[1. CALL TO ORDER-6:30 pm]
[00:00:05]
HELLO. ATTENTION. GOOD EVENING AND WELCOME.THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER.
I'LL TAKE THE ROLL CALL. DIRECTOR CRAMER.
[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
>> I'M DIRECTOR KATIMS, SO WE ARE ALL PRESENT, AND I'LL ASK DR.
[3. LAND ACKNOWLEDGEMENT-6:32 pm]
MINER TO DO THE LAND ACKNOWLEDGMENT.>> WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SNOHOMISH PEOPLE, AND THEIR SUCCESSORS, THE TWO 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, NOW. IF EVERYBODY WILL RISE AND JOIN ME IN THE FLAG SALUTE.
[4. FLAG SALUTE-6:33 pm]
>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
>> NEXT IS APPROVAL OF TONIGHT'S AGENDA.
[5. APPROVAL OF AGENDA-6:34 pm]
DO I HEAR A MOTION IN A SECOND TO APPROVE THE AGENDA AS PRESENTED?>> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING TONIGHT'S AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
>> ALL THOSE OPPOSED, SAY NAY.
ANY ABSTENTIONS? TONIGHT'S AGENDA IS APPROVED AS PRESENTED.
NEXT, I'LL TURN IT OVER TO DR.
[6. SUPERINTENDENT REPORT-6:35 pm]
MINER FOR THE SUPERINTENDENT'S REPORT.>> THANK YOU SO MUCH, DR. KATIMS. I JUST WANT TO HIGHLIGHT A BRIEF CELEBRATION THIS EVENING.
THIS YEAR, WE HAVE FOUR STUDENTS WHO ARE REPRESENTED IN THE NORTHWEST EDUCATIONAL SERVICE DISTRICT, REGIONAL ART SHOW AS WINNERS.
THESE STUDENTS IS GOING TO GO ON TO THE STATE COMPETITION AT OSPI THIS YEAR.
I'M GOING TO PASS THESE DOWN TO OUR BOARD SO THAT THEY CAN TAKE A LOOK AT IT.
BUT THE STUDENTS ARE AMBER MUTABRA PEACE IN KNOWLEDGE IS HER PIECE.
GIRLHOOD BY JOSEPHINE WYNN, A 9TH GRADER AT LINWOOD HIGH SCHOOL. ROMAN BULL.
THAT'S A CERAMIC PIECE BY TON TRUNG 11TH GRADE AT MEADOW DALE HIGH SCHOOL.
FINALLY, EVEN IN HEAVEN, RACHEL JACKSON, 11TH GRADE AT MONT LAKE TERRACE HIGH SCHOOL.
SO EXCITED FOR THOSE STUDENTS AND THE TEACHERS WHOSE CLASSES THEY REPRESENT TO BE MOVING ON TO THE OSPI WE'LL HANG THESE BEAUTIFUL POSTERS UP.
THIS IS SOMETHING NEW THAT THE NORTHWEST ESE IS DOING SO THAT WE CAN HAVE COPIES OF THAT ART AND CELEBRATE IT HERE AT OUR DISTRICT OFFICE.
>> I'D LIKE TO ADD TO THAT, I HAVE BEEN ABLE TO VISIT OSPI DURING THEIR ART SHOW, AND IT'S PHENOMENAL.
IF ANYBODY IS IN OLYMPIA DURING THE TIME, AND IT'S A PRETTY EXTENDED PERIOD OF TIME THAT THE ART IS UP FROM ACROSS THE STATE. IT'S AMAZING.
WE'RE SO PROUD OF OUR KIDS, SO THAT'S VERY EXCITING THAT WE HAVE FOUR OF OUR STUDENTS AS PART OF THAT.
[7. APPROVAL OF MINUTES-6:40 pm]
AND I'M GOING TO DO THE FIRST THREE TOGETHER AND THEN THE FOURTH ONE SEPARATELY.DO I HEAR A MOTION TO APPROVE AND A SECOND, TO APPROVE THE MINUTES FROM THE APRIL 16, 2024 SCHOOL BOARD SPECIAL MEETING, THE APRIL 23, SCHOOL BOARD SPECIAL MEETING THAT WAS A STUDY SESSION ON THE BUDGET, AND THE APRIL 23 SCHOOL BOARD REGULAR BUSINESS MEETING?
>> I MAKE A MOTION TO APPROVE THOSE MINUTES.
>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE.
>> SORRY, I WAS JUST GOING TO MENTION I TOTALLY SPACED IT.
THE STUDY SESSION WE HAD ON SCHOOL BASED HEALTH CENTERS, THAT PRESENTATION IS UP.
I JUST WANTED TO CALL IT OUT SPECIFICALLY FOR MEMBERS OF THE COMMUNITY WHO COULDN'T GO.
LEARNED A LOT ABOUT THOSE THERE, AND I THINK IT'S A REALLY POSITIVE THING THAT WE'RE DOING FOR OUR COMMUNITY.
IF YOU HAVEN'T HAD A CHANCE TO LOOK AT THAT, THAT IS A STUDY SESSION THAT I THINK IS VALUABLE FOR PEOPLE TO SEE.
>> THANK YOU. THAT WOULD BE OUR FOURTH SET OF MINUTES.
[00:05:03]
FOR THE FIRST THREE, I'VE HEARD A MOTION TO APPROVE AND A SECOND. ANY OTHER DISCUSSION?>> HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THOSE FIRST THREE SETS OF MINUTES AS I NAMED THEM.
PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? THE MINUTES FROM THE APRIL 16 SCHOOL BOARD SPECIAL MEETING, THE APRIL 23, SCHOOL BOARD SPECIAL MEETING STUDY SESSION ON THE BUDGET, AND THE APRIL 23, REGULAR BUSINESS MEETING ARE APPROVED.
NOW, I'LL CALL FOR A MOTION TO APPROVE AND A SECOND FOR THE MINUTES FOR THE APRIL 30TH SCHOOL BOARD SPECIAL MEETING THAT WAS THE STUDY SESSION ON OUR SCHOOL-BASED HEALTH CENTERS.
>> I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY OTHER DISCUSSION ABOUT? HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE APRIL 30TH MINUTES FROM THE SCHOOL BOARD SPECIAL STUDY SESSION, PLEASE INDICATE BY SAYING AYE.
THE MINUTES FROM THE APRIL 30TH STUDY SESSION ON THE SCHOOL BOARD OF HEALTH CENTERS IS APPROVED.
NOW, I'LL TURN THE STUDENT PRESENTATION,
[8. STUDENT PRESENTATIONS- 6:45 pm]
WHICH IS ONE OF OUR FUNNIEST.NO, NO. WHICH IS ONE OF OUR MOST FUN THINGS THAT WE GET TO DO ON THE BOARD.
I'LL TURN IT OVER TO THE SUPERINTENDENT.
>> WELL, WE'RE IN FUR TREAT TONIGHT.
NORMALLY, WE DON'T GET TO HAVE TWO STUDENT PRESENTATIONS IN ONE NIGHT, BUT TONIGHT WE DO.
WE ARE GOING TO BEGIN WITH OUR PRESENTATION BY OUR PROJECT SEARCH STUDENTS.
I WELCOME YOU FORWARD TO THE PODIUM THERE, AND WE'RE LOOKING FORWARD TO HEARING FROM YOU.
>> WHAT IS PROJECT SEARCH? STUDENTS AND VOLUNTEERS AT THE SWEDISH EDMONDS PROJECT SEARCH.
A GUILT WITH LEARNING DIFFERENCES, LEARN TO WORK IN THE COMMUNITY TO FIND AND KEEP JOBS. NEXT SLIDE, PLEASE.
>> HOW DID WE GET IT? WE APPLIED, INTERVIEWED, AND WERE ACCEPTED.
WE GOT BADGED FLU SHOTS, HUMANIZATIONS, TEST, AND SICK PROTOCOLS TO BE HEALTHCARE WORKERS.
WE INTERVIEW BEFORE EVERY INTERNSHIP TOO.
>> THE STEPS TO GETTING READY FOR EMPLOYMENT IS PRE-WORK WORK, LOOKING PROFESSIONAL, AND CALLING IN SICK IF NEEDED. NEXT SLIDE, PLEASE.
>> THIS IS EVE LINA'S, BUT SHE COULDN'T BE HERE.
WE ARE LEARNING SO MANY THINGS, SOCIAL SKILLS LIKE GETTING ALONG WITH PEOPLE INTERVIEWS, HOW TO HELP PATIENTS TALKING SKILLS, GIVE KEY INFORMATION TO PEOPLE WHILE TALKING, HOW TO ASK GOOD QUESTIONS TO PEOPLE, HOW TO GET ALONG WITH OTHERS.
SOME THINGS ABOUT HEALTH AND NUTRITION, LIKE WALKING TO GET STUFF OFF YOUR BRAIN.
HEALTHY EATING FOR STRENGTH, LIKE MEAT, VEGETABLES, DAIRY, GRAINS, FRUITS, PROTEINS, AND AVOCADOS, HEALTHY FATS, WATER AND MILK, HELPS US TO BE NOT TIRED AND GIVES US ENERGY.
HELPS US LIVE LONG AND HEALTHY LIVES.
>> TEAMWORK SKILLS LIKE CALLING IN WHEN LATE, I GIVE UP POOR JOBS WITH A TEAM.
PEOPLE RELY ON ME IN THE DEPARTMENT.
HOW TO SOLVE PROBLEMS, HOW TO ASK FOR HELP.
CHANGE OF COMMANDMENT, WHO WE CAN GO TO FOR HELP. NEXT SLIDE, PLEASE.
>> MONEY SKILLS WE HAVE LEARNED.
WE LEARNED HOW MUCH IT COSTS FOR LIVING ON YOUR OWN, WHEN WE MOVE OUT OF OUR PARENTS HOUSE.
WE MADE BUDGETS LIKE SAVING MONEY AND WHERE TO PUT THE SAVED MONEY.
WE LEARNED HOW TO SPEND OUR MONEY WHEN WE ARE SHOPPING IN THE COMMUNITY.
[00:10:03]
WHERE DO YOU SHOP FOR THINGS WE NEED LIKE PERSONAL HYGIENE ITEMS? WE LEARNED PRICE COMPARISON AND HOW MUCH THINGS COST IN DIFFERENT PLACES.LASTLY, HOW TO BUY STUFF AT A GROCERY STORE. NEXT SLIDE, PLEASE.
>> HOW TO USE TOOLS TO HELP ME.
LEARN HOW TO LOOK UP BUS ROUTES ON OUR PHONE OR GOOGLE MAPS FOR PLACES SO WE CAN FIND WHERE WE WANT TO GO.
WE LEARN HOW TO TELL PEOPLE THE TIME USING OUR WATCHES AND CLOCKS AND COMPUTER AND THE IPAD.
WE WILL BE WHERE WE NEED TO BE.
I USE A TIMER AND A LIST TO DO WHAT I NEED TO DO.
BUT JUST TO GET INTO AREAS. NEXT SLIDE, PLEASE.
INTERNSHIPS ARE A BIG PART OF OUR DAY.
WE WORK IN OUR INTERNSHIPS ALMOST FULL-TIME.
WE INTERVIEW BEFORE WE START, AND THEY ASK US QUESTIONS.
WE MOSTLY WORK WITH HOSPITAL CO-WORKERS.
WE GET TO BE INDEPENDENT AND EARN LEARNING AND SOMEDAY MONEY.
WE LEARN WHAT WE WOULD LIKE TO DO, WHO IN THE FUTURE, LIKE A JOB. NEXT SLIDE, PLEASE.
MY TUTOR TESTS ARE I WORK IN FOOD.
I DO OTHER THINGS LIKE SWEEPING, CLEANING, AND THE GLASS STOCKING.
I SLOW DOWN, BY TAKING DEEP BREATHS.
I DO 3*3 AND TAKE A DEEP BREATH.
I FOLLOW MY LIST TO A STOCK MASKED ON FIRST THIRD FLOOR, CHECK FOR DELIVERIES, CHECK DATES ARE OUT DATED TO MAKE SURE IT'S NOT EXPIRED.
IF IT'S NOT EXPIRED, I PUT IT BACK.
THERE ARE A LOT OF CO-WORKERS IN THE WAREHOUSE.
MY CO-WORKERS DO A MEETING EVERY DAY WITH THE TEAM.
>> I WORKED IN THE SCI SCAN FORCE, SWEDISH CANCER INSTITUTE.
I PUT BLANKETS INTO THE WARM REFRIGERATOR TO GET WARM.
I GIVE PATIENTS SNACK AND SOMETHING TO DRINK.
CHECKING AND PAYING SHEETS, THE NUMBER ROOM THEY ARE GOING IN.
CLEANING THE ROOMS FOR THE NEXT PATIENTS.
I WORKED IN THE SPD SCAN FOR SKILL PROCESSING DEPARTMENT.
I PUT PILL PACKS INTO BAGS SO THEY CAN BE SHIPPED OFF TO THEIR DEPARTMENTS.
I PUT FILTERS AND PANS, SO THEY CAN GO AND BE USED FOR THE EQUIPMENT.
I AM STOCKING PPE IN THE [INAUDIBLE] ROOM, SO THEY CAN USE IT.
HOUSE PICKUP IS WHERE I GO TO DIFFERENT FLOORS LIKE ER 8TH, SIX-FIFTH SHORTS IN THE LAB TO PICK UP DIRTY INSTRUMENTS, SO THEY CAN BE CLEAN.
I WORKED IN THE SPECIALTY CLINIC NOW.
I GO AND SIT IN THE MEETING WITH MY CO-WORKERS.
I SAY HELLO TO MY CO-WORKERS EVERY DAY.
I GO AND PICK THEIR MAIL FOR THEM.
I TURN THE DIRTY SIGN BACK TO THE CLEAN SIGN WHEN THE ROOM IS CLEAN AND READY FOR THE NEXT PATIENTS.
>> MY PRIOR EXPERIENCE OF WORKING WAS IN THE KITCHEN.
[00:15:03]
THERE MY TASKS WERE TEMPING THE FOOD DURING BREAKFAST AND LUNCH HOURS TO MAKE SURE THEY ARE APPROPRIATE TEMPERATURE, MAKING SURE ALL SERVICES ARE CLEAN, SERVING LUNCH AND BREAKFAST AT THEIR RESPECTIVE HOURS, AND TAKING ANY DOWNTIME TO MAKE SURE THE PLACE IS PRESENTABLE.AS BEFORE, I KEEP THINGS CLEAN, AND I MADE THE REGISTER BECAUSE THAT'S VERY INTERESTING.
>> I WORKED AT OUTDOOR MAINTENANCE, DAY PORTER, AND VOLUNTEER SERVICES.
WHEN I WAS IN OUTDOOR MAINTENANCE, I TOOK OUT THE TRASH FROM THE TRASH CANS OUTSIDE OF THE HOSPITAL AND PICKED UP LITTER IN THE HOSPITAL PARKING LOTS.
AT DAY PORTER, I CLEANED THE BATHROOMS INSIDE OF THE HOSPITAL.
NOW I VOLUNTEER SERVICES, I REPLACE AND CHECK ALL THE SANITIZERS AND MASKS INSIDE OF THE HOSPITAL.
I ALSO CLEAN THE STAIR RAILINGS AND SWEEP THE STAIRS.
I ALSO CLEAN ALL THE LOBBIES INSIDE OF THE HOSPITAL.
>> I WAS A WORKER AS A VOLUNTEER IN THE LINER AND SECURITY.
WHEN I WAS WORKING IN THE LINER, I PUT SCRUBS AND THINGS THAT DOCTORS NEED IN THE OR AND DEPARTMENTS OR PATIENTS, LIKE TOWELS, CHUX PADS, SHEETS, PILLOW CASES, GOWNS, WHITE BLANKETS, WASHCLOTHS, AND BLUE BLANKETS.
WHEN I WAS WORKING IN SECURITY, I PUT WHEELCHAIRS BACK WHERE THEY GO AND CHECK THE PARKING LOTS AND CLEAN THE SECURITY BOOTH AND BREAK ROOM.
I ALSO CLEAN THE IMAGING LOBBY, ELEVATOR WENT INS, WHEELCHAIR GROUND UP, EASE STAIRS, MAIN ENTRANCE LITTER, LOBBY STAIRS, AND SANITIZERS ON FIRST TO FOURTH FLOORS, AND BLUE LOT LITTER.
>> THIS PROGRAM IS ALL ABOUT MAKING AND ACHIEVING GOALS SUCH AS GRADUATING PROJECT SEARCH.
>> GETTING A HOUSE, FINDING A JOB, GETTING MONEY, AND HAVING A PET KITTEN NAMED MAX.
>> THIS IS FOR EVELINA LOOKING TO APPLY FOR A JOB, TO GET MONEY, AND BUY THINGS LIKE A CAR AND A HOUSE AND FOOD, AND SO I CAN KEEP A JOB.
>> I WOULD ALSO VERY MUCH LIKE TO OWN A CAR SOMEDAY AND GETTING A JOB THAT HAS TO DO WITH FOOD SOMEHOW.
>> LIVING ON MY OWN WITH A JOB.
>> LIVING ON MY OWN IN RV AND WORKING AT STARBUCKS.
I HOPE YOU LEARN SOMETHING ABOUT PROJECT SEARCH.
>> THANK YOU AND HAVE A GOOD EVENING. [APPLAUSE]
>> THANK YOU. FIRST OF ALL, I LEARNED A LOT, NOT ONLY ABOUT PROJECT SEARCH, BUT ABOUT SOME REALLY GOOD STRATEGIES YOU USE.
I LIKE THE STRATEGY TO STOP AND TAKE A BREATH SOMETIMES.
I'M GOING TO ASK FIRST DO OUR STUDENTS HAVE ANY COMMENTS OR QUESTIONS THEY'D LIKE TO MAKE?
>> I WOULD LIKE TO KNOW TO ASK YOU A QUESTION ABOUT HOW PROJECT SEARCH DIFFERS FROM YOUR HIGH SCHOOL ENVIRONMENT AND HOW THAT DIFFERENCE BETTER BENEFITS YOU MORE SIGNIFICANTLY?
>> IT'S MORE PROFESSIONAL THAN A SCHOOL ENVIRONMENT.
>> GOOD ANSWER. [APPLAUSE] YOU'VE OBVIOUSLY LEARNED NOT ONLY HOW TO ASK GOOD QUESTIONS BUT HOW TO ANSWER QUESTIONS WELL, ALSO.
ANY OTHER STUDENT COMMENTS? QUESTIONS?
[00:20:01]
THANK YOU FOR PRESENTING.I FOUND THAT THIS PROJECT IS VERY INTERESTING.
I SEE HOW BENEFICIAL IT IS AND JUST LEARNING LIFE SKILLS AND ABOUT YOUR FUTURE CAREERS, EVEN HOW TO TAKE CARE OF YOURSELF.
IT'S REALLY COOL. I MEAN, THINGS THAT YOU DON'T REALLY LEARN ABOUT IN A SCHOOL SETTING.
>> THANKS. WHAT ABOUT THE OTHER BOARD DIRECTORS?
>> I'M JUST REALLY SO IMPRESSED, AND I REALLY DID LEARN A LOT TO PARTICULARLY ABOUT SOME OF THE STRATEGIES THAT YOU USED TO THE 3*3 STRATEGY.
I USE THAT TOO [LAUGHTER] AND REALLY IMPRESSED WITH THE PROGRAM AND THE PROFESSIONALISM BY WHICH YOU DID THIS PRESENTATION.
>> I JUST WONDER IF ANYONE CAN TELL ME WHAT WAS YOUR FAVORITE THING OR ONE OF YOUR FAVORITE THINGS ABOUT THE INTERNSHIPS? [BACKGROUND] [LAUGHTER]
>> THAT YOU GOT TO GO OUT TO THE COMMUNITY.
>> THAT WE GOT TO GO OUT INTO THE COMMUNITY AND LEARN HOW TO PURCHASE THINGS IN THE FUTURE.
>> ANYBODY ELSE WANT TO ADD WHAT THEIR FAVORITE THING WAS?
>> CAN YOU REPEAT THE QUESTION AGAIN, PLEASE?
>> SURE. IF YOU WANT TO SHARE ONE OF YOUR FAVORITE THINGS ABOUT THE INTERNSHIPS THAT YOU PARTICIPATED IN.
>> WELL, I LIKE ABOUT DOING OTHER INTERNSHIPS IS YOU CAN EXPERIENCE WHAT IT WILL BE FEELING LIKE WHEN YOU ACTUALLY GET A REAL JOB AND SEEING WHAT PEOPLE DO IN THE REAL LIFE OF GETTING A REAL JOB AND SEEING IT IN REAL LIFE.
>> I LIKE DOING THIS AS FAR I CAN HELP OUT PEOPLE AND THE FAR I CAN HELP PEOPLE WHOEVER NEEDS HELP.
>> THE REASON WHY I LIKE IT IS BECAUSE SO I CAN KEEP THE HOSPITAL AND ALL THE STUFF INSIDE THE HOSPITAL CLEAN, AND SO PEOPLE LIKE THE NURSES AND DOCTORS AND PATIENTS CAN STAY SAFE AND HEALTHY.
>> ONE LAST COMMENT FOR ALL OF YOU.
THANK YOU SO MUCH FOR YOUR PRESENTATION.
THERE ARE CERTAIN SKILLS THAT I SEE TONIGHT IN THIS PRESENTATION THAT YOU-ALL HAVE LEARNED.
ONE OF THE THINGS THAT REALLY STRUCK ME IS WHEN YOU WERE ASKED A SPECIFIC QUESTION, YOU-ALL GOT TOGETHER TO DISCUSS IT AND COLLABORATE ON UNDERSTANDING WHAT THE QUESTION WAS AND THEN DISCUSSED DIFFERENT POSSIBLE ANSWERS TO IT AND THEN DECIDED ON ONE ANSWER.
I THOUGHT THAT WAS JUST EXTRAORDINARY.
MORE KIDS, ALL STUDENTS, AND ADULTS NEED TO BECOME BETTER AT THIS, AND YOU'VE MODELED FOR THAT FOR US BEAUTIFULLY. THANK YOU.
>> WELL SAID. THANK YOU AGAIN TO ALL OF YOU, AND WE WISH YOU THE BEST IN YOUR FUTURE.
YOU'RE CLEARLY GOING TO BE SUCCESSFUL IN WHEREVER YOU END UP WORKING AND LIVING BECAUSE I KNOW YOU'RE GOING TO GET TO MEET ALL YOUR GOALS. THANKS AGAIN.
>> OUR SECOND PRESENTATION THIS EVENING WILL START OFF WITH OUR MEADOWDALE ELEMENTARY SCHOOL STUDENTS, AND THEN WE'LL MOVE INTO THEIR SCHOOL IMPROVEMENT PLAN PRESENTATION.
I WOULD WELCOME THEIR PRINCIPAL WHO I'VE LOST.
THERE HE IS, I'VE FOUND HIM AGAIN, SO WELCOME AND THANK YOU.
>> THAT'S A TOUGH ACT TO FOLLOW.
GREAT JOB, KIDS. HI, MY NAME IS DAN DAVIS, AND I'M THE PRINCIPAL AT MEADOWDALE ELEMENTARY.
OUR MISSION STATEMENT IS TO ADVOCATE FOR EACH AND EVERY STUDENT BY PROVIDING LEARNING ENVIRONMENTS THAT EMBRACE THEIR CULTURAL AND LINGUISTIC DIVERSITY AS AN ASSET THAT WILL PREPARE THEM FOR SUCCESS AS LIFELONG LEARNERS AND RESPONSIBLE WORLD CITIZENS.
JUST A LITTLE BIT ABOUT MEADOWDALE.
AS YOU CAN SEE THERE, OUR ENROLLMENT HAS DECLINED A LITTLE BIT OVER THE YEARS, BUT OUR STATISTICS FOR LOW INCOME, MULTILINGUAL LEARNERS, STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES, AND STUDENTS WHO ARE IDENTIFIED AS MCKINNEY-VENTO HAVE PRETTY MUCH STAYED THE SAME OVER THE YEARS.
ONE THING I LOVE ABOUT MEADOWDALE IS OUR DIVERSITY,
[00:25:03]
AS YOU CAN SEE THAT WE'RE ONLY 32% WHITE.WE JUST HAVE A RICH DIVERSITY, WHICH JUST MAKES IT FOR A GREAT LEARNING ENVIRONMENT FOR ALL STUDENTS, AND YOU CAN SEE THE REST OF OUR IDENTITIES THERE. YOU CAN PROBABLY CAN SEE THERE.
ABOUT 11% IS TWO OF OUR RACES.
ABOUT 31% IS A HISPANIC LATINO OF ANY RACE.
BLACK AFRICAN-AMERICAN IS ABOUT 10% AND ASIAN THERE IS ABOUT 17%.
NATIVE AMERICAN IS VERY SMALL, THAT'S ABOUT 1%.
ANOTHER COOL THING ABOUT MEADOWDALE IS ALL OF THE DIFFERENT LANGUAGES THAT FAMILY SPEAK, ENGLISH, OF COURSE, BEING OUR HIGHEST AT 69%, SPANISH, OUR NEXT HIGHEST THERE AT ABOUT 16%.
KOREAN IS OUR THIRD HIGHEST THERE AT 3%.
YOU CAN JUST SEES A LOT OF LANGUAGES AND DIVERSITY AT MEADOWDALE, WHICH JUST MAKES US AN AWESOME SCHOOL.
FOR OUR SCHOOL IMPROVEMENT GOAL, THERE'S THREE GOALS THAT ALL SCHOOLS ARE ASKED TO THINK ABOUT, AND I'M GOING TO BE FOCUSING ON OUR GOAL 3, WHICH IS OUR SOCIAL EMOTIONAL GOAL.
WE USE A SURVEY BY THE PANORAMA AND IT SURVEYS ALL THIRD THROUGH FIFTH GRADE STUDENTS.
WE'RE ASKING THEM A COUPLE OF QUESTIONS ABOUT THEIR SENSE OF BELONGING.
A COUPLE OF YEARS AGO BACK IN THE FALL OF '21, WE HAD 63% OF OUR KIDS, AND I'LL SHOW YOU THE QUESTIONS HERE ON THE NEXT SLIDE, SAY HOW THEY CONNECTED, THEY FELT AT THE SCHOOL.
WE WANT TO INCREASE THAT OVER THE YEARS.
WE WANT TO AT LEAST GO UP TO 75% OF THIS COMING SPRING.
THE STUDENTS WILL BE TAKING OUT HERE IN A FEW WEEKS.
ONE WAY TO ACCOMPLISH THAT, WE HAD A THEORY OF ACTION THERE.
IF YOU CAN'T READ IT THERE ALL, I'LL READ IT FOR YOU-ALL.
IT SAYS, IF LEADERSHIP, SO MYSELF AND SOME OTHER TEACHERS GET TOGETHER AND SUPPORT STAFF GET TOGETHER, IF WE CREATE A SOCIAL EMOTIONAL LEARNING TEAM TO PROVIDE RECOMMENDATIONS, AND IF THE LEADERSHIP PROVIDES ONGOING PLC TIME, SO PROFESSIONAL LEARNING COMMUNITIES, THAT'S THE GRADE LEVELS GETTING TOGETHER AND TALKING, SPECIFICALLY, FOR SEL IMPLEMENTATION FOR GRADE LEVELS TO PLAN INSTRUCTIONAL MOVES, THEN THE STAFF, WE WILL BE ABLE TO IMPLEMENT AND BE CONSISTENT IN PROVIDING TIER 1 SUPPORTS THAT SUPPORTS FOR ALL KIDS.
THEN STUDENTS, ESPECIALLY OUR MULTILINGUAL STUDENTS WILL FEEL A HIGHER SENSE OF BELONGING AND ACADEMIC SUCCESS IN THE CLASSROOM.
OUR ML STUDENTS, OUR MULTILINGUAL STUDENTS, HAVE BEEN TYPICALLY UNDER PERFORMING, THEY'RE THE REST OF THE PEERS.
