[1. CALL TO ORDER-6:30 pm]
[00:00:03]
[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
SO, WE'RE ALL HERE.THAT WASN'T A VOTE. THAT WAS JUST A ROLL CALL.
[3. LAND ACKNOWLEDGEMENT-6:32 pm]
NOW WE'RE GOING TO HAVE THE LAND ACKNOWLEDGMENT.THANK YOU, DIRECTOR 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.
BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATIONAL AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS. AND NEXT, IF EVERYONE WILL RISE AND JOIN WITH ME FOR THE PLEDGE TO THE FLAG.
[4. FLAG SALUTE-6:33 pm]
[5. APPROVAL OF AGENDA-6:34 pm]
NEXT ON THE AGENDA IS APPROVAL OF THE AGENDA.SO, DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S AGENDA AS PRESENTED? MOVE TO APPROVE A SECOND.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF THE AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? AND TONIGHT'S AGENDA IS APPROVED AS PRESENTED.
[6. STUDENT ADVISOR OATH OF OFFICE- 6:35 pm]
NEXT IS A VERY FUN THING, WHICH IS THAT WE WILL BE DOING THE OATH OF OFFICE FOR THE STUDENT ADVISORS TO THE BOARD WHO WERE NOT SWORN IN LAST TIME.AND I'M GOING TO LET DR. MINOR TAKE OVER FOR THAT.
ALL RIGHT. IF WE COULD HAVE OUR NEW ADVISORS GO AHEAD AND COME STAND HERE WITH ME.
AND DO WE HAVE SOMEONE BACK THERE WHO WILL BE ABLE TO TAKE A PICTURE FOR US? HOW DO WE GET. THANK YOU, DR.
I'M GOING TO TRY TO CHUNK THIS OUT IN SMALL CHUNKS.
SO, AND THE FIRST LINE WILL BE I.
AND THEN I'LL HAVE YOU STATE YOUR NAME.
OKAY, I, CARTER, YOU CAN ALL JUST.
I'M SORRY. I'M NOT GIVING I'M NOT USING MY BEST TEACHER SKILLS HERE.
I'M GOING TO SAY THIS. YOU'RE GOING TO REPEAT IT AFTER ME.
DO SOLEMNLY SWEAR. THAT I WILL SUPPORT THE CONSTITUTION OF THE STATE OF WASHINGTON AND WILL FAITHFULLY PERFORM THE DUTIES OF STUDENT ADVISER TO THE BOARD OF DIRECTORS OF THE EDMONDS SCHOOL DISTRICT.
ACCORDING TO THE BEST OF MY ABILITY.
CONGRATULATIONS. LET'S GIVE THEM A ROUND OF APPLAUSE AND MAYBE YOU COULD ALL JUST STAND.
[7. PROCLAMATION- INDIGENOUS PEOPLES' DAY- 6:40 pm]
NEXT, WE HAVE THE PROCLAMATION FOR THE INDIGENOUS PEOPLES DAY.WE ARE JUST THRILLED AS A BOARD TO BE OFFERING RESOLUTION 2320 FOR THE BOARD TO CONSIDER.
THIS IS A REAFFIRMATION OF OUR PROCLAMATION.
SO, KAREN, IF YOU WOULD LIKE TO COME FORWARD.
[00:05:03]
HI, I'M KAREN ELLIOTT.I AM THE TITLE SIX INDIAN EDUCATION HERE AT EDMONDS SCHOOL DISTRICT.
AND WE HAVE SPECIAL GUESTS HERE TO READ THE PROCLAMATION THAT THE BOARD WILL APPROVE. AND I WOULD LIKE TO JUST GO DOWN THE LINE AND INTRODUCE YOURSELVES AND WHAT SCHOOL YOU GO TO.
MY NAME IS LILY JEFFERSON AND I GO TO HERITAGE HIGH SCHOOL.
MASON, JEFFERSON AND I GO TO EDMONDS HEIGHTS.
CLAYTON SHELTON. I GOT A EDMONDS HEIGHTS, TOO.
HASLER HILL. THERESA SHELDON [INAUDIBLE].
I'M THERESA SHELDON, MOTHER OF CLAYTON, WHO IS A STUDENT AT EDMONDS.
HE IS A SENIOR AT EDMONDS HEIGHTS AND HONORED TO BE HERE THIS EVENING.
DO WE HAVE TO STAND OVER HERE, SO THEY DON'T HAVE THEIR BACKS? OH, YEAH. COME ON OVER HERE.
AND CAN WE PUT THE. CAN WE PUT THE PROCLAMATION? THERE WE GO. SO THAT WE CAN ALL SEE THE PROCLAMATION.
IT'S AN HONOR TO BE HERE THIS EVENING WITH ALL OF YOU AND STUDENTS.
MASON AND LILY ARE BOTH ELECTED TULALIP YOUTH COUNCIL MEMBERS AS WELL.
IT'S BEAUTIFUL TO BE HERE AND SHARE THIS SPACE.
IT IS CONSTANTLY ONE OF THOSE THINGS.
WHEN YOU TALK ABOUT INDIGENOUS PEOPLES DAY, IT GETS VERY WHAT'S THOSE ISSUES? THEY SAY POLITICAL.
AND WHEN WE'RE IN A SCHOOL BOARD MEETING, EVERYTHING IS POLITICAL, RIGHT? AND SO, IT'S ALWAYS GREAT TO COME HERE, REAFFIRM THAT NATIVE PEOPLE WERE ACTUALLY A POLITICAL CLASS OF PEOPLE WITH INHERENT RIGHTS, RESERVED RIGHTS, THOSE RIGHTS WE HAVE ALWAYS BEEN BORN WITH, AND THEN THOSE RIGHTS THAT ARE REAFFIRMED IN TREATIES, THE UNITED STATES CONSTITUTION AND CASE LAW.
AND SO, WHEN WE TALK ABOUT NATIVE ISSUES, IT'S REALLY EASY TO GO SIDEWAYS OF SPECIAL RIGHTS.
AND THAT'S NOT THE CASE PER THE LAW.
AND SO, ANYTHING WE DO AS NATIVE PEOPLE IS POLITICAL.
WE ARE LITERALLY BORN POLITICAL.
AND SO, IT IS ALWAYS GREAT TO HAVE OUR STUDENTS BE ABLE TO ADVOCATE FOR THEMSELVES AND ADVOCATE FOR THEIR STUDIES AND UNDERSTANDING THAT APPROPRIATE CURRICULUM, APPROPRIATE HISTORY IS CHOSEN BY THE SCHOOL DISTRICT.
IT'S CHOSEN LOCALLY AND SO LOCALLY.
ADVOCATING AS A NATIVE STUDENT IS A DOUBLE BURDEN THEY HAVE TO CARRY.
WE'RE GOING TO ACTUALLY HAVE OUR TEACHERS BE PREPARED AND DO THE BEST THEY CAN.
AND SO THAT DOESN'T ALWAYS HAPPEN.
AND THAT'S WHY THEY'RE HERE TODAY TO CORRECT THOSE.
AND THAT'S A GIFT THAT WE ALL HAVE AS EDUCATORS.
AND IT'S A GIFT WE HAVE AS PARENTS ACKNOWLEDGING THAT.
AND SO, WE JUST WANTED TO SHARE THAT.
AND THE KIDS ARE GOING TO GO THROUGH THE RESOLUTION AND READ THAT FOR YOU AND JUST BE ABLE TO SHARE THE THAT WITH EVERYONE TONIGHT OF WHY IT'S SO IMPORTANT TO ACKNOWLEDGE INDIGENOUS PEOPLES DAY, WHY IT'S IMPORTANT, AND WHY THE EMOTIONAL BURDEN SHOULDN'T EVER FALL ON NATIVE CHILDREN IN THE SCHOOL DISTRICT AS WELL.
SO, THEY'RE EXCITED TO BE HERE AND DON'T FEEL STRESSED, BUT ENLIGHTENED.
SO, WE ARE GOING TO START OFF WITH LILY.
WHEREAS THE EDMONDS SCHOOL DISTRICT RECOGNIZES THAT INDIGENOUS PEOPLE OF THE LAND THAT WOULD LATER BECOME KNOWN AS THE AMERICAS HAVE OCCUPIED THESE LANDS SINCE TIME IMMEMORIAL.
AND. WHEREAS TRIBES INCLUDING SAUK-SUIATTLE, STILLAGUAMISH, TULALIP, DUWAMISH, SNOHOMISH AND OTHER INHABITED.
THE PUGET SOUND REGION THAT ENCOMPASSES THE SHORELINES UP TO THE CASCADE MOUNTAINS.
ALL OF THE. SNOHOMISH COUNTY AREA AS ITS NAMED AFTER THE SNOHOMISH PEOPLES.
AND WHEREAS, THE EDMONDS SCHOOL DISTRICT PROMOTES EDUCATION, EDUCATIONAL EXCELLENCE FOR INDIGENOUS PEOPLES THROUGH POLICIES AND PRACTICES THAT REFLECT EXPERIENCE OF INDIGENOUS PEOPLES, ENSURE GREATER ACCESS AND OPPORTUNITY AND HONOR OUR NATION'S
[00:10:06]
INDIGENOUS ROOTS. HISTORIES AND CONTRIBUTIONS.AND WHEREAS THE EDMONDS SCHOOL DISTRICT VALUES THE MANY CONTRIBUTIONS MADE BY THE INDIGENOUS PEOPLES THROUGH KNOWLEDGE, LABOR, TECHNOLOGY, SCIENCE, PHILOSOPHY, ARTS AND THE DEEP CULTURAL CONTRIBUTION THAT HAS SUBSTANTIALLY SHAPED THE CHARACTER OF THIS DISTRICT.
WHEREAS SB 5433 REQUIRES THE TEACHING OF THE HISTORY, GOVERNMENT AND CONTEMPORARY ISSUES OF THE 29 FEDERAL RECOGNIZED TRIBES OF THE WASHINGTON STATE AND.
WHEREAS INDIGENOUS PEOPLES DAY WAS FIRST PROPOSED IN 1977 BY A DELEGATION OF NATIVE NATIONS TO THE UNITED NATIONS SPONSORED INTERNATIONAL CONFERENCE ON DISCRIMINATION AGAINST INDIGENOUS POPULATIONS IN THE AMERICAS.
AND WHEREAS, THE EDMONDS SCHOOL DISTRICT JOINS A GROWING NUMBER OF SCHOOL DISTRICTS THAT HAVE RECOGNIZED THE SECOND MONDAY IN OCTOBER AS INDIGENOUS PEOPLES DAY, CREATING AN OPPORTUNITY TO PROMOTE APPRECIATION, TOLERANCE, UNDERSTANDING, FRIENDSHIP AND PARTNERSHIPS AMONG INDIGENOUS PEOPLES AND ALL WHO ATTEND THE EDMONDS SCHOOL DISTRICT.
RIGHT. SHOULD I SAY THE LAST LINE OR IS THAT FOR YOU? YOU'LL SAY THE LAST LINE.
OKAY, BEFORE WE HAVE THE BOARD VOTE, I MIGHT HAVE MISSED THIS.
IT'S NOT OUTSIDE THE REALM OF POSSIBILITY, BUT COULD YOU EACH SAY YOUR NAMES AGAIN? I HEARD YOU WHEN YOU WERE UP HERE, BUT I DO WANT TO MAKE SURE THAT WE'RE IN THE MIC AND FOR THE RECORD.
THANK YOU. I APPRECIATE YOU DOING THAT.
GREAT. SO AS INDIGENOUS PEOPLES, WE ARE GIFT GIVERS TO PEOPLE WHO SPEAK AT THESE EVENTS.
SO, I HAVE BOOKS SINCE WE'RE EDUCATORS AND SO I HAVE A BOOK FOR YOU.
I WANT TO THANK YOU GUYS FOR STEPPING UP AND BEING LEADERS HERE FOR THE SCHOOL DISTRICT.
IT REALLY PUTS JOY INTO MY HEART TO SEE YOU HERE AND BEING LEADERS OF YOUR COMMUNITY AND TULALIP AND BEING LEADERS HERE IN OUR CLASSROOM AND AT THE SCHOOL BOARD.
AND IT'S ON OUR TAPE FOR EVERYBODY TO HEAR AT HOME.
OKAY, SO NOW DO I HEAR A MOTION AND A SECOND TO APPROVE THE REAFFIRM AFFIRMATION OF RESOLUTION 23-20, WHICH IS THE PROCLAMATION BY THE EDMONDS SCHOOL DISTRICT TO RECOGNIZE THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLE DAY. I WOULD LIKE TO MOVE THAT WE ADOPT THE PROCLAMATION BY THE EDMONDS SCHOOL DISTRICT AS RECOGNIZING INDIGENOUS PEOPLES DAY ON THE SECOND MONDAY, AS READ BY OUR INDIGENOUS LEADERS OVER HERE.
AND I WOULD LIKE TO SECOND WITH MY HEART FULL.
SO, I'VE HEARD A MOTION IN A SECOND.
IS THERE DISCUSSION? SO, MY FATHER PASSED ABOUT A YEAR AGO AND WE WEREN'T VERY CLOSE.
AND IN THAT PROCESS, I FOUND OUT THAT I AM ACTUALLY ONE EIGHTH BLACKFOOT, WHICH IS A BIG PERCENTAGE WHEN YOU REALLY THINK ABOUT IT. IT'S NOT THAT FAR BACK THAT MY FAMILY WAS FULLY NATIVE ON THAT PARTICULAR SIDE, AND IT'S SOMETHING THAT I NEVER KNEW.
AND THE REASON I MENTION IT IS BECAUSE DEPENDING ON HOW YOU WANT TO LOOK AT IT, IT'S EITHER A GREAT SUCCESS FOR THE WHITE PEOPLE OF THE MOVEMENTS OF THE 70S OR A GREAT FAILURE, BUT I WAS COMPLETELY WHITEWASHED.
I HAD ZERO IDEA OF THIS PART OF MY CULTURE, MY HERITAGE.
AND THAT'S WHY I THINK IT'S REALLY IMPORTANT THAT WE DO THINGS LIKE THIS.
[00:15:09]
SO, I'M DEFINITELY IN FULL SUPPORT OF THIS AND I'M VERY GLAD THE DISTRICT IS ADOPTING THIS TODAY.THANK YOU. ANY OTHER DISCUSSION? I JUST REALLY APPRECIATE KAREN ELLIOTT'S LEADERSHIP IN THIS ON BEHALF OF THE EDMONDS SCHOOL DISTRICT.
SO THANK YOU SO MUCH FOR YOUR LEADERSHIP.
ANY OTHER DISCUSSION QUESTIONS? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? AND RESOLUTION 2320, WHICH IS A REAFFIRMATION OF THE PROCLAMATION BY OUR EDMONDS SCHOOL DISTRICT TO RECOGNIZE THE SECOND MONDAY OF OCTOBER AS INDIGENOUS PEOPLES DAY IS APPROVED.
AND WE THANK YOU VERY MUCH FOR COMING.
IT WOULD BE GREAT TO HAVE A PICTURE, AND WE'D LOVE TO SHAKE YOUR HAND.
THANK YOU. THANK YOU FOR COMING.
THANK YOU. THANK YOU FOR COMING.
ACTUALLY, WE WOULD LOVE IT IF YOU COULD.
YEAH. WHEN YOU'RE. YEAH, WHEN.
IF YOU CAN GATHER BACK UP HERE AND IF WE COULD GET A PHOTOGRAPH, THAT WOULD BE GREAT.
[8. SUPERINTENDENT REPORT-6:50 pm]
NEXT ON THE AGENDA IS THE SUPERINTENDENT'S REPORT.BUT WE HAD AN EXCITING MORNING.
I'LL GO AHEAD AND SHARE IT. AND THEN IF ANYBODY WANTS TO ADD IN THEIR COMMENTS, THEY CAN.
WE HAD A VISIT BY GOVERNOR INSLEE AND THE FIRST LADY, TRUDY INSLEE, TODAY TO TOUR THE SCRIBER LAKE PROJECT HERE IN IN LYNNWOOD AND THE OPPORTUNITY FOR THEM TO LEARN ABOUT THIS PROJECT, A WONDERFUL PARTNERSHIP BETWEEN HOUSING, HOPE AND THE DISTRICT.
AND THEY JUST ASKED SUCH MARVELOUS QUESTIONS.
AND WE'RE SO THRILLED ABOUT HOW WE'RE PARTNERING TOGETHER WITH MANY GROUPS TO SUPPORT OUR STUDENTS.
AND SO, IT WAS A WONDERFUL CELEBRATORY VISIT THIS MORNING.
[9. APPROVAL OF MINUTES-7:00 pm]
THANK YOU. NEXT ON THE AGENDA IS APPROVING MINUTES AND WE'RE GOING TO DO TWO SETS OF MINUTES AT THE SAME TIME SIMULTANEOUSLY.THE FIRST IS THE SET OF MINUTES FROM SEPTEMBER 19TH, 2023.
THE STUDY SESSION ON OUR DUAL LANGUAGE PROGRAM.
DO I HEAR A MOTION TO APPROVE AND A SECOND MOVE TO APPROVE THE SEPTEMBER 19TH AND SEPTEMBER 26TH MEETING MINUTES? I'LL SECOND. I'VE HEARD A MOTION IN A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THESE TWO SETS OF MINUTES, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? AND THE MINUTES FROM THE SEPTEMBER 19TH STUDY SESSION AND THE SEPTEMBER 26TH REGULAR BUSINESS MEETING ARE APPROVED.
[10. PUBLIC COMMENTS-7:05 pm]
NEXT, WE HAVE OUR PUBLIC COMMENTS.THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.
SINCE THIS IS A BUSINESS MEETING OF THE SCHOOL BOARD, THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA OR SPECIFIC WORK WITHIN THE SCOPE OF THE SCHOOL DISTRICT.
THIS ISN'T A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.
PLEASE NOTE THAT STARTING TONIGHT, WE'RE MAKING TWO CHANGES TO THE STRUCTURE OF PUBLIC COMMENTS.
PLEASE BEGIN YOUR COMMENTS BY STATING YOUR NAME, YOUR CITY OF RESIDENCE, YOUR RELATIONSHIP TO THE DISTRICT, AND THE AGENDA ITEM OR SCHOOL DISTRICT TOPIC THAT YOU ARE ADDRESSING. AND WE WE REQUEST THAT IF YOUR COMMENT CONSISTS WHOLLY OR PARTLY OF TEXT VERBATIM FROM AN ARTICLE, AN ONLINE POST, AN EXCERPT FROM A BOOK OR SIMILAR THAT YOU SIMPLY SEND US THE LINK, PLEASE TO THE TEXT AND THEN SPEND YOUR COMMENT TIME TELLING US WHY IT'S IMPORTANT FOR US TO READ THIS AND HOW THE INFORMATION RELATES DIRECTLY TO DISTRICT WORK.
[00:20:06]
ITEMS BROUGHT FORWARD DURING THIS PORTION OF THE MEETING ARE NOT TYPICALLY ACTED UPON BY THE BOARD AT THIS TIME, BUT MAY BE FOLLOWED UP BY THE BOARD, THE SUPERINTENDENT AND OR STAFF AT A LATER TIME.PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR A BOARD MEETING IN THREE DIFFERENT WAYS.
ONE, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON.
TWO, YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.
OR THREE, YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING.
THE BOARD ALSO ACCEPTS WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL.
WE ALSO ASK THAT PEOPLE WHO ARE MAKING A PUBLIC COMMENT DURING A BOARD MEETING TO PLEASE MAKE THEIR COMMENTS IN A CIVIL MANNER WITHOUT DISPARAGING NAME CALLING OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT.
SIMILARLY, WE ASK EVERYONE IN THE AUDIENCE TO PLEASE SHOW RESPECT BY LISTENING QUIETLY WITHOUT TALKING OR WHISPERING TO EACH OTHER SO THAT EVERYONE CAN HEAR EACH COMMENT. AARON, AM I CORRECT? WE HAVE NO WRITTEN COMMENTS TONIGHT AND WE HAVE NO VIRTUAL COMMENTS, SO WE WILL GO TO THE COMMENTS THAT PEOPLE HAVE SIGNED UP FOR TO MAKE IN-PERSON.
THE FIRST ONE IS STEVE KEELER.
I BELIEVE THERE ARE SUFFICIENT FOR THE STUDENTS AS WELL.
I'M A TAXPAYER WITH NO CHILDREN IN THE SCHOOL DISTRICT SCHOOLS.
I SPEAK TONIGHT TO GRADE LEVEL STANDARDS FOR THE SCHOOL DISTRICT.
IN THE PAST, YOU HAD VOICED ACKNOWLEDGMENT OF THE IMPORTANCE OF LEARNING IN BOTH SCIENCE AND MATH.
I THANK YOU FOR THIS RECOGNITION.
THE WASHINGTON STATE MY REPORT CARD NUMBERS ARE NOW AVAILABLE FOR THE YEAR 22-2023 FOR ALL STUDENTS.
54% MET ENGLISH LANGUAGE STANDARDS.
42% MET MATH STANDARDS AND 44% MET SCIENCE STANDARDS.
I'M HERE TO ASK EACH OF YOU TO CONSIDER THE GRAVITY OF THIS DATA.
I AM LEFT TO WONDER IF ANYONE IN THIS ROOM HAS PUBLISHED A GOAL TO RAISE THESE NUMBERS BY X PERCENT WHEN REPORTED FOR THIS CURRENT YEAR.
HOW SHOULD THIS DATA INFLUENCE VOTING FOR DISTRICT DIRECTORS? SUPERINTENDENT MINER.
PERHAPS YOU KNEW HER OR KNOW HER? ASKED RESIDENTS TO SIGN UP THREE TIMES A YEAR TO RIDE A BUS WITH HER, TO A SCHOOL, TO HAVE BREAKFAST OR LUNCH AND VISIT AND SEE CLASSROOM ACTIVITIES.
CAN THESE FIELD TOURS RESUME? THANK YOU. NEXT UP IS PATRICIA SIMON.
[00:25:02]
I AM PATRICIA SIMON.I RESIDE IN THE SCHOOL DISTRICT.
I DO NOT HAVE CHILDREN IN PUBLIC SCHOOL, BUT I'M A PROPERTY TAX PAYER TAXPAYER AND I HAVE AN INTEREST IN CHILDREN GENERALLY.
DR. NANCY KATIMS LAST SESSION WE MET THAT YOU ESTABLISHED, YOU WANTED TO SEE ORDER AMONG THE AUDIENCE AND THE SPEAKERS AND HAVE, YOU KNOW, ORDER AND PROTOCOL.
