Feb 27, 2024 Board Meeting

[1. CALL TO ORDER-6:30 pm]

[00:00:03]

GOOD EVENING AND WELCOME.

THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.

AND. EXCUSE ME.

[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]

CALL].

[3. LAND ACKNOWLEDGEMENT-6:32 pm]

MINOR TO DO THE LAND ACKNOWLEDGMENT.

THANK YOU, PRESIDENT KATIMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE [INAUDIBLE] PEOPLE AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED AND GATHERED ON THESE LANDS.

WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER.

BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS.

THANK YOU. I'LL NOW ASK EVERYBODY TO RISE, AS WE ALL DO THE PLEDGE OF ALLEGIANCE.

[4. FLAG SALUTE-6:33 pm]

[5. APPROVAL OF AGENDA-6:34 pm]

DO I HEAR A MOTION AND A SECOND TO APPROVE THE AGENDA AS PRESENTED? MOVE TO APPROVE. I'LL SECOND.

I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.

EVERYBODY IN FAVOR OF APPROVING TONIGHT'S AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.

AYE. EVERYBODY OPPOSED? SAY NAY. ANY ABSTENTIONS.

AND TONIGHT'S AGENDA IS APPROVED AS PRESENTED.

WELL, AS ALWAYS, WHEN WE HAVE A STUDENT AND A SCHOOL PRESENTATION, WE KNOW IT'S GOING TO BE A GREAT NIGHT.

[6. SCHOOL PRESENTATION- 6:35 pm]

SO WELCOME.

HELLO GUYS. THANK YOU SO MUCH FOR BEING HERE AND THANK YOU ALL FOR THIS OPPORTUNITY.

I'M SARAH, I'M A SENIOR AT MOUNTLAKE TERRACE HIGH SCHOOL.

I'M JOINED BY SOME OF OUR OTHER STUDENTS TYLER, VANESSA, JESSE, AMAYA AND SHIVALI.

SO TODAY WE'RE HERE TO GIVE INSIGHT ON HOW OUR SCHOOL FUNCTIONS AND HOW WE OPERATE TO INVOLVE STUDENTS WITHIN OUR STUDENT COMMUNITY.

SO, ONE WAY TERRORIST TAKES ADVANTAGE OF THIS IS BY HAVING MANY STUDENT-LED CURRICULUMS AND CLUBS.

SO, FOR EXAMPLE, SAY SPORTS IS NOT YOUR FAVORITE THING.

WE HAVE OTHER CLUBS RELATED TO MEDICALLY INCLINED.

OH, SORRY ART.

OH, ART RELATED AND MANY OTHER CLUBS WHERE THEY ARE PROVIDING SAFE HAVEN AND SUPPORT FOR THESE STUDENTS.

TAKE IT AWAY, TYLER.

THANK YOU, SARAH.

LIKE SHE MENTIONED ONE OF OUR CLUBS OR PROGRAMS. OH. GOT IT. THANK YOU.

ONE OF OUR BIGGEST PROGRAMS AT OUR SCHOOL IS THE STEM PROGRAM.

IT SEPARATES US FROM THE REST OF THE SCHOOLS IN OUR DISTRICT.

OH. THERE WE GO.

AS YOU GUYS KNOW, THE STEM PROGRAM, THREE PATHWAYS, ALL OF THAT.

BUT I WANT TO HIGHLIGHT ONE VERY SPECIAL PART OF OUR PROGRAM THAT WE'VE HIGHLIGHTED OVER THESE PAST THREE YEARS.

AND I'VE BEEN LUCKY TO BE A PART OF THESE PAST THREE YEARS.

IT'S CALLED OUR STEM OUTREACH PROGRAM THAT WE GO TO MIDDLE SCHOOLS IN OUR AREA, INCLUDING PRIVATE SCHOOLS, AND WE RECRUIT THE EIGHTH GRADERS AND SEVENTH GRADERS THERE AND TRY TO GET THEM INTO OUR PROGRAM.

I'D SAY IT'S BEEN VERY SUCCESSFUL.

FROM LAST YEAR, WE HAD 90 STUDENTS SIGN UP FOR STEM.

THIS YEAR WE HAVE 180 STUDENTS SIGNED UP FOR STEM.

AND I CREDIT THAT A LOT TO THESE THIS OUTREACH PROGRAM THAT WE'VE DONE.

[00:05:03]

THIS IS TOTALLY FUNDED BY OUR STEM RESOURCES THAT WE ALREADY HAVE THERE AT THE PROGRAM.

ONE COOL THING THAT I'VE DONE WITH THE STEM PROGRAM IS NOT ONLY THIS, BUT RIGHT NOW I'M ACTUALLY DOING RESEARCH WITH PHD STUDENTS AND A PROFESSOR AT THE UNIVERSITY OF WASHINGTON. AND I CREDIT ALL OF THAT TO THE AMAZING STEM PROGRAM FOR ALLOWING ME TO HAVE THAT OPPORTUNITY.

I'M ALSO THE STUDENT BODY PRESIDENT OF [INAUDIBLE] HIGH SCHOOL, AND I JUST WANT TO HIGHLIGHT SOME OF THE SUCCESSES THAT WE'VE HAD THIS YEAR.

IN TOTAL, WE'VE RAISED OVER, I BELIEVE, THREE TONS OF FOOD IN OUR FOOD DRIVE AND $5,000.

THAT HAS BEEN THE MOST SINCE THE PANDEMIC.

SO, WE'RE REALLY PROUD ABOUT THAT.

OUR ASSEMBLY PARTICIPATION, FROM WHAT I'VE HEARD OF BEFORE, THE PANDEMIC WASN'T AS GOOD AS IT IS NOW.

SO, I'M GLAD THAT OUR KIDS ARE FEELING HAPPY AND FEELING SECURE IN THE SPACE AND HAVE THE ABILITY TO EXPRESS THEMSELVES TO THE BEST THAT THEY CAN.

AND ONE THING THAT I PERSONALLY WANTED TO DO, AND MY ADMINISTRATION REALLY FOCUSES ON IS ELECTING LEADERS THAT REPRESENT OUR STUDENT BODY TO THE BEST OF ITS ABILITY.

SO, WE ARE CHANGING.

WE'RE TRYING TO MAKE MANY CHANGES TO OUR CONSTITUTION, TO EXPAND OUR LEADERSHIP COUNCIL TO DIVERSIFY IT.

AND WE'VE ALREADY DONE THIS IN THE PAST.

OUR LEADERSHIP COUNCIL IS VERY, VERY DIVERSE ALREADY, BUT WE JUST WANT TO EXPAND THAT AND MAKE SURE OUR STUDENT BODY FEELS REPRESENTED IN ALL CATEGORIES.

TO SPEAK MORE ABOUT THAT, I'M GOING TO PASS THE MIC OVER TO SHIVANI.

HELLO EVERYONE. MY NAME IS SHIVALI SINGH AND I'M A NINTH GRADER AT MOUNTLAKE TERRACE HIGH SCHOOL.

A PERSONAL HIGHLIGHT OF THE SCHOOL YEAR THAT I HAVE IS PERFORMING IN THE MULTICULTURAL ASSEMBLY, AND THIS IS BECAUSE IT WAS A VERY SUPPORTIVE AND INCLUSIVE ASSEMBLY, AND NOT ONLY FOR ME, IT IS ALSO A HIGHLIGHT FOR THE SCHOOL AS WELL.

THIS IS BECAUSE IT CAPTURED DIFFERENT CULTURES AND SHOWED THE DIVERSITY WITHIN OUR SCHOOL.

THE ASSEMBLY WAS STUDENT LED AND STUDENTS FELT THAT IT WAS WELL ORGANIZED AND VERY GENUINE, WHICH IS WHY IT IS A HIGHLIGHT OF OUR SCHOOL YEAR.

WITH ALL THE CLAPPING AND CHEERING.

THE ENVIRONMENT OF THE ASSEMBLY RESULTED IN BEING VERY POSITIVE, SUPPORTIVE AND INCLUSIVE, AND THIS LED US TO SCHOOL BELONGING AS STUDENTS SAW AND FELT A REPRESENTATION OF THEMSELVES THROUGHOUT THE ASSEMBLY.

EVENTS OF THE ASSEMBLY INCLUDED THE FLAG WALK, THE FASHION SHOW AND MANY PERFORMANCES IN WHICH STUDENTS CAN EXPRESS THEMSELVES IN A SAFE ENVIRONMENT.

NOW I'M GOING TO PASS IT ON TO JESSE AND VANESSA FOR LSU.

THANK YOU, SHIVALI.

I'D LIKE TO SHARE A LITTLE BIT.

MY NAME IS JESSE GHOSH. I'M THE VICE PRESIDENT OF THE LATINO STUDENT UNION AT MOUNTLAKE TERRACE HIGH SCHOOL.

AND SO HERE TODAY, MY COLLEAGUE VANESSA AND I WILL BE SHARING A LITTLE BIT ABOUT WHAT GOES ON THE STRUCTURE, I GUESS, OF THE CLUB AT MOUNTLAKE TERRACE.

TO START, I WOULD SAY THAT LSU, WE STAND PROUDLY AS A SAFE AND WELCOMING ENVIRONMENT FOR ALL LATINO STUDENTS AND THAT'S, YOU KNOW, REGARDLESS OF RACE, REGARDLESS OF GENDER, YOU KNOW, FLUENCY IN ENGLISH, ETHNIC BACKGROUND CLASS.

BASICALLY, WE'RE VERY OPEN JUST TO ANY STUDENT THAT WANTS TO COME IN AND LEND AN EAR TO KIND OF WHAT WE HAVE GOING ON.

I WOULD SAY OUR MAIN GOAL IS TO FACILITATE A GROUP ENVIRONMENT THAT'S COMMITTED TO EDUCATING ITS MEMBERS, BUT ALSO, I GUESS, MAKING SPACE FOR SITUATION FOR STUDENTS TO HAVE FUN AS WELL, TO ENGAGE WITH OTHER PEOPLE IN THEIR SAME COMMUNITY.

WALKING INTO A REGULAR LSU MEETING, YOU CAN EXPECT, YOU KNOW, AN EDUCATIONAL PRESENTATION.

LAST YEAR, WE TALKED A LOT ABOUT RACIAL PROFILING, COLORISM, IMPLICIT BIASES.

AND THEN WE ALSO HAVE A LOT OF INFORMATION TO SHARE ABOUT OUR LATINO TRADITIONAL HOLIDAYS THAT WE CELEBRATE AS WELL.

STEPPING OUTSIDE OF THE SCHOOL FOR A SECOND THROUGH OUR VOLUNTEERING WITH WASHINGTON KIDS AND TRANSITION, WE WERE ACTUALLY ABLE TO ASSIST THEM IN THE WORKINGS OF THEIR ANNUAL GALA. AND SO THAT'S RAISING MONEY FOR KIDS IN NEED, LIKE HOMELESS, HOUSELESS KIDS WHO NEED CLOTHES, WHO DON'T HAVE FOOD.

AND LAST YEAR WE WERE ACTUALLY ABLE TO HELP THEM A LOT WITH COORDINATING THAT GALA.

AND SO, WE REALLY LOOK FORWARD TO CONNECTING WITH THOSE KINDS OF OTHER ORGANIZATIONS, BECAUSE I GUESS AT LSU WE REALLY LIKE TO EDUCATE, BUT ALSO, I GUESS, TAKE A STEP FURTHER AND GO INTO THE COMMUNITY OURSELVES, LIKE DO OUR OWN VOLUNTEERING WORK.

ASIDE FROM THAT, WE WE'VE ALSO WORKED WITH THE BETHESDA LUTHERAN CHURCH IN MOUNTLAKE TERRACE, AS WELL AS A LOCAL NONPROFIT ORGANIZATION, LETI, LATINO EDUCATIONAL

[00:10:03]

AND WE'VE WORKED WITH THEM IN THE PAST AS WELL, JUST TO FACILITATE SOME STUFF THAT THEY HAVE GOING ON AND EVENTS AND HELP OUT WHEREVER WE CAN IN THE COMMUNITY.

I WOULD SAY THAT WITH THOSE EVENTS THAT WE HAVE GOING ON WITH THAT VOLUNTEERING, THAT, I GUESS, COMMITMENT TO EXCELLENCE, LSU REALLY, IT REALLY SUPPLIES ITSELF WITH THE NEEDS FOR OUTREACH AND CONNECTING THE COMMUNITY.

AND I GUESS OUR GOAL FOR THIS YEAR IS REALLY JUST TO CONTINUE OUR OUTREACH, CONTINUE OUR AWARENESS OF OUR CLUB.

AND YEAH, I'LL PASS IT OFF TO VANESSA TO SHARE A LITTLE BIT MORE ABOUT THE CLUB.

BUT YEAH. THANK YOU. THANKS, JESSE.

I'M VANESSA MACEDO.

I'M A SENIOR, AND I'M SECRETARY IN PR OF LSU.

SO, A HIGHLIGHT OF MY SCHOOL YEAR WAS DEFINITELY THE MULTICULTURAL ASSEMBLY.

THE PAST TWO YEARS, LSU HAS COLLABORATED WITH OTHER AFFINITY GROUPS AT LAKE TERRACE TO COORDINATE THE MULTICULTURAL ASSEMBLY.

AND I'VE HAD THE PRIVILEGE TO WORK WITH MISS TRIBECA AND COORDINATE AS WELL.

BEHIND THE SCENES AND LIKE SHIVALI SAID, THE JUST A GENUINE FEELING OF SEEING YOUR CULTURE PRESENTED IN THE SCHOOL. AND IT'S A VERY JUST JUDGE FREE ASSEMBLY THAT I THINK WE DO A GOOD JOB OF SHOWCASING.

LAST YEAR, LSU WAS ABLE TO USE THE MONEY WE RAISED IN OUR SCHOOL WIDE FUNDRAISERS TO SEND SIX OF OUR CLUB MEMBERS TO A WEEKLONG LEADERSHIP CAMP CALLED LA CIMA. AND LA CIMA IS A GREAT OPPORTUNITY FOR YOUNG LATINO STUDENTS TO REALLY EXPAND ON THEIR LEADERSHIP AND CONNECT WITH OTHER PEOPLE. AND IT'S SUCH A GREAT OPPORTUNITY, AND I'M SO GLAD WE WERE ABLE TO SEND SIX OF OUR CLUB MEMBERS, AND WE'RE HOPING TO EXPAND THAT NUMBER AS WELL.

THIS YEAR OUR MAIN GOALS ARE, LIKE JESSE SAID, BUILDING A GREATER SENSE OF COMMUNITY WITHIN OUR CLUB MEMBERS AND RAISING MORE AWARENESS FOR OUR CLUB.

LOOKING FORWARD, THE ANNUAL LATINX GRADUATION IS COMING UP, AND WE'LL BE WORKING CLOSELY WITH OTHER LSUS FROM THE EDMOND SCHOOL DISTRICT, HIGH SCHOOLS AND DISTRICT STAFF TO PROVIDE A UNIQUE BILINGUAL EXPERIENCE FOR THE 2024 GRADUATING SENIORS AND THEIR FAMILIES.

THANK YOU. MY NAME IS AMAYA BRAZIL, AND I AM PRESIDENT OF THE BLACK STUDENT UNION AT MOLLOY TERRACE HIGH SCHOOL.

BSU STRIVES TO CREATE IN A SAFE ENVIRONMENT FOR BLACK STUDENTS TO FEEL COMFORTABLE SEEING AND SUPPORTED WHILE ALSO HAVING FUN.

MANY OF OUR MEETINGS CONSIST OF GAMES AND OTHER ACTIVITIES SUCH AS CONVERSATIONS.

SOMETIMES WE WATCH MOVIES OR WILL REFLECT, AND WATCH SHOWS AS WELL THAT HAVE BLACK REPRESENTATION.

OUR CLUB ALSO WELCOMES NON-BLACK STUDENTS TO ENGAGE IN BLACK CULTURE AND LEARN MORE ABOUT THE BLACK EXPERIENCE.

WE OFTEN COLLAB WITH OTHER INFINITY GROUPS SUCH AS LSU FOR CELEBRATIONS AND POTLUCKS.

WE COLLAB WITH THEM FOR THE MULTICULTURAL ASSEMBLY.

AND AS FAR AS UPCOMING EVENTS, WE HAVE A CLUB FIELD DAY.

STUDENTS OF COLOR CONFERENCE AND STUDENT LEADERSHIP CONFERENCE.

AS MENTIONED EARLIER, WE REALLY APPRECIATE THIS OPPORTUNITY YOU PROVIDED FOR US AND WE'RE SUPER EXCITED ABOUT OUR UPCOMING EVENTS WITHIN THE SCHOOL.

SO, GRADUATION, WHICH IS SUPER IMPORTANT.

AND THANKS TO OUR CAREER CENTER ADVISOR, TRIBECA, WHO DOES A GREAT JOB ON MAKING SURE STUDENTS COMPLETE THEIR CREDITS AND ALSO CREATE PATHWAYS FOR THEM TO GRADUATE ON TIME AND BE ACCEPTED INTO WHATEVER FUTURE THEY WANT.

SO, ADDING ON TO THAT, WE'RE ALSO SUPER EXCITED ABOUT OUR SPRING SPORTS THAT WE HAVE UPCOMING.

WE HAVE PLENTY OF SPORTS, BUT SOME OF OUR FAVORITES ARE GIRLS' TENNIS AND BOYS' SOCCER.

NONETHELESS. WE REALLY APPRECIATE THIS OPPORTUNITY, AND WE HOPE YOU GUYS HAVE A GREAT NIGHT.

THANK YOU FOR LISTENING.

WE GOT ONE MORE. WE GOT THE ML CLASS.

SO, ML CLASS IS ALSO KNOWN AS MULTILINGUAL.

CLASSES ARE FOR STUDENTS WHO DO NOT SPEAK ENGLISH AS THEIR FIRST LANGUAGE.

STUDENTS WHO TAKE THESE CLASSES ARE KNOWN AS ML STUDENTS.

MOUNTLAKE TERRACE HIGH HAS A THRIVING ML LEARNER PROGRAM WITH 170 ML STUDENTS.

THESE STUDENTS ARE FROM DIFFERENT PARTS OF THE WORLD REPRESENTING 33 DIFFERENT LANGUAGES, AND THEY ARRIVE AT STRENGTHS FROM THEIR OWN CULTURAL PERSPECTIVES ARE ADVISED ADDING DIVERSITY TO ALL OUR CLASSES.

WITH THESE CLASSES, STUDENTS ARE ABLE TO INTEGRATE INTO MAINSTREAM CLASSES.

ACCORDING TO ML CLASSES, MRS. SARI AND MISS TESSIER REALLY STAND OUT.

THIS IS BECAUSE THEY FEEL SAFE WITH THEM AND ARE AWARE OF THE STUDENT'S NEED ANYTHING AND TRY THEIR BEST TO SUPPORT THEM IN ANY WAY THEY CAN.

THANKS TO THESE ML CLASSES, NOT ONLY THE STUDENTS LEARN ENGLISH, BUT THEY ALSO BECOME A FAMILY AND SUPPORT EACH OTHER AS A COMMUNITY.

[00:15:05]

WHAT A WONDERFUL PRESENTATION YOU DID AND REALLY SHOWCASED MANY OF THE DIFFERENT PARTS OF TERRORISTS AND WHAT YOU DO TO HELP ALL STUDENTS FEEL LIKE YOU ALL BELONG.

DID ANYBODY ELSE WANT TO MAKE A COMMENT OR HAVE A QUESTION FOR THE STUDENTS BEFORE WE GO ON TO THE CIP PRESENTATION? I'M JUST CURIOUS WHEN THOSE TEAMS MEET.

WHEN DOES THE BSU MEET? WHEN DOES THE LATINO CLUB MEET? BSU MEETS EVERY WEDNESDAY.

I BELIEVE LSU MEETS EVERY TUESDAY.

THAT'S AFTER SCHOOL. YEAH.

ALL RIGHT. COOL. THANKS.

YEAH. AND I AND I HEARD THAT THE STUDENTS MENTIONED SOMETHING ABOUT STEM OUTREACH.

COULD SOMEONE DETAIL MORE ABOUT THAT? YEAH. SO, OUR STEM OUTREACH PROGRAM IS TARGETED TOWARDS MIDDLE SCHOOLERS.

WE TAKE OUR VAN, WHAT WE CALL THE STEM VAN WHEN WE'RE IN IT.

BUT WE TAKE A HANDFUL OF STUDENTS, USUALLY THEIR LEADERSHIP OF OUR STEM CLUBS.

SO THAT'S FROM ROCKETRY, VEX ROBOTICS, HOSA, WHICH IS MY HEALTH CARE CLUB TSA, THE TECHNOLOGY STUDENT UNION, AND MANY OTHERS.

AND WE COMPILE THEM, AND WE SEND THEM OUT TO THESE MIDDLE SCHOOLS TO PRESENT, YOU KNOW, THE BEST OF THE BEST STUDENTS FROM OUR STEM PROGRAM.

AND THEN WE ALSO TAKE A TEACHER WITH US TO PRESENT ABOUT THE CLASS AND THE COURSE LOAD THERE.

DO YOU HAVE ANY SPECIFIC INQUIRIES ABOUT THE STEM? I THINK THAT'S A GOOD GENERAL OVERVIEW.

AND SINCE YOU'RE THE SAID THE VICE PRESIDENT FOR THE ASB OVER THERE COULD YOU DETAIL ABOUT HOW YOU AMENDED THE CONSTITUTION TO MAKE IT MORE DIVERSE? RIGHT. SO RIGHT NOW, WE ARE WORKING ON THAT.

ONE THING THAT WE WANTED TO ADD IS SOMETHING THAT WE TOOK FROM A MIDDLE SCHOOL, ACTUALLY, WE TOOK FROM BRIAN HARRIS MIDDLE SCHOOL.

THEY HAVE THIS THING. I'M NOT EXACTLY SURE WHAT IT'S CALLED, BUT IT'S LIKE A COUNCIL FOR EACH ADVISORY CLASS, AND WE WANT A REPRESENTATIVE FROM EACH CLASS THAT IS NOT NECESSARILY BASED ON A MASSIVE POPULAR VOTE.

WE ARE TRYING TO GET AWAY FROM THAT TO SELECT STUDENTS THAT ARE MORE BECAUSE, YOU KNOW, POPULAR STUDENTS, THEY ARE SOMETIMES IT DOESN'T REPRESENT ALL OF THE STUDENT BODY.

WE WANT TO ELIMINATE JUST THE POPULAR VOTE AND HAVE STUDENTS THAT WANT TO BE LEADERS BE, YOU KNOW, IN FRONT OF EVERYONE.

BUT WE STILL WANT THE POPULAR VOTE TO BE A FACTOR.

SO, THIS IS SORT OF OUR WAY OF COMBINING BOTH AND EXPANDING OUR LEADERSHIP AT THE SAME TIME.

I'M PRETTY SURE LINWOOD HIGH SCHOOL HAS ALREADY DONE THAT.

SO, I THINK WE BEAT YOU TO THAT.

OKAY, BUT WHO'S COMPETING? YEAH, WE GOTTA LOOK INTO THAT.

YEAH. THE RIVALRY NEVER ENDS, RIGHT.

ANY OTHER COMMENTS OR QUESTIONS? I JUST APPRECIATE YOU ALL BEING HERE PRACTICING PUBLIC SPEAKING SKILLS WHICH YOU ARE VERY PROFICIENT IN AND MODELING ENGAGEMENT AND INCLUSIVE BEHAVIOR THAT WE WANT TO SEE THROUGHOUT THE DISTRICT. SO, THANK YOU SO MUCH.

THANK YOU AGAIN.

WE REALLY APPRECIATE YOUR COMING AND SHARING ALL OF THAT GREAT INFORMATION WITH US.

AND NOW WE I'LL LET DR.

MINOR INTRODUCE. THANK YOU SO MUCH.

BEFORE WE GO ON TO YOUR PRINCIPAL, MR. CARPENTER, I DO WANT TO JUST ADD, I'M SO GRATEFUL TO YOU FOR BEING HERE TONIGHT.

YOU KNOW, AS YOU TALKED ABOUT THE THINGS I'VE SEEN YOU AT THE GALA.

YOU KNOW, I'VE SEEN YOU AT THE MULTICULTURAL ASSEMBLY.

I WAS ABLE TO DO MY ENTRY PLAN WITH SOME OF THE STUDENTS.

THESE ARE LEADERS WHO ARE SO INVESTED IN THEIR COMMUNITY.

I WON'T EVEN SAY STUDENT LEADERS.

YOU'RE JUST FLAT-OUT LEADERS IN OUR COMMUNITY WITH NO QUALIFIER NECESSARY.

AND I'M JUST SO GRATEFUL AND TRULY HONORED TO HAVE THE CHANCE TO WORK WITH ALL OF YOU.

SO, THANK YOU FOR BEING HERE AND THANK YOU FOR ALL YOU DO.

ONE REQUEST THERE ALWAYS HAS TO BE AN ASK.

ONE OF YOU WILL BE CONTINUING ON THERE NEXT YEAR.

I THINK THE REST OF YOU ARE.

SOME OF YOU WILL BE CONTINUING ON, BUT I'D LOVE TO GET THE INVITATION TO THE MULTICULTURAL ASSEMBLY EARLY ENOUGH TO MAKE SURE WE GET IT TO OUR BOARD, BECAUSE IT WAS DEFINITELY ONE OF THE HIGHLIGHTS OF MY YEAR SO FAR THIS YEAR, AND I'D LOVE FOR YOU ALL IF YOU CAN GET AWAY TO ATTEND THAT.

IT'S AN AMAZING OPPORTUNITY TO SEE JUST STUDENTS BEING THEMSELVES AND REPRESENTING WHO THEY ARE.

SO THANK YOU SO MUCH.

WITH THAT, I WILL TURN IT OVER TO CROSBY CARPENTER, OUR NEW PRINCIPAL THERE THIS YEAR, WHO HAS THE UNENVIABLE TASK OF FOLLOWING THAT AMAZING STUDENT PRESENTATION. I WAS GOING TO SAY, Y'ALL, THAT'S ON PURPOSE, RIGHT? LIKE, I MEAN, YOU SHOULD HAVE ME AS THE OPENING ACT FOR SURE, BECAUSE THEY KNOCKED IT OUT OF THE PARK.

SO GOOD JOB Y'ALL. I REALLY APPRECIATE YOU.

THANK YOU FOR INVITING ME IN TONIGHT AND US IN TONIGHT.

WE'RE GOING TO BE REVIEWING OUR SCHOOL IMPROVEMENT PLAN FOR MOUNTLAKE TERRACE HIGH SCHOOL.

[00:20:03]

THE GOAL WAS TO INCREASE OUR GRADUATION RATE TO 90% BY 2023-2024.

SOME EXCITING NEWS THAT CAME OUT IN LATE FALL IS THAT OUR GRADUATION RATE ACTUALLY CAME IN AT 93% FOR LAST YEAR, WHICH IS MAYBE A LITTLE HIGHER THAN LINWOOD'S.

THEY ASKED THEY ASKED ME TO THROW SOME SHADE.

THEY ASKED ME TO THROW SOME SHADE.

SO, SO BECAUSE OF THAT INFORMATION, WE ARE, DURING OUR MID-YEAR REFLECTION, WE ARE UPDATING THAT GRADUATION RATE TO 95% GOAL MOVING FORWARD. AND THE THEORY OF ACTION BEHIND THIS IS THAT IF WE CREATE PATHWAYS FOR OUR STUDENTS, IF WE CREATE POST-SECONDARY OPPORTUNITIES FOR OUR STUDENTS, IF WE'RE PAYING ATTENTION TO WHAT THEY NEED TO GRADUATE AND WE'RE MONITORING THEIR ON TRACK STATUS, OUR COUNSELORS AND ALL OF THE OTHER WONDERFUL STAFF ARE MONITORING THEIR ON TRACK STATUS THAT WILL REMOVE BARRIERS AND WILL INCREASE OPPORTUNITY FOR THOSE STUDENTS AND THEREBY INCREASING EQUITY AT MOUNTLAKE TERRACE HIGH SCHOOL.

THIS STRATEGY IS THAT WE REALLY FOCUS IN ON OUR 10TH, 11TH AND 12TH GRADE STUDENTS WHO ARE NOT ON TRACK, MAKING SURE THAT WE'RE PROVIDING OPPORTUNITIES FOR THEM TO MAKE UP THIS THESE CREDITS THAT LOOKS LIKE CLIP CLASSES.

IT LOOKS LIKE IT LOOKS LIKE SUMMER SCHOOL CLASSES.

THERE'S ALL THE OTHER OPPORTUNITIES.

WE'RE REALLY TRYING TO GET CREATIVE IN HOW WE MAKE SURE THAT WE COULD POTENTIALLY AWARD MASTERY CREDIT.

