Jun 11, 2024 Board Meeting

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

[00:00:02]

GOOD EVENING AND WELCOME.

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

AND I'LL FIRST TAKE A ROLL CALL.

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

[3. LAND ACKNOWLEDGEMENT-6:32 pm]

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, AND NOW, IF EVERYBODY WILL RISE AND JOIN WITH ME IN THE FLAG SALUTE.

[4. FLAG SALUTE-6:33 pm]

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

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.

AYE. ALL THOSE OPPOSED, SAY NAY.

ANY ABSTENTIONS? AND TONIGHT'S AGENDA IS APPROVED.

NEXT WE HAVE SOME CELEBRATIONS.

[6. CELEBRATION- 6:35 pm]

FIRST, OUR DEVOTED AND DEDICATED STUDENT ADVISORS TO THE BOARD AND STUDENT BOARD MEMBERS.

SO DOCTOR KATIMS IS GOING TO TAKE IT AWAY AND SHARE SOME WORDS ABOUT THEM.

OKAY. TO OUR WONDERFUL STUDENT ADVISORS, ON BEHALF OF THE ENTIRE SCHOOL BOARD AND DOCTOR MINER, WE THANK YOU SO MUCH FOR YOUR WILLINGNESS TO SERVE AS A STUDENT ADVISOR TO THE SCHOOL BOARD THIS YEAR.

HAVING STUDENT ADVISORS, BEING A PART OF OUR MEETINGS AND DISCUSSIONS IS A VITAL LINK IN GROUNDING OUR WORK WHERE IT MATTERS, WHICH IS FOR ALL THE STUDENTS IN THE DISTRICT.

WE'D LIKE TO ESPECIALLY THANK THE FOUR STUDENT ADVISORS WHO ATTENDED THE MOST MEETINGS AMIN, WHO ATTENDED FOUR MEETINGS, AMAYA, WHO ATTENDED SIX MEETINGS, VIVIANE, WHO ATTENDED EIGHT MEETINGS, AND A VERY BIG SHOUT OUT TO KEVIN, WHO ATTENDED ALL 14 MEETINGS THIS YEAR.

YOU DEFINITELY GET THE PERFECT ATTENDANCE AWARD.

WE GREATLY APPRECIATE THE TIME, ENERGY, AND THOUGHT THAT YOU'VE GIVEN TO YOUR ROLE AS A STUDENT ADVISOR TO THE BOARD.

YOUR INSIGHTS AND PERSPECTIVE HELPED TO INFORM MANY OF OUR DECISIONS THIS YEAR.

FOR THOSE OF YOU WHO ARE SENIORS AND THAT MAY JUST BE KEVIN.

IS THAT RIGHT? SO? FOR YOU WHO ARE SENIOR.

NO, WE WISH YOU THE VERY BEST IN YOUR FUTURE.

AND FOR THOSE OF YOU WHO ARE JUNIORS, WE HOPE YOU WILL CONSIDER APPLYING TO DO THIS ROLE AGAIN NEXT YEAR.

AND TO ALL OF YOU, YOU ARE LEADERS AND WE KNOW YOU WILL BE SUCCESSFUL IN WHATEVER YOU CHOOSE TO DO THROUGHOUT YOUR LIFE.

THANK YOU SO MUCH.

AND IF WE CAN HAVE YOU COME FORWARD AND YOU WANT TO GIVE THE CERTIFICATE AND I'LL GET THEM.

OKAY. AND SHOULD WE JUST SAY PICTURE AND WE WANT TO DO A PICTURE.

SHOULD WE GO DOWN?

[00:05:30]

NEXT FOR OUR SECOND STUDENT CELEBRATION THIS EVENING.

IT'S MY PLEASURE TO WELCOME ANGIE MAGUIRE FORWARD TO TALK WITH US ABOUT OUR SPRING ATHLETES WHO ARE BEING CELEBRATED TONIGHT.

THANKS TO THE SCHOOL BOARD FOR GIVING US THIS OPPORTUNITY TO RECOGNIZE THESE STUDENT ATHLETES.

FOR MANY OF THEM, WE HAVE SOME SENIORS UP HERE AT REPRESENTS FOUR YEARS OF HARD WORK, AND I WOULD LIKE TO AS THEY'RE GETTING SITUATED, THANK [INAUDIBLE] FAMILY, ANY PARENTS, FAMILY, COACHES, ANYONE IN THE ROOM.

IT'S A JOURNEY FOR THESE STUDENT ATHLETES, AND WE'RE REALLY PROUD OF THEM AND EXCITED TO SHARE SOME OF THEIR ACCOMPLISHMENTS TONIGHT.

I'M GOING TO START WITH THE THE 4X4 HUNDRED RELAY TEAM FROM MOUNT LAKE TERRACE.

COULD YOU GUYS, YOU FOUR JUST STEP OUT REAL QUICK? SO WE HAVE CHANDLER HYDE.

JUST WAVE WHEN WE, SO WE KNOW WHO YOU ARE.

JACKSON DUBIEL.

JOE [INAUDIBLE] AND TAHA ALI.

SO THIS IS A VERY IMPRESSIVE GROUP OF FOUR.

THEY TOOK FIRST TEAM.

THEY RECEIVED FIRST TEAM ALL WESCO HONORS AND THE 4X4 HUNDRED RELAY.

VERY VERSATILE GROUP.

THEY ALSO WON THE DISTRICT CHAMPIONSHIP IN THE FOUR BY 100 AT THE SHORELINE STADIUM.

JOE ALSO RECEIVED FIRST TEAM ALL WESCO HONORS IN THE LONG JUMP.

SO CONGRATULATIONS WITH THAT.

AND VERY IMPRESSIVELY, THEY BROKE THE MOUNTLAKE TERRACE HIGH SCHOOL RECORD IN THE 4X4 HUNDRED RELAY AND QUALIFIED AND WILL COMPETE AT THE NIKE NATIONALS IN EUGENE, WHICH IS A HUGE HONOR.

WHEN THEY TRAVEL DOWN TO STATE TRACK AT MOUNT TAHOMA, THEY FINISHED FIFTH PLACE IN THE STATE IN THE 4X4 HUNDRED RELAY.

CONGRATULATIONS AND WAY TO REPRESENT MOUNTLAKE TERRACE HIGH SCHOOL.

WELL DONE GENTLEMEN.

AND UP NEXT FROM MOUNTLAKE TERRACE WE HAVE BRYNLEE DUBIEL.

GO AHEAD AND STEP FORWARD. YOU'RE JUST ON YOUR OWN UP HERE.

SO BRYNLEE ALSO RECEIVED FIRST TEAM ALL WESCO HONORS IN THE 100 METER HURDLES.

SHE COMPETED ALSO IN THE 300 METER HURDLES AT THE WEST COAST SOUTH FINALS.

IT WAS A IT WAS A TOUGH RACE.

SHE CAUGHT THE HURDLE.

DO YOU REMEMBER THIS? I WATCHED IT AND SHE FELL RUNNING THAT DISTRICT QUALIFYING RACE.

