[00:00:01]
[3. RECONVENE BUSINESS MEETING- 6:30 pm]
JUST RECONVENED FROM AN EXECUTIVE SESSION TO BE SPECIFIC.SO I AM GOING TO DO A ROLL CALL OF THE BOARD MEMBERS.
[4. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
SO WE'RE ALL HERE.NEXT, I'M GOING TO ASK SUPERINTENDENT MINER TO DO THE LAND ACKNOWLEDGMENT.
[5. LAND ACKNOWLEDGEMENT-6:32 pm]
THANK YOU VERY MUCH, 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.
THANK YOU, DR. MINER, AND NOW, IF EVERYBODY WOULD JOIN ME IN STAND TO SAY THE PLEDGE OF ALLEGIANCE.
[6. FLAG SALUTE-6:33 pm]
OF ALLEGIANCE] IT'S SO NICE HAVING ALL THE STUDENT VOICES BE PART OF THIS, JUST GOTTA SAY. NEXT ON THE AGENDA IS APPROVING OUR AGENDA FOR TONIGHT AS PRESENTED.[7. APPROVAL OF AGENDA-6:34 pm]
DO I HEAR A MOTION? MOVE TO APPROVE. SECOND.I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING TONIGHT'S AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? TONIGHT'S AGENDA IS APPROVED AS PRESENTED.
SO I'LL TURN OVER THE FIRST TO DR.
[8. CELEBRATIONS-6:35 pm]
CHALLENGE. SO WELCOME FORWARD REPRESENTATIVES FROM THE MAYOR OF LYNNWOOD'S OFFICE, MAYOR FRIZZELL, AS WELL AS MARK FROM OUR TEAM, OUR CTE TEAM, TO INTRODUCE THESE STUDENTS, AND WELCOME MARK MADISON TO INTRODUCE THIS PROJECT.IT'S SUCH A PRIVILEGE TONIGHT TO TO BE ABLE TO RECOGNIZE OUR CITY OF LYNNWOOD PARTNERS AND THE STUDENTS WHO PARTICIPATED IN THIS YEAR'S MAYOR'S CHALLENGE.
THE MAYOR'S CHALLENGE, FOR THOSE OF YOU WHO DON'T KNOW, IT'S AN OPPORTUNITY FOR STUDENTS IN GRADES FOUR THROUGH 12 IN THE EDMONDS SCHOOL DISTRICT TO WORK CLOSELY WITH THE CITY OF LYNNWOOD TO DEVELOP SOLUTIONS AND IDEAS TO SOLVE AUTHENTIC PROBLEMS THAT THE CITY IS FACING, AND LOOKING AT SOLUTIONS TO HOW TO MOVE BEYOND THOSE PROBLEMS TOWARD EVENTUAL SOLUTIONS THAT CAN BE IMPLEMENTED.
THE CITY OF LYNNWOOD'S MAYOR'S CHALLENGE BEGAN FIVE YEARS AGO, BUT WAS PLACED ON PAUSE DUE TO THE PANDEMIC.
SO WE HAVEN'T BEEN ABLE TO PARTICIPATE IN MAYOR'S CHALLENGE FOR A FEW YEARS, BUT WE'RE VERY APPRECIATIVE OF MAYOR CHRISTINE FRIZZELL AND HER STAFF FOR THE CITY OF LYNNWOOD AND VANESSA EDWARDS FROM OUR DEPARTMENT, BUSINESS PARTNER AND CAREER CONNECTED LEARNING COORDINATOR, TO HELP US RESTART THIS PROGRAM AND PROVIDE THIS TREMENDOUS OPPORTUNITY FOR OUR STUDENTS.
THIS YEAR, WE HAD 33 STUDENTS WHO TOOK ON FOUR OF THOSE CHALLENGES, AND WE'LL BE SHARING A LITTLE MORE ABOUT THESE CHALLENGES DURING THE AWARDING OF CERTIFICATES TO EACH OF THE STUDENTS, AND I JUST WANT TO SAY THANK YOU FOR THE STUDENTS AND THE FAMILIES FOR BEING HERE TONIGHT TO BE PART OF THAT CELEBRATION.
[00:05:04]
CITIES GROW THROUGH OUR KIDS.SO THANK YOU FOR INVITING ME ALONG WITH THE ONLY EMPLOYEE I COULD RUSTLE UP FOR TONIGHT IS DEREK FADA, BUT HE REPRESENTS A STRONG TEAM OF PUBLIC WORKS EMPLOYEES THAT HAVE WORKED ALONGSIDE OF THESE REALLY SMART AND MOTIVATED AND COMMITTED YOUNG PEOPLE.
THE IDEA HERE IS THAT THE KIDS THAT ARE LEARNING, THAT ARE WORKING IN IN STEM, WORKING BY USING STEM PRINCIPLES, AND FOR THOSE OF US THAT AREN'T AWARE, WE DON'T HAVE KIDS AROUND TO REMIND US.
STEM STANDS FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATH, AND THESE STUDENTS HAVE WORKED RIGHT ALONG WITH OUR CITY ENGINEERS, TECHNICIANS AND SUBJECT MATTER EXPERTS TO NOT ONLY COME UP WITH A SMALL IDEA, BUT TO LOOK AT IT FROM A REAL WORLD PERSPECTIVE AND THEN GO BACK AND RESEARCH IT AND SAY, HEY, I'VE GOT AN IDEA I CAN HELP MAKE THIS BETTER FOR OUR CITY, AND THAT'S WHAT IT'S ALL ABOUT.
THAT'S THE CHALLENGE PART OF IT.
SO OUR TEAM OF TECHNICAL ADVISORS WILL DETERMINE TO WHAT SCOPE WE CAN PUT THESE INTO ACTION, AND I'M EXCITED TO SEE THE GREAT PROJECTS THAT THEY'VE WORKED ON. SO ALONG WITH THE STUDENTS, I WANT TO SAY THANK YOU VERY MUCH TO THEIR PARENTS WHO HAVE WORKED WITH THEM AND ALSO TO THEIR TEACHERS WHO HAVE FOUND TIME TO WORK THIS INTO THEIR CURRICULUM AND BUILD UP OUR KIDS BECAUSE THEY ARE OUR NEXT GENERATION, AND IT'S EXCITING TO BE HERE TONIGHT.
WELL, AT THIS POINT, WE WILL GO AHEAD AND RECOGNIZE OUR STUDENTS WITH A CERTIFICATE FROM THE DISTRICT AND THE CITY OF LYNNWOOD AND AS WE CALL YOUR NAME, WE'LL HAVE YOU GO FORWARD.
THE FIRST CHALLENGE THAT WE WILL BE AWARDING CERTIFICATES FOR IS THE STORMWATER OUTREACH AND OR IMPERVIOUS SURFACE STUDIES, AND IN THIS CHALLENGE, THE STUDENTS PROVIDED SOLUTIONS ON HOW TO EDUCATE OUR COMMUNITY ON HOW TO REDUCE POLLUTION IN THE STORMWATER SYSTEM AND RAISE AWARENESS OF THIS ISSUE. I WOULD LIKE TO INTRODUCE EMILY [INAUDIBLE] FROM BEVERLY ELEMENTARY, WHOSE CLASS OF STUDENTS TOOK ON THIS PROJECT.
EMILY. HI, HOW ARE YOU DOING? SO AM I GOING TO ANNOUNCE NAMES RIGHT NOW OR DO I NEED TO SAY A LITTLE BIT? SAY A LITTLE BIT. OKAY.
OKAY. SO WE DECIDED TO DO ONE OF THE CHALLENGES AND NOT FOCUS ON, I THINK IT WAS THE SEVEN THAT WERE THERE, AND WE INVITED KEN, I THINK, FROM THE MAYOR'S OFFICE TO COME IN AND TALK TO US ABOUT THE STORM WATER SITUATION, WHICH HE GAVE A WHOLE WONDERFUL PRESENTATION ON, AND THEN THE KIDS CHALLENGE WAS TO DESIGN A WAY TO EDUCATE THE COMMUNITY ON WHAT YOU DO AND DO NOT PUT DOWN THE DRAINS.
SO I'M REALLY PROUD OF YOU GUYS.
DO YOU WANT ME TO START? ALL RIGHT. FIRST UP IS JASON HERNANDEZ.
SO YOU GUYS GET TO WATCH, AND THEN [INAUDIBLE] , AND MICAELA MORALES AND DANIEL LEE, AND ANA [INAUDIBLE], AND ALLISON FIGUEROA, AND PHOENIX VAN LEUVEN, AND ALISA [INAUDIBLE], AND [INAUDIBLE], AND.
PRESTON LYNCH, AND NOLAN LEONARD, FRANCIS BAKER. ISABELLE ARMS. FATIMA [INAUDIBLE], AND LUCAS [INAUDIBLE], AND NOT PRESENT IS TYRELL EMERY-HENDERSON, ELENA
[00:10:08]
[INAUDIBLE] AND ARTURO PEREZ.EMILY, DO YOU WANT TO BE PART OF IT? ALL RIGHT, AND SO, STUDENTS, PLEASE JOIN ME IN RECOGNIZING OUR STUDENTS FIRST.
[APPLAUSE] THANK YOU, AND IF I COULD HAVE OUR STUDENTS COME BACK AND TAKE THEIR SEATS BECAUSE I NOW WANT TO INTRODUCE THE HIGH SCHOOL STUDENTS THAT PARTICIPATED IN THE CHALLENGE, AND WE'LL DO A SECOND PICTURE WITH OUR HIGH SCHOOL STUDENTS ONLY.
THIS WAS THE ELEMENTARY GROUP? YEP. ALL RIGHT.
DYLAN, AND TAYLOR JOHNSON , AND JALEN BRADY, AND DAVID OSBORNE , AND NOT PRESENT, WE ALSO HAD [INAUDIBLE] HASSAN JAMALI, DANIKA NEIMAN, JASON HUMBER, JADEN PHAN, MUHAMMAD ALI, GAVIN ELLIS AND [INAUDIBLE].
ANOTHER PROJECT WAS THE SALT BRINE APPLICATION BUILD PROJECT AND IN THIS PROJECT, STUDENTS PROVIDED IDEAS ON CREATING AN APPLICATOR FOR THE CITY TO USE FOR ANTI-ICING AND SNOW REMOVAL, PARTICULARLY RELEVANT THIS YEAR. WE HAD TWO STUDENTS FROM MOUNTLAKE TERRACE HIGH SCHOOL PARTICIPATE IN THIS CHALLENGE.
MATTHEW MARGOT, AND THE OTHER DAVIS GONZAGA, WHO I UNDERSTAND IS NOT HERE, AND THEN THE FINAL PROJECT THAT OUR STUDENTS TOOK ON THIS YEAR WAS THE HALL LAKE AND HALL CREEK HABITAT RESTORATION, AND THAT WAS A PROJECT TAKEN ON BY STUDENTS AT MOUNTLAKE TERRACE HIGH SCHOOL AS WELL.
THOSE STUDENTS ARE NOT HERE, BUT I WILL RECOGNIZE THEM BY NAME.
RIKI KOBAYASHI AND CAITLIN [INAUDIBLE].
[APPLAUSE] ALL RIGHT, IF WE COULD GO AHEAD AND TAKE A PICTURE.
ALL RIGHT. THANK YOU, AND THAT CONCLUDES OUR CELEBRATION.
[00:15:02]
THANK YOU VERY MUCH.SO NEXT, WE HAVE ANOTHER CELEBRATION.
TONIGHT, WE WANT TO CELEBRATE OUR STUDENT ADVISORS WHO ARE VERY SPECIAL TO US.
YOUR INSIGHTS AND PERSPECTIVE HAVE HELPED TO INFORM MANY OF OUR DECISIONS THIS YEAR.
WE WISH YOU THE VERY BEST IN YOUR FUTURE.
WE KNOW THAT YOU ARE ALL GOING TO BE SUCCESSFUL IN WHATEVER YOU CHOOSE TO DO.
ON BEHALF OF THE ENTIRE BOARD OF DIRECTORS, THANK YOU.
SO I'M NOW GOING TO CALL EACH ONE OF YOU BY NAME, AND DR.
MINER IS GOING TO GIVE YOU A SPECIAL CERTIFICATE, AND I'D ALSO LIKE TO WELCOME VONITA FRANCISCO, WHO'S THE CO-PRESIDENT OF THE EDMONDS PTA COUNCIL, WHO IS HERE ALSO TO CELEBRATE YOU ALL FOR THE ADVOCACY THAT YOU'VE DONE ALL YEAR LONG ON BEHALF OF THE DISTRICT.
SO I'M JUST GOING TO CALL YOU BY ALPHABETICAL ORDER.
JASMINE [INAUDIBLE] ISN'T HERE TONIGHT, BUT WE THANK HER AND SADIE SADLER , AND SHOULD WE COME DOWN FOR A PICTURE? I ALSO WANT EVERYBODY TO KNOW THAT WE OVERHEARD THEM TALKING ABOUT WEARING THEIR COLLEGE GARB TONIGHT FOR THE COLLEGES THEY'RE GOING TO.
[CHUCKLING] GARB. I ALSO WANTED TO, AS A PROUD HUSKY, I AM ALSO WEARING TOOLS OF THE TRADE BECAUSE WE ARE ALL DO MORE THAN ONE
[00:20:06]
THING. SO WHATEVER PATHWAY YOU CHOOSE, I WANT TO MAKE SURE WE'RE HONORING THAT THERE ARE MULTIPLE PATHWAYS TO SUCCESS AND I SO AM EXCITED TO HEAR ON WHAT ALL OF YOU ARE GOING TO BE DOING, AND NEXT, WE'RE GOING TO HEAR FROM SUPERINTENDENT MINER FOR THE SUPERINTENDENTS REPORT.OH, DID I JUMP AHEAD? STUDENT PRESENTATION. YES, THE EDMONDS HEIGHTS PRESENTATION.
[9. SCHOOL PRESENTATIONS 7:00 pm]
SORRY ABOUT THAT. NO PROBLEM.WE ARE SO EXCITED NOW TO WELCOME OUR AWESOME STUDENTS FROM EDMONDS HEIGHTS WHO ARE GOING TO BE SHARING INFORMATION ABOUT THEIR SCHOOL WITH US, AND THEN THEY WILL BE FOLLOWED BY THEIR PRINCIPAL WHO WILL SHARE INFORMATION ABOUT THEIR PROGRESS ON THE SCHOOL IMPROVEMENT PLAN THIS YEAR.
THANK YOU, AND I'M GOING TO GET THE POWERPOINT UP, AND I WILL TELL YOU, WE HAD MORE STUDENTS ON DECK, BUT KNOWING HOW MANY PEOPLE HAVE BEEN ATTENDING BOARD MEETINGS RECENTLY, WE HAD A FEW WHO GOT SHY, AND I WILL BE READING WHAT THEY HAD WRITTEN TO SAY TONIGHT.
WE'RE GOING TO BE HEARING ABOUT A PROGRAM THAT OUR STUDENTS PARTICIPATE IN WITH HER AND SO I WILL BE SPEAKING FOR THEO BRAUN, CAMILLA MILAN, KYLIA MILAN AND JESSE RIEKSTINS, AND JUST A LITTLE BIT ABOUT WHO WE ARE.
SO JESSE WAS GOING TO TALK ABOUT PERFORMING ARTS.
WE STUDENTS PARTICIPATE IN FIND BELONGING IN PERFORMING ARTS FROM KINDERGARTEN THROUGH 12TH GRADE, AND JESSE SAID THAT PEOPLE FIND THEIR SPACE WHEN THEY TRANSITION INTO THEATER. THERE'S COMMUNITY AND FRIENDSHIPS.
YOU DON'T HAVE TO BE ON STAGE.
YOU CAN BE BACKSTAGE, YOU CAN BE DOING COSTUMES, YOU CAN BE DOING LIGHTS, AND SHE WANTED TO LET EVERYBODY KNOW THAT, AND WE ALSO HAD THREE OTHER STUDENTS TO HIGHLIGHT. SENIOR ARI [INAUDIBLE] SAYS THAT IT'S IMPORTANT PART OF LIFE AND THAT HIS TEACHERS HAVE BEEN ROLE MODELS WHO HAVE SET HIM UP FOR LIFE.
STUDENT KIMO, WHO WAS NEW THIS YEAR, TOOK A SHAKESPEARE CLASS CALLED THEY FIGHT, WHERE THEY LEARNED HOW TO DO SHAKESPEAREAN STAGE FIGHT, AND HE SAYS THAT WHEN HE TOOK THAT CLASS, HE FOUND FRIENDS THAT HELPED HIM FEEL LIKE HE BELONGS AND CONNECTS, AND WE HAVE FOURTH GRADER GOLDA, WHO SAYS IT'S A PLACE WHERE SHE CAN LEARN NOT TO BE SHY AND HER SISTER, MIRIAM, WHO SAYS IT HELPS HER MAKE FRIENDS.
OSCAR. HE'S GOING TO TALK ABOUT FIRST LEGO LEAGUE.
SO FIRST LEGO LEAGUE IS A PROGRAM FOR KIDS FROM THE AGES OF SEVEN AND UP TO, I BELIEVE, 14, AND IT IS FOR ROBOTICS, BUT IT ALSO EXPANDS FURTHER THAN THAT.
YOU WANT YOUR KID TO LEARN ROBOTICS, YOU HAVE LEGOS THERE TO HELP THEM.
ALL RIGHT. YOU ALSO HAVE PROGRAMING.
YOU BUILD A ROBOT, BUT THEN YOU ALSO PROGRAM IT.
THERE'S ALSO TEAM BUILDING SKILLS THERE.
YOU HAVE TO WORK TOGETHER TO COMPLETE A SET OF GOALS.
ALL RIGHT. SO WE HAVE TEAM BUILDING AND WE ALSO HAVE PROBLEM SOLVING SKILLS.
YOU DON'T HAVE TO DO ALL THE MISSIONS.
YOU HAVE TO COMPLETE AS MANY MISSIONS AS YOU CAN.
SO YOU HAVE TO USE PROBLEM SOLVING TO CHOOSE WHICH MISSIONS DO I WANT TO DO.
IT'S REALLY STUDENT LED, AND IF THEY HAVE ANY QUESTIONS, THEY CAN ASK MENTORS.
I, MYSELF AM A MENTOR FROM THE HIGH SCHOOL ROBOTICS TEAM, AND SO I HELP STUDENTS AND WHEN WE HELP THE STUDENTS, WE TRY TO MAKE SURE THEY'RE DOING MOST OF THE LEARNING.
WE GIVE THEM HINTS, BUT THEY'RE MAKING ALL THE DECISIONS.
SO I FEEL LIKE IT REALLY BUILDS CONFIDENCE IN THE STUDENTS AND THE ABILITY TO SAY, I'M DOING THIS.
[00:25:04]
I HAVE THE POWER HERE AND I'M THE ONE WHO'S COMPETING IN THIS ROBOT COMPETITION.THANK YOU, OSCAR, AND CHRIS LEYTON IS HERE TO TALK ABOUT GUITAR BUILDING.
HELLO, EVERYONE. MY NAME IS CHRIS LEYTON.
I HAVE BEEN HERE FOR MANY YEARS, BUT ONE OF MY FAVORITE CLASSES OF ALL WAS PROBABLY GUITAR BUILDING WITH NANCY [INAUDIBLE], PROBABLY BECAUSE SHE'S SUCH A NICE TEACHER AND IT'S HAD ITS UPS AND DOWNS WHERE I THOUGHT I MESSED UP, BUT IT TURNS OUT I COULD JUST FIX THE PROBLEMS JUST LIKE THAT, AND I REALLY THINK THIS SHOULD BE IMPLEMENTED INTO OTHER SCHOOLS BECAUSE I KNOW WOOD SHOP USED TO EXIST IN A LOT OF SCHOOLS.
IT COULD BRING BACK A LOT OF VALUABLE JOBS THAT WE NEED.
THANK YOU, CHRIS, AND WE'RE BACK WITH OSCAR.
I SHOULD HAVE PUT THESE SLIDES BACK TO BACK.
ALL RIGHT. IT'S ME AGAIN, AND I'M HERE TO TALK ABOUT THE HIGH SCHOOL ROBOTICS.
SO AT EDMONDS HEIGHTS, WE HAVE A HIGH SCHOOL ROBOTICS TEAM THROUGH FIRST TECH CHALLENGE OR FTC.
WE HAVE ENOUGH PEOPLE, WE GOT TO SPLIT IN TWO.
SO FIRST TECH CHALLENGE IS A ROBOTICS TEAM OR TEAMS NOW FOR KIDS FROM NINTH THROUGH 12TH GRADE, AND IT TEACHES JUST LIKE IT TEACHES TEAMWORK AND PROBLEM SOLVING AND CODING, BUT A VERY NEW ASPECT THAT'S NOT THERE IN FLL IS MONEY MANAGEMENT.
ALL RIGHT. SO OBVIOUSLY YOU WANT YOUR KIDS TO GROW UP AND NOT BLOW ALL THEIR MONEY ON SOMETHING, AND IN FTC, THE STUDENTS DO THEIR OWN FUNDRAISING. THEY APPLY FOR THEIR OWN GRANTS.
THE TEAMS ARE COMPLETELY STUDENT LED AND EVERYTHING IS DONE BY THE STUDENTS, THE TEACHERS PROVIDE HELP IF NEEDED, BUT THE STUDENTS CAN OVERRULE IT FOR BETTER OR FOR WORSE.