THAT'S GOOD. BUT AND SO MY QUESTION IS ON THE PROTOCOL OF EDMONDS SCHOOL DISTRICT, HOW YOU HAVE PLANNED FOR LAWSUITS IN THIS DISTRICT.
WHAT IS THE CONTINGENCY PLAN FOR PARENTS WHO ARE FEELING LIKE THEY DO NOT WANT THEIR CHILDREN SIDELINED INTO GENDER TRANSITION WITHOUT THEIR KNOWLEDGE OR ACCEPTING AN ABORTION, WITHOUT THEIR KNOWLEDGE, WHICH THE STATE HAS SAID, WE'RE GOING TO DO THIS REGARDLESS.
SO YEAH, CONTINGENCY PLAN IS TAKING INTO CONSIDERATION A HAPPENING BY CHANCE OR UNFORESEEN COURSE.
SO, I JUST WANT, I LOOKED ON YOUR WEBSITE.
I DON'T SEE ANY LISTING OF ATTORNEYS ON THE STANDING.
BUT HAVE YOU THOUGHT THROUGH THIS? AND I WOULD REALLY LIKE TO HEAR THAT YOU ARE THINKING THROUGH THIS BECAUSE I DO BELIEVE AS A TAXPAYER, THIS IS COMING DOWN THE ROAD, AS IT HAS IN CALIFORNIA, WHERE THEY DID SETTLE ONE CASE.
I FOUND THAT TO THE TUNE OF $100,000.
AND IT WAS AGAINST A SCHOOL DISTRICT NEAR SAN JOSE.
SO, I'M JUST WONDERING, PUTTING THAT OUT.
HELLO, MISS A WEEK, MISS A LOT.
I AM A RESIDENT OF MOUNTLAKE TERRACE.
AT ANY RATE, I WANTED TO ADDRESS SOME MISINFORMATION THAT WAS PRESENTED AT THE LAST BOARD MEETING.
THERE WAS MISINFORMATION THAT IN THE PAST A HAZY CONCEPT.
AT BEST, THERE WERE 0.2% OF THE POPULATION, I PRESUME, WORLDWIDE.
BUT ONE NEVER KNOWS THAT WAS TRANSGENDER.
AND NOW. WITH SOME SORT OF MASS INDOCTRINATION.
I GUESS THERE ARE 20% WHO ARE TRANSGENDER.
I FEEL THAT THE PERSON WHO PRESENTED THESE STATISTICS IS MISGUIDED AND PERHAPS POORLY READ STATISTICS AND COULD USE SOME ADULT EDUCATION. AS A GENERAL RULE, THERE ARE ABOUT AS MANY TRANSGENDER PEOPLE IN THE WORLDWIDE POPULATION AS THERE ARE REDHEADS.
20% OF THAT WOULD BE 270 STUDENTS.
AND I'M CURIOUS IF THERE'S A STUDENT REP FROM MOUNTLAKE TERRACE HIGH SCHOOL, WHETHER THEY CONSIDER 270 TO BE A REASONABLE ESTIMATE OF THE NUMBER OF STUDENTS WHO ARE TRANSGENDER OR NON-BINARY.
I KNOW THAT MY STUDENT SAID, NO, NOT THAT HIGH.
SO I WOULD LIKE TO SAY THAT I CAN UNDERSTAND PANICKING, THINKING THAT THERE HAD BEEN A TWO ORDER OF MAGNITUDE INCREASE IN THE POPULATION OF TRANSGENDER PEOPLE IN THE WORLD DUE TO SOMETHING NEFARIOUS FROM ABOVE.
[00:30:07]
FOLLOW. AND THERE IS AN ACTIVE POPULATION IN THIS AREA, SO WHO KNOWS? WE COULD HAVE A LOT OF DISPLAYS.[11. CONSENT AGENDA-7:35 pm]
NEXT ON THE AGENDA IS OUR CONSENT AGENDA.BEFORE WE BEGIN, I'M GOING TO MAKE A MOTION TO AMEND THE CONSENT AGENDA IN TERMS OF ONE PARTICULAR ITEM, AND THAT IS ITEM.
THEY'RE UNABLE TO MAKE THAT TRIP.
SO, THE FIRST THING I'M GOING TO ASK FOR A MOTION AND A SECOND IN TERMS OF OUR DELIBERATING ON WHETHER OR NOT TO MAKE THE AMENDMENT TO THE CONSENT AGENDA.
SO WOULD THAT BE A MOVE TO STRIKE 11.9? YES, THAT WOULD BE DOING.
I MOVE TO STRIKE ITEM 11.9 FROM THE CONSENT AGENDA.
I'VE HEARD A MOTION TO STRIKE 11.9 FROM THE CONSENT AGENDA.
AND A SECOND, IS THERE ANY DISCUSSION? THEY THEY WILL BE REPLACING THIS FIELD TRIP WITH ANOTHER FIELD TRIP LATER IN THE YEAR, BY THE WAY.
SO. HEARING NO FURTHER DISCUSSION.
I'M GOING TO ASK US TO VOTE ON THE.
OH, OKAY. WE HAVE TO APPROVE THE AMENDED AGENDA.
SO WE'VE HAD A MOTION TO APPROVE AND A SECOND ON THE AMENDED CONSENT AGENDA.
SO ALL THOSE WHO ARE IN FAVOR OF A.
RIGHT? RIGHT. THAT'S WHAT I'M SAYING IS WE'RE GOING TO APPROVE.
YES. SO WHAT WE'RE VOTING ON NOW IS TO APPROVE THE AMENDMENT TO THE CONSENT AGENDA, AS IN REMOVING ITEM 11.9. ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
ANY ABSTENTIONS? SO, NOW THE CONSENT AGENDA HAS BEEN AMENDED AND CONSISTS OF NINE ITEMS. THREE RELATE TO PERSONNEL AND AGREEMENTS WITH OUR STAFF.
FOUR ARE INTERLOCAL AGREEMENTS WITH OTHER EDUCATIONAL ORGANIZATIONS AND TWO ARE FIELD TRIPS.
DO I HEAR A MOTION AND A SECOND TO APPROVE THE CONSENT AGENDA AS IT IS CURRENTLY WRITTEN? MOVE TO APPROVE AMENDED CONSENT AGENDA.
SECOND, IT'S BEEN MOVED AND SECONDED.
IS THERE ANY DISCUSSION ABOUT THE AMENDED CONSENT AGENDA? YES, I DID WANT TO COMMENT ABOUT HOW I'M GLAD THAT THE COLLEGE AND THE HIGH SCHOOL AGREEMENTS ARE BEING RENEWED AS THE STATE PASSED A LAW THAT COLLEGE IN THE HIGH SCHOOL TUITION IS NOW FREE.
I'M WAITING FOR THE COMMUNITY COLLEGE OF THE HIGH SCHOOL AGREEMENT TO BE ADOPTED.
KEVIN, WE SHOULD LIMIT OUR COMMENTS TO THE PARTICULAR ITEM THAT WE'RE TALKING ABOUT AT THE MOMENT.
SO THAT COULD BE A GENERAL COMMENT AT THE END, SOMETHING LIKE THAT.
ANY OTHER COMMENTS? OKAY. SO, HEARING NO FURTHER COMMENTS.
I'M CALLING FOR A VOTE ON THE CONSENT AGENDA AS IT CURRENTLY IS NOW.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED SAY NAY.
SO, THE CONSENT AGENDA IS APPROVED AS AMENDED.
[12. REPORTS-7:45 pm]
I'M VERY PLEASED TO BE PRESENTING TWO REPORTS THIS EVENING.FOR THE FIRST ONE, I WOULD LIKE TO WELCOME FORWARD MARK MADDISON TO SHARE WITH YOU OUR CAREER AND TECHNICAL EDUCATION PLAN OF WORK FOR 2023-2024, AND YOU'LL HAVE AN OPPORTUNITY UNDER NEW BUSINESS TO APPROVE THIS PLAN OF WORK.
WELCOME AND CAN YOU TURN YOUR MIC ON FOR US? SORRY ABOUT THAT.
I ONLY DO THIS ONCE A YEAR, SO WE APPRECIATE THE GRACE.
SCHOOL BOARD DIRECTOR, SUPERINTENDENT MINOR, OUR STUDENT ADVISORS TONIGHT.
[00:35:10]
EDUCATION PROGRAM.I PARTICULARLY WANT TO SAY THANK YOU TO DIRECTOR NOBLE DIRECTOR NOBLE.
THIS MAY BE MY LAST OPPORTUNITY TO PRESENT TO YOU.
I WANT TO GO OVER WITH YOU WHAT IS CALLED OUR PROGRAM REVIEW AND FOUR YEAR PLAN OF WORK.
SO AS PART OF PROGRAM REQUIREMENTS, EVERY YEAR WE GO THROUGH AN ENTIRE EVALUATION PROCESS OF ALL OF OUR CAREER AND TECHNICAL EDUCATION PROGRAMS, WHICH I'LL TALK ABOUT IN JUST A MOMENT.
I'LL WALK YOU THROUGH THAT PROCESS.
AND THEN ALSO WANT TO TALK A LITTLE BIT ABOUT OUR FEDERAL ACCOUNTABILITY MEASURES, WHERE WE DID WELL, WHERE WE NEED WORK, AND THEN OUTLINE JUST A FEW OF THE AREAS THAT WE'RE GOING TO FOCUS ON THIS SCHOOL YEAR AND BEYOND BASED ON THAT PROGRAM EVALUATION FROM LAST YEAR.
SO THIS FIRST SLIDE JUST GIVES YOU AN INDICATOR OF THE BREADTH OF CAREER AND TECHNICAL EDUCATION PROGRAMS. AND WE CALL THEM PATHWAYS BECAUSE EACH ONE OF THESE THEY'RE NOT INDIVIDUAL COURSES, BUT THEY'RE SEQUENCE OF COURSES THAT LEAD DIRECTLY TO A COLLEGE OR APPRENTICESHIP PROGRAM THAT WE PARTNER WITH.
EVERY ONE OF THEM OFFERS THE OPPORTUNITY FOR STUDENTS TO EARN WHAT IS CALLED DUAL CREDIT.
BUT WE HAVE ARTICULATION AGREEMENTS FOR COLLEGE CREDIT FOR ALL OF THESE PROGRAM AREAS.
THE OTHER THING THAT WE ARE VERY INTENTIONAL ABOUT WITH THESE PATHWAYS IS THAT WE DESIGN THEM SPECIFICALLY TO MEET THE NEW STATE GRADUATION PATHWAY REQUIREMENTS IN ENGLISH LANGUAGE ARTS AND MATHEMATICS.
AND SO, STUDENTS WHO COMPLETE ONE OF THESE PATHWAYS WILL SATISFY THAT REQUIREMENT.
BUT THIS LAST YEAR, THIS LAST GRADUATING CLASS, WE HAD OVER 650 SENIORS WHO SATISFIED THEIR ELA AND MATH UTILIZING ONE OF THESE PATHWAY AREAS.
SO THAT IS A BIG SUCCESS, SUCCESS FOR US.
GO AHEAD AND GO TO THE NEXT ONE, PLEASE.
WE ARE DRIVEN BY VERY SPECIFIC STANDARDS AND WHAT WE CALL QUALITY INDICATORS THAT ARE DRIVEN BOTH AT THE STATE LEVEL THROUGH LEGISLATION AND FEDERAL LEVEL, THROUGH LEGISLATION AROUND WHAT MAKES CAREER AND TECHNICAL EDUCATION QUALITY.
AND I'VE PUT THOSE UP THERE AND I'LL JUST REFERENCE THEM.
PROGRAMS OF STUDY SIMPLY MEANS THAT THEY ARE SEQUENCED COURSES THAT LEAD SOMEPLACE TO AN ARTICULATED PROGRAM THAT WE CONDUCT PROGRAM EVALUATION AND LONG RANGE PLANNING, THAT WE'RE VERY INTENTIONAL ABOUT LOOKING AT EQUITY AND ACCESS AND LOOKING FOR BARRIERS AND REMOVING THOSE BARRIERS SO THAT ALL STUDENTS CAN ACCESS OUR PATHWAYS.
FOCUS A LOT ON TEACHER PROFESSIONAL DEVELOPMENT, HELPING TEACHERS WITH CERTIFICATION REQUIREMENTS THAT ARE UNIQUE TO THEM, CURRICULUM AND INSTRUCTION, STUDENT LEADERSHIP AND WHAT WE CALL CAREER AND TECHNICAL STUDENT ORGANIZATIONS OR CSOS.
THOSE ARE FOR LACK OF A BETTER DESCRIPTOR CLUBS SUCH AS DECA OR TECHNOLOGY STUDENT ASSOCIATION OR FCCLA, OR OUR NEWEST ONE, HEALTH OCCUPATIONS STUDENT ASSOCIATION, OR HOSA, WHERE STUDENTS HAVE ACCESS TO PARTICIPATE IN LEADERSHIP ROLES IN THOSE PROGRAMS. DUAL CREDIT AGAIN, IS THAT COLLEGE CREDIT PIECE THAT STUDENTS CAN EARN AS PART OF BEING IN A CTE PATHWAY, AS WELL AS INDUSTRY RECOGNIZED CERTIFICATION, WHICH I'LL TALK ABOUT SHORTLY. CAREER CONNECTED LEARNING, WHICH IS REALLY ABOUT PROVIDING THAT EXPOSURE FOR STUDENTS TO CAREER OPPORTUNITIES.
AND I ALWAYS SAY THAT OUR PURPOSE BEHIND CAREER CONNECTED LEARNING IS TWOFOLD.
ONE, WE REALLY WANT STUDENTS TO DISCOVER WHAT THEY REALLY LIKE.
TWO, WE REALLY WANT STUDENTS TO DISCOVER WHAT THEY REALLY DON'T LIKE.
OUR COMMUNITY INDUSTRY PROFESSIONALS WHO OVERSEE OUR PROGRAMS AND PROVIDE INPUT INTO OUR PROGRAMS IN TERMS OF OUR CURRICULUM, OUR LEARNING TASKS, OUR FACILITIES AND EQUIPMENT.
[00:40:02]
AND WE MEET WITH THEM QUARTERLY AS COMMITTEES, AND THEY ARE ALSO ACTIVELY INVOLVED IN OUR EVALUATION EVERY YEAR.AND THEN FINALLY WE HAVE WHAT I CALL OUR PERKINS PERFORMANCE MEASURES, WHICH ARE OUR FEDERAL ACCOUNTABILITY ACCOUNTABILITY MEMBER MEASURES FOR WHAT WE CALL CTE CONCENTRATORS. NEXT SLIDE, PLEASE.
SO OUR VALUE EVALUATION PROCESS IS THREEFOLD, AND IT ALL HAPPENS IN THE SPRING.
WE HAVE A SECTION OF EVALUATION THAT IS DONE STRICTLY WITH OUR TEACHERS BY PROGRAM AREA.
AND LAST YEAR IN APRIL, I BROUGHT ALL OF OUR TEACHERS TOGETHER IN JOB LIKE HERE IN THIS VERY ROOM, ABOUT 65 TEACHERS CLUSTERED THEM AROUND THEIR PROGRAMS AND THEY EVALUATED THEIR PROGRAMS BASED ON QUALITY STANDARDS IN THE AREAS OF CURRICULUM INSTRUCTION, STUDENT LEADERSHIP AND EQUITY AND STUDENT ACCESS. FROM THAT EVALUATION, THEY IDENTIFY WHERE THINGS ARE GOING WELL AND WHERE THERE ARE GAPS AND WHERE THERE ARE GAPS.
WE ALSO HAVE A SECTION WHERE OUR PROGRAM ADVISORY COMMITTEES PROVIDE VOICE TO THE EVALUATION.
AND THEN FINALLY THERE IS AN EVALUATION PIECE THAT IS CONDUCTED BY MY OFFICE, WHICH IS MORE KIND OF A 30,000-FOOT PAPER AUDIT IN TERMS OF CERTIFICATION OF TEACHERS, PROFESSIONAL DEVELOPMENT AND PROGRAM EVALUATION AND ACCOUNTABILITY.
THERE'S ONE CRITICAL MEASURE THAT IS MISSING IS STUDENT VOICE.
AND SO SOMETHING THAT IS NEW FOR THIS YEAR IS WE ARE ACTUALLY CREATING A STUDENT ADVISORY FOR CTE.
AND THAT INFORMATION HAS GONE OUT TO THE SCHOOLS WITH AN APPLICATION.
AND WE ARE REALLY ENCOURAGING STUDENTS WHO HAVE AN INTEREST IN CTE OR BEING PART IN A LEADERSHIP ROLE IN THAT ADVISORY CAPACITY TO PARTICIPATE WITH US AND PROVIDE THAT VOICE RELATED TO CTE PROGRAMS, BECAUSE OBVIOUSLY STUDENT VOICE IS CRITICAL AND WE ACKNOWLEDGE IT IS NOTICEABLY ABSENT FROM US IN OUR PROCESS.
I DID NOT I DID SEND THAT TO OUR BOARD MEMBERS.
AND IF YOU HAD A CHANCE TO LOOK THROUGH IT, THERE'S A LOT OF INFORMATION IN THERE.
BUT WE ALSO ARE VERY THOROUGH IN OUR EVALUATION.
AND IT'S THE PLAN THAT DRIVES WHAT WE WILL DO NOT ONLY THIS YEAR BUT ALSO OVER THE NEXT THREE YEARS.
GO AHEAD. THE FIRST, AS I MENTIONED, CAREER CONNECTED LEARNING.
WE WERE VERY INTENTIONAL THIS LAST YEAR IN PROMOTING OPPORTUNITIES FOR STUDENTS TO GET OUT OF THE CLASSROOM AND INTO INDUSTRY SITES, WHETHER IT BE THROUGH FIELD TRIPS OR WORKING WITH MENTORS SUCH AS OUR MAYOR'S CHALLENGE, WHICH YOU MAY RECALL THAT CELEBRATION FROM LAST YEAR. BUT AS WELL AS BRINGING IN INDUSTRY PROFESSIONALS TO SPEAK TO OUR STUDENTS IN THE SCHOOLS, EITHER IN PERSON OR VIRTUALLY. WE HAD OVER 2200 STUDENTS PARTICIPATE LAST YEAR.
OUR GOAL THIS YEAR IS TO SURPASS THAT, TO AT LEAST HIT 2500, IF NOT MORE.
THIS IS OUR FOCUS ON GETTING STUDENTS OUT OF THE CLASSROOM AND INTO PAID INTERNSHIP EXPERIENCES IN OUR REGION. WE, THIS LAST YEAR, EXPANDED SIGNIFICANTLY OUR BUSINESS PARTNERSHIPS.
THAT IS NEW. WE'VE NOT DONE THAT BEFORE, AND OUR GOAL WAS TO HAVE 20 STUDENTS.
SO WE WERE VERY SUCCESSFUL IN THAT.
AS YOU CAN SEE, WE HAD 46 STUDENTS IN TOTAL.
[00:45:02]
THIS LAST YEAR WE HAD 123.AND AGAIN, WE WILL CONTINUE TO GROW THAT MEASURE AS WE FOCUS ON OUR PROGRAM OF WORK.
NEXT SLIDE, PLEASE. INDUSTRY RECOGNIZED CERTIFICATION.
THIS IS THE OPPORTUNITY FOR STUDENTS IN THEIR CTE PROGRAMS TO EARN A INDUSTRY RECOGNIZED CREDENTIAL, WHICH BASICALLY FROM INDUSTRY IS A VALIDATION OF SKILLS AND KNOWLEDGE USED IN THEIR PROFESSION.
AND WE HAVE SEVERAL IN PLACE IN MANY OF OUR PROGRAMS, AND IT'S AN AREA WE'RE CONTINUING TO GROW.
AND SO AGAIN, TWO YEARS AGO WE HAD 92 STUDENTS EARN AN INDUSTRY RECOGNIZED CREDENTIAL IN CTE.
SO AGAIN, WE'RE ON A VERY GOOD TRAJECTORY.
NEXT, PLEASE. AND THEN STUDENT LEADERSHIP AND CTSO PARTICIPATION.
AND AGAIN, THIS IS STUDENTS PARTICIPATING IN THESE STUDENT ORGANIZATIONS, LEADERSHIP CLUBS THAT I HAD REFERENCED EARLIER, AND WE HAVE A NUMBER OF THEM OPERATING.
LAST YEAR WE HAD 820 STUDENTS INVOLVED.
OF THOSE, WE HAD NEARLY 500 STUDENTS THAT COMPETED IN EITHER A REGIONAL STATE OR NATIONAL COMPETITION AND OVER 220 STUDENTS EARNING AWARDS.
AND AGAIN, THERE ARE SO MANY AWARDS.
I MEAN, I DO A DISSERVICE TRYING TO PRESENT THEM BECAUSE THERE ARE SO MANY STUDENTS.
WE HAD FOR THE FIRST TIME THE NUMBER ONE STUDENT.
WHOA. YEAH, THAT WAS THAT WAS A VERY, VERY BIG WIN.
WE ALSO HAD A STUDENT TAKE NUMBER TWO IN THE NATION IN OUR HOSA COMPETITION IN BIOTECHNOLOGY.
SO AGAIN, I MEAN, IT'S ALWAYS, IT'S SUCH A PLEASURE.
THE NEXT AREA I WANT TO SHARE IS HOW ARE WHAT WE CALL CTE.
AND THERE ARE A NUMBER OF INDICATORS AND ACCOUNTABILITY TARGETS LISTED HERE.
THOSE THAT ARE LISTED IN GREEN ARE THOSE WHERE WE MET OR EXCEEDED.
AND I'LL TALK ABOUT GRADUATION RATE IN THE NEXT SLIDE BECAUSE THAT IS A PARTICULAR LEVEL OF SUCCESS.
MARK? YES? I HATE TO INTERRUPT, BUT WOULD YOU STAY WITH THE MIC BECAUSE I KNOW PEOPLE AT HOME WANT TO HEAR THIS.
THANK YOU. MY APOLOGIES TO THOSE IN THE AUDIENCE AT HOME.
I'LL TALK ABOUT OUR FOUR YEAR GRADUATION RATE IN A MOMENT.
OUR EXTENDED GRADUATION RATE, WE OBVIOUSLY DON'T HAVE THAT DATA YET, BUT I CAN TELL YOU FROM THE PRIOR YEAR, THE CLASS OF 2021, WE DID GET OUR DATA PUBLISHED ABOUT THREE WEEKS AGO AND OUR PERCENTAGE OF CONCENTRATORS WITH EXTENDED GRADUATE WAS 95.1%. WHICH WAS VERY GOOD ENGLISH LANGUAGE ARTS.
THE STATE TARGET WAS FOR ACCOUNTABILITY WAS 68%.
