONALLY LIKE TO HEAR THAT OFFER SUGGESTIONS, STRATEGIES, NEW IDEAS FOR WHAT WE MIGHT BE ABLE TO DO.
INSTEAD OF DIFFICULTY STAFFING THESE PROGRAMS, WHERE DO WE FIND RESOURCES THAT COULD HELP? THAT'S JUST MY FEELING.
I DON'T KNOW THAT IT WOULD BE PRODUCTIVE ENOUGH TO CONTINUE LISTENING FROM MY PERSPECTIVE.
>> THANK YOU, DR. KATIMS. I COULD ALSO AS THE BOARD TAKES A BIO BREAK, CALL ROLL.
WE CAN SEE HOW MANY PEOPLE ARE LEFT HERE AND THEN DETERMINE, LIKE DIVIDE THE AMOUNT OF TIME YOU WANT TO STAY BY THE MINUTES.
LIKE TO VOTE OUT THE REST OF THE TIME YOU WANT TO STAY TO THE MINUTES OF PEOPLE WHO ARE HERE.
I DON'T REALLY KNOW HOW MANY PEOPLE ARE STILL HERE WHO WANT TO SPEAK.
I CAN CALL ROLL AND MAYBE WHILE THE BOARD TAKES A BIO BREAK.
>> WE NEED TO HEAR ABOUT PRE-SCHOOL.
>> I'M GOING TO CALL YOUR NAMES.
IF YOU'RE HERE, THIS WILL GIVE US A BETTER SENSE.
IT'LL SPEED UP THE PROCESS BECAUSE WE WON'T BE WAITING.
WHILE THEY TAKE A BREAK, MATT EDWARDS, ARE YOU HERE AND DO YOU WANT TO SPEAK?
>> THANK YOU. AARON WILL KEEP TRACK OF THESE FOR ME.
CIARA CONSTANTINO, MASON CUTLER.
>> THANK YOU. ISABELLA AFFERMAN.
>> THANK YOU. MELANIE MCGOWAN.
>> NANCY IRWIN. BETHANY HARPER.
>> THANK YOU. WHITNEY CHERYL, ANN MCMURRAY. CASSANDRA BARNEY?
>> THANK YOU. NATALIA POSANOVICE.
>> ERICA LUNDQUIST, I'M SORRY.
CHRISTINA FREEBURKE. VINCE DEMIRO.
[05:05:05]
>> THANK YOU, VINCE. MELISSA PETERSON.
JOSHUA GURNEY, ANTHONY ASPINALL, SAMUEL LANDSBERGER, SETH MEYERS.
>> THANK YOU. CODY CHRISTIANSEN.
AARON, IF WE CAN TOTAL THOSE UP.
>> WHEN I GOT HERE I SIGNED UP TO SPEAK.
>> MAYBE I'VE MISSED YOUR NAME CAN YOU-
>> MY NAME IS DENICE THOMAS AND I HAVE RIGHT TO SPEAK HERE TONIGHT.
>> EVERYONE HERE DESERVES TO SPEAK.
>> WE'LL ADD YOU TO THE LIST. THANK YOU.
I DON'T SEE YOUR NAME ON HERE, SO MAYBE IT WAS A COMPUTER GLITCH OR SOMETHING, BUT WE'LL ADD YOU TO THE LIST. THANK YOU.
>> I SIGNED UP THAT'S FOR SURE.
>> I'M SORRY, I DON'T KNOW WHAT HAPPENED, BUT WE'LL ADD YOU TO THE LIST. WHAT'S YOUR LAST NAME?
>> SHE'S GOT IT ALREADY THANK YOU.
AARON WILL COUNT THOSE UP FOR US.
WE HAVE A LOT OF PEOPLE WHO AREN'T HERE, SO WE'LL BE ABLE TO GET THROUGH THE REST OF THEM I THINK.
IF STAFF WHO WANT TO GO HOME, IF YOU NEED TO GO HOME, YOU CAN GO AHEAD AND DO THAT.
I KNOW YOU'LL COMMIT TO WATCHING THESE COMMENTS IN THE MORNING IF YOU NEED TO.
BUT I DID THIS NOT ADDRESSING DR. KIM'S COMMENT, SO I DON'T KNOW IF WE WANT TO CONTINUE ON OR IF THE BOARD WANTS TO.
>> FROM MY PERSPECTIVE, I THINK IF PEOPLE HAVE STAYED HERE THIS LONG, THEY SHOULD HAVE A CHANCE TO BE HEARD.
>> WE HAVE 20 MORE. PLEASE STICK TO OUR THREE MINUTES.
THEN WE'LL HAVE TIME FOR THE BOARD TO DO A FIRST READING AND SHARE YOUR OWN COMMENTS.
>> WE'LL TRY TO GO AS EFFICIENTLY AS POSSIBLE.
>> CAN WE ADDRESS PRE-SCHOOL PLEASE. WE HAVE TO TEACH VERY YOUNG CHILDREN IN THE MORNING.
>> OUR NEXT GROUP IS MATT EDWARDS, CIARA CONSTANTINO.
>> SORRY, WE HIGHLIGHTED THE PEOPLE WHO ARE STILL HERE.
>> OH, I'M SORRY, I WAS READING THE WRONG ONES.
EVA PICASSO, JORDAN ASHWORTH, ATLAS MORRISON, MELANIE MCGOWAN, AND NATHANIEL BALLARD.
>> HI. MY NAME IS MELANIE MCGOWAN.
I CAME HERE TONIGHT WITH A VERY DIFFERENT COMMENT PREPARED AS A DEEPLY CONCERNED PARENT OF MOUNTLAKE TERRACE HIGH SCHOOL STUDENT WHO HIMSELF IS CONCERNED ABOUT THE LOSS OF PROGRAMS THAT HE AND HIS PEERS CARE ABOUT DEEPLY, SPECIFICALLY STEM AND CTE CLASSES LIKE ANATOMY AND PHYSIOLOGY AND ASL AND THE MUSIC PROGRAMS. BUT I NEED TO AMEND MY COMMENT AFTER LISTENING TO ME.
LIKE MANY OTHERS, I NEED TO REITERATE THE WORDS THAT YOU ALL HAVE PUT ON THE DISTRICT WEBSITE.
THE EDMONDS SCHOOL DISTRICT 2021/2026 STRATEGIC PLAN LAYS A PATH FOR HOW OUR DISTRICT WILL ACHIEVE EQUITY, ENGAGEMENT, AND EXCELLENCE FOR EACH AND EVERY STUDENT.
OUR PLAN OUTLINES SPECIFIC GOALS WITH A FOCUS ON STUDENTS FIRST, AS WELL AS OUR COMMITMENT TO AND COLLABORATION WITH OUR STAFF, FAMILIES, AND THE LARGER COMMUNITY.
PLEASE LISTEN TO YOUR STUDENTS, LISTEN TO THEIR COMMUNITY.
THIS BUDGET PROPOSAL REMOVING THE UNIQUE PROGRAMS, COURSES, AND STAFF THAT ALLOW INDIVIDUAL STUDENTS TO BE SUCCESSFUL DOES NOT EVEN COME CLOSE TO MEETING YOUR COMMITMENT AND ONLY SERVES TO MOVE US FURTHER FROM THE GOAL.
MY TAKEAWAY FROM THE INITIAL PRESENTATION, AS WELL AS THE PASSIONATE COMMENTS FROM OUR COMMUNITY IS THIS, NO PROGRAM AND NO POSITION SHOULD BE CUT FROM PRESCHOOL AND MUSIC TEACHERS TO SINKS AND SOCIAL WORKERS.
WHAT I HEARD FROM THE VERY FIRST COMMENT ANDY MADE IS THAT THESE CUTS MAY BE ENTIRELY UNNECESSARY.
[05:10:04]
I AM AT A LOSS TO UNDERSTAND HOW THEY'RE SUCH DISPARATE REPORTS.I ASK THE BOARD TO START OVER AND REVIEW THE NUMBERS WITH AN OPEN MIND AND A HARD LOOK AT HOW YOU CAN TRULY PUT KIDS FIRST.
I REMEMBER A TIME NOT TOO LONG AGO WHEN THERE WERE TWO ASSISTANT SUPERINTENDENTS AND NOW THERE ARE FIVE AND AS YOU'VE MADE PERFECTLY CLEAR, WE HAVE FEWER STUDENTS TODAY.
IF YOU MUST MAKE CUTS, MAKE THEM AT THE HIGHEST LEVELS IN THE DISTRICT OFFICE BECAUSE WE DO NOT HAVE THE LUXURY OF WAITING FOR THE MILLIONS IN SALARIES AT THE CABINET LEVEL TO TRICKLE DOWN TO OUR STUDENTS.
>> THE THING THAT I HAVE A FEELING ABOUT ALREADY IS THE DECISION IS ALREADY BEEN MADE AND THIS IS JUST A PROTOCOL.
I FEEL LIKE THOSE WHO DON'T HAVE OR HAVE NOT RECENTLY BEEN IN WITHIN A TEACHING POSITION OR A SUPPORT POSITION IN ANY FASHION THAT WE ALL NEED SHOULDN'T BE MAKING THESE DECISIONS IN THE FIRST PLACE.
WHAT I DO KNOW IS I CAN'T PUT MYSELF IN THE SHOES OF THE STUDENTS.
I HAVEN'T BEEN A STUDENT IN HIGH SCHOOL NOR MIDDLE SCHOOL OR ANYTHING LIKE THAT IN A WHILE, BUT I DO KNOW HOW I FELT.
EVEN THOUGH I CAN'T SPEAK FOR THESE YOUNG PEOPLE BECAUSE, LET ALONE THIS DISTRICT ISN'T THE SAME AS 05 OR 09, I CAN SPEAK FOR HOW I WOULD HAVE FELT.
HAVE ANYTHING HAVE BEEN ELIMINATED IN SUPPORT OR AS A TEACHER OR ANYTHING LIKE THAT THEY'RE ALL NEEDED.
I WASN'T A MAJOR, LET'S SAY, CORE ACADEMICS PERSON, MATH, ENGLISH, SCIENCE, ALL THAT, THAT WASN'T MY THING, BUT I DO REMEMBER WHAT I PUT INTO FOR THE PERFORMING ARTS.
SORRY, MR. FALL, I WASN'T A BAD KID [LAUGHTER]
>> BUT I DO REMEMBER MR. SULLIVAN AND MS. BRZOVIC AND FLOURISHED UNDER THOSE PROGRAMS. I GUESS MY QUESTION IS, ISN'T IT YOUR JOB TO SUPPORT AND PRIORITIZE THE YOUNG PEOPLE ON THE STAFF? IT DOESN'T MATTER HOW LONG ALUMNI HAVE BEEN GONE FROM MTHS BECAUSE WE KNOW HOW KICK BUT OUR PROGRAM OR OUR PERFORMING ARTS TEACHERS AND STUDENTS ARE.
THE PERFORMING ARTS SHOWCASE OVERFLOWING WITH A RECOGNITION, DEDICATION, EFFORT, LOVE, AND PUT OUT WITH FROM ALL OUR MTHFR STUDENTS.
MY CONCERN DOESN'T JUST INVOLVE THE STUDENTS, BUT ALSO THE DISTRICT SO THE QUESTIONS WITH THOSE IS, WHAT DO YOU THINK WILL HAPPEN TO ENROLLMENT WHEN YOU CHOOSE TO GUESS AT A PROPOSAL WHEN YOU'RE SUPPOSED TO DO WHAT'S BEST? WHAT AND WHERE AND WHO CAN BE ELIMINATED? INSTEAD, HAS ANY MEMBER PRACTICED LEAN BUSINESS STEWARDSHIP BECAUSE I'M SURE THERE'S PLENTY IN THE COMMUNITY WHO HAVE EASY WAYS TO SAVE? THERE IS MORE THAN ELIMINATING A CORE PROGRAM, I GUESS, AND A LOT OF OUR PEOPLE OR ANYBODY ELSE WOULD CONSIDER THOSE A CORE PROGRAM.