AGAIN, WE'RE LOOKING AT REMOVING THOSE BARRIERS, IDENTIFYING THOSE BARRIERS, REMOVING THOSE BARRIERS, AND REALLY DESIGNING A PATHWAY FOR EVERY STUDENT SO THAT THEY CAN MOVE FORWARD AND BE SUCCESSFUL.

AND AGAIN, I WAS STRUCK.

IT WAS IN AN INTERVIEW EARLIER, WE WERE INTERVIEWING SOMEONE EARLIER AND THEY KEPT MENTIONING THIS BOX OF, OF PUBLIC EDUCATION AND HOW WE NEED TO BE THINKING OUTSIDE OF THIS BOX. AND THAT'S SOMETHING THAT I'M REALLY ENCOURAGING OUR STAFF AND OUR COUNSELING TEAM AND OUR INTERVENTION TEAMS TO DO, IS TO THINK HOW WE CAN BE CREATIVE ABOUT SUPPORTING ALL STUDENTS AT MOUNTLAKE TERRACE HIGH SCHOOL.

SO, I WANTED TO FOCUS A LITTLE BIT ON OUR GRANT, WANTED TO FOCUS A LOT ON OUR GRADUATION RATE.

YOU CAN SEE GRADUATION RATE THERE FROM 2016 TO 2023.

SPECIFICALLY, WANTED TO HONE IN ON THE PERIOD PRE AND POST COVID THAT 91%.

AND THEN COMING IN THIS LAST YEAR AT 93%.

SO, WE FEEL LIKE WE'RE KIND OF STARTING TO REALLY CLOSE THOSE GAPS THAT OCCURRED DURING COVID.

YOU'LL SEE HERE THAT WE THIS IS OUR FEDERAL RACE AND ETHNICITY DATA, AND YOU'LL SEE THAT OVERWHELMINGLY ARE CONTINUING TO CLOSE THAT GAP.

I SPECIFICALLY WANT TO HIGHLIGHT OUR HISPANIC AND LATINO STUDENTS, AS WELL AS OUR BLACK STUDENTS THAT CONTINUE TO SHOW INCREDIBLE GAINS, ALONG WITH OUR ASIAN AND WHITE STUDENTS.

THE ONE AREA OF CONCERN HERE IS OUR TWO OR MORE RACES CATEGORY THAT DROPPED SIGNIFICANTLY LAST YEAR.

THE ONE THING THAT'S WORTH NOTING IS THAT THE SAMPLE SIZE THERE WAS TEN STUDENTS, SO ONE STUDENT HAS A PRETTY DRAMATIC IMPACT ON THAT.

THAT SAID, WE'RE LOOKING INTO IT AND TRYING TO FIGURE OUT WAYS THAT WE CAN BETTER SUPPORT THOSE SPECIFIC STUDENTS.

AGAIN, IT'S JUST I, BEING ABLE TO SHARE THAT 93% WITH OUR STAFF WAS A HUGE CELEBRATION.

I, YOU KNOW, AND IT'S AN INTERESTING BECAUSE I GET TO PASS IT OFF TO THEM WAS LIKE, I DON'T HAVE ANYTHING TO DO WITH THIS.

THIS IS ALL YOU GUYS. SO, WE REALLY GOT TO CELEBRATE THAT.

AND SPECIFICALLY, YOU'LL SEE IN A SECOND CELEBRATE SOME SUBGROUPS WITHIN THAT OF, OF STUDENTS AND THE WORK THAT OUR TEACHERS ARE DOING WITH THOSE STUDENTS.

THIS DATA HERE THAT YOU'LL SEE IS OUR 22-23 DATA.

AGAIN, YOU'LL SEE THE GRADUATION RATE AT 93%, MALE AND FEMALE, PRETTY MUCH STRAIGHT ACROSS THE BOARD AT THE SAME GRADUATION RATE, YOU'LL SEE THAT OUR BLACK STUDENTS ARE GREATER THAN 91% HISPANIC LATINO, ARE 89 ARE ASIAN AND WHITE STUDENTS RIGHT AROUND 93.

AGAIN, THAT TWO OR MORE RACES IS LESS THAN WE'D LIKE IT TO BE, BUT IT'S LOWER THAN 70%.

PIECE OF CELEBRATION HERE IS THAT WE'RE ABOVE THE STATE AVERAGE AND THE EDMONDS SCHOOL DISTRICT AVERAGE IN ALL OF THOSE CATEGORIES EXCEPT OUR TWO OR MORE RACES.

SO, TO BREAK IT DOWN BY PROGRAM I'VE WORKED IN A LOT.

I'VE WORKED IN A HANDFUL OF SCHOOLS WITH LARGE MIGRANT POPULATIONS, AND I'VE WORKED WITH SOME PRETTY INCREDIBLE ML TEACHERS IN MY DAY.

I'VE NEVER WORKED WITH ML TEACHERS WHO ARE AS AMAZING AS THE ONES AT [INAUDIBLE] HIGH SCHOOL.

THEY'RE ABSOLUTELY PHENOMENAL.

AND IT SHOWS IN THAT DATA THAT PRE AND POST COVID DATA, THAT CLOSING OF THE GAP THERE FOR OUR ENGLISH LEARNERS VERSUS OUR NON-ENGLISH LEARNERS IS PRETTY IMPRESSIVE.

AND IT'S JUST IT'S SOMETHING THAT I CAN'T CELEBRATE ENOUGH.

I'VE BEEN WORKING WITH OUR ML TEAM THIS YEAR.

AT EVERY STAFF MEETING, THEY PRESENT A STRATEGY, WHETHER THAT'S A PSYOP STRATEGY OR SOME SORT OF PIECE OF TECHNOLOGY FOR ALL STAFF, THAT THEN THEY CAN.

IT'S AN ACTIONABLE ITEM THAT THEY CAN TAKE AWAY AND IMPLEMENT IN THEIR CLASSROOMS. OUR LOW INCOME VERSUS NON-LOW-INCOME STUDENT.

THAT GAP CONTINUES TO CLOSE AS WELL AS OUR HOMELESS VERSUS NON HOMELESS.

504 CONTINUES TO KIND OF HOLD KIND OF RIGHT WHERE IT IS, WHERE WE'D PROBABLY WANT IT TO BE VERSUS OUR NON504.

STUDENTS WITH DISABILITIES VERSUS WITHOUT DISABILITIES.

WE HAVE A LITTLE BIT OF ROOM TO GROW THERE.

AND IT'S A FOCUS AREA NOT ONLY FOR OUR SPECIAL EDUCATION TEACHERS BUT ALSO FOR OUR GENERAL EDUCATION TEACHERS MOVING FORWARD.

AGAIN, TO BREAK THIS DOWN.

AS YOU CAN SEE, ALL THAT DATA, I WON'T READ IT TO YOU, BUT AGAIN, TO CELEBRATE IN EVERY SINGLE CATEGORY, WE WERE ABOVE THE WASHINGTON STATE AVERAGE AND ABOVE THE EDMONDS SCHOOL DISTRICT AVERAGE. SO, WE FEEL REALLY, REALLY PLEASED BY THAT DATA.

SPECIFICALLY, I WANT TO HIGHLIGHT OUR LOW INCOME.

[00:25:03]

AND OUR AND OUR HOMELESS, IF I DIDN'T ALREADY SAY IT.

SO, PROGRESS MONITORING.

ONE THING WE'VE STARTED DOING THIS YEAR AND WE'VE MADE COMMON PRACTICES.

WE'RE SHARING OUR DNF LIST EVERY WEEK WITH ALL OF OUR TEACHERS.

AND WE'RE ASKING OURSELVES NOT ONLY IN SMALL GROUPS AND LARGE GROUPS, IN PLCS AND DEPARTMENT CHAIR MEETINGS IS WHAT CAN WE CONTROL? WHAT'S WITHIN OUR CONTROL, AND HOW WILL WE CHANGE OUR PRACTICE TO IMPACT STUDENT LEARNING? WHAT ARE THOSE CLASSROOM-BASED STRATEGIES THAT WE CAN IMPACT TO CHANGE LEARNING OR CHANGE OPPORTUNITIES FOR STUDENTS? ATTENDANCE AND BEHAVIORS MONITORED BY OUR MTSS TEAM THAT'S ALSO SHARED OUT WEEKLY.

IT BECAME KNOWN EARLY ON THAT OUR STAFF NEEDED SOME TRAINING AND PARENTSQUARE.

AS YOU KNOW, PARENTSQUARE ALLOWS US TO SEND OUT COMMUNICATION TO FAMILIES AND TRANSLATES INTO THEIR HOME LANGUAGE AND WE CAN COMMUNICATE BACK AND FORTH THAT WAY.

IT'S PROVEN TO BE A REALLY POWERFUL TOOL.

WE PROVIDED STAFF WITH THAT COMMUNICATION.

THEY HAD AN ACTION ITEM BEFORE THEY LEFT THE STAFF MEETING TO SEND OUT THE KIND OF A TRIAL MESSAGE, AND THEY'RE NOW, IT'S BECOME MORE COMMON PRACTICE THAN A SKYWARD MESSAGE OR AN EMAIL. SOMETHING THAT WE'RE REALLY EXCITED ABOUT IS OUR PLCS.

THERE'S A BIG ASK TO REVITALIZE THOSE PLCS.

WE WENT THROUGH A; WE DECIDED ON A THEORY OF ACTION PROTOCOL.

SO, ALL GROUPS DECIDED TO PICK A PROBLEM OF PRACTICE.

AND WE HAD SOME ACTION OR SOME CRITERIA THERE ON THE RIGHT.

I WON'T READ ALL OF THEM TO YOU, BUT PART OF IT WAS TO AMPLIFY STUDENT VOICE, MAKE SURE WE WERE CLOSING OPPORTUNITY GAPS AND ALSO FOCUSING ON ADAPTIVE AND TECHNICAL CHANGE.

WE'RE REALLY EXCITED BECAUSE AT OUR NEXT STAFF MEETING IN MARCH, WE'LL BE REVIEWING THE FIRST CYCLE OF THAT DATA AND MAKING ADJUSTMENTS, REFLECTING ON IT, SHARING THAT OUT AS A TEAM AND MOVING FORWARD.

MID-YEAR ADJUSTMENTS ALREADY NOTED THAT WE'RE GOING TO BE RAISING OUR GRADUATION RATE GOAL.

BUT ALSO, THE MOST POWERFUL THING THAT OUR TEAMS TOOK AWAY WAS THAT WE LOOKED AT OUR CIP FOR LAST YEAR, AND WE NOTICED THAT ALL OF THESE, THESE STRATEGIES WERE ASSIGNED TO TEAMS THAT WERE OUTSIDE OF THE CLASSROOM.

NOTHING WAS ACTUALLY ASSIGNED TO LIKE CLASSROOM, LIKE WHAT IS ACTUALLY HAPPENING WITH OUR TEACHERS IN THE CLASSROOM.

AND SO, WE'VE BEEN ASKING OURSELVES, WHERE ARE THESE CLASSROOM-BASED STRATEGIES AND WHAT SHOULD WE BE WORKING ON? HOW ARE WE GOING TO MOVE THAT NEEDLE AND MAKE IT MORE IMPACTFUL FOR STUDENT LEARNING? AND WE'RE GOING TO LEVERAGE THAT PLC MOMENTUM.

WE HAVE REALLY LOOKED FORWARD TO EMPOWERING ENGAGING FAMILIES MOVING FORWARD, FOCUSING ON AGAIN ON THOSE HIGH LEVERAGE, CLASSROOM-BASED STRATEGIES.

WE'VE BUILT IN SOME BUILDING DIRECTED TIME FOR VISIONING AND COLLABORATION.

AND THIS IS REALLY JUST THE WHOLE PROCESS IS ABOUT SHARED OWNERSHIP, UNDERSTANDING AND ACCOUNTABILITY.

SO, THE CIP ISN'T JUST SOMETHING THAT SITS ON A WALL, IT'S ACTUALLY SOMETHING THAT WE USE THAT OUR STUDENTS HAVE A SAY IN, THAT OUR STAFF HAVE A SAY AND THAT OUR FAMILIES HAVE A SAY IN, AND THAT IS A LIVING DOCUMENT.

QUESTIONS. SO, ONE THING I JUST WANT TO THANK YOU SO MUCH.

YOU'RE WELCOME. AND I WISH THAT THAT DATA WERE DISTRICT DATA.

THAT'S OUR GOAL.

YEAH. SO, WE NEED AS A WHOLE DISTRICT TO LEARN FROM WHAT YOU'RE DOING.

I DID WANT TO JUST CLARIFY FOR PEOPLE WHO DON'T KNOW THAT PLCS STAND FOR PROFESSIONAL LEARNING COMMUNITIES, WHICH ARE GROUPS OF TEACHERS WHO MEET TOGETHER.

DEPARTMENTS. YEAH.

YEAH. OKAY, I APPRECIATE THAT.

YEAH. COMMENTS, QUESTIONS? YEAH. HEY, THANK YOU FOR THE PRESENTATION.

IT'S REALLY IMPRESSIVE WORK.

AND SO THIS IS YOUR FIRST YEAR.

YEAH. SO, YOU CAN THANK THE PEOPLE WHO'VE BEEN THERE BEFORE ME.

RIGHT. SO, I GUESS MY QUESTION IS AS YOU, AS YOU MOVE FORWARD, IT SOUNDS LIKE YOU'RE GOING TO BE LEVERAGING THE PLCS TO CONTINUE.

CONTINUE THE WORK.

RIGHT. SO, ARE THEY GOING TO CHANGE OR EVOLVE THEIR QUESTIONS OF PRACTICE FOR NEXT YEAR BASED ON THE DATA THIS YEAR, OR HOW DO YOU SEE THAT MOVING FORWARD? IT'S A REALLY GOOD QUESTION. AND I PRESCRIBE TO THIS, YOU KNOW, WE SHOULD HAVE A DEFAULT OPTION, BUT THERE SHOULD ALWAYS BE AN EXCEPTION TO THAT.

I'D LOVE TO SEE THEM TAKE ON SOMETHING NEW, BUT WHATEVER, WHATEVER THEY DECIDE TO DO, I JUST WANT THERE TO BE RATIONALE BEHIND IT.

I DON'T BELIEVE IN ONE OFF THINGS EITHER.

I DON'T WANT TO JUST DROP IT AFTER THIS YEAR AND CHECK THE BOX AND SAY THAT WE TRIED THAT.

WE DID IT. IF IT'S SHOWING TRACTION, IF IT'S SHOWING GAINS, IF THE DATA IS SHOWING THAT, MAN, WE'RE MOVING THE NEEDLE ON THIS, THEN I WOULD ENCOURAGE THOSE GROUPS TO KEEP GOING WITH THAT. IT'S ALSO FLUID.

THIS ISN'T PLCS AREN'T BY DEPARTMENT IN OUR SCHOOL.

WE OPENED IT UP AND SAID, HEY, IF YOU WANT TO FORM A PLC THAT'S AROUND SOCIAL EMOTIONAL LEARNING OR TRAUMA INFORMED PRACTICES, YOU'RE WELCOME TO DO THAT.

SO, WE HAD KIND OF THIS IT WAS KIND OF A FUN, ORGANIC PROCESS WHERE THEY GOT TO KIND OF RAISE THEIR HAND AND SAY, I WANT TO DO THIS, I WANT TO DO THIS.

AND YEAH, KIND OF TOOK ON A LIFE OF ITS OWN.

YEAH, I MEAN, I DON'T YOU DON'T GET RESULTS LIKE THAT IN A BUILDING LEVEL UNLESS IT'S SHOULDERED BY ALL STAFF.

YEAH. SO WHATEVER MAGIC WAS DONE IN THE PAST NOW IT'S ON YOUR SHOULDERS TO CONTINUE THAT MAGIC IN THE FUTURE.

YEAH. THANK YOU.

I GUESS. EXCUSE ME.

I SHARE DIRECTOR KATIMS INTEREST IN THESE RESULTS BEING SPREAD ACROSS THE DISTRICT.

YOU HAVE FOR OTHER PRINCIPALS TO GET THESE KINDS OF RESULTS OR MOVE TOWARDS THEM.

SO, I, YOU KNOW, WHEN THESE RESULTS CAME OUT, IT WAS A PRETTY SIGNIFICANT JUMP.

RIGHT. AND SO, I IMMEDIATELY WENT AND STARTED ASKING THOSE EXACT QUESTIONS LIKE HOW WHERE DID THIS SIX-POINT JUMP COME FROM? AT THE END OF THE DAY, I REALLY THINK IT'S OUR STAFF TAKING THE TIME TO GET TO KNOW OUR STUDENTS, OUR TEAMS, OUR COUNSELORS TAKING TIME TO GET TO KNOW OUR STUDENTS.

[00:30:04]

I THINK FOR TOO LONG WE'VE DEFINED EDUCATION BY, YOU KNOW, HOW MANY KIDS ARE IN A CLASSROOM FOR X NUMBER OF MINUTES.

AND WE REALLY NEED TO BE THINKING ABOUT WHAT ARE THOSE LEAVING TO LEARN OPPORTUNITIES.

WHAT ARE THOSE WORK BASED LEARNING OPPORTUNITIES? WHAT ARE THOSE PROJECT-BASED LEARNING OPPORTUNITIES? AND THINKING ABOUT HOW WE CAN LEVERAGE THE DIFFERENT SYSTEMS ARE IN PLACE FOR DIFFERENT GRADUATION, GRADUATION PATHWAYS THAT ARE IN PLACE TO MAKE SURE THAT KIDS ARE GETTING WHAT THEY NEED. SO, THEY'RE ACTUALLY EXCITED ABOUT SCHOOL.

AND I THINK THERE'S ROOM TO GROW THERE.

BUT TO REALLY SPECIFICALLY ANSWER YOUR QUESTION, I THINK OUR TEACHERS AND OUR COUNSELORS ARE AND OUR STAFF ARE ASKING, WHAT DO OUR STUDENTS NEED AND HOW DO WE NEED TO GET THEM ACROSS THE LINE AND DO IT IN A CELEBRATORY WAY, NOT IN A COMPLIANCE-BASED WAY.

SO, PIGGYBACKING ON THAT, YOU MENTIONED THAT THE STRATEGIES THAT YOU HAVE ON THE ON YOUR SLIDES.

YEAH. YOU REFERRED TO THEM AS WHAT'S BEING WORKED ON THIS YEAR.

ARE THEY ALSO THE SAME STRATEGIES THAT WERE WORKED ON LAST YEAR? AND FOR HOW MANY YEARS HAVE THESE? OR ARE THEY MORPHED OVER TIME? I'M JUST WONDERING.

I WOULD SAY THEY'RE ABOUT HALF AND HALF.

IF YOU LOOK AT OUR ENTIRE SCHOOL IMPROVEMENT PLAN, THERE ARE ABOUT HALF AND HALF.

LIKE I MENTIONED, A LOT OF THINGS WERE ASSIGNED TO TEAMS, RIGHT? A LOT OF THOSE STRATEGIES WERE ASSIGNED TO TEAMS. THE INTERVENTION TEAM WILL DO THIS.

THE COUNSELING TEAM WILL DO THIS.

WE TRIED IN UPDATING THE PLAN IN THE LAST YEAR OF OUR THREE-YEAR CYCLE.

WE TRIED TO MOVE SOME OF THAT TO THE CLASSROOM.

AND THE BIG THE BIG MOVE WAS THROUGH THAT THOSE PLCS AND THROUGH THAT THEORY OF ACTION PROTOCOL.

SO YES, THERE ARE STILL SOME THAT ARE HOW THEY HAVE BEEN IN THE PAST.

BUT SOME OF THESE ARE NEW, CORRECT, THAT ARE ADD-ONS.

YES. HAVE YOU ALL HAD A DISCUSSION AS A STAFF AS TO WHICH OF THESE YOU THINK ARE MOST EFFECTIVE OR MOST IMPACTFUL? WE, YOU KNOW, WE WE'RE ABOUT TO TALK.

WE'RE ABOUT TO MEET AND REFLECT ON THE INITIAL ROUND OF THE THEORY OF ACTION PROTOCOL.

SO, I THINK I WOULD HAVE MORE INFORMATION FOR YOU AT THAT POINT.

WHAT OUR WHAT OUR TEAMS FELT WASN'T IMPACTFUL OR WHAT OUR STAFF FELT WASN'T IMPACTFUL IS, IS ASSIGNING SOLUTIONS TO GROUPS OF PEOPLE THAT WHERE IT WAS OCCURRING OUTSIDE OF THE CLASSROOM.

AND WE REALLY WE REALLY WANT TO BRING IT BACK INTO THE CLASSROOM AND BE TALKING ABOUT SPECIFIC STRATEGIES, HIGH LEVERAGE STRATEGIES, WHETHER THOSE ARE, IT'S RESTORATIVE CONVERSATIONS, WHETHER IT'S PSYOP STRATEGIES, WHETHER IT'S DIFFERENTIATION STRATEGIES, INCLUSION STRATEGIES, WHAT ARE THOSE STRATEGIES THAT THAT TEACHERS WILL BUY INTO AND TAKE OWNERSHIP OF SO THAT THEY CAN BE PART OF THIS PROCESS AND BE PART OF CELEBRATING THE WORK THAT WE'RE DOING AND OWN IT.

AND IF IT DOESN'T WORK, WE OWN THAT, AND WE MOVE AND WE MAKE WE ADAPT, WE MAKE CHANGES, WE REFLECT ON IT AND WE TRY AGAIN.

YEAH, BUT WHAT YOU MENTIONED MAKES A TON OF SENSE BECAUSE WE KNOW WHAT BEST PRACTICES ARE FOR TEACHING AND LEARNING IN CLASSROOMS. AND THAT'S WHY MANY OF THE THINGS YOU JUST MENTIONED, AND IT'S GETTING TO ALL THE KIDS WHEN THERE'S AGREEMENTS ACROSS TEACHERS AS WELL, IN TERMS OF DOING THAT AND RECOGNIZING THAT AND WORKING TOWARD THAT.

SO, THANK YOU SO MUCH.

WE ARE SO GLAD TO HAVE YOU IN THE DISTRICT AND AT MOUNTLAKE TERRACE HIGH SCHOOL.

AND I THINK IT'S ASKING KIDS, RIGHT.

IT'S ASKING THEM, WHAT DO THEY NEED.

ABSOLUTELY. ASKING THE KIDS.

YEAH. SO, I THINK THAT'S THE BIGGEST NEXT STEP IS ALL OF THE KIDS HERE TODAY ARE ON MY ADVISORY COUNCIL AND THAT IS IT'S OPEN.

IT'S EVERY TWO WEEKS. IT'S OPEN TO ANY STUDENT.

BUT WE'RE AT YOU KNOW, WE'RE STARTING TO HAVE THOSE CONVERSATIONS AROUND WHAT DOES IT MEAN TO BE A STUDENT AT [INAUDIBLE] HIGH SCHOOL? AND LET'S ASK THE QUESTION, WHAT DO YOU NEED? YEAH. AND IF YOU ASK A KID.

RIGHT. WHAT ENGAGES YOU? IN WHAT CIRCUMSTANCES DO YOU LEARN THE BEST? RIGHT. WHAT ARE THE TEACHERS PRACTICES THAT REALLY GET TO YOU THE MOST? YOU ALL KNOW.

YOU ALL KNOW.

YEAH. GREAT.

THANK YOU SO MUCH.

THANK YOU VERY MUCH. APPRECIATE YOU.

ABSOLUTELY.

FOR MY REPORT TONIGHT, I'D JUST LIKE TO BRIEFLY GIVE A LITTLE UPDATE AS TO THE WEATHER HAS DROPPED AFTER OUR LITTLE FALL SPRING THERE.

[7. SUPERINTENDENT REPORT-6:55 pm]

WELL, WE DON'T GET TO DECIDE ABOUT THE WEATHER.

IF WE DID, IT WOULD BE DIFFERENT.

HOW WE MAKE DECISIONS ABOUT HOW WE RESPOND TO THE WEATHER.

SO, A TEAM OF PEOPLE GO OUT VERY EARLY IN THE MORNING OR VERY LATE AT NIGHT, DEPENDING ON WHAT YOUR PERSPECTIVE OF 3:00 IN THE MORNING IS.

AND THEY ARE DRIVING THE ROADS.

THEY ARE CHECKING ON CONDITIONS.

THEY'RE GETTING OUT OF THE CAR, TRYING TO SLIDE THEIR FEET AROUND, SEEING WHAT THINGS ARE LIKE, AND THEN THEY'RE MAKING DECISIONS BASED ON WHAT VERY LOCAL CONDITIONS.

AS YOU KNOW, SOME DISTRICTS NORTH OF US WERE TWO HOURS LATE.

BUT THE THERE WERE REALLY SOME LITTLE MICRO CONDITIONS GOING ON THROUGHOUT AREAS.

[00:35:05]

SOMETIMES THAT MEANS A STAFF MEMBER WHO MIGHT BE COMING FROM I TALKED TO SOMEONE WHO SAID THEY HAD TODAY WE WERE DOING A SCHOOL VISIT.

SHE SAID THEY HAD FIVE INCHES OF SNOW WHERE SHE LIVES LAST NIGHT.

BUT WE MAKE DECISIONS ON WHETHER OUR BUSSES CAN TRANSPORT OUR STUDENTS WITHIN OUR DISTRICT SAFELY.

AND SO THOSE ARE THE INFORMATION WE ACT UPON AND TAKE CARE OF.

IF THERE IS A NEED TO CLOSE OR START LATE, I'M THE ONE WHO MAKES THAT DECISION.

I GET A CALL ABOUT 345 OR SO IN THE MORNING.

AND SOMETIMES WE WILL START WITH A TWO HOUR LATE START IN THE HOPE THAT WE CAN CHECK IT OUT AGAIN BY 5:00 IN THE MORNING AND SEE IF WE CAN THEN RUN SCHOOL.

AND SOMETIMES WE CAN AND SOMETIMES WE CAN'T.

OF COURSE, IF WE HAVE A MAJOR EVENT WHERE WE HAVE A LOT OF SNOW WILL MAKE A CALL THE NIGHT BEFORE, WE KNOW THAT HELPS STAFF AND FAMILIES PLAN.

WE CAN'T ALWAYS DO THAT, AND WE DO ALWAYS WANT TO BE CHECKING TO MAKE SURE THAT WE CAN GET AS CLOSE TO THE TIME THAT WE NEED TO MAKE THAT CALL.

SO I JUST WANTED TO OFFER THAT UP AS A WAY FOR PEOPLE TO UNDERSTAND AND KNOW A LITTLE BIT ABOUT HOW WE MAKE THOSE DECISIONS.

THANK YOU.

DID WE WANT TO INVITE THE STUDENTS? THEY'RE WELCOME TO STAY, BUT THEY MAY HAVE HOMEWORK AND ARE ALLOWED TO LEAVE.

YEAH. NO, THE STUDENTS MAY LEAVE.

YOU'RE MORE THAN WELCOME TO STAY.

WE APPRECIATE OUR STUDENT ADVISORS.

AND I THINK, YOU KNOW, LISTENING TO A BOARD MEETING CAN BE HELPFUL, BUT YOU'RE ALSO WELCOME TO LEAVE.

YOU DON'T HAVE TO STAY.

AND YOU CAN LEAVE AT ANY TIME.

DON'T WORRY ABOUT IT.

THANK YOU SO MUCH.

DIRECTOR KILGORE ALWAYS LOOKING OUT FOR THE KIDS.

YOU GOT HOMEWORK? YOU GOT TO DO IT.

NEXT ON THE AGENDA IS APPROVAL OF MINUTES.

[8. APPROVAL OF MINUTES-7:00 pm]

ONE IS MINUTES FROM THE FEBRUARY 1ST SCHOOL BOARD SPECIAL MEETING.

THAT WAS OUR BOARD RETREAT.

ONE ARE THE MINUTES FROM THE FEBRUARY 6TH SCHOOL BOARD SPECIAL MEETING THAT WE DID AS A BUDGET STUDY SESSION.

AND THE THIRD IS THE SET OF MINUTES FROM FEBRUARY 6TH FROM OUR REGULAR BUSINESS MEETING.

DO I HEAR A MOTION TO APPROVE AND A SECOND FOR THESE THREE SETS OF MEETING MINUTES TO APPROVE.

I'LL SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE THREE SETS OF MINUTES? FEBRUARY 1ST, FEBRUARY 6TH AND FEBRUARY 6TH BUSINESS MEETING.

PLEASE INDICATE BY SAYING AYE.

AYE. ALL THOSE OPPOSED SAY NAY, ANY ABSTENTIONS AND THE MINUTES FROM THE FEBRUARY 1ST SPECIAL MEETING ON THE BOARD RETREAT, FEBRUARY 6TH SPECIAL MEETING ON THE BUDGET STUDY SESSION AND FEBRUARY 6TH REGULAR BUSINESS MEETING ARE APPROVED.

NEXT, WE'LL HAVE PUBLIC COMMENTS.

THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.

[9. PUBLIC COMMENTS-7:05 pm]

THIS IS NOT A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.

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'RE ADDRESSING.

WE REQUESTED.

