[00:00:01] >> EVERYBODY KNOWS THE TIME. [1. CALL TO ORDER-6:30 pm] GOOD EVENING, AND WELCOME. THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER. I'LL DO A ROLL CALL. [2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)] DIRECTOR KRAMER. >> HERE. >> DIRECTOR SMITH. >> PRESENT. >> DIRECTOR CHASE. >> HERE. >> DIRECTOR KILGORE. NOT HERE. DIRECTOR CADAMS IS ME. IT'S BEEN A LONG DAY, FOLKS. IT'S OKAY. WE DEFINITELY HAVE A QUORUM HERE. I WELCOME EVERYBODY. I'M NOW GOING TO ASK THE SUPERINTENDENT TO PLEASE DO THE LAND ACKNOWLEDGMENT. [3. LAND ACKNOWLEDGEMENT-6:32 pm] >> THANK YOU, DR. CADAMS. WE ACKNOWLEDGE YOUR REGIONAL INHABITANTS OF THIS PLACE, THE SNOHOMISH PEOPLE AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL, HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS. 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 JOIN ME AND STAND FOR THE PLEDGE OF ALLEGIANCE. [4. FLAG SALUTE-6:33 pm] >> OF ALLEGIANCE] >> NEXT IS APPROVAL OF TONIGHT'S AGENDA. [5. APPROVAL OF AGENDA-6:34 pm] DO I HEAR A MOTION AND A SECOND TO APPROVE IT AS PRESENTED? >> MOVE TO APPROVE. >> I'LL SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. EVERYONE IN FAVOR OF APPROVING TONIGHT'S AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE. >> AYE. >> ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? TONIGHT'S AGENDA IS APPROVED AS PRESENTED. NEXT, WE'LL HAVE APPROVAL OF MINUTES. [6. APPROVAL OF MINUTES-6:35 pm] WE'LL DO THE TWO TOGETHER. THEY'RE BOTH FROM MAY 14TH; THE SET OF MINUTES FROM MAY 14TH SCHOOL BOARD SPECIAL MEETING IN WHICH WE DID THE STUDY SESSION ON OUR MULTILINGUAL PROGRAMS AND THE MINUTES FROM THE MAY 14TH REGULAR BUSINESS MEETING. DO I HEAR A MOTION TO APPROVE THE MINUTES FOR BOTH THE MAY 14TH MEETINGS? >> MOVE TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE. >> AYE. >> ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? THE MINUTES FROM THE MAY 14TH SCHOOL BOARD SPECIAL MEETING AND THE MINUTES FROM THE MAY 14TH SCHOOL BOARD REGULAR BUSINESS MEETING ARE APPROVED. NEXT, WE HAVE SCHOOL PRESENTATION FROM MAPLEWOOD K8. [7. SCHOOL PRESENTATION- 6:40 pm] I'LL TURN IT OVER TO DR. MINOR. >> WELL, WE ARE SO PLEASED THIS EVENING, AS WE ALWAYS ARE WHEN WE HAVE A STUDENT AND PRINCIPAL PRESENTATION TO WELCOME OUR STUDENTS AND PRINCIPAL FROM MAPLEWOOD K8. I WILL INVITE PRINCIPAL LA'FLOR FORWARD FIRST TO KICK US OFF AND INTRODUCE THE STUDENT PRESENTATION. >> EXCELLENT. MUCH BETTER. GOOD EVENING. WE ARE THRILLED TO BE HERE TONIGHT. THANK YOU FOR THE OPPORTUNITY FOR US TO SHARE WITH YOU A LITTLE BIT ABOUT OUR SCHOOL AND WHAT MAKES THIS SPECIAL. TONIGHT OUR STUDENTS WILL BE PRESENTING ON OUR STUDENT BELONGING INITIATIVE, WHICH IS CONNECTED TO OUR STRATEGIC PLAN. VERY PROUD OF THE STUDENTS. THEY'VE CREATED THIS THEMSELVES, AND I HOPE YOU ENJOYED THEIR PRESENTATION. COME ON UP. >> WELCOME TO OUR MAPLEWOOD K THROUGH EIGHT PARENT COOPERATIVE STUDENT BELONGING PRESENTATION. OUR PRESENTERS ARE JUDE. >> RYAN. >> MALAKAI. >> RUTH. >> GRADY. >> DANIELLE. >> BRAYDEN. >> TODAY, OUR STUDENT PRESENTATION IS ON BELONGING. THE WAYS WE FOSTER COMMUNITY AT OUR SCHOOL ARE, STUDENT VOICE, COMMUNITY EVENTS, AND BUILDING CONNECTIONS. >> THE FIRST WAY THAT WE INCORPORATE BELONGING INTO MAPLEWOOD IS THROUGH STUDENT VOICE. [00:05:03] ONE OF THE MAIN WAYS THAT WE DO THIS IS THROUGH ASB ACTIVITIES SUCH AS SPIRIT DAYS. THE ASB ALSO MADE SUGGESTION BOXES FOR THE COMMON AREAS IN THE SCHOOL. IN ADDITION, THE ASB HAS DONE WEEKLY ANNOUNCEMENTS AND HOLDS GAMES AT MIDDLE SCHOOL ASSEMBLIES. ALSO, RECENTLY, SIXTH GRADERS HAVE STARTED THE STUDENTS OF COLOR AFFINITY LUNCH CLUB WHERE STUDENTS OF COLOR CAN MEET TO TALK ABOUT THEIR CULTURE OVER LUNCH. >> WE CREATED AFFINITY LUNCH, WHICH IS WHERE STUDENTS JOIN TOGETHER. SOME OF OUR TOPICS WE ARE TALKING ABOUT IS OUR CULTURE AND HOW WE CAN KEEP RACISM TO A MINIMUM. ONE OF OUR FAVORITE ACTIVITIES WAS MAKING RAMEN NOODLES. THE PEOPLE THAT HELPED ME PRESENT AFFINITY LUNCH TO THE ASB WAS MYSELF, BRAYDEN, CASEY, LOU, LYDIA, AND YADAHE. ASB APPROVED IT, AND FROM THEN ON, WE HAVE NOW BEEN HAVING AFFINITY LUNCH ONCE A WEEK ON MONDAYS. >> ANOTHER WAY WE NURTURE BELONGING HERE AT MAPLEWOOD IS THROUGH COMMUNITY EVENTS. THESE ARE BOTH STUDENT-OFFICER AND SCHOOL-RUN. SOME EXAMPLES WE'VE HAD THIS YEAR INCLUDE MAPLEWOOD MADNESS, A YEARLY CARNIVAL, MULTICULTURAL NIGHT, AN OPPORTUNITY FOR STUDENTS TO SHOWCASE THEIR HERITAGE WHILE ENJOYING A DELICIOUS POTLUCK-STYLE DINNER. THE ART SHOW INVOLVES STUDENTS DISPLAYING THEIR ART ACCOMPANIED BY A FUN THEME AND SOME SNACKS. BOTH MOVIE AND BINGO NIGHT WERE HOSTED BY THE STUDENT COUNCIL AS FUND RAISERS INVOLVING EXACTLY WHAT YOU PROBABLY THINK. >> LITERACY DRESS-UP DAY IS SO FUN. >> IT'S BRAYDEN. >> THANK YOU. SOMETHING I ENJOY ABOUT MAPLEWOOD MADNESS IS THAT YOU CAN GO HANG OUT WITH YOUR FRIENDS WHILE PLAYING FUN CARNIVAL GAMES. >> THE THIRD THING WE DO AT MAPLEWOOD TO FOSTER COMMUNITY IS CONNECTIONS. AT MAPLEWOOD, THE WAYS WE CONNECT ARE BAND AND ORCHESTRA, MOVEMENT CLUB, WHICH IS A CHANCE TO GET EXERCISE BEFORE SCHOOL, MORNING MEETINGS, ASSEMBLIES, OUR SCHOOL MUSICAL, WHICH THIS YEAR WAS SINGING IN T HE RAIN. BUDDY CLASSES WHERE YOUNGER AND OLDER STUDENT GET TO HANG OUT ONCE A WEEK AND DO A FUN ACTIVITY FOR 30 MINUTES. MIDDLE SCHOOL OPEN GYM, WHERE MIDDLE SCHOOL STUDENTS GET TO SPEND TIME TOGETHER OUTSIDE OF CLASS, AND OUR MURAL PROJECT THAT WAS DONE BY TWO BUDDY CLASSES. >> LITERACY DRESS UP DAY IS SO FUN. I REALLY LIKE THE PARADE. I DRESSED UP AS SPLAT THE CAT AND GOT TO GO ON STAGE. >> WHAT I LIKE ABOUT LITERARY CHARACTER DRESS-UP DAY IS THAT YOU DRESS UP AS ANYTHING YOU WANT AS LONG AS IT'S A CHARACTER IN A BOOK. IF YOU WANTED TO, YOU COULD BE A CLONE FROM STAR WARS, LIKE HOW I WAS A US NAVY PILOT. >> I MYSELF AM A MEMBER OF THE MIDDLE SCHOOL ORCHESTRA HERE AT MAPLEWOOD. I OBVIOUSLY CAN'T SPEAK ON EVERYONE'S EXPERIENCE, BUT I THINK I CAN REALLY SUM IT UP IN ONE MOMENT. AFTER A CONCERT, WE USUALLY GET NEW MUSIC. THAT'S THE NATURE. SOMETIMES THAT MUSIC JUST LOOKS IMPOSSIBLE, BUT THEN OUR AMAZING ORCHESTRA DIRECTOR, MS. MALA CARRIE [PHONETIC] TURNS ON THE RECORDING, AND THERE'S THIS INDESCRIBABLE SPARK. I CAN PLAY THIS, AND YOU LOOK AROUND, AND YOU SEE ALL THESE OTHER PLAYERS WITH THAT SAME SPARK IN THEIR EYES, GETTING LOST IN THE MELODIES AND HARMONIES, BUT THEN, WELL, YOU'VE GOT TO WORK FOR IT, AND THAT IS WHAT REALLY BRINGS PEOPLE TOGETHER. >> WE RECEIVED FUNDS FOR THE MURAL THROUGH A GRANT FROM THE EDMUNDS ART FOUNDATION, MAPLEWOOD PARENT COOPERATIVE EDMUNDS PROGRAM, PCP SURPLUS, AND MAPLEWOOD EQUITY FUNDS. ALSO, WE PARTNERED WITH URBAN ARTWORKS, A NONPROFIT ORGANIZATION THAT LOOKS TO EMPOWER YOUTH IN THE COMMUNITY THROUGH CREATING ART AND THE TEACHING ARTIST PARTICULARLY. >> WHAT I LIKED ABOUT THE MURAL IS THAT WE GOT TO WORK WITH A PROFESSIONAL ARTIST, [INAUDIBLE]. [00:10:01] IN SOME OF THE PICTURES, WE ARE PAINTING PARTS OF THE MURAL. THAT IS BECAUSE WHAT BRAIN SAID, IT'S LIKE A STICKER, WHERE WE PUT IT ON THE WALL AND IT MAKES SURE IT STAYS ON THERE. >> I THOUGHT THE MURAL WAS FUN. WE SPENT PROBABLY AN HOUR DOING IT AND IT WENT BY SO FAST BECAUSE OF HOW FUN IT WAS. NOW I GET TO SEE IT EVERY DAY AT RECESS. >> THANK YOU FOR LISTENING TO OUR PRESENTATION. ANY QUESTIONS? >> THANK YOU SO MUCH. THAT WAS DELIGHTFUL TO HEAR. IT WAS ALSO SO NICE TO HEAR YOU GIVE VERY SPECIFIC EXAMPLES OF HOW YOU FELT IN CERTAIN PARTS OF THE EVENTS AND ACTIVITIES THAT YOU DID. ANY OF MY BOARD COLLEAGUES, STUDENT ADVISOR HAVE COMMENTS OR QUESTIONS? >> I'M GOING TO PASS ON. >> HE'S GOING TO PASS IT ON TO ME. ALL RIGHT. WHO'S IN CHARGE OF ASB HERE? WE'LL HAP IN. GOOD MORNING TO YOU. DURING YOUR TIME AS THE ASB PRESIDENT, WHAT IS YOUR FAVORITE THING YOU'VE ORGANIZED IN YOUR TENURE? >> THAT'S TOUGH. WE PRETTY RECENTLY ORGANIZED A SCHOOL WIDE BINGO NIGHT AMONGST EVERYBODY FOR OPEN TO ALL AND WE HAD IT AFTER SCHOOL. WE SET UP A SNACK STAND FOR EVERYBODY, AND PEOPLE CAME AND PLAYED BINGO, AND IT WAS REALLY COOL TO SEE EVERYBODY JUST HANG OUT AND HAVE FUN. >> WHICH HIGH SCHOOL ARE YOU PLANNING TO GO TO? >> I'LL BE GOING TO EDMONDS WOODWAY. >> DO YOU PLAN TO HOST A BINGO NIGHT OVER THERE? >> POSSIBLY. >> ALL RIGHT. WELL, WE LOOK FORWARD TO SEEING IT. >> HI, I'M HACK KRAMER, AND I REALLY APPRECIATE YOUR SPEAKING ABILITY. YOUR PUBLIC SPEAKING ABILITY IS FANTASTIC. IT WAS VERY WELL ORGANIZED. THIS QUESTION IS DIRECTED TO THE OLDER MEMBERS OF THE GROUP. IT'S JUDE DANIELLE, AND I MISSED YOUR NAME. >> ELDA. >> ELDA. >> ELDA. THANK YOU. HAVE YOU GUYS BEEN AT MAPLEWOOD SINCE KINDERGARTEN, FIRST GRADE, SO ON? >> I'VE BEEN AT MAPLEWOOD SINCE KINDERGARTEN. >> DANIEL? >> I HAVE AS WELL. >> ELDA? >> I CAME LAST YEAR. >> LAST YEAR. THOSE OF YOU THAT HAD BEEN AROUND FOR A LONG TIME, WAS THE SENSE OF BELONGING AS GOOD BACK THEN OR NOT AS GOOD OR HOW HAS THAT EVOLVED OVER THE COURSE OF YOUR EXPERIENCE THERE? >> I THINK FOR ME WHEN I WAS YOUNGER IN ELEMENTARY, I WOULD SAY IT WAS PROBABLY ABOUT THE SAME BUT IT'S HARD TO JUDGE THAT WHEN YOU'RE A KINDERGARTENER, BUT I THINK IT'S HARD TO SPEAK ON IT BECAUSE 3RD, 4TH AND 5TH, WE'RE ALL SUPER AFFECTED BY COVID. YEAH, I THINK IT'S A DIFFICULT COMPARISON FOR US, AT LEAST. >> I WOULD SAY THAT IT ALREADY ORIGINALLY WAS A VERY A LOT OF BELONGING IN THE COMMUNITY, BUT THAT THING IT COULD VERY EASILY GET BETTER. EVEN IF IT WAS ALREADY REALLY GOOD, IT KEEPS ELEVATING, AS FAR AS HOW BELONGING FEELS. >> ALL RIGHT. THANKS. HOW ABOUT