[00:00:01]
[1. CALL TO ORDER-6:30 pm]
THIS REGULAR BUSINESS MEETING OF THE ADMIN SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.I WILL START WITH THE ROLL CALL.
[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
DIRECTOR SMITH.IS HE ON ZOOM YET? OKAY, HE MAY BE JOINING US. DIRECTOR NOBLE.
>> AND I'M DIRECTOR KITOM'S, SO WE DEFINITELY HAVE A QUORUM.
NEXT, I'LL TURN IT OVER TO DR.
[3. LAND ACKNOWLEDGEMENT-6:32 pm]
MINER FOR THE LAND ACKNOWLEDGMENT.>> THANK YOU. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SNOW HOMELESS PEOPLE AND THEIR SUCCESSORS, THE TULIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS.
WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER.
BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS.
THANK YOU. NOW IF EVERYBODY WILL RISE AND JOIN ME IN
[4. FLAG SALUTE-6:33 pm]
SAYING THE PLEDGE ALLEGIANCE TO THE FLAG.NEXT, WE HAVE APPROVAL OF THE AGENDA
[5. APPROVAL OF AGENDA-6:34 pm]
TO I HEAR A MOTION AND A SECOND TO APPROVE THE AGENDA AS PRESENTED. SO MOVED.>> IS THERE ANY DISCUSSION? HEARING NONE.
I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING THE AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? AND THE AGENDA IS APPROVED AS PRESENTED.
NEXT, I'LL TURN IT OVER TO DR.
[6. SCHOOL PRESENTATIONS- 6:35 pm]
MINER FOR OUR SCHOOL PRESENTATIONS.>> WELL, VERY EXCITED TO WELCOME COLLEGE PLACE MIDDLE SCHOOL STUDENTS AND A SCHOOL SIP PRESENTATION THIS EVENING, WE'LL START WITH OUR STUDENTS AND WELCOME THEM FORWARD TO INTRODUCE THEMSELVES AND SHARE SOME INFORMATION ABOUT COLLEGE PLACE, MIDDLE SCHOOL AND THEIR EXPERIENCES THERE.
>> HELLO AND GOOD EVENING BOARD DIRECTORS AND DR.
MINER, HAPPY TO BE HERE TONIGHT.
I'M ANDREW COLLINS, PRINCIPLE.
I HAVE MY CO-ADVISORS HERE TOO AS WELL.
>> I'M JENNIFER HAGEN. I'M ONE OF THE ASB ADVISORS WITH MARINE GARRISON AND THESE ARE OUR ASB SENATORS.
>> THEY'RE SO EXCITED TO BE HERE.
THEY HAVE A PARTING GIFT FOR YOU AT THE END TOO.
>> HI, MY NAME IS OLIVIA AND I'M THE SENATOR FOR THE ORANGE CRACKING HOUSE.
>> HI, MY NAME IS CARLY AND I'M THE SENATOR FOR THE PURPLE PHOENIX HOUSE.
>> HI, MY NAME IS NORA AND I'M SENATOR FOR THE BLUE PEGASUS HOUSE.
>> HI. MY NAME IS JACK AND I'M SENATOR FOR THE YELLOW GRIFFIN HOUSE.
CPM HAS MORE THAN FIVE STUDENTS.
ONE OF THE WAYS COLLEGE PLACEMENT OF SCHOOL FOSTERS A FRIENDLY ENVIRONMENT IS, OR HOW SYSTEM.
THERE ARE ORANGE CRACKING, YELLOW GRIFFIN, GREEN DRAGON, BLUE PEGASUS, AND PURPLE PHOENIX.
EACH HOUSE IS DETERMINED BY WHAT KUBRICK OR ACHIEVEMENT CLASS AND THE TEACHER THAT THEY HAVE.
OPPORTUNITIES ARE IN-HOUSE POINTS, AND THEY CAN WEAKEN, MEET NEW PEOPLE BASED ON THE HOUSE AFFILIATIONS.
>> ARE MANY WAYS FOR STUDENTS TO ENDPOINTS FOR THEIR HOUSE.
>> SOME WAYS STUDENTS CAN EARN POINTS FOR THEIR HOUSES BY FOLLOWING THE COUGAR WAY, WHICH OUR EXPECTATIONS WE FOLLOW AT CPM.
ALL STUDENTS ARE SAFE, KIND AND LEARNING.
OTHER WAYS ARE BY READING, BEING ON TIME WITH NO TARDIES AND EARNING A 2.9 GPA EACH QUARTER.
>> LAST YEAR'S TOTAL FOR OUR HOUSE SYSTEMS SAW THE ORANGE CRACKING HOUSE WITH 1044 POINTS, THE YELLOW GRIFFIN HOUSE WITH 1088 POINTS, THE GREEN DRAGON HOUSE WITH 1103 POINTS, THE BLUE PEGASUS HOUSE WITH 167 POINTS, AND THE PURPLE PHOENIX HOUSE WITH 1107 POINTS.
LAST YEAR, THE WIND FOR THIS SCHOOL YEAR WAS THE PHOENIX HOUSE.
>> CURRENTLY THE GREEN DRAGON HOUSES IN THE LEAD WITH 16 POINTS.
>> WE HAVE STARTED USING CHARACTER STRONG AT OUR SCHOOL TO HELP WITH STUDENT FEELING LIKE THEY BELONG AT
[00:05:02]
OUR SCHOOL AND TO PRACTICE GREATEST STRONG CHARACTER TREATS THEY WILL USE THROUGHOUT THEIR LIVES.CHARACTER STRONG IS ABOUT BULK CULTURE, WHAT IS CULTURE? FOR STUDENT IT'S MAKING SURE THEY FEEL COMFORTABLE AND INCLUDE A CPM.
ONE STUDENT FEEL COMFORTABLE AND INCLUDED, THEY COME TO SCHOOL MORE OFTEN.
IT HAS A POSITIVE IMPACT FOR OUR SCHOOL AND CLASSROOMS WHEN STUDENTS ARE NOT ABSENT A LOT.
>> CHARACTER STRONG ALSO HELPS WITH CHARACTER BUILDING AND LETS US PRACTICE AND REFLECT ON TRAITS LIKE PATIENTS, COMPASSION, HUMILITY, SELFLESSNESS, KINDNESS, RESPECT, HONESTY, AND FORGIVENESS.
WE DON'T ALWAYS GET A CHANCE TO PRACTICE AND BUILD THESE TRAITS IN THE CLASSROOM, SO WE GET A CHANCE DURING COUGAR ACHIEVEMENT EVERY WEEK.
>> THIS YEAR, THE STUDENTS AT CPM WILL HAVE THE OPPORTUNITY TO DO CHARACTER STRONG 35 WEEKS THIS YEAR.
LIKE OLIVIA SAID, IT'S DOING COUGAR ACHIEVEMENT FOR 35 MINUTES A WEEK.
IN ADDITION TO OUR CHARACTER BUILDING, WE ALSO GET TO BUILDING A COMMUNITY IN OUR COUGAR ACHIEVEMENT CLASSES AND HAVE HOUSE ASSEMBLIES.
>> NOW WE'RE GETTING INTO PRACTICE.
ONE OF THE ACTIVITIES STUDENTS GET TO DO AT OUR SCHOOL, IT'S CALLED THE DECK OF DESTINY.
>> WE WOULD LIKE TO VOLUNTEERS FROM THE SCHOOLWORK TO HELP WITH THIS ACTIVITY, WHO WOULD LIKE TO TRY?
>> FIRST YOU'LL NEED TO START OFF WITH PICKING A SUIT.
>> DID WE DO THIS TOGETHER OR?
>> NOW YOU HAVE TO PICK A SUIT.
A HEARTS, SPADES, CLUBS OR DIAMONDS?
>> NOW YOU HAVE TO PICK AN ACE, 2,3,4,5,6,7,8,9,10 JACK, QUEEN, KING.
>> DO YOU COLLECT ANYTHING? IF NOT, WHAT WOULD YOU LIKE TO BEGIN COLLECTING AND WHY?
>> OF WHAT TYPE OF THING DO WE COLLECT?
>> YOU GET TO CHOOSE ON ITEMS OR YOU COLLECT YOUR OWN.
>> PERSONAL, PROFESSIONAL. [LAUGHTER]
>> THROUGHOUT LIFE, MATH, IN EVERYDAY LIFE.
DO YOU WANT ME TO COME UP WITH SOMETHING DIFFERENT? CHOCOLATE. [LAUGHTER].
>> I COLLECT REFRIGERATOR MAGNETS.
>> OH, OKAY, WE'RE GOOD ONE MORE.
WHEN HE'S IN A GOOD MOOD. [LAUGHTER]
>> I WOULD SPEND IT WITH MY FAMILY AND IT WOULD BE NICE OUT.
>> THANK YOU FOR JOINING US IN THIS GAME.
>> DURING THE 2022-2023 SCHOOL YEAR, 92 STUDENTS EARNED CHARACTER-STRONG RAFFLE TICKETS AND 10 NAMES WERE SELECTED EACH MONTH FOR A PRIZE.
LIKE STATED EARLIER, STUDENTS CAN EARN TICKETS IN A VARIETY OF WAYS.
[00:10:05]
>> STUDENT INFINITY GROUPS LIKE THE BSU, AAPI, RAINBOWS, LATINX GROUPS ARE WAYS FOR STUDENTS TO BE CONNECTED AT SCHOOL.
>> STUDENTS PUT ON RALLIES TO TEACH ABOUT THINGS LIKE AAPI MONTH AND JUNETEENTH.
>> STUDENT CLUBS LIKE YEARBOOK, DUNGEONS AND DRAGONS, AND TSA ARE OTHER CLUBS THAT STUDENTS FEEL THEY BELONG TO.
>> FINALLY, EVENTS LIKE DANCES, DAYS OF AWESOMENESS AND SUNSHINE DAY ARE OTHER WAYS TO GET STUDENTS INVOLVED AND CONNECTED AT OUR SCHOOL
BUT CAN YOU TELL ME A LITTLE BIT MORE ABOUT DAYS OF AWESOMENESS?
>> DAYS OF AWESOMENESS IS A DAY WHERE THE CLASS PERIODS ARE SHORTER AND THE STUDENTS GET TO GO TO A CERTAIN CLASSROOM AND PARTICIPATE IN AN ACTIVITY FOR A COUPLE OF HOURS.
>> I'M CURIOUS HOW YOU GET INPUT FROM THE STUDENTS ACROSS THE SCHOOL ON WHAT THEY PARTICULARLY LIKE IN THIS WHOLE INITIATIVE THAT YOU'RE DOING AND THEIR IDEAS AND HOW THEY GET INTEGRATED INTO WHAT YOU DO.
>> WELL, SOMETIMES, IT'LL BE GOOGLE FORMS THAT THEY CAN OPEN AND THEN THEY CAN SAY WHAT THEY WANT IN THE DAY OF AWESOMENESS OR WHAT THEY WANT FOR A SPECIFIC WEEK AND THEY VOTE ON IT AND GET TO PARTICIPATE IN HOW WE CHOOSE IT.
>> DO YOU FIND THAT A LOT OF KIDS GIVE YOU IDEAS AND PARTICIPATE IN THAT?
>> YEAH, A LOT OF KIDS DO GIVE IDEAS AND THEN MOST OF THEM VOTE ON WHAT WE DO.
>> GREAT. ANY STUDENTS OR STUDENT ADVISORS? GARY?
>> I WAS WONDERING. YOU SAID THAT YOU HAVE 35 SEL MODULES THAT SOCIAL EMOTIONAL LEARNING FOR PEOPLE WHO DON'T KNOW.
WHAT'S YOUR OPINION OF THEM AND DO YOU THINK THEY ARE WORKING OUT REALLY WELL FOR YOUR SCHOOL?
>> I THINK IT'S IMPORTANT TO LEARN ABOUT.
ANY MORE QUESTIONS? [OVERLAPPING]
>> I KNOW IT'S EARLY IN THE YEAR SO YOU PROBABLY HAVEN'T HAD THAT MUCH EXPERIENCE FOR THEM, BUT THAT'S OKAY.
>> HELLO. I THINK THE DECK OF DESTINY WAS INDEED A FUN WAY TO TALK TO STUDENTS AND NOT ONLY STUDENTS, ALSO BOARD OF DIRECTORS.
I'M NOT SURE WHAT DR. KATIMS MEANT BY DATA, BUT IT SEEMS LIKE THAT WE DID GET TO KNOW A LOT ABOUT OUR DIRECTORS.
I'M AMAZED BY HOW YOU'RE ABLE TO GET THE SCHOOL POPULATION TO BE ENGAGED WITH THIS FIVE-HOUSE SYSTEM AND HAVING BASICALLY WHAT IS A YEAR-LONG COMPETITION WITH ACADEMIC INCENTIVES.
I THINK IT IS A GREAT STEP IN GETTING THE STUDENTS ENGAGED.
>> THANK YOU SO MUCH FOR COMING.
THAT WAS FUN ALSO TO PARTICIPATE AN IMPORTANT PART OF GETTING ENGAGEMENT.
>> WE'LL WELCOME FORWARD PRINCIPLE ANDREA COLLINS AND SHE'S GETTING SET UP.
I WILL LET YOU KNOW THAT DIRECTOR SMITH IS HERE AND HE CAN HEAR US, SO HE IS AVAILABLE FOR THE BOARD MEETING NOW.
>> YOU'RE HONORARY HOUSE MEMBERS NOW.
I APPRECIATE YOU LISTENING TO OUR FABULOUS STUDENTS.
AGAIN, THANK YOU SO MUCH FOR BEING HERE AND TO THEIR FAMILIES THAT JOIN THEM AS WELL AND OUR CO-ADVISORS, MS. HOGAN AND MS GARRISON.
WE'RE ALL ABOUT DATA NOW. WE'RE GOING TO TALK ABOUT THE SCHOOL IMPROVEMENT PLAN AT COLLEGE PLACE MIDDLE SCHOOL AND I'M HAPPY TO SHARE.
THE FOCUS AREA FOR THIS EVENING WILL BE OUR ENGLISH LANGUAGE ART SCHOOL.
I'LL TRY NOT TO USE THE ABBREVIATION OF ELA, BUT THAT IS WHERE OUR FOCUS HAS BEEN FOR THE LAST SCHOOL YEAR.
IT'S IN THE TOP, IT'S BOLDED AND I DON'T KNOW IF I NEEDED TO READ IT TO YOU,
[00:15:04]
BUT I'M HAPPY TO SHARE.THIS IS FROM LAST YEAR, IT WAS THE FALL OF 22 TO THE SPRING OF 23.
STUDENTS WHO ARE EARLY OR ON GRADE LEVEL, WHICH IS NEAR GRADE LEVEL, WILL INCREASE BY 3% AS MEASURED BY OUR I-READY ELA DIAGNOSTIC.
WE HAVE A SUBGROUP OF OUR 65% OF OUR STUDENTS WOULD MEET THEIR ANNUAL TYPICAL GROWTH AND THAT 35% OF OUR STUDENTS IN OUR ML POPULATION WILL ALSO MEET THEIR ANNUAL TYPICAL GROWTH.
WE SELECTED THIS TO IMPROVE OUR STUDENT ACHIEVEMENT AND ALSO TO MAKE SURE STUDENTS ARE ACCESSING THEIR LEARNING ACROSS ALL CONTENT AREAS.
THEN I HAVE OUR THEORY OF ACTION LISTED DOWN BELOW AS WELL AS OUR THIRD BULLET POINT.
YOU HEARD OUR STUDENTS REFERENCE CA, WE CALL IT CA, BUT COUGAR ACHIEVEMENT TIME AND THAT HAPPENS EMBEDDED WITHIN OUR LEARNING THROUGHOUT THE STUDENT DAY FOR 40 MINUTES OF I-READY DATA TO COLLECT OVER TIME TO SEE IF THEY CONTINUED TO PRACTICE THAT, HOW MUCH THEIR GROWTH WILL BE OVER ONE SCHOOL YEAR.
IT'S HOPEFULLY FOR THAT WHOLE YEAR FROM THEIR EARLY ON GRADE LEVEL TO THE END OF THE SCHOOL YEAR, WE'LL HAVE A CHANCE TO SHOW THEIR GROWTH, WHICH IS THEIR ANNUAL TYPICAL GROWTH.
I DON'T HAVE THE CLICKER, SORRY. I DON'T KNOW.
AS MEASURED, I HAVE A SUCCESS STORY TO SHARE AS WELL.
YOU MIGHT BE WONDERING WHY IT READS 144%.
THAT IS BECAUSE OUR STUDENTS WHO PERHAPS WERE AT 5.5 OR MAYBE 6TH GRADE LEVEL IN THEIR READING ASSESSMENT SUPERSEDED THEIR ANNUAL TYPICAL GROWTH.
SOME STUDENTS MAKE GAINS MORE THAN ONE YEAR.
SUCCESS STORY I HAVE TO SHARE WITH YOU IS A STUDENT WHO MOVED FROM THAT 5.5 UP TO GRADE 10 IN ONE YEAR OF UTILIZING I-READY.
AN ADDITIONAL WAY THAT WE'VE MET OUR GOAL IS THROUGH COMMON ACADEMIC VOCABULARY, READING ACROSS THE CONTENT AREAS AND A KEY FOCUS ON HOW WE'VE IMPROVED OUR ANNUAL TYPICAL GROWTH OR ATG OVER TIME.
IN ADDITION, I HAVE SOME MEASURES OF HOW I MEASURED OUR ASSESSMENT THROUGH UNIVERSAL SCREENING WITH I-READY, THROUGH INDIVIDUALIZED INSTRUCTION WITH STUDENTS WHO MEET THEIR SUCCESS CRITERIA AND EVERY STUDENT HAS A DIFFERENT MEASUREMENT OF THEIR SUCCESS CRITERIA.
THERE'S CONSTANT FEEDBACK FROM TEACHER TO STUDENT AND THEN ALSO STUDENT TO STUDENT WHO TRY TO REALLY EMBODY A COLLABORATIVE SETTING ON STUDENTS LEARNING.
WE HAVE DIFFERENTIATED INSTRUCTION AND LESSON DESIGN AND A SHOUT OUT TO ALL OF THE MIDDLE LEVEL OF READING INTERVENTION TEACHERS WHO ARE DOING A REALLY HARD JOB RIGHT NOW AND IN THE AUDIENCE HERE TONIGHT AS WELL, WHO ARE MEETING STUDENTS AT THEIR CURRENT, PRESENT LEVEL THROUGH OUR MTSS, OR MULTI-TIERED SYSTEM OF SUPPORT MODEL TO MAKE SURE THAT OUR STUDENTS ARE ACCESSING THEIR READING AT THEIR CURRENT LEVEL AND MOVING THEM BACK INTO MAINSTREAM.
THEY EXIT THIS INTERVENTION CLASS BY MEETING THEIR STANDARDS AND SKILLS AND CLASSROOM-BASED ASSESSMENTS AS WELL AS OTHER PROGRESS MONITORING THROUGH I-READY.
HERE'S ANOTHER DATA POINT, MS. KATIMS. WE INCREASED BY 11%.
WHAT WERE THOSE MEASUREMENTS? BECAUSE IT JUST READS 11.
WELL, AT CPM IN THE FALL OF '22 WE WERE AT 38%, AND WE GOT TO IN THE SPRING AT 49% OF STUDENTS READING AT GRADE LEVEL.
IN ADDITION, WE HAVE OUR IMPLEMENTATION OF OUR READING ACROSS THE CONTENT AREAS AS A FOCUS WITH THE STUDENT LEARNING DEPARTMENT, AND MAKE SURE THAT WE ARE HAVING VERTICAL AND HORIZONTAL ALIGNMENT TO MAKE SURE WE'RE CONTINUING THESE READING STRATEGIES AND THAT TRAJECTORY OF READING FOR PURPOSE AND READING FOR COMPREHENSION AND ALSO READING WITH A STRATEGY CALLED CLOSE READING.
I'M EXCITED ABOUT THIS ONE TOO.
I WON'T NAME ONE OF OUR SENATORS, ONE OF OUR SENATORS IS ONLY NEW TO THE COUNTRY BY THREE YEARS AND WAS PRESENTING TONIGHT AS ONE OF OUR ML IDENTIFIED STUDENTS. HAPPY FOR HER.
ALSO WANTED TO SAY THAT OUR SUB TARGET GROUP WAS 35% OF OUR MULTILINGUAL STUDENTS WOULD MEET THEIR ANNUAL TYPICAL GROWTH.
>> WELL, I CAN HONESTLY SAY YOU'VE MADE ME VERY HAPPY.
>> IT'S NOT ONLY DATA YOU GAVE US, BUT IT WAS PERTINENT DATA, POSITIVE DATA.
IT RELATED TO YOUR THEORY OF ACTION.
IT WAS RIGHT ALIGNED FROM WHERE WE ARE IN TERMS OF OUR STRATEGIC PLAN,
[00:20:04]
FROM A DISTRICT TO YOUR SCHOOL, TO YOUR KIDS.IT'S CLEAR THAT EVERYBODY IS INVOLVED IN WORKING ON IT AND YOU'RE MAKING WONDERFUL GROWTH.
THANK YOU FOR BEING FOCUSED AND MONITORING AND KEEPING TRACK LIKE THIS.
[LAUGHTER] DON'T HAVE TO BE A DATA PERSON TO KNOW THE PROGRESS IS HAPPENING THERE. THANK YOU.
>> DO THE STUDENTS HAVE ANY QUESTIONS?
>> GREAT. I REALLY ENJOYED IT FOR THOSE REASONS DIRECTOR KADEMS COMMUNICATED.
I WANT TO ASK WE WERE HAVING A CONVERSATION BEFORE THE MEETING AND IN OUR STUDY SESSION TALKING ABOUT HOW WE SHARE OUR SUCCESSFUL EFFORTS.
HOW WOULD YOU TELL OTHER SCHOOLS ABOUT WHAT YOU'VE BEEN DOING? WHAT COULD SCHOOLS DO TO LEARN FROM YOUR SUCCESS?
>> I THINK IT'S JUST THAT SENSE OF BELONGING AND HOW WE HAVE AN OPPORTUNITY TO MAKE SURE KIDS ARE HEARD FROM WHEN THEY COME IN OUR CAMPUS AND MAKING SURE WE KNOW WHERE THEIR NEEDS ARE AT TO MAKE SURE THAT THEY HAVE AN OPPORTUNITY TO SAY, TODAY MIGHT NOT BE MY BEST DAY, BUT I'M STILL GOING TO PUT IN MY BEST EFFORT.
FOR ME, THAT'S A REALLY MIDDLE-SCHOOL MINDSET.