IF YOUR COMMENT CONSISTS WHOLLY OR PARTLY OF TEXT VERBATIM FROM AN ARTICLE, AN ONLINE POST, AN EXCERPT FROM A BOOK, ETC., THAT YOU SIMPLY SEND US THE LINK TO THE TEXT AND SPEND YOUR COMMENT TIME TELLING US HOW THIS INFORMATION RELATES DIRECTLY TO 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, AND OR STAFF AT A LATER TIME.

PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR OUR BOARD MEETING IN THREE DIFFERENT WAYS.

YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD IN PERSON.

YOU MAY CHOOSE TO READ YOUR COMMENT ALOUD VIRTUALLY.

AND TONIGHT, WE DON'T HAVE ANY OF THOSE OR THREE.

YOU MAY CHOOSE TO SUBMIT YOUR COMMENT IN WRITING, AND WE HAVE TWO WRITTEN COMMENTS THAT ARE BOTH ABOUT SUMMER SCHOOL AND THE IMPORTANCE OF IT.

THE BOARD READS ALL WRITTEN COMMENTS WHICH ARE LATER ATTACHED TO THE MEETING AGENDA AND AVAILABLE TO THE PUBLIC ON THE BOARD DOCS WEBSITE.

THE BOARD ALSO ACCEPTS WRITTEN COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL.

WE READ EACH COMMENT AND EMAIL WE RECEIVE, AND WE APPRECIATE THE TIME AND EFFORT IT TAKES FOR THOSE WHO WRITE THEM.

WHILE WE ENCOURAGE AND APPRECIATE PUBLIC COMMENTS, PLEASE LIMIT YOUR COMMENTS THAT ARE READ ALOUD TO THREE MINUTES.

IF A COMMENT BECOMES TOO LENGTHY, I MAY NEED TO INTERRUPT IN ORDER TO ALLOW EACH PERSON EQUAL TIME.

[00:40:04]

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. TONIGHT WE HAVE THREE PEOPLE WHO'VE SIGNED UP FOR MAKING A PUBLIC COMMENT.

THE FIRST IS MARK MADISON.

THANK YOU. BOARD. MY NAME IS MARK MADISON.

I'M THE DIRECTOR OF CAREER AND TECHNICAL EDUCATION FOR THE EDMONDS SCHOOL DISTRICT.

DURING THE MONTH OF FEBRUARY, SCHOOL DISTRICTS AND COMMUNITIES ACROSS THE COUNTRY TAKE TIME TO CELEBRATE AND HIGHLIGHT THE IMPORTANCE AND IMPACT OF CAREER AND TECHNICAL EDUCATION, OR CTE, IN PREPARING STUDENTS FOR CAREER AND COLLEGE SUCCESS.

CTE COURSES ARE OFFERED IN ALL MIDDLE AND HIGH SCHOOLS.

THEY ARTICULATE DIRECTLY INTO LOCAL COLLEGE CERTIFICATE AND DEGREE PROGRAMS AND ARE SUPPORTED BY LOCAL INDUSTRY PROFESSIONALS TO ENSURE ALIGNMENT TO ONGOING INDUSTRY NEEDS, EXPECTATIONS AND REQUIREMENTS.

IN THE EDMONDS SCHOOL DISTRICT, WE ARE QUITE PROUD TO OFFER A WIDE RANGE OF CTE PATHWAYS AND PROGRAMS IN MULTIPLE HIGH DEMAND AREAS INCLUDING AEROSPACE, MANUFACTURING, AUTOMOTIVE TECHNOLOGY, HEALTH SCIENCES, BIOTECHNOLOGY, CONSTRUCTION TRADES, COMPUTER SCIENCE AND ENGINEERING, JUST TO NAME A FEW. AS YOU CAN SEE BY OUR DISPLAY IN THE BACK.

TODAY'S CTE GOES FAR BEYOND THE VOCATIONAL EDUCATION PROGRAMS WE MAY HAVE BEEN FAMILIAR WITH YEARS AGO.

MOST IMPORTANTLY, OUR CTE PROGRAMS CONSISTENTLY DEMONSTRATE IMPRESSIVE RESULTS IN SEVERAL KEY PERFORMANCE AND PROGRAM QUALITY MEASURES.

HERE ARE JUST A FEW MEASURES WORTH NOTING.

FOR THE PAST SEVERAL YEARS, STUDENTS WHO COMPLETED TWO OR MORE CREDITS IN A CTE PATHWAY HAD AN AVERAGE FOUR YEAR GRADUATION RATE OF 94%.

THIS APPLIED EQUALLY TO ALL STUDENT DEMOGRAPHIC AND SUBGROUPS AS PART OF THAT GRADUATING COHORT.

LAST YEAR, OVER 40% OF OUR SCHOOL DISTRICT GRADUATES MET THEIR ELA AND MATH GRADUATION PATHWAY REQUIREMENT UTILIZING A CTE PATHWAY.

CTE PATHWAYS CONTINUE TO BE THE SECOND MOST ACCESS OPTION FOR MEETING THIS REQUIREMENT IN BOTH OUR DISTRICT AND ACROSS OUR STATE.

LAST YEAR, 1775 INDUSTRY RECOGNIZED CERTIFICATIONS AND CREDENTIALS WERE EARNED BY CTE STUDENTS AS PART OF THEIR CTE COURSES.

THIS YEAR, WE ARE CURRENTLY ON PACE FOR AT LEAST 2000 CERTIFICATIONS TO BE EARNED BY THE END OF THE YEAR.

LAST YEAR, OVER 120 STUDENTS PARTICIPATED IN A PAID INTERNSHIP AS PART OF THEIR CTE EXPERIENCE.

THIS YEAR, WE ANTICIPATE EXCEEDING THAT NUMBER, HOPEFULLY REACHING 150.

AND CURRENTLY WE HAVE OVER 500 CTE STUDENTS THAT ARE PREPARING TO TRAVEL ACROSS OUR STATE TO COMPETE IN VARIOUS STATE COMPETITIONS IN SUCH AREAS SUCH AS DECA, TSA, HOSA, FCCLA, AND JEA.

EVERY YEAR, A NUMBER OF THESE STUDENTS WILL LIKELY QUALIFY FOR NATIONALS AND MOVE ON TO COMPETE IN NATIONAL COMPETITIONS ACROSS THE COUNTRY IN THE SPRING.

SO, AS YOU CAN SEE, CAREER AND TECHNICAL EDUCATION AND ITS IMPACT ON THE LEARNING AND LIVES OF OUR STUDENTS IS CERTAINLY SOMETHING TO CELEBRATE.

THANK YOU FOR YOUR SUPPORT FOR OUR CTE PROGRAMS, AND REALLY QUICKLY, WE WOULD LIKE TO LEAVE YOU WITH A COPY OF A COUPLE THINGS ON AT YOUR STATIONS. WE'VE GIVEN YOU A COPY OF OUR CAREER PATHWAYS GUIDE.

WE ALSO HAVE A COUPLE OF TOKEN APPRECIATION GIFTS THAT WERE MANUFACTURED BY OUR STUDENTS.

THE SMALL BOX WAS MANUFACTURED BY OUR BRIER TERRACE MIDDLE SCHOOL STUDENTS UTILIZING THEIR LASER CNC MACHINE TECHNOLOGY, AND OUR RED DUCK VASE WAS DESIGNED AND MANUFACTURED BY OUR MOUNTLAKE TERRACE HIGH SCHOOL STEM PROGRAM, WHICH YOU HAD A CHANCE TO HEAR ABOUT EARLIER.

THANK YOU AGAIN FOR YOUR SUPPORT AND YOUR TIME.

THANK YOU VERY MUCH.

NEXT IS CINDY WHITEMAN.

HELLO, MY NAME IS CINDY WHITEMAN.

I LIVE IN EDMONDS.

I HAVE TWO POINTS QUESTIONS I WANT TO ASK.

ONE IS ABOUT MAINTENANCE OF NEW FACILITIES AND EXISTING FACILITIES, AND THE SECOND ONE IS ABOUT FIELD TRIPS.

[00:45:08]

I ATTEND THESE MEETINGS BECAUSE I BELIEVE IN THE POTENTIAL OF STUDENTS, AND THAT OUR SCHOOL DISTRICT SHOULD BE EQUIPPING THESE STUDENTS TO FLOURISH IN OUR WORLD.

SOME OF THE RECENT PRESENTATIONS LIKE TONIGHT, GOOD JOB DISCUSSIONS AND DECISIONS THAT I'VE WITNESSED AT THESE BOARD MEETINGS, HAVE BEEN AN ENCOURAGEMENT TO ME.

SOME OF THEM ARE PARTNERING, PARTNERING WITH HOUSING, HOPE AND COLLABORATION EFFORTS TO BUILD STABILITY AND SELF-SUFFICIENCY FOR THE 700 PLUS HOMELESS STUDENTS IN OUR DISTRICT HAS A LOT OF POTENTIAL FOR GOOD.

THE HANDS-ON HELP FROM THE DISTRICT DURING THE FLOOD AT MEADOWDALE ELEMENTARY WAS AN EXEMPLARY EXAMPLE OF UNITY AND TEAMWORK.

THANK YOU. RECOGNIZING THE DIVERSE TALENTS AND ACCOMPLISHMENTS OF STUDENTS AT THESE BOARD MEETINGS BRINGS A SMILE TO ME.

LIKE DATA GATHERING.

LAST BOARD MEETING WAS HILARIOUS AND AWESOME.

VERY GOOD. THIS BOARD UNDERSTANDS THAT OLD SCHOOLS ARE NOT SAFE, AND THEY DON'T ACCOMMODATE THE NEEDS OF OUR DIVERSE COMMUNITY. I RECEIVED THIS FLIER IN THE MAIL.

MY FIRST QUESTION HAS TO DO WITH IT.

ON THIS FLIER. IT SAYS THAT THE CAPITAL IMPROVEMENTS INCLUDE MECHANICAL, ELECTRICAL, AND PLUMBING UPGRADES.

THESE ARE ALL IMPORTANT, BUT I WAS WONDERING WHAT IT MEANT ON THIS FLIER BY THE STATEMENT UPGRADING TRACK AND FIELD.

IN 2017, MADRONA K-8 WAS LEVELED AND REBUILT AT THE COST OF OVER $51 MILLION.

I LIVED NEARBY AND WATCHED AN OLD SCHOOL BE TRANSFORMED INTO A BEAUTIFUL BUILDING, SPECTACULAR PLAY AREAS, HUGE GRASSY PLAY FIELDS AND A RUBBERIZED TRACK.

SADLY, THE GROUNDS HAVE NOT BEEN MAINTAINED AND THE PROPERTY IS AN EYESORE IN MANY PLACES NOW.

I HAVEN'T GONE INSIDE THE BUILDING, BUT THE OUTSIDE HAS THREE FEET WEEDS, DEAD PLANTS ON THE WEST SIDE OF THE BUILDING AND THE GRASS LOOKS LIKE IT'S BEEN MOWED BY A THIRD GRADER. HOW ARE YOU? HOW WAS THE BOARD PLANNING TO USE THE CAPITAL IMPROVEMENT MONEY TO KEEP THESE PROPERTIES THAT THE DISTRICT ALREADY HAS, LOOKING GOOD AND WORKING THEIR BEST? OF COURSE, WHAT IS TAUGHT TO THOSE STUDENTS INSIDE OF MADRONA IS MY FIRST PRIORITY, AND THE MAIN REASON WHY I ATTEND THESE BOARD MEETINGS.

MY SECOND QUESTION HAS TO DO WITH FIELD TRIPS.

ON FEBRUARY 6TH, THE BOARD AT THE BOARD MEETING THERE WERE OVER 20 OVERNIGHT FIELD TRIPS APPROVED IN THE EDMONDS SCHOOL DISTRICT POLICY MANUAL 32 £0.11, IT STATES.

MAY I FINISH WITH MY SECOND QUESTION? I'M WONDERING HOW ROOM ASSIGNMENTS ARE MADE.

IT SAYS THAT THE BOARD BELIEVES IN FOSTERING AN EDUCATIONAL ENVIRONMENT THAT IS SAFE AND FREE OF DISCRIMINATION FOR ALL STUDENTS, REGARDLESS OF GENDER EXPRESSION, IDENTITY, GENDER IDENTITY, OR SEX.

I KNOW OF A HIGH SCHOOL GIRL WHO WENT ON A MUSIC FIELD TRIP OVERNIGHT FIELD TRIP WHO WAS ASSIGNED TO ROOM WITH ALICE, WHO WAS FORMERLY JOHN. LET'S NOT GET INTO SPECIFICS HERE.

WE GOT YOUR QUESTION.

SO I UNDERSTAND YOUR POLICY IS THANK YOU FOR THIS KIND OF IS IT IN THE POLICY MANUAL? WE DON'T ANSWER QUESTIONS RIGHT NOW.

WE CAN GET BACK TO YOU BECAUSE I LOOKED THROUGH IT AND I DID NOT SEE IT ANYWHERE.

SO THAT'S A CONCERN.

THANK YOU FOR LISTENING.

THANK YOU. AND NEXT IS CHRISTY ROBERTSON.

GOOD EVENING. MY NAME IS CHRISTIE ROBERTSON.

THE PURPOSE OF MY REMARKS IS TO RECOGNIZE THE IMPORTANCE OF FEBRUARY AS BLACK HISTORY MONTH.

SINCE FEBRUARY 1ST, THIS PROCLAMATION HAS RECEIVED PROPER RECOGNITION ON TV AND RADIO.

WHEN I LOOK AT THE EDMONDS SCHOOL DISTRICT CALENDAR, I NOTICE MONTHS RECOGNIZING OTHER ETHNICITIES HISPANIC, INDIGENOUS, NATIVE AMERICAN, ARAB AMERICAN, AS WELL AS ASIAN PACIFIC ISLANDERS AND HAWAIIAN.

IT IS IMPORTANT FOR THE UNIQUE CULTURES IN OUR BEAUTIFUL MOSAIC NATION TO BE PRESERVED, WHILE ALSO UNITING EVERYONE TOGETHER AS ONE PEOPLE.

I CHECKED AND DISCOVERED THAT THE SEATTLE PUBLIC SCHOOLS DESIGNATE FEBRUARY AS BLACK HISTORY MONTH, AND THEN SETS THE FIRST WEEK OF FEBRUARY AS BLACK LIVES MATTER AT SCHOOL WEEK.

I FIND THOSE TITLES TO BE CONSTRUCTIVE AND UPLIFTING.

IT COMMUNICATES A STRONG MESSAGE OF VALUE AND APPRECIATION.

[00:50:03]

AS I MENTIONED ONE YEAR A YEAR AGO WHEN SPEAKING TO THIS BOARD.

I HAVE A BLACK DAUGHTER IN LAW.

SHE IS THE MOTHER OF MY BIRACIAL GRANDSONS, ONE OF WHOM IS NOW JUST ONE MONTH OLD.

YESTERDAY I SOUGHT HER ADVICE.

HER NAME IS SHADIS.

I TEXTED HER ASKING SHANDIS, WOULD YOU PREFER SCHOOLS CALL FEBRUARY BLACK LIVES MATTER MONTH OF ACTION? OR WOULD YOU RATHER IT BE DESIGNATED BLACK HISTORY MONTH? PROTECTED RESPONSE WAS, AND I QUOTE.

I WOULD PREFER THAT STUDENTS ENGAGE IN THE MORE TRADITIONAL TEACHINGS OF BLACK HISTORY MONTH.

BLACK LIVES MATTER MONTH OF ACTION SEEMS TO BE POLITICALLY MOTIVATED BY RECENT EVENTS.

THAT SAID, SHE THINKS THAT THE EVENTS THAT PROMPTED BLACK LIVES MATTER MOVEMENT SHOULD BE DISCUSSED.

BUT AS PART OF BLACK HISTORY MONTH, ALONG WITH OTHER STRUGGLES AND TRIUMPHS OF BLACK AMERICANS.

I DO NOT AGREE.

THIS IS SHE TALKING. I DO NOT AGREE WITH EVERYTHING BLACK LIVES MATTER RELATED, BUT THE ORGANIZATION IS PART OF OUR HISTORY, END OF HER QUOTE. I WILL SEND YOU A COPY OF THIS PRESENTATION.

AND I ASK THAT NEXT YEAR EDMONDS RE DESIGNATE FEBRUARY AS BLACK HISTORY MONTH AND SET ASIDE THE FIRST WEEK AS BLACK LIVES MATTER AT SCHOOL WEEK.

TO BETTER SET A LESS POLITICAL AND MORE UPLIFTING TONE.

THANK YOU. NEXT ON THE AGENDA IS OUR CONSENT AGENDA.

[10. CONSENT AGENDA-7:35 pm]

OR IF WE CHOOSE TO, WE CAN DISCUSS SEPARATELY AND OR VOTE ON SEPARATELY.

TONIGHT, WE HAVE 12 ITEMS ON THE CONSENT AGENDA.

THREE HAVE TO DO WITH PERSONNEL AND MEMORANDUMS OF UNDERSTANDING WITH STAFF.

ONE IS AN AMENDED AGREEMENT WITH CSC TO BRING PART OF WHAT THEY'VE DONE ON PAPER INTO THE DIGITAL WORLD.

ONE IS OUR BILLS AND VOUCHERS AND THEN SEVEN FIELD TRIPS TONIGHT.

DO I HEAR A MOTION TO APPROVE AND A SECOND? MOVE TO APPROVE.

SECOND. I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.

ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.

AYE. ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? AND OUR CONSENT AGENDA IS APPROVED.

NEXT, WE HAVE OUR REPORTS.

I'LL TURN IT OVER TO DR.

[11. REPORTS-7:45 pm]

WE HAVE TWO REPORTS TONIGHT.

THE FIRST IS 11.1, OUR DECEMBER BUDGET STATUS REPORT.

AND I WOULD LIKE TO WELCOME FORWARD EXECUTIVE DIRECTOR, LYDIA SELLIE TO SHARE OUR DECEMBER REPORT WITH US.

GOOD EVENING.

OKAY. I NOTED THAT OUR FUND BALANCE FOR DECEMBER IS LOW IN FOR ACTUAL ON THE ACTUAL BUDGET STATUS REPORT, THE PROJECTION DOES REFLECT OUR APPORTIONMENT INCREASE THAT WE RECEIVE IN JANUARY.

OF COURSE, THIS IS THE DECEMBER REPORT AND THAT WE WERE BUSY MAKING ADJUSTMENTS TO THE ESSER GRANTS SO THAT WE CAN CLAIM ALL ESSER FUNDS EXPENDED THIS FALL.

SO, ALL ESSER FUNDS EXPENDED THIS FALL WERE ACTUALLY CLAIMED IN JANUARY.

SO, THE FEDERAL FUNDS WILL RIGHT SIZE NEXT MONTH.

WE NOTED THAT WE ANTICIPATE BEING ABLE TO SELL BONDS BEFORE THE END OF THE FISCAL YEAR.

WE DO HAVE A PLACEHOLDER IN THE CAPITAL PROJECTS FUND FOR THOSE BONDS IN THAT REVENUE CATEGORY.

WE HAD SAID THAT THE AMOUNT WILL BE DETERMINED, AND WE ARE ESTIMATING WELL, WE ARE PLANNING 200 MILLION OF THE 594 MILLION AUTHORIZATION TO MEET OUR CASH FLOW NEEDS FOR THE NEXT AT LEAST TWO YEARS, ROUGHLY.

OKAY, I MENTIONED THE GRANT REVISIONS FOR ESSER THREE, AND THE OTHER GRANTS ARE ON THEIR USUAL SCHEDULE.

WE DID MENTION LAST MONTH'S REPORT THAT LARRY IS GOING TO INCREASE IN JANUARY.

AND THAT WE WILL CONTINUE TO REVIEW THAT TO SEE IF IT'S SUFFICIENT.

[00:55:01]

WE WERE HOPEFUL THAT WE WOULD SEE AN INCREASE OVER THE BUDGET, BECAUSE THE BUDGET IS PRETTY MUCH LAST YEAR'S AMOUNT BECAUSE WE DON'T KNOW. SO, WE FOUND OUT FRIDAY AFTERNOON, AND THERE IS AN INCREASE OF ROUGHLY $670,000, WHICH IS EXCELLENT BECAUSE EXPENDITURES ARE ALSO COMING IN OVER BUDGET.

SO WE ARE REVIEWING THEIR BUDGET RIGHT NOW, BUT AT LEAST WE'VE GOT THAT SIGNIFICANT BUMP UP.

I'VE NOTED A SLIGHT IMPROVEMENT IN THE ESTIMATED FUND BALANCE.

AS OF DECEMBER, OF ALMOST 19 MILLION, OF COURSE, IT'S BEEN PROJECTED AT 17, SEVEN, 17, SEVEN, BASED ON LAST YEAR'S ENDING FUND BALANCE, MINUS THE OVERAGE OF EXPENDITURES OVER REVENUES.

SO, IT'S COMING IN A LITTLE BIT BETTER.

THAT'S GOOD NEWS.

AND WE'LL SEE HOW JANUARY COMES THROUGH.

AND THEN I NOTICED THAT, YOU KNOW, THE VARIANCE NARROWS A LITTLE BIT IN JANUARY, WHICH ISN'T ON THIS REPORT YET, BUT I GOT A SNEAK PEEK WHEN I DID THE REPORT. BUT OF COURSE, JANUARY IS STILL ABOVE LAST YEAR'S ENROLLMENT.

SO THAT'S REALLY POSITIVE AGAIN, THAT IT CONTINUES TO.

HAVE FLATTENED OUT IN A POSITIVE WAY.

THEN I WON'T PULL UP THE BUDGET STATUS FROM THE CUMULATIVE REPORTS UNLESS YOU WOULD LIKE ME TO OR SEE IF YOU HAVE ANY QUESTIONS.

ANY QUESTIONS OR COMMENTS? I THINK IT'S GREAT TO SEE THE ENROLLMENT CONTINUING TO INCREASE.

THAT'S VERY POSITIVE, AND I KNOW WE'RE ALL KEEPING OUR EYE ON WHAT MONEY WE MIGHT BE GETTING NEXT YEAR FROM THE STATE.

WE APPRECIATE YOUR YOUR CONTINUING TO KEEP US UPDATED AND.

KEEP GIVING US THIS INFORMATION.

I WISH I COULD SOUND MORE HOPEFUL FOR NEXT YEAR, BUT AT THE MOMENT I'M NOT SOUNDING THAT WAY.

BUT WE REALLY APPRECIATE EVERYTHING YOU DO.

THANK YOU. OKAY, I WOULD JUST ADD THAT YES, I'M VERY APPRECIATIVE BECAUSE I FEEL COMFORTABLE.

I FEEL COMFORTABLE THAT WE'RE NOT GOING TO GO BROKE.

RIGHT, RIGHT. YET EVEN THOUGH THE STATE'S NOT DOING US RIGHT, DOING RIGHT BY US.

BUT JUST KNOWING THAT WE ARE REALLY STAYING IN TOUCH WITH OUR ENROLLMENTS AND WITH WHAT MONEY WE HAVE THAT THAT'S SO IMPORTANT.

SO, THANK YOU. THANK YOU SO MUCH.

OUR NEXT PRESENTATION THIS EVENING OR REPORT RATHER, IS DR.

GREG SCHWAB TO TALK WITH US ABOUT GRADUATION RATES.

GOOD EVENING, BOARD AND DR.

MINOR. SO, I'M HERE TONIGHT TO TALK ABOUT OUR DISTRICT GRADUATION RATES.

I KNOW WE HEARD FROM MOUNTLAKE TERRACE HIGH SCHOOL SPECIFICALLY, BUT TONIGHT I WANT TO REVIEW OUR DISTRICT GRADUATION RATES OVER TIME.

AS WELL AS OUR DROPOUT AND [INAUDIBLE] DATA OVER TIME.

WE'RE GOING TO TAKE A LOOK AT OUR REVIEW OF COMPARISON SCHOOL DISTRICTS AGAIN OVER TIME.

WE'LL LOOK AT OUR FOUR-, FIVE-, SIX-, AND SEVEN-YEAR GRADUATION RATES.

WE'LL DO SOME WE'LL DO A REVIEW OF RATES DISAGGREGATED BY RACE, ETHNICITY BY SPECIAL PROGRAMS REVIEW OF GRADUATION, EMERGENCY WAIVERS FOR THE CLASS OF 2023.

AND THEN FINALLY, I WANT TO SPEND SOME TIME TALKING ABOUT THE SPECIFIC MEASURES WE'RE IMPLEMENTING IN EDMONDS TO ADDRESS GRADUATION RATE AS A DISTRICT.

SO FIRST, LOOKING AT OUR GRADUATION RATE FOR 2023.

YOU'LL NOTICE THAT THERE'S AN ASTERISK BY 2023.

WE'RE IN THE PROCESS OF APPEALING OUR GRAD RATE TO OSPI BECAUSE WE REPORTED INCORRECTLY SOME STUDENTS THIS YEAR.

AND WE'RE CLEANING THAT DATA UP.

WE BELIEVE OUR GRAD RATE WILL ACTUALLY BE 84% WHEN WE SEE THAT PROBABLY A MORE SIGNIFICANT CHANGE IS WITH ONE OF OUR HIGH SCHOOLS, EDMONDS-WOODWAY HIGH SCHOOL, WHO RIGHT NOW WERE REPORTED A GRAD RATE OF 84%.

THEY WILL ACTUALLY BE 87% BECAUSE THEY WERE THE SCHOOL THAT HAD THE MOST STUDENTS THAT WERE MISCOUNTED BY THE STATE AS WELL.

YOU'LL NOTICE THAT OUR DROPOUT AND [INAUDIBLE] DATA WAS REPORTED INCORRECTLY AS WELL.

WE ARE USING GRADUATION ALLIANCE DROPOUT RECOVERY SERVICES, AND WE HAVE 23 STUDENTS IN THE CLASS OF 2023 THAT ARE CURRENTLY ENROLLED IN OUR DISTRICT.

THAT DROPPED OUT AND THE CLASS OF 2023.

AND THOSE STUDENTS WERE AGAIN REPORTED INCORRECTLY.

AND SO, WE BELIEVE OUR DROPOUT RATE AND OUR PERSISTENT RATE WILL BE CLOSE TO WHAT IT HAS BEEN IN PREVIOUS YEARS.

SO, 9% AND 8%.

[01:00:03]

A COUPLE OF THINGS TO NOTE IS THAT MOST DISTRICTS IN THIS CHART DID MAKE MODEST GAINS IN FROM 22 TO 23.

AND WITH THE EXCEPTION OF CLOVER PARK AND MARYSVILLE, WHO SAW SOME PRETTY SIGNIFICANT GROWTH IN ONE YEAR IN 2020, WHICH WAS THE THE YEAR OF COVID AND THE GRADUATION EMERGENCY WAIVERS. AND SO THERE'S PROBABLY SOMETHING TO THE USE OF THOSE WAIVERS FOR THOSE TWO SCHOOLS AND THEIR INCREASE IN GRADUATION RATES.

BUT FOR THE MOST PART, GRADUATION RATES HAVE HOVERED FOR MOST SCHOOL DISTRICTS WITHIN 1 TO 2 PERCENTAGE POINTS OVER THE SPAN OF TIME.

WE ALSO KEEP TRACK OF OUR EXTENDED GRADUATION RATES AND THEY DO SHOW GROWTH.

ONE OF THE THINGS THAT WE KNOW IS THAT STUDENTS' PATHS TO GRADUATION LOOK DIFFERENT, AND NOT EVERY STUDENT IS ON A FOUR-YEAR TRAJECTORY.

SO, AND OSPI ALSO RECOGNIZES THIS.

AND SO, WE DO TRACK OUR STUDENTS' RATES OF GRADUATION AFTER FOUR YEARS.

AND YOU CAN SEE THAT WE CONTINUE TO SHOW INCREASES FOR OUR FIVE-, SIX- AND SEVEN-YEAR GRADUATION RATES FOR THOSE STUDENTS THAT DIDN'T GRADUATE WITHIN FOUR YEARS.

SO, LOOKING AT OUR RATES DISAGGREGATED BY RACE ETHNICITY, AND I BELIEVE WE SAW THIS IN MOUNTLAKE TERRACE HIGH SCHOOL'S DATA.

BUT WE ALSO SEE THIS IN OUR DISTRICT DATA AS WELL.

WE ARE MAKING PROGRESS WITH OUR STUDENTS FROM OUR DIVERSE POPULATIONS, WITH THE EXCEPTION OF OUR TWO OR MORE RACES, AGAIN, WHICH WAS NOTED IN ARLINGTON HIGH SCHOOL'S DATA.

AND WE SAW THAT IN THE DISTRICT AS WELL.

THERE WAS AN INTERESTING SPIKE IN 2022, AND THEY RETURNED BACK TO THE LEVEL THEY WERE AT IN PREVIOUS YEARS.