MATHEMATICS IS AN AREA THAT WE CONTINUE TO FALL A BIT BEHIND.
AND AGAIN, THESE BECOME MEASURES OFTEN THAT ARE DIFFICULT FOR US TO CONTROL OR INFLUENCE SOMETIMES BECAUSE BY THE TIME STUDENTS GET INTO SOME OF OUR PROGRAMS, MANY TIMES AS SENIORS, THEY'VE ALREADY SAT FOR THEIR ASSESSMENT.
AND SO, BUT WE DO OUR BEST TO INFLUENCE.
AND THE OTHER IS, AS I MENTIONED, WHEN WE WORK WITH OUR TEACHERS AND WE PULL TOGETHER TEACHERS EVERY YEAR TO UPDATE THEIR CURRICULUM, THEIR LEARNING TASKS AND THEIR LEARNING TARGETS, WE INTENTIONALLY FOCUS ON INTEGRATION OF MATHEMATICS, ENGLISH LANGUAGE ARTS AND SCIENCE IN OUR CURRICULUM, SO WE CONTINUE TO DO
[00:50:07]
WHAT WE CAN TO HELP BECAUSE WE REALIZE THAT WE ARE ALL PART OF THIS GAME IN TERMS OF HELPING STUDENTS REACH THOSE MARKS.SCIENCE. I WANT TO MENTION THAT YOU'LL SEE THAT THE STATE TARGET WAS 15.5.
THE ACTUAL STATE TARGET WAS 60%.
WE SET A GOAL BECAUSE A YEAR AGO WE CAME IN AT 12%.
AND SO WE SET OUR OWN TARGET, NEGOTIATED WITH THE STATE TO HIT 15.5.
AND SOMEBODY HAD ASKED, ARE THERE GOALS BEING SET TO INCREASE? WE DID.
WE'RE AT 20.3%, SO WE DID IMPROVE.
NOT ANYTHING TO BRAG ABOUT, BUT WE ARE CONTINUING TO WORK TO MOVE IT FORWARD.
AND THEN THE FINAL THREE ARE STUDENTS EARNING CREDENTIALS.
31% OF OUR CONCENTRATORS, 99.8% COMPLETED A COLLEGE CREDIT BEARING CTE COURSE, AND 80 ROUGHLY 82% PARTICIPATED IN SOME FORM OF WHAT WE CALL WORK-BASED LEARNING EXPERIENCE AS PART OF THEIR PROGRAM OVER THE COURSE OF THEIR FOUR YEARS IN CTE.
THIS LAST THIS NEXT SLIDE IS ON GRADUATION RATE.
STUDENTS WHO FOCUS IN A CTE AREA, IF THEY HAVE TO CREDIT FOCUS IN A CTE PATHWAY, HAVE HIGHER GRADUATION RATES THAN THEIR NON CTE FOCUSED PEERS.
AND SO FOR US, OVERALL, OUR GRADUATION RATE WAS 94.6.
IN COMPARISON TO A DISTRICT RATE AT ABOUT 83%.
AND THAT WAS OUR AMERICAN INDIAN ALASKA NATIVE AND NATIVE HAWAIIAN AND PACIFIC ISLANDER.
PART OF THAT IS THAT WE HAD SUCH A SMALL NUMBER, WE HAD THREE.
SO THAT MEANS TWO OUT OF THE THREE HIT.
SO WE'RE EITHER GOING TO GET 66.7 OR 100%.
SO, BUT ANYWAY, IT IS DEFINITELY CAREER AND TECHNICAL EDUCATION IS A PATH TO GRADUATION INTERVENTION THAT REALLY WORKS FOR STUDENTS. AND SO, I HIGHLIGHT THAT SLIDE.
NEXT SLIDE, PLEASE. ALL RIGHT.
AND JUST QUICKLY, I'LL GO THROUGH THE AREAS THAT WE'RE GOING TO BE WORKING ON.
THE FIRST IS WE'RE GOING TO EXPAND THAT CAREER CONNECTED LEARNING.
WE HAVE RECEIVED SOME ADDITIONAL GRANTS BOTH THROUGH THE WASHINGTON ALLIANCE FOR BETTER SCHOOLS AND SNOHOMISH COUNTY STEM AND THE ECONOMIC ALLIANCE FOR SNOHOMISH COUNTY TO EXPAND THESE FIELD TRIPS AND OPPORTUNITIES TO GET STUDENTS OUTSIDE THE CLASSROOM, WHICH IS WHY I'M ANTICIPATING GROWTH IN THOSE NUMBERS.
WE'VE ALREADY GOTTEN THAT UNDERWAY.
SO THAT WILL EXPAND AND WE WILL HAVE MONTHLY ACTIVITIES, FIELD TRIPS FOR STUDENTS BOTH AT MIDDLE AND HIGH SCHOOL TO AGAIN, TO ATTEND CAREER FAIRS, INDUSTRY TOURS AND THE LIKE.
WE'VE ALREADY HAD THREE THIS MONTH AND WE HAVE THEM PLANNED FOR THE REST OF THE YEAR.
NEXT, PLEASE. AGAIN, THAT CLASSROOM BASED, WORK BASED LEARNING.
THERE ARE VERY PARTICULAR MEASURES THAT.
WE REPORT ON FOR VERY PARTICULAR ACTIVITIES IN OUR CTE CLASSROOMS. THOSE ARE LISTED HERE.
SO WE WILL CONTINUE TO FOCUS ON THAT.
OUR GOAL IS TO GET TO 90% AND I THINK WE CAN DO IT.
BUT AGAIN, WE'LL CONTINUE TO FOCUS ON THAT AREA.
AS I MENTIONED, THIS IS AN AREA WE CONTINUE TO GROW.
WILL ALLOW US TO EXPAND INTERNSHIPS.
I'VE BEEN BATTLING THIS LITTLE RESPIRATORY BUG THAT'S BEEN GOING AROUND AGAIN.
OUR SUMMER INTERNSHIP CONNECT.
[00:55:01]
WE HAVE A VERY STRONG PARTNERSHIP WITH T-MOBILE AND OUR T-MOBILE, WHAT IT'S CALLED OUR CAREER LAUNCH PROGRAM.THIS LAST YEAR, WE HAD 19 STUDENTS SELECTED AS JUNIORS.
PRIOR TO THAT, OUR NUMBER WAS AT TOP TEN THAT PARTICIPATED IN A PAID INTERNSHIP WITH T-MOBILE, THEN COMPLETE THROUGH RUNNING START, THE FIRST PART OF A CAREER CERTIFICATION DEGREE AT EDMONDS COLLEGE AND THEN THE NEXT SUMMER HAVE A SECOND PAID INTERNSHIP WITH T-MOBILE AND THEN UPON COMPLETION, ARE OFFERED POSITIONS IN THE COMPANY.
AND MANY OF OUR STUDENTS WHO HAVE GONE THROUGH THIS IS OUR FOURTH YEAR.
MANY OF OUR STUDENTS THAT HAVE GONE THROUGH HAVE BEEN OFFERED JOBS.
AND SO IT'S A WONDERFUL PARTNERSHIP.
THEY CONTINUE TO BE PROBABLY ONE OF THE BEST INDUSTRY PARTNERS THAT I'VE HAD THE OPPORTUNITY TO WORK WITH, AND THAT WILL CONTINUE TO GROW AND AGAIN, EXPANDING BUSINESS PARTNERSHIPS OVER THE COURSE OF THE YEAR.
NEXT, PLEASE. AND THEN EXPANDING OUR INDUSTRY RECOGNIZED CERTIFICATION AGAIN ON TOP OF THE 7370 INDUSTRY CERTIFICATIONS THAT WE WILL CONTINUE TO SUPPORT.
WE'RE GOING TO BE ADDING SOME ADDITIONAL CERTIFICATIONS THIS YEAR.
ONE IS IN OUR BIOTECHNOLOGY PROGRAMS, WE'RE GOING TO BE ADDING BLOODBORNE PATHOGENS AND POSSIBLY A WHAT IS CALLED THE BASE INDUSTRY ASSESSMENT IN BIOTECH ACROSS OUR THREE SCHOOLS THAT OFFER BIOTECHNOLOGY, WE'LL BE ADDING OSHA X AND ESSER II CARPENTRY.
SO THAT WILL KICK START THAT AGAIN.
AND THEN OUR MOUNTLAKE TERRACE HIGH SCHOOL STEM PROGRAM IN THE INTRO TO ENGINEERING DESIGN CLASS, IS LOOKING AT PILOTING CERTIFICATION IN SOLIDWORKS, WHICH IS A 3D DESIGN AND RENDERING CAD SOFTWARE THAT IS USED IN THAT PROGRAM.
AND IN ADDITION, WE HAVE BEEN WORKING OVER THE LAST YEAR AND THIS YEAR WITH OUR PROGRAM ADVISORY COMMITTEES AND INSTRUCTORS TO IDENTIFY ADDITIONAL INDUSTRY RECOGNIZED CERTIFICATIONS TO INTEGRATE OVER THE NEXT FOUR YEARS FOR THOSE THAT CURRENTLY DON'T HAVE THEM IN PLACE.
SO AGAIN, IT WILL BE AN AREA WE CONTINUE TO FOCUS ON AND CONTINUE TO GROW.
AND THEN FINALLY, ONE OF THE MOST COMMON AREAS OF NEED THAT CAME OUT OF OUR EVALUATION WAS OUR PROGRAM ADVISORY COMMITTEE MEMBERSHIP.
WE HAVE WE HAVE NOT FULLY RECOVERED FROM COVID IN TERMS OF LOST MEMBERSHIP.
AND SO, AS YOU CAN SEE, MANY OF OUR PROGRAM ADVISORY COMMITTEES IDENTIFIED THIS AS A NEED.
WE ARE GOING TO BE DOING SOME SPECIAL OUTREACH AND SPECIAL TARGETED EVENTS TO TRY AND ADD TO THESE PROGRAM AREAS, BOTH THIS YEAR AND IN THE YEARS TO COME. AGAIN, YOU KNOW, OFTEN IT'S A STRONG CORRELATION.
SO THAT CONCLUDES MY PRESENTATION ON OUR PROGRAM EVALUATION AND PROGRAM OF WORK.
I'LL OPEN IT UP TO ANY QUESTIONS FROM THE BOARD OR OUR STUDENTS.
YEAH. WELL, FIRST OF ALL, THANK YOU.
I REALLY APPRECIATE ALL THE PRESENTATIONS I'VE HAD FROM YOU OVER THE LAST 20 YEARS.
I CAN REMEMBER CARPENTRY AND CULINARY ARTS AND HORTICULTURE AND AUTOMOTIVE, NOT MUCH MORE THAN THAT.
WHEN I STARTED, I'M SURE THERE WERE A FEW MORE, BUT THERE WAS NO STEM COURSES.
THERE WERE NO STEAM COURSES, CERTAINLY NOT BIOTECHNOLOGY.
ALL THESE INTERNSHIPS, NONE OF THAT EXISTED.
SO ALL THOSE THINGS THROUGH YOUR LEADERSHIP HAVE REALLY EXPANDED TO BE SUCH A ROBUST PROGRAM.
AND IT'S GREAT, JUST LIKE ALL THE OTHER GROUPS.
AND I WANT TO COMMEND YOU FOR YOUR ACCEPTANCE OF ELL STUDENTS INTO YOUR PROGRAM.
I KNOW SPECIFICALLY AT LELAND HIGH SCHOOL, STUDENTS ARE WELCOMED INTO THE HORTICULTURE PROGRAM BECAUSE THAT IS SOMETHING THAT THEY CAN REALLY BE SUCCESSFUL IN WHEN THEY'RE VERY, VERY BEGINNING ENGLISH LANGUAGE LEARNERS AND THOSE COURSES YOU HAVE PROVIDED THAT ALLOW ENGLISH LANGUAGE LEARNERS TO ACTUALLY GET A COURSE THAT'S VALUABLE TO THEM.
AND WHEN THEY CAN BE SUCCESSFUL IN WHEN THEY FIRST COME TO OUR COUNTRY.
SO THANK YOU VERY MUCH FOR EVERYTHING YOU'VE DONE.
[01:00:07]
STUDENTS ARE EXPECTED TO BE COLLEGE BOUND.THAT'S, OF COURSE, NOT FIT FOR ALL STUDENTS.
SO, I WAS WONDERING IF YOU HAPPEN TO IF THERE IS A POSSIBILITY OF COLLECTING STATISTICS WHERE A STUDENT'S GRADUATION WAS DEPENDENT ON A CTE EQUIVALENCY CREDIT? THAT'S AN EXCELLENT QUESTION.
I DON'T HAVE THE ANSWER TO THAT, BUT I WILL FIND IT BECAUSE YOU ARE RIGHT.
WE HAVE QUITE A RANGE OF EQUIVALENCY CREDIT OPTIONS AVAILABLE FOR OUR CTE CLASSES.
I WILL SEE WHAT I CAN DO TO FIND THAT OUT AND GET THAT INFORMATION BACK TO YOU.
YEAH, THANK YOU FOR THE QUESTION. YEAH, THANK YOU.
I ALSO NOTICED THAT YOU WERE GOING TO DO A SOLIDWORKS CERTIFICATION FOR THE TERRACE HIGH SCHOOL STEM PROGRAM, AND THEN I'M GLAD YOU'RE GETTING ON THAT BECAUSE BECAUSE I DID ACTUALLY GET THE SOLIDWORKS CERTIFICATION IN MY FRESHMAN YEAR.
AND I KEEP CHECKING THE NATIONAL DIRECTORY FOR EDMONDS SCHOOL DISTRICT AND I ONLY SEE MY NAME.
I'M GLAD YOU'RE WORKING ON THAT.
I MAY HAVE TO TAG YOU TO COME SPEAK TO OUR CLASSES.
THANK YOU. I WAS ACTUALLY PART OF CTE CONNECT THIS LAST SUMMER, AND I JUST WANT TO SAY I HAD THE MOST AMAZING EXPERIENCE AT THE EDMONDS WATERFRONT AND SERVING FOOD TO KIDS AS WELL.
I FELT LIKE I WAS REALLY SOMEWHERE WHERE I WAS ABLE TO FIND MY VOICE.
AND I JUST WANTED TO SAY THANK YOU.
YOU'RE WELCOME. SO, I'M VERY IMPRESSED WITH WHAT YOU'VE DONE.
IN THE 60S, 70S, 80S, PEOPLE WENT INTO TRADES.
AFTER I GRADUATED, NOW WE'RE GETTING BACK TO THAT.
BUT THERE WAS THAT PERIOD IN THE 90S AND EARLY 2000S WHERE I WAS IN HIGH SCHOOL IN THE EARLY 2000S AND IT WAS LIKE ALL THE POSTERS EVERYWHERE IS IF YOU DON'T GO TO COLLEGE, YOU'RE NOT GOING TO MAKE IT. YOU NEED TO DO THIS, OTHERWISE YOU'RE A FAILURE.
AND I KNOW A LOT OF PEOPLE WHO VERY MUCH INTERNALIZE THAT.
AND THE CONCEPT OF LIKE DOING A TRADE, IT WASN'T SOMETHING THEY WERE PROUD OF.
IT WAS SOMETHING THAT THEY JUST KIND OF KEEP QUIET.
THAT'S WHAT I WAS DOING. SO, I THINK IT'S AMAZING THAT WE'RE DOING THAT.
AND I AM CONCERNED ABOUT THE NUMBERS WHERE WE'RE NOT MEETING STANDARD, OBVIOUSLY, BUT I ALSO KNOW FROM EXPERIENCE THAT A LOT OF THOSE KIDS AREN'T THE ONES WHO ARE EXCELLING IN THE CLASSES ALREADY WHEN THEY GET THERE.
I'M SURE THERE ARE PLENTY WHO ARE.
BUT LIKE THIS, THIS IS PICKING UP A LOT OF THOSE KIDS WHO THE TRADITIONAL PATH WASN'T WORKING FOR.
IT'S LIKE THESE ARE VERY VALUABLE SKILLS.
AND SO, WHILE I DEFINITELY WANT TO SEE US MAKE PROGRESS IN THAT AREA, I JUST THINK THAT CATCHING THESE KIDS THAT FOR AT LEAST THE LAST TWO DECADES THAT WE WEREN'T CATCHING IS JUST IT'S A HUGE LIFT.
AND I'M VERY HAPPY THAT WE HAVE SOMEONE WHO'S TAKING CARE OF IT.
AND I AND I SEE YOU STEWARDING IT IN A WAY THAT IS VERY IMPRESSIVE.
AND I DO WANT TO JUST FOLLOW UP ON THAT WHEN I PROBABLY FOR MANY OF US, WHEN WE THINK OF VOCATIONAL EDUCATION, THERE WAS A CLEAR DELINEATION BETWEEN COLLEGE AND CAREER.
AND WE STILL TODAY HAVE REMNANTS OF THAT OLD PARADIGM.
THE REALITY IS THAT, AS I MENTIONED EARLIER, THESE ARE ALL COLLEGE PREPARATION PATHWAYS.
STUDENTS ARE TAKING COLLEGE LEVEL COURSES IN THEIR HIGH SCHOOLS, EARNING COLLEGE CREDIT.
WHAT IT BOILS DOWN TO IS OUR DEFINITION OF WHAT MEANS COLLEGE.
COLLEGE MEANS POST-SECONDARY TRAINING TO MEET YOUR PARTICULAR GOAL.
YES, WE TEND TO DEFAULT TO A FOUR-YEAR COLLEGE, BUT THAT'S NOT THE ONLY OPTION.
THERE ARE COMMUNITY COLLEGES, TECHNICAL COLLEGES, APPRENTICESHIP PROGRAMS ON THE JOB TRAINING.
AND WE CONTINUE TO FOCUS ON STUDENTS CONNECTING SOME TO CONTINUED POST-SECONDARY TRAINING.
IT'S JUST NOT IN THAT OLD PARADIGM OF, WELL, YOU KNOW, YOUR CTE.
I MEAN, IT'S YOUR CTE AND THIS IS A GREAT COLLEGE PATH FOR YOU.
[01:05:01]
AND WE REALLY TRY TO BE INTENTIONAL ABOUT THAT.YEAH, I JUST WANTED TO ADD, AS SOMEBODY WHO IS A MEMBER OF DECA, AS WELL AS PARTAKES IN SEVERAL CTE CLASSES, I THINK THAT IT'S REALLY AMAZING WHAT YOUR GROUP IS DOING FOR THE SCHOOLS BECAUSE I THINK THAT I HAVE REALLY BEEN ABLE TO FIND MY VOICE AND FIND THE PATH THAT I WANT TO GO INTO BECAUSE OF WHAT CTE DOES.
RIGHT? SO IT'S REALLY GREAT TO SEE THAT MORE AND MORE PEOPLE ARE CONTRIBUTING.
I WILL SAY THAT AS AN EXECUTIVE DECA, I HAVE SEEN A LOT MORE STUDENTS STEP FORWARD THIS YEAR.
SO, I DO EXPECT TO SEE A LOT HIGHER NUMBERS BECAUSE IT'S BECOMING AS MORE PEOPLE FIND OUT ABOUT THESE THINGS, IT IS BECOMING A LOT MORE, UM, IT'S IT'S BECOMING A LOT MORE ACCEPTED.
AND LIKE YOU SAID, WHEN THE STIGMA GOES DOWN BETWEEN CTE AND COLLEGE, WHEN PEOPLE START TO REALIZE THAT THEY CAN INTEGRATE THESE TWO FIELDS INTO ONE, THAT IS WHEN THERE REALLY IS THE MOST PROGRESS HAPPENING.
I AM IN BIOTECHNOLOGY THIS YEAR, AND I WILL SAY THAT ALTHOUGH I HAVE NEVER REALLY CONSIDERED MYSELF AS A QUOTE UNQUOTE SCIENCE PERSON BEFORE, I DO REALIZE THAT NOW THERE IS A PART OF ME THAT IS THAT HAS A SPECIFIC INTEREST IN THAT FIELD AS WELL.
AND I WILL SAY THAT THIS IS VERY CRUCIAL TO AN EDUCATION IN THE SENSE THAT, YOU KNOW, I THINK A LOT OF PEOPLE MIGHT BE LOST ON WHAT THEY MIGHT WANT TO DO. AND IT IS VERY IMPORTANT THAT WE THAT WE HAVE THESE THINGS TO GUIDE THEM INTO A JOB LATER DOWN THE ROAD.
I IT'S ONE TIME OF YEAR I KNOW THAT I CAN SEE THE THROUGH LINE.
I'VE SEEN YOUR REPORTS EVERY YEAR AND I CAN SEE THE THROUGH LINE.
I CAN SEE THE GROWTH, I CAN SEE THE SUCCESS.
AND I JUST I'M SO PLEASED TO SEE THE STUDENTS, MORE AND MORE STUDENTS COMING INTO THE PROGRAM, MORE AND MORE STUDENTS GETTING THAT WORK, WORK, TRAINING AND ON THE JOB OPPORTUNITIES.
AND, YOU KNOW, YES, WE HAVE A WAYS TO GO WITH OUR TEST SCORES.
AND I'M THE FIRST ONE TO SAY SO OFTEN.
BUT WE CAN SEE FROM OUR WINNERS OUR WINNERS OF COMPETITIONS AND OUR STUDENTS WHO ARE SWARMING TO THESE CAREER CONNECTED STUDENT ORGANIZATIONS THAT OUR STUDENTS ARE SHOWING UP AND THEY'RE SHOWING UP VERY WELL.
AND I CAN SEE WHEN YOU TELL ME THAT STUDENTS ARE GETTING JOBS AT T-MOBILE, AND I KNOW OUR STUDENTS ARE GETTING JOBS OUT OF THEIR CARPENTRY PROGRAM AND ALL THE PROGRAMS THAT WE OFFER, PEOPLE KNOW THAT EDMONDS STUDENTS ARE WELL PREPARED, AND I APPRECIATE THAT.
SO NO QUESTIONS, BUT THANK YOU.
THANK YOU. MARK, YOU KNOW, I'M ONE OF YOUR BIGGEST FANS AND THERE ARE A NUMBER OF REASONS WHY I KNOW WHAT A HARD WORKER YOU ARE BECAUSE WE SHARED CUBICLE SPACE FOR QUITE A WHILE.
BUT ONE THING I SO APPRECIATE IS THE PROGRAM EVALUATION THAT YOU DO EVERY YEAR.
YOU COLLECT AN INCREDIBLE AMOUNT OF QUALITY DATA.