SHE FELL AND STILL PLACED THIRD IN THE WESCO SOUTH AND QUALIFIED TO RUN AT THE DISTRICT MEET IN THE 300 METER HURDLES.

SO SHE PLACED THIRD AT WESCO SOUTH.

A WEEK LATER, AT THE DISTRICT MEET, SHE DOMINATED THE FIELD AND WON THE 300 METER HURDLES BY MORE THAN 15 YARDS FOR A DISTRICT CHAMPIONSHIP, DISTRICT TITLE IN 300 METER HURDLES.

IT WAS REALLY ONE OF THE GUTSIEST PERFORMANCES I'VE EVER SEEN IN ANY SPORT, THAT WESCO SOUTH RACE, REALLY, REALLY INSPIRING. SHE ALSO QUALIFIED FOR THE NIKE NATIONALS AND WILL COMPETE IN EUGENE, AT THE STATE TRACK MEET, SHE FINISHED THIRD IN STATE IN BOTH THE 100 METER HURDLES AND THE 300 METER HURDLES.

CONGRATULATIONS BRYNLEE ON SUCH A GREAT SEASON.

AND I WOULD LIKE TO SAY SHE'S JUST A SOPHOMORE, CORRECT? YEAH. SO YOU'VE GOT WE'LL BE HEARING MORE FROM FINDLAY.

OKAY. UP NEXT FROM LYNNWOOD HIGH SCHOOL WE HAVE STACY LEE REPRESENTING THE GOLF TEAM. SO STACY EARNED ALL WEST COAST SECOND TEAM HONORS.

WHEN I SPOKE TO HER COACH, HE SAID SHE REALLY SHOULD HAVE RECEIVED FIRST TEAM.

BUT THE WAY THEY DO POINTS, SHE MISSED A SHE MISSED A MATCH.

SHE MISSED A TOURNAMENT BECAUSE SHE'S AN ACCOMPLISHED CELLIST AND SHE IS IN THE CASCADE YOUTH SYMPHONY AND SO HAD TO MISS A COMPETITION. VERY IMPRESSIVE, WELL-ROUNDED COMPETITOR OUT THERE.

[00:10:05]

SHE FINISHED 14TH OUT OF 70 AT THE DISTRICT MEET AND QUALIFIED FOR STATE.

EVEN IN THE SAME DAY THAT SHE HAD TO SQUEEZE IN AN AP EXAM, WHICH IS VERY, WHAT EXAM WAS IT? SO YOU HAD TO TAKE THE AP ENGLISH EXAM AND THEN GO COMPETE.

IMPRESSIVE AND QUALIFIED FOR STATE ALL IN THE SAME DAY, VERY IMPRESSIVE.

SHE WAS THE ONLY GOLFER FROM LINWOOD HIGH SCHOOL TO QUALIFY FOR STATE THIS SEASON, AND HER COACH SAID SHE ALWAYS DOES HER BEST AND POSITIVELY IMPACTS THOSE AROUND HER.

CONGRATULATIONS ON A GREAT SEASON, STACY.

AND ALSO FROM LYNNWOOD HIGH SCHOOL.

LUKE FRANCOIS.

LUKE, STEP ON OUT.

LUKE IS HERE REPRESENTING THE LYNNWOOD HIGH SCHOOL TRACK AND FIELD TEAM.

HE WAS A TEAM CAPTAIN AND LEADER THIS YEAR.

HE RECEIVED FIRST TEAM ALL WESCO HONORS IN THE JAVELIN AND SECOND TEAM HONORS IN THE DISCUS AND SHOT.

HIS COACH SAID THAT HE'S THE BEST JAVELIN AND SHOT AND DISCUS THROWER FOR LHS IN THE LAST FIVE YEARS.

HE HAD PERSONAL RECORDS IN ALL THREE EVENTS THIS SEASON, WHICH IS REALLY IMPRESSIVE.

DOWN AT STATE TRACK, HE FINISHED 10TH IN THE JAVELIN, SO CONGRATULATIONS.

AND LAST BUT NOT LEAST, HE IS VALEDICTORIAN OF HIS CLASS IN 2024, LYNNWOOD HIGH SCHOOL.

CONGRATULATIONS. REPRESENTING MEADOWDALE HIGH SCHOOL TONIGHT WE HAVE MIA CANTU AND ANNALIESE GRIFFITHS.

SO MIA AND ANNALISE ARE ON THE MEADOWDALE FAST PITCH TEAM.

THEIR COACH SAID YOU CANNOT RECOGNIZE ONE WITHOUT THE OTHER, JUST IN WHAT THEY BROUGHT AND WHAT THEY MEANT TO THEIR TEAM THIS SEASON.

BOTH OF THEM EARNED ALL WESCO HONORS, ALL WESCO FIRST TEAM HONORS.

MIA AT SHORTSTOP AND ANNALISE IN CENTER FIELD.

BOTH HAD IMPRESSIVE BATTING AVERAGES, ANNALISE 360, MIA 419 AND THEY BOTH AND THIS IS AN IMPRESSIVE STAT, HAD AN ON BASE PERCENTAGE OF CLOSE TO 500.

THEY WERE LEADERS ON THE FIELD AND THEIR COACH SAID THEY WERE INSEPARABLE BOTH ON THE FIELD AND OFF.

THEIR INSPIRED PLAY HELPED THEIR TEAM MAKE A DEEP RUN INTO THE DISTRICT TOURNAMENT, AND THEY WILL BE DIFFICULT TO REPLACE NEXT SEASON.

CONGRATULATIONS, LADIES.

GREAT JOB. AND OUR LAST BUT NOT LEAST UP HERE NAOMI LIM FROM EDMONDS-WOODWAY HIGH SCHOOL. SO NAOMI IS REPRESENTING EDMONDS-WOODWAY TRACK.

HER TRACK COACH SAID THAT HER DEDICATION TO HER CRAFT HAS PRODUCED ONE OF THE BEST SPRINT TRACK SEASONS IN EDMONDS-WOODWAY HISTORY, AND THERE HAVE BEEN A LOT OF REALLY TOUGH COMPETITORS TO COME THROUGH THAT PROGRAM THROUGHOUT THE YEARS.

SHE RECEIVED FIRST TEAM ALL WESCO HONORS IN THE FOLLOWING EVENTS THE 100 METER DASH FOUR BY 100 METER RELAY, 200 METER DASH FOUR BY 200 RELAY, AND COMPETED IN STATE IN ALL FOUR OF THOSE EVENTS OVER MEMORIAL DAY WEEKEND.

VERY IMPRESSIVE.

SHE TIED THE SCHOOL RECORD IN THE 100 METER DASH.

SHE COMPETED IN STATE ALL THREE YEARS.

THE FOURTH YEAR, THERE WAS NO STATE TRACK MEET IN 2021, SO SHE SHE PARTICIPATED IN EVERYTHING SHE COULD.

SHE WAS ALSO JUST RECOGNIZED ONE OF THE EDMONDS SCHOOL DISTRICT'S SCHOLAR ATHLETES A FEW WEEKS AGO.

CONGRATULATIONS ON AN OUTSTANDING CAREER, NAOMI, BEST OF LUCK.