YOU? I KNOW YOU JUST CAME LAST YEAR. LAST YEAR, WHAT WAS IT LIKE AND HOW HAS IT CHANGED OR HAS IT BEEN THE SAME THIS YEAR? >> IT GREW OVER TIME. WHEN I FIRST CAME INTO SCHOOL, I WAS REALLY SCARED BECAUSE I'M BRAND NEW, AND I'VE NEVER BEEN REALLY BRAND NEW TO MOST SCHOOLS. I JUST STAYED IN THE SAME SCHOOL. WHEN I CAME, THERE WAS WE DID DIFFERENT ACTIVITIES TO INCLUDE PEOPLE. BUT I THINK THIS YEAR WE INCLUDED MORE PEOPLE. WE DID SURVEYS, AND YEAH. >> VERY COOL. THANK YOU SO MUCH, AND THANKS FOR YOUR GREAT WORK AT SCHOOL. >> THIS ONE IS FOR ALL YOU GUYS, WHAT HAS YOUR FAVORITE ACTIVITY BEEN THAT HAS BEEN COORDINATED THROUGH THE SCHOOL? >> I REALLY LIKE LITERACY DRESS UP DAY BECAUSE YOU GET TO DRESS UP WHATEVER YOU WANT, BUT IT HAS TO BE IN THE BOOK. [00:15:03] >> ONE OF MY FAVORITE EVENTS WAS ALSO LITERACY DRESS UP DAY AND DEFINITELY MAPLEWOOD MADNESS BECAUSE WE GOT TO GO AROUND AND PLAY GAMES, AND WITH THOSE GAMES, YOU GOT TICKETS AND WITH THE TICKETS, YOU COULD BUY STUFF. ONE OF MY FRIENDS GOT TO BUY A RUBIK'S WITH TICKETS, WHICH WAS REALLY FUN FOR THEM BECAUSE THEY LOVE CUBING AS HE CALLS IT. THERE WAS A BOUNCY HOUSE THAT WE GOT TO DO, AND THERE WAS A DIFFERENT BOUNCY HOUSE THAT WE WOULD RUN THROUGH, WHICH IS LIKE AN OBSTACLE COURSE. WITH THAT OBSTACLE COURSE, WE WOULD RACE AGAINST EACH OTHER AND THE PERSON THAT ONE, THEY WOULD GET TEN TEN TICKETS FOR WHICH I THINK WAS REALLY FUN. >> I REALLY ENJOYED MOVIE NIGHT WHERE THE ASB PLANNED IT AND WE SET UP COMFORTABLE CHAIRS AND WE WATCHED HOME ALONE, AND I FEEL LIKE A LOT OF PEOPLE REALLY ENJOYED IT. >> YEAH. I THINK ALL THE MIDDLE SCHOOLERS REALLY ENJOY OPEN GYM. IT'S BASICALLY LIKE RECESS FOR TWO HOURS OR SO AND IT'S A BLAST. >> ANYBODY ELSE WANT TO SHARE. >> I THINK THAT'S ALL WE GOT. >> WELL, WHAT I REALLY LIKE IS THE WAY THAT YOU'RE WORKING AS A TEAM AND YOU'RE HELPING EACH OTHER THROUGHOUT THE GRADE LEVELS. I REALLY APPRECIATE THAT. ONE OF THE THINGS THAT REALLY IS STRIKING ME RIGHT NOW IS LITERACY DRESS UP DAY. ACTUALLY, THAT SOUNDS SO FUN THAT I'M GOING TO TALK TO THE BOARD ABOUT DOING THAT FOR ONE OF OUR BOARD MEETINGS AND I'M ALREADY PLANNING MY STAR WARS CHARACTER ALREADY. THANK YOU SO MUCH. I ALSO REALLY APPRECIATE THAT YOU'RE ACKNOWLEDGING HOW COVID'S IMPACTED THE COMMUNITY AND THINKING ABOUT HOW THE DIFFERENT SUPPORTS AND RECOGNIZING THAT. A VERY THOUGHTFUL AND GREAT PRESENTATION. THANK YOU SO MUCH. >> I AM CURIOUS IF YOU GUYS KEEP TRACK OF THE PERCENTAGE OF KIDS WHO ATTEND THE VARIOUS EVENTS. DO YOU KEEP TRACK OF KIDS WHO MAY NOT FEEL LIKE THEY BELONG OR DON'T FEEL COMFORTABLE COMING AND DO ANYTHING TO REACH OUT TO ENCOURAGE THEM? I'M JUST WONDERING IF THAT'S A PIECE OF THE WORK THAT YOU DO. >> WE HAVE AROUND, LET'S SAY, THREE TIMES A YEAR, WE HAVE SURVEYS THAT GO OUT SCHOOLWIDE FOR STUDENTS TO TAKE AND BASICALLY TALK ABOUT HOW THEY FEEL IN THEIR SCHOOL COMMUNITY, AND THOSE RESULTS FROM THOSE SURVEYS ARE DEFINITELY IMPLEMENTED TO MAKE THE COMMUNITY FOR MORE BELONGING. BUT OVERALL, WITH SOME EVENTS WE SET UP IN DECEMBER, WE HAD OUR MOVIE NIGHT, AND WE HAD LIKE A FEW HUNDRED KIDS ATTEND SO IT WAS A VERY BIG TURNOUT ON A LOT OF OUR EVENTS. >> THAT'S GREAT. THANK YOU GUYS SO MUCH. WE SO APPRECIATE HEARING THE GOOD WORK YOU'RE DOING. KEEP IT UP AND MAKE SURE EVERYBODY FEELS LIKE THEY BELONG THERE. TAKE CARE. >> WE HAVE A LITTLE GIFT. >> WE LOVE GIFTS. >> THANK YOU SO MUCH. THIS IS GREAT. THIS IS LOVELY. THANK YOU SO MUCH. WE'LL MAKE SURE THAT SHE GETS IT. THANK YOU SO MUCH. THAT'S JUST A WONDERFUL ARTIFACT FOR US. WE REALLY APPRECIATE IT. ALSO, I CAN SAY FOR THE STUDENTS, YOU DON'T HAVE TO STAY THROUGH THE WHOLE BOARD MEETING. [00:20:01] IT'S A SCHOOL NIGHT. IF YOU WANT TO STAY FOR YOUR PRINCIPAL'S SCHOOL IMPROVEMENT PLAN PRESENTATION, THAT'S FINE. I JUST WANT TO MAKE SURE YOU UNDERSTAND YOU CAN LEAVE IT ANY TIME. THANK YOU SO MUCH FOR EVERYTHING THAT YOU'RE DOING. >> THANK YOU. >> BEFORE YOU EXIT, I DID WANT TO SAY THANK YOU FOR THE BOOK, BUT ALSO I JUST NOTICED THERE'S TWO DIFFERENT VERSIONS HERE. I KNOW THAT A LOT OF EXTRA WORK WENT INTO THAT TO MAKE TWO SEPARATE VERSIONS. I REALLY APPRECIATE ALL THAT HARD WORK. >> WELL, NEXT, WE WOULD LIKE TO WELCOME KIM LAFLEUR BACK FORWARD TO TALK ABOUT THE MAPLEWOOD K-8 SCHOOL IMPROVEMENT PLAN UPDATE. WELCOME PRINCIPAL LAFLEUR. >> THANK YOU. GOOD EVENING. DR. REBECCA MINER, DIRECTORS OF THE SCHOOL BOARD AND OUR STUDENT ADVISOR. THANK YOU SO MUCH FOR THIS OPPORTUNITY FOR ME TO PRESENT TONIGHT ON THE WORK WE'VE DONE ON OUR SCHOOL IMPROVEMENT PLAN. FOR THOSE OF YOU WHO DON'T KNOW ME, MY NAME IS KIM LAFLEUR AND I'M THE VERY PROUD PRINCIPAL OF MAPLEWOOD K PARENT COOPERATIVE. I CAN GET THE CLICKER. THE FIRST GOAL THAT WE CHOSE TONIGHT TO SHARE WITH YOU IS OUR GOAL 1 AROUND READING. THE GOAL IS STUDENTS IDENTIFIED AS MULTILINGUAL LEARNERS IN GRADES K THROUGH 6, WHO ARE ON GRADE LEVEL OR ABOVE ON THE IREADY OVERALL READING DIAGNOSTIC WOULD INCREASE FROM 35.7% IN THE FALL OF 2021 TO 38.7% IN THE SPRING. THE REASON WE CHOSE THIS GOAL TO TALK ABOUT TONIGHT IS BECAUSE READING WE BELIEVE IS OBVIOUSLY FOUNDATIONAL TO ALL LEARNING. YOU LEARN TO READ AND THEN YOU READ TO LEARN THE REST OF YOUR LIFE. DEVELOPING STRONG READERS IS OUR DISTRICT WIDE PROFESSIONAL DEVELOPMENT FOR THE YEAR. WE'VE SPENT A LOT OF TIME THIS YEAR STRENGTHENING OUR COLLECTIVE COMMITMENT TO THE USE OF IREADY AS AN EFFECTIVE ASSESSMENT, CURRICULUM, AND INSTRUCTIONAL TOOL. SPECIFICALLY, THE USE OF IREADY INSTRUCTIONAL PATH, SUGGESTED SCAFFOLDING, SUPPLEMENTAL LESSONS TO MONITOR MULTILINGUAL LEARNERS GROWTH AND SHRINK ACHIEVEMENT GAPS. OUR THEORY OF ACTION WAS, IF STUDENTS WHO ARE MULTILINGUAL LEARNERS RECEIVE DIFFERENTIATED AND FLUID SMALL GROUP INSTRUCTION DURING THEIR CORE ELA INSTRUCTION, THEN THEY WILL DEVELOP AND STRENGTHEN READING COMPREHENSION SKILLS. THE STRATEGIES THAT WE USE TO ACTUALIZE THESE GOALS, THERE ARE THREE OF THEM, AND ONE WAS FOR STUDENTS TO ENGAGE IN DIFFERENTIATED AND FLUID SMALL GROUP INSTRUCTION. TWO, TEACHERS ANALYZED STUDENT ELA DATA TO INFORM THEIR INSTRUCTIONAL PRACTICES AND FORM SMALL GROUPS, MAKING ADJUSTMENTS AND DIFFERENTIATED INSTRUCTION AS NEEDED TO ENSURE THAT INSTRUCTION IS EFFECTIVE FOR ALL STUDENTS. AGAIN, SPECIFICALLY, UTILIZING THE SCAFFOLDING AND SUPPLEMENTAL LESSONS FROM IREADY. COLLABORATING. WE COLLABORATED WITH OUR DIGITAL LEARNING COACHES AND OUR MULTILINGUAL LEARNER TEACHERS TO PROVIDE PROFESSIONAL DEVELOPMENT AND UTILIZING IREADY SCAFFOLDING, AND SUPPLEMENTAL LESSONS FOR TARGETED INSTRUCTION AND SUPPORT. STRATEGY 3 WAS TO PROVIDE IN CLASS DIFFERENTIATED SUPPORT FOR MULTILINGUAL AND STRUGGLING LEARNERS DURING THE CORE READING INSTRUCTION. WE CHOSE THESE STRATEGIES TO ALIGN STRUCTURES AND PRACTICES ACROSS ALL CLASSROOMS AND THE IMPORTANCE OF USING DISTRICT ADOPTED CURRICULUM AND INTERVENTION TOOLS AND GROWING IN OUR UNDERSTANDING AND USE OF DATA TO BE RESPONSIVE TO STUDENT NEEDS. THE WAY WE MONITORED OUR STUDENTS GROWTH AND OUR ACTIONS WERE THROUGH A VARIETY OF ASSESSMENTS, SCHOOL WIDE, PROGRESS MOTORING SUCH AS IREADY, ACADIENCE, RUNNING RECORDS, WHICH ARE THE INDEPENDENT READING LEVELS AND IMAGINE LANGUAGE AND LITERACY GROWTH AND USAGE. IN THE CLASSROOM, WE ALSO MONITORED OUR 95% CORE PHONICS ASSESSMENTS AND OTHER CURRICULUM BASED MEASURES. WE ALSO, I DON'T KNOW IF YOU CAN SEE IN THE BACK OF THE PICTURE. THIS WAS A BIG HIT. WE HAD PLORY THE IREADY MASCOT, VISIT THE CLASSROOMS BEFORE THE WINTER DIAGNOSTIC TO BUILD UP ENTHUSIASM, ENCOURAGE STUDENTS TO DO THEIR BEST. UPDATE ON OUR PROGRESS. AS I SAID IN THE BEGINNING, OUR GOAL WAS TO GO FROM 35.7% IN THE FALL OF 2021 TO 38.7% IN THE SPRING OF 2024. I'M EXCITED TO SHARE WITH YOU THAT IN THE SPRING OF 2024, WE ARE AT 50% OF OUR MULTILANGUAGE LEARNERS ARE ON GRADE LEVEL OR ABOVE GRADE LEVEL, AND 58% OF THE MULTILINGUAL LEARNERS MET OR EXCEEDED THEIR TYPICAL GROWTH. THE GROWTH RANGED FROM 12-38 MONTHS, AND THE AVERAGE GROWTH WAS 18 MONTHS. [00:25:04] OF THOSE STUDENTS TOO, 31% MET OR EXCEEDED THEIR STRETCH GROWTH. IT'S A LOT OF LEARNING HAPPENING. WE HAVE A RELATIVELY SMALL MULTILINGUAL LEARNER POPULATION. IT'S 26 STUDENTS CURRENTLY. IT'S ABOUT 7% OF OUR KINDERGARTEN THROUGH SIXTH GRADE STUDENTS ARE IDENTIFIED AS MULTILINGUAL LEARNERS, 13 OF THE 26 ARE MET OR ABOVE GRADE LEVEL. ELEVEN ARE APPROACHING. THEY'RE GETTING CLOSE, AND I BELIEVE THEY WILL GET THERE, AND WE HAVE TWO WHO ARE WELL BELOW GRADE LEVEL. BUT WHAT I THINK IS UNIQUE ABOUT MAPLEWOOD IS WE KNOW OUR STUDENTS BY NAME AND STRENGTH AND NEED, AND WE KNOW THEIR STORIES, AND WE ARE WORKING COLLABORATIVELY TO SUPPORT ALL OF OUR STUDENTS IN THEIR GROWTH. FOR EXAMPLE, OUR TWO STUDENTS WHO ARE WELL BELOW GRADE LEVEL. ONE IS A FIFTH GRADE STUDENT, AND WHAT WE KNOW IS HE DOES NOT TEST WELL ONLINE. WE USE A DIFFERENT ASSESSMENT, ACADIENCE, AND HE IS READING AT A FIFTH GRADE LEVEL WITH ACCURACY AND COMPREHENSION. THEN WE HAVE A SIXTH GRADE STUDENT WHO CAME TO US THIS YEAR NEW AND HE HAD GOALS ON HIS IEP, WHICH IS AN INDIVIDUAL EDUCATION PLAN AT A FIRST GRADE READING LEVEL. NOW AT THE END OF THIS YEAR, HE'S READING AT A FOURTH GRADE READING LEVEL. WHILE, AGAIN, THEY APPEAR WELL BELOW, YOU CAN CLEARLY SEE THEY'RE MAKING SIGNIFICANT GAINS, AND I'M REALLY PROUD OF OUR STUDENTS AND OUR STAFF AND THE WORK THAT WE'VE DONE. THANK YOU. ANY QUESTIONS? >> THANK YOU SO MUCH. THAT WAS VERY INFORMATIVE. QUESTIONS, COMMENTS? >> YEAH. HI. THANK YOU. REALLY EXCITING RESULTS. FORGIVE MY IGNORANCE. WERE