WE REALLY WANT TO PUT A SPECIFIC FOCUS ON THOSE STUDENTS.
THE MULTI-TIERED SYSTEM OF SUPPORT, THAT'S WHAT MTSS STANDS FOR.
WE CREATED A TEAM THAT GETS TOGETHER, WE MEET WEEKLY, AND WE WANT TO USE CONSISTENT AND ALIGNED METHODS.
THAT TEAM HELPS THE REST OF THE SCHOOL TO DO THAT.
SOME DATA TO GUIDE OUR DECISION-MAKING.
THIS TECHNICALLY ISN'T OUR MID-YEAR DATA.
WITH THE PANORAMA SURVEY, WE DO IT IN LATE FALL, AND THEN AGAIN HERE IN BEGINNING OF JUNE.
THIS IS OUR BEGINNING/MID-YEAR DATA, BUT AS YOU CAN SEE, WE ONLY HAVE ABOUT 58% OF OUR THIRD THROUGH SIXTH GRADERS RESPOND FAVORABLY.
WE WANT TO INCREASE THAT. ONE THING WE NOTICED, THAT TEAM NOTICED GETTING TOGETHER WAS WE ONLY HAD ABOUT 100 STUDENTS TAKE THE SURVEY BACK IN FALL OF '21.
OBVIOUSLY COMING OFF FOR COVID TIMES, A LOT OF DIFFERENT FACTORS THERE.
WE REALLY WANT TO MAKE SURE, FIRST AND FOREMOST, THAT WE'RE COMPARING APPLES TO APPLES WHEN WE LOOK AT THE SURVEY, SO WE MADE A REALLY CONCERTED EFFORT THIS YEAR TO MAKE SURE THAT ALL STUDENTS IN GRADES 3 THROUGH 6 TAKE THE SURVEY.
WE'RE PROUD THAT WE HAD ALL OF OUR KIDS WHO COULD POSSIBLY TAKE THE SURVEY TAKE IT, AND THAT WAS 237 THIS PAST FALL.
I WON'T READ ALL THIS, BUT AS YOU CAN SEE, WITH THE BREAKDOWN OF THE QUESTIONS THAT FORM THE OVERALL TOPIC OF THE SENSE OF BELONGING, OUR SCORES IS LOW, 52%, 67, 49, 63.
WE WANT TO SEE THOSE INCREASE AND WE WANT TO DO ALL WE CAN TO MAKE SURE THAT ALL OF OUR KIDS FEEL THAT SENSE OF BELONGING AT OUR SCHOOL.
WE HAD AN IDEA, AND THAT WAS WHEN WE'RE HAVING ONE OF OUR THURSDAY MEETINGS WITH THE MTSS TEAM, WAS, SOME OF YOU MIGHT KNOW THIS, A BIG SIGNIFICANT EVENT THAT HAPPENED AT OUR SCHOOL, WE HAD A MAJOR FLOOD, 14 CLASSROOMS, OUR MUSIC ROOM, OUR LIBRARY, ALL HAD SOME FLOODING TO SOME EXTENT.
WE THOUGHT, YOU KNOW WHAT? LET'S ASK ALL THE KIDS AND OUR TEACHERS TO GET TOGETHER AND LET'S PUT TOGETHER A VIDEO SHOWING OUR GRATITUDE, OUR THANKFULNESS FOR THE SCHOOL DISTRICT, AND ALL THE DIFFERENT DEPARTMENTS THAT JUST RALLIED TOGETHER ON A MOMENT'S NOTICE TO HELP
[00:30:05]
US MOVE SCHOOLS MID-YEAR WITHOUT ANY TIME TO PLAN FOR THAT IN ADVANCE.THAT'S WHAT WE DID, BUT BEFORE I SHOW THAT VIDEO, YOU'RE PROBABLY THINKING, WHAT EXACTLY? MAYBE YOU DIDN'T HEAR ABOUT IT. YOU DIDN'T KNOW.
ANOTHER IDEA, ONE OF OUR TEACHERS, MS. ARTHUR, SHE HAD A GREAT IDEA.
INSTEAD OF ME TALKING ABOUT IT, LET'S SHOW YOU WHAT HAPPENED.
THAT'S WHAT WE'RE GOING TO DO NOW. KIDS, TAKE IT AWAY.
>> ON JANUARY 14, SEVERAL PIPES BURST AT MEADOWDALE ELEMENTARY SCHOOL.
EIGHTEEN CLASSROOMS OR AREAS WERE DAMAGED, AND WE HAD TO MOVE TO WOODWAY CENTER.
WHILE OUR SCHOOL WAS BEING REPAIRED, THIS IS OUR STORY AS ACTED OUT BY STUDENTS OF WHAT HAPPENED TO OUR BUILDING AND HOW THE COMMUNITY SURROUNDED US WITH SUPPORT.
IT IS A STORY OF PERSEVERANCE AND HOPE AS WE ALL CAME TOGETHER IN A VERY TRYING TIME.
CUSTODIANS CLEANED UP AND CALLED THE FIRE DEPARTMENT.
[NOISE] THREE DAYS LATER EDMONDS SCHOOL DISTRICT CAME AND SUPPORTED US.
[LAUGHTER] WE HAD A LOT OF SUPPORT FROM THE COMMUNITY.
[00:35:10]
THEY WERE A CIRCLE OF SUPPORT FOR US.WE MOVED BACK TO MEADOWDALE ELEMENTARY.
>> THANK YOU FOR SUPPORTING US.
WE COULD NOT HAVE DONE IT WITHOUT YOU.
>> THANK YOU KIDS BECAUSE YOU DEFINITELY SHOWED RESILIENCE THROUGH ALL OF THIS, AS WELL AS ALL OF THE STAFF OF THE SCHOOL AND THE DISTRICT AND EVERYBODY ELSE WHO HELPED.
THANK YOU FOR BRINGING THAT ENACTMENT TO US.
>> I FELT LIKE I WAS RIGHT THERE WITH YOU, PARTICULARLY WHEN YOU WERE DOING SCHOOL, TOO.
>> I WANTED TO MAKE OFFERS, BUT I WAS INFORMED I COULDN'T.
THANK YOU, MISS ARTHUR FOR LEADING THE CHARGE.
[APPLAUSE] THE COOL THING WAS THAT MISS ARTHUR GAVE UP HER PLANNING TIME, AND THE KIDS GAVE UP RECESS TIMES OVER THE LAST MONTH THROUGHOUT THE WEEKS PREPARING FOR TONIGHT SO THANK YOU TO ALL OF YOU FOR GIVING UP YOUR TIME.
WE SHOWED YOU ONE EXAMPLE OF WHAT HAPPENED TO MEADOWDALE.
NOW WE WANT TO SHOW A VIDEO OF OUR GRATITUDE BECAUSE REALLY, IT WAS A HEROIC EFFORT BY ALL THE DIFFERENT DEPARTMENTS IN THE DISTRICT TO REALLY SUPPORT US ON A MOMENT'S NOTICE.
FROM THE BOTTOM OF MY HEART AND ALL THE MEADOWDALE STAFF AND STUDENTS, THANK YOU TO ALL THE DISTRICT DEPARTMENTS THAT SUPPORTED US.
>> PAJAMA DAY. WE GOT PAJAMA DAY ON THAT MONDAY.
SEE IF WE GOT THERE, AND WHAT'S TUESDAY?
>> I CURSE YOU TO BE A FAIRY ON TUESDAY.
>> THAT'S RIGHT. A FAIRLY DAY ON THAT TUESDAY. WHAT'S WEDNESDAY?
>> I'M SENSING SOME HARRY POTTER THEME HERE.
THEN WHAT'S THURSDAY THAT WERE GOING TO BE?
DRESS LIKE EACH OTHER OR DRESS BACKWARDS.
>> SAVE MORE TIME BE NICE AND LOUDER.
>> DRESS LIKE EACH OTHER OR DRESS LIKE KYLE BACKWARDS.
>> A LOT OF THINGS GOING ON THAT THURSDAY AND FRIDAY IS DRESS LIKE A TEACHER DAY, SO COME LIKE ME, OR MAYBE IN SOME TIES OUT THERE.
>> WDE TEMPORARILY HOME FOR THE PAST TWO MONTHS.
>> WE WANTED TO SHOW OUR APPRECIATION FOR THE BUILDING AND FACILITIES TEAM THAT HELPED US TO GET HERE AFTER THE FLOODING AT OUR SCHOOL.
[00:40:03]
>> NOT ONLY DID THEY HELP US MOVE OUR ENTIRE SCHOOL SO WE COULD KEEP LEARNING, BUT THEY ALSO HELPED MOVE OUR SALMON THAT WE'VE BEEN RAISING AND STUDYING FOR SCIENCE.
>> JUST LIKE THE SALMON WE STAY TOGETHER AS A SCHOOL AND WE'RE ABLE TO THRIVE IN OUR NEW ENVIRONMENT.
>> NOW, JUST LIKE US THEY ARE DECIDED TO GET BACK TO THE NATURAL SURROUNDINGS AS WE RELEASE THEM NEXT WEEK.
>> TO ALL WHO HOPE SO THAT MD STUDENTS AND MDE SALMON COULD CONTINUE TO GROW AND THRIVE TOGETHER.
>> THEY MOVED EVERYTHING WE ASKED THEM TO MOVE, INCLUDING MARIMBAS.
[00:46:00]
>> WHEN THE SCHOOL FLOODED, IT WASN'T SAFE TO COME TO SCHOOL.
>> SOME KIDS DIDN'T HAVE ENOUGH FOOD TO EAT.
>> THE DISTRICT PACKED FOOD FOR US.
>> HI. I'M KATHY BATSON, KINDERGARTEN TEACHER AT MEADOWDALE ELEMENTARY.
WE'VE BEEN FOCUSING ON KINDNESS AND SHOWING GRATITUDE TO THE PEOPLE AROUND IN OUR COMMUNITY.
WE HAD THIS OPPORTUNITY TO SHOW THAT GRATITUDE WHEN WE EXPERIENCED THE FLOOD AT OUR SCHOOL, SO MANY PEOPLE STEPPED UP TO HELP US IN OUR TRANSITION.
ONE OF THE WAYS THAT WE COULD SHOW THAT GRATITUDE WAS TO MAKE SOME CARDS FOR THE MANY STAFF THAT STEPPED IN TO HELP FEED THE STUDENTS WHEN THEY MAYBE DIDN'T HAVE ANYTHING TO EAT.
>> WE WANT TO SAY THANK YOU TO THE PEOPLE WHO HELPED MAKE SURE WE ALL HAD FOOD TO EAT.
>> HI. I'M CAROLE SAYSANITH, AND I TEACH KINDERGARTEN AT MEADOWDALE ELEMENTARY.
EMPATHY, SUCH A HARD CONCEPT FOR KINDERGARTNERS TO UNDERSTAND, BUT A VERY IMPORTANT ONE.
LAST WEEK, WE IN KINDERGARTEN READ THE BOOK MADDI'S FRIDGE.
IT'S ABOUT A LITTLE GIRL WHOSE FAMILY DID NOT HAVE ENOUGH FOOD TO EAT AND HOW HER NEIGHBORHOOD AND HER COMMUNITY HELPED.
>> THE DOOR OF MADDI'S FRIDGE.
"WHAT HAVE YOU GOT?" "WE HAVE MILK," MADDI SAID.
"I'M SAVING IT FOR RYAN, HE'S STILL LITTLE." "WHY DOESN'T YOUR MOM GO TO THE STORE?" SOPHIA ASKED.
"WE DON'T HAVE ENOUGH MONEY." "WHAT IF WE GET OUR MONEY?" "WE HAVE SOME BREAD," MADDI SAID, "I GUESS I'LL GO HOME TO EAT." SOPHIA SAID.
>> WELL, FOR THE PAST TWO WEEKS, WE HAVE BEEN COLLECTING FOOD FOR THE NOURISHING NETWORK.
OUR KIDS IN KINDERGARTEN, ALL FOUR CLASSES WERE SO EXCITED TO HELP.
MADDI'S FRIDGE ONLY HAD TWO TORTILLAS AND A CUP OF BEANS AND A BIT OF CHEESE AND A LITTLE MORE MILK THAN BEFORE.
SOPHIA DIDN'T WANT TO BREAK HER PROMISE, BUT SHE COULDN'T HELP MADDI ALONE.
SOPHIA TOLD, SHE HOPED MADDI WOULDN'T BE MAD.
"I'M GLAD YOU TOLD ME", MOM SAID, "LET'S SEE WHAT WE CAN DO TOGETHER." THEY LOADED GROCERY BAGS WITH MILK, FLOUR, CHICKEN, CARROTS, SUGAR, OIL, AND EVEN, FROZEN MEAT AND VEGETABLES.
>> WE WANT TO THANK YOU FOR SENDING IN FOOD TO HELP FAMILIES.
>> DO YOU KNOW ANYTHING ABOUT TECHNO? DO YOU KNOW ANYTHING ABOUT TECHNO?
>> A BUNCH OF OUR SCHOOL WAS FLOODED.
THE DISTRICT HAD AN IDEA, AND WE WERE ON THE MOVE.
>> BUT TEACHERS WOULD NEED TIME, OUR STUDENTS NEEDED TO LEARN.
ALL THAT NEEDED TO HAPPEN MADE OUR ACHING BRAINS BURN.
>> THE TECHNOLOGY CAME [OVERLAPPING]
[00:50:08]
>> MAX CAME PREPARING TEACHERS, REMEMBERING TEACHING ONLINE, HELP WITH EQUIPMENT SETUP AND LINKS GOT US UP IN TIME.
>> SETTING UP THE NEW SPACES, ALL WAS NEEDED TECH.
>> BUT IN CAME THE DOT CAMS, SCREENS AND PROJECTORS TOO, RED CATS, OUTLETS, EXTENSION CORDS, SET UP AS GOOD AS NEW.
>> CONSTANTLY CYCLING THROUGH CLASSES ASKING WHAT ELSE WE WOULD NEED, PUTTING IN LONGER AND LONGER HOURS TO [OVERLAPPING] TECHNOLOGY PEOPLE FOR GIVING THEIR VERY ALL.
GETTING US THROUGH UNCERTAIN TIMES, YOU TRULY ANSWERED THE CALL.
>> THANK YOU VERY MUCH [MUSIC] [APPLAUSE].
>> THANKS ONCE AGAIN, TO ALL THE DEPARTMENTS THAT HELPED US OUT.
REALLY CAN'T EXPRESS OUR GRATITUDE TO THE FULLEST, BECAUSE IT WAS JUST AMAZING HOW IT WAS A RALLY FOR ALL THE DEPARTMENTS TO SUPPORT US.
THANKS ONCE AGAIN, DISTRICT. ANY QUESTIONS, BOARD?
>> ANY COMMENTS OR QUESTIONS? I LOVE THE VIDEO. [LAUGHTER].
>> THAT'S VIDEO PROGRAM AND ACTION.
>> I BELIEVE THIS IS GOING TO BE THE THIRD TIME WE'RE GOING TO TALK ABOUT PANORAMA SO FAR THIS YEAR.
THIS SEEMS SIMILAR TO THE TERRACE PARK PRESENTATION FROM SEPTEMBER.
LAST NIGHT, I WENT BACK TO THAT MEETING AND JUST RANG UP SOME NOTES ABOUT WHAT WAS SAID ABOUT THAT SAME PRESENTATION AND JUST SHARE SOME THOUGHTS ABOUT THAT.
I THINK ONE OF THE QUESTIONS THAT THEY BROUGHT UP WAS, DOES YOUR OBSERVATIONS YOURSELF, FROM WHAT YOU SEE, MATCH THE PANORAMA DATA YOU HAVE BECAUSE, KIDS INTERPRET THE QUESTIONS DIFFERENTLY THAN YOU WOULD WANT TO.
>> IF I'M UNDERSTANDING THE QUESTION CORRECTLY, ARE YOU ASKING, DO I SEE A REFLECTION OF THE KIDS IN THE SCHOOL, WITH THE DATA THAT WE'RE SEEING IN THE QUESTION.
>> DOES YOUR OBSERVATIONS MATCH WHAT YOU SEE?
>> I WOULD THINK SO DEFINITELY.
OUR SCORE IS A LITTLE BIT LOWER THAN WE'D LIKE TO SEE, AND IT'S BEEN A LITTLE BIT OF A CHALLENGING COUPLE OF YEARS, SO DEFINITELY.
>> ANOTHER THOUGHT FROM THAT SEPTEMBER MEETING THEY BROUGHT UP WAS ABOUT, HAVING MORNING MEETINGS USING THAT MORNING TIME FOR TEACHERS TO HOLD A CLASS MEETING OR JUST TALK WITH STUDENTS TO GET TEMPERATURE CHECK OF HOW THE DAY IS GOING TO GO, KIDS ARE WELL.
I NOTICED THAT YOU DID HAVE A STUDENT LEADERSHIP TEAM.
THAT WAS ALSO TALKED ABOUT AT THAT SEPTEMBER MEETING BECAUSE, THOSE LEADERSHIP TEAMS, THEY ALREADY FEEL BELONG BECAUSE THEY'RE ALREADY RESILIENT.
WHAT'S NOT BEING GOTTEN IS THE ONES WHO ARE QUIET, AND THOSE ARE PROBABLY THE ONES WHO DON'T FEEL BELONG, AND YOU NEED TO BE LOOKING OUT FOR THEM.
MAYBE HAVE ONE ON ONE MEETINGS WITH STUDENTS, MAYBE YOU'VE GOT IN LUNCH, TALK WITH THEM.
IF THE STUDENTS YOU'RE TALKING WITH ARE FEELING BLONDE, GREAT.
LOOK OUT FOR THE ONES WHO AREN'T AS PARTICULARLY AS LOUD AND SPEAK WITH THEM.
HOW ARE THEY FEELING? IS THERE ANYTHING YOU CAN WORK WITH THEM? THIS ALSO TALKS ABOUT HAVING PEER TO PEER DISCUSSIONS BECAUSE, ONE OF THE THOUGHTS THAT I'LL SET IS, STUDENT TO TEACHER COMMUNICATION CAN BE INTIMIDATING, WHICH IT CAN BE.
I THINK THIS IS A QUOTE FROM DR. KING ACTUALLY, EVERY KID IN THIS SCHOOL HAVING AN ADULT WHO KNOWS THEIR STORY, THEIR STRENGTHS, AND THEIR NEEDS.
THOSE WERE SOME THINGS FROM THAT SEPTEMBER MEETING THAT I JUST WANT TO SHARE,
[00:55:03]
AND HOPEFULLY YOU'LL USE IT.>> THANK YOU. WE HAVE A LOT OF STUFF IN ACTION ALREADY.
YOU'RE REFERRING TO RESPONSIVE CLASSROOM STRATEGIES.
WE'VE HAD THAT IN PLACE FOR 10 YEARS NOW OR SO.
WE USE OUR SECOND STEP CURRICULUM, WE HAVE COUNSELORS, HELPING OUT KIDS WHENEVER THEY NEED IT.
ONE THING THAT DID COME OUT OF THE FLOOD WAS TO YOUR POINT EXACTLY, IS WE NEED TO LOOK BEYOND JUST THE STUDENT VOICE TEAM OF MAKING SURE THAT WE HAD SPIRIT WEEKS.
WE NEED TO HEAR MORE FROM HOW KIDS ARE ACTUALLY FEELING.
WE ACTUALLY CREATED A SENSE OF BELONGING.
STUDENT TEAM TO REACH THOSE KIDS AND WE ACTUALLY WERE SPECIFIC ON MAKING SURE IT WAS KIDS THAT WE DON'T NORMALLY HEAR THEIR VOICES FROM.
BUT THAT WAS AFTER THE VIDEO WAS MADE.
BUT IT WAS, BECAUSE OF THE FLOOD, NO ONE THAT REALLY WANTED TO HEAR HOW ARE KIDS FEELING.
WE DID TAKE THAT STEP AS WELL.
>> I'M GLAD TO HEAR THAT. THANK YOU.
>> THANK YOU, KEVIN. I LOVE HOW YOU DO YOUR RESEARCH.
>> YOU DID SAY THAT LAST MEETING, SO THERE WE GO.
>> DIRECTOR CHASE, DID YOU WANTED TO SAY SOMETHING? YOUR LIGHT IS ON. THAT'S WHY I'M ASKING. GO OFF YOUR LIGHT.
>> THANK YOU FOR SHOWING US WHAT YOU ACTUALLY DID AT YOUR SCHOOL TO BE INTENTIONAL ABOUT CREATING A SENSE OF BELONGING AND INCREASING THAT.
IT'S HEARTENING TO SEE HOW THAT REAL HUMAN CONNECTION AND HAVING THE PRESENTATION, I FELT LIKE WE WERE ALL THERE WITH YOU ON THAT. THANK YOU.
>> GREAT. MISSION ACCOMPLISHED. YOU'RE WELCOME.
>> ANY OTHER COMMENTS OR QUESTIONS?
>> THANKS, DAN, FOR THE PRESENTATION, AND LOOKING AT, WHEN YOU SAID THE MIDYEAR DATA, WAS THAT FROM THIS YEAR? THE DATA THAT YOU'RE RECEIVING OR IS THAT THE MIDPOINT FROM THE THREE YEAR GOAL?
>> AS YOU KNOW, WITH EVERY SCHOOL IMPROVEMENT PLAN, WE'LL LOOK AT DATA FROM THE BEGINNING OF THE YEAR, MID YEAR END OF THE YEAR.
WITH THE PANORAMA SURVEY THOUGH, WE ONLY ADMINISTER THAT SURVEY AT THE BEGINNING OF THE YEAR AND AT THE END OF THE YEAR.
BUT I INTENTIONALLY PUT THAT SLIDE IN THERE JUST SO PEOPLE WOULD KNOW THAT WE DIDN'T SKIP OVER MIDYEAR DATA.
WITH THE PANORAMA, WE HAD BEGINNING OF THE YEAR AND END OF THE YEAR DATA.
>> UNDERSTOOD. OVER THE COURSE OF THE THREE YEARS, THE SENSE OF BELONGING HAS GONE DOWN?
>> IT'S GOTTEN DOWN A LITTLE BIT. IT'S A FLATLINE.
>> THEN, IN YEAR 2 OF THE THREE YEAR GOAL PROCESS, AS YOU'RE WATCHING THIS, HOW DID YOU REALIGN THE THEORY OF ACTION?
>> WE CREATED THAT TEAM THAT I TALKED ABOUT.
WE DIDN'T HAVE THAT TEAM LAST YEAR TO REALLY FOCUS ON.
WE HAD A COUPLE OF STAFF MEETINGS TALKING ABOUT HOW CAN WE IMPROVE OUR SENSE OF BELONGING, AND THE STAFF WAS REALLY FEELING LIKE WE NEED SOME HELP, WE NEED SOME IDEAS, WE NEED SOME RESOURCES.
YES, WE'VE BEEN DOING RESPONSIVE CLASSROOM TECHNIQUES.
THERE WAS A GROUP THAT DID A BOOK STUDY THAT HELPED FOR BILLY BOOK, A HANDFUL OF US READ THE CLASSROOM 180 BOOK, AND I PURCHASED THOSE FOR ANY STAFF THAT WANTED TO READ THAT BOOK.
THEN THAT TEAM, THE MTSS SEL TEAM, CREATED THIS YEAR IN RESPONSE TO WHAT STAFF WAS GIVING US INPUT ON WHAT THEY WANTED, AND THEN WE OFFERED SOME PD THROUGHOUT THE SCHOOL YEAR.
THAT TEAM PUT TOGETHER PD, AND SHARED SOME EXTRA THINGS THAT WE HADN'T DONE YET, THAT WE HAD LEARNED FROM MOST A COUPLE OF DIFFERENT BOOKS.
>> GREAT. THANKS. THEN I THINK TAKING ADVANTAGE OF THE FLOOD WAS A GREAT CALL.
THERE'S NOTHING LIKE AN EMERGENCY THAT BRINGS STAFF TOGETHER AND STUDENTS TOGETHER AS WELL, AND HOPEFULLY WE'LL SEE SOME CHANGE IN THEIR SENSE OF BELONGING AS A RESULT OF THESE EFFORTS.
>> THAT'S OUR GOAL, TOO. THAT'S OUR HOPE.
>> ANY OTHER COMMENTS OR QUESTIONS? THANK YOU, DAN, VERY MUCH.
>> APPRECIATE IT. I'D LIKE TO TELL THE KIDS, IF YOU WANT TO LEAVE NOW, YOU'RE WELCOME TOO.
YOU DON'T HAVE TO STAY FOR THE WHOLE MEETING, AND PARENTS.
>> THANKS, EVERYONE. [APPLAUSE]
[9. PUBLIC COMMENTS-7:25 pm]
>> NEXT ON THE AGENDA IS OUR PUBLIC COMMENT SECTION.
THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.
SINCE THIS IS A BUSINESS MEETING OF THE SCHOOL BOARD, THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE DIRECTLY WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA, OR SPECIFIC WORK WITHIN THE SCOPE OF THE SCHOOL DISTRICT.
THIS IS NOT A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.
PEOPLE MAY SUBMIT PUBLIC COMMENTS FOR A BOARD MEETING EITHER BY READING YOUR COMMENT LOUD IN PERSON,
[01:00:01]
OR BY SUBMITTING YOUR COMMENT IN WRITING.THE BOARD READS ALL WRITTEN COMMENTS WHICH ARE LATER ATTACHED TO THE MEETING AGENDA AND AVAILABLE TO THE PUBLIC ON THE BOARD DOCS WEBSITE.
IF YOU'RE PRESENTING YOUR COMMENT IN PERSON TONIGHT, 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 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, ET CETERA, THAT YOU SIMPLY SEND US THE LINK TO THE TEXT, AND SPEND YOUR COMMENT TIME TELLING US HOW THAT INFORMATION RELATES DIRECTLY TO DISTRICT WORK.
PLEASE LIMIT YOUR COMMENTS TO THREE MINUTES.
IF A COMMENT BECOMES TOO LENGTHY, I MAY NEED TO INTERRUPT IN ORDER TO ALLOW EACH PERSON EQUAL TIME.
BECAUSE I KNOW THAT TONIGHT SOME OF OUR PEOPLE WHO WILL BE COMMENTING WILL HAVE INTERPRETERS WORKING WITH THEM, WE'RE GOING TO GIVE THEM EACH 30 SECONDS EXTRA FOR THAT EXTRA TIME THAT IT TAKES FOR DOING THAT.
I'D ALSO LIKE TO SAY THAT WE HAVE LIMITED THIS PART OF THE AGENDA TO ONE HOUR WHICH IS TWICE AS MUCH AS WE USUALLY DO.
I BELIEVE THAT IF EVERYBODY TOOK THREE MINUTES, NOT EVERYBODY WHO'S ON THE LIST, WHO SIGNED UP, WILL BE ABLE TO FIT INTO THAT TIME.
IF YOU'RE ABLE TO MAKE YOUR COMMENT IN LESS THAN THREE MINUTES, THAT WILL ALLOW MORE TIME FOR OTHER PEOPLE TO SPEAK.
IF WE'RE NOT ABLE TO GET TO YOUR COMMENT TONIGHT, PLEASE SEND IT TO US AS AN E MAIL, OR IF YOU'D LIKE IT TO BE PUBLIC, YOU CAN ALSO PUT IT AS A WRITTEN COMMENT FOR THE NEXT AGENDA.
THERE ARE MANY WAYS PEOPLE CAN REACH US THAT WAY.
PLEASE MAKE YOUR STATEMENT IN A CIVIL MANNER WITHOUT DISPARAGING, NAME CALLING, OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT.
SIMILARLY, WE ASK EVERYONE IN THE AUDIENCE TO SHOW RESPECT BY LISTENING QUIETLY, WITHOUT TALKING OR WHISPERING TO EACH OTHER SO THAT EVERYONE CAN HEAR EACH COMMENT.