BUT OUR BLACK, AFRICAN AMERICAN STUDENTS, HISPANIC, LATINO NATIVE HAWAIIAN, PACIFIC ISLANDER STUDENTS ALL SHOWED, ALL SHOWED GAINS, SIGNIFICANT GAINS, I THINK IN THEIR IN THEIR PROGRESS TOWARD ON TIME GRADUATION.

AND THE SAME IS TRUE FOR OUR STUDENTS FROM OUR SPECIAL PROGRAMS, MULTILINGUAL LEARNERS, MCKINNEY-VENTO FREE OR REDUCED LUNCH, AND STUDENTS WITH DISABILITIES ALL SAW SIGNIFICANT GAINS IN ON TIME GRADUATION FROM 22 TO 23.

SO AGAIN, AN AREA AN AREA TO FOCUS ON.

I WANT TO TALK A MINUTE OR TWO ABOUT THE GRADUATION EMERGENCY WAIVER.

AS YOU KNOW, THE STATE IN 2020, IN RESPONSE TO COVID, IMPLEMENTED WHAT THEY CALL A GRADUATION EMERGENCY WAIVER.

THIS IS A WAIVER THAT ALLOWED STUDENTS TO GRADUATE WITH FEWER THAN 24 CREDITS, PROVIDED THAT THE DISTRICT TOOK SEVERAL STEPS TO MAKE SURE IT MADE A GOOD FAITH ATTEMPT TO ENSURE THAT THOSE STUDENTS HAD ACCESS TO COURSES THAT THEY NEEDED TO TAKE FOR GRADUATION.

BUT THIS GAVE THEM AN OPPORTUNITY.

IT GAVE THEM AN OUT FOR STUDENTS THAT EXPERIENCE IMPACTS AS A RESULT OF COVID.

THESE WAIVERS CONTINUED, AND THEY ACTUALLY WILL CONTINUE AGAIN THIS YEAR.

AND WE HAVE THIS IS THE FINAL YEAR, WE BELIEVE, OF THE GRADUATION EMERGENCY WAIVER.

AND SO, AFTER STUDENTS HAVE EXHAUSTED ALL THEIR PLANS, WE HAD 442 GROUPS THAT WE APPLIED FOR THIS YEAR.

HOWEVER, WE THINK THAT IT WAS PROBABLY THE NUMBER OF GROUPS THAT WERE ACTUALLY GRANTED FOR STUDENTS WAS CLOSER TO 327.

AND THAT ALSO INCLUDED NOT ONLY STUDENTS WHO APPLIED FOR CREDIT WAIVERS, BUT STUDENTS WHO APPLIED FOR WAIVERS FOR THE GRADUATION PATHWAY.

SO, AND THE REASON WE ADD MORE APPLICATIONS FOR WAIVERS THAN WE ACTUALLY USED WAS BECAUSE OF THE FACT THAT THE TIMING OF WHEN COUNSELORS NEEDED TO APPLY FOR GREWS WE HAD THEY HAD TO APPLY FOR GREWS BEFORE THE GRADUATION, BEFORE STUDENTS GRADUATED, AND THEN WE HAD TO MAKE SURE THAT THOSE STUDENTS HAD ACCESS TO SUMMER SCHOOL.

AND IN MANY CASES, THOSE STUDENTS, THOSE STUDENTS THEN DID GO TO SUMMER SCHOOL, AND THEY DIDN'T NEED THE WAIVER AFTER ALL.

AND AS YOU CAN SEE, ALSO THE USE OF THE GREW WAIVER HAS FAIRLY SIGNIFICANT IMPLICATIONS FOR STUDENTS THAT HAVE POST-SECONDARY PLANS TO GO TO COLLEGE.

AND SO, WE REALLY WANTED TO BE MINDFUL ABOUT HOW STUDENTS USE THE GREW WAIVER.

SO AGAIN, AT THE END OF THE DAY, OUR PERCENTAGE OF STUDENTS THAT ACCESS THE GROOVE ACTUALLY WENT DOWN FROM LAST YEAR.

AND WE DISAGGREGATED BY RACE AND ETHNICITY BECAUSE WE WANTED TO MAKE SURE THAT WE'RE BEING PROPORTIONAL IN HOW THE GREW WAIVERS ARE BEING APPLIED, AND FOR THE MOST PART, WITH THE EXCEPTION OF OUR HISPANIC LATINO STUDENTS.

ALL OF OUR GREW EVER SEEMED TO BE PROPORTIONAL WITH THOSE STUDENT POPULATIONS.

SO, I WANT TO SPEND A LITTLE BIT OF TIME TALKING ABOUT WHAT WE'RE DOING, BECAUSE I THINK THIS IS AN IMPORTANT CONVERSATION TO HAVE.

AND I THINK AS WE LISTEN TO MOUNTLAKE TERRACE HIGH SCHOOL'S PRESENTATION, THE THINGS THAT PRINCIPAL CARPENTER TALKED ABOUT ARE THE VERY THINGS THAT WE'VE BEEN FOCUSING ON AS A DISTRICT. SO, I WANT TO START WITH SOME OF THE THINGS THAT WE'RE DOING AT THE DISTRICT LEVEL.

AS I MENTIONED EARLIER, WE'RE WORKING WITH GRADUATION ALLIANCE TO IMPLEMENT DROPOUT RECOVERY PROGRAM.

AND SO, GRADUATION ALLIANCE WORKS WITH US TO CONTACT THOSE STUDENTS THAT HAVE LEFT OUR DISTRICT WHO HAVE DROPPED OUT, AND THEY CONTACT THOSE STUDENTS, AND THEN THEY REENROLL THEM IN THE EDMONDS SCHOOL DISTRICT.

AND THEN WE WORK TO EARN THEIR HIGH SCHOOL DIPLOMAS.

SINCE OUR WORK WITH GA BEGAN, 102 STUDENTS WHO DROPPED OUT HAVE BEEN RECOVERED AND 62 OF THOSE STUDENTS HAVE GRADUATED.

WE CURRENTLY HAVE 55 STUDENTS WHO ARE ACTIVELY ENROLLED IN DROPOUT RECOVERY, AND IN 19 OF THOSE STUDENTS ARE ON TRACK TO GRADUATE THIS SCHOOL YEAR.

[01:05:06]

MANY OF THESE STUDENTS WERE IN GRAD YEARS PREVIOUS TO 2023.

SO, WHERE WE'LL SEE THAT CHANGE IN GRAD RATE WILL BE ON OUR EXTENDED GRADUATION RATES.

BUT AGAIN, WE'RE GETTING THESE STUDENTS THE HIGH SCHOOL DIPLOMAS THAT THEY DESERVE.

FOR STUDENTS WHO ARE CURRENTLY ENROLLED IN OUR HIGH SCHOOLS AND ARE SIGNIFICANTLY CREDIT DEFICIENT AND ARE AT RISK OF DROPPING OUT, WE HAVE STARTED A PROGRAM AGAIN WITH GRADUATION ALLOWANCE CALLED.

IT'S AN OPEN DOORS PROGRAM AND OPEN DOORS FOR YOU.

YOU MAY NOT KNOW, IS A PROGRAM THAT WAS ALLOWED BY THE LEGISLATURE TO HELP WITH ITS DROPOUT, RECOVERY, AND RE-ENGAGEMENT PROGRAMS FOR STUDENTS WHO ARE SIGNIFICANTLY AT RISK OF NOT GRADUATING AND DROPPING OUT.

WE CURRENTLY HAVE 21 ACTIVE STUDENTS IN THE CLASS OF 23 AND 24 WHO ARE ENROLLED IN OPEN DOORS, AND WE WILL CONTINUE TO ADD MORE STUDENTS TO THAT PROGRAM AS WE IDENTIFY THEM.

AGAIN, THE GOAL IS TO GET THESE STUDENTS TO SUPPORT THEM AND MAKING SURE THAT WE GET THEM TO HIGH SCHOOL GRADUATION AND THAT THEY DON'T DROP OUT IN THE FIRST PLACE.

IN THE FALL OF 2022.

WHOOPS, I JUMPED AHEAD IN THE FALL OF 2022.

WE FORMED A GRADUATION TASK FORCE MADE UP OF DISTRICT STAFF FROM STUDENT LEARNING, ASSESSMENT, TECHNOLOGY AND SCHOOL LEADERSHIP TO REVIEW SYSTEMS IMPLEMENTED AND IMPLEMENT CHANGES TO OUR DISTRICT PRACTICE.

THE RESULTS OF THE WORK SO FAR ARE SEEN IN THE IMPLEMENTATION OF OUR OPEN DOORS PROGRAM, THE USE OF DETAILED GRADUATION PLANS TO SUPPORT OUR MULTILINGUAL STUDENTS, AND THE DEVELOPMENT OF GRADUATION PROGRESS REPORTS THAT WILL BE SHARED WITH ALL OF OUR STUDENTS AND FAMILIES TO ASSIST THEM IN THE MONITORING OF PROGRESS TOWARD GRADUATION.

WE ALSO HAVE ALIGNED ALL OF OUR SCHOOL IMPROVEMENT PLANS AT OUR HIGH SCHOOLS, WITH THE SAME GOALS THAT YOU SAW IN MOUNTLAKE TERRACE HIGH SCHOOL'S PRESENTATION TONIGHT, REALLY FOCUSING ON TRACKING INDIVIDUAL STUDENTS, MONITORING ON TIME GRADUATION AND MONITORING CREDIT ATTAINMENT WITH SIMILAR STRATEGIES FOR TRACKING AND MONITORING.

AT THE SCHOOL LEVEL, WE HAVE IMPLEMENTED THE FOLLOWING STRATEGIES.

WE HAVE IMPLEMENTED DEVELOPMENT OF DATA TEAMS TO MEET REGULARLY, TO REVIEW ATTENDANCE, COURSE GRADES AND DISCIPLINE, AND DEVELOP INTERVENTIONS FOR IDENTIFIED STUDENTS.

WE'RE IMPLEMENTING MASTERY-BASED CREDITING AT ALL OF OUR SCHOOLS TO HELP SUPPORT STUDENTS AND GIVE THEM ANOTHER OPPORTUNITY TO ACCESS TO PAST COURSES THAT THEY MAY HAVE PREVIOUSLY FAILED. WE HAVE ACCESS TO CREDIT RECOVERY OPPORTUNITIES DURING THE SCHOOL YEAR AND DURING THE SUMMER.

AND FINALLY, WE ARE.

WE'VE INCREASED OUR COUNSELING FTE AT OUR HIGH SCHOOLS.

WE HAVE NOW FIVE FULL TIME COUNSELORS AT ALL OF OUR HIGH SCHOOLS, WITH THE GOAL BEING THAT THOSE COUNSELORS ARE IN PLACE TO PROVIDE SUPPORTS.

AND AGAIN, ANOTHER SET OF ANOTHER SET OF EYES TO MONITOR THOSE STUDENTS AND ENSURE THAT THEY'RE ON TRACK FOR GRADUATION.

AND THEN I WANT TO TALK A LITTLE BIT ABOUT FROM THE K-12 PERSPECTIVE, WE ALSO KNOW THAT GRADUATION ON TIME GRADUATION IS NOT SOLELY A HIGH SCHOOL PROBLEM.

WE KNOW THAT IT REALLY NEEDS TO BE ADDRESSED FROM A K-12 PERSPECTIVE AS WELL.

WE CAN IDENTIFY AS EARLY AS THIRD GRADE THOSE STUDENTS WHO MAY NOT GRADUATE.

SO, WE HAVE DEVELOPED MORE INTENSIVE INTERVENTIONS TO SUPPORT LITERACY SKILLS FOR OUR STUDENTS.

AND WE SEE THIS IN OUR FOCUS ON LITERACY SUPPORT, BOTH IN GRADES FOUR THROUGH SIX AND THE ADDITIONAL STAFFING WE'VE PUT INTO OUR ELEMENTARY SCHOOLS TO PROVIDE SUPPORT FOR THOSE STUDENTS AS WELL.

WE'VE IMPLEMENTED A READING INTERVENTION CLASS FOR OUR STUDENTS IN GRADES SEVEN EIGHT.

SO, EVERY WE HAVE FIVE SECTIONS OF READING INTERVENTION AT ALL OF ALL OF OUR MIDDLE SCHOOLS AGAIN TO SUPPORT THE LITERACY SKILLS.

WE ALSO KNOW WHICH COURSES STUDENTS STRUGGLE WITH IN HIGH SCHOOL THAT HAVE AN IMPACT ON THEIR ACADEMIC PERFORMANCE TOWARD GRADUATION.

OUR THEORY OF ACTION HERE IS THAT IF WE CAN SUPPORT STUDENTS IN THESE CLASSES BY, WE CALL THESE GATEWAY TO GRADUATION COURSES IN NINTH AND 10TH GRADE, WE CAN PUT THEM ON A TRAJECTORY TOWARD GRADUATION.

SO WE'VE INTENTIONALLY LOWERED CLASS SIZES IN THOSE NINTH AND 10TH GRADE CLASSES SCIENCE, MATH, SOCIAL STUDIES CLASSES TO SUPPORT MORE ON TIME PASSAGE, MORE ON TIME PASSAGE RATE FOR THOSE COURSES.

AND WE'LL BE ANALYZING THAT DATA, AND I'LL SHARE.

I'LL HAVE A REPORT TO SHARE WITH YOU ON THE FIRST SEMESTER DATA THAT WE'VE IMPLEMENTED SINCE WE'VE IMPLEMENTED IT THIS SCHOOL YEAR.

WE ALSO KNOW THE IMPORTANCE OF REGULAR ATTENDANCE.

SO, WE'VE INTENTIONALLY FOCUSED ON STRATEGIES TO IMPROVE OUR ATTENDANCE RATE.

ONE SPECIFIC STRATEGY WE IMPLEMENTED THIS SCHOOL YEAR IS THE USE OF WHAT'S CALLED A NUDGE LETTER.

EACH QUARTER, WE SEND LETTERS TO ALL STUDENTS AND FAMILIES WHO HAVE MISSED 10% OR MORE OF THEIR SCHOOL YEAR TO DATE.

AND THE PURPOSE OF THIS NOTIFICATION IS SIMPLY JUST TO STRESS THE IMPORTANCE OF REGULAR ATTENDANCE, AND TO MAKE SURE THAT ALL FAMILIES ARE AWARE OF THEIR STUDENTS' ABSENCES.

WE HAVE SEEN AN INCREASE THIS SCHOOL YEAR IN OUR ATTENDANCE RATES UP TO 70% FROM 60% IN COMPARISON TO LAST SCHOOL YEAR.

SEPTEMBER SEMESTER ONE, 2023.

SO, I HAD SHARED LAST YEAR THAT IN NO WAY ARE WE SATISFIED WITH OUR GRADUATION RATES.

AND WHILE THERE CERTAINLY ARE SOME DATA POINTS THAT ARE WORTH CELEBRATING, WE CONTINUE TO BE VERY FRUSTRATED WITH OUR CURRENT DATA.

I DO BELIEVE THAT WE'RE BUILDING SYSTEMS AND STRUCTURES THAT WILL HELP US MOVE OUR GRADUATION RATE FORWARD, AND I DO EXPECT TO SEE GAINS THIS COMING SCHOOL YEAR BASED ON ALL THAT WE'RE DOING TO FOCUS ON THIS DATA POINT.

HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE.

[01:10:01]

AND IT'S OKAY IF YOU DON'T HAVE THIS NUMBER RIGHT IN FRONT OF YOU, DR.

SCHWAB. BUT I'M CURIOUS.

YOU SAID ROUGHLY 100 STUDENTS ARE IN THE RECOVERY PROGRAM.

I DON'T REMEMBER THE EXACT NUMBER, BUT IS THAT OUT OF, LIKE, 110 STUDENTS ARE OUT OF 1000 STUDENTS? LIKE, HOW MANY STUDENTS ARE WE GETTING? WHO HAVE WE LOST? DO WE GET BACK THROUGH THAT PROGRAM? THAT'S I DON'T HAVE THAT NUMBER.

I CAN GET THAT NUMBER FOR YOU, DIRECTOR SMITH.

BUT IT'S BUT AGAIN, IT'S TAKING INTO CONSIDERATION ALL STUDENTS THAT HAVE DROPPED OUT WITHIN THE LAST FIVE YEARS.

SO, I DON'T HAVE THAT.

I DON'T HAVE THAT NUMBER AT MY FINGERTIPS.

BUT I CAN CERTAINLY GET IT FOR YOU.

THANK YOU. SO, THANKS FOR THE INFORMATION.

AND AS YOU SAY, IT'S DISCOURAGING TO BE AT THE.

BOTTOM OF THE LIST FROM OTHER DISTRICTS.

I'M CURIOUS.

AND IT'S A QUESTION. IT'S NOT ANYTHING OTHER THAN THAT I.

HAVE THE FORENSICS BEEN DONE IN TERMS OF THE STUDENTS THAT AREN'T THAT HAVEN'T PASSED? WE KNOW THE DIFFICULT COURSES, BUT WHEN WE DO THE FORENSICS ON WHAT WAS THE ISSUE.

IS THERE A COMMON.

IS IT DOWN TO CERTAIN COURSES, OR IS IT A CREDIT ISSUE ABOUT NOT BEING ABLE TO GET ENOUGH CREDITS? LIKE WHAT? WHAT DO THE FORENSICS SHOW? THE FORENSICS SHOW THAT THERE ARE MANY AND MULTIPLE REASONS WHY STUDENTS DON'T GRADUATE.

AND MANY TIMES, IT BOILS DOWN TO A LACK OF REGULAR ATTENDANCE.

IT BOILS DOWN TO, QUITE HONESTLY, A LACK OF HOPE.

WHEN YOU WHEN YOU FAILED SO MANY COURSES, YOU JUST CAN'T SEE THE LIGHT AT THE END OF THE TUNNEL.

THERE ARE MULTIPLE SITUATIONS IN STUDENTS' LIVES THAT AFFECT THEIR ABILITY TO DO SCHOOL IN WAYS THAT, YOU KNOW, WE TRADITIONALLY WANT TO SEE STUDENTS DOING SCHOOL.

SO, I MEAN, THE FORENSICS SHOW THAT THERE'S A LOT OF DIFFERENT REASONS WHY STUDENTS DON'T GRADUATE.

I THINK THE THINGS THAT WE'RE TRYING TO HONE IN ON ARE THOSE THINGS THAT WE KNOW WE CAN CONTROL.

AND AGAIN, LOOKING AT THOSE COURSES THAT STUDENTS TRADITIONALLY FAIL AND REALLY TRYING TO PROVIDE ADDITIONAL SUPPORT IN THOSE AREAS IS PROBABLY ONE OF THE, ONE OF THOSE THINGS THAT WE KNOW WE CAN FIX, REALLY MAKING SURE THAT OUR FAMILIES ARE AWARE OF WHAT THEIR STUDENTS ATTENDANCE IS IN SCHOOL, AND REALLY HIGHLIGHTING THAT EVERY QUARTER, AS ANNOYING AS IT MAY BE TO GET A LETTER FROM THE SCHOOL DISTRICT SAYING, HEY, DID YOU KNOW YOUR CHILD MISSED 10% OR MORE OF THE SCHOOL YEAR? HERE'S THE ACTUAL NUMBER OF ABSENCES THAT THAT DATA POINT IS MAKING A DIFFERENCE.

SO, MAKING PEOPLE MORE AWARE OF IT.

SO, IT STARTS WITH GETTING KIDS TO COME TO SCHOOL REGULARLY.

YOU KNOW, I CERTAINLY THINK WHILE WE DIDN'T TALK ABOUT IT HERE THE WORK WE DO ON CREATING SENSE OF BELONGING IS CRITICALLY IMPORTANT.

AGAIN, STUDENTS LEAVE SCHOOL BECAUSE THEY DON'T FEEL LIKE THEY FIT.

THEY DON'T FEEL LIKE THEY BELONG ANYWHERE.

AND SO THAT'S ANOTHER THING THAT'S CRITICALLY IMPORTANT.

THANK YOU. AND I ALSO JUST WANT TO HIGHLIGHT WHAT WE HEARD EARLIER FROM [INAUDIBLE].

THEY FOUND THE SOURCE, RIGHT? THEY FIGURED OUT THE RECIPE TO MAKE SIGNIFICANT IMPROVEMENTS.

AND IT SEEMS LIKE IF THEY'RE AT 93% GRADUATION RATE, AND YOU MENTIONED THAT EDMONDS-WOODWAY IS GOING TO BE UP AT 87% WITH THE ADJUSTMENTS.

THEN I'M THINKING ABOUT THE OTHER HIGH SCHOOLS AND THE OTHER HIGH SCHOOL PROGRAMS. AND THERE SHOULD BE SOME MECHANISM OF SHARING SUCCESSES.

AND, YOU KNOW, NOT IN LIKE YOU GUYS NEED TO LEARN FROM US.

BUT JUST LIKE HERE'S WHAT SEEMS TO BE WORKING HERE AND WHAT WE HEARD FROM THE PRINCIPAL AT MORLEY TERRACE IS THAT IT'S THE STAFF HAVE A BIG SAY IN THIS. AND NOW GETTING THE STUDENTS INVOLVED AND HAVING A SAY IN THIS AND ENGAGING THE PARENTS ON THIS AS WELL.

AND YOU KNOW THIS, WHENEVER YOU GET LIKE TOP-DOWN SOLUTIONS THAT DON'T ALWAYS WORK WELL.

BUT WHEN IT'S THE PROBLEM OF PRACTICE IS GIVEN TO THE STAFF.

AND THEY'RE GIVEN THE SUPPORT AND ENCOURAGEMENT AND ALL THAT, THEN SOME GREAT THINGS CAN HAPPEN.

YEAH. AND I THINK WHAT I WILL SHARE IS THAT THE STRATEGIES THAT THAT MORLEY HIGH SCHOOL TALKED ABOUT ARE THE STRATEGIES THAT WE'RE USING AT ALL OF OUR SCHOOLS.

WE JUST HAVEN'T SEEN THE SAME KIND OF BENEFIT YET AT OUR OTHER SCHOOLS, ALTHOUGH I WILL SHARE THAT, THAT LYNNWOOD HIGH SCHOOL WHILE THEY WEREN'T HIGHLIGHTED TONIGHT, THEIR GRADUATION RATE IMPROVED BY 2%, WHICH IS SIGNIFICANT FOR THEM BECAUSE AGAIN, SO SCHOOLS ARE MAKING PROGRESS.

AND AGAIN, I THINK IT'S NOT AS FAST AS WE WANT IT TO BE.

BUT AGAIN, AS I SAID BEFORE, I BELIEVE THE THINGS THAT WE HAVE IN PLACE ARE THE RIGHT THINGS TO FOCUS ON.

AND SO NOW IT'S ABOUT DOUBLING DOWN AND REALLY GETTING INTENTIONAL ABOUT THE WORK.

AND I THINK THAT'S THE THING I THINK THAT THAT WE HEARD FROM [INAUDIBLE] TONIGHT IS AT THE END OF THE DAY, IT REALLY DOES BOIL DOWN TO THAT INDIVIDUAL STUDENT AND KNOWING EACH STUDENT AND BUILDING THOSE PLANS FOR EACH STUDENT.

THANK YOU. THANK YOU.

GREG, I REALLY APPRECIATE THE TIMELINESS OF YOUR PRESENTATION AND HAVING MOUNTLAKE TERRACE COME UP.

[01:15:01]

SO, I'VE BEEN ON THE BOARD FOR QUITE A WHILE, AND OUR RATES HAVE BEEN AT 83% SINCE I'VE BEEN HERE SINCE 2015.

AND WHAT I'M SEEING NOW IS I'M SEEING THAT WE KNOW THAT WE CAN DO BETTER.

WE'VE GOT, AS YOU SAY, THE STRUCTURES IN PLACE, THE THEORIES IN PLACE, THE ACTION.

AND WE'VE SEEN FROM MOUNTLAKE TERRACE THAT WE CAN DO THIS.

AND WHAT I'M VERY IMPRESSED WITH IS WHAT YOU'RE SAYING RIGHT NOW IS IT'S TIME TO DOUBLE DOWN AND PRIORITIZE THIS.

THIS ALIGNS VERY WELL WITH OUR BOARD STANDARD AND OUR GOALS OF GETTING THE DISTRICT TO 94% BY 2026 AND MAKING ADJUSTMENTS AS NEEDED.

SO WHAT I'M INTERESTED IN AND TALKING TO MY FELLOW, MY COLLEAGUES AND OUR COMMUNITY IS THIS MUST BE A PRIORITY.

HOW ARE WE GOING TO PERSONALLY COMMIT TO MAKING SURE THAT WE'VE GOT THE RESOURCES AND THE WILL AND THE TIME TO ENABLE ALL OF OUR STUDENTS TO BE SUCCESSFUL? BECAUSE AS YOU AS WE MENTIONED, THEY DESERVE THIS GRADUATION TO HELP THEM BE SUCCESSFUL IN THE FUTURE.

AND WHAT IF, IF NOT HELPING OUR STUDENTS BE SUCCESSFUL IN THE FUTURE? WHAT IS THE POINT OF US BEING HERE AND THAT THAT COMES FROM ME WATCHING THIS AND WORKING ON THIS FOR MANY, MANY YEARS.

AND I REALLY IT FEELS AS THOUGH WE ARE NOW STARTING TO SEE SOME PROGRESS.

BUT I DON'T WANT TO STOP RIGHT HERE.

SO I'M JUST WITH OUR MY COLLEAGUES.

I KNOW THAT THIS IS ONE OF OUR PRIORITIES.

BUT I JUST WANT TO EMPHASIZE SO MUCH THAT WE MUST KEEP MOVING FORWARD ON THIS, AS YOU KNOW, AND AS YOU'VE GIVEN THE PRESENTATION TONIGHT.

EXACTLY. I'D LIKE TO PUSH BACK A LITTLE.

I THINK WE'RE BROKEN.

I MEAN, I'M SORRY, YOU'RE THE.

YOU'RE THE MESSENGER, AND I'M NOT TALKING TO YOU PERSONALLY, BUT I THINK THERE'S SOMETHING SIGNIFICANT IN THIS DISTRICT THAT IS PREVENTING US FROM MOVING FORWARD.

I DON'T KNOW WHAT IT IS.

IT'S NOT MY JOB, NECESSARILY.

BUT, I MEAN, I'VE ALSO BEEN HERE.

I'VE BEEN HERE SEVEN YEARS, AND I'VE HEARD THIS REPORT EVERY YEAR FOR SEVEN YEARS, AND I FEEL LIKE I'VE FAILED.

THIS BOARD HASN'T DONE A THING TO IMPROVE OUR GRAD RATES.

WE JUST HAVEN'T.

AND SO, I HAVE BEEN THINKING A LOT.

YOU KNOW, I'VE HAD WHAT I FEEL LIKE WE YES, THERE ARE SOME PROMISING AREAS.

YOU KNOW, I AM IN THE CLASSROOM SOMETIMES AND I THINK OUR, OUR PHONICS IS REALLY SOLID AND, AND OBVIOUSLY OUR KIDS ARE THRIVING.

AND MAYBE, YOU KNOW, TEN YEARS IN THE FUTURE, WE'RE GOING TO SEE SOME, SOME PAYOFF THERE.

I THINK GRAD ALLIANCE, WHICH WE JUST IMPLEMENTED A FEW YEARS AGO, HAS HAD SOME RESULTS, BUT THERE SEEMS TO BE SOMETHING.

THAT IS PREVENTING US FROM BENEFITING FROM THESE INITIATIVES OR TAKING THE RIGHT INITIATIVE.

I DON'T EVEN KNOW IF A LOT OF THESE INITIATIVES REALLY ARE GOING TO PAY OFF.

SENSE OF BELONGING.

I DON'T EVEN KNOW WHAT THAT MEANS, REALLY.

I MEAN, AND WE'VE TALKED ABOUT THAT A LOT.

WE'VE, WE'VE TALKED ABOUT WHAT DOES THAT MEAN.

WHAT DOES HOW DO YOU OPERATIONALIZE THAT.

DO WE REALLY BELIEVE THAT MOST TEENAGERS FEEL A SENSE OF BELONGING IN THEIR HIGH SCHOOL? I DON'T KNOW.

AND SO, AS AN EXAMPLE, WE SPEND A LOT OF TIME THINKING ABOUT THAT.

BUT I DON'T KNOW WHAT THAT HAS TO DO WITH ACADEMIC EXCELLENCE.

I THINK AN IDENTITY OF FEELING LIKE YOU CAN LIKE YOU'RE A SCHOLAR, LIKE YOU HAVE AND YOU TALK ABOUT HOPE, HAVING HOPE THAT YOU CAN PASS YOUR CLASSES. THAT HAS SOMETHING TO DO WITH ACADEMIC EXCELLENCE.

SO, I WOULD JUST REALLY LIKE TO.

YOU KNOW, MOUNTLAKE TERRACE.

I WOULD HAVE BEEN LIKE WAY UP HERE HAD I NOT HEARD MOUNTLAKE TERRACE TONIGHT.