YOU HERE? WERE YOU PART OF WRITING THE ORIGINAL SIP? >> NO. THANK YOU. THIS IS MY FIRST YEAR AT MAPLEWOOD. >> THANK YOU. BECAUSE WHAT CAUGHT MY EYE IS THE GOAL SETTING FROM, I THINK IT WAS 37 OR 35% TO 38%. MY QUESTION WAS GOING TO BE, WHY DID YOU SET SO LOW? BUT IT WASN'T YOU. IT'S JUST MY ENCOURAGEMENT AS A BOARD MEMBER TO A PRINCIPAL, BEING A FORMER PRINCIPAL MYSELF. I WOULD MUCH RATHER SEE A GOAL NOT MET THAT'S A SUPER HIGH STRETCH GOAL THAN A SMALL GOAL, SMALL LOW BAR THAT YOU DID MEET. YOUR RESULTS SHOW THAT YOU CAN SHOOT HIGH. >> THANK YOU VERY MUCH. I NOTICED THAT, TOO, WHEN I WAS INTERVIEWING FOR THIS JOB AND DOING MY RESEARCH. THAT WAS ONE OF MY WONDERS. I THOUGHT, WE CAN SET HIGHER GOALS. THANK YOU AND I AGREE. WE'LL DO THAT. >> THANK YOU. >> I DO HAVE TO AGREE WITH DR. KRAMER THAT THOSE ARE QUITE EXCITING RESULTS. I'M HEARING THAT ONE OF YOUR TWO NOT MEETING STANDARD STUDENTS HAVE EXCEEDED THEIR GOALS. BECAUSE I'VE SEEN A THING OR TWO ABOUT STUDENTS NOT BEING ENGAGED, I JUST WANTED TO KNOW ABOUT HOW ARE YOU MANAGING TO KEEP THESE STUDENTS ENGAGED? >> ENGAGED IN GENERAL OR IN PARTICULAR WITH THIS ASSESSMENT OR JUST IN GENERAL, WHAT DO YOU MEAN? >> I THINK THE STUDENT LEARNING IN GENERAL. >> I THINK, AGAIN, KNOWING OUR STUDENTS, HAVING A REALLY CLOSE COMMUNITY, BUILDING POSITIVE RELATIONSHIPS WITH OUR STUDENTS. IF YOU ASK OUR STUDENTS, I'M WILLING TO BET, MOST OF THEM WILL TELL YOU THAT THEY REALLY LIKE TO COME TO SCHOOL. THE ONES THAT DON'T, WE'RE WORKING ON IT. I KNOW FOR SURE THESE TWO STUDENTS WHO RECEIVE SOME EXTRA SUPPORT THEY DO HAVE STRONG CONNECTIONS WITH THEIR PEERS AND WITH THEIR STAFF. THEY KNOW THEY'RE CARED FOR. WE PROVIDE RIGOROUS INSTRUCTION TO THEM TO KEEP THEM ENGAGED, BUT ALSO MEET THEM WHERE THEY'RE AT. I THINK OUR TEACHERS DO A REALLY NICE JOB OF WORKING WITH THE STUDENTS TO SHOW THEM HERE'S WHERE YOU'RE AT, HERE'S WHERE WE'RE GOING TO GET, HERE'S HOW WE'RE GOING TO DO IT, AND THEN TOGETHER, THEY TALK ABOUT THEIR GROWTH. ESPECIALLY OUR OLDER STUDENTS DO A LOT OF GOAL SETTING AND PROGRESS MONITORING OF THEIR OWN TOO, WHICH I THINK ALL THOSE THINGS REALLY CONTRIBUTE TO KEEPING STUDENTS ENGAGED. >> YOU ALSO SAID THAT YOU CAN NAME EACH AND EVERY STUDENT BY NAME AND THEIR STRENGTHS? >> I'M GETTING THERE. OUR TEACHERS DEFINITELY CAN, AND I AM WORKING ON IT. THESE STUDENTS OF OUR MULTILINGUAL LEARNERS, YES, I CAN. >> BECAUSE I'M GOING TO REPEAT SOMETHING I SAID LAST MEETING, WHICH IS A QUOTE FROM DR. KENANS FROM SEPTEMBER ABOUT THAT EVERY KID IN THE SCHOOL HAVING AN ADULT KNOWS THEIR STORY, THEIR STRENGTHS, AND THEIR NEEDS SO THAT THEY FEEL INCLUDED AND THEY HAVE AN ADULT THEY CAN DEPEND ON. >> THANK YOU. YES, I AGREE WITH THAT VERY WHOLEHEARTEDLY. >> DR. CHASE, DR. SMITH. >> IT'S VERY NICE TO MEET YOU PASSING IN THE HALLWAY. IT WAS A WONDERFUL PRESENTATION, AND THANK YOU. [00:30:02] THIS IS THE SAME QUESTIONS AS MY COLLEAGUES HERE. I WAS JUST CURIOUS IF THERE'S SOME EXAMPLES OF THE IN CLASS DIFFERENTIATED LESSONS? >> SURE. >> JUST CURIOUS. >> YEAH. WHAT WE DID, WE PARTNERED WITH OUR MULTILINGUAL TEACHER. SHE'S ALSO OUR SPECIAL EDUCATION TEACHER AND THE DIGITAL LITERACY COACHES AND TOGETHER, CAME UP WITH PROFESSIONAL LEARNING WITH STAFF INPUT IN OUR LEADERSHIP TEAM AS WELL. WE SPENT QUITE A BIT OF TIME IN THE BEGINNING OF THE YEAR LOOKING AT SMALL GROUP AND INTERVENTION STRATEGIES AND TOOLS SUCH AS USING I-READY TO GIVE INSTRUCTIONAL GROUPINGS AND THEN GROUPING DESCRIPTIONS LIKE WHAT ARE THE KIDDOS NEED WHO ARE AT THIS LEVEL? THEN INSTRUCTIONAL PRIORITIES. IT ACTUALLY WILL TELL YOU, DO THIS FIRST, THIS, AND THIS. THEN THERE'S ALSO RECOMMENDATIONS FOR TEACHERS. RECOMMENDATIONS FOR INSTRUCTION AND PRACTICES THAT PROVIDE DIFFERENTIATED TECHNIQUES AND VERY SPECIFIC SKILLS THAT ARE TARGETED AND THEN THERE'S TIPS FOR MULTILINGUAL LEARNERS AS WELL AND THERE'S ALSO PRINTED MATERIALS. SOME OF OUR TEACHERS ACTUALLY TOOK THOSE LESSONS AND USE THEM IN SMALL GROUPS. WE ALSO ARE VERY FORTUNATE TO HAVE AN INCREDIBLE PARTNERSHIP WITH OUR PARENT COMMUNITY. A LOT OF OUR PARENTS WERE RUNNING SMALL GROUPS, UTILIZING THESE TOOLS AS WELL. >> HI. IT'S REALLY NICE TO MEET YOU. >> THANK YOU. >> I'M PRESUMING THAT THE MULTILINGUAL GROUP WAS CHOSEN BECAUSE THERE WAS THE LARGEST GAP IN ACHIEVEMENT FOR THEM COMPARED TO OTHER DEMOGRAPHIC GROUPS, AM I PRESUMING THAT CORRECTLY, AT MAPLEWOOD? >> WELL, I WOULD ACTUALLY THINK OUR SPECIAL EDUCATION STUDENTS HAVE BIGGER GAPS AND MANY OF THEM ARE ALSO MULTILINGUAL LEARNERS. I WASN'T THERE AT THE BEGINNING TO CHOOSE THIS GROUP, BUT YES, I WOULD DEFINITELY SAY WE SEE A GAP IN THIS GROUP OF STUDENTS AS OPPOSED TO THEIR GENED PEERS. >> OKAY. YOU ALSO ANSWERED MY FOLLOW UP QUESTION, WHICH WAS I WAS CURIOUS. WHEN YOU LOOK AT THE GROUPS DESEGREGATED, WHAT OTHER DEMOGRAPHIC GROUPS YOU MIGHT HAVE A CONCERN WITH THAT YOU'RE TRACKING IN THE SAME WAY? >> STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. I WOULD ADD, I'LL JUST PUT IT OUT THERE, TOO, WHILE IT MIGHT LOOK ON SOME ASSESSMENTS THAT THEY'RE NOT SHOWING GROWTH, THEY ARE. WE'RE GOING TO CONTINUE TO PUSH UNTIL THEY ARE AT GRADE LEVEL AS WELL. >> RIGHT. I APPRECIATED HEARING HOW YOU'RE USING ALTERNATIVE WAYS TO ASSESS STUDENTS, DEPENDING ON HOW THEY'RE ABLE TO COMMUNICATE AND SHOW YOU WHAT THEY KNOW AND CAN DO. OBVIOUSLY, FOR SPECIAL EDUCATION STUDENTS, THAT'S EVEN MORE IMPORTANT BECAUSE THEY HAVE SO MANY DIFFERENT WAYS THAT THEY CAN SHOW THAT AREN'T NECESSARILY THE TRADITIONAL WAYS. I REALLY APPRECIATE HEARING HOW YOU'RE THINKING ABOUT HOW CAN WE REALLY GET THE TRUTH ABOUT WHAT THIS CHILD KNOWS AND CAN DO? >> THANK YOU. YOU MADE ME THINK OF SOMETHING ELSE THAT SPEAKS TO ONE OF THE FIRST QUESTIONS I WAS ASKED. ANOTHER NEAT THING THAT I'VE SEEN OUR TEACHERS DOING IS THE OPPORTUNITY FOR LEADERSHIP. ESPECIALLY, I'M THINKING OF OUR SPECIAL EDUCATION PROGRAM, MANY OF OUR STUDENTS. ONE THING THAT OUR TEACHER, I MIGHT NOT BE NEW THIS YEAR BUT IT'S BEEN FOR ME TO SEE, IS PROVIDING STUDENTS WHO SOMETIMES IN THE CLASSROOM WITH ALL THEIR PEERS MAY NOT ALWAYS HAVE AN OPPORTUNITY TO BE A LEADER IN ACADEMICS, BUT SHE'S PROVIDING THEM TIME TO BE LEADERS, AND THEY'RE REALLY SHINING AND GROWING AND BUILDING CONFIDENCE. THAT'S ANOTHER PIECE OF ENGAGEMENT. I THINK THAT'S BEEN VERY EFFECTIVE. >> THAT'S GREAT. THAT'S SUPER. THANK YOU FOR SHARING, AND THANK YOU FOR A VERY INFORMATIVE AND ENLIGHTENING AND POSITIVE PRESENTATION. KEEP UP ALL THE GOOD WORK. >> THANK YOU. HAVE A GOOD NIGHT. >> WE'LL GIVE THE STUDENTS A CHANCE TO LEAVE ALONG WITH THEIR PARENTS. >> THANK YOU ALL FOR COMING. NEXT ON THE AGENDA IS OUR SUPERINTENDENT'S REPORT. [8. SUPERINTENDENT REPORT-7:00 pm] >> JUST A COUPLE OF QUICK UPDATES TONIGHT. IT IS THE START OF AWARD SEASON AND SO WE HAD A WONDERFUL ATHLETIC SCHOLARSHIP AWARD THE OTHER NIGHT AT EDMONDS WOODWAY HIGH SCHOOL AND A LOT OF WONDERFUL EVENTS COMING UP. I KNOW THAT I AND CABINET ARE LOOKING FORWARD TO GETTING TO AS MANY OF THOSE AS WE CAN EVEN BEFORE GRADUATION STARTS TO SEE AND CELEBRATE OUR STUDENTS. ONE WAY WE ARE REACHING OUT TO OUR STUDENTS IS LIKE LAST YEAR, WE'RE GOING TO BE DOING SENIOR EXIT INTERVIEWS. [00:35:01] MANY OF US ARE PARTICIPATING IN THAT. IT'S VOLUNTARY. WE GO OUT TO SCHOOLS AND INTERVIEW SMALL FOCUS GROUPS OF STUDENTS TO HEAR ABOUT THEIR EXPERIENCES IN OUR SCHOOLS, WHAT THEY WOULD LIKE US TO KEEP DOING, WHAT THEY WOULD THINK WOULD BE A GOOD THING FOR US TO ADD OR CHANGE, OR STOP DOING. THIS YEAR, A NEW QUESTION ABOUT WHAT EXPECTATIONS DID THE EDMONDS SCHOOL DISTRICT HAVE FOR YOU? WE'RE REALLY LOOKING FORWARD TO GAINING THAT PIECE OF INFORMATION. FINALLY, ON FRIDAY, WE HAD A HUGE PROFESSIONAL DEVELOPMENT DAY AND UNFORTUNATELY, WE DID HAVE A NETWORK GLITCH EARLY ON IN THE DAY, WHICH PREVENTED SOME TEACHERS FROM ACCESSING THE ONLINE PROFESSIONAL DEVELOPMENT. BUT ABOUT 50% OF OUR TEACHERS WERE ABLE TO GET IN. WE'RE WORKING TO SEND OUT SOME COMMUNICATION TO THOSE WHO WERE NOT ABLE TO ACCESS. IT WAS RALLY HARD ON OUR STUDENT LEARNING TEAM BECAUSE THEY SPENT A TREMENDOUS AMOUNT OF TIME PREPARING FOR THAT DAY AND THEN SOMETHING OUTSIDE OF OUR CONTROL GOT THE BEST OF US. BUT WE HOPE THAT MANY HAD A SUCCESSFUL DAY, AND WE LOOK FORWARD TO THINKING ABOUT HOW TO GET THAT INFORMATION OUT TO OTHERS. >> THANK YOU. I'M WONDERING, CAN A SCHOOL BOARD MEMBER HELP DO SOME OF THE SENIOR EXIT INTERVIEWS? >> SURE. ERIN CAN SEND YOU THE SCHEDULE AND THE TIMES. WE'VE GOT THEM HAPPENING OVER ABOUT THE NEXT 10 DAYS AT ALL OF OUR SITES WHERE WE HAVE SENIORS. ABSOLUTELY, IF YOU'D LIKE TO JOIN UP, WE HAVE PAIRS OF PEOPLE GOING OUT. ONE ASKS THE QUESTIONS, ONE TAKES THE NOTES, BUT I'M HAPPY TO HAVE A THIRD. >> THANK YOU SO MUCH. NEXT ON THE AGENDA IS OUR PUBLIC COMMENTS. [9. PUBLIC COMMENTS-7:05 pm] THE PUBLIC COMMENT SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD. SINCE THIS IS A BUSINESS MEETING OF THE SCHOOL BOARD, THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA OR SPECIFIC WORK WITHIN THE SCOPE OF THE SCHOOL DISTRICT. THIS 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 ALOUD IN PERSON OR BY SUBMITTING YOUR COMMENT IN WRITING. TONIGHT, WE HAD TWO WRITTEN COMMENTS, ONE THAT WAS ABOUT THE BUDGET, AND ONE WAS ABOUT THE IMPORTANCE OF CELEBRATING PRIDE THAT'S COMING UP IN JUNE. 