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 OUR STAFF, AT A LATER TIME.
THE BOARD ALSO ACCEPTS COMMENTS AND QUESTIONS AT ANY TIME THROUGH E MAIL.
WE READ EACH E MAIL WE RECEIVE AND WE APPRECIATE THE TIME AND EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM.
PEOPLE WHO WILL BE SPEAKING WILL COME UP TO THIS TABLE HERE WITH THIS PODIUM.
THE FIRST ONE TONIGHT IS BETSY HALL.
>> HI. MY NAME IS BETSY, AND I AM A FOURTH GRADER AT MADRONA.
I HAVE A FEW THINGS TO SAY ABOUT TAKING AWAY OUR INSTRUMENTAL PROGRAM AND NOT LETTING US DO IT UNTIL SIXTH GRADE.
I KNOW LOTS OF PEOPLE WHO WANT TO KEEP OUR BAND AND ORCHESTRA PROGRAM, AND I THINK IT'S UNFAIR THAT THE THIRD GRADERS THIS YEAR DON'T GET INSTRUMENTS UNTIL THEY'RE IN SIXTH GRADE.
I KNOW A LOT OF KIDS WHO ARE IN THIRD GRADE WHO ARE REALLY INTERESTED INTO DOING INSTRUMENTS AND LOTS OF OTHER KIDS, LIKE THE FOURTH GRADERS THIS YEAR, WANTING TO KEEP INSTRUMENTS AND NOT HAVING TO WAIT AN EXTRA YEAR.
WE HAVE A PETITION OF 200 SIGNATURES TO PROVE THAT LOTS OF KIDS CARE ABOUT KEEPING BAND AND ORCHESTRA AND THEY REALLY ENJOY IT.
DO YOU WANT TO PASS IT AROUND OR SOMETHING? I HAVE ONE IDEA, I DON'T KNOW IF IT WOULD WORK.
MAYBE WE COULD MIX, IN THE NEXT YEAR, THE FIFTH-GRADE INSTRUMENTS WITH THE SIXTH GRADERS BECAUSE THEY'RE MOVING SIXTH GRADE TO MIDDLE SCHOOL.
THAT'S ALL I REALLY HAVE TO SAY.
[01:05:03]
>> THANK YOU VERY MUCH. WE PARTICULARLY APPRECIATE HEARING FROM STUDENTS.
WE LOVE THAT YOU ARE THINKING ABOUT IDEAS THAT PEOPLE MIGHT BE ABLE TO USE TO HELP ADDRESS SOME OF THE CHALLENGES THAT WE HAVE.
NEXT UP IS CAROLINE BERNINECH.
>> HELLO, EVERYONE. MY NAME IS CAROLINE BERNINECH AND I'M AN EIGHTH GRADER IN MADRONA K. I'VE BEEN PLAYING IN BAND SINCE FOURTH GRADE, AND I AM CURRENTLY AN ALTO SAX PLAYER IN OUR JAZZ 1 AND IN ADDITION, AN OBOE AND FLUTE PLAYER IN OUR CONCERT BAND.
NEXT YEAR, I'LL BE A FRESHMAN AT EDMONDS-WOODWAY. GO WARRIORS.
AS A STUDENT DEEPLY INVESTED IN THE WELL-BEING OF OUR SCHOOL COMMUNITY, I COME BEFORE YOU TODAY TO TALK ABOUT THE IMPORTANCE OF PRESERVING AND PRIORITIZING OUR MUSIC EDUCATION IN OUR CURRICULUM.
MUSIC ISN'T JUST ANOTHER CLASS FOR MY PEERS AND I, IT'S A VITAL PART OF OUR IDENTITY, OUR GROWTH AND OUR SHARED EXPERIENCES.
I'D LIKE YOU TO THINK ABOUT THE FIRST TIME YOU HEARD YOUR FAVORITE SONG OR THE CONCERT THAT GAVE YOU THE CHILLS.
THOSE MOMENTS ARE ETCHED IN OUR MEMORIES FOREVER, SHAPING WHO WE ARE AND HOW WE CONNECT WITH THE WORLD AROUND US.
MUSIC ISN'T JUST SOMETHING WE LEARN, IT'S SOMETHING WE LIVE AND BREATHE EVERY DAY.
IT SHOWS US THAT NOT EVERYTHING NEEDS TO BE PERFECT AND THAT IF YOU TRY HARD ENOUGH, ALMOST ANYTHING IS POSSIBLE.
BUT BEYOND THE PERSONAL JOY AND FULFILLMENT THAT MUSIC BRINGS, IT PLAYS A MUCH LARGER ROLE IN OUR LIVES.
IT'S A SOURCE OF COMFORT DURING TOUGH TIMES, A BEACON OF HOPE WHEN WE FEEL LOST AND A CATALYST FOR PEOPLE BRINGING TOGETHER.
MUSIC HAS A WAY OF TRANSCENDING DIFFERENCES AND UNITING US IN WAYS THAT WORDS ALONE CANNOT.
YET, DESPITE ITS UNDENIABLE IMPORTANCE, MUSIC EDUCATION FACES AN UNCERTAIN FUTURE IN OUR SCHOOLS.
BUDGET CUTS AND COMPETING PRIORITIES THREATEN TO SILENCE THE VERY VOICES THAT HAVE SHAPED US AND ENRICHED OUR LIVES.
I URGE YOU TO CONSIDER THE FACES OF OUR STUDENTS WHOSE LIVES HAVE BEEN TRANSFORMED BY MUSIC, THE QUIET ONES WHO FIND THEIR VOICE ON STAGE, THE STRUGGLING ONES WHO FIND COMFORT IN MUSIC, THE PERFECTIONIST, THAT'S ME, WHO LEARN TO STEP OUTSIDE THEIR COMFORT ZONE AND THE DREAMERS WHO SEE A BRIGHTER FUTURE THROUGH THEIR MUSICAL TALENTS.
THEIR STORIES SHOW THE POWER OF MUSIC TO INSPIRE, EMPOWER AND UPLIFT THE SOUL.
IN CLOSING, I ASK YOU TO LISTEN TO THE VOICE OF THE STUDENTS WHO ARE COUNTING ON YOU.
LET US BE THE GENERATION THAT ENSURES EVERY CHILD HAS THE OPPORTUNITY TO EXPERIENCE THE MAGIC OF MUSIC EDUCATION.
THANK YOU FOR YOUR TIME, YOUR CONSIDERATION AND YOUR DEDICATION TO OUR COLLECTIVE FUTURE.
>> THANK YOU, CAROLINE. [APPLAUSE] NEXT UP IS COREY CLARK [APPLAUSE].
>> HELLO, EVERYBODY. MY NAME IS COREY CLARK.
I'M FROM EDMONDS, I LIVE HERE IN EDMONDS.
HERE TO DISCUSS THE BUDGET CUTS FOR THE DEAF AND HARD OF HEARING PROGRAM.
AS AN EMPLOYEE OF THE DISTRICT AS A PSYCHOLOGIST FOR MANY YEARS, I HAVE MANY CONCERNS REGARDING THE CUTS OF THE DEAF AND HARD OF HEARING PROGRAM.
I THINK THE BOARD IS MAKING A VITAL ERROR IN THEIR JUDGMENT TO DO SUCH A THING.
IT'S A LOW-INCIDENCE DISABILITY, THE DEAF AND HARD OF HEARING, AND IT IS A DIRECT CONFLICT WITH THE MISSION AND THE GOALS OF OUR DISTRICT.
I UNDERSTAND WE HAVE BUDGETARY CONCERNS, I ALSO UNDERSTAND THAT WE ARE A REGIONAL PROGRAM FOR DEAF AND HARD OF HEARING AND WE HAVE CONTRACTS WITH OTHER DISTRICTS OTHER THAN JUST OUR OWN, WHERE DEAF AND HARD OF HEARING STUDENTS ARE SENT FROM OTHER DISTRICTS TO OUR DISTRICT.
ALTOGETHER, ABOUT $3 MILLION IS BROUGHT INTO OUR DISTRICT FROM HAVING THIS COLLABORATION WITH OTHER DISTRICTS IN THE REGION, THAT'S $3 MILLION THAT WE BRING IN IN THE DEAF AND HARD OF HEARING PROGRAM.
I DON'T SEE ANY REASON WHY THAT MONEY SHOULD BE CUT FROM OUR PROGRAM FROM THE DEAF AND HARD OF HEARING PROGRAM SINCE WE ARE A REVENUE GENERATOR FOR THE DISTRICT.
ALSO, THE DEAF AND HARD OF HEARING PROGRAM, PEOPLE WHO ARE RESPONSIBLE AND ADVOCATING FOR COORDINATING INTERPRETER SERVICES, ETC., IS A LOT OF WORK.
IT IS VERY DIFFICULT TO EXPLAIN TO YOU HOW MUCH WORK THAT IS, IT IS NOT A SIMPLE JOB TO COORDINATE DEAF AND HARD OF HEARING ACCOMMODATIONS, ACCESSIBILITY, ETC. AND DEAF EDUCATION.
OTHER SCHOOL DISTRICTS, I'VE SEEN THEM TRY AND HAVE A LEADER WHO'S NOT DEAF AND HARD OF HEARING, WHO DOESN'T HAVE A BACKGROUND IN DEAF AND HARD OF HEARING EDUCATION.
I'VE SEEN WHAT HAPPENS, I'VE SEEN STAKEHOLDERS, I'VE SEEN FAMILIES GET EXTREMELY ANGRY AND I'VE SEEN THE DAMAGE THAT CAN HAPPEN TO A DISTRICT WHEN THEY CUT FUNDING FOR DEAF AND HARD OF HEARING SERVICES.
I GUARANTEE THAT IF WE LOSE OUR DEAF AND HARD OF HEARING PRINCIPAL,
[01:10:05]
BASICALLY, WHO IS RJ, RICHARD JEFFERIES, THERE'S NO ONE IN THE SPECIAL EDUCATION DEPARTMENT HERE WHO IS QUALIFIED TO RUN THIS PROGRAM.NO ONE EXCEPT FOR RICHARD JEFFERIES.
YOU HAVE TO HAVE A DEAF LEADER, SOMEBODY WHO HAS A BACKGROUND IN DEAF EDUCATION.
MY POINT HERE THIS EVENING IS THAT I WANT TO CAUTION YOU NOW, THERE WILL BE SERIOUS CONSEQUENCES IF YOU CUT THAT POSITION AND YOU CUT FUNDING FOR THE DEAF AND HARD OF HEARING PROGRAM.
THE COMMUNITY IS WATCHING, EVERYONE KNOWS WHAT YOU'RE DOING.
THE GOOD NEWS IS YOU HAVE TIME TO COURSE CORRECT.
WE HAVE A QUALIFIED PROGRAM LEADER NOW IN PLACE, LET'S NOT LOSE HIM. THANK YOU.
>> THANK YOU. NEXT STEP IS PAIGE NGUYEN.
>> HELLO. MY NAME IS PAIGE NGUYEN.
I'M A DEAF AND HARD OF HEARING TEACHER AT MADRONA.
I ADDRESS YOU TODAY WITH A SENSE OF URGENCY AND CONCERN.
FOR THE FIRST TIME IN OVER 40 YEARS, THE POSITION OF THE DHH PROGRAM MANAGER HAS BEEN ELIMINATED.
THIS DECISION WARRANTS A CLOSER LOOK, IT WILL PROFOUNDLY IMPACT OUR STUDENTS, EDUCATORS, AND OUR COMMUNITY.
THE ONGOING TRAINING AND SUPPORT OFFERED BY THE DHH PROGRAM MANAGER ARE ESSENTIAL FOR THE COORDINATION OF OUR TEACHERS, CARERS AND INTERPRETERS TO ENSURE THEY HAVE THE SKILLS AND KNOWLEDGE NECESSARY TO WORK EFFECTIVELY WITH DHH STUDENTS.
DHH STUDENTS ARE REQUIRED IEPS TO THRIVE ACADEMICALLY.
THE DHH PROGRAM MANAGER OVERSEES AND DEVELOPS THE IMPLEMENTATION OF THESE IEPS.
THE ABSENCE OF THE DHH PROGRAM MANAGER ENDANGERS THE ACADEMIC SUCCESS OF OUR STUDENTS.
THE DHH PROGRAM MANAGER ADVOCATES FOR RESOURCES AND SUPPORT SERVICES WITHIN THE SCHOOL AND THE BROADER COMMUNITY.
THIS INCLUDES ENSURING THAT STUDENTS HAVE ACCESS TO INTERPRETERS, ASSISTIVE TECHNOLOGY AND NECESSARY ACCOMMODATIONS.
THE DHH PROGRAM MANAGER ACTS AS A VITAL LINK TO THE BROADER DEAF COMMUNITY, LOCAL ORGANIZATIONS AND RELEVANT STAKEHOLDERS.
THIS ENABLES STUDENTS ACCESS TO INVALUABLE RESOURCES, CONNECTIONS AND OPPORTUNITIES THROUGH INTERNSHIPS, MENTORSHIPS AND CULTURAL EVENTS.
STUDENTS BENEFIT FROM AN ENRICHED EDUCATIONAL EXPERIENCE AND DEVELOP A PROFOUND SENSE OF BELONGING.
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT, IDEA, REQUIRES STUDENTS TO OFFER SERVICES AND ACCOMMODATIONS OUTLINED IN STUDENT'S IEPS.
IF THIS ISN'T EFFECTIVELY ACCOMPLISHED, THE STUDENT'S PARENTS OR GUARDIANS COULD TURN TO LEGAL ACTION TO ENSURE THAT THEIR STUDENT'S RIGHTS TO EDUCATION AND RESOURCES ARE PROVIDED.
IN CLOSING, I URGE YOU TO RECONSIDER THE ELIMINATION OF THE DHH PROGRAM MANAGER.
THE CONSEQUENCES ARE FAR-REACHING AND PROFOUND.
A KNOWLEDGEABLE LEADER, PARTICULARLY ONE DEEPLY ENTRENCHED IN THE DEAF COMMUNITY AND FLUENT IN ASL, AMERICAN SIGN LANGUAGE, IS NOT A LUXURY, BUT A NECESSITY.
TOGETHER, LET US ENSURE THAT OUR EDUCATIONAL ENVIRONMENT REMAINS SUPPORTIVE, INCLUSIVE AND UNWAVERING.
>> HELLO, MY NAME IS KAYLA MISS.
I'M A TEACHER AT EDMONDS-WOODWAY HIGH SCHOOL.
I HAVE BEEN A TEACHER FOR 12 YEARS NOW.
THREE YEARS HERE IN THIS DISTRICT.
I HAVE WORKED IN MANY DEAF RESIDENTIAL SCHOOLS BEFORE I CAME HERE TO TEACH.
I MYSELF I'M A PRODUCT OF MAINSTREAMING.
A REGIONAL PROGRAM. I WENT TO A REGIONAL PROGRAM, NOT IN THE STATE OF WASHINGTON, IN A DIFFERENT STATE.
BECAUSE PEOPLE ON THE SCHOOL BOARD DECIDED THEY WANTED TO SEND OUR STUDENTS
[01:15:05]
TO BE ALONE IN SCHOOLS INSTEAD OF BRINGING THEM TOGETHER.THEY DIDN'T HAVE ACCESS TO LANGUAGE, THEY DIDN'T HAVE ACCESS TO SIGN WHEN THEY BECAME MAINSTREAM ALONE.
I WANT TO WARN EVERYONE. I CAN TELL YOU FROM PERSONAL EXPERIENCE, IT CAN HAPPEN HERE.
IT IMPACTS YOUR MENTAL HEALTH TO BE THE ONLY SIGNING INDIVIDUAL IN AN ENTIRE SCHOOL.
WE NEED THIS REGIONAL PROGRAM.
WE NEED A DEAF AND HARD OF HEARING PROGRAM MANAGER WHO UNDERSTANDS THE DEAF COMMUNITY, BECAUSE IN ALL CANDOR, I AM TIRED OF ADVOCATING FOR MYSELF AS A DEAF PERSON AND FOR MY DEAF SON.
I AM VERY UPSET, NATURALLY, THAT YOU WOULD EVEN CONSIDER CUTTING THIS PROGRAM MANAGER POSITION, WHO'S DEAF HIMSELF.
WHO KNOWS OUR STUDENTS, WHO KNOWS OUR STAFF, WHO KNOWS WHAT IT'S LIKE TO BE DEAF.
TO CUT THAT PROGRAM, TO HAVE A HEARING PERSON STEP INTO THAT PROGRAM, WHO DOESN'T KNOW WHO WE ARE, WHO DOESN'T KNOW ANYTHING ABOUT DEAF EDUCATION.
WE ARE TIRED OF ADVOCATING FOR OURSELVES AND HAVING TO EXPLAIN IT OVER AND OVER AGAIN.
I HAVE ALREADY HAD TO DEAL WITH COUNSELORS BEING TAKEN AWAY FROM US.
MANY OF OUR HIGH SCHOOL STUDENTS ARE DEFINITELY HARD OF HEARING THAT SAY, WHO DO I TALK TO IF I HAVE PROBLEMS? WHO CAN SIGN? WHERE'S MY SIGNING COUNSELOR? THAT USED TO BE HERE. WE TOOK IT AWAY.
WE TOOK IT AWAY. NOW YOU'RE GOING TO TAKE AWAY THE PROGRAM MANAGER.
THAT IS NOT ACCEPTABLE TO THE COMMUNITY.
THIS WE'RE TALKING ABOUT OUR FUTURE, ME AS A PARENT AND ME AS A TEACHER, BOTH HATS ON MY HEAD.
I WANT THE SCHOOL BOARD TO UNDERSTAND THAT WE RESIDENTIAL SCHOOLS HAVE MANY RESOURCES.
IT MAKES ME SO CRAZY AND SO JEALOUS THAT THEY HAVE ALL THIS MONEY, ALL THESE RESOURCES AT THE RESIDENTIAL SCHOOLS.
WHY DON'T WE HAVE THAT HERE? I WANT THE SAME OPPORTUNITIES FOR MY SON.
HE WOULD HAVE AT A RESIDENTIAL SCHOOL.
I WANT HIM TO HAVE ACCESS TO A SCHOOL COUNSELOR.
I WANT HIM TO HAVE ACCESS TO EVERYTHING EVERYONE ELSE HAS ACCESS TO.
WE DON'T. WHAT IF WE CUT THESE? I'M TIRED OF THIS.
PLEASE RETHINK YOUR BUDGET CUTS.
DON'T CUT THE DEAF AND HARD OF HEARING PROGRAM.
>> HELLO, EVERYONE. I'M JENNIFER LUCE.
I AM CONCERNED ABOUT THE DHH PROGRAM AS WELL, ABOUT THE PROGRAM MANAGER CUT AND THE FUTURE OF THE DHH PROGRAM.
I'VE WORKED WITH THE EDMONDS SCHOOL DISTRICT AS STAFF FOR OVER 25 YEARS.
I AM ALSO A MOTHER OF THREE DEAF CHILDREN, AND I WOULD LIKE THEM TO BE ABLE TO GO TO EDMONDS-WOODWAY.
I FORGOT TO MENTION, I AM A RESIDENT HERE.
I FIRST WORKED AS A SUBSTITUTE TEACHER FOR THE DHH PROGRAM MANY YEARS AGO, 25 YEARS AGO.
THEN I MOVED INTO THE DHH COUNSELOR RULE, WHEN THAT SCHOOL COUNSELING POSITION OPENED UP SO MANY YEARS AGO.
I'VE BEEN IN THAT POSITION UNTIL NOW.
I WORK WITH THE GENERAL ED POPULATION AS WELL AT MADRONA K-8.
A LITTLE BIT ABOUT MY BACKGROUND.
I GREW UP IN THE SEATTLE PUBLIC SCHOOLS.
I WAS IN A MAINSTREAM PROGRAM.
I HAD INTERPRETERS USING SIGN LANGUAGE.
I GRADUATED AND I KEPT HEARING ABOUT THE DENIGRATION OF THIS PROGRAM DUE TO THE CHANGES IN THE MANAGEMENT.
FROM A SIGN LANGUAGE USING MANAGER TO A NON SIGNING DIRECTOR OR MANAGER WHO DIDN'T KNOW DEAF EDUCATION.
THEN TO NOT HAVING A MANAGER AT ALL, AND THEN AGAIN, HIRED A SIGNING MANAGER.
IT'S GONE BACK AND FORTH IN THE ADMINISTRATION, AND IT'S VITAL THAT WE HAVE SOMEONE WHO UNDERSTANDS THE DEAF CULTURE, DEAF LINGUISTICS, AND DEAF EDUCATION.
DO YOU WANT TO THINK ABOUT EQUITY? EQUITY MEANS THAT YOU WOULD HAVE LOSS OF STRUCTURE HERE REMOVING THIS POSITION.
[01:20:04]
THE PROGRAM COULD EVENTUALLY GO AWAY, ELIMINATING DIVERSITY THAT MAKES EDMONDS SCHOOL DISTRICT A STRONGER OPTION FOR MANY FAMILIES, SPECIFICALLY CHILDREN WHO ARE DEAF OR HARD OF HEARING.MANY POPULATIONS ARE SERVED BY THIS PROGRAM.
IF WE GO WHO'S NEXT? AS A MOM AGAIN OF THREE DEAF CHILDREN, AND I'D LIKE THEM TO GO TO EDMONDS-WOODWAY.
I SEE SO MANY BENEFITS OF THIS PROGRAM THAT IS PROVIDED BY THE DISTRICT.
WE VALUE IT AND WE WANT IT TO STAY STRONG.
THE LEADERSHIP HAS A LONG HISTORY IN EDMOND SCHOOL DISTRICT OF COMMITTING TO IEPS AND 504 IN THE DHH CLASSROOMS THROUGH DIRECT LANGUAGE EDUCATORS, DIRECT ACCESS, DIRECT ACCESS WITH PRAS.
THOSE PEOPLE BECOME LEADERS IN OUR COMMUNITY AND IN THE SCHOOLS.
THE STUDENTS, THE FAMILIES, [NOISE] THE PROFESSIONALS HAVE STRONG LEADERSHIP.
WITHOUT THAT LEADERSHIP, THE PROGRAM COULD CEASE TO EXIST.
WE NEED A STRONG STRUCTURE WITHOUT JUST SHIFTING PEOPLE AROUND.
>> LET HER KNOW THAT IT'S TIME.
THE POINT IS THAT WE'D WANT TO MAINTAIN OUR PROGRAM AND THE PROGRAM DIRECTOR TO GROW OUR PROGRAM WITH ROBUST K THROUGH HIGH SCHOOL PROGRAM.
NOW WE HAVE THAT AND WE WANT TO GROW THAT AND GROW THOSE LEADERS.
>> NEXT UP IS JOANNA CLEARBROOK. JOANNA.
>> HELLO, EVERYBODY. MY NAME IS JOANNA CLEARBROOK.
I WORKED IN THE EDMOND SCHOOL DISTRICT FOR, I THINK, 13 YEARS NOW.
I USED TO SUB AND THEN I BECAME A PARA, AND I LOVE WORKING WITH THE DEAF KIDS.
I GREW UP IN SEATTLE PUBLIC SCHOOLS, JUST LIKE JENNIFER LUCE DID.
WE HAD A VERY SIMILAR EXPERIENCE.
WE ARE BOTH MAINSTREAMED, USING INTERPRETERS IN THE CLASSROOM WITH A STRONG DEAF AND HARD OF HEARING PROGRAM, AND I GRADUATED FROM THERE.
HE GREW UP IN EDMONDS. HE GREW UP HERE.
HE WENT TO THE EDMUND SCHOOL DISTRICT, WE HAVE THREE DEAF CHILDREN.
THEY GO INTO MEDRONA, THEY GRADUATED.
IT WAS A FANTASTIC EXPERIENCE.
WE ARE SO THANKFUL TO THIS DEAF AND HARD OF HEARING PROGRAM.
OUR CHILDREN ARE SUCCESSFUL BECAUSE OF THIS DEAF AND HARD OF HEARING PROGRAM.
IT IS VERY IMPORTANT TO THEM AS IT IS TO ME.
DEAF AND HARD OF HEARING PROGRAM HAS BEEN GOING FOR 40, 50 YEARS.
WE'VE HAD A DEAF AND HARD OF HEARING PROGRAM MANAGER FOR 40, 50 YEARS.
IF WE DON'T HAVE THAT POSITION, WHAT PROBLEMS WILL WE FACE IN THE FUTURE? IF WE HAVE SOMEBODY WHO DOESN'T UNDERSTAND DEAF CULTURE, DOESN'T UNDERSTAND DEAF EDUCATION, DOESN'T UNDERSTAND SIGN LANGUAGE ETC DOESN'T UNDERSTAND IPS, DOESN'T UNDERSTAND X504S, WHAT'S GOING TO HAPPEN TO OUR EDUCATIONAL DEVELOPMENT? IT'S GOING TO DEGRADE.
OUR PROGRAM MANAGER, CURRENTLY, HE'S OUR TREE, IF YOU LOOK AT MY METAPHOR, WITH BIG BRANCHES THAT REACH OUT TO EVERYWHERE.
THE PARAS ARE UNDER THAT TREE, THE INTERPRETERS ARE UNDER THAT TREE, DEAF EDUCATION IS UNDER THAT TREE.
YOU WANT TO CUT THAT TREE DOWN.
IF WE LOSE THAT TREE IN THIS FOREST, WHAT'S GOING TO HAPPEN? THE ROOTS ARE NOT GOING TO HOLD THE SOIL TOGETHER.
DID YOU GET MY DRIFT? WE'RE ALL BEING HELD TOGETHER BY THIS TREE.
WE NEED TO WORK TOGETHER ON THIS PEOPLE.
WE NEED OUR PROGRAM MANAGER IN PLACE.
TRY AND ENVISION WHAT IT WOULD LOOK LIKE IF WE LOSE OUR DEFINITE HARD OF HEARING REGIONAL PROGRAM, WHICH WE WILL WITHOUT THIS POSITION IN PLACE.
WHERE ARE THOSE STUDENTS GOING TO GO? WHERE ARE THEY GOING TO GO? WHAT'S THEIR FUTURE EDUCATION GOING TO LOOK LIKE? WHAT DO GENERATIONS AFTER THIS GOING TO LOOK LIKE? WE'RE THINKING ABOUT THEIR EMPLOYMENT.
WHAT ARE WE THINK ABOUT THEIR COLLEGE EDUCATION? WE'RE THINKING ABOUT THEIR FUTURE.
WE HAVE THEIR FUTURE NOW IN PLACE. LET'S NOT WRECK IT.
IF I MEAN, WE HAVE SOMEBODY WHO COMES IN WHO DOESN'T KNOW SIGN, WHO DOESN'T KNOW WE NOW HAVE A DEFINITE HARD OF HEARING MANAGER WHO CAN SIGN FLUENTLY? THINGS ARE GREAT.
THEY CAN DIRECT LANGUAGE COMMUNICATION WITH THE STUDENTS WITH THE STAFF, WITH THE FACULTY, WITH EVERYBODY.
[01:25:03]
WE HAVE A SMALL COMMUNITY. THIS IS IMPORTANT.KNOW THAT 90% OF CHILDREN THAT ARE DEAF AND HARD OF HEARING COME FROM FAMILIES THAT ARE HEARING AND NO ZERO SIGN.
WE ARE THEIR LANGUAGE ACQUISITION PLACE HERE.
THEY DON'T LEARN THEIR LANGUAGE AT HOME, THEY LEARN IT HERE.
WE HAVE TO PRESERVE OUR PROGRAM AS IT STANDS.
THANK YOU ALL. PLEASE RECONSIDER YOUR DECISION.
PLEASE. MAINTAIN THE DEAF AND HARD OF HEARING PROGRAM MANAGER POSITION.
>> HI, MY NAME IS JUDE MARTIN.