OKAY, SO THAT'S MY FIRST GROUP.

DO WE WANT TO GET A PICTURE OF THIS GROUP WITH THE BOARD? OKAY, GO FOR IT.

LET'S GIVE THIS GROUP ONE MORE ROUND OF APPLAUSE AS THEY SIT DOWN AND MY SECOND GROUP GOES UP.

OKAY? EDMONDS-WOODWAY BASEBALL, YOU GUYS COME ON UP.

AND I KNOW YOU'RE ALL THINKING THIS LOOKS LIKE A REALLY SMALL BASEBALL TEAM, BUT THE THING ABOUT BASEBALL, IF YOU KNOW ANYONE WHO HAS PLAYED

[00:15:09]

ONE SEASON ENDS AND ANOTHER ONE JUST STARTS RIGHT UP.

AND SO THERE ARE A LOT OF A LOT OF THE ATHLETES WHO ARE OUT PLAYING BASEBALL RIGHT NOW AND COULDN'T BE HERE TONIGHT.

AND SO WE'RE REALLY GRATEFUL THAT YOU GUYS COULD MAKE IT HERE, SO THANK YOU, AND I'LL STOP EMAILING YOU, RIGHT, YOU KNOW, AS OF TODAY.

SO REALLY EXCITED TO RECOGNIZE THIS TEAM, AND EXCITED THAT YOU GUYS ARE HERE.

THIS TEAM WON THE WEST COAST SOUTH CHAMPIONSHIP WITH A 13 AND ONE REGULAR SEASON RECORD FOR THE SECOND YEAR IN A ROW.

IMPRESSIVE. THEY FINISHED OVERALL WITH A 21 AND 6 RECORD.

THEY WON BOTH GAMES AT THE LAKE WASHINGTON REGIONAL, BOTH GAMES 5 TO 4.

SO BARNBURNERS, CLOSE GAMES AND THEY REACHED THE FINAL FOUR.

IN STATE, THEY DEFEATED EASTSIDE CATHOLIC IN A GAME WHERE THEY JUST STEAMROLLED EASTSIDE CATHOLIC.

SORRY, BUT THERE'S NO OTHER WORD THAT I CAN USE TO REALLY EXPLAIN THE GAME.

FOR A THIRD AND STATE FINISH, WHICH IS THE HIGHEST FINISH FOR ANY EDMONDS-WOODWAY BASEBALL TEAM IN SCHOOL HISTORY.

SO RECOGNIZING TONIGHT, SENIOR DIEGO ESCANDON, JUNIOR LUKE BOLAND, SENIOR THOMAS SCHULTZ, SOPHOMORE CRUZ ESCANDON, SENIOR JOHN SCHLACK, SENIOR COLE GRUNDER AND FRESHMAN CAMERON CROFT.

WAY TO GO, CAMERON.

THAT'S PRETTY TOUGH TO MAKE IT ON THIS TEAM AS A FRESHMAN.

ONE OF THE THINGS THAT WE TALK ABOUT A LOT IN ATHLETICS IS NOT JUST WHERE YOU END UP, BUT HOW YOU GOT THERE.

AND I WILL SAY THAT THIS TEAM, THEIR JOURNEY WAS INCREDIBLE.

AT THE REGIONAL IN LAKE WASHINGTON, THEY WERE DOWN FOUR ZERO TO BALLARD, I BELIEVE, IN THE FOURTH INNING.

THEY FOUGHT BACK, TIED THE GAME.

THEY WENT INTO THE BOTTOM OF THE SEVENTH INNING.

SENIOR COLE GRUNDER STEPS UP TO THE PLATE, HITS A GAME WINNING WALK OFF BASE HIT TO SCORE A SOPHOMORE CRUZ ESCANDON TO WIN THE GAME AND GO TO THE REGIONAL FINAL.

IT'S A BIG MOMENT, COLE.

CONGRATULATIONS. I'M SURE, IT'S ONE OF THOSE MOMENTS THAT YOU WAKE UP EVERY DAY THINKING, OH, I'M JUST GOING TO REMIND MYSELF OF THAT BECAUSE THAT WAS PRETTY GREAT.

SO IN THE REGIONAL CHAMPIONSHIP, THEY FACE THE FAVORED HIGHER SEED LAKE WASHINGTON.

THEY'RE DOWN AGAIN, THEY'RE HEADING INTO THE BOTTOM OF THE SEVENTH.

THEY'RE DOWN FOUR THREE, WHAT COULD HAVE BEEN THE FINAL THREE OUTS OF THEIR SEASON.

A FEW GUYS GET ON BASE AND SENIOR DIEGO ESCANDON STEPS UP TO THE PLATE, HITS A ONE OUT DOUBLE TO DRIVE IN THE WINNING RUN, MAKING THEM THE REGIONAL CHAMPIONS AND SENDING THEM TO THE FINAL FOUR IN STATE.

WHAT A GREAT MOMENT, DIEGO.

CONGRATULATIONS. I ALSO JUST WANT TO SAY THAT MENTALITY THAT THIS TEAM HAD OF THEY NEVER QUIT AND THEY BELIEVED IN EACH OTHER AND YOU COULD SEE IT, I HEARD ANOTHER COACH AT SOME TIME THIS SEASON SAY AT THE BEGINNING OF A GAME, WATCHING THEM WARM UP, THEY'RE JUST GOING TO WIN BASED ON CULTURE.

YOU CAN SEE IT, YOU CAN SEE IT IN HOW THEY INTERACT WITH EACH OTHER, HOW THEY BELIEVE IN EACH OTHER, AND A LOT OF THAT IS THEIR COACHING STAFF AS WELL.

A COUPLE THINGS.

FIRST TEAM ALL WESCO, DIEGO AND CRUZ.

CONGRATULATIONS. I HAVE A FEELING THAT WHEN THE ALL AREA TEAMS COME OUT, WE'LL BE SEEING SOME OF THESE GUYS ON IT.

THOMAS SCHULTZ, SENIOR, HE CAUGHT, DO YOU CATCH EVERY GAME OF THE ENTIRE SEASON? JUST ABOUT. PRETTY MUCH WITH AN INJURED ARM.

SO I KNOW THAT THAT I KNOW THAT STORY, AND I KNOW HOW HARD THAT WAS AND WHAT YOU GAVE TO YOUR TEAM.

WOW, JUST INCREDIBLE.

SO THE STORY BEHIND THE THIRD AND STATE IS REALLY THE STORY.

BUT THIRD AND STATE'S PRETTY AWESOME.

CONGRATULATIONS YOU GUYS.

LET'S GIVE THEM ONE MORE ROUND OF APPLAUSE.

[00:20:10]

ONE MORE ROUND OF APPLAUSE FOR EDMONDS LOUIS BASEBALL.

AND, GENTLEMEN, YOU DON'T HAVE TO STAY FOR THE REST OF THE BOARD MEETING.

I WANT TO THANK EVERYONE FOR BEING HERE TONIGHT.

YOU'RE WELCOME TO STAY FOR THE REST OF THE BOARD MEETING.