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, AND YOU'LL DO IT AT THE PODIUM HERE, PLEASE BEGIN YOUR COMMENT BY STATING YOUR NAME, YOUR CITY OF RESIDENCE, YOUR RELATIONSHIP TO THE DISTRICT, AND THE AGENDA ITEM OR ITEM OF SCHOOL DISTRICT TOPIC THAT YOU'RE ADDRESSING. WE REQUEST THAT IF YOUR COMMENT CONSIST WHOLLY OR PARTLY OF TEXT VERBATIM FROM AN ARTICLE, AN ONLINE POST, AN EXCERPT FROM A BOOK, ETC, THAT YOU SIMPLY SEND US THE LINK TO THE TEXT AND SPEND YOUR COMMENT TIME TELLING US HOW THAT INFORMATION RELATES TO THE 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. 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 EMAIL. WE READ EACH EMAIL THAT WE RECEIVE AND WE APPRECIATE THE TIME AND EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM. >> I WILL JUST ADD WHILE WE ARE GETTING READY TO CALL NAMES IN ORDER TO ALLOW FOR INTERPRETATION, ANYONE WHO IS USING AN INTERPRETER WILL BE ALLOWED THREE MINUTES AND 30 SECONDS. >> THANK YOU. THE FIRST PERSON TONIGHT IS CRISTANA FATI. >> HELLO, MY NAME IS CRISTANA FATI AND I'M A LEVEL TWO PARENT EDUCATOR AT WORK EXPERIENCES, AND I RESIDE IN LINWOOD. THIS IS MY THIRD TIME PARTICIPATING IN THE EDMONDS SCHOOL DISTRICT BOARD MEETING BY PUBLIC COMMENT ON BEHALF OF MY TEAM, PROGRAM, STUDENTS, AND THEIR FAMILIES. THE FIRST TIME WAS APRIL 23RD, AND THE SECOND WAS MAY 14TH. SINCE THEN, THE WORK EXPERIENCE TEAM HAS CONTINUED TO WORK HARD TO ADVOCATE FOR OUR PROGRAM. ON MAY 20TH, WORK EXPERIENCE IS SENT A THREE-PHASE STRATEGIC PLAN TO SUPPORT THE PROPOSAL THAT WAS PRESENTED TO PILOT AN ON-CAMPUS PROGRAM WHILE MAINTAINING OUR CURRENT MODEL. [00:40:04] ON MAY 21ST, WORK EXPERIENCES CREATED AND CONDUCTED A PETITION/SURVEY WITH 56 PARTICIPANTS, 35 LEAVING COMMENTS. MAY 23RD, THE TEAM DISABLED RESPONSES AFTER BEING ASKED BY ADMIN TO DISABLE IT AND THEN CREATED AND SENT A REPORT OF THE FINDINGS TO THE PARTICIPANTS, THE BOARD, DR. MINER, AND STUDENT SERVICES. INTERPRETING THE DATA, THE MAJORITY WANT THE CURRENT MODEL OF WORK EXPERIENCES. THERE WAS ALSO OVERALL SUPPORT TO PILOT A PROGRAM IN ONE HIGH SCHOOL WHILE MAINTAINING OUR CURRENT SPACE. OVERALL, IT IS NOT SUPPORTED BY THE MAJORITY TO DISSOLVE THE PROGRAM INTO THE FIVE HIGH SCHOOLS BY NEXT SCHOOL YEAR AND ELIMINATE THE CURRENT LOCATION AND OPTION. ON MAY 24TH, THE WORK EXPERIENCE TEAM RECEIVED AN EMAIL FROM DR. MINER THAT A DECISION WAS MADE BY HER TO CONTINUE THE WORK TO DISSOLVE THE WORK EXPERIENCE'S PROGRAM INTO THE FIVE HIGH SCHOOLS. THAT BRINGS US TO TODAY. WE HAVE YET TO RECEIVE THE ANSWERS AND CLARIFICATIONS WE SEEK. STUDENT SERVICES HAS YET TO PRESENT A THOUGHT-OUT AND ORGANIZED PLAN AS HOW THIS IS TO BE EXECUTED BY NEXT SCHOOL YEAR IN A FINANCIALLY WISE AND EQUITABLE WAY. AS A TAX-PAYING CITIZEN IN THIS DISTRICT, A MOTHER OF THREE CHILDREN IN THIS DISTRICT, AS A WELL-EXPERIENCED DEDICATED EDUCATOR IN THIS DISTRICT, AND A DEDICATED ADVOCATE FOR PEOPLE WITH DISABILITIES IN THIS DISTRICT, I'M UTTERLY DISAPPOINTED. I CAN'T UNDERSTAND HOW THE FEEDBACK GIVEN BY MANY IS NOT CONSIDERED, ESPECIALLY AFTER SPENDING NEARLY $40,000 TO CONDUCT A STUDY INTO STUDENT SERVICES PRACTICES AND LEADERSHIP IN 2022, WHICH ONE OF THE COMPLAINTS MADE WAS DISREGARDING FEEDBACK WHEN ESTABLISHING AND CANCELING PROGRAMS. THIS LEADS ME ASKING SO MANY QUESTIONS, WHERE IS THE RESPONSIBILITY AND THE ACCOUNTABILITY? AS A BOARD, YOU ARE THE COMMUNITY'S VOICE. WITH RESPECT, THE COMMUNITY IS SPEAKING, AND MANY MORE CONTINUE TO SPEAK ABOUT THEIR CONCERNS. WHERE ARE THE ACTIONS THAT SHOW THEY ARE BEING HEARD? IS ANYONE ACTUALLY LISTENING? I INVITE EVERYBODY ON THE BOARD TO COME OUT, VISIT OUR PROGRAM. SEE WHAT IT'S ABOUT. SPEND SOME TIME WITH US. COME ON JUNE 4TH, AS A MATTER OF FACT, WE'RE HAVING A HUGE PARTY. WE HAVE IT EVERY YEAR. OUR STUDENTS LEAD IT. PLEASE COME AND SEE US. [APPLAUSE] >> NEXT IS SUE DANIELS. >> HI. MY NAME IS SUE DANIELS. I'M THE SUPERVISOR OF THE [INAUDIBLE] EXPERIENCES PROGRAM. I RESIDE IN EVERETT. I'M HERE TODAY ON BEHALF OF PAST, PRESENT, AND FUTURE WORK EXPERIENCES STUDENTS. THIS IS THE SECOND TIME I'VE PARTICIPATED IN A BOARD MEETING AND APPRECIATE THE OPPORTUNITY TO SPEAK. I'VE WORKED IN THE DISTRICT FOR NEARLY 25 YEARS. IN THAT TIME, I'VE TAKEN GREAT PRIDE IN HELPING PREPARE YOUNG PEOPLE FOR THEIR LIVES AFTER THEY HAVE COMPLETED SCHOOL. EVERY PERSON'S LIFE LOOKS VERY DIFFERENT, AND AS EDUCATORS, WE SHOULD LISTEN TO PARENTS AND STUDENTS, BOTH FORMER AND CURRENT REPRESENTATIVES FROM GROUP HOMES, BUSINESS PARTNERS, AND EDUCATORS FROM AROUND THE DISTRICT. IN AN EFFORT TO GIVE THOSE A VOICE, WE PROVIDED A FORM AS A VEHICLE FOR FEEDBACK. AFTER ONLY TWO DAYS, I WAS ASKED TO TAKE THE FORM DOWN, SILENCING SOME OF THE VOICES. HOWEVER, SOME HAD A CHANCE TO BE HEARD. I'D LIKE TO SHARE ONE THOUGHTFUL HEARTFELT LETTER THAT WE RECEIVED. I'M NOT SURE WHO THE STUDENT OR THE PARENT IS. BUT I AM THE PARENT OF A STUDENT WHO HAS A COGNITIVE DISABILITY. I'M NOT SURE HOW TO ARTICULATE HOW UPSETTING SOME OF MY EXPERIENCES HAVE BEEN AS A PARENT IN THIS DISTRICT. I HAVE HAD TEACHERS TRY TO CONVINCE ME THAT HAVING MY DAUGHTER STAY AT HIGH SCHOOL WAS WHAT WAS BEST AND THAT IT WAS WHAT WAS INCLUSIVE AND RIGHT. WHAT I LATER FOUND OUT IS THAT MY DAUGHTER WASN'T EVER TRULY ACCEPTED IN MAINSTREAM CLASSES. HER PEERS OFTEN TOOK PITY ON HER. THEY DIDN'T SEE HER TRULY. THEY FELT SORRY FOR HER. MY CHILD WAS PUT IN OVERLY STIMULATED ENVIRONMENTS FOR THE SAKE OF BELONGING, JUST TO BE EMBARRASSED BY HAVING A MELTDOWN IN FRONT OF HER PEERS. DOES THIS SOUND LIKE REAL INCLUSION? DOES THIS SOUND RIGHT? I FEEL BAD AS A MOM ABOUT THIS. I THEN EXPLORED MORE INTO EMBRACING WHO SHE IS AS A PERSON WITH DISABILITIES AND GOT INVOLVED IN PARENT SUPPORT GROUPS AND THE ARC. THAT IS WHEN I REALIZED I NEEDED TO SHIFT MY THINKING. [00:45:03] MY CHILD ISN'T THE SAME AS HER PEERS, AND THAT IS OKAY. SHE HAS AN EXPERIENCE IN LIFE I KNOW NOTHING ABOUT BECAUSE I DON'T HAVE A DISABILITY. I REALIZED THAT I WAS TRYING TO FORCE SOMETHING ON HER BECAUSE IT MADE ME THINK LIKE I WAS DOING WHAT WAS RIGHT, AND IT MADE ME FEEL GOOD. BUT WHAT I WAS ACTUALLY DOING IS NOT ACCEPTING WHO SHE IS AND NOT CELEBRATING HER DIFFERENCES OR TEACHING HER ABOUT COMMUNITY. AFTER I REALIZED THIS, I REALIZED THAT I SHOULD EMBRACE AND CELEBRATE HER, THAT I SHOULD ACCEPT HER. I SHOULD ENCOURAGE CONNECTIONS AND COMMUNITY IN HER OWN COMMUNITY. AND WHEN I BEGAN SHIFTING, THIS I SAW A BEAUTIFUL THING DEVELOP IN HER. SHE HAD THINGS TO DO AND PEOPLE TO SEE WHO LOVED HER. THE REST OF THE LETTER IT WAS FORWARDED TO YOU, AND I JUST THINK IT WAS A BEAUTIFUL THOUGHT FROM THAT MOM. SO THANK YOU FOR LISTENING. [APPLAUSE] >> NEXT IS BETSY SAKIMURA. >> GOOD EVENING. MY NAME IS BETSY SAKIMURA. GOOD JOB WITH MY LAST NAME, BY THE WAY. AND I RESIDE IN EDMONDS. I'M THE PARENT OF TWO STUDENTS AT MADRONA K-8. I'M HERE TO SHARE MY CONCERNS ABOUT THE IMPACT OF THE DECISION TO ELIMINATE THE DEAF AND HARD OF HEARING VISUAL IMPAIRMENT PROGRAM MANAGER POSITION FOR THE 2024/25 SCHOOL YEAR DUE TO THE BUDGET SHORTFALL. MY OLDEST CHILD HAS BEEN PART OF THE DHH PROGRAM FOR SEVEN YEARS. OUR FAMILY CHOSE TO MOVE INTO THE EDMOND SCHOOL DISTRICT SPECIFICALLY BECAUSE WE WANTED HIM TO HAVE THE SUPPORT AND RESOURCES OFFERED THROUGH THIS UNIQUE PROGRAM. WE WANTED A PROGRAM THAT WAS BASED IN AMERICAN SIGN LANGUAGE AND OFFERED STRONG LANGUAGE ROLE MODELS. WE WANTED A PROGRAM WITH EXPERTS IN DEAF EDUCATION AND AN ENVIRONMENT WHERE DEAF STUDENTS WERE GIVEN UNFETTERED ACCESS TO THE WHOLE SCHOOL COMMUNITY. AT MADRONA, MY CHILD HAS THRIVED. HE HAS OTHER DEAF AND HARD OF HEARING PEERS, ACCESS TO TECHNOLOGY THAT HELPS HIM HEAR IN THE CLASSROOM, INTERPRETERS FOR HIS GEN ED CLASSES AND ALL SCHOOL EVENTS, AND TEACHERS WHO UNDERSTAND HOW TO USE HIS TECHNOLOGY AND SUPPORT HIS SPECIFIC LEARNING NEEDS. FROM A PARENT'S PERSPECTIVE, THE ROLE OF A DHH PROGRAM MANAGER WHO IS FLUENT IN AMERICAN SIGN LANGUAGE AND HAS A STRONG BACKGROUND IN DEAF EDUCATION IS CRITICAL TO DHH STUDENT SUCCESS. THE DHH ADMINISTRATOR HAS SUPPORTED OUR IEP MEETINGS, OFFERING HOPEFUL IDEAS ROOTED IN FAMILIARITY WITH THE DEAF CULTURE. THE PROGRAM MANAGER'S KNOWLEDGE OF DEAF CULTURE HELPS THEM TO PROVIDE ONGOING TRAINING AND SUPPORT FOR GEN ED AND DEAF STUDENT TEACHERS AND STAFF TO ENSURE THEY HAVE THE NECESSARY SKILLS TO SUPPORT DHH STUDENTS. THIS HELPS MAINTAIN THE QUALITY OF EDUCATION PROVIDED WITHIN THE DHH PROGRAM, AS WELL AS EQUITY AND ACCESS FOR ALL DHH STUDENTS. ONE PRACTICAL SOLUTION MAY BE TO TRANSFER THE DUTIES OF THE DHH PROGRAM MANAGER TO A SPECIAL EDUCATION ADMINISTRATOR POSITION. HOWEVER, THIS SOLUTION IS ONLY PRACTICAL IF THE SPECIAL EDUCATION ADMINISTRATOR HAS A BACKGROUND IN DEAF EDUCATION AND IS FLUENT IN ASL. THE NEEDS OF DHH STUDENTS ARE UNIQUE WITHIN THE SPECIAL EDUCATION ENVIRONMENT. ANOTHER SOLUTION MAY BE HIRING AN ADMINISTRATOR WHO COULD SPLIT TIME BETWEEN THE DHH ADMINISTRATOR ROLE AND SERVING AS AN ASSISTANT PRINCIPAL AT MADRONA. ANOTHER OPTION WOULD BE TO ASSIGN A TEACHER ON SPECIAL ASSIGNMENT TO PERFORM SOME OF THE NON SUPERVISORY TASKS, SUCH AS REVIEWING IEPS, ATTENDING IEP MEETINGS, AND COLLABORATING WITH DHH STAFF AND GEN ED STAFF WHO ARE WORKING WITH DHH STUDENTS. I'M CONCERNED THAT IF THERE IS NO ONE SPECIFICALLY RESPONSIBLE FOR MANAGING THE DHH PROGRAM, THE STUDENTS AND THE DHH STAFF WILL SUFFER THE CONSEQUENCES. I HOPE YOU'LL CONSIDER RE ESTABLISHING THE PROGRAM MANAGER POSITION. THANK YOU FOR LISTENING. [APPLAUSE] >> SORRY. I JUST WANTED TO LET YOU KNOW THAT I HAVE HEARD SOME OF THOSE SAME THINGS THAT YOU'VE SAID, AND I AM TALKING WITH PEOPLE ABOUT HOW WE CAN KEEP SOME OF THE CULTURE OF THE PROGRAM