WHY HAVEN'T YOU TALKED TO LIKE MICRO DISTRICTS? I KNOW PLENTY AND HAVE WORKED WITH PLENTY, THEY HAVE TO COME UP WITH MONEY ALL THE TIME BECAUSE THE GOVERNMENT DOESN'T GIVE THEM ANYTHING.
THANKFULLY, I'VE MARRIED INTO A FAMILY WHERE I GET TO SEE THAT ALL THE TIME.
ALSO WHY AREN'T YOU TALKING TO YOUR STEM STUDENTS? THEY SEEM TO HAVE COME UP WITH A PRETTY GOOD SUGGESTIONS JUST HEARING TONIGHT.
>> I JUST SUCK AT PUBLIC SPEAKING.
NO, I'M NOT A STUFF, I'M A JUNIOR.
LET ME ASK YOU THIS, HOW MANY ARE YOU WILLING TO LOSE, HOW MANY KIDS DO YOU PLAN TO JUST SLIP BY? I LOST MY PLACE.
EITHER BY DROPPING OUT OR SUICIDE, AND WE'RE ALL HAVING ADULT CONVERSATIONS HERE, SO TRIGGER WARNING, BUT KIDS WILL DIE ON YOUR ACCOUNT BECAUSE YOU ARE TAKING AWAY OUR SAFE SPACES, THE PLACE WE FEEL WELCOMED AND LOVED.
YOU WANT TO TAKE THAT AWAY AND KIDS WILL SUFFER GREATLY FOR IT.
[05:15:01]
I WAS A BAND KID FOR SIX-YEAR, REQUIRED FOR SIX YEARS, THEATER FOR TWO YEARS AND STEM FOR TWO YEARS.THESE HAVE BEEN THE STRUCTURES OF MY LIFE AND SHOULD BE THERE FOR GENERATIONS TO COME.
THEY GAVE ME A HOME AND A PLACE TO CALL FAMILY, I DON'T HAVE THE BEST LIFE AT HOME, I DON'T HAVE THE BEST LIFE OVERALL AND MY MENTAL HEALTH IS NOT VERY WELL, AND TO BE HONEST, I WAS DIAGNOSED WITH A DISEASE THAT IS TAKING AWAY FROM MY LIFE, BUT WHAT KEPT ME TOGETHER WERE THESE FAMILIES, THESE SAFE HOUSES AND YOU WANT TO STRIP THEM AWAY.
YOU WANT TO STRIP MY IDENTITY AND SO MANY OTHER KIDS' WE ARE THE STEM, THE MUSIC, THE THEATER SCHOOL, I DON'T HEAR PEOPLE WALKING DOWN THE HALLWAYS AND SAY, OH, YEAH, I CAME HERE FOR AN ENGLISH CLASS.
NO, THEY CAME HERE BECAUSE OF OUR PERFORMING ARTS PROGRAMS. NOW, IF THE DISTRICT DOESN'T CARE ABOUT OUR STUDENTS' MENTAL HEALTH OR SAFETY, SO WHAT DO YOU CARE ABOUT THEN? TEST SCORE YOUR REPUTATION? WELL, LET ME THROW SOME MATH THAT YOU BECAUSE YOU CARE SO MUCH ABOUT THAT.
STUDENTS ARE PROVEN TO DO BETTER AT TESTS, SATS, SBA, AND OTHER THINGS WHEN THEY ARE INVOLVED IN PERFORMING ARTS, 64 PERCENT SAID IT WAS EASIER TO TAKE TESTS AND 80 PERCENT FELT MORE PREPARED FOR THINGS, SO WHAT'S GOING TO HAPPEN WHEN YOU TAKE THESE AWAY? I'LL TELL YOU, SCORES ARE GOING TO PLUMMET AND SO YOUR REPUTATION.
LET ME ASK YOU AGAIN, HOW MUCH ARE YOU WILLING TO LOSE? WITH THIS TIME LEFT, I ALSO WANT TO SAY THAT SO MANY PEOPLE CAME HERE TODAY TO SPEAK ABOUT THIS AND I FIND IT DISRESPECTFUL THAT SOME OF YOU WERE JUST PLAYING AROUND WITH YOURSELVES AND NOT PAYING ATTENTION AND WERE ON YOUR PHONE, AND THAT IS NOT FAIR TO ALL THE PEOPLE THAT CAME UP HERE IS SPEAK.
>> MY NAME IS EVA PICASSO AND I'M A SOPHOMORE AT EDMONDS-WOODWAY HIGH SCHOOL AND I HEARD FROM DR.
NANCY KATIMS ON ZOOM THAT SHE WANTED US TO JUST CUT IT DOWN TO OUR NEW IDEAS AND WHAT I WAS THINKING ABOUT THAT MY MOM BROUGHT ATTENTION TO ME WAS THAT THIS MAY NOT BE YOUR GUISES CHOICE AND IT MAY BE A SYSTEMIC ISSUE IN OUR COUNTRY BECAUSE OVERALL ACROSS OUR NATION, NONE OF THE SCHOOLS GET VERY MUCH FUNDING.
IF YOU CONSIDER EVERYTHING AND YOU'RE NOT ABLE TO MAKE THINGS ANY BETTER THEN IT'D BE REALLY AWESOME IF YOU GUYS COULD HELP US, THE PEOPLE TO TAKE IT TO THE NEXT LEVEL, POSSIBLY TO THE STATE LEVEL, TO THE NATION LEVEL BECAUSE ALL OF THE PEOPLE HERE AT 12:03 AM ON NOW WEDNESDAY MORNING, WE DON'T WANT THIS TO END HERE.
WE WANT TO KEEP GOING AND WE WANT TO SEE A CHANGE.
IF YOU COULD TELL US HOW IN THAT Q&A SECTION THAT YOU'RE GOING TO MAKE AFTER THIS.
ONE, IF YOU CAN DO ANYTHING TO CHANGE THIS AND HOW WE CAN MAKE THINGS BETTER AND HOW WE CAN MAKE FURTHER PROTESTS LIKE AT OLYMPIA, OR EVEN WHAT WE CAN DO WHEN WE VOTE.
>> HELLO, LADIES AND GENTLEMEN.
I'M A SENIOR AT MOUNTLAKE TERRACE HIGH SCHOOL AND I PLAY BASS IN THE JAZZ ENSEMBLE.
I UNDERSTAND SOME OF MY PEERS AND I HAVE TALKED ABOUT BEATING A DEAD HORSE.
BUT I WANT TO SAY THAT IF THE TRUE INTRINSIC VALUE OF THESE ARTS PROGRAMS THAT I CARE SO MUCH ABOUT WAS KNOWN BY ALL, THEN NONE OF THESE PROGRAMS WOULD REALLY BE ON THE CHOPPING BLOCK.
I DON'T THINK THAT WE CAN BEAT THIS HORSE ENOUGH.
I UNDERSTAND THAT THERE HAVE BEEN MANY PERSONAL ANECDOTES.
WHAT I HOPE TO DO IN MY SHORT SPEECH IS TO TALK A LITTLE BIT ABOUT MY OWN PERSONAL EXPERIENCE TO GIVE YET ANOTHER PERSPECTIVE TO PROVE TO YOU THE IMMENSE VALUE THAT THESE PROGRAMS HAVE.
LAST YEAR, I WAS IN A MAJOR CAR ACCIDENT WHICH BROKE MY NECK, MY BACK, MY RIBS, MY STERNUM.
I HAD TO WEAR A NECK BRACE FOR MONTHS AND I COULDN'T LOOK DOWN AT A PIECE OF PAPER.
I COULDN'T LOOK AT A COMPUTER SCREEN BECAUSE OF HEAD INJURIES AND CONCUSSIONS.
[05:20:05]
IT WAS A VERY ROUGH PLACE TO BE.MY GRADES STARTED TO SLIP BECAUSE I COULDN'T KEEP UP IN CLASS.
I FELT LIKE FOR A LARGE PART, MY LIFE WAS OVER, ESPECIALLY ON AN ACADEMIC STANDPOINT.
THE THING THAT SAVED ME WAS, AS MANY OTHERS HAVE SAID TODAY, THE MUSIC PROGRAM.
I FOUND A WAY TO BE ABLE TO PLAY MY INSTRUMENT EVEN WITH MY PHYSICAL INJURIES.
IT GAVE ME A PURPOSE AND IT GAVE ME A PATH FORWARD THAT WAS CLEAR TO SEE.
THESE PROGRAMS ARE A POWERFUL TOOL FOR HEALING AND DEVELOPING AS A PERSON.
AS I'M SURE YOU'VE HEARD TIME AND TIME AGAIN.
I WANT TO ASK FROM YOU FOR YOUR SUPPORT FOR THIS PROGRAM, SUPPORT WHEN WE'RE CALLING OUT AT A STATE LEVEL, SUPPORT RIGHT HERE, RIGHT NOW THAT I'VE HEARD MULTIPLE EXAMPLES OF POSSIBLE SOLUTIONS.
I DON'T KNOW ALL THE NUMBERS, I DON'T KNOW WHETHER OR NOT THEY CAN WORK, BUT I KNOW THAT THERE'S ALWAYS A SOLUTION.
IF THERE'S ONE THING THAT MY EXPERIENCE IN JAZZ HAS TAUGHT ME WITH MY ACCIDENT, I KNOW THAT THERE'S ALWAYS A PATH FORWARD AND I KNOW THAT THERE'S A WAY THAT WE CAN SOLVE THIS.
I UNDERSTAND THAT THESE ARE DIFFICULT TIMES.
>> OUR NEXT GROUP IS ETHAN VO, EVA TALMADGE, ALEXANDER KIM, MELA WASSERMAN, AND ETHAN WADE.
>> GOOD EVENING. OH, WOW, RIGHT THERE.
LIKE MANY OTHERS, I CAME HERE WITH A CERTAIN SPEECH IN MIND AND IT'S ALTERED.
THANK YOU SO MUCH FOR BEING HERE.
I THANK ALL OF YOU FOR STAYING.
I REALLY APPRECIATE THAT. MY NAME IS EVA.
I'M A PEER EDUCATOR HERE IN THE DISTRICT.
I'M ALSO A PARENT WITH TWO SMALL CHILDREN.
MY PARENTS WERE CLASSROOM TEACHERS. THEY'RE RETIRED.
MY BROTHER AND SISTER-IN-LAW ARE CLASSROOM TEACHERS, VARIOUS AUNTS, UNCLES, COUSINS, CLASSROOM TEACHERS.
THERE'S OFTEN A JOKE THAT I SOMEHOW ESCAPED THE FAMILY BUSINESS.
BUT MY MOM ALWAYS ASKS ME, EVA, YOU LOVE YOUR JOB WHEN YOU'RE GOING TO GO BACK, GET YOUR MASTER'S DEGREE AND TEACH IN THE CLASSROOM.
I TELL HER ALL THE TIME, MOM, I WOULD LOVE TO, BUT WE HAVE GOT TO STOP ASKING OUR TEACHERS TO DO MORE WITH LESS.
WE ARE CONSTANTLY ASKING OUR TEACHERS TO DO MORE WITH LESS.
THEY ARE AMAZING AND THEY RISE TO THE CHALLENGE ALL THE TIME, BUT THEY ARE NOT SUPERHEROES.
WE CANNOT CONTINUE TO ASK THEM TO MAKE THESE CUTS TO MAKE THIS HAPPEN.
YOUR JOB IS TO FIGURE THIS OUT.
YOUR JOB IS TO ADVOCATE FOR OUR TEACHERS, FOR OUR STUDENTS, FOR OUR STAFF MEMBERS.
IF THIS NEEDS TO BE ESCALATED TO ANOTHER LEVEL, THAT IS YOUR JOB.
ALSO, IF YOU WANT TO TALK ABOUT CUTS AND HOW WE CAN MAKE SOLUTIONS.
WE HAVE A LOT OF ASSISTANTS AND SUPERINTENDENTS.
EACH OF OUR ASSISTANTS AND SUPERINTENDENTS HAS AN ADMINISTRATIVE ASSISTANT.