I JUST I WOULD LIKE TO SAY THAT I THINK MEDRONA IS A VERY SPECIAL PLACE, AND NOW THAT YOU GUYS ARE MOVING FIFTH GRADERS UP INTO MIDDLE SCHOOL, I'M LOSING A LOT OF MY FRIENDS, BUT ON THE PLUS SIDE, I GET AN EXTRA YEAR WITH THEM.
IT'S SAD BUT ALSO NICE AND NOW TO GET TO THE POINT.
I'M REALLY SAD ABOUT HOW YOU GUYS ARE TAKING AWAY FIFTH GRADE MUSIC.
I FEEL LIKE WHAT IF SOME PEOPLE WANT TO BE MUSICIANS WHEN THEY GET OLDER? THEY SHOULD HAVE A GOOD EXPERIENCE WHEN THEY WERE YOUNGER AND LEARNING NOTES AND STUFF.
>> THANK YOU. NEXT UP IS MORA DOW.
MY NAME IS MORA DOW, AND I'M A PARENT OF A FOURTH AND SIXTH GRADER AT MEDRONA K8, WHO ARE THRIVING AS A RESULT OF OUR MUSIC PROGRAM AND VIOLINS IN THEIR LIVES.
I'VE BEEN HERE BEFORE, UNFORTUNATELY, SUPPORTING OUR SCHOOLS THROUGH PROPOSED EDUCATION TEACHER AND MUSIC CUTS IN YEARS PAST.
LET'S NOT FORGET THE FUN TIMES THAT WE HAD DURING MEDRONA'S DISPUTE WITH THE WATER DISTRICT.
BUT ULTIMATELY, WHAT I'M HERE TO SAY IS THAT I'M ASKING YOU TO FULLY FUND AND COMMIT TO OUR MEDRONA K EIGHT SCHOOL, AND TO FULLY SUPPORT OUR HIGHLY VALUED DHH PROGRAM EMBEDDED IN OUR COMMUNITY.
CUTS LIKE THE LOSS OF ONE MIDDLE SCHOOL TEACHER IMPACTS OUR COMMUNITY DISPROPORTIONATELY AND HARMS OUR SCHOOL MODEL'S ABILITY TO CONTINUE IN A HEALTHY AND EQUITABLE MANNER, INCLUDING ESSENTIAL EDUCATION AND MUSIC, ART, TECHNOLOGY, GOVERNMENT, AND OTHER ELECTIVES.
I WANT TO COMMEND OUR TEACHERS, OUR STAFF, AND OUR PRINCIPAL AT MEDRONA FOR APPROACHING THIS DRAMATIC IMPACT BY FACING THE ISSUE WITH A CREATIVE AND THOUGHTFUL APPROACH THAT SEEKS TO MINIMIZE IMPACT ON OUR CHILDREN.
IT'S FORCED THEM TO RESPOND REACTIVELY TO ENSURE SURVIVAL AND DID NOT ALLOW FOR A THOUGHTFUL AND MEASURED DECISION THAT OUR CHILDREN AND ESPECIALLY OUR TEACHERS WHO SUPPORT THEM VERY MUCH DESERVE.
THE QUESTION IS, WILL WE BE FACING THIS AGAIN AND AGAIN AND AGAIN IN THE FUTURE, WITH NO BUFFERS NOW TO PULL FROM? I ENCOURAGE THE BOARD AND DISTRICT ADMINISTRATION TO CONTINUE TO SUPPORT THE STABILITY, FOR OUR TEACHERS, FOR OUR STUDENTS, AND TO ENSURE APPROACH TO EDUCATION IS RELEVANT TO THAT OF THEIR NEEDS.
WE KNOW WE'RE A UNIQUE SYSTEM.
WE KNOW THERE'S NEEDS AND BUDGET CHALLENGES ACROSS THE DISTRICT.
WE ARE SHINING EXAMPLE OF WHAT WORKS, AND THE COMMUNITY IS SUCCESSFUL AS A RESULT OF THE DIVERSITY THAT WE HAVE WITHIN OUR SCHOOL.
WE AS A SCHOOL COMMUNITY ARE ALSO PREPARED TO STAND WITH YOU IN YOUR EFFORTS TO ENSURE AND SEEK STATE FUNDING AND OFFER OUR SUPPORT AS ADVOCATES TO IMPROVE FINANCIAL RESOURCES HERE IN THE DISTRICT.
WE ARE HERE AND AVAILABLE, WE JUST NEED A LITTLE BIT OF HELP AND DIRECTION TO BE ABLE TO UNIFY AS A COMMUNITY BEHIND THE EDMONDS SCHOOL DISTRICT.
BUT UNTIL THEN, I'M GOING TO ASK YOU TO PLEASE SUPPORT OUR SCHOOL, PLEASE SUPPORT OUR DHH COMMUNITY, AND PLEASE SUPPORT OUR ELEMENTARY SCHOOL PROGRAMS. THANK YOU.
>> THANK YOU. NEXT STEP IS CHARLOTTE GREEN.
[01:30:10]
AND I AM A STUDENT AT MEDRONA.I'M HERE TO TELL YOU WHY YOU CAN'T CUT FIFTH GRADE BRANDS AND ORCHESTRA.
NUMBER 1, WE HAVE FRIENDS AND FRIENDS ARE VERY IMPORTANT TO US.
NUMBER 3, IT'S A GREAT WAY TO PRACTICE PATIENCE AND RESPONSIBILITY.
NUMBER 4, WE CHALLENGE OURSELVES IN A GREAT WAY.
FINALLY, OUR BAND INSTRUCTOR, MR. EDWARDS, WOULD BE SO SAD.
BAND MEANS SO MUCH TO ME AND OTHER STUDENTS.
SCHOOL WOULD BE NO FUN IF THERE WAS NO BAND.
I KNOW I'M NOT THE ONLY ONE WHO FEELS THIS WAY.
>> THANK YOU, CHARLOTTE. NEXT UP IS RUSSELL GREEN.
>> HELLO. MY NAME IS RUSSELL, AND I AM A STUDENT AT MEDRONA.
I WOULD LIKE TO TALK ABOUT HOW FIFTH GRADE BAND HAS IMPACTED MY ENTIRE SCHOOL YEAR VERY MUCH.
DURING FIFTH GRADE, IT STARTED ME ALL OUT, IT WAS AMAZING.
I MADE NEW FRIENDS, PLAYING INSTRUMENTS, HAVING A GOOD TIME, AND ESPECIALLY MY BAND DIRECTOR WAS SUCH AN AMAZING TEACHER TO ME.
IT WOULD BE SUCH A DISAPPOINTMENT IF THAT WOULD BE CUT FOR THE UPCOMING FOURTH GRADERS TO HAVE TO MISS THAT EXPERIENCE FOR OUR AMAZING PROGRAM.
I WOULD ALSO LIKE TO SAY AS ME BEING A PART OF THE DHH COMMUNITY THAT LOSING THE DIRECTOR OF THE DHH COMMUNITY WOULD BE A BIG PROBLEM FOR US AND ESPECIALLY HAVING SOMEONE THAT DOESN'T KNOW WHAT THE PROBLEMS TO HAVE LIKE ARE AND THE PROBLEMS THAT COULD HAPPEN IN THE FUTURE WITH SOMEONE NOT KNOWING AMERICAN SIGN LANGUAGE OR NOT EXPERIENCING WHAT IT'S LIKE. THANK YOU.
>> THANK YOU, RUSSELL. NEXT UP IS JEANETTE GREEN.
>> FIRST OF ALL, I JUST WANT TO SAY I'M A VERY PROUD MOM WITH BOTH OF MY KIDS COMING UP HERE TO SPEAK BEFORE YOU.
NORMALLY, I'M THE ONE WHO'S COMING UP TO SPEAK ABOUT MUSIC EDUCATION AND THE IMPORTANCE OF THE DISTRICT.
BUT TODAY, I'M PUTTING A DIFFERENT HAT ON.
I UNDERSTAND THE DISTRICT IS FACING ANOTHER SIGNIFICANT BUDGET CUT THIS YEAR.
I'M THE PARENT OF TWO AMAZING STUDENTS IN MEDRONA K8, AND I'M VERY CONCERNED ABOUT THE UPCOMING CUTS HAVING AN EQUITABLE IMPACT ON BOTH THE K8 MODEL AND THE DHH PROGRAMS IN THE DISTRICT.
MY DAUGHTER CHARLOTTE WHO YOU HEARD FROM IS IN FOURTH GRADE, AND MY SON RUSSELL, WHO IS HARD OF HEARING IS IN SIXTH GRADE.
MEDRONA'S MIDDLE SCHOOL, AS YOU KNOW, IS SMALLER THAN OTHER MIDDLE SCHOOLS IN THE DISTRICT, AND THEREFORE HAS LESS FLEXIBILITY IN OFFERING CORE AND ELECTIVE CLASSES WITH LOWER STAFF NUMBERS.
I'M VERY CONCERNED THAT MEDRONA HAS TO CUT ALL OF ITS ELECTIVES.
DUE TO THE 2024 BUDGET REDUCTIONS, OUR MIDDLE SCHOOL STUDENTS WILL HAVE NO CHOICE BUT TO LEAVE TO GO TO ANOTHER MIDDLE SCHOOL WHERE THEY WILL ACCESS TECH, MEDIA, MUSIC AND ART CURRICULUM.
THIS PUTS MEDRONA AT A DISTINCT DISADVANTAGE RISKING FUTURE LOWER ENROLLMENT, AND I KNOW THE NUMBERS ARE BASED OFF ENROLLMENT AND FUTURE SCHOOL FUNDING.
THE KATE MODEL IS UNIQUE AND SOMETHING TO BE VALUED.
IT OFFERS A CARRYING AND SAFE ENVIRONMENT FOR STUDENTS K THROUGH EIGHT.
IT'S EXCEPTIONALLY WELCOMING AND INCLUSIVE FOR MIDDLE SCHOOL STUDENTS WITH A VARIETY OF PHYSICAL, SOCIAL, EMOTIONAL, AND INSTRUCTIONAL NEEDS WHO MAY NOT THRIVE IN A TRADITIONAL MIDDLE SCHOOL SETTING.
MEDRONA NEEDS TO BE SUFFICIENTLY FUNDED TO ALLOW IT TO MAINTAIN A MIDDLE SCHOOL CURRICULUM THAT IS ON PAR WITH THE OTHER FABULOUS MIDDLE SCHOOLS IN OUR DISTRICT.
FURTHERMORE, THE LOSS OF ART AND OTHER ELECTIVES THAN MUSIC WILL DISPROPORTIONATELY IMPACT OUR DHH PROGRAMS AT MEDRONA.
MEDRONA IS THE MAGNET SCHOOL FOR DHH STUDENTS IN THE DISTRICT, K THROUGH EIGHT.
IF MUSIC REMAINS AN ELECTIVE, BUT OTHER ELECTIVES ARE CUT DUE TO FUNDING AND SHORTAGES, THE DHH STUDENTS WOULD BE DISADVANTAGED.
[01:35:04]
THIS IS NOT THE EQUITY THAT MEDRONA NOR OUR SCHOOL DISTRICT PURPORTS TO BACK.MY TWO STUDENTS HAVE BOTH THRIVED IN THE KD ENVIRONMENT.
THEY ENJOY HAVING FRIENDS IN MULTIPLE GRADES AND HAVE BEEN ABLE TO ENGAGE WITH MATERIALS BEYOND THEIR CURRENT GRADE LEVEL DUE TO THE MULTI AGE CLASSROOM SETTING.
THEY LOOK UP TO MIDDLE SCHOOL STUDENTS AS ROLE MODELS.
AS A KINDERGARTEN, MY DAUGHTER CHARLOTTE WAS ABLE TO PARTICIPATE IN CLASSROOM MUSICAL THEATER DIRECTED BY AN EIGHTH GRADER NAMED KIKE WHO GAVE UP HIS TIME TO COME AND TEACH THE KINDERGARTENERS HOW TO DO MUSICALS.
IT WAS FABULOUS AND PHENOMENAL AND OF HIS OWN TIME.
MY CHILDREN HAVE REPEATEDLY OBSERVED SEVENTH AND EIGHTH GRADERS PURSUED BY YOUNGER STUDENTS AND TAKING THE TIME TO INTERACT WITH THEM, RATHER THAN TO IGNORE OR SNUB THEM.
THEY'LL HOPEFULLY EMULATE THIS MODEL OF KINDNESS INCLUSION WHEN THEY JOIN OUR MIDDLE SCHOOL NEXT YEAR, WHICH RUSSELL WILL DO.
LAST YEAR, A PROBLEM SOLVING LINE WAS GIVEN TO HELP MEDRONA SUPPORT IT KATE MODEL, AND I ASK YOU TO DO IT AGAIN.
AGAIN, PLEASE, I BEG YOU, DO NOT CUT THE DHH MANAGER AT THE SCHOOL DISTRICT. THANK YOU.
>> HELLO. MY NAME IS BRENDA CRANE, AND I'M A FIFTH GRADE STUDENT AT MADRONA K-8.
I'M HERE TODAY TO TALK ABOUT HOW EDMONDS SCHOOLS ARE BEING UNDERFUNDED AT SMALLER SCHOOLS.
THIS PARTICULARLY IMPACTS KINDERGARTEN THROUGH EIGHTH GRADE PROGRAMS. FOR EXAMPLE, MY SCHOOL IS A K-8 SCHOOL AND WITH THE CUTS, TWO OF OUR MIDDLE SCHOOL ELECTIVES WERE GOING TO BE CANCELED.
THIS THREATENS SHUTTING DOWN OUR PROGRAM BECAUSE IT IS ALREADY A SMALL SCHOOL WITH VERY FEW ELECTIVES FOR MIDDLE SCHOOL.
IF TWO MORE OF OUR ELECTIVES GOT CUT, THEN THERE WOULD BE VERY FEW ELECTIVES TO CHOOSE FROM.
PARENTS WOULD STOP BRINGING THEIR MIDDLE SCHOOLERS TO MADRONA WHICH ENDANGERS THE K-8 MODEL.
TOGETHER WITH THE SCHOOL BOARD, OUR SCHOOL HAD TO MAKE THE HARD DECISION TO TURN SIXTH GRADERS INTO MIDDLE SCHOOLERS.
THIS WILL SAVE OUR ELECTIVES AND PROGRAM FOR NOW.
WITH OUR SCHOOL BEING THREATENED WITH THE BUDGET CUTS, WE HAD TO CHANGE FROM A SEVENTH AND EIGHTH GRADE MIDDLE SCHOOL PROGRAM TO A 6, 7, 8 MIDDLE SCHOOL PROGRAM VERY QUICKLY.
I KNOW THAT THE SCHOOL DISTRICT WAS PLANNING ON USING THE SYSTEM QUITE SOON, BUT THERE WOULD HAVE BEEN MORE OF A WARNING, SO IT WOULDN'T BE AS STRESSFUL.
NOT ONLY DO THE FIFTH GRADE STUDENTS HAVE HARDLY ANY TIME TO ADJUST, BUT THIS IS VERY STRESSFUL FOR THEIR TEACHERS AND FAMILIES AS WELL.
I PERSONALLY WAS QUITE UPSET WHEN THE MIDDLE SCHOOL CHANGES WERE ANNOUNCED AT OUR SCHOOL.
WE GO FROM EXPECTING TO BE THE LEADER OF OUR CLASSROOM TO BECOMING THE YOUNGEST.
IT ALSO FEELS LIKE WE WILL BE LEAVING OUR YOUNGER FRIENDS IN OUR CENTER TOO SOON.
THIS K-8 HAS BEEN A LIFE CHANGING EXPERIENCE.
IT BRINGS ME TOGETHER SO MANY DIFFERENT GRADES AT ONCE.
IT TEACHES LEADERSHIP AND HOW TO MENTOR OTHER KIDS.
IN OUR CLASSROOMS, THERE ARE THREE GRADES, AND THE OLDEST GRADE GETS TO HELP OUT THE YOUNGER GRADES.
AT THE BEGINNING OF THE YEAR, THE YOUNGER STUDENTS GET BUDDIES THAT HELP THEM LEARN THE TRADITIONS OF A CLASSROOM.
THIS TEACHES LEADERSHIP AND HOW TO BE A ROLE MODEL.
ALSO, WHEN YOU ARE YOUNGER, IT TEACHES YOU THAT YOU CAN FIND HELP AND COMPANIONSHIP IN OTHERS.
IT HELPS YOU MAKE FRIENDS BECAUSE YOU ARE IN A CLASSROOM WITH MANY DIVERSE PEOPLE.
THROUGHOUT THE YEAR, OUR SCHOOL HAS SOMETHING CALLED [INAUDIBLE].
THIS IS WHERE KIDS FROM EACH GRADE GET GROUPED TOGETHER.
YOU MAY NOT KNOW ANYONE IN THE GROUPS, BUT YOU MAKE FRIENDS WITH THEM THROUGHOUT THE SCHOOL YEAR.
MIDDLE SCHOOLERS RUN THE ACTIVITIES AND LITTLE KIDS LEARN FROM THEM AND LOOK UP TO THEM FOR HOW TO BE A LEADER.
THIS IS IMPORTANT TO A LOT OF KIDS BECAUSE IT GIVES MENTORS TO KIDS WHO NEED THEM AND TEACHES LEADERSHIP SKILLS TO OLDER KIDS.
THIS IS WHY I'M ASKING YOU TO BETTER FUND OUR K-8 SCHOOLS, BECAUSE THESE ARE VERY VALUABLE LEARNING ENVIRONMENTS FOR OUR COMMUNITY.
THANK YOU FOR YOUR TIME. [APPLAUSE]
>> THANK YOU, BRENDA. NEXT UP IS AMINA DUNCOM.
[APPLAUSE] HI. MY NAME IS AMINA DUNCOM.
I'M A FIFTH GRADE STUDENT FROM MADRONA.
I'M GOING TO TALK ABOUT HOW IMPORTANT MUSIC IS FOR KIDS AND WHY SCHOOLS SHOULD KEEP BAND AND ORCHESTRA CLASSES.
I BEGAN PLAYING VIOLIN IN FOURTH GRADE AND NOW I PLAY IN THE ADVANCED ORCHESTRA.
PLAYING VIOLIN MAKES ME FEEL VERY PEACEFUL AND I LOVE THE SOUND OF THE VIOLIN.
VOLIN IS NOT JUST ABOUT PLAYING A FEW STRINGS WITH A BOW.
BEING PART OF AN ORCHESTRA HAS ALSO TAUGHT ME SOME IMPORTANT LIFE SKILLS LIKE BEING PATIENT, PAYING ATTENTION, AND LEARNING TO TAKE TURNS.
BUT MOST IMPORTANTLY, I GET TO MEET NEW PEOPLE OUTSIDE OF MY CLASSROOM AND FIND OTHERS WITH SIMILAR INTERESTS AND HOBBIES.
I ALSO LEARN TO WORK AS A TEAM AND PLAY WITH KIDS WITH DIFFERENT PERSONALITIES AND SKILLS.
ANOTHER REASON WHY SCHOOLS SHOULD KEEP THEIR BAND AND ORCHESTRA IS BECAUSE KIDS LEARNING TO PLAY INSTRUMENTS IN ELEMENTARY SCHOOLS HELPED SPREAD THE LOVE OF MUSIC IN MIDDLE SCHOOLS AND BEYOND.
FOR EXAMPLE, WHAT HAPPENS IF MADRONA LOSES BAND AND ORCHESTRA IN FOURTH AND FIFTH GRADES? WHAT WILL HAPPEN? STUDIES SAY THAT WITHOUT FOURTH AND FIFTH GRADE MUSIC,
[01:40:01]
NOT MANY WILL BE INTERESTED IN PLAYING INSTRUMENTS IN THE SIXTH GRADE.FOURTH GRADERS LIKE MY BROTHER WHO ARE IN BAND AND ORCHESTRA NOW, WILL HAVE TO WAIT A WHOLE YEAR UNTIL THEY CAN PLAY AGAIN.
I'M WORRIED THAT STUDENTS IN MY BROTHER'S POSITION MIGHT NOT BE AS GOOD AS THEY WERE PLAYING INSTRUMENTS LAST YEAR, AND LOSE INTEREST IN PLAYING IF THEY MISS OUT ON THE FIFTH GRADE BAND NEXT YEAR.
THIS WILL IMPACT MADRONA'S CULTURE.
AT MADRONA, MANY KIDS HAVE VERY STRONG FEELINGS ABOUT MUSIC AND LOVE IT VERY MUCH.
SO IF YOU TAKE THIS AWAY, THE KIDS WILL BE VERY DISAPPOINTED.
IN CONCLUSION, THERE ARE MANY BENEFITS OF KIDS LEARNING TO PLAY MUSIC IN ELEMENTARY SCHOOLS.
THE SCHOOL BOARD SHOULD SUPPORT KIDS WHO WANT TO JOIN BAND AND ORCHESTRA BY GIVING ENOUGH FUNDS TO SCHOOLS.
PLEASE DON'T TAKE AWAY FOURTH AND FIFTH GRADE MUSIC.
SHOUT TO OUR BAND AND ORCHESTRA TEACHERS, MR. EDWARD AND MR. SIEBERGER.
THANK YOU FOR YOUR TIME. [APPLAUSE]
>> THANK YOU, AMINA. NEXT IS KRISTINA FATI.
>> MY NAME IS KRISTINA FATI AND I'M A LEVEL 2 PARAEDUCATOR AT WORK EXPERIENCE, AND I RESIDE IN LINWOOD.
I FIRST WANT TO SAY IT WAS A TREAT TO SEE SOME OF OUR FORMER STUDENTS TODAY THROUGH PROJECT SEARCH.
IT REMINDS ME WHY I'M HERE, ACTUALLY.
I ALSO WANT TO SHOW SUPPORT TO OUR DHH COMMUNITY AS WE DO SERVE SOME OF THEIR STUDENTS AS WELL IN [INAUDIBLE] ISSUE.
THIS IS MY SECOND TIME PARTICIPATING IN THE EDMOND SCHOOL DISTRICT BOARD MEETING BY PUBLIC COMMENT.
MY FIRST WAS APRIL 23RD, ALONGSIDE MY TEAM, STUDENTS, AND FAMILIES ADVOCATING FOR OUR STUDENTS WITH DISABILITIES, AND FOR A PAUSE ON A DECISION TO DISSOLVE OUR PREVOCATIONAL PROGRAM INTO FIVE HIGH SCHOOLS BY NEXT SCHOOL YEAR.
THANK YOU TO THE BOARD AND DR.
MINER FOR GRANTING US OUR REQUEST AND PUTTING A PAUSE.
SINCE THEN, MORE STUDENTS, FAMILIES, AND PROFESSIONALS THROUGHOUT OUR SCHOOL DISTRICT HAVE VOICED THEIR CONCERNS ABOUT DISSOLVING WORK EXPERIENCES.
ON MAY 1ST, THE WORK EXPERIENCES TEAM MET WITH STUDENT SERVICES AND DR.
MINER. CONCERNS WERE ADDRESSED BY OUR TEAM AND A PROPOSAL MADE TO PILOT AN ON-CAMPUS PROGRAM STARTING AT ONE HIGH SCHOOL FOR THE 2024-2025 SCHOOL YEAR, WHILE MAINTAINING OUR CURRENT SPACE AND CURRENT OFFERINGS AT LIMITED TO NO COST TO THE DISTRICT AND PILOTED WITH OUR CURRENT STAFF.
THE OUTCOMES OF THAT MEETING WAS THE DIRECTION FROM DR.
MINER THAT SU DANIELS, WHO HAS SUCCESSFULLY RAN THIS PROGRAM FOR OVER 20 YEARS, BE GIVEN A SEAT AGAIN AT THE TABLE OF CONVERSATION MOVING FORWARD, AND THAT STUDENT SERVICES WOULD RECONVENE WITH THE COMMITTEE THAT WAS CREATED AND PRESENT OUR PROPOSAL TO THEM.
YESTERDAY, MAY 13TH, THAT COMMITTEE MET OVER A ZOOM CONFERENCE CALL.
UNFORTUNATELY, IT WAS FELT THE WORK EXPERIENCE PROPOSAL WAS NOT A FOCUS OF CONVERSATION OR PRESENTED IN A WAY OF CONSIDERATION BY STUDENT SERVICES, AND SU DANIELS WAS DISMISSED FROM THE MEETING BEFORE IT WAS OVER.
THIS IS DISAPPOINTING ON SO MANY LEVELS.
OUR PROPOSAL IS WORTH THOUGHTFUL CONSIDERATION.
ALL PUBLIC EDUCATORS SHOULD BE STRIVING FOR ONE UNIFIED GOAL, AND THAT IS TO MAX THE BENEFITS OF OUR EDUCATIONAL SYSTEMS FOR THE STUDENTS THEY SERVE.
I'M BOLDLY ASKING FOR ACTION AGAIN.
I ASK THE DISTRICT AND THE BOARD TO CONSIDER WHAT THESE ACTIONS COMMUNICATE TO STAFF, STUDENTS AND THEIR FAMILIES.
THOSE WHO HAVE VOICED THEIR THOUGHTS AND CONCERNS, THOSE WHO HAVE DEDICATED COUNTLESS HOURS NOW, LOOKING FOR A SOLUTION THAT IS A WIN FOR EVERYONE, AND MAXIMIZES THE MOST BENEFITS TO OUR STUDENTS.
I WOULD ALSO LIKE TO ASK THE BOARD TO BE MORE INVOLVED AND ENSURE THAT THIS PROPOSAL IS APPROPRIATELY CONSIDERED ON BEHALF OF OUR STUDENTS, THEIR FAMILIES, OUR PROGRAM, AS WELL AS THE OVERALL WELL-BEING OF OUR DISTRICT.
>> THANK YOU. NEXT IS SHAYLIN DE LA CRUZ.
>> HELLO, EVERYONE. MY NAME IS SHAYLIN, AND I WORK WITH THE DHH PROGRAM.
I'VE BEEN THERE FOR FIVE YEARS AS PARAEDUCATOR IN MADRONA AS WELL AS EDMONDS WOODWAY.
OF COURSE, I'M TALKING ABOUT THE MANAGEMENT POSITION ADMIN CUT.
I USED TO LIVE IN NEW YORK CITY.
I GREW UP THERE, AND I WENT TO THE RESIDENTIAL SCHOOL.
I HAD FULL LINGUISTIC ACCESS TO SIGN LANGUAGE. LATER I MOVED.
MY FAMILY MOVED TO THIS AREA AND LOOKED FOR A SCHOOL THAT WOULD BE BEST FOR ME.
THE WASHINGTON SCHOOL FOR THE DEAF IS VERY FAR IN VANCOUVER, SO MY PARENTS FOUND EDMONDS WOODWAY.
THERE WAS A DHH PROGRAM, AND THEY DECIDED.
AT THAT TIME, ALICIA WAS THE ADMIN,
[01:45:04]
AND SO I WAS WELCOMED WARMLY INTO THAT PROGRAM.IT'S A BIG SCHOOL, 1,500 STUDENTS.
WHERE I CAME FROM, IT WAS LIKE 200 STUDENTS.
I WENT TO GALLAUDET UNIVERSITY, THE ONLY DEAF UNIVERSITY IN THE WORLD.
I GRADUATED AND I RETURNED AS STAFF.
I WANTED TO GIVE BACK TO THE DHH COMMUNITY, BECAUSE THERE NEEDS TO BE LANGUAGE MODELS FOR THESE CHILDREN TO LOOK UP TO.
I'M GRATEFUL FOR MY EXPERIENCE, FOR MY CO-WORKERS, MY TEAM, AND I ENJOY SEEING THE STUDENTS THRIVE, AND SEE THAT THEY CAN HAVE ACCESS TO THEIR NEEDS.
THIS WAS MY FIRST EXPERIENCE AS A MAINSTREAM STUDENT, AND IT WAS BENEFICIAL.
I GOT TO CHOOSE WHAT I WANTED TO TAKE.
I WAS ABLE TO GO ON FIELD TRIPS.