TOGETHER, AND SOME OF THE THINGS YOU MENTIONED ARE THINGS THAT ARE BEING DISCUSSED. YOUR CONCERNS HAVE BEEN HEARD AND DEFINITELY WE ARE WORKING TOWARDS SOMETHING. I JUST ASK YOU TO HAVE A LITTLE PATIENCE WITH US AS WE WORK ON THAT. >> THANK YOU. NEXT IS PJ TUJ. [00:50:01] >> HELLO, EVERYBODY. THANK YOU GLORIOUS BOARD THAT YOU ARE. THANK YOU FOR THIS WONDERFUL SUPPORT WE'VE GOT HERE TONIGHT, SAME AS TWO WEEKS AGO. MY NAME IS PJ TUJ. I'M A DEFINITE HARD OF HEARING PROGRAM EMPLOYEE. I'VE WORKED IN MULTIPLE POSITIONS OVER MY 20 YEAR TENURE WITH THE DISTRICT. THIS IS THE FIRST TIME IN MY 20 YEAR TENURE THAT I'VE HEARD ANY WHISPER OF SOMETHING LIKE THIS HAPPENING. IMAGINE THE GAME JENGA. YOU'VE PLAYED JENGA, RIGHT? EVERYBODY HERE HAS PLAYED JENGA. IMAGINE A JENGA IN YOUR HEAD. NOW, IMAGINE THAT THE WHOLE JENGA THING IS RESTING ON ONE LITTLE TINY WOOD PIECE AT THE BOTTOM. PULL THAT PIECE OUT. WHAT HAPPENS TO THE JENGA? IT COLLAPSES. THE DEAF AND HARD OF HEARING PROGRAM POSITION IS THAT LAST JENGA PIECE. THANK YOU. [APPLAUSE] >> NEXT IS LIZ FORD. >> MY NAME IS LIZ FORD. I'M THE HEAD CUSTODIAN AT LINWOOD HIGH SCHOOL, A RESIDENT OF EDMONDS, AND THE PRESIDENT OF THE SEIU CUSTODIAL GROUP. WE ARE AWARE OF THE PROJECTED DISTRICT BUDGET SHORTFALL THAT IS NECESSITATING CUTS TO DEPARTMENTS AND PROGRAMS AND UNDERSTAND THAT THE BOARD HAS NOT COME TO THESE DECISIONS LIGHTLY. I'M HERE TO SPEAK TO YOU TONIGHT ABOUT THE DISTRICT'S DECISION TO ELIMINATE SIX CUSTODIANS AND TO REDUCE THE HOURS OF 56 MORE FROM FULL TIME TO 200 DAY EMPLOYEES. IT'S IMPORTANT TO RECOGNIZE THE TWOFOLD CONSEQUENCES OF THE CUTS TO CUSTODIAL SERVICES. FIRST, OUR WORK INCLUDES KEEPING CLASSROOMS AND RESTROOMS SUFFICIENTLY CLEAN AFTER DAILY USE BY LITERALLY THOUSANDS OF PEOPLE. A CLOSE ANALOGY IS EMERGENCY ROOM TRIAGE. THE DAY TO DAY CLEANING THAT CUSTODIANS DO IS SIMILAR TO KEEPING A PATIENT STABLE UNTIL THERE'S MORE TIME TO REALLY IMPROVE THEIR DECLINING CONDITION. THOSE TIMES ARE WINTER, SPRING AND SUMMER BREAKS WHEN CUSTODIANS TEAM UP TO DEEP CLEAN THEIR BUILDINGS. THE AVERAGE SCHOOL IS 20-70 TIMES LARGER THAN THE AVERAGE SINGLE FAMILY HOME. THESE REDUCTIONS EFFECTIVELY LEAVE A SINGLE CUSTODIAN TO DEEP CLEAN DURING BREAKS, AND OUR BUILDINGS WILL NOT BE AS CLEAN AS STUDENTS AND STAFF NEED. ONE MIGHT LOOK AT THE CURRENT EXAMPLE OF TACOMA SCHOOL DISTRICT, WHICH IS PUBLICLY UNDER FIRE BY STAFF AND STUDENTS FOR THE CONDITION OF THEIR BUILDINGS AFTER LEAVING CUSTODIAL POSITIONS VACANT AND REDUCING CUSTODIAL HOURS. WE ALSO PROVIDE LOGISTICAL SUPPORT FOR THE SPORTS, MUSIC PROGRAMS, CLUBS, AND MULTIPLE OTHER ACTIVITIES AT EVERY GRADE LEVEL. WE ASSIST TEACHING STAFF WITH CLASSROOM MOVES, PROVIDE DIRECT SUPPORT TO OTHER DISTRICT DEPARTMENTS, SUPPORT COMMUNITY USE RENTAL GROUPS BY SETTING UP AND TAKING DOWN THEIR EVENTS, AND ENSURE THAT OUR BUILDINGS ARE SECURE AGAINST BURGLARY AND VANDALISM AFTER SCHOOL HOURS. WE ARE CUSTODIANS, NOT JANITORS. WE DON'T JUST CLEAN OUR BUILDINGS, WE SEE TO THE NEEDS OF EVERYONE IN THEM. WE TAKE IMMENSE PRIDE IN THE WORK WE DO TO SUPPORT OUR DISTRICT COMMUNITY. THE SECOND EFFECT OF THESE CUTS IS THE PERSONAL IMPACT TO CUSTODIANS. THE SIX PEOPLE LOSING THEIR JOBS WILL OBVIOUSLY BE SUFFERING THE GREATEST IMPACT DUE TO THE ELIMINATION OF THEIR POSITIONS. REDUCING THE WORK YEAR OF 56 LEVEL 1 CUSTODIANS FEELS, ESPECIALLY INHUMANE. LEVEL 1 CUSTODIANS ARE ONE OF THE LOWEST COMPENSATED GROUPS AMONG ALL THE DEPARTMENTS FUNDED BY THE DISTRICT. MANY ARE WORKING ADDITIONAL JOBS JUST TO MAKE ENDS MEET. WITH CONTINUING INCREASES TO HOUSING COSTS AND INFLATION COUPLED WITH THE REDUCTION OF WORK HOURS, THE MAJORITY OF THESE CUSTODIANS ARE CONCERNED THEY'LL BE UNABLE TO PAY RENT OR PROVIDE FOR THEIR FAMILIES. SOME LIVE A CONSIDERABLE DISTANCE FROM THE BUILDINGS THEY WORK BECAUSE THEY CANNOT AFFORD TO LIVE IN SNOHOMISH COUNTY. MANY HAVE SHARED WITH ME THAT THEY WON'T BE ABLE TO AFFORD THE COMMUTE TO WORK ON THEIR NEW WAGES OR FIND AFFORDABLE HOUSING. OVER A QUARTER OF THE LEVEL ONES HAVE SERVED THE DISTRICT FOR MORE THAN 20 YEARS, AND MORE THAN HALF HAVE SERVED FOR MORE THAN 10. IT'S A BITTER PILL TO HAVE INVESTED SO MANY YEARS OF THEIR LIVES IN THE STUDENTS, STAFF, COMMUNITY, AND THE BUILDINGS THEY SERVE TO BE TOLD NOW THEIR EFFORTS ARE NO LONGER ESSENTIAL TO THE EDUCATIONAL PROCESS. I IMPLORE THE BOARD TO PLEASE RETHINK YOUR DECISION TO DEEPLY CUT THE CUSTODIAL DEPARTMENT. [APPLAUSE] >> THANK YOU FOR THE SERVICE. WE APPRECIATE YOU. WE UNDERSTAND THERE ARE DIFFICULT DECISIONS HERE, BUT WE JUST WANT YOU TO KNOW YOU ARE VALUED. NEXT UP IS [INAUDIBLE]. >> I WANT TO ENSURE YOU CAN PRONOUNCE MY NAME CORRECTLY. IT'S A HARD ONE FOR EVERYBODY. [00:55:01] I ACTUALLY HAVE IT RECORDED HERE. I'M GOING TO LET YOU LISTEN TO IT. HOPEFULLY, THE VOLUME IS UP HIGH ENOUGH. CAN WE HEAR IT? NO. LET ME GET THE VOLUME UP. LET'S TRY IT AGAIN. I DON'T KNOW WHAT'S GOING ON [LAUGHTER] I'M GOING TO HAVE THE INTERPRETER VOICE IT FOR ME, ALTHOUGH THE INTERPRETER CAN'T REMEMBER HOW TO SAY IT EITHER. IT SOUNDS LIKE [INAUDIBLE]. THAT HELPS. NOW, BACK TO WHAT I WAS GOING TO SAY [LAUGHTER] [INAUDIBLE]. I KNOW IT'S A STRANGE NAME. I'M SORRY. I'M GOING TO TAKE MOVE THE MIC STAND AWAY THERE SO YOU CAN ACTUALLY SEE ME. HERE'S MY NAME, [INAUDIBLE]. I MADE SOME NOTES FOR MYSELF. I AM DEAF SO I HAVE LONG WINDED ANSWERS TO EVERYTHING. I'LL MAKE THIS AS SHORT AS I CAN. I'VE BEEN A PAIR FOR 17 YEARS WITH THE DISTRICT. I HAVE SUPPORTED STUDENTS WHO HAVE BEEN LANGUAGE DEPRIVED. I HAVE SUPPORTED STUDENTS WHO ARE LANGUAGE DELAYED. I WAS HERE TWO WEEKS AGO, PEOPLE TALKED ABOUT DEAF CULTURE AND THE IMPORTANCE OF IT THEREIN I WANT TO EMPHASIZE A COUPLE OF VERY SPECIFIC POINTS. THE DEAF AND HARD OF HEARING PROGRAM MANAGER HERE, HE ACTS AS OUR MIDDLEMAN. I DON'T THINK YOU UNDERSTAND THE IMPORTANCE OF THAT ROLE. HE KNOWS WHAT WE'RE DOING, SPECIFICALLY IN THE DEAF AND HARD OF HEARING PROGRAM. HE KNOWS WHAT YOU'RE DOING ON THE UPPER ECHELON AND HE ACTS AS THE BRIDGE IN BETWEEN. IF WE TAKE THAT BRIDGE AWAY, THERE'S NO CONNECTION BETWEEN US. I KNOW YOU WANT TO PUT SOMEBODY ELSE IN HIS PLACE, BUT WHOEVER YOU'RE GOING TO PUT IN ISN'T GOING TO UNDERSTAND DEAF AND HARD HEARING EDUCATION. THEY'RE NOT GOING TO BE THE EXPERT IN THE LANGUAGE AND THE CULTURE, ETC. YOU HAVE TO HAVE THAT BRIDGE POSITION. WITHOUT IT, OUR COMMUNICATION IS GOING TO FALL APART. SECONDLY, I KNOW WE'VE ALREADY TALKED ABOUT THE DEAF CULTURE THING AND UNDERSTANDING OF WHAT DEAF NEEDS ARE AND HOW DO WE MEET THOSE NEEDS? ANYBODY OFF THE SHELF CAN'T DO IT. YOU HAVE TO HAVE SOMEBODY WITH THIS EXPERTISE, OR YOU'RE GOING TO IMPACT ALL THE STUDENT BODY. LIKE I SAID, I'VE BEEN HERE FOR 17 YEARS. I'VE SEEN THE DEAF AND HARD OF HEARING PROGRAM GET BETTER AND BETTER AND BETTER AND BETTER AND YOU SHOULD BE PROUD OF THIS. IT'S A REGIONAL PROGRAM. IT DRAWS PEOPLE IN FROM EVERYWHERE. IT'S A MAGNET. YOU'VE BUILT THIS AMAZING MAGNET, AND NOW YOU WANT TO JEOPARDIZE IT. WE'VE SHOWN WHAT WE CAN DO. WE'VE SHOWN HOW AS A PROGRAM, ATTRACTIVE WE ARE. PEOPLE MOVE INTO THIS DISTRICT TO BE PART OF THIS DISTRICT. THERE'S GOING TO BE EBBS IT'S GOING TO WAX AND WANE AS ALL PROGRAMS DO. WE UNDERSTAND THAT. BUT KEEPING THIS PROGRAM MANAGER IS VITAL TO THE PROGRAM GROWING AND GETTING BETTER AND YOU'VE GOT ALL THESE PEOPLE HERE JUST TO SAY THE SAME THING. ALSO, THE VISUALLY IMPAIRED SAME THING. PEOPLE WHO ARE NOT EXPERTS IN VISUAL IMPAIRMENT ARE GOING TO SAY, "OH, YOU'RE DOING FINE." YOU NEED SOMEBODY WITH EXPERTISE THERE IN WHO CAN ACTUALLY SAY, "NO, IT'S NOT GOING WELL, AND HERE'S WHY." THEY CAN ARTICULATE HERE'S WHY. THEY UNDERSTAND NOT JUST HOW THINGS WORK, BUT WHY THINGS WORK. MY LAST COMMENT, I WOULD LIKE TO SAY, JUST KEEP THE DEAF AND HARD OF HEARING PROGRAM MANAGER, PLEASE. I ASK YOU. THAT IS ALL FOR ME. THANK YOU. [APPLAUSE] >> NEXT IS CRYSTAL RENNER. >> THIS IS MY FIRST TIME HERE. I'M A LITTLE NERVOUS ABOUT THIS. MY NAME IS CRYSTAL RENNER. I'M A PARENT OF TWO CHILDREN WHO ARE BOTH DISABLED, AND I PERSONALLY AM A GRADUATE FROM THIS PROGRAM. THIS IS A VERY SERIOUS ISSUE. I GREW UP HERE. WE'VE HAD A DEAF AND HARD OF HEARING PROGRAM FOR YEARS AND YEARS AND YEARS. THIS PROGRAM IMPACTS OUR NEEDS FOR GENERATIONS NOW. LITERALLY, GENERATIONS. DEAF LEARNING HAPPENS HERE WITH A NEW MANAGER TO BRING IN? NOW WE HAVE SOMEBODY WHO HAS DEAF CULTURE WHO'S LIVED IT. WE'VE GOT A SUBJECT MATTER EXPERT FROM THE INSIDE OUT RIGHT NOW IN THIS ROLE AND WE'RE STILL STRUGGLING BECAUSE THERE'S A LOT TO DO. IT'S A HUGE PROGRAM. IT'S A HUGE ASK. IT'S A HUGE TASK ON HIS PLATE THAT HE HAS TO TRY AND MANAGE. THIS IS A PERSON WHO'S A SUBJECT MATTER EXPERT. WE NEED TO CONTINUE WITH THIS PROGRAM. LIKE WE SAID, WE NEED THAT MIDDLEMAN. WE NEED IT JUST LIKE [INAUDIBLE] SAID. WITHOUT IT, WHO'S GOING TO COME IN WHO KNOWS THIS STUFF? [01:00:01] WHO DO YOU HAVE ON THE WINGS THAT WE DON'T KNOW ABOUT? WHO'S GOING TO SAY IF THINGS ARE GOING RIGHT IN THE IEPS? WHO'S GOING TO BE ABLE TO ACTUALLY PROVIDE APPROPRIATE INPUT THAT WILL ACTUALLY HELP STUDENTS GROWTH. WHO ELSE DO YOU HAVE? THE DEAF AND HARD OF HEARING PROGRAM, YOU HAVE THE PERSON YOU NEED IN THE POSITION THAT THEY'RE IN. PLEASE KEEP THEM. PLEASE MAINTAIN THE STATUS QUO WHERE WE ARE. THANK YOU. >> NEXT IS LORI SCHMIDT. >> GOOD EVENING. MY NAME IS LORI SCHMIDT. I'M A RESIDENT OF EDMONDS, AND I AM A TEACHER HERE IN THE DISTRICT. SPECIFICALLY, AS FOR THE DEAF AND HARD OF HEARING PROGRAM, I REPRESENT ONE OF THE FEW HEARING