I ALSO JUST LOOKING A MOMENT AGO AT SOME OF THE SALARIES AND I SAW RAISES OF $10,000 PER YEAR.
I GOT TO TELL YOU, I DON'T KNOW ANY OTHER JOB OUT THERE IN THE CORPORATE WORLD WHERE THEY'RE MAKING $10,000 A YEAR AS AN ANNUAL RAISE.
LET ME TELL YOU, THERE IS SOME FAT IN THIS BUDGET THAT NEEDS TO GET CUT.
IT IS NOT FROM OUR STUDENTS, IT IS NOT FROM OUR STAFF, IT IS NOT FROM THE BOTTOM AND IT'S FROM THE TOP.
>> THAT'S WHERE YOU MAKE THE CUTS.
YOU DON'T TAKE IT FROM OUR STUDENTS AND YOU DON'T TAKE IT FROM OUR STAFF WHO ARE ON THE GROUND IN THE CLASSROOMS EVERY DAY WORKING WITH OUR STUDENTS.
I AM ONE OF THE RECESSIVES EVERY DAY, A THREE FOR RECESS.
I'M OUT THERE WITH ONE OTHER PEER EDUCATOR SOMETIMES TWO, FOR OVER 100 STUDENTS IN THE THIRD FOURTH GRADE AT CEDAR WAY ELEMENTARY.
NOT LONG AGO WE HAD A FIGHT BREAKOUT.
IT TOOK TWO OF US TO GET THOSE KIDS APART.
WHEN THIS HAPPENS, WE CALL OUR SINK TO COME HELP US.
SHE IS HERE AND SOMETIMES SHE IS AMAZING.
THE OTHER DAY I HAD A STUDENT, HE WAS HAVING A ROUGH DAY.
HE DID NOT WANT TO COME BACK TO THE CLASSROOM.
GUESS WHO I CALLED? I CALLED CAREY.
SHE HAS A CONNECTION WITH HIM.
SHE GOT HIM BACK IN THE CLASSROOM AND SHE GOT HIM SAFE.
[05:25:01]
RIGHT NOW, SHE'S BEING ASKED TO CUT HER POSITION TO TWO SCHOOLS.WHEN THIS HAPPENS AGAIN WHEN OUR STUDENTS ARE FIGHTING WHEN OUR STUDENTS ARE HAVING A PROBLEM WHEN OUR STUDENTS ARE HAVING A CRISIS, WHO AM I GOING TO CALL IF SHE IS NOT THERE AT OUR SCHOOL? WHO IS GOING TO SHOW UP? WHO'S GOING TO TAKE CARE OF OUR CHILDREN? WHO'S GOING TO TAKE CARE OF OUR STUDENTS? HOW CAN YOU ASK US TO GIVE THAT UP? HOW CAN YOU TAKE THAT AWAY FROM US AND HOW CAN YOU TAKE THAT AWAY FROM OUR STUDENTS? THANK YOU.
>> OTHERS HAVE STAYED IN MY POINTS FAR BETTER THAN I WILL.
BUT I STILL LIKE TO GET MY PERSONAL EXPERIENCE OF THE SITUATION AND SUPPLEMENT THE IDEAS WE HAVE ALREADY ESTABLISHED.
MY NAME IS ALEXANDER KIM AND I AM A SOPHOMORE, AT MOUNTLAKE TERRACE HIGH SCHOOL.
LAST WEEK, I HAD BEEN NOTIFIED OF THE PROPOSALS TO CUT THE ARTS PROGRAM AND OUR SCHOOL'S DRAMA DISCOURSE AND THEIR RESPONSE WITHIN OUR COMMUNITY MADE ME REALIZE THE GRAVITY OF THE SITUATION AND HOW THIS WOULD AFFECT MY AND OTHER STUDENTS FUTURES.
AS A MEMBER OF THE ORCHESTRA IN MY DISTRICT SCHOOLS SINCE FIFTH GRADE AND JOINING DRAMA THIS YEAR, BOTH OF THEM HAVE BEEN MY MAIN REASONS FOR ENJOYING SCHOOL, PARTICULARLY THIS YEAR.
AS PRESIDENT HARMON, PRESIDENT OF OUR DRAMA CLUB AND SOME OTHER MEMBERS HAVE PREVIOUSLY SAID, WE UNANIMOUSLY AGREE THAT IT IS ONE OF OUR SAFE SPACES.
FOR SOME PEOPLE, IT'S THEIR SOLE REASON FOR COMING TO SCHOOL, AS IT MAY BE THE ONLY PART OF SCHOOL THAT THEY CAN LOOK TO FOR SUPPORT.
IF YOU TAKE THAT AWAY, I AND A LOT OF OTHER PEOPLE WILL BE ROBBED OF THIS SAFE SPACE.
YOU WILL BE STRIPPING US AND FUTURE STUDENTS COMING TO OUR SCHOOLS OF THEIR PASSIONS, THEIR IDENTITIES, THEIR FUTURES.
A PORTION OF OUR COMMUNITY WILL LIKELY STOP COMING TO OUR SCHOOLS OR THE WORST BECAUSE OF THIS.
EVEN THOUGH I'VE ONLY BEEN IN THE DRAMA DEPARTMENT FOR THIS YEAR SO FAR, AS MY MAIN PASSION IS ORCHESTRA, I CAN CONFIDENTLY SAY THAT I UNDERSTAND WHAT THE REST OF THE ARTS COMMUNITY IS GOING THROUGH.
IF ORCHESTRA GOT TAKEN AWAY FROM ME, I WOULD LOOSE SO MUCH OF MY WILL TO PARTICIPATE IN LIFE.
THAT SAME FEELING IS REFLECTED IN THE DRAMA AND BAND COMMUNITY.
I CAN'T EVEN FATHOM WHAT IT WOULD BE LIKE FOR SOMEONE WHOSE SOLE SAFE PLACE IS A CLASS THAT IS PLANNED TO BE CUT BY THESE PROPOSALS.
BUT THE THING IS, EVEN PEOPLE LIKE ME WITH MULTIPLE SAFE SPACES WITHIN THE SCHOOL AND NOT SAVED FOR THIS.
IF THESE PROGRAM CUTS GO THROUGH, WHAT'S STOPPING THEM FROM FURTHER CUTTING OUR ARTS CLASSES, EVEN STEM CLASSES, PLEASE.
THIS MEANS SO MUCH TO ME AND THE COMMUNITY AND I HIGHLY ENCOURAGE YOU TO RECONSIDER TEARING DOWN OUR SAFE SPACE.
>> HELLO. MY NAME IS MELA WASSERMAN.
I AM IN THE SEVENTH GRADE AT BRIER TERRACE MIDDLE SCHOOL, AND I'M IN THE ORCHESTRA.
I UNDERSTAND THAT BUDGET CUTS ARE DIFFICULT NO MATTER WHERE THEY ARE FOCUSED.
I UNDERSTAND THAT NO MATTER WHAT GETS CUT, THIS IS A LOOSE-LOOSE SITUATION.
SOMEBODY IS GOING TO BE UNHAPPY.
HOWEVER, INSTEAD OF FOCUSING THESE CUTS IN JUST A COUPLE OF PLACES, FOR INSTANCE, ARTS AND STAFF CUTS.
WE COULD BE MAKING THESE CUTS MORE ACROSS THE BOARD.
STUDIES SHOW THAT STUDENTS WHO PARTICIPATE IN OUR PROGRAMS, SUCH AS MUSIC, VISUAL ARTS, THEATER, AND MEDIA ARTS PERFORMED BETTER IN ALL OTHER CORE SUBJECTS, AS WELL AS FEELING MORE CONFIDENT AND CONNECTED TO THEIR PEERS.
WHY ARE WE CUTTING THE ARTS PROGRAM SO MUCH? WHY ARE WE BEING SO TARGETED? SPORTS PROGRAMS GET SO MUCH FUNDING AND THEY ARE JUST AS FUNDAMENTAL, JUST AS IMPORTANT, AND JUST AS VALID AS THE ARTS PROGRAM.
WE COULD INSTEAD BE TRIMMING DOWN MORE PROGRAMS, JUST NOT AS DRASTICALLY.
NOT ONLY IS THAT MORE FAIR, BUT IT DOESN'T ELIMINATE ANY SINGLE OUTLET.
SOMETIMES THE ONLY OUTLET THAT STUDENTS HAVE IN THE SCHOOL COMMUNITY.
IF WHOLE OPPORTUNITIES WERE TO GET CUT, SPORTS LOVERS WOULDN'T JUST BECOME SCIENCE LOVERS, ART LOVERS WOULDN'T JUST BECOME CHEFS, AND PHOTOGRAPHERS WOULDN'T JUST BECOME ORCHESTRA ENTHUSIASTS.
THESE ACTIVITIES OFTEN CANNOT BE REPLACED BY ANOTHER.
STUDENTS SIMPLY COULDN'T PARTICIPATE IN ACTIVITIES THAT THEY LIKED ANYMORE, AT LEAST AT SCHOOL.
[05:30:02]
ESPECIALLY TAKING INTO ACCOUNT THAT LOTS OF PEOPLE CANNOT PARTICIPATE IN THESE ACTIVITIES OUTSIDE OF SCHOOL, WHETHER IT'D BE DUE TO TIME EXPENSES, FINANCIAL EXPENSES OR OTHERWISE.THAT IS WHY IT MAKES SENSE FOR THESE CUTS TO BE MADE TO MORE PROGRAMS LIKE CHEF, JOURNALISM, AND SPORTS, AS WELL AS ORCHESTRA, BAND, AND ART PROGRAMS. THIS WAY ALL THESE OPPORTUNITIES ARE TRIMMED DOWN, BUT NONE ARE ELIMINATED OR TRIMMED DOWN, A DRASTIC AMOUNT.
THERE ARE ALSO OTHER PROGRAMS LIKE COLLEGE READINESS AND COMMUNICATIONS THAT ARE GOING TO BE CUT STAFF-WISE.
WE DON'T NEED LESS TEACHERS AND STAFF.
I'M IN MS. SCHULTZ'S FIRST AND SECOND PERIOD CLASS.
THERE ARE 33 STUDENTS IN THAT CLASS. IT IS HARD.
THERE'S NOT A LOT OF PERSONAL LEARNING AND PERSONAL CONNECTION WITH THE TEACHER NO MATTER HOW HARD WE ALL TRY.
BECAUSE THERE ARE SO MANY PEOPLE AND YET WE'RE GETTING RID OF TEACHERS.
IF ANYTHING, WE NEED MORE TEACHERS.
THE LESS STAFF, THE LESS SUPPORT, AND THE LESS PERSONALIZED THE EDUCATION IS TO EACH STUDENT.
I WOULD ALSO LIKE TO ADD THAT I HAVE FRIENDS WHO WOULDN'T BE ALIVE TODAY IF IT WEREN'T FOR SOME OF THE AMAZING STAFF AT MY SCHOOL, STAFF THAT COULD POTENTIALLY GET FIRED.
I WOULD ALSO LIKE TO ADD THAT WE HAVE FIVE ASSISTANT SUPERINTENDENTS, EACH WITH AN ADMINISTRATIVE ASSISTANT.
THAT'S NOT INCLUDING THE 30-SOME SUPERVISORS WHO MAKE OVER $150,000 A YEAR.
IS IT REALLY THE TEACHERS THAT WE NEED LESS OF? LET ME PUT IT THIS WAY.
WE NEED OUR TEACHERS, WE NEED OUR ART, AND WE NEED OUR MUSIC.
LESS OF ANY OF THESE THINGS IN OUR EDUCATION IS SIMPLY LESS VALUABLE.
>> HAVE WE HEARD FROM ETHAN WADE OR ETHAN BOE? WE DO HAVE ONE.
>> HI. I'D LIKE TO FIRST SAY, THANK YOU FOR LISTENING TO US FOR SO LONG AND GIVING ME A CHANCE TO SPEAK TONIGHT BECAUSE IT DOES MEAN A LOT TO ME AND EVERYONE IN THIS ROOM TONIGHT.