BUT I WOULD REALLY LIKE TO ENCOURAGE OUR SUPERINTENDENT AND OUR LEADERS IN THE DISTRICT TO TAKE A HARD LOOK AT SOME KIND OF, YOU KNOW, DO SOME KIND OF ROOT CAUSE ANALYSIS.

WHAT IS PREVENTING US FROM TAKING INITIATIVES AND HAVING THEM PAY OFF? WELL, I'M HEARING, YOU KNOW, RESEARCH-BASED INITIATIVES.

WE KNOW THAT ATTENDANCE DOES HAVE SOMETHING TO DO WITH ACADEMIC ACHIEVEMENT.

I WANT TO SEE IT.

I WANT TO SEE IT PAY OFF.

I WANT TO SEE I'M JUST SO FRUSTRATED, BUT I REALLY THINK THAT THERE'S MORE TO IT THAN JUST DOUBLING DOWN ON WHAT WE'RE DOING, BECAUSE I'VE HEARD WHAT WE'RE DOING FOR SEVERAL YEARS.

WELL, IF I MAY, AND IT'S NOT RESULTING IN RESULTS.

YEAH, IF I MAY, THE THINGS THAT WE'RE DOING NOW ARE NOT THINGS THAT WE'VE DONE PREVIOUSLY.

[01:20:03]

WE ARE ROWING IN THE SAME DIRECTION.

WE ARE ALL ROWING IN THE SAME DIRECTION.

THE THINGS THAT YOU HEARD MY HIGH SCHOOL TALK ABOUT TONIGHT, THOSE ARE THE THINGS THAT ARE HAPPENING AT ALL OF OUR HIGH SCHOOLS.

SO, WHILE THE RESULTS, THEY HAVEN'T SEEN THE PAYOFF YET.

THOSE ARE THE SAME THINGS THAT ARE HAPPENING.

SO, THE DIFFERENCE BEING YES, WE'VE ALL TALKED ABOUT THIS FOR A LONG TIME.

ME AS WELL. AND THE BUT THE DIFFERENCE IS WE'RE BUILDING A SYSTEM THAT IS GOING TO SUPPORT ON TIME GRADUATION.

AND THE THINGS THAT WE'RE DOING ARE NOT THINGS THAT ARE, THINGS THAT YOU SAID ARE THINGS THAT ARE GROUNDED IN RESEARCH.

WE, YOU KNOW, WE'VE IDENTIFIED THE THINGS THAT ARE LIKE, THESE ARE THE HIGH LEVERAGE STRATEGIES.

THESE ARE THE THINGS THAT IF YOU LOOK AT WHAT OTHER DISTRICTS ARE DOING THAT ARE GETTING RESULTS, THEY'RE DOING THESE THINGS.

SO WE'VE FINALLY GOTTEN OURSELVES TO THAT POINT, AND IT'S TAKEN US.

IT'S TAKEN EDMONDS A LONGER TIME BECAUSE WE'RE, YOU KNOW, WE WE WE JUST TAKE A LITTLE MORE TIME TO GET THERE SOMETIMES.

BUT WE'RE THERE. AND I THINK NOW IT'S ABOUT I STILL THINK THAT IT'S ABOUT REALLY BEING INTENTIONAL AND HOLDING, HOLDING ALL OF OURSELVES ACCOUNTABLE TO MAKING SURE THAT WE'RE WE'RE DOING THESE THINGS WITH FIDELITY, AND WE'RE ACTUALLY IMPLEMENTING THEM IN THE WAYS THAT THEY ARE DESIGNED.

THANK YOU. SO I APPRECIATE WHAT YOU'RE SAYING.

I DON'T THINK THAT THINGS ON THE LIST ARE GOING TO MAKE ENOUGH DIFFERENCE.

I COMPLETELY AGREE WITH DIRECTOR KILGORE.

I RAN FOR THE BOARD FOUR YEARS AGO, SPECIFICALLY BECAUSE I HAD SEEN THE GRADUATION RATE HAD NOT CHANGED FOR THOSE MANY YEARS, AND IT STILL HASN'T.

THERE ARE THINGS OTHER DISTRICTS ARE DOING THAT WE'RE NOT DOING, AND THEY'RE DOING THEM SYSTEMICALLY, AND WE NEED TO THINK ABOUT HOW TO DO IT.

ONE OF THE THINGS THAT I KNOW SOME DISTRICTS ARE DOING, FOR EXAMPLE, HIGHLINE IN EVERY HIGH SCHOOL, THE EXPECTATION IS THAT EVERY SINGLE STUDENT HAS AN ADULT ASSIGNED TO THEM TO CHECK IN WITH THEM REGULARLY.

PERIOD. EVERY SINGLE STUDENT DO WE HAVE THAT WHERE THERE'S AN ADULT REGULARLY WATCHING THE KID'S PROGRESS AND LETTING THAT KID.

YOU TALK ABOUT WHAT IS A SENSE OF BELONGING.

A SENSE OF BELONGING IS PARTLY THERE'S AN ADULT HERE WHO CARES ABOUT ME, AND I'VE TALKED TO ENOUGH KIDS ACROSS MY MANY YEARS THAT WHO HAVE SAID THE ONLY THING THAT KEPT ME IN SCHOOL WAS THERE WAS ONE PERSON, ONE ADULT IN THAT SCHOOL WHO CARED ABOUT ME.

DO ALL OUR KIDS HAVE THAT? WE NEED TO KNOW IT.

GOING DOWN EVERY LITTLE LIST I KNOW IN HIGHLINE, THE TEACHERS SIT THERE IN THEIR DEPARTMENTS AND THEY SAY, WHO'S FOLLOWING THIS KID? WHAT'S THE SITUATION? WHO'S FOLLOWING THIS KID? WHAT'S THIS? SO THAT'S ONE THING WE'RE NOT DOING THAT SYSTEMICALLY.

TERRORISTS MIGHT BE, BUT I CAN TELL YOU IT'S NOT HAPPENING IN ALL OUR SCHOOLS.

THE SECOND THING IS OTHER SCHOOL DISTRICTS HAVE STANDARDS BASED GRADING GOING ON AT SECONDARY.

WE DON'T HAVE ANY BOARD POLICY ON GRADING PRACTICES.

AND WE COULD SO FOR EXAMPLE, WE KNOW THERE'S THERE ARE DECADES NOW OF BOOKS AND ARTICLES AND RESEARCH WRITTEN ON THE POWER OF ZERO.

IF A TEACHER IS GRADING ON A 100 POINT SCALE AND A STUDENT DOESN'T TURN IN THEIR ASSIGNMENT, WE DON'T KNOW IF THE KID COULD DO IT OR COULDN'T DO IT.

THEY DIDN'T DO IT.

THEY GET A ZERO.

OKAY. THEN THE NEXT WEEK THEY DO IT AND THEY DO A GREAT A DIFFERENT ASSIGNMENT AND THEY GET 100.

SO NOW THEY HAVE TWO TWO GRADES 100 AND A ZERO.

AND WHEN YOU AVERAGE THOSE WHAT DO YOU GET A 50.

WHAT IS A 50.

IT'S AN F.

WHAT IF YOU SAID IT'S AN F AND AN A AND YOU AVERAGED THOSE? WHAT DO YOU GET? YOU GET A C.

WHEN YOU TALK ABOUT HOPE OR LACK OF HOPE.

DO YOU KNOW WHAT? HOW? HOW? HOPELESS. IT SEEMS TO A CHILD, IF THEY GET ONE ZERO, IF THEY GET ONE ZERO, IT'S GOING TO CAUSE THEM MOST LIKELY TO NOT GET CREDIT IN THAT CLASS PERIOD.

AND IT'S BECAUSE THEY DIDN'T TURN SOMETHING IN ON TIME.

IS THAT WHAT WE ARE TALKING ABOUT WHEN WE SAY MASTERY BASED GRADING? I DON'T THINK SO.

I THINK WE'RE TALKING ABOUT MASTERING SUBJECT MATTER.

I KNOW TEACHERS THINK OF GRADES AS THEIR PRIVATE PERSONAL CHOICE OF HOW THEY GRADE, BUT AS A DISTRICT AND AS A BOARD, AND I'M GOING TO GET IN TROUBLE FOR THIS, PROBABLY.

BUT I FIRMLY BELIEVE THERE NEEDS TO BE A DISTRICT POLICY.

[01:25:03]

I KNOW SEATTLE NOW NO LONGER ALLOWS A ZERO.

A 50 ISN'T 50%, IT'S ON A 100 POINT SCALE.

PEOPLE ARE USING MATH WRONG.

IT'S JUST FLAWED.

WE NEED TO CHANGE OUR GRADING SYSTEM.

I'M NOT SAYING THAT NOT TURNING THINGS IN ISN'T DOESN'T MATTER.

I'M JUST SAYING IT'S A SOFT SKILL.

IT'S OVER HERE IN OUR ELEMENTARIES, WE HAVE SOFT SKILLS SEPARATED FROM CONTENT.

IF THERE'S NOT ENOUGH INFORMATION ABOUT WHETHER OR NOT A STUDENT HAS MASTERED A STANDARD, THEY GET AN INCOMPLETE.

THEY SHOULD HAVE TIME AND OPPORTUNITY TO SHOW THAT THEY HAVE MASTERED THAT CONTENT.

WE CAN ALSO HAVE ON THEIR REPORT CARD A THEY DON'T TURN IN THEIR WORK ON TIME, BUT WHEN THEY TURN IT IN, THEY GOT IT.

THEY GOT THE CONTENT.

WE NEED TO SEPARATE THOSE TWO THINGS AND WE NEED TO DO THAT SYSTEMICALLY.

I DON'T KNOW IF CUMULATIVE ALLOWS IT.

I KNOW THAT SKYWARD WAS A LITTLE BIT OF A HINDRANCE IN TERMS OF DOING THIS.

I KNOW THERE HAVE BEEN ATTEMPTS YEARS AGO TO TRY TO GO TO A STANDARD SPACE SYSTEM.

WE GOT REALLY CLOSE, AND THE PERSON WHO WAS LEADING THAT INITIATIVE LEFT THE DISTRICT AND NOBODY ELSE HAD THE.

TOOK THE EFFORT TO DO IT, BUT I FEEL VERY STRONGLY.

THAT THIS LIST ISN'T GOING TO DO IT.

GRAD ALLIANCE IS GREAT.

IT'S NOT ENOUGH KIDS.

EACH ONE OF THESE THINGS IS JUST A LITTLE THING.

TERRACE IS DOING IT.

WE'RE HOPING OTHER SCHOOLS KNOW WE NEED TO BE SYSTEM WIDE, AND WE NEED TO SET DOWN SOME DISTRICT POLICIES.

I BELIEVE, PARTICULARLY IN THE AREA OF GRADING, THAT WE TEACHERS SHOULD BE ALLOWED TO OBVIOUSLY CREATE THEIR OWN ASSESSMENTS, DO THEIR OWN GRADING, BUT WITHIN A SYSTEM OF GRADING, THAT IS FAIR BECAUSE I BELIEVE IF WE GAVE KIDS CREDIT.

WHEN THEY'RE WHEN THEY HAVE THE CONTENT IN THE, IN THE, IN THEIR COURSE, EVEN THOUGH THEY MAY NOT BE TURNING THEIR THINGS IN ON TIME, WE WOULD WITHOUT WITHOUT ANY COST.

THIS ISN'T GOING TO COST ANYTHING FOR US TO CHANGE.

GRADING. WELL PROFESSIONAL DEVELOPMENT.

OKAY. IT WILL TAKE SOME OF THAT AND MEETINGS AND DISCUSSIONS, BUT IT DOESN'T TAKE THAT MUCH COST.

AND I THINK THAT ALONE WOULD IMPACT OUR GRADUATION RATE MORE SIGNIFICANTLY THAN ANY OTHER THING ON THIS LIST.

THAT'S MY OWN PERSONAL AND PROFESSIONAL OPINION, AND I THINK AND AND I AM GOING TO CONTINUE PUSHING THIS AS A BOARD MEMBER BECAUSE I THINK WE ARE FAILING OUR KIDS FOR THE WRONG REASONS IN MANY SITUATIONS.

AND WHEN WE DO THAT, THEY DON'T GET CREDIT AND THEY DON'T GRADUATE.

AND WE DON'T KNOW WHAT THEY REALLY KNOW.

WELL, I'D ALSO LIKE TO KIND OF ADD TO THAT THAT WE ALSO ARE NOT SEEING GAINS IN OUR TEST SCORES.

AND SO WE'RE WE'RE NOT SEEING GAINS IN OUR, YOU KNOW, JUST ACADEMIC, YOU KNOW, ACQUISITION OF THE CONTENT.

I MEAN, AND I REALIZED TEST SCORES AREN'T EVERYTHING, BUT THEY'RE SOMETHING THAT TELLS US SOMETHING.

YEAH. AND WE'RE NOT SEEING ANY GAINS.

I KNOW YOU TRUST THAT LESS, BUT WE DID MUCH BETTER WHEN IT WAS A GRADUATION REQUIREMENT BECAUSE KIDS HAD TO DO IT AND THEY HAD TO PASS IT.

IT'S NO LONGER A GRADUATION REQUIREMENT TO HAVE TO DO WELL ON THE ASSESSMENT.

THEY JUST I UNDERSTAND THAT, BUT BUT WE'RE NOT SEEING ANY IMPROVEMENT THERE.

AND AGAIN, GOING BACK IS I DON'T TRUST THE VALIDITY OF THAT AS MUCH AS SOME OTHER THINGS.

I MEAN, I UNDERSTAND WHAT YOU'RE SAYING.

SO WHAT I, WHAT I AM SAYING THOUGH, IS THAT HOW DO WE KNOW? YOU KNOW, WE KNOW THAT KIDS LOOK LIKE GRADUATES BY THE TIME THEY'RE IN THIRD GRADE, THEY START TO READ, THEY START TO GAIN MATH.

AND IF OUR TEST SCORES ARE NOT GOING UP, THEN WE HAVE LOADS AND LOADS OF KIDS WHO ARE NOT ARE NOT.

ARE NOT PROGRESSING TOWARDS GRADUATION, AND I THINK THAT'S SOMETHING THAT WE HAVE TO.

IF NOT TEST SCORES, SOMETHING ELSE WE HAVE TO TAKE SERIOUSLY.

FORMATIVE ASSESSMENT.

ASSESSMENT ALONG THE WAY.

THAT'S. WELL, WE DEFINITELY NEED TO BE HAVING FORMATIVE ASSESSMENT AS CHECKS FOR UNDERSTANDING THROUGHOUT AS PART OF BEST PRACTICES IN INSTRUCTION.

THAT THAT WE KNOW.

IS IT BEING FOLLOWED? I DON'T SEE IT IN CLASSROOMS VERY OFTEN, GREG, ANYMORE, TO BE VERY HONEST, I DON'T.

I SEE IT MORE AT ELEMENTARY THAN I SEE IT AT HIGH SCHOOLS.

I DON'T SEE LEARNING TARGETS.

I DON'T SEE GOOD QUESTIONING TECHNIQUES NECESSARILY.

I DON'T KNOW ABOUT FEEDBACK BECAUSE I'M NOT THERE TO HEAR THE FEEDBACK, BUT THE KINDS OF THINGS THAT WE KNOW THAT ARE FORMATIVE.

ASSESSMENT. DAILY, MINUTE BY MINUTE, INSTRUCTIONALLY BASED FORMATIVE ASSESSMENT.

[01:30:02]

SO NANCY, I'D LIKE TO JUST AS SOON AS YOU'RE DONE WITH THAT THOUGHT, I JUST WANT TO BRING UP THE THE WELL, I JUST THE TO YOUR POINT ABOUT MASTERY BASED LEARNING AND BRINGING THIS BACK TO THE LEGISLATIVE ISSUES, BECAUSE THIS WAS A BILL IN THE LEGISLATURE RECENTLY THAT I WAS I'M DISAPPOINTED TO SEE THAT.

IT LOOKS LIKE IT JUST DIED.

BUT IT'S WITH YOUR PASSION ON THIS THE MASTERY BASED LEARNING COLLABORATIVE AND COLLECTIVE WAS, WAS FORMED TO LOOK AT SOME OF THE ISSUES YOU'RE TALKING ABOUT.

AND I'M WONDERING IF YOU MIGHT BE INTERESTED IN HELPING US GET A DEEPER DIVE ON THE, THE RESEARCH THAT THEY'VE DONE AND THE SUGGESTIONS THEY, THEY HAVE BROUGHT FORWARD.

I'M SORRY. I'M JUST WAS TRYING TO PULL THIS UP RIGHT NOW BECAUSE I COULDN'T QUITE REMEMBER.

BUT THERE WERE IT WAS A COLLABORATIVE CREATED WITH THE RECOMMENDATIONS OF THE MASTERY BASED LEARNING WORK GROUP, AND IN THE 2023 APPROPRIATIONS HAD SOME FUNDING TO KEEP GOING. BUT I THINK THAT HAS LAPSED.

AM I CORRECT IN THAT AS ANYBODY ELSE FOLLOWING THAT, OR.

I THINK IT HAS, BUT BUT TO YOUR POINT, I'M THINKING IF WE WANT TO INFORM OURSELVES ON HOW WE MAY AS A DISTRICT WANT TO ADOPT SOME POLICY, THIS WOULD BE A GOOD PLACE FOR US TO GET SOME OF THE MOST CURRENT INFORMATION AND SEE HOW THESE PRACTICES MIGHT ALIGN WITH SOME OF THE THINGS WE'RE DOING.

WELL, WE DO KNOW THAT THERE ARE SOME AREAS IN IN OUR DISTRICT WE KNOW THAT THERE AT EDMONDS-WOODWAY HIGH SCHOOL AND MEADOWDALE MIDDLE SCHOOL, THERE ARE GROUPS OF TEACHERS WHO HAVE STUDIED THE BOOK GRADING FOR EQUITY, WHICH IS THERE'S GREAT, GREAT INFORMATION THERE ABOUT BEST PRACTICES.

AND ARE PILOTING THOSE THINGS.

ONE OF THE THINGS I'VE BEEN PLANNING TO DO AND I HAVEN'T YET DONE, BUT I WILL DO, IS I AM FRIENDS WITH SOMEBODY WHO TOM GORSKI, WHO IS SOMEBODY WHO IS AN INTERNATIONALLY KNOWN EXPERT ON GRADING PRACTICES, AND TO ASK HIM TO SEND ME NAMES OF DISTRICTS AND PLACES HE'S WORKED WITH, WHERE THEY HAVE DEVELOPED DISTRICT POLICIES TO MATCH THESE GRADING PRACTICES AND WHAT PROCESSES THEY USED TO HELP MAKE IT HAPPEN, TO HELP IMPLEMENT IT.

SO THIS IS GOING TO MOTIVATE ME.

IT SOUNDS LIKE A STUDY SESSION.

IT IT'S IT NEEDS TO BE ONGOING, NOT ONE STUDY SESSION.

BUT THIS IS I MEAN FOR US BUT IT IT'S ALSO SOMETHING I WOULD LIKE TO, YOU KNOW.

ASK DR.

MINOR AND I KNOW SHE'S AWARE OF THIS, BUT IT SHOULD BE SOMETHING THAT CABINET SHOULD BE WORKING ON DISCUSSING.

SLT SHOULD THE SECONDARY LEARNING TEAM MEETINGS SHOULD BE TALKING ABOUT THIS? I'D LIKE TO.

I KNOW THIS IS HARD WORK.

YOU KNOW, I'VE MADE IT SOUND REALLY EASY.

JUST GET AWAY, YOU KNOW, DON'T ALLOW A ZERO.

I KNOW THAT'S NOT GOING TO HAPPEN EASILY.

IT'S NOT THERE.

THERE. THERE ARE PEOPLE WHO FIRMLY BELIEVE THAT SOMEHOW THAT HAS MEANING TO GIVE A KID A ZERO WHEN THEY HAVEN'T TURNED IN THEIR WORK.

WELL, I, I THINK THAT MORE ACCURATELY, THEY JUST ARE CONCERNED AND DON'T NECESSARILY UNDERSTAND WHERE YOU'RE COMING FROM, THAT THEY'RE CONCERNED THAT WE'RE JUST GOING TO MASSAGE THE NUMBERS TO GET KIDS THROUGH RATHER THAN TEACH THEM.

AND SO WHAT I'M SAYING IS HAS TO BE THEN THEN I HAVEN'T BEEN CLEAR WITH WHAT I'M SAYING.

WHAT I'M SAYING IS YOU'RE THERE TEACHING THE KIDS.

THERE ARE PLACES THROUGHOUT OUR DISTRICT WHERE THE KID DIDN'T TURN IN THE ASSIGNMENT ON TIME.

THEY GET A ZERO.

OKAY. THEY.

NO, WAIT. I HAVE A CHILD WHO HAD A PROBLEM TURNING IN ASSIGNMENTS ON TIME.

SO A WEEK OR TWO LATER, WE MADE HIM DO IT.

EXPLAIN IT VERY CLEARLY.

HE WOULD TURN IT IN AND THE TEACHER WOULD SAY, WELL, I COULD GIVE HIM MAYBE A FEW POINTS, BUT HE CAN'T GET ALL, EVEN THOUGH HE WAS ACING EVERYTHING.

RIGHT. BUT HE.

YEAH, YOU KNOW, THAT'S TERRIBLE.

AND YOU KNOW, I AGREE WITH YOU.

AND I THINK THE WAY YOU EXPLAINED IT WAS VERY CLEAR KIDS AREN'T GETTING CREDIT.

AND IF A KID DOESN'T GET THAT'S THE WHOLE KIDS DON'T GET CREDIT.

THEY DON'T GRADUATE. I'M JUST SAYING THAT THIS IS RATHER THAN SAY, OH, THEY JUST DON'T WANT TO UNDERSTAND WHAT'S GOING ON.

I THINK THAT IT HAS TO BE A DISCUSSION, AND I DON'T THINK THAT THE INTENTIONS ARE NECESSARILY NEGATIVE.

I THINK THE INTENTIONS ARE JUST WE WANT TO MAKE SURE THAT YOU ARE DRIVING THESE CHILDREN TO ACADEMIC EXCELLENCE VERSUS JUST TRYING TO PASS THEM THROUGH.

[01:35:03]

AND ONE OF THE COMMON RESPONSES IS THEY BELIEVE STRONGLY THAT TURNING AND WORK ON TIME SHOWS WORK ETHIC.

AND THAT THEY THINK THAT'S AN OKAY AND IMPORTANT PART OF GRADING.

AND I WOULD CALL THAT A SOFT SKILL.

AND YES, IT'S IMPORTANT, BUT I DON'T THINK IT'S THE SAME AS HAVING MASTERED THE CONTENT.

I HAVE AN ALTERNATIVE.

WAY OF THINKING.

AS A FORMER PRINCIPAL AND CURRENT TEACHER.

OVER THE LAST.

20 YEARS.

OF WATCHING.

AND BEING PART OF THE STANDARDS MOVEMENT, I HAVE SEEN A SLOW EROSION OF EXCELLENCE OVER TIME.

I'VE SEEN AN EROSION OF EXPECTATION BECAUSE OF A VARIETY OF THINGS, LACK OF CLARITY ABOUT WHAT THE STANDARD IS, LACK OF CLARITY AROUND GRADING PRACTICES THE INABILITY FOR OF MIDDLE SCHOOLS AND HIGH SCHOOLS TO CHANGE THEIR STANDARDS BECAUSE WE DO THIS, HAVE BEEN DOING THIS AT ELEMENTARY FOR A LONG TIME.

BUT THEN THE THE COMMUNICATION BETWEEN THE HIGH SCHOOL LEVEL AND COLLEGE LEVEL IS ALSO NOT THERE.

AND SO.

I TOO HAVE FOUR KIDS THAT HAVE BEEN THAT HAVE GONE THROUGH OR ARE GOING THROUGH THIS DISTRICT.

ONE OF THEM HAS LEARNED THE LESSON.

REALLY WELL.

THAT YOU DON'T HAVE TO TURN STUFF IN ON TIME.

OH. YOU DON'T HAVE TO DO THAT.

IN FACT, YOU DON'T HAVE TO REALLY SHOW UP AT CLASS AT ALL.

BUT. IF YOU GO TO SUMMER SCHOOL.

IN ABOUT TWO WEEKS.

THREE WEEKS OF TIME, YOU CAN GET AN A.

IN THE ENTIRE COURSE.

THIS IS AN ALTERNATIVE UNDERSTANDING THAT I'VE DEVELOPED.

WE HAVE TO BE VERY CAREFUL.

I BELIEVE ABOUT THE.

UNINTENDED CONSEQUENCES OF.

DICTATING FROM THE SCHOOL BOARD LEVEL.

TO THE SYSTEM LEVEL.

ABOUT THINGS LIKE THIS.

BECAUSE. THE STANDARDS MOVEMENT IS FANTASTIC, EXCEPT IT DOESN'T TEACH THAT SOFT SKILL.

BUT THAT SOFT SKILL YOU'RE TALKING ABOUT.

IF THEY DON'T HAVE IT.

WHEN THEY GO OUT FROM HIGH SCHOOL INTO COLLEGE, THEN THEY'RE SUNK.

AND IN FACT, IF YOU TALK TO MOST DEANS OF COLLEGES, THEY'VE SEEN THEY'VE HAD TO REWORK THEIR STAFFING SCHEDULES, THEIR PROFESSORS HAD TO CREATE NEW CLASSES JUST TO BE ABLE TO ACCOMMODATE THE TYPES OF KIDS THAT ARE COMING IN THAT ARE UNPREPARED.

THEY'RE UNPREPARED TO DO THE WORK, TO BE ON TIME, BECAUSE THE PROFESSOR IS NOT GOING TO ACCEPT LATE WORK.

AND IF WE'RE NOT PREPARING KIDS TO ENTER THE REAL WORLD OF REAL EXPECTATIONS, THEN WE'RE FAILING THEM.

SO I UNDERSTAND WHAT YOU'RE SAYING.

I'M NOT SAYING IT'S NOT IMPORTANT.

I'M SAYING IT'S DIFFERENT THAN COMPETENCE IN ALGEBRA ONE.

AND WHILE YOU HAVE A CHILD WHO LEARNED THAT LESSON, I HAVE A CHILD WHO DIDN'T TURN IN HIS WORK.

AND WHEN I WOULD SAY, WELL, YOUR TEACHER SAYS IT'S WORK ETHIC, HE GOES, I JUST CAN'T CARE ENOUGH WHEN IT'S ONLY FOR A TEACHER.

THE MOMENT HE GOT INTO A REAL LIFE SITUATION AND IT WAS THE FIRST THING HE EVER HAD, WAS AN UNPAID INTERNSHIP, OR BEING A JUNIOR COUNSELOR RIGHT? AT AT DAY CAMP DURING THE SUMMER, HE WAS ON TOP OF EVERYTHING.

EVERY DEADLINE MATTERED.

AND WHEN I SAID TO HIM, HOW COME? HE SAID, BECAUSE THAT MATTERS.

BECAUSE THAT'S REAL LIFE, AND THIS IS SOMEBODY WHO IS DOING GREAT NOW, BEING PROMOTED, DOING WONDERFUL.

I CAN TELL YOU TEACHERS DON'T TURN IN THINGS ON TIME.

HAVING BEEN A DISTRICT ADMINISTRATOR WHO WOULD ASK FOR DEADLINES, AND IT IMPACTED THE WORK OF MY DEPARTMENT WHEN TEACHERS DIDN'T TURN IN THEIR DATA ON TIME OR AT ALL, YOU KNOW, ON A BUT SOMEHOW.

YOU KNOW, THE WHOLE NOTION OF IS TURNING SOMETHING IN ON TIME.

WHERE DOES IT MATTER? WHERE IS IT? YOU KNOW, WHEN DO YOU LEARN THAT IT'S IMPORTANT? I HONESTLY THINK THAT THE MORE THAT WHAT HAPPENS IN SCHOOL IS CONNECTED TO REAL LIFE, WHICH HAPPENS AS PART OF GOOD TEACHING AND

[01:40:07]

FOR EXAMPLE, IN PROJECT BASED LEARNING, KIDS WILL DO IT ON TIME SO THAT SO THAT THOSE PEOPLE WHO ARE THERE WHO ARE LISTENING FROM THE OUTSIDE MATTER, IT'S A VERY COMPLICATED KIND OF THING.

AND I'M JUST SUGGESTING THAT WE TAKE A LOOK AT WHAT HAPPENS, WHAT'S HAPPENING NATIONALLY.

WE'VE BEEN IN THE STANDARDS MOVEMENT, STANDARDS MOVEMENT FOR A LONG TIME.

WHAT'S HAPPENED NATIONALLY TO THE INCOMING FRESHMEN OVER THE LAST 20 YEARS? WHAT ARE THE SKILLS AND WHAT? WHAT IS THAT DOING TO THE HIGHER EDUCATION COMMUNITY? I THINK YOU'RE ASKING YOU'RE BRINGING UP IMPORTANT POINTS AND MAKING THEM INTERESTING.

