GOOD EVENING, EVERYBODY, AND WELCOME.
[1. CALL TO ORDER-6:30 pm]
[00:00:04]
THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.WE'LL FIRST DO A ROLL CALL VOTE.
[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
A ROLL CALL, NOT A VOTE.WE'RE NOT VOTING WHETHER OR NOT WE'RE HERE.
AND I'M DIRECTOR KATIMS. WE ARE ALL HERE.
[3. LAND ACKNOWLEDGEMENT-6:32 pm]
NEXT, I'LL ASK DR.MINER TO DO THE LAND ACKNOWLEDGMENT FOR US.
THANK YOU, DR. KATIMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SNOHOMISH PEOPLE AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED AND GATHERED ON THESE LANDS.
NEXT ON THE AGENDA IS APPROVAL OF THE AGENDA AS PRESENTED? NO, THAT'S A I'M SORRY, I'M OUT OF PRACTICE.
NEXT, PLEASE JOIN ME AND STAND FOR THE PLEDGE OF ALLEGIANCE.
[4. FLAG SALUTE-6:33 pm]
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.[5. APPROVAL OF AGENDA-6:34 pm]
NOW WE'LL GO TO THE APPROVAL OF THE AGENDA.DO I HEAR A MOTION AND A SECOND TO APPROVE THE AGENDA AS PRESENTED? MOTION TO APPROVE THE AGENDA.
I SECOND. IT'S BEEN MOVED AND SECONDED.
DO I HEAR ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING TONIGHT'S AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE, AYE.
ANY ABSTENTIONS? AND TONIGHT'S AGENDA IS APPROVED AS PRESENTED.
[6. STUDENT PRESENTATION 6:35 pm]
NEXT, WE HAVE A STUDENT PRESENTATION.WELL, I AM SO EXCITED TO HEAR FROM OUR STUDENTS TONIGHT ABOUT THE WORK IN THE SEARCH PROGRAM.
AND AS I AM NEW, I'M REALLY EXCITED TO LEARN MORE ABOUT YOUR PROGRAMS. SO WELCOME AND WE'RE REALLY LOOKING FORWARD TO HEARING FROM YOU [APPLAUSE].
WE ARE SWEDISH EDMONDS PROJECT SEARCH.
WELCOME EVERYONE, TO OUR PRESENTATION.
I'M MICHELLE. HI I'M NICHOLAS.
I'M DAKOTA. WHAT IS PROJECT SEARCH? PROJECT SEARCH IS A VOCATIONAL PROGRAM FOR STUDENTS THAT HAVE DISABILITIES.
WHAT IS PROJECT SEARCH? PROJECT SEARCH IS A VOCATIONAL PROGRAM FOR STUDENTS THAT HAVE DISABILITIES AND WHO ARE LOOKING TO EARN PAID JOBS.
WE DO THREE JOBS WHICH ARE CALLED INTERNSHIPS.
WE HAVE THREE INTERNSHIPS PER SCHOOL YEAR.
YOU GET TO LEARN DIFFERENT TYPES OF JOB SKILLS AND TO LEARN HOW TO EARN A PAY JOB.
NEXT SLIDE. HOW DO WE GET IN? WE GOT IN A PRODUCT SERVICE BY FILLING OUT AN APPLICATION, HAVING AN INTERVIEW.
THEN WE HAD TO WAIT A WHILE FOR THE ACCEPTANCE FORM SAYING YES OR NO.
HMM. WHY IS WORK IMPORTANT? WORK IS IMPORTANT BECAUSE IT EARNS YOU MONEY TO DO OTHER THINGS, SUCH AS BUYING AN APARTMENT OR A HOUSE, FURNITURE ESSENTIALS.
AND YOU ALSO GET TO MEET OTHER PEOPLE.
[00:05:04]
OKAY. UM.WHAT? WHAT DO WE LEARN ABOUT? WE LEARN ABOUT FRIENDSHIPS AND WE ALSO LEARN ABOUT TIME MANAGEMENT.
DO I REMEMBER MY TRAINING OR EXCEL [INAUDIBLE] AND I BALDERAS EVER USE AND WE USE THOSE.
AND IF WE WANT TO GO SOMEWHERE HOW TO GO [INAUDIBLE] AND LEARN ABOUT APPLIED APPLICATIONS.
WE ARE ALSO LEARNING SO MANY THINGS, SOFT SKILLS LIKE WE ARE LEARNING PLEASE AND THANK YOU.
EXCUSE ME. DO YOU HAVE A SECOND? WE WE ARE ALSO LEARNING THE FIVE W'S WORKPLACE EXPECTATIONS COMING FROM A PLACE OF YES, HIPAA.
HAVE I BEEN TRAINED IN MY COMING FROM A PLACE OF YES.
NEXT SLIDE. SOME THINGS ABOUT HEALTH AND NUTRITION, LIKE VEGETABLES, PROBABLY EVERY DAY.
EATING FRUITS MAKES YOU FEEL HAPPY.
RADIO TAZO IS A GOOD EXERCISE FOR ME, AND BEING ACTIVE AND DOING WORK IS GREAT.
NEXT SLIDE. WE ARE ALSO LEARNING TEAMWORK SKILLS SUCH AS OBTAINING GOOD RELATIONSHIPS WITH COWORKERS AND MANAGERS, BEING OPEN MINDED ABOUT COMMUNICATION, HAVING THE ABILITY TO HANDLE CONFLICT OR STRESS, ORGANIZATIONAL SKILLS AND PROBLEM SOLVING SKILLS.
UM, FINANCIAL SKILLS, WE HAVE LEARNED ARE TO FIGURE OUT HOW MUCH IT WOULD COST TO LIVE ON OUR OWN.
ALSO FIGURING OUT HOW MUCH IT WOULD COST FOR ALL THE STUFF YOU NEED IN THE HOUSE, INCLUDING APPLIANCES AND FIGURING OUT HOW MUCH GROCERIES COST AND FIGURING OUT HOW TO SAVE MONEY. DO STUFF WE WANT FOR THINGS WE WANT TO BUY.
UM. TO BE READY FOR A JOB WE LEARN ABOUT.
WE LEARN TO BE READY FOR A JOB AND FIGURE OUT BE ON TIME.
CHECKING OUT WITH MY MASTER SPREADSHEET.
NEXT SLIDE. COMMUNITY SKILLS SUCH AS PROFESSIONAL BEHAVIOR, HANDLING STRESS, BEING ON TIME TO WORK, APPROPRIATE INTERACTIONS WITH OTHERS AND ASKING FOR HELP OR CLARIFICATION WHEN NEEDED.
WHAT IT TAKES TO BE SUCCESSFUL IN PROJECT SEARCH.
SOME PEOPLE THAT HELPED ME ARE BEN AND LESLIE FROM EDMONDS SCHOOL DISTRICT.
WE LEARN HOW TO COMMUNICATE TIME WILL BE WHERE WE NEED TO BE.
INTERNSHIPS ARE A BIG PART OF OUR DAY BECAUSE WE LEARN SOMETHING NEW ABOUT OUR INTERNSHIPS.
WE WORK OUR INTERNSHIPS FOR FOUR HOURS EVERY DAY, EVERY WEEK, EVERY DAY.
STARBUCKS, MAGAZINE CART, PREP COOK, SECURITY, SWEDISH CANCER INSTITUTE, LINEN ROOM DAY PORTER AND FIRST FLOOR DESK. NEXT SLIDE.
NICK WORKED AN OUTDOOR MAINTENANCE.
NEXT SLIDE. I WORKED IN THE KITCHEN.
THE DEPARTMENT DOES DISHES AND LINE SERVING.
I HELP THEM BY CLEANING THE DIRTY DISHES, PUTTING THEM AWAY IN THE RIGHT PLACE.
[00:10:03]
I NEATLY PUT UP THE FOOD PLATES.I LISTENED TO MY MANAGER IN OUR STAND UP MEETINGS.
I SERVED PEOPLE FOOD IN THE LINE.
I ALSO CLEANED THE TABLES AND CHAIRS.
NOW I HAVE A FULL TIME JOB AT MCDONALD'S.
I DO FRIES. I CLEAN THE TABLES AND CHAIRS.
I SOMETIMES PUT DIRTY TRAYS AWAY.
NEXT SLIDE. I WORKED IN THE ENDOSCOPY DEPARTMENT FOR MY FIRST INTERNSHIP.
I TRANSPORTED PATIENTS IN WHEELCHAIRS, MAKE BEDS AND SANITIZE THEM, FILLED UP THE BLANKET WARMER AND PUT TOGETHER CONSENT FORMS. CURRENTLY I AM IN THE DISH ROOM IN THE KITCHEN AND THE KITCHEN.
I PARTICIPATE IN STAND UP MEETINGS, ROLL UP SILVER, AND ALSO GET DIRTY TRAYS FROM THE CAFETERIA.
NEXT SLIDE. I WORK IN THE ENDOSCOPY DEPARTMENT.
I HELPED THEM BY TRANSPORTING THE PATIENTS DOWNSTAIRS WHEN THEY ARE DONE WITH THEIR PROCEDURE.
FEELING WARMER, BLANKET DRESSING BEDS AND PUTTING TOGETHER CONSENT FORMS. FOR MY FIRST INTERNSHIP, I DID MATERIALS MANAGEMENT.
ASK QUESTIONS WHEN I WASN'T SURE HOW TO DO SOMETHING AND WORKED ON ACCURATELY REPORTING.
I WORKING AT SCI DEPARTMENT DEPARTMENT FOR MY FIRST INTERNSHIP.
I HELPED THEM FILL UP THE BLANKIE WARMER, RESTOCK THE SNACKS AND DRINKS, BRING THE PATIENTS [INAUDIBLE].
AND I ALSO CLEANED [INAUDIBLE].
I WORK IN MATERIALS MAINTENANCE MANAGEMENT FOR MY SECOND INTERNSHIP.
I HELPED THEM STOCK THE FIRST FLOOR AND THIRD FLOOR BEFORE LUNCH AND AFTER LUNCH.
AND FOR DELIVERIES IN [INAUDIBLE] . I WORK IN THE I WORK IN THE ENDO DEPARTMENT FOR MY THIRD INTERNSHIP.
I HELP THEM FILL UP THE BLANK WARMER.
TAKE PATIENTS DOWN IN [INAUDIBLE] WHEN THEY WERE DONE. TRACING BEDS AND SANITIZE THEM THEM.
[INAUDIBLE] TALKING TO THE PATIENTS AND MAKING THEM FEEL WELCOME.
NEXT SLIDE. I WORKED IN THE STERILE PROCESSING DEPARTMENT FOR MY FIRST INTERNSHIP.
I PLACED FILTERS FOR THE PANS AND LIDS.
I DID SOME HOUSE PICK UPS FOR PROCEDURES.
I STOCKED ITEMS FOR WORKSTATIONS.
A PINK AND BLUE STERILE WRAPS AND I SANITIZED CARTS FOR DECONTAMINATION.
FOR MY SECOND INTERNSHIP, I WORKED IN THE CAFETERIA AS A LINE SERVER.
I SERVED PEOPLE THEIR FOOD EVERY DAY, TOOK FOOD TEMPERATURES, STOCKED CONDIMENTS AND UTENSILS, CLEANED UP TABLES, CHAIRS AND COUNTERS, AND I SWEPT FLOORS.
I HELPED THEM BY MAKING SURE THAT THE CAFETERIA IS CLEAN FOR EVERYONE.
I AM CURRENTLY IN THE LINEN ROOM FOR ENVIRONMENTAL SERVICES FOR MY THIRD INTERNSHIP.
I STOCK ITEMS SUCH AS SCRUBS, TOWELS, BLANKETS, SHEETS, HOSPITAL GOWNS AND PANTS.
[00:15:02]
NEXT SLIDE. MY GOAL IS TO GET A PAID JOB AS A BUSSER AT A RESTAURANT AFTER I GRADUATE AND I WANT TO MOVE OUT AND LIVE WITH ROOMMATES BY 2024.MY GOAL IS TO MOVE OUT AND LIVE IN EVERETT, CLOSE TO MY MOM AND DAD BY 2024.
MY GOAL IS TO GET A JOB AT A RETAIL STORE AFTER I GRADUATE FROM PROJECT SEARCH.
MY GOAL IS TO GET A JOB PROGRAM AND MOVE OUT TO GET AN APARTMENT WITH ROOMMATES BY THE END OF 2026.
SOMEDAY I WANT TO BE A MAKEUP ARTIST AFTER I GRADUATED FROM PROJECT SEARCH.
MY GOAL IS TO GET A JOB PART TIME AS DOCKER AND MOVE OUT WITH A ROOMMATE BY THE END OF 2025.
NICK WANTS A GOAL TO GET A PAID JOB AS A DOG WALKER SOMEDAY.
HOPE YOU LEARNED SOMETHING ABOUT PROJECT SEARCH.
DO YOU HAVE ANY QUESTIONS FOR US? SO THAT'S WHAT I WAS GOING TO ASK MY COLLEAGUES AND THE STUDENT ADVISORS HERE.
THANK YOU. ANY QUESTIONS OR COMMENTS? [APPLAUSE] WHAT I'VE LEARNED A WHOLE LOT ABOUT PROJECT SEARCH.
I REALLY APPRECIATE YOU COMING TONIGHT.
AND I JUST. EXCUSE ME, IS IT DO YOU USUALLY DO THREE INTERNSHIPS? YES. YEAH.
SOUNDS LIKE THE VARIETY AND THE EXPERIENCE WAS PHENOMENAL.
YEAH. I WAS INTERESTED TO HEAR ABOUT THE THREE DIFFERENT INTERNSHIPS, IF ANYONE HAS A FAVORITE DID.
CAN YOU SPEAK MORE ABOUT WHAT YOUR FAVORITE ONE WAS? I WOULD SAY DISHWASHING IS MY FAVORITE.
I REALLY LIKE THE PEOPLE I WORK WITH AND I REALLY LIKE THE DIFFERENT TASKS I GET TO LEARN.
UM. MY FAVORITE FOR MY THIRD MY INTERNSHIP. WAS, UM AT THE I MEANS HOW I NOTICE [INAUDIBLE] PATIENTS. [INAUDIBLE] SNACKS AND DRINKS. YEAH.
OKAY. ANYBODY ELSE WANT TO SHARE THEIR FAVORITE?
[00:20:02]
UM, I WOULD SAY MY INTERNSHIP, MY FAVORITE INTERNSHIP SO FAR IS STILL PROCESSING.BECAUSE I LEARN A VARIETY OF DIFFERENT TASKS AND I GET TO LIKE PUT AWAY INSTRUMENTS AND KNOW WHAT THEY'RE CALLED AND ALSO WORK WITH AMAZING PEOPLE.
I WOULD SAY MCDONALD'S BECAUSE I DIDN'T GET A THIRD INTERNSHIP BECAUSE I GOT IT HALFWAY IN.
OKAY. MY FAVORITE, I WOULD SAY WAS LINE SERVING BECAUSE I GOT THE WHOLE CUSTOMER SERVICE EXPERIENCE.
AND. SO, YEAH, THAT WAS MY FAVORITE.
HOW LONG WAS EACH INTERNSHIP? THREE MONTHS. OKAY, I THINK.
OKAY. ANY OTHER QUESTIONS OR COMMENTS FROM ANYBODY ELSE? I THINK YOU ALL CAN ADD TO YOUR RESUME PUBLIC SPEAKING NOW.
THANK YOU SO MUCH FOR COMING AND SHARING.
ARE WE GOING TO GET A PICTURE? CAN WE GET A PICTURE? CAN WE GET THEM TO COME UP FRONT AND HAVE SOMEONE TAKE A PICTURE WITH US?
[7. SUPERINTENDENT REPORT-6:55 pm]
WELL, IT'S HARD TO FOLLOW OUR AMAZING STUDENTS, SO I'LL BE THE BUFFER TONIGHT.BUT I JUST WANTED TO SHARE A LITTLE BIT ABOUT BECAUSE WE'VE GOTTEN A FEW QUESTIONS ABOUT IT AND WE'LL ALSO ADD IT TO OUR BUDGET FREQUENTLY ASKED QUESTIONS, OUR PROCESS FOR ADDING FTE TO OUR SCHOOLS, AS YOU ALL OBVIOUSLY RECALL, BECAUSE YOU MADE THE DECISION, WE DID DECIDE TO REDUCE OUR FUND BALANCE TO 2.75% WITH THE EXPRESS PURPOSE OF IMPACTING CLASS SIZES IN A POSITIVE WAY, PUTTING THOSE FTE BACK INTO CLASS SIZES.
SO BETWEEN MAY I'M SORRY, BETWEEN APRIL 18TH AND EARLY MAY, WE DID ADD 37.6 FULL TIME EQUIVALENT FTE TO SCHOOLS FOR THE PURPOSE OF ADDRESSING THOSE LARGE CLASS SIZES.
THE DETERMINATIONS ARE MADE AFTER A REVIEW OF CLASS SIZES AT EACH GRADE LEVEL FOR OUR ELEMENTARY SCHOOLS AND AFTER REVIEWING STAFFING PLANS AND PROJECTED CLASS SIZES AT MIDDLE AND HIGH SCHOOLS, DO KEEP IN MIND THAT THIS IS A MOMENT IN TIME WHERE THESE ARE PROJECTIONS.
WE DON'T HAVE ACTUAL NUMBERS OF OUR STUDENTS.
WE'RE MAKING OUR BEST GUESSES BASED ON PREVIOUS YEARS, BASED ON HISTORICAL DATA ET CETERA.
AS A FIRST STEP IN THE PROCESS, SCHOOL SUPERVISORS WORK WITH PRINCIPALS.
[00:25:02]
OUR SCHOOL SUPERVISORS, OUR ASSISTANT SUPERINTENDENTS WORK WITH PRINCIPALS TO IDENTIFY GRADE LEVELS OR COURSES THAT MIGHT BE WHAT WE CALL HOTSPOTS.WE ARE RESERVING SOME OF OUR FTE FOR PROBLEM SOLVING AT THE ELEMENTARY SCHOOL IN THE FUTURE BECAUSE IF WE GET A MOVE IN OF SIX KIDS AT ONE GRADE LEVEL, ALL OF A SUDDEN A GRADE LEVEL IS VERY IMPACTED WE MIGHT HAVE TO MOVE THINGS AROUND.