YOU AND YOUR GROUP ARE WILLING TO LOOK AT WHAT'S WORKING WELL AND WHAT'S NOT WORKING WELL, AND TO ASK YOURSELVES, WHAT CAN YOU DO TO MAKE THAT WORK BETTER? YOU'RE VERY OPEN AND HONEST AND TRANSPARENT ABOUT THAT, AND THAT'S WHY WE SEE THE PROGRAM GROWING AND GETTING BETTER AND BETTER BECAUSE YOU USE PROGRAM EVALUATION THE WAY IT SHOULD BE USED.
I FIND IT REALLY INTERESTING THAT YOUR TEST SCORES ARE DEPRESSED, BUT YOUR GRAD RATE IS REALLY HIGH.
IF A STUDENT DOESN'T TAKE THE ASSESSMENT, IT COUNTS AS NOT HAVING MET STANDARD.
AND WE KNOW THERE ARE A LOT OF VARIABLES THAT AFFECT TEST SCORES.
A LOT OF ERROR VARIANCE IN THEIR MOTIVATION, EVERYTHING ELSE.
IN MY MIND, THE GRAD RATE IS WHAT REALLY MATTERS.
[01:10:02]
AND WHILE I KNOW THAT I'M CERTAINLY THE FIRST ONE WHO LOOKS AT TEST SCORES SINCE THAT'S MY BACKGROUND, I THINK THAT THE FACT THAT YOU HAVE SUCH A HIGH GRADUATION RATE AMONG YOUR STUDENTS IS HUGELY IMPORTANT.AS WE LOOK ACROSS THE DISTRICT TO TRY TO IMPROVE THE GRAD RATE? SO I GUESS I DON'T REALLY HAVE A QUESTION OTHER THAN IF YOU THINK PARTICIPATION WAS IMPACTING THE TEST SCORES.
BUT I JUST WANT TO SAY I'M YEAR AFTER YEAR IMPRESSED WITH WHAT YOU'RE DOING.
I ALSO WANT TO SAY I HAVE HEARD FROM SOME IN THE COMMUNITY WHO NOT A LOT, BUT WHO TALK ABOUT HOW WE SHOULD JUST FOCUS ALL OF OUR WORK ON, QUOTE, THE BASICS, THE BASIC SKILLS, AND THEY DON'T INCLUDE IN THAT CAREER AND TECH ED.
OR A LOT OF OTHER THINGS THAT ARE REQUIRED BY THE STATE BUT ARE REALLY IMPORTANT FOR STUDENTS.
AND SO I THINK SHOWCASING HOW IMPORTANT IT IS TO MAKE THESE KINDS OF OPTIONS AVAILABLE FOR OUR STUDENTS IS INCREDIBLY IMPORTANT BECAUSE THERE'S A WHOLE LOT MORE.
ANY OTHER COMMENTS? OKAY. WELL, THE OTHER I WAS WAITING FOR THE OTHER DIRECTORS TO SPEAK, BUT THEY DIDN'T APPEAR TO SPEAK.
BUT I DID WANT TO ASK SOME OTHER QUESTIONS.
SO SO SOME OF THESE CTE COURSES DO OFFER DUAL CREDIT, THOUGH I'M NOT CONVINCED THAT ALL STUDENTS WHO ARE ENROLLED IN THESE CTE DUAL CREDIT COURSES OR ARE ELIGIBLE ACTUALLY REGISTER THEMSELVES TO RECEIVE CTE DUAL CREDIT.
SO AGAIN, LIKE SO AGAIN, I'M WANTING TO SEE IF THERE WOULD BE SOME STATISTICS ON STUDENTS WHO DO ACTUALLY REGISTER FOR THE DUAL CREDIT OPTION. WE I HAD HOPED I WILL HAVE THAT INFORMATION.
I HAD HOPED TO HAVE IT FOR THE PRESENTATION TONIGHT.
UNFORTUNATELY, THAT DATA WASN'T AVAILABLE IN TIME.
ONE OF THE UNIQUE ELEMENTS OR CHALLENGES I WOULD SAY TO CTE DUAL CREDIT IS IT IS PERFORMANCE BASED IN TERMS OF YOU HAVE TO EARN A B OR ABOVE, WHICH IS A LITTLE DIFFERENT THAN, FOR INSTANCE, COLLEGE IN HIGH SCHOOL, WHICH IS SIMPLY PASSING THE COURSE.
I JUST DON'T HAVE THE NUMBERS TONIGHT.
I'D HAVE THOUGHT IT WAS LESS KNOWN THAN AP OR COLLEGE.
WE HAVE THE MICROSOFT OFFICE SPECIALIST CERTIFICATION.
ARE YOU AWARE OF THE MICROSOFT OFFICE SPECIALIST CHAMPIONSHIP? YES. OH, SO I ASKED YOU THIS BECAUSE THE BUSINESS TEACHER AT LUNA HIGH SCHOOL, KATHRYN GUNDERSON, SHE ACTUALLY SHE LAST YEAR IN THE FALL, SHE HAD A STUDENT WHO WAS WHO HELD FIRST PLACE IN THE FALL STATE QUALIFIERS FOR WASHINGTON STATE IN EXCEL. YUP. OH, YOU'RE AWARE OF THIS? I AM. IT WAS IN THE AND IT WASN'T BASIC EXCEL.
ELLINWOOD HIGH SCHOOL. YEAH, THAT HAPPENS TO BE ME.
AT LEAST THAT WAS ACCORDING TO THE INSTRUCTOR.
WELL, I KNOW WE HAVE ANOTHER PRESENTATION AND I WANT TO THANK YOU FOR THE TIME AND AGAIN I'M HAPPY TO ANSWER QUESTIONS THROUGH EMAIL IF PEOPLE WANT TO REACH OUT TO ME. SO THANK YOU AGAIN FOR THE TIME AND OPPORTUNITY.
OUR SECOND PRESENTATION THIS EVENING IS ON THE PANORAMA SPRING 2022-23 DATA.
THE BOARD DID RECEIVE A FULL REPORT OF THIS, BUT THIS IS A WAY TO SHARE SOME OF THESE RESULTS AS WELL AS THE PURPOSE AND NEXT STEPS FOR THIS SURVEY WITH OUR COMMUNITY.
GOOD EVENING, BOARD OF DIRECTORS AND SUPERINTENDENT MINER.
I'M HAPPY TO BE HERE WITH YOU THIS EVENING.
[01:15:11]
PANORAMA IS A COMPREHENSIVE STUDENT SCREENING DATA OR EXCUSE ME, STUDENT SCREENING SURVEY THAT WE HAVE USED WITH DIFFERENT LEVELS OF PARTICIPATION SINCE THE 2018-19 SCHOOL YEAR.THE INTENTION OF THIS PARTICULAR SCREENING SURVEY IS TO BETTER UNDERSTAND HOW OUR STUDENTS PERCEIVE THEIR SCHOOL EXPERIENCE AS WELL AS HOW THEY PERCEIVE THEIR OWN SOCIAL AND EMOTIONAL SKILLS.
THIS NEXT SLIDE HIGHLIGHTS OUR OVERALL PARTICIPATION IN THE 20 2223 SCHOOL YEAR.
AND YOU'LL SEE ON THE FAR RIGHT OUR RESPONSE RATES.
WE'LL LOOK A LITTLE DEEPER HERE AT THE SPRING AND LOOK AT GRADE LEVEL PARTICIPATION.
THAT SEEMS TO BE, AT LEAST IN THE LAST COUPLE OF YEARS, WHAT WE HAVE SEEN.
WE ALSO HAVE SOME CHALLENGES IN HOW WE BREAK DOWN THIS DATA BY GRADE LEVEL.
AND I'LL SHARE A LITTLE BIT MORE ABOUT THIS AS THE PRESENTATION UNFOLDS.
BUT YOU CAN SEE HERE, IF YOU LOOK AT YOUNGER STUDENTS, YOU'LL SEE THAT FOR THE WELLNESS SURVEY, WHICH IS ONE COMPONENT OF THE PANORAMA SURVEY, WE HAVE OUR SIX GRADERS GROUPED WITH OUR ELEMENTARY STUDENTS.
BUT THEN WHEN YOU LOOK AT SOME OF THE OTHER MEASURES UNDER COMPETENCY OR SUPPORTS AND ENVIRONMENT, ARE SIXTH GRADERS ARE GROUPED WITH OUR SECONDARY STUDENTS. THIS IS ACTUALLY DUE TO A COUPLE OF DIFFERENT FACTORS.
FIRST, THE WELLNESS SURVEY IS ACTUALLY AN OUT-OF-DATE SURVEY.
WE WILL BE ACTUALLY PHASING OUT THE USE OF THIS WELLNESS SURVEY THIS YEAR.
WE WILL NOT BE USING IT AS WE SHARED WITH YOU IN A PREVIOUS BOARD REPORT OR BOARD MEMO, BECAUSE IT IS OUT OF DATE AND BECAUSE IT IS NOT BEING SUPPORTED NATIONALLY AND BECAUSE MANY OF THE QUESTIONS ARE ACTUALLY ALREADY FEATURED IN THE SUPPORTS AND ENVIRONMENT SECTION.
UNDER SUPPORTS AND ENVIRONMENTS, THESE ARE THE PRIMARY TOPICS THAT ARE EXPLORED.
THIS IS LOOKING AT STUDENT PERCEPTION AROUND HOW THEY PERCEIVE THEMSELVES IN TERMS OF SOCIAL AWARENESS, SELF-EFFICACY, GRIT, GROWTH, MINDSET, SELF MANAGEMENT AND LEARNING STRATEGIES.
THOSE LAST TWO TOPICS ARE UNIQUE AGAIN TO SECONDARY.
I'M SORRY. YOU SAID HOW WELL STUDENTS PERCEIVE THAT THEY DO VERSUS AN ASSESSMENT OF HOW THEY DO.
WHEN WE LOOK AT THE PANORAMA SURVEY RESULTS, PANORAMA FRAMES THEIR FINDINGS OR THE SURVEY RESULTS USING THE TERM PERCENT FAVORABLE.
SO, FOR EXAMPLE, WHEN A QUESTION IS POSED AS THE EXAMPLE ON THIS SLIDE INDICATES, HOW EXCITED ARE YOU ABOUT GOING TO CLASS? PANORAMA WILL PROVIDE THAT SURVEY RESPONSE TO US IN THE FRAME OF HOW MANY STUDENTS RESPONDED FAVORABLY TO THAT QUESTION OR IN A POSITIVE MANNER TO THAT QUESTION.
[01:20:02]
SOMETIMES WHEN YOU DIG INTO THAT PANORAMA DATA, IT CAN BE CONFUSING TO MAKE MEANING OF THAT.WHEN THEY TAKE A QUESTION THAT HAS A NEGATIVE FRAMING AND THEN TURN IT INTO A PERCENT FAVORABLE.
AS WE KNOW, OUR DISTRICT STRATEGIC PLAN HAS A GOAL SPECIFIC TO SUPPORTING OUR STUDENTS.
WE USE TWO KEY PERFORMANCE INDICATORS, THAT IS, THAT ARE PROVIDED OUT OF THE PANORAMA DATA TO MEASURE THE WAY IN WHICH WE SUPPORT THIS GOAL. THOSE TWO PERFORMANCE INDICATORS ARE THE PERCENT OF STUDENTS WHO REPORT A SENSE OF BELONGING IN THEIR SCHOOL AND THE PERCENT OF STUDENTS WHO REPORT POSITIVE RELATIONSHIPS WITH TEACHERS.
SO, WE'RE GOING TO DIG INTO THAT MORE DEEPLY NOW.
SO, 19-20, WE DID ADMINISTER IN -.
SO, THEN YOU'LL SEE 21-22 AND 22-23.
THIS IS BROKEN DOWN BY STUDENT DEMOGRAPHIC AND PROGRAM INFORMATION.
AND SO OVERALL, WHEN YOU LOOK AT OUR THIRD THROUGH FIFTH GRADERS, 63% OF OUR THIRD THROUGH FIFTH GRADERS HAD A FAVORABLE RESPONSE OVERALL IN REGARD TO FEELING OR INDICATING A PERCEPTION THAT THEY BELONG AND HAVE A SENSE OF BELONGING IN THEIR SCHOOL.
HOWEVER, FOR OUR STUDENTS IN GRADES 6-12, 38% OF OUR STUDENTS INDICATED A FAVORABLE RESPONSE IN FEELING THAT THEY BELONG IN THEIR SCHOOL.
IN REGARDS TO POSITIVE TEACHER STUDENT RELATIONSHIPS.
WE SEE A VERY SIMILAR GRAPH HERE GROUPED IN IN A SIMILAR WAY TO THE PREVIOUS ONE.
AND IN THIS PARTICULAR GRAPH, WE SEE THAT OUR STUDENTS IN GRADES THREE THROUGH FIVE OF THOSE STUDENTS, 71% INDICATED A FAVORABLE RESPONSE IN TERMS OF HOW THEY FELT OR PERCEIVED, THEIR RELATIONSHIPS WITH TEACHERS AND STUDENTS BETWEEN TEACHERS AND STUDENTS.
WHEN YOU LOOK AT THIS PARTICULAR DATA, IT IS NOT MEASURING CHANGE OVER TIME, BUT IT IS LOOKING AT HOW STUDENTS IN SPECIFIC GROUPS RESPONDED IN COMPARISON TO ALL STUDENTS GROUPED TOGETHER.
SO, FOR EXAMPLE, WHEN YOU LOOK AT SENSE OF BELONGING, ARE STUDENTS BEING SERVED IN OUR MULTILINGUAL PROGRAM HAD A HIGHER RESPONSE RATE, A MORE FAVORABLE RESPONSE RATE THAN ALL STUDENTS OVERALL IN FEELING A SENSE OF BELONGING IN OUR SCHOOLS.
CONVERSELY, STUDENTS WHO IDENTIFY AS HISPANIC OR LATINX HAD A LOWER RESPONSE FAVORABLE RESPONSE RATE IN TERMS OF FEELING POSITIVE ABOUT TEACHER STUDENT RELATIONSHIPS.
WHEN YOU ZERO IN A LITTLE BIT MORE AND TAKE A LOOK AT SOME OF OUR TRENDS.
IN GENERAL, THE VARIATION HAS REDUCED SOMEWHAT POST COVID IN STUDENT RESPONSE.
THAT VARIABILITY, THOUGH WE ONLY HAVE A FEW YEARS OF DATA REALLY TO LOOK AT.
SO TIME WILL TELL OUR DATA FROM THE SPRING IN 2023 SCHOOL YEAR IS NOT TOO DISSIMILAR FROM THE DATA WE RECEIVED IN SPRING 22 AND THE FALL TO SPRING TRENDS ARE GENERALLY SIMILAR AS WELL.
THERE ARE A WHOLE LOT OF THINGS TO CONSIDER AS WE LOOK AT THIS DATA MORE DEEPLY.
THERE ARE DIFFERENT THINGS THAT MIGHT ACCOUNT FOR THAT.
ONE, WHEN WE ISSUE THE SURVEY AND WE INVITE STUDENTS TO TAKE IT AND THE STUDENTS MAKE OR TEACHERS MAKE TIME IN CLASS FOR STUDENTS TO TAKE THE SURVEY, WE ALSO MAKE IT VERY CLEAR THAT STUDENTS HAVE THE OPTION TO TAKE THE SURVEY.
THEY ARE NOT BEING REQUIRED TO.
IT IS REALLY PROVIDED AS AN OPPORTUNITY FOR THEM TO SHARE THEIR FEEDBACK.
[01:25:02]
PERCEPTIONS. SO THIS IS DATA THAT WE'LL BE SHARING WITH ALL OF OUR BUILDING ADMINISTRATORS TO MAKE SURE THEY SEE WHERE WE ARE AND SEE WHAT KINDS OF WAYS WE CAN WORK TOGETHER TO INCREASE THOSE RESPONSE RATES.WE HAVE REDUCED THE NUMBER OF TIMES THAT WE'RE GOING TO BE ISSUING THIS SURVEY THIS YEAR.
WE THINK SURVEY FATIGUE MAY BE A FACTOR.
BY GIVING THE SURVEY THREE TIMES IN THE FALL, WINTER, SPRING, IT CAN FEEL QUITE REDUNDANT.
AND THE SURVEY HAS HAD THESE THREE COMPONENTS TO IT.
AS I MENTIONED EARLIER, THE COMPETENCY, THE WELLNESS, THE STUDENT SUPPORTS AND ENVIRONMENT.
THAT MAKES IT ACTUALLY QUITE A LENGTHY SURVEY.
IT'LL TAKE 15 MINUTES, 20 MINUTES FOR A STUDENT TO COMPLETE.
SO, WE ARE LIMITING THE NUMBER OF TIMES THAT WE WILL BE ADMINISTERING.
THE SURVEY THIS YEAR WILL REQUIRE THE SURVEY IN THE FALL, IN THE SPRING, MAKING THE WINTER OPTIONAL.
WE HOPE IN DOING THAT THAT PERHAPS WE'LL HAVE STUDENTS WHO NOT ONLY START THE SURVEY BUT FINISH IT.
AND THAT SURVEY FATIGUE IN GENERAL WILL BE REDUCED AND PERHAPS LEAD TO MORE PARTICIPATION.
SO, ONE OF THE THINGS THAT WE NEED TO STUDY A LITTLE BIT FURTHER ALONGSIDE OUR BUILDING ADMINISTRATORS IS TO REALLY TAKE A LOOK AT WHY IS IT THAT WE'RE HOLDING SO STABLE OVER TIME AND NOT HAVING THE FAVORABLE RESPONSE RATES THAT WE'D LIKE TO SEE IN TERMS OF HOW STUDENTS PERCEIVE TEACHER STUDENT RELATIONSHIPS AND THEIR SENSE OF BELONGING? THAT'S NOT AN AREA IN WHICH WE WANT TO SEE STABILITY.
WE WANT TO SEE GROWTH, WE WANT TO SEE IMPROVEMENT.
SO THIS IS SOMETHING THAT OUR PRINCIPALS, ALONGSIDE OUR PRINCIPAL SUPERVISORS, CAN CONTINUE TO DIG IN FURTHER IN THEIR PRINCIPAL LEARNING NETWORKS AND IN THEIR SCHOOL IMPROVEMENT PLANS TO EXPLORE HOW THEY MIGHT GET OTHER DATA SETS TO CONSIDER, OTHER WAYS TO GET INFORMATION FROM STUDENTS TO INVOLVE STUDENT VOICE IN SHARING WHY THESE RESPONSE RATES MAY BE THE WAY THEY ARE, WHY STUDENTS PERCEIVE THEIR SENSE OF BELONGING AND TEACHER STUDENT RELATIONSHIPS THE WAY THEY DO, AND WAYS THAT WE CAN REALLY IMPROVE AND STRENGTHEN OUR PRACTICE IN BOTH OF THOSE AREAS PARTICULARLY.
SO, THERE'S A LOT TO CONSIDER THERE, A LOT TO CHEW ON.
YEAH. SO IF YOU WANT ANSWER TO THE VARIATION IN RESPONSE RATES, I MAY HAVE SOME INPUT ON THAT BECAUSE WHEN I SAW THE AGENDA ON FRIDAY AND I SAW THIS, I ASKED AROUND AND ONE OF THE MOST COMMON, MOST COMMON THINGS I HEAR ABOUT WHY HIGH SCHOOLERS MAY NOT BE PARTAKING IN THESE SURVEYS IS THE SENSE OF INACTION AND IS REALLY THE SENSE OF INACTION.
LIKE LITERALLY, NO MATTER WHAT WE PUT IN, THEY WON'T LISTEN.
I'M QUOTING. I DON'T SEE THE POINT.
THEY DON'T HAVE ANYTHING TO DO WITH IT.
IT'S MOSTLY IT'S I HEAR A LOT ABOUT A SENSE OF INACTION.
AND I THINK AND I'VE ALSO HEARD THAT THAT INSTEAD OF DOING THE PANORAMA SURVEYS, TEACHERS SHOULD RECEIVE TRAINING ON SIGNS OF MENTAL HEALTH ISSUES, SIGNS OF MENTAL HEALTH ISSUES, AND THAT THE HEALTH ISSUES AREN'T RECEIVING THE PROPER TREATMENT FROM THEIR TEACHERS. AND.
I APPRECIATE THAT. THANK YOU FOR SHARING THAT.
I'M LOOKING AT A WALL OF TEXT RIGHT NOW.
AND THIS THE I THINK WE SHOULD START OFF WITH THE SENSE OF INACTION.
EVERYTHING ELSE IS JUST A WALL OF TEXT, AND IT'S A LOT FOR ME TO TAKE INTO.
BUT AS YOU RISE UP THE GRADES, I FEEL LIKE SCHOOL CULTURE IS DEFINITELY SOMETHING TO PUT IN CONSIDERATION BECAUSE, WELL, YOU KNOW, IT REALLY DIVIDES PEOPLE IN TERMS OF.
[01:30:02]
AND I JUST THINK IN HIGH SCHOOL THERE'S A LOT MORE DIVISION AND THAT MIGHT BE AN ANSWER TO THE THE QUESTION WHY LESS PEOPLE WOULD WANT TO RESPOND AND LESS PEOPLE FEEL THAT SENSE OF COMFORT AND SENSE OF BELONGING.I THINK IT'S INTERESTING TO NOTE SOME OF THOSE DIFFERENCES.
AND THEN SOME PEOPLE WILL BE THE COMPLETE OPPOSITE AND BE LIKE, I HATE THIS TEACHER.
SO I FEEL LIKE, YEAH, I FEEL LIKE IF WE CAN HAVE A MORE IF WE CAN REALLY LOOK INTO HAVING A MORE INCLUSIVE RATHER THAN DIVIDED COMMUNITY AMONGST LIKE THE HIGH SCHOOL LEVEL, I THINK THAT WOULD BE REALLY BENEFICIAL.
I'M LIKE BEST FRIENDS WITH EVERYONE, YOU KNOW, I KNOW ALL THEIR NAMES.
AND SO EVENTUALLY A NATURAL SENSE OF BELONGING OCCURS OVER TIME, AND THERE IS A LOT LESS PRESSURE ON ELEMENTARY SCHOOLERS, I FEEL.
YOU KNOW, IT CAN BE REALLY CHALLENGING FOR SOME PEOPLE.
SOME PEOPLE MIGHT NOT NECESSARY MEET GRADUATION REQUIREMENTS OR MIGHT BE BEHIND OR FALL SHORT ON SOME I DON'T KNOW, ANY REQUIREMENTS. AND SO BECAUSE OF THAT, THEY MAY FEEL LIKE THEY DO NOT WANT TO BE THERE.