I'D LIKE TO FIRST SAY THAT I UNDERSTAND IT'S NOT YOUR FAULT THAT THE BUDGET IS BEING CUT.
THERE'S NOT REALLY MUCH YOU CAN DO ABOUT THAT. ENROLLMENT'S DOWN.
A LOT OF THAT'S DUE TO THE PANDEMIC, WHICH IS TO THE FAULT OF NO ONE.
I ALSO UNDERSTAND THAT THERE'S A LOT THAT YOU CAN DO WHEN IT COMES TO DECIDING WHAT TO CUT AND WHERE TO CUT.
I WANT TO SHARE MY EXPERIENCE.
I WAS A STUDENT OF THE MOUNTLAKE TERRACE HIGH SCHOOL JAZZ PROGRAM FOR FOUR YEARS.
EACH YEAR, JAZZ-BAND WAS MY FAVORITE CLASS, ALWAYS.
IT WAS THE ONLY CLASS WHERE I ACTUALLY FELT LIKE I MATTERED, WHERE I ACTUALLY FELT LIKE I CARED.
MOST OF MY CLASSES, I WOULD ATTEND, DO THE HOMEWORK MAYBE, AND THEN GO HOME.
THAT WAS IT. I DIDN'T REALLY CARE.
WHEN I GOT THE CHANCE TO TO PLAY IN A GROUP OF PEOPLE TO BE A PART OF SOMETHING, I ACTUALLY CARED. IT ACTUALLY MOTIVATED ME.
IT MATTERED TO ME MORE THAN ANY OTHER CLASS.
I WAS FORTUNATE ENOUGH TO HAVE THAT EXPERIENCE AND TO HEAR THAT MANY PEOPLE MAY NOT IN THE FUTURE, IT'S REALLY HURTFUL.
ONE OF THE MAIN REASONS THAT THIS BAND WAS SO MEANINGFUL TO ME, IT'S BECAUSE OF THE PEOPLE.
I WAS FORTUNATE ENOUGH TO SHARE THE EXPERIENCE WITH SO MANY GREAT BAND MATES.
THEY REALLY CHANGED MY PERSPECTIVE ON MYSELF AND OUR LIFE ITSELF, REALLY.
ANOTHER REASON THAT THE BAND MEANT SO MUCH TO ME, THAT'S BECAUSE OUR AMAZING DIRECTOR, DARREN FALL.
HE, OF ALL THE TEACHERS I HAD WAS THE MOST PASSIONATE, THE MOST CARING, AND THE MOST GENUINE TEACHER I'VE EVER HAD.
HE HAD A WAY OF INSPIRING US BY MAKING US REALIZE IT FROM WITHIN.
HE DIDN'T FORCE US TO WORK HARDER.
HE MADE US REALIZE WHY WE WANTED IT.
ONE OF MY FAVORITE THINGS WAS AT THE START OF LAST YEAR, AFTER WE RETURNED FROM THE PANDEMIC, HE ASKED US WHAT WE WANTED TO DO.
WE RETURNED WITH ONE TROMBONE PLAYER, A VERY DYSFUNCTIONAL BAND.
BUT HE ASKED US IF WE WANTED TO GO FOR IT, GO FOR HOT JAVA FOR ESSENTIALLY ELLINGTON AND WELL, WE SAID YES. THAT'S WHAT WE DID.
UNFORTUNATELY, WE DIDN'T MAKE IT TO ESSENTIALLY ELLINGTON.
WE HAD OUR UPS AND DOWNS, BUT WE DIDN'T MAKE IT TO HOT JAVA.
WE HAD VICTORIES AND FAILS IN THAT PROGRAM.
I'M VERY GRATEFUL TO HAVE THAT EXPERIENCE.
IT SADDENS ME TO HEAR THAT SOME PEOPLE MAY NOT, BECAUSE NOT ONLY DOES IT DISCOURAGE THEM FROM PURSUING THEIR INTERESTS, BUT IT TAKES AWAY THEIR CHANCE TO GROW AS INDIVIDUALS.
[05:35:01]
THANK YOU.>> OUR NEXT GROUP IS KRISTIN KAFKA, LUKE MCQUADE, PAT FLANAGAN, PATRICK HODGES, AND LILY MCKNIGHT.
>> HI, THERE. I'M KRISTIN KAFKA, AND I AM A SPEECH-LANGUAGE PATHOLOGIST AND I HAVE WORKED IN THE EDMONDS SCHOOL DISTRICT SPECIAL EDUCATION EARLY CHILDHOOD PROGRAM FOR MOST OF MY CAREER.
PRESCHOOL PROGRAMS AND EARLY CHILDHOOD HAVE STRUGGLED TO BE RECOGNIZED IN OUR DISTRICT FOR AS LONG AS I HAVE BEEN HERE AND THAT'S ALMOST 20 YEARS.
IN THE LAST TWO YEARS, OUR EARLY CHILDHOOD PROGRAMS HAVE BEEN WORKING TOWARD HIGH-QUALITY EARLY CHILDHOOD PRACTICES THAT INCLUDE OUR CHILDREN WITH SPECIAL EDUCATION NEEDS.
NOW THE ADMINISTRATION IS MAKING YET ANOTHER POOR DECISION FOR OUR NEEDIEST STUDENTS.
THE PROPOSAL THAT IS BEING BROUGHT FORTH TO THE SCHOOL BOARD SHOWS HOW LITTLE OUR ADMINISTRATION VALUES OUR YOUNGEST LEARNERS.
OUR DISTRICT IS PROPOSING TO CLOSE DOWN WOODWAY CENTER, WHICH THEY JUST OPENED TWO YEARS AGO.
THE DISTRICT OPENED AN ADDITIONAL EARLY CHILDHOOD SITE SO THAT EDMONDS COULD START TO EXPAND THEIR EARLY CHILDHOOD OFFERINGS AND WORK TOWARDS A MORE INCLUSIVE MODEL.
THIS SCHOOL YEAR, THE DISTRICT IMPLEMENTED CHANGES SO THAT OUR PRESCHOOL CLASSROOMS CAN WORK TOWARDS MORE INCLUSION.
INSTEAD OF TAKING POSITIVE STEPS TOWARDS IMPROVING OUR INCLUSIVE MODEL, THE DISTRICT IS PROPOSING A COMPLETELY DIFFERENT MODEL WHICH TAKES CERTIFIED TEACHERS OUT OF THE CLASSROOM.
THE ADMINISTRATION IS PLANNING ON TAKING OUR HIGHLY QUALIFIED, SKILLED CERTIFICATED SPECIAL EDUCATION TEACHERS, AND HAVING THEM BE ITINERANT TEACHERS.
THE DISTRICT ADMINISTRATION IS PROPOSING THAT THE DAY-TO-DAY OPERATIONS OF THE CLASSROOM BE CARRIED OUT BY THE PROF TEXTS.
HOW IS THE DISTRICT GOING TO HIRE AND TRAIN THE PROF TEXT SO THAT THEY CAN ADEQUATELY STAFF OUR PROGRAMS? HOW CAN OUR YOUNGEST LEARNERS AND STUDENTS WITH SIGNIFICANT SPECIAL EDUCATION NEEDS BE THE ONLY STUDENTS IN OUR DISTRICT THAT HAVE NON-CERTIFIED STAFF AS THE LEAD TEACHER IN THE CLASSROOM? DO YOU KNOW THAT MANY OF OUR PRESCHOOL CLASSROOMS ACTUALLY HAVE MORE STUDENTS ON IEPS THAN NEUROTYPICAL PEERS? THERE'S A TOTAL OF 281 STUDENTS WITH IEPS IN OUR CLASSROOMS. I WAS PART OF THE PRESCHOOL INCLUSION WORK GROUP THAT CONVENED IN THE SPRING OF 2022.
OUR TASK WAS TO COME UP WITH A PROPOSAL THAT WOULD BE TAKEN TO THE BARGAINING TEAM SO THAT WE CAN START TO HAVE INCLUSIVE PRESCHOOLS IN OUR DISTRICT.
WHAT IS BEING PROPOSED BY THE ADMINISTRATION IS THE ONE MODEL THAT ALL PARTICIPANTS IN THE WORK GROUP DID NOT WANT.
THE PROFESSIONALS IN THE CLASSROOMS KNEW THAT THIS MODEL WOULD NOT MEET OUR STUDENTS NEEDS.
EVERY SINGLE DECISION IN THIS DISTRICT NEEDS TO BE FRAMED WITH THE QUESTION, IS THIS GOOD FOR KIDS? AND IF THE ANSWER IS NO, THEN IT'S NOT THE RIGHT DECISION.
HIGH-QUALITY, INCLUSIVE EARLY CHILDHOOD PROGRAMS ARE OUR ULTIMATE GOAL, BUT THE DISTRICT IS NOT MAKING COST-EFFECTIVE DECISIONS TO GET TO THIS GOAL, IT IS TIME FOR THE DISTRICT TO START AND TAKE STEPS TO FULLY SUPPORT OUR YOUNGEST, MOST VULNERABLE LEARNERS AND MAKE SURE THAT THEY HAVE FULL ACCESS TO THE EDUCATORS THAT THEY DESERVE.
>> HI, EVERYBODY. GOOD MORNING.
MY NAME IS LUKE MCQUADE AND I AM ONE OF THE FOUR SCHOOL SOCIAL WORKERS THAT CURRENTLY WORK IN THE DISTRICT.
>> I WORK WITH STUDENTS AND PARENTS, FAMILIES THAT FOR THOSE OF YOU WHO ARE INTO THE MTI LINGO, HAVE OUR GREATEST NEEDS, TIER THREE INDIVIDUALS.
BECAUSE I HAVE A COMMITMENT AND A VALUE AROUND CONFIDENTIALITY, I'M LIMITED IN WHAT I CAN SHARE ABOUT THE WORK THAT I DO AND WHO I DO THAT WITH.
BUOYED BY THE STRENGTH AND THE VULNERABILITY OF A NUMBER OF STUDENTS WHO'VE GOTTEN UP HERE TONIGHT, I'M GOING TO TAKE A RISK AND SHARE SOME THINGS THAT MAY DRAW SOME SIMILARITIES TO THOSE INDIVIDUALS AND FAMILIES I WORK WITH BASED ON MY OWN EXPERIENCE.
WHEN I WAS 16 YEARS OLD, ABOUT 40 YEARS AGO, WE DID AN INTERVENTION, THE 12 OF US FOR OUR PARENTS.
[05:40:02]
I WAS NOT MET WITH THE RESULTS WE WOULD HAVE LIKED.CAME BACK HOME AT FOUR O'CLOCK THAT AFTERNOON, GOT TWO GARBAGE BAGS, LOADED THEM WITH WHAT I COULD, AND I ESSENTIALLY PLACED MYSELF INTO FOSTER CARE.
I LIVED ON THE SOUTH SIDE AND THE NEIGHBORHOOD CALLED THE BUSH NEAR USS STEELWORKS, AND IT WAS ROUGH.
I'D HAVE TO TAKE TWO BUSES, TWO TRAINS TO GET BACK TO RIVERDALE, WHERE I GREW UP, SOUTH SIDE OF CHICAGO.
IT GOT SO BAD THAT I WAS SO LONELY AND IMPACTED THAT I LOOKED IN THE PHONE BOOK AND I DIALED THE NUMBER FOR STATE OF ILLINOIS AND I ASKED TO SPEAK TO THE COMPTROLLER, WHO IS ROLAND BURRIS, AND I ASKED HIS SECRETARY IF SHE COULD TAKE A MESSAGE FOR HIM BECAUSE HE COULDN'T SPEAK WITH ME.
I SAID, CAN YOU FIND IT IN YOUR BUDGET TO GET SOME MONEY OVER TO MY SISTER BETH SO I CAN GO BACK TO MY FRIENDS, BACK TO MY COMMUNITY? FOR SOME STRANGE REASON THAT HAPPENED.
DO NO HARM, RESPECT THOSE WHO I SERVE, AND DO THINGS THAT UPHOLD THEIR DIGNITY AND THE RIGHT TO SELF-DETERMINATION.