GIVING AN INTERESTING PERSPECTIVE.

I'M TRYING TO KEEP THIS VERY FOCUSED ON WHAT CAN WE DO TO HELP IMPACT THE GRADUATION RATE IN THE EDMONDS SCHOOL DISTRICT.

AND I THINK CAN CAN I JUST FINISH THIS THOUGHT? SO IN TERMS OF NATIONAL DATA, MY INTEREST IS IN WHAT'S GOING ON IN TERMS OF GRADING PRACTICES.

AND EVEN IF IT'S JUST WASHINGTON STATE, BUT WHEREVER.

PROFESSOR GUSKY, WHO I MENTIONED, WORKS ALL AROUND THE WORLD IN PLACES, HELPING HELPING SYSTEMS TO IMPROVE THEIR GRADES, THEIR GRADING PRACTICES.

I'LL ASK HIM, TO WHAT EXTENT HAS THAT IMPACTED GRADUATION RATES AS WELL AND PLACES I JUST KNOW THAT IN WASHINGTON STATE, WHEN WE LOOK AT THE LIST AND WHERE AT THE BOTTOM, I BET THE OTHERS AT THE BOTTOM HAVE NOT CHANGED THEIR GRADING PRACTICES AND STILL HAVE INCONSISTENT KINDS OF THINGS LIKE WE DO, WHERE KIDS ARE NOT GETTING CREDIT FOR, NOT NECESSARILY THE RIGHT REASONS.

AND SOME OF THOSE AT THE TOP HAVE CLEANED THAT UP.

SO I WANT TO JUST I WANT TO, YOU KNOW, WE CAN'T FIX THE LINK BETWEEN US AND HIGHER ED EASILY.

A LOT OF THE THINGS YOU'RE TALKING ABOUT ARE REALLY IMPORTANT.

I WANT TO FIX US.

CLOSE TO HOME.

I TOTALLY UNDERSTAND AND I AGREE, THERE'S JUST THINGS THAT WE HAVE TO BE CAREFUL OF IN THE PROCESS BECAUSE JUST WE DON'T WANT TO JUST IMPROVE GRADUATION RATES IF WE'RE IF WE'RE MAKING IT MORE DIFFICULT FOR KIDS TO BE SUCCESSFUL IN COLLEGE, THAT'S ALL THAT'S THE BEST I'LL SAY.

AND I JUST WANT TO INTERJECT THAT I STILL THINK THAT THIS IS AT A LOWER LEVEL THAN I'M THAT I THEN I WAS THINKING, I THINK EVEN IF, IF IT IS A, YOU KNOW, EVEN IF IT IS A RESEARCH BASED SOLUTION, I THINK THERE'S SOMETHING ABOUT OUR DISTRICT THAT IS NOT GOING TO IMPLEMENT IT SUCCESSFULLY.

I WANT TO KNOW WHAT THAT IS.

AND I WOULD LIKE OUR SUPERINTENDENT TO CONTINUE TO INTERROGATE EVERYTHING WE DO TO SEE IF IT IF IF IT CONTRIBUTES TO ACADEMIC ACHIEVEMENT AND AND EVEN THEN AND AND TO UNPACK OUR SYSTEMS AND, AND UNPACK OUR, OUR STAKEHOLDERS AND OUR RELATIONSHIPS AMONG STAKEHOLDERS AND FIGURE OUT WHAT IS PREVENTING US FROM BEING SUCCESSFUL.

YES, THE OTHER DISTRICTS ARE DOING IT.

AND THERE ARE MORE OF THEM ARE ARE FIGURING IT OUT EVERY YEAR.

AND WE'RE DROPPING DOWN IN THE LIST OF, OF OF DISTRICTS TO WHERE THE ONLY DISTRICT WE'RE ABOVE IS THE ONE THAT'S LITERALLY BANKRUPT.

AND AND I WANT TO I WANT TO AS A BOARD I MY REQUEST WOULD BE.

FOR THE SUPERINTENDENT TO INTERROGATE THIS DISTRICT IN OUR SYSTEM THAT YOU WALKED INTO AND FIGURE OUT WHAT'S WRONG WITH US SO THAT WE CAN BE BETTER.

I'M GOING TO TURN IT OVER TO KEVIN, AND THEN I WILL SPEAK TO THAT.

HE'S HAD HIS MIC ON FOR A LITTLE BIT HERE.

YES, I'VE BEEN OBSERVING THIS CONVERSATION.

I DID HAVE SOME QUESTIONS FOR GREG GREG ON THE PRESENTATION, BUT I JUST WANT TO GIVE MY TAKE ON WHAT I'VE OBSERVED AND IT WILL SERVE BOTH PERSPECTIVES.

I'VE SEEN STUDENTS WHO HAVE RECEIVED THE GENEROSITY OF TEACHERS OF TO SERVE FOR THEIR GOOD BECAUSE THEY THEY ACTUALLY REALLY NEED IT.

AND I'VE ALSO SEEN THE OTHER SIDE WHERE THEY'VE RECEIVED IT IN A WAY TO SUPPORT THEIR, QUOTE, LAZY BEHAVIOR.

AND IT GOES BOTH WAYS.

IT'S A DOUBLE EDGED SWORD. THERE ARE STUDENTS WHO WILL USE IT TO TO THEIR ADVANTAGE WITHOUT RECEIVING THE BENEFIT OF WHAT IT WAS INTENDED FOR AND THOSE WHO NEED IT. AND I DID HEAR DISCUSSION ABOUT GRADING PRACTICES.

YEAH, THERE ARE I'VE HEARD STUDENTS HEAR ABOUT HOW THERE ARE GRADING PRACTICES THAT ARE ALL OVER THE PLACE.

ONE TEACHER MIGHT DO THIS FOR EQUITY AND THEN ANOTHER WILL DO.

WHATEVER THAT IS CAN CAN BE CONSIDERED UNFAIR.

SO I DO SUPPORT THAT.

THERE IS A NEED TO PROTECT STUDENTS WITH STANDARD GRADING PRACTICES, BUT RETAIN SOME AUTONOMY FOR THE TEACHER.

[01:45:04]

AND UNLESS THERE'S SOMETHING I FORGOT IN THE MIDST OF THIS I BELIEVE WE SHOULD BE ABLE TO MAINTAIN THAT STANDARD, BUT ALSO ALLOW THEM TO DEMONSTRATE THEIR MASTERY.

SO NOW THAT I'VE GOTTEN OUT OF THE WAY, I JUST WANTED TO ASK GREAT SCHWAB SOME QUESTIONS THAT BECAUSE I THOUGHT I KNEW A LOT ABOUT THE CREDIT RECOVERY.

BUT THEN NOW I HEAR NEW ABOUT GRADUATION ALLIANCE, DROPOUT RECOVERY, AND GRADUATION ALLIANCE WITH OPEN DOORS, BECAUSE I ALREADY KNOW THAT E-LEARNING AND GRADUATION ALLIANCE, SUMMER SCHOOL AND CREDIT RECOVERY.

BUT THIS IS NEW TO ME.

I KNOW THAT WE HAVE CAP THAT IS LIKE AN OPEN DOORS PROGRAM.

SO COULD YOU EXPLAIN HOW THIS GRADUATION ALLIANCE IS DIFFERENT OR STANDS OUT FROM THE OTHER CREDIT RECOVERY PROGRAMS? PROBABLY THE MAIN DIFFERENCE BETWEEN THE CAP OPEN DOORS PROGRAM AND THE GRADUATION ALLIANCE PROGRAM IS EDITOR.

CAP IS A PROGRAM THAT THAT REQUIRES STUDENTS TO MEET ON CAMPUS AND GO TO A COLLEGE CAMPUS, AND THEY TAKE THEIR COURSES AT EDMONDS COLLEGE GRADUATION ALLIANCE USES USES A VIRTUAL VIRTUAL LEARNING FORMAT, AND SO STUDENTS CONTINUE TO ACCESS THEIR COURSEWORK ONLINE.

THEY WORK WITH AN IN-PERSON MENTOR.

THEY DO. THEY HAVE WHAT THEY CALL MEETUPS.

AND SO EACH WEEK THEY MEET UP WITH THEIR MENTOR AND THEY THEY CHECK IN ON PROGRESS, BUT THEY WORK ONLINE WITH THEIR TEACHERS AS OPPOSED TO IN PERSON.

THANK YOU. AND AND I KNOW WE'VE I KNOW WE'VE HAD WE'VE HEARD PHENOMENAL THINGS ABOUT CTE TODAY AND ONGOING.

AND I'VE, I'VE SEEN THIS MANY, MANY TIMES.

IS THERE A WAY THAT WE CAN HAVE STUDENTS LEVERAGE THE ADVANTAGES OF CTE EQUIVALENCY CREDITS TO HELP OUT WITH THEIR GRADUATION? WE DO THAT ALREADY.

MANY STUDENTS DO DO ACCESS EQUIVALENCY CREDITS TO THROUGH CTE.

AND I THINK THE OTHER THING I TALKED ABOUT THIS LAST YEAR, AND I WAS LOOKING OVER MY NOTES FROM LAST YEAR'S PRESENTATION, AND WE DID TALK ABOUT THE IMPACT OF CTE COURSES AND AGAIN, TRYING TO CONTINUE TO BOLSTER ENROLLMENT FOR STUDENTS IN CTE.

BECAUSE, AGAIN, BACK TO THE QUESTION ABOUT THE DISCUSSION WE WERE HAVING ABOUT BELONGING.

I THINK ONE OF THE THINGS THAT STUDENTS FIND IN CTE COURSES IS A SENSE OF BELONGING.

THEY THEY, THEY TAKE THEY TAKE A CONCENTRATION OF COURSES.

THEY STICK WITH IT OVER TWO YEARS.

THEY DEVELOP A COMMUNITY, THEY DEVELOP AND THEY DEVELOP A PASSION OR AN INTEREST.

MOST STUDENTS DON'T STICK WITH CTE COURSES FOR TWO YEARS UNLESS THEY'RE REALLY PASSIONATE ABOUT SOMETHING.

SO, YOU KNOW, HAVING STUDENTS ENGAGE IN THOSE CTE PATHWAYS IS ANOTHER STRATEGY THAT WE SHOULD BE CONSIDERING TO TO LOOK TO SUPPORT GETTING MORE STUDENTS ENGAGED AND MOVING MORE STUDENTS, MOVING MORE STUDENTS TOWARD ON TIME GRADUATION.

YEAH. AND I ALSO WANT TO THROW OUT SNO-ISLE TECH SKILLS CENTER OUT THERE.

I THINK THAT'S ALSO GREAT FOR ABSOLUTELY ANY OF THOSE ARE.

AMAYA, DO YOU HAVE ANYTHING YOU WANT TO ADD? NO I DON'T. OKAY.

SO I APPRECIATE THE I APPRECIATE THE PRESENTATION.

THANK YOU. I WOULD BE IT IT'S FAIR TO SAY ALL OF US WERE DISAPPOINTED, BUT DISAPPOINTMENT ISN'T ENOUGH.

TO QUOTE A SUPERINTENDENT WHO I RESPECT VERY MUCH.

THIS ISN'T MY PHRASE.

KNOWING EVERY STUDENT BY NAME, STRENGTH AND NEED.

AND I WOULD LIKE TO ENCOURAGE US, AND I'LL CERTAINLY BE ADVOCATING WITH THE BOARD ABOUT THIS, THAT WE ALL HAVE A LASER LIKE FOCUS ON THIS.

AND THIS IS NOT THIS ISN'T CHEAP TRICKS OR SMOKE AND MIRRORS.

TO GET THE GRADUATION RATES UP, WE CAN HAVE A CONVERSATION ABOUT THIRD GRADE READING RATES BECAUSE WE KNOW THAT'S GOING TO HAVE AN IMPACT ON GRADUATION.

WE CAN HAVE A LOT OF CONVERSATIONS.

I WOULD ENCOURAGE THE BOARD NEXT YEAR, AND I'LL BE PROPOSING THIS TO YOU, THAT WE HAVE A LASER LIKE FOCUS ON THIS TOPIC, BECAUSE THERE ARE SO MANY THINGS WE CAN DISCUSS GETTING HERE. DO WE? I MEAN, I HAVE HAD SOME WE'VE HAD SOME WONDERFUL PRESENTATIONS, SOME VERY ENJOYABLE PRESENTATIONS AND STUDY SESSIONS.

I WOULD SAY NEXT YEAR I'M GOING TO BE THE PERSON SAYING, I CAN GET YOU A GREAT ARTICLE ON I.

I CAN POINT YOU TO A PODCAST WE CAN LEARN ABOUT.

I, I LOVE THAT PRESENTATION.

I THOUGHT IT WAS AMAZING.

DID IT IS IT MOVING US TOWARD GRADUATION RATES? PROBABLY NOT.

SO SOME OF THOSE THINGS, I THINK THAT WE ALSO NEED TO MIRROR THIS, THAT OUR FOCUS OF COURSE, YOU HAVE FIDUCIARY RESPONSIBILITIES.

WE HAVE LOTS OF THINGS WE HAVE TO DO AS A BOARD.

BUT HOW IS OUR FOCUS GOING TO BE LASER LIKE ON GRADUATION AS WELL? IT'S NOT A PERFECT ANALOGY, BUT IN FOUR YEARS WE TOOK A BOND DOING THE SAME TYPES OF THINGS WE HAD DONE IN THE PAST FROM 56 TO THIS YEAR, 65 NOW LOTS OF DIFFERENT FACTORS WERE AT PLAY THERE.

BUT WHAT IF EVERYTHING WE DID IN THE DISTRICT, WHAT IF OUR PRESENTATIONS TO THE HIGH SCHOOLS, WHAT IF OUR COMMUNICATIONS WE'RE TALKING TO SIXTH GRADERS ABOUT THE COURT, YOU KNOW, AS WE TALK WITH OUR PARENTS ABOUT THROUGH COMMUNICATION YOU KNOW, THE COURSES YOU REGISTER FOR, SEVENTH GRADERS MATTER.

YOU CAN START GETTING HIGH SCHOOL CREDITS IN MIDDLE SCHOOL, ALL OF THOSE THINGS.

[01:50:04]

AND I DO NOT THINK THAT OUR GOAL, OUR BOARD GOAL, IS OUT OF REACH FOR WHERE WE HOPE TO BE FOR GRADUATION RATES IN OUR STRATEGIC PLAN.

I THINK IT'S WITHIN REACH.

I THINK WE KEEP FIGHTING FOR IT.

AND I THINK THAT WE DO NEED TO PULL OURSELVES A LITTLE BIT MORE FOCUSED AND CONTINUE TO DO THE THINGS THAT ACTUALLY WE, YOU KNOW, SOMEBODY SAID SECRET SAUCE. IT'S NOT REALLY A SECRET SAUCE.

LOTS OF DISTRICTS KNOW HOW TO DO THIS, AND LOTS OF DISTRICTS SHARE HOW TO DO THIS.

SOME OF US HAVE EXPERIENCE WORKING IN DISTRICTS WHERE WE'VE DONE THIS.

I STILL REMAIN CONFIDENT, DISAPPOINTED TODAY WHEN I SAW THESE NUMBERS, DISAPPOINTED AND YET CONFIDENT AND OPTIMISTIC THAT WE CAN GET THERE.

I DON'T THINK THAT WE'RE MISSING ANY OF THE INGREDIENTS IN THE SECRET SAUCE.

WE JUST NEED TO PUT THEM TOGETHER AND GET THEM STIRRED UP IN THE RIGHT WAY.

COACH WITH THE RIGHT TEMPERATURE, ALL THOSE THINGS.

YEAH, I DID HAVE.

AND THE OTHER POINT THAT CAME UP WITH IN MY HEAD WAS ABOUT HOW IT WAS ABOUT STUDENT ENGAGEMENT WITH HAVING ACCESSIBLE TEACHERS IF THEY WANT TO SEEK HELP.

PART OF IT IS THAT STUDENTS FAVOR SOME TEACHERS BECAUSE THEY ARE VERY ACCESSIBLE AND VERY HELPFUL, AND OTHERS NOT SO FAVORABLE ON THE GROUNDS THAT OF AGAINST STRANGE GRADING PRACTICES AND, AND ACCESSIBILITY.

SO I THINK PART OF IT IS LIKE IF WE'RE ALSO WANTING TO INCREASE THE SENSE OF BELONGING ON SITE, IS TO HAVE TEACHERS BECOME MORE ACCESSIBLE TO THE STUDENTS IF THEY NEED THE HELP. SO.

AND BEFORE I DIE, I JUST WANT TO RISE TO THE CHALLENGE OF LASER LIKE FOCUS THAT I'LL COMMIT AS A BOARD MEMBER TO COMMITTING THAT ALL THE WORK THAT I DO WILL BE FOCUSED ON THOSE THINGS ARE GOING TO LEAD US TO THIS PATHWAY AND OUR GOAL OF 94%.

WHAT I'LL SAY AGAIN, THAT IT GIVES ME HOPE TO SEE THIS REPORT FROM CTE, THAT THIS IS MAKING A DIFFERENCE TO GET THESE REPORTS.

YES, WE HAVE A LOT OF WORK TO DO, BUT THIS, FOR MY TIME ON THE BOARD, HAS GIVEN ME A LOT OF HOPE THAT ALL THESE CARING PEOPLE, PARTICULARLY THIS BOARD, WHO'S HAVING THIS FRANK DISCUSSION ABOUT THIS, THAT WE ALL CARE IN THIS DISTRICT ABOUT OUR STUDENTS AND WE WANT THEM TO GRADUATE.

AND AS WITH WITH THIS DIRECTION THAT WE'RE TAKING, I THINK THAT WE WILL.

SO THANK YOU. GREAT.

SO, GREG, I WANT TO THANK YOU VERY MUCH.

YOUR REPORT, I KNOW, DISAPPOINTED US, BUT YOU KNEW THAT WAS.

I KNOW IT DISAPPOINTED YOU AS WELL.

ON THE OTHER HAND, WE HAVE TO FACE THE TRUTH OF WHERE WE ARE BEFORE WE CAN MOVE AHEAD.

THIS ISN'T WE.

WE TRUST IN YOU.

WE KNOW THAT YOU CAN HELP LEAD THIS WITH DR.

MINER AND ALL THE OTHER LEADERS IN THE DISTRICT.

AND I JUST AM VERY THANKFUL THAT WE HAVE A BOARD WHERE WE CAN ENTER INTO THESE DISCUSSIONS.

AND WE ALL CARE SO MUCH THAT WE HAVE A LOT OF PASSION AND INTEREST IN MAKING THINGS HAPPEN.

BUT WE LISTEN TO EACH OTHER.

AND I PARTICULARLY APPRECIATE DR.

MINER TAKING A VERY OPTIMISTIC AND HOPEFUL.

BUT THE LASER LIKE FOCUS IS ABSOLUTELY WHAT WE NEED.

SO I THANK I THANK YOU AND I THANK MY BOARD COLLEAGUES FOR EVERYBODY'S HONESTY AND OPENNESS AND.

IT TAKES A VILLAGE.

SO WE'RE ALL GOING TO WE'RE ALL GOING TO WORK TOWARD THIS.

THANK YOU, THANK YOU.

SO NEXT ON THE AGENDA IS NEW BUSINESS.

[12. NEW BUSINESS- 8:10 pm]

THE FIRST IS A SINGLE READING TO APPROVE EMERGENCY WAIVER REQUESTS FOR SCHOOL CLOSURE AT MEADOWDALE ELEMENTARY.

WHEN WE MISS A FULL DAY IN A BUILDING ACROSS THE DISTRICT, WE MAKE THAT UP THROUGH OUR CALENDAR.

WHEN WE MISS AN INDIVIDUAL DAY OR DAYS.

IN THIS CASE, WE'RE ALLOWED TO APPLY FOR WAIVER DAYS.

AND SO THAT IS WHAT THIS IS DOING, IS TO GIVE US AN APPLICATION, ALLOW US TO GO FORWARD TO THE STATE TO APPLY FOR THAT EMERGENCY WAIVER REQUEST.

JUST AS A NOTE HERE, YOU WILL SEE THAT WE ARE PLANNING TO RETURN STUDENTS TO MEADOWDALE ELEMENTARY AFTER SPRING BREAK.

WE'VE HAD AN AMAZING CONSTRUCTION TEAM AND MAINTENANCE HAS BEEN RIGHT ON THIS.

SO TEACHERS, WE HAVE ROLLED OUT TO OUR FAMILIES AND TO TEACHERS THAT THE STUDENTS AT MEADOWDALE ELEMENTARY WILL NOT RETURN UNTIL THE TUESDAY AFTER SPRING BREAK.

THE SO THAT THE TEACHERS COULD UNPACK, GET THEIR CLASSROOMS READY ON MONDAY AND WE'LL RETURN THEM TO SCHOOL ON TUESDAY.

SO DO I HEAR A MOTION AND A SECOND TO APPROVE THE EMERGENCY WAIVER REQUEST FOR SCHOOL CLOSURE AT MEADOWDALE ELEMENTARY? MOVED TO APPROVE.

SECOND, I'VE HEARD A MOTION TO APPROVE.

AND A SECOND, IS THERE ANY DISCUSSION?

[01:55:02]

I'LL CALL FOR A ROLL CALL.

VOTE. DIRECTOR.

KRAMER A DIRECTOR.

SMITH. I DIRECTOR CHASE I.

DIRECTOR KILGORE I DIRECTOR KATIMS I AND THE EMERGENCY WAIVER REQUEST FOR SCHOOL CLOSURE AT MEADOWDALE ELEMENTARY IS APPROVED.

THANK YOU. THE SECOND ITEM THIS EVENING, 12.2, IS A SINGLE READING TO APPROVE UPDATES TO THE BOARD OF DIRECTOR NORMS AND PROTOCOLS.

WHEN A NEW BOARD DIRECTOR IT'S HAS BEEN ELECTED IS BEST PRACTICE TO REVIEW THESE NORMS AND PROTOCOLS.

MAKE SURE WE ALL UNDERSTAND THEM.

HAVE A COMMON UNDERSTANDING.

YOU'LL SEE SOME CHANGES REFLECTED HERE.

WE'VE REVIEWED THESE AT OUR BOARD RETREAT AS A REMINDER FOR ALL OF OUR COMMUNITY MEMBERS.

BOARD RETREATS ARE OPEN PUBLIC MEETINGS AND PEOPLE CAN ATTEND.

WE CHOOSE TO HAVE OUR BOARD RETREATS SINCE I'VE BEEN HERE, SO IN MY LIMITED EXPERIENCE, WE'VE EITHER HAD THOSE AT A SCHOOL IN THE SUMMERTIME, SOMETIMES TO HAVE A CHANGE OF VENUE AND SEE ONE OF OUR SCHOOLS OR HERE IN THE BUILDING, AND THAT IS TO MAKE THAT AS ACCESSIBLE AS POSSIBLE.

SOME DISTRICTS WILL CHOOSE TO HAVE THEIR BOARD RETREATS OUT OF TOWN OR SOMETHING.

WE DO THEM RIGHT HERE.

PEOPLE CAN ATTEND, BUT WE DID HAVE AN OPEN PUBLIC DISCUSSION ABOUT THESE BOARD NORMS AND PROTOCOLS BEFORE WE MADE THOSE CHANGES.

THANK YOU. DO I HEAR A MOTION TO APPROVE? AND A SECOND FOR THE UPDATES TO THE BOARD OF DIRECTORS, NORMS AND PROTOCOL.

I'D LIKE TO MAKE A MOTION TO APPROVE.

SECOND, I'VE HEARD A MOTION TO APPROVE.

AND A SECOND, IS THERE ANY DISCUSSION? I'D JUST LIKE TO THANK AGAIN MY BOARD COLLEAGUES, BECAUSE WE HAD A WONDERFUL SET OF DISCUSSIONS ABOUT THE BOARD NORMS AND PROTOCOLS, AND I THINK IT'S ALWAYS HELPFUL TO REVIEW THESE, MAYBE NOT EVEN JUST WHEN THERE'S A NEW BOARD.

SO WE WE USED DIRECTOR KRAMER AS OUR A PARTICULAR REASON, BUT I THINK IT WAS HELPFUL FOR ALL OF US TO GO OVER THOSE NORMS AND PROTOCOLS AND THINK ABOUT WHAT IS CURRENT AND WHAT'S WORKING AND WHAT WE CAN, CAN IMPROVE UPON.

ANY ANYTHING ELSE? LOOKING AT THE DIRECTOR.

SMITH. OKAY, SO I'VE HEARD A MOTION TO APPROVE.

AND A SECOND, I'LL CALL FOR A ROLL CALL.

VOTE. DIRECTOR. KRAMER.

AYE. DIRECTOR. SMITH.

AYE. DIRECTOR.

CHASE. AYE. DIRECTOR.

KILGORE. AYE.

DIRECTOR. KATIMS. AYE.

AND THE UPDATES TO THE BOARD OF DIRECTORS NORMS AND PROTOCOLS IS APPROVED.

THANK YOU VERY MUCH.

12.3 SIMILARLY, IS A SINGLE READING TO APPROVE THE SUPERINTENDENT'S GOALS FOR 2023 2024? WE HAD A DISCUSSION ABOUT THESE AS WELL AS THE PUBLIC RETREAT.

AND I PRESENT THESE ARE IN DRAFT FORM RIGHT NOW, BUT IF THEY ARE APPROVED, I'LL TAKE THOSE FORWARD TO OUR WEBSITE AND PUT THEM UP ON OUR WEBSITE.

DO I HEAR A MOTION TO APPROVE AND A SECOND FOR THE SUPERINTENDENT'S GOALS FOR 20 2324? I MOVE TO APPROVE A SECOND.

I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? WHAT I APPRECIATE.

ONE THING I APPRECIATE, I APPRECIATE A LOT, BUT ONE THING IN PARTICULAR, IN THIS CASE, IS HOW YOU'VE ALIGNED THEM TO THE STRATEGIC PLAN AND TO OUR GOALS, THE BOARD GOALS AS WELL.

SO YOU'LL SEE IN THE TABLE THAT THAT WE HAVE ALL THAT ALIGNMENT AND CONTINUING THAT ALIGNMENT.

ANY OTHER COMMENTS OR QUESTIONS? CALL FOR A ROLL CALL. VOTE.

DIRECTOR KRAMER. AYE.

DIRECTOR SMITH. AYE.

DIRECTOR CHASE I.

DIRECTOR KILGORE I.

DIRECTOR KATIMS I.

AND THE SUPERINTENDENT'S GOALS FOR 2324 ARE APPROVED.

THE NEXT ITEM IS 12.4.

A SINGLE READING TO APPROVE THE SCHOOL BOARD.

REGULAR BUSINESS MEETING DATES FOR THE 2425 SCHOOL YEAR.

WE TYPICALLY HAVE THESE ON THE SECOND AND FOURTH TUESDAY OF MOST MONTHS.

THERE ARE A COUPLE OF MONDAYS WHERE WE MONDAY'S A COUPLE OF MONTHS WHERE WE DEVIATE FROM THAT, BUT THIS WILL BE OUR PUBLISHED SCHEDULE.

WE DID REVIEW THESE DATES AGAINST RELIGIOUS HOLIDAYS AND MAJOR CELEBRATIONS SHOULD BE NOTED, THOUGH.

WHILE WE COULD NOT AVOID ENTIRELY RELIGIOUS EVENTS THAT HAPPEN OVER A LONG PERIOD OF TIME, SUCH AS LENT OR RAMADAN OR HANUKKAH, WE DID TRY TO AVOID FIRST LAST DATES OF THOSE THE THINGS THAT WOULD BE MAYBE MOST SIGNIFICANT FOR PEOPLE.

DO I HEAR A MOTION TO APPROVE AND A SECOND ON THE SCHOOL BOARD.

REGULAR BUSINESS MEETING DATES SET FOR THE 2425 SCHOOL YEAR.

MOVE TO APPROVE.

SECOND. I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION?

[02:00:03]

VOTE. DIRECTOR.

KRAMER. AYE. DIRECTOR.

SMITH. AYE.

DIRECTOR. CHASE. AYE.

DIRECTOR. KILGORE.

AYE. DIRECTOR.

KATIMS. AYE.

AND THE SCHOOL BOARD.

REGULAR BUSINESS MEETING DATES FOR THE 2425 SCHOOL YEAR ARE APPROVED.

THE LAST ITEM. I'M NOT ASKING FOR ANY ACTION BECAUSE WE DON'T HAVE TO TAKE ANY ACTION.

BUT WE DECIDED TO BRING IT FORWARD TO THE BOARD MEETING TONIGHT RATHER THAN JUST DISCUSS IT IN OUR RETREAT.

THIS IS THE ELIMINATION OF THE SECOND PUBLIC COMMENT SECTION OF OUR AGENDA.

JUST SOME THINGS TO THINK ABOUT AROUND THIS IS IT'S PRETTY ATYPICAL FOR A PUBLIC ENTITY TO HAVE TWO COMMENT PERIODS.