AND SO I THINK IT IS MORE OF A PROBLEM, NOT NECESSARILY NOT ONLY IS IT JUST THE PARTICIPATION IN THE SURVEY, BUT ALSO JUST WHAT CAN WE DO AS AS STUDENTS, WHAT CAN WE DO AS EDUCATORS TO KIND OF HELP HIGH SCHOOLS FEEL MORE INCLUSIVE, JUST LIKE YOU SAID, NOT JUST INCLUSIVE, BUT ALSO WELCOMING AND COMFORTABLE FOR GRADE LEVELS THAT ARE ABOVE SIXTH GRADE? THANK YOU. I WAS ACTUALLY ONE OF THE PEOPLE WHO RESPONDED TO KEVIN ABOUT THIS.
I SAID THAT THE STUDENTS WHO FACE THE ISSUES THAT THEY WANT TO ADDRESS ARE PROBABLY SCARED THAT IT WILL BE RELEASED IN A NON ANONYMOUS WAY, EVEN THOUGH THE SURVEY IS FORMATTED AS ANONYMOUS.
WHEN YOU DO NOT WANT YOUR PARENTS TO KNOW.
THERE'S THAT KIND OF LACK OF TRUST AMONG STUDENTS AND THE PEOPLE ASKING IN THIS SORT OF WAY, BECAUSE THERE IS.
EVEN THOUGH PEOPLE SAY THAT THEY WON'T TELL, PEOPLE DO TELL.
LIKE IT'S GOOD TO GET HELP AND TO REACH OUT IF SOMEBODY'S FEELING BAD.
BUT THAT'S ONE OF THE REASONS WHY STUDENTS PROBABLY ARE NOT HONEST.
AND THAT'S ALSO WHY THE RESULTS ARE SO CONSISTENT, BECAUSE STUDENTS ARE LIKELY ALSO LYING ON THIS, LIKE THE STUDENTS WHO DO TAKE IT, BECAUSE THE STUDENTS WHO ARE REALLY STRUGGLING, THEY'RE GOING TO BE LIKE THEY KNOW WHAT'S FAVORABLE, THAT IT'S PRETTY EASY TO TELL IN THE WAY THAT THE QUESTIONS ARE FORMATTED AND LIKE WHAT THE PERCENT FAVORABLE WOULD BE.
BUT THANK YOU FOR THIS PROJECT.
THANK YOU. THAT'S PROBABLY ALSO A REASON WHY STUDENTS SLOWLY DROP.
IT'S A GREAT POINT. BUSIER FOR A RUNNING START.
THEY HAVE TO COMPLETE IT ON THEIR OWN TIME.
IF WE LOOK AT THIS FROM A STATISTICAL STANDPOINT, DO A CONFIDENCE INTERVAL, I'D ONLY DO LIKE A 5% CONFIDENCE INTERVAL FOR THE UPPER BOUND AND A 95% CONFIDENCE INTERVAL FOR THE LOWER BOUND AND LOOK MORE TO THAT LOWER BOUND BECAUSE OF THE POSSIBILITY THAT THESE SCORES MIGHT ACTUALLY BE INFLATED AND DO THE REVERSE FOR THE UNFAVORABLE
[01:35:10]
STATISTICS BASED ON THE HOW THESE MAY BE INFLATED AND THESE CONCERNS, THAT MAY BE UNHEARD OF, LIKE PREVIOUSLY SAID BEFORE.I WOULD ALSO LIKE TO KEEP IN MIND THE FACTOR OF SLEEP.
I FEEL LIKE THE HIGHER YOU RISE UP THE GRADES, THE LESS SLEEP YOU GET.
SO I THINK THAT COULD ALSO BE A BIG FACTOR.
KNOW AS A RUNNING START STUDENT AS WELL, I AM FORTUNATE ENOUGH TO GET A LOT MORE SLEEP THAN MY PEERS AND YOU KNOW, COMPARED TO LAST YEAR WHEN I DID ZERO PERIOD, MY ENERGY LEVELS AND HOW I GENUINELY FEEL IN GENERAL, I FEEL A LOT BETTER BECAUSE I GET THAT SLEEP.
SO I PREVIOUSLY WORKED FOR A LARGER COMPANY THAT WOULD DO A SURVEY KIND OF SIMILAR TO THIS.
IT WAS MORE ABOUT JUST HOW HAPPY YOU ARE AT WORK, BASICALLY.
BUT FOR OUR ADVISORS, BE HAPPY TO KNOW YOU ARE EXPERIENCING ADULTHOOD NOW BECAUSE EVERY PERSON SAID, I'M TOO BUSY TO TAKE THIS SURVEY OR THEY'RE NOT GOING TO DO ANYTHING IF I DON'T TAKE IT. OR THERE WAS ANOTHER ONE HERE WHERE I ALMOST LAUGHED BECAUSE I WAS LIKE, YES, OH, IT'S NOT ANONYMOUS.
AND I'M LIKE, OH YEAH, IT'S LIKE THE SAME THING.
AND THEY HAD TO DO A LOT OF WORK OVER YEARS.
I REMEMBER THERE WAS ONE YEAR THEY BRIBED US WITH CAKE TO TAKE THE SURVEY.
SO IT'S NOT JUST US, I GUESS IS.
MY POINT WITH THIS IS THAT THESE THESE SURVEYS DON'T GET USED A LOT.
WHAT I THINK WAS THE MOST HELPFUL THING FOR THEM IN THE END WAS THAT AT EACH LOCATION THEY PUT UP A POSTER ON WHERE THAT LOCATION SCORED THE LOWEST AND MADE THE MANAGEMENT COME UP WITH AN ACTION PLAN ON HOW THEY WERE GOING TO IMPROVE THAT.
AND THEY KIND OF REALLY TRIED TO FOCUS ON THAT STUFF.
BUT THIS IS NOT UNIQUE IS BASICALLY MY POINT IS THAT ANY TIME YOU'RE ASKING PEOPLE TO PUT A VALUE ON THE PEOPLE WHO ARE ABOVE THEM IN SOME WAY, IT IS A DIFFICULT ASK.
AND SO ANYTHING WE CAN COME UP WITH TO HELP WITH THAT I THINK IS GREAT.
BUT IT'S JUST GOING TO BE A HARD LIFT FOR US, I DO THINK.
YEAH, I HAVE A KIND OF A GENERAL COMMENT AND I APPRECIATE STUDENTS POINTING OUT THAT THERE ARE A NUMBER OF FACTORS GOING INTO SECONDARY SENSE OF BELONGING, INCLUDING AND I THINK IT'S PRETTY IMPORTANT THAT HUNDREDS OF KIDS ARE NOT SPENDING MOST OF THEIR DAY AT THE HIGH SCHOOL, YOU KNOW, SO, AND THEN THERE'S A NATURAL SORT OF PROGRESSION THAT THAT STUDENTS ARE GROWING MORE INDEPENDENT AND GROWING MORE INVOLVED IN THEIR INDIVIDUAL GOALS.
AND I THINK THAT MIGHT ALSO BE A FACTOR.
BUT I DO HAVE SORT OF A GENERAL YOU KNOW, THERE'S BEEN A LOT OF COMMENTS ABOUT THE RELIABILITY AND VALIDITY OF THIS SURVEY TO TELL US THAT STUDENTS HAVE A SENSE OF BELONGING AND HOW ACCURATE THAT IS A MEASURE.
I HAVE A DISCOMFORT WITH THE CONSTRUCT BECAUSE A LOT OF TIMES, YOU KNOW, SO I THINK A STUDENT'S SENSE OF SELF EFFICACY, FOR INSTANCE, IS VERY IMPORTANT. YOU KNOW, THE TEACHER STUDENT RELATIONSHIP DEFINITELY IS IMPORTANT, BUT, YOU KNOW, SELF EFFICACY.
CAN I BE SUCCESSFUL HERE? DO I BELONG AS A SCHOLAR HERE? THAT TO ME MEANS SOMETHING BECAUSE I'M LOOKING FOR THE CONNECTION BETWEEN THIS, WHICH TO ME IS KIND OF LOOSE AND ACADEMIC ACHIEVEMENT. WHICH IS WHAT? SORRY, I REALLY CARE ABOUT THAT.
AND SO, IF WE'RE NOT SEEING ANY RELATIONSHIP BETWEEN SENSE OF BELONGING AND PARTICULARLY AT THIS, I THINK AT THE SECONDARY LEVEL, IT'S A PROBLEM FOR ME.
I DON'T SEE A VERY DIRECT RELATIONSHIP BETWEEN WHATEVER THIS ELUSIVE SENSE OF BELONGING THAT I'M NOT SURE WHAT EXACTLY IT MEANS AND ACADEMIC ACHIEVEMENT.
AND I'D LIKE TO SEE IT MORE CLOSELY LINKED AND MORE CLOSELY LINKED WHEN WE'RE ASKING STUDENTS QUESTIONS, DO YOU DO YOU FEEL LIKE YOU COULD SUCCEED? DO YOU FEEL LIKE YOU ARE A MATH SCHOLAR OR DO YOU FEEL LIKE YOU'RE YOU DESERVE TO BE IN THIS BIOLOGY CLASSROOM? BECAUSE I KNOW I KNOW THAT THOSE ARE THE KINDS OF THINGS, THOUGHTS THAT MAKE THE DIFFERENCE FOR ACADEMIC ACHIEVEMENT.
AND SO THAT'S ALL MY COMMENTS ARE.
[01:40:03]
THANK YOU. SO, DIRECTOR KILGORE, I SHARE A LOT OF YOUR CONCERNS ABOUT THE CONSTRUCT AND THE THE SURVEY ITSELF.I THINK THERE ARE FLAWS AND I THINK YOU RECOGNIZE THAT TOO.
FOR EXAMPLE, I'M LOOKING AT THE SLIDE THAT WHAT IS PERCENT FAVORABLE.
PERCENT FAVORABLE AS SAYING TO THE QUESTION, HOW EXCITED ARE YOU ABOUT GOING.
I DID. WELL, I WASN'T EXCITED IS A BAD WORD, RIGHT? I MEAN, RIGHT FOR HIGH SCHOOL, I WAS LIKE, MAYBE.
SO, THE WORD EXCITED IS BIZARRE.
BUT TO CALL TO DEFINE FAVORABLE IN THE WORDS QUITE AND VERY, WHICH TO ME ARE THE SAME, QUITE EXCITED AND VERY EXCITED, BUT NOT LOOKING AT SOMEWHAT EXCITED BECAUSE AS A HIGH SCHOOLER, YOU'RE A LOT MORE LIKELY TO SAY SOMEWHAT TO SOMETHING BECAUSE THAT'S JUST HOW HIGH SCHOOLERS ARE.
YOU'RE NOT LIKE, OOH, ANYMORE, YOU'RE MORE.
RIGHT. SO, I'D LOVE TO SEE THE BREAKDOWN ACROSS THESE, NOT JUST THE DEFINITION OF THE TWO TOGETHER.
I THINK THE FUNCTIONALITY OF THIS THAT I HAD LIKED THE BEST WAS THAT RAISE YOUR HAND FUNCTIONALITY.
SO, I'M CONCERNED WITH THE FACT THAT THAT WILL NO LONGER BE THERE.
AND I'M WONDERING, HAS THE DISTRICT PUT TOGETHER SOMETHING TO FILL THAT IN? WE ARE STILL EXPLORING SOME DIFFERENT WAYS TO DO THAT.
IT IT IS CUMBERSOME AND I DON'T THINK IT WOULD MEET THE NEED THAT WE'RE LOOKING FOR OUR CONCERN WITH THE RAISE YOUR HAND IS THAT THERE WAS THERE IS A DELAY BETWEEN WHEN A STUDENT RAISES THEIR HAND AND WHEN THAT DATA GETS REPORTED AND SHARED.
PANORAMA TYPICALLY PUTS TOGETHER THEIR DATA FOR US IN ONE BUNDLE AFTER THE SURVEY WINDOW HAS CLOSED.
WE HAVE TRIED VARIOUS WORKAROUNDS AND THEY'VE TRIED TO WORK WITH US TO PROVIDE THAT.
RAISE YOUR HAND DATA MORE IMMEDIATELY.
SO A STUDENT MIGHT SAY, YES, I WANT TO TALK TO SOMEONE AND I NEED SOME HELP AND I HAVE NO IDEA HOW MANY DAYS COULD PASS BEFORE SOMEONE WOULD ACTUALLY CONNECT WITH THAT YOUNG PERSON.
SO IT WAS CONCERNING TO ME THAT WE CONTINUE TO PROVIDE THAT OPTION BUT NOT REALLY HAVE A RESPONSE, YOU KNOW, SORT OF SPEAKING TO THE STUDENT, CONCERN ABOUT THE TRUST AND THE SENSE THAT I'M GOING TO ASK FOR HELP.
IF I ASK, I'M GOING TO RECEIVE IT.
I DON'T HAVE THAT SENSE IN MY GUT THAT WE WERE ABLE TO REALLY DO THAT.
BUT IN TERMS OF REPLACING THAT, I CANNOT SAY THAT AT THIS POINT.
WE HAVE FOUND A REALLY GREAT ALTERNATIVE FOR THAT.
YES, WE WERE GOING TO ADD OUR OWN QUESTION WHEN WE ADMINISTER THE SURVEY TO ESSENTIALLY BOTH AS A TRIGGER WARNING TO STUDENTS LIKE THIS IS A SURVEY. IT MIGHT BRING UP DIFFERENT FEELINGS OR RESPONSES.
AND IF YOU WOULD LIKE TO SPEAK WITH SOMEONE, HERE'S HOW YOU CAN ACCESS HELP IN OUR BUILDING.
SO WE WOULD MAKE THAT AT LEAST MORE CLEAR AND ACCESSIBLE IN THE SURVEY ADMINISTRATION.
THANK YOU, DR. MINER, FOR FOR MENTIONING THAT.
BUT IT'S NOT A SPECIFIC TOOL LIKE RAISE YOUR HAND.
OKAY. I KNOW THAT THERE'S AN ADVANTAGE TO HAVING LONGITUDINAL DATA.
THAT BEING SAID, IF IT'S LONGITUDINAL DATA THAT WE'RE NOT SURE WE BELIEVE IN THE VALIDITY OF IT.
I WOULD SAY I HOPE IT'S POSSIBLE FOR THE DISTRICT TO BEGIN LOOKING FOR A DIFFERENT KIND OF SURVEY THAT GETS AT WHAT WE ARE LOOKING FOR IN TERMS OF OUR STRATEGIC PLAN.
SO I LOVE HOW YOU'VE CONNECTED THIS TO THAT, BUT I'M NOT SURE THESE QUESTIONS ARE THE BEST ONES.
EVERY KID IN THE SCHOOL HAVING AN ADULT WHO KNOWS THEIR STORY, THEIR STRENGTHS AND THEIR NEEDS.
[01:45:05]
LEAST ONE ADULT THAT CARES ABOUT THEM, THEY'RE MORE LIKELY TO FEEL LIKE THEY BELONG BECAUSE IT'S HARD WHEN YOU TAKE SIX, SEVEN CLASSES AND WHATEVER, BUT THAT ONE PERSON AND OTHERS WHO CHECK IN IF IT'S YOUR HOMEROOM TEACHER, WHATEVER.SO, I'M HOPING THAT WE CAN GET MAYBE A SYSTEMATIC KIND OF PROCESS GOING AT ALL OF OUR SCHOOLS IN TERMS OF HOW WE CAN MAKE REAL BELONGING HAPPEN, AS WELL AS USING SOME SORT OF MEASURE.
THAT'S REALLY A BETTER MEASURE OF GETTING AT WHETHER OR NOT REAL BELONGING IS HAPPENING.
THANK YOU. BUT I REALLY APPRECIATE EVERYTHING YOU'VE DONE.
I THINK THIS REPORT IS VERY HELPFUL.
AND THE OTHER DATA THAT YOU'VE GIVEN US IS VERY HELPFUL.
[13. NEW BUSINESS- 8:25 pm]
SO, WE'RE GOING INTO OUR NEW BUSINESS, AND I'LL TURN IT OVER TO DR.MINER TO INTRODUCE EACH ONE OF THE PIECES WE'LL BE VOTING ON.
WE DO HAVE EIGHT ITEMS OF NEW BUSINESS.
SOME OF THESE ARE REQUESTING YOUR ACTION THIS EVENING.
SOME OF THEM ARE FIRST READINGS.
THE FIRST ITEM IS 13.1, A SINGLE READING TO APPROVE THE CAREER AND TECHNICAL EDUCATION 2023 PROGRAM EVALUATION AND FOUR YEAR PLAN OF WORK. THANK YOU TO MARK MADISON FOR HIS PRESENTATION AND IT IS RECOMMENDED THAT THE BOARD OF DIRECTORS APPROVE THE CTE 2023 PROGRAM EVALUATION AND FOR YOUR PLAN OF WORK.
OKAY. THANK YOU. DO I HEAR A MOTION IN A SECOND TO APPROVE THE CTE PLAN? I MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE.
AND A SECOND? IS THERE ANY DISCUSSION? I THINK WE'VE DISCUSSED IT QUITE A BIT.
HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.
AND WE HAVE THE CTE 2023 PROGRAM EVALUATION AND FOUR-YEAR PLAN OF WORK IS APPROVED.
A SINGLE READING TO APPROVE MOVE 60 INTERLOCAL AGREEMENT WITH THE SNOHOMISH COUNTY PUBLIC HOSPITAL DISTRICT NUMBER TWO DOING BUSINESS AS VERDANT TO FUND SIX OF THE COST OF THE MOVE 60 PROGRAMS AT SIX OF OUR SCHOOLS.
DO I HEAR A MOTION TO APPROVE AND A SECOND FOR THE MOVE.
SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? SAID ONE QUICK QUESTION HERE.
BUT COULD I GET THE 62ND VERSION ON WHAT HAPPENED WITH THAT? VERDANT HAS CHANGED THEIR STRATEGIC GOALS, AND SO THIS IS A DIMINISHED GRANT AMOUNT FOR US.
AND DO WE HAVE SOME? ANY KIND OF PROGRAM EVALUATION, ANY DATA TOO.
SO, THINKING GOING FORWARD, IF VERDIN IS GOING TO, I WOULD ASSUME, CONTINUE TO PHASE THIS OUT AND WE WOULD HAVE TO PICK IT UP IF WE WERE GOING TO KEEP IT AS IS IT SOMETHING WE WANT TO KEEP? WELL, THAT WOULD BE SOMETHING AS WE'RE WEIGHING OUT BUDGET WE'D HAVE TO DO.
WE ARE ADDITIONALLY FUNDED FOR THIS PROGRAM THROUGH HAZEL MILLER.
THEY ALSO GIVE US A GRANT AS WELL AS I BELIEVE FOUNDRY TEN IS ALSO SUPPORTING THIS GRANT THIS YEAR.
LISA CAN SPEAK TO THE EVALUATION PROCESSES AND GO AHEAD.
SORRY. THERE IS HAS BEEN AN ANNUAL PROGRAM EVALUATION DONE OVER MANY YEARS.
WE'VE HAD MOVED 60 FOR WELL OVER TEN YEARS NOW, SO IT'S ACTUALLY FAIRLY EXTENSIVE DATA THAT WE'VE COLLECTED OVER TIME AND WE'LL CONTINUE TO DO THAT THIS YEAR, EVEN WITH THE REDUCED FUNDING.
ON THEIR PROGRAM EVALUATION, THEY GOT VERY GOOD DATA AND IT WAS VERY COMPREHENSIVE.
IT LOOKED AT A LOT OF MEASURES OF STUDENTS.
THE PHYSICAL PIECE, THE EXERCISE PIECE, IT LOOKED AT PARENT AND PARENT INPUT, STUDENT INPUT.
AND I DO WANT TO THANK VERNON FOR AT LEAST GIVING SOME TO CONTINUE IT IN SIX SCHOOLS.
I UNDERSTAND ORGANIZATIONS HAVE PRIORITIES THAT CHANGE.
[01:50:06]
YEAH, I AM QUITE, QUITE DISAPPOINTED THAT THE MOVE 60 PROGRAM ISN'T GOING TO BE OFFERED TO ALL ELEMENTARY SCHOOLS ANYMORE.I REMEMBER BEING IN ELEMENTARY SCHOOL AND THE ONLY THING KIDS WERE EXCITED ABOUT WAS PE AND MOVE 60 SERVED LIKE AS LIKE A BEFORE OR AFTER SCHOOL EXTRA PE FOR THEM. AND A LOT OF THEM WERE EXCITED.
AND NOW THAT IT'S GOING TO BE EXTREMELY LIMITED THIS YEAR AS I SEE IT, IT'S QUITE SAD TO KNOW THAT THEY DON'T KNOW WHAT THAT IT MIGHT NOT BE OFFERED AT THEIR SCHOOL.
OKAY. HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.
AND THE 60 INTERLOCAL AGREEMENT WITH SNOHOMISH COUNTY PUBLIC HOSPITAL.
DISTRICT NUMBER TWO, ALSO KNOWN AS VERDANT, IS APPROVED.
ITEM 13.3 IS A SINGLE READING TO APPROVE OUR HIGHLY CAPABLE PROGRAM PLAN AND ALLOTMENT.
DO I HEAR A MOTION TO APPROVE AND A SECOND FOR THE HIGHLY CAPABLE PROGRAM PLAN AND ALLOTMENT? MOVE TO APPROVE.
SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? WELL, THERE'S AN UNUSUAL ITEM ON THE AGENDA IN THIS IN THIS PARTICULAR ITEM, SOMETHING ABOUT MOTION AND VOTING AT THE BOTTOM. AND I ASSUME THAT MAYBE YOU WERE PLAYING AROUND WITH THAT.
SO IT'S LISTING AS BEING APPROVED.
WHEN I DO THE MINUTES, I'LL CORRECT THAT BECAUSE.
BECAUSE THAT DOESN'T WE HAVEN'T MADE A VOTE YET.
I'LL NOTE THAT IN THE MINUTES IT WAS IT WAS LISTED THERE AS A CONSENT ITEM.
SO, IT WAS JUST CAPTIONED WRONG.
FROM WHAT I SEE, WE'VE ALREADY PASSED IT.
NO. WHAT'S THAT? NO, IT WAS LISTED. NO, WE HAVEN'T ALREADY PASSED.
THAT'S A TYPO AND HAS A BUNCH OF DETAILS ABOUT.
YEAH. THAT'S THE CONSENT AGENDA.
SO, WHEN YOU APPROVE THE CONSENT AGENDA, IT PUTS EVERYTHING THAT WAS CAPTIONED THAT WAY.
AND I THINK THIS WAS JUST INCORRECTLY CAPTIONED.
SO I WILL CORRECT THAT WHEN I DO THIS, I'M JUST CONFUSED BY IT.