FOR MIDDLE AND HIGH SCHOOLS WE PRIORITIZE OUR ALLOCATION TO ADDRESS LARGE CORE ACADEMIC CLASSES AND HAVE PRIORITIZED SCHOOLS WITH DIRECTIONS FOR HOW THOSE STAFFING RESOURCES ARE TO BE USED IN ALIGNMENT WITH THAT PRIORITY OF LARGE CORE ACADEMIC CLASSES.
NEXT WE HAVE APPROVAL OF MINUTES TONIGHT.
[8. APPROVAL OF MINUTES-7:05 pm]
THERE ARE THREE SETS OF MINUTES THAT ARE UP FOR US TO APPROVE.ONE IS THE APRIL 18TH STUDY SESSION.
DO I HEAR A MOTION TO APPROVE THOSE THREE SETS OF MINUTES? MOVE TO APPROVE.
I SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THOSE THREE SETS OF MINUTES, PLEASE INDICATE BY SAYING AYE, AYE.
ANY ABSTENTIONS? AND THESE THREE SETS OF MINUTES FOR APRIL 18TH THE STUDY SESSION, THE SCHOOL BOARD SPECIAL MEETING IN THE APRIL 25TH REGULAR SCHOOL BOARD MEETING ARE APPROVED.
[9. PUBLIC COMMENTS-7:15 pm]
NEXT, WE HAVE PUBLIC COMMENTS.THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.
SINCE THIS IS A BUSINESS MEETING OF THE SCHOOL BOARD, THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA OR OTHER SPECIFIC WORK WITHIN THE SCOPE OF THE SCHOOL DISTRICT.
THIS IS NOT A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.
ITEMS BROUGHT FORWARD DURING THIS PORTION OF THE MEETING ARE NOT TYPICALLY ACTED UPON BY THE BOARD AT THIS TIME, BUT MAY BE FOLLOWED UP BY THE BOARD, THE SUPERINTENDENT AND OR STAFF AT A LATER TIME.
PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR A BOARD MEETING IN THREE DIFFERENT WAYS.
ONE, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON.
TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.
OR THREE, YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING.
THE BOARD ALSO ACCEPTS WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL, WE READ EACH COMMENT AND EMAIL WE RECEIVE AND WE APPRECIATE THE TIME AND EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM.
IF A COMMENT BECOMES TOO LENGTHY, I MAY NEED TO INTERRUPT IN ORDER TO ALLOW EACH PERSON EQUAL TIME.
WE ALSO ASK THOSE WHO ARE MAKING A PUBLIC COMMENT DURING A BOARD MEETING TO PLEASE MAKE THEIR STATEMENTS 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 EACH COMMENT. AARON, I DON'T BELIEVE WE HAVE ANY VIRTUAL ORAL COMMENTS TONIGHT.
SO WE DO HAVE SOME IN-PERSON COMMENTS.
AND THE FIRST ONE IS JEFF HORNSTEIN.
AND THOSE WILL BE MADE UP HERE AT THE PODIUM.
HELLO, MY NAME IS JEFF HORNSTEIN.
I'M THE CHOIR DIRECTOR AT MEADOWDALE HIGH SCHOOL.
ON BEHALF OF OUR MUSIC COMMUNITY, ALL OF ITS STUDENTS, TEACHERS AND FAMILIES, I HAVE QUESTIONS.
THERE ARE A NUMBER OF THINGS I DON'T UNDERSTAND.
[00:30:05]
I UNDERSTAND THAT THIS CAN LEAD TO DIFFICULT DECISIONS AT THE BUILDING LEVEL AND THE DISTRICT LEVEL.HERE ARE SOME OF THE THINGS I DON'T UNDERSTAND.
I DON'T UNDERSTAND WHY OUR MEADOWDALE MUSIC DEPARTMENT WAS REDUCED BY 0.6 FTE WHEN OUR MUSIC CLASS ENROLLMENT NUMBERS HAVE INCREASED FOR THE COMING SCHOOL YEAR. DR.
KATIMS HAS EXPLAINED THAT THESE ARE BUILDING LEVEL DECISIONS BASED ON ENROLLMENT.
I'M NOT SURE WHAT THE DISCONNECT IS, BUT THAT DOESN'T SEEM TO BE THE CASE.
I DON'T UNDERSTAND THE ASSERTION THAT THESE CUTS ARE BUILDING LEVEL DECISIONS.
RATHER, THEY ARE DIRECTED SPECIFICALLY TO WHICH DEPARTMENTS THE STAFFING NEEDS TO BE DISTRIBUTED.
I'M CONFUSED BY THE CHANGE FROM THE WAY THE STAFFING ALLOCATION HAS HISTORICALLY BEEN HANDLED.
BASED ON CUTS TO MY DEPARTMENT.
NEXT YEAR I'M SCHEDULED TO TEACH CLASSES OF 66 STUDENTS AND 72 STUDENTS.
MY COLLEAGUE AT MEADOWDALE MIDDLE SCHOOL IS SCHEDULED TO TEACH AN ORCHESTRA OF 72 STUDENTS.
MY COLLEAGUES AT LYNNWOOD HIGH SCHOOL ARE SCHEDULED TO TEACH A JAZZ BAND OF 81 STUDENTS.
WE MUSIC TEACHERS HAVE HISTORICALLY SUPPORTED THE NOTION THAT OUR CLASSES SHOULDN'T QUALIFY FOR TRIGGER BECAUSE WE DIDN'T WANT TO GIVE OUR ADMINISTRATORS ANY REASON TO TURN A STUDENT AWAY FROM A MUSIC CLASS, EVEN IF THAT MEANS AN EXTRA WORKLOAD FOR US.
IT SEEMS NOW THAT WE ARE IN A SITUATION WHERE THE DISTRICT IS USING OUR LACK OF TRIGGER AS A WAY TO BALANCE THE BUDGET ON THE BACKS OF MUSIC STUDENTS AND TEACHERS BY FORCING THEM INTO RIDICULOUSLY LARGE CLASSES.
CLASSES OVER 60, 70, EVEN 80 STUDENTS.
THESE ARE THE THINGS I DON'T UNDERSTAND.
THANK YOU. THANK YOU, JEFF [APPLAUSE].
BOTH IN MY OPINION FROM THE LEFT.
I KNOW I'VE BEEN TO THE STONEWALL INN AND TO GALVESTON.
THERE'S TWO ON THE RIGHT TO CHOOSE FROM BOTH JUNE 14TH ARMY DAY MARKING ITS CREATION 1775 AND FLAG DAY STARS AND STRIPES ADOPTED 1777. AMERICA'S OLDEST FLAG DAY CELEBRATION IS IN FAIRFIELD, NEAR SPOKANE.
FOR 250 YEARS OUR FLAG HAS SYMBOLIZED HOPE WORLDWIDE.
REAGAN LEADING THE LIBERATION OF EASTERN EUROPE AND THE SOVIET UNION.
NIXON OPENING THE DOOR TO CHINA.
CARTER STRESSING HUMAN RIGHTS SO DEMOCRACY EXPLODED IN LATIN AMERICA.
AMERICA GIVING A SCHOLARSHIP TO OBAMA SENIOR IN COLONIAL KENYA.
I WAS ONE OF HUNDREDS TO WORK ON PRESIDENT AND MRS. CLINTON'S FIRST PRESIDENTIAL VISIT TO SOUTH AFRICA.
THE US AND BRITAIN LED THE WAY THERE TO FREEDOM, OPENING THE FIRST LIBRARIES IN BLACK NEIGHBORHOODS, THEIR CONSULATES, THE ONLY INTEGRATED PLACES IN THE COUNTRY, GETTING AMERICAN AND BRITISH FIRMS TO PIONEER EQUAL PAY FOR EQUAL WORK REGARDLESS OF SKIN COLOR.
LEANING ON SOUTH AFRICA TO GIVE UP ITS SIX NUCLEAR BOMBS, GUESS WHO THEY WERE TO BE USED ON? WHEN REAGAN SENT OUR FIRST BLACK AMBASSADOR, IT WAS GAME OVER.
I SERVED IN DICTATORSHIPS IN TWO CIVIL WARS.
IF YOU'RE A FREEDOM FIGHTER, YOUR BEST FRIEND IS THE STARS AND STRIPES AT THE AMERICAN EMBASSY.
ARMY DAY, WE FOUGHT THE WORLD'S GREATEST MILITARY, THE BRITISH, AND WON OUR FREEDOM.
HE ORGANIZED OUR MILITARY TEACHING DRILLS, TACTICS, DISCIPLINE, SUPPLIES.
WE COULD NOT HAVE WON WITHOUT HIM.
NORTH AFRICA, JAPAN, PHILIPPINES, TWICE CHINA.
[00:35:01]
BURMA FROM SPANISH, GERMAN AND JAPANESE TYRANNY SHUT THE NAZI CONCENTRATION CAMPS, THEN GAVE A CHANCE AT FREEDOM TO KOREA, VIETNAM, IRAQ AND AFGHANISTAN AND OTHERS. WITHOUT OUR ARMY THE EMANCIPATORS OF THE CIVIL WAR TO FREE THE SLAVES.TWO MONTHS AFTER THE CIVIL WAR ENDED, 2000 UNION TROOPS LIBERATED 250,000 ENSLAVED BLACK PEOPLE IN TEXAS, LED BY GENERAL GORDON GRANGER, WEST POINT GRAD WHO FOUGHT IN THE MEXICAN WAR AND MANY CIVIL WAR BATTLES, THE US ARMY KILLED MORE SLAVE OWNERS FOR THE SIN OF OWNING SLAVES THAN EVERYBODY ELSE IN HISTORY COMBINED.
THEIR CONNECTION BECOMES EMPLOYER AND FREE LABORER.
THANK YOU [APPLAUSE]. NEXT UP IS JENNIFER CASTLE.
HI THERE. I'M HERE TONIGHT BECAUSE I HAVE A NEW THOUGHT ON THIS.
MY NEW THOUGHT IS WE NEED TO TREAT THIS MUSIC AND ARTS PROGRAM LIKE THE SIGNATURE BRAND THAT IT IS.
AND I WANT TO SAY THAT THESE COMPANIES DO AMAZING THINGS TO HELP SUPPORT THEIR ICONIC BRANDS.
AND I THINK THAT OUR MUSIC PROGRAM IS THE ICONIC BRAND OF THIS DISTRICT.
THEY SPEND TO THE BUSINESS, THEY INVEST IN IT, EVEN IF IT'S GOING THROUGH ROUGH TIMES.
THEY'RE AN ICON FOR THE COMPANIES SUCH AS THE MUSIC PROGRAM, IS AN ICON FOR US.
BEYOND THAT, OUR MUSIC PROGRAM IS NOT JUST AN ICONIC BRAND.
IT'S A ONE STOP SHOP FOR MANY INITIATIVES OF THE CABINET MEMBERS AND FOR YOU YOURSELF.
THESE ALL EXIST INSIDE OF THE PROGRAM.
AND THERE'S SOMETHING EVEN MORE.
THERE'S REAL LIFE MENTORS AND HEROES HERE.
THESE TEACHERS GIVE EVERYTHING TO THESE KIDS.
KIDS HAVE THE OPPORTUNITY TO WORK WITH VERY UNIQUE INDIVIDUALS FOR YEARS AND YEARS.
THEY UNDERSTAND WHAT IT MEANS TO COMMIT TO SOMETHING.
THESE ARE VERY STRONG, LIFELONG LESSONS.
EVERY CABINET MEMBER AND PRINCIPAL HERE AND EVERYBODY SITTING IN FRONT OF THE TABLE.
WE DON'T NEED EXTRA PROGRAMS BROUGHT IN OR CREATED TO ACHIEVE THESE THINGS.
THEY LIVE RIGHT INSIDE OF THE MUSIC PROGRAM.
SO I JUST WANT US TO THINK ON THAT AS WE MOVE FORWARD WITH THIS.
AND AS FTE COMES AVAILABLE, I'M UNDERSTANDING THIS IS A MARATHON AND NOT A SPRINT.
WE REALLY DO NEED TO FULLY FUND MUSIC.
THANK YOU. NEXT IS KATIYA RONEY.
GOOD EVENING. MY NAME IS KATIYA RONEY.
AS A PARENT AND PSYCHIATRIST, I URGE YOU NOT TO MAKE CUTS TO THE MUSIC PROGRAM IN THE DISTRICT BECAUSE MUSIC EDUCATION DIRECTLY ADDRESSES PROBLEMS IN EQUITY, ENGAGEMENT, AND EXCELLENCE.
AS A MOTHER OF A FRESHMAN, I HAVE SEEN HOW IMPACTFUL JAZZ TWO, HAS BEEN TO MY SON.
HE STOPPED PLAYING MUSIC DURING COVID LOCKDOWNS AND NEARLY QUIT.
JAZZ TWO GAVE HIM AN AN ENTRY POINT TO THE MUSIC PROGRAM.
MUSIC ADDRESSES AND TREATS THESE PROBLEMS. IT SHOULD NOT BE DILUTED OR GIVEN FOR JUST PART OF THE YEAR.
ADOLESCENTS HAVE EXPERIENCED SERIOUS DEPRESSION, ANXIETY AND ELEVATED SUICIDE RATES.
LEARNING MUSIC HELPS EMOTIONAL REGULATION AND PROVIDES A HEALTHY OUTLET FOR EMOTIONAL EXPRESSION.
[00:40:05]
RESEARCH HAS SHOWN THAT MUSIC EDUCATION REDUCES ANXIETY, BLOOD PRESSURE, PAIN, IMPROVES SLEEP QUALITY, SLEEP QUALITY MOOD, MENTAL ALERTNESS AND MEMORY.MUSIC EDUCATION CAN BOOST SELF-ESTEEM AND CONFIDENCE.
MUSIC EDUCATION HAS BEEN SHOWN TO ENHANCE MEMORY, LANGUAGE PROCESSING, SPATIAL TEMPORAL SKILLS.
I URGE YOU TO MAINTAIN THE CURRENT MUSIC PROGRAM AS STUDENTS CONTINUE TO RECOVER AFTER THE PANDEMIC.
I ASK YOU THAT YOU REMEMBER THAT MUSIC ELECTIVES ARE NOT ELECTIVES, BUT RATHER A CORE TREATMENT FOR THE CHALLENGES IN EQUITY, ENGAGEMENT AND EXCELLENCE STUDENTS ARE FACING IN OUR DISTRICT.
THANK YOU. NEXT IS CHARLIE GAUL.
THANK YOU. FIRST OF ALL, YOU KNOW, I WAS JUST BLOWN AWAY BY THAT GROUP THAT WAS HERE, YOU KNOW, AND IT AND IT DROVE HOME THE POINT TO ME THAT THE DISTRICT REALLY CARES ABOUT STUDENTS.
YOU KNOW, THERE'S NO QUESTION ABOUT THAT.
MY SON GRADUATED IN 16 AND MY DAUGHTER THE NEXT YEAR.
HE NOW IS, GOSH, HE'S ALMOST 26 AND HE PLAYS IN TWO JAZZ BANDS.
HE HAS A FULL TIME, RESPONSIBLE JOB.
HE ALSO IS A GRADE ONE BAGPIPER AND TRAVELS TO SCOTLAND FROM TIME TO TIME TO COMPETE.
HE USES THE FIRST ONE TO TELL YOU MUSIC IS MATH, AND MUSIC DID SO MUCH FOR HIM IN SCHOOL.
MY DAUGHTER GRADUATED, AS I SAID, IN 17.
WE DON'T HOLD THAT AGAINST HER.
SHE WENT ON TO CAL POLY HUMBOLDT, MAJORED IN OCEANOGRAPHY, AND SHE'S WORKING DOWN THERE NOW.
THEY BOTH DURING THE PANDEMIC MUSIC IS WHAT HELPED KEEP THEM GOING.
YOU ALL KNOW, I THINK WHAT MUSIC DOES AND YOU HAVE A YOU HAVE A HARD JOB FIGURING OUT WHAT TO DO BECAUSE I KNOW YOU DON'T WANT TO DO AWAY WITH PROGRAMS, BUT.
AND I COULD SIT BACK AND SAY, WELL, HEY, MY KIDS ARE OUT OF SCHOOL.
YOU KNOW, I'M COMING UP ON FOUR SCORE.
I'M AN OLD BOOMER AND I CAN SAY THIS IS NOT MY PROBLEM, BUT IT'S A COMMUNITY PROBLEM.
THESE ARE THE THE THESE STUDENTS ARE GOING TO BE ADULTS IN A FEW YEARS.
I'M NOT SURE WHICH GENERATION I'M IN, BUT IT'S A COMMUNITY ISSUE.
AND I THINK I DON'T HEAR ENOUGH FROM PEOPLE MY AGE.
I DON'T HEAR ENOUGH FROM GUYS FROM VETERANS.
YOU KNOW, IT'S LIKE, OH, THIS IS A TEACHER PROBLEM.
[00:45:03]
AS A GREAT MUSIC PROGRAM.THANKS FOR THE OPPORTUNITY [APPLAUSE].
DID I SAY THAT RIGHT? BEFORE I START, I WILL GIVE YOU A [INAUDIBLE]. THAT MUSIC CLASS WAS OFFERED FROM GRADE 9 THROUGH 12.
[INAUDIBLE] THE SCHOOL OFFERED THIS PROGRAM TO MIDDLE SCHOOL STUDENTS, AND THE STUDENTS MADE A COMMITMENT TO TAKE THE CLASSES FOR THIS DIPLOMA.
SO LAST MONTH, MOUNTLAKE TERRACE HIGH SCHOOL PRINCIPAL MR. SCHELLENBERG HAD A MEETING WITH STUDENTS AND THEIR PARENTS.
THE STUDENTS ALREADY REGISTERED FOR MUSIC CLASSES PER THEIR THE STEM DIPLOMA.
MY DAUGHTER IS ONE OF THE STUDENTS.
HOW A STUDENT WILL EXPLAIN TO A UNIVERSITY ADMISSION OFFICE THAT AFTER SEVEN YEARS OF MUSIC EDUCATION, THE STUDENT QUIT PROGRAM AND ENROLLED INTO COOKING CLASS POTTERY CLASS? I DON'T KNOW, VEHICLE MAINTENANCE CLASS.