BECAUSE EVERY DAY THEY CAN HAVE A DIFFERENT VERSION OF THEMSELVES AND IT'S CONSTANT REMINDERS AND HOW DO WE DO X, Y, OR Z PROCEDURAL THINGS, JUST KNOWING THAT THAT'S THEIR BRAIN FUNCTION AT THIS TIME IN THEIR LIFE WHERE THEY'RE LEARNING HOW TO SAY, I'M LIKE A TWO-YEAR-OLD SOMETIMES, BUT AT THE SAME TIME, I'M REALLY 13, OR 14, THAT KIND OF CAPACITY.
IT'S JUST CONSTANT REMINDERS OF THIS IS WHO'S HERE TODAY AND I CAN MEET THEM WITH THEIR NEEDS IN THIS PRESENT MOMENT.
>> ANYTHING FROM OUR STUDENTS? NO, EVERYBODY GOOD? THANK YOU SO MUCH FOR ALL THE HARD WORK YOU'RE DOING AND FOR THAT VERY INFORMATIVE PRESENTATION HERE.
>> YOU'RE WELCOME. THANK YOU, EVERYBODY.
>> NEXT ON THE AGENDA IS THE SUPERINTENDENT'S REPORT.
[7. SUPERINTENDENT REPORT-6:55 pm]
>> WELL, THE ONLY THING I'D REALLY LIKE TO TALK ABOUT TONIGHT FOR FOLKS HERE AND THOSE WHO MIGHT BE LISTENING AT HOME IS THAT I AM WRAPPING UP THE WORK, THE DATA-GATHERING PORTION OF THE ENTRY PLAN.
I'VE DONE ABOUT MORE THAN 60 PRESENTATIONS SO FAR TO VARIOUS GROUPS, SCHOOLS, STUDENT GROUPS, ETC.
THAT GOOGLE DOCUMENT WILL CLOSE ON NOVEMBER 1ST, WHICH WILL ALLOW ME TIME TO REALLY TAKE A DEEP DIVE INTO ALL THE INFORMATION THAT EVERYONE SHARED WITH ME AND THEN GET A REPORT OUT TO OUR COMMUNITY.
IF YOU HAVEN'T HAD A CHANCE TO TAKE A LOOK AT THAT BEFORE.
NOW THERE'S BOTH A VIDEO OF ME DOING THE PRESENTATION, BUT ALSO YOU CAN JUST GO STRAIGHT TO THE SURVEY AND ANSWER THE FOUR QUESTIONS THAT I'VE BEEN ASKING GROUPS ABOUT OUR DISTRICT.
>> DID YOU SAY 60 PRESENTATIONS?
>> MORE THAN 60, I THINK BY THE TIME I'M DONE, I'LL BE A LITTLE OVER.
I HAVE SOME MORE TO DO THIS WEEK AND A COUPLE OF NEXT WEEK, SO I'LL BE MORE THAN 70 TOTAL WHEN WE'RE DONE.
>> THAT'S EXCELLENT COMMUNITY OUTREACH.
>> WE'RE REALLY LOOKING FORWARD TO HEARING THE SUMMARY OF EVERYTHING YOU'RE LEARNING BECAUSE IT'S REALLY IMPORTANT.
THANK YOU SO MUCH FOR DOING THAT.
NEXT ON THE AGENDA IS APPROVAL OF MINUTES.
[8. APPROVAL OF MINUTES-7:00 pm]
WE HAVE TWO SETS OF MINUTES WE CAN APPROVE TONIGHT THE FIRST ONE IS THE OCTOBER 3RD STUDY SESSION THAT WAS ON THE BIOLOGY CURRICULUM UPDATE OF THE CURRICULUM ADOPTION, AND THE SECOND IS OUR MINUTES FROM THE OCTOBER 10TH REGULAR BUSINESS MEETING.DO I HEAR A MOTION AND A SECOND TO APPROVE THOSE TWO SETS OF MINUTES?
>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.
>> HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE MINUTES FROM THE OCTOBER 3RD STUDY SESSION AND THE OCTOBER 10TH REGULAR BUSINESS MEETING, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? THE TWO SETS HAVE MINUTES FROM OCTOBER 3RD, AND OCTOBER 10TH ARE APPROVED.
NEXT ON THE AGENDA IS OUR PUBLIC COMMENTS.
[9. PUBLIC COMMENTS-7:05 pm]
THE PUBLIC COMMENTS SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS A 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.
IT'S NOT A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.
[00:25:04]
PLEASE NOTE THAT STARTING THE LAST MEETING WE HAVE STARTED MAKING TWO CHANGES TO THE STRUCTURE OF PUBLIC COMMENTS.ONE IS, PLEASE BEGIN YOUR COMMENT 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.
WE ALSO REQUESTED IF YOUR COMMENT CONSISTS WHOLLY OR IN PART OF TEXTS VERBATIM FROM AN ARTICLE, AN ONLINE POST, AN EXCERPT FROM A BOOK, ETC.
THAT YOU SIMPLY SEND US THE LINK TO THAT AND SPEND YOUR COMMENT TELLING US HOW THE INFORMATION RELATES DIRECTLY TO OUR DISTRICT WORK.
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, OR STAFF AT A LATER TIME.
PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR BOARD MEETING IN THREE DIFFERENT WAYS.
YOU CAN CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON.
YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.
OR YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING.
THE BOARD READS ALL WRITTEN COMMENTS, WHICH ARE LATER ATTACHED TO THE MEETING AGENDA AND AVAILABLE TO THE PUBLIC ON THE BOARD DOCS WEBSITE.
TONIGHT WE HAVE NO VIRTUAL COMMENTS AND NO WRITTEN COMMENTS.
WE ALSO ACCEPT WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL.
WE READ EACH COMMENT AND EMAIL WE RECEIVE, AND WE APPRECIATE THE TIME AND EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM.
WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS, PLEASE LIMIT YOUR COMMENTS THAT ARE READ ALOUD, [NOISE] EXCUSE ME, TO THREE MINUTES.
IF A COMMENT BECOMES TOO LENGTHY, I MAY NEED TO INTERRUPT IN ORDER TO GIVE EVERYBODY EQUAL TIME.
WE ALSO ASK THOSE WHO ARE MAKING A PUBLIC COMMENT DURING A BOARD MEETING TO PLEASE MAKE THEIR STATEMENT IN A CIVIL MANNER WITHOUT DISPARAGING, NAME-CALLING, OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT.
SIMILARLY WE ASK EVERYONE IN THE AUDIENCE TO PLEASE SHOW RESPECT BY LISTENING QUIETLY, WITHOUT TALKING OR WHISPERING TO EACH OTHER, SO THAT EVERYONE CAN HEAR EACH COMMENT.
>> BEFORE WE GO ON, CAN I JUST DO A QUICK SOUND CHECK WITH DIRECTOR SMITH? I THINK HE CAN HEAR US, BUT I'M NOT SURE IF WE CAN HEAR HIM.
DIRECTOR SMITH, CAN YOU TRY SPEAKING SO WE CAN SEE IF WE CAN HEAR YOU? IS HE STILL WITH US?
>> PERFECT. WE CAN HEAR YOU. THANK YOU VERY MUCH.
I JUST WANTED TO MAKE SURE THAT YOU CAN HEAR US AND WE CAN HEAR YOU.
>> WE APPRECIATE THAT. WE'RE GLAD YOU'RE HERE WITH US, SORT OF, VIRTUALLY.
FIRST UP TO SPEAK IS MELISSA [INAUDIBLE]
>> THANK YOU. HELLO, MY NAME IS MELISSA [INAUDIBLE] I LIVE IN MOUNTLAKE TERRACE.
I AM A TEACHER AT SCRIBER LAKE HIGH SCHOOL, AND I HAVE A STUDENT AT BRIAR TYRES MIDDLE, AND A FRESHMAN AT MOUNTLAKE TERRACE HIGH SCHOOL.
MY TOPIC IS REMOVING SCRIBER LAKE FROM THIS YEAR'S BOND.
EQUITY. WE REMOVE INSTITUTIONAL BARRIERS TO ENSURE EVERY STUDENT HAS EQUITABLE ACCESS TO A RIGOROUS, SAFE, INCLUSIVE EDUCATION.
WE PROVIDE PATHWAYS TO OPPORTUNITY FOR EACH STUDENT REGARDLESS OF WHAT DIRECTION THEY MIGHT CHOOSE IN LIFE.
AN INSTITUTIONAL BARRIER IS WHEN SCRIBER LAKE HIGH SCHOOL, MOVE TO THE WOODWAY CAMPUS, MORE THAN A DECADE AGO.
WE WERE TOLD IT'D BE A TWO TO THREE-YEAR TRANSITION, BACK IN 2006, 17 YEARS OF AN UNFULFILLED PROMISE.
AN INSTITUTIONAL BARRIER AS WHEN WE ARE LOCATED IN THE FARTHEST CORNER OF THE DISTRICT, NOT ON ANY MAIN PUBLIC TRANSIT LINES AND SPREAD OUT BUS ROUTES, MAKING OUR LOCATION DIFFICULT FOR MANY FAMILIES FROM ANYWHERE IN THE DISTRICT TO CHOOSE TO SEND THEIR STUDENTS TO SCRIBER.
AN INSTITUTIONAL BARRIER IS A LACK OF ADEQUATE ACCESS TO MENTAL HEALTH RESOURCES, AND INSTITUTIONAL BARRIERS, INCONSISTENT STAFFING YEAR AFTER YEAR FOR STUDENTS WHO NEED CONSISTENCY.
WE EMBRACE STUDENTS WHO HAVE NO PLACE IN OTHER SCHOOLS, STUDENTS WHO ARE BULLIED FOR BEING TRANS, WHO ARE BRIGHT, SMART, BUT UNABLE TO KEEP UP WITH A FASTER PACE OF A LARGER, CROWDED CLASSROOM, AND HAVE A WIDE VARIETY OF LEARNING ABILITIES, TRAUMA, AND NEEDS.
INSTITUTIONAL BARRIERS HAVING SCRIBER STUDENTS SIT IN A WINDOWLESS LIBRARY AND SHARING CAFETERIA.
INSTITUTIONAL BARRIERS, OUR BATHROOMS THAT ARE OVERFLOWING AND BREAKING ON A WEEKLY BASIS.
[00:30:03]
AN INSTITUTIONAL BARRIER IS TOUTING THAT EVERY COMPREHENSIVE HIGH SCHOOL HAS A MUSIC PROGRAM OR WIDE OFFERINGS OF CTE.I LOOK AROUND AND I DON'T SEE A MUSIC PROGRAM SCRIBER.
THESE INSTITUTIONAL BARRIERS SET IN PLACE BY US ADULTS CONTINUE TO KEEP OUR COMMUNITY IN THIS INADEQUATE LOCATION YEAR AFTER YEAR.
OUR CAMPUS VOICE PROGRAM, WHICH SUPPORTS A DISTRICT'S MOST VULNERABLE POPULATION, IS NOT ADA COMPLIANT.
WE ARE IN A BUILDING EASILY ACCESSIBLE TO THE PUBLIC.
THIS IS NOT SAFETY, THIS IS NOT SECURITY, THIS IS NOT EQUITY.
DESPITE ALL THESE BARRIERS PUT IN PLACE BY US ADULTS, THE STUDENTS WHO FIND THEIR WAY TO US FLOURISH.
WE THRIVE IN OUR PARTNERSHIPS.
WE WOULD LIKE TO IMAGINE A WORLD WE HAD BETTER, SAFER, AND ADA COMPLIANT FACILITIES TO PROPER SERVE OUR UNIQUE POPULATION.
IMAGINE A CAMPUS THAT WAS CENTRALLY LOCATED, ACCESSIBLE TO THE GREATER COMMUNITY.
NOT ONLY WOULD WE BE ABLE TO MEET THE NEEDS OF ALL FAMILIES, WE'D BE ABLE TO SERVE AN EVEN GREATER NUMBER OF STUDENTS THAT ARE CURRENTLY FALLING BEHIND.
THEY'RE FALLING THROUGH THE CRACKS, AND THAT'S ON US.
WHAT WOULD IT LOOK LIKE IF EQUITY IS NOT JUST WORDS ON A POSTER, OR A WEBSITE? WHAT WOULD OUR ACTIONS DEMONSTRATE THAT WE TRULY VALUE ALL STUDENTS, AND THAT WE WILL NOT LET OUR MOST VULNERABLE WILL BE PUSHED TO THE BACK OF THE LINE AGAIN AND AGAIN. THANK YOU.
>> THANK YOU. [APPLAUSE] NEXT IS ISABEL SHINNICK GORDON.
>> HI. I'M ISABEL SHINNICK GORDON, I USE SHE HER PRONOUNS.
I LIVE IN SEATTLE, AND I TEACH SCIENCE AT SCRIBER LAKE HIGH SCHOOL.
I REALLY LOVED MY SCHOOL AND MY STUDENTS, AND I GET A CHANCE TO HAVE THEM RE-SPARK THIS INTEREST IN SCIENCE THAT MOST OF THEM HAVE LOST AT THEIR OTHER HIGH SCHOOLS.
BUT I'M REALLY LIMITED IN WHAT I CAN DO, BECAUSE WE DO NOT HAVE THE ADEQUATE FACILITIES TO DO ALL THE SCIENCE THAT STUDENTS GET TO DO AT OTHER SCHOOLS.
I DON'T HAVE EYEWASH STATIONS OR EMERGENCY SHOWERS, FUME HOODS.
I ONLY HAVE ONE SINK IN MY CLASSROOM.
THIS PREVENTS ME FROM DOING MANY THINGS THAT OTHERS KIDS ARE GETTING TO DO AT OTHER SCHOOLS, AND IT PREVENTS MY STUDENTS FROM BEING ABLE TO LEARN THE SCIENCE THEY DESERVE TO LEARN.
I AM ALSO JUST WONDERING WHY SCRIBER'S NEW FACILITIES ALSO GOT LEFT OFF THE BONDS THIS YEAR. THANKS.
>> THANK YOU. NEXT IS ANTHONY SHAPIRO.
>> HE JUST STEPPED DOWN FOR A MINUTE.
>> CATCH HIM WHEN HE COMES BACK IN. NEXT IS CORRY [INAUDIBLE]
>> THANK YOU. MY NAME IS CORRY [INAUDIBLE] AND I LIVE IN EDMONDS, MAPLE LANE.
I'M JUST CURRENTLY SERVING AS THE PRESIDENT OF YES FOR KIDS, THE ADVOCACY GROUP FOR LEVIES AND BONDS IN THE DISTRICT.
AS A FORMER EDMOND SCHOOL DISTRICT BOARD DIRECTOR, FATHER OF FOUR CHILDREN, AND PROPERTY OWNER IN THE DISTRICT, I SUPPORT THE UPCOMING SCHOOL TECHNOLOGY CAPITAL LEVY AND PROPOSED CONSTRUCTION BOND.
THE LEVY IS A RENEWAL VOTE WITH NO ADDITIONAL FUNDING NEEDED, AND PROVIDES FOR COMPUTERS AND RELATED SYSTEMS, AS WELL AS SAFETY AND EMERGENCY PREPAREDNESS SYSTEMS. WITHOUT THE APPROVAL THERE WOULD BE NO COMPUTERS FOR THE DISTRICT, AS THE STATE PROVIDES NO FUNDING FOR THIS.
CONSTRUCTION BOND IS NECESSARY TO REPLACE OLD SCHOOL BUILDINGS, [INAUDIBLE] FACILITY OR FIELD RENOVATIONS.
BONDS RECOMMENDED AFTER AN EXTENSIVE REVIEW PROCESS DONE BY A GROUP CONSISTING OF CITIZENS AND SCHOOL DISTRICT REPRESENTATIVES.
AGAIN, THE STATE PROVIDES NO FUNDING, SO IT'S NECESSARY TO GET LOCAL APPROVAL.
I CAME HERE YEARS AGO BECAUSE OF THE SCHOOL SYSTEM, I FEEL FORTUNATE TO LIVING IN A COMMUNITY THAT SUPPORTS EDUCATION.
IF YOU ALL DECIDE TO GO FORWARD WITH FOR THE LOVING THE BOND, I ENCOURAGE COMMUNITY MEMBERS TO VOLUNTEER WITH YES FOR KIDS THIS NOVEMBER, DECEMBER, JANUARY, AND FEBRUARY, FOR THE ELECTION.
WE WILL BE REACHING OUT TO THE COMMUNITY IN THE WEEKS AHEAD FOR VOLUNTEER OPPORTUNITIES.
THANK YOU FOR YOUR TIME. I LOOK FORWARD TO WORKING WITH YOU.
>> THE ONE THING ON THE AGENDA THAT I WAS MOST INTERESTED IN WAS THE REPORT ABOUT THE SBA TEST AND THE RESULTS, AND THE IMPROVEMENTS IN THE STASIS THAT WE'RE SEEING AT DIFFERENT THINGS.
I WENT AND LOOKED UP MY KID'S GRADES FROM LAST YEAR BECAUSE THEY WERE IN 10TH GRADE THEN, AND FOUND THAT THE RESULTS WERE THERE IN THE SKYWORD AND EVERYTHING.
I TOLD MY KID, HEY, YOU DID GREAT, MY KID IS LIKE WHAT? THERE'S SOMETHING MISSING IN THE FEEDBACK LOOP THAT A KID WHO DID WELL AND HAS CHECKED A COUPLE OF BOXES ON A GRADUATION PATHWAY IS UNAWARE.
[00:35:02]
HE'S A LITTLE CONFUSED BY THE WHOLE PATHWAY THING ANYWAY BECAUSE IT'S REALLY COMPLEX, AND THERE'S SO MANY CHOICES AND HE'S NOT REALLY GOOD WITH CHOICES.I TOOK A DEEP BREATH AND SAID, DUDE, YOU'RE ON THE COLLEGE PATHWAY, JUST WALK WITH IT.
I'M NOT SURE WHAT THE BOARD CAN DO ABOUT THE CLARITY OF COMMUNICATION TO THE STUDENTS, AND HOW MUCH OF THIS NEEDS TO BE PARENT-LED OF FIGURING OUT YOUR FUTURE VERSUS SCHOOL LED.
BUT YEAH, THERE'S A DISCONNECT HAPPENING THERE.
>> ASK YOU A QUICK QUESTION, DID YOUR STUDENT GET OR DID YOU GET A REPORT IN THE MAIL WITH THE RESULTS?
>> NOT THAT I RECALL, BUT MY HUSBAND MIGHT'VE GOTTEN IT AND PUT IT IN THE FILE. I DON'T KNOW.
>> GOOD EVENING. I WOULD LIKE TO POSE A FEW QUESTIONS TO THE BOARD REGARDING THE UPCOMING CAPITAL EXPENDITURE FOR THE BUILDINGS THAT YOU'RE PLANNING.
HAVING PRACTICED ARCHITECTURE SINCE THE 1970S, WHICH WAS DURING THE ERA OF RAMPANT INFLATION AS EXEMPLIFIED BY THE CONSTRUCTION OF THE KINGDOM, AND THUS MAKING IT PARTICULARLY IMPOSSIBLE TO ESTABLISH A BUDGET MUCH LESS STICK TO IT.
IN THIS CLIMATE THAT WE CURRENTLY ARE IN, IT WILL BE NO EASY FEAT.
RAISING THE QUESTION OF THE PRUDENCE OF COMMENCING THESE PROJECTS WHILE WE'RE FACING ECONOMIC UNCERTAINTIES AHEAD OF US, WHERE I'M NOT AWARE OF ANY UPCOMING RETIREMENT OF CURRENT DISTRICT BONDS.
INDEED, IF THIS IS ON THE HORIZON, THE BOARD WILL LIKELY TAKE COMFORT FROM THE FACT THAT THEY WILL BE PLACING NO ADDITIONAL BURDENS ON OUR TAXPAYERS.
THIS RATIONALE OVERLOOKS THE FACT THAT WE ARE ALL PAYING SIGNIFICANTLY HIGHER PRICES IN THIS ERA FOR EVERYTHING AND GETTING LITTLE RELIEF FROM LOWER PROPERTY TAXES DURING THIS PERIOD WOULD BE A WELCOME REPRIEVE TO MANY OF OUR HOME OWNERS AND BUSINESSES.
WE ARE EAGER TO KNOW WHAT INTEREST RATE YOU HOPE TO BE PAYING FOR THE BONDS WHICH WILL BE HIGHER THAN NORMAL DUE TO THE STATE THAT WE'RE IN.
I DON'T KNOW IF YOU'RE AWARE OF THE TREASURY BONDS THAT THE TREASURY IS HAVING TO PAY EXCESSIVELY HIGHER THAN THEY HAD IN THE PAST.
AS THE BUDGET FOR THE BUILDING, IN THE DESIGN AND CONSTRUCTION DURATION OF THESE PROJECTS, WHAT IS THE ANTICIPATED INCREASE IN COST THAT YOU ARE PLANNING OVER THE COURSE OF THIS PERIOD? LASTLY, WE'RE EAGER TO KNOW THE SQUARE FOOTAGE CONSTRUCTION COSTS THAT YOU'RE BUDGETING FOR IN THESE BUILDINGS.
IS IT 6,850, OR PERHAPS $1,000? JUDGING BY THE STRUCTURES THIS DISTRICT HAS ERECTED OVER THE PRIOR 20-30 YEARS, I VENTURE TO GUESS YOU'LL EASILY BE IN THE UPPER PART OF THIS RANGE.
I WOULD LIKE TO CLOSE WITH THE POINT THAT SPENDING EXCESSIVE AMOUNTS ON NEW CONSTRUCTION DOES NOT ENABLE OUR CHILDREN TO NECESSARILY LEARN ANY BETTER.
IN FACT, JUDGING BY THE TEST RESULTS THAT WE'RE SEEING, DOES VERIFY THIS OBSERVATION. THANK YOU.
>> NEXT ON THE AGENDA IS OUR CONSENT AGENDA.
>> EXCUSE ME, I WAS SUPPOSED TO GIVE A PUBLIC COMMENT.
>> DID YOU SIGN UP? WHAT'S YOUR NAME?
>> AARON, DO YOU HAVE IT? JASON, THERE'S A COMPUTER.
>> WHY DON'T YOU COME ON UP? GIVE US YOUR NAME AND YOUR ADDRESS, PLEASE.
WHEN YOU'RE DONE, WILL YOU GIVE AARON YOUR FULL INFORMATION THAT SHOULD HAVE BEEN ON THE DOCK.
>> [NOISE] GREETINGS. JASON MOORE FROM WINWOOD.
I'M THE VOICE OF WE THE PEOPLE WHO ARE SUFFERING IN THIS GOD FORSAKEN SCHOOL DISTRICT THAT YOU HAVE MADE DESOLATE.
$413 MILLION WAS THE REVENUE OF THIS DISTRICT IN THE SCHOOL YEAR 2019-'20.
[00:40:04]
WHAT ARE THE BENEFITS THAT WE ARE GETTING FROM SUBMITTING OUR CHILDREN TO THIS DISTRICT? A GRADUATION RATE OF 79% THAT HAS BEEN DECREASING OVER THE LAST FIVE YEARS.ONLY 31% OF EIGHTH GRADERS TESTED AT THEIR GRADE LEVEL.