THERE WAS A BUDGET AT THAT TIME TO ATTEND ANY FIELD TRIPS I WANTED TO.
I COULD CHOOSE WHICH INTERPRETERS I WANTED.
NOW, THE DHH STUDENTS ARE VERY LIMITED BECAUSE OF THE BUDGET CUTS.
THERE IS A SHORTAGE OF SIGN LANGUAGE INTERPRETERS AND THEY ARE NOT ABLE TO SELECT ANY ELECTIVES THEY WANT.
I'VE SEEN CHANGES OVER THE YEARS, AND TO ME, SEEMS LIKE THE MONEY IS NOT BEING MANAGED WELL.
AS MENTIONED BEFORE, THE DHH STUDENTS BRING IN $3 MILLION TO YOUR BUDGET, AND TO CUT THE PROGRAM MANAGER, I REALLY WOULD LIKE YOU TO RECONSIDER THE SEVERE IMPACTS ON OUR CHILDREN.
HOW ARE THEY GOING TO COMMUNICATE AND UNDERSTAND THE CULTURAL DIFFERENCES, THE LINGUISTIC DIFFERENCES OF OUR STUDENTS, SELECTING SOMEONE WHO DOESN'T KNOW ANYTHING ABOUT US? WITHOUT THE STRUCTURE, OUR PROGRAM WILL FAIL.
WE NEED TO VALUE AND LOOK AT THE DHH STUDENTS' FUTURES.
>> THANK YOU. NEXT UP IS ANGELA ERB.
>> HELLO, EVERYBODY. MY NAME IS ANGELA ERB.
I AM A PARAEDUCATOR IN THE DEAF & HARD OF HEARING PROGRAM.
I WOULD JUST LIKE TO TALK FOR A MOMENT ABOUT THE CUT OF THE DEAF & HARD OF HEARING PROGRAM MANAGER POSITION.
I CAME INTO THIS SCHOOL DISTRICT FOR THE DEAF & HARD OF HEARING PROGRAM. I AM DEAF MYSELF.
I WAS VERY FORTUNATE TO HAVE LANGUAGE ACCESS AT AN EARLY AGE.
THAT IS NOT TRUE FOR EVERYBODY.
A LOT OF OUR STUDENTS WHO COME TO THIS PROGRAM ARRIVE LANGUAGE DEPRIVED, OR THEY HAVE JUST A TINY LITTLE ACCESS TO LANGUAGE UNTIL THEY GET TO OUR PROGRAM.
THEIR PARENTS NEVER LEARN SIGN. THAT'S NORMAL.
MOST KIDS THAT ARE DEAF AND HARD OF HEARING ARE GROWN UP IN FAMILIES THAT ARE HEARING AND THEIR PARENTS NEVER LEARN SIGN.
WE HAVE DEAF AND HARD OF HEARING SUPPORT.
HERE, WE HAVE INTERPRETER SUPPORT.
WE ARE UNIQUELY DIFFERENT FROM ANY OTHER PROGRAM.
WE HAVE ACCESS TO LANGUAGE AND CULTURE HERE.
PLEASE DON'T LOSE IT. [APPLAUSE]
>> THANK YOU. NEXT UP IS ANNA CRAWFORD.
>> I WILL SPEAK IN THE LANGUAGE WE SHARE.
I HAVE WORKED AT THE SCHOOL DISTRICT SINCE ABOUT 2014.
I WAS RECRUITED BY A DIFFERENT INTERPRETER WHO SAW ME AND SAID YOU MIGHT BE A GOOD FIT WITH THE KIDS.
THEN SHE PUT ME IN WITH A FIRST GRADER WHO WAS ADORABLE AND HAD BEAUTIFUL LANGUAGE SKILLS AND I FELL IN LOVE BECAUSE WE HAVE A PLACE WHERE STUDENTS ARE NOT LEFT ALONE.
YOU HAVE NO IDEA HOW RARE THAT IS.
I HAVE GONE AND SPOKEN WITH MY PEER INTERPRETERS WHO WORKED IN K-12 SETTINGS ACROSS THE NATION.
I MENTIONED HOW OUR PROGRAM RUNS,
[01:50:01]
AND THEY SAY YOU ARE SO LUCKY.YOU HAVE NO IDEA. I ASKED THEM FOR THEIR STORIES AND MY HEART BREAKS.
I DIDN'T WANT TO BE UP HERE TODAY SAYING MY HEART IS BREAKING.
YOU HAVE HEARD PHYSICAL FACTS.
YOU HAVE HEARD THE LIVED EXPERIENCE AND THE EDUCATIONAL EXPERTISE.
YOU HAVE HAD OTHER PEOPLE SPEAKING FROM WITHIN THEIR OWN COMMUNITY SPEAKING TO YOU.
AS SOMEONE WHO HAS BEEN VERY BLESSED TO WORK WITH THESE PROFESSIONALS, WITH THESE EXPERTS, I ASK YOU TO LISTEN TO THEM REGARDLESS OF WHETHER OR NOT THEY SPOKE WITH THEIR MOUTHS.
I ASK THAT YOU KEEP IT A LIGHTHOUSE IN THE DARK.
STUDENTS WHO DO NOT SEE DEAF ADULTS DO NOT GROW UP KNOWING THAT THEY THEMSELVES CAN BE SUCCESSFUL.
I HAVE HEARD THAT STORY AGAIN AND AGAIN, AND I DON'T HEAR IT FROM THE STUDENTS WORKING AND COMING TO OUR SCHOOL DISTRICT.
I DO NOT ASK THIS THINKING IT IS EASILY DONE, BUT I ASK IT ANYWAYS, PLEASE.
PLEASE, I LOOK FORWARD TO HEARING YOUR DECISIONS.
>> NEXT UP IS DANIELLE KOHLER.
I HAVE THREE CHILDREN, TWO OF WHICH ARE AT SHERWOOD ELEMENTARY.
TODAY I BROUGHT YOU A COPY OF THE SCHOOL SURVEY, WHICH I KNOW WHAT YOU SAID IS YOU CAN HAVE A LINK TO THAT.
>> I DON'T KNOW. I'M PRETTY LOUD.
IF YOU REVIEW THE SURVEY, I REALLY BELIEVE THAT IT LEADS PARTICIPANTS.
>> MAYBE IF YOU HOLD IT, YOU WANT TO TALK RIGHT INTO IT SO THAT PEOPLE CAN HEAR YOU.
>> IF YOU REVIEW THE SCHOOL START TIME SURVEY, I BELIEVE IT LEADS PARTICIPANTS TO BE IN FAVOR OF STARTING HIGH SCHOOLS LATER WITHOUT FULLY EXPLAINING THE RAMIFICATIONS OF ELEMENTARY SCHOOLS GETTING EARLIER START TIMES.
NOW, I AM ALL FOR EVERYONE HAVING A LATER START DATE.
I WANT TO BE CLEAR IN THAT BECAUSE THE DATA DEFINITELY SUPPORTS IT, BUT THE SURVEY DOES NOT GIVE ANY DATA ON WHAT WOULD HAPPEN IF AN ELEMENTARY SCHOOL STUDENT HAD TO START EARLIER.
I THINK THERE IS SOME OTHER DETAILS ABOUT THIS TRADE-OFF THAT WE SHOULD CONSIDER.
IF WE STARTED AN ELEMENTARY SCHOOL AT 7:20 WITH A BUS PICK UP AS EARLY AS 6:30, THIS MEANS THERE WILL BE CHILDREN AS YOUNG AS FIVE WALKING TO THE BUS AND WAITING FOR THE BUS ALONE IN THE DARK.
IT ALSO MEANS THAT THERE WOULD BE CHILDREN AS YOUNG AS FIVE COMING HOME ALONE AND BEING AT THEIR HOME FOR 3-4 HOURS UNTIL A PARENT CAME HOME, BECAUSE WE HAVE AN EQUITY ISSUE, NOT ALL STUDENTS CAN AFFORD AFTER SCHOOL CARE.
OUR DISTRICT DOESN'T HAVE THE ABILITY TO ACCOMMODATE ALL STUDENTS IN AFTER SCHOOL CARE.
IF YOU GUYS COULD PUT OUT WHAT PROVISIONS YOU WOULD PUT OUT TO MAKE SURE THERE WAS SAFETY AND EQUITY IN ELEMENTARY SCHOOLS IF WE STARTED THEM EARLY BECAUSE I FEEL LIKE WE HAVE AN INCOMPLETE STORY.
>> THANK YOU. NEXT IS JASON MOORE.
I LITERALLY HAD TO JUST CHANGE WHAT I WAS TALKING ABOUT TODAY.
I DON'T KNOW WHAT'S WORSE, THE IRONY OR THE HYPOCRISY OF THIS DISTRICT AND THIS BOARD BEFORE ME.
THE DISTRICT AND THE BOARD TRIES TO BEAT EVERYBODY OVER THE HEAD UNCONSCIOUS LIKE THE STUDENTS IN THE BATHROOMS WITH THIS RHETORIC.
DEI, WHEN IT'S CONVENIENT FOR THE DISTRICT.
LOOK AT ALL THESE PEOPLE HERE.
ALL THESE PEOPLE ARE NOT BEING TREATED FAIRLY BY THIS DISTRICT,
[01:55:03]
AND THAT IS WHAT YOU FOLKS CALL EQUITY, WHICH YOU DON'T PRACTICE.YOU ONLY PREACH IT, AND NOT ONLY PREACH IT, YOU TRY TO BEAT PEOPLE DOWN WITH IT.
THAT'S WHY ALL THESE PEOPLE ARE HERE.
DEI, SEL, I-READY, WHY DON'T THESE PROGRAMS GET CUT BEFORE SIGN LANGUAGE? PEOPLE THAT CAN'T HEAR.
YOU'RE CUTTING PROGRAMS LIKE THIS AND YOU CLAIM TO BE DEI? THE PRINCIPAL JUST GAVE A PRESENTATION OVER HERE ABOUT HOW HORRIBLE THESE SURVEY RESULTS ARE YEAR AFTER YEAR.
DOESN'T ANYBODY IN THIS DISTRICT STOP AND THINK MAYBE WE'RE DOING SOMETHING WRONG, MAYBE WHAT WE'RE TEACHING IS NOT WORKING HERE.
BUT INSTEAD OF THAT, YOU WANT TO CUT MUSIC, ORCHESTRA.
THIS IS THE THIRD MEETING I'VE BEEN HERE AND THE COMMUNITY IS CRYING OUT TO YOU LITERALLY ABOUT CUTTING THESE PROGRAMS. AND WHAT DO YOU DO? YOU DON'T EVEN ASK FOR ANY ALTERNATIVES.
HOW MANY ALTERNATIVES DID YOU ASK FOR, MR. SMITH? DID YOU ASK FOR ALTERNATIVES, MRS. MINER? NO. YOUR STAFF GAVE THIS BOARD AN ULTIMATUM, CUT THESE PROGRAMS OR YOU DON'T SUPPORT STUDENTS.
THIS WHOLE PLACE IS FILLED UP BECAUSE OF YOUR LACK OF LEADERSHIP.
IF YOU DON'T WANT TO LEAD THIS DISTRICT, GO SOMEWHERE ELSE.
>> GOOD EVENING. MY NAME IS STEPHEN KEELER.
I HAVE NO CHILDREN IN EDMONDS SCHOOL DISTRICT SCHOOLS, AND I'M A TAXPAYER.
IN THE PREVIOUS MEETINGS, I'VE LISTENED TO THE AGONY OF WHAT YOU ALL ARE HAVING TO CONSIDER, AND YOU DO HAVE MY CONDOLENCES.
I RECOGNIZE THERE'S ONLY SO MUCH MONEY AND IT CAN ONLY BE SPENT IN CERTAIN WAYS.
SO WHY AM I HERE TONIGHT ADVOCATING FOR SOMETHING WHEN YOU DON'T HAVE ENOUGH MONEY EVIDENTLY FOR IT ALREADY? WELL, I'LL HAVE TO SAVE THAT FOR THE FUTURE, BUT I WILL GET BACK TO IT.
I'VE SIMPLY PRESENTED YOU WITH SOME HOMEWORK TONIGHT.
I'D LIKE YOU TO LISTEN TO THE SCHOOL OF ROCK, 2022, ALLSTARS.
THEY PERFORM ON A YOUTUBE VIDEO, THE SONG FREE YOUR MIND, AND THAT WAS ORIGINALLY RECORDED BY THE FEMALE GROUP EN VOGUE.
I'D LIKE YOU ALL TO LISTEN TO IT AND REALIZE WHAT IS POSSIBLE.
WHAT MIGHT BE IF THE DISTRICT HAD A SCHOOL OF ROCK? IT SHOULDN'T COST A LOT OF MONEY.
THE STUDENTS ARE ALREADY TAUGHT TO PLAY INSTRUMENTS.
THEY CAN READ, THEY UNDERSTAND THE LYRICS, THEY GET IT.
ALL YOU NEED IS AN EMPTY ROOM, AND IT SOUNDS LIKE YOU HAVE QUITE A FEW OF THOSE, OR WILL HAVE.. DO YOUR HOMEWORK.
LISTEN TO THE SCHOOL OF ROCK, AND SUPERINTENDENT MINER, IF THE EDMONDS SCHOOL DISTRICT DOESN'T HAVE A SCHOOL OF ROCK, LET'S GET ONE. THANK YOU.
>> THANK YOU VERY MUCH. NEXT UP IS AARON ENGLISH.
[02:00:04]
>> DR. MINER, MEMBERS OF THE SCHOOL BOARD, THANKS FOR TAKING THE TIME TO HEAR A PASSIONATE PLEA FROM A PARENT.
I LIVE IN THE CITY OF EDMONDS.
MY TWO CHILDREN ARE STUDENTS AT MADRONA, AND I'D LIKE TO ADVOCATE AND SUPPORT THE CONTINUANCE OF THE K THROUGH 8 MODEL, BUT THEN ALSO IN ARGUMENTS AND MORE COMPELLING THAT I CAN HAVE FOR THE ADVOCACY OF MUSIC.
BUT WITH THAT, I JUST WOULD BE REMISS, BECAUSE BOTH OF MY CHILDREN GO TO MADRONA THAT THEY ARE BETTER STUDENTS AND THEY ARE BETTER PEOPLE FOR LEARNING AND PLAYING WITH THEIR DHH CLASSMATES, AND PART OF THAT IS HAVING A STRONG FOUNDATIONAL PROGRAM.
WHEN WE MOVED FROM LAKE WASHINGTON SCHOOL DISTRICT, KIRKLAND, I KNEW ABOUT MADRONA EVEN BEFORE WE WERE EVEN THINKING OF MOVING TO EDMONDS, AND HAD A REPUTATION ON THE EAST SIDE AND AMONG MY NEIGHBORS, AND IT WAS COMPELLING.
WHEN WE MOVED DURING THE PANDEMIC, THERE WERE NUMEROUS STORIES OF THE CHALLENGES OF POST-PANDEMIC EDUCATION.
I CAN ONLY SPEAK FOR MY WIFE AND I CAN ONLY SPEAK FOR OURSELVES AS THAT.
I DIDN'T REALIZE IT UNTIL I STARTED THINKING ABOUT THE CRITICALITY OF LOSING IT THAT THE K THROUGH 8 MODEL, AT LEAST THE ONES THAT WE HAVE AT MADRONA, WAS TOOK, THE ACCESS TO EDUCATION AND MADE MY KIDS BETTER.
THERE WERE GAPS. THERE WERE CHALLENGES TO THAT, AND I WOULD HAVE TO SAY THAT JUST IN THE SHORT PERIOD OF TIME THAT THEY HAVE BEEN STUDENTS AT MADRONA THAT THAT HAS CLOSED A LITTLE BIT OF THE LEARNING GAPS WITH THEM.
MUSIC AND ACCESS TO IT SIMILARLY HAS ESSENTIALLY BEEN A FLY WHEEL TO THEIR ACCESS TO EDUCATION.
THE STUDENTS FROM MADRONA BUT THEN ALSO THROUGHOUT THE DISTRICT AND THE PARENTS THAT THEY FEEL LIKE, THE SOONER YOU ARE IN MUSIC, THE BETTER YOU ARE, AND NOT TO SAY THAT THEY'RE ALL GOING TO GO TO JUILLIARD.
BUT IT IS CRITICALLY IMPORTANT.
THEN THE REVERSE IS ALSO TRUE, THAT THE LONGER YOU WAIT, THE HARDER IT IS TO GET THEM INTO MUSIC.
THEN, LASTLY, I JUST WANT TO ADVOCATE, JUST ON A PERSONAL LEVEL, THE STAFF AT MADRONA I CANNOT IMAGINE THE CHALLENGES, BOTH MENTAL AND PERSONAL, OF NOT KNOWING AND LIVING WITH THE CHALLENGES IN THE BUDGET.
[NOISE] I CAN JUST SAY, AND I THINK ALL THE PARENTS AT MADRONA AND IN THE DISTRICT FEEL THE SAME WAY THAT IT IS CRITICALLY IMPORTANT FOR THEM TO HAVE THAT LEVEL OF STABILITY TO THE DEGREE THAT THEY CAN, AND THAT MAKES THEM BETTER TEACHERS.
I THINK EVERY PERSON HERE REMEMBERS THEIR TEACHER AND THEIR PARENTS HAVING THAT SAME TEACHER, AND I THINK THAT LEVEL OF CONTINUANCE AND STABILITY IS CRITICAL FOR THE ACCESS OF EDUCATION.
THANK YOU VERY MUCH. APPRECIATE IT.
>> I'M MICHELLE NOBLE. I LIVE IN EDMONDS.
I'VE GOT A FOURTH GRADER AT MADRONA K THROUGH 8 AND A FRESHMAN AT EDMONDS-WOODWAY.
I REMEMBER VERY CLEARLY WHEN I GOT THE PHONE CALL BEFORE MY OLDER DAUGHTER STARTED KINDERGARTEN, LETTING US KNOW THAT SHE GOTTEN IN THE LOTTERY AND SHE WAS GOING TO BE ABLE TO GO TO MADRONA.
I WAS SO EXCITED. WHAT I DIDN'T REALIZE AT THAT TIME WAS THAT SHE ACTUALLY FUNCTIONS IN A VERY NEURODIVERSE, PROBABLY AUTISTIC, ADHD FASHION.
WHAT WOULD HAPPEN IS AT THE BEGINNING OF HER FIRST YEAR IN A CLASS WITH A CERTAIN SET OF TEACHERS, AT THE BEGINNING THEY WERE CHARMED BY HER.
SHE WAS ENTHUSIASTIC, BRIGHT AND ENGAGED.
THEN SOMEWHERE AROUND THE EARLY PART OF THE SPRING, WE'D HAVE A PARENT-TEACHER CONFERENCE AND THEY'D TALK ABOUT HOW SHE COULDN'T REALLY STAY FOCUSED, AND GOING TO GET A PENCIL WOULD TAKE HER AN EXTRAORDINARY AMOUNT OF TIME.
BUT AT MADRONA, THAT WASN'T THE END OF HER RELATIONSHIP WITH THAT TEACHER.
THE NEXT YEAR, IN SECOND GRADE AND IN THIRD GRADE, SHE'D BE WITH THOSE SAME TEACHERS, AND THEY WOULD LEARN TO KNOW EVERYTHING ABOUT HER.
WHO SHE WAS WASN'T JUST THIS KIND OF SCATTERED ENERGY, THIS TALKATIVENESS WHEN SHE WAS SUPPOSED TO BE LISTENING.
IT'S ALSO A BRILLIANCE AND A CREATIVITY.
THE SAME THING WAS TRUE WHEN SHE WENT INTO FOURTH AND FIFTH AND SIXTH GRADE.
SHE WOULD TELL YOU THAT HER SEVENTH GRADE YEAR AT MADRONA WAS HER HARDEST YEAR SOCIALLY.
HER PEERS WERE GOING THROUGH A LOT.
THEY WERE COMING BACK FROM THE PANDEMIC.
BUT STILL SHE WAS PART OF THIS COMMUNITY WHERE THEY SUPPORTED HER.
NOW AS A FRESHMAN, SHE GETS UP EVERY MORNING AND CATCHES THAT BUS AT 6:44 BY HERSELF.
[02:05:04]
SHE'S HANDLING HER HOMEWORK, WHICH IS HARD, BUT SHE'S DOING IT.I FIRMLY BELIEVE THAT THE REASON SHE CAN DO THAT IS BECAUSE SHE WAS ABLE TO DEVELOP IN THIS COMMUNITY THAT TRULY SUPPORTED HER.
ANOTHER BRILLIANT THING THAT I FEEL LIKE I NEED TO MENTION BECAUSE OF EVERYTHING WE'VE HEARD AT THIS MEETING IS THAT BEING PART OF THE SCHOOL WITH THE DHH COMMUNITY RIGHT THERE, MY KIDS DON'T SEE THOSE KIDS AS OTHERS.
THEY'VE ALL HAD BEAUTIFUL RELATIONSHIPS WITH KIDS THAT ARE PART OF THAT GROUP.
AT THE END OF THE SHREK MUSICAL, THE SPRING THAT MY FOURTH GRADER WAS IN, THEY ALWAYS SIGN THE LAST SONG, AS WELL AS SINGING IT.
ONE OF OUR FRIENDS, THAT'S ONE OF THE PAIRS AT THE SCHOOL, SAID THAT SHE CRIED DURING THAT BECAUSE IT SHOWS HOW MADRONA IS NOT JUST GIVING LIP SERVICE TO DIVERSITY, IT REALLY INCLUDES.
IT INCLUDES MY DAUGHTER WHO DOESN'T LEARN THE WAY OTHER KIDS DO.
IT INCLUDES MY YOUNGER DAUGHTER WHO'S ALSO IN HER OWN VERSION OF UNICORN, AND IT INCLUDES THE DHS KIDS.
I KNOW IT'S HARD TO MAKE THIS WORK, AND IT'S DIFFERENT THAN ALL THE OTHER SCHOOLS, BUT IT'S WORTH THE HARD WORK, AND THANK YOU FOR ALL THAT YOU'RE DOING.
>> HI. THANK YOU ALL VERY MUCH FOR YOUR TIME.
I'M NERVOUS. THIS IS MY FIRST TIME I'VE EVER BEEN TO A BOARD MEETING.
I THINK PEOPLE HAVE SPOKEN TONIGHT ABOUT A LOT OF THE GREAT THINGS ABOUT THE SCHOOL.
I THINK THEY'RE GETTING THROUGH TO YOU.
I THINK YOU'RE HEARING AND PAYING ATTENTION.
I JUST WANT TO ASK FOR YOUR CONTINUED COMMITMENT TO THE K THROUGH EIGHT MODEL.
FULL FUNDING FOR OUR KIDS, MEANING NO CUTS THAT DISPROPORTIONATELY IMPACT OUR MADRONA'S MIDDLE SCHOOL BECAUSE OF THE DELIVERY MODEL AND SUPPORT FOR THE INSTRUMENTAL ENSEMBLE IN FIFTH AND SIXTH ACROSS THE DISTRICT AND THE DHH PROGRAM.
I UNDERSTAND YOUR JOBS ARE CHALLENGING. I RESPECT THAT.
ALSO DO COME TO US TO ASK THE STATE TO HELP BECAUSE THE THING THAT I'VE LEARNED AND SEEN IN MADRONA IS THE COMMUNITY AND WORKING TOGETHER TO SOLVE PROBLEMS IS WHAT OUR KIDS ARE LEARNING HOW TO DO.
WE CAN LEARN FROM THEM, DO THE SAME THING.
THANK YOU VERY MUCH FOR YOUR TIME. [APPLAUSE]
>> NEXT UP IS CASSIAN POPESKEW.
>> GOOD. MY NAME IS CASSIAN POPESKEW.
FIRST OF ALL, THANK YOU FOR OPPORTUNITY TO SPEAK IN FRONT OF THIS AUDIENCE.
I'M HERE HOWEVER TO ASK THE DISTRICT TO RECONSIDER THE DECISION THAT HAS BEEN MADE A COUPLE OF YEARS AGO TO CLOSE ONE OF THE AND THE ONLY SWIMMING POOL IN THE ENMOND'S DISTRICT, THE MAPLEWOOD K-8 ELEMENTARY SCHOOL.
I DO BELIEVE THIS IS ACTUALLY A GREAT FACILITY HAS BEEN DESIGNED OVER 20 YEARS, TO BE A FACILITY TO HELP THE KIDS WITH SPECIAL NEEDS.
IT'S A GREAT TOOL FOR THE TEACHERS TO TEACH THE KIDS WITH SPECIAL NEEDS TO LEARN NEW SKILLS.
I KNOW IT'S ALWAYS A CHALLENGE HOWEVER TO FIND THE RIGHT BUDGETS.
BUT I DO BELIEVE TEACHERS, PARENTS, STUDENTS, WE SHOULD HAVE A VOICE.
MY BIGGEST FRUSTRATION WAS WHEN I TRIED TO ASK DIFFERENT PARENTS, TEACHERS, NOBODY ACTUALLY WAS EVEN AWARE ABOUT THE DECISION OF THE CLOSURE.
I WOULD LIKE WHATEVER TO HAVE THAT RECONSIDER AND MY SUGGESTION IS ACTUALLY TO MAKE A SURVEY AMONG THE PARENTS TO SEE WHAT'S ACTUALLY THE POSITION.
AT THE SAME TIME I SUPPORT WHAT I HEARD HERE WHATEVER THE DHH AND THE MUSIC PROGRAMS AND INITIATIVES.
I BELIEVE THE COMMUNITY DESERVES WHATEVER TO HAVE THIS TYPE OF PROGRAMS. THIS IS WHAT FEEDS OUR SOULS.
[02:10:02]
>> THANK YOU. THAT CONCLUDES THE PUBLIC COMMENTS FOR TONIGHT.
I'M GOING TO CALL A TEN MINUTE RECESS FOR THE BOARD BECAUSE WE STILL HAVE A LOT OF BUSINESS THAT WE HAVE TO DO.
IT IS 8:40, AND WE'RE GOING TO RECONVENE AT 8:50.
[BACKGROUND] WE ARE RECONVENING OUR MEETING.
NEXT ON THE AGENDA IS OUR CONSENT AGENDA.
[10. CONSENT AGENDA-8:25 pm]
OUR CONSENT AGENDA IS THE GROUP OF USUALLY ROUTINE ITEMS THAT WE VOTE ON IN A BLOCK, BUT CAN SEPARATE IF WE WANT TO.TONIGHT, WE HAVE 13 ITEMS, EIGHT RELATE TO PERSONNEL AND AGREEMENTS WITH OUR STAFF GROUPS.
TO OUR INTER LOCAL AGREEMENTS TO PROVIDE SERVICES TO STUDENTS.
ONE IS AN AGREEMENT WITH A COMMUNITY PARTNER AND TWO OUR FIELD TRIPS.
DO I HEAR A MOTION TO APPROVE IN A SECOND.
>> SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND.
>> I DO WANT TO COMMENT ON THE GSA, BUT FIRST, I WANT TO ASK ABOUT THE CTE TIME.
STUDENTS ARE VERY CONFUSED ABOUT THE SEVEN MINUTE EXTENSION TO THE HIGH SCHOOLS.
I UNDERSTOOD THE PART WHERE IT'S NEEDED TO MAINTAIN SOME MINIMUM WEEKLY TIME.
I DON'T UNDERSTAND THE PART WHY IT'S NOT A MULTIPLE FIVE, AND IT'S AN ARBITRARY NUMBER LIKE THIS YEAR, IT'S BEEN SEVEN NOW, IT'S TWO.
IS THERE ANY PARTICULAR REASON ON THAT?
>> IT'S A FORMULA WE USED TO CALCULATE THE NUMBER OF MINUTES REQUIRED FOR CTE IN ORDER TO NOT HAVE TO MAKE BUDGET CUTS TO ACCOMMODATE OUR FULL CTE PROGRAMS.
>> NOW I WANT TO COMMENT ON THE GSA CREDIT UNION THAT SUPPOSED BE COMING TO LUMATIC NEXT YEAR.