IT HELPS THEM LEARN, AND SO IT HELPS YOU LEARN ABOUT MONEY.
FOR INSTANCE, WE HAVE A THERE'S MULTIPLE SUB TEAMS, SO THE WAY WE HAVE OUR TEAMS SET UP IS WE HAVE A TEAM LEAD AND THEN WE HAVE SUB TEAM LEADS. SO FOR INSTANCE, I'M GOING TO BE THE PROGRAMING LEAD ON OUR NEW SECOND TEAM.
SO I HAVE MORE EXPERTISE IN PROGRAMING THAN THE TEAM LEAD.
SO SORT OF HOW IT GOES IF YOU JOIN THE TEAM IS YOU CAN CHOOSE ANY SUB TEAM OR ANY SET OF SUB TEAMS YOU WANT AND THEN YOU YOU REALLY HAVE THE FREEDOM TO CHOOSE EXACTLY WHAT YOU WANT TO DO ON A ROBOTICS TEAM AND TRY EVERYTHING OUT AND YOU GET HELP FROM FELLOW STUDENTS, FROM THE SUB TEAM LEADS FROM THE TEAM LEADS AND FROM THE TEAM.
IT'S REALLY ACCEPTING FOR ANY LEVEL OF SKILL AND REALLY ANY INTEREST.
THE ROBOT COSTS A LOT OF MONEY.
I DECIDED I WANTED TO BE IN PROGRAMMING.
SO THEY'RE COMPLETELY STUDENT LED.
SO LIKE I WAS SAYING EARLIER, THE TEACHERS CAN PROVIDE A SUGGESTION OR SOME HELP, BUT THE STUDENTS HAVE A LOT OF POWER, WHICH I THINK IS REALLY IMPORTANT FOR EDUCATION.
I FEEL LIKE IT BUILDS CONFIDENCE.
SO MY TEAM LAST YEAR WENT TO STATE, I DID THIS.
I HELPED MAKE THE DECISIONS TO GET THE TEAM TO STATE.
SO I FEEL LIKE THAT'S A REALLY VERY VALUABLE, IMPORTANT PART OF THE OF THE EDUCATION PROCESS, AND I FEEL LIKE IT ALSO REALLY BUILDS A STRONG COMMUNITY WITH THE TEAM MEMBERS. THANK YOU.
ONE THING THAT HAPPENED THIS YEAR IS OUR SINC CREATED A TEEN CENTER.
IN A K-12 SCHOOL IT CAN BE HARD FOR OUR MIDDLE SCHOOLERS AND HIGH SCHOOLERS TO FIND A PLACE THAT'S THEIRS, WHERE THEY CAN HANG OUT AND CONNECT AND BELONG AND FIND A LISTENING EAR AND FIND PEOPLE TO BE WITH, AND JESSE RIEKSTINS NOTED THAT IT WAS A VERY WELCOMING PLACE WHERE SHE WHERE PEOPLE CAN BE THEMSELVES, WHICH IS AN IMPORTANT AND HEALTHY THING FOR TEENS,
[00:30:09]
AND THAT SHE LOVED THAT OUR SINC WAS THERE BECAUSE SHE WAS SOMEBODY WHO KNEW WOULD ALWAYS LISTEN TO HER AND WOULD TAKE TIME TO SIT DOWN AND LISTEN TO ANYBODY WHO NEEDED AN EAR.ONE THING WE'VE WORKED HARD ON IS CREATING CLUBS AND OPPORTUNITIES FOR STUDENTS TO CONNECT SO THAT IN ADDITION TO THE LEARNING PART, IT'S THE SOCIAL PART AND THE LEARNING TO BE IN COMMUNITY WITH OTHER PEOPLE.
ONE OF THEM IS MAKERSPACE AND GRANDMA KATHLEEN HAS SOME THINGS THAT OUR STUDENTS MADE THAT WANTED TO SHARE WITH YOU, AND KYLIA AND CAMILLA MILAN WANTED TO SAY THIS ABOUT MAKERSPACE.
IT SAYS A COOL THING THAT THEY LIKE IS THAT WHEN THEY GO IN, IT CAN BE FULL OF TEENAGERS, IT CAN BE FULL OF LITTLE KIDS, IT CAN BE FULL OF PEOPLE OF ALL SORTS OF AGES AND IT'S A PLACE TO GO IF YOU'RE LONELY, AND THERE WILL BE OTHER KIDS THERE TO CONNECT WITH AND TALK TO.
SHE SAYS GRANDMA KATHLEEN IS ALWAYS THERE AND SHE TALKS TO US AND TELLS US A FUNNY STORY TO HELP US FEEL HAPPY IF WE'RE SAD AND GOING TO MAKERSPACE HAS HELPED US MAKE FRIENDS WITH PEOPLE THAT I PROBABLY WOULDN'T HAVE HUNG OUT WITH IF I HADN'T GONE TO MAKERSPACE AND MET THEM, AND ONE OTHER CLUB WE HAVE IS A BOARD GAME CLUB THAT IS OPEN FOR MOSTLY OUR TWEENERS GO THERE AND HANG OUT, AND THEO, A NEW STUDENT, SAID, GAME CLUB IS AN AMAZING PLACE TO MAKE FRIENDS AND FEEL MORE COMFORTABLE.
WE HAVE A LOT OF FUN AND DAN, THE TEACHER IS AWESOME.
OKAY, SO YOU GOT A LITTLE BREAK FROM MY VOICE, BUT I'M BACK, [CHUCKLING].
RUNNING THIS D&D GROUP HAS PROBABLY BEEN ONE OF THE MOST PLACES WHERE I'D HAVE TO SAY I'M THINKING ON THE FLY THE MOST TIME BECAUSE IT SHARPENS MY BRAIN, BECAUSE USUALLY I COME IN WITH JUST LIKE MAKING STUFF FROM SCRATCH, THE STORY FROM SCRATCH.
RIGHT NOW, THEY'RE PRIVATEERS TRYING TO FIGHT OFF A PIRATE INVASION FROM A KINGDOM AND SO FAR, NOTHING'S GONE HAYWIRE YET, BUT SOMETIMES MY D&D CAMPAIGNS DO GET A LITTLE HECTIC, SO I KNOW THEY LOVE THEM AND I FEEL LIKE THEY'RE HOOKED , AND I REALLY THINK THEY SHOULD INCLUDE THIS BECAUSE IT BUILDS THREE MAIN THINGS: SOCIAL SKILLS, TEAMWORK, AND, UM, WHAT'S THE THIRD ONE? IMAGINATION, MAYBE.
TAKES THOSE THREE THINGS, AND YOU CAN PRETTY MUCH PLAY D&D ALL YOUR LIFE.
THANK YOU, CHRIS. THANK YOU, GRANDMA, FOR KATHLEEN FOR COMING TO JOIN US.
YOU CAN SEE WHY I USE GRANDMA KATHLEEN.
SO IT'S NOT PRINCIPAL KATHLEEN.
[CHUCKLING] NOW WE HAVE OUR SCHOOL REPORT FOR THE SIP.
THANK YOU. I WANT TO START BY TELLING WHO WE ARE.
EDMONDS HEIGHTS K-12 IS AN ALTERNATIVE LEARNING EXPERIENCE SCHOOL, SO WE'RE NOT A TRADITIONAL SCHOOL, AND SOMETIMES IT HELPS TO UNDERSTAND WHAT THAT MEANS FROM YOUR NEIGHBORHOOD SCHOOL DOWN THE STREET.
ALTERNATIVE LEARNING JUST MEANS THAT 100% OF THE LEARNING DOESN'T HAPPEN ON CAMPUS.
IT HAPPENS AT HOME, AND IT HAPPENS IN A VARIETY OF PLACES.
WE'VE OFTEN BEEN CALLED THE HOMESCHOOL SCHOOL, AND WE'RE NOT REALLY THE HOMESCHOOL SCHOOL BECAUSE YOU'RE NOT ALLOWED TO CALL OURSELVES THAT IN THE STATE BECAUSE WE'RE A PUBLIC SCHOOL. SO IT'S DIFFERENT.
IN HOMESCHOOL, EVERYTHING IS PARENT DIRECTED, PARENT LED.
[00:35:08]
WE'RE THAT HALFWAY POINT IN BETWEEN, AND SOMETIMES IT'S A 50/50 MIX OF SCHOOL AND HOME LEARNING, AND IT VARIES ALONG THAT CONTINUUM.EVERY STUDENT HAS WHAT'S CALLED A WRITTEN STUDENT LEARNING PLAN, AND IT'S AN INDIVIDUALIZED PLAN FOR LEARNING THAT MEMORIALIZES ABOUT 28 HOURS OF BASIC EDUCATION A WEEK, AND THAT LEARNING HAPPENS EITHER ON CAMPUS OR IN FAMILY-LED LEARNING.
WE HAVE SOME SHARED PART-TIME STUDENTS, MOSTLY AT HIGH SCHOOLS, AND WITH 520 STUDENTS, WE HAVE 520 INDIVIDUALIZED LEARNING PLANS THAT WE FOLLOW.
SO ABOUT WHAT WE'VE BEEN WORKING ON THIS YEAR.
THIS YEAR WE WANTED TO WORK ON.
I'LL BREAK DOWN A COUPLE OF ACRONYMS FOR YOU.
MTSS, MULTI-TIERED SYSTEM OF SUPPORT.
WE HAD A TIER TWO GOAL OF EQUITABLE ACCESS TO ACADEMIC AND BEHAVIORAL SUPPORTS FOR ALL STUDENTS.
OUR THEORY OF ACTION WAS THAT IF STUDENTS HAVE EQUITABLE ACCESS TO MULTI-TIERED ACADEMIC AND BEHAVIORAL SUPPORTS, THEN STUDENTS WILL EXPERIENCE EQUITABLE ACCESS TO INSTRUCTION AND SUPPORTS THAT ARE DIFFERENTIATED TO MEET INDIVIDUAL STUDENT NEEDS AND DEMONSTRATE STEADY GROWTH TOWARD ON TIME GRADUATION.
OUR STRATEGY WAS TO IDENTIFY RELIABLE AND CONSISTENT TOOLS TO PROACTIVELY IDENTIFY AND POSITIVELY IMPACT IDENTIFIED STUDENTS IN A TIER TWO INTERVENTION FOR PEOPLE WHO AREN'T SURE WHAT THE TIERS MEAN.
TIER ONE IS EVERYBODY IN THE GENERAL EDUCATION CLASSROOM.
TIER TWO IS STUDENTS WHO MAY NEED SOME EXTRA SUPPORT TO ACCESS LEARNING, AND TIER THREE IS STUDENTS WHO MAY NEED MODIFIED INSTRUCTION OR AN INDIVIDUAL PLAN TO MAKE THAT ACCESS. SO WE LOOKED AT ACADEMIC SUPPORTS AND BEHAVIOR SUPPORTS, AND WE'LL START WITH ACADEMIC SUPPORTS.
WE APPLIED FOR AND WERE AWARDED AN OSPI REINVENTING EDUCATION GRANT, WHICH WAS FOR ALTERNATIVE LEARNING SCHOOLS, AND OUR GOAL WAS TO IMPLEMENT A MODEL FOR DELIVERING TIER TWO ACADEMIC INTERVENTIONS IN AN ALTERNATIVE SCHOOL SETTING.
WHEN WE DON'T HAVE STUDENTS ALL DAY, EVERY DAY STUDYING EVERY SUBJECT MATTER, IT CAN BE HARD TO IDENTIFY STUDENTS WHO NEED EXTRA SUPPORT IN ORDER TO REMAIN ON TRACK GRADE LEVEL AND TO GET WHAT THEY NEED TO BE ABLE TO ACCESS LEARNING IN THEIR CLASSROOMS. SO WE CREATED A GRANT TEAM THAT INCLUDED GENERAL EDUCATION, TEACHERS, SPECIAL EDUCATION TEACHERS, A CURRICULUM SPECIALIST AND DISTRICT LEVEL STUDENT SERVICES LEADERSHIP.
WE ALSO COLLABORATED WITH STUDENT LEARNING LAP TOSAS TEACHERS ON SPECIAL ASSIGNMENT, AND THROUGHOUT THE PROCESS WE INITIATED A PILOT, COLLECTED DATA AND DELIVERED INTERVENTIONS TO STUDENTS THAT WERE IDENTIFIED.
SO WE HAD TO PROBLEM SOLVE A FEW THINGS.
ONE WAS HOW TO GENERATE ACTIONABLE DATA AT EDMONDS HEIGHTS.
AS AN ALE SCHOOL, WHEN STUDENTS AREN'T ON CAMPUS EVERY DAY, IT'S HARD TO DO IREADY TESTING.
IT'S AN INTENSIVE TEST, AND SO THAT IS DELIVERED AT HOME.
IT IS NOT DELIVERED IN THE CLASSROOM.
IT HAS BEEN DIFFICULT TO GET PARTICIPATION IN IREADY.
IN ADDITION, BECAUSE OF THE FUNKY WAY THAT ALE REGULATIONS WORK, WE'RE NOT ABLE TO ACCESS SKYWARD RELIABLY, WHICH AND THAT MAKES IT DIFFICULT TO ACCESS IREADY AND THE HOMEROOM DATA SUITE.
SO WE REALLY HAD A LACK OF DATA IS WHAT WE FOUND AND WE NEEDED DATA TO LEARN HOW TO IDENTIFY STUDENTS, HOW TO MEET THEIR NEEDS AND HOW TO MEASURE AND MONITOR FOR GROWTH.
SO WE STARTED TO THINK CREATIVELY ABOUT DEVELOPING AN INTERNAL SYSTEM FOR MONITORING AND GROWTH.
THERE WE GO. WE WORK CLOSELY WITH OUR STUDENT LEARNING DEPARTMENT TO IDENTIFY A SCREENING TOOL THAT WAS ACCESSIBLE, AFFORDABLE, BRIEF AND YIELDED ACTIONABLE DATA AND INFORMATION, AND WE ARE USING THE AKKADIANS TOOL, WHICH IS USED IN ALL OF OUR EDMONDS SCHOOL DISTRICT ELEMENTARY SCHOOLS.
WE CONDUCTED A PILOT OF MOSTLY KINDERGARTEN THROUGH SECOND GRADE STUDENTS, PLUS SOME THIRD AND FOURTH GRADE STUDENTS, AND THEN IDENTIFIED STUDENTS WHO WERE AT LEAST ONE GRADE LEVEL OFF FROM WHERE THEY WOULD BE PREDICTED TO BE IN LITERACY SKILLS, AND WE DID AN INTERVENTION PILOT.
WE PILOTED THE 95% GROUP INTERVENTION AND THANK YOU, STUDENT LEARNING FOR LETTING US PARTICIPATE IN THAT AS A.
AS AN ODD DUCK SCHOOL, PILOTS DON'T OFTEN WORK IN OUR CONTEXT, AND THIS WAS A PERFECT OPPORTUNITY TO PARTNER AND DO THAT PILOT.
[00:40:05]
OUR GOAL WAS REALLY IF WE'RE GOING TO CREATE AN INTERVENTION PROGRAM, IT NEEDS TO BE ABLE TO WORK ACROSS THE STUDENTS SCHOOL DAY, AND THAT STUDENT SCHOOL DAY IS EITHER ON CAMPUS OR IN HOME LEARNING.THEREFORE, WHATEVER WE HAD HAD TO BE ACCESSIBLE AND USABLE BY HOME EDUCATORS.
I LOVED IT. IT'S NOT REALLY A HOME EDUCATOR FRIENDLY PLATFORM AND WE DID NOT GET A LOT OF PARTICIPATION FROM OUR FAMILIES.
SO WE RESEARCHED DIGITAL PLATFORMS FOR AN INTERVENTION FOCUS AND THAT COULD BE USED IN BOTH A SCHOOL AND HOME SETTING, AND WE FOUND A FEW THAT OUR FAMILIES REALLY WERE ABLE TO USE.
THE OTHER AREA WHERE WE FOCUSED FOR TIER TWO INTERVENTION IS IN BEHAVIOR SUPPORTS.
AS A FAMILY PARTNERSHIP PROGRAM.
WHAT WE HAVE FOUND POST-PANDEMIC IS THAT WE NEEDED ADDITIONAL STRATEGIES TO WORK WITH STUDENTS WHO WERE STRUGGLING WITH BEHAVIOR NEEDS, AND SO WE ADDED A STUDENT INTERVENTION COORDINATOR TO STAFF JEN MEABON IN THE EDMONDS HEIGHTS TO EDMONDS HEIGHTS STAFF IN THE 22-23 SCHOOL YEAR.
WE HEARD ABOUT THE TEEN CENTER THAT SHE STARTED THAT WAS ONE OF THE BEHAVIORAL SUPPORTS WAS FINDING A WAY TO CONNECT WITH STUDENTS TO BUILD THAT RELATIONSHIP AND THEN WITH THAT RELATIONSHIP START TO DO SOME WORK ON AREAS WHERE THEY CAN GROW.
THE TEEN CENTER WAS IDENTIFIED PLACE FOR MIDDLE AND HIGH SCHOOL STUDENTS.
WE WORKED WITH INDIVIDUAL STUDENTS AND FAMILIES TO MONITOR AND SUPPORT CLASS ATTENDANCE BECAUSE WE KNOW WHEN STUDENTS CAN ATTEND CLASS REGULARLY AND RECEIVE INSTRUCTION, THEY CAN MAKE ADEQUATE PROGRESS IN THE CLASS.
OUR SINC WORKED WITH OUR GUIDANCE TEAM TO IDENTIFY STUDENTS WHO NEEDED SOME MORE INTENSE OR MORE PERSONALIZED SERVICE, AND SHE ALSO ENGAGED QUITE A BIT WITH OUR EQUITY TEAM AND IS BUILDING A FRAMEWORK FOR IMPLEMENTING RESTORATIVE PRACTICES IN THE 23-24 SCHOOL YEAR.
WE'RE EXCITED TO HAVE THAT BE PART OF WHAT WE'RE DOING WITH OUR EARLY READERS AND EARLY WRITERS SO THAT WE CAN INTERVENE AND HELP THEM TOWARD PROGRESS , AND OUR SINC IS WORKING, DEVELOP SYSTEMS FOR US THAT WE CAN BUILD ON NEXT YEAR.
ANY QUESTIONS? I'M INTERESTED IN YOUR COMMENTS ABOUT IREADY.
IS IT POSSIBLE TO HELP WITH MORE FURTHER TRAINING OR DID YOU RUN INTO.
THEY HAVE A PRESENCE IN SKYWARD, BUT WHAT WE FOUND IS WE HAVE A POPULATION THAT IS NOT USED TO DOING AND TESTING LIKE IREADY ON A REGULAR BASIS, AND IN A TYPICAL SCHOOL, KIDS ARE USED TO COMING TO SCHOOL AND THERE'S GOING TO BE A TESTING COMPONENT THAT GOES WITH THAT AND A FAMILY PARTNERSHIP PROGRAM WHERE PEOPLE ARE IN VARIOUS LEVELS OF HAVING DONE TRADITIONAL SCHOOL.
WHAT WE FOUND WAS THAT THE FRUSTRATION LEVEL WOULD STOP THE PARTICIPATION.
IF WE COULDN'T GET IN, IF THE DIAGNOSTIC TOOK TOO LONG AND A STUDENT WHO DOESN'T HAVE THE STAMINA TO DO THAT TYPE OF TESTING, THE STUDENTS WOULD NOT PERSEVERE AND FINISH THE TESTING.
SO THERE WAS A VARIETY OF REASONS WHY.
ANY OTHER QUESTIONS OR COMMENTS? I WANT TO SAY, I THINK YOU'VE DONE A GREAT JOB NOT ONLY WITH YOUR PRESENTATION HERE, BUT ALSO THE KIDS IN TERMS OF REALLY SHOWING US THE FULL PICTURE OF THE BENEFITS AND OPPORTUNITIES THAT ARE AVAILABLE AT EDMONDS HEIGHTS AND HOW YOU'RE MEETING THE CHALLENGES OF BEING AN ALTERNATIVE LEARNING ENVIRONMENT AND THE THINGS THAT SORT OF I KNOW GET IN THE WAY, BUT IT SEEMS LIKE YOU'RE FINDING REALLY GOOD WORKAROUNDS TO HELP MEET THE NEEDS OF THE STUDENTS
[00:45:02]
AND SO I REALLY WANT TO THANK YOU FOR A VERY NICE SORT OF COMPREHENSIVE PICTURE BETWEEN WHAT THE STUDENTS PRESENTED AND YOUR PRESENTATION.OKAY. THANK YOU SO MUCH , AND NOW IS THE TIME FOR THE SUPERINTENDENT'S REPORT.
[10. SUPERINTENDENT REPORT-7:20 pm]
THIS EVENING, I'LL KEEP IT SHORT.I JUST WANT TO ADD MY WORDS OF THANKS TO OUR STUDENT ADVISORS THIS YEAR.
YOU'VE JUST BEEN AN INCREDIBLE GROUP OF STUDENTS FOR ME TO LEARN FROM AND IT'S FUN SEEING YOU OUT AT YOUR ACTIVITIES AND YOUR ENGAGEMENT AND LEADERSHIP IN THE COMMUNITY, AND YOU'VE JUST BEEN A TREMENDOUS ASSET TO ME AS I'VE BEEN IN THE DISTRICT FOR MY FIRST YEAR AND HAD THE OPPORTUNITY TO LEARN FROM ALL OF YOU ABOUT YOUR EXPERIENCES.