PEOPLE IN OUR PROGRAM. I'M ONE OF THE MINORITIES BECAUSE MOST OF THE PEOPLE IN OUR PROGRAM, MOST OF THE EMPLOYEES AT OUR PROGRAM ARE DEAF THEMSELVES. I REPRESENT THE MINORITY AS IT SHOULD BE FOR A DEAF PROGRAM. I WANT TO THANK YOU FOR HEARING US TWO WEEKS AGO. I WANT TO THANK YOU FOR RECEIVING OUR EMAILS AND OUR LETTERS AND OUR CRIES FOR HELP. I WANT TO THANK YOU FOR BEING WILLING TO WORK WITH US. THAT'S BEEN A BIG ASK. I THINK THE MAIN MESSAGE THAT JUST PLAYS IN MY HEAD AGAIN AND AGAIN AND AGAIN, IS JUST LIKE IT'S BEEN SAID MANY TIMES, SOMEONE WITH KNOWLEDGE AND DEAF EDUCATION BECAUSE WE'RE NOT BETTER THAN ANY OTHER PROGRAM OUT THERE. WE JUST HAVE A VERY UNIQUE LINGUISTIC AND CULTURAL ASPECT. THE OTHER THING IS FOR MY COLLEAGUES, BEING A PERSON OF PRIVILEGE, I CAN TALK TO DOCTOR MINER, I CAN TALK TO ANY OF YOU DIRECTLY. I THINK EQUITY FOR MY COLLEAGUES WITH WHOM I WORK IS TO BE ABLE TO HAVE DIRECT COMMUNICATION WITH THEIR SUPERVISOR IN THEIR OWN LANGUAGE. THAT IS VITAL. I'VE BEEN IN SITUATIONS WHERE MY SUPERVISOR HAS BEEN SOMEONE WHO DOESN'T KNOW AMERICAN SIGN LANGUAGE AND THEY'RE OBSERVING ME IN THE CLASSROOM WITH AN INTERPRETER. I'M SIGNING TO MY KIDS AND THE INTERPRETERS SAYING SOMETHING, AND I'M LIKE, I DIDN'T SAY THAT. NO, I DIDN'T SAY THAT EITHER AND SO JUST AS A TEACHER, WHEN I HEAR IT HAPPENING, I CAN ONLY IMAGINE HOW MANY TIMES IT HAPPENS. AGAIN, I'M SO GRATEFUL FOR YOUR WILLINGNESS TO HEAR US. WE'VE EMAILED, WE'VE WRITTEN LETTERS. I KNOW WE'VE DONE ALL THIS STUFF. AGAIN, LET US HELP US HELP YOU AND I KNOW THE BUDGET IS WAY LESS THAN IDEAL WAY LESS THAN IDEAL. I GUESS IF ALL THE OPTIONS OUT THERE, MY NUMBER ONE ASK IS JUST TO PLEASE KEEP DR. JEFFERIES WITH US. TO HAVE A DEAF PROGRAM MANAGER, IT'S AMAZING. IT'S A GIFT. YOU DON'T SEE IT THAT OFTEN. THANK YOU VERY MUCH FOR YOUR TIME. [APPLAUSE] >> NEXT IS SALLY GUZMAN. >> HELLO. I'M DR. USBAN. MY PRONOUNS ARE SHE/HER. I HAVE WORKED FOR THE ADMIN SCHOOL DISTRICT FOR 10 YEARS. I AND SEVERAL OTHERS WILL BE SPEAKING TODAY TO EXPRESS OUR HEARTFELT GRATITUDE TO THE SCHOOL BOARD FOR YOUR CONTINUED SUPPORT OF OUR 2SLGBTQI+ STUDENTS, FAMILIES, AND STAFF. PARTICULARLY YOUR UNWAVERING COMMITMENT TO OUR RESOLUTION 21/19 SIGNED IN 2019 TO CELEBRATE PRIDE MONTH, AND POLICY 3211 FOR GENDER-INCLUSIVE SCHOOLS IN ALIGNMENT WITH WASHINGTON STATE LAW. THROUGH YOUR SUPPORT, WE CREATED TRAINING, PILOTED IT, AND TRAINED ALL CERTIFICATED AND PARA-EDUCATOR STAFF IN 2020/2021 SCHOOL YEAR. WE ALSO TRAINED ADMINISTRATORS, AND THE SCHOOL BOARD WAS ACTUALLY TRAINED IN 2022. I WOULD LIKE TO SHARE SOME STATISTICS THAT WERE UPDATED SINCE YOU WERE LAST TRAINED. IN OUR 2021, HEALTHY SURVEY DATA OF 8TH, 9TH, AND 12TH GRADERS WHO TOOK THIS SURVEY. IT SHOWS THAT 10% OF OUR STUDENTS IDENTIFY ON THE GENDER SPECTRUM, AND 25% IDENTIFY AS PART OF THE 2SLGBTQ+ COMMUNITY. [01:05:03] WE ALSO KNOW THAT RESEARCH UNEQUIVOCALLY DEMONSTRATES THAT YOUTH WHO FIND THEIR SCHOOLS TO BE GENDER-AFFIRMING, EXPERIENCE, IMPROVE MENTAL HEALTH. OUR POLICY NOT ONLY ASKS FOR THAT, BUT THE RESOLUTION URGES US TO NOT ONLY AFFIRM, BUT TO CELEBRATE DIVERSITY. OUR YOUTH HAVE AND WILL CONTINUE TO SHARE WHAT MAKES THEM FEEL AFFIRMED. HAVING THEIR PRONOUNS AND THEIR CHOSEN NAME RESPECTED HELPS THEM FEEL AFFIRMED. IN ALL OF OUR ORIENTATIONS WITH CERTIFICATED AND PARA-EDUCATORS, WE EMPHASIZE THIS NOT ONLY JUST WITH THE POLICY 3211, BUT ALSO WITH OUR NONDISCRIMINATION POLICY 3210, WHICH MAKES IT CLEAR THAT IT IS OUR DUTY AS EDUCATORS TO CREATE AN ENVIRONMENT THAT IS FREE OF DISCRIMINATION. WE HAVE HAD AN ANNUAL EVENT TO CELEBRATE PRIDE FOR OVER SIX YEARS. THIS IS AN EVENT THAT STUDENTS, FAMILY, STAFF AND COMMUNITY ARE INVITED TO. SCHOOLS ARE ALSO ENCOURAGED TO CELEBRATE THE 2SLGBTQ COMMUNITY AND THEIR CONTRIBUTIONS TO OUR SOCIETY, NOT JUST IN JUNE, BUT YEAR-ROUND. OFTEN, WE LEARN ABOUT PEOPLE LIKE JAMES BALDWIN, JOSEPHINE BAKER, BAYARD RUSTIN, SALLY RIDE, AND ALAN TURING. BUT WE OFTEN LEAVE OUT A HUGE PART OF WHO THEY ARE, AND THAT MAKES STUDENTS FEEL UNSEEN. YOUR STEADFAST SUPPORT OF AN INCLUSIVE SCHOOL FOR ALL OF OUR STUDENTS HAS BROUGHT ABOUT SIGNIFICANT CHANGES IN THEIR LIVES. WHILE I DO NOT CLAIM THAT WE HAVE RESOLVED ALL ISSUES, WE HAVE UNDENIABLY TAKEN STEP FORWARD. BETTER YET, WE ARE WELL PREPARED TO IMPLEMENT SENATE BILL 5462 WHEN THE NEED ARISES TO TEACH ABOUT UNDERREPRESENTED GROUPS IN OUR SCHOOLS, INCLUDING THOSE IN THE LGBTQ+ COMMUNITY AND ENSURE ALL STUDENTS KNOW THAT SOMEONE LIKE THEM IMPACTED HISTORY AND SOCIETY TODAY. THANK YOU. >> NEXT IS TONY SHAPIRO. >> GOOD EVENING. MY WIFE AND I HAVE RESIDED IN EDMOND SINCE THE FALL OF '92. I AM HERE TO ASK A QUESTION ABOUT THE PRIORITIES OF THIS DISTRICT AND SUGGEST THAT PERHAPS THIS DISTRICT COULD FOCUS ON SOME LOW-HANGING FRUIT THAT DOES NOT NECESSARILY IMPACT THE ABILITY OF OUR STUDENTS TO READ, WRITE, AND DO ARITHMETIC. AND THAT IS CUTTING THE DEI PROGRAM, WHICH IN THE FALL OF '92, THE SEVEN MEMBERS OF THAT PROGRAM WERE BRINGING IN OVER $700,000. THAT DOESN'T COUNT FOR FRENCH BENEFITS AND OTHER COSTS THAT THE DISTRICT INCURS. I WOULD SUGGEST THAT THE DISTRICT CONSIDER PAIRING BACK THAT PROGRAM OR EVEN ELIMINATING IT AND USE THAT FUNDS TO ENHANCE THE DEAF MINISTRY AND THESE OTHER MINISTRIES THAT YOU ARE WORKING ON THAT SEEMS TO HAVE DEVALUED SO GREATLY. YOU'VE BUILT THE DEAF PROGRAM OVER THE YEARS, AND IT'S EVOLVED TO A POINT WHERE AS IT WAS DISCUSSED EARLIER THIS EVENING, PEOPLE IMMIGRATE OR COME TO THIS DISTRICT. TO TAKE PART OF THIS PROGRAM. YOU'RE THROWING THE BABY OUT WITH THE BATHWATER BY NOT REALLY FOCUSING ON THE THINGS THAT YOU HAVE ENHANCED AND FOCUSING ON ISSUES THAT REALLY ARE OF MINOR IMPORTANCE. THANK YOU. >> NEXT IS JASON STILLWA. >> GOOD EVENING, EVERYONE. I'M JASON STILLWA. MY PRONOUNS ARE THEY THEM. I GO BY MICK STILLWA IN THE CLASSROOM. I LIVE IN LINWOOD, AND I'M A PARENT, A COMMUNITY MEMBER, AND A STAFF MEMBER FOR THE DISTRICT. I'M HERE THIS EVENING REPRESENTING THE GENDER-INCLUSIVE ADVISORY TEAM FOR THE EDMOND SCHOOL DISTRICT. TWO YEARS AGO, I REACHED OUT TO DR. VAGARA ABOUT STARTING AN ADVISORY TEAM IN THE DISTRICT TO REPRESENT AND SUPPORT OUR 2SLGBTQIA+ STAFF AND STUDENTS. WE'RE MADE UP OF TEACHERS, PRINCIPALS, AND DISTRICT STAFF. OUR PURPOSE IS TO HELP EVERY STUDENT, INCLUDING OUR GENDER EXPANSIVE STUDENTS FEEL SAFE AND WELCOME IN EACH AND EVERY SCHOOL HERE IN THE DISTRICT. THIS FALL WILL OPEN OUR TEAM TO THE STUDENTS WHO WE HOPE WILL LEAD OUR WORK. I GREW UP IN EDMONDS SCHOOL DISTRICT. I WENT THROUGH SCHOOL FROM KINDERGARTEN TO 12TH GRADE RIGHT HERE IN EDMONDS. MY KIDS HAVE ONLY GONE TO SCHOOL IN THIS DISTRICT. WHEN I DECIDED TO BECOME A TEACHER, THIS IS WHERE I WANTED TO TEACH. EVENTUALLY, I REACHED THAT GOAL. AS I WAS WRITING THIS OUT, I WONDERED WHAT WAS THE PURPOSE IN YOU KNOWING THIS. MY POINT IS I'VE BEEN HERE. [01:10:02] I GREW UP HERE. I'M STILL HERE AND I'VE LIVED IT. I'VE STRUGGLED TO FIT IN SCHOOL MY WHOLE LIFE. PEOPLE WHO DO THE WORK IN OUR SCHOOLS KNOW WHAT'S GOING ON. STUDENTS AND STAFF ARE CHALLENGED WITH IMPLEMENTING LGBTQIA, EQUITY AND INCLUSION. WE WHO ARE DOING THE WORK OFTEN DO THE WORK IN SMALL CLUSTERS OR ALONE. WE HAVE OUR OWN TROVE OF RESOURCES. WE HAVE DEEP STUDENT LED DISCUSSIONS IN OUR CLASSES, AND THAT SILOING REALLY NEEDS TO CHANGE. WE HAVE TO BE DOING THIS WORK OF LGBTQIA, EQUITY, AND INCLUSION TOGETHER. WE HAVE A POLICY AND WE'VE HAD PD, BUT OUR POLICY IS ENFORCED SPORADICALLY AND PD AROUND MANY EQUITY ISSUES IS NOT CONSISTENT. THAT'S THE GENDER INCLUSIVE ADVISORY TEAMS MISSION AND OUR PLAN. MAKE SURE WE HAVE CONSISTENT PD, A COMMON UNDERSTANDING OF THE STATE HEALTH STANDARDS, BOARD POLICY, AND ACCESS TO COMMON READ-ALLOWS ACROSS THE DISTRICT, AROUND LGBTQIA, EQUITY, AND INCLUSION. I'LL END RIGHT AROUND THERE. BUT BEFORE I DO, I WANTED TO SHARE THIS NOTE WITH YOU. IT WAS SENT TO ME LAST YEAR, BUT THE THANKS BELONGS TO YOU BECAUSE OF YOUR ACTIONS AND YOUR SUPPORT, IT'S POSSIBLE FOR US TO DO WHAT WE DO. ON A PERSONAL NOTE, THANK YOU FOR THE WORK THAT YOU DO, AND FOR CHOOSING TO VALUE THE INDIVIDUAL HUMAN BEINGS IN YOUR CARE AND TO HELP THEM UNDERSTAND EACH OTHER. AS A MOTHER OF A NOW ADULT TRANSGENDER SON WHO HAD A HARD PATH THROUGH SCHOOL, YOUR WORK IS MUCH APPRECIATED. HAD MY SON, ELIAS BEEN IN AN ELEMENTARY CLASSROOM WHERE THESE CONVERSATIONS HAPPENED, IT MAY HAVE SHORTENED THE NUMBER OF YEARS THAT HE STRUGGLED WITH HIS IDENTITY AND WITH SUICIDAL THOUGHTS. YOU CHOOSE TO HAVE A PART IN SAVING LIVES. THANK YOU. >> NEXT IS SHARON KOLSES. >> HI, I'M SHARON KOLSES FROM WORK EXPERIENCES PROGRAM AND I LIVE IN EDMONDS. AND I'M HERE TONIGHT TO TALK ABOUT THE CHANGE. AGAIN, THAT IS PROJECTED. MOVING WORK EXPERIENCES INTO THE HIGH SCHOOL IS COMPARABLE TO MOVING THE HORTICULTURE PROGRAM INTO THE HIGH SCHOOLS, DISBANDING IT, AND THEN REASSEMBLING IT. AT BEST WITH TIME AND FINANCIAL INVESTMENT, IT WILL BECOME A COSTLY AND DIFFICULT TO IMPLEMENT PLAN THAT IS LIKELY TO BE IMITATION OR DILUTION OF THE PROGRAM THAT WE CURRENTLY HAVE NOW. ON PAPER, WE ARE CONSIDERED A SHELTERED OR STILL CONTAINED CLASSROOM. BUT IN REALITY, OUR STUDENTS DO HAVE ACCESS TO OTHER STUDENTS AND STAFF AND PERSONNEL ON CAMPUS, SEVERAL DIFFERENT CAMPUS PROGRAMS ON DESCRIBER LAKE CAMPUS. BUT MOREOVER, WHERE TO SEE MOST IMPORTANT AND NOT ON THE PAPER IS THE FACT THAT OUR STUDENTS ARE ABLE TO MEET AND ENGAGE AND DEVELOP RELATIONSHIPS WITH THE STUDENTS FROM THE OTHER SCHOOLS. THIS IS WHERE THEY MEET STUDENTS LIKE