DO WE NORMALLY WHEN WE LOOK AT THIS REPORT, WE GET DATA ABOUT DEMOGRAPHICS.
IS THAT NOT SOMETHING THAT HAS TO BE SENT TO THE STATE? I'LL TURN THAT OVER TO JASON FOR ADDRESSING.
AND SO WE DIDN'T ACTUALLY INCLUDE THAT APPLICATION PROCESS WHICH IN THE PAST WE HAVE ATTACHED.
MINER. THE APPLICATION WAS CHANGED SIGNIFICANTLY AS THE STATE MOVED AWAY FROM THE GRANT SYSTEM.
I DO HAVE DATA FOR YOU, THOUGH, OR I HAVE IT PULLED UP IF YOU HAVE ANY QUESTIONS.
SURE. MAYBE IF WE COULD GET IT IN A FRIDAY MEMO.
WOULD BE INTERESTED TO SEE HOW WE'RE DOING THERE.
ANY OTHER QUESTIONS OR COMMENTS OR DISCUSSION? OKAY. HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.
AND NOW THE HIGHLY CAPABLE PROGRAM PLAN AND ALLOTMENT IS, IN FACT, APPROVED.
ITEM 13.4 IS A SINGLE READING TO APPROVE A SEWER EASEMENT AGREEMENT WITH THE CITY OF MOUNTLAKE TERRACE FOR THE MOUNTLAKE TERRACE HIGH SCHOOL FIELD IMPROVEMENT PROJECT. EXCUSE ME.
ANYTHING TO ADD? IT'S BEEN REVIEWED BY LEGAL COUNSEL, THIS EASEMENT, AND THIS IS TO ENABLE US TO MOVE FORWARD AND ENABLE THE CITY OF MOUNTLAKE TERRACE TO MAINTAIN THEIR SERVICE AND SERVICE THEIR EXISTING UNDERGROUND SEWER LINE, WHICH IS INSTALLED ON OUR PROPERTY.
THANK YOU. DO I HEAR A MOTION TO APPROVE AND A SECOND MOVE TO APPROVE? SECOND. I'VE HEARD A MOTION TO APPROVE.
AND A SECOND? ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
[01:55:02]
AND THE SEWER EASEMENT AGREEMENT WITH THE CITY OF MOUNTLAKE TERRACE FOR THE MOUNTLAKE TERRACE HIGH SCHOOL FIELD IMPROVEMENT PROJECT IS APPROVED.THE NEXT THREE ITEMS ARE FIRST READING.
WE'LL GO INTO SOME DETAIL ON THE FIRST READING OF RESOLUTION 2317.
A CALL FOR A SPECIAL ELECTION.
THIS IS A RECOMMENDATION THAT THE BOARD OF DIRECTORS ADOPT THIS RESOLUTION CALLING FOR A SPECIAL ELECTION TO BE HELD FEBRUARY 13TH, 2024, FOR THE APPROVAL OR REJECTION OF GENERAL OBLIGATION BONDS.
THESE FUNDS WOULD ALLOW FOR THE CONSTRUCTION OF OAK HEIGHTS ELEMENTARY SCHOOL ON AN ACCELERATED BASIS, RELIEVING THE DISTRICT OF THE NEED TO COLLECT APPROXIMATELY $90 MILLION IN CAPITAL LEVY FUNDS THAT THE VOTER PREVIOUSLY THE VOTERS PREVIOUSLY AUTHORIZED.
THESE FUNDS COULD ALSO BE USED AS A REPLACEMENT FOR COLLEGE PLACE, MIDDLE SCHOOL, COLLEGE PLACE, ELEMENTARY SCHOOL AND WESTGATE ELEMENTARY SCHOOL, AND THE CONSTRUCTION OF A FIFTH MIDDLE SCHOOL, AS WELL AS COMPLETION OF ADDITIONAL RENEWAL AND UPGRADE PROJECTS.
THE AUTHOR OF THE RESOLUTION WOULD, IF APPROVED, WOULD PROVIDE THE BOARD OF DIRECTORS AUTHORIZATION TO SELL UP TO $594 MILLION OF GENERAL OBLIGATION BONDS.
DISCUSSION. THIS IS A FIRST READING, SO.
WELL, I WOULD JUST LIKE TO ADD, FOR THE BENEFIT OF ANYBODY WHO'S LISTENING OR WATCHES LATER, THAT THE REASON FOR THE FIFTH MIDDLE SCHOOL IS BECAUSE WE HOPE TO GET SIXTH GRADE INTO MIDDLE SCHOOL.
AND I THINK THAT'S AND I JUST THINK THAT'S A GREAT THING FOR US AND I HOPE THAT WE'RE ABLE TO DO IT.
I WANT TO THANK OUR FACILITIES COMMITTEE.
THIS WAS A GROUP OF STAFF, COMMUNITY MEMBERS, VERY INTERESTED PEOPLE WHO DID AN INCREDIBLE JOB OF VISITING SCHOOLS, LOOKING AT A LOT OF STATISTICAL INFORMATION ABOUT ALL OUR SCHOOLS AND MAKING A RECOMMENDATION TO THE BOARD.
WE DIDN'T TAKE THEIR RECOMMENDATION EXACTLY AS THEY PRESENTED IT TO US.
WE SPENT AS A BOARD A LOT OF TIME AND ENERGY REALLY THINKING ABOUT WHAT IS BEST GIVEN THAT WE HAVE LIMITED CAPACITY TO ASK OUR VOTERS TO APPROVE SOMETHING LIKE THAT.
THIS EVEN THOUGH THE TAX RATE IS TO REMAIN.
EQUIVALENT EVEN IN TERMS OF THE WAY THE BONDS ARE HANDLED.
BUT IT'S STILL SOMETHING THAT WE WANT TO MAKE SURE OUR VOTERS UNDERSTAND WHY THIS IS SO IMPORTANT, PARTLY FOR BRINGING SIXTH GRADE INTO THE MIDDLE SCHOOL, PARTLY FOR UPGRADING A COUPLE OF OUR ELEMENTARIES THAT ARE SORELY NEEDING IT.
WE HAVE A LOT MORE NEEDS THAN THIS, BUT WE DID MAKE A DECISION AS TO WHAT WE THOUGHT WAS THE MOST IMPORTANT IN THIS PARTICULAR GO ROUND.
SLIGHT CLARIFICATION THERE, IF I MAY.
JUST FOR OUR PUBLIC, WE DO SAY DECISION SOMETIMES WHEN WE SAY WE DISCUSSED IT AND DECIDED THAT WE WOULD LIKE THE BOND RESOLUTION WRITTEN IN A CERTAIN WAY SO THAT YOU COULD MAKE A DECISION LATER DOWN THE ROAD.
NO DECISIONS ARE VOTES WERE TAKEN IN.
AND THERE WAS A CERTAIN AMOUNT OF.
DIRECTION PROVIDED TO STAFF IN ORDER TO ALLOW US TO DEVELOP SOMETHING THAT YOU COULD LATER MAKE A DECISION PARAMETERS AND OUR PRIORITIES AND LET STAFF PUT TOGETHER THE RESOLUTION, WHICH DOES, I THINK, REFLECT WHAT THE FEELING WAS MOSTLY FROM THE BOARD.
OKAY. WE'LL LOOK FORWARD TO BRINGING THAT BACK AT OUR NEXT MEETING.
SIMILARLY, WE HAVE 13.6 IS A FIRST READING, NO ACTION AND RESOLUTION 2318.
THIS IS A REPLACEMENT TECHNOLOGY AND CAPITAL LEVY ELECTION TO BE HELD FEBRUARY 13TH, 2024.
IT WOULD REPLACE THE EXISTING CAPITAL LEVY WITH A FOUR YEAR LEVY IN THE AMOUNT OF $120 MILLION FOR THE PURPOSE OF MAINTAINING AND INCREASING ACCESS TO TECHNOLOGY IN OUR SCHOOLS AS WELL AS ADDRESSING CERTAIN FACILITY NEEDS.
ONE THING I WOULD LIKE TO MENTION THAT I THINK IS VERY IMPORTANT FOR OUR VOTERS TO KNOW IS THAT.
[02:00:01]
THERE IS A GREAT DEAL OF INTEREST IN OUR COMMUNITY TO DO AS MUCH AS POSSIBLE TO SUPPORT THE SCHOOL'S GENERAL FUND, WHICH WE KNOW HAS BEEN STRUGGLING AND WILL CONTINUE TO STRUGGLE, WHICH IS HOW WE'RE ABLE TO DO THINGS LIKE HAVE ENOUGH STAFF FOR OUR KIDS, TRY TO KEEP CLASS SIZES AS LOW AS POSSIBLE, ET CETERA.AND SOME OF THIS IS LEGITIMATE USE OF FUNDS WITHIN THE LEVY AND THE CAPITAL LEVY AND THE BOND TO HELP ALLEVIATE AT LEAST SOME NOT A HUGE AMOUNT, BUT SOME OF THE PRESSURES ON OUR GENERAL FUND, BECAUSE IT IS POSSIBLE FOR THOSE TO COVER A BIT OF WHAT OUR GENERAL FUND OTHERWISE WOULD HAVE TO COVER.
SO, IT IS IMPORTANT IN TERMS OF SUPPORTING.
THE GOAL TO TRY TO CONTINUE TO MEET THE NEEDS OF OUR KIDS DESPITE LIMITED RESTRICTED BUDGET SITUATION. AND I FEEL LIKE IT'S WORTH MENTIONING ON THIS ONE AS WELL, THAT AND CORRECT ME IF I'M WRONG ON THIS, BUT AS I REMEMBER IT, THAT MOST OF WHAT'S BEING FUNDED IN HERE IS DIRECTLY TIED TO THINGS THAT STUDENTS WILL ENCOUNTER CHROMEBOOKS DISPLAYS IN CLASSROOMS, THINGS LIKE THIS.
THIS IS THIS PARTICULAR ONE WOULD BE DIRECTLY RELATED TO STUDENT LEARNING IN A WAY.
IT'S NOT WIRING OR ANYTHING LIKE THAT.
IT'S GOING TO IMPACT OUR STUDENTS DIRECTLY.
THANK YOU. I JUST WANTED TO MENTION ONE THING.
SEEMED TO WANT TO BUILD A LOT OF SCHOOLS, BUT WE HAVE OVER 30 SCHOOLS IN OUR DISTRICT, AND IF YOU CONSIDER A SCHOOL PROBABLY NEEDS REFURBISHMENT OR BEING OR BEING REBUILT AFTER 50 YEARS.
IF WE ONLY REBUILT SCHOOLS AFTER 50 YEARS, WE STILL NEED TO REBUILD A SCHOOL EVERY YEAR AND A HALF.
AND JUST TO KEEP UP WITH REFURBISHING SCHOOLS AT THEIR 50-YEAR POINT.
AND WE IN THE RECENT YEARS, WE CERTAINLY HAVE NOT REBUILT A SCHOOL EVERY YEAR AND A HALF.
SO SO THIS IS JUST TO TRY TO CATCH UP A LITTLE BIT.
AND BECAUSE WE HAVE WE HAVE MANY SCHOOLS THAT ARE WELL OVER 50 YEARS OLD IN OUR DISTRICT RIGHT NOW.
SO THAT'S BASICALLY THE TRUTH OF OF BASICALLY CAPITAL CONSTRUCTION.
WE NEED TO REBUILD THE SCHOOL EVERY YEAR AND A HALF JUST TO KEEP OUR HEAD ABOVE WATER.
THANK YOU. AND I SHOULD ALSO ADD THAT ACROSS BOTH THE BOND THAT WE'RE DISCUSSING AND THE LEVY, THERE'S SOMETHING FOR EVERY SCHOOL. SO EVEN IF A SCHOOL IS NOT BEING REBUILT, THERE ARE SCHOOLS THAT NEED A GREAT DEAL OF WORK.
AND WE HAVE INSTRUCTED STAFF TO MAKE SURE THAT THIS WILL TAKE CARE OF THE WORK THAT IS NECESSARY TO KEEP THE SCHOOL A SCHOOL THAT WE'D PERHAPS LIKE TO ALSO SEE REBUILT NOW AND PERHAPS IN FOUR YEARS WE CAN BRING UP FOR ANOTHER BOND.
BUT TO MAKE IT REALLY FINE AND NOT HAVE ANY ISSUES, TO NOT HAVE THE THINKING, WELL, WE COULD WE CAN WAIT FOR YEARS. WE CAN'T.
WE HAVE SOMETHING FOR EVERY SCHOOL THROUGHOUT BOTH OF THESE MEASURES.
OKAY. ITEM 13.7 IS A FIRST READING OF REVISED POLICY 6801 CAPITAL ASSETS AND THEFT SENSITIVE ASSETS.
THIS IS AN INTERESTING ONE FOR US.
WE'RE PROPOSING A CHANGE TO THIS POLICY.
SINCE THE START OF THE PANDEMIC, WE'VE ADDED MANY DEVICES, PARTICULARLY CHROMEBOOKS.
WE HAVE AN INCREASED BUDGET FOR STAFF TO DO THE PHYSICAL INVENTORY OVER TIME.
WE FELT THIS CHANGE TO THE POLICY TO ALLOW US TO INVENTORY HALF OF THE INVENTORY EVERY YEAR WOULD ALLOW US TO FOCUS BUDGET RESOURCES ON OUR STRATEGIC PLAN GOALS RATHER THAN INCREASING A BUDGET TO INVENTORY.
THIS IS AN EXAMPLE OF THE TYPE OF WORK I'M ASKING STAFF TO DO TO FIND SAVINGS, WHICH MAY REQUIRE A POLICY AMENDMENT SO THAT WE CAN DO THAT AND NOT HAVE TO INCREASE THAT BUDGET IN ORDER TO ADHERE TO A DISTRICT POLICY.
[02:05:01]
ONE, I WOULD JUST CURIOUS WHAT IT IS THAT GETS INVENTORIED EVERY TWO YEARS.SO, IF YOU AT SOME POINT COULD JUST PROVIDE A LIST OF WHAT THAT LOOKS LIKE? I DON'T REALLY KNOW WHAT IT MEANS TO BE A CAPITAL ASSET, BUT OR AT LEAST AS DEFINED HERE.
SO, THAT'S JUST SOMETHING THAT I WOULD BE CONCERNED ABOUT ON THIS.
BUT I WOULD BE CONCERNED ABOUT THAT PARTICULAR THING.
YOU JUST TURNED YOUR MIC OFF? I KEEP. WELL, I WOULD SAY IF WE DON'T WANT TO DO CHROMEBOOKS, WE WOULD WANT TO RECONSIDER WHETHER WE WANT TO CHANGE THE POLICY AT ALL, BECAUSE CHROMEBOOKS ARE THE LARGEST NUMBER OF ASSETS, WE'RE TALKING ABOUT AT BASICALLY ONE PER STUDENT.
WHAT WE FOUND THROUGH THE PANDEMIC WE DIDN'T HAVE.
SO MAYBE LYDIA COULD JUST ADDRESS THAT A LITTLE BIT FURTHER WITH US.
SORRY ABOUT THAT. SO, YES, CHROMEBOOKS WOULD BE THE LARGEST ITEM OF INVENTORY IN THIS CATEGORY.
CHROMEBOOKS. GENERALLY SPEAKING, WE ARE MORE AWARE WHEN THEY HAVE BEEN LOST OR DESTROYED OR DAMAGED OR STOLEN EVEN BECAUSE THE PERSON IS NOW LEFT WITHOUT A CHROMEBOOK, EITHER STAFF OR STUDENT, AS THE CASE MAY BE.
THE OTHER ITEMS ARE WE RAISE THE THRESHOLD ON DIGITAL CAMERAS TO MATCH THE STATE BECAUSE OUR EARLIER ITEM WAS A LITTLE BIT TOO LOW.
HISTORICALLY, THINGS LIKE PRINTERS ARE ON THEIR PRINTERS THESE DAYS.
SO SOMEBODY WHO WHO, YOU KNOW, PERHAPS STEALS A PRINTER IS GOING TO SPEND THAT AND MORE IN THE COST OF THE INK.
SO WE WE KIND OF HAVE AN EVALUATION PROCESS OF WHAT'S MOST AT RISK.
AND A LOT OF THE INVENTORY CONTROLS IS, YOU KNOW, IN PART TO JUST MAKE SURE THAT WE'RE SAFEGUARDING OUR ASSETS, BUT ALSO THAT EVERYBODY HAS THE TOOLS THAT THEY NEED TO BE PRODUCTIVE.
IN MY MIND, WHAT I'M THINKING IS, WELL, LET ME ASK YOU THIS.
HOWEVER, MANY STUDENTS ASSIGN A CHROMEBOOK, I GUESS AT THE SECONDARY LEVELS AND THEN THEY KEEP THAT.
SO, WE WOULDN'T NECESSARILY KNOW THAT THAT ONE.
IF WE WEREN'T LIKE, HOW DOES THAT INVENTORY PROCESS WORK? I GUESS I'M JUST NOT FULLY UNDERSTANDING THIS PROCESS BECAUSE IF THEY HAVE IT THE WHOLE TIME, BUT WE'RE INVENTORYING IT.
WHEN DOES IT GET INVENTORIED AND HOW HOW IS IT PROTECTING US OR HOW IS IT NOT? LIKE I JUST I GUESS I DON'T UNDERSTAND THE NUTS AND BOLTS OF IT.
DOES THAT MAKE SENSE? DOES THAT QUESTION MAKE SENSE? I'M TRYING TO GET THERE.
IT MIGHT BE SOMETHING WE WANT TO TALK ABOUT OFFLINE, TOO, JUST SO I CAN UNDERSTAND THE PROCESS.
IS THIS SOMETHING WE COULD GET IN A FRIDAY MEMO? THAT WOULD EXPLAIN THIS.
YES. SO I WILL HAVE TO DEFAULT TO TECHNOLOGY BECAUSE THEY ARE IN CHARGE OF THE ACTUAL PHYSICAL INVENTORY OF THINGS LIKE CHROMEBOOKS AND PRINTERS AND THINGS.
WE HAVE, YOU KNOW, VERY FEW FIXED ASSETS THAT REQUIRE AN INVENTORY TAG OUTSIDE OF TECHNOLOGY.
SO I'D BE HAPPY TO TALK TO CHRIS BAILEY AND ASK FOR A LITTLE BIT MORE CLARIFICATION.
IF SOMETHING GOES MISSING, WE CAN SAY, HEY, IT DIDN'T PASS THROUGH 12 HANDS.
AND THEN THAT WAY WE CAN HAVE LIKE A LEVEL OF ACCOUNTABILITY THERE BECAUSE THEY'RE NOT CHEAP ASSETS.
SO, LIKE KNOWING THAT WOULD BE HELPFUL.
[02:10:05]
THEY CAN'T DO THEIR THEY CAN'T DO THEIR JOB, THE TEACHER CAN'T DO THEIR JOB AND MY LAPTOP GOES MISSING, I'M GOING TO NEED TO FESS UP TO TECH PRETTY QUICKLY THAT I LEFT IT IN THE CAR AND IT'S GONE AND I'M GOING TO NEED A NEW ONE.SIMILARLY, A STUDENT CAN'T ACCESS THEIR TEXTBOOKS.
THEY CAN'T ACCESS ACTIVITIES IN CLASS.
THEIR TEACHER IS GOING TO SAY, WHERE'S YOUR CHROMEBOOK? AND AND WE'RE GOING TO FIND THAT OUT WITH SOME RAPIDITY.
AND I KNOW AND MY UNDERSTANDING IS A BIT LIMITED, BUT I KNOW THAT TECHNOLOGY CAN DETERMINE IF A CHROMEBOOK HAS ACCESS TO THE DISTRICT NETWORK, UNLIKE A DIGITAL CAMERA, WHICH YOU HAVE TO PHYSICALLY PUT YOUR HANDS.
I'D ALSO LIKE TO MAKE A COMMENT REGARDING THIS.
I'VE HAD MY SAME CHROMEBOOK SINCE EIGHTH GRADE, AND I AM NOW IN 12TH GRADE.
PRE-COVID I GOT IT FOR ZOOM REASONS.
HOW WOULD YOU GUYS DETECT IF THAT WERE TO GO MISSING OR LOST? IF YOU GUYS DO A CHECKUP EVERY TWO YEARS AND MY CHROMEBOOK IS NOT THERE, IT'S ACTUALLY RIGHT HERE LUCKILY.
HOW WOULD THAT GET FIXED WITH THE INVENTORY CHECKS? SO BASICALLY, WE'RE ABLE TO TELL WHEN THE LAST TIME WAS CONNECTING.
AND RIGHT NOW, I FEEL I FEEL LIKE I'M GOING WAY, WAY AFIELD HERE.
BUT, LIKE. SO, IF WOULD THERE BE A WAY WITHIN THIS SORT OF POLICY TO LIKE TO HAVE A CHECK? LIKE IF TECH SEES YOU'RE NOT SIGNED UP FOR A CERTAIN NUMBER OF TIMES, THEY WILL FOLLOW UP AND THEN IT'S NOT A TRUE INVENTORY CHECK.
IT'S NOT REQUIRING THAT OF PEOPLE.
SO, IT'S PROBABLY STILL HAVING COST SAVINGS IN THERE, BUT IT ALSO HAS A LEVEL OF PROTECTION FOR US.
SO, WE'RE LIKE, HEY, WHY? IT'S WEIRD. YOU HAVEN'T BEEN ON THREE MONTHS.
YOU SHOULD BE ON LIKE EVERY DAY. WHAT'S GOING ON? IS THAT A THING THAT COULD BE WORKED IN OR.
WE DID TALK ABOUT, IN ADDITION TO DOING HALF, APPROXIMATELY HALF EVERY EVERY OTHER YEAR OR HALF EVERY YEAR THAT WE WOULD DO SPOT CHECKING.
SO, AS A TRAINED ACCOUNTANT, SAFEGUARDING ASSETS IS LIKE MY NUMBER ONE, YOU KNOW, AT MY HEART.
BUT AT THE SAME TIME A CHROMEBOOK, WHILE VALUABLE, THE COST OF INVENTORY AND THE COST OF LABOR TO INVENTORY MAY WELL EXCEED THE COST OF A CHROMEBOOK.
YEAH. I MEAN, WHEN YOU TO EXPLAIN IT LIKE THAT, THAT MAKES A LOT OF SENSE.
BEFORE WE GO ON TO THE NEXT AGENDA ITEM, I'M GOING TO CALL A FIVE MINUTE BIO BREAK RECESS.