NEXT IS APPROVAL OF MINUTES, AND WE HAVE TWO SETS OF MINUTES WE CAN APPROVE.
[11. APPROVAL OF MINUTES-7:25 pm]
BOTH WERE ON MAY 9TH.DO I HEAR A MOTION AND A SECOND TO APPROVE THOSE TWO SETS OF MINUTES? SO MOVED.
SECOND. I'VE HEARD A MOTION TO APPROVE, AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE MAY 9TH TWO SETS OF MINUTES, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? THE TWO MEETINGS ON MAY 9TH.
THE MINUTES FROM THE TWO MEETINGS ON MAY 9TH ARE APPROVED.
NEXT, WE HAVE PUBLIC COMMENTS.
THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.
[12. PUBLIC COMMENTS-7:30 pm]
SINCE THIS IS A BUSINESS MEETING OF THE SCHOOL BOARD, THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE WITH THE BOARD 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 HERE.
TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.
OR THREE, YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING TONIGHT.
THE BOARD ALSO ACCEPTS WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL.
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 TAKING ON TALKING OR WHISPERING TO EACH OTHER SO THAT EVERYONE CAN HEAR EACH COMMENT.
SO I'M GOING TO ALLOW 45 MINUTES FOR THIS RATHER THAN SPLITTING THEM, WHICH IS HOW IT LOOKS IN THE AGENDA AND THE FIRST ONE IS COLLEEN [INAUDIBLE], AND YOU CAN COME UP TO THE PODIUM HERE AND THE MICROPHONE SHOULD BE ON.
I'M SORRY, DID YOU SAY FOUR MINUTES OR THREE MINUTES? OKAY. THAT'S WHAT I THOUGHT. I JUST MISUNDERSTOOD.
[INAUDIBLE] I'M THE FIRST ONE. SO LET'S GO.
GOOD EVENING. MY NAME IS COLLEEN [INAUDIBLE].
I'M A PRODUCT OF THE EDMONDS SCHOOL DISTRICT.
I HAVE TAUGHT AND COACHED IN THE EDMONDS SCHOOL DISTRICT FOR.
WE CAN'T HEAR YOU. OH, THE MIC IS IT ON? IT'S ON. I DON'T KNOW IF I CAN REALLY HUNCH OVER THIS WHOLE TIME.
[00:50:02]
[CHUCKLING] WE'LL RESTART.IS THAT BETTER? YEAH. WOO! OKAY. SO I'M GOING TO RESTART.
GOOD EVENING. MY NAME IS COLLEEN [INAUDIBLE].
I'M A PRODUCT OF THE EDMONDS SCHOOL DISTRICT.
I'VE TAUGHT AND COACHED IN THE DISTRICT FOR 25 PLUS YEARS.
I HAVE SERVED AS A DEPARTMENT CHAIR OF [INAUDIBLE] FOR NUMEROUS YEARS, AND MOST IMPORTANTLY, I HAVE TWO CHILDREN WHO'VE GRADUATED FROM THIS DISTRICT AND ONE STILL ATTENDING MEADOWDALE HIGH SCHOOL.
WHEN SROS WERE REMOVED FROM THE BUILDINGS, WHICH I'M NOT HERE TO SUPPORT OR DEBATE, I CLEARLY RECALL BOARD MEMBERS SITTING UP IN THOSE SEATS, SAYING TO THE BOARD WOULD BE CHECKING IN TO SEE WHAT THE EFFECTS OF THAT IMPACT WOULD BE AT THE BUILDING LEVEL.
TO MY KNOWLEDGE, WE HAVE YET TO SEE THAT FOLLOW UP.
AT MHS, WE NOW FIND OURSELVES LOOKING TOWARDS NEXT YEAR, DOWN THREE POSITIONS RELATED TO OUR SUPERVISION AND SECURITY, WHICH EQUALS ABOUT NINE POINT HOURS DAILY.
PRIMARY DUTIES OF THESE THREE POSITIONS INCLUDE SUPERVISION, SECURITY, OUR MAIN MEADOWDALE SECURITY STAFF MEMBER WHO IS NOT PART OF THAT THREE HAS ALSO LOST HOURS DAILY AS WELL AS WE WILL BE LOSING OUR VALLEY PATROL.
LET ME INFORM YOU, I MEAN, THAT IS A LOT OF LOSS RIGHT THERE FOR AS A STAFF FOR US TO DEAL WITH.
FOUR SEPARATE BUILDINGS PLUS FOUR PORTABLES.
THAT STARTED IN THE LATE FALL OF 2022 AND IS STILL CONTINUING.
ONE LEADING TO A TARGETED STUDENT BEING ASSAULTED AND SEVERELY INJURED.
A COMMUNITY MEMBER CONTACTING AND SOLICITING OUR STUDENTS TO SELL DRUGS ON OUR CAMPUS.
MANY STUDENTS REFUSING TO USE THE BATHROOM DURING THE DAY BECAUSE THEY DO NOT FEEL SAFE.
THREE TEENAGERS ENTERING OUR CAMPUS TO INTIMIDATE ONE OF OUR SECURITY TEAM MEMBERS.
GRANTED, OTHER SCHOOLS HAVE METAL PERMANENT LOCKING GATES.
DRUGS AND WEAPONS ARE FREQUENTLY CONFISCATED ON OUR CAMPUS.
SO MUCH SO THAT IN THE LAST MONTH, THE DISTRICT ISSUED LOCKING SAFES FOR CONFISCATED ITEMS. GANG MEMBER IDENTIFIED BY LYNNWOOD POLICE TRYING TO REGISTER TO MHS UNDER AN ALIAS TO GAIN ACCESS TO OUR STUDENTS AND OUR CAMPUS.
SIGNIFICANT BUS INCIDENT INVOLVING ONE OR MORE GUNS DISPLAYED IN THE LAST TWO MONTHS.
THIS IS JUST A SNIPPET OF WHAT WE HAVE BEEN DEALING WITH, AND NOW YOU'RE TAKING THAT AWAY.
OVER THREE FOURTHS OF OUR SUPERVISION AND SECURITY TO DEAL WITH THESE ISSUES.
THAT'S INSANE, CONSIDERING SAFETY SHOULD BE ONE OF OUR HIGHEST PRIORITIES.
I'M GOING TO SUGGEST THAT YOU SEND THAT TO US SO IT CAN BE REPLIED.
DON'T WORRY, IT WILL BE COMING SHORTLY.
SO, IT'S NOT LOST THE OTHER PAGE AND A HALF AND WE HAVE A DOCUMENT.
OH, YOU'RE JANICE HEWITT? IS CARIN NOT HERE.
GOT IT. THANK YOU FOR CLARIFYING.
I HAVE TAUGHT AT MEADOWDALE FOR FIVE YEARS.
FOR 31 YEARS BEFORE THAT, I TAUGHT AT A SCHOOL THAT GREW TO BE AT 2800 STUDENTS.
[00:55:08]
SHOWED UP WITH THEIR CONCERNS ABOUT SAFETY AND OUR CAMPUS SECURITY.WHAT HAS BEEN DONE TO ANSWER THOSE QUESTIONS? IN THAT PRESENTATION, THE DISTRICT SAID IT WILL UTILIZE THE FOLLOWING TO KEEP THE CAMPUS SAFE.
PREVENTATIVE MEASURES, USE OF SOCIAL WORKERS, WHICH ARE NOW CUT.
USE OF PANORAMA DATA WHERE STUDENTS RATE THEIR LEVEL OF SAFETY AND SECURITY.
WE HAVE YET TO SEE THE RESULTS OF THAT DATA.
STUDENT INTERVENTION COORDINATOR.
PARTNERS WITH LAW ENFORCEMENT.
HAS THIS EVEN HAPPENED AND ARE THERE SPECIFIC NAMES? UNDER PROTECTIVE MEASURES, USE OF CAMERAS.
MANY DO NOT WORK, AND ATTEMPTS TO GET THEM TO BE REPAIRED ARE NOT FORTHCOMING.
NO FOLLOW UP FROM THE DISTRICT WHEN TRAINING HAS BEEN REQUESTED.
WHY PUT MONEY INTO THIS TECHNOLOGY WHEN WE'RE NOT PROVIDING THE MAINTENANCE OR THE STAFFING TO MONITOR EFFECTIVELY USE OF A FUTURE FENCE? WHAT WILL THAT LOOK LIKE? WILL WE USE FENCING THAT WILL ACTUALLY KEEP PEOPLE OUT THE FENCE THAT HAS BEEN PUT UP BETWEEN THE PARK TO RESTRICT ACCESS HAS ALREADY BEEN CUT DOWN.
SCHOOL SECURITY COORDINATOR ALSO GONE IN NEXT YEAR'S BUDGET.
PLEASE DO NOT JUST MAKE DECISIONS ABOUT MHS LIKE IT'S ANY OTHER BUILDING IN THE DISTRICT.
LAST WEEK AT MHS, WE DEALT WITH YET ANOTHER WEAPON INCIDENT.
IN ALL OF THE YEARS THAT COLLEEN HAS BEEN A BUILDING REP, SHE HAS NEVER HAD SO MANY STAFF MEMBERS APPROACH HER AFTER A MEETING SAYING SOMETHING NEEDS TO BE DONE ABOUT THIS FOR NEXT YEAR.
SOME ARE WRITING LETTERS, SOME FEEL HOPELESS.
SOME SAY IT'S TIME FOR A NEW CAREER.
SOME OF US WISH WE COULD RETIRE, BUT ALL ARE VERY CONCERNED ABOUT THE STUDENTS AND THEIR OWN SAFETY.
BASED ON EVERYTHING THAT HAS BEEN MENTIONED, MHS HAS TWO REQUESTS.
THE STAFF AND ADMINISTRATION ARE ASKING FOR DR.
WE WOULD LIKE TO HEAR FROM THEM BY JUNE 2ND AS THE YEAR IS ENDING QUICKLY.
STAFF AND ADMINISTRATION ARE ASKING THAT WE BE LISTENED TO AND SECURITY POSITIONS BE REINSTATED FOR NEXT YEAR WITH FOLLOW UP CHECK-INS AND CONVERSATIONS TO SEE WHAT IS NEEDED ON OUR PARTICULAR CAMPUS.
PLEASE HELP US SOLVE THIS ISSUE.
THANK YOU. SO NEXT WILL BE CARIN [INAUDIBLE].
OUR SUPERVISORY STAFF NOT JUST MONITOR ENTRANCES, SPEND WAY TOO MUCH TIME LOOKING AT THE CAMERAS TO TRACK THINGS DOWN, BUT THEY DO A LOT OF DAY TO DAY MINUTIA THAT HAS TO BE HANDLED BY AN ADULT, AND WE JUST DON'T HAVE ANYBODY NOT TIED PHYSICALLY TO A DESK TO ADDRESS THESE THINGS.
I GET MANY NEW STUDENTS INTO MY CLASSES AND I SEE ONE OF OUR SECURITY GUARDS FREQUENTLY GETTING THE STUDENTS THEIR PHOTO IDS, TAKING THE PICTURE SO THAT WE HAVE A DOCUMENT OF THOSE STUDENTS.
THEY'RE IN DIFFERENT CONTEXTS WITH THE STUDENTS, AND THEY KNOW BETTER THAN ANYBODY WHAT FACES BELONG ON OUR CAMPUS AND HAVING MULTIPLE EYES WHO KNOW WHO DOES AND DOESN'T BELONG ON OUR CAMPUS IS TRULY WHAT BUILDS A COMMUNITY AT MEADOWDALE AND KEEPS US SAFE BECAUSE THEY RECOGNIZE IF SOMETHING JUST DOESN'T FEEL RIGHT AND HAVE CERTAINLY GOTTEN AHEAD OF INCIDENTS IN THE PAST.
[01:00:10]
TEAM DOWN TO SIMPLY ONE POSITION NEXT YEAR REALLY PUTS US IN A BIND THAT WAY, BUT ALSO REDUCES OUR ABILITY TO DO BASIC THINGS DISCIPLINE-WISE.WE DON'T HAVE SOMEBODY TO SUPERVISE LUNCH, DETENTION, RIGHT? THOSE SMALL PROBLEMS THAT WE KNOW ARE JUST BOUNDARY TESTING AND BASIC TEENAGER IDEAS CAN GET REALLY OUT OF CONTROL IF WE CAN'T GET AHEAD OF IT, AND WE PHYSICALLY JUST NEED MORE TRUSTED ADULTS WHO KNOW THE STUDENTS AND KNOW THE CAMPUS TO SUPPORT US THERE.
I'M AN ML TEACHER UP AT MEADOWDALE.
I'VE BEEN THERE FOR TEN YEARS.
I'M ALSO THE DAD OF A BAND KID AND AS AN ML TEACHER I WANT TO COME UP AND TALK ABOUT KNOW WE HAVE TO HAVE OUR FAMILY RESOURCE ADVOCATE AND WE HAVE TO HAVE OUR SOCIAL WORKERS BACK, AND AS A DAD OF A BAND KID WE'VE GOT TO HAVE BAND ALL THESE DIFFERENT THINGS.
SO I KNOW YOU ALL HAVE A TON OF REAL DIFFICULT CHOICES, BUT I WON'T SPEAK AS LONG AS OTHER STAFF MEMBERS AT MHS BECAUSE THEY'VE DONE A MUCH MORE COGENT JOB AND HAVE SOLID NUMBERS, THINGS LIKE THAT, AND YOU'LL GET ALL OF THEIR TRANSCRIPTS, BUT I JUST THERE'S A CERTAIN REALITY TO WHEN YOU CUT BACK THAT MANY STAFF MEMBERS, THE EFFECT THAT'S GOING TO HAVE.
SO UNFORTUNATELY, YOU ALL ARE FACED WITH TWO CHOICES.
YOU CAN PROACTIVELY STAFF THOSE THINGS.
WE HAD THREE POSITIONS. THEN WE HAD TO ADD VALLEY PATROL LATER.
SO WE HAVE TWO GENTLEMEN, AND THEY SEEM LIKE GREAT GUYS, BUT THEY'RE TWO GENTLEMEN.
THEY ALREADY KNOW THE PROBLEMS, THE HISTORY.
SO WE CAN DO THINGS LIKE INTERVENTION RATHER THAN CALLING THE POLICE BECAUSE WE'VE DONE THAT A LOT THIS YEAR, AND THAT'S WITH A FULL SUPERVISORY AND SECURITY STAFF, AND SO USUALLY WHEN WE'RE REACTIVELY STAFFING, THAT MEANS IT'S BECAUSE WE'RE DOING IT BECAUSE SOMETHING REALLY BAD HAPPENED, AND WE'VE BEEN FORTUNATE, REALLY FORTUNATE THIS YEAR.
I DO NOT KNOW OF A I'VE ONLY BEEN THERE TEN YEARS.
I DO NOT KNOW OF A TIME WHEN GENE HAS NOT BEEN FULL TIME, AND WE WILL HAVE ONLY HIM LESS THAN FULL TIME NEXT YEAR, AND PART OF THE REASON I'M COMING IS I'M JUST TRYING TO REITERATE YOU CAN START IT AT THE BEGINNING OF THE YEAR WITH THE FULL STAFF AND AVOID LOTS OF PROBLEMS OR YOU CAN STAFF REACTIVELY.
IT WOULD BE NICE AND I WOULD LOVE IT, BUT THAT'S WHAT WE HAVE.
THOSE ARE THE CHOICES THAT WE HAVE TO MAKE IN THE CLOUD OF ALL THOSE OTHER REALLY IMPORTANT CHOICES.
THANK YOU. APPRECIATE YOUR TIME.
HELLO, I'M AMY STEPHENSON AND I'VE TAUGHT MUSIC AT LYNNWOOD HIGH SCHOOL FOR 21 YEARS.
I'M ALSO AN LHS ALUMNI AND PLAYED IN THE BAND WITH DIRECTOR NOBLE'S DAUGHTER.
YOUR VISION INCLUDES EQUITY, ENGAGEMENT AND EXCELLENCE.
THE GOAL FOR OUR STUDENTS IS ON TIME GRADUATION.
[01:05:02]
AS ONE OF MY COLLEAGUES SAID, NOW NOWHERE OUR DISTRICT MISSION AND GOALS MORE SUCCESSFUL THAN IN THE PERFORMING ARTS.YOU ALSO KNOW THAT OUR STUDENTS IN OUR CLASSROOMS ARE CONSIDERABLY MORE LIKELY TO GRADUATE ON TIME.
YOU HAVE SEEN IT FOR YOURSELF.
MUSIC PROGRAMS HAVE ENGAGED COMMUNITIES.
IN MY CLASSROOM, EVERY DAY, I CAN SEE THE SIGNIFICANT OPPORTUNITY DIVIDE STUDENTS WITH SUPPORT AND STABILITY AND THOSE WITH NOTHING SIT SIDE BY SIDE.
YOU HAVE NO IDEA WHAT IS AT STAKE.
THIS ISN'T ABOUT PRESTIGIOUS TROPHIES AND OUTCOMES FOR PERFORMING ENSEMBLES.
YOU COULD NEARLY FIX ALL OF THIS.
THE ENTIRE SECONDARY MUSIC PROGRAM CUTS ARE JUST OVER 2.0.
YOUR RESPONSE TO THE COMMUNITY HAS BEEN EMBARRASSING.
HOW WILL I RUN A CLUB WHEN I'M ASSIGNED TO THREE DIFFERENT BUILDINGS? AND WHILE WE KNOW THAT MANY OF YOU ARE BAND MOMS AND THERE'S STILL MUSIC AT EACH SCHOOL, YOU LACK UNDERSTANDING.
YOU'RE NOT LISTENING, AND THIS IS UNACCEPTABLE.
YOU HAVE IGNORED THE COMMUNITY.
YOU WANT SUPPORT AND ENGAGEMENT, ESPECIALLY ON ELECTION DAY, YET YOU STAND BY WITH LITTLE RESPONSE OUTSIDE OF SOME CRINGEY FACEBOOK COMMENTS AND DEBATING INCORRECT NUMBERS. NEIGHBORING DISTRICTS HAVE MANAGED TO REMEMBER THAT KIDS ARE AT THE CENTER OF EVERYTHING.
THEIR CUTS HAVE BEEN PRIMARILY FROM CENTRAL ADMINISTRATION AND NON-SCHOOL COSTS.
THEY HAVE MAINTAINED PROGRAMS AND STAFFING ACTUALLY IN SCHOOLS WHERE THE KIDS ACTUALLY ARE.
YOU KNOW, WHO USED TO HAVE FINE MUSIC PROGRAMS? KENT, MARYSVILLE.
YOU KNOW, WHO CAN'T PASS A BOND OR EVEN A LEVY? KENT, MARYSVILLE.
DO YOU THINK THAT FAMILIES WILL CONTINUE TO SUPPORT THE DISTRICT WHEN YOU DON'T PARTNER WITH THEM? WHY WOULD THE LYNNWOOD CITY COUNCIL APPROVE YOUR REQUEST FOR AMERICAN RESCUE PLAN FUNDING TO SUPPORT MENTAL HEALTH MENTAL HEALTH COUNSELORS AT MEADOWDALE HIGH SCHOOL? THEY'RE RIGHT TO BE OUTRAGED.
YOU ARE NOT FOLLOWING YOUR OWN PRIORITIES.
YOU HAVE THE POWER TO MAKE THIS RIGHT.
YOU NEED TO USE COMMON SENSE AND LISTEN.
THIS IS AN INVESTMENT INTO OUR NEXT BOND, OUR NEXT LEVY AND INTO YOUR LEGACY.
HI, EVERYBODY, I'M CASSIE GARRETT AND I'M A FRESHMAN AT EDMONDS-WOODWAY HIGH SCHOOL.
CAN EVERYBODY HEAR ME OKAY? YEAH. AWESOME.
I PLAY TROMBONE IN OUR CONCERT BAND TRUMPET IN OUR ILLUSTRIOUS JAZZ BAND.
ILLUSTRIOUS IS DEFINITELY A GOOD WORD FOR IT.
WE'VE GOT GOOD KIDS IN OUR PROGRAM, BUT MAYBE NOT ANYMORE.
FOR THOSE OF YOU WHO AREN'T SUPER INVOLVED IN BAND, THAT MEANS THE FRESHMEN NEXT YEAR ARE GOING TO BE PUT IN A BAND OR ORCHESTRA WITH OLDER KIDS WHO HAVE BEEN PLAYING LONGER AND HAVE MUCH MORE EXPERIENCE.
THIS AFFECTS BOTH THE OLDER KIDS AND THE YOUNGER ONES.
THE YOUNGER ONES WILL BE CRUSHED UNDER THE PRESSURE OF TRYING TO KEEP UP WITH THE OLDER ONES, AND THE GROWTH OF THE OLDER ONES WILL BE STUNTED BY THE LOWER SKILL LEVEL OF THE FRESHMEN. IT'S A ROCKY SITUATION ANY WAY YOU SLICE IT, AND REMEMBER THAT ILLUSTRIOUS JAZZ PROGRAM? IT'S LIKE A LADDER.
YOU START OUT IN JAZZ TO A LOWER BAND, WHICH IS WHERE I CURRENTLY AM.
YOU SPEND A YEAR OR TWO THERE GROWING AND LEARNING, AND THEN YOU GET INTO JAZZ ONE.
THAT'S WHERE THE BEST KIDS ARE.