I SPOKE WITH OUR BUSINESS MARKETING TEACHER ON FRIDAY, AND SHE THINKS IT'S GOING TO HAVE A POSITIVE IMPACT.
IT'S GOING TO INCREASE FINANCIAL LITERACY IN STUDENTS AS THEY'LL ACTUALLY BE USING A BANKING SYSTEM.
I ALREADY HAVE A REPUTATION OF STUDENTS ARE FINANCIALLY LITERATE AND HOPEFULLY THIS IS GOING TO HELP IMPROVE.
IT'S ALSO GOING TO HAVE INCREASED ACCESS TO BANKING.
LHS, MOST PEOPLE WOULDN'T THINK OF IT IS ACTUALLY QUITE A REMOTE AREA, AND TRANSPORTATION IS, OF COURSE, DORMANT, SO THIS IS GOING TO INCREASE ACCESS TO BANKING FOR STUDENTS WHO NEED IT.
>> ANY OTHER COMMENTS? I JUST WANTED TO ADD THAT THE PROF TECH GROUP AND THE EEA AGREEMENTS HERE NOW ADD THEIR CONTRIBUTIONS TO THE BUDGET, AND WE THANK ALL OF OUR STAFF ASSOCIATIONS WHO HAVE BEEN WILLING TO GIVE UP DAYS OF SALARY BASICALLY FOR MOST OF THEM AND PROFESSIONAL DEVELOPMENT AS WELL.
THAT HAS CERTAINLY HELPED US TO SOME EXTENT TO SOLVE IT.
I ALSO WANT TO JUST MAKE A PERSONAL NOTE THAT THERE ARE A NUMBER OF TEACHERS ON OUR PERSONNEL ACTION WHO ARE RETIRING, WHO ARE VERY SPECIAL TEACHERS, BOTH OF MY OWN KIDS AND PEOPLE I WORKED WITH FOR MANY, MANY YEARS, AND I WISH THEM WELL AS I WISH ALL OF OUR RETIRING EMPLOYEES WELL IN THEIR FUTURE.
HEARING NO FURTHER DISCUSSION.
ALL THOSE IN FAVOR OF APPROVING TONIGHT'S CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.
>> ALL THOSE OPPOSED, SAY NAY.
TONIGHT'S CONSENT AGENDA IS APPROVED.
NEXT REPORTS, SO I'LL TURN IT OVER TO DR. MINO.
[11. REPORTS-8:35 pm]
>> WE HAVE TWO REPORTS AND PRESENTATION THIS EVENING.
WE'LL BEGIN WITH LYDIA SALLY FOR THE BUSINESS AND FINANCE REPORT, MARCH 2024.
>> THANK YOU. I WILL GO QUICKLY BECAUSE MARCH IS VERY SIMILAR TO FEBRUARY.
I NOTED IN FEBRUARY THAT THIS YEAR'S FUND BALANCE IS TRACKING ABOUT A MILLION DOWN FROM A YEAR AGO, AND THAT IS UNCHANGED FROM FEBRUARY.
THOUGH WE DID BUDGET A DRAW FUND BALANCE OF 4.4, AND RIGHT NOW WE ARE AT ROUGHLY JUST OVER A MILLION, SO THAT IS A CONSIDERABLE IMPROVEMENT, BUT STILL A DRAWDOWN.
JUST A REMINDER ON LOCAL FUNDS IN THE, I BELIEVE PURPLE.
WE DON'T EXPECT EVER TO GET TO 100% BECAUSE THAT'S WHERE A LOT OF THE REVENUE CONTINGENCY IS BUDGETED, WHICH IS OFFSET BY A CORRESPONDING AMOUNT OF EXPENDITURE CONTINGENCY,
[02:15:01]
AND JUST A REMINDER THAT APPORTIONMENT REVENUES WILL EXCEED THE BUDGET BECAUSE WE HAVE MORE ENROLLMENT AND REMEMBER THAT THEY ARE GOING TO FUND AN EXTRA $21 IN MATERIAL SUPPLIES AND OPERATING COSTS, AND THAT STARTS THIS YEAR.AS WELL AS SLIGHT ADJUSTMENT TO PROTOTYPICAL SCHOOLS.
OUR TOTAL FUND BALANCE OF JUST OVER 5% IS WHAT MOODY'S ALSO LOOKED AT FOR OUR UPCOMING BOND SALE, WE REALLY NEED TO HOLD THAT 5% OR PREFERABLY BETTER, BUT MINIMUM FIVE.
THIS IS OUR MOST RECENT FUND BALANCE PROJECTION, BUT JUST TO POINT OUT THAT SOME OF WHAT IS GOING TO BE IN OUR ENDING FUND BALANCE AT AUGUST 31 WILL BE ASSIGNED TO NEXT YEAR'S BUDGET.
FOR INSTANCE, THAT EXTRA MATERIAL SUPPLIES AND OPERATING COSTS MONEY THAT WE ARE RECEIVING IN 23-24 HELPED MITIGATE SOME OF THE BUDGET REDUCTIONS THAT WE NEEDED.
AGAIN, ENROLLMENT REMAINS POSITIVE.
>> WHAT'S THE TIMING OF THE BOND SALE?
OUR NEXT PRESENTATION THIS EVENING IS A SECONDARY MATH ADOPTION, INCLUDING ALGEBRA 1 GEOMETRY AND ALGEBRA 2, LAURA MARSHALL, IS GOING TO PRESENT THIS EVENING ON BEHALF OF STUDENT LEARNING ALONGSIDE LISA GONZALEZ.
>> GOOD EVENING, SUPERINTENDENT MINOR AND BOARD OF DIRECTORS.
I'M VERY PROUD TO BE HERE THIS EVENING TO INTRODUCE OUR SECONDARY MATH CURRICULUM ADOPTION RECOMMENDATION, AND OUR TALENTED TEACHER LEADER LAURA MARSHALL, WHO HAS GUIDED THE WORK, AND SHE WILL PRE PRESENTING THE RECOMMENDATION FROM THE TEAM. THANK YOU.
I GOT THIS PRIMO SPOT ON THE AGENDA.
[LAUGHTER] I'LL DO MY BEST TO KEEP YOU ALL CRUISING ALONG WITH ME.
AS LISA SAID, MY NAME IS LAURA MARSHALL.
I AM ONE OF THE TEACHERS ON SPECIAL ASSIGNMENT IN OUR SCHOOL DISTRICT, AND I HAD THE HONOR TO WORK ALONGSIDE OF MANY PROFESSIONALS IN OUR DISTRICT OVER THE PAST YEAR TO COME TO A RECOMMENDATION FOR SOME SECONDARY MATH.
LET'S TAKE A LOOK BACK IN TIME HERE.
IN THE EARLY 2000S, MIDDLE AND HIGH SCHOOLS SELF-SELECTED INSTRUCTIONAL MATERIALS FOR MATH, AND THIS LED TO AN INCONSISTENCY ACROSS OUR SCHOOL DISTRICT.
WE ACTUALLY HAD FOUR DIFFERENT PROGRAMS THAT WERE BEING USED IN OUR FIVE HIGH SCHOOLS.
IN 2008, AN ADOPTION PROCESS WAS COMPLETED, AND THE SCHOOL BOARD ADOPTED INSTRUCTIONAL MATERIALS FROM MCDOUGAL LITTELL FOR ALGEBRA 1, GEOMETRY, AND ALGEBRA 2.
THIS ADOPTION PROVIDED COMMON RESOURCES THAT WERE USED ACROSS OUR SYSTEM.
HOWEVER, IN 2011, OUR STATE ADOPTED THE COMMON CORE STANDARDS FOR MATH, SO THOSE 2008 MATERIALS ARE NO LONGER STANDARDS-ALIGNED.
CURRENTLY, THE 2008 MCDOUGAL LITTELL MATERIALS REMAIN IN OUR SCHOOL DISTRICT'S CLASSROOMS AS THE ADOPTED MATERIALS FOR THOSE COURSES.
OVER THE PAST YEAR, STAFF AND STUDENTS AND COMMUNITY HAVE WORKED TOGETHER TO IDENTIFY INSTRUCTIONAL MATERIALS TO REPLACE THIS 16-YEAR-OLD CURRICULUM.
IN THE FIRST STAGE OF OUR PROCESS, WE COMPLETE A NEEDS ASSESSMENT OF OUR SYSTEM.
IN ADDITION TO THESE MCDOUGAL LITTELL MATERIALS BEING HARD TO SAY, THEY'RE ALSO NOT ALIGNED WITH OUR CONTENT STANDARDS, AND THEY LACK ANY DIGITAL RESOURCES.
FURTHERMORE, OUR DISTRICT MATH DATA INDICATES A NEED FOR UPDATED, GUARANTEED VIABLE CURRICULUM FOR ALGEBRA 1, GEOMETRY, AND ALGEBRA 2.
IN THE '22-'23 SCHOOL YEAR, JUST 42% OF OUR STUDENTS SHOWED PROFICIENCY IN MATH ON THE SMARTERBALANCED ASSESSMENT.
DURING THE NEEDS ASSESSMENT, STAKEHOLDERS WERE ALSO SURVEYED.
WE GOT INPUT FROM 39 STAFF MEMBERS AND 30 COMMUNITY MEMBERS AT THIS POINT IN THE PROCESS.
SOME OF THE THEMES THAT THESE STAKEHOLDERS RAISED WERE THEY WANT INSTRUCTIONAL MATERIALS THAT FOLLOW A LOGICAL PROGRESSION OF SKILLS THAT BUILD FROM MORE SIMPLE TO MORE COMPLEX, THEY WANT OUR MATERIALS TO INCORPORATE LOTS OF OPPORTUNITIES FOR REVIEW AND PRACTICE, TO INCLUDE EXAMPLES AND OPPORTUNITIES FROM TEACHERS, BUT ALSO FROM DIGITAL RESOURCES SO STUDENTS CAN GET THAT FEEDBACK MORE QUICKLY.
FAMILIES ESPECIALLY WANTED MATERIALS THAT HELPED STUDENTS BUILD
[02:20:06]
PRACTICAL LIFE AND FOUNDATIONAL SKILLS SUCH AS FINANCIAL LITERACY, AND THERE WAS AN EMPHASIS ON PREPARING STUDENTS FOR ALL TYPES OF PATHS, WHETHER TO GRADUATE HIGH SCHOOL, TO ENTER HIGHER EDUCATION, TO BE SUCCESSFUL IN TECHNICAL PATHS, OR TO ENTER INTO STEM CAREERS.IN THE PLANNING STAGE, THE PURPOSE, SCOPE, TIMELINE, AND BUDGET OF THIS ADOPTION WERE IDENTIFIED.
THE SCOPE OF THE CORE SECONDARY MATH ADOPTION INCLUDES ALGEBRA 1, GEOMETRY, AND ALGEBRA 2 IN SEVENTH THROUGH 12TH GRADE CLASSES.
WE'RE ALSO WORKING ON AN ALTERNATIVE CORE ADOPTION FOR PRECALCULUS AND CALCULUS, BUT THAT IS STILL UNDERWAY, SO WE'LL BRING MORE INFORMATION TO YOU ON THAT SOON.
ESTABLISHING A BUDGET IS ALWAYS INCREDIBLY IMPORTANT, BUT SEEMS ESPECIALLY VITAL DURING THESE TIMES WHERE WE KNOW OUR RESOURCES ARE STRETCHED.
AS YOU'LL HEAR A BIT LATER IN OUR PRESENTATION, THE ADOPTION COMMITTEE'S FINAL RECOMMENDATION TURNED OUT TO BE CONSIDERABLY MORE COST-EFFECTIVE THAN WE HAD ORIGINALLY PLANNED FOR, WHILE STILL PROVIDING A TEXTBOOK FOR EVERY STUDENT, TEACHER MATERIALS, AND DIGITAL LICENSES ACROSS FIVE YEARS.
HERE'S WHAT OUR PLAN FOR THE 2023-2024 ADOPTION LOOKED LIKE.
IT'S IMPORTANT TO NOTE THAT A TEAM OF TEACHERS STARTED THIS WORK IN 2019, BUT IT WAS PUT ON HOLD FOR REASONS THAT I IMAGINE YOU CAN COME UP WITH.
IN THE SPRING OF 2023, LISA GONZALES GATHERED A GROUP OF TEACHERS TO START THIS PROCESS UP AGAIN.
THESE TEACHERS WORKED ON REVAMPING A NEEDS ASSESSMENT, REDISTRIBUTING IT, LOOKING AT SOME DIFFERENT STRENGTHS AND BARRIERS IN OUR CURRENT SYSTEM, AND THEN FROM SEPTEMBER TO MARCH, WE HAD STAFF THAT SELECTED AND PILOTED INSTRUCTIONAL MATERIALS WITH STUDENTS ACROSS OUR SCHOOLS.
THE SELECTION AND PILOT TEACHERS RECEIVED GUIDANCE FROM THE INSTRUCTIONAL MATERIALS COMMITTEE AND THE PROFESSIONAL EXCELLENCE COMMITTEE AND HAVE RECOMMENDED BIG IDEAS FOR ADOPTION IN OUR DISTRICT.
IT'S WITH THEIR UNANIMOUS SUPPORT THAT I BRING THIS RECOMMENDATION TO YOU.
IN THE THIRD STAGE OF OUR ADOPTION, WE BEGAN TO RECRUIT.
A GREAT STRENGTH OF THIS ADOPTION WAS THAT STUDENT LEARNING WAS ABLE TO ACCOMMODATE ALL TEACHERS THAT WANTED TO PARTICIPATE IN THE SELECTION OR PILOT OF THE INSTRUCTIONAL MATERIALS.
I WAS GOING TO CALL FOR IF ANYONE WAS IN ATTENDANCE THAT MIGHT HAVE PARTICIPATED, THAT THEY COULD STAND UP, BUT THANK YOU FOR YOUR HELP, LISA, AND I APPRECIATE THE INFORMATION THAT THE BOARD GAVE AT THE STUDY SESSION.
[LAUGHTER] BUT WE DID HAVE COMMUNITY MEMBERS AND SUCH, BUT WE'VE CLEARED THE ROOM.
THIS TABLE SHOWS THE DISTRIBUTION OF THE STAFF THAT WAS ENGAGED IN THE SPRING MATH LEADERSHIP, THE CURRICULUM SELECTION, AND THE PILOTING OF MATERIALS.
THE SPRING LEADERSHIP TEAM RESTARTED THE ADOPTION, AS WE SAID THAT HAD BEGUN IN 2019.
THIS TEAM, IN ADDITION TO IDENTIFYING THE BARRIERS AND STRENGTHS OF OUR CURRENT CURRICULUM, ALSO DEVELOPED A LIST AND PRE-SCREENED THE CURRENTLY AVAILABLE MATERIALS THAT ARE OUT THERE ON THE MARKET RIGHT NOW.
THE SELECTION COMMITTEE FURTHER REVIEWED THE LIST OF CURRICULUM THAT WAS CREATED BY OUR SPRING LEADERSHIP TEAM AND IDENTIFIED ANOTHER VIABLE OPTION TO ADD TO THE LIST.
THE SELECTION COMMITTEE ULTIMATELY RECOMMENDED TWO CURRICULUM PROGRAMS THAT WERE PILOTED BY TEACHERS WITH STUDENTS IN CLASSROOMS ACROSS OUR DISTRICT.
THE ADOPTION COMMITTEES COMPOSED OF 30 STAFF MEMBERS FROM ACROSS THE DISTRICT, INCLUDED REPRESENTATION FROM ALL OF OUR MIDDLE AND HIGH SCHOOLS AS WELL AS ONE OF OUR K8S, THE COMMITTEES INCLUDED STAFF FROM OUR SPECIAL EDUCATION, MULTILINGUAL, AND DIGITAL LEARNING DEPARTMENTS.
IN THE FOURTH STAGE OF OUR PROCESS, THE ADOPTION COMMITTEE COLLABORATED TO DEVELOP AN IDEAL DECISION-MAKING PROCESS, WHICH IS ALSO KNOWN AS DRAFT 5.
THE COMMITTEE CHOSE TO USE A FOUR-POINT SCALE FOR VOTES AND REQUIRED QUORUM OR ATTENDANCE OF 85% FOR ANY VOTES TO TAKE PLACE.
CONSENSUS WAS DEFINED AS 78% AGREEMENT WITHOUT ANY OUTSTANDING MAJOR CONCERNS.
THE SELECTION AND PILOT COMMITTEES SCREENED THE INSTRUCTIONAL MATERIALS FOR BIAS USING A RESOURCE FROM THE OSPI.
ADDITIONALLY, A SMALL GROUP PROVIDED INSIGHTS ON POSSIBLE BIAS AND STUDENTS WERE SURVEYED ABOUT BIAS AND REPRESENTATION DURING THE PILOT.
[NOISE] THE SELECTION AND PILOT COMMITTEES EVALUATED CONTENT WITH THE EQUIP RUBRIC, WHICH IS ALSO AN OSPI-RECOMMENDED TOOL.
THIS TOOL WAS DESIGNED TO REVIEW COMMON CORE ALIGNED LESSONS AND UNITS.
[02:25:04]
OUR TEAM CHOSE TO EXPAND THIS RUBRIC BY ADDING ADDITIONAL CRITERIA RELATED TO THE CURRICULUM'S INSTRUCTIONAL APPROACH AND DIGITAL RESOURCES.THE ADOPTION COMMITTEE PRIORITIZED SELECTING INSTRUCTIONAL MATERIALS THAT INCORPORATE DIFFERENTIATION AT ALL LEVELS, THAT HAS SUGGESTIONS FOR SUPPORTING LANGUAGE LEARNERS AND STUDENTS WITH GAPS IN LEARNING AND ALSO SUPPORTS NEW TEACHERS WITH DELIVERING CONTENT.
AFTER REVIEWING THE INSTRUCTIONAL MATERIALS, 85% OF OUR SELECTION TEAMS SUPPORTED OR STRONGLY SUPPORTED PILOTING TWO PROGRAMS IN CLASSROOMS, BIG IDEAS AND ENVISION MATH.
PILOT TEACHERS RECEIVED ORIENTATION TO BOTH CURRICULUM PROGRAMS. AFTER PILOTING, THEY PROVIDED FEEDBACK USING THE SAME FORMS AS THE SELECTION COMMITTEE, A BIAS SCREENER AND THE EQUIP RUBRIC.
ADDITIONALLY, AND THIS IS SOMETHING WE'RE REALLY EXCITED ABOUT IN THIS PARTICULAR ADOPTION WAS THAT WE GOT FEEDBACK FROM 500 STUDENTS, MORE THAN 500 STUDENTS.
WHEN WE LOOKED AT THAT PILOT FEEDBACK FROM TEACHERS AND STAFF, IT WAS CLEAR THAT THEY BOTH FOUND BIG IDEAS WERE BETTER ALIGNED WITH THE NEEDS OF OUR SYSTEM THAN ENVISION.
THE BIG REVEAL. STUDENTS HIGHLIGHTED THAT BIG IDEAS DID A BETTER JOB HELPING THEM UNDERSTAND KEY MATH CONCEPTS AND IDEAS, THAT IT INCLUDED MORE SUPPORTS FOR DIFFERENT LEARNING STYLES AND THAT IT WAS RELEVANT TO THEIR DAY-TO-DAY LIVES.
ON THE OTHER HAND, STUDENTS FELT THAT ENVISION WAS NEEDLESSLY COMPLICATED AND VISUALLY OVERWHELMING WITH CLUNKY DIGITAL RESOURCES.
THESE GRAPHS SHOW THE FINAL RECOMMENDATION OF THE SELECTION AND PILOT COMMITTEES COMBINED.
YOU CAN SEE THAT 100% OF THE COMMITTEE HAD SOME LEVEL OF CONCERN WITH ENVISION AFTER PILOTING, WHILE 89% SUPPORTED OR STRONGLY SUPPORTED BIG IDEAS.
MINOR CONCERNS HIGHLIGHTED THAT NEITHER CURRICULUM INTEGRATED INQUIRY-BASED TASK TO THE DEPTH THAT THE COMMITTEE DESIRED.
HOWEVER, THEY FELT THAT BIG IDEAS BETTER MET THE NEEDS OF OUR SYSTEM AS IT'S LESS TEXT-DEPENDENT THAN ENVISION, INCLUDES MORE VISUAL SUPPORTS, AND INTEGRATE STEM AND CAREER CONNECTIONS THROUGHOUT.
DUE TO THE 2025 COPYRIGHT OF BIG IDEAS, SOME PARTS OF THE CURRICULUM ARE STILL BEING RELEASED.
THE COMMITTEE VIEWED THIS SHINY NEW COPYRIGHT AS AN ADVANTAGE AND AN OPPORTUNITY TO PROVIDE STUDENTS, FAMILIES, AND STAFF WITH THE MOST CURRENT INSTRUCTIONAL MATERIALS FOR MATH.
THESE NEXT FEW SLIDES JUST HIGHLIGHT SOME OF THE FEATURES AND BIG IDEAS THAT STUDENTS AND TEACHERS APPRECIATED.
I WANT TO NOTE THAT EACH OF THESE SLIDES IS CREATED BY SCREEN CLIPS.
THIS ISN'T WHAT THE PAGES LOOK LIKE EXACTLY IN THE CURRICULUM.
STANDARDS ALIGNMENT IS SPECIFICALLY CALLED OUT.
COMMON CORE STATE STANDARDS ARE IDENTIFIED AT THE BEGINNING OF EACH CHAPTER AND LESSON.
WIDA, ENGLISH LANGUAGE DEVELOPMENT STANDARDS ARE ALSO IDENTIFIED, AND BIG IDEAS WAS THE ONLY CURRICULUM THAT WE LOOKED AT THAT SPECIFICALLY HIGHLIGHTED ENGLISH LANGUAGE DEVELOPMENT STANDARDS WITHIN THE MATH CONTENT, AND OUR TEACHERS LOVED THAT.
LEARNING TARGETS AND SUCCESS CRITERIA ARE OUTLINED FOR EACH CHAPTER AND INDIVIDUAL LESSONS.
THIS HELPS ESTABLISH CLEAR OBJECTIVES AND HELPS MAINTAIN HIGH EXPECTATIONS FOR ALL OF OUR LEARNERS.
IN ADDITION TO THE CONTENT STANDARDS, COMMON CORE STANDARDS FOR MATHEMATICAL PRACTICES ARE IDENTIFIED AND ELABORATED UPON IN THE TEACHER AND STUDENT MATERIALS.
BIG IDEAS AND STRUCTURAL MATERIALS INCLUDE A CLEAR SEQUENCE AND COHERENCE THAT IS OUTLINED AT THE BEGINNING OF EACH CHAPTER.
COHERENCE THROUGH THE GRADES CALLS OUT PRIOR, CURRENT, AND FUTURE LEARNING.
THIS HELPS TEACHERS NOT ONLY ADDRESS REQUISITE SKILLS BUT ALSO PROVIDES CONTEXT FOR CURRENT LEARNING IN RELATION TO FUTURE EXPECTATIONS.
ONE OF THE POINT-OF-USE SUPPORTS THAT OUR TEACHERS REALLY LIKED WERE THESE AUTHOR NOTES FROM PAUL.
THESE NOTES INCLUDE LAUNCH AND CLOSURE ACTIVITIES, PROVIDE SUGGESTIONS FOR DIFFERENTIATION, EXPLAIN CONNECTIONS TO MATHEMATICAL PRACTICES, AND PROVIDE EXTENSIVE ADVICE FOR SUPPORTING MULTILINGUAL LEARNERS.
ON THE FLIP SIDE, WE HAVE AUTHORS NOTES FROM INDIA, WHICH FOCUS ON EQUITY, SOCIAL-EMOTIONAL LEARNING, AND CAREER CONNECTIONS.
THESE APPEAR IN WRITTEN NOTES AND ALSO IN VIDEOS THAT ARE ON THE DIGITAL PLATFORM.
SUPPORTS FOR MULTILINGUAL STUDENTS ARE IDENTIFIED THROUGHOUT THE INSTRUCTION MATERIALS.
[02:30:03]
THESE INCLUDE BUT AREN'T LIMITED TO THOSE WIDA STANDARDS THAT I MENTIONED EARLIER, SENTENCE STEM SUGGESTIONS, PRE-TEACHING OF GRAPHIC ORGANIZERS, MATH VOCABULARY SUGGESTIONS, AND ANCHOR CHART EXAMPLES.EVEN MORE, SUPPORTS INCLUDE MULTIPLE TYPES OF LANGUAGE ROUTINES AND OPPORTUNITIES TO BUILD BACKGROUND AS WELL AS VARIOUS FORMS OF FORMATIVE AND SUMMATIVE ASSESSMENTS.
IN THE STUDENT EDITION, STUDENT SUPPORT IS PROVIDED THROUGHOUT USING STEP-BY-STEP EXAMPLES, LANGUAGE TOOLS SUCH AS A MULTILINGUAL GLOSSARY, AND SELF-ASSESSMENTS THAT ARE BASED ON THOSE IDENTIFIED LEARNING TARGETS AND I CAN STATED SUCCESS CRITERIA.
THE DIGITAL PLATFORM, WHICH OUR CURRENT MATERIALS LACK HAS A LOT OF SUPPORT FOR OUR STUDENTS TO ACCESS AT HOME OR WHEREVER THEY WANT TO WORK.
THERE'S VIDEO INSTRUCTION ON CERTAIN LESSONS.
THERE'S A LIVE CHAT TUTOR THAT STUDENTS CAN MESSAGE DURING CERTAIN HOURS TO GET ANSWERS ABOUT HOMEWORK QUESTIONS.
THE PLATFORM WORKS WITH GOOGLE TRANSLATE AND READ WRITE THINK BOTH THINGS THAT WE USE IN OUR SCHOOL DISTRICT AND ONE OF THE THINGS THAT THE STUDENTS AND TEACHERS BOTH REALLY LIKED WAS THE DIGITAL PLATFORM WILL PROVIDE IMMEDIATE FEEDBACK, TELLING STUDENTS WHETHER OR NOT THEY GOT THE ANSWER CORRECT ON AN ACTIVITY AND THEN GIVING THEM A LITTLE CLUE ON SOMETHING THEY MIGHT DO TO IMPROVE.
FOR EXAMPLE, THIS ONE SAYS, MISTAKES, HELP YOU LEARN, LOOK BACK, AND REVIEW YOUR WORK AND EVEN THOUGH IT'S NOT AS SPECIFIC AS IT MIGHT BE FROM A TEACHER, IT LETS THAT STUDENT KNOW THAT THEY NEED TO GO BACK AND LOOK AT WHAT THEY'VE DONE.
IN ORDER TO REACH AS MANY PEOPLE AS WE COULD, OUR TEAM HOSTED IN-PERSON AND VIRTUAL EVENTS WHERE THE COMMUNITY AND STAFF WERE INVITED TO VIEW AND PROVIDE FEEDBACK ON MATH MATERIALS.
SOME OF YOU MAY HAVE SEEN US OUT FRONT OF THE SCHOOL BOARD MEETING A FEW MONTHS BACK AND A SURVEY WAS ALSO DISTRIBUTED AT SCHOOL-BASED EVENTS THROUGH VARIOUS DISTRICT COMMUNICATION CHANNELS AND WAS AVAILABLE ON OUR DISTRICT WEBSITE.
AFTER COMPLETING EACH STAGE OF THE PROCESS, WE SAW THAT 100% OF OUR COMMITTEE HAD SOME CONCERN ABOUT ENVISION, BUT THAT 89% SUPPORTED OR STRONGLY SUPPORTED ADOPTING BIG IDEAS ACROSS OUR SYSTEM.
THIS LED BIG IDEAS TO BE RECOMMENDED FOR ADOPTION TO THE IMC AND PEC, WHICH IS THE INSTRUCTIONAL MATERIALS COMMITTEE AND PROFESSIONAL EXCELLENCE COMMITTEE.