I DON'T KNOW WHAT IS LEFT IN ELECTIVES THERE.
AND THE SCHOOL BOARD HAS EXPRESSED MANY TIMES.
THE PERFORMANCE ARTS CLASSES ARE NOT TARGETED THAT SPEW NUMBERS OF CLASS ENROLLMENT.
WHEN A SCHOOL BOARD PLANS TO COLLAPSE LYNNWOOD HIGH SCHOOL JAZZ BAND ONE AND BAND TWO INTO ONE CLASS WITH 81 STUDENTS, THEN THIS STATEMENT ABOUT SHORTAGE OF ENROLLMENT DOES NOT MAKE SENSE.
THE SCHOOL PRINCIPAL HAS PARTICIPATED IN SPORTSMEN'S.
I HAVE SEEN HIM IN VOLLEYBALL, BASKETBALL, FOOTBALL GAMES.
I GO TO MOST OF THE CONCERTS AND THEATER PERFORMANCES, AND I HAVE NOT SEEN HIM.
UH, ASSUMING THAT HE WENT THERE AND MISSED HIM.
RIGHT. ON APRIL 26TH THIS YEAR, THERE WAS A [INAUDIBLE] CONCERT AT MOUNTLAKE TERRACE HIGH SCHOOL, MOUNTLAKE TERRACE HIGH SCHOOL HOSTED [INAUDIBLE] BAND CONCERT WHERE THE BAND FROM THREE ELEMENTARY SCHOOLS.
BRIER MIDDLE SCHOOL PRINCIPAL SCOTT MORRISON CONDUCTED THAT MEETING.
THE CONCERT WAS A GREAT CHANCE TO SEE WHAT MR. SCHELLENBERG AND THE SCHOOL DISTRICTS HAVE BEEN PROPOSING TO CUT.
MR. SCHELLENBERG WAS NOWHERE TO BE FOUND.
THE GYM WAS FULL WITH PEOPLE AND MIGHT HAVE MISSED HIM.
I DON'T KNOW IF YOU GUYS WENT THERE AND SAW THAT PERFORMANCES.
IT WAS FIVE SCHOOLS PERFORMING.
SO WHEN THE SCHOOL ADMINISTRATION DOES NOT HAVE INTEREST AND DOES NOT SUPPORT THE MUSIC EDUCATION, IT'S EASY TO PROPOSE TO CUT IT BY 60% AND I ALSO ENCOURAGE YOU TO VISIT THE PERFORMANCES AND SEE WHAT THESE STUDENTS DO BECAUSE MUSIC EDUCATION IS NOT JUST ELECTIVE.
THANK YOU. NEXT UP IS BRETT HOLT.
I'M OUR GIG COORDINATOR FOR THE MOUNTLAKE TERRACE HIGH SCHOOL MUSIC BOOSTERS.
I'VE GOT A SON IN OUR JAZZ BAND THERE AT THE HIGH SCHOOL AND A DAUGHTER AT MADRONA.
MY DAY JOB IS WORKING FOR THE FEDERAL EMERGENCY MANAGEMENT AGENCY.
[00:50:05]
IT'S ABOUT UNDERSTANDING THE PROCESS AND MAKING SURE THOSE DIRECTLY IMPACTED AT THE COMMUNITY LEVEL UNDERSTAND THE PROCESS.THEY UNDERSTAND HOW THE DECISIONS ARE BEING MADE AND HOW FUNDING IS ALLOCATED.
I'M NOT SEEING THAT HERE IN THIS PROCESS.
WE HEARD FROM DIRECTOR SMITH WHO NOT HERE, BUT VIRTUALLY HE'S HERE.
THEY'RE THE ONES YOU GOT TO TALK TO THEM.
BUT NO ONE'S REALLY HELPING US OUT.
IT'S AGGRAVATING AND FRUSTRATING FOR PARENTS AND KIDS TO CONTINUE TO GET THAT.
WE'RE GOOD. WE BELIEVE IN OUR MUSIC PROGRAM.
WE BELIEVE IN THESE OPPORTUNITIES FOR KIDS.
WE HEARD EARLIER ABOUT THE BRANDING AND THESE MUSIC PROGRAMS. WE BELIEVE IN THAT.
WE JUST WANT TO FEEL THAT YOU ALSO BELIEVE IN THIS.
LAST I KNOW ONE OF OUR STUDENTS REACHED OUT TO YOU, DR.
MINER. DIRECTOR KATIMS. CARIN. ABOUT A STUDENT LED.
DISCUSSION AT MOUNTLAKE TERRACE HIGH SCHOOL.
NEW DATES WILL BE OFFERED OR YOU CAN PROVIDE SOME NEW DATES.
WE'D LOVE FOR YOU TO BE ABLE TO TALK WITH THE KIDS DIRECTLY.
AND JUST TO HAVE THAT DISCUSSION.
THANK YOU FOR YOUR TIME [APPLAUSE].
NEXT ON THE AGENDA IS THE CONSENT AGENDA.
[10. CONSENT AGENDA-7:45 pm]
THIS IS A GROUP OF ROUTINE ITEMS THAT WE TEND TO VOTE ON TOGETHER AND CAN DISCUSS TOGETHER.TONIGHT, ON THE CONSENT AGENDA, THERE ARE 12 ITEMS. TWO ARE RELATED TO PERSONNEL, TWO ARE INTERLOCAL AGREEMENTS, AND EIGHT ARE FIELD TRIPS.
DO I HEAR A MOTION TO APPROVE TONIGHT'S CONSENT AGENDA AS PRESENTED? I MOVE TO APPROVE.
SECOND. IT'S BEEN MOVED AND SECONDED TO APPROVE TONIGHT'S CONSENT AGENDA.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE, AYE.
ALL THOSE OPPOSED, PLEASE SAY NAY.
ANY ABSTENTIONS? AND TONIGHT'S CONSENT AGENDA IS APPROVED.
WE HAVE TWO REPORTS THIS EVENING.
[11. REPORTS-8:00 pm]
THE FIRST IS THE MARCH BUDGET STATUS REPORT WELCOMING FORWARD LYDIA SELLIE TO SHARE THAT WITH US.SO I KNOW WE HAVE AN INTERESTING PHONICS REPORT COMING UP, SO I WILL BE BRIEF.
MARCH ISN'T PARTICULARLY DIFFERENT THAN FEBRUARY IN THE SCHOOL DISTRICT CYCLE, SO WITHOUT FURTHER ADO, I WILL JUST INDICATE THAT ON THIS PARTICULAR REPORT I WAS SCANNING FOR UNUSUAL ITEMS. AND REALLY THERE ARE NO SIGNIFICANT CHANGES IN PATTERNS FROM THE FEBRUARY REPORT.
IF YOU LOOK AT THE FEBRUARY REPORT ON THIS NEXT SLIDE, YOU WILL NOTICE A LARGE INCREASE IN TRAVEL.
AND IN ADDITION TO THE ASSOCIATED STUDENT BODY FUND, WHERE YOU SEE THE BULK OF THE STUDENT TRAVEL, WE ALSO DO HAVE STUDENT TRAVEL WITHIN THE GENERAL FUND. USUALLY IT'S A COMBINATION OF PERHAPS CTE FUNDS OR, YOU KNOW, FEES FOR STUDENTS.
SO YOU'LL SEE A LARGE INCREASE.
AND AS I NOTED, OVER $95,000 WAS STUDENT FIELD TRIPS WITH THE MAJORITY ON A LOT OF STUDENTS ATTENDING THE WASHINGTON TECHNOLOGY STUDENT ASSOCIATION.
[00:55:08]
FOR REVENUES AGAIN, NO SIGNIFICANT CHANGES SINCE FEBRUARY.AND THEN JUST KIND OF A REPEAT ON THIS SLIDE.
WHAT THIS SLIDE DOES IS IT LOOKS AT PATTERNS AND TRENDS, AND I DO A DEEPER DIVE ON A FEW ITEMS. I MAKE SURE THAT OUR TRENDS IN STATE APPORTIONMENT ARE MATCHING THE ACTUAL STATE APPORTIONMENT REPORTS.
I LOOK AT PROPERTY TAXES, I LOOK AT TRENDS AT A HIGH LEVEL IN EXPENDITURE ANALYSIS AND AS A RESULT THIS IS GOING TO VARY SLIGHTLY MONTH TO MONTH, BUT IT'S ONLY WHEN THERE'S A SIGNIFICANT CHANGE THAT I WILL REALLY DIG DOWN AND FIGURE OUT WHAT'S AFFECTING EITHER THE REVENUES OR EXPENSES.
SO AGAIN, THIS IS REASONABLY CONSISTENT WITH LAST MONTH, A LITTLE BIT DOWN.
WE'LL CHECK AGAIN THE FOLLOWING MONTH.
ENROLLMENT. IT'S NOT A BAD SIGN THAT WE'RE SEEING AN INCREASE IN 11TH AND 12TH GRADERS DOING ALTERNATIVE LEARNING PLACEMENTS, PERHAPS TRYING TO DO CREDIT RETRIEVAL.
AND THAT IS IT FOR MARCH, UNLESS YOU HAVE ANY QUESTIONS.
LOOKS LIKE WE'RE GOOD. THANK YOU VERY MUCH.
OKAY. FOR OUR SECOND REPORT THIS EVENING.
AND THEY'LL BE SHARING SOME OF THE PROCESS WITH US TONIGHT.
BOARD OF DIRECTORS AND SUPERINTENDENT MINER AND COMMUNITY MEMBERS.
OUR CURRICULUM REVIEW PROCESS WAS GUIDED BY BOARD POLICY 2020 AND 2020P.
AND THIS SIMPLE GRAPHIC HIGHLIGHTS OUR REVIEW TIMELINE.
ALONG THE WAY, WE CREATED SPACE AND TIME FOR OUR ADOPTION REVIEW COMMITTEE, OUR PILOT TEAM, OUR STUDENTS, OUR FAMILIES, OUR PROFESSIONAL EXCELLENCE COMMITTEE AND OUR INSTRUCTIONAL MATERIALS COMMITTEE TO PROVIDE INPUT AND HELP US IMPROVE AND REFINE OUR SELECTION PROCESS.
I'M EXTREMELY PROUD OF THE WORK THAT WAS DONE BY OUR STUDENT LEARNING STAFF, OUR DISTRICT COMMITTEES, AND PARTICULARLY OUR DEDICATED ELEMENTARY TEACHERS WHO ENGAGED HEART AND SOUL AND PUT IN A TREMENDOUS AMOUNT OF TIME AND THOUGHT INTO THIS ADOPTION.
FOR TONIGHT'S PRESENTATION, PLEASE NOTE THAT THE LINKS THAT ARE PROVIDED IN THE SLIDES ARE LIVE AND WILL TAKE YOU TO RESOURCES AND DOCUMENTS THAT ANCHORED OUR REVIEW AND SELECTION PROCESS.
THAT PROVIDED BOARD REPORT GOES INTO GREATER DETAIL AND ACCOMPANIES THESE PARTICULAR SLIDES.
I WILL NOW TURN OVER THIS PRESENTATION TO TWO KEY STAFF LEADERS FROM STUDENT LEARNING WHO WILL REVIEW AND PRESENT OUR RECOMMENDATION FOR A K- 5 FOUNDATIONAL LITERACY ADOPTION.
GOOD EVENING BOARD OF DIRECTORS AND DR.
MINER AND COMMUNITY. AND THANK YOU, LISA.
I'M THE DIRECTOR OF K-12 STUDENT LEARNING.
AND WE'LL TALK A LITTLE BIT ABOUT OUR PROCESS FOR THE PHONICS ADOPTION.
SO FIRST WE STARTED WITH A NEEDS ASSESSMENT, WHICH BASICALLY ASKED THE QUESTION, WHY DO OUR KIDS NEED THIS? WELL IT'S BEEN A LONG TIME SINCE WE'VE ADOPTED A PHONICS AND WORD STUDY PROGRAM.
[01:00:06]
LIKE MANY DISTRICTS ACROSS THE COUNTRY, OUR LITERACY SCORES TOOK A DIP DURING THE PANDEMIC.SO WITH THE K-5 FOUNDATIONAL READING SKILLS STANDARDS, THEY DO ONLY GO THROUGH THE FIFTH GRADE.
I THINK IT'S IMPORTANT TO REMEMBER WITH CURRICULUM THAT A CURRICULUM IS A VEHICLE TO TEACH THE STATE STANDARDS, AND THE STANDARDS ARE THE CORE OF WHAT TEACHERS ARE TEACHING IN THEIR CLASSROOMS. WE DEVELOPED A SCHEDULE AND A TIMELINE FOR THIS ADOPTION PROCESS, WHICH HAS NOW LED US HERE, AND LAURA WILL TALK ABOUT THAT A LITTLE MORE.
WE ESTABLISHED A BUDGET, SO WE WERE WITHIN OUR MEANS FOR A PROGRAM.
WE TOOK SOME EXTRA TIME AND STEPS ALONG THE WAY WHEN WE NEEDED TO.
SO WHEN WE WERE SELECTING A REVIEW COMMITTEE FOR BEGINNING THE ADOPTION PROCESS, WE FOUND IT VERY ESSENTIAL TO HAVE REPRESENTATION FROM AS MANY SCHOOLS, GRADE LEVELS AND BACKGROUNDS OF TEACHERS AS WE COULD.
AND WE REACHED OUT SEVERAL TIMES TO RECRUIT TEACHERS TO BE PART OF THIS EFFORT.
WE INVITED THE SUPPORT OF THE EDMONDS EDUCATION ASSOCIATION AND WE HAD TO PAUSE SOMETIMES AS THEY WOULD MAKE RECOMMENDATIONS AND WE WOULD ADJUST OUR PROCESS. AND THIS INCLUDED EXPANDING OUR PILOT TEAM OF TEACHERS FROM 20, NEARLY DOUBLING THAT TO 38 TEACHERS.
AND WE ALSO HAD 22 TEACHERS WHO SERVED AS PART OF THE REVIEW PROCESS.
IN OUR FOURTH STAGE ONCE WE HAD THE REVIEW TEAM SET AND OUR PILOT TEAM SET, WE MADE SURE THAT WE WANTED TO ESTABLISH CLEAR DECISION MAKING PROTOCOLS ALONG THE WAY.
SO WE REVIEWED THE DISTRICT'S DECISION MAKING DRAFT FIVE DOCUMENT AND HAD OUR COMMITTEES VOTE ON WHAT WOULD WORK AS A CONSENSUS SCORE.
IN THE FIRST REVIEW COMMITTEE, THEY SETTLED ON A 66% APPROVAL AS THE MARK FOR CONSENSUS.
SO THE INSTRUCTIONAL MATERIALS COMMITTEE WHO ESTABLISHES AND MONITORS AND THE PROCESSES OF THE CURRICULAR ADOPTION SET THEIR THRESHOLD AT 80%. AND EVERY TIME BEYOND THAT, WHEN WE WERE ASKING FOR ANY SORT OF CONSENSUS MOVING FORWARD, WE ACTUALLY NEVER WERE BELOW THAT 80% MARK.
WITH THAT I'LL TURN IT OVER TO LAURA.
GOOD EVENING. BOARD OF DIRECTORS.
DR. MINER, STUDENT REPRESENTATIVES, COMMUNITY.
I SEE A PILOT TEAM MEMBER OUT THERE, SO THAT'S AWESOME AS WELL.
MY ROLE THIS SCHOOL YEAR IS AS THE K-12 ENGLISH LANGUAGE ARTS CONTENT LEAD.
MY MAIN ONE OF MY MAIN PRIORITIES THIS SCHOOL YEAR WAS FACILITATING THIS ADOPTION PROCESS AND I JUST HAD THE AMAZING OPPORTUNITY TO WORK ALONGSIDE OUR STAFF, OUR STUDENTS AND OUR COMMUNITY TO MAKE WHAT WE FEEL IS A REALLY STRONG RECOMMENDATION FOR A FOUNDATIONAL SKILLS CURRICULUM.
[01:05:01]
IN ADDITION TO THIS, OUR STRATEGIC PLAN FOR THE EDMONDS SCHOOL DISTRICT OUTLINES OUR RESPONSIBILITY AS STAFF TO PROVIDE RIGOROUS ACADEMIC INSTRUCTION THAT'S CULTURALLY AND LINGUISTICALLY AFFIRMING.ALSO MEMBERS FROM OUR EQUITY DEPARTMENT HELPED US DO SOME SCREENING.
THIS TOOL CAN BE UTILIZED TO ASSESS, TO ASSESS INSTRUCTIONAL MATERIALS THAT ARE ACROSS CONTENT.
SO IT'S NOT SPECIFIC JUST TO THE FOUNDATIONAL SKILLS CURRICULUM THAT WE LOOKED AT.
THAT'S THE RIGHT BUTTON. THANK YOU FOR YOUR PATIENCE.
ANOTHER TOOL THAT OUR REVIEW AND PILOTS TEAM USED WAS AN EQUIP RUBRIC.
ADDITIONALLY, INSTRUCTIONAL SUPPORTS AND ASSESSMENTS FOR EACH PROGRAM WERE EVALUATED USING THE EQUIP BY OUR REVIEW AND PILOT TEAMS. OUR REVIEW TEAM STARTED WITH EIGHT CURRICULUMS, AND IT'S IMPORTANT TO NOTE THAT FOUR OF THESE CURRICULUMS WERE ALREADY USED IN OUR SCHOOL DISTRICT IN SOME FORM OR ANOTHER.
95% INTERVENTION MATERIALS ARE USED IN OUR DISTRICT FOR TITLE LAP SERVICES AND OUR TEAM IS EXCITED AT THE CONSISTENCY THAT WILL BE PROVIDED TO OUR MOST IMPACTED STUDENTS BY ALIGNING OUR CORE AND INTERVENTION MATERIALS BY USING 95%.
THE DECISION WAS MADE TO EXTEND OUR REVIEW TIMELINE TO COMPLETE A MORE THOROUGH REVIEW OF THE WORK REQUIRED TO TO CONFIDENTLY RECOMMEND MATERIALS FOR THE CLASSROOM PILOTS.