THAT'S THE BAND THAT HAS BEEN TO THE ESSENTIALLY ELLINGTON JAZZ FESTIVAL, WHICH TAKES 15 SCHOOLS FROM ACROSS THE ENTIRE COUNTRY FIVE TIMES, BUT TO GET TO JAZZ ONE, YOU NEED TO START IN JAZZ TWO, AND THAT TOO HAS BEEN TAKEN AWAY FROM US.
OUR JAZZ TWO IS DOWN TO ONE SEMESTER DURING THE SCHOOL DAY.
[01:10:08]
WE'RE BUSY KIDS WITH A LOT OF CREDITS TO EARN IN ONLY FOUR YEARS, AND WE JUST DON'T HAVE ROOM IN OUR SCHEDULES FOR ANOTHER ELECTIVE.THE JAZZ PROGRAM IS GOING TO SUFFER.
OUR TEACHER, HE'S BACK THERE SUPPORTING ME.
OUR JAZZ PROGRAM IS GOING TO LOSE ITS STATUS AS ILLUSTRIOUS.
WE WILL NEVER GO BACK TO WHAT WE ONCE WERE.
IF OUR BUDDING MUSICIANS ONLY GET ONE SEMESTER TO PLAY AND IT'S TAKEN OUT OF THEIR BAND OR ORCHESTRA EXPERIENCE, BUT MORE IMPORTANTLY, WE LOSE OUR JAZZ COMMUNITY, OUR PLACE TO BELONG. WE NEED MORE FUNDING FOR MUSIC.
I EMAILED MY SCHOOL PRINCIPAL ABOUT THIS AND MY MOM DID TOO.
WE EMAILED ALMOST A MONTH AGO AND SHE NEVER GOT BACK TO US.
I DON'T KNOW IF SHE EVEN READ IT OR IS LISTENING.
ARE YOU GUYS LISTENING? MUSIC IS IMPORTANT AND OUR SCHOOLS WILL NOT BE THE SAME WITHOUT IT.
MY NAME IS TIMOTHY CASTLE AND I'M A SOPHOMORE AT EDMONDS-WOODWAY HIGH SCHOOL.
LAST YEAR, WHEN I JOINED OUR DISTRICT AND BEGAN ATTENDING EDMONDS-WOODWAY, I DIDN'T KNOW ANYBODY.
I CAN'T EXPRESS HOW IMPACTFUL THIS WAS IN THIS CLASS.
I'LL CLOSE WITH THIS IF YOU WISH TO CULTIVATE AND SUPPORT MUSIC PROGRAMS AT OUR SCHOOLS AND ARE SERIOUS ABOUT FOSTERING AN ENVIRONMENT THAT IS SAFE FOR EVERYONE, THEN YOU WON'T CUT THESE BEGINNING PROGRAMS. I URGE YOU TO FIND SPACE IN THE BUDGET TO BRING BACK THESE PROGRAMS IN ORDER TO GROW OUR SCHOOL COMMUNITIES INSTEAD OF SHRINKING THEM.
THANK YOU. NEXT IS JUSTINE LOCKE.
WHY DID WE NOT LOOK AT WHAT STUDENTS, FAMILIES AND STAFF IN EACH SPECIFIC SCHOOL COMMUNITY NEEDED BEFORE DECIDING ON WHAT CUTS WERE GOING TO BE MADE? THE THINGS THAT MAKE LYNNWOOD HIGH SCHOOL SPECIAL ARE NOT THINGS AT ALL.
IT IS THE PEOPLE SERVING AND THE PEOPLE WE SERVE.
CURRENTLY WE HAVE 1338 STUDENTS, BUT OUR FORECASTED ONLY 940 STUDENTS NEXT YEAR, WHICH IS WHAT DROVE OUR BUILDING'S CUTS, BUT WITH 387 INCOMING FRESHMEN AND 333 GRADUATING SENIORS, THOSE NUMBERS DO NOT ADD UP.
THERE HAVE BEEN SIGNIFICANT TRAUMAS EXPERIENCED BY THOSE WITHIN THE WALLS OF OUR BUILDING.
[01:15:02]
PIVOTAL IN WORKING WITH MY STUDENTS IN TRAUMA.SMALL GROUPS THAT SERVE MORE THAN 100 STUDENTS IN MY BUILDING.
SHE BRINGS THE CONNECTION, BUT NEXT YEAR SHE WILL BE GONE, AND WHILE WE DESPERATELY SEEK A GRANT TO SUPPORT HER, IS SHE NOT WORTHY OF A SUSTAINABLE INCOME? THE THICK CUTS MADE TO OUR MUSIC AND DRAMA PROGRAMS HAVE A DIRECT IMPACT ON THE SENSE OF BELONGING.
WE HAVE SPENT SO MUCH TIME BROADCASTING THAT WE CARE ABOUT.
WE HAVE KIDS WHO CANNOT FIND THEIR FIT ANYWHERE ELSE, BUT THEY FIND A FIT ON STAGE IN LIGHTING UP A SET OR IN FILLING A ROOM WITH THE MOST BEAUTIFUL SOUNDS, MELODIES AND HARMONIES.
OUR KIDS FIND THEIR CONTRIBUTION AND BEGIN TO UNDERSTAND HOW MUCH IT TRULY DOES MATTER.
MUSIC AND THEATER IMPACT GRADES, CONFIDENCE, COLLABORATION AND HOPE.
AS WE LISTEN AND WATCH, WE SEE AND HEAR WHAT WE CAN ALSO BECOME.
WE AT LYNNWOOD HIGH SCHOOL ARE COMMUNITY OF GREAT NEED AND GREAT LOVE.
SEE ALL OF US FOR THE UNIQUE NEEDS EACH BUILDING HAS.
DID YOU ASK? DID YOU PAUSE? DID YOU TAKE A MOMENT TO REMEMBER THAT WHILE WE USE OBJECTIVE TERMS LIKE SURPLUS, WE ARE TALKING ABOUT PEOPLE WHO SERVE PEOPLE? WE HAD A SUPERINTENDENT TELL US ONCE THAT THIS IS THE MOST IMPORTANT WORK, AND I STILL BELIEVE THAT I AM WAITING FOR MY DISTRICT TO PROVE IT IS TRUE.
THANK YOU. NEXT IS JOEL S, AND WE ASK THAT YOU ALSO TELL US YOUR FULL LAST NAME SO THAT WE HAVE IT FOR THE RECORD.
THANK YOU. MY NAME IS JOEL STEINKE.
THANK YOU. I'M AN ALUMNI OF THIS DISTRICT.
I'D JUST LIKE TO BEGIN WITH A QUOTE.
THAT'S MICHEL FOUCAULT, REGARDING WHAT'S GOING ON AT THE HIGH SCHOOL.
ANYWAYS, MY COMMENT IS ABOUT MUSIC.
I JUST WANTED TO SAY THAT IT'S REALLY UNFORTUNATE THAT WE'VE BEEN PUT IN THIS POSITION, AND MUSIC HAS TAKEN ME ALL OVER THE WORLD.
IT'S TAKEN MANY STUDENTS ALL OVER THE WORLD.
I UNDERSTAND THAT THIS IS NECESSARILY A REACTIONARY INSTITUTION BECAUSE YOU'RE DATA-DEPENDENT, AND THAT'S ALL FINE AND DANDY, BUT SOMETIMES THE ACTIVE QUALITY OF THIS INSTITUTION, YOUR MISSION STATEMENT BECOMES OPPOSED TO WHAT MATTERS MOST.
THESE CUTS ARE NOT A BAND-AID.
THEY'RE NOT A SOLUTION, BUT DEFINITELY AN ACCELERANT, AND THE REPERCUSSIONS WILL PRODUCE DAMAGES THAT THIS COMMUNITY MAY NEVER RECOVER FROM.
THERE IS NOT A DOUBT IN MY MIND THAT AS THE DOWNSTREAM EFFECTS OF THESE CUTS BEGIN TO SHOW THEMSELVES, THE DISTRICT WILL PRODUCE MANY FINE AND NOVEL DATASETS AND TRENDED CHARTS SHOWING CONTINUED INCREASES IN MENTAL UN-WELLNESS, DEPRESSIVE THOUGHTS, SUICIDAL IDEATIONS, DECREASED ENGAGEMENT AND ATTENDANCE, AND SO ON.
THESE MYOPIC CUTS ARE AN EMBARRASSMENT.
I WISH THE DISTRICT HAD THE COURAGE TO OVERSTEP ITS REACTIONARY FUNCTION, AND PLACE THE MISSION AT THE FOREFRONT OF ITS DECISIONS.
THE ELIMINATION OF DISTINCTIONS.
OUR SOCIETY HAS BEEN ESTABLISHED AND IS DEPENDENT UPON SOCIAL ORDER.
STABILITY IS NECESSARY, IF NOT MANDATORY, TO ACHIEVE THE SIMPLEST OF TASKS SUCH AS ENABLING EACH OF US TO GET UP EVERY MORNING, HAVE ENOUGH TO EAT, TRAVEL TO OUR PLACE OF WORK OR SCHOOL, AND ACCOMPLISH THE GOALS AND OBJECTIVES THAT WE HAVE ON ANY GIVEN DAY.
[01:20:02]
BY ELIMINATING THE BASIC PRINCIPLE OF RECOGNIZING WE ARE CREATED AS EITHER A MAN OR A WOMAN, YOU'RE EFFECTIVELY DESTABILIZING OUR SOCIETY, WHICH OUR CIVILIZATION IS RELIANT UPON.THE REMOVAL OF THIS CORNERSTONE IS RESULTING IN CHAOS.
ONE EXAMPLE IS A SIMPLE TASK WE ALL TAKE FOR GRANTED IS USING A PUBLIC TOILET, BUT IS NOW SOWING CONFUSION AMONGST OUR STUDENTS WHO SOMETIMES WAIT TILL THE END OF A SCHOOL DAY TO FIND A SAFE PLACE TO RELIEVE THEMSELVES.
EVEN OUR BUILDING CODES ARE PERMITTING UNISEX TOILET ROOMS WHERE INDIVIDUAL FIXTURES HAVE FULL HEIGHT WALLS AND DOORS, RESULTING IN MORE PRIVACY, BUT SOME OF THE DOWNSIDES OF THIS CONFIGURATION ARE INCREASED CONSTRUCTION COSTS.
YET MORE IMPORTANTLY, THE ENABLEMENT OF SEXUAL ACTIVITIES TO OCCUR WITHIN THESE SECURE SPACES, THUS FURTHER DISTRACTING STUDENTS FROM FOCUSING ON EDUCATION, YET EVEN WORSE IS THE ENHANCING OF OPPORTUNITIES FOR SEXUAL PREDATORS.
FROM A LIABILITY PERSPECTIVE, HAS THE DISTRICT DISCUSSED THIS POTENTIAL EXPOSURE WITH YOUR INSURANCE CARRIERS? WHAT ASSURANCES DO BOARD MEMBERS AND THE DISTRICT HAVE REGARDING POTENTIAL LIABILITY FOR SUCH SUCH THINGS AS ENABLING THE TRANSMISSION OF STDS, UNPLANNED PREGNANCIES OR RAPES? THIS IS ONLY ONE FACET OF THE COMPLEXITY BEING CREATED BY THIS TREND.
I FEAR WE ARE JUST AT THE BEGINNING OF THE CHAOS RESULTING FROM THE DESTRUCTION OF BASIC CORNERSTONE OF SOCIETY AND THE EDIFICE OF OUR CULTURE WILL CONTINUE TO CRUMBLE IN AN ACCELERATED RATE IN THE COMING YEARS BECAUSE OF THESE TRENDS.
THANK YOU. NEXT UP IS CHRISTIE ROBERTSON.
GOOD EVENING. EACH EDMONDS SCHOOL BOARD MEETING IS OPENED WITH A SOLEMN INVOCATION OF THE HERITAGE AND TRADITIONS OF THE SNOHOMISH AND OTHER NATIVE AMERICAN TRIBES ON WHOSE LANDS ITS SCHOOLS ARE BUILT.
IN DOING SO, THIS INVOCATION ATTEMPTS NOT JUST TO MAKE FORMAL RECOGNITION OF PAST WRONGS, BUT ALSO ATTEMPTS TO GUARD AGAINST MAKING SIMILAR LAPSES IN MORAL JUDGMENT AGAIN IN THE PRESENT AND FUTURE.
ONE OF THE GREATEST INJUSTICES WAS THE DELIBERATE, IDEOLOGICALLY MOTIVATED EFFORT TO ERASE THE CULTURE AND TRADITIONS OF TRIBES THROUGH THE UNABASHEDLY RACIST AND ANTI NATIVE FAMILY BOARDING SCHOOL SYSTEMS RUN BY CHRISTIAN MISSIONARIES AND AGENTS OF THE FEDERAL GOVERNMENT.
THESE SCHOOLS SHAMELESSLY TOOK CHILDREN FROM THEIR FAMILIES WITHOUT THEIR CONSENT AND SUBMITTED THEM TO DEEP CULTURAL CLEANSING OF THEIR NATIVE HERITAGE, CUSTOMS AND TRADITIONS.
FAMILIES BUILT ON TRADITIONAL HERITAGE AND CUSTOMS ARE CHASTISED AND THEIR CONCERNS ARE IGNORED IF THEY FAIL TO TOW TO THE STRICT IDEOLOGICALLY PREVAILING VIEWS NOW IMPOSED THROUGHOUT THE GRADES AND CURRICULUM.
TODAY'S TRADITIONAL FAMILIES WANT THEIR CHILDREN TO LEARN TO LIVE WITH AND ALL KINDS OF DIVERSE PEOPLE.
THESE FAMILIES WANT THEIR CHILDREN TO LEARN TO TREAT ALL MANNER OF HUMANITY WITH RESPECT, BUT THAT RESPECT IS NO LONGER RECIPROCATED BACK TO THEM BY TODAY'S SCHOOL SYSTEM, SIMILAR TO THE NATIVE AMERICAN FAMILIES IN THE 1800S.
TODAY'S CULTURALLY TRADITIONAL FAMILIES BELIEVE THAT PARENTS, NOT THE GOVERNMENT, RAISE CHILDREN.
IF AN ONLINE MENTOR CONVINCES AN ADOLESCENT EXPERIENCING SOCIAL AND EMOTIONAL STRESS TO CHANGE GENDER, THAT ADOLESCENT NOW CAN RUN FROM HOME IN THE STATE OF WASHINGTON WILL HIDE THE CHILD FROM PARENTS.
SOME PARENTS TODAY ARE ALSO WEEPING TO SEE THE GOVERNMENT USURP THEIR PARENTAL RIGHTS, BUT THE FAMILIES OF 895 FORMER EDMONDS STUDENTS HAD THE OPTION TO PULL THEIR CHILDREN OUT OF THE CLUTCHES OF GOVERNMENT DICTATES, AND SADLY, THIS CAUSED THE $15 MILLION SHORTFALL IN THE DISTRICT'S BUDGET NEEDLESSLY HURTING MANY OTHERS.
[01:25:08]
BUDGET AND PROGRAMS. THANK YOU. THANK YOU.MY NAME IS JENNY MAO AND I'M A PARENT OF A STUDENT FROM EDMONDS-WOODWAY HIGH SCHOOL.
I SPOKE WITH YOU IN APRIL 25TH IN SUPPORT OF THE MUSIC PROGRAM.
I'M HERE TONIGHT TO URGE YOU TO CONTINUE TO PRESERVE THE MUSIC CLASSES, BECAUSE MUSIC IS A HAVEN FOR MANY OF THE STUDENTS. YOUR DISTRICT WEBSITE DEFINES EQUITY, QUOTE, REMOVING BARRIERS TO ENSURE EVERY STUDENT HAS EQUITABLE ACCESS TO AN INCLUSIVE EDUCATION, CLOSE QUOTE.
WHEN YOU ARE CUTTING CLASSES THAT ATTRACT A SIGNIFICANTLY HIGH PERCENTAGE OF STUDENTS WHO FEEL MARGINALIZED AND DON'T FEEL THEY BELONG, HOW DO YOU THINK YOU ARE MEETING THIS GOAL OF EQUITY? WHEN MIDDLE SCHOOL STUDENTS WHO ARE MOST VULNERABLE SOCIALLY AND EMOTIONALLY CAN'T ACCESS MUSIC CLASSES BECAUSE OF THE CUTS THAT YOU'VE MADE, HOW DO YOU THINK THIS TRANSLATES NEUROLOGICALLY, SOCIALLY AND EMOTIONALLY? WHAT PATHWAY OF OPPORTUNITY ARE YOU CUTTING WHEN STUDENTS ARE UNABLE TO ACCESS MUSIC EDUCATION, WHEN THESE CLASSES ARE INACCESSIBLE TO THEM BOTH AT HOME AND AT THEIR SCHOOLS? IT MAKES ABSOLUTELY NO SENSE THAT YOU WILL PRESERVE MUSIC EDUCATION IN ELEMENTARY SCHOOL BUT TINKER WITH MUSIC OFFERINGS IN MIDDLE SCHOOLS AND IN A HAPHAZARD WAY, PROVIDE SOME SEMBLANCE OF MUSIC PROGRAM BY SPLITTING STUDENT EXPERIENCES IN HALF SEMESTER LONG CLASSES AT A TIME WHEN STUDENT NEEDS PERFORMING ARTS AND CREATIVE OPPORTUNITIES TO REWIRE THEIR BRAIN, TO LEARN, TO BE RESILIENT.
THIS IS NOT A TIME FOR YOU TO CUT MUSIC CLASSES.
IN MY REMARKS IN APRIL, I BROUGHT TO LIGHT THE TOP HEAVY, VERY EXPENSIVE ADMINISTRATIVE SALARIES WHO WILL RECEIVE A VERY HEFTY COLA THIS NEXT YEAR.
WHAT CUTS HAVE YOU MADE? WHAT SHUFFLING OF POSITIONS HAVE YOU MADE AND WHAT ALTERNATIVE FUNDING HAVE YOU CONSIDERED? I AM GOING OFF SCRIPT HERE BECAUSE THE LEGISLATURE HAVE APPROVED OVER $350 MILLION IN SPECIAL EDUCATION AND MENTAL HEALTH SERVICES.
AT THE SAME TIME THAT MEADOWDALE HIGH SCHOOL IS COMING TO YOU ABOUT SAFETY, I PERCEIVE THAT MENTAL HEALTH IS ALSO A SAFETY CAUSES TRAUMA TO THEIR BRAIN. WHEN STUDENTS ARE COMING TO CAMPUS THINKING THAT THERE ARE GUNS ON CAMPUS.
SO I AM GOING TO CLOSE NOW TO IMPLORE UPON YOU TO REALLY LOOK AT YOUR BUDGETS AND TO CONSIDER ALL THE SURPLUS MONIES THAT YOU WILL BE RECEIVING SOON FROM THE LEGISLATOR AND TO PROPOSE A NEW SET OF POSITIONS.
HELLO, MY NAME IS SCARLETT [INAUDIBLE] AND I'M A CURRENT FRESHMAN AT EDMONDS-WOODWAY HIGH SCHOOL.
I SERVED AS A CLASS PRESIDENT FOR MY FRESHMAN YEAR AND WILL SERVE FOR A SECOND TERM NEXT YEAR.
RECENTLY, I HAVE BEEN WORKING IN SOLIDARITY WITH YOUTHCAN, AN ASIAN AMERICAN HIGH SCHOOL STUDENT LED ORGANIZATION FIGHTING TO CHANGE THE CURRENT INSTITUTIONALIZED AND BIASED EDUCATIONAL SYSTEM INTO A TRUE, ACCURATE AND POSITIVE REPRESENTATION OF ASIA AND ASIAN-AMERICAN CULTURE AND HISTORY.
[01:30:01]
EDUCATION REVOLVING AROUND ASIA.ONE EXAMPLE OF THIS IS THE BOOK AMERICAN BORN CHINESE BY GENE LUEN YANG TAUGHT AS A UNIT IN ENGLISH NINE AT EDMONDS-WOODWAY, WHERE THE NAME OF THE MAIN CHARACTER IS CHINKY AND WHEN SAID TOGETHER IS A SLUR DEROGATORY TO CHINESE PEOPLE.
THIS CONTENT, THOUGH REFLECTING THE LIFE OF A CHINESE AMERICAN IMMIGRANT, VILIFIED THE IMAGE OF A CHINESE PERSON, EMPHASIZING ON THE STEREOTYPICAL SMALL EYES AND LONG BRAID IN THE BACK, AND IT IS ONE EXAMPLE OF HOW OUR EXPERIENCE IN HISTORY SHOULD NOT BE TAUGHT IN SCHOOLS.
IT ENCOURAGED THE USE OF A RACIAL SLUR NOT JUST TOWARDS CHINESE AMERICANS, BUT ALSO CONDONES MORE DISCRIMINATION TOWARDS KOREAN, JAPANESE, SOUTHEAST AND PACIFIC ISLANDER ASIANS. HEARING ALL THESE DEGRADING STORIES FROM ASIAN AMERICANS MADE ME FEEL EXTREMELY DISAPPOINTED AND ANGRY IN OUR SCHOOL DISTRICT, BECAUSE AS MUCH AS AMERICANS SAY RACISM HAS IMPROVED LIVING IN THE 21ST CENTURY FROM 2022-2023 HAS HAD MORE MICRO-AGGRESSION THAN EVER.
OUR SCHOOL DISTRICT IS MADE UP OF 13% ASIAN STUDENTS AND FAMILIES.