I DON'T WANT TO TALK YOU OUT OF IT, BUT GREAT JOB.

THANKS FOR BEING HERE. ROUND OF APPLAUSE FOR ALL OF OUR ATHLETES AND THEIR FAMILIES THAT CAME.

AND BEFORE WE WRAP UP THAT PRESENTATION, I DO JUST WANT TO EXTEND OUR THANK YOU, ALTHOUGH I'M SURE SHE DOESN'T WANT ME TO, TO ANGIE MCGUIRE, OUR DISTRICT ATHLETIC DIRECTOR, AND SHE SPENDS TIME COLLECTING THIS INFORMATION ABOUT OUR ATHLETES.

I MEAN, I NEVER GO TO A SPORTING EVENT THAT ANGIE ISN'T THERE.

IT'S VERY RARE THAT I CAN CATCH ONE WHERE I DON'T ALSO CATCH ANGIE.

NOT THAT I'M TRYING TO AVOID YOU, BUT I ALWAYS GET TO SEE ANGIE THERE, AND SHE JUST DOES A PHENOMENAL JOB OF RECOGNIZING THIS ATHLETE, THESE ATHLETES.

THIS IS A FIRST YEAR, WE TRIED THIS THIS YEAR AND IT'S BEEN SUCH A PLEASURE.

I LOOK FORWARD TO CONTINUING IT IN THE FUTURE.

NEXT ON THE AGENDA.

[7. SCHOOL PRESENTATION- 6:55 pm]

YEAH. SO IT'S NOT QUITE DOESN'T QUALIFY AS A CELEBRATION.

BUT I ALWAYS LOVE TO HEAR FROM OUR STUDENTS AND OUR SCHOOLS AND IT FEELS QUITE CELEBRATORY SOMETIMES.

SO TONIGHT WE ARE VERY PLEASED THIS EVENING TO WELCOME FOR OUR LAST SCHOOL PRESENTATION OF THE YEAR, OAK HEIGHTS ELEMENTARY SCHOOL, AND I'LL INVITE THEIR PRINCIPAL TO COME FORWARD AND GET THIS STARTED.

THANK YOU.

OH, THERE WE GO.

I HAVE BROUGHT A FANTASTIC GROUP OF STUDENTS WITH ME THAT ARE GOING TO BE PRESENTING A LITTLE BIT OF THE WORK THAT THEY'VE BEEN DOING AND SPEARHEADING REGARDING STUDENT BELONGING AND LEADERSHIP HERE AT OAK HEIGHTS.

SO THEY ARE READY AND I WILL STEP ASIDE SO THEY CAN TALK TO YOU ALL ABOUT ALL THE FABULOUS THINGS THAT THEY'RE DOING AS STUDENT LEADERS.

YOU GUYS READY? YEAH, TOTALLY.

HELLO. MY NAME IS JOCELYN.

HI, I'M CAMILLA AND I'M IN SIXTH GRADE.

HI, MY NAME IS TRINITY AND I'M IN SIXTH GRADE.

HI, MY NAME IS KAISA AND I'M IN FIFTH GRADE.

HI, MY NAME IS MILLIE AND I'M IN FIFTH GRADE.

ME. OH MY GOSH.

HOW FRIENDSHIP HELPERS STARTED.

TEACHERS THOUGHT IT WOULD BE A GOOD IDEA FOR OLDER STUDENTS FIFTH AND SIXTH GRADE, SPECIFICALLY TO HELP THE YOUNGER KIDS.

STUDENTS SIGNED UP FOR THE NEW PROGRAM.

BOTH TEACHERS AND STUDENTS CREATED SCHEDULES FOR WHEN THE FRIENDSHIP HELPERS WOULD COME IN AND GO INSIDE CLASSROOMS. THE TEACHERS WERE NOTICING THAT STUDENTS WERE HAVING DIFFICULTIES IN LEARNING WITH LIKE THEIR READING, MATH, AND WORD STUDY.

FRIENDSHIP HELPERS BECAME MORE WELL KNOWN AROUND THE SCHOOL.

WHAT IS A FRIENDSHIP HELPER? FRIENDSHIP HELPERS ARE FIFTH AND SIXTH GRADE STUDENTS AND WE TAKE OUR TIME TO HELP OUT THE PRIMARY CLASSES, MAINLY KINDERGARTEN AND FIRST GRADE.

WE HELP THEM WORK OUT THEIR PROBLEMS, SUCH AS IF THEY ARE ARGUING OVER LIKE A TOY TO PLAY WITH DURING PLAY TO LEARN, OR WHO THEY WANT TO PLAY WITH.

AND IT'S A FRIENDSHIP.

HELPERS MAKE SURE THAT KIDS ARE FEELING SAFE IN THE SCHOOL.

WE MAKE SURE THAT NO ONE'S BEING BULLIED, AND WE MAKE SURE THAT THEY FEEL LOVED AND APPRECIATED, AND WE HELP THEM WITH THINGS THEY STRUGGLE WITH, SUCH AS ANXIETY, ANGER, OR OTHER STRONG EMOTIONS.

WHY IS IT IMPORTANT? IT'S NOT ONLY BENEFICIAL TO THE PRIMARY CLASSES, IT IS ALSO BENEFICIAL TO US AS THE FRIENDSHIP HELPERS.

IF THERE'S DRAMA GOING ON OUTSIDE OF THE CLASSROOM.

WHEN WE FRIENDSHIP HELPERS WALK IN IT LIKE DISAPPEARS AND IT LIKE IT BECOMES A BETTER PLACE WHEN WE WALK IN BECAUSE THE LITTLE KIDS ARE, LIKE, SO CUTE.

AND THEY LOVE, LIKE THEY LOVE COMING IN WITH US.

AND IT'S AMAZING FOR EVERYONE INVOLVED.

IT'S IMPORTANT TO MAKE THEM FEEL LOVED AND FEEL LIKE THEY BELONG.

AS THEY'RE ONLY KINDERGARTNERS AND FIRST GRADERS, THEY'RE STILL FAIRLY NEW TO THE SCHOOL, AND IT'S REALLY IMPORTANT FOR THEM TO KNOW THAT THEY BELONG HERE, THAT THEY'RE STUDENTS HERE AS MUCH AS WE ARE.

IT'S IMPORTANT AS WELL TO HELP THEM WITH ACADEMICS SUCH AS READING, MATH, SCIENCE AND WORD STUDY.

[00:25:03]

SO IT'S IMPORTANT FOR US FRIENDSHIP HELPERS TO ALSO HELP OUT THE TEACHERS AS WELL AS THE STUDENTS.

IT'S WE NEED TO MAKE SURE THE STUDENTS KNOW THAT THEY HAVE A FRIEND IN SCHOOL.

AS LONG AS WE'RE FRIENDSHIP HELPERS AND IT'S IMPORTANT THAT THEY LIKE, THEY ANTICIPATE OUR ARRIVAL LIKE THEY IT'S IMPORTANT THEY KNOW THE DAYS WE'RE GOING TO BE THERE.

SO LIKE WE'RE GOING TO BE WITH THEM AND THEY ENJOY BEING WITH US AND IT REALLY SHOWS.