IN THE END, OUR REVIEW COMMITTEE HIGHLY RECOMMENDED 95% CORE PHONICS AS WELL AS OPEN CORE FOUNDATIONAL SKILLS AND WORD ANALYSIS SKILLS KITS WITH 100% AND 87% CONSENSUS.
THE INITIAL INVITATION FOR PILOT TEACHERS WENT OUT IN SEPTEMBER.
HOWEVER, IN NOVEMBER, AS JASON MENTIONED, WORKING ALONGSIDE THE EDMONDS EDUCATION ASSOCIATION AND THE PROFESSIONAL EXCELLENCE COMMITTEE WE SENT OUT ANOTHER INVITATION AND WE WERE ABLE TO DOUBLE OUR PILOT TEAM, WHICH WE FELT WAS GOING TO GIVE US MUCH STRONGER FEEDBACK THROUGHOUT THE SCHOOL DISTRICT TO MAKE SURE THAT WE GET SOMETHING THAT REALLY IS GOING TO WORK FOR OUR KIDS.
HERE'S A GRAPHIC THAT JUST SHOWS THE REACH OF THIS PILOT.
WE ACTUALLY ENDED UP REACHING A COUPLE OF MORE THAN THAT BECAUSE WE HAD SOME MULTILINGUAL TEACHERS WHO WERE PUSHING IN AND DOING THIS WITH FULL CLASSES AS A TIER TWO INTERVENTION WITH SIXTH GRADERS.
SO WE ACTUALLY HAD THIS GOING ALL OVER THE PLACE.
SO FOR KINDERGARTEN, WE HAD SIX TEACHERS.
TWO OF THEM WERE AT TIDAL SCHOOLS.
FOR FIRST GRADE, WE HAD SIX TEACHERS.
SO THAT SHOWS THAT WE HAD FIVE AT TIDAL SCHOOLS.
WE'RE REALLY PROUD OF THE REPRESENTATION THAT WE HAD.
WE HAD TIDAL TEACHERS, ML TEACHERS, SPECIAL EDUCATION TEACHERS.
WE WANTED ALL HANDS ON DECK WHILE WE WERE TRYING TO CHOOSE A QUALITY CURRICULUM.
95% CORE AND OPEN CORE WERE EACH PILOTED FOR 18 TEACHING DAYS.
I ALSO WANT TO HIGHLIGHT THAT WE GOT FEEDBACK FROM OVER 500 STUDENTS DURING THIS PROCESS FROM GOOGLE FORMS SEESAW OR JUST PAPERS THAT THEY SENT IN TO US AND WE'RE REALLY PROUD THAT WE HAD THAT MUCH STUDENT INTERACTION.
[01:10:08]
STUDENTS, STAFF AND COMMUNITY.OUR TEAM DID THE FOLLOWING THINGS.
IT WAS A TRIFOLD. AND WE WENT AROUND TO SCHOOLS.
WE WERE ABLE TO GO TO MEADOWDALE ELEMENTARY COLLEGE PLACE, LYNNWOOD, CHASE LAKE, LYNNDALE, HILLTOP TERRACE PARK, EDMONDS AND EDMONDS ELEMENTARY FOR EVENING EVENTS. THESE INCLUDED MULTICULTURAL NIGHTS, MLK PERFORMANCES, ART WALKS, THE GAMUT.
IT WAS GREAT TO CONNECT WITH OUR COMMUNITY.
WE ALSO ENGAGED IN STAFF MEETING LITERACY LISTENING SESSIONS WHERE WE GOT A LOT OF GREAT FEEDBACK AND QUESTIONS FROM OUR STAFF ABOUT THE CURRENT STATE OF OUR OVERALL LITERACY PROGRAM. WE VISITED WESTGATE, SHERWOOD, MEADOWDALE, HAZELWOOD, SEAVIEW, HILLTOP, EDMONDS AND CEDAR WAY.
WE ALSO WENT ON THE ROAD AND DID SOME DISTRICT EVENTS.
THERE IS NOTHING MORE JOYFUL ON EARTH THAN THAT KINDERGARTEN FAIR WAS.
WE DID A DISTRICT OFFICE CURRICULUM VIEWING EVENT AND WE'RE ALSO WORKING WITH A TEAM OF ABOUT 80 STAFF FROM ACROSS OUR DISTRICT ON A COLLABORATIVE LEARNING COLLABORATIVE LITERACY PROJECT, WHERE THEY ALSO HAVE GOTTEN TO LOOK AT AND THINK ABOUT OUR LITERACY BLOCK.
WE GATHERED A LOT OF ANECDOTAL FEEDBACK THROUGH CONVERSATIONS WITH STAFF, FAMILY AND COMMUNITY MEMBERS AND LEARNED THROUGH OUR DIGITAL FEEDBACK OPPORTUNITY THAT FAMILIES WOULD LIKE MORE INFORMATION ON HOW TO GUIDE READERS TO SOUND OUT AND BLEND WORDS AT HOME.
INFORMATION WAS DISTRIBUTED ALSO USING A DIGITAL FLYER THROUGH SCHOOL BASED COMMUNICATIONS.
ELEMENTARY PRINCIPALS THROUGH DISTRICT LEADERSHIP TEAM.
PEACH JAR. FACEBOOK MOMS AND THE DISTRICT WEBSITE.
JASON MENTIONED A COUPLE OF COMMITTEES THAT WE'VE BEEN WORKING WITH THROUGHOUT THIS PROCESS.
THE PROFESSIONAL EXCELLENCE COMMITTEE PROVIDES GUIDANCE THROUGHOUT AN ADOPTION PROCESS.
THEIR ROLE IS TO ENSURE THE SUCCESSFUL IMPLEMENTATION OF CURRICULUM, ADOPTIONS AND DISTRICT INITIATIVES WHILE CREATING AND MAINTAINING MANAGEABLE WORKLOADS. PEC IS COMPOSED OF TWO THIRDS EDMONDS EDUCATION ASSOCIATION MEMBERS AND ONE THIRD BUILDING AND DISTRICT ADMINISTRATORS.
PEC ELEVATES TEACHER VOICE AND SERVES AS A CHECK AND BALANCE IN THE ADOPTION PROCESS.
PEC, PROFESSIONAL EXCELLENCE COMMITTEE COMMITTEE UNANIMOUSLY VOTED TO SUPPORT THE RECOMMENDATION OF 95% CORE PHONICS FOR CLASSROOM ADOPTION.
BASED ON THE INSTRUCTIONAL MATERIALS COMMITTEE EVALUATION OF THE INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION PROCESS, THE INSTRUCTIONAL MATERIALS COMMITTEE MAY OR MAY NOT RECOMMEND THE SELECTED INSTRUCTIONAL MATERIALS FOR BOARD ADOPTION.
THE COMMITTEES REVIEWED DATA FROM THE FOLLOWING RESOURCES REVIEW FEEDBACK, PILOT FEEDBACK, EQUIP RUBRIC DATA, BIAS CONTENT SCREENER, STUDENT FEEDBACK, COMMUNITY AND STAFF FEEDBACK, AS WELL AS PILOT FEEDBACK THAT WAS THAT WAS GIVEN FOR ALL OF THAT COMMUNITY AND STAFF QUESTIONS AND CONCERNS.
OUR 51 EDMONDS SCHOOL DISTRICT STAFF MEMBERS FROM DIVERSE SCHOOLS, ROLES, PROGRAMS, GRADE LEVELS AND EXPERIENCES VOTED TO RECOMMEND CORE INSTRUCTIONAL MATERIALS FOR FOUNDATIONAL SKILLS INSTRUCTION IN K-5 CLASSROOMS. THE COMMITTEE. THE COMMITTEE REACHED 86 AND 3/10 PERCENT CONSENSUS TO RECOMMEND 95% CORE PHONICS FOR K-5 CLASSROOMS. THE RECOMMENDATION OF 95% CORE PHONICS IS A COLLABORATIVE RESULT OF EDMONDS STAFF, STUDENTS, FAMILIES AND COMMUNITY MEMBERS ACROSS DEPARTMENTS, SCHOOLS, ROLES AND GRADE LEVELS.
IF THERE'S ANYONE IN THE ROOM THAT ASSISTED IN THE ADOPTION, YOU MAY STAND.
I WON'T PUT YOU ON THE SPOT IF YOU DON'T WANT TO, LAURA, BUT THANK YOU FOR BEING PART OF IT.
[01:15:02]
AND IF YOU'RE WATCHING FROM HOME, JUST PLEASE KNOW THAT YOUR HARD WORK IS DEEPLY APPRECIATED AND IS GOING TO MAKE A DIFFERENCE FOR OUR STUDENTS.WE'D LIKE TO THANK THE SCHOOL BOARD, INSTRUCTIONAL MATERIALS COMMITTEE, PROFESSIONAL EXCELLENCE COMMITTEE, AS WELL AS OUR STUDENT STAFF AND COMMUNITY FOR THEIR SUPPORT AND FEEDBACK THROUGH THE PROCESS TO SELECT AND ADOPT INSTRUCTIONAL MATERIALS.
JUST A REMINDER THAT THE LINKS IN THE PRESENTATION ARE ALL LIVE.
THERE'S LOTS OF INFORMATION IN THERE.
AND IF YOU HAVE ANY QUESTIONS, YOU CAN ALWAYS REACH OUT TO ME.
WE ARE HERE FOR QUESTIONS NOW.
SO ARE THERE ANY QUESTIONS FROM THE BOARD AT THIS TIME? UM, THANK YOU.
I'M JUST CURIOUS WHAT THE HESITATION WAS, YOU SAID YOU GOT ABOUT 86% AT THE END OF THE DAY WITH 100% OF THE OTHER FEEDER COMMITTEES SAYING, YES, WE WANT IT.
RESISTANCE OR RELUCTANCE? WELL, WE HAD A COUPLE OF MEMBERS THAT DID VOTE FOR OPEN COURT.
SO WE HAD WE HAD A COUPLE OF MEMBERS WHO VOTED FOR THE OTHER CURRICULUM.
AND THEN WE HAD A COUPLE OF PEOPLE WHO CHOSE NOT TO VOTE FOR EITHER OF THEM.
AND IT WAS A KINDERGARTEN AND A FIFTH GRADE TEACHER.
SO IT WASN'T. WASN'T LIKE, THIS ISN'T RIGHT FOR A PARTICULAR GRADE LEVEL.
IT WAS TWO TEACHERS THAT FELT THAT IT WASN'T QUITE RIGHT FOR OUR KIDDOS.
I'D LIKE TO THANK YOU FOR THE PRESENTATION, REALLY COMPREHENSIVE.
AND I ALSO WANT TO THANK YOU FOR YOUR PROCESS.
I WAS CURIOUS ABOUT THE BIAS SCREENING AND WHAT THAT ACTUALLY IS AND WHAT YOU ELIMINATED SOME OF THE CURRICULUMS BECAUSE APPARENTLY THEY DID NOT DO AS WELL ON THE BIAS SCREENING.
WHAT KIND OF THINGS COME UP THAT THE BIAS SCREENING PICKS UP THAT IS NOT GOOD FOR A CURRICULUM? SOME OF THE THINGS ARE THE WAY THAT FAMILIES OR UM, DIFFERENT DEMOGRAPHICS ARE REPRESENTED, SO THEY'LL BE REPRESENTED IN A VERY NARROW WAY, NOT WITH MULTIPLE REPRESENTATIONS.
UM, IT WAS, IT WAS A LITTLE BIT TRICKY WITH THE BIAS SCREENER, WITH THE PHONICS AND WORD STUDY CURRICULUM BECAUSE WE WEREN'T SO MUCH, THERE'S NOT A LOT OF SOCIAL STUDIES OR SCIENCE CONTENT OR THINGS LIKE THAT THAT HAVE THAT KIND OF A PUSH.
BUT WE WERE REALLY JUST MAKING SURE THAT WE WEREN'T REINFORCING ANY BIASES WITH POOR IMAGERY OR STORIES THAT REPRESENTED PEOPLE UNFAIRLY.
THANK YOU. WE ARE CONTINUING TO WORK WITH 95% CORE AS WELL JUST TO MAKE SURE THAT, YOU KNOW, AS WE CONTINUE ON THEIR MATERIALS CONTINUE TO BE NON HARMFUL FOR OUR STUDENTS.
I WANT TO REITERATE MY COLLEAGUES APPRECIATION OF THE VERY COMPREHENSIVE REPORT AND THOROUGH AND THERE IS A LOT OF INFORMATION ON THESE LINKS, SO I REALLY APPRECIATE THAT. SO THANK YOU SO MUCH.
DIRECTOR SMITH, DID YOU WANT TO WEIGH IN? I JUST THINK THAT IT'S GREAT THAT THEY WENT THROUGH SUCH A THOROUGH PROCESS.
AND I AGREE THAT IT'S TIME THAT WE MADE SURE THAT WE GOT OUR CURRICULUM UP TO DATE.
SO I THINK THIS IS A GOOD FIRST STEP FOR US TO GET CAUGHT UP.
THANKS. AND I'M GOING TO ASK OUR STUDENTS, I REALIZE IT'S BEEN A WHILE SINCE YOU'VE HAD PHONICS AND THAT YOU ARE PROBABLY WAY INTO THE COMPREHENSION PART OF LITERACY, I HOPE.
BUT I WAS JUST WONDERING YOUR REACTION OR COMMENTS OR QUESTIONS.
I THINK IT'S BEEN TOO LONG FOR ME TO REMEMBER ANYTHING.
SORRY. FAIR ENOUGH. I WANT TO ECHO MY COLLEAGUE'S COMMENTS ABOUT THE COMPREHENSIVENESS AND THE COMPLETENESS OF THE PROCESS THAT YOU DID.
I REALLY APPRECIATE LISA'S YOUR LEADERSHIP AND JASON AND LAURA, ALL OF THE WORK YOU DO.
I KNOW HAVING BEEN THERE, HOW INVOLVED AND TIME CONSUMING DOING SOMETHING LIKE THIS IS, AND IT SEEMS LIKE YOU HAVE DOTTED ALL THE I'S AND CROSS ALL THE T'S AND GOTTEN INPUT FROM EVERYONE.
AND I THINK THAT THAT'S WONDERFUL.
[01:20:04]
NOW THAT WE HAVE THESE, ASSUMING THAT WE ARE GOING TO APPROVE THIS, HAVING THESE MATERIALS.SO ONE THING I REALLY WANT TO UNDERSTAND IS WHY PHONICS FOR ALL OF FIFTH GRADE, WHEN REALLY OR EVEN FOURTH, MAYBE BY THAT TIME AREN'T STUDENTS PRETTY MUCH.
I MEAN, I JUST REMEMBER IN THE PAST SEEING SORT OF THESE, YOU KNOW, THE THE PERCENTAGE OF HOW MUCH WE WORK ON COMPREHENSION AND UNDERSTANDING AND THAT KIND OF THING VERSUS PHONICS AND THAT AS WE GO UP THE GRADES, THAT CHANGES.
AND I'M WONDERING HOW IS THAT GOING TO BE WORKED INTO SORT OF THE PROPORTION OF HOW THIS AND THE UNITS OF STUDY AND I DON'T KNOW IF BENCHMARK IS STILL GOING TO BE USED OR NOT, BUT WHATEVER THE OTHER MATERIALS [INAUDIBLE] HOW DOES IT WORK OUT AS THE GRADES GO UP AND HOPEFULLY THE NEED FOR PHONICS GO DOWN? THE STANDARDS CHANGE AT FOURTH AND FIFTH GRADE QUITE A BIT FROM THE PHONICS AND PHONEMIC AWARENESS INTO MORE MORPHOLOGY AND FLUENCY.
SO STUDENTS LEARN COMMON AFFIXES AND SUFFIXES.
SO THE STANDARDS CHANGE QUITE A BIT AFTER THIRD GRADE.
FOURTH AND FIFTH FOCUSES MUCH MORE ON THE MORPHOLOGY AND THE AFFIXES.
AND WE ACTUALLY CALL IT WORD STUDY.
AND I FEEL THAT I MADE A MISSTEP WHEN I STARTED THIS PROCESS BY CALLING IT A PHONICS ADOPTION, BECAUSE IT REALLY WAS A FOUNDATIONAL SKILLS ADOPTION WHICH COVERS PHONICS AND WORD STUDY. OH, THAT'S REALLY HELPFUL.
THAT'S SORT OF WHY MY PARENTS MADE ME TAKE LATIN IN NINTH GRADE.
YEAH. MY OTHER QUESTION HAS TO DO WITH THE WHOLE AREA OF COMPREHENSION.
SO PEOPLE WHO ARE HERE WHEN WE ADOPTED THE UNITS OF STUDY KNOW THAT I WASN'T A BIG FAN AND I'VE BEEN READING A LOT ABOUT IT. AND I'M WONDERING IN THE READING THAT I'VE DONE OF SORT OF CURRENT UNDERSTANDINGS, THEY NEVER TALK ABOUT COMPREHENSION.
AND TO ME, THAT'S THE PIECE I WORRY ABOUT MOST IN TERMS OF WHAT OUR KIDS GET THROUGH THEIR LITERACY AS IT GOES UP IN SOPHISTICATION AND DIFFICULTY OF WHAT THEY'RE READING.
CAN YOU HELP ME UNDERSTAND WHERE COMPREHENSION COMES INTO THE NOW I'M THINKING ABOUT THE OVERALL BECAUSE I REALIZE THIS IS THE FOUNDATIONAL STUFF, BUT HOW IS COMPREHENSION BUILT INTO WHAT WE'RE DOING FOR OUR KIDS? YEAH. THANK YOU SO MUCH FOR THAT QUESTION, DR.
WHAT WE'RE WORKING ON RIGHT NOW IN OUR COLLABORATIVE LITERACY PROJECT, AS WELL AS A SMALL SUBSET OF ELEMENTARY PRINCIPALS AND THE PROFESSIONAL EXCELLENCE COMMITTEE.
IS TO REVIEW AND REVISE THE LITERACY BLOCK WITHIN THE ELEMENTARY SCHOOL DAY.
WE HAVE, AS YOU NOTED, RECENTLY, ADOPTED THE UNITS OF STUDY.