THEY PROVIDED INSIGHTS AND GUIDANCE MANY TIMES THROUGHOUT THE SCHOOL YEAR.
WE MAKE A HABIT TO TAKE OUR WORK BACK TO THEM SO THAT THEY CAN ASK QUESTIONS THROUGHOUT THE PROCESS AND JUST GIVE US REALLY THEIR VALUABLE GUIDANCE.
AS A RESULT, THESE OVERSIGHT COMMITTEES UNANIMOUSLY SUPPORTED THE RECOMMENDATION TO ADOPT BIG IDEAS TO REPLACE THE MCDOUGAL LITTELL MATERIALS IN ALGEBRA 1, GEOMETRY, AND ALGEBRA 2 ACROSS OUR SYSTEM.
WE WERE ABLE TO NEGOTIATE AN EXCELLENT BUNDLED PRICE WITH THE PUBLISHER IN ORDER TO REDUCE OUR COSTS.
UP FRONT, OUR TEACHERS WERE CONCERNED ABOUT HAVING CONSUMABLES, SO WE DIDN'T BUY THEM.
WE DECIDED, IF THAT'S SOMETHING OUR TEACHERS ARE WORRIED ABOUT HAVING, WE'RE NOT GOING TO DO THAT.
OUR TEACHERS WANTED A BOOK FOR EVERY STUDENT AND WE'RE ABLE TO DO THAT IN THIS BUNDLE.
WE HAD ANTICIPATED THAT OUR SECONDARY MATH CURRICULUM PURCHASE COULD COST AS MUCH AS 1.1 MILLION.
HOWEVER, EVEN WITH THE REDUCED BUDGET FOR STUDENT LEARNING, WE'RE ABLE TO PURCHASE THE FULL SECONDARY CORE ADOPTION, INCLUDING ALGEBRA 1, GEOMETRY, AND ALGEBRA 2 WITH A FIVE-YEAR BUNDLED PRICE OF JUST OVER $450,000.
WE THINK THAT IT'S IMPORTANT TO PURCHASE THE FULL SCOPE AT ONE TIME BECAUSE IN ADDITION TO PROVIDING A SIGNIFICANT COST ADVANTAGE THROUGH BUNDLED PRICING, WE'RE ABLE TO ENSURE THAT WE CAN PROVIDE COMMON PROFESSIONAL LEARNING FOR ALL OF OUR TEACHERS.
IT ENABLES US TO PROVIDE A CONSISTENT, COHESIVE, ALIGNED MATH PROGRAM, AND IT GUIDES OUR SYSTEM FROM BEING OUT OF ALIGNMENT IN THE FUTURE.
WE BRING TO YOU THIS RECOMMENDATION TO ADOPT BIG IDEAS FOR OUR GEOMETRY, AND ALGEBRA COURSES.
>> THANK YOU, LAURA. WE REALLY APPRECIATE THE DETAIL YOU'VE PROVIDED PUBLICLY AND OF COURSE, YOU'VE GIVEN US A GREAT DEAL IN THE STUDY SESSION WE HAD WITH YOU.
I DON'T KNOW ABOUT THE OTHERS, I HAVE A QUESTION.
BECAUSE WE'RE BUYING THESE THREE AT THE SAME TIME, DO YOU HAVE A SENSE OF HOW MANY TEACHERS WOULD HAVE TO BE LEARNING ALL THREE AT THE SAME TIME TO START?
[02:35:02]
I JUST KNOW THAT LEARNING A NEW PROGRAM CAN BE VERY TIME-CONSUMING AND OVERWHELMING, AND I DON'T KNOW HOW MANY HAVE THE MULTIPLE PREPS THAT WOULD BE ACROSS THIS.>> IT WOULDN'T BE UNUSUAL AT ALL TO HAVE A TEACHER HAVE TWO PREPS OUT OF THE THREE AND WE DON'T HAVE ALL OF THE MASTER SCHEDULES BUILT YET, AND ALL OF THOSE TEACHER ASSIGNMENTS TO KNOW DEFINITIVELY BUT OUR PLAN IN TERMS OF TRAINING WOULD BE TO MAKE SURE THAT WE ARE SPREADING THOSE TRAININGS OUT OVER A COUPLE OF DIFFERENT DAYS AND OPTIONS.
ONCE A TEACHER UNDERSTANDS THE PROGRAM AND THE TOOLS THAT ARE AVAILABLE WITHIN ALGEBRA 1, FOR EXAMPLE, THOSE TOOLS ARE THE SAME IN ALGEBRA 2 OR IN GEOMETRY, SO THEY DON'T HAVE TO RELEARN AN ENTIRELY NEW SYSTEM.
THEY CAN USE THE SAME PLATFORM, THE SAME BASIC INTEGRATION FEATURES EXIST SO AS WE THOUGHT ABOUT THAT AND WORKLOAD IMPACT THAT IN THE END IT WOULD ACTUALLY BE LESS OF A WORKLOAD FOR TEACHERS TO BE ALL ON ONE COMMON PLATFORM AS OPPOSED TO USING AN OLD OUTDATED CURRICULUM AND TRYING TO USE A NEW PLATFORM FOR SOME CLASSES THAT KEEPING IT ALL TOGETHER IN THE END WILL PROBABLY BE EASIER.
UPFRONT THERE WILL BE THAT LIFT OF JUST LEARNING THE PLATFORM AND THE DIGITAL RESOURCES AND MAKING SURE THAT INTEGRATION IS SMOOTH.
>> HAVE ANY TEACHERS EXPRESSED A CONCERN THAT THEY MIGHT FEEL OVERWHELMED THAT THEY'RE IN A SITUATION WHERE THEY WOULD HAVE THESE MULTIPLE-
>> YES. SOME TEACHERS HAVE EXPRESSED HOW DO WE BALANCE THAT AND HOW DO WE LEARN BETWEEN THE TWO BUT WE'VE HAD OPEN CONVERSATIONS ABOUT THAT WITH THE TEAM.
THEY ARE EQUALLY CONCERNED ABOUT NOT COMPLETING A FULL ADOPTION AND BEING OUT OF ALIGNMENT.
SO THAT WE END UP NOT HAVING THE FULL PROGRAM IN PLACE, AND THEY'RE STUCK BETWEEN TWO WORLDS.
SO THERE'S THAT TENSION THERE, BUT WE ARE AWARE THAT WE MOST OFTEN WILL SEE TEACHERS TEACHING, FOR EXAMPLE, GEOMETRY AND ALGEBRA 2 OR ALGEBRA 1 AND GEOMETRY OR ALGEBRA.
THERE'S COMBINATIONS WITHIN THAT THAT WE DO NEED TO BE MINDFUL OF.
>> I JUST WANT TO MAKE SURE BECAUSE I KNOW THAT IT CAN BE OVERWHELMING WHEN TEACHERS HAVE TO DO MORE THAN ONE NEW PROGRAM AT A TIME.
ONE OTHER COMMENT I HAVE THAT SOMETHING WAS SAID TONIGHT THAT I DON'T THINK WAS SAID IN OUR STUDY SESSION, WHICH WAS ABOUT THE FEEDBACK THAT'S GIVEN DIGITALLY.
LAURA, MAYBE IT WAS THE EXAMPLE YOU USED, BUT I HOPE THERE'S BETTER FEEDBACK THAT GOES TO THE KIDS THAN JUST GO BACK AND REVIEW YOUR WORK.
JUST SAYING AS A BIG PROPONENT OF GOOD FEEDBACK TO KIDS FOR IMPROVING LEARNING.
ANYBODY ELSE HAVE QUESTIONS OR COMMENTS?
>> I HAVE A QUESTION JUST ABOUT THE COST SAVINGS, WHICH IS FANTASTIC.
HOWEVER, WE'RE LOOKING AT ALL KINDS OF CUTS WHICH ARE GOING TO BE PAINFUL.
SO WHAT WOULD THE COST BE OF A SLOW ROLLOUT? WHAT'S THE COST DIFFERENCE OF STARTING WITH SAY ALGEBRA 1 FIRST YEAR, THEN GOING TO GEOMETRY, THEN ALGEBRA 2?
>> I DON'T HAVE ALL THOSE NUMBERS IN FRONT OF ME RIGHT NOW, SO I CAN JUST ESTIMATE A LITTLE BIT.
IF WE'RE LOOKING AT AN ALGEBRA 1 AND A GEOMETRY BUNDLE, WE COULD BRING THE INITIAL COST DOWN TO $300,000 OR SO FOR THIS FIRST YEAR BUT THEN WE LOSE THE BENEFIT OF BUNDLING THE NEXT YEAR, AND THEN THAT NEXT ADOPTION BECOMES MORE COSTLY, AND I DON'T HAVE THOSE FIGURES OF WHAT THAT WOULD COST AT THAT POINT TO ADD THAT, SO THAT WAS ONE OF OUR CONCERNS WAS THAT IN THE END, IT MAY END UP COSTING MORE MONEY IF WE DON'T BUNDLE NOW AND TAKE ADVANTAGE OF THE COST SAVINGS.
>> THANK YOU. I REMEMBER FIVE YEARS AGO WHEN I WAS TAKING ALGEBRA 1 AND GEOMETRY USING THE OLD CURRICULUM AND THE ONLY REASON WE USED THE ONLINE TOOL WAS TO ACCESS THE TEXTBOOK.
WE DIDN'T USE ANY OF THE ONLINE TOOLS.
WE DIDN'T HAVE THESE VIDEO EXAMPLES OR STEP-BY-STEPS.
IT WAS JUST TEXTBOOKS, SO I'M GLAD THIS NEW CURRICULUM WILL NOW HAVE THOSE VIDEO EXAMPLES IN STEP-BY-STEPS THAT WILL GET STUDENTS SOMEWHERE TO KNOW, WHY AM I STUCK? I DO REMEMBER BACK IN THE BOUNCING ACT SURVEY THAT THERE WERE THREE OPTIONS ABOUT THE MATH ADOPTION.
THERE WAS NO POSTPONE ALL EXCEPT ALGEBRA 1 AND THEN POSTPONE ALL.
>> I JUST WENT TO SLEEP BY ITSELF.
BASED ON ALL OF THE BUDGETING THAT WE HAVE DONE, WE'VE MADE SIGNIFICANT REDUCTIONS IN STUDENT LEARNING IN OTHER AREAS IN ORDER TO ACCOMMODATE THIS PARTICULAR ADOPTION AND SEE IT COME TO CLOSURE.
AFTER A LOT OF REVIEW BY NOT ONLY OUR TEAM, BUT BY OUR BUDGET TEAM, WE ARE CONFIDENT THAT WE CAN SECURE THESE MATERIALS IN
[02:40:03]
THE FULL SCOPE OF THE ADOPTION AND STAY WELL WITHIN OUR REDUCED BUDGET.>> THAT'S GOOD HERE. I'M GLAD THAT'S BEING ADOPTED.
FROM MY TIME TUTORING AT THE COLLEGE FOR PRE COLLEGE MATH AND AT THE HIGH SCHOOL, I'VE SEEN STUDENTS LEFT AND RIGHT, UP AND DOWN, BREAKING THE RULES OF ALGEBRA.
THEY'RE DIVIDED BY THREE, BUT THEY STILL HAVE A MINUS ONE TERM, AND EVEN AFTER THAT, THEY'RE SUBTRACTING BY THREE.
ONE TO THREE IS MULTIPLYING THE SQUARE ROOT, SO THEY SHOULD HAVE DIVIDED BY THREE.
IF THIS NEW CURRICULUM WILL LESSEN THE AMOUNT OF STUDENTS I SEE BREAKING ALGEBRA RULES, I'M ALL FOR IT.
>> THANK YOU. WE'LL GUARANTEE IT.
>> ANY OTHER COMMENTS FROM THE STUDENTS OR DIRECTORS?
>> I BELIEVE I'VE SAID THIS TO YOU GUYS BEFORE, BUT I'LL SAY IT AGAIN.
I REALLY JUST APPRECIATE THE THOROUGHNESS OF THIS.
WE DID SCIENCE AND I THINK WE DID THIS ONE JUST PRIOR TO SCIENCE.
I'M ALWAYS JUST VERY HAPPY THAT WE'VE DONE THE BACKGROUND WORK ON IT, SO BY THE TIME IT GETS TO US, THERE'S VERY LITTLE FOR US TO REALLY WORRY ABOUT BECAUSE YOU'VE VETTED IT SO THOROUGHLY WITH ALL THE STAKEHOLDERS. THANK YOU FOR THAT.
>> ALONG THOSE LINES, I REALLY LOOK FORWARD TO SEEING BETTER MATH ACHIEVEMENT FROM OUR KIDS BECAUSE THE THIS KNOWLEDGE AND SKILLS AT THE HIGH SCHOOL LEVEL IN MATH ARE JUST ESSENTIAL THAT THESE KIDS HAVE IT.
THESE MATERIALS SOUND REALLY EXCELLENT.
>> THANK YOU. WE HAVE FIVE ITEMS OF NEW BUSINESS THIS EVENING.
[12. NEW BUSINESS- 9:15 pm]
THE FIRST, AND I'LL INVITE YOU TO JUST STAY IN CASE THERE'S ANY ADDITIONAL QUESTIONS, IS A FIRST READING, NO ACTION OF SECONDARY MATH ADOPTION, INCLUDING ALGEBRA 1, GEOMETRY AND ALGEBRA 2.WE WON'T BE ASKING THE BOARD FOR ACTION UNTIL YOUR NEXT MEETING.
>> ANY DISCUSSION OR FURTHER QUESTIONS.
>> I THINK HAUNT ASKED MY QUESTION.
IF WE FEEL LIKE WE WANT TO GET THOSE SPECIFICS ON THOSE NUMBERS AT SOME POINT BEFORE WE ADOPT.
>> I'D ALSO LIKE TO RE EXPRESS OUR THANKS FOR THE COMPREHENSIVENESS THAT WAS DONE IN THIS ENTIRE PROCESS.
>> THANK YOU. THE NEXT ITEM IS 12.2, A SINGLE READING TO APPROVE AN EMERGENCY WAIVER REQUEST FOR SCHOOL CLOSURE AT MADOWDALE ELEMENTARY.
YOU'VE PASSED SOME OF THESE BEFORE, NOT FOR THIS PARTICULAR SCHOOL.
BUT AS A RESULT OF THE FLOOD, WE DID NOT HAVE STUDENTS AT SCHOOL ONE DAY ON APRIL 8TH SO THAT STAFF WERE ABLE TO COMPLETE THE MOVE BACK INTO THEIR BUILDING AND SCHOOL REOPENED ON APRIL 9TH.
AFTER THE BOARD PASSES THESE TYPES OF RESOLUTIONS, THEN I SUBMIT THEM TO OSPI AND HOPE THAT THEY WILL APPROVE THEM.
>> WHY DON'T WE WAIT FOR A MOTION IN A SECOND.
I'D LIKE TO HEAR A MOTION IN A SECOND TO APPROVE THE WAIVER.
>> I'VE HEARD THE MOTION AND A SECOND. SORRY.
>> IT'S LATE. IT'S BEEN A LONG DAY.
ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.
>>THE EMERGENCY WAIVER REQUEST FOR SCHOOL CLOSURE AT MADOWDALE ELEMENTARY IS PASSED.
>> NEXT ITEM IS 12.3 A SINGLE READING, REQUESTING THAT THE BOARD APPROVE THE ACCEPTANCE OF COMPLETED WORKS CONTRACT NUMBER Q22-16 CP, THE TRANSPORTATION BAY ENCLOSURE BY ADOPTING RESOLUTION 2410.
>> IS THERE A MOTION TO APPROVE AND A SECOND.
>> I'LL MAKE A MOTION TO APPROVE.
>> IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.
>> AYE. RESOLUTION NUMBER 2410, ACCEPTANCE OF THE COMPLETED PUBLIC WORKS CONTRACT NUMBER Q22-16 CP FOR EDMOND SCHOOL DISTRICT TRANSPORTATION REPAIR, BAY ENCLOSURE IS APPROVED.
>> THE NEXT ITEM IS A SINGLE READING TO APPROVE RESOLUTION 2411 REDIRECTION OF SELECTED LEASE AND RENTAL EARNINGS TO THE GENERAL FUND.
WE ESTIMATE THAT THE REVENUES FROM THIS TRANSFER TO THE GENERAL FUND WILL BE $130,000, BUT WE ARE ASKING FOR $1 AMOUNT APPROVAL OF 150,000, WHICH GIVES US LITTLE CAPACITY SHOULD ANY NEW LEASE AGREEMENTS OCCUR.
>> IS THERE A MOTION TO APPROVE IN A SECOND?
[02:45:01]
HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE.>> AYE. RESOLUTION 2411, REDIRECTION OF SELECTED LEASE AND RENTAL EARNINGS TO THE GENERAL FUND IS APPROVED.
>> THE FINAL ITEM UNDER NEW BUSINESS IS 12-12.5.
THE FIRST READING NO ACTION REQUESTED THIS EVENING TO REVISE BOARD POLICY 2030 ANIMALS IN SCHOOLS.
WE'RE PROPOSING SOME UPDATES TO THE POLICY AND PROCEDURE 2030 P, ANIMALS IN SCHOOLS TO MAKE OUR POLICY AND PROCEDURE CONSISTENT WITH CURRENT WSSDA RECOMMENDATIONS.
>> ANY DISCUSSION OR QUESTIONS ABOUT THIS?
>> IF ANYONE HAS A PROBLEM WITH THIS POLICY, IT'LL GO TO MY AGENCY.
THERE ARE A COUPLE OF THINGS IN THERE. I LOOKED AT IT.
I WISH I'D NOTICED EARLIER ANIMALS IN SCHOOLS DIDN'T TRIGGER SERVICE ANIMALS IN MY MIND.
WE SEE A LOT OF THESE POLICIES, AND MOST OF THEM ARE PULLED BOILERPLATE.
PEOPLE PUT THESE TOGETHER. HOWEVER, WHATEVER, MAYBE.
THERE'S A COUPLE OF THINGS IN HERE THAT DO RAISE MY ANTENNA, AND SO WHAT I THINK I WANT TO DO IS TAKE THIS BACK TO OUR PUBLIC ACCOMMODATION TEAM AND JUST SEE IF THEY HAVE ANY SUGGESTIONS FOR US.
I DON'T HAVE ANYTHING AT THIS MEETING, BUT I WILL BE IN TOUCH WITH DR.
MINER IF THEY COME BACK AND ARE LIKE, HEY, WE DON'T LIKE THIS OR SOMETHING, AND ANYTHING THAT MAY COME UP AT THAT POINT, I'LL ADDRESS.
BUT I JUST WANTED TO MENTION THAT THIS IS ONE OF THOSE THINGS THAT I DEFINITELY WILL BE KEEPING AN EYE ON BECAUSE I WANT TO MAKE SURE IT WOULD LOOK REALLY BAD IF I APPROVED A POLICY THAT WE THEN ENDED UP GETTING SUED OVER, AND THEN I WAS THE GUY WHO WAS CALLED AS THE WITNESS.
THAT'S MY JOB, BUT I TOTALLY APPROVED THIS THING.
ANYWAY, THAT'S MY STANCE ON THIS ONE RIGHT NOW.
>> I HAD A QUESTION ABOUT THE WAY WE'RE DEFINING SERVICE ANIMAL HERE THAT A SERVICE ANIMAL IS INDIVIDUALLY TRAINED.
ISN'T THERE SOME CERTIFICATION.
>> THE CERTIFICATIONS ARE TRICKY.
THERE'S ALSO ANIMALS WHO ARE CERTIFIED AS COMFORT ANIMALS.
THIS IS SOMETHING DIFFERENT THAN THAT.
>> I GUESS WHAT I'M TRYING TO GET AT IS, WELL, I DID LIKE THE LANGUAGE AROUND MAKING SURE THAT THE ANIMAL IS DOING SOMETHING SPECIFIC FOR THE DISABILITY.
I JUST WONDERED IF THERE WAS SOME AN OFFICIAL DESIGNATION THAT WE COULD RELY ON.
>> I JUST WONDERED WHY IT WAS JUST DOGS AND MINI HORSES THAT WERE CALLED OUT. [LAUGHTER]
>> IT'S SPECIFICALLY IN THE LAW. [BACKGROUND]
>> DO WE TELL THE DIFFERENCE BETWEEN A MINI HORSE AND A BIG DOG? I DON'T KNOW.
>> IT'S A VERY TRICKY THING SO I TOTALLY GET IT, I GET A MILLION QUESTIONS ON THIS EVERY DAY.
IT'S JUST A REALLY TRICKY AREA OF LAW, JUST MAKE SURE YOU GET IT RIGHT.
>> IF YOU COULD MIC UP SO THAT PEOPLE AT HOME COULD HEAR YOU.
>> SORRY ABOUT THAT. IT'S JUST A REALLY TRICKY AREA OF THE LAW, I GET A MILLION QUESTIONS ON THIS EVERY DAY.
THAT'S WHY I JUST WANT TO MAKE SURE THAT WHEN WE DO ADOPT THIS, THAT THE REGULATORY AGENCY THAT WILL BE IN CHARGE OF ENFORCING IT CAN LOOK AT IT AND SAY, YEAH THAT'S A GOOD POLICY.
THAT WAY, WE DON'T HAVE ANY PROBLEMS LATER.
BUT TO YOUR POINT, DIRECTOR KILGORE, YES, THERE ISN'T ANY CERTIFICATION, A LOT OF IT'S HONOR SYSTEM, THERE IS A CRIMINAL PENALTY IN THE STATUTE IF SOMEONE MISREPRESENTS THEIR ANIMAL AS A SERVICE ANIMAL.
BUT HONESTLY, WHEN IT COMES TO INDIVIDUALS WITH DISABILITY, THE LAW IS, WE'RE GOING TO TRUST THEM THAT THEY ARE DISABLED, THAT THIS IS WHAT THEY NEED, AND IT PUTS THE ONUS ON THE PLACE OF PUBLIC ACCOMMODATION, WHICH THE SCHOOL IS, TO ACCOMMODATE THEM TO THE BEST OF THEIR ABILITIES WITH VERY MINOR EXCEPTIONS.
>> DIRECTOR SMITH, YOU'RE GOING TO LOOK INTO THIS FROM YOUR END AND TALK TO SUPERINTENDENT MINER ABOUT IT.
>> YEAH, IF THERE'S ANYTHING OF CONCERN. [OVERLAPPING]
>> THERE'S NOTHING IN HERE THAT JUMPS OUT AT ME AS LIKE, OH, THAT'S A PROBLEM, BUT THERE ARE A COUPLE OF THINGS.
WHAT WE DO A LOT OF TIME IS WE'LL WRITE SOMETHING CALLED A TECHNICAL ASSISTANCE LETTER, WHICH IS, YOU HAVE NOT DISCRIMINATED, BUT THERE'S SOMETHING THAT MAKES US NERVOUS AND WE JUST WANT TO MAKE SURE YOU DON'T DISCRIMINATE IN THE FUTURE.
THERE'S A COUPLE OF THINGS HERE THAT RAISE MY ANTENNAE ON THAT, SO I JUST WANT TO TALK TO OUR PUBLIC ACCOMMODATION PEOPLE AND MAKE SURE THAT THEY THINK THIS LOOKS GOOD.
>> THANK YOU. NEXT ON THE AGENDA IS OUR LEGISLATIVE UPDATE.
[13. LEGISLATIVE UPDATES]
>> WELL, IT'S REALLY BRIEF TONIGHT, PARTICULARLY GIVEN THE TIME.
THE LEGISLATIVE COMMITTEE FOR WSSDA MET A FEW TIMES AND WE REVIEWED THE PROPOSALS THAT WILL BE GOING FORWARD FOR GENERAL ASSEMBLY TO ADOPT SOME POLICY CHANGES.
[02:50:05]
ONE OF THE THINGS THAT WAS MOST NOTABLE TOO IN ONE OF OUR MEETINGS, TALKING ABOUT THE WASA LEGISLATIVE PLATFORM PRIORITIES AND TALKING ABOUT THE MATERIAL SUPPLIES AND OPERATING COSTS.IT'S BEEN A REALLY PRIORITY ALONG MANY DISTRICTS THIS YEAR, AND WITH THE LEG COMMITTEE BECAUSE THAT IS A AREA OF FOCUS THAT OUR LEGISLATORS DON'T REALIZE IS SO HEAVILY IMPACTING US.
FOR INSTANCE, LIABILITY INSURANCE HAS GONE UP 100% IN THE LAST FIVE YEARS. IT'S INCREASED OVER.
IT SAID, LIABILITY INSURANCE LOAN HAS INCREASED OVER 100% IN THE LAST FIVE YEARS.
IT'S THINGS LIKE THAT, SO AS WE'RE CONTINUING OUR ADVOCACY, AND IT SEEMS AS THOUGH WE HAVE A WHOLE LOT OF FOLKS THAT WERE COMING AND SPEAKING TO US TODAY THAT WANT TO HELP WITH THIS ADVOCACY.
WE'LL JUST LOOK AT RESCHEDULING THAT MEETING WITH OUR LEGISLATORS WHEN WE CAN ALL CONNECT AND KEEP MOVING FORWARD. THUS ENDS MY REPORT.
IT'S TIME FOR BOARD MEMBER COMMENTS.
[14. BOARD MEMBER COMMENTS]
WE WILL START WITH OUR STUDENTS.LET'S SEE. AMAYA, YOU WANT TO START?
>> YES. WE DID HAVE A LOT OF COMMENTS TODAY.
BUT ONE OF THE THEMES THAT STUCK OUT FOR ME WAS FROM THOSE REPRESENTING THE DHH PROGRAM FROM MEADOWDALE.
THE CONCERN OF NOT JUST THE ROLE OF THAT DIRECTOR BEING CUT, BUT ALSO I THINK IT WAS IF THE ROLE WERE TO COME BACK SOMEONE WHO WAS HEARING STEPPING IN THAT POSITION.
IT WAS INTERESTING TO HEAR BECAUSE I KNOW FROM, NOT FROM EXPERIENCE, BUT FROM HEARING FROM THOSE FROM THE DEAF COMMUNITY, THAT'S A BIG DEAL, HAVING SOMEONE WHO MAKES THE DECISIONS REGARDING THEM, BEING FROM THEIR COMMUNITY MEANS A LOT.
WHEN IT COMES TO DOCTORS' APPOINTMENTS OR THEM GOING TO AUDIOLOGY APPOINTMENTS, HAVING SOMEONE WHO IS FROM THE COMMUNITY HELPS CHANGE THE PERSPECTIVE ON WHAT THEY NEED, THAT'S WHAT I'M TRYING TO SAY.
BUT THAT'S BASICALLY WHAT STUCK OUT TO ME.
>> WELL, FIRST, I WANT TO THANK AMAYA, VIVIAN, AND AMIN FOR COMING HERE.
LAST MEETING IT WAS VERY LONELY WHEN I WAS THE ONLY STUDENT HERE, [LAUGHTER] SO I'M GLAD THAT THEY'RE HERE TO MAKE THEIR COMMENTS AS STUDENTS.
THE NEXT THING I WANT TO SAY IS, THE FIRST THING WHEN I WOKE UP FRIDAY MORNING WAS, AND I WANT THIS IN THE MINUTES, IS TO CHECK THE BOARD AGENDA WHEN I WOKE UP FRIDAY MORNING, SO I HOPE THAT GOES IN THE MINUTES.
[LAUGHTER] DIRECTOR CHASE, NOW THAT I'M SAYING YOUR NAME, YOU PROBABLY KNOW WHAT I'M GOING TO SAY.
>> YESTERDAY, I ATTENDED THE STUDENT REPRESENTATIVES NETWORK MEETING.
>> YEAH. WE'RE COMING TO A CLOSE SOON, AND WE'RE DISCUSSING ABOUT STUDENT BOARD REPS AND GETTING THEM ON THE BOARDS AND WHETHER THEY SHOULD HAVE ACADEMIC REQUIREMENTS.