CONNECTION AND SENSE OF BELONGING.

SOMETIMES YOU CAN FEEL THE CONNECTION WITH THE LITTLE KIDS THAT ARE AROUND YOU.

LIKE YOU GO IN THE CLASSROOMS AND LIKE, LITTLE KIDS ARE LIKE, OH, I MISSED THIS PERSON.

AND THEN WE GO IN AND A SPARK LIGHTS UP IN THEIR FACES LIKE.

WE LOVE THEM, RIGHT? AND THEN SOMETIMES THE LITTLE KIDS DON'T FEEL LOVED, SAFE, AND WE GIVE THEM THE LOVE OR CARE THAT THEY NEED.

WE HELP MAKE SURE THE YOUNGER KIDS FEEL LIKE THEY BELONG AT THE SCHOOL.

IT ALSO HELPS US, LIKE, KNOW WHAT THE LITTLE KIDS NEED.

IF THE TEACHERS HAVE PROBLEMS WITH OTHER YOUNGER STUDENTS, THEY ALSO WE, US, FRIENDSHIP HELPERS HELP THEM DEAL WITH WHAT THEY NEED WITH THE LITTLE KIDS AND WE HELP THEM. WHAT DOES IT MEAN TO BE A FRIENDSHIP HELPER? BEING WILLING.

SORRY. BEING WILLING TO HELP LITTLE KIDS WITH ANYTHING THEY NEED HELP WITH.

SO READING MATH, WORD STUDY.

LIKE I SAID IT EARLIER.

YOU CAN ALSO HELP THE LITTLES WITH THEIR SOCIAL SKILLS.

I KNOW SOMETIMES WITH THE LITTLE KIDS, THEY HAVE BIGGER EMOTIONS AND LIKE, BIGGER FEELINGS.

YOU CAN BE A ROLE MODEL AND A LEADER FOR THE LITTLES.

LIKE, THEY LOOK UP TO US AND THEY SEE US AS LIKE.

SOMEONE WHO THEY CAN COME TO IF THEY HAVE ANY, LIKE TROUBLE WITH THEIR READING AND ACADEMIC STUFF.

KID COUNSELING STARTED IN FOURTH GRADE.

I HAD AN IDEA ABOUT KID COUNSELING BECAUSE A MY TEACHER, MR. MATH, STARTED THIS, LIKE, LITTLE PROGRAM THINGY WHERE WE HAD TO, LIKE SAY WHAT WE WERE GOING TO DO TO, LIKE, CHANGE THE SCHOOL IF WE COULD. AND I SAID, KID COUNSELING.

AND THEN IN FIFTH GRADE, WE CAME TOGETHER AND STARTED MAKING IT POSSIBLE WITH MISS SHANE, OUR SCHOOL COUNSELOR.

IT'S BASICALLY HOW IT STARTED.

ABOUT 35 KIDS VOLUNTEERED PER WEEK, AND WE CREATED SPRING AND WINTER SESSIONS.

WINTER WAS LIKE TEN, 15 TO 20 KIDS IN LIKE A WEEK ALL THROUGH WINTER.

AND THEN IN SPRING SESSIONS, THERE WAS 15 TO 20 KIDS ALL THROUGH SPRING.

LIKE FRIENDSHIP HELPERS.

KID COUNSELING FOCUS FOCUSES ON IMPROVING LIKE KIDS RELATIONSHIPS AND SOCIAL SKILLS, AND IT HELPS THE KIDS KNOW THAT THEY BELONG, AND IT SHOWS THAT WE LIKE THAT WE CARE FOR EACH OTHER, AND IT ALSO ENCOURAGES OUR KELSO CHOICE WHEEL, WHICH IS ON OUR KID COUNSELING LANYARDS.

BOTH USES OF COUNCIL CHOICES FOR FRIENDSHIP HELPERS AND KID COUNSELING PEOPLE.

COUNCIL CHOICES HELPS KIDS MAKE BETTER CHOICES WHEN IT'S NECESSARY.

IF THERE IS ANY PROBLEM WITH LITTLE KIDS OR THEY DON'T KNOW HOW TO SOLVE IT OUT, THE LITTLE KIDS CHOOSE ONE OF THE OPTIONS OF THE WHEEL.

COUNCIL CHOICES IS ALSO A STRATEGY THAT WE USE ALL THROUGH GRADES K THROUGH SIX.

ALL WE ALL KNOW THAT WE ALL HAVE PROBLEMS. WE CAN'T DOUBT THAT.

AND IT'S LIKE.

EVEN THOUGH WE'RE LIKE GROWN UPS AND TEENAGERS AND ALL THAT, WE STILL NEED TO SOLVE LIKE THINGS SO THAT WE KNOW WHAT TO DO WHEN IT'S JUST BY DOING SOMETHING. IT CAN BE USED IN A LOT OF DIFFERENT SCENARIOS, DRAMA AND ARGUMENTS.

IT ALSO HELPS KIDS DEAL WITH EMOTIONS IN A HEALTHY WAY TOO.

[00:30:07]

AND NOW WE'RE GOING TO END OFF WITH SOMETHING WE SAY IN OUR SCHOOL TO MAKE SURE KIDS FEEL LIKE THEY BELONG.

BE KIND, BE SAFE, BE A LEARNER AND YOU BELONG.

GIVE THEM ANOTHER HAND. THEY'RE PRETTY AMAZING.

WE GOT OAK HEIGHTS, OAK HEIGHTS IN THE HOUSE.

NICE JOB. YEAH.

ALL RIGHT, I THINK NEXT UP IS ME, RIGHT? SO DO YOU HAVE QUESTIONS FOR OUR STUDENTS? MAYBE. LET'S CHECK ANYBODY QUESTIONS OR COMMENTS FOR THAT WONDERFUL PRESENTATION FROM THE STUDENTS.

WELL OKAY. LET'S GO BACK, LET'S MAKE SURE WE GO BACK TO DIRECTOR CRAMER.

SO CAN WE GO BACK TO THE KELSO'S CHOICE SLIDES? DOES IT GIVE YOU FLASHBACKS? I HAVE NOT SEEN THAT SINCE FIRST GRADE, AND I FORGOT WHAT IT IS.

SO COULD I HAVE ONE OF THE KIDS EXPLAIN IT TO ME AGAIN? WHAT IT IS ABOUT? SURE. WE ALSO HAVE A SAMPLE WHEEL THAT KAISER CAN COME ON OVER AND SHOW IT TO YOU.

SHE, THEY WEAR THESE OUT AT RECESS AND SO THEY CAN PROBLEM SOLVE IN THE MOMENT.

BUT THIS IS JOCELYN.

KELSO'S CHOICES, IF YOU HAVEN'T SEEN IT.

IT'S SOME, IT'S LIKE SOMETHING THAT WE USE IN A LOT OF SCENARIOS, LIKE MAD OR ARGUMENTS, AND YOU DON'T KNOW WHAT TO DO, AND YOU'RE LIKE, OH, I DON'T KNOW WHAT TO DO.