AND SO WE NEED TO CAREFULLY INVESTIGATE AND RETHINK HOW WE WILL APPROACH BUILDING THIS LITERACY BLOCK SO THAT THE FOUNDATIONAL SKILLS ARE TAUGHT PROGRESSIVELY THROUGH K-5 AS WELL AS THE UNITS OF STUDY, WHILE ALSO MAKING SURE THAT THERE'S A FOCUS ON STUDENTS READING AND UNDERSTANDING THE MATERIAL THAT THEY ARE READING AND PART OF THAT WHAT I WOULD LIKE TO DO IS ALSO USE OUR ADOPTED ASSESSMENT TOOL IREADY TO TARGET WITH DIAGNOSTIC ASSESSMENTS AND TESTS EXACTLY WHERE STUDENTS ARE AND THE SKILLS THEY NEED TO FOCUS ON, AND THEN ENCOURAGE TEACHERS TO RUN SMALL GROUP INSTRUCTION THAT'S TARGETED FOR STUDENTS WHO ARE HAVING DIFFICULTY WITH THE COMPREHENSION.
IT'S SO IMPORTANT THAT WE DO TEACH THESE FOUNDATIONAL SKILLS, THOUGH, BECAUSE WITHOUT THAT FOUNDATION, STUDENTS WON'T GET TO THE POINT WHERE MANY OF THEM WON'T GET TO THE POINT WHERE THEY ACTUALLY COMPREHENDING THE TEXT THAT THEY'RE READING.
I REALLY APPRECIATE YOU TAKING THE TIME TO ADDRESS.
SO A LITTLE TANGENTIAL BUT NOT ENTIRELY TANGENTIAL.
ANY OTHER COMMENTS OR QUESTIONS? OKAY. SO THAT WAS THAT'S A FIRST READING.
WE'LL BE BRINGING THAT FORWARD FOR A SECOND READING AND POTENTIAL ACTION AT OUR NEXT MEETING.
[01:25:07]
PERFECT. WHICH TAKES US TO OUR NEW BUSINESS.[12. NEW BUSINESS- 9:00 pm]
OH, THAT WAS NOT A FIRST READING.NOW WE HAVE A FIRST READING WITH NO ACTION ON OUR K-5 CORE FOUNDATIONAL SKILLS ADOPTION.
SO IS THERE ANY OTHER DISCUSSION IF THERE ARE NO OTHER QUESTIONS, WE CAN BRING THIS FORWARD FOR THE NEXT.
12.2 THIS EVENING IS A SECOND READING.
APPROVED NEW BOARD POLICY 2401 FINANCIAL EDUCATION, MASTERY BASED LEARNING AND CREDIT.
WE DID HAVE A FIRST READING ON APRIL 25TH.
THERE WERE NO CHANGES RECOMMENDED REQUESTED RATHER, BETWEEN THE FIRST AND SECOND READING.
SO AT THIS TIME, WE ARE BRINGING THIS FORWARD TO YOU FOR CONSIDERATION FOR APPROVAL.
MINER. SO DO I HEAR A MOTION TO APPROVE THE NEW BOARD POLICY 2401 ON THE FINANCIAL EDUCATION, MASTERY BASED LEARNING AND CREDIT. I MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
AND THE NEW BOARD POLICY 2401 IS APPROVED.
THANK YOU. THE SECOND READING.
12.3 IS THE SECOND READING OF APPROVED NEW BOARD POLICY.
4311 SCHOOL SAFETY AND SECURITY SERVICES PROGRAM.
ALSO A FIRST READING ON APRIL 25TH.
NO CHANGES REQUESTED BY THE BOARD.
SO WE ARE BRINGING TO BRINGING IT FORWARD TO YOU FOR A REQUEST TO APPROVE.
SO DO I HEAR A MOTION TO APPROVE THE NEW BOARD POLICY 4311 REGARDING SCHOOL SAFETY AND SECURITY SERVICES PROGRAM? I MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
AND THE NEW BOARD POLICY 4311 SCHOOL SAFETY AND SECURITY SERVICES PROGRAM IS APPROVED.
BRINGS US TO 12.4 A SECOND READING TO APPROVE REVISED BOARD POLICY 3420 ANAPHYLAXIS PREVENTION AND RESPONSES WAS BROUGHT TO YOU FOR A FIRST READING ON APRIL 25TH.
NO CHANGES WERE REQUESTED BY THE BOARD, SO WE ARE BRINGING IT FORWARD TO YOU FOR APPROVAL.
SO DO I HEAR A MOTION TO APPROVE THE REVISED BOARD POLICY 3420 ON THE ANAPHYLAXIS PREVENTION AND RESPONSE? MOVE TO APPROVE.
SECOND, I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
AND THE REVISED BOARD POLICY 34 20 IS APPROVED.
AND FOR THAT, I'LL TURN IT OVER TO DIRECTOR CHASE.
MINER. AS YOUR LEGISLATIVE REP, WE ARE WE ARE IN A THE CYCLE OF ADVOCACY, IN OLYMPIA IS A YEAR LONG PROCESS. WE JUST HAD THE LEGISLATIVE SESSION END AND WE JUMPED RIGHT INTO 2024 PLANNING.
WHAT WE HAVE THIS YEAR IS A CHANGE AND THIS IS THE TYPE OF YEAR WHERE WE REVIEW THE POLICIES OF WSSDA WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION, SEE WHERE WE MAY SEE SOME GAPS, SOME REVISIONS THAT THROUGH EXPERIENCE, WE THAT WE FEEL WE SHOULD BE CHANGING. WHAT I HAVE BEFORE THE BOARD ARE PROPOSALS.
THERE ARE SEVEN NEW LEGISLATIVE PROPOSALS AND TWO PERMANENT POSITIONS.
WHAT THE AND THIS IS FROM OUR COLLEAGUES IN SHORELINE WHO HAVE DONE SOME EXTENSIVE RESEARCH IN REVIEWING THOSE BILLS THAT HAVE COME FORWARD AND THOSE THAT AND WHAT THESE POSITIONS WILL DO WILL ALLOW THE STRATEGIC ADVOCACY PARTNERS WITH WSSDA TO TAKE A POSITION ON BILLS SHOULD THEY COME FORWARD. FOR INSTANCE, IN OLYMPIA, IF A BILL COMES THROUGH ON THE FEDERAL POVERTY RATE CALCULATION WSSDA DOESN'T HAVE A POSITION ON THAT.
SO THEY TAKE NO POSITION ON IN TESTIMONY OR PUBLIC COMMENT ON THAT PARTICULAR BILL.
SO BY HAVING NEW THIS WILL ALLOW ADVOCACY SURROUNDING THESE POSITIONS IN OLYMPIA.
WE HAVE WITH WSSDA 51 POSITIONS ON SCHOOL FUNDING AND THAT'S OF 217 TOTAL POSITIONS, 51 OF THEM
[01:30:08]
ARE ABOUT FUNDING RANGING FROM STAFFING ALLOCATIONS TO, LET'S SEE, ENRICHMENT PROGRAMS, TALKING ABOUT EQUITY AND REMEDIATION MONEY, FEDERAL FUNDS, THE FEDERAL AID IMPACT IMPACT PROGRAMS AND AMPLY FUNDING EDUCATION.SO WE ARE VERY STRONG ON POSITIONS ON FUNDING EDUCATION WITH WSSDA.
LET ME JUST REVIEW BRIEFLY WHAT THESE ARE.
ONE HAS TO DO WITH ARTIFICIAL INTELLIGENCE TECHNOLOGY.
MY OTHER POINT TWO IS LOOKING AT THESE POSITIONS.
THERE'S A CHANGE ON HOW THEY ARE PRESENTED.
IN THE PAST, INDIVIDUAL BOARD MEMBERS COULD BRING PROPOSALS FORWARD AND SUBMIT THEM TO WSSDA NOW IT MUST GO THROUGH THE ENTIRE BOARD POSITION. AND THE REASON FOR THAT IS INDIVIDUAL BOARD MEMBERS DON'T HAVE ACTION AND AUTHORITY TO ACT ON THEIR OWN FOR SCHOOL DIRECTED POSITIONS, BUT WE DO ARE GRANTED AUTHORITY AS A BOARD.
SO WSSDA INTERPRETED THE RULES THAT THE BOARD MUST BE THE ONE THAT BRINGS FORWARD THE POLICY.
THAT'S WHY THIS IS BEFORE US TODAY.
AND CAN WE MAYBE JUST OFFER UP A LITTLE BIT OF CLARIFICATION ABOUT IF THIS BOARD APPROVES THESE, WHAT HAPPENS? WHERE ARE THEY IN THE PROCESS IN THE GRAND SCHEME OF THINGS FOR WSSDA POSITIONS? ABSOLUTELY. ABSOLUTELY.
SO SOMETIMES YOU START DOING THIS SO MUCH, YOU FORGET TO BACK UP A LITTLE BIT.
AND LET ME GET THE DATE REAL QUICK.
I SHOULD HAVE HAD THAT DATE FOR YOU ON THE TIMELINE AND THE INTERIM PLANS.
OKAY. WELL, I DON'T HAVE IT RIGHT IN FRONT OF ME.
THEY WILL GO TO WSSDA WE WILL REVIEW THEM AS A LEGISLATIVE COMMITTEE, AND THE GENERAL ASSEMBLY WILL THEN REVIEW THESE AND DECIDE IF THESE WILL BE ADOPTED AS PART OF THE REGULAR PLATFORM.
AND THAT IS THE GENERAL ASSEMBLY OR ALL THE SCHOOL DIRECTORS ACROSS THE STATE.
AND THAT IS USUALLY DONE IN SEPTEMBER.
SO ANOTHER POINT OF CLARIFICATION.
I DON'T KNOW HOW TO PHRASE THIS.
I'M WORRIED ABOUT WHETHER OUR PUTTING OUR SUPPORT BEHIND THESE WILL DETRACT FROM OTHER.
LEGISLATIVE POSITIONS THAT WE MAY THINK ARE FAR MORE IMPORTANT.
DID I PHRASE THAT TO MAKE SENSE? FOR INSTANCE, THERE IS NOT A POSITION ON SUPPORTING LEGISLATION TO REDEFINE THE FEDERAL CALCULATION OF POVERTY FOR STUDENTS.
SO THERE IS NOTHING IN OUR POSITIONS FOR THAT.
THERE'S NOTHING ABOUT LANGUAGE ACCESS WHICH ADDRESSES AN UNFUNDED MANDATE, WHICH IS PART OF THE THE ISSUE WITH SCHOOL FUNDING IS THE NUMBER OF UNFUNDED MANDATES. SO, FOR INSTANCE, ONE OF THE SUGGESTIONS IS SUPPORTING LEGISLATION THAT FULLY FUNDS LANGUAGE TRANSLATION SERVICES AND SUPPORT LANGUAGE ACCESS REQUIREMENTS OF OUR [INAUDIBLE] CHAPTER 28.
AND I WOULD ADD TO YOUR QUESTION, DR.
KATIMS, AS YOU KNOW, WITH HUNDREDS LITERALLY OF PLATFORMS, NOT ALL OF THOSE SORT OF APPEAR IN THE SAME WAY WE HAVE A ONE PAGER ON WSSDA, YOU KNOW, THEY'LL FOCUS ON THE MOST IMPORTANT THINGS.
WE NEED NOT REMAIN SILENT ON THAT.
WE CAN NOW ADVOCATE FOR THAT BECAUSE IT'S ONE OF OUR PERMANENT POSITIONS.
THANK YOU. THAT'S EXACTLY RIGHT.
THE OTHER THING, THOSE THINGS THAT ARE IMPORTANT, SUCH AS SCHOOL FUNDING.
WE HAVE SOME VERY STRONG POSITIONS ON BECAUSE RIGHT NOW THAT'S WHAT WE'RE TALKING ABOUT.
SO THESE THINGS, THESE POSITIONS HAVE BEEN ADDRESSED IN THE 51 FUNDING POSITIONS IN WSSDA.
[01:35:05]
SO IF BILLS COME FORWARD, THERE IS A POLICY POSITION OF THE STATE THAT'S BEEN APPROVED BY ALL THE BOARD DIRECTORS SO THE ADVOCACY CAN OCCUR.SO NOW THAT SAID, WHAT I PRESENTED TO YOU, THESE ARE STANDALONE POSITIONS.
HOWEVER, IF WE WISH TO CO SUBMIT WITH OUR ALLIES IN SHORELINE, THEY HAD CHANGED IN ONE OF THEIR MEETINGS A FEW OF THE POSITIONS WHICH I RECENTLY EMAILED TO YOU.
BUT AT THIS POINT, ARE THERE MORE QUESTIONS ABOUT PROCESS? IN TERMS OF WHAT WE'RE GOING TO BE DOING HERE, WE'RE GOING TO BE DECIDING AMONG THESE SEVEN WHETHER OR NOT WE WANT TO SAY WE WANT TO SIGN ON AS EDMONDS ALSO THINKS THIS IS SOMETHING THAT SHOULD BE A WSSDA POLICY.
I MEAN, A WSSDA, CORRECT, POSITION, POLICY POSITION, JUST IN CASE.
IT'S ALWAYS IMPORTANT TO HAVE MORE EYES ON A POLICY.
RIGHT. SO THAT FOR MORE REVIEW.
AND I DO THINK THAT THEY'VE IDENTIFIED SOME IMPORTANT GAPS.
BUT AGAIN, WE DO NOT HAVE TO SIGN ON TO THESE.
HOWEVER, THESE ARE PRESENTED FOR US AS THE FIRST TIME AS A BOARD TO TAKE A LOOK AT THESE.
OR WE COULD WE COULD SIGN ON FOR SOME OF THESE, BUT NOT ALL OF THESE.
AND SO WHAT I WAS GOING TO PROPOSE THAT I GO THROUGH THESE POSITIONS, THE NEW POSITIONS THAT WERE PROPOSED, AND WE CAN DECIDE, HAVE A DISCUSSION, THEN DECIDE IF WE WANT TO WANT TO SUPPORT THESE.
ONE OF THE IDENTIFIED AREAS WAS ARTIFICIAL INTELLIGENCE TECHNOLOGY.
I THINK THAT WE'VE SEEN THAT AI IS WITH US NOW AND THERE WAS A THOUGHT THAT LEGISLATION TO SUPPORT ESTABLISHING THE FOLLOWING FOR GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGIES WOULD BE ESTABLISHING A REGULATORY AUTHORITY THAT ESTABLISH AND PROVIDE ONGOING OVERSIGHT OF STANDARDS FOR ETHICS, CONTENT, INTERACTION REQUIREMENTS AND PRIVACY FOR THESE TECHNOLOGIES.
I'M JUST GOING TO READ THIS BECAUSE THIS ONE IS A VERY BRAND NEW REQUIRE THAT ALL SUCH TECHNOLOGIES MUST PROVIDE VISIBLE AND PROMINENT ACCESS TO FULL DISCLOSURE OF SOURCE DATA CONTENT USED, NOTING SPECIFICALLY ANY VIOLENT, ABUSIVE, EXPLICIT, OR COPYRIGHTED OR TELEMARKETING CONTENT, PRIVACY PRACTICES EMPLOYED, FULL DISCLOSURE ON HOW ANYTHING INPUT DURING EACH INTERACTION WILL BE USED, STORED OR MANAGED, AFFIRMATIVE CONSENT BY THE USER FOR EVERY INTERACTION.
DOCUMENTATION ON WHAT KIND OF THINGS IT TENDS TO GET WRONG, AND INHERENT BIASES IT CONTAINS, AND THE ABILITY TO TURN OFF WHEN EMBEDDED INTO OTHER APPLICATIONS, AND ALSO FULLY FUND PROFESSIONAL DEVELOPMENT FOR EDUCATORS AND STAFF ON UNDERSTANDING HOW THESE TECHNOLOGIES WORK, HOW TO RECOGNIZE AND COUNTERACT THE INHERENT BIASES AND ISSUES THAT EXIST WITHIN THEM, AND HOW TO USE THEM AS EFFECTIVE AND ETHICAL LEARNING AND TEACHER RESOURCE TOOLS.
THERE WAS AN INTERESTING FACEBOOK POST FROM ONE OF OUR TEACHERS, HIGHLY RESPECTED.
SO I STARTED THINKING ABOUT ALL THE IMPLICATIONS FROM THIS.
AND THERE WAS ALSO ON A COMMENT TO THAT AND I'M LOOKING AT THE STUDENTS WHO WILL APPRECIATE THIS, SOMEONE WHO SAID A PARENT WHO SAID, OH, MY SON SAID IT WRITES AWESOME SHORT STORIES.
SO WHILE AT THE CURRENT TIME, TEACHERS ARE ABLE TO HELP IDENTIFY ANY PLAGIARISM THAT GOES ON THROUGH TURNITIN.COM WHEN STUDENTS CREATE ESSAYS AND WRITTEN PIECES.
I'M WONDERING WITH AI IF THAT'S EVEN POSSIBLE AND WHAT IT MEANS IN TERMS OF THE ETHICAL USE BY STUDENTS.
AND ALSO IF IT CAN WRITE ALL OUR LESSON PLANS.
I DON'T EVEN WANT TO SAY WHAT SOME OF THE IMPLICATIONS THERE MIGHT BE, BUT THEY'RE A LITTLE SCARY.
[01:40:08]
THINGS THAT COULD HAPPEN THAT WE MAY OR MAY NOT LIKE.WELL. SO I THINK YOUR COMMENTS ARE THEY'RE INTERESTING.
I WONDER IF THE FUTURE OF AI, THOUGH, IS GOING TO BE THAT WE'RE GOING TO BE CHANGING OUR IDEAS ABOUT WHAT WHAT IS ETHICALLY. WHAT IS ETHICAL TO TURN IN.
AND SO I JUST WANT TO POINT OUT, I HAVE FIRST OF ALL, I HAVE THIS MUCH KNOWLEDGE ABOUT AI BECAUSE I LEARNED ABOUT IT ABOUT THE SAME TIME AS EVERYONE ELSE. BUT I FOUND A FEW THINGS HERE THAT.
AND SO THAT'S ONE THING, IS I DON'T KNOW A LOT ABOUT IT.
AND SO I FEEL UNCOMFORTABLE SIGNING ON TO SOMETHING THAT SAYS WE'RE GOING TO DO ALL THESE THINGS TO MONITOR OR SUPPORT ALL THESE THINGS THAT I'M NOT SURE THAT THEY'RE THE RIGHT THINGS. AND I'LL SAY, FOR INSTANCE, I DON'T KNOW THAT AFFIRMATIVE CONSENT IS IS GOING TO WORK.