MAINTAIN CONFIDENTIALITY, ADVOCATE, ADVOCATE, ADVOCATE.
DR. KATIMS AND PLEASE INDULGE ME WITH MAYBE A 30 MORE SECONDS.
DR. KATIMS HAS ASKED FOR SOLUTIONS.
I DON T KNOW THAT THESE ARE NECESSARILY SOLUTIONS, BUT BEFORE YOU CAN HAVE SOLUTIONS, YOU HAVE TO HAVE A MINDSET.
THE MINDSET THAT I'M ASKING MYSELF AND EVERYBODY IN THE ROOM, EVERYONE WHO'S LISTENING OUT THERE, RESILIENCE EXISTS AND CAN ACTIVELY EMERGE AND BE SUSTAINED FOR OUR KIDS AND FOR OUR PARENTS AND FAMILIES, THAT PHOENIX CAN RISE.
THERE'S ONE RIGHT BEFORE YOU BELIEVE, BELIEVE THAT WE CAN DO THIS, WHATEVER THE CHALLENGE IS, BELIEVE THAT THERE'S RESILIENCE HERE.
I'M REMINDED OF A GUY NAMED BOB.
>> HE'S A BUILDER, CAN WE FIX IT? YES, WE CAN.
>> WELL, FIRST OF ALL, I WOULD LIKE TO THANK EVE OVER HERE.
SHE GAVE ME A BAG FULL OF JELLY BEANS AND IF THAT'S NOT WORK OF SOLIDARITY, I DON'T KNOW WHAT IS.
THIS AUSTERITY BUDGET FOR THE '23, '24 SCHOOL YEAR CONSTITUTES OF NAKED ACT OF CLASS AGGRESSION AGAINST TEACHERS, STUDENTS, AND WORKING FAMILIES.
UNDER THE CURRENT PLAN, TEACHERS CANNOT BE REASONABLY EXPECTED TO PROVIDE HIGH QUALITY EDUCATION TO EVERY CHILD AND WHO WILL SUFFER THE MOST? NOT THE LEGISLATURE WHO ARE THE ARCHITECTS OF OUR DISMAL SCHOOL FUNDING SCHEME, NOT THE ADMINISTRATION WHO DEMANDS MORE AND MORE FROM US EACH YEAR EVEN AS THEY CUT OUR SUPPORTS, NOT YOU.
IT IS WORKING TEACHERS WHO LACK THE RESOURCE JUST TO DO WORK THAT WE CAN BE PROUD OF.
IT IS STUDENTS WHO HAVE TO SHARE THEIR TEACHER'S ATTENTION WITH 30 OTHER KIDS.
IT IS FAMILIES WHO TOIL DAY AND NIGHT TO PROVIDE FOR THEIR CHILDREN, ONLY FOR THEM TO BE DENIED THE EDUCATIONAL OPPORTUNITIES AND OPPORTUNITIES FOR SELF-EXPRESSION, WHICH OUGHT TO BE GUARANTEED TO THEM.
IN SHORT, IT IS ALL OF US EDUCATORS AND STUDENTS WHO WILL SUFFER.
IT IS THE PEOPLE WHO DO THE WORKING, AND THE TEACHING, AND THE LEARNING IN OUR SCHOOLS.
ACROSS THE BOARD, THE EFFECTS OF THIS BUDGET WILL CONSTITUTE AN ASSAULT ON THE OPPORTUNITIES AND MATERIAL CONDITION OF WORKING PEOPLE.
THE QUESTION TO YOU ALL IS SIMPLE, WHICH SIDE ARE YOU ON? ARE YOU GOING TO PUT THE SCREWS ON THE LEGISLATURE TO INCREASE OUR FUNDING? WILL YOU BE A PARTY TO THE WHOLESALE GUTTING OF OUR EDUCATIONAL INSTITUTIONS? WHICH SIDE ARE YOU ON? ARE STINGY LEGISLATURE AND THEIR BOURGEOIS OWNERS OR WORKING FAMILIES? WHICH SIDE ARE YOU ON? THIS BUDGET CUTS AN ACT OF VIOLENCE ON TEACHERS AND STUDENTS AND WORKING FAMILIES, AND WHAT ARE YOU GONNA DO ABOUT IT? [APPLAUSE]
>> HI. THANK YOU FOR BEING HERE TONIGHT.
MY WIFE IS A SPECIAL PARAEDUCATOR AT ALDERWOOD EARLY CHILDHOOD CENTER, AND WE HAVE A DAUGHTER WHO IS A STUDENT OF MEADOWDALE HIGH SCHOOL.
[05:45:03]
BUT THESE COMMENTS HERE ARE ENTIRELY MINE.IT SEEMS OVER THE PAST FEW YEARS, SPECIAL ED PROGRAMS, PARTICULARLY AECC, HAVE BEEN A GUINEA PIG FOR EXPERIMENTS.
IT'S RESULTED IN TURMOIL, CHANGES MIDSTREAM, AND EVER INCREASING CLASS SIZES.
EVEN AS YOU SAY, ENROLLMENT IS GOING DOWN, THE CLASSES KEEP GETTING BIGGER AND BIGGER THERE.
IT HASN'T BEEN GREAT FOR MORALE.
NOW YOU'RE PROPOSING EXPERIMENTING YET AGAIN BY REPLACING THESE TEACHERS THAT THESE CHILDREN NEED WITH NON-TEACHERS.
YOU'RE DOWNGRADING THE EDUCATIONAL EXPERIENCE FOR SPECIAL ED STUDENTS.
THE LAST I CHECKED, THE SPECIAL AND SPECIAL EDUCATION MEANT NEEDING OVER AND ABOVE FROM SPECIALLY SKILLED TEACHERS AND PARENTS.
NOT A DOWNGRADE BASICALLY TO A GLORIFIED DAYCARE.
WHAT DO I CENTER? ALL OF A SUDDEN, WE'RE TOLD THAT CLOSING IT DOWN AFTER TWO YEARS WAS ALWAYS PART OF THE PLAN.
IT'S FUNNY, I SEEM TO REMEMBER A SPLASHY GRAND OPENING WITH A VIDEO SHOWCASING HOW GREAT THIS PROGRAM WAS GOING TO BE.
I DO UNDERSTAND THE FINANCIAL REALITIES OF A BUDGET, HOWEVER, WHEN YOU LOOK AT THE WASHINGTON STATE FISCAL INFORMATION ONLINE SHOWING THE PAY RATES OF ESD EMPLOYEES AND YOU SORT IT BY PAY RATE, YOU HAVE TO SCROLL THROUGH MORE THAN 50 ADMINISTRATIVE STAFF BEFORE YOU GET TO THE FIRST HIGHEST PAID TEACHER.
THEN THE MAJORITY OF THE NEXT 50 HIGHEST PAID EMPLOYEES ARE ADMINISTRATION AS WELL.
I MEAN, FOUR ASSISTANT SUPERINTENDENTS, THAT COSTS OVER A MILLION DOLLARS RIGHT THERE.
I DO NOTE CUTS ARE BEING MADE TO MUSIC, PERFORMING ARTS, AND SPECIAL EDUCATION, CUTTING TEACHERS AND SUPPORT STAFF FOR STUDENTS, BUT NEVER ANY CUTS TO SPORTS PROGRAMS ANYWHERE.
THESE APPEAR TO BE PURELY SACROSANCT.
ARE YOU SCARED OF THE UPROAR CUTTING SPORTS WOULD CAUSE? BECAUSE THAT'S THE ONLY REASON I CAN THINK OF FOR CONSIDERING SPORTS TO BE HANDS-OFF.
I ASK THE BOARD TO CONSIDER THAT YOU ARE IN THE EDUCATION BUSINESS.
OUR SPECIAL EDUCATION STUDENTS DESERVE MUCH BETTER.
FINALLY, TO DIRECTOR NOBLE, THE STATS YOU QUOTED ABOUT HOW OTHER SCHOOL DISTRICTS HAVE IT WORSE THAN OURS, THOSE ARE ACTUALLY MEANINGLESS BECAUSE THEY DON'T INCLUDE THE FULL PICTURE OF THOSE DISTRICTS FINANCIAL SITUATIONS LEADING UP TO THIS YEAR.
PLEASE DON'T INSULT THE INTELLIGENCE OF YOUR CONSTITUENTS BY THROWING OUT INCOMPLETE AND POTENTIALLY MISLEADING STATISTICS.
IT DOESN'T REALLY HELP YOUR COURSE.
THANK YOU FOR THE OPPORTUNITY TO SHARE OUR THOUGHTS AND THANK YOU FOR LISTENING.
>> I'VE BEEN HERE SINCE 06:20 AND I'M EXHAUSTED.
I HAD THIS HUGE THREE-PAGE LONG SPEECH, BUT I'M TIRED AND I NEED TO GO HOME.
ESSENTIALLY, I'M A DISTRICT EMPLOYEE, I'M A THEATER EMPLOYEE.
I'VE BEEN IN EVERY SHOW FOR THE PAST TWO YEARS, WHICH IS FOUR SHOWS A YEAR.
WHAT I'M PROPOSING IS CUT OUR IMPROV MUSICAL THEATER AND TECH THEATER CLASS DURING THE DAY AND JUST LET US KEEP OUR SEVENTH PERIOD BECAUSE THE MOST PRODUCTIVE TIME WE HAVE IS OUR SEVENTH PERIOD.
HONESTLY, WE DON'T DO THAT MUCH DURING TECH THEATER CLASS OTHER THAN BUILDING A BUNCH OF STUFF AND THEN MAYBE CLEANING A ROOM.
THE MOST WE GET DONE IS IN OUR SEVENTH PERIOD.
ALSO, IF YOU NEED TO, JUST FIRE ME, MAN.
>> I KNOW I DON'T MAKE THAT MUCH MONEY, BUT IF IT WOULD HELP, I CAN GO GET A JOB SOMEWHERE ELSE, ANOTHER THEATER.
I'M REALLY TIRED AND I JUST WANT MY SEVENTH PERIOD THEATER AND I JUST WANT MY MY PASSION TO BE ALLOWED IN MY SCHOOL WITHOUT ME HAVING TO FIGHT FOR IT AND COME TO THESE LONG MEETINGS JUST TO HAVE AN HOUR AFTER SCHOOL EVERY DAY.
>> OUR NEXT GROUP IS CASSANDRA BARNEY, KATRINA BECKER, NATALIA, POSA NOVICE, NATALIE MOORE, AND ANISA THOMAS.
[05:50:02]
I'M A SCHOOL PSYCHOLOGIST AT LYNNWOOD HIGH SCHOOL.IF YOU'D ASKED ME THREE WEEKS AGO, MY ONE WISH FOR EDUCATION, I WOULD HAVE SAID MORE SOCIAL WORKERS.
A LOT HAS BEEN SAID TONIGHT ABOUT MENTAL HEALTH IN SCHOOLS, BUT I ALSO DON'T KNOW IF ANYONE THAT IS NOT WORKING IN MENTAL HEALTH TRULY UNDERSTANDS THE CRISIS THAT OUR SCHOOLS ARE IN.
I DON'T SPEAK IN HYPERBOLE WHEN I SAY THAT OUR SCHOOL SOCIAL WORKERS SAVE LIVES AGAIN AND AGAIN.
WE REALLY HAVE IN THE SCHOOL DISTRICT.
THEY SAVE THEM FROM ADDICTION AND GANG VIOLENCE.
THE MOST COMPLEX PROBLEMS THAT YOU CAN THINK OF EVERY SINGLE DAY.
THEY ARE LINES OUT THEIR DOOR, AROUND ALL OUR DOOR, AND I DON'T KNOW WHAT IT WILL BE LIKE WITHOUT THEM. I REALLY DON'T.
THEY TAKE CARE OF OUR MOST VULNERABLE STUDENTS.
STUDENTS THAT DIDN'T HAVE RIDES OR ORGANIZATIONS TO GET THEM HERE TODAY, BUT WHO WILL BE AT THEIR DOORS TOMORROW MORNING AS THEY ARE ALL HERE AT 01:00 AM, AND THEY WILL SEE THEM ALL AND THEY WILL HELP THEM.