WE ARE REQUESTING APPROVAL IS A SINGLE READING AND DISCUSSION IN ORDER FOR THE BOARD TO NARROW THEIR LEGISLATIVE POSITIONS TO THE TOP TEN THAT THEY WOULD THEN LIKE TO SEND TO, AS WAS TO COLLECT THOSE FROM BOARDS AROUND THE STATE TO CONSIDER WHICH ONES THEY WILL SPEND MOST OF THEIR ENERGY ADVOCATING ON THIS YEAR.
SO FOR THE. I THINK YOU SHOULD.
I'VE GOT SOME COMMENTS ON THIS ONE, TOO.
SO FOR THIS, I'M JUST I'M JUST GOING TO TURN IT OVER TO YOU, BUT I JUST WANT TO GIVE BACKGROUND.
AND WE'VE DONE A LOT OF STUDYING OF THESE PARTICULAR POSITIONS.
SO, THIS IS REALLY A PROCEDURE FOR US TO COME TO CONSENSUS BECAUSE WE'RE GOING TO VOTE ON IT, AND WE CAN'T DO THIS EXCEPT IN A PUBLIC MEETING ON WHAT WE THINK ARE THE TOP TEN PRIORITIES OF THE ONES THAT THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION HAVE PUT FORTH.
[02:15:04]
THIS IS FOR THAT. AND I'M GOING TO TURN IT OVER TO KAREN AND LET HER LEAD US THROUGH THIS PROCESS.THANK YOU. DIRECTOR KATIMS SO BOARD DIRECTORS, WE, AT 6:12, NANCY EMAILED US THE POSITIONS CATALOG.
SO, IT'S GOT THE DESCRIPTION, A MORE THOROUGH DESCRIPTION OF THE ITEMS WE'VE GOT.
AND YOU'LL NOTICE WE'VE GOT THIS SHEET WHICH HAS THE 123 PRIORITIES, LEGISLATIVE PRIORITIES AND HIGHLIGHTED IN RED AND.
ORANGE, YELLOW, PUMPKIN SPICE.
MAYBE OUR PRIORITIES, IF I'M READING THIS RIGHT.
PRIORITIES THAT WE AS A BOARD IN OUR STUDIES THIS LAST WEEK HAVE SELECTED OF THAT ARE OF IMPORTANCE TO US THAT WE WE DID THAT INDIVIDUALLY. AND I DO WANT TO SAY, AS WE LOOK AT THIS LIST, AND FOR THE STUDENTS WHO HAVE THEIR COMPUTERS WITH THEM AND CAN DO THIS AS WELL, AND IF YOU WANT IF YOU WANT ME TO SEND YOU THE LINK, STICK IT ON THE SCREEN OR NO, THEY ARE LINKED TO THE BOARD AGENDA.
THERE YOU CAN SEE THEM AT THE BOTTOM, THE LEGISLATIVE PRIORITIES.
SO IF YOU WANT TO BECAUSE THERE ARE SO MANY, IF YOU WANT TO FIND ANY ONE OF THESE, YOU CAN PUT IN THE KEYWORD, SEARCH THE THE WORD AND IT'LL COME UP SO THAT YOU DON'T HAVE TO GO THROUGH 150 SOME ODD 123.
WHY DID I THINK THERE WERE 10 MILLION? BECAUSE. BECAUSE IF WE COMBINE THE LEGISLATIVE AND THE PERMANENT POSITIONS, THERE'S 225.
SO I WAS LOOKING THROUGH THIS THINKING, HOW ARE WE GOING TO DO THIS? WELL, OF THE 123, WE HAVE 23 THAT WE HAVE TAKEN SOME KIND OF A POSITION ON OF IMPORTANCE OF THOSE ONE OF EACH.
AND THERE'S IN EACH CATEGORY WE HAVE CATEGORIES.
THERE'S ONE PRIORITY IN THE CAPITAL FACILITIES AND SCHOOL CONSTRUCTION, THREE IN LEARNING, TWO IN GOVERNANCE AND 17 IN FUNDING. SO WHAT I'M GOING TO SUGGEST IS THAT WE ADOPT THOSE IN CAPITAL LEARNING AND GOVERNANCE.
AND THEN THE SECOND SO I HAD AN IDEA THIS WOULD WORK, SO WE'D ONLY HAVE TWO.
SO WE HAVE THE THREE AT THE TOP IN RED.
THEN WE TAKE THE NEXT LEARNING, GOVERNANCE, LEARNING, LEARNING, GOVERNANCE.
SO THAT WOULD BE THREE, FOUR, FIVE, SIX, SEVEN, EIGHT PRIORITIES.
THAT MEANS WE WOULD TAKE TWO MORE FROM FUNDING AND THAT MEANS WE WOULD HAVE FOUR IN FUNDING.
THERE WOULD BE ONE CAPITAL THREE LEARNING, TWO GOVERNANCE AND FOUR IN FUNDING.
I LIKE THAT IDEA. I'D LIKE TO KNOW WHAT YOUR WHY YOU THINK THAT MAKES SENSE? BECAUSE SOME BECAUSE I PRIORITIZED FUNDING IN ALL OF IT.
AND IN THINKING ABOUT SOME OF THE PRIORITIES OF OTHER DIRECTORS THAT, YES, WE KNOW FUNDING IS A HIGH PRIORITY, BUT THERE ARE SOME PRIORITIES THAT ARE OTHER DIRECTORS THINK THAT WE REALLY DO WANT TO PAY ATTENTION TO ONE IN THE GOVERNANCE ON LET'S SEE, WHERE IS IT? PARTICIPATION IN LOCAL VOTERS PAMPHLETS, FOR INSTANCE.
LET ME PULL THAT UP. AND IF WE DO A KEYWORD SEARCH HERE AND I TYPE IN VOTERS.
THESE LINKS ARE ACTUALLY LIVE TOO.
SO, IF WE DO CLICK ON THAT, IT SHOULD TAKE YOU RIGHT TO THAT ONE WHICH READS WHILE SOCIAL INITIATE AND OR SUPPORT LEGISLATIVE LEGISLATION DIRECTING COUNTY AUDITORS OR OTHER SUITABLE COUNTY OFFICIALS TO APPOINT FOR AND AGAINST CITIZENS COMMITTEES IN AN EFFORT IN THE.
THE IMPORTANT PART IS THE LAST SENTENCE.
THIS IS, IN AN EFFORT TO INFORM VOTERS ABOUT LOCAL BOND AND LEVY ISSUES AND REQUIRE THAT MEMBERS OF THESE COMMITTEES LIVE WITHIN THE JURISDICTION AFFECTED BY THE BOND OR LEVY ITEM.
AND SO THIS IS SOMETHING THAT TO ASSURE THAT PEOPLE THAT THE STATEMENTS REFLECT THE REAL COMMUNITY.
I THINK THIS IS ACTUALLY QUITE IMPORTANT BECAUSE IT DOES HAVE A REALLY BIG IMPACT.
SO THIS IS KIND OF THE REASONING.
AND I THINK ON SOME OF THE OTHERS YOU MIGHT BE ABLE TO SPEAK TO WHY YOU THINK THEY'RE IMPORTANT.
WELL, I WAS GOING TO SAY THAT.
WHILE I LOVE THE IDEA OF EXPANDING THE SCHOOL YEAR, IT IS NOT MY TOP PRIORITY.
SO I'M PROBABLY NOT GOING TO PUSH IT THAT MUCH.
AND I HEAR YOU ON THE CAN YOU JUST TELL WAS THAT THIS ONE THIS SCHOOL YEAR, THE IDEA IS TO EXPAND THE SCHOOL YEAR AND PROVIDE SUPPORT FOR SUMMER PROGRAMS, SUMMER SCHOOL PROGRAMS, INCREASE THE LENGTH OF THE SCHOOL YEAR
[02:20:10]
AND PROVIDE, IT SAYS, PROVIDE FINANCIAL FLEXIBILITY AND INCENTIVES FOR LOCAL DISTRICTS TO OPERATE A MODIFIED SCHOOL CALENDAR, WHICH MAY INCLUDE A BALANCED INSTRUCTIONAL CALENDAR IN ANY OR ALL OF THEIR SCHOOL BUILDINGS.AND I'M NOT SURE THERE'S A LOT OF ATTENTION TO THIS AT THIS TIME, BUT I DON'T KNOW IF THERE IS.
AND THAT SHOULD BE JUST A DONE DEAL.
I'M NOT COMFORTABLE JUST CHOOSING X NUMBER FROM SO MANY CATEGORIES BECAUSE I'M LIKE WHEN I'M LISTENING TO DEBORAH AS TO WHAT MATTERS AND DOES IT MATTER? A NUMBER OF THE I'M ALL ABOUT LOTS OF THEM BEING ON FUNDING, NEEDLESS TO SAY.
BUT THAT BEING SAID, SOME OF THE I THINK, FOR EXAMPLE, THE AMPLY FUNDED STAFFING LEVELS.
COVERS A LOT AND THAT THERE ARE A LOT OF THESE OTHERS THAT ARE.
AND THAT TO THEN HAVE BOTH OF THEM IS KIND OF REDUNDANT.
I THINK A VERY IMPORTANT ONE THAT DOESN'T FALL IN THE TOP FOUR IS PASSAGE OF SCHOOL FINANCE ISSUES.
THIS IS THE ONE THAT SAYS THAT ALL BONDS AND LEVIES SHOULD BE A SIMPLE MAJORITY.
I THINK IT'S KEY AND TO ME THAT WAS A VERY HIGH PRIORITY FOR ME.
I THOUGHT IT WAS IN THE CONSTITUTION.
HOWEVER, THEY CAN START THE PROCESS.
I ALSO WOULD LOVE TO SEE TRANSITION TO KINDERGARTEN.
AND I THINK THAT ONE IS REALLY SAYING.
MINOR KNOWS THEY WERE JUST SO ON THE FENCE ABOUT IT.
IT WAS THE FUNDING BECAME VERY INSECURE.
AND SO PEOPLE DIDN'T KNOW WHETHER THEY SHOULD PLAN FOR THIS OR NOT PLAN FOR IT, HIRE FOR IT OR NOT.
SO, THIS WOULD GIVE ADDITIONAL STABILITY TO IT.
AND SO, TO ME, THAT'S SOMETHING ELSE THAT IS A BIG PIECE OF OUR STRATEGIC PLAN.
ALSO WAS LOOKING AT OUR STRATEGIC PLAN.
BUT I WAS I'M ALSO KIND OF GROUNDED IN WHAT ARE OUR PAIN POINTS.
OUR PAIN IS PROBABLY NOT THE WORD, BUT OUR PAIN AND OUR PROMISE POINTS.
HOW IS THAT? AND SO THAT'S WHY I THINK THAT LANGUAGE ACCESS, IT'S CONCRETE.
AND SO, WHILE WE'RE DOING ALL THE KINDS OF THINGS WE'RE DOING, IT SURE WOULD BE NICE FOR THE STATE TO RECOGNIZE THAT WE HAVE OVER 100 LANGUAGES, RIGHT? I CAN'T REMEMBER THE EXACT NUMBER FOR THE STATE TO RECOGNIZE THAT DISTRICTS IN THE STATE ARE SERVING KIDS FROM ALL OVER THE WORLD.
AND AND THAT PART OF BASIC EDUCATION IS ABOUT LANGUAGE ACCESS.
PART OF BASIC EDUCATION IS MAKING SURE THAT WE HAVE BILINGUAL EDUCATION THAT WE THAT THAT IS FULLY FUNDED AND THAT THEY RECOGNIZE THE NUMBERS OF STUDENTS THAT COME TO US THAT NEED TO BE INTEGRATED AS QUICKLY AS POSSIBLE.
TECH FUNDING IS BASIC EDUCATION.
OUR KIDS CAN'T ACCESS EDUCATION UNLESS THEY GET THESE CHROMEBOOKS, AND THE STATE SHOULD BE FUNDING THAT RATHER THAN US GOING OUT FOR A LEVY EVERY SO MANY YEARS.
AND FINALLY, I'D HAVE TO PUT WHILE WORK-BASED LEARNING WE HEARD TONIGHT THAT WAS A POINT OF PROMISE. THAT IS OUR KIDS, OUR STUDENTS, WHEN THEY ARE CONNECTED TO CAREERS, WHEN THEY SEE THE VALUE, WHEN THEY'RE CONNECTED TO A REAL
[02:25:02]
EXPERIENCE, THEY DO BETTER IN SCHOOL.AND WHICH ONE IS THAT? WORK BASED LEARNING.
SORRY, YELLOW, WORK-BASED LEARNING.
I'M SORRY. I'M JUST GOING THROUGH MY LIST AND THEN I'LL SHUT UP.
AND I STILL THINK THAT THEY HAVE NOT FULLY FUNDED SPECIAL EDUCATION.
THIS IS THE ONE THAT SAYS TAKE AWAY THE LEVY LID THAT'S ON US AND STOP HAVING OUR HANDS HANDCUFFED SO THAT WE'RE NOT ABLE AT THE MOMENT TO EVEN ACCESS THE AMOUNT THAT OUR VOTERS HAVE APPROVED US TO.
I MEAN, I'M TRYING TO SEE BROAD BRUSH, OVERSEEING THINGS THAT REALLY GIVE US A LOT MORE FLEXIBILITY AS OPPOSED TO GOING FOR THE SMALLER POTS OF MONEY.
IT DOESN'T HAVE THE SAME IT'S THE WAY I THINK.
AND I ASSUME I'M NOT THE ONLY ONE WHO I THINK VERY CONCRETELY THAT THIS IS OUR PAIN POINT.
THIS IS WHAT I SEE COSTING US A LOT OF MONEY THAT WE DON'T GET FROM THE STATE.
AND THAT'S. WHAT ARE YOU GOING TO SAY? SO I THINK THAT WE MIGHT THERE WAS I HEARD A BILINGUAL PROGRAM AND I HEARD TRANSITION TO KINDERGARTEN FUNDING FOR UNIQUE AND NECESSARY PROGRAMS HAS BOTH. AND AS PART OF IT, I'M NOT SURE OF THE INTRICACIES OF THE DIFFERENCES BETWEEN WHY LIKE WHY THEY'RE LISTED SEPARATELY ON HERE, BUT THE FUNDING FOR UNIQUE AND NECESSARY PROGRAMS, WHICH IS THE ONE THAT I WOULD HAVE BEEN ONE THAT I REALLY LIKE, IT HAS A TRANSITION TO KINDERGARTEN PIECE, WHICH IS KIND OF WHAT ATTRACTED ME TO IT.
AND SO, IT MAY OBVIATE THE NEED FOR A COUPLE OF THOSE OTHER SMALLER PRIORITIES.
WE MIGHT BE ABLE TO GET IT INTO ONE PRIORITY IF I'M READING IT CORRECTLY.
YOU SAY THAT TRANSITION TO KINDERGARTEN IS INCLUDED IN UNIQUE AND NECESSARY PROGRAMS. UH, YEAH, IT'S CALLED OUT, INCLUDING TRANSITION TO KINDERGARTEN.
EXCELLENT. BECAUSE I REALLY LIKE THE TRANSITION IN KINDERGARTEN, SO I AGREE WITH YOU THERE.
SAYS THAT'S A GOOD CALL, KEITH.
UH, YOU THAT SUPPORTS AMPLE FUNDING OF UNIQUE NURSERY PROGRAMS, AMPLE FUNDING OF A P 12 PROGRAMS THAT ENHANCE STUDENT LEARNING SHOULD INCLUDE, BUT NOT BE LIMITED TO THE FOLLOWING WORLD LANGUAGE PROGRAMS, ENRICHMENT PROGRAMS, EARLY CHILDHOOD EDUCATION AND KINDERGARTEN PREPAREDNESS, INCLUDING TRANSITION TO KINDERGARTEN.
WORLD LANGUAGE PROGRAMS. THAT'S KIND OF AND THAT ALSO COVERS THE ONE THAT WAS ABOUT ENRICHMENT PROGRAMS. SO. GOOD, GOOD CATCH.
I THINK WHAT WE MAY HAVE SAID IS WE'D LIKE TO ASK YOU EACH TO CHECK A OF THE ONES THAT ARE YELLOW.
AND THEN IF WE NEED TO DO TIE BREAKERS, WE'LL DO THAT I THINK WOULD BE ONE WAY WE COULD DO THAT.
AND GO. SO WELL, IT WOULD BE YOU ALL PICKING YOUR SIX FIRST AND THEN WE'LL HAVE YOU.
I'VE GOT MINE. I WAS TAKING NOTES.
ARE WE. ARE WE ALL SET? WELL, GIVE ME A SECOND. OKAY, WE'RE GOING TO.
THIS IS LIKE I'M ORDERING FIRST AT THE RESTAURANT.
YOU'RE NOT QUITE READY TO ORDER, SO I'LL KEEP TALKING FOR JUST A MINUTE HERE.
WE'LL READ THEM OFF AND YOU CAN DO A SHOW OF HANDS FOR EACH ONE.
[02:30:04]
AARON WILL KEEP TRACK OF THAT AND THEN SHE'LL DO A LITTLE TOTALING.OH GOD, WHY DO I HAVE TO BE THE SLOW KID? THAT'S THOROUGH. I AM TOO THOROUGH.
OKAY. SO ENHANCED FUNDING FOR TRANSITIONAL BILINGUAL EDUCATION.
IF YOU CAN JUST RAISE YOUR HANDS.
EXPANSION OF WORK-BASED LEARNING OPPORTUNITIES TO EQUITABLE FUNDING FOR REGIONALIZATION AND STAFF MIX.
ZERO SUPPORT FOR SPECIAL EDUCATION PROGRAMS. FOR. PASSAGE OF SCHOOL FINANCE ISSUES.
ONE. A LEVY, AUTHORITY AND LOCAL EFFORT ASSISTANCE.
THREE. TRANSITION TO KINDERGARTEN.
ONE. WAIT, NO, THAT WAS TOO SORRY.
OH, WAIT A MINUTE. WELL, SEEING, THAT IS.
I THINK STATE FUNDING FOR FULL BREADTH OF CO-CURRICULAR ACTIVITIES.
ZERO ENRICHMENT PROGRAMS. ZERO PARTICIPATION IN LOCAL VOTERS PAMPHLET.
THREE. FULL FUNDING OF BASIC EDUCATION TO EQUITY-BASED PK 12 EDUCATION SYSTEM.
ONE. AMPLE FUNDING FOR HIGH POVERTY SCHOOLS.
ZERO EQUITABLE SCHOOL FUNDING.
ZERO, EXPANDING ACCESS TO AN EQUITABLE FUNDING FOR ALL DUAL CREDIT OPTIONS.
ZERO FUNDING FOR UNIQUE AND NECESSARY PROGRAMS. FIVE. INCREASE AMOUNT AND FLEXIBILITY OF FUNDING.
ZERO. I COULD I COULD ADD MY I HAD TO SWAP A VOTE OUT.
DID YOU CHEAT ON YOUR VOTES? CARIN NO, NO, NO.
IT'S LIKE IN THE BALLOT WHEN YOU VOTE.
I KNOW IT WAS FULL FUNDING OF BASIC EDITOR.
YEAH. DID YOU GET THAT? CAN YOU ADD ONE VOTE TO FULL FUNDING OF BASIC EDUCATION? WE COULD ASK YOU TO DO THE MATH AND MAKE SURE NOBODY CHEATED.
AND IT BETTER BE DIVISIBLE BY BY FIVE.
WE SHOULD HAVE 30 TOTAL VOTES.
I DON'T KNOW. I HOPE I DIDN'T CHEAT.
THERE WAS TWO WITH FOUR AND ONE WITH FIVE.
OKAY. SO THAT WOULD BE ENHANCED FUNDING FOR TRANSITIONAL BILINGUAL EDUCATION, SUPPORT FOR SPECIAL EDUCATION PROGRAMS AND FUNDING FOR UNIQUE AND NECESSARY PROGRAMS. SO THAT TAKES US TO SEVEN.
WHAT WAS NEXT? HOW MANY? WHAT WAS THE TIE NEXT? SO THEN WE HAD.
OH, SO NOW WE HAVE TO REVOTE AMONG THOSE FOUR.
WE'LL REVOTE AMONG THOSE FOUR.
WHICH ONES ARE THEY? SO, THE FOUR WITH THREE VOTES WERE TECHNOLOGY FUNDING, LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE, PARTICIPATION IN LOCAL VOTERS' PAMPHLET AND FULL FUNDING OF BASIC EDUCATION.
AND SO, WHAT ARE WE SUPPOSED TO PICK? YOU ARE PICKING THREE.
WE ARE PICKING THREE OF THOSE.
COULD YOU STATE THEM ONE MORE TIME? YES, IT IS TECHNOLOGY FUNDING, LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE.
PARTICIPATION IN LOCAL VOTERS PAMPHLET AND FULL FUNDING OF BASIC EDUCATION.
ARE YOU ALL SET? YOU WANT ME TO GO AHEAD AND DO THOSE? OKAY. SHOW OF HANDS. TECHNOLOGY FUNDING.
THREE. LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE FOR
[02:35:03]
PARTICIPATION IN LOCAL VOTERS PAMPHLET.THREE. HEAD UP AND FULL FUNDING OF BASIC EDUCATION.
THAT'S GOOD. WE ADDED LEVY AUTHORITY AND LOCAL EFFORT.
IS THAT THE ONE WE ADDED? AARON THAT HAD FOUR? YES. OKAY.
SO, WE ADDED, SO NOW WE'RE GOING TO VOTES FOR THREE.
SO, THIS IS WHERE WE DO ANOTHER PITCH, RIGHT? SO, WE ARE WE JUST ADDED LOCAL.
CARIN, DO YOUR ADVOCACY FOR THE LOCAL.
WELL, HERE'S THE DEAL. HERE'S A COUPLE OF THINGS THAT TO OKAY SO THE THING WITH THE LOCAL VOTERS PAMPHLET IS THERE'S BEEN CONCENTRATED CAMPAIGNS BY GROUPS TO IF A CON OUR DISTRICT WE MAKE SURE THAT WE'VE GOT A PRO AND CON COMMITTEE AND IT DOES IT BUT IF DISTRICTS DO NOT HAVE A PRO AND CON COMMITTEE, THERE'S THIS ONE GROUP WILL SUBMIT THE EXACT SAME ONE ACROSS THE STATE TO A CON TO AGAINST A LEVY OR A BOND.
THIS WILL HELP ENABLE THE LOCAL JURISDICTIONS TO ACTUALLY HAVE A SAY RATHER THAN SOMEBODY WHO DOES NOT EVEN LIVE LIKE, SAY, LIVES IN PORT TOWNSEND TRYING TO MAKE A STATEMENT ABOUT SOMEBODY, SOMETHING IN SPOKANE.