THE EDMONDS SCHOOL DISTRICT HAS A RESPONSIBILITY TO MAKE SURE THE WAY THEY ARE TEACHING DOES NOT OPPRESS STUDENTS AND ALLOW THE PROLIFERATION OF XENOPHOBIA, SCAPEGOATING, DEATHS AND ATTACKS ON OUR COMMUNITY MEMBERS AND ELDERS.
SO FAR, FOR THE PETITION FOR THE EDMONDS SCHOOL DISTRICT, WE HAVE 60 SIGNATURES FROM ASIAN AMERICAN STUDENTS AND FAMILIES ASKING FOR A BROADER RANGE OF WORLD HISTORY AND CULTURE, SUCH AS EDUCATION ON SOUTHEAST ASIA AND PACIFIC ISLANDS, AND MORE BUDGET DEDICATED TO TEACHERS AND SCHOOL WORKERS OF COLOR.
WE WOULD REALLY APPRECIATE IF YOU ADDED THIS TOPIC TO YOUR AGENDA FOR THE NEXT BOARD MEETING AND COLLABORATED WITH YOUTHCAN TO CREATE POLICY AND MAKE PARTNERSHIPS AROUND WHAT WE AND MANY OTHER FAMILIES IN THE EDMONDS SCHOOL DISTRICT WANT TO SEE.
[CHUCKLING] MY NAME IS JAKE BERGEVIN AND I'M THE DIRECTOR OF BANDS AND DEPARTMENT CHAIR AT THAT PROGRAM, AND I'VE BEEN TEACHING THE DISTRICT 29 YEARS AND I'M FEELING A BIT OLD RIGHT NOW.
I HAVE A PARTICULAR VANTAGE POINT THAT SOME OF THE OLDER FOLKS, YOUNGER FOLKS MAY NOT HAVE.
I GREW UP IN THE LAKE WASHINGTON SCHOOL DISTRICT WHO CUT THE STRING PROGRAM ABOUT TEN YEARS BEFORE I GOT THERE, AND IT JUST CAME BACK ABOUT 30 YEARS LATER.
I'VE WRITTEN A COUPLE OF LETTERS TO THE BOARD ABOUT THE CUTS IN MUSIC, AND I'VE HEARD SEVERAL PEOPLE ON THE BOARD SAY THERE ARE NO CUTS TO MUSIC AND IT JUST SEEMS A BIT TONE DEAF.
SO I THOUGHT I WOULD SPEAK UP TONIGHT AND HIT A FEW TOPICS THAT MAYBE HAVEN'T BEEN HIT.
ONE IS, I'M SORRY I DIDN'T GET THE MEMO ABOUT THE COLLEGE ATTIRE TONIGHT, BUT THIS MUSIC PROGRAM IS DEFINITELY A GATEWAY TO HIGHER LEVEL COLLEGES AND HAS BEEN TRULY AMAZING IN BUILDING A FAMILY AMONGST THE MUSICIANS, AS ALL PROGRAMS PROBABLY DO. I MARRIED A BAND GEEK.
I HAVE SEVERAL BAND GEEKS THAT HAVE MARRIED EACH OTHER AND HAVE WONDERFUL FAMILIES, AND WE'VE SENT KIDS ON FROM EDMONDS-WOODWAY TO ALL THE IVY LEAGUE COLLEGES AND INCLUDING, I THINK OF CHRISTIAN, WHO GRADUATED FROM NYU, WHO WOULD NOT HAVE BECOME A GOLDMAN SACHS EMPLOYEE IF IT WASN'T FOR THE SAXOPHONE THAT OPENED THE DOOR FOR HIM, [CHUCKLING] OR TIFFANY, WHO IS AN ASTROPHYSICS DOCTORATE FROM COLUMBIA THAT WOULDN'T HAVE GONE TO COLUMBIA HAD IT NOT BEEN FOR THE MUSIC PROGRAM, KIND OF STEERING HER THROUGH AND MAKING A HOME FOR HER IN HIGH SCHOOL.
SO THAT'S A LITTLE BIT ABOUT THE COMMUNITY PART.
I KNOW YOU'VE HEARD A LOT OF THAT, AND I DON'T KNOW IF I HAVE ANYTHING NEW TO OFFER, BUT TO SAY I FEEL LIKE THE TRUST IS BEING BROKEN AND THAT THE KIDS THAT GROW UP IN OUR PROGRAM SEE IT AND HEAR IT AND EXPECT IT TO BE A CERTAIN WAY, AND SO I'M REALLY HAVING A HARD TIME WATCHING THAT BE COLLAPSED, AND SO MY ASK IS FOR MORE FTE AND MORE SUPPORT FOR THE SCHOOLS AND FOR THE PRINCIPALS SO THEY DON'T HAVE TO MAKE THESE HARD CHOICES, AND LIKE EVERYBODY ELSE HAS ASKED, FIND THE RESOURCES.
[01:35:03]
I KNOW THERE ARE RESOURCES AND I DON'T THINK WE HAVE TO FIGHT SO HARD ABOUT SPLITTING IT UP.I THINK WE JUST NEED TO FIND MORE RESOURCES.
WE HAVE A WONDERFUL MUSIC BOOSTER PROGRAM, BUT THEY SHOULDN'T BE SADDLED WITH PAYING FOR OUR BASIC PROGRAMS THAT WE'VE BEEN SO PROUD OF FOR SO LONG. GRAMMY AWARD WINNING PROGRAMS, ON AND ON AND ON.
I ACTUALLY WENT TO GRAD SCHOOL HERE.
I WENT TO UNDERGRADUATE SOMEWHERE ELSE, BUT I DON'T HAVE ANY SWEATSHIRTS FROM THERE.
I DON'T THINK THAT THIS PODIUM OR THIS MICROPHONE.
OR THAT CAMERA SHOULD BE A PLACE THAT WE RECORD BIGOTRY AND LEAVE IT FOR WEEKS AND MONTHS AND YEARS. I DON'T KNOW WHETHER THE ANSWER IS TO CUT THE PUBLIC COMMENT SECTION OUT OF THE ARCHIVE BECAUSE, I MEAN, WE'RE ALL SUBJECTED TO IT SITTING HERE IN THIS ROOM AND EVERYBODY'S WATCHING THE LIVE STREAM IS HEARING IT TOO, BUT MAYBE WE COULD NOT PRESERVE IT FOREVER AND MAYBE THEY WOULDN'T FEEL IT WAS THEIR PLATFORM ANYMORE AND THEY MIGHT ACTUALLY WRITE YOU LETTERS INSTEAD OF COMING UP HERE AND PERFORMING AND FORCING US ALL TO LISTEN TO THEIR BIGOTRY.
I DON'T KNOW HOW TO FIX THIS, BUT IT HAS TO STOP.
IT IS UNACCEPTABLE FOR THEM TO BE CONSTANTLY TARGETING A POPULATION THAT IS 1 TO 2% OF AMERICA.
IT IS NOT OKAY AND YOU CAN'T KEEP ALLOWING IT.
NEXT UP IS LARISSA [INAUDIBLE].
GOOD AFTERNOON. MY NAME IS LARISSA [INAUDIBLE].
I'M A PARENT OF JAZZ STUDENT AT MOUNTLAKE TERRACE HIGH SCHOOL.
FOR WEEKS, STUDENTS, PARENTS AND TEACHERS CAME TO THE SCHOOL BOARD MEETINGS AND PLEADED TO YOU TO SAVE THE MUSIC PROGRAMS. A LOT OF TEARS WERE SHED IN FRONT OF YOU.
I FEEL THAT WE HAVE BEEN HITTING A BRICK WALL.
NO FOLLOW UPS COME FROM THE SCHOOL BOARD.
I DON'T PARTICULARLY LIKE THE STATEMENTS, BUT I AGREE THAT THEY DO PAY MY SALARY.
I OWN EXPLANATIONS TO THE RESIDENTS, SO I PUT EXTRA EFFORTS IN EXPLAINING RCW ARTICLES, MUNICIPAL CODES, AND WHY I MAKE THIS DECISION ON THAT DECISION. YOU'RE ELECTED OFFICIALS AND WE, YOUR VOTERS AND TAXPAYERS EXPECT TO RECEIVE SOME KIND OF FEEDBACK.
WE EXPECT YOU TO HAVE A HIGH LEVEL OF EXPERTISE IN PUBLIC EDUCATION AND THAT YOU MAKE A DECISION BASED ON YOUR KNOWLEDGE AND RESEARCH.
LAST MEETING I BRIEFLY TALKED WITH ONE OF THE SCHOOL BOARD MEMBER WHO DID NOT KNOW HOW MUCH 0.2 FTE COST TO THE SCHOOL DISTRICT, HOW MUCH SPORT COACHES MAKE FOR A SPORTS SEASON FROM WHICH FUNDS THE MONEY IS COMING TO PAY FOR SPORTS.
IF I'M WRONG, PLEASE LET ME LIKE LET ME KNOW THAT.
WHILE THE SCHOOL BOARD PUTTING EXTRA FUNDS IN REDUCING THE CLASS SIZES, THE SCHOOL BOARD IS TARGETING THE MUSIC CLASSES AND DOUBLES, TRIPLES, THEIR CLASS SIZES.
WHEN I ASK HER SHE ANSWERS THAT NEXT TO HER, WHITE TRUMPET PLAYERS ARE BLOWING THEIR TRUMPETS REAL LOUD.
[01:40:01]
LAST MEETINGS, THERE WERE COMPLAINTS THAT THE BAND OUTSIDE WAS TOO LOUD.THERE WERE ABOUT EIGHT KIDS PLAYING.
THE BAND CLASS AT MOUNTLAKE TERRACE HIGH SCHOOL IS ABOUT ONE FOURTH OF THIS ROOM.
NOW IMAGINE HOW LOUD A BAND CLASS WILL BE WITH 40, 50, 60, 70 STUDENTS.
LAST MEETING WE LEARNED THAT SOME CLASSES, MUSIC CLASSES PROPOSED TO HAVE 66, 71 AND 81 STUDENTS.
THIS IS THE SIZES YOU HAVE PROPOSED.
I HOPE PRIOR TO MAKING THIS DECISION, YOU HAVE RESEARCHED OSHA RULES AND THE PERMISSIBLE NOISE LEVEL AND MADE SURE THAT YOU WILL NOT BE CREATING UNHEALTHY WORKING ENVIRONMENT FOR YOUR MUSIC, TEACHERS AND YOUR STUDENTS.
I ALSO WANT TO KNOW WHICH RESEARCH YOU HAVE USED BEFORE PROPOSING A CLASS OF 50, 60, 70, 80 STUDENTS, AND HOW YOU EXPECT THE STUDENTS TO LEARN ANYTHING IN THOSE CLASSES. THANK YOU . NEXT IS ROCHELLE HUME.
HI, I WASN'T PLANNING ON SAYING ANYTHING.
I DON'T KNOW THAT I HAVE A LOT TO SAY, BUT I DO HAVE A STUDENT IN MUSIC AT EDMONDS-WOODWAY HIGH SCHOOL AND I TEACH ELEMENTARY MUSIC AT BRIAER ELEMENTARY, AND I ALSO HAVE A CHOIR OF 50 KIDS WHO HAVE NOWHERE TO GO, AND IT ALWAYS SURPRISES THE PARENTS ACTUALLY, WHEN I SAY, OH, THERE'S NO CHOIR IN MIDDLE SCHOOL, THERE'S NOTHING FOR THEM TO SIGN UP FOR, AND IT'S VERY DEPRESSING, NOT JUST THE CUTS TO MUSIC, BUT THE CUTS TO OUR OFFICE AND OUR PRINCIPAL WHO DOES SO MUCH ALREADY AND ALL THE HELP THAT SHE HAS WITH OUR INTERVENTION SPECIALISTS AND ALL THE KIDS WHO NEED SO MUCH INTERVENTION, LIKE ALL OF THE FIRST GRADE TEACHERS THIS YEAR ARE LIKE, THIS IS THE FIRST YEAR I'VE WANTED TO QUIT TEACHING BECAUSE WE HAVE SUCH AN EFFECT FROM THE PANDEMIC, AND KIDS WHO DIDN'T HAVE ALL OF THE LEARNING TO GET THEM TO FIRST GRADE, AND I JUST CAN'T IMAGINE.
THAT YOU CAN'T FIND SOMEWHERE IN THE ADMINISTRATIVE OFFICES TO MAKE THE CUTS.
IT DOESN'T MAKE ANY SENSE TO ME.
LIKE THREE FIRST GRADE TEACHERS WHO ARE AMAZING ARE READY TO QUIT.
ME AS A MUSIC TEACHER TEACHING NINE CLASSES A DAY LIKE.
I COME HOME AND TAKE A NAP AND I FEEL LIKE I DON'T HAVE TIME FOR MY OWN KIDS.
LIKE, THESE THINGS ARE HAPPENING ALREADY AND YOU'RE TAKING MORE AWAY FROM THE STAFF THAT SUPPORT THE EMOTIONAL AND SOCIAL NEEDS OF OUR KIDS, AND THEN I JUST WANT TO SAY SOMETHING MORE ABOUT MUSIC.
I HAD A KINDERGARTNER THIS WEEK DURING MUSIC CLASS.
THEY HAVE ZONES OF REGULATION THAT THEY TALK ABOUT WITH THEIR SOCIAL EMOTIONAL LEARNING, AND SHE SAID, I WAS IN THE BLUE ZONE ALL DAY, WHICH KIND OF MEANS THEY'RE SAD OR DEPRESSED, AND THEN SHE SAID, AND THEN I CAME HERE AND NOW I'M GREEN AGAIN.
ALL THROUGHOUT SCHOOL THAT KEEPS KIDS FEELING LIKE THEY BELONG, LIKE THEY HAVE HOPE, LIKE THEY HAVE A PLACE TO RELAX AND REST AND FEEL GOOD ABOUT COMING TO SCHOOL.
I KNOW FOR MY DAUGHTER IN HIGH SCHOOL SHE DOESN'T WANT TO GO TO SCHOOL.
THE ONLY THING SHE WANTS TO GO TO IS MUSIC CLASS, AND IT'S NOT BECAUSE SHE'S NOT A GREAT STUDENT.
SHE'S AN AMAZING STUDENT, BUT IT'S HARD, RIGHT? SCHOOL IS HARD.
THAT WAS MY SAFE PLACE GROWING UP.
THESE ARE THE THINGS THAT ARE HELPING THE SOCIAL AND EMOTIONAL WELLNESS OF OUR STUDENTS.
THE BEHAVIOR INTERVENTIONISTS AT OUR ELEMENTARY SCHOOLS, AT ALL OF OUR SCHOOLS, THE MUSIC CLASSES.
WE DO THE SAME WORK JUST IN DIFFERENT WAYS.
WE'RE GOING TO TAKE A FIVE MINUTE BIO BREAK.
SOMEONE NEEDS TO DO LIKE WHAT TEACHERS DO IN THE HALLWAY AND SAY CLASS IS BACK IN SESSION.
[01:45:24]
NEXT ON THE AGENDA IS OUR CONSENT AGENDA.[13. CONSENT AGENDA-8:00 pm]
THIS IS OUR GROUP OF ITEMS THAT ARE RELATIVELY ROUTINE ITEMS THAT WE VOTE ON AS A BLOCK.THERE ARE 21 ITEMS ON THE CONSENT AGENDA TONIGHT.
ONE ITEM IS THE APPROVAL OF KEY DATES ON OUR CALENDAR FOR THE NEXT THREE YEARS.
FOR THOSE WHO ARE INTERESTED IN LOOKING AT THAT, ONE ITEM IS OUR MONTHLY BILLS AND VOUCHERS THAT WE ALWAYS LOOK AT, AND THEN THERE ARE 11 ITEMS FOR FIELD TRIPS, WHICH IS GREAT, AND SIX OF THEM ARE FOR OUR STUDENTS TO GO TO A VARIETY OF STATE COMPETITIONS AND WE WISH THEM ALL WELL.
DO I HEAR A MOTION IN A SECOND TO APPROVE THE CONSENT AGENDA FOR TONIGHT? I MOVE TO APPROVE. SECOND.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? I HAVE A QUESTION. A COUPLE OF QUESTIONS ABOUT ONE OF THE ITEMS, AND I APOLOGIZE THAT I DIDN'T GET MY QUESTION TO STAFF EARLIER, BUT ON ITEM 13.3, THIS IS THE MEMORANDUM OF UNDERSTANDING REGARDING THE IB PROGRAM OR THE EXTENDED ESSAY IN PARTICULAR.
FIRST, I GUESS I WANT TO I WOULD LIKE TO KNOW HOW MANY WE'RE TALKING ABOUT EACH YEAR, ABOUT HOW MANY KIDS, STUDENTS, AND SECONDLY, A LITTLE BIT MORE FOR ME TO UNDERSTAND WHY THE EXTENDED ESSAY NEEDS AN ADDITIONAL STIPEND FOR THE MENTOR. GOOD EVENING.
SO THE EXTENDED ESSAY IS PART OF THE GRADUATION REQUIREMENT FOR STUDENTS WHO WANT TO GRADUATE WITH THE FULL IB DIPLOMA, AND BECAUSE OF THE AMOUNT OF WORK THAT IT TAKES TO COACH STUDENTS THROUGH THAT PROCESS, THIS WAS SOMETHING WE AGREED TO SEVERAL YEARS AGO THAT THERE ARE ANYWHERE THERE'S POTENTIALLY 100 PLUS STUDENTS AT EDMONDS-WOODWAY EACH YEAR THAT GRADUATE UNDER A FULL IB DIPLOMA, AND SO THE AMOUNT OF STAFF THAT ARE NEEDED TO HELP COACH THOSE STUDENTS THROUGH THE EXTENDED ESSAY IS THE REASON WHY WE HAVE THE STIPEND, BECAUSE IT'S WORK OUTSIDE OVER AND ABOVE WHAT THEY NORMALLY DO WITH THEIR REGULAR PLANNING AND THEIR CLASSES.
THESE AREN'T STUDENTS THAT THESE TEACHERS OFTEN HAVE IN THEIR CLASSES.
THEY WORK WITH THEM AFTER SCHOOL OR OUTSIDE OF REGULAR CLASS TIME.
ANY OTHER QUESTIONS? ANY OTHER QUESTIONS? COMMENTS? YEAH, I JUST HAD THE ONE COMMENT THAT THIS IS ALWAYS ONE OF MY FAVORITE THINGS TO BE ABLE TO VOTE ON FIELD TRIPS FOR OUR STUDENTS.
SO I JUST WANTED TO GET THAT OUT.
ROSHNI, YOU'RE AN IB STUDENT, RIGHT? HAVE YOU, I'M ASSUMING, DONE YOUR EXTENDED ESSAY.
IF YOU'VE HAD A MENTOR, AND YEAH, I DID MY EXTENDED ESSAY EARLIER IN MARCH.
I MEAN, I COMPLETED IT IN MARCH.
I STARTED IT AT THE END OF JUNIOR YEAR KIND OF, AND IT'S BEEN A PROCESS, AND HAVE YOU HAD A MENTOR HELPING YOU? YEAH, I DID.
THAT WAS A STAFF PERSON OR A VOLUNTEER? DO YOU KNOW? IT'S AN IB TEACHER.
IT HAS TO BE AN IB TEACHER, AND MINE WAS THE MARINE BIO TEACHER AT MY SCHOOL, THE IB MARINE BIO, AND SHE DID HELP AND ADVISE ME THROUGH THE PROCESS OF WRITING MY ESSAY, AND WE ALSO HAVE OUR IB COORDINATOR WHO'S THERE FOR HELP AS WELL.
OKAY. ALL THOSE IN FAVOR OF THE CONSENT AGENDA TONIGHT, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS AND THE CONSENT AGENDA IS APPROVED AS PRESENTED.
NEXT, WE HAVE A REPORT THAT DR.
MINER WILL INTRODUCE JUST ONE REPORT THIS EVENING.
[14. REPORTS-8:10 pm]
I'D LIKE TO WELCOME FORWARD TAINE WILTON, DIRECTOR OF CAPITAL PROJECTS, TO SHARE WITH US INFORMATION ON THE DISTRICT WIDE ELEMENTARY EDUCATIONAL SPECIFICATIONS.[01:50:13]
I DON'T THINK YOUR MIC IS ON.GOT IT. SO DISTRICT WIDE EDUCATIONAL SPECIFICATION, THESE ARE UPDATES TO THE ELEMENTARY SCHOOL ED SPEC AND WHY ARE WE DOING UPDATES? SO THE LAST TIME WE DID THESE WAS BACK IN 2014 AND OUR DISTRICT HAS GROWN TREMENDOUSLY IN ITS VISIONS AND GOALS AS WITNESSED, WE NOW HAVE A STRATEGIC PLAN.
SO WHAT WE HAVE BEEN TASKED WITH IS REALLY UPDATING THIS ED SPEC TO ALIGN WITH THAT PLAN.
SO HOW DID WE GO ABOUT DOING THIS? WELL, WE CONVENED A COMMITTEE MADE UP OF STAFF AND STUDENTS AND COMMUNITY AND DISTRICT LEADERSHIP TO REALLY UNDERSTAND ALL OF THE NEEDS FOR STUDENT LEARNING, AND FROM THERE, WE ANALYZED WHERE WE HAD BEEN IN 2014, AND THEN GOING FORWARD, WE TOURED THROUGH THE SCHOOLS FROM THE 2014 BOND THAT ARE PRODUCTS OF THAT 2014 ED SPEC, AND THESE ARE A FEW OF THE SCHOOLS WE TOURED THAT YOU SEE HERE. SO AS I SAID, HOW DO I MOVE FORWARD AGAIN? NOT MOVING. DO I HAVE IT UPSIDE DOWN? IT'S NOT MOVING.