THESE TEST SCORES HAVE BEEN ON THE DECLINE SINCE THE INTRODUCTION OF THE SBA TEST IMPORTED FROM THE UNIVERSITY OF CALIFORNIA IN 2014.
PLEASE SPARE YOURSELVES THE EMBARRASSMENT, AND DON'T TRY TO USE THE PATHETIC COVID EXCUSE.
YOU ARE ALL REQUIRED BY WASHINGTON STATE CONSTITUTION TO LISTEN TO US.
WE NOT TRY TO TAKE CONTROL OF OUR CHILDREN AND MAKE THEM HATE US, SO YOU CAN LATER ATTEMPT TO BRAINWASH THEM, INDOCTRINATE THEM, DRUG THEM, CASTRATE THEM, MUTILATE THEM, AND THEN HIDE THEM AWAY FROM US IN ONE OF YOUR STATE-APPROVED GODLY SHELTERS WITH YOUR PSYCHOPATH MEDICAL PERSONNEL.
WE THE PEOPLE WILL NOT ALLOW THIS TO HAPPEN ANYMORE.
NOW IS THE TIME FOR US TO RISE UP IN UNITY TOGETHER, IN LOVE AND STRENGTH FOR OUR INNOCENT CHILDREN AND SHOUT, "WE WILL NOT COMPLY WITH YOUR INSANITY ANY LONGER".
PARENTS AND GRANDPARENTS KNOW WHAT'S BEST FOR OUR CHILDREN, NOT YOU AND THE REST OF THE GOVERNMENT EDUCATION COMPLEX.
WE CAN VOTE YOU OUT AND HOLD YOU ACCOUNTABLE.
HOW DO WE SOLVE THESE PROBLEMS THAT THEY HAVE CREATED FOR US? WELL, THEY CLEARLY CANNOT BE TRUSTED TO SOLVE THEM FOR US, SO WE'LL HAVE TO SOLVE THEM OURSELVES.
I AGREE WITH PETE [INAUDIBLE] SOLUTION, A TACTICAL RETREAT.
I ENCOURAGE ALL OTHER PARENTS IN THIS ROOM OR LISTENING ONLINE TO GET ALL OF YOUR CHILDREN OUT OF THIS GOD FORSAKEN GOVERNMENT SCHOOL SYSTEM.
EACH STUDENT IS WORTH $20,000.
THAT WILL ADD UP PRETTY QUICKLY WHEN MORE AND MORE PARENTS REMOVE THEIR CHILDREN AND EVENTUALLY THE ENTIRE SYSTEM WILL COLLAPSE AND WE CAN REMAKE A NEW ONE THAT ACTUALLY SERVES WE THE PEOPLE.
MAYBE THEN YOU WILL LISTEN TO US LIKE YOU'RE REQUIRED TO DO BY LAW.
>> NEXT ON THE AGENDA IS THE CONSENT AGENDA.
[10. CONSENT AGENDA-7:35 pm]
THIS IS A GROUP OF ITEMS THAT ARE RELATIVELY ROUTINE AND WE TEND TO VOTE AS A BLOCK, BUT WE CAN DISCUSS SEPARATELY AND ALSO IF WE WANTED TO VOTE SEPARATELY ON ANY OF THEM, WE CAN.THERE ARE 17 ITEMS ON TONIGHT'S CONSENT AGENDA.
FIVE RELATE TO PERSONNEL AND AGREEMENTS WITH STAFF GROUPS.
ONE IS OUR LOOKING AT THE MONTHLY BILLS AND VOUCHERS.
ONE IS AN INTER LOCAL AGREEMENT FOR OUR COLLEGE AND THE HIGH SCHOOL PROGRAM WITH EVERETT COMMUNITY COLLEGE.
WE HAVE 10 FIELD TRIPS TO APPROVE AS PART OF THE CONSENT AGENDA, AND I JUST LIKE TO POINT OUT THEY INCLUDE ORCHESTRA, CHOIR, ATHLETICS FOR BOTH GIRLS AND BOYS, JOURNALISM AND DRAMA, WHICH IS VERY NICE TO SEE THAT RANGE OF FIELD TRIPS THAT HAVE BEEN PLANNED.
DO I HEAR A MOTION TO APPROVE AND A SECOND?
>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.
>> IT NOT BECAUSE I'M WEARING THAT EVERETT COMMUNITY COLLEGE HOODIE, BUT IT'S BECAUSE THE EVERETT COMMUNITY COLLEGE COLLEGE AND THE HIGH-SCHOOL AGREEMENT IS UNIQUELY SERVING THE LOW AND HIGH SCHOOL STUDENTS IN AP PHYSICS, AP BIOLOGY LAST YEAR, AND LAST NIGHT I LEARNED THAT IT'S NOW GOING TO BE ALSO FOR AP ENGLISH LANGUAGE AND AP ENVIRONMENTAL.
I THINK I'M GLAD THAT THIS IS HAPPENING, ESPECIALLY AS COLLEGE AND THE HIGH SCHOOL TUITION IS NOW FREE, HAS CHANGED WITH THE STATE LAW EARLIER THIS YEAR.
THERE'S NO REASON NOT TO DO COLLEGE AND THE HIGH SCHOOL.
THIS DOES INCREASE ACCESS IN METHODS OF EARNING DUAL CREDIT, AND I THINK ALL STUDENTS SHOULD TAKE ADVANTAGE OF THIS OPPORTUNITY.
>> THANK YOU. WE'VE BEEN DOING THAT.
THIS IS AN ANNUAL THING WITH NEARLY ALL OF OUR PARTNER COLLEGES.
>> OH, YEAH, BUT FROM MY KNOWLEDGE, EVERETT CHS ONLY BEGAN LAST YEAR.
>> ANY OTHER DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
[00:45:02]
THE CONSENT AGENDA IS APPROVED.>> WE HAVE TWO REPORTS AND PRESENTATIONS THIS EVENING.
[11. REPORTS-7:40 pm]
FOR THE FIRST ONE, I'D LIKE TO WELCOME FORWARD LISA GONZALEZ, [LAUGHTER] OUR EXECUTIVE DIRECTOR OF STUDENT LEARNING.SHE WILL BE PRESENTING ON THE SMARTER BALANCED ASSESSMENT RESULTS FROM SPRING OF 2023.
>> CAN YOU HEAR ME? FANTASTIC. GOOD EVENING, SUPERINTENDENT MINER AND BOARD OF DIRECTORS.
I AM HERE THIS EVENING TO SHARE WITH YOU THE RESULTS OF OUR SPRING SMARTER BALANCED ASSESSMENT AND OUR WASHINGTON COMPREHENSIVE ASSESSMENT FOR SCIENCE.
I KNOW THAT WE WILL BE DIVING IN A LITTLE BIT DEEPER AT OUR STUDY SESSION ON NOVEMBER 14TH AND REALLY TALKING ABOUT HOW WE'RE MAKING MEANING OF THIS DATA.
TONIGHT MY PRIMARY FOCUS WILL BE TO OVERVIEW THE DATA AND JUST WALK EVERYBODY THROUGH THE DATA REPORT.
FIRST TO EXPLAIN A FEW THINGS, THE SMARTER BALANCED ASSESSMENT IS ONE MEASURE.
IT'S NOT THE ONLY MEASURE THAT WE USE TO LOOK AT STUDENT PROGRESS IN THE AREAS OF ENGLISH LANGUAGE ARTS, AND MATH BUT IT ISN'T IMPORTANT MEASURE FOR ASSESSING SCHOOL AND DISTRICT EFFECTIVENESS.
IT IS A REQUIRED ASSESSMENT FOR FEDERAL AND STATE ACCOUNTABILITY AND WE TEST STUDENTS IN GRADES 3-8 AND THEN IN GRADE 10.
AT GRADE 10, A STUDENT WHO IS MEETING STANDARD LEVEL 3 OR 4 ON THE SBA IN ENGLISH LANGUAGE, ARTS OR MATH, IS ABLE TO USE THAT TO MEET A STUDENT'S GRADUATION PATHWAY REQUIREMENT FROM THE STATE.
ADDITIONALLY, THIS IS OFTEN REFERRED TO AS WCAS OR WCAS IF YOU WANT TO TURN IT INTO ONE WORD.
THE WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE IS ONE THAT MEASURES STUDENT PROFICIENCY IN THE WASHINGTON STATE SCIENCE STANDARDS.
THOSE WERE ESTABLISHED IN 2013.
IT IS ALSO REQUIRED FOR FEDERAL AND STATE ACCOUNTABILITY, AND IT IS GIVEN TO STUDENTS IN GRADES 5, 8 AND 11 ANNUALLY.
THE GRAPH THAT YOU SEE HERE NOW IS ONE THAT IS MEASURING OVERALL STUDENT PARTICIPATION IN TAKING THESE THREE ASSESSMENTS.
THIS IS THE PERCENTAGE OF STUDENTS WHO PARTICIPATED IN TAKING THE ELA SMARTER BALANCED ASSESSMENT, MATH, SMARTER BALANCED, AND SCIENCE.
WE DID SEE AN INCREASE IN THE NUMBER OF STUDENTS WHO TOOK THESE ASSESSMENTS ACROSS ALL THREE ASSESSMENTS.
WE ARE STILL NOT AT THE LEVEL OF PARTICIPATION THAT WE WERE AT PRIOR TO THE PANDEMIC BUT WE ARE SEEING POSITIVE GROWTH.
WE ARE ALSO STILL STRIVING TOWARDS REACHING THAT SAME LEVEL AND SURPASSING THE LEVEL OF THE WASHINGTON STATE PARTICIPATION RATE FOR STUDENTS.
I'M GOING TO SPEAK DIRECTLY ABOUT THE PERFORMANCE INDICATORS THAT YOU SEE HERE THAT ARE ATTACHED TO OUR STRATEGIC PLAN AND TO GO ONE SUPPORTING OUR STUDENTS.
THE PERFORMANCE INDICATORS WE'RE GOING TO LOOK THROUGH TONIGHT ARE FOCUSED ON THE PERCENTAGE OF STUDENTS IN GRADES K-8 WHO ARE AT OR ABOVE GRADE LEVEL IN READING AS A GOAL, IT'S A TARGET MEASURE THAT WE'RE USING, STUDENTS WHO ARE AT OR ABOVE GRADE LEVEL IN MATH K-8 AND THEN ALSO THE PERCENTAGE OF STUDENTS IN GRADE 10 WHO ARE AT OR ABOVE GRADE LEVEL IN MATH.
I HAVE THE NOTE HERE AT THE BOTTOM IS IMPORTANT AS WELL FOR THE PUBLIC.
I KNOW I MENTIONED THE GRADE LEVELS, BUT THESE ASSESSMENTS ARE NOT ADMINISTERED TO STUDENTS IN K THROUGH TO SECOND GRADE.
HERE ARE THE RESULTS THAT WE HAVE OVER ALL LOOKING BY GRADE LEVEL BAND, THE PERCENTAGE OF STUDENTS IN GRADES K8 WHO ARE AT OR ABOVE GRADE LEVEL IN READING.
YOU CAN SEE OUR SCORES HERE, THIRD THROUGH 8TH GRADE.
HERE IS MATH PERCENTAGE OF STUDENTS IN GRADES K-8 WHO ARE AT OR ABOVE GRADE LEVEL IN MATH AND THEN AGAIN, 10TH GRADE IS ALSO SHOWN HERE.
HERE WE'RE TAKING A LOOK AT TRENDS OVER TIME SO YOU CAN SEE.
FIRST AND FOREMOST, I WANT TO POINT OUT THAT THERE WAS NO TESTING THAT TOOK PLACE IN 2020 DUE TO THE PANDEMIC, WHICH IS WHY YOU DON'T SEE A BAR THERE.
IN 2021 THERE'S AN ASTERISK BECAUSE IN 2021, WE GAVE THE SPRING ASSESSMENT THAT WAS SCHEDULED FOR THE SPRING OF 2020 IN THE FALL OF 2021.
ADDITIONALLY, WHEN YOU LOOK AT THIS GRAPH, THE BLUE OR GRAY BAR REPRESENTS ALL EDMONDS STUDENTS AND THE BLACK LINE IS ALL WASHINGTON STATE STUDENTS.
AS YOU CAN SEE IN THE SPRING SBA FOR OUR ENGLISH LANGUAGE ARTS,
[00:50:03]
WE PERFORM SLIGHTLY BETTER THAN THE WASHINGTON STATE AVERAGE, BUT OUR PERFORMANCE LEVELS STILL REMAIN BELOW PRE-COVID LEVELS.FOR MATH, HERE'S THE SAME TREND DATA OVER TIME.
AGAIN, IN THE SPRING OF 2023, OUR STUDENTS PERFORMED SLIGHTLY HIGHER ON THE MATH SBA AS COMPARED TO WASHINGTON STATE BUT PERFORMANCE STILL REMAINS BELOW THE LEVELS OF PRE-COVID.
THIS IS LOOKING AT THE WCAS OR THE WASHINGTON COMPREHENSIVE ASSESSMENT FOR SCIENCE AND YOU CAN SEE AGAIN, WE PERFORM SLIGHTLY BETTER THAN THE AVERAGE ACROSS THE STATE AND THAT THE PERFORMANCE LEVEL IS ACTUALLY CONSISTENT WITH WHAT IT WAS AT PRE-COVID.
THE NEXT COUPLE OF GRAPHS ARE GOING TO COMPARE, LOOKING AT DISTRICTS SURROUNDING US, HOW WE PERFORMED IN RELATIONSHIP TO SMARTER BALANCED ON ENGLISH LANGUAGE ARTS.
MY UNDERSTANDING IS THAT THE BOARD HAS REQUESTED ADDITIONAL INFORMATION LOOKING AT THIS DATA THROUGH THE LENS OF FREE AND REDUCED LUNCH, AND THAT WILL BE INCLUDED THIS FRIDAY IN THE BOARD MEMO THAT YOU WILL RECEIVE.
A FEW THINGS THAT I'LL NOTE HERE IN RELATIONSHIP TO THAT.
CURRENTLY, 42% OF OUR STUDENTS IN EDMONDS QUALIFY FOR FREE AND REDUCED LUNCH.
EVERY WHICH IS SIMILAR TO US DEMOGRAPHICALLY, IS AT 37% OF STUDENTS ARE FREE AND REDUCED LUNCH.
THE STATE AVERAGE IS 50% OF STUDENTS AT FREE AND REDUCED LUNCH AND YOU'LL GET, AGAIN ADDITIONAL INFORMATION IN THE FRIDAY MEMO SO YOU CAN LOOK AT IT WITH ALL OF THAT DATA INCLUDED.
THIS IS LOOKING AT SIMILAR DATA FOCUSED AROUND PERFORMANCE ON THE SMARTER BALANCED ASSESSMENT IN MATH.
THEN AGAIN, WASHINGTON COMPREHENSIVE ASSESSMENT FOR SCIENCE.
NOW WE CAN TAKE A LOOK AT DATA OVER TIME.
FIRST, WE'RE GOING TO FOCUS IN ON ENGLISH LANGUAGE ARTS, ON THE SMARTER BALANCED ASSESSMENT BY RACE AND ETHNICITY AND THEN BY PROGRAM DATA.
I'M LOOKING TO SEE WHAT OUR 2024 SCORES LOOK LIKE TO SEE IF SOME OF THE POSITIVE TRENDS THAT WE'RE BEGINNING TO SEE CONTINUE MOVING FORWARD.
BUT AS YOU CAN SEE, THERE ARE STILL GAPS OF CONCERN THAT HAVE PERSISTED OVER TIME THAT WE ARE CONTINUING TO FOCUS IN ON AND TO ADDRESS.
THERE LOOKS LIKE THERE HAS BEEN SOME IMPROVEMENT FROM 2021, FOR EXAMPLE, TO 2023, PARTICULARLY IN SUPPORTING OUR MULTILINGUAL LEARNERS.
BUT AGAIN, WE HAVE MORE PROGRESS WE WOULD LIKE TO MAKE IN THAT REGARD AND MORE GAP CLOSING THAT WE NEED TO SEE ACROSS OUR SYSTEM.
LOOKING AT, AGAIN, COMPARABLE DATA, BUT NOW WE'RE LOOKING AT MATH AND PERFORMANCE ON SMARTER BALANCED, AGAIN BY ETHNICITY OVER TIME AND BY PROGRAM OVER TIME.
I DID FAIL TO MENTION ON THE PREVIOUS SLIDE THAT THE GRAYISH BLUE BAR REPRESENTS OUR TOTAL DISTRICT AVERAGE AND THEN YOU CAN SEE THAT IN COMPARISON TO THESE PARTICULAR GROUPS.
THEN LOOKING AT WHAT CASS BY RACE, ETHNICITY, AND PROGRAM AGAIN.
ONE OF THE QUESTIONS THAT WE OFTEN GET ASKED IS TO CONSIDER STUDENTS WHO DID NOT TEST.
AS I KNOW THE BOARD IS AWARE, ANY STUDENT WHO DOES NOT COMPLETE THE SMARTER BALANCED ASSESSMENT IS ACTUALLY NOT COUNTED AS MEETING STANDARDS, SO IS EFFECTIVELY SCORED A ZERO WHEN IT COMES TO OUR SCORES OVERALL.
WHEN WE LOOK AT OUR DATA, WE WANT TO CONSIDER, HOW DID OUR STUDENTS DO WHO TESTED VERSUS WHEN WE LOOK AT THE DATA OF ALL STUDENTS AND FACTORING IN THOSE STUDENTS THAT DID NOT TEST, WHICH BRINGS DOWN SOME OF THOSE SCORES OVERALL.
WHEN YOU LOOK AT OUR ELA RESULTS AND YOU LOOK AT JUST OUR STUDENTS WHO TESTED AND COMPLETED THE SBA AND ELA,
[00:55:03]
57% OF THOSE STUDENTS MET STANDARD, AS OPPOSED TO 54% WHEN YOU FACTOR IN THOSE THAT DID NOT COMPLETE THE TEST.OVERALL, IF YOU COMPARE THAT TO WASHINGTON STATE.
IF IN WASHINGTON STATE WE ONLY LOOKED AT THE STUDENTS WHO TOOK THE TEST, 52% MET STANDARD, AS OPPOSED TO WHEN YOU FACTOR ALL 51%.
>> IS THAT WITH THE STUDENTS WHO STARTED AND DIDN'T COMPLETE OR JUST STUDENTS THAT CHOSE NOT TO TAKE IT?
>> STUDENTS WHO CHOSE NOT TO TAKE IT.
THANK YOU FOR THE CLARIFICATION QUESTION.
>> THERE'S A MINIMUM NUMBER OF ITEMS SO IF A STUDENT GOES IN AND ANSWERS TWO ITEMS OR SOMETHING, THEY MIGHT DO THAT AND IT WOULD STILL BE COUNTED AS THEY DIDN'T TAKE IT BECAUSE THEY DIDN'T COMPLETE THE MINIMUM NUMBER FOR IT TO BE EVEN SCORED.
>> THEN SIMILARLY, LOOKING AT MATH, IF WE CONSIDER STUDENTS ONLY THE STUDENTS WHO TESTED 43% MET STANDARD VERSUS WHEN YOU FACTOR IN ALL AT 42% AND YOU'LL SEE THAT COMPARISON TO THE STATE.
STATEWIDE IS 39% WHO TESTED MET STANDARD AND WHEN YOU'RE FACTORING ALL, IT ACTUALLY STAYS PRETTY CONSISTENT THE NUMBER OF STUDENTS WHO MET STANDARD.
ONE OF THE THINGS THAT IS IMPORTANT IS AGAIN, INCREASING PARTICIPATION RATES ON TAKING THESE EXAMS. THAT HAS A FACTOR IN WHAT CASS AND THIS WASHINGTON COMPREHENSIVE SCIENCE ASSESSMENT, BECAUSE AT OUR DISTRICT LEVEL, WE HAVE ABOUT 81% PARTICIPATION RATE IS ONE OF THE PIECES OF DATA THAT I SHOWED IN AN EARLIER GRAPH.
WHEN YOU CONSIDER THAT THERE'S 19% OF OUR KIDS ARE NOT TAKING THIS PARTICULAR EXAM SO THAT'S FACTORING INTO OUR OVERALL SCORES.
WELL CASS, HOWEVER, IS NOT COUNTED AS MEETING A GRADUATION PATHWAY REQUIREMENT.
THERE'S A BIT OF A TENSION THERE.
BUT IT IS A TEST THAT WHEN WE SEE INCREASED PARTICIPATION, WE DO TEND TO SEE THOSE RATES GO UP.
YOU CAN SEE THAT HERE WHEN WE LOOK AT THE STUDENTS WHO COMPLETED WHAT CASS 53% MET STANDARD.
NOW AND FOR OUR STUDY SESSION ON NOVEMBER 14TH, THERE'S A VARIETY OF THINGS WE'RE GOING TO TAKING A LOOK AT SOME DIFFERENT CONSIDERATIONS FOR NEXT STEPS.
ONE IS LOOKING AT OTHER METRICS THAT WE CAN USE TO MONITOR PROGRESS AND TO SUPPORT STUDENTS IN BEING READY FOR THESE ASSESSMENTS.
REALLY READY IN THE SENSE THAT THEY ARE MEETING GRADE LEVEL STANDARDS IN READING AND MATH AND SCIENCE.
I-READY IS A TOOL YOU HEARD ABOUT EARLIER THIS EVENING.
IT IS ONE WHICH IS A VERY POWERFUL AND EFFECTIVE TOOL AT PREDICTING AND AT ESTABLISHING A PATTERN OR A GROWTH TREND FOR STUDENTS TO PREDICT IF THEY WILL MEET STANDARD, IF THEY'RE MAKING PROGRESS TOWARDS GRADE LEVEL STANDARDS.
WE'VE BEEN EXPLORING THAT MORE THIS YEAR IN SHARING THAT INFORMATION WITH OUR PRINCIPALS AND ASKING PRINCIPALS TO LOOK MORE DEEPLY AND TEACHERS TO LOOK MORE DEEPLY AT THE MULTIPATH AND INSTRUCTIONAL LESSONS THAT ARE AVAILABLE WITH AN I-READY TO HELP STUDENTS MEET THESE GRADE LEVEL STANDARDS.
WE WILL CONTINUE TO DO THAT AND WE'LL LOOK AT THAT A LITTLE BIT MORE DEEPLY AS WELL.
WE WILL CONTINUE TO MONITOR AND IMPROVE PARTICIPATION RATES.
PART OF OUR INCREASE IN PARTICIPATION RATES IS REALLY DUE THIS YEAR TO INCREASING PARTICIPATION RATES AT OUR HIGH SCHOOLS.
WE HAD PREVIOUSLY PROVIDED SBA TESTING AS A SEPARATE PART OF THE SCHOOL DAY, MEANING STUDENTS WOULD COME IN EARLY.