WE USED TO GO BACK AND TAKE THE SIGN IN SHEET AWAY.

AND SO IF YOU WEREN'T HERE ON THE DOT AT YOU KNOW, 630, YOU WOULDN'T HAVE A CHANCE TO SPEAK, SO THEN YOU'D DO IT DURING THAT SECOND.

NOW WITH THE SIGN IN SHEET, WELL, NOT SIGN IN SHEET WITH THE COMPUTER OR THE QR CODE.

YOU CAN DO THAT RIGHT UP UNTIL PUBLIC COMMENTS OCCUR.

AND SO THAT'S ONE REASON WE THOUGHT ABOUT THIS.

WE HAVEN'T HAD A LOT OF COMMENTS THROUGHOUT THE YEAR.

WE'VE HAD THREE COMMENTS.

THIS YEAR, THE 20 2324 SCHOOL YEAR, THREE COMMENTS IN THE SECOND COMMENT SECTION.

THIS MAKES OUR MEETING A LITTLE EASIER TO PLAN FOR AND A LITTLE YOU KNOW, THOSE WERE SOME OF THE DISCUSSION POINTS, AND I DON'T KNOW IF ANYBODY ELSE WANTS TO SHARE.

WE DON'T NEED A VOTE, BUT UNLESS I HEAR OTHERWISE FROM SOMEONE AT THE NEXT MEETING, THIS THE SECOND PUBLIC COMMENT PERIOD WILL JUST COME OFF OF THE AGENDA DISCUSSION.

WHEN'S THE LAST TIME WE HAD SOMEONE DO A.

I DON'T REMEMBER THE LAST TIME WE HAD SOMEONE DO I DIDN'T TAKE.

OH, YOU KNOW, I THINK THEY'RE EITHER THAT ONE OR THERE WAS SOMEONE ELSE WHO HAD YEAH.

BUT IT'S NOT, NOT VERY FREQUENT.

LIKE THANK YOU THREE SO FAR THIS YEAR.

YEAH. WELL, I, I THINK, YOU KNOW, I'M, I'M DEFINITELY IN AGREEMENT BECAUSE IT JUST ISN'T USED THAT MUCH.

AND AND IT MAKES OUR MEETINGS GO QUITE A BIT LONGER.

ANOTHER REASON WHY I ALWAYS WAS CURIOUS ABOUT HAVING IT WAS TYPICALLY THE PUBLIC COMMENTS COME BEFORE WE DO THE BUSINESS SO THAT WE CAN REACT TO IT IN SOME WAY, YOU KNOW, AND THIS IS AFTER THE FACT AND THERE'S NOT MUCH WE'RE GOING TO DO WITH IT.

SO AND FOR MANY ITEMS, WE DO HAVE TWO FOR POLICIES WE DO HAVE TWO COMMENT PERIODS.

SO IF FOR PERHAPS THE DISCUSSION THAT YOU HEARD ONE NIGHT I DON'T THINK WE HAD ANY FIRST READING TONIGHT, BUT IF THERE HAD BEEN AND IT STRUCK A CHORD WITH YOU, YOU COULD COME BACK THE NEXT MEETING PRIOR TO THE BOARD TAKING ACTION AND STILL MAKE YOUR COMMENT.

YOU'D STILL HAVE THAT OPPORTUNITY, OF COURSE, WRITTEN COMMENTS STILL BEING ACCEPTED AS WELL.

AND I'D POINT OUT THAT IF THERE WERE SOMEBODY WHO WHO CAME A LITTLE BIT LATER TO THE MEETING OR HEARD SOMETHING DURING THE MEETING, AFTER THE PUBLIC COMMENTS THAT THEY WANTED TO SAY SOMETHING ON, SEND US AN EMAIL.

IT IS REALLY EASY AT SCHOOL BOARD.

SCOREBOARD@EDMONDS.NET.EDU. AND IT COMES TO ALL OF US AND DR.

MINOR. AND SEND US THE COMMENT THAT WAY.

SO IT'S NOT AS IF IT'S CLOSING OFF AN AVENUE OF INPUT.

AND IF YOU COULDN'T BE HERE AT SEVEN OR, YOU KNOW, OR WHATEVER TIME THE PUBLIC, THEY ROLL UP AT DIFFERENT TIMES DEPENDING ON WHETHER WE HAVE A STUDENT PRESENTATION, ETC.

IF YOU KNEW YOU WEREN'T GOING TO MAKE IT ON TIME, YOU COULD STILL SUBMIT A WRITTEN COMMENT IN ADVANCE OF THE MEETING AND THEN THAT IS ALSO CAPTURED.

IN PERPETUITY, IN THE SAME WAY THAT A WRITTEN OR IN THE SAME WAY THAT AN ORAL COMMENT IS SO AND IT'S ALSO HAPPENED THAT SOMEONE HAS SENT PUT IN A WRITTEN COMMENT, NOT THINKING THEY CAN MAKE IT IN TIME.

AND THEN THEY DO MAKE IT ON TIME, AND THEY CAN READ US THE WRITTEN COMMENT SO THAT IT'S ORALLY IN THE RECORD AS WELL.

SO THERE ARE LOTS OF WAYS, I THINK I, I HAVE NO PROBLEM WITH TAKING IT OFF THE AGENDA.

ALL RIGHT. WE'LL DO IT FOR NEXT TIME.

YEAH. SOUNDS GOOD.

THANK YOU. THE NEXT ITEM THIS EVENING, THEN, IS THE THE SECOND PUBLIC COMMENT.

[13. PUBLIC COMMENTS 8:15 pm]

I DO NOT BELIEVE THAT THERE ARE NO NO ONE HAS SIGNED UP FOR THE SECOND PUBLIC COMMENT.

I TRIED TO SIGN UP.

NOBODY WAS BACK THERE. OKAY, LET'S HAVE SOMEBODY GO HELP YOU GET YOUR NAME SIGNED UP IN THERE, AND WE CAN DO YOU WANT ME TO TAKE THAT? YEAH. GO AHEAD. AND IT'LL JUST TAKE A SECOND.

IT NEEDED A PASSWORD.

PASSWORD PROTECTED. SO THAT'S WHY I DIDN'T SIGN UP.

WHILE WE'RE DOING THAT, I'LL TAKE A MOMENT TO SAY HOW IMPRESSED I WAS BY THE STUDENT REPRESENTATIVE NETWORK WITH WASEDA THIS YEAR.

DID A LOT OF GREAT ADVOCACY ON BEHALF OF STUDENTS.

THE BILL THAT WAS WAS GOING TO PUT STUDENT ADVOCACY ADVISORY GROUPS DID NOT MAKE IT THROUGH THE CUT OFF, BUT

[02:05:10]

SECOND SUBSTITUTE HOUSE BILL 1692.

CORRECT. DIDN'T MAKE IT.

IT DIED YESTERDAY I KNOW.

YEAH. BUT YEAH, I WAS REALLY IMPRESSED WITH THE THE ADVOCACY.

AND SO WE GOT ANOTHER CHANCE.

I'M GLAD YOU'RE TRACKING THAT ONE.

I THINK BOTH PARTICIPANTS WERE HERE.

I THINK BOTH OF THE PEOPLE WHO ARE SIGNING UP FOR THE SECOND ONE WERE HERE WHEN YOU READ THE PUBLIC COMMENT STATEMENTS.

SO I DON'T THINK YOU NEED TO REREAD THAT AGAIN.

SO. SO QUICKLY ON THE COMMON ISSUE HERE.

SOMETIMES, LIKE YOU STATE YOUR NAME STEVE MOSSMAN AND YOUR RELATIONSHIP TO THE DISTRICT.

I LIVE IN THE DISTRICT. PERFECT.

THANK YOU. WE DO ALWAYS HEAR SOMETHING THAT KIND OF PERKS MY INTEREST, WHICH TONIGHT WAS RATHER INTERESTING WHEN YOU TALKED ABOUT THE GRADUATION WASTE, BECAUSE SOMETHING THAT OUR GROUP HAS BEEN KIND OF FOCUSING ON, ALONG WITH OTHER ISSUES.

BUT ONE OF THE THINGS THAT I WOULD STRESS IS THAT WITH HIGHER EXPECTATIONS COME HIGHER RESULTS.

AND TOO OFTEN I SEE WHEN WE LOWER OUR EXPECTATIONS.

PRIME EXAMPLE OF THAT IS ORGAN.

WE GET MAYBE BETTER RESULTS, BUT OUR RESULTS AREN'T REALLY EQUIVALENT.

I ENCOURAGE YOU TO BE VERY CAREFUL THAT YOU DO NOT DUMB DOWN THE SYSTEM ENOUGH THAT WE'RE GETTING A HIGHER GRADUATION GRADUATION RATE WITH ABYSMAL RESULTS.

REALISTICALLY. I WOULD ALSO ENCOURAGE A HIGHER FOCUS.

THE NAME OF OUR GROUP IS PARENTS FOR EDUCATION RATHER THAN INDOCTRINATION.

AND WHAT WE'VE SEEN IS THAT A OVEREMPHASIS ON THINGS OUTSIDE OF PROPER FORMAL EDUCATION, EDUCATION FOR MATH, FOR HISTORY, FOR SCIENCE, FOR SOCIAL STUDIES, RATHER THAN SPENDING, I DON'T KNOW HOW MANY.

HUNDREDS OF THOUSANDS OF DOLLARS.

MY ASSUMPTION IS, I DON'T KNOW.

I HAVEN'T SEEN THE RECORDS ON IT YET FOR THINGS LIKE I HATE TO SAY IT OUT LOUD BECAUSE IT'S KIND OF THE ELEPHANT IN THE ROOM, BUT DIE.

TO ME, ALL THAT DOES IS IT ISOLATES THE DIFFERENT GROUPS AND PITS THEM AGAINST EACH OTHER.

WE SEE SO MANY OF THESE STUDENT UNIONS FOR THIS GROUP, STUDENT UNIONS FOR THIS GROUP, STUDENT UNIONS FOR THIS GROUP, WHERE IT DOESN'T IT'S IT'S IN A SENSE OF WE'RE TRYING TO INCORPORATE EVERYBODY IN.

BUT REALISTICALLY, WHAT I'VE SEEN IT HAPPEN NOT ONLY IN SCHOOLS, BUT JUST EXCUSE ME, THROUGHOUT THE COUNTRY, IT'S DIVIDING ONE GROUP AGAINST THE OTHER.

IF WE JUST LOOK AT EVERYBODY AS STUDENTS, TREAT THEM AS STUDENTS AND THEN TEACH THEM AS STUDENTS RATHER THAN TRYING TO DIVIDE, EVERYBODY WILL PROBABLY GET BETTER RESULTS AND AGAIN, RAISE EXPECTATIONS.

LET THEM KNOW THAT THEY'RE EXPECTED TO DO THESE THINGS.

AND I THINK YOU'RE GOING TO GET BETTER RESULTS.

JUST MY OPINION. THANK YOU.

TONY SHAPIRO.

WELL, NOW THAT YOU'VE DECIDED TO CANCEL THE SECOND COMMENT SESSION, THIS IS THE FIRST NIGHT THAT I FELT IT MIGHT BE WORTHWHILE TO INTERJECT SOME IDEAS ABOUT YOUR DISCUSSION, WHICH WAS GREAT TONIGHT, AND FOCUSING ON, I THINK THE ISSUE THAT I SEE, I'M NOT AN EDUCATOR, BUT INSPIRING STUDENTS, GIVING THEM A SENSE OF WHERE THEY CAN BE TEN YEARS FROM NOW AND WHAT THEY MIGHT WANT TO GO INTO AND EXPOSING THEM TO, TO ASPECTS LIKE, YOU KNOW, GUY WIRES ON TELEPHONE POLES, YOU KNOW, THIS IS MATH AND THIS IS ALGEBRA AND THIS GEOMETRY AND TALKING ABOUT THESE THINGS IN THE REAL WORLD CONTEXT, I THINK, CAN EXPOSE KIDS TO WHY SHOULD I REALLY STUDY ALGEBRA? WHAT AM I DOING IN HERE? YOU KNOW, I DON'T SEE ANY USE FOR THIS.

AND ALSO I THINK THE CTE PROGRAM IS TERRIFIC IN EXPOSING KIDS TO DIFFERENT PROFESSIONS AND DIFFERENT ASPECTS THAT THEY CAN MOVE INTO.

AND SO INSPIRING KIDS IN SOME WAY THAT PERHAPS THEY AREN'T GETTING TODAY IN THE REAL WORLD ASPECTS OF ONCE YOU GET OUT INTO THE ECONOMY AND YOU'RE DEALING WITH REAL PROBLEMS THAT NEED TO BE SOLVED COULD INSPIRE THEM IN WAYS THAT THEY PERHAPS AREN'T INSPIRED TODAY.

SO THAT'S THAT'S ONE OF THE POINTS THAT I WOULD LIKE TO ENCOURAGE THE BOARD TO CONSIDER.

HOW CAN WE EXPOSE KIDS TO HOW THEY USE THIS EDUCATION, WHERE THEY CAN GO? AND IT'S NOT NECESSARILY THAT THEY HAVE TO GO TO COLLEGE THE WAY COLLEGES ARE TODAY.

YET AT THE SAME TIME, THEY CAN SEE THAT THEY'RE THEY'RE LEARNING MATH AND LEARNING HISTORY AND SEEING OTHER ASPECTS OF THE WORLD WILL HELP THEM ACHIEVE SOMETHING IN THE

[02:10:07]

NEXT ON THE AGENDA IS OUR LEGISLATIVE UPDATE AND I'LL TURN TO DIRECTOR CHASE.

THANK YOU VERY MUCH.

WELL, WE ARE AS WE KNOW, THE LEGISLATIVE SESSION STARTED JANUARY 8TH AND IS GOING TO END IN NINE DAYS.

[14. LEGISLATIVE UPDATES]

IT WAS A SUPPLEMENTAL BUDGET.

YESTERDAY WAS A BIG DAY.

IT WAS THE LAST DAY FOR BILLS TO BE READ OUT OF THE HOUSE COMMITTEE, TO PASS OUT OF COMMITTEE AND BE READ ONTO THE FLOOR CALENDAR.

THE. DEADLINE PREVIOUSLY WAS THE 21ST IN OUR BILL LIST WENT DOWN FROM I STARTED WE STARTED 140.

WE WENT DOWN TO 49.

AND IT'S GOING TO GO DOWN EVEN MORE.

I HAVEN'T HAD A CHANCE TO CHECK ALL THE BILLS THAT HAVE NOT MADE IT THROUGH.

AS A CURSORY QUICK LOOK, I DID NOTE ONE THAT I WAS FOLLOWING, THAT I WAS DISAPPOINTED.

BUT THERE ARE SOME BILLS THAT ARE STILL MOVING FORWARD.

AND WE HAVE FOR AND WE HAVE FOR INSTANCE, JUST A MOMENT.

THERE IT IS.

WITH THE BILLS COMING OUT NOW, THE BILLS THAT WE'RE GOING TO BE SEEING ARE GOING TO BE ON THE FLOOR AND WILL BE DOING FOR THE NEXT NINE DAYS BUDGET NEGOTIATIONS AND FLOOR DISCUSSIONS. SO 2 OR 3 BILLS THAT WERE HIGH PRIORITY FOR WADDESDON WE WERE TRACKING DID MAKE IT THROUGH.

ONE WAS THE GOVERNOR'S REQUEST TO INCREASE THE CURRENT FUNDING CAP 17.2%.

THAT'S HOUSE BILL 2180.

THAT MADE IT THROUGH FOR SPECIAL ED.

FOR SPECIAL ED, YEAH, THAT'S STILL GOING.

THE ADDITIONAL STAFFING ALLOCATIONS THAT SENATE BILL 5882 THAT MADE IT THROUGH 2420, 24, 94 INCREASING STATE FUNDING FOR OPERATING COSTS FOR SCHOOLS THAT'S STILL ALIVE AND PROVIDING CAPITAL, FINANCIAL ASSISTANCE TO SMALL SCHOOL DISTRICTS WITH DEMONSTRATED FUNDING CHALLENGES THAT MIGHT BE OF SPECIAL INTEREST TO SOME OF OUR AUDIENCE MEMBERS.

THESE FOUR ARE JUST THOSE THAT I'M AWARE OF RIGHT NOW.

WE'RE GOING TO HAVE A MEETING TOMORROW AT NOON AND AT 530 TO REVIEW WITH THE LEGISLATIVE COMMITTEE EVERYTHING THAT'S CURRENT RIGHT NOW THAT MADE IT OR NOT.

WHAT WAS THE THIRD WAS THE THIRD ONE, THE ONE ON M6.

24, I THINK M6 WAS 24, 94.

DID THAT MAKE IT THROUGH? YES. OKAY.

SO. AND INCREASING THE CAP.

SO THIS IS WHERE WE ARE RIGHT NOW.

WE'VE MADE IT TO THIS POINT.

NOW WE START TAKING A LOOK AT WHAT HAS MADE IT THE FLOOR DISCUSSIONS.

AND WE CONTACT OUR LEGISLATORS WITH THOSE BILLS THAT ARE GOING TO ALIGN WITH OUR DISTRICT GOALS AND OUR DISTRICT DISTRICT PRIORITIES FOR THE LEGISLATIVE.

AND I'LL HAVE A LITTLE BETTER HANDLE ON THOSE SPECIFIC BILLS TOMORROW.

IS THERE ANY CHANCE THAT ARE CONTACTING THEM COULD ACTUALLY MAKE A MODIFICATION.

WHAT I'M THINKING OF IS I KNOW THAT, FOR EXAMPLE, THE 5882, THE PROTOTYPICAL SCHOOL MODEL IN TERMS OF YEAH, VERY SMALL MEAGER INCREASE IN FUNDING FOR PARAS COMES WITH NOW A STRING, A CONDITION THAT WE HAVE TO DOCUMENT HOW WE'RE USING IT AND THAT WE'RE USING IT FOR THIS, THAT OR THE OTHER, WHICH IS REALLY JUST ANOTHER UNFUNDED MANDATE, WHICH IS IRONIC BECAUSE AT THE TOWN HALL LAST SATURDAY, WAS IT LAST SATURDAY, THEY SAID FOR THE 21ST THEY SAID THEY WERE REALLY, YOU KNOW, THEY WERE REALLY WORKING TO GIVE US MORE FUNDING AND THEY WERE REALLY AVOIDING UNFUNDED MANDATES.

AND NOW THEY'RE GIVING US ONE WHERE THEY'RE GIVING US A LITTLE BIT OF FUNDING THAT THEY'VE REALLY CHOPPED, AND THEY'RE ADDING AN UNFUNDED MANDATE.

SHARING OUR POSITION WITH OUR LEGISLATORS IS NEVER A WASTE OF TIME.

OKAY. BECAUSE WE REALLY SO I'M SAYING THESE BILLS ARE GOING FORWARD, BUT YOU JUST UNTIL SINE DIE, UNTIL THE LAST DAY OF SESSION IS CLOSED, YOU NEVER KNOW WHAT'S GOING TO HAPPEN.

OKAY. SO THEY THEY MIGHT MAKE AMENDMENTS ON THE FLOOR AND.

OKAY. IT'S A LIVE PROCESS.

OKAY. SO.

SO WHILE WE GET THAT, IS THAT TELEVISED? OH, YEAH. IT'S ABSOLUTELY EVERYTHING'S TELEVISED.

TV HAS EXCELLENT, EXCELLENT COVERAGE.

I WOULD ACCESS IT.

YOU KNOW, YOU CAN DO IT ON YOUR COMPUTER.

ROKU'S GOT A REALLY GOOD CONNECTION, BUT TVS HAS CHANNELS.

YOU WATCH THE FLOOR DEBATES LIVE, AND I'LL BE HAPPY.

I'LL SHARE THAT STUFF, TOO.

I THINK I KNOW HOW TO GET TO IT THROUGH THE LEGISLATION.

I HAVE IT ON IN THE BACKGROUND A LOT.

OH, THE SO, SO AS WE'VE GOT THESE NEXT NINE DAYS, THE THE CYCLE, THE CONTINUAL CYCLE DOES NOT STOP.

WE NEED TO BE PREPARING FOR TALKING WITH OUR LEGISLATORS OUTSIDE OF SESSION, SETTING UP, SETTING UP DATES FOR SCHOOL TOURS.

WE'VE STARTED THAT. WE ALSO HAVE TO PREPARE FOR THE MAZDA PLATFORM REVISION WINDOW, WHICH I THINK WAS IN OUR FRIDAY MEMO THINKING ABOUT IF

[02:15:06]

WE'VE GOT SOME LINKS TO THAT.

WE CAN OUR DEADLINE LET'S SEE WOULD BE.

MARCH 12TH, WE WANT TO TAKE A LOOK AT A POSITION WE'D NEED TO.

WE ONLY CAN BRING FORWARD POSITIONS THAT ARE PASSED BY OUR BOARD.

AND SO TO MEET THE DEADLINE, IF WE BRING IT FORWARD ON MARCH 12TH AND WE HAVE A FULL VOTE ON MARCH 26TH.

SO WE'VE SHARED SOME OF THESE LINKS.

BUT I'M GOING TO SUGGEST THAT WE AS A BOARD, EVERYBODY TAKE A LOOK, SEE IF THERE'S SOMETHING THAT YOU WANT TO CHAMPION.

WE MAY BE ABLE TO REACH OUT TO OTHER DISTRICTS THAT HAVE SIMILAR IDEAS AND CHANGES, BUT THE TIME.

SO THAT WOULD BE BY OUR NEXT MEETING.

SO HAVE YOU ALREADY STARTED THE DISCUSSION WITH SOME OF THE FOLKS? I KNOW LAST YEAR SHORELINE WAS VERY ACTIVE IN WORKING.

WE'VE BEEN A LITTLE HEAD DOWN WITH THE LEGISLATIVE SESSION, SO I HAVEN'T CHECKED YET, BUT WE WILL.

WE'RE MEETING TOMORROW AND THAT THAT'S TOMORROW.

THE MEETING IS TOMORROW, SO I'LL HAVE A BETTER IDEA TOMORROW.

OKAY. GREAT TO SEE.

BUT I DO RECOMMEND THAT OUR WE TAKE A LOOK AS BOARD MEMBERS THROUGH THESE POSITIONS JUST TO BECOME FAMILIAR AND SEE IF SOMETHING THAT, THAT PERHAPS WE WOULD LIKE TO SEE BETTER ALIGNED WITH WHAT WE SEE AS A VISION FOR WASEDA.

THERE'S SPECIFICS ON THE REVISION WINDOW, HOW THE PROPOSAL CONTENT IS IN OUR FRIDAY MEMO, AND I THINK HAS BEEN SHARED OUT.

IT'S ALSO ON THE WASEDA WEBSITE, AND I THINK THAT'S IT FOR NOW.

I'LL HAVE MORE INFORMATION TOMORROW.

OH, I DID WANT TO MENTION THE FOR THE SUPPLEMENTAL BUDGET WHERE THE DEBATES ARE BE GOING.

THERE'S BEEN THE THE GOVERNOR'S BUDGET, THE HOUSE PROPOSED BUDGET, AND THE SENATE PROPOSED BUDGET.

AND EACH ONE HAS A LITTLE BIT DIFFERENT PRIORITIES.

AND THAT IS WHAT'S GOING TO BE DEBATED HOTLY ALSO FOR THE NEXT NINE DAYS.

AND I SHARED THAT SIDE BY SIDE COMMENT.

UNFORTUNATELY, NONE OF THEM ARE REALLY AT THE LEVEL OF WHAT WE NEED, BUT WELL, YES, I CONCUR WITH MY ESTEEMED COLLEAGUE.

SO THIS IS MY REPORT FOR NOW.

UNLESS THERE'S ANYTHING ELSE YOU GOT SOME QUESTIONS ON.

ANY QUESTIONS? GOOD. KEEP MOVING FORWARD.

THANK YOU, DIRECTOR CHASE, WE REALLY APPRECIATE YOUR KEEPING US UP TO DATE ON ALL OF IT.

AND SO NEXT ARE BOARD MEMBER COMMENTS.

KEVIN, YOU WANT TO START.

[15. BOARD MEMBER COMMENTS]

TONIGHT'S DISCUSSION ABOUT GRADUATION.

I DID SEND EARLIER, EARLIER TODAY, LIKE AT AROUND 330, I DID SEND AN EMAIL ALONG.

SO THE LINWOOD HIGH SCHOOL AND MOUNTLAKE TERRACE ROBOTICS TEAM DID SEND AN EMAIL TO INVITE THE SCHOOL BOARD MEMBERS TO COME TO THE PRACTICE FIELD AT FORM ALDERWOOD MIDDLE SCHOOL. I KNOW THERE'S SOME QUARRELING ABOUT THAT.

THIS DURING THE SCHOOL YEAR ABOUT IT'S STILL UNDER CONSTRUCTION AND THE WATER PIPES AND HEAT NOT BEING OUT.

AND NOW THEY'RE GLAD TO BE ABLE TO HAVE THAT BACK.

AND THEY'RE GLAD TO HAVE IT BACK AND TO HAVE IT RUNNING AGAIN.

AND THEY'RE INVITING YOU TO COME SEE.

I KNOW KAREN, I KNOW OUR I KNOW DIRECTOR CHASE HAS BEEN ADVOCATING A STUDENT ADVISORS TO JOIN THE STUDENT REPRESENTATIVES NETWORK.

YES. AND I ACTUALLY DID ATTEND A MEETING LAST NIGHT.

YES. WE FOUND OUT THAT THE THE BILL WE JUST MENTIONED ENGROSSED SECOND SUBSTITUTE HOUSE BILL 1692 ABOUT BEING ABLE TO ESTABLISH THE STUDENT REPRESENTATIVES NETWORK INTO STATUTE, DIED IN COMMITTEE.

AND THAT WAS UNFORTUNATE.

ANOTHER THING THAT THEY'RE LOOKING AT ADVOCATING FOR IS HAVING STUDENT ADVISORS BE ABLE TO HAVE AN ADVISORY VOTE, MUCH LIKE HOW WE'RE ABLE TO LIKE HERE, WE CAN MAKE OUR BOARD COMMENTS RIGHT BEFORE THE DIRECTORS.

WE CAN HAVE OUR ADVISORY, NON-BINDING VOTES ON MATTERS OF AGENDA, LIKE ON THOSE SECOND READINGS OR SINGLE READINGS.

YEAH. LET'S SEE, TODAY AT LINWOOD HIGH SCHOOL.

THE PRINCIPAL CAME ON THE INTERCOM TODAY AFTER LUNCH.

AND HE'S A VERY LOVED PRINCIPAL BY THE STUDENTS.

BUT WHEN HE HAS TO COME ON THE INTERCOM LIKE THIS, IT'S NOT VERY GOOD NEWS.

HE TALKED ABOUT HE TALKED ABOUT AN INCIDENT, ABOUT HOW WE HAVE STUDENTS WHO CALL AROUND ABOUT WHO KNOWS WHAT HIGH SCHOOL FIGHTS ARE. THE ARE NOT UNCOMMON.

THEY DO HAPPEN.

BUT BUT WHEN YOU HAVE STUDENTS WHO DON'T INTERVENE, THEY STAND THEIR FILM.

IT'S IT'S NOT ACCEPTABLE.

SOMEONE'S GOT TO STEP IN.

BUT NOBODY DID.

PEOPLE WALKED OVER THE UNCONSCIOUS STUDENT IN THE BATHROOM, IGNORING IT.

[02:20:01]

WE SHOULD BE HELPING EACH OTHER.

DON'T FILM THE VIDEOS.

BE ABLE TO HELP EACH OTHER.

IT COULD BE A FRIEND WHO IS IN NEED, AND IT KIND OF SETS.

IT'S A KIND OF A SETBACK AT HAVING SCHOOL FEEL LIKE A BELONGING, SAFE PLACE.

AND THERE'S A MULTITUDE OF THINGS HERE, AND I HOPE THAT THE STUDENT WHO WAS KNOCKED UNCONSCIOUS IS DOING WELL, AND I HOPE WE CAN HAVE BETTER RESULTS IN THE FUTURE. THANK YOU.

KEVIN. AMAYA.

I WANTED TO TALK ABOUT STUDENT BELONGING.

AS SAID FROM ONE OF THE THE PUBLIC COMMENTS.

WE SHOULD.

QUOTING THE COMMENT WE SHOULD BE VIEWING KIDS AS A WHOLE, AND I BELIEVE THAT IF WE VIEW KIDS AS A WHOLE, WE'RE KIND OF TAKEN AWAY FROM THE THINGS THAT AFFECT THEM.

ESPECIALLY WHEN WE LOOK AT THINGS LIKE GRADUATION RESULTS, IF WE'RE LOOKING AT STUDENTS AS A WHOLE RATHER THAN LIKE CERTAIN DEMOGRAPHICS, WE'RE NOT REALLY SEEING THE BIG PICTURE ON WHY THE NUMBERS ARE THE WAY THEY ARE OR WHY CERTAIN RESULTS ARE HIGHER THAN OTHERS.