TO REALLOCATE THEM AS ELEMENTARY SCHOOL COUNSELORS, TO SAY THAT THEY'RE NOT BEING CUT IS NOT THE SAME THING.
I WROTE A LETTER. I DIDN'T READ IT.
I'LL SEND IT TO YOU, BUT I HAD TO SPEAK FOR MY COLLEAGUES WHO DO SUCH INCREDIBLE WORK, AND WE NEED THEM SO BADLY.
>> IT'S A BIT TOO HIGH FOR ME.
>> HI. MY NAME IS KATRINA BECKER, KATIE.
AS A STUDENT HEAVILY INVESTED IN THE ARTS, IT REALLY PAINS MY SOUL TO PRIORITIZE THE ARTS OVER OTHERS, ESPECIALLY SPORTS DURING BUDGET CUTS, BECAUSE IT FEELS LIKE A LACK OF REPRESENTATION FOR PEOPLE WHO ARE REALLY JUST TRYING THEIR BEST TO REPRESENT THEMSELVES PUBLICLY AND IT'S PAINFUL TO YOUR SOUL BECAUSE IT'S A [LAUGHTER]
>> SOUL-CRUSHING THING BECAUSE THESE CLASSES FOR US, WERE A MOTIVATION TO GO ON WITH OUR LIVES AND DO SOMETHING WITH THESE PASSIONS OF OURS AND THIS HOBBY.
THEY'RE NOT EVEN HOBBIES ANYMORE.
THEY'RE JUST OUR DREAMS FOR OUR FUTURE AND OUR LIVES AND WATCHING VISUAL ARTS AND PHOTOGRAPHY AND ALL OF THESE THINGS I LOVED AND ENJOYED BEING CUT.
THAT'S THE ONLY REASON, HONESTLY WITHOUT THESE CLASSES AND THESE TEACHERS THAT I LOVE THAT HAVE A SPEECH HERE TODAY, I PROBABLY WOULD HAVE OVERDOSED LAST YEAR.
WE HAVE A WHOLE ORCHESTRA BAND, WE HAVE ALL THESE PEOPLE OUTSIDE.
WE NEEDED A WHOLE CONCERT AND IN REALITY, IT'S THE DISAPPOINTMENT OF THE SUGGESTION TO TAKE AWAY OUR REPRESENTATION FOR OUR PASSION.
I WANT YOU TO LOOK AT ME DOWN IN THE EYES.
I WANT TO TELL YOU THIS IS WHO YOU'RE REPRESENTING.
WE'RE REPRESENTING THE STUDENTS WHO ARE REPRESENTING THE NEURO DIVERGENCE STUDENTS, THE STUDENTS WHO WANT HELP, AND THE STUDENTS WHO ARE FIGHTING FOR WHAT THEY BELIEVE IN.
I THINK THAT THAT'S REALLY IMPORTANT, ESPECIALLY WITH THE TEACHERS.
WE WERE TALKING ABOUT SOLUTIONS.
I HAVE THREE SOLUTIONS AND I THINK I'VE RANKED THEM PRETTY WELL [LAUGHTER]
I THINK THE MOST REASONABLE ONE WOULD BE TO LAY OFF PEOPLE.
THEY'RE SUPERINTENDENTS, THEY'RE SUB-SUPERINTENDENTS, THEY'RE SUB-SUPERINTENDENTS OF THE SUB-SUPERINTENDENTS, AND IT GOES ON AND ON AND ON.
THEY'RE GETTING PAID MASS AMOUNTS AND I THINK THE MOST REASONABLE OPTION IS TO LAY OFF A FEW OF THOSE AND IF THAT DOESN'T WORK, IT WOULD BE BETTER TO SPREAD OUT THE CUTS BETWEEN DIFFERENT DEPARTMENTS IN ORDER TO SO FOR EXAMPLE, WE HAVE CROSS-COUNTRY MOVE TRACT.
MAYBE WE CAN MERGE THOSE INTO THIS TRACK.
THAT'S NOT A GREAT IDEA. I'M VERY SORRY.
I DON'T KNOW MUCH ABOUT SPORTS.
BUT MAYBE CUTTING CERTAIN SPORTS AND CUTTING CERTAIN ARTS AND COUNTING DOWN DIFFERENT THINGS TO BALANCE THE DIFFERENT AREAS AND I THINK LASTLY, THE BEST OPTION WOULD BE CUTTING DOWN ON, I'M REGRETTING EVERYTHING I JUST SAID, BUT
[05:55:01]
[LAUGHTER]>> I'M NOT VERY GOOD AT PUBLIC SPEAKING.
BUT WHAT I'M TRYING TO SAY IS IT'S IMPORTANT FOR [NOISE]
>> REPRESENTATION TO BE HELD THROUGHOUT OUR SPECIFIC YEARS, NO MATTER THE AGE AND NO MATTER THE AREA.
>> FIRST, I WANT TO EXCUSE MYSELF BECAUSE AT THIS TIME OF THE DAY, THE ENGLISH GOES OFF AND THE SPANISH TAKES OVER.
HI. MY NAME IS NATALIA AND MY SON, ALLAN, HAS BEEN A STUDENT AT ACC FOR THE LAST TWO YEARS.
HE'S OF THE STATE AND HE HAS AN IV.
HE WAS IN THE DEVELOPMENTAL PRESCHOOL LAST YEAR, ALSO IN OTHER ROUTE.
I'VE BEEN WORRIED FOR A WHILE ABOUT THE INCREASING NUMBER OF STUDENTS IN HIS CLASSROOM.
I WAS SO EXCITED ABOUT THE IDEA OF HIM BEING IN A CLASSROOM WITH OTHER PEERS.
BUT HIS CLASSROOM HAS DOUBLED SIZED SINCE LAST YEAR.
THE TEACHERS ARE THINNER THAN, I THINK IT'S EVEN PHYSICALLY POSSIBLE.
LAST WEEK I HEARD ABOUT THE PLANS THAT THE SCHOOL DISTRICT HAD TO CLOSE WITH WEIGHT AND MY WORRIES INCREASED BECAUSE THEY ARE MOVING.
I SUPPOSE THE STUDENTS ARE MOVING TO A LEVEL.
YESTERDAY I LEARNED ABOUT THE CHANGES ABOUT THE SCHOOL PROGRAM AND HOW IT'S GOING TO AFFECT THE KIDS AND THE FAMILIES AND THE PROFESSIONALS.
I DON'T HAVE WORDS TO EXPRESS HOW GRATEFUL I AM TO THE TEACHERS, THE PARAEDUCATORS, THE SPEECH THERAPIST, AND SOME OF THEM RIGHT THERE.
THEY HAVE HELPED TO MAKE ALLAN GROW BEYOND MY WILDEST DREAMS. HE'S NOT THE SAME PEOPLE THEY STARTED LAST YEAR.
THEY HAVE GIVEN ME A SHOULDER TO CRY ON LIKE THIS [LAUGHTER]
>> AND AN EAR WHEN I NEEDED THEM, AND A PUSH WHEN I NEEDED A PUSH WHEN I WAS SCARED ABOUT SOMETHING OR I DIDN'T KNOW WHAT TO DO.
THEY WOULD KEEP MY BATH AND GET ME GOING.
>> WITH THESE CHANGES, GIFTS LIKE MY SON ARE FACING NEXT YEAR IN PRESCHOOL THAT LOOKS TOTALLY DIFFERENT FOR WHAT THEY KNOW.
THEY ARE LOSING THE PEOPLE THAT THEY HAVE BEEN ABLE TO MAKE CONNECTIONS WITH.
THAT WITH AN AUTISTIC KID IS EVERYTHING.
I HOPE YOU'LL RECONSIDER THIS AND DON'T CUT THE BUDGET FOR AND DON'T CHANGE THE WAY OUR PREVIOUS COURSEWORK.
I ALSO HAVE TO WARN YOU THAT PARENTS THAT OFFER SPECIAL GIFTS ARE VERY RARE SPECIES.
I'M NATALIE MOORE. I'M A PARENT OF THE ESD.
LAST WEEK MY EIGHT-YEAR-OLD WALKED OUT OF HIS MUSIC CLASS AND ALMOST OUT THE FRONT DOORS OF THE SCHOOL.
HE WAS STOPPED BY OUR SCHOOL'S STUDENT INTERVENTION COORDINATOR.
WHY? HOW DID HE MAKE IT THAT FAR? THE ANSWER IS SIMPLE.
WE DO NOT HAVE THE STAFFING TO MEET HIS IEP DEDICATED NEEDS.
THIS ISN'T AN ISOLATED EVENT BECAUSE THE PLAN LAID OUT IN HIS IEP ISN'T STAFFED.
HE HAS BEEN WANDERING THE HALLS WHEN HE LEAVES CLASS.
WE CAN'T MEET THE NEEDS OF OUR SPECIAL EDUCATION STUDENTS YET WE HAVE PROPOSED MORE CUTS.
MY THIRD GRADER IS A WONDERFUL, INTELLIGENT, AND VERY LOVED MEMBER OF MOUNT TERRACE ELEMENTARY.
HE HAS SENSORY PROCESSING DISORDER.
HE HAS ADHD, AND ON TOP OF THAT, HE HAS ANXIETY.
HE IS IN A GENERAL EDUCATION CLASSROOM.
HE IS SUPPORTED THROUGHOUT THE DAY BY PARAEDUCATORS.
WHEN I WAS A CHILD, I WAS SEGREGATED IN A SPECIAL EDUCATION CLASS.
THIS WAS 35 YEARS AGO BEFORE IEPS WERE A THING.
I HAD TO BE PULLED FROM THE SCHOOL AND THE PUBLIC SCHOOL SYSTEM.
I DON'T WANT TO DO THAT TO MY CHILD.
I HAD TO BE PUT IN PRIVATE SCHOOL TO CONTINUE MY EDUCATION AND GET THE SUPPORT I NEEDED.
[06:00:02]
DENYING CHILDREN EQUAL EXPERIENCES AND OPPORTUNITIES TO SHARE THEIR PERSPECTIVES, LEARN FOR NEUROTYPICAL STUDENTS, AND MAKING THEM TARGETS OF BULLYING IS WHAT ISOLATING KIDS DOES.WE'RE NOT KEEPING THE PROMISES CURRENTLY OF OUR IEPS.
HOW ARE WE GOING TO SUPPORT THAT WITH EVEN MORE CUTS? MY FAMILY HAS BEEN LUCKY.
WE ESTABLISH HIS IEP THROUGH ALDERWOOD EARLY EDUCATION CENTER.
I HAVE A DEGREE AND A BACKGROUND IN PSYCHOLOGY.
WE HAVE THE RESOURCES TO BE HEAVILY INVOLVED IN THE PROCESS, HIS SCHOOLING, AND WITH HIS STAFF.
YET, HIS NEEDS AREN'T BEING MET.
WHAT ABOUT FAMILIES THAT DON'T HAVE THIS PRIVILEGE? WHAT ABOUT FAMILIES WHO DON'T SPEAK ENGLISH AND DON'T KNOW THEIR RIGHTS? WE'RE FAILING THEM AND YET WE ARE PROPOSING MORE CUTS.
THE SINK POSITION AT OUR SCHOOL HAS BEEN MY SAVING GRACE SINCE HE STARTED KINDERGARTEN.
THAT IS HIS SAFE PLACE TO GO WHEN HIS IEP COUNSELOR IS WORKING FROM HOME AND ISN'T THERE WHEN THEY SENT HIM TO HER OFFICE.
THIS IS WHY HE'S WANDERING THE HALLS.
THERE IS A LACK OF SUPPORT FOR THESE STUDENTS AND NOW WE'RE MAKING MORE CUTS.
I URGE YOU TO LOOK AT WHAT OUR LEVELS ACTUALLY ARE BEFORE WE JUST CUT STAFF; ESPECIALLY PARAEDUCATORS AND SINKS.