THERE WAS AN ALTERED BELL SCHEDULE.
THEN THEY WOULD ATTEND THEIR SIXTH PERIOD CLASSES.
THIS LAST YEAR IN 2023, WE EMBEDDED THE SMARTER BALANCED ASSESSMENT WITHIN THE SCHOOL DAY.
THAT DID LEAD TO HIGHER PARTICIPATION RATE.
WE INTEND TO CONTINUE TO DO THAT THIS SCHOOL YEAR AND TO CONTINUE TO FIND WAYS TO INCREASE STUDENT PARTICIPATION.
THIS DATA IS PROVIDED TO ALL OF OUR SCHOOLS, OUR BUILDING PRINCIPALS ARE AWARE OF HOW THEIR STUDENTS HAVE PERFORMED ON SBA, MATH AND ELA.
THIS IS GOING TO CONTINUE TO BE PART OF THE COLLABORATIVE WORK THAT THEY DO WITH THEIR PRINCIPLES SUPERVISORS TO MAKE MEANING OF THAT DATA, TO SEEK AND FIND WAYS TO IMPROVE STUDENT ACHIEVEMENT IN THOSE AREAS.
THEN AS I'VE MENTIONED, WE'RE LOOKING FORWARD TO THAT STUDY SESSION ON NOVEMBER 14TH, AND THE OPPORTUNITY TO TAKE A LITTLE BIT OF A DEEPER DIVE AND HAVE SOME CONVERSATION AND MAKE MEANING OF THE DATA AND OUR NEXT STEPS.
WITH THAT SAID, ANY QUESTIONS AT THIS TIME?
>> JUST LOOKING FORWARD TO THE DEEP DIVE.
>> I REALLY WANT TO THANK YOU AND I ALSO WANT TO SAY WHILE WE USE THE PHRASE,
[01:00:08]
DO THEY MEET GRADE LEVEL EXPECTATIONS? IT GETS IMPORTANT FOR THE PUBLIC TO KNOW.THIS IS A STANDARDS BASED ASSESSMENT.
IF YOU LOOK AT THE STANDARDS, THEY ARE VERY HIGH LEVEL.
THERE'S WHAT THEY CALL A DEPTH OF COMPLEXITY AND DEPTH OF KNOWLEDGE THAT IS MEASURED ACROSS THESE ITEMS. THESE ARE NOT REGURGITATION OF FACTS.
VERY FEW OF THE ITEMS. I ENCOURAGE YOU IF YOU REALLY WANT TO SEE WHAT OUR KIDS ARE BEING ASKED TO PROCESS AND UNDERSTAND WHEN THEY READ THINGS THE PROBLEM SOLVING FOR MATH, THE REASONING THAT'S INVOLVED, THE SCIENCE THINKING, SETTING UP A HYPOTHESIS.
WHAT WOULD HAPPEN IF THIS HAPPENED OR THAT HAPPENED, MUCH MORE HIGH LEVEL THAN, FOR EXAMPLE, WHEN I WAS IN SCHOOL OR EVEN BEFORE ANY OF THESE STANDARDS CAME INTO ACCEPTANCE AND USE? I THINK IT'S REALLY IMPORTANT FOR PEOPLE TO UNDERSTAND.
THIS IS NOT AN EASY TEST AND IT'S IMPORTANT FOR OUR TEACHERS TO CONTINUE TO WORK TOWARD MAKING SURE THAT WHAT'S GOING ON IN CLASSROOMS ALIGNS WITH THOSE STANDARDS.
I ALSO REALLY APPRECIATE HOW YOU TALK ABOUT THE RELATIONSHIP TO OTHER METRICS.
YOU GUYS GAVE US A REALLY EXCELLENT REPORT IN OUR FRIDAY REPORT ON ATTENDANCE.
OUR ATTENDANCE IS JUST NOT AS GOOD AS IT NEEDS TO BE.
WE KNOW IF KIDS AREN'T IN SCHOOL, THEY'RE NOT LEARNING.
I THINK IT MIGHT BE INTERESTING.
I DON'T KNOW IF IT'S POSSIBLE TO LOOK AT THE CORRELATION BETWEEN ATTENDANCE AND SCORES ON OUR ASSESSMENTS AS WELL SO THAT WE CAN REALLY SHOW PEOPLE THAT WHEN ATTENDANCE IS LOWER, STUDENTS ARE ACHIEVING AT A LOWER RATE THAN WHEN KIDS ARE IN SCHOOL.
I REALIZE IT'S A CORRELATION AND NOT A CAUSE EFFECT.
WE DON'T KNOW ABOUT THE CAUSE EFFECT.
BUT I THINK IT'S REALLY IMPORTANT THAT OUR PARENTS UNDERSTAND THAT ATTENDANCE MATTERS AND WE NEED TO REALLY GO BACK TO THE ATTENDANCE EXPECTATIONS THAT WE HAD BEFORE.
IT JUST STRUCK ME WHEN I WAS LOOKING AT THAT REPORT, AND I REALLY WANT TO THANK ALLISON FOR THAT REWARDS ARE REALLY HELPFUL REPORT.
I'M REALLY LOOKING FORWARD TO THE STUDY SESSION WHERE WE GO DEEPER.
>> I JUST HAVE A QUESTION AND A COMMENT.
A QUESTION ABOUT WHAT PERCENTAGE OF OUR STUDENTS ARE CURRENTLY IN THE ELML PROGRAM ACROSS THE DISTRICT.
>> I TURN TO VICTOR FOR THAT NUMBER.
>> WE WE HAVE THIS WEEK, IDENTIFY ABOUT 3,800 ACTIVE STUDENTS.
THAT'S A HUGE NUMBER OF STUDENTS FOR WHOM ENGLISH IS A SECOND LANGUAGE OR A THIRD OR FOURTH, WHO ARE WORKING TO GAIN ACCESS TO OUR CURRICULUM.
I JUST WANTED TO CONNECT TO OUR MIDDLE-SCHOOL PRESENTATION WHERE WE SAW A LIGHT THERE WHERE THEY HAVE FOUND A WAY TO REALLY HELP THE ML STUDENTS.
ONCE THE ML STUDENTS CAN IMPROVE THEIR ENGLISH LANGUAGE, THEY IMPROVE THEIR ACCESS TO ALL OF OUR CURRICULUM.
I THINK THAT THOSE ARE THE SMALL SUCCESS STORIES THAT I'M REALLY LOOKING FOR.
EVERY YEAR I PERSONALLY GRIPE SOMEBODY FOR EVERYBODY GRAPES ABOUT OUR TEST SCORES.
BUT I DO SEE NOT ONLY TONIGHT WITH COLLEGE PLACE, BUT OTHER PLACES ACROSS THE DISTRICT WHERE WE'RE DOING A MUCH BETTER JOB OF HELPING OUR ML STUDENTS GAIN ACCESS TO OUR EDUCATION.
I'M LOOKING FORWARD TO FURTHER SUCCESSES AND THAT WILL PLAY OUT IN OUR TEST SCORES. THANK YOU.
>> I THINK IT WAS INTERESTING TO KNOW THAT THE INCREASED PARTICIPATION RATE CAME FROM A CHANGE IN THAT SCHEDULE STRUCTURE BECAUSE IN PAST YEARS, THESE TESTS ADMINISTRATIONS WERE GIVEN IN THE MORNING ON A THREE-HOUR LATE START BASIS WHERE THOSE WHO WILL BE TAKING THE TEST DO COME TO SCHOOL IN THE MORNING AND THOSE NOT WILL BE COMING THREE HOURS LATER AND THEN TURNS UP THE PREVIOUS SCHOOL YEAR.
THAT WAS CHANGING, THAT THERE WAS NO THREE-HOUR LATE START IN THAT ALL STUDENTS WERE TO BE AT SCHOOL TESTING OR
[01:05:01]
NOT WHERE THE STUDENTS TESTING WILL BE TESTING AND THE STUDENTS NOT TESTING WOULD BE IN ADVISORY.I THINK THAT CHANGE WAS UNPOPULAR AMONG THE STUDENT POPULATION AND THAT STUDENTS DID NOT WANT TO COME TO SCHOOL DOING NOTHING FOR 2, 3 HOURS.
I'M HOPING THAT THERE'S SOME WAY TO KEEP THEM ENGAGED WHILE THEY'RE DOING IT TO OUR TESTING ARE TESTING.
AND THAT'S A SURPRISE TO ME TO HEAR THAT SCHEDULE THAT WE ARE WORKING WITH EACH OF OUR HIGH SCHOOLS TO BUILD THEIR SCHEDULE FOR SMARTER, BALANCED TESTING.
I'LL TAKE THAT UNDER ADVISEMENT.
I APPRECIATE YOU GIVING ME THAT HEADS-UP AS WE MOVE FORWARD FOR THIS YEAR.
>> YOU GOT TO KEEP THE STUDENTS ENGAGED OR ELSE THEY'RE NOT GOING TO COME TO SCHOOL AND IF THEY'RE NOT COMING TO SCHOOL, ATTENDANCE.
>> FOR THE SMARTER BALANCE ASSESSMENTS.
HOW DO YOU REACH THE STUDENTS THAT MIGHT NOT BE ON CAMPUS REGULARLY DOING PROGRAMS SUCH AS RUNNING START?
>> IT'S A 10TH GRADE ASSESSMENT.
TYPICALLY, STUDENTS ARE NOT IN RUNNING START IN 10TH GRADE, SO THAT'S NOT A FACTOR.
BUT IF A STUDENT IS ABSENT, THERE ARE MAKEUP OPPORTUNITIES AND THERE'S AN EXTENDED WINDOW TO TAKE THE ASSESSMENTS.
BUT GOOD QUESTION WHEN YOU THINK ABOUT WHAT DO WE DO WITH STUDENTS WHO MIGHT HAVE CHRONIC ABSENTEEISM OR MIGHT MISS FOR OTHER REASONS AND THERE IS AN EXTENDED MAKEUP WINDOW.
>> BECAUSE I KNOW THERE WERE STILL ASSESSMENTS.
THOSE BIG ASSESSMENTS THAT I DID TAKE LAST YEAR IN 11TH GRADE AND I'M EXPECTED TOO THIS YEAR.
BUT AS A RUNNING START STUDENT IS REALLY HARD FOR ME TO RECEIVE THAT INFORMATION.
HOW DO YOU THINK WE'D BE ABLE TO COMBAT THAT ISSUE?
>> IT'S A GREAT QUESTION PARTICULARLY WITH THE WEBCAST, WHICH IS AN 11TH GRADE ASSESSMENT AND MAKING SURE WE HAVE INFORMATION GOING OUT TO ALL OF OUR RUNNING START STUDENTS.
I THINK THAT'S A GREAT QUESTION I CAN TAKE BACK TO OUR BUILDING PRINCIPALS AND TO EXPRESS TO THEM THAT CONCERN ABOUT JUST COMMUNICATION AND STAYING LOOPED IN WITH OUR RUNNING START.
>> CARTER, AND WITH RUNNING START, THE PURPOSE OF THE SBA ASSESSMENTS ARE REALLY JUST A TEST TO SEE IF A HIGH SCHOOL STUDENT IS MEETING HIGH-SCHOOL LEVEL STANDARDS IN ENGLISH AND MATH AND IF A RUNNING START STUDENT IS COMPLETING COLLEGE LEVEL MATH AND ENGLISH, THEN THAT WOULD FULFILL AS A GRADUATION REQUIREMENT.
THE SBA REQUIREMENT ISN'T THAT IMPORTANT FOR THE INDIVIDUAL STUDENT, BUT FOR THE SCHOOL DISTRICT, IT PROBABLY IS.
>> I WAS WONDERING, I KNOW THE TEST IS SOMETHING THAT YOU'RE AUTOMATICALLY OPTED INTO AND TO NOT TAKE IT, YOU HAVE TO OPT OUT OF IT. THAT'S STILL CORRECT?
>> DO YOU KNOW WHY STUDENTS ARE CHOOSING NOT TO TAKE IT OR IS THAT INFO YOU DON'T HAVE?
>> WE DON'T HAVE INFO DOWN TO THE EXACT SCIENCE OF BEING ABLE TO EXPRESS TO YOU HOW MANY STUDENTS SAID THE REASON WAS X VERSUS Y.
WE KNOW THAT ONE OF THE IMPACTS WITH PARTICIPATION GOING DOWN OVER TIME AND CERTAINLY SINCE BEFORE THE PANDEMIC, IS BECAUSE THERE ARE MULTIPLE WAYS THAT A STUDENT CAN SHOW AND FULFILL A GRADUATION PATHWAY.
SBA IS ONLY ONE, SO A STUDENT MIGHT BE ABLE TO FULFILL THAT GRADUATION PATHWAY REQUIREMENT ON AN IB EXAM.
THEY MIGHT BE ABLE TO DO IT THROUGH AN AP EXAMS AND SO THERE'S MORE CHOICES AVAILABLE FOR STUDENTS, WHICH DEFINITELY HAS AN IMPACT ON PARTICIPATION.
BECAUSE YOU DON'T NECESSARILY FEEL LIKE YOU HAVE TO TAKE THIS TO MEET THAT REQUIREMENT.
THAT IS ONE FACTOR, SOMETHING THAT'S CHANGED OVER TIME. THANK YOU.
>> ANY OTHER QUESTIONS OR COMMENTS? THEY SAID THANK YOU SO MUCH.
ONE THING THAT IT WOULD BE HELPFUL FOR US TO FIND OUT WITH REGARD TO THE PUBLIC COMMENT THAT WAS MADE ABOUT THE STUDENTS NOT KNOWING HOW THEY HAD DONE ON IT, IS HOW IS COMMUNICATION GOING OUT TO HOMES, TO PARENTS AND STUDENTS? IT SHOULD NOT JUST BE THE REPORT, BUT IT SHOULD BE WITH A COVER LETTER THAT PUTS IT INTO CONTEXT.
WE DON'T WANT ANYBODY BERATING THEIR CHILD IF THEY DIDN'T DO AS WELL AS THEY WOULD THINK OR ANYTHING LIKE THAT.
BUT TO UNDERSTAND, IT'S JUST ONE PIECE OF INFORMATION.
ON THE OTHER HAND, IT'S IMPORTANT THAT THEY GET TIMELY RESULTS.
IF WE COULD FIND OUT WHAT THAT IS.
>> ABSOLUTELY, I WILL PROVIDE THAT IN THE FRIDAY MEMO AS WELL, JUST TO CONFIRM.
>> WITH THE TRANSITION TO CUMULATIVE, I DIDN'T WANT TO JUST ANSWER ON THE SPOT DEFINITIVELY [OVERLAPPING] WHAT WE DID THIS FAR, BUT WE WILL KNOW BY FRIDAY.
>> OUR SECOND PRESENTATION THIS EVENING IS PROPOSED 2024 BOND AND REPLACEMENT TECHNOLOGY CAPITAL LEVY.
LYDIA AND I WILL BE PRESENTING THIS FOR YOU.
[01:10:02]
I'LL STAY HERE, LYDIA IS GOING TO PRESENT FROM THERE.THIS IS A SAMPLE OF WHAT WILL BE DELIVERED AS AN INFORMATIONAL PRESENTATION TO COMMUNITY SHOULD THE BOARD PASS THIS RESOLUTION THIS EVENING.
IT STARTS AS WE MOVE TO THE SECOND SLIDE, AS OUR PRESENTATIONS DO WITH THE LAND ACKNOWLEDGMENT.
I WON'T GO BACK THROUGH THE LAND ACKNOWLEDGMENT THIS EVENING BECAUSE WE'VE ALREADY DONE THAT ONCE THIS EVENING.
AS WE GO ON TO THE NEXT SLIDE, THE THIRD SLIDE, YOU CAN SEE AN AGENDA WHICH WILL BE SHARED HERE.
THE TOPS OF THIS PRESENTATION WILL BE THE WHY BEHIND A 2024 BOND AND REPLACEMENT TECHNOLOGY CAPITAL LEVY.
HOW WE GATHERED BOND INPUT AND DEVELOPMENT OR REVIEW OF PROPOSED BOND PROJECTS WHICH ARE ON THE RESOLUTION THIS EVENING.
IF THE BOARD PASSES IT AS IT STANDS.
HOW WE GATHERED TECHNOLOGY AND CAPITAL LEVITY INPUT AND DEVELOPMENT, OVERVIEW OF THE PROPOSED TECHNOLOGY AND CAPITAL LEVY PROJECTS AND THEN THE FINANCING PIECE OF HOW BONDS AND LEVIES WORK IN A DISTRICT.
THE WHY BEHIND THIS IS REALLY THAT SCHOOL DISTRICTS HAVE TO PROVIDE LOCAL RESOURCES FOR THE MAJORITY OF FACILITIES PROJECTS.
THERE ARE SOME FUNDS CALLED STATE MATCH, BUT THE BULK OF FUNDS FOR FACILITIES PROJECTS HAVE TO COME FROM LOCAL DISTRICTS AND LOCAL VOTERS.
STATE FUNDS ARE LIMITED BY FORMULA.
THAT'S WHAT I WAS TALKING ABOUT THERE IN THE STATE MATCH.
SOME COSTS ARE NOT RECOGNIZED AND THE LEGISLATURE SETS THE MAXIMUM ALLOCATION.
YOU'LL SEE AN EXAMPLE IN A MINUTE.
THE STATE TYPICALLY ONLY ALLOCATES LIMITED FUNDS TO NEWER REPLACEMENT SCHOOLS.
THERE'S NO STATE FUNDING FOR MANY OF EDMOND SCHOOL DISTRICTS UPGRADES AND RENEWAL PROJECTS.
AS AN EXAMPLE, THE STATE FUNDING FOR THE REPLACEMENT IS BRUCE ELEMENTARY WAS ABOUT 7.7% OF THE COST OF THE PROJECT.
YOU CAN SEE IT'S A VERY SMALL PERCENTAGE.
THEN THE OTHER WHY OF THIS BOND NOW, OF OUR 34 SCHOOL CAMPUSES, 15 WERE BUILT MORE THAN 50 YEARS AGO AND HAVEN'T BEEN REPLACED.
WE HAD A FACILITIES ADVISORY COMMITTEE THAT SPENT 18 MONTHS IN THE 2018 AND 2019 YEARS, SO WE WERE ABLE TO START FROM THEIR WORK THAT WAS DONE PREVIOUSLY, SO INSTEAD OF 18 MONTHS, WE WERE ABLE TO BUILD OFF OF THEIR WORK AND SPENT 10 MONTHS INSTEAD.
THE FACILITY ADVISORY COMMITTEE LOOKED AT A LOT OF REPORTS, THE HISTORICAL INFORMATION FROM THE 1890S SCHOOL YEAR.
WE HAD PARENTS OF YOUNGER CHILDREN, WE HAD CITIZENS WHOSE KIDS HAD LONG SINCE GRADUATED, WE HAD TEACHERS AND OTHER CERTIFICATE INSTRUCTIONAL STAFF, WE HAD CLASSIFIED STAFF, PRINCIPALS, AND THEN, OF COURSE, OUR ADMINISTRATIVE STAFF.
THE TEAM WAS LED BY TAINE WILTON, OUR DIRECTOR OF CAPITAL PROJECTS, WHO IS HERE TONIGHT.
WE CAME UP WITH FOUR OBJECTIVES WITHIN THE GROUP.
EDUCATIONAL EQUITY, WE NEED TO BE ABLE TO SERVE ALL STUDENTS THAT COME THROUGH OUR DOORS, NOT JUST THE STUDENTS OF THE PAST WHO HAD ONE LEARNING STYLE.
TO IMPROVE STUDENT LEARNING, TO REALLY SEE HOW FACILITIES CAN IMPROVE STUDENT LEARNING, TO ADD VALUE FOR OUR COMMUNITY.
MANY TIMES, FOR INSTANCE, IN ELEMENTARY SCHOOL, THEIR PLAYGROUND IS THE ONLY PARK THAT A FAMILY WITHOUT A VEHICLE HAS ACCESS TO.
WE DON'T KNOW WHAT THE FUTURE LOOKS LIKE, BUT WE KNOW THAT OUR BUILDINGS ARE A LITTLE BIT OUTDATED.
OUR THREE STRATEGIES ARE THAT INSTRUCTION DRIVES CONSTRUCTION, A BIG EMPHASIS ON SITE SAFETY, AND OUR STRATEGY OF MOVING SIXTH GRADE TO MIDDLE SCHOOL.
CURRENTLY, WE ARE ONE OF THE VERY FEW SCHOOL DISTRICTS LEFT IN THE STATE OF WASHINGTON THAT HAS K-6 ELEMENTARY SCHOOLS, MOST SCHOOL DISTRICTS HAVE 6-8 MIDDLE SCHOOLS.
>> THAT LEADS ME TO THE NEXT SLIDE CONSIDERATIONS FOR COMBINING GRADE 6, 7 AND 8 AT MIDDLE SCHOOLS.
ONE OF THE THINGS BEHIND THIS IS THAT LEARNING STANDARDS SHIFT BETWEEN FIFTH AND SIXTH GRADE.
MOST OF THE LEARNING STANDARDS ARE WRITTEN FOR OUR K-5 AND THEN SIX ONWARD.
THE LEARNING STANDARDS IN THE CURRICULUM,
[01:15:03]
AS I INDICATED, K-5, 6, 8, 9, 12.SIXTH GRADERS WOULD HAVE MORE ACCESS TO ACTIVITIES AT A MIDDLE SCHOOL BUILDING.
WIDER GRADE SPANS ARE MORE BENEFICIAL FOR COURSE OFFERINGS, STUDENTS CAN ACCESS ADDITIONAL COURSEWORK, HIGHER-LEVEL MATH THINGS THAT THEY MAY NOT BE ABLE TO GET AT THEIR ELEMENTARY SCHOOL, ACCESS TO SCIENCE LABS IN SIXTH GRADE.
THE NEXT-GENERATION SCIENCE STANDARDS DO HAVE STUDENTS OR WOULD HAVE STUDENTS PARTICIPATING IN LAB SCIENCES WHERE THEY'RE ENGAGED IN AUTHENTIC LABORATORY EXPERIMENTS.
WE DON'T HAVE LABS AT OUR SIXTH-GRADE LEVEL CURRENTLY IN OUR ELEMENTARY SCHOOLS.
THEN A GREATER SENSE OF BELONGING FOR STUDENTS IN A THREE-YEAR MIDDLE SCHOOL RATHER THAN, AS I WAS TALKING WITH ONE OF THE PRINCIPALS TODAY, ABOUT 55% OF HIS GENES LEAVE IN ANY GIVEN YEAR BECAUSE NOT ALL OF THE SEVENTH GRADERS STAY AND THE EIGHTH GRADERS ARE GOING OUT.
IT'S QUITE A LOT OF TURNOVER YEAR OVER YEAR.