AND WHEN IT COMES TO AFFINITY GROUPS LIKE WE HAD PRESENTED EARLIER OUR AFFINITY GROUPS ARE AVAILABLE TO ANYONE TO COME. SO THERE ISN'T ANY STUDENT THAT'S BEING EXCLUDED.

PEOPLE ARE ALLOWED TO COME WITH THEIR OWN OPINIONS.

EVERYONE HAS A DIFFERENCE OF OPINIONS OR A DIFFERENCE OF VALUES.

SO EVERYONE IS WELCOME WITHIN THESE SPACES.

BUT THEN ALSO CONNECTING TO STUDENT BELONGING.

KIDS DON'T FEEL WELCOME.

AT SCHOOL OR FEEL LIKE THEY SHOULD BE THERE.

IF THEY DON'T SEE THEMSELVES IN THE CURRICULUM, OR SEE PEOPLE THAT LOOK LIKE THEM, OR SEE A SPACE THAT THEY CAN JUST BE THEMSELVES.

ESPECIALLY FOR STUDENTS OF COLOR OR STUDENTS WHO ARE FROM MARGINALIZED COMMUNITIES, WHEN THEY HAVE AFFINITY GROUPS, THEY ARE ABLE TO SEE THEMSELVES AND IT MAKES THEM WANT TO COME TO SCHOOL EVEN MORE. THANK YOU.

DIRECTOR KRAMER.

I JUST. REALLY APPRECIATE OUR STUDENT REPRESENTATIVES, KEVIN MEYER.

YOUR VOICE IS YOUR VOICE IS LEND A TREMENDOUS AMOUNT TO OUR OUR WORK HERE.

AND I ALSO WANT TO THANK THE BOARD MEMBERS FOR LIVELY DISCUSSION.

I THINK THE MORE WE HAVE OPEN AND VIGOROUS DISCUSSIONS, EVEN IF WE HAVE SOME DISAGREEMENTS, THAT'S HOW WE GET THINGS MOVING FORWARD IN THE RIGHT DIRECTION. THAT'S HOW DEMOCRACY WORKS.

SO I APPRECIATE THAT.

REALLY APPRECIATE THE BOARD.

AND ALSO WAS FEELING INSPIRED BY OUR SUPERINTENDENTS ENTHUSIASM AND AND POSITIVE THINKING TOWARD THE FUTURE.

IT'S IT'S CONTAGIOUS.

AND I'M FEELING REALLY GOOD ABOUT WHERE WE'RE HEADED.

THANK YOU. DIRECTOR SMITH.

YES. SO I'LL BE QUICK.

I'M GETTING OVER BEING SICK HERE, SO THERE'S JUST A COUPLE OF PIECES OF BUSINESS I WANT TO TOUCH ON.

THIS EVENING ONE BEING WE HAD A PUBLIC COMMENT REGARDING THE FIELDS AND HOW THAT'S PART OF OUR CAPITAL BUDGET.

I NOT 100% CERTAIN.

YOU KNOW, I CAN'T SPEAK TO HOW KATE LOOKS, AND I'M NOT 100% CERTAIN THAT THE SPEAKER WAS SAYING THAT WE SHOULDN'T HAVE THESE FIELD UPGRADES.

BUT I JUST WANTED TO SAY, AS SOMEONE WHO SPENDS A LOT OF TIME ON THOSE FIELDS AS A SPORTS OFFICIAL, THEY DEFINITELY DO NEED SOME UPGRADES.

MOUNTLAKE TERRACE HIGH SCHOOL HAS SOME HOLES IN THAT FIELD WHERE THEY PLAY FOOTBALL.

THAT'LL TAKE OUT SOMEBODY'S KNEE.

ALDERWOOD MIDDLE SCHOOL IF IT HASN'T RAINED IN A WHILE THAT FIELD IS LIKE HARD AS CONCRETE.

THESE ARE JUST SAFETY THINGS.

AND I WAS WONDERING OVER THE LAST COUPLE SEASONS HOW TO EFFECTIVELY ADVOCATE FOR US TO DO SOMETHING ABOUT THOSE.

SO YOU KNOW, IT MAY NOT SEEM LIKE IT IF YOU'RE ON THE OUTSIDE, YOU DON'T GET ON THOSE FIELDS EVERY DAY, BUT THIS IS GOING TO BE A REALLY GOOD UPGRADE FOR OUR DISTRICT AND STUDENT SAFETY AND EVERYTHING ELSE, EVEN EVEN IF IT DOESN'T SEEM THAT WAY ON THE FACE OF IT.

EXCUSE ME. AND THEN I ALSO WANTED TO MENTION AND I WILL SAY, CORRECT ME IF I'M WRONG ON THIS.

I DON'T BELIEVE OUR BUDGET TOOL HAS GONE LIVE YET, BUT I DO WANT EVERYBODY IN THE COMMUNITY TO TAKE AN OPPORTUNITY TO LOOK AT THAT.

THERE. IT'S IT'S A TOUGH BUDGET YEAR.

AS WE I'M SURE MANY OF YOU KIND OF GOT THE VIBE OF THAT FROM OTHER MEMBERS OF THE BOARD SPEAKING.

AND I THINK THAT IT'S A LOT STRONGER FOR US AS A COMMUNITY, IF WE CAN ALL HAVE SOME INPUT IN THAT VERSUS JUST FIVE PEOPLE UP AT THE DAIS THERE MAKING DECISIONS OR SOME PEOPLE IN AN OFFICE EVERYBODY GETTING A CHANCE TO TOUCH THAT AND SEE IT.

I THINK IT ALSO, TO A CERTAIN EXTENT, COULD CREATE A LITTLE BIT OF CAMARADERIE THERE WHERE EVERYONE HAS HAD TO TOUCH THE CUTS IN A WAY.

[02:25:04]

AND SO I WOULD REALLY ENCOURAGE PEOPLE TO LOOK AT THOSE PLAY WITH THAT TOOL AND THAT INPUT WILL GET SENT TO US AND THE DISTRICT AS WELL TO LOOK AT.

AND SO IF THERE ARE OBVIOUS OUTLIERS THAT THE COMMUNITY SAYS, THIS IS SOMETHING THAT WE FEEL LIKE WE WE CAN'T LOSE, EVEN THOUGH IT'S NEVER A GOOD OPTION TO LOSE SOMETHING, IT'LL HELP US DECIDE WHERE THE COMMUNITY SUPPORT IS AND WHERE THE COMMUNITY HAS LESS SUPPORT FOR STUFF.

SO I JUST WANT TO ENCOURAGE YOU ALL, ONCE THAT GOES LIVE, TO GET ON THAT TOOL.

THANK YOU. THANK YOU, DIRECTOR CHASE.

I WANT TO THANK THE CTE FOR THE GIFTS.

THIS IS REALLY, REALLY COOL.

AND ALSO OUR NOTE.

WE HAVE THE STEM DUCK STORY ABOUT THE DUCK REPRESENTING DUCK DEBUGGING, A PROCESS OF EXPLAINING YOUR COMPUTER CODE TO A RUBBER DUCKY IN ORDER TO THINK THROUGH THE CODE.

I'M GOING TO USE THAT IN ALL THINGS THAT I'M DOING.

IF I CAN EXPLAIN MY THOUGHT PROCESS TO THIS RUBBER DUCK THAT I KNOW I'M ON THE RIGHT TRACK.

SO I APPRECIATE THIS REMINDER.

FOR OUR CYCLE OF CONTINUOUS LEARNING AND IMPROVEMENT.

AND ON THAT TOO, I WANT TO SAY THAT I REALLY APPRECIATE THE DISTRICT CURRICULUM ADOPTION PROCESS AND HOW INTENTIONAL, COLLABORATIVE AND INCLUSIVE IT IS IS REFLECTED IN HAVING THROUGHOUT THE CURRICULUM ADOPTION.

WE'VE HAD IT OUT IN THE IN THE LOBBY SO THAT MORE, MORE OF THE PUBLIC CAN BE ENGAGED.

AND I JUST I APPRECIATE THAT TOO, BECAUSE OFTEN THAT IS THE ONE TIME THAT I'M ABLE TO PUT SOME HANDS ON SOME OF THE THINGS THAT WE'RE TAKING A LOOK AT AND TO THAT POINT ON THE SENSE OF BELONGING, WHICH WE KNOW HELPS STUDENTS SUCCEED.

AND IN ADOPTIONS, MAKING SURE THAT OUR MATERIALS ARE REFLECTING THE STUDENTS THEY SEE THEMSELVES IN, THE MATERIAL THAT WE'RE ADOPTING.

I KNOW THAT THAT'S BEEN A FOCUS.

AN INTENTIONAL FOCUS ON THE COMMITTEE AND THE TEAM THAT'S LOOKING AT THE ADOPTIONS.

AND I REALLY, REALLY AM PROUD OF THAT IN OUR DISTRICT AND JUST WANTED TO SHARE THAT AS WE KEEP MOVING FORWARD.

SO THANK YOU. THANK YOU, DIRECTOR KILGORE.

THANK YOU. I DON'T WANT TO END WITH A DOWNER.

I FEEL LIKE I GOT HOT TONIGHT, AND BUT I NEEDED TO.

I NEEDED TO GET THAT OUT AND EXPRESS MY FRUSTRATION.

I WANT TO CLARIFY MY THOUGHTS ABOUT SENSE OF BELONGING.

WHEN I SAID I DON'T KNOW WHAT IT MEANS, I DON'T, ESPECIALLY WHEN WE'RE TALKING ABOUT PANORAMA DATA, WHICH SAYS, ASK KIDS, DO YOU FEEL LIKE YOU BELONG HERE? AND I DON'T, YOU KNOW, I COULD BE IN A BAD MOOD AND FEEL KIND OF ROTTEN THAT DAY.

HOWEVER, AM I REALLY APPRECIATE YOUR COMMENTS BECAUSE YOU DID GO A WAYS TO OPERATIONALIZING THAT SAYING, I SEE MYSELF IN THE CURRICULUM, I SEE MYSELF IN THE MATERIALS.

AND, MR. SHAPIRO, YOU ALSO WENT A WAYS INTO THIS.

I CAN ENVISION MYSELF AS THE SUCCESSFUL PERSON, AS THIS PERSON WHO WORKS FOR T-MOBILE OR ANY OF THE PLACES THAT WE SEND OUR INTERNS.

AND SO THESE ARE THINGS THAT I CARE ABOUT A LOT.

I CARE THAT OUR STUDENTS AND ENVISION THEMSELVES AS A SCIENTIST, AS A, AS A SCHOLAR AND, AND FEEL LIKE THEY BELONG AS A LEARNER IN THE CLASSROOM.

AND AND IT GOES BACK.

THAT'S MY HISTORY.

I MEAN, IT'S, YOU KNOW, I MYSELF AM SOMEWHAT EDUCATED AND AND SOMETHING THAT REALLY I'VE WORKED WITH VULNERABLE POPULATIONS.

AND I KNOW WHAT A PERSON WHO DOESN'T SEE THEMSELVES AS A LEARNER, I KNOW WHAT IT'S LIKE.

IT'S IT'S TERRIBLE.

IT'S IT'S IT'S AN END, YOU KNOW, IT'S YOU KNOW, THERE IS NO HOPE.

TO A PERSON WHO DOESN'T SEE THEMSELVES AS A LEARNER.

AND SO IT'S VERY IMPORTANT TO ME.

AND SO I THANK YOU FOR CLARIFYING.

SOME, SOME OF THOSE ELEMENTS OF WHAT IT MEANS TO BELONG, WHAT IT MEANS TO BE A SCHOLAR, TO HAVE A VISION, TO SEE ONESELF IN THE FUTURE AS A PRODUCTIVE CITIZEN AND AS A PROFESSIONAL, AS A AS A HUMAN WHO CONTRIBUTES. SO I APPRECIATE THAT.

I IT'S NOT ALL BAD.

I MEAN, YES, I DID SAY IT WAS ALL BAD, BUT I DIDN'T TOTALLY MEAN IT.

I MEAN, WE DO HAVE SOME REALLY GREAT ELEMENTS.

AND OF COURSE, ONE IS OUR WONDERFUL CTE PROGRAM LED BY MARK MADISON.

[02:30:07]

I MEAN, THEY HAVE THEY HAVE VERY SOLID GRAD RATES.

SO I YOU KNOW, THAT'S THAT'S ONE OF OUR HIGHLIGHTS.

OUR, OUR, YOU KNOW, CURRICULUM AS IT'S BEING ADOPTED AND IT'S, IT'S REALLY GETTING A RIGOROUS RUN THROUGH BY OUR WHOLE COMMUNITY. THAT'S THAT'S A REAL HIGHLIGHT.

AND SOME OF THE SMALL THINGS THAT WE DO, THEY'RE A REAL HIGHLIGHT.

AND, AND WHEN MOUNTLAKE TERRACE GO HAWKS, MY KID GOES THERE, YOU KNOW? SO I DIDN'T WANT TO SPEAK UP RIGHT IN THE MIDDLE OF THE PRESENTATION.

I DIDN'T WANT TO BIAS IT TOO MUCH, BUT HE'S GOTTEN AN AMAZING EDUCATION THERE.

HE REALLY HAS.

AND HE'S FOUND HIS PLACE.

YOU KNOW, HE'S FOUND HIS THINGS TO DO THERE THAT HE LIKES TO DO AND THAT AND THAT MAKE HIM FEEL GOOD ABOUT HIMSELF AND HIS FUTURE.

SO KEEP UP THE GOOD WORK.

AND AND YES, I, I DO FEEL, YOU KNOW, FRUSTRATION TODAY, BUT I STILL HAVE OPTIMISM FOR THE FUTURE.

AND I'M GOING TO HOLD OUR, OUR SUPERINTENDENT ACCOUNTABLE AS SHE WANTS TO BE ACCOUNTABLE.

YOU KNOW, AND, AND I AND I KNOW WE'RE GOING TO MAKE IT SO.

KEEP GOING. THANK YOU.

ONE THING NOBODY'S MENTIONED, BUT THIS IS THE FIRST BOARD MEETING SINCE FEBRUARY 13TH, AND WE REALLY WANT TO THANK ALL OUR VOTERS, EVERYONE WHO WENT OUT THERE AND VOTE. AND THIS VOTED IN THE 65% OF OUR COMMUNITY WHO SAID THEY SUPPORTED OUR BUILDING NEW SCHOOLS AND HAVING THE RESOURCES TO KEEP OUR TECHNOLOGY UPDATED OUR FIELDS, EVERYTHING ELSE.

WE ARE SO APPRECIATIVE.

I WANT TO GIVE A SPECIAL SHOUT OUT TO THE YES FOR KIDS CAMPAIGN.

THIS WAS FUELED BY YOUNG NEW FAMILIES IN OUR DISTRICT, SOME WHO HAVE PRESCHOOL KIDS WHO WANT TO MAKE SURE THAT OUR DISTRICT IS STRONG FOR THE FUTURE, INCLUDING.

FACILITIES THAT PROVIDE THE KIND OF LEARNING ENVIRONMENT WHERE KIDS CAN FEEL LIKE THEY BELONG AND THEY FEEL HEALTHY AND GOOD THINGS CAN HAPPEN.

AND WE'RE JUST SO APPRECIATIVE TO OUR VOTERS AND TO EVERYBODY IN OUR COMMUNITY WHO HELPED TO MAKE THIS HAPPEN.

SO I JUST I CAN'T TELL YOU HOW GRATEFUL WE ARE THAT WE HELP SERVE IN A COMMUNITY THAT IS SO STRONG AND SUPPORTIVE OF OUR SCHOOLS. OVER THE LAST, I GUESS, IT'S BEEN LIKE, TWO WEEKS.

I'VE GONE WITH DR.

MINOR TO VISIT MEADOWDALE HIGH SCHOOL, BRIER ELEMENTARY, LYNDALE ELEMENTARY, AND THIS MORNING TO THE ALDERWOOD EARLY CHILDHOOD CENTER, WHICH FOR ME IS A REAL BLESSING BECAUSE I LOVE THREE AND FOUR YEAR OLDS IN PARTICULAR.

AND IT WAS GREAT TO SEE THAT SPECTRUM OF LEARNERS FROM YOUNG LITTLE THREE YEAR OLDS UP TO THE SENIORS IN HIGH SCHOOL TO SEE WHAT'S GOING ON ACROSS OUR DISTRICT.

AND IN A SHORT SPACE OF TIME, I DID.

I WANT TO THANK AMAYA ALSO FOR YOUR POINTING OUT, YOU KNOW, WHEN I THINK OF CLUBS.

BE IT THE, THE LSE, THE BLACK STUDENT UNION.

THIS IS STUDENT CHOICE.

IT'S STUDENT CHOICE.

THE SAME WAY THAT THAT THERE'S MUSIC CLUBS AND TECHNOLOGY CLUBS AND ROBOTICS CLUBS.

KIDS MAKE CHOICES AND IT MAKES THIS IS PART OF THE BELONGING.

YOU YOU HAVE THINGS IN COMMON WITH PEOPLE.

AS ADULTS.

WE DO THINGS WITH PEOPLE WITH WHOM WE SHARE INTERESTS OF SOME SORT, BE IT CULTURE OR OTHER KINDS OF THINGS.

I SAW IT, YOU SEE IT AT THE EARLY CHILDHOOD LEVEL WHERE KIDS CAN CHOOSE.

DO THEY WANT TO GO TO THE KITCHEN LEARNING CENTER OR THE PLAY LEARNING CENTER, YOU KNOW, IMAGINE, OR THE BOOK LEARNING CENTER.

IT'S STUDENT CHOICE.

IT'S IN A VERY IMPORTANT PART OF EDUCATION.

AND IT SHOULD ALSO BE WE WE SHOULDN'T BE LIMITING BECAUSE WE FEEL LIKE IT'S DIVIDING PEOPLE.

PEOPLE CHOOSE CERTAIN THINGS THAT TO DO THINGS WITH PEOPLE BECAUSE THEY ENJOY BEING WITH THEM OR THEY HAVE SIMILAR INTERESTS.

SO I HAVE TO SUPPORT THAT.

I WANT TO THANK EVERYBODY FOR A REALLY ROBUST CONVERSATION TONIGHT.

I LOVE THAT WE'RE ALL REALLY PASSIONATE ABOUT THIS BECAUSE GRADUATION RATE IS THE KEY.

STUDENTS WHO DON'T GRADUATE FROM HIGH, I'LL PUT IT IN A POSITIVE WAY.

STUDENTS WHO GRADUATE FROM HIGH SCHOOL EARN MORE MONEY.

[02:35:02]

THEY'RE MORE LIKELY NOT TO BE HOMELESS.

THEY'RE MORE LIKELY TO BE ABLE TO SUPPORT A FAMILY AND HAVE SUCCESSFUL, PRODUCTIVE LIVES.

JUST THE SAME WAY.

YOU ADD TO THAT, STUDENTS WHO GRADUATE FROM COLLEGE OR FROM AN APPRENTICESHIP ARE ABLE TO DO THAT AS WELL.

SO IT IS UP TO US WHEN WE TALK ABOUT SETTING UP OUR STUDENTS FOR SUCCESS, TO MAKE SURE THAT THE PART WE CAN HELP MAKE HAPPEN, WE DO EVERYTHING WE CAN TO HELP EVERY STUDENT GRADUATE.

IT DOES NOT MEAN LOWERING EXPECTATIONS.

EXPECTATIONS HAVE TO BE HIGH EVERY DAY IN THE CLASSROOM.

WE HAVE HIGH EXPECTATIONS FOR OUR STUDENTS TO LEARN.

WE'RE NOT SAYING THAT.

WE'RE SAYING TO SET UP THE OPPORTUNITIES FOR STUDENTS TO SHOW US THAT THEY'VE MET THOSE EXPECTATIONS IN FAIR AND EQUITABLE WAYS.

AND I'LL TURN IT OVER TO DR.

MINOR. THANK YOU.

THANK YOU TO DIRECTOR SMITH, WHO TALKED A LITTLE BIT ABOUT OUR BUDGET TOOL, A BALANCING ACT.

WE HAVE JUST PIVOTED IN CABINET IN THE LAST COUPLE OF DAYS.

THE WAY BALANCING ACT WORKS, AS THE BOARD KNOWS, AS THOSE WHO HAVE COME TO ONE OF OUR STUDY SESSION WORKS, IS YOU NEED TO GET TO THE NUMBER WHICH, WHATEVER THE NUMBER OF OUR DEFICIT IS IN CUTS TO BE ABLE TO SUBMIT.

WE'VE DECIDED WE'RE GOING TO GIVE IT A FEW DAYS INTO NEXT WEEK.

THERE ARE STILL A COUPLE OF BILLS ALIVE THAT COULD MAKE A REALLY QUANTITATIVE DIFFERENCE IN HOW PEOPLE MIGHT MANAGE THOSE CUTS IF WE GO OUT.

WE WERE HOPING TO GO OUT THIS THURSDAY.

BUT IF WE GO OUT TOO SOON, WE FEEL LIKE, YOU KNOW, MAYBE PEOPLE ARE GOING TO HAVE TO MAKE A LOT MORE CUTS THAN ARE ULTIMATELY GOING TO BE NECESSARY.

I'M CHOOSING TO BE OPTIMISTIC ABOUT THIS.

HONESTLY, I'M A LITTLE LESS OPTIMISTIC THAN I AM ABOUT GRADUATION RATES, BUT I'M GOING TO SAY OPTIMISTIC.

SO WE'RE GOING TO WAIT TILL NEXT WEEK AS A RESULT FOR THE BOARD, WHAT YOU'RE GOING TO SEE IN YOUR STUDY SESSION, WHEN WE GO OVER THOSE RESULTS WILL BE LESS POLISHED THAN WE WOULD HAVE HOPED, BECAUSE WE WERE HOPING TO GET IT BACK TO CLOSE IT ON A FRIDAY, HAVE THE WEEKEND TO WORK ON IT TO GIVE YOU A MORE POLISHED LOOK AT IT.

WE'RE GOING TO GO AHEAD AND LEAVE IT OPEN THROUGH THAT WEEKEND, SO PEOPLE HAVE TWO WEEKENDS TO TAKE A LOOK AT IT, GIVE THEM A LITTLE MORE TIME, YOU'LL SEE IT A LITTLE ROUGHER, BUT WE'LL TALK THROUGH IT TOGETHER AND I TRUST WE'LL BE ABLE TO DO THAT AT OUR STUDY SESSION.

JUST AS A SMALL EXAMPLE OF ONE OF THE THINGS WE IN 2020, IN 20 1920, WHICH HASN'T BEEN THAT LONG AGO, ALTHOUGH IN PANDEMIC YEARS, IT SEEMS LIKE A LONG TIME WE ACTUALLY WERE OVER FUNDED BY THE STATE TO THE TUNE OF $276,000 FOR WHAT THEY GAVE US FOR INSURANCE AND UTILITIES, YOU KNOW, SO WE ACTUALLY GOT A LITTLE BIT MORE MONEY THAN WE SPENT ON THOSE THINGS.

IF YOU'RE MONITORING YOUR HOME UTILITY BILL, AS ALL OF US DO, MY HOME UTILITY BILL HAS GONE UP A LOT.

I'M SURE EVERYBODY'S PROBABLY HAS MULTIPLY THAT TIMES TENS OF THOUSANDS OF SQUARE FEET.

WE PAY FOR UTILITIES IN THE DISTRICT.

WE DON'T GET THEM FOR FREE.

WE'RE NOW UNDERFUNDED BY $2.35 MILLION FOR INSURANCE AND UTILITIES.

THAT HAS TO COME OUT OF SOMEWHERE.

AND IT COMES OUT WHEN WE'RE TRYING TO MAKE CUTS IN A BUDGET THAT IS 88% STAFFING, IT COMES OUT OF PEOPLE THAT IMPACT KIDS IN ONE WAY OR ANOTHER.

SO I JUST WANT, AS I'M TALKING ABOUT THE BUDGET, THAT'S SOMETHING I'M TALKING ABOUT.

I WOULD ENCOURAGE EVERYBODY.

I REALLY THINK WHAT PEOPLE TALKED ABOUT TONIGHT.

THANK YOU FOR THE COMMENTS.

WE HAVE A STUDY SESSION WITH THE COLLEGE NEXT WEEK.

WE'RE TALKING ABOUT THINGS LIKE THE T MOBILE INTERNSHIP, LIKE RUNNING.

NOT LIKE WE'RE TALKING ABOUT THE T-MOBILE INTERNSHIP.

WE'RE TALKING ABOUT RUNNING START.

WE'RE TALKING ABOUT WAYS THAT KIDS CAN SEE THEMSELVES IN THE FUTURE, GET SUPPORTED.

IN HIGH SCHOOL, I'D ENCOURAGE EVERYBODY TO COME ANOTHER OPEN PUBLIC MEETING STUDY SESSION NEXT WEEK.

I'VE JUST MET WITH PRESIDENT SINGH TODAY AND WE WENT OVER SOME FINAL DETAILS.

I THINK IT'S GOING TO BE A GOOD ONE.

AND THEN I DON'T USUALLY TALK TOO MUCH ABOUT MAYBE A PERSONAL NOTE, BUT I DO WANT TO TALK ABOUT THIS A LITTLE BIT WHEN I WAS, WHEN I GREW UP IN TEACHER SCHOOL. AND I KNOW THAT THERE ARE SOME PEOPLE WHO ARE EDUCATORS IN THIS ROOM WHO ARE SIMILAR AGE TO ME.

WE WERE TAUGHT ABOUT COLORBLINDNESS.

I AM VERY CONFIDENT.

IN MY FIRST INTERVIEW AS A TEACHER, THEY SAID, HOW DO YOU WORK WITH STUDENTS FROM DIVERSE BACKGROUNDS? AND I SAID, I DON'T SEE COLOR.

I MEAN, WE ALL DID, RIGHT? I THINK MANY OF US INTERVIEWED IN A SIMILAR VEIN, IT AS A WHITE WOMAN IN AMERICA, IT TOOK ME A LONG IT WAS A LONG LEARNING JOURNEY FOR ME TO UNDERSTAND THAT IF I DON'T SEE COLOR, I'M NOT SEEING THE TOTALITY AND THE BRILLIANCE AND THE LIGHT OF WHO MY STUDENTS ARE. I'M MAKING THEM LESS THAN BY NOT RECOGNIZING THAT STUDENTS HAVE DIFFERENT CULTURAL BACKGROUNDS, THAT THERE ARE THINGS ABOUT THEM TO BE CELEBRATED THAT THEY DON'T. THEY HAVE NOT HAD THE SAME EXPERIENCE GROWING UP IN AMERICA THAT I HAVE HAD GROWING UP IN AMERICA.

SO I THINK IT'S REALLY IMPORTANT AS WE'RE ALL ON OUR PERSONAL LEARNING JOURNEYS, BOTH IN IN VERY FORMAL WAYS.

[02:40:08]

I'VE HAD WONDERFUL MENTORS WHO HAVE HELPED TEACH ME ABOUT SEEING ALL OF THE STUDENTS SUPPORTING ALL OF THE STUDENTS IN OUR DISTRICTS, AND THAT MEANS RECOGNIZING THAT THEY ARE UNIQUE AND INDIVIDUAL AND THAT WE'RE CELEBRATING.

I THINK WHEN I PROBABLY WHEN I WENT TO SCHOOL AS A TEACHER, COLORBLINDNESS WAS A WAY TO MOVE AWAY FROM ACTIVELY DISCRIMINATED AGAINST KIDS LIKE I'M ONLY ONE GENERATION FROM WHEN WE ACTIVELY DISCRIMINATED AGAINST KIDS BECAUSE OF THEIR RACE.

WE MOVED TOWARD COLORBLINDNESS AS A WAY TO SAY, WE'RE GOING TO STOP DOING THAT.

THAT'S BAD. BUT NOW WE'RE MOVING INTO A WHOLE NEW SPHERE WHERE WE'RE CELEBRATING, RECOGNIZING DIFFERENCES, BUT NOT NOT TRYING TO FIGURE OUT HOW TO COPE WITH DISCIPLINE DIFFERENCES OR MANAGE THEM, BUT CELEBRATE THEM, HONOR THEM AND CELEBRATE THEM.

AND I APPRECIATE THOSE WHO BRING THAT TO THE TABLE, INCLUDING OUR STUDENTS WHO TALKED ABOUT SOME OF THE WAYS THEY'RE DOING THAT IN THEIR SCHOOL.

THANK YOU FOR SHARING THAT.

THE LAST THING ON OUR AGENDA, AS ALWAYS, ARE ITEMS FOR FUTURE CONSIDERATION.

[16. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]

I WAS JUST GOING TO SAY I'D LIKE TO TALK ABOUT GRADUATION.

OKAY. WITH THAT BEING SAID, I, I'M SURE I'VE MADE IT CLEAR.

WE'RE GOOD. OKAY, THEN.

THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.

THANK YOU TO EVERYBODY.

THANK YOU. EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.