I MEAN, IF I THINK ABOUT WHAT LIKE GOOGLE USES AI RIGHT NOW, WE CAN'T TURN OFF AI AND USE GOOGLE.
AND OF COURSE, EVERY TIME WE SEARCH FOR SOMETHING, I ASSUME THEY GRAB OUR SEARCH AND LOAD IT INTO AND THAT'S PART OF THE GENERATIVITY OF IT.
SO I DON'T KNOW THAT THAT'S WORKABLE.
I DON'T KNOW THAT THE ABILITY TO TURN IT OFF IS WORKABLE IN THAT KIND OF APPLICATION.
I WORRY A LITTLE BIT ABOUT THE REGULATORY AUTHORITY OR I MEAN, I ASSUME THAT'S NOT GOING TO BE US, BUT I DO WORRY THAT THERE'S NO NOTHING IN HERE THAT SAYS FULLY FUNDS.
SO THOSE ARE MY COMMENTS ON THIS.
I THINK THAT I GUESS WE'RE SO EARLY IN THE UNDER OUR UNDERSTANDING OF AI.
I'D LIKE TO SEE A LITTLE MORE WORK ON THIS BEFORE I SIGN ON.
THE CHALLENGE WE HAVE THERE IS, YOU KNOW, WE HAVE A LIMITED NUMBER OF DAYS WITH OUR STAFF.
EVEN IF THEY SAY WE'RE GOING TO PICK UP ONE OF THE DAYS, IS THIS THE MOST IMPORTANT THING THAT WE NEED TO TRAIN OUR STAFF ON? AND IS THAT BECAUSE I DON'T I CAN'T GUARANTEE THAT OUR TEACHERS ARE GOING TO EXPAND OR PARAPROFESSIONALS ARE GOING TO AGREE TO EXPAND THE WORK HERE BY ANOTHER DAY, EVEN IF THEY'RE PAID. AND SO I'M WORRIED ABOUT A REPLACEMENT MODEL OF THIS, EVEN IF IT'S FULLY FUNDED, THERE'S ANOTHER RESOURCE THERE AND THAT'S PEOPLE'S TIME. AND THAT WOULD BE A QUESTION THAT I WOULD HAVE ABOUT THAT PARTICULAR ASPECT OF THIS.
AND RIGHT NOW, I DON'T THINK I KNOW ENOUGH ABOUT WHAT THE OVERSIGHT IS GOING TO LOOK LIKE TO SAY IF I WOULD TRULY SUPPORT REGULATING IT VERSUS LETTING IT GO FOR A WHILE AND THEN TRYING TO REGULATE IT LATER.
I JUST DON'T THINK WE'RE QUITE THERE AS TO WHAT I CAN DO.
THESE ARE GREAT COMMENTS ON THIS.
AND REMEMBER, WE DON'T HAVE TO SIGN ON OR SUPPORT ANY OF THESE THINGS.
BUT I THINK AS FAR AS I'M THINKING AI IS COMING AND THIS WAS THE FIRST STAB TO RECOGNIZE THAT WE NEED TO START HAVING SOME POSITIONS AROUND THIS AND SOME REGULATION.
AND SO THIS THIS POSITION IS GOING TO BE SUBMITTED WHETHER WE SIGN ON OR NOT.
[01:45:01]
AM CONCERNED THAT WE DON'T HAVE ANY OVERSIGHT RIGHT NOW.AND WE DO KNOW THAT THERE WILL LIKELY BE SOME LEGISLATION INTRODUCED.
AND SO IT'LL BE INTERESTING TO SEE WHERE THAT GOES.
YOU KNOW, I WAS LOOKING AT THIS WHOLE FOUR PAGE DOCUMENT.
I'M BASICALLY IN AGREEMENT WITH EVERYTHING EXCEPT FOR THE SECOND AND THIRD BULLETS UNDER AI BECAUSE I THINK THEY'RE TOO SPECIFIC AND I THINK THEY'RE WE DON'T KNOW THE IMPLICATIONS OF EVEN FULL DISCLOSURE OF SOURCE DATA.
HOW DO YOU DO THAT? THERE'S I THINK IT'S THE DETAILS ARE TOO DETAILED FOR TODAY'S THING.
BUT THE VERY FIRST ONE, REGULATORY AUTHORITY THAT ESTABLISHES AND PROVIDES ONGOING OVERSIGHT OF STANDARDS FOR ETHICS, CONTENT, INTERACTION REQUIREMENTS AND PRIVACY OF THESE TECHNOLOGIES IS A REALLY GOOD UMBRELLA IDEA OF HOW WE SHOULD BE VERY CAREFUL ABOUT IMPLEMENTING AI TECHNOLOGIES.
BUT THE REST OF THE LAST TWO THINGS I AGREE WITH THE PROBLEM WITH THE FULLY FUNDING, THE PROFESSIONAL DEVELOPMENT, BECAUSE IT MAY NOT BE THE MOST IMPORTANT PROFESSIONAL DEVELOPMENT THAT WE HAVE AND THE REQUIREMENTS ARE REALLY SPECIFIC.
AND I DON'T THINK THE TECHNOLOGY AND THE UNDERSTANDING OF THE IMPLICATIONS IS TO THE POINT WHERE ALL OF THESE BULLET POINTS AND SUB BULLET POINTS AND NUMBER TWO ARE REALLY APPROPRIATE.
THEY MAY BE, BUT I NOT CONFIDENT THAT THEY ARE.
SO I WOULD I WOULD APPROVE THIS DOCUMENT TAKING OUT THE SECOND AND THIRD BULLET.
UNDER AI THE REST OF THE DOCUMENTS' QUITE NICE.
I AGREE WITH THE THE IDEAS IT HAS.
THAT IS ONE OF THE THINGS WHEN YOU GET TOO SPECIFIC RIGHT PARTICULARLY WITH THE FIRST TIME OUT THE GATE A REGULATORY AUTHORITY THAT ESTABLISHES AND PROVIDES ONGOING OVERSIGHT OF STANDARDS FOR ETHICS, CONTENT INTERACTION REQUIREMENTS AND PRIVACY FOR THESE TECHNOLOGIES.
YEAH. I ENTIRELY AGREE WITH YOU.
I THINK THAT'S A REALLY SMART WAY TO TO TO LOOK AT THIS DIRECTOR NOBLE.
I ALSO AS I THINK ABOUT THE IMPLICATIONS FOR TEACHING AND LEARNING.
ANY PROFESSIONAL DEVELOPMENT THAT I THINK WOULD BE MOST HELPFUL FOR TEACHERS, PARTICULARLY AS IT IS HOW YOU WRITE ASSIGNMENTS FOR KIDS SO THEY CAN'T USE AI PERIOD, OR THEY MIGHT BE ABLE TO USE IT FOR PART OF IT.
BUT LET'S SAY, YOU KNOW, DON'T JUST SAY GIVE ME A BOOK REPORT OR GIVE ME A RESEARCH.
I WANTED YOU TO USE EXAMPLES THAT ARE CLEARLY YOUR EXAMPLES AND NOT SOMETHING THAT CAME FROM A COMPUTER THAT THE ASSIGNMENTS NEED TO TAKE INTO ACCOUNT THE FACT THAT KIDS ARE SMART KIDS AND THEY'RE GOING TO USE THIS WHENEVER THEY CAN.
IT'S WELL, IT'S PROFESSIONAL DEVELOPMENT FOR USING IT EFFECTIVELY, FOR HELPING STUDENTS USE IT EFFECTIVELY FOR THEIR LEARNING AND NOT JUST TRYING TO DO A CHECK OFF OF A OF AN ASSIGNMENT.
I AGREE WITH YOU THERE. AND I'M ACTUALLY KIND OF INTERESTED IN WHAT OUR STUDENTS HAVE TO SAY.
ANY THOUGHTS ON THIS? YOU MAY NOT HAVE GOTTEN THIS EITHER RIGHT.
OR MAYBE THEY JUST WANT TO NOT WEIGH IN ON THIS ONE.
IT'S UP TO YOU. I MEAN, I HONESTLY DIDN'T KNOW MUCH ABOUT AI AT ALL UNTIL THAT WHOLE LIKE, CHATGPT THING CAME OUT AND THEN THAT'S WHEN I REALLY GOT TO UNDERSTAND, LIKE, WHAT WAS IT AI, AND LIKE WHAT PEOPLE PRIMARILY USED FOR THOSE WHO WERE IN SCHOOL.
BUT I THINK IT'S HONESTLY GOTTEN TO BE VERY ACCESSIBLE TO EVERYBODY.
SO AS LIKE YOU KNOW, WE GO BACK INTO LIKE, LIKE, UM, GETTING FULL INTO, LIKE SCHOOL, COMING BACK FROM COVID, PEOPLE, LIKE ARE STRUGGLING WITH LIKE ASSIGNMENTS.
SO LIKE, THEY'LL GO TO ANYTHING THAT WILL GET THEM AN A.
SO I THINK THAT CHATGPT HAS GONE VERY FAMOUS VERY QUICK BECAUSE IT'S LIKE SO RELIANT TO THE KIDS.
LIKE THAT'S SOMETHING THAT THEY CAN RELY ON IF THEY DON'T UNDERSTAND SOMETHING.
SO I DEFINITELY THINK IT'S A VERY HEAVY TOPIC.
YEAH, I THROUGHOUT MY YEAR, A LOT OF PEOPLE ARE REALLY INTO CHATGPT AND LIKE IN MY ENGLISH CLASS, LIKE EVEN TODAY, LIKE WE HAVE TO WRITE A SHORT STORY ABOUT LIKE HEMINGWAY AND PEOPLE ARE LIKE, OH, I'LL JUST USE CHATGPT.
UM, I HONESTLY, I DO USE IT LIKE SOMETIMES, JUST LIKE FOR, LIKE MY TEACHERS OR LIKE, OKAY,
[01:50:04]
LET'S SEE WHAT CHATGPTT USES FOR THIS ASSIGNMENT AND SEE WHAT, AND THEN WE KIND OF BATTLE WITH CHATGPT AND SEE LIKE WHAT WE'RE RIGHT BECAUSE IT ONLY HAS LIKE INFORMATION FROM LIKE 2018 AND NOTHING ELSE.UM, BUT I HONESTLY DON'T REALLY LIKE CHATGPT BECAUSE MY MOM HAS TAUGHT ME TO DO HARD WORK AND TO LIKE PUT MY EFFORT INTO MY STUDIES.
AND I JUST THINK THAT CHATGPT IS A GOOD, USEFUL TOOL IF WE USE IT WISELY.
I KIND OF AGREE ON THAT BECAUSE A LOT OF PEOPLE ARE USING IT IN WAYS ARE NOT IN A GOOD WAY.
UM, I'VE HEARD LIKE A LOT OF STORIES OF LIKE JUST PEOPLE TAKING ADVANTAGE OF IT.
AND, YOU KNOW, KIDS THESE DAYS GET A LITTLE BIT LAZY.
YOU KNOW, THEY'RE THEY JUST DON'T REALLY WANT TO DO IT.
AND ONCE THEY START USING, AI IT'S LIKE I FEEL LIKE IT'S KIND OF OBVIOUS FOR A TEACHER TO READ STUFF FROM STUDENTS OF LIKE, OH, THIS IS FROM AI AND THIS IS NOT YOUR WRITING LIKE, AND I GET THAT WE'RE ALL GOING THROUGH STUFF AND SOMETIMES WE'RE JUST LIKE, OH, I JUST DON'T WANT TO DO THIS WORK TODAY. AND YOU WERE LATE ON SOMETHING ELSE COMPARED TO YOUR OWN WORK, BUT LIKE, IT'S YOUR EDUCATION ON THE LINE, YOU KNOW, IT'S IT'S YOUR FUTURE.
AND, YOU KNOW, I FEEL LIKE, YOU KNOW, THE FRESHMAN SOPHOMORES, THEY DON'T UNDERSTAND THAT YET.
SO I DON'T LIKE IT, TO BE HONEST.
LIKE WHEN I FIRST HEARD ABOUT THAT, I WAS LIKE, OH NO, THANK YOU.
BECAUSE I DON'T THINK IT'S GOING TO TURN OUT IN A GOOD WAY.
IT JUST THEN EVERYONE GETS LAZY.
NO ONE'S GOING TO REALLY DO ANYTHING ANYMORE.
SO YEAH, I'D LOVE TO SUGGEST THAT WHEN WE'RE THINKING ABOUT OUR STUDY SESSION TOPICS FOR NEXT YEAR, I HAD A REALLY FASCINATING CONVERSATION WITH OUR TECH TEAM WHERE THEY HAVE SOME REAL ENTHUSIASM IN SOME WAYS FOR SOME OF THE APPLICATIONS FOR THIS, FOR OUR STUDENTS AND FOR THEIR LEARNING, WHICH WERE VERY EYE OPENING TO ME AS A PERSON WHO DOESN'T KNOW THAT MUCH ABOUT IT.
I WENT HOME AND TRIED IT OUT ON SOMETHING AND IT WAS REALLY FASCINATING.
SO I WOULD LOVE TO GET THEM IN BECAUSE I THINK THEY'LL BE TAKING THE OUR TECH DEPARTMENT WILL TAKE THE LEAD IN THE STUDENT LEARNING ASPECTS OF THIS IN MANY WAYS, BECAUSE THEY HAVE A SLIGHTLY DIFFERENT TAKE ON IT THAN I THAN I DID FOR SURE.
STUDY, SESSION TOPIC FOR SURE.
YEAH. GREAT. WE'LL GET THAT ON THE LIST OF OPTIONS.
SO THIS SO NEXT WEEK, WHAT WILL HAPPEN IS ALL THE PROPOSALS WILL COME TOGETHER.
THEY'LL BE REVIEWED BY DIFFERENT COMMITTEES.
THEN IN JUNE AND AUGUST, A HANDBOOKS OF ALL THE POSITION IS DISTRIBUTED TO EVERYONE.
AND THEN IN SEPTEMBER, THE GENERAL ASSEMBLY WILL VOTE AND DEBATE AND VOTE ON THESE THINGS.
AND SO IT'S A REVIEW PROCESS THAT GOES ON THAT WAY.
GOING BACK TO THE AI ONE, I WANT TO REVIEW THE OTHERS.
SINCE WE ALL ARE GETTING INTO THIS WITH NEW TECHNOLOGY, WITH WITH NEW EXPERIENCES.
AND I WOULD LOVE TO HEAR WHAT THE TECH DEPARTMENT HAS TO SAY ABOUT THIS, TOO.
WELL, I FEEL LIKE IF WE SIGN ON TO THE FIRST BULLET, THE WAY GARY DESCRIBED IT AND ADVOCATE FOR WSSDA HAVING THAT GIVES WSSDA WHAT THEY NEED IN TERMS OF IF ANY LEGISLATION COMES UP ABOUT AI WITH BECAUSE THE DEVIL IS ALWAYS IN THE DETAILS AND WE'RE NOT READY TO GO INTO THE DETAILS YET.
I THINK MAKING THAT RECOMMENDATION FROM US MAYBE TO SHORELINE AND THE OTHERS WOULD WOULD MAKE IT MORE LIKELY THAT PEOPLE, OTHER DISTRICTS WOULD ALSO BE WILLING TO SIGN ON TO THIS TO GET RID OF ALL OF THAT THE DETAIL STUFF.
[01:55:06]
FORWARD. AND REST ASSURED THAT THIS CONVERSATION WE'RE HAVING, I THINK, IS PROBABLY GOING TO BE A LARGER CONVERSATION THAT HAPPENS IN THE IN YOUR DISCUSSION WITH THE OUR SHORELINE COLLEAGUES.AND YOU MIGHT TELL THEM OUR THINKING AND THEY MIGHT.
OH, ABSOLUTELY DECIDE THEY AGREE AS WELL.
ONE OF THE CHALLENGES, THOUGH, YOU HAVE TO DO THIS AT THIS MEETING.
OH, THEY'VE ALREADY. THEY'VE ALREADY. SO WE CAN DO OUR THING.
SO THEY'RE COMMITTED AND SO WE CAN DO OUR OWN THING.
THEY DO THEIR OWN THING. RIGHT? IT'S JUST THESE.
AND SO THEY'VE ALREADY CONSIDERED BECAUSE THE DEADLINE IS IN TWO DAYS SO.
JUST WANTED TO BE REALLY CLEAR ON THAT.
THE NEXT ONE WOULD BE A POVERTY RATE CALCULATION.
AND THIS ONE IS ASKING FOR THE FEDERAL REDEFINE THE FEDERAL CALCULATION OF POVERTY FOR STUDENTS IN EDUCATION FUNDING TO BE BASED ON A REGIONAL POVERTY LEVEL LEVELS INSTEAD OF THE NATIONAL AVERAGE.
SO I COMPLETELY AGREE WITH THIS.
WE HAVE A REAL PROBLEM WITH THE FORMER FREE AND REDUCED MEAL.
WE CAN'T RELY ON THAT BEING A VALID READ OF WHAT WE HAVE.
THE NEXT IS LANGUAGE ACCESS TO SUPPORT LEGISLATION THAT FULLY FUNDS LANGUAGE TRANSLATION SERVICES, AUDIO COMMUNICATION TOOLS, SUPPORT STAFFING, TRAINING, IMPLEMENTATION AND SUPPORT THE LANGUAGE ACCESS REQUIREMENTS.
I AGREE WITH THAT. WE COULD USE CHATGPT [LAUGHTER].
I DON'T SEE ANY DOWNSIDE TO THAT.
OKAY. AND THEN WE HAD PEDESTRIAN BICYCLE SAFETY.
YOU KNOW, WE'RE TRYING TO GET MORE WALKING AND AND BIKING TO SCHOOL.
AND WE'VE GOT THERE ARE SOME ISSUES AROUND SOME OF THE SOME OF THE MAINTENANCE THAT HAS TO HAPPEN.