THEN THE NEXT SLIDE, WHEN WITH SIXTH GRADERS MOVE IT THIS BOND PASS, THE GOAL WOULD BE TO COMPLETE ALL MIDDLE SCHOOL CONSTRUCTION, INCLUDING A FIFTH MIDDLE SCHOOL FOR THE START OF THE '28-'29 SCHOOL YEAR, IT SOUNDS LIKE A LONG WAY OFF, BUT THAT MEANS OUR CURRENT YEARS FIRST GRADERS, THE STUDENTS WHO ARE IN FIRST GRADE TODAY, WOULD BE THE FIRST GROUP OF STUDENTS TO ATTEND MIDDLE SCHOOL AS SIXTH GRADERS.
>> HERE IS OUR LIST OF OUR PROPOSED BOND PROJECTS.
WE ARE CURRENTLY UNDERWAY WORKING ON OAK HEIGHTS THROUGH A 2021 CAPITAL LEVY.
THE BOND WOULD ALLOW US TO FINISH OAK HEIGHTS A YEAR EARLIER BECAUSE YOU RECEIVE THE FUNDING THAT YOU NEED FOR OAK HEIGHTS UPFRONT, RATHER THAN WAITING EACH CALENDAR YEAR TO COLLECT IT.
WE WOULD REPLACE COLLEGE PLACE MIDDLE SCHOOL, ANDREA WAS HERE THIS EVENING, AND ITS NEIGHBOR COLLEGE PLACE ELEMENTARY, BUILD A FIFTH MIDDLE SCHOOL AT THE FORMER ALDERWOOD MIDDLE SCHOOL LOCATION.
WE HAVE RECOGNIZED THAT IN ORDER TO MOVE SIXTH GRADERS TO A MIDDLE SCHOOL MODEL, WE DO NEED A FIFTH MIDDLE SCHOOL BECAUSE THEY WON'T FIT IN OUR CURRENT FOUR COMPREHENSIVE MIDDLE SCHOOLS.
>> BY BUILDING A FIFTH MIDDLE SCHOOL AT THE FORMER ALDERWOOD MIDDLE SCHOOL LOCATION, CAN YOU CLARIFY WHAT THAT MEANS? BUILDING ANOTHER BUILDING NEAR THAT LOCATION OR REVAMPING THAT BUILDING?
>> REVAMPING AND I'LL SHOW YOU A PICTURE OF OUR PLANS COMING UP.
>> TEARING IT DOWN AND BUILDING IT AGAIN?
>> YES. I'LL SHOW YOU IN JUST A FEW MINUTES.
THEN WE HAVE BOND RENEWAL AND UPGRADE PROJECTS THAT WE HAVE IN EVERY BOND MEASURE.
LIKE I SAID, OAK HEIGHTS, THIS IS WHAT IT CURRENTLY LOOKS LIKE.
YOU CAN SEE A LOT OF DEVELOPMENT BEHIND IT SINCE IT WAS FIRST BUILT.
WE ARE CURRENTLY USING, YOU CAN SEE THE SIX SINGLE RELOCATABLES, ALSO KNOWN AS PORTABLES, AND THEN THERE IS A DOUBLE RELOCATABLE IN THE BACK.
WE WOULD BE ABLE TO REUSE THOSE AT OTHER SITES THAT NEED THEM BY REPLACING THE SCHOOL WITH A NEW SCHOOL.
THIS IS THE DESIGN OF THE NEW OAK HEIGHTS ELEMENTARY SCHOOL.
THE LONGER BUILDING IN THE FRONT IS THE ADMINISTRATIVE OFFICES, THE LIBRARY, THE GYMNASIUM.
THE TWO BUILDINGS IN THE BACK ARE THE CLASSROOM WINGS, AND THE PLAYFIELDS WOULD BE IN THAT EMPTY SPACE OUTSIDE OF THE CLASSROOM WINGS.
I WANT TO THANK ANDREA COLLINS, AGAIN, FOR FINDING THIS PICTURE.
THIS IS COLLEGE PLACE MIDDLE CIRCA 1970.
I WILL CONFESS THAT I WAS ALIVE BUT I WAS NOT YET IN SCHOOL.
I KNOW FROM HAVING CHILDREN MYSELF, THAT SCHOOL IS FAR BETTER THAN WHEN I WAS IN SCHOOL.
I'M CONSTANTLY AMAZED AT WHAT MY CHILDREN LEARN.
REALLY THE ONLY THING MISSING IS THE SIGN [LAUGHTER] AND OF COURSE, WE HAVE DIFFERENT TYPES OF CARS.
I THINK TO MYSELF, THESE CARS WERE NOT BUILT TO LAST 50 YEARS.
[01:20:01]
COLLEGE PLACE MIDDLE AND MANY OF OUR SCHOOLS WERE BUILT IN THE '60S AND THE '70S WHEN POPULATION WAS EXPLODING IN THIS AREA.ALL THE SCHOOL DISTRICTS ALONG THIS 405, I-5 CORRIDOR WERE ABSOLUTELY EXPLODING IN THE '50S, '60S, AND EARLY '70S.
AS A RESULT, WE HAD TO BUILD SCHOOLS VERY QUICKLY; VERY QUICKLY TO ACCOMMODATE THE EXTREME GROWTH.
THEY WERE NEVER DESIGNED TO LAST 50 YEARS.
HERE'S AN AERIAL VIEW OF COLLEGE PLACE MIDDLE SCHOOL.
THE WONDERFUL THING ABOUT COLLEGE PLACE MIDDLE SCHOOL AND COLLEGE PLACE ELEMENTARY IS THEY HAVE A LARGE SITE.
THIS IS COLLEGE PLACE ELEMENTARY.
I BELIEVE IT OPENED IN 1969 ONE YEAR BEFORE COLLEGE PLACE MIDDLE.
ANOTHER AERIAL OF BOTH SCHOOLS.
THIS IS A PRE-PLANNING CONCEPT.
CURRENTLY, COLLEGE PLACE MIDDLE IS LOCATED IN THE BOTTOM RIGHT OF THE SCREEN.
IT IS FAR TOO CLOSE TO BUSY STREETS.
THIS IS A CONCEPT, IT DOESN'T MEAN THIS IS WHAT WOULD NECESSARILY HAPPEN IF THE BONDS WERE APPROVED BY VOTERS.
BUT WE CAN MAXIMIZE THAT SITE AND SOME EFFICIENCIES BY BUILDING THE ELEMENTARY AND THE MIDDLE SCHOOLS SEPARATE, BUT WITH SOME SHARED SPACE, SUCH AS PARKING, SOME OF THE FIELDS, THAT SORT OF THING.
THE FIFTH MIDDLE SCHOOL, CURRENTLY, WE HAVE FORMER ALDERWOOD MIDDLE SCHOOL BUILT ON THIS SITE.
IT WAS ALSO BUILT IN THE '60S AND IT WOULD BE VERY CHALLENGING TO REMODEL THE EXISTING STRUCTURE.
SADLY, IT IS LESS EXPENSIVE TO BUILD NEW THAN IT IS TO REMODEL BECAUSE 50, 60-YEAR-OLD CODES ARE VERY CHALLENGING TO UPGRADE IN AN EXISTING STRUCTURE.
THAT'S ELECTRICAL, WIRING, PLUMBING, MATERIALS.
IT'S VERY, VERY COSTLY TO RENOVATE.
IT IS FAR MORE FINANCIALLY PRUDENT TO START FROM NEW WITH THE CURRENT CODES.
WE WOULD ALSO THE ROAD IN THE MIDDLE, I GUESS, CLOSER TO THE NEW BUILDINGS EXISTS, THE ROAD MORE TOWARDS THE TOP OF THE SCREEN, WE WOULD BUILD A NEW ACCESS ROAD SO THAT WE WOULD ALLEVIATE SOME OF THE PARENT AND BUS TRAFFIC ISSUES THAT WE COULD HAVE BY ONLY HAVING ONE ENTRANCE.
WESTGATE, THIS IS THE CURRENT AERIAL OF WESTGATE ELEMENTARY.
IT, UNLIKE COLLEGE PLACE CAMPUS HAS A SMALL FOOTPRINT AND IT DOES HAVE ITS OWN TRAFFIC ISSUES BEING CLOSER TO THE ROAD.
THIS IS JUST A POSSIBLE CONFIGURATION.
WE TOOK THE FOOTPRINT OF LYNNWOOD ELEMENTARY AND SUPERIMPOSED IT ON THE LAND, SO IT JUST DEMONSTRATES THAT WE COULD BUILD IT FURTHER BACK AND MAXIMIZE SOME OF THE SPACE BETTER THAN IT CURRENTLY HAS.
WE ALSO, WITHIN THE BOND, WOULD HAVE SAFETY IMPROVEMENTS, INCLUDING ACCESSIBILITY IMPROVEMENTS.
REMEMBER, 56-YEAR OLD BUILDINGS WERE NOT BUILT WITH THE AMERICANS WITH DISABILITIES ACT IN MIND.
SOME SITE UPGRADES, WE WOULD LIKE TO REPLACE SOME FIELDS ABOUT EVERY 10 YEARS.
IT'S PROBABLY BECAUSE OF LACK OF FUNDING, LITTLE LONGER THAN THAT.
BUT WE DO HAVE ALL OUR FIELDS AND TRACKS ON A SCHEDULE.
FOR THE BUILDINGS THAT ARE IN THE MIDDLE, THEY'RE NEITHER ONE OF OUR NEWER SCHOOLS AND THEY'RE NOT ON THE LIST TO BE REPLACED.
WE DO MAKE SURE THAT OUR BOILERS AND HVAC SYSTEMS ARE WORKING EFFECTIVELY, AND SOMETIMES THOSE ARE REPLACED.
WE DO A LOT OF ROOFING PROJECTS,
[01:25:01]
THINGS LIKE WINDOWS AND DOORS, LIGHTING UPGRADES.THOSE PROJECTS IMPROVE ENERGY EFFICIENCY, REDUCE OVERALL DISTRICT RESOURCE USE.
KEEP IN MIND THAT CONSTRUCTION OF A NEW BUILDING OR A MAJOR IMPROVEMENT LIKE A ROOF IS PAID FOR OUT OF THE CAPITAL PROJECTS FUND, THE CONSTRUCTION FUND.
BUT THE UTILITIES COSTS HAVE TO COME OUT OF THE GENERAL FUND JUST LIKE A TEACHER'S SALARY.
SOMETIMES UTILITIES ARE COMPETING FOR ADDITIONAL ENB.
IT'S A COST-BENEFIT TRADE-OFF.
BECAUSE SOMETIMES UTILITIES TAKE SOME OF THE GENERAL FUND AND PERHAPS WE CAN'T FUND STAFF AS WELL AS WE'D LIKE, SO THAT IS REDUCING THE IMPACT TO THE GENERAL FUND.
THEN WE ALSO HAVE THE WASHINGTON STATE ENERGY CODE THAT WE HAVE TO FOLLOW AND A NEW LAW, THE CLEAN BUILDINGS ACT.
THAT IS, WE'LL START SEEING THE IMPLICATIONS OF THAT IN ABOUT TWO YEARS.
WE USE ARCHITECTS PREDOMINANTLY TO MAKE OUR ESTIMATED COSTS.
WE DO HAVE AN ESCALATION FOR CONSTRUCTION COSTS BECAUSE WE DO KNOW THAT THEY INCREASE, SO WE TARGET THE MID POINT OF THE PROJECTS ON OUR ESCALATION.
COLLEGE PLACE CAMPUS, BOTH ELEMENTARY AND MIDDLE, WE'RE ESTIMATING AT 214 MILLION.
FORMER ALDERWOOD MIDDLE SCHOOL AT 170 MILLION.
OAK HEIGHTS IS ALREADY UNDERWAY, SO WE HAVE A 2021 CAPITAL LEVY THAT WE STARTED COLLECTIONS ON IN 2022.
WITHIN THAT LEVY WAS THE COMPLETION OF SPRUCE, WHICH IS FINISHED, THE REPLACEMENT OF OAK HEIGHTS AND THEN OTHER RENEWAL AND UPGRADE PROJECTS.
IF THE BOND WAS SUCCESSFUL, WE WOULD IN EFFECT, ELIMINATE THE FINAL THREE YEARS OF THAT LEVY, WHICH HAPPENS TO BE $90 MILLION.
WESTGATE, WE'RE ESTIMATING AN 85 MILLION AND OUR ROOFS AND BOILERS AND FIELDS, 35 MILLION FOR A TOTAL COST OF 594 MILLION, WHICH WOULD NOT BE IF THE BOND MEASURE WAS SUCCESSFUL, YOU DON'T ISSUE THE 594 MILLION ALL AT ONCE, YOU ISSUE BONDS AS YOU NEED THEM FOR PROJECTS.
>> THEN I'LL MOVE US INTO THE REPLACEMENT TECHNOLOGY AND CAPITAL LEVY.
IN A SIMILAR WAY TO THE BOND, WE DID HAVE STAKEHOLDER ENGAGEMENT.
THERE WAS A TECHNOLOGY PLANNING TASK FORCE THAT WAS A CROSS-FUNCTIONAL GROUP LARGELY IDENTIFIED IN PARTNERSHIP OTHER EDMONDS EDUCATION ASSOCIATION LEADERSHIP.
WE HAD A CRONBACH'S REPLACEMENT COMMITTEE.
THIS WAS A GROUP OF TEACHERS WHO SELF-IDENTIFIED AND BEING VERY INTERESTED IN GUIDING DECISION-MAKING AROUND CLASSROOM TECHNOLOGY.
THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE WERE CONSULTED IN THIS PROCESS LAST YEAR.
DISTRICT AND DEPARTMENT HEADS, AS WELL AS OUR DIGITAL LEARNING AND LIBRARY COACHES AND TECH LEADERSHIP.
THE LEVY PLAN ADDRESSES ARE THREE STRATEGIC GOALS, SERVE OUR STUDENTS, OUR STAFF, AND OUR COMMUNITY.
LET'S LOOK AT A CLASSROOM SO THAT YOU CAN SEE THE TYPES OF THINGS WE HAVE.
A STUDENT TECHNOLOGY INCLUDES STUDENT CHROMEBOOKS ARE DIGITAL TOOLS AND SUBSCRIPTIONS.
SOMETHING THAT YEARS AGO I WOULDN'T HAVE EVEN THOUGHT ABOUT WHEN I WAS A BEGINNING TEACHER.
WE DIDN'T HAVE DIGITAL TOOLS AND SUBSCRIPTIONS.
STUDENT HOME INTERNET ACCESS FOR THOSE WHO MAY NOT HAVE THAT.
CLASSROOM TECHNOLOGY STATIONS, THAT INCLUDES OUR DOCUMENT CAMERAS, THE THINGS THAT A TEACHER USES TO PRESENT THE STUDENTS ARE LARGE FORMAT DISPLAYS, ETC., AS WELL AS TRANSLATION TABLETS THAT WE USE IN OUR OFFICES.
PROFESSIONAL LEARNING IS INCLUDED IN THIS AS WELL.
AND SO PROVIDING PROFESSIONAL LEARNING FOR OUR STAFF MEMBERS, FOR COACHING IN SCHOOLS, AND PROFESSIONAL DEVELOPMENT FOR ALL STAFF TO BEST MAXIMIZE THIS TOOL IN OUR CLASSROOM.
IT ALSO INCLUDES INFRASTRUCTURE AND TOOLS FOR ORGANIZATIONAL SUPPORT, SO NETWORK INFRASTRUCTURE, SERVERS AND SYSTEMS, CYBERSECURITY TOOLS, DEVELOPMENT, AUTOMATION AND INTEGRATION, AS WELL AS OFFICE COMPUTERS.
HERE YOU CAN SEE THE BUDGET FOR THIS, IT'S $120 MILLION OVER FOUR YEARS HERE AND YOU CAN SEE THE WAY THAT THAT'S BROKEN DOWN OVER THE VARIOUS PIECES OF THIS.
[01:30:08]
I'M GOING TO TURN IT OVER TO LYDIA TO TALK ABOUT THE FINANCING.>> SOME PEOPLE WONDER WHY WE'RE ASKING FOR A BOND MEASURE, A LEVY MEASURE.
BECAUSE THE STATE REQUIRES THAT MOST OF OUR CAPITAL PROJECTS ARE FUNDED BY LOCALLY.
I JUST WANTED TO POINT OUT THAT BOND FINANCING IS NOT NEW.
THIS IS A BOND, I HAVE IT IN MY OFFICE, IT'S FROM 1953.
BACK IN THOSE DAYS, OF COURSE, BONDS WERE NOT COMPUTERIZED, YOU HAD AN ACTUAL PAPER BOND AND YOU TOOK IT IN EVERY SIX MONTHS TO THE BANK TO RECEIVE YOUR INTEREST ON THAT BOND.
THIS IS A VISUAL OF WHAT THE 2024 REPLACEMENT TECHNOLOGY SLASH CAPITAL LEVY WILL LOOK LIKE.
IF APPROVED IN CALENDAR YEAR 2024, COLLECTIONS START THE FOLLOWING JANUARY, FOR PROPERTY TAX PAYMENTS IN APRIL AND OCTOBER.
THE MOUNT TO BE LEVIED IS 30 MILLION A YEAR FOR '25, '26, '27, AND '28.
THIS IS A PICTURE OF ALL OUR MEASURES COMBINED, SO WE HAVE AN EDUCATIONAL PROGRAMS AND OPERATIONS LEVY CALLED THE OPERATING LEVY THAT WAS LAST APPROVED IN 2022.
THAT IS UNCHANGED, BUT IT IS PART OF THE COMBINED MEASURES THAT MAKE UP THE TAX RATE.
THE ORANGE OR YELLOW SAYS TECHNOLOGY LEVY, IT'S ACTUALLY OUR 2020 TECHNOLOGY SLASH CAPITAL LEVY.
THE PURE CAPITAL LEVY IS THE 2021 MEASURE THAT WAS APPROVED TO COMPLETE SPRUCE, AS WELL AS OAK HEIGHTS, ANOTHER RENEWAL AND UPGRADE PROJECTS.
EXISTING BONDS OF THOSE WERE FROM THE 2014 AUTHORIZATION.
WE ISSUED BONDS IN 2014, '15 AND '16 THAT ARE STILL OUTSTANDING, SO YOU CAN SEE THE DARKISH BLUE COLOR AND THEN THEY GO AWAY IN 2036.
HOWEVER, OUR 2014 MEASURE MAY BE ELIGIBLE FOR WHAT'S CALLED REFUNDING, WHICH IS REFINANCING IN THE NEXT CALENDAR YEAR, AND WE'LL KEEP AN EYE ON THAT.
THEN THE LIGHT YELLOW IS THE NEW BONDS.
THE REASON THE GRAPH GOES OUT SO FAR IS BECAUSE BONDS ARE USUALLY ISSUED AND PAID OVER 20 YEARS.
TAX RATES ARE JUST A MATHEMATICAL FUNCTION FOR A SCHOOL DISTRICT.
BECAUSE THE AMOUNT THAT WE LEVY TO PAY BACK BONDS OR THAT WE RECEIVE ON A LEVY IS KEPT.
IT IS INDEPENDENT OF THE TAX RATE.
BUT PEOPLE LIKE TO SEE HOW IT COMPARES TO HISTORICAL TAX RATES AND PROJECTED FUTURE TAX RATES.
OUR TAX RATE FOR 2023, ACTUAL, LAST TIME WE HAVE THE DATA IS $2.62 PER $1,000 OF ASSESS VALUATION.
FOR THE FIRST TIME AND THEN SINCE THE RECESSION, WE ANTICIPATE THAT ASSESSED VALUATION FOR 2024 IS ACTUALLY GOING TO DROP.
I HAVE ALREADY RECEIVED MY PROPERTY VALUATION AND IT HAS DROPPED.
WHEN ASSESSED VALUATION DROPS, THE TAX RATE GOES UP SLIGHTLY AND VICE VERSA.
IF ASSESSED VALUATION GOES UP, TAX RATE DROPS DOWN, AND I'LL EXPLAIN A LITTLE BIT MORE IN THE NEXT SLIDES.
2023, THE $2.62 IS MADE UP OF THOSE FOUR MEASURES, 2024 IS ESTIMATED.
AGAIN, WE DON'T HAVE THE FINAL ASSESSED VALUATION FOR CALENDAR YEAR 2024, BUT THOSE ARE OUR BEST ESTIMATES.
2025, THE ITEMS THAT WE ARE DISCUSSING ARE REPLACING THE EXISTING TECHNOLOGY CAPITAL LEVY THAT EXPIRES AT THE END OF '24 WITH A NEW TECHNOLOGY CAPITAL LEVY AND ISSUING BONDS.
[01:35:02]
YOU CAN SEE THAT IN 2024, WE'RE ESTIMATING THAT WE'RE PAYING 37 CENTS ON THE '14, '15, AND '16 MEASURES.THIS WOULD BRING THAT UP TO 81 CENTS WITH THE NEW BOND.
BUT WE WOULD ELIMINATE THAT 2021 CAPITAL LEVY, WHICH IS ESTIMATED AT 60 CENTS NEXT CALENDAR YEAR.
WE'RE BASICALLY REPLACING ONE WITH THE OTHER AND HOPING TO MAINTAIN A LEVEL TAX RATE THAT WAY.
TAX RATE, IT'S NOT JUST ON HOMEOWNERS OR INDIVIDUALS.
IT'S DEPENDENT ON THE VALUE OF ALL HOMES AND BUSINESSES WITHIN THE DISTRICT.
WE HAVE HAD QUITE A LOT OF COMMERCIAL GROWTH.
WHEN THE DISTRICT GROWS IN SIZE, MORE TAXPAYERS SHARE THE COSTS.
YOU DISTRIBUTE THE EXPENSES MORE.
IF THE TECHNOLOGY CAPITAL LEVY IS APPROVED, THE ANNUAL COLLECTIONS ARE $30 MILLION.
REGARDLESS OF WHAT THE ASSESSED VALUE IS, REGARDLESS OF WHAT THE TAX RATE IS, IS CAPPED AT 30.
THE BOND AMOUNT IS ALSO CAPPED.
THAT IS VERY DIFFERENT THAN MANY OTHER MUNICIPALITIES, THAT APPROVAL RATE.
IF THEY APPROVED A $2.62 RATE, THAT'S WHAT'S APPROVED.
IT CAN BE A LITTLE TRICKY ON YOUR TAX BILL WHEN YOU HAVE TWO MEASUREMENT TYPES.
AGAIN, YOUR COST IS ABOUT YOUR SHARE OF THE PIE.
I HAVE SOME GRAPHICS THAT WILL HELP.
A PROPERTY VALUE INCREASE YOUR PROPERTY.
IF THE VALUE INCREASES, DOES NOT NECESSARILY EQUAL A LOCAL SCHOOL PROPERTY TAX INCREASE.