THIS WILL PREVENT THAT KIND OF THERE SHOULDN'T BE SOMEBODY GIVING A CON STATEMENT ON SOMETHING WITHIN OUR DISTRICT WHO DOESN'T LIVE WITHIN OUR DISTRICT AND JUST THAT'S ALLOWED.
AND IN THE LAST YEAR WHEN IT WENT DOWN, THERE WAS ONE PERSON WHO WROTE THE CON STATEMENT FOR EVERY SINGLE DISTRICT'S BOND, I BELIEVE THAT DIDN'T HAVE A THAT DID NOT HAVE A CON COMMITTEE THAT DID WRITE.
AND IT WAS JUST A COPY AND PASTE FROM DISTRICT TO DISTRICT.
AND GIVEN IT'S A SHORT SESSION, THIS MIGHT BE ONE THING THAT WE CAN GET A WIN ON.
I DON'T KNOW. I THINK WE'RE SUPPOSED TO ONLY GIVE TEN OVERNIGHT.
WE ONLY SHOULD DO IT OVERNIGHT.
THEY SHOULD HAVE DONE IT LAST TIME WHEN WE ASKED THEM TO DO IT.
SO, YEAH, SO FOR ALL THOSE REASONS, YOU KNOW, THERE'S IT'S IMPORTANT.
AND IT'S ALSO, I THINK, SOMETHING THAT WE COULD BE GIVEN, RIGHT? THEY'RE NOT GOING TO IF WE DON'T GET THE BIG FIXES WE NEED, THEY COULD GIVE US THIS.
THAT'S AT LEAST AS THEY FULLY FUND BASIC EDUCATION.
YEAH. WELL, OKAY, SO FULL FUNDING OF BASIC EDUCATION IS PRETTY MUCH A GIVEN, ISN'T IT? AGAIN, I WOULD MAKE A PITCH FOR BEING A LITTLE MORE SPECIFIC ABOUT WHAT THIS MEANS, WHAT OUR CLASSROOMS LOOK LIKE, WHAT OUR STUDENTS NEED.
AND THAT'S WHY I'M MAKING A PITCH AGAIN FOR TECHNOLOGY FUNDING, BECAUSE WE'VE ALREADY GOT AMPLY FUNDED STAFFING LEVELS THAT COVERS, YOU KNOW, A LARGE, I DID WANT TO KNOW WHAT SWATH.
LEVY YEAH, THROUGH THE GENEROSITY AND UNDERSTANDING OF OUR VOTERS.
BUT KIDS ACROSS THE STATE NEED TECHNOLOGY NOW AT THE MOMENT, IF THE LEGISLATURE PUT MONEY INTO TECHNOLOGY THAT WE REALLY NEED FOR COUNSELORS AND SOCIAL WORKERS AND PSYCHOLOGISTS WHO WE CAN'T GET FROM THE VOTERS, THEN WHAT WE'VE DONE IS GOTTEN MONEY FROM THE LEGISLATURE FOR SOMETHING THAT WE AS A DISTRICT DON'T REALLY NEED.
OTHERS MIGHT, BUT WE'RE VOTING FOR OURSELVES BECAUSE OUR VOTERS HAVE BEEN SUPPORTING US AND HAVE THE CAPABILITY TO SUPPORT US, WHEREAS THEY DON'T HAVE THE CAPABILITY TO SUPPORT US ON GIVING US THE STAFF THAT WE NEED AND FOR LOWERING CLASS SIZE, ET CETERA.
SO I DON'T WANT TO ASK THEM FOR SOMETHING.
YOU KNOW, WHEN YOU SAY, WHERE'S OUR PAIN? POINT TO ME, THAT'S NOT OUR PAIN POINT.
OUR PAIN POINT IS IN OUR STAFFING AND IN THE FUNDING OF RIGHT.
AND WE'VE ALREADY MADE AMPLY FUNDED STAFFING LEVELS.
LET ME GO BACK TO THAT IS THE FULL FUNDING OF BASIC ED DEFINING BASIC ED BETTER.
AND MY EXPERIENCE HAS BEEN WHEN I GO TALK TO LILLIAN OR SOMEBODY AND I SAY, GIVE ME MORE MONEY.
IT'S LIKE WE ALREADY DID LIKE WHAT THE GOVERNOR SAID TODAY.
[02:40:01]
BUT THEY DON'T RESPOND VERY POSITIVELY TO JUST GIVE ME MONEY.NO, THEY WANT TO KNOW WHATEVER.
THEY WANT TO KNOW WHY WE'RE ASKING TO TELL THEM WHAT IS.
WE HAVE TO ELIMINATE ONE, RIGHT? YES. OKAY. SO, THE THREE ARE TECHNOLOGY FUNDING, PARTICIPATION IN THE LOCAL VOTER'S PAMPHLET AND FULL FUNDING OF BASIC EDUCATION, THOSE IN SUPPORT OF TECHNOLOGY FUNDING.
AND DO WE GET TWO VOTES NOW? YOU GET TWO VOTES NOW? YES. THREE.
THOSE IN SUPPORT OF PARTICIPATION IN THE LOCAL VOTER'S PAMPHLET.
FOUR AND THOSE IN SUPPORT OF FULL FUNDING OF BASIC EDUCATION.
THREE. SO WE HAVE WE ADDED ONE.
WE ADDED PARTICIPATION IN THE LOCAL VOTERS PAMPHLET.
WE SHOULDN'T BE ABLE TO TIE HERE.
YOU CAN EITHER VOTE FOR TECHNOLOGY FUNDING OR FULL FUNDING OF BASIC EDUCATION TECHNOLOGY FUNDING.
OKAY. ALL RIGHT. DO WE HAVE TEN? AARON, DID I DO THIS CORRECTLY? WE HAVE TEN. OKAY, SO I'M GOING TO READ THIS AND THEN WE ARE GOING TO HAVE TO TAKE A VOTE ON THIS.
SO, I WILL HAVE AARON READ THE TEN AND THEN WE'LL ASK THAT THESE ARE THE TEN THAT WE'LL BE SENDING THAT KAREN WILL BE SENDING FORWARD TO WSDA, AND THEN WE'LL TAKE A VOTE.
WE'LL ASK FOR A MOTION AND ET CETERA.
AARON, GO AHEAD FOR US, PLEASE.
SO, THE TEN WE DETERMINED WE WOULD LIKE TO MOVE FORWARD WITH ARE AMPLY FUNDED STAFFING LEVELS, FUNDING SAFE, HEALTHY CONTEMPORARY SCHOOL BUILDINGS, UNIVERSAL FREE SCHOOL MEALS, BUDGET STABILITY, FUNDING FOR UNIQUE AND NECESSARY PROGRAMS, SUPPORT FOR SPECIAL EDUCATION PROGRAMS, ENHANCED FUNDING FOR TRANSITIONAL BILINGUAL EDUCATION, LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE.
PARTICIPATION IN LOCAL VOTERS.
PAMPHLET AND TECHNOLOGY FUNDING.
SO DO I HEAR A MOTION IN A SECOND THAT WE SEND THESE TEN PRIORITIES THAT AARON JUST LISTED TO WSDA AS REPRESENTING OUR DISTRICT'S TOP TEN PRIORITIES.
SECOND. I'VE HEARD A MOTION TO APPROVE.
AND A SECOND. AND I'M WONDERING IF THERE COULD POSSIBLY BE MORE DISCUSSION.
IS THERE ANY MORE DISCUSSION TAKING RESPONSIBILITY FOR THIS? THOSE TO ME. YES.
WHEN DO THEY DO? OKAY. YEAH, WE'RE GOOD.
WE DID GREAT. BY THE WAY, I LOVE WORKING WITH YOU GUYS.
SO WE HAVE A MOTION IN A SECOND, AND LET'S HAVE A ROLL CALL VOTE.
DIRECTOR SMITH I DIRECTOR NOBLE.
KATIMS A AND OUR TEN PRIORITIES ARE APPROVED.
WOO HOO HOO HOO HOO! OKAY, YOU SEE WHY WE NEEDED A BIO BREAK? I KNEW THAT WE DON'T HAVE ANY ADDITIONAL PUBLIC COMMENTS.
WE HAVE TILL THE 16TH, I BELIEVE, TO VOTE FOR TO THINGS LIKE A BALLOT.
YEAH. YEAH. WELL, I WENT IN AND THEN I WAS LIKE, I DON'T KNOW WHAT I'M DOING.
SO I WENT OUT TO DO MORE RESEARCH.
SO WE'RE GOING TO BOARD MEMBER COMMENTS.
[16. BOARD MEMBER COMMENTS]
SO VICTORIA, WOULD YOU LIKE TO START? UM, SURE.I WOULD JUST LIKE TO ADD THAT I THINK IT IS VERY IMPORTANT WHAT IS HAPPENING IN TERMS OF FUNDING FOR TECHNOLOGY AND FOR THE SPECIAL ED CLASSROOMS AS WELL.
I THINK THAT THOSE TWO ARE DEFINITELY PRIORITIES, AT LEAST IN MY SCHOOL.
AND AS TECHNOLOGY ADVANCES, SO DOES THE CURRICULUM.
AND AS THE CURRICULUM MOVES FORWARD, THERE NEEDS TO BE FUNDING AVAILABLE FOR THAT.
WHERE DID SHE GO? SHE HAD TO LEAVE EARLIER.
OKAY. KEVIN, SO I JUST WANT TO SAY HOW MUCH I ENJOYED WATCHING THE BOARD DELIBERATE OVER PICKING THE EXTRA SIX LEGISLATIVE PRIORITIES WHEN, DURING THE TIEBREAK ROUNDS, THERE WOULD HAVE BEEN.
[02:45:02]
AND I ENJOYED WATCHING THIS FIASCO HAPPEN.I KNOW DIRECTOR CHASE IS LAUGHING ABOUT THIS.
HE IS. AND I JUST WANTED TO REITERATE THE I WANT TO THANK THE DIRECTOR, MARK MADSEN, WHO IS NOT IN HERE FOR FOR THE WORK HE'S DONE, I THINK I THINK IS SO IMPORTANT BECAUSE, AGAIN, NOT EVERYONE'S COLLEGE BOUND AND THIS PROVIDES THE THE CAREER PART OF COLLEGE AND CAREER READINESS AFTER HIGH SCHOOL GRADUATION.
AND I ASKED I ASKED SANTA APPOLONIA HIGH SCHOOL TO BE HERE.
HE'S NOT HERE. AND I'M SURE HE WOULD HAVE HAD A LOT TO SAY ABOUT THIS BECAUSE HE IS VERY SUPPORTIVE.
DID I SAY YOUR NAME PROPERLY? YES, YOU DID. I DON'T HAVE ANY COMMENTS FOR TODAY.
THANK YOU. OKAY. THANK YOU FOR BEING HERE.
WE'RE EXCITED TO HAVE YOU ON THE BOARD.
JESSE, I HAVE NO COMMENTS AT THIS TIME.
I WAS ALL READY TO TO APOLOGIZE FOR TAKING SO MUCH TIME ON INVENTORY.
UM, BUT IT'S ALWAYS A COST BENEFIT ANALYSIS IS ALWAYS A GOOD WAY TO MY HEART.
SO ANYWAY, THE ONE THING THAT I DID WANT TO MENTION THAT CAME UP TONIGHT WAS I BELIEVE IT WAS MR. KELLER'S COMMENTS ABOUT OUR GRADE LEVEL STANDARDS.
WE ARE WE DO TAKE THOSE RESULTS VERY SERIOUSLY.
WE DO HAVE A LOT OF STUDY SESSIONS ON GRADE LEVEL STANDARDS, GRADUATION STANDARDS.
AND WE TALK ABOUT IT AND IT IS SOMETHING THAT'S ON OUR MINDS.
AND WE DO SET GOALS FOR OURSELVES AND FOR THE DISTRICT.
SO, YOU KNOW, DURING THOSE, THERE'S NOT AS MUCH TIME FOR PUBLIC INPUT.
WE KNOW THAT EVERYONE'S LOST SOME GROUND THERE.
BUT I DO WANT TO REITERATE TO EVERYONE WHO'S LISTENING, THIS IS A CONCERN OF OURS.
WE WANT TO MAKE SURE OUR KIDS ARE ENTERING INTO THE WORKFORCE READY TO GO, THAT, YOU KNOW, THE URBAN SCHOOL DISTRICT HAS A REPUTATION FOR PROVIDING THE MOST HIGHLY QUALIFIED AND MOST WELL TRAINED STUDENTS, WHETHER THAT BE BECAUSE THEY'RE GOING DIRECTLY INTO A CAREER OR BECAUSE THEY'RE GOING TO BE LEADERS IN COLLEGES AND BEYOND.
SO THANK YOU VERY MUCH FOR BRINGING THIS TO OUR ATTENTION.
AND I REALLY DO WELCOME YOU TO ANY OF OUR FUTURE STUDY SESSIONS.
I REALLY HAVE NO COMMENTS TONIGHT, BUT I DID ENJOY OUR DISCUSSION ON PRIORITIES.
I ACTUALLY REALLY LIKE THIS PRIORITY DISCUSSION.
I THINK IT'S MORE ROBUST THAN IT HAS BEEN IN PAST YEARS, AND IT SHOWS THE ENGAGEMENT AND HOW THAT WE CAN REALLY CONNECT WITH OUR LEGISLATORS BECAUSE WE DO HAVE APPOINTMENTS COMING UP DURING THE REST OF THE WEEK WITH ALL OF OUR LEGISLATORS.
AND SPEAKING OF OUR ELECTED OFFICIALS, IT WAS VERY FUN TO HAVE THE GOVERNOR VISIT OUR NEW COLLABORATIVE VENTURE WITH HOUSING HOPE TO BUILD HOUSING FOR FAMILIES EXPERIENCING HOMELESSNESS AND STUDENTS IN OUR DISTRICT.
SO, IT'S JUST NICE THAT WE'RE GETTING THE RECOGNITION FOR THE GREAT WORK WE'RE DOING OUT HERE.
THANKS. I ALSO REALLY ENJOYED OUR DISCUSSION ABOUT PRIORITIES, AND I LOVED HOW WE DID IT LAST YEAR.
WE DID IT VERY SIMILARLY LAST YEAR.
NOW THAT NOW THAT YOU REMIND ME.
WE COME UP WITH, YOU KNOW, THE LIST IS A LITTLE WEIRD.
NO, NO DOUBT. YOU KNOW, FROM MY FROM EVERYBODY'S PERSPECTIVE, YOU'RE GOING TO LOOK AT IT AND SAY, WELL, THAT'S NOT ALL ME OR IT DOESN'T SEEM TO GEL, BUT WHO CARES? WE HAD A CHANCE TO REALLY TALK ABOUT WHAT'S IMPORTANT TO EACH OF US AND WORK TOGETHER.
AND I DID CHANGE MY MIND A FEW TIMES.
AND IT'S JUST A WONDERFUL I ALSO REALLY ENJOY WORKING WITH ALL OF YOU SO MUCH.
AND I WOULD JUST SAY I HAD COVID LAST WEEK.
THIS LATEST STRAIN IS I DON'T RECOMMEND IT.
SO, I REALLY URGE YOU TO GET YOUR YOUR VACCINATION WHEN YOUR BOOSTER WHEN IT COMES AROUND BECAUSE YEAH, THIS ONE I HAVE THIS IS MY SECOND TIME AND IT WAS REALLY KNOCKED ME ON MY BUTT.
[02:50:03]
SO ENJOY THE WEEK.A COUPLE OF THINGS, MR. KEELER. I REALLY APPRECIATED YOUR BRINGING THE DATA ON THE STUDENT ACHIEVEMENT.
I'VE SPENT MY LIFE LOOKING AT STUDENT ACHIEVEMENT DATA.
ONE OF THE THINGS THAT I ALWAYS LIKE TO SEE THAT WE DON'T HAVE HERE, AND IT'S NOT A COMPLETE LIKE, EXCUSE BECAUSE WE REALLY NEED TO WORRY ABOUT THIS, BUT IS COMPARISON DATA.
SO WE NEARLY ALWAYS TRY TO COMPARE HOW OUR KIDS ARE DOING TO THE KIDS IN THE STATE.
AND SO, THE DEMOGRAPHICS DO AFFECT KIDS SCORES.
THERE ARE REASONS, I THINK THAT BECAUSE THE STUDENTS IN THE STATE AREN'T DOING WELL EITHER.
SOMETHING AFTER COVID, IT'S MORE I DON'T KNOW TO WHAT EXTENT IT'S MOTIVATION.
PEOPLE WANT TO SAY LEARNING LOSS.
I DON'T KNOW WHAT THAT REALLY MEANS.
THERE ARE SO MANY FACTORS THAT GO INTO ASSESSMENT RESULTS, BUT LOOKING AT THEM IN A LOT OF DIFFERENT WAYS IS A REALLY IMPORTANT THING, WHICH WE DO AND I APPRECIATED.
THAT KEITH MENTIONED THAT WE SPEND A LOT OF TIME DOING THAT.
SO, I'M EXCITED ABOUT DOING THAT.
AND I WANT TO ENCOURAGE ANYBODY WHO WANTS TO KNOW HOW WE SELECT CURRICULUM TO LOOK AT THE POWERPOINT THAT IS PART AND AVAILABLE ON OUR STUDY SESSION FROM LAST WEEK.
I THINK OUR STUDENT LEARNING DEPARTMENT DID AN AMAZING JOB.
THEY FOLLOW A PROTOCOL AND A PROCESS, GETTING INPUT FROM TEACHERS AND KIDS, COMPARING ALL KINDS OF OPTIONS ON VERY IMPORTANT FILTERS LIKE STANDARDS AND BIAS AND USABILITY.
AND IT WAS A VERY IMPRESSIVE DISCUSSION AND PRESENTATION AND IT'S NOW REFLECTING IT'S A TEMPLATE THAT'S THAT'S USED REGULARLY IN TERMS OF HOW WE MAKE DECISIONS ABOUT CURRICULUM.
AND I'M GOING TO TURN IT OVER TO DR.
MINER. JUST TO PIGGYBACK ON THAT REAL QUICK.
AND I DON'T WANT TO SPEAK OUT OF TURN TOO MUCH ON THIS, BUT WE DID DISCUSS MAYBE ALLOWING THE HAVING A LITTLE PRESENTATION OF THAT CURRICULUM, TOO, BEFORE ONE OF OUR BOARD MEETINGS. AND I JUST KNOW THAT THERE'S A LOT OF PEOPLE WHO LISTEN TO THESE MEETINGS AND ARE IN OUR AUDIENCE WHO REALLY ARE CONCERNED ABOUT WHAT OUR CURRICULUM LOOKS LIKE.
SO I BELIEVE WE ARE GOING TO DO THAT.
IF YOU'RE ONE OF THOSE PEOPLE WHO WANTS TO SEE IT, IT WILL BE AVAILABLE TO BE SEEN.
JUST TWO CALENDAR ITEMS OF INTEREST.
TOMORROW NIGHT IS A MEET THE SUPERINTENDENT FORUM AND AN OPPORTUNITY TO PARTICIPATE IN THE PLAN.
THAT ONE'S AT THE MOUNTLAKE TERRACE PUBLIC LIBRARY, A LARGE MEETING ROOM.
I'M HAVING THESE AT A VARIETY OF SPACES IN OUR COMMUNITY.
SO THAT'S TOMORROW NIGHT AT 5:00.
AND THEN ON SATURDAY WE HAVE WHICH IS TYPICALLY EXTREMELY WELL ATTENDED, OR AT LEAST TYPICAL, THE ONE YEAR I'VE ATTENDED THE ANNUAL SPECIAL EDUCATION RESOURCE AND RECREATION INFORMATION FAIR.
SO, THIS IS DISABILITIES AWARENESS MONTH.
IT'S A GREAT OPPORTUNITY TO LEARN ABOUT THINGS THAT ARE AVAILABLE IN OUR COMMUNITY.
IF YOU KNOW OF A YOUNGSTER OR SOMEONE WHO'S MAYBE TRANSITIONING INTO ADULTHOOD, WHO'S LOOKING FOR THOSE WAYS TO ENGAGE IN THE COMMUNITY, THIS WOULD BE AN AWESOME OPPORTUNITY FOR ANYBODY. AND THAT IS BEING HELD AT OH MY GOODNESS.
I DON'T SEE A IS THAT AT MEADOWDALE MIDDLE? DOES ANYONE KNOW? WE'RE ALL PULLING OUT OUR CALENDARS? MINE DOES NOT HAVE A LOCATION, BUT I'LL BET SOMEONE CAN.
I KNOW IT'S SOMEWHERE AT MEADOWDALE.
I DON'T KNOW WHETHER IT'S ELEMENTARY, MIDDLE OR HIGH, BUT I KNOW IT'S MEADOWDALE ONE OF THOSE THREE.
IT IS ON OUR DRIVE DOWN THE STREET.
IT'S AT MEADOWDALE MIDDLE SCHOOL.
MEADOWDALE MIDDLE SCHOOL, I GUESS CORRECTLY.
SO PLEASE ATTEND IF YOU ARE INTERESTED IN THAT AS WELL.
SO LAST ARE ANY FUTURE ITEM ITEMS FOR FUTURE CONSIDERATION?
[17. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]
SO I JUST WANT TO DO A CHECK WITH YOU, KEITH, ABOUT WHEN YOU WERE TALKING ABOUT IF SOMEONE WANTED TO SEE CURRICULUM, YOU WEREN'T TALKING ABOUT DOING A PRESENTATION HERE ON IT, BUT JUST THE FACT THAT THE CURRICULUM WILL BE AVAILABLE FOR THEM TO REVIEW.[02:55:03]
AND WE DO THAT EACH TIME THAT THERE'S A NEW ONE.BUT IT'S REALLY GOOD TO REMIND OUR FOLKS AND WE WE WILL MAKE SURE PEOPLE KNOW THAT IF THEY WANT TO COME LOOK AT THE HIGH SCHOOL BIOLOGY CURRICULUM THAT'S BEING PILOTED OR THAT THEY ASK US TO APPROVE WHEN THEY'RE DONE PILOTING IT, WHICH IS WHAT THEY'RE DOING NOW, IT'LL BE AVAILABLE.
ARE THERE ANY OTHER TOPICS I DON'T.
I JUST FORGOT TO GIVE A SHOUT OUT TO THE GREAT MULTICULTURAL EVENT DOWN AT WESTGATE LAST WEEK.
AND ALSO THAT FIVE K WAS REALLY GOOD THIS WEEKEND TOO, SO GREAT.
WELL, I THINK WE'RE READY TO SAY THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL
DISTRICT BOARD OF DIRECTORS IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.