AND THEN PREVENTING SELF-HARM AND SUICIDE TO WSDDA SHALL INITIATE OR SUPPORT LEGISLATION THAT FULLY FUNDS MEASURES TO PROVIDE COMPREHENSIVE, COMPREHENSIVE EDUCATION FOR ALL STUDENTS, FAMILIES AND STAFF AROUND IDENTIFYING, UNDERSTANDING AND RESPONDING TO WARNING SIGNS OR INDICATIONS OF ACTIVE SELF-HARM OR SUICIDE IDEATION AND COUNSELING, MEDICAL AND ONGOING SUPPORT SERVICES FOR STUDENTS CONSIDERING OR ACTIVELY PURSUING SELF-HARM OR SUICIDE, AS WELL AS FOR STUDENTS, FAMILIES AND STAFF EXPERIENCING SECOND HAND TRAUMA FROM THIS OCCURRING AT THEIR SCHOOL COMMUNITIES.
THE OTHER IS PREVENTING SUBSTANCE ABUSE AND OVERDOSES TO SUPPORT LEGISLATION THAT FULLY FUNDS MEASURES TO INCREASE STUDENT AWARENESS AND UNDERSTANDING OF THE DANGERS OF ADDICTIVE AND HARMFUL SUBSTANCES, INCLUDING NICOTINE, ALCOHOL, RECREATIONAL ILLEGAL DRUGS, PARTICULARLY OPIOIDS AND FENTANYL, SUBSTANCE USE AND ABUSE PREVENTION AND RESPONSE STRATEGIES FOR STUDENTS, FAMILIES AND STAFF AND SCHOOL DISTRICT CAPACITY TO PREVENT AND RESPOND TO OVERDOSES ON SCHOOL PREMISES, TRANSPORTATION AND DURING SCHOOL RELATED ACTIVITIES AT OTHER LOCATIONS.
WELL, LIKE SUPPORTING LEGISLATION THAT FULLY FUNDS MEASURES.
SO IF ANYTHING IS MANDATED OR ASKING FOR IT TO BE FULLY FUNDED.
COULD BE, COUNSELOR. IT COULD BE POSTERS.
COULD BE ANYTHING. TRUE COULD ALSO BE THE DARE PROGRAM, IF YOU RECALL THAT.
WHICH I DON'T KNOW HOW THESE CHILDREN HERE ARE TOO YOUNG.
DID YOU EVER HEAR THE DARE PROGRAM? I KNOW IT IS. IT WAS LIKE A VERY OLDER VERSION.
WHAT DOES IT MEAN? AND IT WORRIES ME, YOU KNOW.
SO IF THEY FULLY FUND THESE MEASURES, IS THIS TAKING MONEY AWAY FROM FULLY FUNDING OTHER THINGS THAT WE NEED MORE OF? WHAT THIS ALLOWS IS ADVOCACY IF A BILL COMES UP TO TAKE A POSITION ON IT, NOT NECESSARILY WAY ONE OR THE OTHER, BUT IF THIS BILL
[02:00:09]
PASSES, OKAY, THEN WE'LL BE ABLE TO HAVE A POSITION ON IT.GOT IT. THERE'S A LOT OF BILLS IN THOSE 51 EDUCATION POSITIONS THAT WE HAVE WELL, YOU'RE RIGHT. YOU'RE RIGHT.
RIGHT. THERE'S ANOTHER ONE ON DIVERSITY AND INCLUSIVE EDUCATION.
AND IT WOULD SAY BUT WSSDA BELIEVES THAT LEARNING STANDARDS, CURRICULUM AND MATERIALS SHOULD BE INCLUSIVE AND REFLECTIVE OF THE FULL DIVERSITY OF THE COMMUNITY EACH DISTRICT SERVES AS WELL AS THE GLOBAL COMMUNITY IN ORDER TO BEST PREPARE OUR STUDENTS TO BE RESPONSIBLE, RESPECTFUL, JUST AND CARING PARTICIPANTS IN SOCIETY NOW AND IN THE FUTURE.
BUT HOW DOES THIS DOES THIS BUMP UP AGAINST COMMON CORE, WHICH WE'VE GOT, YOU KNOW, THAT WE CAN'T CHANGE IT UNLESS THEY GET RID OF IT. I THINK COMMON CORE FITS WITHIN THE COMMON CORE.
I MEAN, IT'S. UH, IT'S A SORT OF THING I'M LOOKING AT JASON AND LISA AND LAURA OVER THERE, SO THEIR STANDARDS READ WITH COMPREHENSION. AND THEN WHEN THEY LOOK AT A CURRICULUM ADOPTION, THEY PUT IT THROUGH THE BIAS REVIEW THAT THEY DID AND THE BIAS REVIEW WOULD GET AT MAKING SURE THAT WHAT WE'RE DOING DOES FULL REPRESENTATION.
DID I DO A GOOD JOB OF DESCRIBING HOW THAT FITS IN? SO I DON'T ACTUALLY I MEAN, I THINK THIS IS MORE THIS IS POSITION. BUT I COULD BE WRONG.
I DON'T THINK THAT YOU WERE INCORRECT.
OKAY, SO WE'VE DISCUSSED THIS AND WE NEED TO VOTE.
AND THOSE ARE THE NEW LEGISLATIVE POSITIONS.
THERE'S SOME A COUPLE OF REVISED ONES, BUT WE WANT TO THESE WOULD BE BRAND NEW.
SO DO WE WANT TO OFFICIALLY AMEND THIS DOCUMENT IN THE DIRECTION THAT WE DESCRIBED THAT WAS RECOMMENDED FIRST BY DIRECTOR NOBLE IN TERMS OF THE AI TECHNOLOGY AND THEN LEAVE THE REST INTACT AS IS? I BELIEVE THAT'S WHAT WE DISCUSSED.
YES. SO IT WOULD JUST BE THE ONLY THE FIRST BULLET.
AND KEITH DIRECTOR SMITH MIGHT NEED TO.
I JUST AT THIS POINT DON'T WANT TO BE IN A POSITION EVEN THOUGH IT IT'S A POSITION THAT MAKES SENSE.
I JUST DON'T HAVE ENOUGH ON AI IT'S TOO MUCH AND TOO NEW AND TOO BIG.
I JUST DON'T WANT TO DO THAT RIGHT NOW.
OKAY. SO LET'S PULL THAT ONE OUT TO VOTE ON SEPARATELY.
OKAY. AND SO LET'S START WITH THAT ONE.
AND FIRST DIRECTOR NOBLE, DO YOU WANT TO MAKE AN OFFICIAL AMENDMENT TO THAT PARTICULAR POSITION IN THIS REPORT? YOUR MIC IS ON.
I'LL DO THAT AGAIN. YOU THINK I LEARNED HOW TO NOT MUTE AFTER ALL THESE YEARS.
ANYWAYS, I'D LIKE TO REVISE THE NEW LEGISLATIVE POSITION ON ARTIFICIAL INTELLIGENCE TECHNOLOGY TO INCLUDE THE FIRST BULLET WHICH STARTS WITH WSSDA SHALL INITIATE AND THE FIRST SUB BULLET WHICH SAYS A REGULATORY AUTHORITY THAT ESTABLISHES AND DELETE THE REMAINDER OF THAT THAT POSITION.
OKAY. DO I HEAR A MOTION TO APPROVE THAT AMENDMENT? SECOND.
HE WAS MOVING FOR THAT SECOND, I THOUGHT HE WAS STATING THE AMENDMENT AND THEN MOVE IT.
SO WE HAVE A MOTION IN A SECOND.
OKAY. I THINK WE'VE HAD DISCUSSION.
IS THERE ANY OTHER DISCUSSION ON THAT? OKAY. SO RIGHT NOW WE'RE VOTING ON WHETHER OR NOT WE WANT TO INCLUDE THE AMENDED VERSION OF THE ARTIFICIAL INTELLIGENCE TECHNOLOGY LEGISLATIVE POSITION TO WSSDA.
AND I'LL CALL FOR A ROLL CALL VOTE.
I THINK WE NEED TO HAVE DISCUSSION ON IT FIRST JUST TO.
OH, I THOUGHT WE HAD ALREADY HAD DISCUSSION.
OH, IF THERE'S MORE DISCUSSION, I DON'T WANT TO STOP IT.
OH, NO. I WAS JUST GOING TO MAKE A PITCH FOR INCLUDING IT.
BUT IF WE WANT TO FIRST VOTE ON THE PROPOSAL.
[02:05:04]
NO, WE'RE FINE.BECAUSE WE'RE VOTING ON WHETHER OR NOT TO INCLUDE THIS IN ITS AMENDED VERSION.
OTHER DISCUSSION? OKAY. ARE WE READY TO VOTE? OKAY, I'LL CALL FOR A ROLL CALL VOTE.
SO THE ARTIFICIAL INTELLIGENCE TECHNOLOGY POSITION, AS AMENDED, WILL GO AS PART OF A RECOMMENDATION IN THE EDMONDS SET OF RECOMMENDATIONS.
NOW THE NEXT THING IS FOR US TO VOTE ON THE OTHER ONE, TWO, THREE, FOUR, FIVE, SIX.
ARE WE OKAY TO KEEP THOSE AS A GROUP? UM, TO VOTE ON WHETHER OR NOT TO INCLUDE DIRECTOR SMITH.
I WAS GOING TO SAY I'M SORRY. I THINK I MISUNDERSTOOD WHAT OUR LAST VOTE WAS.
I THOUGHT OUR LAST VOTE WAS JUST TO AMEND, NOT TO ACCEPT.
OKAY, THEN THAT'S MY FAULT IF THAT WASN'T CLEAR.
WHAT IS ROBERT'S RULES OF ORDER SAY IN A SITUATION LIKE THIS? HE CHANGED HIS VOTE TO REVOTE AND WE CAN CALL FOR A REVOTE.
TO BE CLEAR, THE MOTION WAS TO ACCEPT THE AMENDED AND IT WAS MOVED AND SECONDED TO ACCEPT THE POSITION AND RECOMMENDED TO WSSDA AS AMENDED.
SO THAT'S WHAT WE'RE VOTING ON NOW.
THAT'S WHAT I THOUGHT. THANK YOU.
SO THANK YOU. AND BECAUSE OF THAT, I WAS SURPRISED AT YOUR VOTE.
I'D LIKE TO CALL FOR A ROLL CALL VOTE ON WHETHER OR NOT WE ARE VOTING, WHETHER OR NOT TO APPROVE THE ARTIFICIAL INTELLIGENCE TECHNOLOGY POSITION AS AMENDED AS PART OF THE EDMONDS SET OF POSITIONS TO GO TO WSSDA.
NEXT WE HAVE THE FEDERAL POVERTY RATE CALCULATION, LANGUAGE ACCESS, PEDESTRIAN AND BICYCLE SAFETY, PREVENTING SELF-HARM AND SUICIDE, PREVENTING SUBSTANCE ABUSE AND OVERDOSES.
AND THEN THE THE PERMANENT POSITION OF DIVERSE AND INCLUSIVE EDUCATION.
IS THERE ANY DISCUSSION ON ARE VOTING ON THESE AS A BLOCK NOW.
DIRECTOR SMITH, ARE YOU OKAY WITH US VOTING ON THESE AS A BLOCK? I AM. OKAY.
SO I'LL CALL FOR A ROLL CALL VOTE ON WHETHER OR NOT I THINK WE NEED.
DID ANYONE MOVE YET? DID WE HAVE A MOTION? OH, NO, THANK YOU.
SECOND. I DON'T KNOW IF I CAN.
OKAY. IT'S BEEN MOVED AND SECONDED TO INCLUDE THE FEDERAL POVERTY RATE CALCULATION, LANGUAGE ACCESS, PEDESTRIAN AND BICYCLE SAFETY, PREVENTING SELF-HARM AND SUICIDE, PREVENTING SUBSTANCE ABUSE AND OVERDOSE, AND DIVERSE AND INCLUSIVE EDUCATION POSITIONS UNDER EDMONDS POSITIONS TO GO TO WSSDA. IT'S BEEN MOVED AND SECONDED.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
[02:10:02]
IS APPROVED.THANK YOU VERY MUCH, DIRECTOR CHASE FOR YOUR LEADERSHIP ON THIS.
THERE'S A LOT OF WORK INVOLVED.
THERE IS ONE MORE JUST JUST ON THE ON THE REVISING POSITION.
THANK YOU. AND I'M SEEING THAT WE NEED TO TO DOING SOME MORE COMPREHENSIVE EDUCATION ON THE CYCLES OF ADVOCACY BECAUSE IT'S A YEAR IT'S A YEAR LONG ACTIVITY. WE ALSO HAD THE REVISED LEGISLATIVE POSITION ON AMPLY FUNDING STAFFING LEVELS THAT WAS SUGGESTED TO IN THE BULLET THAT HAS BUILDING ADMINISTRATION AND SUPPORT STAFF, PRINCIPALS, ASSISTANT PRINCIPALS, DEANS, COUNSELORS TO ADD CREDIT RECOVERY, ACADEMIC SUPPORT STAFF, MCKINNEY-VENTO LIAISONS, AND DEPARTMENT SUPPORT STAFF TO THE LIST OF LEGISLATION TO PROVIDE AMPLE AND EQUITABLE FUNDING OF SALARIES, BENEFITS AND PENSIONS AND PENSION PROGRAMS FOR MINIMUM APPROPRIATE STAFF LEVELS FOR THE FOLLOWING NECESSARY FUNCTIONS FOR ALL DISTRICTS.
THIS POSITION ALREADY EXISTS AND SO WOULD BE DOING SOME ADDITIONS.
I MOVE TO APPROVE THIS AMENDED POSITION.
SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND TO APPROVE THE AMENDED VERSIONS OF THE THE AMPLY FUNDED STAFFING LEVEL POSITION.
OKAY. IS THERE ANY DISCUSSION? I JUST WANT TO GO ON RECORD.
IF I COULD VOTE YES ON THIS TWICE, I WOULD.
AND THE LAST ONE IS ON CHANGING.
WELL, WE TOOK A MOTION AND A SECOND ON THAT.
SO WE SHOULD VOTE ON. SO WE NEED TO VOTE ON THE REVISION.
I'LL CALL FOR A ROLL CALL VOTE.
SO NEXT WE HAVE THE PERMANENT POSITIONS ON DIVERSITY THAT'S ON DIVERSITY, WHICH AGAIN, IS REVISIONS.
SECOND. IS THERE ANY DISCUSSION? I THINK IT'S A GREAT UPDATE.
SO I'LL CALL FOR A ROLL CALL VOTE.
AND THE REVISIONS TO THE PERMANENT POSITION ON DIVERSITY ARE APPROVED.
AND MAY I READ THIS ONE? BECAUSE I THINK IT'S REALLY GOOD.
I FORGOT I DIDN'T READ THIS ONE.
TO THIS END, SCHOOL DIRECTORS SHOULD ADOPT AND PERIODICALLY REVIEW BOARD POLICIES WHICH PROMOTE AND PROTECT DIVERSITY THROUGH AFFIRMING THE HUMANITY OF EACH PERSON AND SUPPORTING THE SAFETY, DIGNITY, ACCESS, BELONGING AND SUCCESS OF ALL PRESENT AND FUTURE STUDENTS, FAMILIES AND STAFF.
IS THERE ANY THERE ARE NO FURTHER PUBLIC COMMENTS.
NEXT IS ANY LEGISLATIVE UPDATES.
[14. LEGISLATIVE UPDATES]
IS THERE ANYTHING DIFFERENT FROM NOTHING DIFFERENT FROM RIGHT NOW? WE'RE JUST IN THE CYCLE PROCESS OF THE YEAR LONG ADVOCACY AND GETTING READY FOR 2024 RIGHT NOW.GREAT. SO NEXT IS BOARD MEMBER COMMENTS.
[15. BOARD MEMBER COMMENTS]
SORRY. I'M, LIKE, HALF AWAKE RIGHT NOW, SO BEAR WITH ME.[02:15:02]
SPRINT. I WAS THINKING ABOUT SADIE AND HER MARATHON THAT'S COMING UP THAT A STUDENT BOARD MEMBERS KEEP TALKING ABOUT.ANYWAYS, THEY ALSO MENTIONED A LOT ABOUT SMALLER CLASSROOM SIZES AND LIKE HOW MUSIC REDUCES STRESS AND THAT KIND OF STUFF AND PRODUCES MORE MEMORY AND LANGUAGE. I REALLY LIKE THE SMALL CLASS SIZE.
I'M GOING TO A COLLEGE THAT HAS THAT IS VERY SMALL, ACTUALLY, AND I FEEL LIKE IT'S BETTER FOR STUDENTS TO HAVE LIKE THAT SMALLER CLASS SIZES BECAUSE THEN THE TEACHERS CAN PAY ATTENTION TO THE STUDENTS IN A BETTER WAY.
THEY WOULD GET MORE ATTENTION AND LIKE THEY WOULD GET MORE HELP BECAUSE WITH LIKE THE BIG SIZING CLASSES THAT I'VE DEALT WITH THE PAST COUPLE OF TIMES, IT WAS HARD TRYING TO GET THE HELP I WOULD NEED.
AND I REMEMBER STRUGGLING A LOT WITH THAT.
BUT WHEN I GOT SOME CLASSES WITH SMALLER SIZES, IT WAS LIKE, OH, I KNOW WHO'S IN MY CLASS.
I KNOW MY TEACHER BY LIKE BY HEART AT THIS RATE.
SO TRYING TO GET THAT WOULD BE REALLY AMAZING FOR THESE STUDENTS.
THANK YOU FOR SAYING THAT ABOUT MY MARATHON.
UM, I REALLY LIKED THE PRESENTATION AT THE BEGINNING.
UM, I NEVER KNEW THAT, UM, EVER LIKE THAT PROGRAM EVER EXISTED.
AND IT WAS JUST LIKE, IT WAS JUST REALLY AMAZING HOW THEY GOT UP THE COURAGE AND HOW MUCH THEY ENJOYED AND LIKE, THEY LOVED THE WHOLE PROCESS OF LIKE, UM, GETTING INTO THE SERVING AND WORKING AT MCDONALD'S BECAUSE I WORK AT A FAST FOOD PLACE AND THE CONNECTIONS AND THE HARD WORK THAT YOU HAVE TO OVERCOME, EVEN WITH CUSTOMER SERVICE IS PRETTY BRUTAL.
UM, BUT HOW THEY JUST LIKE CAME AT IT AND THEY'RE ALL POSITIVE.