CONVERSELY, A PROPERTY VALUE DECREASE DOES NOT NECESSARILY MEAN A LOCAL SCHOOL PROPERTY TAX DECREASE.
WE MADE A TINY SCHOOL DISTRICT.
IT HAS THREE HOMEOWNERS AND ONE BUSINESS OWNER, AND THE TOTAL COST IS $1,000 FOR THOSE FOUR PROPERTIES.
EACH PROPERTY OWNER'S TAX BILL IS DETERMINED BY THEIR ASSESSED VALUE.
THE THREE HOUSES ARE VALUED BY THE COUNTY ASSESSORS AT $625,000 EACH.
NOW, KEEP IN MIND, TAXES ARE LEVIED ON WHAT THE COUNTY ASSESSOR VALUES YOUR HOME.
NOT WHAT YOU COULD SELL IT FOR, NOT WHAT YOUR NEIGHBOR SOLD IT FOR, BUT WHAT'S ON THAT PAPER THAT YOU GET FROM THE COUNTY.
THE BUSINESS IN THIS PARTICULAR EXAMPLE IS WORTH $2,125,000.
THE THREE HOUSES ARE ALL PAYING $156.25 PER YEAR.
THE BUSINESS IS PAYING $531.25.
THOSE FOUR NUMBERS ADD UP TO THE 1,000-DOLLAR LEVY AND BOTTOM.
IN THE NEXT EXAMPLE, EVERYBODY'S PROPERTIES INCREASED BY 20% IN THEIR ASSESSED VALUATION.
THE BUSINESS WENT FROM 2,125-2,550.
BECAUSE THEY ALL INCREASED EQUALLY AND BECAUSE THAT $1,000 IS CAPPED, THEY'RE PAYING THE EXACT SAME AMOUNT.
CONVERSELY, IF THEY ALL DECREASED IN VALUE BY 20%, THEY'RE ALL PAYING THE SAME AMOUNT.
THEN WE HAVE A NEW HOUSE AND IT'S WORTH $500,000.
PERHAPS IT'S A LITTLE CONDO AND THE NEW HOUSE HAS TO PAY A SHARE OF THAT $1,000, SPECIFICALLY $94.34.
EVERYBODY ELSE'S TAXES WENT DOWN A LITTLE BIT BECAUSE AGAIN, IT'S INDEPENDENT OF THE RATE.
A $1,000 IN THIS EXAMPLE IS THE 30 MILLION THAT WE'RE TALKING ABOUT FOR THE TECHNOLOGY CAPITAL LEVY AND THE 594 MILLION FOR THE BONDS.
THEN I WILL TURN IT BACK TO DR. MINER.
>> IF APPROVED THIS EVENING, WE WOULD, ON TUESDAY, FEBRUARY 13TH, 2024,
[01:40:01]
HAVE A SPECIAL ELECTION WITH PROPOSITION 1, GENERAL OBLIGATION BONDS, AND PROPOSITION 2 A TECHNOLOGY AND CAPITAL LEVY.WE'RE INTERESTED IN TAKING ANY QUESTIONS THAT THE BOARD HAS THIS EVENING BEFORE WE MOVE ON TO THE SECOND READING OF THIS TOPIC.
>> I'M GOING TO ASK FOR QUESTIONS FROM THE BOARD DIRECTORS FIRST, PLEASE.
>> I HAD ONE QUESTION. DO YOU HAVE INFORMATION ON WHAT THE SCHOOL DISTRICT TAX RATE IS FOR DISTRICTS AROUND US WHERE YOUR PRESENTATION SAYS WERE TO 265? [INAUDIBLE] AND NORTH SHORE AND SHORELINE.
MARRIED SEVILLE OR WHEREVER AROUND US, THEIR RATES.
>> I HAVEN'T UPDATED IT FOR 2023, BUT I WOULD BE HAPPY TO DO THAT AND SEND IT TO YOU IN A FRIDAY BRIEFING.
>> I AM STILL ON. NO, I ACTUALLY SAW THIS PRESENTATION EARLIER FOR BASE PUMPS AND QUESTIONS AND I HAD ASKED BOTH DR.
I'LL JUST ECHO THAT I FOUND IT VERY HELPFUL TO SEE THAT IT'S MORE OF APPROVING A DOLLAR AMOUNT VERSUS A TAX RATE.
IT'S LIKE I'M SAYING, IT'S THE WRONG QUESTION TO ASK WHAT MY TAX RATE IT'S GOING TO BE.
IT'S HOW MUCH DID I SAY YOU COULD HAVE THE VALUE OF MY PROPERTY ESSENTIALLY, AND I FOUND THAT TO BE A VERY HELPFUL EXAMPLE, BUT OTHERWISE, I SAW THIS PREVIOUSLY AND HAVE MY QUESTIONS ANSWERED THEM. THANK YOU.
>> AS WE'VE HAD NUMEROUS STUDY SESSIONS, I JUST APPRECIATE ANYONE HAVE ANY QUESTIONS RIGHT NOW.
I JUST APPRECIATE ALL THE WORK THAT'S GONE INTO GET THIS PRESENTATION TO US AND THE PROPOSAL.
>> I ALSO HAD THE BENEFIT OF GOING OVER THIS PRESENTATION ALREADY AND ASKED A LOT OF QUESTIONS.
BUT I DO THINK THERE ARE A COUPLE OF THINGS THAT ARE REALLY IMPORTANT TO HIGHLIGHT.
ONE IS WE'VE HEARD FROM A LOT OF OUR PARENTS AND COMMUNITY, AFTER WE WENT THROUGH OUR WHOLE BUDGET PROCESS IN THE SPRING AND ASKED HOW THEY CAN HELP.
IT'S IMPORTANT TO NOTE THAT THERE ARE PIECES IN HERE THAT HELP ALLEVIATE SOME OF THE STRESS ON OUR GENERAL FUND.
ONE WAY TO HELP IS TO, IF THIS IS PASSED IT WILL IN FACT REMOVED SOME OF THE PRESSURE ON THE GENERAL FUND.
I THINK IT'S ALSO IMPORTANT TO UNDERSTAND, I'VE DONE A LOT OF PHONE BANKING IN THE PAST WHEN I WORKED IN THE DISTRICT.
I HEARD FROM A LOT OF PEOPLE WHO SAY, WELL, I DON'T HAVE KIDS IN THE DISTRICT.
THIS IS AN IMPORTANT TO ME, I THINK WHAT IS REALLY HELPFUL IN THIS PRESENTATION IS SHOWING THAT THE WHOLE PIE IS SHARED BY HOMEOWNERS AND BUSINESSES.
THE STRENGTH OF A COMMUNITY IS HIGHLY DEPENDENT ON THE STRENGTH OF THE SCHOOLS.
WE ATTRACT BUSINESSES, WE ATTRACT NEW HOMEOWNERS WITH GOOD SCHOOLS.
THAT IN ESSENCE ALSO HELPS ALLEVIATE THEIR MORE PEOPLE TO BE SHARING THE RESPONSIBILITY OF THE TAXES.
I THINK THOSE ARE TWO IMPORTANT ASPECTS OF THIS THAT ARE HIGHLIGHTED IN THE PRESENTATION THAT ARE HELPFUL TO ME.
DID THE STUDENTS HAVE ANY QUESTIONS?
>> WELL, I DID WANT TO MAKE A COMMENT IT BASED ON THE QUESTION I HAD ASKED EARLIER ABOUT FORMER ALDERWOOD MIDDLE SCHOOL BECAUSE FOOTBALL TEAMS GET TO KEEP PRACTICING ON THE FOOTBALL FIELDS.
SOCCER TEAMS GET TO CONTINUE PRACTICING ON THEIR FIELDS.
TRACK TEAMS COULD GET TO CONTINUE PRACTICING ON THERE TRACK FIELDS.
IF FORMER ALDERWOOD MIDDLE SCHOOL IS GETTING REPLACED AND REPURPOSED AS AN ACTUAL MIDDLE-SCHOOL IN FULL USE, ROBOTICS WILL HAVE TO FIND SOMEWHERE ELSE TO PRACTICE BECAUSE THE FORMER ALDERWOOD MIDDLE SCHOOL USE AS A PRACTICE SPACE FOR ROBOTICS TEAM, IT IS THE ONLY ONE IN THE NORTH END.
I FEEL AS IF THE CONSTRUCTION OF NEW MIDDLE SCHOOL, REPLACING THE FORMER ALDERWOOD MIDDLE SCHOOL IS A THREAT BECAUSE I DO NOT WANT TO SEE BECAUSE I COULD ALSO CONSIDER THIS AS AN EQUITY ISSUE WHERE ROBOTICS TEAMS IN THIS NORTH END HAVE TO TRAVEL FARTHER SOUTH.
THAT TRAVEL CAN BE A BURDEN AT MANY TIMES.
I REALLY DO NOT WANT TO SEE THIS PRACTICE SPACE FOR ROBOTICS GOING AWAY.
>> I CAN ADDRESS THAT QUESTION A LITTLE BIT.
[01:45:01]
WHEN YOU SAY SCHOOLS IN THE NORTH END, I DON'T KNOW IF YOU'RE TALKING ABOUT SCHOOLS OUTSIDE OF THE EDMONDS SCHOOL DISTRICT.THAT PRESENTS SERVING OTHER SCHOOLS WHILE WE WANT TO DO THAT WHEN WE CAN, WE ARE EXPRESSLY, I'M NOT ABLE TO BOND FOR THINGS OUT, SO WE CAN'T BOND TO RENT FACILITIES.
FOR EXAMPLE, A SCHOOL DISTRICT CAN'T BOND TO SAY, WELL, WE WOULD LIKE TO ALSO HOST A SENIOR CENTER.
SOMETIMES THEY DO IF THEY HAVE AN EXTRA BUILDING, BUT THEY CAN'T BOND TO DO THAT.
BUT WE HAVE THEM WORKING TO ADDRESS WHILE IT WILL NOT BE IN THE SAME LOCATION.
YOU MAY HAVE HEARD THAT WE ARE GOING TO BE ABLE TO CONTINUE TO USE THAT PRACTICE FIELD FOR THIS YEAR.
WE DO HAVE AN ALTERNATIVE FOR FUTURE YEARS THAT SCHOOL WILL, IF THIS BOND PASSES, BE USED AS A PIVOT POINT FOR CONSTRUCTION.
EVEN IF THIS BOND DOESN'T PASS, IT WILL BE USED FOR O KITES.
THE O KITES STUDENTS WILL MOVE THERE AND WE DO HAVE AN ALTERNATIVE PRACTICE SITE IDENTIFIED, NOT IN THE SAME LOCATION, SO THAT ROBOTICS WOULD CONTINUE TO HAVE A PLACE. AGAIN, NOT THERE.
>> I'D LOVE TO CONNECT WITH YOU ON THAT.
>> DURING THE RECONSTRUCTION OF COLLEGE PLACE, DO YOU KNOW WHERE THOSE STUDENTS WHO WOULD NORMALLY ATTEND COLLEGE PLACE, STUDY OR HAVE A PLACE TO GO TO SCHOOL?
>> COLLEGE PLACE IS SLATED FOR REMODEL BEFORE FORMER ALDERWOOD WOULD BE COMPLETE.
IF I GO BACK TO THE PICTURE OF A POSSIBLE COLLEGE PLACE CAMPUS.
COLLEGE PLACE, AGAIN, CURRENTLY RESIDES IN THAT BOTTOM RIGHT-HAND CORNER.
COLLEGE PLACE ELEMENTARY IS WHERE THE PROPOSED POSSIBLE NEW CONSTRUCTION HAPPENS.
IT IS LIKELY THAT COLLEGE PLACE ELEMENTARY WOULD HAVE TO MOVE.
THERE'S A POSSIBILITY THAT CAUSE PLACE MIDDLE COULD STAY, BECAUSE WE'RE CHANGING THE LOCATION OF THE MIDDLE.
IF THAT IS NOT AN OPTION, IT IS LIKELY THAT COLLEGE PLACE MIDDLE WOULD RESIDE AT FORMER ALDERWOOD MIDDLE DURING CONSTRUCTION.
>> ANY OTHER QUESTIONS, COMMENTS? THANK YOU SO MUCH.
NEXT, WE HAVE UNFINISHED BUSINESS AND I'LL TURN IT OVER TO DR. MINER TO INTRODUCE HIM.
>> THIS EVENING WE HAVE THREE ITEMS OF UNFINISHED BUSINESS.
[12. UNFINISHED BUSINESS- 8:00 pm]
THE FIRST IS THE SECOND READING TO APPROVE RESOLUTION 2317, CALL FOR A SPECIAL ELECTION, GENERAL OBLIGATION BONDS.>> I'VE HEARD A MOTION TO APPROVE AND A SECOND TO APPROVE RESOLUTION 2317, CALLING FOR A SPECIAL ELECTION FOR THE GENERAL OBLIGATION BONDS.
>> I WOULD JUST GET TO ASK IN TERMS OF PROCEDURE BECAUSE I WASN'T HERE FOR THE INITIAL ROLL-CALL VOTE.
DO WE WANT TO DO ANOTHER ONE THAT SHOWS THAT I AM ACTUALLY PRESENT FOR THE RECORD OR IS THAT A NECESSARY?
>> WE COULD. I DON'T KNOW THE ANSWER TO THAT EXACTLY FROM ROBERT'S RULES OF ORDER, BUT I'M SURE IT DOESN'T HURT TO GO FOR ANOTHER ONE.
I'M GOING TO CALL FOR A ROLL CALL VOTE BEFORE WE GO IN [OVERLAPPING].
>> NOT A ROLL CALL VOTE, JUST A ROLL CALL [LAUGHTER].
>> A ROLL CALL BEFORE WE GO INTO ANY VOTES.
>> DIRECTOR CADENCE, I'M HERE.
YOU WERE GOING TO SAY SOMETHING.
>> I WAS JUST SAYING OUR KIDS REALLY, ESPECIALLY IN THE SCHOOLS THAT WE'RE HOPING TO REPLACE, THEY DESERVE A GOOD, SAFE, HEALTHY LEARNING ENVIRONMENT, AND THESE SCHOOLS ARE JUST NOT CUTTING IT ANYMORE.
I WILL DO MY BEST TO BE PART OF THIS CAMPAIGN.
>> I WANT TO SAY, I WANT TO MAKE SURE THAT THE UPGRADE PROJECTS INCLUDE WHAT'S NECESSARY FOR SCRIBER LAKE.
SOME OF THE THINGS LIKE VOICE NOT BEING ADA COMPLIANT IS UNACCEPTABLE.
UNTIL WE CAN FIND A SUITABLE SPOT, YOU HAVE TO HAVE UPGRADES THAT MEET THE NEEDS TO THE BEST THAT WE CAN.
[01:50:03]
HOPEFULLY, WE CAN FIND ANOTHER ALTERNATIVE.IN OUR DISCUSSION ABOUT THIS, IT WAS A VERY CHALLENGING DISCUSSION FOR US.
WE WANT TO SUPPORT SCRIBER LAKE AND I JUST WANT TO GO ON RECORD AS SAYING THAT.
WE CARE DEEPLY ABOUT THE STUDENTS THERE.
I UNDERSTAND I WAS IN THE DISTRICT WHEN IN 2008 WE WERE ALL PLANNING FOR THE MOVE WHERE YOU ARE GOING TO BE HERE AND THEN THE RECESSION HIT.
WE'RE NOT GOING TO FORGET YOU, BUT WE HAD TO THINK BROADLY ACROSS THE DISTRICT WITH SOME OF THE OTHER GOALS, BUT I'M HOPING THAT WITHIN THE UPGRADE INFORMATION HERE, WE'RE ABLE TO DO AT LEAST SHORT-TERM BEFORE WE CAN DO SOMETHING MORE LONG TERM.
>> I DO JUST WANT TO ADD THOUGH THAT I WOULD LIKE TO BOND THIS RESOLUTION TO GO AS STANDS WITH THE CURRENT INFORMATION, AS YOU KNOW THESE BONDS WILL NOT BE IN COLLECTION FOR SOME TIME.
I'VE ALREADY BEEN TALKING WITH CAPITAL PROJECTS TEAM ABOUT SOME CONCERNS WHICH SCRIBER LAKE HAS BROUGHT FORWARD.
I'M OPTIMISTIC THAT WE MAY BE ABLE TO ADDRESS THOSE EVEN PRIOR TO THIS, BUT I DON'T WANT TO MAKE ANY STIPULATIONS.
I WANT TO BE CLEAR THAT WHAT YOU JUST SAID IS NOT AN AMENDMENT TO THIS RESOLUTION AS IT STANDS.
>> NO. IT WAS IN THAT OPEN-ENDED INFORMATION ABOUT UPGRADE PROJECTS THAT THE BOARD IS INTERESTED IN, SCRIBER LAKE BEING CONSIDERED HIGH PRIORITY, IF THAT MAKES SENSE.
ANY OTHER COMMENTS? I'LL CALL FOR A ROLL CALL VOTE.
>> AYE. AND RESOLUTION 2317, CALLING FOR A SPECIAL ELECTION ON FEBRUARY 13TH, 2024 FOR GENERAL OBLIGATION BONDS IS APPROVED.
>> SECOND ITEM IS 12.2, A SECOND READING TO APPROVE RESOLUTION 2318, REPLACEMENT TECHNOLOGY CAPITAL LEVY ELECTION TO BE HELD ON FEBRUARY 13TH, 2024.
>> DO I HEAR A MOTION AND A SECOND?
>> AGAIN, MANY STUDY SESSIONS AND APPRECIATE ALL THE WORK THAT'S GONE INTO GETTING THIS LEVY TO US, PROPOSAL.
>> I'LL CALL FOR A ROLL CALL VOTE.
>> AYE. RESOLUTION 2318, THE REPLACEMENT TECHNOLOGY CAPITAL LEVY ELECTION TO BE HELD FEBRUARY 13TH, 2024 IS APPROVED.
>> COULD YOU TAKE YOUR DISCUSSION OUT INTO THE HALLWAY, PLEASE?
>> WE NEED RESPECT SO EVERYBODY CAN HEAR THE MEETING. THANK YOU.
>> OUR NEXT ITEM IS UNFINISHED BUSINESS, ITEM 12.3, A SECOND READING TO APPROVE REVISED BOARD POLICIES 6801, CAPITAL ASSETS AND THEFT SENSITIVE ASSETS.
WE HAD SOME QUESTIONS LAST TIME DURING THE FIRST READING ABOUT THE COST-BENEFIT ANALYSIS OF THIS ISSUE.
HOPEFULLY, WE'VE ADDRESSED THOSE SO THAT YOU CAN CONSIDER APPROVAL OF THIS REVISED POLICY THIS EVENING.
>> THANK YOU. DO I HEAR A MOTION AND A SECOND?
>> YEAH. I JUST WANTED TO SAY THAT MY CONCERNS WERE ADDRESSED BECAUSE I KNEW I WAS THE PERSON WHO WAS BRINGING UP THOSE QUESTIONS.
THEY HAVE BEEN SUFFICIENTLY ADDRESSED BY DR.
MINER AND STAFF, SO I'M HAPPY TO APPROVE THIS AT THIS POINT ONCE THE BOT COMES UP.
>> THANK YOU, DIRECTOR SMITH. ANYTHING ELSE? I'LL CALL FOR ROLL CALL VOTE.
>> AYE. REVISED BOARD POLICIES 6801 REGARDING CAPITAL ASSETS AND THEFT SENSITIVE ASSETS IS APPROVED.
[13. NEW BUSINESS- 8:05 pm]
>> WE HAVE THREE ITEMS OF NEW BUSINESSES THIS EVENING.
THE FIRST IS 13.1, A SINGLE BREEDING FOR THE ACCEPTANCE OF THE VALUE ENGINEERING REPORT FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT.
>> DO I HEAR A MOTION AND A SECOND?
>> IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.
[01:55:01]
>> AYE. THE ACCEPTANCE OF VALUE ENGINEERING REPORT FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT IS APPROVED.
>> THE NEXT ITEM IS 13.2, A SINGLE READING TO APPROVE AN EMERGENCY WAIVER REQUEST FOR A SCHOOL CLOSURE.
IF WE HAVE TO CLOSE THIS SINGLE SCHOOL FOR AN EMERGENCY, WE DON'T RESCHEDULE THAT, WE APPLY FOR A WAIVER FROM THE STATE, HAS TO BE APPROVED BY THE BOARD AND THEN I SUBMIT IT TO OSPI.
IN THIS CASE, THIS WAS AN EMERGENCY WAIVER FOR THE BRIER TERRACE MIDDLE SCHOOL CLOSURE ON OCTOBER 6TH, 2023.
AT THAT TIME, I BELIEVE I DID COMMUNICATE IT TO THE BOARD, BUT DURING A ROUTINE INSPECTION, DEGRADATION OF A PIPE WAS NOTICED AND OUT OF AN ABUNDANCE OF CAUTION BECAUSE THESE PIPES WERE INSULATED WITH MATERIALS THAT CONTAIN THIS FESTUS.
WE DID CLOSE THE SCHOOL IN ORDER TO DO AIR QUALITY TESTING.
>> DO I HEAR A MOTION AND A SECOND?
>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? I THINK IT WAS IMPORTANT TO DO [OVERLAPPING].
>> I'M JUST GOING TO TIE THIS BACK TO OUR BOND HERE, AND THAT I WENT TO PRIOR TERRACE.
I REMEMBER IT WAS A PRETTY OLD SCHOOL AND I WENT THERE, OBVIOUSLY, WORK HASN'T BEEN DONE.
THIS IS ONE OF THOSE THINGS WHERE WE SEE NO PIPES THAT ARE STARTING TO NOT LOOK SO GOOD OR SURE THERE'S A MILLION OTHER THINGS AND THAT SCHOOL THAT PROBABLY NEEDS SOME ATTENTION.
THIS IS WHY IT'S IMPORTANT FOR US.
THE STUFF YOU DON'T SEE, THE BONES OF THE SCHOOL THAT YOU DON'T SEE ARE ALSO STARTING TO FALL APART, AND THOSE ARE THINGS THAT THE BOND RESOLUTION WILL HELP US TAKE CARE OF.
ANY OTHER COMMENTS? HEARING NONE, I'LL CALL FOR ROLL CALL VOTE.
>> AYE. WE'VE APPROVED THE EMERGENCY WAIVER REQUEST FOR THE SCHOOL CLOSURE.
>> FINAL ITEM OF NEW BUSINESS IS NOT REQUESTING ACTION THIS EVENING.
IT IS A FIRST READING OF NEW BOARD POLICY 2421, INSTRUCTION PROMOTION AND RETENTION.
WE DO NOT CURRENTLY HAVE A BOARD POLICY RELATED TO STUDENT PROMOTION AND RETENTION.
IN AN EFFORT TO ENSURE EQUITY OF ACCESS AND CONSISTENCY OF PROCESS, WE'VE DRAFTED THIS POLICY.