AND THEN YOU SEE THAT SOMEWHERE AROUND, AND THEN YOU CAN DO EITHER ONE OF THOSE CHOICES THAT'S THERE.

AND THEN I GUESS IF ONE OF THEM DOESN'T WORK, JUST KEEP ON GOING UNTIL YOU GUYS, LIKE, SOLVE THE PROBLEM.

YOU KNOW, WE NEED SOMETHING AT THE HIGH SCHOOL.

YEAH. YEAH.

I WILL SAY ON THE FRIENDSHIP'S HELPERS PROGRAM.

VERY GREAT. I REMEMBER WHEN I WAS IN ELEMENTARY SCHOOL AT HILLTOP, THEY HAD THE HUSKY HELPER PROGRAM ABOUT RECESS, CONFLICT MANAGEMENT AND ASSISTANCE TO THE PARAEDUCATORS OUT THERE. AND WITH THIS FRIENDSHIP HELPER PROGRAM A LOT OF THESE BOARD MEETINGS WE'VE HAD PRESENTATIONS OF SIPS ABOUT SENSE OF BELONGING, SENSE OF BELONGING, AND I THINK THIS IS ACTUALLY SOMETHING THAT DOES HELP WITH THAT GOAL OF THE SENSE OF BELONGING.

LIKE IF YOU HAVE EVERY FRIENDSHIP HELPER KNOW ABOUT AND I'LL QUOTE DOCTOR DIRECT DOCTOR KATIMS FOR THE THIRD TIME IN A ROW, EVERY STUDENT HAS SOMEONE, LET'S SAY A FRIENDSHIP HELPER HAS, THEY HAVE EVERY STUDENT HAS SOMEONE WHO KNOWS THEIR STRENGTHS AND WHAT THEY NEED.

SO AND SO.

I JUST THINK THAT FRIENDSHIP HELPER PROGRAM IS A GREAT PROGRAM THAT WILL GET STUDENTS TO THE SCHOOL TO HAVE A SENSE OF BELONGING, I THINK.

I THINK IT'S GREAT. YEAH. THANK YOU.

SO AS A FATHER OF A CURRENT SIXTH GRADER IN EDMONDS, I AM SHOCKED TO HEAR THAT THERE'S DRAMA IN SIXTH GRADE. OH, TRULY, WHAT I WANT TO SAY, THOUGH, IS THAT THE WHAT YOU DO WHEN YOU GIVE UP YOUR TIME TO SERVE OTHERS SHOWS TREMENDOUS LEADERSHIP.

AND IT'S CALLED SERVANT LEADERSHIP.

AND WHEN YOU SERVE OTHERS IN THE CAPACITY THAT YOU DO, YOU TEACH OTHERS AROUND YOU.

YOU MODEL FOR OTHERS AROUND YOU TO LEAD BY SERVING.

AND THAT SPIRIT THAT YOU CARRY WITH YOU.

PLEASE BRING IT ON TO MIDDLE SCHOOL NEXT YEAR, BECAUSE WE NEED IT IN MIDDLE SCHOOL AND WE NEED IT IN HIGH SCHOOL AS WELL.

THANK YOU SO MUCH FOR YOUR WORK.

GO AHEAD, GO AHEAD. I'M ADDING ON TO WHAT? BOTH OF YOU GUYS SAID.

I THINK THIS IS, LIKE, IN A VERY, VERY IMPRESSIVE PROGRAM.

I DO REMEMBER CASTLE'S CHOICES FROM ELEMENTARY SCHOOL, BUT LIKE KEVIN SAID, WE NEED THAT IN HIGH SCHOOL ALSO.

I MEAN, I'M ALSO VERY, VERY IMPRESSED BY THE MATURITY OF THESE STUDENTS AND BY THEIR PRESENTATION SKILLS.

AND ALSO JUST WANT TO MENTION THAT I THINK PROGRAMS LIKE THESE NEED TO BE MORE WIDESPREAD TO OTHER ELEMENTARY SCHOOLS, BECAUSE THAT IS A VERY, VERY CRITICAL TIME IN DEVELOPMENT. AND I BELIEVE THAT IT IS THINGS LIKE THIS, BECAUSE THE STUDENT MIGHT NOT ALWAYS FEEL COMFORTABLE WITH SHARING THEIR FEELINGS TO AN ADULT.

THEY MIGHT FEEL LIKE THEIR FEELINGS MIGHT NOT MATTER TO, YOU KNOW, A BIG PERSON.

BUT HAVING THAT KID TICKET LIKE THE KID COUNSELING, I LOVE THAT IDEA.

AND THEN THAT KID COUNSELOR IS ABLE TO, YOU KNOW DELEGATE THOSE ISSUES TOO, IF THEY'RE MORE SERIOUS.

SO I THINK THAT IS REALLY IMPORTANT, AND IT TAKES SOME OF THE WORKLOAD OFF OF COUNSELORS AND MAKE STUDENTS FEEL MORE COMFORTABLE SHARING THEIR ISSUES.

THAT MIGHT SEEM LIKE LITTLE ISSUES RIGHT.

SO THANK YOU SO MUCH FOR THE THINGS THAT YOU GUYS DO.

[00:35:11]

I WAS AT A CONFERENCE LAST WEEK AND SOMEONE WHO WAS THERE SAID, WE ALL JUST NEED TO USE OUR KELSO'S CHOICES.

AND I WENT, WHAT IS THIS MAN TALKING ABOUT? SO THANK YOU.

I NOW KNOW WHAT KELSO'S CHOICES ARE.

SO ANYWAY, THOUGH, I DID WANT TO ASK FOR THE STUDENTS THERE WE TALKED ABOUT WHAT THE, YOU KNOW, THE CONFLICT RESOLUTION STUFF THAT THE OTHER STUDENTS ARE GETTING, BUT DO YOU ALL FEEL LIKE YOU'RE GETTING SOMETHING OUT OF THIS, TOO? AND IF SO, WHAT DO YOU FEEL LIKE YOU'RE GETTING OUT OF IT? CAN YOU REPEAT YOUR QUESTION AGAIN? I'M SO SORRY.

SO YOUR PRESENTATION TALKED ABOUT THE SERVICE THAT YOU PROVIDE TO OTHERS AND WHAT KIND OF THEY'RE GETTING OUT OF IT.

AND SO MY QUESTION IS, DO YOU GUYS FEEL LIKE YOU ARE ALSO GETTING SOMETHING OUT OF IT? AND WHAT IS IT THAT YOU FEEL LIKE YOU'RE GETTING OUT OF IT? I THINK.

WHAT I'M GETTING OUT OF IT IS LIKE THE JOY THAT I HAVE WITH THE YOUNGER KIDS AND ME, MYSELF PERSONALLY, I LOVE HELPING OUT AND SO LIKE KIDS, COUNSELING AND FRIENDSHIP HELPERS IS ONE OF LIKE MY FAVORITE THINGS TO DO IN SIXTH GRADE AND ALSO FIFTH GRADE BECAUSE I DID IT IN FIFTH GRADE.

BUT I THINK, KIDS COUNSELING AND LIKE FRIENDSHIP HELPERS HAS BEEN ONE OF MY LIKE BIGGEST THINGS THAT I REALLY LOVE DOING.