OKAY. SO IN ANY CASE, I'M GOING TO KEEP GOING.
OUR THREE E'S, HOW TO BE MORE INCLUSIVE, PROVIDING PLACES OF BELONGING AND THAT ALSO ARE FLUID AND FLEXIBLE AND YOU CAN READ THESE.
SO AS WE WENT THROUGH THE STRATEGIC PLAN, WE LOOKED AT, AS WE SAID, THE THREE E'S EQUITY ENGAGEMENT EXCELLENCE, AND WHEN YOU REALLY PIECE THROUGH THE ED SPEC, IT DOESN'T NECESSARILY TALK ABOUT THE LEARNING FACILITIES, BUT BETWEEN THE LINES, THESE ARE SOME OF THE GOALS THAT WE PULLED OUT AND THAT THE COMMITTEES THAT WE WERE WORKING WITH THAT RESONATED WITH THEM, AND SO YOU CAN SEE WE TALKED ABOUT HEALING CENTERED, COMMUNITY BASED, DEVELOPMENTALLY FOCUSED.
SO THESE ARE ALL ASPECTS THAT WE ARE GOING TO TRY TO ENGENDER IN OUR FUTURE SCHOOLS, AND WITH ME, I HAVE OUR ARCHITECT. SO LORETTA SACHS IS A PARTNER AT INTEGRUS ARCHITECTS AND SHE'S GOING TO LET US KNOW ABOUT HOW THIS IS NOW BEING IMPLEMENTED AT OAK HEIGHTS.
HI. THANK YOU FOR HAVING US HERE TODAY.
SO WE'VE BEEN WORKING WITH TAINE AND THE CAPITAL PROJECTS DEPARTMENT IN UPDATING THE ELEMENTARY SCHOOL SPECS AND THEN APPLYING THOSE SPECS TO THE DESIGN OF OAK HEIGHTS ELEMENTARY SCHOOL, AND WE'D LIKE TO FOCUS ON A FEW OF THESE VISION AND GOALS THAT WE DEVELOPED WITH THE DESIGN REVIEW COMMITTEE, INCLUDING TEACHERS AND PARENTS AND ADMINISTRATORS, PRINCIPALS AT THE DISTRICT, AS WELL AS DISTRICT LEADERSHIP, AND AS WE DEVELOP THE OAK HEIGHTS ELEMENTARY SCHOOL PROJECT, WE REALLY TRIED TO FOCUS A LOT OR WE HEARD A LOT FROM THE COMMITTEE ABOUT CREATING COMMUNITY AND HOW STUDENTS LEARN IN COMMUNITY.
TEACHERS ARE TEACHING IN COMMUNITY AND HOW DO WE BOTH CREATE AND SUPPORT THAT COMMUNITY WITHIN THE SCHOOLS, AND WHILE WE'RE DOING THAT, HOW ARE WE CREATING SCHOOL SPACES THAT HELP STUDENTS BE READY TO LEARN AS THEY ARRIVE FOR THE SCHOOL DAY? HOW DO WE SUPPORT ALL THE DIFFERENT WAYS THAT STUDENTS LEARN, WHETHER IT'S ENTIRE CLASS LEARNING, SMALL GROUP LEARNING, PROJECT BASED LEARNING? HOW DO WE DO THAT WITH THE FACILITY? AND THEN ALSO HOW DO WE SUSTAIN THE ABILITY TO LEARN? AND LOOKING AT SOME OF THE RESEARCH FOR CREATING LEARNING ENVIRONMENTS, ONE OF THE GREAT WAYS TO SUSTAIN THE ABILITY TO LEARN IS TO HAVE THOSE CONNECTIONS WITH NATURE.
[01:55:02]
WHETHER YOU'RE IN NATURE OR VIEWING NATURE, THEY HELP THE BRAIN REST, TAKE THOSE BRAIN BREAKS, RESTORE THE ABILITY TO CONTINUE LEARNING THROUGHOUT THE DAY. WE ALSO WE SPENT A LOT OF TIME LOOKING AT STUDENT SERVICES, AND IN TERMS OF DIFFERENCES BETWEEN THE 2023 UPDATE AND THE 2014 ED SPECS.ONE OF THE BIGGEST DIFFERENCES IS HOW WE TRIED TO CREATE A STRUCTURE FOR OAK HEIGHTS AND FUTURE ELEMENTARY SCHOOLS TO LOOK AT HOW THEY CREATE ENVIRONMENTS THAT SUPPORT STUDENT SERVICES.
HOW CAN THE LEARNING ENVIRONMENTS SUPPORT MORE PUSHING AS PUSHING SERVICES ARE INCORPORATED THROUGHOUT TIME? BUT THEN HOW DO WE SUPPORT ALL THE DIFFERENT WAYS THAT STUDENT SERVICES NEED TO WORK WITHIN SPACE AT A SCHOOL, WHETHER IT'S WITHIN THE GENERAL CLASSROOM ENVIRONMENT IN NEARBY, SMALLER, ADJACENT SPACES WITH SMALL GROUPS OF STUDENTS? OR HOW IN THESE FLUID, INCLUSIVE LEARNING ENVIRONMENTS ARE PROGRAMS LIKE INTENSIVE SUPPORT PROGRAMS ABLE TO FLEX IN AND OUT OVER TIME, DEPENDING ON WHAT THE COMMUNITY OF LEARNERS NEED WHO ARE GOING TO THE SCHOOL AT THAT TIME? AND THEN JUST REAL QUICK, WE SHARED A RENDERING OF HOW WE TRIED TO LOOK AT THE ACADEMIC COMMUNITY, HOW WE'RE CREATING THAT, HELPING CREATE THAT SENSE OF COMMUNITY WITHIN THE SCHOOL AND HOW WE'RE BEING RESPONSIVE TO HOW STUDENTS ARE SUPPORTED WITHIN AND AROUND THE CLASSROOM ENVIRONMENTS IN AREAS IMMEDIATELY OUTSIDE OF THE CLASSROOM, IN THOSE ADJACENT SMALLER AREAS WHERE A DIFFERENT SUPPORT SERVICES MIGHT BE LOCATED AND HOW ALL THAT CREATES THAT FLUID LEARNING COMMUNITY THAT CREATES A HIGHER HIGH FEELINGS OF BELONGING AND INCLUSION IN YOUR ELEMENTARY SCHOOLS.
DID YOU HAVE ANY QUESTIONS FOR US? I DO HAVE A QUESTION.
COULD YOU EXPAND ON HOW OUR NEW BUILDINGS ARE ENVIRONMENTALLY FRIENDLY, HOW THEY HELP TO KEEP ENERGY COSTS DOWN AND HELP OUR GREEN AND SUSTAINABLE FOR THE FUTURE? YEAH. OKAY. I'LL TAKE A STAB AT THAT FIRST AND THEN LORETTA IS GOING TO TALK MORE ABOUT THAT IN TERMS OF OAK HEIGHTS, BUT SORT OF DISTRICT WIDE.
SO ENERGY EFFICIENCY HAS AND THE WHOLE SUSTAINABILITY.
I MEAN, SORRY, 2000, IT'S BEEN IN ALL OF OUR NEW BUILDS, BUT IT GOES BEYOND JUST ENERGY.
IT ALSO LOOKS AT INDOOR AIR QUALITY.
WE'RE REALLY FOCUSING ON THE STUDENT HERE, SO WE'RE THINKING ABOUT THE INDOOR AIR QUALITY VENTILATION, THE ACOUSTICS OF THE BUILDING THAT THEN PROMOTE STUDENT LEARNING, AND IT'S ALSO THAT SPATIAL AND ENVIRONMENTAL AWARENESS FOR STUDENTS.
SO THAT IS INDICATIVE OF MENTAL HEALTH AND HOW WE ARRIVE AT SCHOOL, THAT WELCOMING AND BELONGING.
SO ALL OF THESE THINGS ARE ALL ASPECTS OF THAT.
WE DON'T HEMORRHAGE ENERGY THAT WAY, AND THEN REALLY LOOKING AT THE DIFFERENT TYPES OF HEATING SYSTEMS THAT ARE THEN ALSO COST EFFECTIVE BUT PROVIDE THAT ENERGY EFFICIENCY AS WELL.
SO WE HAVE AIR TO WATER HEAT PUMPS AT SOME OF OUR SCHOOLS TO PROMOTE THAT VENTILATION, AND NOW WITH OAK HEIGHTS, WE'RE LOOKING AT GROUND SOURCE HEAT PUMPS THAT WILL THEN ALSO BE ABLE TO DELIVER NOT JUST HEAT, BUT ALSO AIR CONDITIONING.
SO I CAN LET LORETTA TALK A LITTLE BIT MORE ABOUT THAT, TOO.
IT'S ONE OF THE MOST ENERGY EFFICIENT SYSTEMS YOU CAN HAVE AT A SCHOOL TO GIVE YOU THE LOWEST OPERATIONAL COSTS THROUGHOUT THE LIFE OF THE BUILDING AND IT'S ONE OF THE REASONS WHY IT'S PART OF THE PROJECTS AND WAS A PRIORITY FOR THE PROJECT IN THE EVOLUTION IN THE REFERENCES IN THE ED SPEC TO SUSTAINABILITY.
[02:00:08]
SO WITHIN THE DESIGN OF OAK HEIGHTS ELEMENTARY SCHOOL, WE'RE LOOKING AT BOTH THE OPERATIONAL CARBON WHICH RELATES TO YOUR ENERGY COSTS AS WELL AS THE EMBODIED CARBON, AND SO FOR EXAMPLE, BECAUSE WE HAVE THE GEOTHERMAL SYSTEM, IT ONLY REQUIRES A SUPPLEMENTAL BOILER.THAT BOILER CAN NOW BE ELECTRIC.
OAK HEIGHTS IS BEING DESIGNED AS AN ALL ELECTRIC BUILDING BECAUSE THERE JUST REALLY WEREN'T MANY MECHANICAL ELEMENTS WITHIN IT THAT NEEDED GAS SUPPORT THAT HELPS THE BUILDING MEET AND EXCEED TARGETS NATIONALLY FOR LOWERING OPERATIONAL CARBON IN OUR BUILDINGS, AND THEN WITH EMBODIED CARBON, WE ARE A PREDOMINANTLY WOOD STRUCTURE, WHICH IS A LIGHTER FRAME, USES LESS CONCRETE AND FOUNDATIONS, AND THEN WITH THE NATURE OF WOOD, THAT HELPS LOWER THE EMBODIED CARBON WITHIN THE BUILDING COMPARED TO LIKE A STANDARD STEEL BUILDING BY ABOUT LIKE 64%, WHICH IS MEETS OR EXCEEDS THE NATIONAL TARGETS FOR LOWERING YOUR EMBODIED CARBON IN THE SCHOOL, AND THEN WHILE THE DISTRICT DOESN'T, I BELIEVE, HAVE ANY PHOTOVOLTAICS ON THEIR ROOFS RIGHT NOW, ALL THE EDMONDS SCHOOLS ARE DESIGNED TO BE PV READY, OAK HEIGHTS IS AS WELL, AND THE ROOF STRUCTURE CAN SUPPORT FUTURE PHOTOVOLTAICS.
BEYOND THE BUILDINGS WE ALSO LOOK AT THE SITES.
SO ALL OF THE STORMWATER HOW HOW THE DESIGNING THE SITE TO RETURN IT BACK TO ITS ORIGINAL THE WAY THE ORIGINAL WATER WOULD HAVE FLOWED AND THEN PROVIDING SPACES FOR I WOULD SAY STUDENT STEWARDSHIP THAT'S HARD TO SAY AND THAT SORT OF THING.
THAT'S THE STORMWATER FACILITIES.
THERE ARE ALSO VERY INTEGRATED INTO THE DESIGN.
WHICH WATER DISTRICT IS THAT IN? ALDERWOOD WATER AND WASTEWATER DISTRICT.
SIX I'M SORRY, SEVEN ITEMS OF NEW BUSINESS.
[15. NEW BUSINESS 8:30 pm]
THE FIRST IS A SECOND READING WITH RECOMMENDATION TO APPROVE OUR K-5 CORE FOUNDATIONAL SKILLS ADOPTION.DO I HAVE A SECOND? 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.
THE FIVE CORE FOUNDATIONAL SKILLS ADOPTION IS APPROVED.
I'D LIKE TO JUST TAKE A MOMENT TO THANK ALL OF THOSE WHO WORKED ON THOSE ADOPTIONS.
SO THANKS TO THE TEAM IN TEACHING AND LEARNING AND ALL THOSE WHO WORKED ON THIS IMPORTANT WORK.
I'VE HEARD A MOTION TO APPROVE, AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
THE EDUCATIONAL SPECIFICATIONS FOR THE NEW OAK HEIGHTS ELEMENTARY SCHOOL ARE APPROVED.
THANK YOU. THE THIRD ITEM THIS EVENING IS A SINGLE READING APPROVED RESOLUTION 2309 INTENT TO CONSTRUCT OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT. DO I HEAR A MOTION? I MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE, AND A SECOND.
IS THERE ANY DISCUSSION? YEAH, I'D JUST LIKE TO SAY IT'S SO EXCITING TO SEE THIS FINALLY COMING.
OAK HEIGHTS HAS NEEDED TO BE A NEW SCHOOL FOR SO, SO, SO LONG, AND IT'S JUST EXCITING.
IT'S FINALLY, FINALLY GOING TO ACTUALLY HAPPEN.
SO THANK YOU. ALL THE VOTERS WHO VOTED THE MONEY SO WE COULD REBUILD IT.
[02:05:04]
DEFINITELY. OTHER DISCUSSION.I'LL CALL FOR A ROLL CALL VOTE.
THE INTENT TO CONSTRUCT OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT IS APPROVED.
A SINGLE READING TO APPROVE RESOLUTION 2310 ACCEPTANCE OF PUBLIC WORKS CONTRACT FOR THE ESC LIGHTING AND ROOF UPGRADES PROJECT.
DO I HEAR A MOTION AND A SECOND? MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE, AND A SECOND.
IS THERE ANY DISCUSSION? AND AGAIN, WE THANK THE VOTERS FOR THEIR SUPPORT OF THE LEVY FOR WHICH THIS IS BEING SUPPORTED.
HEARING NO MORE DISCUSSION, I'LL CALL FOR A ROLL CALL VOTE.
RESOLUTION 2310 ACCEPTANCE OF PUBLIC WORKS CONTRACT FOR THE ESC HVAC LIGHTING ROOF...
SOMETHING PROJECT WHICH IS COVERED BY MY STAPLE, IS APPROVED.
[CHUCKLING] THE NEXT ITEM THIS EVENING IS 15.5.
THIS IS A FIRST READING WITH NO RECOMMENDED ACTION THIS EVENING.
REVISED BOARD POLICY 5001 HIRING OF RETIRED SCHOOL EMPLOYEES.
THERE ARE SEVERAL PROPOSED REVISIONS TO THIS POLICY AS REQUIRED BY CHANGES IN LAW, AND WE ARE RECOMMENDING THAT THE BOARD ADOPT THE RECOMMENDED POLICY FOR THIS.
I WONDERED IF THERE WAS SORT OF A BECAUSE I READ IT WAS THERE SORT OF A SUMMARY OF WHAT THE NEW LAWS ARE ABOUT? YOU KNOW, OR IS IT JUST LITTLE DETAILS? QUITE A BIT OF CHANGE TO THIS PARTICULAR POLICY.
IN FACT, IT'S REALLY OVERWHELMINGLY, I'D SAY, MORE DIFFERENT THAN IT WAS THE SAME.
I GUESS WHAT I'M ASKING, IS THERE A REASON OR SOME OVERARCHING GOAL FOR MAKING ALL THESE CHANGES? THEY MADE A LOT OF CHANGES TO HOW LONG THOSE RETIREES CAN WORK WITHOUT IMPACTING THEIR PENSION BENEFITS.
HOW MANY HOURS IN A YEAR, ET CETERA.
SO THE CHANGES ARE REALLY IN RELATIONSHIP TO THE LAWS THAT WERE PASSED AROUND THIS.
THEY MADE THEM LONGER, AM I CORRECT? MEANING THERE'S THEY CAN NOW WORK FOR MORE HOURS IN A YEAR AND STILL KEEP THEIR PENSION THAN THEY COULD BEFORE.
IS THAT CORRECT? I'M NOT SURE I WOULD HAVE TO REVIEW.
I'M NOT SURE IF THAT'S UNIVERSALLY TRUE.
ROB HAS STEPPED OUT, BUT I CAN GET THOSE DETAILS FOR YOU IN A SUMMARY OF THE CHANGES.
I'M WONDERING IF IT IF THEY HAVE MADE THAT CHANGE, BECAUSE IT'S MORE DIFFICULT TO GET STAFF.
I THINK AT THE TIME THERE WAS DISCUSSION ABOUT THAT, BUT THEN THERE WAS ALSO TALK ABOUT AT ONE POINT THE FACT THAT IT COULD HAVE A CHILLING EFFECT ON NEW STAFF MEMBERS, NEW TO THE CAREER.
SO I THINK THEY'VE TRIED TO TIGHTEN IT UP IN MORE THAN ONE WAY.
I CAN FIND THAT OUT, AND THE OLD ONE READ DISTRICT MAY EMPLOY TEACHERS WHO HAD RETIRED UNDER PLAN 2 OR 3 UNDER THE CONDITIONS ONE CALENDAR MONTH.
MONTHS HAVE ELAPSED AND THEY MUST BE EMPLOYED EXCLUSIVELY AS EITHER A SUBSTITUTE OR AS DEFINED BY THE RCW IN AN INSTRUCTIONAL CAPACITY.
IT HAD SPECIFICALLY THAT AT LEAST 85% OF THEIR FULL DAILY AMOUNT WAS ALLOCATED BY THE STATE FOR SUBSTITUTE, AND THEN NOW IT SAYS IT'S STILL ONE CALENDAR MONTH, 867 HOURS, ONE CALENDAR MONTH IN TEN 40 HOURS IF THEY'RE IN A NON ADMINISTRATIVE POSITION. SO I CAN GET A SUMMARY OF THE CHANGES.
I DON'T THINK OUR POLICY, FRANKLY, SWEEPINGLY CONTAINED EVERYTHING.
I CAN GET THOSE CHANGES FOR YOU.
ANY OTHER QUESTIONS? SO THIS IS A FIRST READING.
THIS IS WE'LL PROVIDE A SUMMARY FOR FRIDAY BRIEFING FRIDAY MEMO FOR YOU OF THE PROPOSED CHANGES.
[02:10:04]
THIS EVENING IS A SINGLE READING.IT'S A FIRST READING OF A REVISED BOARD POLICY 5011 SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED.
ANY QUESTIONS OR DISCUSSION ON THIS? THERE WASN'T A BIG CHANGE HERE, IF I RECALL.
I WAS JUST SURPRISED THAT WASN'T IN THERE ALREADY, THOUGH.
EXACTLY. YOU THINK? ANYTHING ELSE? OKAY, AND THE NEXT ONE IS A FIRST READING OF NEW BOARD POLICY 5410 ON HOLIDAYS.
NEW POLICY STATING WHAT HOLIDAYS WE OBSERVE AND IT CAPTURES WHAT WE ARE ALREADY DOING IN POLICY ONE ADDITIONAL TO OUR BOARD POLICY THAT WE ARE RECOMMENDING IS THAT WE REFER TO THE DAY AFTER THANKSGIVING AS NATIVE AMERICAN HERITAGE DAY.
THAT WAS NOT INCLUDED IN THE WASDA POLICY.
SO THAT IS WHERE WE DIFFER FROM THE WASDA POLICY, BUT IT'S A HOLIDAY ANYWAY.
IT IS CURRENTLY A HOLIDAY IN THE DISTRICT.
YES, I THINK WE CURRENTLY REFER TO IT AS THE DAY AFTER THANKSGIVING.
SOUNDS LIKE WASDA MAY NEED TO UPDATE ITS POLICY.
WE MAY BE ABLE TO BE A LIGHTHOUSE FOR THEM IN THAT WORK.
WELL, THEY'RE REVIEWING POLICIES RIGHT NOW, SO.
ANY OTHER QUESTIONS OR COMMENTS ON THAT ONE? PERFECT. WE'LL BRING THOSE WE'LL GET YOU THE SUMMARY OF THE FIRST ONE OF THE CHANGES AND THE OTHER TWO WILL BRING FORWARD AT OUR NEXT MEETING FOR PROPOSED ACTION.
OKAY. WE HAVE NO MORE PUBLIC COMMENTS, AARON.
CORRECT. SO NEXT IS LEGISLATIVE UPDATE.
[17. LEGISLATIVE UPDATES]
CARIN, DIRECTOR CHASE.I WAS TALKING TO MY SCHOOL BOARD CONSULTANT OVER THERE.
WE SUBMITTED POLICY PROPOSALS FOR POLICY UPDATES, LEGISLATIVE POLICY UPDATES, AND THE LEGISLATIVE COMMITTEE MET THIS LAST FRIDAY AND SATURDAY AT LENGTH AND REVIEWED MANY POLICIES AND THOSE THAT WE HAD SPONSORED HAVE GOT A DO PASS.