>> HOW DO YOU TAKE THIS OFF? BEFORE I START, I'D LIKE TO ASK YOU ALL A QUESTION.
YOU GUYS ARE ACTUALLY LISTENING OR YOU JUST WANT TO GO HOME? ARE YOU GUYS LISTENING? WELL, I COULD HAVE STARTED THIS IN A WHOLE DIFFERENT PERSPECTIVE, BUT AFTER HEARING EVERYONE ELSE, I'D LIKE TO START IN MINE.
A SIGNIFICANT AMOUNT OF THOSE IN OUR PROGRAM HAVE ANXIETY, ADHD, AUTISM, ADD, OR DEPRESSION, ESPECIALLY DEPRESSION.
NOW THOSE WITH DEPRESSION WHEN THEY HAVE AN OUTLET FOR ART THAT GIVES THEM A NEW PERSPECTIVE ON LIFE, THAT GIVES THEM A CAREER, THAT GIVES THEM THE MOMENT TO FEEL MEANINGNESS.
BECAUSE WHEN YOU DON'T HAVE MEANINGNESS, THEN WHAT DO YOU WANT TO WORK FOR? WHAT DO YOU WANT TO DO? IF I DIDN'T HAVE ART AND IF I DIDN'T GO TO WOODWAY, BECAUSE I WAS CLASS OF 2021.
I WOULD NOT. I AM GLAD I AM HERE TODAY.
WHAT YOU GUYS NEED TO DO IS I THINK YOU GUYS NEED TO TAKE ACTION.
DO NOT TAKE A MOMENT AND JUST SAY, OH, WELL, I'M JUST GOING TO CUT ALL THESE FUNDS.
THAT'S GOING TO LEAVE KIDS IN THE DIRT.
THEY NEED TO HAVE THE OPTION TO HAVE CREATIVE ACCESS TO BE ABLE TO EXPRESS THEMSELVES.
YOU THROW A KID IN MIDDLE SCHOOL NOW, AND THEY START FROM PRESCHOOL.
ALL THEY KNOW IS FINGER-PAINTING.
THEN WHAT DO YOU DO? WHAT DO YOU GUYS DOING? YOU'RE FAILING THESE CHILDREN.
YOU NEED TO UNDERSTAND THAT WHEN YOU WERE KIDS, DID YOU ENJOY ART? BECAUSE I'M SURE YOU DID.
IF YOU DIDN'T, THEN, WELL, THAT WAS YOUR OWN PREFERENCE.
BUT I HAVE DONE ART EVER SINCE I WAS A KID.
NOW I AM A PROFESSIONAL PHOTOGRAPHER.
I ENJOY DRAWING AS MUCH AS I CAN.
I ENJOY TREATING OTHERS AS AN EQUAL, TREATING EVERYTHING AS AN ART.
I AM HERE TO STAND BEFORE YOU TODAY, THAT YOU NEED TO SAVE ART.
BUT IF YOU TAKE THAT AWAY, THEN EVERYTHING IS JUST BLACK AND WHITE.
BUT IT SEEMS THAT IN THIS DIRECTION, THAT'S WHAT'S GOING ON NOW.
WE'RE JUST BECOMING BLACK AND WHITE.
WHEN MY GRANDMOTHER WAS BORN IN 1938, WHEN SHE WENT TO SCHOOL, PARDON MY FRENCH, BUT IT WAS HELL.
BUT YOU KNOW WHAT SHE DID? SHE HAD ART.
WHAT SHE DID WAS DRAMA AND YOU KNOW WHAT I DID I DID DRAMA.
I DID TWO YEARS OF PHOTOGRAPHY, TWO YEARS OF DRAMA.
I DID SOMETHING CALLED THE EXPLORER PROGRAM, WHICH DOES NOT EXIST ANYMORE.
BUT MY MOTHER WENT TO EDMONDS-WOODWAY WHEN IT CAME TOGETHER.
THAT GAVE HER A CREATIVE ASPECT OF ART.
IF YOU WANT TO SAVE THESE KIDS, IF YOU WANT TO GIVE THEM A CAREER,
[06:05:02]
YOU WANT TO MAKE A DIFFERENCE, THEN FIGURE OUT YOUR MONEY.BUT AT LEAST LEAVE SOME ART PROGRAMS TO THESE KIDS SO THEY CAN BE OUR FUTURE.
AT LEAST LEAVE SOMETHING FOR THEM, SO THEN THEY KNOW WHAT TO DO IN THEIR FUTURE.
THANK YOU. HAVE A GOOD REST OF YOUR MORNING.
>> WE HAVE COME TO THE END OF OUR COMMENTS AND NOW I'M GOING TO GO ON.
[7. NEW BUSINESS]
THIS IS A FIRST READING OF RESOLUTION 23-06, THE 2023, 2024 REDUCED EDUCATIONAL PROGRAM.THERE WILL BE NO ACTION TONIGHT ON THAT, BUT IS THERE ANY DISCUSSION? [NOISE] [LAUGHTER]
>> WITH NO FURTHER DISCUSSION,
[8. BOARD MEMBER COMMENTS]
WE'LL GO AHEAD AND GO TO BOARD MEMBER COMMENTS AND PLEASE WE CAN ALWAYS TALK MORE NEXT WEEK.>> YES. I WILL KEEP IT BRIEF IN THE INTEREST OF EVERYONE'S TIME.
ALL I REALLY WANT TO SAY IS I AM VERY PROUD OF THE MTSH ALUMS WHO SHOWED UP FOR THIS AND THE CURRENT CLASS.
I AM MUNTLAKE TERRACE HIGH SCHOOL GRADUATE.
20 YEARS PROBABLY SEEMS LIKE A LONG TIME TO SOME PEOPLE, BUT IT GOES A LOT FASTER THAN YOU THINK.
DARREN FALL WAS THERE WHEN I WAS THERE, I NEVER TOOK A BAND CLASS, BUT I DO KNOW HIM.
I KNOW A LOT OF PEOPLE WHO REALLY BENEFITED FROM THE ARTS AT THAT SCHOOL AND THEY ALWAYS WERE TOP-NOTCH.
WHEN I HEAR ABOUT THE CUTS, IT DOES HURT ME TO HEAR THAT CUTS MAY BE MADE.
BUT I ALSO KNOW THAT EVERYONE ELSE HERE, WE HEARD ALL THESE OTHER TOPICS, THAT THEY WOULD BE HURT THE SAME WAY THAT I'M HURT IF ONE OF THEIR PROGRAMS GOT CUT.
WE'RE LOOKING AT ALL THE OPTIONS.
WE ARE LOOKING AT ANYTHING THAT WE CAN DO TO MAKE THE BUDGET LOOK BETTER.
WE'VE HAD A LOT OF STUDY SESSIONS ON THIS AND IT'S NOT SOMETHING THAT I THINK ANY OF US TAKE LIGHTLY.
LOT OF THE COMMENTS TONIGHT HAVE BEEN ON THE ARTS AND THE IMPORTANCE OF IT.
ANYBODY THAT WATCHED ME ON THE BOARD OVER THE LAST 20 YEARS KNOW I'M A HUGE SUPPORTER OF THE ARTS.
I WAS IN THEATER WHEN I WAS IN SCHOOL.
I UNDERSTAND THE IMPORTANCE OF ART AND PERFORMING ARTS IN SPECIFICALLY.
I WANT YOU ALL TO KNOW THAT MYSELF AND I BELIEVE THE REST OF THE BOARD TOO CERTAINLY WANTS TO PRESERVE AS MUCH OF THE PROGRAMS THAT WE CAN, BUT WE CERTAINLY HAVE TO WORK WITHIN A BALANCED BUDGET.
YOU HAVE OUR EAR AND WE'RE TRYING YOUR HARDEST TO DO THIS AS WE CAN.
>> THANK YOU, DIRECTOR [INAUDIBLE].
I WANT TO THANK EVERYBODY FOR COMING OUT TONIGHT.
A LOT OF THE TIMES ON THE BOARD, WE HAVE MEETINGS WHERE THERE'S LESS THAN HALF OF YOU ARE HERE, MAYBE 10 PEOPLE ARE HERE.
WE'RE MAKING A LOT OF DECISIONS.
WE'RE HAVING A LOT OF STUDY SESSIONS, BUT WE DON'T NECESSARILY HEAR FROM THE IMPACTS IN THE CLASSROOM.
WE DEFINITELY HAVE HEARD THAT TONIGHT.
I WANT TO ASSURE MADISON THAT, AS SHE SAID, DON'T LET THIS FALL ON DEAF EARS.
WE'RE UNDERSTANDING SOME OF THE IMPACTS THAT WE MAY NOT HAVE HAD A CLEAR UNDERSTANDING OF BEFORE.
WE'RE GOING TO BE TAKING A SHARP LOOK AT SOME WHEREVER WE CAN FIND MONEY.
WE'VE HEARD SOME SUGGESTIONS THAT WE NEED TO REEVALUATE THE NUMBERS IN GENERAL.
I'M LOOKING FORWARD TO HAVING A DEEPER DIVE ON THAT.
WHEN DIRECTOR KATIMS SAID HELP US FIND THINGS TO DO.
WAS IT MELANIE? BUT ONE OF THE STUDENTS CAME UP AND SAID, WELL, WHAT CAN WE DO? WELL, THERE'S A LOT WE CAN DO.
WE'RE ADVOCATING ALL YEAR RIGHT NOW IN OLYMPIA.
WE HAVE LEGISLATIVE WORK THAT WE DO TO HELP GET FUNDING FOR SPECIAL ED.
WE HAVE THE THREE PRIORITIES, OUR LEGISLATIVE PRIORITIES THAT WE'RE ADVOCATING FOR.
THIS PARTICULAR YEAR, WE DIDN'T HAVE THE CAPACITY TO ENGAGE WITH AS MANY COMMUNITY MEMBERS AS WE WANTED TO TO DO ADVOCACY.
BUT I THINK WE CAN CHANGE SOME OF THAT AND HELP SOME OF THE STUDENTS AND FOLKS THAT HAD BEEN HERE TONIGHT,
[06:10:02]
HELP AND PARTNER IN ADVOCATING FOR A FULLY FUNDING EDUCATION IN OLYMPIA.BECAUSE A LOT OF OUR PROBLEMS ARE STEMMING FROM THERE.
NOT ALL OF THEM, BUT IT IS A BIG ONE.
THAT IS ONE REAL ACTIVE THING WE CAN DO.
I THINK SINCE IT'S ABOUT ONE O'CLOCK, I KNOW THAT I CAN TALK MORE LATER, BUT I WANT TO ASSURE EVERYONE THAT WE HAVE HEARD YOU.
IT'S VERY MUCH APPRECIATED, PARTICULARLY EVERYONE WHO SAT FOR MANY HOURS TO GET THEIR TURN.
I'M GOING TO PASS IT ON TO DEBORAH.
>> THANK YOU. I'LL BE VERY QUICK JUST TO THANK EVERYONE FOR COMING OUT AND SHARING YOUR PERSPECTIVES AND YOUR IDEAS AND YOUR STORIES.
THOSE ARE VERY IMPORTANT TO US AND I HAVE BEEN TAKING PLENTY OF NOTES, JUST LIKE MY COLLEAGUES, INCLUDING COMING UP WITH SOME HAREBRAINED SCHEMES THAT ARE RUN BY OUR WONDERFUL SUPERINTENDENT.
HOPEFULLY WE'LL BE ABLE TO FIND SOME WAYS TO SOLVE SOME OF OUR PROBLEMS. BUT WE DO WANT YOU TO KNOW THAT WE ARE ALWAYS LISTENING.
IF YOU HAVE ANY OTHER IDEAS, PLEASE DON'T HESITATE TO EMAIL US AND FOLLOW UP FROM TONIGHT.
I'LL TURN IT OVER TO PRESIDENT KATIMS IF SHE STILL SURVIVED.
>> DIRECTOR KILGORE, THANK YOU SO MUCH FOR HAVING MY BACK.
>> I AM SO SORRY THAT I WASN'T ABLE TO BE HERE IN PERSON TONIGHT.