IT IS BASED ON WISER RECOMMENDED POLICY AS WELL AS THE POLICIES AND PROCEDURES OF A NEIGHBORING SCHOOL DISTRICTS SHORELINE.
THIS SEEMS VERY APPLICABLE TO ELEMENTARY AGE STUDENTS AT THE SECONDARY LEVEL.
HOW IS PROMOTION HANDLED? FOR INSTANCE, IF A STUDENT FAILED ALL THEIR CLASSES.
I'M GOING TO GO AHEAD AND LET DR. GONZALEZ TAKE THAT ONE.
>> HELLO. AT THE HIGH-SCHOOL LEVEL, IT'S ALL BASED ON CREDIT AND CREDIT EARNED TOWARDS MEETING GRADUATION REQUIREMENTS, SO PROMOTION DOESN'T PLAY THE SAME ROLE BECAUSE IN THE END, EVERY STUDENT IS WORKING TOWARDS ACCUMULATING 24 CREDITS FOR GRADUATION, REGARDLESS OF WHAT THEIR CLASS STANDING IS.
>> JUST GOT ONE THING I'D LIKE TO ADDRESS ON.
WE CHANGE OUR PRONOUNS, I BELIEVE TO THEY, ON MOST OF THESE WE HAVE HIS/HER, AND THIS RATE IF WE COULD JUST CHANGE THAT TO THEY TO BE INCLUSIVE.
>> EACH STUDENT GROWS AT THEIR OWN RATE.
>> I HAD A COUPLE OF QUESTIONS.
>> I'M WONDERING IF ON THE COMMITTEE, THERE WERE INTERDISCIPLINARY TEAM THAT WOULD GET TOGETHER, IF MAYBE THE FOURTH GRADERS AND UP, I'M NOT SURE IF IT WOULD BE APPROPRIATE TO HAVE THE STUDENT SIT IN AS WELL TO TALK ABOUT HOW THEY WOULD FEEL IN TERMS OF IT.
IT JUST SEEMS TO ME THE STUDENTS SHOULD HAVE A VOICE IN THIS.
I DON'T KNOW IF YOU'VE SEEN THAT.
I REALIZED YOU LOOKED AT SHORELINES POLICY, I'D BE CURIOUS ABOUT WHAT SOME OTHER POLICIES ARE AS WELL, AND IF ANY OF THEM INCLUDE THE STUDENT.
>> I'M NOT HAVING THE POLICY IN FRONT OF ME RIGHT NOW, I CAN'T SPEAK TO THE LANGUAGE THAT MIGHT ADDRESS THAT.
WE DID DISCUSS THAT AND THE POLICIES THAT WE SAW DID NOT HAVE STUDENTS SPECIFICALLY NAMED.
BUT I WANT TO TAKE A LOOK AT IT AGAIN TO SEE.
WE TRIED TO DRAFT IT BROADLY ENOUGH THAT ANYBODY WHO'S RELEVANT OR IMPORTANT TO THE DECISION-MAKING WOULD BE INCLUDED, THAT COULD ALWAYS INCLUDE A STUDENT.
BUT IF WE'D LIKE TO SEE IT MORE DIRECTLY CALLED OUT,
[02:00:02]
WE CAN INCLUDE THAT.>> MAYBE IF IT SAID, AND STUDENT IF APPROPRIATE, OR SOMETHING LIKE THAT.
>> SO THAT IT'S EXPLICIT IN THERE.
I THINK THE STUDENT SHOULD BE ASKED, IF THEY'RE AT AN AGE WHERE IT'S APPROPRIATE.
>> JUST LOOKING AT IT, I DON'T SEE ANY LANGUAGE THAT WOULD COVER STUDENTS.
>> [OVERLAPPING] IT'S NOT IN THERE.
>> IT DOES SAY OTHER RELEVANT CERTIFICATED STAFF, BUT I THINK IT'D BE GREAT TO ADD THE STUDENT THERE.
>> GREAT. WE CAN DO THAT. THANK YOU.
>> I ALSO WONDERED WHY PHYSICAL IS IN THIS AS A GROWTH CHARACTERISTIC THAT MIGHT BE TAKEN INTO ACCOUNT IN TERMS OF PROMOTION OR RETENTION.
>> I WOULD HAVE TO STOP AND LOOK AT THAT AND THINK ABOUT THAT MORE DEEPLY WITH THE TEAM ACTUALLY.
I DON'T HAVE AN IMMEDIATE RESPONSE FOR YOU TONIGHT.
>> WHEN I LOOKED AT IT, IT JUST STRUCK ME AS ODD, AND WHAT THE RATIONALE WAS TO INCLUDE THAT BECAUSE I'VE NEVER CONSIDERED THAT WILL BE PART OF IT.
>> I'LL TAKE A LOOK AT THAT. PERHAPS THE WORST OF POLICY THERE IS A LITTLE OLD-FASHIONED.
>> MAYBE IT'LL HELP. WELL, LET'S DEAL WITH THAT.
>> MAYBE IT STRUCK ME, I DON'T KNOW.
I'VE BEEN AROUND EDUCATION FOR A LONG TIME.
I'VE NEVER SEEN IT BEFORE IN ANYTHING I'VE DONE.
>> IT COULD BE IN RELATIONSHIP TO, FOR INSTANCE, A STUDENT REACHING PUBERTY IN ELEMENTARY SCHOOL AND MAYBE INAPPROPRIATE TO BE RETAINED IN A LOWER ELEMENTARY SCHOOL GRADE.
>> I THINK THAT IS A PART OF IT FOR SURE.
PARTICULARLY WHEN YOU CONSIDER RETENTION OF THE STUDENT, MAYBE STARTED KINDERGARTEN LATE, AND NOW YOU MIGHT HAVE A STUDENT WHO'S GOING TO BE SIGNIFICANTLY DIFFERENT SIZE THAN THEIR PEERS, DIFFERENT LEVEL OF COORDINATION, EITHER ADVANCED.
IT IS SOMETHING THAT FOLKS CAN LOOK AT TO SEE THAT IT IS ONE ASPECT OF IT, WHETHER A STUDENT IS GOING TO FACE CHALLENGES BASED ON PERCEPTION OF THEM, IT'S ONE OF MANY FACTORS I WOULD SAY.
>> I DON'T KNOW. MAKES ME VERY UNCOMFORTABLE.
I THINK WHAT NEEDS TO BE THOUGHT ABOUT IS ACADEMIC LEARNING IN TERMS OF THAT.
SOCIAL-EMOTIONAL SHOULD COME FROM THE STUDENT.
IF THERE ARE ANY PHYSICAL CHARACTERISTICS MIGHT MAKE THEM FEEL LIKE THEY PREFER TO BE RETAINED, THAT COULD CERTAINLY BE THEIR CHOICE.
I DO HAVE TO SAY THAT ONE OF MY CHILDREN WAS ALWAYS SMALL FOR HIS AGE, AND OF COURSE IN MIDDLE SCHOOL, MIDDLE SCHOOLERS CAN BE VERY MEAN TO OTHER MIDDLE SCHOOLERS.
HE SURVIVED IT, IT WOULD HAVE BEEN ABSURD TO KEEP HIM BACK BASED ON THAT.
>> I DON'T THINK ANY ONE OF THESE THINGS, IT'S THE TOTALITY OF THE STUDENT.
WE WOULDN'T SAY, WELL, WE'RE NOT GOING TO RETAIN YOU BECAUSE YOU'RE ALREADY TALL, OR WE'RE NOT GOING TO PROMOTE YOU BECAUSE YOU'RE SMALL.
IT'S MORE OF THE TOTALITY OF ALL OF THOSE THINGS.
HAVING SAID THAT, LISA COULD CERTAINLY CHECK WITH THE FOLKS WHO [INAUDIBLE] DRAFT THIS, AND IF THEY DON'T HAVE A CHALLENGE WITH TAKING THAT OUT.
I DON'T SEE A PROBLEM WITH IT.
>> AND/OR EVEN ADDING WITH OR WITHOUT THAT, A COMBINATION OF FACTORS.
I DON'T KNOW, BUT I'D LIKE IT REVISITED PERHAPS, THINKING ABOUT IT FROM THE KIDS PERSPECTIVE AND WHAT'S BEST FOR THE LONG-TERM ACADEMIC SUCCESS. ANYBODY ELSE?
>> [OVERLAPPING] WAIT. HOLD ON A SECOND.
JUST IN THE FIRST SENTENCE WE SAY CHILDREN SHALL BE PLACED, AND EVERYWHERE ELSE WE TALK ABOUT STUDENTS, I'M JUST NOT SURE WHY THE CHANGE.
>> IF THERE WAS A REASON FOR THAT, BECAUSE THEY'RE NOT STUDENTS YET OR SOMETHING.
BUT FOR CONSISTENCY, I THINK IT SHOULD BE STUDENT.
>> THANK YOU. I SAW A COMMENT AND RECEIVED A COMMENT FROM A STUDENT WHO TOLD ME ABOUT AN EXPERIENCE FROM ANOTHER STUDENT WHO IS RETAINED IN SECOND GRADE AT MADRONNA KA, WHICH GROUPS CLASSES IN 1-3, 4-6, 7-8.
THIS WAS WHAT SHE HAD TO SAY, "WE ATTENDED MADRONNA KA AND WE WERE ALL IN SECOND GRADE.
I HAD NO IDEA SHE WAS STRUGGLING ACADEMICALLY.
THE NEXT YEAR SHE STAYED IN SECOND GRADE WHILE MY OTHER TWO FRIENDS AND I MOVED INTO THIRD GRADE.
SHE WAS EMBARRASSED AND FELT LIKE SHE COULDN'T MAKE ANY FRIENDS AT THAT TIME BECAUSE EVERYONE WHO SHE WAS FRIENDS WITH THE PREVIOUS YEAR WAS IN A GRADE HIGHER, AND WE WOULD BE MOVING INTO FOURTH GRADE WITHOUT HER THE VERY NEXT YEAR.
[02:05:03]
AND THAT WAS REALLY HARD ON HER.MY OTHER FRIENDS AND I ALWAYS TRY TO INCLUDE HER, BUT SHE WAS HELD BACK.
IT WAS EXTREMELY DIFFICULT SINCE WE WERE ON DIFFERENT SIDES OF THE CLASSROOM FOR MOST CLASSES DUE TO THE GRADE DIFFERENCE.
WHEN FOURTH GRADE ROLLED AROUND, OUR WHOLE FRIEND GROUP SPLIT FOR DIFFERENT REASONS, BUT IT COULD HAVE BEEN DIFFERENT HAD SHE MOVED UP TOO.
IN FIFTH GRADE WHEN SHE WAS IN THE CLASS WITH MY OTHER OLD FRIEND, I DON'T THINK THEY TALKED MUCH AGAIN.
LUCKILY, I THINK SHE HAS RECOVERED FROM THAT BY NOW.
SHE HAS SOME GOOD FRIENDS FROM WHAT I CAN TELL AND IS DOING WELL ACADEMICALLY NOW.
IT ALL WORKED OUT FOR HER, BUT I CAN SEE HOW SOMEONE COULD CONTINUE TO STRUGGLE SOCIALLY AND ACADEMICALLY FROM BEING HELD BACK A YEAR, AND HOW THAT COULD POTENTIALLY DEMOTIVATE THOSE STUDENTS FROM LEARNING." IF WE LOOK AT THIS FROM A STUDENT ENGAGEMENT AND SOCIAL EMOTIONALLY LEARNINGS PERSPECTIVE, I THINK THAT IS SOMETHING THAT SHOULD BE CONSIDERED AND RETENTION OF A STUDENT.
>> I'M SORRY. I APPRECIATE THAT EXAMPLE.
MY EXPERIENCE WITH THIS HAS BEEN THAT THIS IS A VERY UNUSUAL SITUATION THAT CHILDREN ARE RETAINED, AND IT IS ALREADY IN PRACTICE, A DECISION MADE BY THE TEAM, INCLUDING THE PARENT, THE CHILD, PSYCHOLOGISTS AND OTHER IMPORTANT AND INTERESTED PARTIES.
IT IS IN PRACTICE BASED ON A RANGE OF FACTORS.
I APPRECIATE HAVING IT IN POLICY, ACKNOWLEDGING THAT IT'S NOT THE NORM, THAT IT'S UNUSUAL, BUT THAT'S SOMETIMES IT HAS TO BE DONE.
>> THANK YOU. I WOULD CALL ATTENTION JUST A LITTLE LINE WHICH ECHOES WHAT YOU'RE SAYING IN THE POLICY, WHICH SAYS, PROMOTION AND RETENTION OF STUDENTS SHOULD BE CONSIDERED ONLY IN THOSE FEW INSTANCES WHERE THERE'S A STRONG LIKELIHOOD THAT THE STUDENT WILL BENEFIT WITH MINIMUMS, SOCIAL, AND EMOTIONAL IMPACTS.
GIVEN THAT PROMOTION AND RETENTION ARE ALREADY ADVOCATED FOR, IN SOME CASES BY PARENTS OR BY STAFF, AND WE DON'T HAVE A CURRENT POLICY, THIS POLICY WOULD ALLOW US TO SET SOME PARAMETERS AROUND THAT AND ACTUALLY GIVE US MORE STRUCTURE RATHER THAN LESS TO ADDRESS THIS.
>> WE'LL SHARE AMENDMENTS THAT HAVE COME UP BASED ON THE DISCUSSION THIS EVENING IN TIME FOR SECOND READING AND PROPOSED ADOPTION AT THE NEXT MEETING.
>> THANK YOU. THANKS FOR EVERYBODY'S INPUT ON THAT.
WE HAVE NO FURTHER PUBLIC COMMENTS.
SO IS THERE ANY LEGISLATIVE UPDATE THAT WE SHOULD HEAR?
[15. LEGISLATIVE UPDATES]
>> OH, JUST THE LEGISLATIVE COMMITTEE IS CONVENING A MEETING THIS COMING WEEKEND TO TALK ABOUT THE 2024 SESSION, TO REVIEW THE RESULTS OF THE PRIORITIES.
YOU REMEMBER WE ALL. SO WE'RE GOING TO GET THE RESULTS OF THE PRIORITIES THIS WEEK, AND REVIEW THE PLANNING FOR THE 2024 SESSION.
THE ELECTION, I AM HAPPY TO SAY THAT I WAS RE-ELECTED TO THE DA ONE.
>> YES, I WANTED TO SAY CONGRATULATIONS.
>> [LAUGHTER] THANK YOU VERY MUCH. SO I WILL RETAIN THE SEAT ON THE LEGISLATIVE COMMITTEE REPRESENTING DISTRICT AREA 1. [OVERLAPPING]
>> WE WERE VERY PLEASED, YOU'RE A WONDERFUL REPRESENTATIVE.
>> OH, THANK [OVERLAPPING] YOU SO MUCH.
I APPRECIATE THAT. WELL, I'LL TRY TO BE EFFECTIVE.
WE ALSO ARE AS YOU KNOW MEETING WITH OUR LEGISLATORS PRIOR TO THE LEGISLATIVE SESSION TO DO SOME COMMUNITY-BUILDING AND TALK ABOUT CURRENT LEGISLATION, AS YOU'VE BEEN JOINING THE MEETINGS.
IF YOU HAVE ANY OTHER COMMENTS ABOUT THAT, BUT THAT'S ALL THAT'S GOING ON LEGISLATIVELY RIGHT AT THE MOMENT.
I'M GOING TO ALSO ENCOURAGE OUR STUDENTS WHO ARE INTERESTED TO SIGN UP FOR THE STUDENT [INAUDIBLE] GROUP THAT'S SEPARATE FROM THE ADULTS, SO YOU GET TO ADVOCATE WITH [INAUDIBLE] FOR THOSE THINGS THAT YOU FEEL ARE IMPORTANT AND DOES NOT HAVE TO BE FILTERED THROUGH US.
I CAN SEND THAT LINK AROUND AGAIN IF YOU'D LIKE.
>> GREAT. THANK YOU. WE'LL DO BOARD MEMBER COMMENTS.
[16. BOARD MEMBER COMMENTS]
VIVIAN, YOU WANT TO START?>> I JUST WANT TO MAKE A COMMENT AGAIN ABOUT THE COLLEGE PLACE PRESENTATION.
I JUST THINK ALWAYS HAVING THE STUDENTS COMING AND TALKING ABOUT THEIR SCHOOLS IS GREAT.
I THOUGHT IT WAS REALLY INTERESTING TO LEARN ABOUT SOMETHING THAT WE TALKED ABOUT A LOT, IS HAVING STUDENT ENGAGEMENT, AND IT SEEMS LIKE THEY'VE DONE A VERY GOOD JOB OF THAT AT THEIR SCHOOL, OF GETTING STUDENTS ENGAGED ACADEMICALLY AND SOCIALLY THROUGH THE PROGRAMS THEY HAVE IN PLACE.
>> THANK YOU. KEVIN, YOU WANT TO GO NEXT?
>> I'M PRETTY SURE RIGHT NOW FORMER [INAUDIBLE] MIDDLE SCHOOL IS STILL
[02:10:04]
GOING UNDER THE ROOF SEISMIC UPGRADES, AND ONLY NOW I'M SURPRISED THAT IT'S ALSO GOING TO BE REBUILT.WHILE IT HAS GONE OTHER ROOFS SEISMIC UPGRADES, ROBOTICS CANNOT USE THE PRACTICE FIELD, BUT ROBOTICS, [INAUDIBLE] AND [INAUDIBLE] HIGH SCHOOL, DID GO TO COMPETITIONS THIS WEEKEND.
[INAUDIBLE] HIGH SCHOOL ROBOTICS ACTUALLY DID VERY WELL THERE PAST TWO COMPETITIONS AT [INAUDIBLE] AND WASHINGTON GIRLS GENERATION AT TAHOMA HIGH SCHOOL.
WE DID GET THIRD PLACE AT [INAUDIBLE] AND SECOND PLACE AT GIRLS GEN, I'M HOPING THAT WE DO GET FIRST PLACE AT PNW BLOCK PARTY AT JACKSON HIGH SCHOOL, THIS WEEKEND.
LOOK FORWARD TO BEING ABLE TO REPORT BACK THAT.
>> WE'RE HAPPY TO HAVE YOU HERE. MAGDALENA.
>> I JUST WANTED TO SAY THAT I THINK THE IDEA OF MOVING THE SIXTH GRADE INTO A MIDDLE SCHOOL IS A GOOD IDEA, BECAUSE I BELIEVE THE MATURITY BETWEEN A FIFTH GRADER AND A SIXTH GRADER, IT BEGINS TO DEVELOP, DUE TO PUBERTY AND WHATNOT, IT BEGINS TO DEVELOP MORE RAPIDLY, SO WE MIGHT SEE A DIFFERENT MATURITY LEVEL BETWEEN SIXTH GRADERS AND THE REST OF THE ELEMENTARY.
THEY MIGHT JUST FIT IN BETTER SOCIALLY AND ACADEMICALLY WITHIN THE MIDDLE SCHOOL. THANK YOU.
>> I JUST WANT TO MAKE A COMMENT ON FEW OF THE PUBLIC COMMENTS, AND FOR TAXING.
I'M NOT REALLY SURE WHAT TO SAY OTHER THAN THAT THE ECONOMY HAS BEEN ROUGH AROUND THE GLOBE, BECAUSE I'M A MINOR, BUT OTHER THAN THAT, BUILDING NEW SCHOOLS.
ONE OTHER PUBLIC COMMENT SAID THAT IT DOES NOT LEAD TO A BETTER LEARNING, AND I HIGHLY DISAGREE.
BECAUSE WOULD YOU RATHER LEARN IN A ROOM THAT'S NEAT AND CLEAN RATHER THAN A SCHOOL WITH DRAINED PAINTINGS? I WOULD LIKE TO LEARN IN A PLACE THAT'S NEAT AND THAT IS NEW, BECAUSE IT JUST SETS ME IN A MOOD IN MY MIND THAT I AM IN A BETTER SETTING AND I WOULD LIKE TO LEARN.
IT JUST SETS ME IN THE MINDSET.
I DO BELIEVE THAT PEOPLE AROUND MY AGE OR ANY OTHER STUDENTS IN THIS DISTRICT, OR ANYWHERE ELSE IN THE GLOBE WILL AGREE WITH THAT, BECAUSE MY SISTER WHO'S AN EIGHT-YEAR-OLD, HER ELEMENTARY SCHOOL WAS BRAND NEW, AND LAST YEAR SHE CAME AND FOR A MONTH SHE TALKED ABOUT HER SCHOOL.
SHE WAS LIKE, "MY SCHOOL IS AWESOME.
I LOVE MY NEW SCHOOL, IT'S SO NICE." IT JUST MADE ME FEEL BETTER THAT MY SISTER IS FEELING SAFE AND SHE'S FEELING READY TO LEARN AT SCHOOL JUST BECAUSE IT'S A BRAND NEW SCHOOL.
ONE OF THE COMMENTS MENTIONED ABOUT INSANITY AND DRAGGING AT SCHOOL.
I PERSONALLY DID NOT EXPERIENCE ANY OF THAT OR MY FRIENDS, AND I JUST DON'T THINK THAT'S A THING.
I'M NOT SURE WHERE YOU GOT THAT, BUT PERSONALLY I DO NOT SEE THAT HAPPENING, BECAUSE FIRST OF ALL, IF YOU ENTER ANY CLASSROOMS, ELEMENTARY SCHOOL, MIDDLE SCHOOL, YOU WILL SEE A MOOD ON BOARD, OR JUST ENCOURAGING STUDENTS ON HOW TO DEAL WITH THEIR EMOTIONS, SUCH AS ANGER, STRESS, OR EVEN IF YOU'RE FEELING HAPPY AND IS ENERGIZED, YOU NEED TO SIT DOWN AND CALM DOWN.
IT JUST TEACHES STUDENTS HOW TO DEAL WITH THEIR EMOTIONS.
I THINK THAT'S GREAT, AND THAT'S JUST THE OPPOSITE OF INSANITY OR DRAGGING THAT'S HAPPENING AT SCHOOL.
I THINK THAT WE SHOULD BE MORE THANKFUL ABOUT OUR SYSTEM IN AMERICA, BECAUSE AS A PERSON WHO HAVE LEARNED AT SCHOOLS AND DIFFERENT COUNTRIES, IT'S MORE TOUGHER AROUND SOME OF THE SCHOOLS OR DISTRICTS AROUND THE GLOBE.
I'VE EXPERIENCED THAT PERSONALLY, AND WHEN I CAME TO AMERICA, I WAS SURPRISED ON HOW AVAILABLE IT WAS, AND HOW MUCH OPPORTUNITY THEY OPENED UP FOR ME.
I THINK THAT WE SHOULD BE MORE THANKFUL ON THAT.