IT'S PROBABLY GOING TO BE NO ACADEMIC REQUIREMENTS, THOSE WHO ARE STRUGGLING WILL PROBABLY HAVE VOICES THAT CAN GO NEGLECTED.
ALSO WHETHER IT SHOULD BE EXPANDED TO 9/12 INSTEAD OF THE CURRENT 11/12 SYSTEM IF THERE ARE NOT ENOUGH ADVISORY CHANNELS, WE HAVE THE STUDENT ADVISORY COMMITTEE.
ALSO DISCUSSIONS ABOUT WHETHER THEY SHOULD BE ONE-YEAR TERMS, TWO-YEAR TERMS, OR FOUR-YEAR TERMS. SOME SCHOOL DISTRICTS DO HAVE THOSE TWO-YEAR TERMS, AND HAVING AN EXPERIENCED TENURED BOARD REP AND A NEWLY BOARD REP AT EACH MEETING, AND THE METHOD OF SELECTION, WHETHER THE SCHOOL BOARD APPOINTS THE STUDENTS BY APPLICATION OR THE SCHOOL ELECTS THEIR BOARD REP.
OVERALL, THE DISCUSSION WAS AROUND BEING ABLE TO INCREASE THE AMOUNT OF BOARD REPS THAT COME TO THE CLASSROOMS, LIKE HAVING A CLASSROOM PRESENTATION OR A DESIGNATED TIME DURING SCHOOL ADVISORY PERIODS ABOUT THAT.
THAT WAS THE RECAP OF YESTERDAY'S MEETING.
I ALSO WANT TO CONGRATULATE AN ALUMNA HIGH SCHOOL JUNIOR WHO IS RECEIVING THE CTE LEADERSHIP AND ACHIEVEMENT AWARD FOR BIOTECH.
IT'S ALSO THE SAME STUDENT WHO IS QUALIFIED TO GO TO [INAUDIBLE] NATIONALS IN HOUSTON NEXT MONTH, SO HUGE CONGRATULATIONS TO HER.
DURING THE COMMENTS, WE HAD A LOT OF DHH COMMENTS.
MY ROBOTICS TEAM DOES HAVE A STAKE IN THIS.
ONE OF OUR ASSISTANT HEAD COACHES WORKS DEARLY WITH THE DHH PROGRAM MANAGER, RICHARD JEFFRIES.
IN THE BUILD SEASON, WE HAVE FOUR DHH STUDENTS, SO WE NEED TO HAVE AT LEAST ONE ASL INTERPRETER OR TWO ON THE LONGER MEETINGS AVAILABLE.
[02:55:01]
BEING ABLE TO HAVE ONE EVERY DAY IN THE SPAN OF THREE MONTHS, IT'S A BIG WORK, AND I DON'T KNOW WHAT MIGHT HAPPEN AFTER NEXT YEAR.BUT THAT IS MY TAKE. THANK YOU.
I WOULD JUST LIKE TO MAKE A COMMENT ON THE SEARCH STUDENT PRESENTATION AND MEADOWDALE ELEMENTARY.
I'M JUST REALLY HAPPY TO SEE THAT WE HAVE STRONG STRIVING STUDENTS WHO ARE WILLING TO TAKE ACTION TOWARDS THEIR FUTURE.
ESPECIALLY WITH THE SEARCH STUDENT PRESENTATION, I WAS ABLE TO SEE THAT STUDENTS WITH DISABILITIES ARE NOT BEING REPRESENTED IN THIS SCHOOL DISTRICT, AND I'M JUST REALLY HAPPY TO SEE THAT THEY HAVE THE OPPORTUNITY TO STRIVE FOR THEMSELVES, AND THEY HAVE TEACHERS AND COMMUNITY WHO IS ABLE TO HELP THEM.
WITH THE DEAF COMMUNITY AND THE MUSIC PEOPLE.
I JUST SAW A REALLY STRONG COMMUNITY WITHIN US, AND I'M JUST REALLY HAPPY TO SEE THAT WE HAVE STRONG STUDENTS, COMMUNITY, AND TEACHERS, EVERYBODY WHO'S WORKING TOWARDS OURSELVES AND TAKING ACTION.
I THINK THIS IS POSSIBLE ALL BECAUSE OF YOU GUYS, AND I JUST REALLY THANK YOU GUYS.
THEN I'M JUST REALLY HAPPY TO SEE A STRONG DISTRICT.
>> THE THING THAT I WANT TO [NOISE] TALK ABOUT WASN'T REALLY DISCUSSED THIS MUCH IN THE MEETING, BUT IT WAS THE SCHOOL START TIMES AND JUST THAT SURVEY IN GENERAL.
>> I'M SORRY. JASON? MR. MOORE?
>> CAN I ASK YOU TO BACK AWAY FROM THE STUDENTS, PLEASE.
>> I RESPECT YOU IF YOU RESPECT ME.
>> YOU WALK RIGHT UP BEHIND SOMEBODY AND TAKE THEIR PICTURE WITHOUT ASKING?
>> I WOULD ENCOURAGE US NOT TO HAVE A DISCUSSION ABOUT THIS.
WE'RE GOING TO MAINTAIN OUR DISTANCE FROM THE STUDENTS AND THE BOARD.
>> THANK YOU. VIVIAN, GO AHEAD.
>> THE SCHOOL START TIME SURVEYS, AND I WAS IN SUPPORT OF MOVING BACK THE HIGH SCHOOL START TIMES.
BEING A HIGH SCHOOL STUDENT WHO IS ALSO AN ELEMENTARY STUDENT, I THINK ONE THING IS A LOT OF PARENTS OF ELEMENTARY SCHOOL KIDS NEED TO REALIZE THEIR KIDS ARE GOING TO BE HIGH SCHOOLERS ALSO AND TO THINK OF THAT FUTURE PLANNING.
BUT ALSO SOMEONE BROUGHT UP CHILDCARE AND THAT BEING POTENTIALLY A SPA OF INEQUITY.
BUT FOR ME PERSONALLY, I IN ELEMENTARY SCHOOL HAD TO GO TO BOTH BEFORE AND AFTER SCHOOL CARE BECAUSE BOTH MY PARENTS WORKED.
IF THE ELEMENTARY SCHOOLS HAD EARLIER START TIMES, IT WOULD MEAN FOR A LOT OF PARENTS, NOT NEEDING A BEFORE SCHOOL CARE.
IT WOULD MEAN BEING ABLE TO DIRECTLY DROP THEIR KIDS OFF AT SCHOOL, AND IT STILL IS POSSIBLE THAT YOU'RE GOING TO NEED AFTER SCHOOL CARE, BUT AT THAT POINT, IT'S ONLY ON ONE SIDE OF THE DAY.
I THINK FOR A LOT OF FAMILIES, IT'S ACTUALLY GOING TO BECOME MORE ACCESSIBLE FOR THEM AND EVEN LESS IN THE NEED OF CHILDCARE IF STUDENTS ARE ARRIVING AT SCHOOL EARLIER.
>> THANK YOU. DIRECTOR CRAMER.
>> LIKE OUR STUDENT REPRESENTATIVES, I WAS MOVED BY THE DHH COMMUNITY AT MEADOWDALE.
IN PARTICULAR, I WAS CURIOUS ABOUT THE STATEMENT ABOUT BRINGING IN $3 MILLION OF REVENUE.
I JUST WOULD LIKE TO GET SOME FOLLOW UP INFORMATION FROM DR. MINER.
>> ABSOLUTELY. I CAN INCLUDE THAT IN THE FRIDAY MEMO.
>> THAT IS GROSS, AND SO THAT DOESN'T INCLUDE ANY STAFF COSTS ASSOCIATED WITH THE PROGRAM, BUT I'M HAPPY TO PROVIDE THAT.
>> AS WELL AS THE INTAKE AND THE OUTPUT FOR THAT PROGRAM ALTOGETHER, JUST PLUS AND THE MINUS SIDE. THANKS.
>> I WAS WAITING TO BE INTRODUCED. JUST A COUPLE OF THINGS HERE, BECAUSE EVERYBODY CLEARED OUT ON US.
HOPEFULLY, SOMEONE WILL GO BACK AND WATCH THIS LATER IF THEY HAD LEFT, THEY WILL KNOW.
THE FIRST THING I JUST WANTED TO MENTION WAS TO MISS KOHLER, WHO GAVE US THE SCHOOL START TIME SURVEY.
I THINK YOU KNOW, THERE'S A LOT OF RESEARCH THAT SHOWS THAT STARTING SCHOOL A LITTLE B LATER FOR HIGH SCHOOLERS IS BETTER.
BUT HONESTLY, THERE'S A LOT OF STEPS, I THINK, BEFORE WE EVEN GOT TO THAT POINT.
I WANTED TO ENCOURAGE HER TO KEEP HER EYE ON THIS TOPIC BECAUSE RIGHT NOW, I THINK THE FIRST STEP WAS JUST TO SEE IF THE COMMUNITY WANTED IT.
STEP 2 IS, COULD WE EVEN PROVIDE IT? WE HAVE A SHORTAGE OF BUS DRIVERS.
THERE'S A LOT OF LOGISTICS ISSUES.
ONCE WE CLEAR THOSE TWO HURDLES, AND I THINK WE START TO GET INTO THE COMMUNITY IMPACTS.
[03:00:02]
I WANTED TO ENCOURAGE HER TO KEEP AN EYE ON IT.IF SHE SEES IT'S MOVING FORWARD, PLEASE COME BACK AND REASSERT YOUR CONCERNS BECAUSE I DON'T KNOW HOW MUCH LONGER THAT WOULD BE FROM NOW, AND PERHAPS THEY ARE ON TOP OF MIND AT THAT POINT.
PLEASE DO COME BACK IF YOU SEE THAT MOVING FORWARD.
THE OTHER THING THAT I WANTED TO MENTION WAS JUST A BUDGETARY ISSUE.
I SPOKE TO DISTRICT STAFF A LITTLE BIT AGO AND ASKED JUST TO PULL SOMETHING TOGETHER FOR ME THAT I WILL SHARE OUT WHEN WE DO GET IT.
I THOUGHT THAT THE NUMBER MIGHT BE JUST SITTING AROUND, BUT IT'S NOT, WHICH IS TOTALLY FINE.
BUT THE STATE TELLS US WHAT BASIC ED IS, AND THEN THEY GIVE US X DOLLARS FOR THAT.
BUT WHAT WE ACTUALLY SPEND TO PROVIDE WHAT THEY'RE ASKING US TO DO DOESN'T MATCH UP.
WE HAVE TO SPEND MORE TO DO WHAT WE WANT.
WHAT ENDS UP HAPPENING IS WE HAVE TO BACKFILL THAT A LOT OF TIMES WITH LEVY DOLLARS.
I'M GOING TO LOOK TO THE BACK.
I'M GOING TO BE FAST AND LOOSE WITH THE NUMBERS HERE, BUT I THINK IT'S ABOUT $2,300 PER STUDENT THAT WE CAN GET IN LEVY DOLLARS.
A LITTLE HIGHER? WELL, AM I IN THE BALLPARK, AT LEAST?
>> OKAY. ABOUT $3,300 PER STUDENT.
MY POINT TO THAT IS THAT JUST THINK ABOUT EVERY STUDENT WHO'S IN FIFTH GRADE ORCHESTRA.
IF THEY HAD $3,300 WITH THEM THAT THEY COULD USE TO FUND THE PROGRAM.
I'M AWARE THAT THAT'S NOT HOW BUDGETS WORK.
BUT JUST THINK ABOUT HOW MUCH YOU COULD DO IF EACH STUDENT HAD $3,300 FOR THEIR THING.
WE WOULDN'T BE HAVING AS MANY TOUGH CONVERSATIONS AS WE'RE HAVING NOW.
IT REALLY DOES JUST COME DOWN TO THAT GAP BETWEEN WHAT WE ARE LEGALLY REQUIRED TO DO, WHAT THE STATE SAYS WE'RE GOING TO GIVE YOU TO DO IT, AND THEN WHAT IT ACTUALLY COSTS TO DO.
HOPEFULLY, WHENEVER I GET THOSE NUMBERS, I WILL SHARE THOSE OUT SO THAT PEOPLE CAN SEE THAT, BUT THAT IS A HUGE PIECE OF OUR PROBLEM.
IF THAT IS THE ONE THING THAT YOU TAKE BACK TO A LEGISLATOR, THAT IS USEFUL.
IT'S THE THING THAT WE SAY ALL TIME, FULLY FUND BASIC ED.
YOU TELL US WHAT IT IS, NOW, FUND IT.
>> MR. KEELER, I WANT YOU TO KNOW THAT N VOGUES ON MY PLAYLIST ALREADY, SO SCHOOL OF ROCK.
I THINK I REALLY APPRECIATE CALLING OUT THE SENSE OF COMMUNITY THAT WE FELT TONIGHT BECAUSE AS A COMMUNITY, WE'VE GOT TO GET THROUGH SOME REALLY HARD STUFF TOGETHER, SO THANK YOU FOR BRINGING THAT UP BECAUSE I WAS FEELING THAT VERY MUCH.
MY SON GRADUATED FROM MADRONA.
HIS PATERNAL GRANDPARENTS ARE DEAF, SO IT'S HAD A LOT OF RESONATION TONIGHT WITH THIS.
I ALSO WANT TO MENTION THAT I WENT TO A PRIME TIME FAMILY READING THAT EDMONDS WESTGATE AND HUMANITIES WASHINGTON WAS DOING AT THE EDMONDS LIBRARY, AND IT WAS EXCELLENT.
I THINK I SHARED SOME PICTURES.
THEY TOOK SOME PICTURES IF WE WANT TO SHARE THEM OUT.
BUT SO IMPRESSED AND THANKFUL THEY INVITED ME TO GO DOWN TO THAT.
I'D LOVE THE PRESENTATIONS TODAY.
WE'VE GOT A LOT OF WORK TO DO, A LOT TO THINK ABOUT.
WE'LL JUST KEEP MOVING FORWARD.
I WOULD SAY MORE, BUT IT'S QUARTER TO 10.
>> OH, BOY. WELL, I WOULD HAVE MADE THIS ANNOUNCEMENT IN A DIFFERENT SETTING.
BUT ANYWAY, MY FAMILY IS MOVING OUT OF STATE, AND I'M ANNOUNCING MY RESIGNATION AS OF JULY 9TH, 2024.
I'LL BE HERE THROUGH THE BUDGET CYCLE, BUT AFTER THAT, I'M ON TO OTHER THINGS.
I'M TOO TIRED TO EVEN TELL YOU HOW GRATEFUL I AM FOR THE OPPORTUNITY TO SERVE.
THROUGHOUT MY TIME HERE, I HAVE BEEN IN THE LEADERSHIP ON THE BOARD FOR ALL, BUT I THINK ONE YEAR, MY FIRST YEAR, INCLUDING A COUPLE OF YEARS DURING THE PANDEMIC WHEN I SERVED AS PRESIDENT.
I THINK THAT EVEN THOUGH I DIDN'T ALWAYS MAKE FRIENDS, AND I DIDN'T ALWAYS HAVE FUN, BUT I THINK IF IT WOULD HAVE BEEN JUST ONE BIG LOVE FEST, I WOULDN'T HAVE BEEN DOING MY JOB.
DURING THE PANDEMIC, I THINK IT REALLY WAS NOT AS MUCH FUN AS IT IS NOW, AND RIGHT NOW DURING THE BUDGET, IT'S NOT THAT MUCH FUN.
BUT I THINK IT DID SPEAK TO MY STRENGTHS AND WHAT I BROUGHT TO THE BOARD, WHICH IS I TEND TO BE VERY GROUNDED IN REALITY IN MATERIAL EXPERIENCES.
[03:05:01]
WHEN WE WERE TRYING TO MEET THE NEEDS OF STUDENTS DURING THE PANDEMIC, I WAS VERY INVOLVED IN MAKING SURE THEY GOT FED, MAKING SURE THEY HAD AN INTERNET CONNECTION, MAKING SURE THAT STUDENTS WHO DIDN'T HAVE A PLACE TO BE COULD COME HERE.YOU KNOW, SOMEWHERE SAFE TO DO THEIR STUDIES.
I HAD A STUDENT AT HOME, AND SO I HAD AT LEAST ONE EXPERIENCE OF WHAT IT WAS LIKE.
I CAN'T SAY MY STUDENT HAS ENTIRELY RECOVERED FROM THE PANDEMIC EITHER.
BUT HE IS MY YOUNGEST AND HE'S GRADUATING THIS YEAR, SO IT'S A VERY GOOD TIME FOR ME TO GO BECAUSE I DO BELIEVE THAT MEMBERS OF THE BOARD, AT LEAST SOMEBODY NEEDS TO HAVE KIDS IN THE DISTRICT, AND I APPRECIATE THAT DIRECTOR CRAMER HAS JOINED US, AND HE'S GOT SOME KIDS.
IT'S SO IMPORTANT TO HAVE THAT GROUNDING.
THE OTHER THING I THINK I BROUGHT TO THE BOARD IS I HAD A LONG HISTORY AS A PARENT VOLUNTEER AND A LEADER AT MY KIDS SCHOOLS.
I'D LIKE TO THINK THAT I BROUGHT THE PARENT'S PERSPECTIVE INTO MANY OF OUR IMPORTANT CONVERSATIONS.
I WOULD JUST SAY AND I'LL PROBABLY SAY MORE OTHER TIMES, NOT AT QUARTER TO 10.
I HOPE THAT AS DIRECTOR SMITH POINTED OUT, WE HAVE A LIMITED BUDGET.
THESE ARE REALLY TOUGH DECISIONS.
IF I GIVE MONEY HERE, IT GOES AWAY FROM THERE, AND WE'RE JUST DOING OUR BEST TO STRUGGLE THROUGH IN A SITUATION.
I THINK IN PREVIOUS YEARS, WE HAD A LITTLE BIT OF GENERAL FUND.
WE'RE JUST DOING THE BEST WE CAN TO MAKE SURE THAT EVERY KID STILL HAS ACCESS, THE MOST ACCESS THAT WE CAN GIVE THEM.
I JUST ENCOURAGE PEOPLE WHEN YOU THROW OUT THE TERM EQUITY, WHAT DO YOU REALLY MEAN? I'M NOT MAKING A COMMENT ABOUT WHAT WE DISCUSSED TONIGHT OR WHAT WAS DISCUSSED.
I'M JUST SAYING, IN GENERAL, A LOT OF TIMES WE SAY, WELL, EQUITY, I DIDN'T GET THIS, AND EQUITY, I DIDN'T GET THAT.
EQUITY IS ABOUT GIVING ALL OF OUR KIDS ACCESS TO HIGH QUALITY EDUCATION THE BEST THAT WE CAN.
SOMETIMES THAT MEANS WE'RE ALL GOING TO HAVE TO TIGHTEN OUR BELTS.
IT JUST IS. EVERYBODY IN THIS SYSTEM IS GETTING AFFECTED.
AS DR. MINER POINTED OUT, ALL EMPLOYEE ORGANIZATIONS PARTICIPATED IN THIS.
THAT'S ONE THING IS JUST KEEP THINKING ABOUT WHAT EQUITY REALLY MEANS.
SORRY. I'M TRYING NOT TO GO ON, BUT I KEEP THINKING OF THINGS.
RIGHT BEFORE THE MEETING, WE HAD A STUDY SESSION ON MULTILINGUAL EDUCATION, AND IT'S OVER 30% OF OUR KIDS ARE CURRENT ML STUDENTS OR RECENTLY GRADUATED, MEANING, THEY'VE EXITED OUT OF MULTILINGUAL ED, BUT THEY STILL ARE LEARNING ENGLISH.
THEY'VE JUST ACHIEVED A CERTAIN LEVEL.
THAT IS A HUGE NUMBER OF STUDENTS.
I DID MY LITTLE BACK OF THE ENVELOPE CALCULATION.
SINCE 2018/19 SCHOOL YEAR, OUR NUMBER OF ML STUDENTS HAS INCREASED 40%.
WE ARE MET WITH LOVELY DIVERSITY, BUT IT DOES BRING CHALLENGES, AND WE HAVE LESS MONEY TO SPEND.
ANYWAY, JUST THINK ABOUT EQUITY, THINK ABOUT WHAT WE REALLY NEED, ALL THE NEEDS THAT WE HAVE.
ALSO, SOMETIMES, I THINK THE ADULTS TAKE OVER THE CONVERSATION AND THE ADULTS SAY WHAT WE NEED.
BUT WE ALWAYS, I HOPE ARE STAYING FOCUSED ON THE KIDS.
I REALLY ENJOYED YOUR COMMENTS ABOUT DAYCARE BECAUSE IT BROUGHT BACK IN MY MEMORY, DRIVING MY KIDS ACROSS TOWN TO BOYS AND GIRLS CLUB JUST SO THEY COULD STAND IN LINE ON THE VAN TO COME BACK.
THEY NEVER EVEN REALLY ACTUALLY WERE IN BEFORE SCHOOL.
THEY JUST WENT THERE AND TOOK THE VAN BACK TO SCHOOL,
[03:10:02]
WHICH THE SCHOOL WAS RIGHT NEXT TO OUR HOUSE.[LAUGHTER] BUT IT'S WHAT YOU HAD TO DO.
[LAUGHTER] THAT'S WHAT I MEAN.
I'M ALWAYS INTERESTED IN BEING GROUNDED IN WHAT'S GOING ON WITH THE KIDS.
I'VE HAD A REALLY NICE TIME, AND I HOPE TO TALK TO EVERYBODY FURTHER.
>> THANK YOU. FIRST OF ALL, I WANT TO SAY WE WILL MISS TERRIBLY, AND WE WISH YOU THE BEST IN THE NEXT CHAPTER OF YOUR JOURNEY, AND I KNOW WE'LL BE TALKING A LOT MORE ABOUT IT AND MORE TIME TO CELEBRATE EVERYTHING YOU'VE DONE HERE.
I DO WANT THE PUBLIC TO KNOW THAT THIS BRINGS TO THE BOARD ONE OF OUR RESPONSIBILITIES THAT I KNOW IN MY NOW ALMOST FIVE YEARS OF BEING ON THE BOARD.
HAVING DONE MANY OTHER OF OUR RESPONSIBILITIES LIKE HIRING MANY SUPERINTENDENTS OF WHICH I'M DONE HIRING SUPERINTENDENTS, WE WILL NOW HAVE TO APPOINT SOMEBODY TO FILL DIRECTOR KILGORE'S SPOT.
THERE WILL BE INFORMATION COMING OUT PRETTY SHORTLY ABOUT WHAT THE PROCESS WILL BE.
THERE WILL BE PUBLIC INTERVIEWS.
THERE WILL BE AN APPLICATION PROCESS IN PUBLIC INTERVIEWS SO WE APPRECIATE THE COMMUNITY.
THINKING ABOUT WHAT THE ROLE OF A SCHOOL BOARD DIRECTOR IS, THE ONE REQUIREMENT IS THAT THEY LIVE IN THE DISTRICT THAT DIRECTOR KILGORE LIVES IN.
ALL THAT INFORMATION WILL BE OUT THERE.
IT STARTS A NEW PROCESS BECAUSE WE DON'T HAVE ENOUGH THAT WE HAVE TO DO.
THAT BEING SAID, I'M GOING TO SKIP A BUNCH OF STUFF I WAS GOING TO SAY AND JUST ANSWER ONE QUESTION THAT ONE OF OUR PUBLIC COMMENTERS MADE.
THEY ASKED, DID WE ASK ABOUT ANY ALTERNATIVES TO THE BUDGET CUTS? THE ANSWER IS YES.
WE TALKED SO MUCH ABOUT ALTERNATIVES.
DR. MINER IS PROBABLY SICK OF ALL OF THE QUESTIONS AND THE QUESTIONS THAT WE ASKED AND THE THOUGHTS THAT WE'VE HAD ABOUT ALTERNATIVES.
WE HAVE NOT RUBBER STAMPED ANYTHING.
I APPRECIATE ALL OF THE BOARD'S INVOLVEMENT.
WE APPRECIATE ALL THE PASSION EVERYBODY BRINGS TO THIS.
WE UNDERSTAND THAT EVERYBODY'S CONCERN IS MOSTLY CENTERED IN TERMS OF THEIR CHILDREN, WHICH IT SHOULD BE AND THEIR PARTICULAR SITUATION.
BUT WHAT I APPRECIATED MOST TONIGHT WAS HEARING FROM THE PEOPLE WHO ACKNOWLEDGED THAT THIS IS A PROBLEM THAT IS CAUSED BY LACK OF APPROPRIATE STATE FUNDING.
IT IS NOT MISMANAGEMENT AT ALL WITHIN THE DISTRICT.
THAT WHAT I REALLY APPRECIATED WAS HEARING PARENTS SAYING, THEY WANT TO HELP ADVOCATE WITH US.
WE'VE HAD A NUMBER OF PARENTS IN THE PAST YEAR WHO JOINED OUR HUGE AND COMPREHENSIVE ADVOCACY CAMPAIGN THAT HAD SOME BUT LIMITED SUCCESS WITH THE STATE LEGISLATURE BECAUSE IT'S GOING TO TAKE A LOT OF HEAVY LIFT TO HELP OUR LEGISLATORS UNDERSTAND REALLY WHAT THE SITUATION IS IN K 12 PUBLIC EDUCATION RIGHT NOW AND WHY THERE ARE DISTRICTS GOING INTO BANKRUPTCY AND INTO FUNDING WARNING STATUS ALL OVER THIS STATE.
WE HAVE OUR FISCAL RESPONSIBILITY, AND WE ARE DOING IT.
WE DON'T LIKE ANY OF THE CUTS.
WE JUST SIMPLY DON'T LIKE ANY OF THE CUTS.
BUT WE APPRECIATE EVERYBODY COMING TO US WITH THEIR PERSPECTIVE AND PARTICULARLY THE STUDENT PERSPECTIVES THAT WE HEARD TONIGHT WERE GREAT.
WE ALWAYS APPRECIATE HEARING THAT.
FROM OUR STUDENT BOARD ADVISORS, WE'RE GLAD THAT YOU'RE HERE TONIGHT AS WELL.
I JUST WANT TO SAY WE WILL BE CALLING ON THE COMMUNITY, AND WE HOPE MORE AND MORE PEOPLE WILL BE JOINING US BECAUSE IT'S GOING TO HAVE TO BE A MASSIVE EFFORT ACROSS THE STATE TO HAVE THE LEGISLATURE PAY ATTENTION APPROPRIATELY TO OUR FUNDING NEEDS. THANK YOU.
>> JUST ONE POINT OF CLARIFICATION FOR DIRECTOR KILGORE.
FIRST, THANK YOU SO MUCH FOR YOUR SERVICE.
SECOND, I THINK YOUR FIRST DAY NOT ON THE BOARD WILL BE JULY 10TH, BECAUSE YOU'LL BE HERE FOR THE BOARD MEETING ON THE 9TH, CORRECT? FIRST, HER RESIGNATION WILL BE EFFECTIVE ON THE 10TH.
WE'LL HAVE A WEBSITE GOING LIVE TOMORROW, WHERE THOSE WHO ARE INTERESTED IN PERHAPS TRYING TO FILL THE VERY BIG SHOES THAT DIRECTOR KILGORE LEAVES BEHIND WILL BE ABLE TO FIND OUT MORE INFORMATION ABOUT WHAT IT TAKES TO BE A BOARD MEMBER AND WHAT THE REQUIREMENTS ARE, AS WELL AS HER GEOGRAPHIC LOCATION.
THAT GOES LIVE TOMORROW. THAT'S ALL I HAVE.
[03:15:02]
>> ANY OTHER ITEMS OR TOPICS THAT WE WANT TO SEE? WE WILL BE HAVING OUR USUAL SUMMER BOARD RETREAT WHERE WE WILL BE THINKING ABOUT ALL THE TOPICS FOR NEXT YEAR, WHICH WILL BE AN APPROPRIATE TIME FOR SCHEDULING THAT.
THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.