OKAY. I REALLY LIKE HELPING THE LITTLE KIDS BECAUSE IT MAKES ME FEEL GOOD ABOUT MYSELF KNOWING THAT THE YOUNGER KIDS, THEY'RE LIKE ME AND TRUST ME WITH WHAT THEY'RE TELLING ME.

AND WHEN THEY TELL ME SOME OF THEIR PROBLEMS, SOMETIMES I CAN RELATE, AND SOMETIMES I LEARN TO TAKE MY OWN ADVICE.

SO. OKAY.

SO MY QUESTION IS KIND OF SIMILAR.

AND I'M FIRST I WANT TO SAY I'M SO, SO PROUD.

I WISH I WAS LIKE YOU GUYS WHEN I WAS YOUNGER, BUT I WANTED TO ASK.

WELL, I'M SURE YOU GUYS ARE GROWING AND BECOMING LIKE, TEENAGERS AND CLOSE IN AGE, AND I'M SURE YOU GUYS HAVE BIG EMOTIONS AS WELL.

AND I WANTED TO ASK HOW YOU GUYS DEAL WITH THAT.

AND IF THIS PROGRAM HELPS YOU DEAL WITH YOUR EMOTIONS AS WELL.

WELL, I THINK ALL LIKE MOSTLY ALMOST EVERYONE IN OUR SCHOOL USES KELSO'S CHOICES, EVEN THOUGH, LIKE, WE'RE LIKE THAT'S JUST FOR LITTLE KIDS.

ALL ADULTS USE THEM, SO.

WE USE THEM FOR ANY CONFLICTS OR ANY THINGS THAT WE CAN'T DO, SO WE USE THOSE TO HELP US.

SO HOW I DEAL WITH MY PROBLEMS. LIKE IF I'M HAVING I MENTIONED THIS EARLIER, IF I'M HAVING DRAMA WITH FRIENDS OR IF I'M HAVING OTHER PROBLEMS FRIENDSHIP HELPERS IS LIKE, IT'S MY THERAPY SESSION. PRETTY MUCH.

I GO TO THE KIDS AND I INSTANTLY FEEL BETTER BECAUSE THEY'RE SO CUTE AND THEY'RE REALLY EXCITED TO SEE ME.

SO THAT'S THAT'S HOW I DEAL WITH MY PROBLEMS. AND EVERY TIME I'M LIKE, SAD, I THINK OF THEM.

AND THEN IT PUTS A SMILE ON MY FACE BECAUSE THEY ARE REALLY AMAZING KIDS.

KIND OF JUST PRETTY MUCH WHAT I SAID BEFORE, WHEN I SAID I'VE LEARNED TO TAKE MY OWN ADVICE AND THAT THE KIDS JUST MAKE ME HAPPY.

I'VE GOT ONE. I JUST WANT TO THANK YOU SO MUCH FOR THIS PRESENTATION.

YOU CAN TELL THAT YOU HAVE TOUCHED US, YOU HAVE EDUCATED US AND BEEN REALLY IMPACTFUL.

SO THANK YOU AGAIN VERY MUCH FOR THIS PRESENTATION.

SO BEFORE BEFORE YOU RUN OFF, I HAVE A LOGISTICAL QUESTION.

FIRST OF ALL, EVERYTHING EVERYBODY HAS SAID I AGREE WITH THIS IS REALLY ENLIGHTENING, HEARTWARMING, AND THE IDEA OF IT SPREADING COULD BE VERY GOOD. BUT I WANT TO UNDERSTAND LOGISTICALLY SO I UNDERSTAND THE KID COUNSELOR PROGRAM HAPPENS DURING RECESS.

I'M WONDERING ABOUT THE THE FRIENDSHIP HELPER PROGRAM.

HOW IS THAT SCHEDULED? AND FOR YOU GUYS WHO ARE GOING IN TO THE PRIMARY GRADES IS WHAT DO YOU MISSING OR GIVING UP IN THAT IN THE TIME THAT YOU GO TO SPEND IN THE PRIMARY GRADES? WHAT I'M MOSTLY GIVING UP IS LIKE RECESS.

BUT TO BE HONEST, I DON'T REALLY LIKE RECESS BECAUSE.

[00:40:04]

I THINK WE'RE JUST KIND OF THERE TO HELP THE LITTLE KIDS MANAGE THEIR FEELINGS.

LIKE I SAID EARLIER, AND ALSO JUST MOSTLY MISSING OUT ON RECESS.

NOT A LOT. SO THE SCHEDULING WE HAVE FOR FRIENDSHIP HELPERS.

SO IT IS OUR RECESS.

IT'S MAINLY OUR SECOND RECESS, THE ONE IN THE LATE AFTERNOON RIGHT BEFORE WE GO HOME, AND ON MONDAYS AND WEDNESDAYS FOR MY CLASS FROM 140 TO 225.

WHEN WE HAVE BAND AND ORCHESTRA, THERE ARE PEOPLE WHO DON'T DO BAND AND ORCHESTRA.

AND IN MY CLASS THAT'S CALLED STUDY HALL.

AND SOME PEOPLE IN STUDY HALL GIVE UP THAT 45 MINUTES.

TO GO HELP OUT THE LITTLE KIDS LIKE, BECAUSE USUALLY STUDY HALL IS FOR LIKE DOING HOMEWORK OR LIKE COMPLETING PAST ASSIGNMENTS THAT YOU DIDN'T.

BUT THEY'RE GIVING UP THEIR TIME TO HELP THE PRIMARY CLASSES.

THAT'S VERY HELPFUL.

THANK YOU SO MUCH.

AND THANK YOU TO ALL OF YOU FOR ALL OF THE GREAT WORK THAT YOU'RE DOING AT YOUR SCHOOL AND THE MODEL THAT YOU'RE SETTING FOR OTHERS.

ANY OTHER QUESTIONS? I THINK, JESSE, IT'S YOUR TURN NOW.

OKAY? OKAY.

WELL, WELCOME.

YOU GOT A LITTLE BIT OF A WINDOW INTO ALL OF OUR WONDERFUL, I FEEL LIKE I NEED TO STAND OVER HERE SOMETHING.

IS THAT OKAY OR SHOULD I? OKAY. I FEEL LIKE YOU'VE GOT A GOOD WINDOW INTO A LITTLE BIT ABOUT OUR COMMUNITY AT OAK HEIGHTS AND THE BEAUTIFUL FAMILIES AND STUDENTS THAT GO HERE.

WE ARE AN INCREDIBLY DIVERSE SCHOOL, AND WE'RE A LOVING AND CARING AND HARD WORKING SCHOOL.

AND LET ME TELL YOU A LITTLE BIT ABOUT THE WORK THAT WE'VE BEEN DOING FOR SCHOOL IMPROVEMENT.

WELL, SO JUST TO GIVE YOU A LITTLE SENSE OF OUR POPULATION RIGHT NOW, WE'RE ABOUT 564.

IT FLUCTUATES, RIGHT NOW WE'RE CLOSER TO 570 STUDENTS.