BUT FIRST OF ALL, I REALLY WANT TO THANK EVERYONE WHO'S EMAILED US, EVERYONE WHO CAME HERE TONIGHT TO MAKE COMMENTS AND, OR TO JUST LISTEN AND LEARN.
EVERYONE WHO GAVE US WRITTEN COMMENTS AND EVERYONE WHO'S LISTENING AT HOME.
THE AMOUNT OF PASSION AND CARING THAT HAS BEEN EXPRESSED DEMONSTRATES WHAT A STRONG AND DEDICATED COMMUNITY WE ARE.
LIKE I SAID, I WANT TO APOLOGIZE FOR NOT BEING ABLE TO ATTEND IN PERSON TONIGHT.
>> MY HUSBAND AND I DODGED COVETED FOR THREE YEARS, BUT IT CAME TO VISIT US, I GUESS ONE OF THE WORST WEEKS POSSIBLE.
NEVERTHELESS, THIS HAS NOT KEPT ME FROM READING EVERY E-MAIL WE'VE RECEIVED, WHICH TOTALED PROBABLY ABOUT 250 AT THIS POINT.
RESPONDING ON BEHALF OF THE BOARDS OR ALL OF THEM EXCEPT THOSE THAT CAME IN THE LAST FEW HOURS.
FOR MOST OF THEM, I TRIED TO INDIVIDUALLY ADDRESS YOUR CONCERNS.
PLEASE NOTE THAT I KNOW THE OTHER BOARD MEMBERS ALSO READ ALL YOUR MESSAGES.
POINT OUT AS BOARD MEMBERS, WE ALL TOOK ON THIS VOLUNTARY ROLE BECAUSE WE CARE AS PASSIONATELY AS YOU DO ABOUT OUR STUDENTS AND THEY'RE RECEIVING THE BEST POSSIBLE EDUCATION.
I DO HAVE TO ADMIT THAT AFTER READING SOME OF THE EMAILS, I JUST CRIED.
BOTH MY KIDS BENEFITED FROM THE PERFORMING ARTS.
WHEN MY OLDER SON'S MUSIC TEACHER LEFT THE DISTRICT BETWEEN HIS JUNIOR AND SENIOR YEAR IN HIGH SCHOOL, HE WAS DEVASTATED SINCE THAT WAS THE ONLY ADULT IN THE SCHOOL WITH WHOM HE HAD CONNECTED.
HE SURVIVED THANKFULLY, BUT I KNOW THE FEELINGS THAT SOME OF YOU ARE FEELING RIGHT NOW.
I THINK TONIGHT'S PRESENTATION HAS DONE A REALLY GOOD JOB OF LAYING OUT THE SOURCES OF OUR DEFICIT, WHICH HAVE CAUSED EVEN LARGER DEFICITS IN SIMILAR SIZED DISTRICTS ALL OVER THE STATE.
I DO TRUST WHAT DIRECTOR NOBLE TOLD US.
I DO HOPE THAT THE FINANCIAL PICTURE DOES TURN OUT BETTER THAN PREDICTED AFTER THE STATE LEGISLATIVE SESSION HAS ENDED BUT I THINK THAT WE NEED TO DO OUR DUE DILIGENCE TO BE PREPARED FOR WHAT COULD BE THE LOWEST BOTTOM LINE.
I APPRECIATE THAT OUR DISTRICT LEADERSHIP HAS BEEN OPEN AND TRANSPARENT WITH OUR SITUATION AND LOOKING FOR VARIOUS OPTIONS ACROSS THE BOARD.
TONIGHT AND IN ALL THE EMAILS, MANY OF YOU FOCUSED ON THE IMPORTANCE OF PERFORMING ARTS CLASSES.
AS A PARENT OF A FORMER BAND KID AND A FORMER DRAMA KID, I ABSOLUTELY AGREE.
HOWEVER, AS WAS DESCRIBED IN THE PRESENTATION, THE REASON WHY SCHOOLS HAVE DIFFICULTY IN STAFFING SOME OF THESE COURSES HAS TO DO WITH SMALLER NUMBERS OF STUDENTS SIGNING UP.
SHOULD WE INTENTIONALLY REMOVED STAFFING FROM COURSES WITH HIGHER NUMBERS OF STUDENTS ENROLLED IN ORDER TO FUND MUSIC AND DRAMA CLASSES WITH FEWER STUDENTS.
I THINK AS A COMMUNITY, WE NEED TO WORK TOGETHER TO TRY TO MEET THIS NEED AND [INAUDIBLE] ONE IDEA THAT I'VE SUGGESTED TO PEOPLE IS FOR PARENTS AND OUR STUDENTS TO CREATE
[06:15:03]
AN INFORMAL MARKETING CAMPAIGN AT YOUR SCHOOL TO GET MORE STUDENTS TO ENROLL.DESCRIBE WHAT YOU DESCRIBED TO US TONIGHT ABOUT THE IMPACT ON YOUR LIFE.
ANOTHER IDEA IT'S POTENTIALLY FOR STAFF, PARENTS AND STUDENTS TO ORGANIZE AFTER-SCHOOL CLUBS FOR THOSE PERFORMING ARTS ACTIVITIES THAT MIGHT BE UNABLE TO BE GIVEN DURING THE DAY.
MY UNDERSTANDING IS THAT STIPENDS FOR STAFF TO SPONSOR BEFORE OR AFTER SCHOOL CLUBS HAVE NOT BEEN SUGGESTED TO BE CUT IN THE PROPOSED BUDGET REDUCTION PLAN.
I THINK THERE ARE PLENTY OF COMMUNITY FOLKS AND ALUMNUS FROM OUR PROGRAMS TO HELP SUPPORT THIS GRASSROOTS EFFORT.
TO THE SPEAKER, I THINK THERE WAS MORE THAN ONE WHO MENTIONED SPORTS, I DID INDEED, AS DR.
MINER, I ASKED HER A LOT OF OTHER THINGS HOW MUCH WE WOULD SAVE IF WE CUT ATHLETICS.
THIS IS HOW I BECAME AWARE OF THE FACT THAT STIPENDS ARE AVAILABLE FOR AFTER-SCHOOL ACTIVITIES BECAUSE SPORTS OCCUR AFTER SCHOOL.
PEOPLE WHO COACH SPORTS ARE EITHER REGULAR TEACHERS WHO RECEIVE A STIPEND FOR TEACHING THE SPORT OUTSIDE THE SCHOOL DAY, OR IN SOME CASES THEY'RE OUTSIDE COACHES WHO RECEIVE A SIMILAR SUM.
FROM MY UNDERSTANDING, THE AMOUNT SPENT ON THESE STIPENDS DOESN'T BEGIN TO RISE TO THE LEVEL OF THE COST OF STAFFING CLASSES DURING THE SCHOOL DAY WHICH DOESN'T MEAN THAT WE SHOULDN'T STILL PURSUE LOOKING AT THAT.
SOME OF THIS INPUT FROM YOU ALL HAVE FOCUSED ON A BELIEF THAT WE COULD SOMEHOW SOLVE THIS DILEMMA WITH MORE CUTS IN THE CENTRAL OFFICE.
I WORKED IN THE CENTRAL OFFICE FOR 17 YEARS.
A SCHOOL DISTRICT CAN'T RUN WITHOUT PEOPLE WHO PAY THE BILLS, RECRUIT, HIRE AND TRAIN TEACHERS AND STAFF, SUPPORT OPERATIONAL ASPECTS SUCH AS TRANSPORTATION, MAINTENANCE, FOOD SERVICES, SAFETY, OVERSEE THE INSTRUCTIONAL PROGRAM AND SO MUCH MORE.
THEY ALL WORK VERY HARD AND OUR ADMINISTRATIVE PERCENT HAS BEEN LEAN THROUGHOUT THE 20 PLUS YEARS I'VE BEEN INVOLVED IN THE DISTRICT AND COMPARE IT ALWAYS BEEN LOWER THAN THE STATE AVERAGE IN TERMS OF HOW OTHER DISTRICTS RUN THEIR ADMINISTRATIVE COSTS.
EVEN IF ONE CABINET POSITION WERE REDUCED, THAT WOULD FUND MAYBE 1.5 TEACHER.
IT WOULD MEAN THAT OUR PRINCIPLES WOULD BE RECEIVING EVEN LESS SUPPORT THAN WE'RE ABLE TO PROVIDE NOW.
WE NEED TO BE VERY COGNIZANT OF THE WORK THAT'S DONE ACROSS THE BOARD.
I AGREE WE NEED TO DO SOMETHING POSSIBLE TO SOLVE THE LOSS OF CTE REVENUE THAT'S RESULTING FROM THE NEW EARLY RELEASE SCHEDULE THAT WE CREATED AS A DISTRICT, AS A PROBLEM AND WE HAVE TO SOLVE THAT.
THERE'S NO REASON FOR US TO BE LOSING HALF A MILLION TO A MILLION DOLLARS WORTH OF CTE FUNDING FOR SOMETHING THAT'S A DISTRICT CREATED PROBLEM.
I AGREE WITH ALL OF YOU ON THAT.
ON THE BOARD, WE ALL SHARE YOUR CONCERNS AND INTERESTS.
WE WISH THE STATE LEGISLATORS WERE FULLY FUNDING EDUCATION THE WAY THEY SHOULD.
HOWEVER, AS A GOVERNING BOARD, ONE OF OUR PARAMOUNT DUTIES IS TO ENSURE FISCAL RESPONSIBILITY FOR OUR PUBLIC EDUCATION SYSTEM.
IF WE DON'T FIGURE OUT WAYS TO BALANCE OUR BUDGET OR IF WE LOWER OUR FUND BALANCE, WHICH I'VE ALSO PURSUED WITH DR.
MINER, WE COULD LOSE OUR BOARD RATING, WHICH COULD HAVE DIRE LONG-TERM CONSEQUENCES FOR THE DISTRICT.
AS THE PRESENTATION SHOWED, 87 PERCENT OF OUR BUDGET IS FOR STAFF, WHICH LEAVES US VERY LITTLE WIGGLE ROOM TO FIND REDUCTIONS OUTSIDE OF STAFF.
WE DO DEEPLY BELIEVE IN EQUITY, ENGAGEMENT AND EXCELLENCE.
WE APPRECIATE ALL OF YOUR INPUT TONIGHT AS WE CONSIDER WAYS TO BALANCE THE BUDGET.
PLEASE CONTINUE TO SHARE YOUR QUESTIONS VIA THE FAQ THAT'S GOING TO BE AVAILABLE ONLINE.
IF YOU HAVE IDEAS THAT WOULD HELP US ADDRESS SOME OF THIS BUDGET SHORTFALL, WE WOULD LOVE TO HEAR THEM.
THANK YOU. I'LL TURN IT OVER TO DR. MINER.
>> WELL, I WILL BE BRIEF AS I KNOW, I STAND BETWEEN US AND DETERMINANT.
PLEASE DRIVE HOME SAFELY THIS EVENING.
I KNOW PEOPLE ARE TIRED, SO PLEASE BE CAREFUL DRIVING HOME THIS EVENING. IT'S LATE.
I WOULD ONLY ADD MY GRATITUDE TO ALL OF YOU FOR COMING TONIGHT.
THE BOARD HAS B IN MEETINGS SINCE 4:30, WE ALSO HAD A REALLY IMPORTANT REVIEW OF OUR SPECIAL EDUCATION PROGRAMMING THAT STARTED AT 4:30 TODAY.
[06:20:04]
WE HAD A COUPLE OF HUNDRED PEOPLE ATTEND THAT THAT WAS ONLY VIRTUAL.THEN THIS MEETING AND I SAID IT AT THE BEGINNING, JUST SHOWCASES HOW MUCH PEOPLE CARE THAT YOU'RE WILLING TO SPEND HOURS WITH US THIS EVENING.
I'M SO GRATEFUL TO EVERYONE WHO SHARED, EVERYONE WHO'S EMAILED OR EVERYONE WHO HAS ENGAGED.
>> THANK YOU, DR. MINER. WITH THAT MEETING ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.