I DON'T BELIEVE WE HAD ANY CHANGES TO THEM.
THERE WERE SOME FEW FUNDING POLICIES THAT WERE IDENTICAL THAT HAVE GONE BACK TO THE MAKER TO INCORPORATE, BUT ALL OF THOSE THAT WE SUBMITTED ARE GOING TO BE GOING FORWARD AND IN JUNE OR JULY WE SHOULD SEE THE FINAL REPORT WITH THE LEGISLATIVE HANDBOOK FOR GENERAL ASSEMBLY.
SO WE'LL SEE ALL THE PROPOSALS COMING FORWARD, AND THAT'S THE ACTIVITY RIGHT NOW OTHER THAN WE JUST NEED TO THINK ABOUT WHEN WE'RE GOING TO INVITE OUR LEGISLATORS FOR A MEET AND GREET SESSION AND WHAT THAT'S GOING TO LOOK LIKE, AND I THINK IT'S MAYBE TIME TO TAKE A LOOK AT SOME DATES BEFORE EVERYBODY'S TAKING A BEAT RIGHT NOW AND SEE WHAT, REALISTICALLY, IT LOOKS LIKE AUGUST IS ALWAYS GOOD, BUT.
SO I'M GLAD YOU MENTIONED THAT, BECAUSE I WAS GOING TO ASK YOU WHAT YOUR THINKING WAS ON THAT.
SO I THINK WE NEED SOME PLANNING AROUND THAT.
I KNOW IN THE PAST WHEN I WAS ON THE DISTRICT STAFF ANNUALLY, I BELIEVE THERE WAS AT LEAST ONE STATE LEGISLATOR WHO WOULD COME AND IT WOULD BE ONE OF THE LUNCH MEETINGS THAT DR.
BROSSOIT WOULD HAVE, I THINK, AT NOON.
I THINK HAVING SOMETHING THAT'S OPEN TO THE PUBLIC WOULD BE GREAT.
SO IF WE COULD MAKE IT A SPECIAL BOARD MEETING SESSION.
I'M JUST TALKING TO THEM ABOUT FUNDING, BUT I MIGHT SAY THIS IS GOING TO BE AN INTEREST OF OURS AND WE DON'T KNOW WHAT IT WILL LOOK LIKE AND EVERY TIME YOU TALK TO THEM, WE WANT WE WANT TO SEE THEM IN THE DISTRICT, OF COURSE, I MEAN, IN WHATEVER CAPACITY.
IT DOESN'T HAVE TO BE ANYTHING SUPER FORMAL.
I MEAN, THAT WORKS TOO, JUST TO MENTION THAT WE'RE OPEN TO THOSE KIND OF THINGS.
JUST LET US KNOW WHEN THEY'RE GOING TO POP IN.
YEAH, LET US KNOW WHEN THEY'RE GOING TO POP IN.
[02:15:02]
SO BEING AWARE, SO THAT THEY'RE AWARE WITH THEIR SCHEDULES ON WHAT WE HAVE GOING ON IN THE DISTRICT, AND SO PERHAPS WE'LL MAKE SURE THAT THEY'RE ON THAT MAILING LIST. DIRECTOR CHASE, MAYBE YOU AND I CAN GET TOGETHER AND TALK ABOUT SOME SCHEDULING THINGS AND GET SOME PLANNING [INAUDIBLE] REALLY A GOOD TIME, BUT YOU KNOW, WE WILL DEFINITELY FIND A TIME WHEN WE CAN GET TOGETHER WITH THEM.THE ADVANTAGE OF MAYBE WAITING TILL THE SECOND WEEK IN SEPTEMBER WOULD BE WE COULD ALSO OFFER TO SPLIT OFF AND TAKE THEM ON SOME TOURS AND SEE, [INAUDIBLE] I WAS ACTUALLY THINKING THAT TOO. YEAH, IF WE DID THAT, BUT WE CAN CERTAINLY TALK ABOUT THE RELATIVE MERITS OF ALL THE DIFFERENT OPTIONS AND GET SOME INVITATIONS OUT THERE.
SOUNDS PERFECT. WHEN DOES THE NEXT SESSION START? IS IT JANUARY? JANUARY, RIGHT? SO BEGINNING OF THE SCHOOL YEAR MIGHT BE GOOD, BUT GETTING ON THEIR CALENDAR? ABSOLUTELY. YEAH BECAUSE I MEAN, THEY START WORKING WELL BEFORE JANUARY.
YEAH, SOME OF THEM ARE WORKING RIGHT NOW, SO THANK YOU.
SO IT'S TIME FOR BOARD MEMBER COMMENTS.
[18. BOARD MEMBER COMMENTS]
ROSHNI, DO YOU WANT TO START? YOU DON'T HAVE TO MAKE ONE.I HAVE TWO TOPICS I WOULD LIKE TO TALK ABOUT.
FOR THE MUSIC PROGRAM AT EDMONDS-WOODWAY HIGH SCHOOL, I DID MUSIC ALL THE WAY UP TILL 10TH GRADE.
I DID IT IN 10TH GRADE AS WELL, AND HEARING THAT THE CLASSES, THE ORCHESTRA CLASSES OF NINTH AND 10TH GRADE AND THE UPPERCLASSMEN WILL BE COMBINED IS A LITTLE BIT CONCERNING TO ME BECAUSE WHEN I WAS IN NINTH GRADE, I WAS DEFINITELY NOT IN THE SAME LEVEL AS 10TH GRADERS OR 11TH GRADERS WHO WERE TAKING, I THINK IT'S SYMPHONIC ORCHESTRA.
YEAH. SYMPHONIC ORCHESTRA, AND ONCE I DID GET TO SYMPHONIC ORCHESTRA AND HAVING SMALLER CLASS SIZES AND BEING ABLE TO FOCUS ON LIKE INDIVIDUAL SECTIONS AND PLAYING IN GROUPS WAS REALLY HELPFUL, AND I FEEL LIKE IF I WAS A 10TH GRADER OR 11TH GRADER AND I WAS PLAYING WITH NINTH GRADERS, I FEEL LIKE THE DIFFERENCE IN SKILL LEVEL WOULD BE HOLDING THE UPPERCLASSMEN BACK AND IT WOULD NOT ALLOW FOR STUDENTS TO GROW AS MUCH IN THE MUSIC PROGRAM BECAUSE NOT AS MANY KIDS CAN AFFORD TO GET PRIVATE LESSONS TO, LIKE, HELP THEIR LEARNING IN MUSIC, AND ONE ON ONE WITH THE TEACHERS LIKE REALLY HELPFUL IN SMALLER CLASSES WOULD BE ABLE TO PROVIDE MORE OF A BETTER LEARNING EXPERIENCE, ESPECIALLY FOR LIKE NINTH GRADERS.
I FOUND IT REALLY INTIMIDATING EVEN IN MY NINTH GRADE CLASS, TO LIKE PLAY WITH KIDS THAT ARE BETTER THAN ME, AND I WOULD I THINK I WOULD NOT HAVE JOINED ORCHESTRA IF IT WAS A BIGGER GROUP OF PEOPLE IN HIGH SCHOOL.
LIKE THERE'S SHOOTINGS EVERY WEEK.
YOU JUST HEAR ABOUT IT, AND SAFETY OF KIDS SHOULD BE LIKE THE TOP PRIORITY NOW BECAUSE.
IT'S GETTING DANGEROUS, AND I DON'T THINK I WOULD WANT TO GO TO SCHOOL IF I WAS BEING THREATENED BY A GUN LIKE EVERY DAY IF THERE'S COPS BEING CALLED TO THE SCHOOLS, AND I HONESTLY, I REALLY APPRECIATE THE STAFF MEMBERS AT OUR SCHOOL AT EDMONDS-WOODWAY THAT ARE LIKE , AND IN THE HALLWAYS KEEPING STUDENTS SAFE, AND I FEEL LIKE IF I WAS IN MEADOWDALE HIGH SCHOOL AND I WAS SOME OF THESE STAFF MEMBERS WERE GETTING CUT BACK, I WOULD FEEL KIND OF SCARED TO ATTEND SCHOOL BUT THAT'S JUST MY PERSPECTIVE.
YES, HELLO AA LOT OF IMPORTANT THINGS WERE SAID TODAY, ESPECIALLY DURING PUBLIC COMMENTS.
I WANTED TO ADDRESS ONE SPECIFIC THING, AND YOU ALL MIGHT KNOW WHAT IT IS, IT'S THE BIGOTRY.
SO I REALLY DON'T THINK THIS IS AN APPROPRIATE PLACE TO TALK ABOUT TRANS KIDS, ESPECIALLY WHEN YOU GUYS CAN'T DO ANYTHING ABOUT IT, AND IT'S REALLY DISHEARTENING TO HEAR THAT I SHOULDN'T HAVE A BATHROOM THAT I NEED TO GO TO.
YOU KNOW, AND IT'S OBVIOUSLY NOT ABOUT THE BATHROOM.
[02:20:07]
CAUSING TROUBLE OR BECAUSE WE'RE DOING THIS, BUT BECAUSE WE ARE ALIVE.WE'RE NOT CAUSING TROUBLE AND WE'RE NOT DOING ANYTHING DIRECTED TOWARDS ANYONE.
WE'RE JUST LIVING, AND ALL I ASKED WAS FOR ONE BATHROOM SO I CAN GO AND RELIEVE MYSELF.
SORRY. IT'S WHERE YOU ARE FOUND OUT THAT YOU ARE TRANS AND YOU ARE BEING FROWNED UPON BY IT.
THAT'S A NICE WAY OF SAYING IT.
I'M NOT SAYING THAT MY SCHOOL IS NOT SAFE ENOUGH TO DO THAT, BUT THAT IS A FEAR THAT I HAVE AS A TRANS PERSON AND AGAIN, WE'RE NOT ASKING FOR UNISEX BATHROOMS. WE'RE ASKING FOR A SINGULAR BATHROOM, ONE BATHROOM FOR ONE PERSON TO GO TO.
I JUST DON'T UNDERSTAND WHERE THIS INFORMATION IS COMING UP, AND I DON'T UNDERSTAND WHY IT'S STILL BEING SAID, AND I UNDERSTAND THAT PUBLIC COMMENTS ARE FOR EVERYONE. IT'S JUST REALLY HARD TO HEAR IT WHEN YOU GUYS CAN'T DO ANYTHING ABOUT IT AND THERE'S NOTHING TO BE DONE ABOUT IT.
WE'RE NOT CAUSING WE'RE NOT I'M A TRANS KID.
WE'RE JUST LIVING, LIKE I SAID, AND IT'S...
SORRY, I'M A LITTLE FLUSTERED, BUT IT MAKES ME REALLY UPSET BECAUSE I WANT TO SHARE MY EXPERIENCES AT SCHOOL, NOT BECAUSE I AM ALIVE OR I'M JUST LIVING, BUT BECAUSE I WANT TO CHANGE THINGS THAT I VIEW AS NOT THAT NEED TO BE CHANGED, BUT I SHOULDN'T HAVE TO DICTATE MY LIFE OR MY WELL-BEING IN FRONT OF A WHOLE BOARD.
IT'S JUST KIND OF CRAZY TO ME, BUT YEAH, A LOT OF THINGS WERE SAID--IMPORTANT THINGS WERE SAID TODAY, ESPECIALLY ABOUT THE SAFETY AND THE MUSIC PROGRAM AND , AND I REALLY WANT TO FOCUS IN ON THOSE.
I'M GOING TO BE ATTACKED, YOU KNOW? SO THANK YOU.
WE ARE REALLY GLAD THAT YOU'VE BEEN HERE THIS YEAR WITH US, AND YOU ARE HERE TO PROVIDE THE PERSPECTIVE THAT YOU BRING AND WE ARE REALLY SORRY THAT YOU HAVE HAD TO LISTEN TO SOME OF THESE HATEFUL COMMENTS AND MISINFORMED COMMENTS THAT AS A BOARD, THE PUBLIC COMMENTS ARE.
YOU KNOW, SOMETHING THAT WE CAN'T CHOOSE TO CENSOR, BUT IT'S GOOD FOR YOU AND OTHERS WHO UNDERSTAND THE HURT TO BE ABLE TO EXPRESS THAT HURT SO THAT PERHAPS THE PEOPLE WHO SAY THESE THINGS, WHO ARE A MINORITY, I MEAN, THEY ARE A MINORITY IN OUR COMMUNITY, BUT.
THEY NEED TO HEAR THAT, THAT THEY ARE HURTING PEOPLE BY AND IN SOME WAYS IT IS BULLYING IN MY PARTICULAR PERSPECTIVE. BULLYING AND HARASSMENT, BUT WE SUPPORT YOU.
WE WANT ALL OF THE STAFF, STUDENTS, COMMUNITY WITHIN OUR SCHOOLS TO NOT REPRESENT THAT KIND OF THINKING, AND HOPEFULLY YOU DON'T HEAR THAT ANYWHERE ELSE.
THANK YOU. I REALLY APPRECIATE THAT.
SORRY. I DON'T. I DON'T BLAME YOU.
IT JUST SUCKS THAT I HAVE TO NOT.
I HAVE TO, BUT THAT IT'S A THING.
HI GUYS. SO I WANTED TO SHARE A LITTLE BIT ABOUT WHAT PETER WANTED TO SAY BEFORE HE HAD TO LEAVE.
IT HAS BEEN AN ABSOLUTE WONDERFUL AND EYE OPENING EXPERIENCE SERVING AS A STUDENT ADVISOR, AND I AM HUMBLED TO HAVE BEEN SELECTED TO REPRESENT MY SCHOOL IN SUCH AN STUDENT COMMUNITY. THIS HAS BEEN A TRANSFORMATIVE EXPERIENCE FOR ME AND I HAVE SO MUCH GRATITUDE FOR THE OPPORTUNITIES AND SKILLS I HAVE RECEIVED BUILT THROUGH THIS EXPERIENCE.
THANK YOU TO THE BOARD AND I AM SUPER PROUD TO BE AMONG MY FELLOW STUDENTS.
I WOULD LIKE TO TALK A LITTLE BIT ABOUT OUR SECURITY AT MEADOWDALE.
GENE. GENE WAS MENTIONED EARLIER THIS NIGHT, AND GENE IS A LEGEND.
[02:25:10]
IT'S SAD TO SEE SUCH VULNERABLE STAFF GO, SUCH AS OUR SECURITY TEAM WHO HAS MADE CHANGES THROUGHOUT THIS WHOLE YEAR.SUCH STAFF AS ROBERTO GARCIA, WHO IS A VALUABLE FRIEND TO ME AND A MENTOR OF MINE WHO SO FAR WILL NO LONGER BE AT MEADOWDALE AND WHO IS ONE OF THE FEW LATINO STAFF WHO CREATE VALUABLE RELATIONSHIPS WITH LATINO STUDENTS AND IS OUR ADVISOR FOR LSU . AS THE PRESIDENT OF LSU, I'VE SEEN MANY OF OUR COMMUNITY MEMBERS BE BE AFFECTED BY THE GANG VIOLENCE AT MEADOWDALE AND SOME TEACHERS HAVE EVEN GONE AS FAR AS CALLING US THUGS AND SAYING THAT LSU WAS PROMOTING VIOLENCE.
WHEN I SEE MY STUDENTS GO IN THERE, SOME WHO DON'T REALLY HAVE A KNOWLEDGE OF LIKE WHAT IS BEYOND HIGH SCHOOL, WE PUSH THEM TO LIKE, EDUCATE THEMSELVES THAT THERE IS SOMETHING FOR EVERYBODY.
IT MIGHT NOT BE COLLEGE, IT MAY BE TRADE SCHOOLS.
WE PUSH THESE STUDENTS TO HELP IN THEIR COMMUNITIES.
WE'VE DONE COMMUNITY SERVICE AND ACTS OF KINDNESS AROUND OUR SCHOOL.
WE DID A "BAILE" WHICH IS JUST LIKE A DANCE WITH FEATURED HISPANIC MUSIC, AND WHEN WE GOT A LOT OF TURNOUT, WE GOT MORE COMMUNITY MEMBERS, MORE PEOPLE WHO IDENTIFY AS HISPANIC TO COME JOIN OUR CLUB, AND IN THE FIRST TIME IN A LONG WHILE, WE'VE GOTTEN OUR FUNDS ALMOST TO BE CLOSE TO $1,000, WHICH IS NEVER BEEN THAT HIGH IN MEADOWDALE HISTORY, AND IT'S REALLY SAD TO SEE THAT THE EFFECTS OF LIKE, VIOLENCE AND CRIME HAS HIT COMMUNITIES.
SO SPECIFICALLY, SUCH AS THE LATINO COMMUNITY, AND I JUST WANT TO SAY THAT WE ARE SO THANKFUL TO OUR STAFF WHO ARE THERE TO SECURE MEADOWDALE AND MAKE SURE THAT STUDENTS FEEL COMFORTABLE WITH GOING, AND IT'S GOING TO BE A REAL SHOCKER TO EVERYBODY HAVING THEM LEAVE BECAUSE THERE WILL BE A REALIZATION THAT THEY WERE NEEDED THAT THEY AREN'T NECESSARY AT MEADOWDALE , BUT IN ALL, I JUST WANTED TO SAY HOW THANKFUL I AM TO HAVE BEEN SERVING ON THIS BOARD AND GETTING TO SHARE MY VOICE AND JUST TO SHOW THAT.
STUDENTS OF COLOR MATTER AND THAT THIS BOARD I KNOW THAT CARES FOR THEIR STUDENTS.
IT'S BEEN GREAT HAVING YOU ON AS A STUDENT ADVISOR.
SO THE PEOPLE MY COMMENTS ARE DIRECTED TO AREN'T HERE TO HEAR IT, BUT I GUESS I'LL STILL SAY IT FOR POSTERITY'S SAKE.
I AM NO STRANGER TO OFFENSIVE LANGUAGE.
SO I SEE IT ALL THE TIME, WHETHER IT BE OBJECTION REPORTS AT A HIGH SCHOOL GAME DISCRIMINATION COMPLAINT I HAVE AT WORK OR I HAVE TO REPORT WHAT A LANDLORD SAID ABOUT A TENANT OR ANY NUMBER OF OTHER THINGS.
SEE IT ALL THE TIME. SO IT DOESN'T IT'S NOT SO MUCH THE OFFENSIVE LANGUAGE THAT GETS TO ME.
IT WAS THE LEVEL OF FEAR MONGERING, AND IT'S THOSE CONVERSATIONS WHICH, IRONICALLY ENOUGH, ARE THE REASON THAT WE CAN'T KEEP OUR KIDS SAFE BECAUSE WE CAN'T HAVE THE HONEST CONVERSATIONS THAT WE DO NEED TO HAVE.
WE HAVE A LOT OF KIDS THAT ARE NOT BINARY AND WE ARE LOOKING FOR BINARY SOLUTIONS TO THE PROBLEMS. THERE'S GOING TO BE LIKE SOME GRAY ZONE IN THERE.
I HAVE A DAUGHTER FROM A PREVIOUS RELATIONSHIP.
SHE'S IN FOURTH GRADE, WENT TO ONE OF HER BASKETBALL GAMES THE OTHER DAY.
THERE WAS A BIOLOGICALLY BORN MALE WHO WAS PLAYING AGAINST THEM, AND HE WAS THEY WERE DEFINITELY DOMINATING THE COURT BECAUSE IT JUST WAS NOT IT WAS A SIZE ISSUE AND IT REALLY WAS NOT FAIR, AND THE GIRLS WERE NOT HAVING FUN, BUT I ALSO WORK WITH AN ORGANIZATION THAT IS LGBTQ FLAG FOOTBALL, AND I TRAVEL AND I OFFICIATE THOSE GAMES AND THEY HAVE A WOMEN'S PLUS DIVISION AND IT'S VERY INCLUSIVE AND EVERYBODY IS AT A VERY EQUAL SKILL LEVEL AND EVERYBODY HAS A
[02:30:08]
GREAT TIME. SO WE NEED TO BE ABLE TO HAVE THOSE CONVERSATIONS ABOUT WHAT DOES THIS LOOK LIKE, WHAT DO WE WANT TO DO? AND WE CAN'T DO THAT. IF SOMEONE IS SAYING THAT CERTAIN PEOPLE DON'T DESERVE THEIR RIGHTS BECAUSE IT MIGHT COST A LITTLE EXTRA MONEY AND CONSTRUCTION OR THE SCHOOL IS GOING TO HAVE TO TAKE OUT SOME SORT OF AIDS INSURANCE OR WHATEVER THAT WAS.I'M NOT REALLY QUITE SURE WHAT THAT POINT WAS THAT HE WAS TRYING TO MAKE THERE, AND I DON'T KNOW IF HE WAS INTENTIONALLY BEING OPAQUE OR IS THE MOST NAÏVE PERSON IN THE WORLD, BUT THE HEIGHT OF A BATHROOM STALL WALL DID NOT DETERMINE THE SORT OF TROUBLE I GOT INTO IN HIGH SCHOOL.
I DON'T THINK THAT'S REALLY WHAT THE KIDS ARE WORRIED ABOUT.
SO AND I GUESS I'LL CLOSE WITH THIS.
SO MOST DISCRIMINATION COMPLAINTS THAT HAVE TO DO WITH SCHOOLS ARE GO THROUGH OSPI, BUT MY AGENCY GETS 1 OR 2 A YEAR AND I'VE ALREADY BEEN TOLD I'M THE ONLY PERSON IN THE OFFICE WITH ANY EDUCATIONAL BACKGROUND OR EXPERIENCE.