SELF WITH THEM AND THEY HAVE COMMON BONDS, AND THEY HAVE RELATIONSHIPS THAT EXPAND THROUGH THEIR WHOLE LIFE, AND WE KNOW OF MANY STUDENTS TO THE DAY. TO THIS DAY STILL DO, AND THESE ARE VERY IMPORTANT. THEY HAVE HALF THEIR DAY CURRENTLY AT THEIR HIGH SCHOOL, AND HAVE THEIR DATE IN THEIR OWN COMMUNITY. THIS IS THEIR COMMUNITY. WELL, WILL THEY STILL HAVE THAT EXPERIENCE OR OPPORTUNITY IN THE FUTURE. PRIOR TO WORKING WITH US, THEY WOULD HAVE NO EXPERIENCE IN VOLUNTEERISM OR COMMUNITY SERVICE. WHEN WE TAKE THEM TO ANNIE'S KITCHEN, THEY LEAVE THERE WITH A REAL-WORLD REFERENCE THAT THEY OTHERWISE WOULD NOT HAVE. WILL THEY HAVE THAT KIND OF AN OPPORTUNITY? THEY LEARN TO USE PUBLIC TRANSPORTATION, RESOURCES, COMPARISON SHOPPING. WILL THEY HAVE THAT OPPORTUNITY? THEY ARE WORKING IN CAMPUS COFFEE WHERE WE HAVE BARISTA TRAINING, ESPRESSO DRINK SPECIALTY. THE PRACTICE AND THEY ARE CASHIERING AND ASSISTING AND SO MANY JOBS INVOLVED. WILL THEY HAVE THAT AT EVERY SCHOOL? WILL THAT BE POSSIBLE? [01:15:01] THIS IS WHAT WE ARE CONCERNED. IT'S NOT THE CHANGE WE ARE LAMENTING, BUT IT'S THE LOSS TO OUR STUDENTS AND THEIR FAMILIES AND THEIR COMMUNITIES AND THE WASTE. >> THANK YOU TO EVERYBODY FOR YOUR PUBLIC COMMENTS AND SHARING YOUR PERSPECTIVE. NEXT ON THE AGENDA IS OUR CONSENT AGENDA? [10. CONSENT AGENDA-8:05 pm] THIS IS THE GROUP OF RELATIVELY ROUTINE ITEMS THAT WE CAN VOTE ON TOGETHER AND/OR DISCUSS SEPARATELY AND/OR VOTE SEPARATELY, IF WE CHOOSE TO. TONIGHT'S CONSENT AGENDA HAS 16 ITEMS. THREE RELATE TO PERSONNEL AND STAFF AGREEMENTS. ONE IS OUR MONTHLY BILLS AND VOUCHERS THAT WE LOOK AT, AND 12 FOR FIELD TRIPS, AND OF THE FIELD TRIPS, FIVE, OUR KIDS GOING TO STATE COMPETITIONS, WHICH IS VERY EXCITING. DO I HEAR A MOTION AND A SECOND TO APPROVE OUR CONSENT AGENDA. >> I MOVE TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE [NOISE] AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE. I DON'T USUALLY CALL FOR A ROLL CALL VOTE. NO. WE'LL JUST DO A VOTE. EVERYBODY [LAUGHTER] IN FAVOR OF TONIGHT'S CONSENT AGENDA AS PRESENTED. PLEASE INDICATE BY SAYING AYE. >> AYE. >> ANY OPPOSE [NOISE] SAY NAY. ANY ABSTENTIONS. TONIGHT'S CONSENT AGENDA IS APPROVED AS PRESENTED. >> WE HAVE ONE ITEM OF UNFINISHED BUSINESS THIS EVENING. [11. UNFINISHED BUSINESS- 8:15 pm] IT IS A SECOND READING TO APPROVE THE SECONDARY MATH ADOPTION, INCLUDING ALGEBRA 1, GEOMETRY, AND ALGEBRA 2. IT IS RECOMMENDED THAT THE BOARD APPROVE THE ADOPTION OF THE BIG IDEAS LEARNING, MATH, AND YOU CONCEPTS, AND CONNECTIONS AT THE CORE INSTRUCTIONAL MATERIALS FOR AGA ACROSS GRADE 7 THROUGH 12. >> DO I HEAR A MOTION AND A SECOND TO APPROVE THE SECONDARY MATH ADOPTION, INCLUDING ALGEBRA 1, GEOMETRY, AND ALGEBRA 2? >> MOVE TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? I DO WANT TO POINT OUT THAT WE HAVE LOOKED CLOSELY AT THE COSTS. IF WE DID ONE OF THESE TO START WITH AND THEN STAGGERED THEM OVER THE YEARS VERSUS DOING ALL THREE AT ONE TIME. I REALIZE THAT WHILE IT COSTS MORE NOW BY DOING ALL THREE IN ONE YEAR TO GET ALL THREE, IT WOULD COST WAY MORE, HUNDREDS OF THOUSANDS MORE IF WE STAGGERED IT OVER THREE YEARS. WE HAVE TO BE HONEST ABOUT THE FACT THAT UNLESS THE STATE LEGISLATURE REALLY DOES STEP FORWARD IN THE NEXT LEGISLATIVE SESSION AND OFFER MORE MONEY, WE WILL BE CONTINUING TO FACE BUDGET DEFICITS, AND WE NEED TO BE THINKING OF OUR FISCAL RESPONSIBILITY OVER THE LONG HAUL RATHER THAN JUST FOR THIS MOMENT IN TIME. I DID WANT TO ADD THAT. ANY OTHER COMMENTS? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE. >> DIRECTOR KRAMER? >> AYE. >> DIRECTOR SMITH? >> AYE. >> DIRECTOR CHASE? >> AYE. >> DIRECTOR KATIMS. >> AYE. THE SECONDARY MATH ADOPTION, INCLUDING ALGEBRA 1, GEOMETRY, AND ALGEBRA 2, IS APPROVED. >> WE HAVE THREE ITEMS OF NEW BUSINESS THIS EVENING. [12. NEW BUSINESS- 8:25 pm] THE FIRST IS A SINGLE READING, EXCUSE ME, FOR APPROVAL OF RESOLUTION 24-12 ACCEPTANCE OF PUBLIC WORK CONTRACT FOR THE SEAVIEW ELEMENTARY ROOF REPLACEMENT PROJECT. >> DO I HEAR A MOTION AND A SECOND TO APPROVE RESOLUTION 24 12 ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE SEAVIEW ELEMENTARY ROOF REPLACEMENT PROJECT? >> MOVE TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? THIS IS WORK THAT'S ALREADY COMPLETED, AND WE'RE SIMPLY APPROVING THAT IT'S DONE. I'LL CALL FOR A ROLL CALL VOTE. >> DIRECTOR KRAMER. >> AYE. >> DIRECTOR SMITH. >> AYE. >> DIRECTOR CHASE. >> AYE. >> DIRECTOR KATIMS. >> AYE. RESOLUTION 24 12, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE SEAVIEW ELEMENTARY ROOF REPLACEMENT PROJECT IS APPROVED. >> SECOND ITEM IS 12.2 SINGLE READING APPROVAL OF RESOLUTION 24 14, ACCEPTANCE OF PUBLIC WORKS CONTRACT FOR THE MEADOWDALE HIGH AND CHASE LAKE ELEMENTARY STOREFRONT REPLACEMENT PROJECT. >> DO I HEAR A MOTION TO APPROVE IN A SECOND FOR RESOLUTION 24 14 ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE MEADOWDALE HIGH AND CHASE LAKE ELEMENTARY STORE FRONT REPLACEMENT PROJECT. >> I MOVED TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. [01:20:02] IS THERE ANY DISCUSSION? AGAIN, THIS IS WORK THAT'S BEEN COMPLETED. HEARING NO MORE DISCUSSION. I'LL CALL FOR A ROLL CALL VOTE. >> DIRECTOR KRAMER. >> AYE. >> DIRECTOR SMITH. >> AYE. >> DIRECTOR CHASE. >> AYE. >> DIRECTOR KATIMS. >> AYE. RESOLUTION 24 14, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE MEDODALE HIGH AND CHASE LAKE ELEMENTARY STOREFRONT REPLACEMENT PROJECT IS APPROVED. >> THE FINAL ITEM OF NEW BUSINESS THIS EVENING IS 12.3, A SINGLE READING, ACCEPTANCE OF CONSTRUCTIBILITY REVIEW REPORT FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT. CONSTRUCTIBILITY REVIEWS ARE ONE OF THE TECHNIQUES THE DISTRICT USES TO IMPROVE QUALITY CONTROL COSTS AND ADD VALUE TO OUR CONSTRUCTION PROJECTS. >> THANK YOU. DO I HEAR A MOTION TO APPROVE AND A SECOND FOR THE ACCEPTANCE OF CONSTRUCTABILITY REVIEW REPORT FOR THE OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT? >> MOVE TO APPROVE. >> I SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? I'D LIKE TO THANK THE VOTERS FOR THEIR HAVING APPROVED THE BOND AND LEVY FROM THE LAST AND THIS THAT ARE COVERING THE OAK HEIGHTS PROJECT. ANY OTHER HEARING? NO MORE DISCUSSION. I'LL CALL FOR A ROLL CALL VOTE. >> DIRECTOR KRAMER. >> AYE. >> DIRECTOR SMITH. >> AYE. >> DIRECTOR CHASE. >> AYE. >> DIRECTOR KATIMS. >> AYE. THE ACCEPTANCE OF CONSTRUCTIBILITY REVIEW REPORT FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT IS APPROVED. NEXT, WE HAVE OUR REGULAR LEGISLATIVE UPDATE, [13. LEGISLATIVE UPDATES] AND I'LL TURN TO DIRECTOR CHASE. >> THANK YOU SO MUCH, DIRECTOR KATIMS. WE HAVEN'T HAD ANY MEETINGS SINCE OUR LAST MEETING IS THIS A LULL AT THE END OF FILING WEEK. YOU KNOW THE COMPOSITION OF THE LEGISLATURE MAY CHANGE WITH THESE UPCOMING ELECTIONS. WE'LL BE CLOSELY MONITORING THAT, AND I JUST GOT AN UPDATE, THE FEDERAL ADVOCACY COMMITTEE IS GOING TO BE MEETING TOMORROW, SO WE'RE GETTING SOME UPDATES ON THAT. THIS WAS A LITTLE BIT OF A PAUSE TO GIVE EVERYONE A BREAK BEFORE WE START BACK TO WORK. >> I DO WANT TO POINT OUT THAT BECAUSE THIS IS AN ELECTION YEAR, IT GIVES US SOME LEVERAGE. I'VE BEEN INVITED TO AND PLAN TO GO TO SOME MEET AND GREETS WITH PEOPLE WHO MAY END UP BEING IN KEY POSITIONS, WHO MAY NOT ALREADY BE IN KEY POSITIONS OR WHO ARE. YOU MIGHT BE REALLY AWARE OF THE QUESTION THAT I PLAN TO ASK [LAUGHTER] AT THESE MEET AND GREETS. BUT FOR PEOPLE WHO ARE IN COMPETITIVE RACES, I THINK SEEKING THEIR PROMISES THAT WE WILL THEN HOLD THEM TO AND TO HEAR THEIR IDEAS IN TERMS OF HOW THEY CAN FIX THE BUDGET CRISIS GOING ON IN K-12 EDUCATION ACROSS THE STATE. THIS IS A PERFECT OPPORTUNITY THAT WE HAVEN'T HAD IN ADDITION TO HAVING THE LONG LEGISLATIVE SESSION. I ENCOURAGE EVERYBODY TO JUMP ON AT BANDWAGON. I ALSO WANT TO REALLY THANK THE PARENTS WE HAVE NOTED A REALLY OBSERVABLE DIFFERENCE IN THE EMAILS WE'VE GOTTEN FROM OUR COMMUNITY OVER THE BUDGET THIS YEAR VERSUS LAST YEAR, THAT PEOPLE WILL WRITE US AND TELL US WHAT THEY'RE UNHAPPINESS MIGHT BE OVER CERTAIN SET OF BUDGET CUTS THAT ARE GOING ON. BUT MANY OF THEM HAVE ADDED AT THE END, THEY DO RECOGNIZE THIS IS A STATE PROBLEM, AND THEY'RE OFFERING TO VOLUNTEER. I'M STARTING TO TAKE NAMES AND EMAIL ADDRESSES OF PEOPLE ACROSS THE COMMUNITY. MANY PARENTS ARE ALREADY ON THIS ADVOCACY CAMPAIGN. ANYBODY WHO FEELS THE SAME WAY, I'M ENCOURAGING PEOPLE. YOU CAN JUST EMAIL ME AND I'M GOING TO ADD YOU TO IT AND SHARE IT WITH OUR PARENT GROUPS WHO ARE TAKING LEADERSHIP AS WELL. TO REALLY BE MAKING A LOUD NOISE WITH OUR LEGISLATORS ABOUT THE IMPORTANCE OF FUNDING K-12 EDUCATION THE WAY IT NEEDS TO BE DONE ACROSS THE STATE. [APPLAUSE] SO? >> NO, EXCELLENT. IT'S ALWAYS NEVER THE WRONG TIME TO CONTACT YOUR LEGISLATORS AND EXPRESS YOUR CONCERNS OVER THE LACK OF FUNDING THAT WE RECEIVE IN OUR DISTRICT AND HOW IT IMPACTS OUR CLASSROOMS. >> YES. ANYBODY WHO WANTS HELP ON WHAT QUESTIONS TO ASK OR WORDING? I'M THERE FOR YOU. CARIN'S THERE FOR YOU. WE'RE ALL THERE FOR YOU. WE WANT EVERYBODY TO JOIN IN BECAUSE EVERYBODY'S STORY IS IMPORTANT. EVERYBODY'S STORY WE HEAR HERE, OUR STATE LEGISLATORS SHOULD BE HEARING EVERYTHING IN TERMS OF WHAT THE IMPACTS ARE ON OUR PARENTS, OUR FAMILIES, ON OUR KIDS AND OUR STAFF. >> NEXT WE HAVE BOARD COMMENTS. [14. BOARD MEMBER COMMENTS] KEVIN, THANK YOU AGAIN FOR BEING HERE. YOU ARE A STALWART STUDENT ADVISOR, WE CAN COUNT ON YOU. WE REALLY APPRECIATE THAT YOU'RE HERE. YOU LISTEN, YOU ASK GOOD QUESTIONS, [01:25:02] AND THAT YOU'VE BEEN