IT JUST, IT REALLY SUNK TO ME THAT THEY'RE PRETTY AMAZING KIDS.
UM, AND THEN I JUST WANTED TO SAY WITH LIKE, WHAT KAYLA WAS SAYING AND WHAT WAS BROUGHT UP WITH AI, UM, WHEREVER THAT MAY GO, I JUST, LIKE, HOPE THAT, UM, LIKE WE DO LEARN HOW TO USE THE AI APPROPRIATELY BECAUSE I KNOW WITH LIKE BIGGER CLASS SIZES THAT CAN LEAD TO TEACHERS NOT BEING ABLE TO FOCUS ON THE STUDENTS AND TO HAVE LIKE LOOK AT THEIR PAPERS OR LIKE ACTUALLY CONNECT.
AND THAT COULD LEAD TO ALL SORTS OF THINGS AND THAT WOULD HAVE MORE COMMON ISSUES WITH CHATGPT.
I JUST I DON'T REALLY AGREE WITH IT, BUT I TRUST YOU GUYS.
AND AS A STUDENT, I'M REALLY HAPPY THAT I'M ON THIS BOARD.
SO YEAH, THANK YOU SO MUCH, ELIZABETH.
THANK YOU. FIRST OF ALL, I WOULD LIKE TO SHARE SOMETHING THAT PETER WANTED ME TO SAY.
UNFORTUNATELY, HE COULDN'T BE HERE, BUT HE WOULD LIKE TO SAY THAT LYNNWOOD'S AGRICULTURE PROGRAM IS HAVING THEIR ANNUAL SPRING PLANT SALE THIS WEEK UNTIL FRIDAY THE 12TH, FROM 2 TO 4 AT THE LHS, LYNNWOOD HIGH SCHOOL GREENHOUSE.
UM, MOVING ON I WOULD LIKE TO SAY THAT THAT WAS A REALLY AWESOME PRESENTATION.
I HONESTLY THINK THAT WAS ONE OF MY FAVORITE PRESENTATIONS THIS WHOLE YEAR.
IT REALLY BROUGHT SOME JOY TO ME AND I HAD A VERY GOOD TIME LISTENING TO THEM.
UM, AND ALSO I WOULD LIKE TO GIVE ANOTHER SHOUT OUT TO MY MÉRIDA LSU.
WE ARE HAVING A CAR WASH ON SATURDAY, MAY 13TH.
SO PLEASE FEEL FREE TO JOIN US.
AND ALL DONATIONS AND PROCEEDS WILL BE GOING TOWARDS OUR CLUB AND JUST OTHER CLUB NEEDS AND FUNDRAISERS THAT WE DO IN THE FUTURE JUST TO HELP OUR STUDENTS FEEL CONNECTED WITH THEIR COMMUNITY AND TO DO OTHER FUN ACTIVITIES.
THANK YOU. WHAT TIME IS THAT CAR WASH? IT'S FROM 12 TO 6.
[02:20:01]
DIRECTOR SMITH.THANK YOU. I'LL KEEP IT SHORT AND SWEET TONIGHT.
I KNOW THAT IT MAY NOT BE THE MOST POPULAR THING TO SAY, AS SOMEONE HAD CALLED ME OUT EARLIER DURING THE COMMENTS FOR KIND OF PUSHING THE BLAME OFF TO THE LEGISLATURE ON FUNDING.
BUT REALISTICALLY, I DO THINK THAT IT'S VERY IMPORTANT THAT EVERYONE IN OUR COMMUNITY KEEPS ON THEIR LEGISLATORS NEXT YEAR, BECAUSE WHEN YOU JUST LOOK AT OUR NUMBERS, WE CUT $10 MILLION THIS YEAR AND LOOK AT HOW THAT WAS.
LYDIA THINKS THAT WE MIGHT CUT ANOTHER $10 PLUS THE $5 THAT WE ADDED BACK THIS YEAR.
SO NOW IT'S BIGGER CUTS NEXT YEAR.
OUR FUND BALANCE IS SPENT DOWN.
UM, AND REALLY LET THEM KNOW THAT THEY'RE NOT JUST HURTING THE KID, YOU KNOW, OUR CHILDREN RIGHT NOW, BUT THEY'RE HURTING THE FUTURE OF OUR COMMUNITIES AND WHAT, YOU KNOW, THOSE THE KIDS THAT WE'RE TEACHING NOW ARE THE ONES WHO ARE GOING TO BE TAKING CARE OF US LATER.
AND WE WANT PEOPLE WHO ARE WELL TRAINED AND PEOPLE WHO KNOW WHAT'S GOING ON.
I MEAN, EVEN IF IT'S, UM, YOU KNOW, EVEN IF THEY HAVE TO HAVE IT SPELLED OUT TO THEM IN A WAY THAT'S SELFISH, WHATEVER IT MAY BE, THEY NEED TO KNOW THAT THIS IS EXTREMELY IMPORTANT FOR US AND OUR COMMUNITY IS REALLY STANDING BEHIND AS WE DO THAT.
SO I WANT TO SAY THAT I ALSO WANTED TO SAY THANK YOU TO THE STUDENTS FOR THEIR PRESENTATION.
SO I REALLY APPRECIATE THOSE PROGRAMS. THANK YOU. THANK YOU, DIRECTOR NOBLE.
YEAH. I TOO WOULD LIKE TO THANK THE STUDENTS IN PROJECT SEARCH.
THAT WAS A REALLY FANTASTIC PRESENTATION.
I REALLY THINK THAT THE WHOLE THING JUST EPITOMIZES THE MODEL THAT WE HAD A COUPLE OF YEARS AGO.
EVERY STUDENT LEARNING EVERY DAY.
THESE KIDS REALLY SHOW THAT THAT'S A VERY, VERY TRUE AND VALUABLE STATEMENT.
ALSO, I JUST WANT TO THANK THE ADOPTION COMMITTEE.
YEAH, THANKS AND STUDENT ADVISORS.
I'M REALLY GLAD YOU'RE HERE TOO.
I LOVE STUDENT PRESENTATIONS AND THAT WAS A JOY TO WATCH AND THE CURRICULUM.
I ALSO WANT TO SAY THAT WE HAD AN EXCELLENT STUDY SESSION ON MICROAGGRESSIONS RIGHT BEFORE THE CLASS, BEFORE THE CLASS, BEFORE OUR, OUR CLASS TODAY, BEFORE OUR MEETING.
AND I AM A PERSON WHO WILL SPEAK UP AGAINST BIAS.
AND I APPRECIATE THE TRAINING AND SOME OF THE TOOLS AND THE TECHNIQUES THAT WILL HELP US AS IT IS A CONTINUAL CHALLENGE TO TO RECOGNIZE AND SPEAK OUT AND TO INTERRUPT, QUESTION, EDUCATE AND ECHO.
SO LOOK FORWARD TO TALKING ABOUT THIS MORE IN THE FUTURE.
I ALSO DO THANK THE BOARD FOR DOING THIS LEGISLATIVE PROCESS.
AND SO WE'LL KIND OF MOVE FORWARD ON THAT.
AND I PROMISED THAT I WOULD TALK ABOUT THE 37TH ANNUAL EDMONDS POWWOW SPONSORED BY THE EDMONDS SCHOOL DISTRICT, INDIAN ED AND THE EDMONDS COLLEGE. IT IS ON MOTHER'S DAY.
I AM GOING IT IS GOING TO BE RIGHT NEXT DOOR AT THE EDMONDS COLLEGE SEAVIEW GYM.
AND THERE'S GOING TO BE CULTURAL TEACHINGS FROM 11:30 TO 2.
THERE'S GOING TO BE A POWWOW 101, AN HERBALIST, TRIBAL JOURNEY, A BOARDING SCHOOL PRESENTATION.
I'VE HEARD THAT IS VERY IMPACTFUL.
IT'S A VERY GOOD PRESENTATION.
AND THEN FROM 2 TO 4, A MOTHER'S DAY CELEBRATION.
AND THEN AT 5 THE GRAND ENTRY.
I PLAN ON BEING THERE FOR MOST OF THE DAY.
AND IF ANYONE HAS MOTHER'S DAY PLANS, IT'S A GREAT EXPERIENCE.
SO THERE WE GO. THAT'S MY PITCH.
[02:25:02]
WELL, I WISH I COULD GO, BUT I HAVE A GOOD REASON WHY I CAN'T.I AM A WALKING, TALKING BILLBOARD OF WHY EDMONDS SCHOOL DISTRICT IS SO GREAT.
MY SECOND SON IS GRADUATING FROM COLLEGE THIS WEEKEND COMING UP, SO WE'LL ALL BE IN FLAGSTAFF AT NORTHERN ARIZONA UNIVERSITY TO CELEBRATE HIM.
HE HAD A WONDERFUL EXPERIENCE HERE AT LYNNWOOD HIGH SCHOOL.
HE WAS IN THE BAND, IN THE JAZZ BAND, AND I STILL REMEMBER HIM WHEN HE WAS HE STARTED OUT IN FRENCH HORN AND THE FRENCH HORN WAS AS BIG AS HE WAS IN FIFTH GRADE.
AND SO WE GOT HIM A LITTLE LUGGAGE CARRIER SO HE COULD GET IT TO SCHOOL.
AND I'M JUST REMEMBERING WHAT HE LOOKED LIKE WALKING TO SCHOOL WITH THAT THING.
BUT SO HE LEARNED TO PLAY FRENCH HORN AND TRUMPET.
AND SO I DO UNDERSTAND THE IMPACT THAT MUSIC EDUCATION HAS ON THESE KIDS.
AND I CONTINUE TO REACH OUT TO COMMUNITY PARTNERS, AS DO WE ALL.
I DON'T THINK I'M UNIQUE HERE AND LOOK FOR WAYS TO MAKE SURE THAT WE SUSTAIN AND STRENGTHEN OUR MUSIC PROGRAMS. FOR FOREVER.
SO I HAD THIS WEEK I HAD THE PRIVILEGE TO PARTICIPATE IN A LESSON GIVEN BY ONE OF OUR INSTRUCTIONAL TECHNOLOGY COACHES, ANNA MALEK.
IT WAS TO A FOURTH GRADE CLASS.
IT WAS USING THE ROBOTS, THE FINCH ROBOTS, AND IT WAS ALIGNED WITH THE MATH CURRICULUM, THE MATH, LEARNING THAT THE KIDS ARE INVOLVED IN RIGHT NOW. SO IT WAS VERY CLOSELY ALIGNED WITH THEIR MATH CURRICULUM.
IT WAS A BLAST AND IT WAS A LEARNING EXPERIENCE.
AND IT REMINDED ME OF, YOU KNOW, HONESTLY HOW FAR WE'VE COME IN EQUITY WITH REGARD TO EQUITY, BECAUSE, YOU KNOW, I JOINED THIS BOARD KIND OF KICKING AND SCREAMING ABOUT SCIENCE EDUCATION AND MAKING SURE THAT ALL OUR ELEMENTARY STUDENTS HAD AN OPPORTUNITY TO PARTICIPATE AT HIGH LEVELS OR ANY LEVELS AND TO SEE THAT ANY CLASS ACROSS THE DISTRICT COULD HAVE ACCESS BECAUSE OF OUR INSTRUCTIONAL TECHNOLOGY COACHES.
I THINK THAT'S REALLY EXCITING AND I KNOW THE KIDS LEARNED A LOT, SO THANK YOU.
AND OTHER THAN THAT, I HOPE TO MAKE IT OVER THE PLANT.
I REALLY WANT TO THANK THE SEARCH STUDENTS FOR THEIR REALLY INSPIRING PRESENTATION TONIGHT.
PLEASE UNDERSTAND THAT WE DON'T WANT TO LOSE ANY OF YOU.
THE PROCESSES FOR DETERMINING HOW RIFFS AND TRANSFERS OCCUR ARE DICTATED BY AGREEMENTS BETWEEN EEA, WHICH IS THE ASSOCIATION THAT REPRESENTS OUR CERTIFICATED STAFF AND THE DISTRICT.
THE SCHOOL BOARD DOESN'T PARTICIPATE AT THE BARGAINING TABLE.
WE ARE HOPEFUL THAT AS MORE RETIREMENTS LEAVES AND OR RESIGNATIONS FOR NEXT YEAR SUBMITTED TO OUR HR DEPARTMENT, THAT WE'LL BE ABLE TO OFFER POSITIONS BACK TO THOSE OF YOU WHOSE CONTRACTS ARE CURRENTLY UNCERTAIN.
I DO KNOW THAT NEARLY EVERY YEAR IN WHICH I'VE BEEN INVOLVED WITH THE DISTRICT, WHICH IS MANY YEARS, THAT RIFFS HAVE THAT IN YEARS IN WHICH RIFFS HAVE BEEN NECESSARY, THE DISTRICT HAS BEEN ABLE TO FIND PLACEMENTS FOR THOSE IN THIS SITUATION.
AS DR. MINER DESCRIBED EARLIER, THE PROCESS FOR MAKING STAFF ALLOCATIONS AT EACH SCHOOL FOR COURSES IS A JOINT PROCEDURE BETWEEN THE SCHOOL PRINCIPAL AND DISTRICT LEADERSHIP. WHILE THE SCHOOL BOARD DOES SET THE PARAMETERS FOR THE OVERALL STAFFING ALLOCATION BUDGET, IT'S UP TO DETERMINE THE MOST EFFECTIVE DISTRIBUTION OF STAFF TO MEET A VARIETY OF GOALS.
[02:30:05]
IN ADDITION, WE'RE ALREADY STARTING OUR ADVOCACY DRIVE TO CONVINCE OUR STATE LEGISLATORS OF THIS URGENT, THE URGENT NEEDS OF PUBLIC EDUCATION FUNDING ACROSS THE STATE.AND WE HAVE NOT FORGOTTEN THE NEED TO ADDRESS THE ISSUE OF STAFFING AS MANY NON-CORE CLASSES.
THE ISSUE OF TRYING TO STAFF AS MANY NON-CORE CLASSES AS POSSIBLE, BOTH SHORT TERM AND LONG TERM.
MINER AND I VISITED COLLEGE PLACE MIDDLE SCHOOL, WHERE WE NOT ONLY HAD THE OPPORTUNITY TO SPEAK WITH A GROUP OF STUDENT REPRESENTATIVES AT THE SCHOOL WHO DID TALK ABOUT THE NEEDS AT THE FACILITY, WHICH WE KNOW, BUT WE ALSO VISITED A VERY ROBUST SEVENTH GRADE ORCHESTRA CLASS WHO DID A GREAT JOB OF ENTERTAINING US.
WE AS A BOARD UNDERSTAND AND WANT TO HELP AMELIORATE THE FRUSTRATION BEING FELT BY SOME OF OUR STUDENTS AND PARENTS AND STAFF, ESPECIALLY WITH REGARD TO OUR MUSIC PROGRAM. AS DR.
MINER MENTIONED, THE BUDGET IS IN FLUX BECAUSE OF ENROLLMENT FLUCTUATIONS BETWEEN NOW AND THE FALL.
WE WILL CONTINUE TO MONITOR THE PROGRESS BEING MADE AND WE DEFINITELY APPRECIATE OUR COMMUNITY STEPPING UP TO STRONGLY EXPRESS THEIR INTEREST AND THEIR CONCERNS. WE NEED TO CONTINUE TO WORK TOGETHER AS PARTNERS TO SEEK OUT SOLUTIONS THROUGH WHATEVER AVENUES WE CAN FIND.
MINER. WELL, THANK YOU SO MUCH.
I WOULD JUST ADD THAT TOMORROW I HAVE THE OPPORTUNITY TO VISIT ALDERWOOD MIDDLE SCHOOL WITH DR.
AND THE EXCITING THING FOR ME ABOUT THAT VISIT IS IT DOES MEAN THAT I'VE VISITED EVERY ONE OF OUR SCHOOLS AND SITES THIS YEAR AND HAD THE OPPORTUNITY TO OBSERVE IN A LOT OF CLASSROOMS. IT'S BEEN A WONDERFUL WAY FOR ME WITH THE GENEROSITY OF OUR PRINCIPALS TIMES AND WITH ALL OF YOU COMING ALONG FOR MOST OF THOSE VISITS.
LET'S SAY THAT. AND IT'S JUST BEEN A WONDERFUL WAY TO GET TO KNOW OUR SCHOOLS.
AND I'M ALREADY THINKING ABOUT PLANNING THE CYCLE FOR NEXT YEAR.
BUT IT'S BEEN REALLY WONDERFUL AND I LOOK FORWARD TO THAT LAST VISIT AT ALDERWOOD.
THANK YOU. SO THE LAST THING IS ANY ITEMS FOR FUTURE CONSIDERATION.
[16. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]
ROBUST DISCUSSIONS TONIGHT OR ELSEWHERE? WELL, WE'LL NEED TO HAVE ONE ON THE LEGISLATIVE CYCLE AT SOME POINT.WE CAN SEE WHERE THAT CAN FIT IN.
I REMEMBER MANY YEARS AGO EACH YEAR.
UM, WE HAD STATE LEGISLATORS COME AND DO PRESENTATIONS FOR THE BOARD AND DISTRICT STAFF. I'M WONDERING ABOUT WHETHER OR NOT WE COULD DO THAT NOW.
SO I'M THINKING OF SENATOR LEAH'S REPRESENTATIVES PETERSON AND LILLIAN ORTIZ-SELF, ALL OF THEM ASKING ALL OF THEM TO COME AND MAKING IT AN OPEN PUBLIC SESSION FOR US.
I DON'T KNOW THAT THAT'S A BOARD MEETING PER SE, EXCEPT WE ANYWAY, WE COULD DO [INAUDIBLE].
YOU'VE ANTICIPATED ME IN SOME WAYS.
AND WE CAN WORK TOGETHER TO SEE WHAT WE CAN PUT TOGETHER.
THAT'D BE GREAT TO DO THAT AND SOONER RATHER THAN LATER.
I MEAN, I THINK JUMPING ON THIS AND SO THAT WE CAN THEN SORT OF HAVE A MOMENTUM GOING WOULD BE GOOD.
GREAT. ANYTHING ELSE? OKAY. OH, SORRY.
ANYTHING ELSE FOR THE GOOD OF THE ORDER.
OKAY. THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS
NOW ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.