YOU'RE GOING TO WORRY ABOUT YOUR INSURANCE GOING UP BECAUSE A TRANS STUDENT IS GOING TO COME TO MY AGENCY AND TELL ME THAT THEY DON'T HAVE ACCESS BECAUSE THE SCHOOL IS A PLACE OF PUBLIC ACCOMMODATION AND NOW YOU'RE PAYING OUT A SETTLEMENT TO THEM AND THEIR FAMILY.
WE'RE NOT PAYING OUT SETTLEMENTS BECAUSE TWO KIDS HOOKED UP SOMEWHERE.
WE'RE PAYING OUT SETTLEMENTS BECAUSE WE'RE DENYING PEOPLE THEIR BASIC CIVIL RIGHTS.
SO WITH ALL OF THAT BEING SAID, I, IN MY PERSONAL LIFE FAIRLY STEEPED IN THIS, EVEN THOUGH CIS WHITE MALE HERE LIKE DON'T HAVE A REAL DOG IN THE FIGHT, BUT I DO LIKE TO HEAR ABOUT OTHER PEOPLE'S EXPERIENCES, AND I DO WANT TO FIND THE ANSWERS THAT ALLOW US TO MAKE OUR SOCIETY CONTINUE TO WORK AND GET EVERYBODY THE THINGS THAT THEY NEED. SO I'M HOPING THAT WE ARE ABLE AS A DISTRICT TO HAVE THOSE CONVERSATIONS GOING FORWARD.
YEAH. FIRST, I WANT TO THANK YOU FOR YOUR COMMENTS.
SO I APPRECIATE YOU SPEAKING UP, AND YOU KNOW, YOU HAVE AT LEAST THE BOARD BEHIND YOU.
THE OTHER THING I WAS JUST GOING TO MENTION IS THANK YOU TO EDMONDS HEIGHTS FOR THEIR PRESENTATION.
I REALLY ENJOYED IT AND I'VE BEEN ON THE SCHOOL BOARD A LONG TIME.
I CAN REMEMBER WHEN EDMONDS HEIGHTS WAS CALLED THE HOME SCHOOL RESOURCE CENTER AND WHICH WAS KIND OF A LITTLE BIT DESCRIPTIVE OF WHAT THEY DID, BUT NOT NOT REALLY DESCRIPTIVE OF ALL, AND OF COURSE THEY CHANGED THEIR NAME TO BE MORE ACCURATE FOR AN ULTIMATE LEARNING CENTER, BUT ONE OF THE PRIME ARGUMENTS FOR CHANGING THEIR NAME WAS THE HIGH SCHOOL STUDENTS WHEN THEY WERE APPLYING FOR COLLEGE, THEY SAID, WELL, WHAT'S YOUR HIGH SCHOOL NAME? AND THEY'D SAY, MY HIGH SCHOOL NAME IS HOME SCHOOL RESOURCE CENTER, AND IT WAS A REAL PROBLEM.
THANK YOU, AND ECHOING THE SENTIMENTS OF MY BOARD AND SUPPORT AND AFFIRMATION OF YOUR COMMENTS.
AS WE'RE TALKING ABOUT PUBLIC COMMENT FIRST, THE STUDENTS, THE STUDENTS CELEBRATION, I WILL SAY IS DEFINITELY THE HIGHLIGHT, AND I'M SO GLAD THAT WE'RE DOING THIS REGULARLY.
YOU KNOW, WE'RE TALKING ABOUT PUBLIC COMMENT, AND I WAS SITTING HERE AFTER HEARING SOME SUGGESTIONS ON WHAT WE DO, AND WE HAD A REGIONAL MEETING A COUPLE OF WEEKS, MAYBE LAST MONTH, TALKING ABOUT THE PUBLIC COMMENT SCRIPT, AND IT COULD BE A SMALL THING, BUT SOME OF THE LANGUAGE, THERE'S A SAMPLE LANGUAGE THAT SAYS.
WE CAUTION ALL SPEAKERS THAT IT IS POSSIBLE THAT YOUR STATEMENTS COULD VIOLATE THE RIGHTS OF OTHERS UNDER VARIOUS LAWS, INCLUDING LAWS PROTECTING PRIVACY AND LAWS PROHIBITING DEFAMATION, AND THERE'S MORE ON HERE, BUT I'M WONDERING IF WE WANT TO ADD SOME LANGUAGE SUCH AS
[02:35:06]
THIS TO OUR SCRIPT.IF YOU ARE UNSURE OF THE LEGAL EFFECT OF YOUR REMARKS, YOU SHOULD SEEK INDEPENDENT LEGAL ADVICE.
IN ANY CASE, WE ASK THAT YOU HELP US MODEL FOR OUR STUDENTS WHAT A RESPECTFUL AND INCLUSIVE COMMUNITY LOOKS AND SOUNDS LIKE, AND I LIKE THAT LANGUAGE, AND I THINK THAT MAY IT IS NOT GOING TO CHANGE THE WORLD, BUT IT DOES, I THINK, REFLECT HOW I FEEL THAT I WOULD LIKE PEOPLE TO HEAR BEFORE THEY COME UP AND GIVE US PUBLIC COMMENT.
I'LL SEND THIS AGAIN. WE'VE GOT THIS SCRIPT AND THIS IS FROM WASDA.
SO WASDA'S DOING SOME GOOD STUFF AND WE'LL JUST MAKE SURE THEY FIX NATIVE HERITAGE DAY ALSO.
I WILL AND I HAVE BEFORE, AND I'LL DO IT AGAIN.
NO, IT'S I SAID A LOT OF STUFF.
SO WE'VE BEEN GETTING A LOT OF EMAILS RECENTLY.
YEAH, WE'VE BEEN GETTING A LOT OF EMAILS.
I'LL PUT THIS. IT'S UNDER, I'LL FORWARD IT, I'LL PUT PUBLIC COMMENT SCRIPT ON IT.
HI. SO I DO HAVE A FEW COMMENTS.
FIRST, I WANT TO ALSO THANK OHANA FOR STICKING IT OUT AND BEING BRAVE AND BEING A ROLE MODEL , AND I WOULD ALSO LIKE TO ASK OUR OTHER STUDENTS, ELIZABETH, IF SOMEONE CALLS YOUR GROUP THUGS, GO TO YOUR PRINCIPAL.
YOU KNOW, THAT'S ABSOLUTELY OUT OF BOUNDS, AND I KNOW IT'S I DON'T ALWAYS DO IT.
I MEAN, MY SON, I HAVE THIS LIKE EMBARGO.
WHENEVER HE TELLS ME SOMETHING ABOUT A TEACHER, HE SAYS YOU CANNOT TELL ON THEM, AND SO I KNOW IT'S REALLY HARD TO DO SOMETIMES, BUT THAT'S ABSOLUTELY OUT OF BOUNDS, AND SO WE ALL HAVE TO BE MORE BRAVE, AND BECAUSE OF THAT, I'M PROBABLY GOING TO SAY SOME THINGS I'M GOING TO REGRET.
I HAVE BEEN LISTENING THIS GROUP THAT PICKS ON A FEW OF OUR KIDS EVERY WEEK, EVERY TIME WE MEET IS NOT THE ONLY GROUP OF PEOPLE WHO HAS GONE OUT OF BOUNDS OVER THE LAST SEVERAL WEEKS.
I UNDERSTAND THAT OUR BUDGET CUTS.
NOBODY WANTS TO MAKE ANY CUTS HERE.
NONE OF US LIKE ANY OF THIS, AND WE'RE DOING THE BEST WE CAN TO MINIMIZE THE DAMAGE AND WE DON'T TARGET ANYONE.
WE ONLY SUPERVISE THE SUPERINTENDENT.
WE DON'T TELL THE STAFF EXACTLY WHERE THE MONEY HAS TO GO.
THAT WOULD BE A CONFLICT OF INTEREST.
I MEAN, IF I SAID, WELL AND I DID HAVE YOU KNOW, MY KIDS SAID, MY TEACHER'S GOING TO LOSE HIS JOB.
WE OVERSEE THE WORK OF THE DISTRICT.
WE OVERSEE THE SUPERINTENDENT.
IS THE QUIET PART SAID OUT LOUD THAT WE DON'T HAVE UNLIMITED FUNDS, AND IF YOU SAY WELL CUT ADMINISTRATION, WE HAVE ONE OF THE LEANEST ADMINISTRATIONS, IF NOT THE LEANEST IN THE REGION AND MAYBE EVEN THE STATE, WE HAVE A VERY LEAN ADMINISTRATION.
WE'RE HIRING ONE PERSON FOR ASSESSMENT.
WE CAN'T FOLLOW AND MAKE SURE THAT OUR KIDS ARE GETTING WHAT THEY NEED WITHOUT SOME DATA.
WE NEED SOMEBODY TO GIVE US THAT DATA.
SO THAT'S THESE ARE NOT THESE ARE NOT CAPRICIOUS DECISIONS.
THESE ARE NOT WE'RE TRYING TO PROTECT THE BIG BOSSES AT THE EXPENSE OF OUR KIDS.
YOU KNOW, WITH RESPECT TO MUSIC AND ARTS, YES.
MY KIDS DID DIRECTLY BENEFIT FROM MUSIC PROGRAMS OVER THE YEARS.
KIDS WHO ARE IN MUSIC, IT IS CORRELATED WITH GOOD ACADEMIC OUTCOMES, BUT BE HONEST.
I MEAN, A LOT OF THE KIDS WHO GO INTO MUSIC ARE ALREADY HAVING GOOD ACADEMIC OUTCOMES, AND WHEN YOU ASK ME, AS ONE PERSON DID TODAY, ASK TO TAKE FROM SPECIAL ED TO GIVE TO MUSIC, THAT'S A BIG ASK, AND THAT IS SAYING WE'RE GOING TO TAKE MONEY
[02:40:01]
THAT THE STATE HAS GIVEN US TO TAKE CARE OF OUR MOST VULNERABLE DISABLED KIDS AND GIVE IT TO OUR KIDS WHO ARE ON TRACK TO GO TO IVY LEAGUE SCHOOLS.THAT'S NOT SOMETHING THAT WE CAN DO.
THAT'S NOT A DECISION THAT, FIRST OF ALL, THAT THE BOARD MAKES, BUT IT'S NOT A RESPONSIBLE DECISION.
WE HAVE TO SPEND THE MONEY AS AS APPROPRIATELY AS WE CAN.
THIS IS NOT TO SAY THAT I WANT MUSIC TO BE GUTTED.
I DON'T WANT TO MAKE A SINGLE CUT TO MUSIC AND OF COURSE, I COUNT ON THE DISTRICT TO KEEP WORKING, THE STAFF TO KEEP WORKING AS WE FIND MORE RESOURCES TO PUT THEM BACK WHERE THEY NEED TO GO. ONE OF MY FAVORITE PEOPLE STUCK IT OUT.
MS. LOCKE AND SHE'S ONE OF THE FEW WHO HAVE APPEALED TO US FOR SOME OF OUR MORE VULNERABLE STUDENTS.
THE DISTRICT HAS NOT BEEN REPRESENTED IN THIS ROOM AND NOT FOR QUITE A WHILE.
THE PEOPLE WHO COME HERE HAVE THE TIME, HAVE THE HAVE THE WILLPOWER.
I MEAN, I KNOW MANY PARENTS WHO ARE ABSOLUTELY YOU KNOW, THIS IS NOT WHAT THEY DO.
THEY DON'T COME AND GIVE PUBLIC COMMENT.
IT'S VERY INTIMIDATING TO THEM, AND THEIR KIDS NEED OUR SUPPORT, TOO, BUT GETTING BACK TO AND I CAN'T PROMISE YOU ANYTHING.
I CAN'T SAY, WELL, WE'RE GOING TO BRING BACK THE SOCIAL WORKERS.
I KNOW THAT NEED IS THERE, AND I UNDERSTAND.
I DON'T WANT TO CUT A SINGLE PERSON.
I UNDERSTAND THAT THERE ARE INDIVIDUAL PEOPLE AND IT.
YEAH, IT'S A TERRIBLE SITUATION, BUT COMING BACK TO THE COMMENTS THAT I THINK ARE PROBABLY GOING TO GET ME IN TROUBLE, PEOPLE HAVE CROSSED THE LINE.
YOU KNOW, AT ONE POINT PEOPLE WERE, YOU KNOW.
DECLINED TO ACCOMMODATE A DISABILITY.
THAT WAS ABSOLUTELY OVER THE LINE, AND I DIDN'T GET AN APOLOGY UNTIL WE WENT AND GOT ONE.
OH, MY GOSH. I CAN'T BELIEVE I DID THAT UNTIL I SAID, HEY, YOU CROSSED THE LINE, AND SO THAT'S I AGAIN, UNDERSTAND THAT WE'RE TRYING WE'RE ALL TRYING REALLY HARD TO PRESERVE THE HIGH QUALITY EDUCATION AND, OF COURSE, FIGHT FOR OUR KIDS.
I FIGHT FOR MY KIDS ALL THE TIME.
THAT'S CROSSING A LINE THAT'S ABSOLUTELY RIGHT OUT.
I WON'T ACCEPT IT, AND ON THAT, IN THAT RESPECT, I KIND OF HOLD A GRUDGE.
SO WATCH OUT, AND THEN, OF COURSE, PICKING ON KIDS WE HAVE A SMALL GROUP OF KIDS WHO JUST WANT TO LIVE THEIR LIVES AND GO TO SCHOOL, AND OF COURSE, THE PEOPLE AREN'T IN THE ROOM, BUT MAYBE THEY'LL BE WATCHING THE VIDEO.
JUST STOP PICKING ON THEM, AND ESPECIALLY THE ONLY TIME I USUALLY TRY TO KEEP A POKER FACE AND THINK ABOUT IT AND THINK ABOUT WHAT PEOPLE ARE SAYING AND BE MEASURED IN MY RESPONSE, AND I BROKE IT TODAY BECAUSE CLEARLY PEOPLE HAVEN'T BEEN IN OUR SCHOOLS IN A LONG TIME.
I THINK IT WOULD BE PRETTY AMAZING TO GET.
WELL, YOU KNOW WHAT I MEAN? THAT DESIGN WHERE YOU HAVE AN INDIVIDUAL I DON'T THINK YOU CAN I DON'T THINK YOU CAN FIT TWO PEOPLE IN THERE.
ANYWAY, SO IT'S CLEAR THAT SOME PEOPLE WHO COME TO SPEAK WITH US, THEY HAVEN'T BEEN IN OUR SCHOOLS.
THEY CONTINUE TO NOT BE IN OUR SCHOOLS WEEK AFTER WEEK AFTER WEEK.
IF YOU'RE GOING TO TELL ME ABOUT WHAT MY SCHOOL LOOKS LIKE.
I WOULD APPRECIATE IT IF YOU WOULD COME TO THE SCHOOL AND TAKE A LOOK.
SO ON THAT NOTE, I WOULD JUST LIKE TO ASK EVERYONE TO REMEMBER THAT WE'RE ALL IN IT TOGETHER.
I KNOW THAT WE'RE ALL FEELING BEAT UP.
IT FEELS BAD THAT WE DON'T ALL GET, YOU KNOW, THE RECOGNITION THAT WE FEEL WE DESERVE AND WE DON'T YOU KNOW, AND THINGS IT'S NOT GOOD, BUT WE'RE GOING TO YOU KNOW, I THINK WE ALL KNOW WE'RE GOING TO BE HERE NEXT YEAR, TOO, AND THE YEAR AFTER UNLESS
[02:45:04]
THE LEGISLATURE COMES TO THEIR SENSES, AND JUST TRY TO REMEMBER THAT WE'RE ALL HERE TRYING TO WORK TOGETHER, TRYING TO AND WE CAN'T DO IT FIGHTING EACH OTHER.KIDS SHOULD BE SOLVING REAL WORLD PROBLEMS THAT DON'T HAVE ONE RIGHT ANSWER, AND DEVELOPING THEIR BASIC SKILLS OF READING, WRITING, MATH, SCIENCE IN ORDER TO SOLVE REAL LIFE PROBLEMS. REBECCA HEARS ME SAYING THIS ALL THE TIME, BUT I'M THRILLED TO SEE THAT IT'S HAPPENING AND GETTING ACKNOWLEDGED BECAUSE IT'S THE KEY TO BUILDING. REALLY THOUGHTFUL.
PROBLEM SOLVING, CRITICAL THINKING IN PEOPLE.
I THE LAST WEEK GOT TO SPEND A MORNING IN A KINDERGARTEN CLASSROOM.
IT WAS DELIGHTFUL AND WONDERFUL.
HELPED ME REMEMBER WHAT WE'RE ALL ABOUT HERE.
LAST NIGHT I ATTENDED THE MEETING, WHICH IS THE EQUITY ALLIANCE FOR ACHIEVEMENT.
THE DISCUSSION WAS AROUND HOW DO WHAT DOES BELONGING FEEL LIKE? WHAT DOES IT MEAN? THERE WERE STUDENTS, THERE WERE PARENTS, THERE WERE STAFF.
IT WAS A VERY GOOD CONVERSATION.
THERE WERE A NUMBER OF PEOPLE WHO WERE EITHER PARENTS OF GENDER QUESTIONING STUDENTS OR GENDER FLUID STUDENTS AND WHOSE STUDENTS WERE.
HOPEFULLY THE DISTRICT CAN WORK ON THAT AS WELL AS THE OTHER THINGS.
I AM PERSONALLY TAKING ON THE CHALLENGE.
I AM GOING TO GET TAUGHT BY OUR BUDGET PERSON.
EXACTLY THE THINGS THAT I KNOW ABOUT STATE FUNDING, BUT TO LEARN THEM DEEPLY ENOUGH TO BE ABLE TO EXPLAIN THEM TO LAYPEOPLE WHO READ THE NEWSPAPER AND TO BE ABLE TO START ADVOCATING ONE ON ONE WITH OUR STATE LEGISLATORS.
I'VE ALREADY REACHED OUT AND I HAVE TWO MEETINGS SET UP ALREADY AND I'M NOT LETTING GO OF IT.
I DON'T KNOW WHAT WE'LL BE ABLE TO FIND.
NONE OF US ARE COMPLACENT ON THIS.
I THINK OF THE PUBLIC COMMENTS TONIGHT.
THEIR PHYSICAL BEING AND THEIR MENTAL WELLBEING ARE KEY AND WE NEED TO MAKE SURE THAT WE'VE DONE THAT, AND I JUST WANT TO END BY THANKING OUR STUDENT ADVISORS AGAIN FOR STICKING IT OUT WITH US, GIVING US YOUR PERSPECTIVE, SAYING HARD THINGS, BEING BRAVE.
THANKS. WELL, I ALSO WOULD LIKE TO SAY THANK YOU TO OUR STUDENT ADVISORS.
I DEBATED WHETHER I WAS GOING TO TALK ABOUT THIS TONIGHT, BUT I WILL BRIEFLY.
I'VE HAVE INDIVIDUAL MEETINGS WITH THE TEACHERS WHO CHOOSE TO APPEAL THOSE DECISIONS AND TO HEAR THESE ARE NEW CAREER TEACHERS, FOR THE MOST PART, TO HEAR THEIR PASSION FOR THEIR PRACTICE AND THEIR CRAFT AND THE INNOVATIONS THAT THEY ENGAGE IN AND THE CARE THAT THEY HAVE FOR THE STUDENT, THEIR STUDENTS THAT THEY SERVE IS REALLY AMAZING, AND WHILE IT OFTEN I'LL JUST SAY RIFFS ARE MADE FOR SPECIFIC REASONS, I WON'T GO INTO THE DETAILS ABOUT THE BASIS FOR THEIR APPEALS, BUT IT HAS GIVEN ME A CHANCE TO MEET TEACHERS ON
[02:50:10]
A DEEPER LEVEL WHO HAVEN'T MET BEFORE.WE HAVE AMAZING TEACHERS AND SERVICE TO EDMONDS.
IT MAY BE THAT MANY OF THESE TEACHERS WILL BE RECALLED THROUGH THE RECALL PROCESS AS WE CONTINUE TO GET RESIGNATIONS AND RETIREMENTS, BUT IT'S BEEN AN HONOR TO LEARN ABOUT THEM AND THEIR CRAFT, AND I THINK IT ECHOES WHAT VICE PRESIDENT KILGORE SAID.
DR. KILGORE NOBODY WANTS TO MAKE THESE CUTS.
THERE'S NO ULTERIOR MOTIVE AND NO BENEFIT TO US, AND THESE ARE HARD THINGS FOR A SYSTEM, AND THEY ARE DIFFICULT BECAUSE I'VE SAID IT BEFORE, WE CAN DO ANYTHING, BUT WE CAN'T DO EVERYTHING, AND WE HAVE THESE TREMENDOUSLY VALUABLE COMPETING INTERESTS WHICH WE HAVE TO IDENTIFY IN THE DISTRICT, AND I APPRECIATE OUR BOARD, WHO ARE VOLUNTEERS, WHO SERVE OUR COMMUNITY AND WORK TO HELP SUPPORT AND MAKE THESE DIFFICULT DECISIONS.
[19. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]
I KNOW WE NEED TO CHANGE THE DATE ON THE CLIMATE POLICY, SO WE'LL JUST KEEP WORKING ON THAT ONE.ANYTHING ELSE? OKAY. THIS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.