VERY DILIGENT AND COMMITTED TO THIS ROLE. WE REALLY APPRECIATE IT. THIS ISN'T OUR LAST MEETING, BUT BECAUSE YOU'RE HERE TONIGHT AND THE OTHERS AREN'T. I JUST WANT TO NOTE HOW MUCH WE APPRECIATE THAT YOU'RE HERE TO HELP REPRESENT STUDENTS. >> YES. ON THAT TOPIC, ACTUALLY, DIRECTOR CHASE, IS GOING TO BE THE LAST TIME I SAY IT THIS YEAR, AND YOU PROBABLY KNOW WHAT I'M GOING TO SAY, THERE WAS A STUDENT REPRESENTATIVES NETWORK MEETING, AND ITS LAST ONE FOR THE YEAR, OVER DISCUSSION ABOUT RECOMMENDATIONS FOR STUDENT ADVISORS TO THE BOARD, AND STUDENT VOICE IN THE DISTRICT IN GENERAL, THERE'S GOING TO BE TWO GENERAL RECOMMENDATIONS, ONE OF WHICH IS ABOUT EXPANDING THE DEMOGRAPHICS, LIKE INSTEAD OF HAVING JUST 11 JUNIORS AND SENIORS HERE, EXPANDED TO WHOLE HIGH SCHOOL AGES. THEN IN SOME OTHER CAPACITY, YOU FIGURE OUT HOW YOU CAN INCLUDE K-8 STUDENTS IN SCHOOL DISTRICT DECISIONS, IF THAT'S NOT ALREADY THING, AMONG OTHERS. THE OTHER RECOMMENDATION WAS REGARDING RECRUITING, SELECTING AND ONBOARDING STUDENT REPRESENTATIVES AS, I DON'T THINK ANYONE THAT'S AT LINWOOD HIGH SCHOOL ACTUALLY KNOWS I'M THE SCHOOL BOARD REP FOR THEM. THERE'S ALSO GOING TO BE RECOMMENDATIONS ABOUT OUTREACH FOR STUDENTS FROM SCHOOLS TO GET ON THE BOARD BECAUSE I'M THE ONLY ONE ON HERE RIGHT NOW FOR TODAY, TONIGHT. I'M HOPING MORE IN THE NEXT ONE. WE HAVE RECRUITMENT, METHOD OF SELECTION, WHETHER THEY SHOULD BE ELECTED BY THE SCHOOL PEERS OR BEING APPOINTED BY THE BOARD, LIKE IT HAS BEEN, AND ONBOARDING. THAT'S WHAT WAS AT THE WSSDA STUDENT REPRESENTATIVE NETWORK MEETING. THE PUBLISHED RECOMMENDATION SHOULD COME SOON. I SEE THAT YOUR PEN IS WRITING NOTES DOWN. [LAUGHTER] YES. >> FOR THE RECORD, I ALWAYS WANT TO HEAR ABOUT THIS, SO THIS SHOULDN'T BE THE LAST TIME. [LAUGHTER] >> HOPEFULLY SOMEONE NEXT YEAR WILL DO IT ALSO. YES. ON THE TOP, AND I KNOW WE HEARD EARLIER FROM MAPLEWOOD K-8, AND IT REMINDS ME ABOUT WHY PART OF WHY I WANT TO BE ON HERE. THE FULL REASON WILL BE AT NEXT ONE. STAY TUNED FOR THAT. PART OF WHAT I WANT TO DO ON HERE IS ADVOCATE FOR STUDENT ENGAGEMENT AND SUCCESS. WHAT I OBSERVED FROM THAT PRESENTATION EARLIER, PRACTICALLY THE ENTIRE SCHOOL, IT'S SCHOOL POPULATION, THEIR STUDENTS ARE ENGAGED, THEY'RE SUCCEEDING, AND I'M HOPEFUL FOR THEIR FUTURES. THANK YOU. >> THANK YOU. WELL SAID. DIRECTOR KRAMER. >> MY DAUGHTER KNOWS THAT YOU'RE HERE. [LAUGHTER] THEY GO TO LINWOOD, SO THEY KNOW. THAT'S ONE. SOME QUICK COMMENTS. I CONTINUE TO BE AWED BY THE PASSION AND DIVERSITY THAT OUR COMMUNITY REPRESENTS. I BELIEVE IT'S SOMEONE HAD SAID EARLIER OR TALKED ABOUT THE BOARD WANTING TO WEAKEN A PROGRAM OR MAKE CUTS TO CUSTODIANS, THINGS LIKE THAT. NO, THE BOARD DOES NOT WANT TO DO ANY OF THOSE THINGS. WE'RE HEARTBROKEN ABOUT IT. I'VE HAD AN OPPORTUNITY TO LOOK THROUGH THE BUDGET AND ASK MANY QUESTIONS, AND ENGAGE IN MANY CONVERSATIONS WITH THE SUPERINTENDENT AND WITH OTHER BOARD MEMBERS ONE ON ONE, CAN'T DO MORE THAN THREE, BECAUSE THAT WOULD BE A QUORUM. AS A FORMER PRINCIPAL AND A CURRENT TEACHER, AND NOW A SCHOOL BOARD MEMBER, I LOOK AT THE TOTALITY OF WHAT WE'RE LOOKING AT IN TERMS OF ALL THESE CUTS, AND HAVE TO TAKE ALL OF THAT INTO CONSIDERATION. LISTENING TO THIS COMMUNITY, AND THE PASSION AND THE PRIDE THAT WE HAVE FOR OUR SCHOOL DISTRICT, AND THE HOPE THAT WE HAVE FOR ITS FUTURE, I BELIEVE THAT WE CAN HARNESS THAT AND USE THAT TO INFORM THE LEGISLATURES MORE EFFECTIVELY. IN THE MEANTIME WE'RE SADDLED WITH MAKING AWFUL DECISIONS. ONE FINAL THING BEFORE I GO, OR GIVE UP MY TIME TO TALK, IS I WANT TO RECOGNIZE OUR INTERPRETERS WHO HAVE DONE A PHENOMENAL JOB, AT LEAST FOR THOSE OF US THAT ARE HEARING AND DON'T KNOW ASL. IN PARTICULAR, I WANT TO RECOGNIZE THE GENTLEMAN WHO WAS SPEAKING THE VOICE FOR THE PEOPLE WHO. [01:30:02] CAN YOU STATE YOUR NAME, PLEASE? >> TOBIAS [INAUDIBLE] >> TOBIAS. THANK YOU SO MUCH. YOUR VOICE ALSO CARRIES I BELIEVE THE PASSION THAT IS PRESENTED BY OUR DEAF AND HARD OF HEARING POPULATION, SO THANK YOU. >> DIRECTOR SMITH. > JUST A COUPLE QUICK THINGS. FIRST OFF, THE MOST IMPORTANT THING. THANK YOU SO MUCH TO MAPLEWOOD, FOR COMING OUT HERE AND PRESENTING TODAY. REALLY APPRECIATE THE BOOKS. I AM GOING TO MAKE SURE THAT I GET A LOOK AT ONE OF THE OTHER VERSIONS, BECAUSE AS I MENTIONED, THERE WERE TWO VERSIONS THAT CAME OUT, SO I'M GOING TO WANT TO TAKE A LOOK AT THAT. THANK YOU TO THEM. SECONDLY, AND I APOLOGIZE FOR NOT REMEMBERING YOUR NAME, BUT THE GENTLEMAN WHO IS SPEAKING ABOUT THE LGBTQ ISSUES. I WANTED TO SAY YOU HAD MENTIONED THAT JUST LIKE SOME POLICIES MAYBE AREN'T ALWAYS APPLIED OR WHATEVER, AND THAT YOU HAD A GROUP THAT MET AND DISCUSSED THESE THINGS. I WOULD LOVE TO BE ON YOUR MAILING LIST, LIKE "MAILING LIST" TO SEE YOUR NOTES FROM STUFF, THAT'S VERY MUCH A PASSION OF MIND TO ADVOCATE FOR THAT GROUP. I'M SURE OTHER MEMBERS OF THE BOARD WOULD LIKE TO SEE THAT TOO, BUT DEFINITELY MYSELF I WOULD LOVE TO SEE ANY CONCERNS THAT YOU ALL HAVE. THEN THE LAST THING I WANTED TO JUST MAKE SPECIAL MENTION TO.DR. MINER, BECAUSE I BUGGED HER ON HER VACATION THIS WEEKEND. BUT AS ALWAYS, SHE WAS VERY RESPONSIVE TO ONE OF MY CONCERNS. IT HAD TO DO WITH JUST SOMETHING THAT WAS GOING ON AT ONE OF OUR SCHOOLS. I DROVE PAST THERE ABOUT AN HOUR LATER AND SAW THAT WAS GETTING TAKEN CARE OF. DR. SCHWAB WAS ALSO A PART OF THAT LITTLE RESPONSE THERE, AND THREE DAY WEEKEND. I DON'T EVEN THINK I COULD BE MAD IF I DIDN'T HEAR BACK FROM HIM, BUT AS ALWAYS, THEY WERE VERY RESPONSIVE, AND I'M VERY APPRECIATIVE OF THAT. >> THANK YOU. DIRECTOR CHASE. >> WHEN I FIRST GOT ON THE BOARD, I HAD TO GO FIRST, SO I WOULD COVER A LOT OF STUFF, I WOULD TAKE A LOT OF TIME. NOW THAT I'M FOURTH, Y'ALL COVERED IT, PRETTY MUCH. I REALLY APPRECIATE THE THOUGHTFUL COMMENTS TONIGHT, AND I REALLY APPRECIATE THE SENTIMENTS OF MY BOARD, AND I'M REALLY HONORED TO BE SERVING WITH YOU ALL. THANK YOU. >> VERY NICE. I'M VERY HONORED TO BE WITH ALL OF YOU, AND WITH ALL OF YOU. I HAVE TWO VERY QUICK THINGS. I DID LOVE THE PRESENTATIONS TONIGHT, THE COMMENTS. I ALWAYS APPRECIATE THE BOOK I'M GOING TO LOVE. WHAT I'M REALLY LOOKING FORWARD TO THAT'S COMING UP SOON IS OUR GRADUATIONS. GRADUATION IS THE MOST FUN TIME OF YEAR TO GO AND SEE THE KIDS WHO HAVE SUCCEEDED. THEY'RE PROUD OF THEMSELVES. THEY'RE EXCITED ABOUT THEIR FUTURES, AND WE'RE SO PROUD OF THEM. THAT'S COMING UP. ONE OTHER THING, I WANT TO REMIND THE COMMUNITY THAT, UNFORTUNATELY, FOR US, DIRECTOR KILGORE IS MOVING OUT OF STATE, AND SO HER POSITION IS OPEN. IT IS DISTRICT 4. THERE'S A MAP UP THERE. THERE'S ALSO A MAP ONLINE ON THE WEBSITE. I BELIEVE THE DEADLINE FOR APPLYING TO AN APPOINTMENT. IT WILL BE THE CURRENT BOARD'S RESPONSIBILITY TO APPOINT SOMEONE FOR THE REMAINING TIME ON DR. KILGORE'S TERM. MAY 31ST IS THE DEADLINE FOR APPLYING. THERE'S STILL A FEW DAYS. IF YOU JUST GO ON THE DISTRICT WEBSITE, IT WILL GIVE YOU INFORMATION WHAT THE RESPONSIBILITIES ARE, THE LACK OF COMPENSATION, BUT IT'S SO SATISFYING TO FEEL TERRIBLE ABOUT BUDGET CUTS. NO. SORRY. CAUGHT ME AT A BAD TIME. NO. FOR THOSE WHO WANT TO GIVE BACK TO THE DISTRICT AND REALLY TRY TO MAKE A DIFFERENCE FOR OUR STUDENTS. ANYWAY, ANYBODY WHO HAS AN INTEREST AND WHO LIVES IN THAT PARTICULAR. BECAUSE YOU HAVE TO LIVE IN THAT DISTRICT, PLEASE THINK ABOUT APPLYING. WE'D LOVE TO HAVE A DIVERSITY OF CANDIDATES TO SHOW INTEREST IN GETTING TO SIT UP HERE [LAUGHTER] AND WORK VERY HARD. ANYWAY, I WILL TURN IT OVER TO DR. MINER. >> JUST TWO CALENDAR UPDATES, BOTH RELATED TO WHAT DR/ KADEN JUST SHARED. THOSE BOARD DIRECTOR INTERVIEWS WILL BE PUBLIC, AND THOSE ARE HAPPENING A WEEK FROM TONIGHT. WE WILL BE HAVING THE OPPORTUNITY TO WATCH THOSE ONLINE. ALSO YOU CAN ATTEND HERE IN THIS ROOM AS THE BOARD WILL ASK QUESTIONS OF THE CANDIDATES, NOT POTENTIAL CANDIDATES, BUT THE POTENTIAL BOARD MEMBERS. THAT WILL BE HAPPENING IN THIS ROOM, AND THERE WILL BE AN OPPORTUNITY FOR THE COMMUNITY TO PROVIDE FEEDBACK. THE BOARD WILL THEN ENTER INTO AN EXECUTIVE SESSION TO DELIBERATE, COME BACK OUT INTO THE ROOM TO TAKE A PUBLIC VOTE ON WHO THEY SELECT. THAT'S HAPPENING ON THE 4TH, TWO WEEKS FROM TODAY. WE HAVE A RECEPTION TO HONOR OUTGOING BOARD MEMBER, DEBORAH KILGORE. THAT WILL BE AT 5:00 PM, ON THE 11TH, OPEN TO THE PUBLIC. HOPE MANY PEOPLE WILL CHOOSE TO COME AND CELEBRATE [01:35:01] DEBORAH AND HER MANY YEARS OF CONTRIBUTIONS, INCLUDING BEING PRESIDENT OF A SCHOOL BOARD THROUGH COVID, WHICH WAS NO EASY FEAT. I HOPE WE WILL COME AND CELEBRATE HER. FINALLY, JUST ONE EXCITING THING THAT HAPPENED THIS WEEK IN THE DISTRICT. AGAIN, BUILDING ON DR. [INAUDIBLE] SAID EARLIER. THANKS TO OUR VOTERS, LAST WEEK WE MADE THE LARGEST FINANCIAL TRANSACTION IN THE HISTORY OF THE DISTRICT. WE SOLD $288 MILLION IN BONDS. WE HAD A SUCCESSFUL DAY ON THE MARKETS. SO $288 MILLION SOLD, THAT WILL ALLOW US TO IMMEDIATELY HAVE MONEY TO BUILD OKITES. POSSIBLY THE MOST EXCITING THING ABOUT THAT IS A PORTION OF THAT WAS REFINANCING OF PREVIOUS BONDS, AND THAT WILL SAVE OUR TAXPAYERS $12 MILLION. WE'LL BE SHARING MORE INFORMATION ABOUT THAT THROUGH THE MEDIA AND ON OUR WEBSITE. BUT IT WAS A VERY EXCITING DAY FOR THE DISTRICT BECAUSE OF THE SUPPORT OF OUR VOTERS. >> BIG YAY. DO WE ALWAYS HAVE ANY ITEMS FOR FUTURE CONSIDERATION? [15. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION] I KNOW WE'LL BE HAVING A RETREAT SOON WHERE WE WILL REALLY PLAN CAREFULLY WHAT OUR TOPICS WILL BE FOR UPCOMING. THEN THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.