NOT EVERYONE IS PERFECT, EVEN IF YOU'RE A MEMBER, OR IF YOU'RE A STUDENT, OR JUST A PERSON, NOT EVERYTHING IS PERFECT AND WE SOMETIMES MAKE MISTAKES, AND I THINK THAT'S OKAY.
LASTLY, AS EDMOND SCHOOL DISTRICT STUDENT REPRESENTATIVE, I DO WISH THAT THE PEOPLE MAKING PUBLIC COMMENTS SHOULD BE MORE RESPECTFUL THROUGHOUT THE MEETING, BECAUSE THERE ARE MINORS INCLUDING ME THAT ARE SITTING AND WATCHING THIS MEETING.
IF YOU ARE COMING IN THIS ROOM AND TALKING ABOUT IMPROVEMENTS, AND WISHING BETTER FOR THE STUDENTS, BUT THEN YET HAVING NEGATIVE ENERGY OR A LANGUAGE,
[02:15:02]
IT IS NOT IDEAL INFLUENCED TO STUDENTS NOR ADULTS.FOR THE SBA TESTINGS, I DO BELIEVE THAT IT HAS BEEN GETTING A LITTLE HARDER AND COMPLICATED, BECAUSE LAST YEAR I TOOK IT AND I WAS JUST SHOCKED ON WHAT IT WAS.
>> I WANT TO ALSO MENTION ON THIS SHEET IT SAYS, "DON'T TRY TO USE THE PATHETIC EXCUSE OF COVID".
BASED OFF OF WHAT I SAW TODAY, OUR ACADEMIC LEVELS, WHILE THEY MIGHT NOT BE AS GREAT AS THEY WERE BEFORE COVID, WE'RE ACTUALLY DOING A LOT BETTER, AND SEEING THAT INCREASE THAT WE'RE DOING BETTER THAN THE WASHINGTON STATE STANDARD, JUST SLIGHTLY, OR THE AVERAGE, I THINK THAT'S REALLY COOL THAT WE'RE IMPROVING.
>> BEFORE I START WHAT'S GOING TO ESSENTIALLY BE A DIATRIBE TONIGHT, I WANT TO SAY THAT I ALWAYS DEBATE WITH MYSELF HOW MUCH TIME DO I WANT TO SPEND ON ISSUES SUCH AS THIS ONE.
WE HAVE A LOT OF STUFF GOING ON, THERE ARE DISTRICTS RIGHT NOW.
WE HAVE BONDS WE NEED TO WORRY ABOUT.
WE HAVE TEACHERS WHO LAST YEAR WE HAD TO LET A FEW GO BECAUSE WE DIDN'T HAVE THE FUNDS FOR THEM.
WE HAVE SCHOOLS THAT ARE IN NEED OF REPAIR.
WE HAVE TEST SCORES, GRAD RATES, WORRY ABOUT ALL THIS STUFF AND HERE I AM ABOUT TO TALK TO YOU ABOUT BATHROOMS. IT'S A WASTE OF MY TIME.
QUITE FRANKLY, EVERY TIME SOMEONE COMES UP TO THE PODIUM AND GIVES ME A THREE-MINUTE SPEECH ON BATHROOMS, I'M HAPPY BECAUSE IN THREE MINUTES YOU BASICALLY, ANYTHING ELSE IN MY LIFE THAT I WANT TO DO THAT I DON'T HAVE TIME TO DO.
HERE WE ARE. THIS STORY IS GOING TO START A WEEK BEFORE.
IT'S GOING TO START LAST TUESDAY AND I WAS AT A MEETING WITH FELLOW FOOTBALL OFFICIALS AND WE JUST FOUND OUT THAT WE HAD REACHED A MILESTONE, 10% OF OUR POPULATION FOR FOOTBALL OFFICIALS WERE FEMALE WHICH MEANS WE'RE GETTING TO THE POINT WHERE WE'RE GOING TO HAVE TO START FINDING DEDICATED CHANGING AREAS FOR THEM.
BECAUSE RIGHT NOW WHAT WE DO IS WE SAY YOU'RE GOING TO USE THE BATHROOM THAT PANNED USE.
YOU'RE GOING TO COME DRESSED, YOU GOING TO DO THIS STUFF THAT AND THE PANTS, NOT FAIR TO THEM.
I WAS SO HAPPY THAT WHEN I TALKED TO DR.
SHE WAS, OF COURSE, WE'RE GOING TO FIGURE THIS OUT.
I DON'T KNOW WHAT IT IS YET, BUT WE'RE GOING TO FIGURE IT OUT AND I WAS ALL READY TO COME IN HERE BECAUSE ON FRIDAY AND THIS IS NOT TO TAKE A SHOT AT SHE FELT TO DENTAL SCHOOL DISTRICT, BUT THEY ARE HAVING AN ISSUE IN THEIR ATHLETIC PROGRAM WHERE A GROUP OF FOOTBALL PLAYERS HAD ANTI-LGBTQ AND ANTI-WOMEN TEXT MESSAGES GOING AMONGST THEM.
THEY MAY GOTTEN A LOT OF TROUBLE.
THEY SUSPENDED A HUGE PORTION OF THEIR FOOTBALL TEAM.
BASICALLY, I WAS GOING TO SAY, LOOK, OUR DISTRICT, WE'RE TAKING STEPS, WE'RE BEING PROACTIVE.
HERE'S ANOTHER DISTRICT TOO, TO NO FAULT OF THEIR OWN JUST SOME STUFF WENT WRONG AND NOW THEY'RE HAVING TO DEAL WITH IT.
I WAS GOING TO GIVE US A PAT ON THE BACK.
THEN I GET THE EMAIL YESTERDAY THAT SOMEONE DECIDED THEY WERE GOING TO SET UP AND BE OUR LITTLE BATHROOM MONITORS AT EDMUND STADIUM.
I APOLOGIZE IN ADVANCE TO MY BOARD COLLEAGUES AND IF YOU HAVE LITTLE EARS OUT THERE, PLEASE CLOSE THEM.
WHO THE FUCK DOES THAT PERSON THINKS THEY ARE? WE HAVE GONE NOW FROM JUST LETTING PEOPLE COME UP TO THE PODIUM AND SAY THINGS THAT ARE HURTFUL, THEY ARE OFFENSIVE, THEY ARE DISCRIMINATORY INTERROGATORY.
WE HAVE GONE FROM THAT NOW TO ACTUALLY TAKING ACTION AGAINST OUR STUDENTS.
WE HAVE ADULTS WHO NOW ACTUALLY TAKING REALISTIC ACTION BECAUSE OF THIS RHETORIC.
MY QUESTION IS, WHAT WAS THAT ADULT GONNA DO? WHAT DOES THAT STUDENT JUST THAT I'M GOING TO GO INTO THE BATHROOM ANYWAY? WE'RE GOING TO HAVE AN ASSAULT OR WE CAN HAVE A PARENT BEATEN DOWN AS A STUDENT OR WHOEVER THAT ADULT WAS.
IS THAT THE PLAN? WHAT IS THE PLAN FOR ALL OF THIS? I DON'T KNOW WHO IT WAS. WE DON'T KNOW WHO IT WAS.
I WANT THAT PERSON BANNED FROM ANYTHING.
IF IT'S A PARENT, SORRY, YOU LOST YOUR RIGHT TO COME TO ANY OF OUR SCHOOL FUNCTIONS BECAUSE YOU NOW ARE SINGLING OUT AND TARGETING OUR STUDENTS.
THEN I ASKED BECAUSE WE ALWAYS TALK THE RHETORIC IS ALWAYS, OH, THIS IS FOR STUDENTS SAFETY.
STUDENT'S SAFETY FROM WHAT? LET'S ACTUALLY ASK THAT QUESTION.
BECAUSE WE'VE JUST LET IT GO ONSET.
BUT WHAT THOSE PEOPLE WHO COME UP AND SAY IT'S FOR SAFETY IS, IS THEY'RE SAYING THEY BELIEVE THAT OUR STUDENTS ARE ELEMENTARY SCHOOL OR MIDDLE SCHOOL STUDENTS ARE JUST SECRET RAPISTS AND MOLESTERS WAITING FOR THEIR CHANCE.
THAT'S WHAT IT IS. EITHER THAT OR THEY'RE ARGUING ABOUT THE SANCTITY OF A CRAP HOLE, THAT'S ABOUT WHAT IT IS. THEY WANT TO SCARE YOU.
[02:20:02]
THE REALITY IS, I COULD COME BACK FIGURES ALL THIS.THAT'S NOT WHAT ANYONE WHO'S MAKING THAT ARGUMENT CARES ABOUT.
IT'S FEAR AND THAT'S WHAT THIS IS.
IT'S AN OPPORTUNITY TO TRY TO SCARE PEOPLE. YOU KNOW WHAT? NEXT TIME ANYONE WANTS TO COME TO THAT PODIUM AND WANTS TO SAY SOMETHING ABOUT TRANS-STUDENTS GATES DID ANY OF THAT? JUST JUST SAY IT.
YOU ARE SAYING THAT THEY ARE THE 72 REGISTERED SEX OFFENDERS WHO LIVE IN OUR DISTRICT.
THEY'RE JUST THE NECK, THEY'RE GOING TO BE 73, THEY'RE GOING TO BE 74.
THAT'S THE ARGUMENT YOU WANT TO MAKE.
BUT THE REALITY IS THAT ARGUMENT IS NOT POPULAR BECAUSE IT'S CRAP.
THEY DON'T SAY IT, THE DOG WITH WHAT THEY MAKE YOU NOT KNOW THAT THAT'S WHAT THEY'RE ACTUALLY TRYING TO SAY.
BUT EVERYONE WHO HEARS IT KNOWS AND THEY HEAR THAT AND THEY GO, I'M GOING TO EDMUND STADIUM THIS WEEKEND AND I'M GOING TO STOP SOME INNOCENT CHILD FROM USING THE BATHROOM.
THIS IS HOPEFULLY THE LAST TIME I HAVE TO SPEND MY VALUABLE TIME BY VALUABLE AND MENTAL RESOURCES ON THIS TOPIC.
IT'S PROBABLY NOT, BUT IT SHOULD BE BECAUSE WE'VE GONE FROM JUST SAYING MEAN THINGS TO DOING BEING THINGS AND THAT'S A LINE THAT I'M NOT WILLING TO CROSS.
THAT'S NOT A LINE BUT I'M WILLING TO LET OTHER PEOPLE IN THE DISTRICT CROSS NEITHER 518 TO SAY ABOUT IT.
THAT'S ALL I HAVE TO SAY TONIGHT. THANK YOU.
>> FOR SATELLITE LEG, I LIKE TO THANK THE STUDENTS FOR COLLEGE PLACE, I'VE REALLY ENJOYED THEIR PRESENTATION.
WE'VE REALLY EMPHASIZED BELONGING FOR OUR SCHOOLS, BUT THE STUDENTS THAT SPOKE, THEY WERE SO PROUD OF THEIR SCHOOLS AND PROUD OF THE PROGRAM THEY'RE IN, SO THANK YOU FOR PRESENTING THAT TO US.
THE OTHER THING I'D JUST LIKE TO MENTION IS ON THE BOND.
I WAS ACTUALLY SURPRISED WHEN SHE SAID THAT 15 OF OUR 34 SCHOOLS WERE BUILT OVER 50 YEARS OLD.
THAT MEANS ALMOST HALF OF OUR EXISTING SCHOOLS THAT ARE FULL OF KIDS BEING TAUGHT EVERY DAY WERE BUILT IN THE '60S AND '70S.
THERE'S HUGE EDUCATIONAL ISSUES ON THIS.
BUT THE SAFETY ISSUES TOO, WHEN WE BUILT THE SCHOOLS IN THE '70S, NOBODY WORRIED ABOUT PEOPLE COMING INTO THE SCHOOLS.
ALL THE NEW SCHOOLS WE BUILD NOW ARE SINGLE-ENTRY.
THE ONLY WAY TO GET INTO SCHOOL DURING SCHOOL HOURS IS TO PASS THROUGH THE OFFICE.
THESE OLD SCHOOLS, THEIR CAMPUS-TYPE SCHOOLS, MANY OF THEM HAVE CLASSROOMS THAT THE DOORS OPEN OUTSIDE.
THEY DON'T HAVE HALLWAYS INSIDE.
THE CLASSROOM IS OPEN TO THE OUTSIDE.
THE ONLY WAY WE CAN SECURE THOSE SCHOOLS IS WE PUT LARGE FENCES AROUND THEM, THE WHOLE CAMPUS BUT THAT'S REALLY NOT A WAY TO CONTROL ENTRY INTO A SCHOOL.
UPGRADING AND REPLACING THESE 15 SCHOOLS IS REALLY IMPORTANT, NOT FOR JUST EDUCATIONAL PURPOSES FOR THE SAFETY OF OUR STUDENTS BECAUSE WE ARE JUST NOT AS SAFE AS A NEW TECHNOLOGY SCHOOL, SO I CERTAINLY HOPE PEOPLE UNDERSTAND THAT AND HELP US PASS THE BOND. THANK YOU.
>> I'M SORRY, I MISSED SOMETHING, DIRECTOR NOBLE. ARE YOU DONE?
>> DIRECTOR CHASE, YOUR NEXT, OKAY.
IT'S TAKEN A WHILE FOR US TO GET TO THIS BOND.
I REALLY APPRECIATE WE'LL GET THAT FORWARD AND FOR SCRIBER, I HAVE BEEN ON THE BOARD FOR THIS WILL BE TWO TERMS, EIGHT YEARS AND I HAVE HEARD THE CONVERSATIONS.
I HAVE BEEN HEARING THE CONCERNS ABOUT SCRIBER AND LOOKING FOR A NEW SPACE AND BEEN ADVOCATING FOR THAT.
I AM CONFIDENT THAT THE MOST RECENT CONCERNS HAVE BEEN BROUGHT UP IN LETTERS ARE GOING TO BE ADDRESSED.
AS OUR PRESIDENT HAD MENTIONED, LOOK AT WHAT WE CAN DO.
I JUST WANT TO KNOW I HEAR YOU, WE SEE YOU.
WE'VE GOT TO KEEP MOVING FORWARD AS A DISTRICT TOGETHER. THANK YOU.
>> I JUST AM REALLY PLEASED WITH THE PRESENTATION THAT WE SAW TONIGHT FROM THE COLLEGE PLACE MIDDLE SCHOOL KIDS AND THEIR TEACHERS AND PRINCIPAL.
[02:25:06]
I JUST WANTED TO POINT OUT BECAUSE I WROTE IT DOWN.PRINCIPAL COLLINS SAID," I'M NOT AT MY BEST TODAY, BUT I'M STILL GOING TO PUT IN MY BEST EFFORT." THAT REALLY TOUCHED ME.
I THINK WHEN I WAS A MIDDLE SCHOOL MOM, I TOLD MY KIDS JUST BEAR [LAUGHTER] IT ANOTHER DAY.
THEY PUT IT IN THEIR BEST EFFORT ANYWAY, I THINK.
BUT I JUST WAS SO PLEASED THESE KIDS WERE SO WELL SPOKEN.
AS YOU SAID, PROUD OF THEIR SCHOOL, PROUD OF THEIR FRIENDS AND THEIR SCHOOL FAMILY AND SO EXCITED TO SHARE IT WITH US.
THIS IS THE THING THAT I KEEP COMING BACK TO THE SCHOOL BOARD FOR.
BEFORE THE NEXT MEETING, I ALSO HAVE A ROLE BEYOND THE SCHOOL BOARD, WHICH IS I SERVE AS A SCHOOL BOARD LIAISON TO THE NORTHWEST INTERSCHOLASTIC ACTIVITIES ASSOCIATION, DISTRICT 1 OF THE WASHINGTON INTERSCHOLASTIC ACTIVITIES ASSOCIATION.
I MISSED THE LAST MEETING BECAUSE I HAD COVID UNFORTUNATELY.
I'M REALLY LOOKING FORWARD TO GETTING BACK INTO THE SWING OF THINGS WITH THAT GROUP.
THEY OVERSEE ALL OF OUR SPORTS AND OUR MANY OF OUR OTHER ACTIVITIES, INCLUDING MUSIC COMPETITIONS AND DRAMA COMPETITIONS AND E-SPORTS, WHICH IS STILL GOING STRONG AT MOUNTLAKE TERRACE HIGH SCHOOL.
I'M VERY EXCITED TO GET BACK INTO THAT.
WE ALSO HAVE OUR ATHLETIC DIRECTOR, ANGIE MAGUIRE IS ALSO A MEMBER OF THAT COMMITTEE.
WE'RE VERY WELL REPRESENTED IN DISTRICT 1.
>> WELL, I AM REALLY PLEASED TO LOOK AT MY COLLEAGUES AND SAY CONGRATULATIONS TO US.
WE WE'RE NAMED A BOARD OF DISTINCTION FROM WSSDA.
WE'RE ONE OF 34 DISTRICTS OUT OF HOWEVER MANY THERE ARE IN THIS STATE THAT WERE NAMED A BOARD OF DISTINCTION.
IT HAS TO DO WITH OUR HAVING A GOOD STRATEGIC PLAN, MEASURABLE GOALS, MONITORING THAT, OUR HAVING OUR OWN GOALS, OUR HAVING A GREAT LEADER WHO IS GREAT TO WORK WITH.
WE'RE VERY EXCITED, I THINK THE VERY FIRST TIME OUR BOARD IN EDMONDS HAS EVER APPLIED.
THEREFORE, THE FIRST TIME WE'VE EVER BEEN AWARDED THAT DISTINCTION.
I GOT TO VISIT MIDDLETOWN MIDDLE-SCHOOL TODAY WITH DR. MINER.
WHEN I THINK ABOUT THE TECHNOLOGY LEVY, I SAW AMAZING TECHNOLOGY IN THE SCHOOLS, IN THE CLASSROOMS. IN A STEM CLASSROOM, THE THINGS THAT THEY WERE DESIGNING ON THE COMPUTER, I WANTED TO JUMP IN AND LEARN HOW TO DO IT.
IN A GEOMETRY CLASS WHERE THEY'RE ABLE TO DRAW PICTURES AND MAKE CONCLUSIONS, THAT WHEN I WAS A KID TAKING GEOMETRY WOULD HAVE TAKEN HOURS JUST MAKING THE DRAWINGS AND THEN DOING THE MEASUREMENTS, NOT EVEN HAVING ANY TIME TO DO THAT DEEPER THINKING ABOUT IT.
THE TECHNOLOGY IS GREAT AND THE KIDS WERE ENGAGED AND IT WAS A WONDERFUL ENVIRONMENT.
I APPRECIATED SEEING THE COLLEGE PLACE MIDDLE SCHOOL PRESENTATION TONIGHT.
I PARTICULARLY APPRECIATED GETTING DATA.
[LAUGHTER] I THINK THAT ONE THING I DIDN'T MENTION WHEN WE WERE TALKING ABOUT THE BOND WAS THANKING THE FACILITIES COMMITTEE.
WE HAD A NUMBER OF COMMUNITY PEOPLE, STAFF, VERY COMMITTED SPENDING HOURS AND HOURS VISITING SITES, LOOKING AT A LOT OF DATA AND GIVING RECOMMENDATIONS.
WE REALLY JUST THANK THEM SO MUCH FOR DOING ALL THAT WORK ON THEIR OWN TIME.
ONE LAST THING, I JUST WANT TO GIVE PEOPLE AN UPDATE THAT DURING THE BUDGET CUTS, I SAID I WAS GOING TO BE ADVOCATING FOR FUNDING FROM THE STATE.
I AM IN THE PROCESS OF WORKING WITH PARTNERS BOTH INSIDE THE DISTRICT AND OUTSIDE THE DISTRICT, AND TALKING TO INDIVIDUAL LEGISLATORS ALONG WITH DR. MINER AND DIRECTOR CHASE AND MS. SALLY, WHO'S BEEN HELPING AS WELL TO PUT TOGETHER AN ADVOCACY CAMPAIGN WITH OUR STATE LEGISLATORS.
AT A CERTAIN POINT, BECAUSE SOME PARENTS HAVE REACHED OUT AND ALREADY SAID,
[02:30:01]
HOW CAN THEY HELP IN THE PUBLIC TO WRITE TO THEIR LEGISLATORS TO SUPPORT WHAT OUR PROPOSAL IS AND WHEN THAT HAPPENS, WE WILL LET EVERYBODY KNOW.BUT I JUST WANT PEOPLE TO KNOW THAT THAT IS UNDERWAY.
I DON T KNOW WHAT TRACTION WE CAN GET, BUT WE'RE CERTAINLY TRYING OUR BEST.
I'M GOING TO TURN IT OVER TO DR. MINER.
>> I WOULD REMIND EVERYONE THAT UNRELATED TO OUR LEVY AND BOND, THERE IS AN ELECTION ON NOVEMBER 7TH.
I USED TO HEAR SOMEONE SAY THAT DEMOCRACY IS A MUSCLE THAT WE NEED TO EXERCISE.
ONE OF THE BEST WAYS WE CAN GET SOME EXERCISE FOR THAT MUSCLE IS TO VOTE.
I WOULD ENCOURAGE EVERYONE TO VOTE ON NOVEMBER 7TH.
I WOULD ALSO LIKE TO SAY THIS IS A GOOD TIME AND I'LL SAY IT AS OFTEN AS I CAN.
HAPPY TO GO OUT TO COMMUNITY GROUPS TO SHARE INFORMATION ABOUT THE LEVY.
THE DISTRICT'S ROLE IS TO PROVIDE INFORMATIONAL PRESENTATIONS.
WE'LL BEGIN SCHEDULING THOSE IMMEDIATELY FOR STARTING PROBABLY ABOUT MID NOVEMBER TO GET OUT AND START DOING INFORMATIONAL PRESENTATION.
IF YOU KNOW OF A GROUP WHO MIGHT LIKE TO HEAR THAT PRESENTATION, PLEASE REACH OUT.
WE'LL ALSO HAVE A WAY FOR YOU TO REACH OUT ON OUR WEBSITE SO THAT WE CAN GET OUT AND DO THOSE PRESENTATIONS.
I'D LIKE TO OFFER MY GRATITUDE TO THE BOARD AND CONGRATULATIONS ON YOUR AWARD AND A REMINDER TO EVERYONE WHO'S LISTENING THAT ON THE ROLE OF A BOARD MEMBER IS A VOLUNTEER ROLE AND IT IS A LARGE VOLUNTEER ROLE THAT THE BOARD MEMBERS SPEND COUNTLESS HOURS BEYOND WHAT YOU SEE SITTING ON THE SCREEN ON TUESDAY EVENINGS PERIODICALLY BESIDES THIS WORK. THANK YOU TO ALL OF YOU.
>> THANK YOU. ONE LAST THING, ARE THERE ANY TOPICS OR ITEMS THAT YOU'D LIKE TO SEE BROUGHT FORTH AT STEADY SESSIONS OR ANY OTHER WAY THAT WE HAVEN'T YET PUT ON OUR DOCKET? THAT BEING SAID, THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.