AND WITHIN THAT POPULATION WE HAVE ABOUT THIS YEAR ABOUT 48% APPROXIMATELY OF FREE AND REDUCED LUNCH, 1% MCKINNEY-VENTO OR STUDENTS EXPERIENCING HOUSE HOUSING INSECURITY.

14% OF OUR STUDENTS HAVE SPECIAL EDUCATION PLANS.

AND RIGHT NOW WE'RE ABOUT 23% ARE MULTILINGUAL STUDENTS, AND WITHIN THAT POPULATION.

WE'RE LIKE I SAID, WE'RE A VERY DIVERSE SCHOOL, WHICH BRINGS A LOT OF THE RICHNESS AND BEAUTY AND CULTURE THAT WE CELEBRATE AND ENJOY AT OUR IN OUR COMMUNITY.

LIKE YOU CAN SEE HERE, 18% ASIAN.

10% BLACK AFRICAN AMERICAN.

WHAT YOU DON'T SEE IN THESE NUMBERS IS THE RICHNESS WITHIN EACH OF THESE, YOU KNOW, CATEGORIES THAT WE HAVE TO CHOOSE FOR EACH OTHER.

THAT DOESN'T REALLY CAPTURE JUST THE BEAUTIFUL DIVERSITY OF OUR SCHOOL.

AND THAT'S SOMETHING THAT WE REALLY CELEBRATE AS A COMMUNITY AND WE'RE REALLY PROUD OF AS A COMMUNITY.

SO I GET TO TALK TO YOU A BIT ABOUT OUR ONE OF OUR SCHOOL IMPROVEMENT GOALS, AND IT'S JUST A TINY LITTLE SNAPSHOT OF OAK HEIGHTS AND WHAT WE'RE DOING HERE AT OAK HEIGHTS REGARDING SCHOOL IMPROVEMENT AND JUST INCREASING OUR OPPORTUNITY AND ACHIEVEMENT FOR OUR SCHOOLS, IN OUR FOR OUR STUDENTS, IN OUR COMMUNITY.

SO I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT JUST OUR READING GOAL THIS YEAR.

THIS IS THE END OF OUR THREE YEAR SIP CYCLE, WHICH I THINK IS REALLY JUST A TINY SNAPSHOT.

SINCE I'VE BEEN HERE, WE'VE BEEN ON A JOURNEY FROM WHEN I STARTED ABOUT 4 OR 5 YEARS AGO.

WE WERE TARGETED AS A TARGETED SCHOOL FROM THE STATE FOR DISPROPORTIONATE OUTCOMES FOR THREE OR MORE OF OUR STUDENT POPULATIONS.

AND THAT LED US TO SOME DEEP, RIGOROUS WORK AS A SCHOOL AND AS A STAFF TO REALLY LOOK DEEPLY ABOUT WHERE THINGS WERE GOING AWRY FOR SO MANY OF OUR FOR SO MANY OF OUR STUDENTS.

SO THIS READING GOAL IS A READING GOAL THAT'S WRITTEN FOR THIS YEAR.

BUT I THINK IT IT JUST CAPTURES A TINY, TINY PERCENTAGE OF THE WORK THAT WE'VE BEEN DOING AS A SCHOOL.

SO THIS YEAR WE THIS IS ONE OF OUR GOALS READING.

WE ARE LOOKING AT, YOU KNOW, LOOKING AT I-READY, WHICH I'M SURE A LOT OF YOU HAVE LOOKED AT, WHERE IN 2021, WE HAD 32% MEETING STANDARD IN FALL OF 2021, AND WE WANTED TO GET TO 59% HERE IN THE SPRING OF 2024 BY I-READY MEASUREMENTS.

SO OUR OUR THEORY OF ACTION OF LIKE WHERE WE ARE WORKING TOGETHER AND THIS IS ONGOING ACROSS MULTIPLE SUBJECT AREAS.

IT'S REALLY ACROSS OUR WHOLE SCHOOL IS THAT IF, IF OUR SCHOOL LEARNED SIOP WHICH WOULD BE MULTILINGUAL STRATEGIES SHELTERED

[00:45:08]

SO THIS YEAR WE CHOSE ONE OF THE SIOP STRATEGIES AROUND ACADEMIC LANGUAGE.

IN YEARS PAST, WE'VE BEEN LOOKING AT OTHER FEATURES WITHIN THE SIOP STRATEGIES REGARDING LEARNING OBJECTIVES OR ENGAGE ACTIVE ENGAGEMENT, THINGS LIKE THAT.

SO WE'VE BEEN WORKING ON THIS STRATEGY AROUND MULTILINGUAL LEARNERS FOR THE LAST FOUR YEARS, REALLY, EVEN THOUGH THIS IS OUR THIRD YEAR OF THIS PLAN, AND WE CHOSE THAT BECAUSE IT WAS RESEARCH BASED, IT WAS HIGH LEVERAGE AND IT WAS CROSS-CUTTING.

SO THESE STRATEGIES NOT ONLY SUPPORTED OUR MULTILINGUAL STUDENTS, BUT THEY ALSO SUPPORTED OUR STUDENTS WITH SPECIAL EDUCATION PROGRAMS AS WELL AS ALL STUDENTS.

SO WE ARE CHOOSING STRATEGIES THAT WE'RE GOING TO BE HITTING ALL OF OUR AREAS AS BEST WE COULD.

AND WE KNOW THAT WHEN OUR CORE INSTRUCTIONAL PRACTICES, WHAT'S HAPPENING ACROSS OUR CORE INSTRUCTION ACROSS OUR SCHOOL IS IMPLEMENTED AND IT'S RESEARCH BASED AND IT'S HAPPENING WITH FIDELITY AT THAT TIER ONE AND CORE LEVEL, THEN OUR STAFF COLLECTIVE EFFICACY INCREASES AND THEREFORE STUDENT ACHIEVEMENT WILL INCREASE. SO THIS IS JUST A LITTLE GLIMMER OF THE WORK THAT WE'VE BEEN DOING OVER THE LAST FOUR YEARS.

WE'VE BEEN WORKING REALLY HARD TO CREATE A ROBUST TIER ONE, AND THAT'S THAT REQUIRES MORE THAN JUST ONE TINY LITTLE READING GOAL.

IT MAKES IT ALLOWS US TO LOOK AT ALL OF THE AREAS ACROSS OUR SYSTEM TO CREATE THAT CONSISTENT, RELIABLE AND RESEARCH BASED EXPERIENCE FOR STUDENTS ACROSS ALL OF OUR CLASSROOMS. SO WE AS A SCHOOL STARTED, OOPS.

I MOST WISHED WE AS A SCHOOL STARTED BECAUSE WE DID HAVE THOSE DISPROPORTIONATE OUTCOMES WITH OUR STUDENT POPULATIONS.

WE LOOKED AT OUR VALUES AND BELIEFS FIRST.

YES, WE LOOKED AT DATA.

YES, WE DID OUR ROOT CAUSE ANALYSIS.

YES, WE LOOKED AT ALL OF THOSE AREAS THAT ARE LIKE, WHERE WAS OUR HIGH LEVERAGE AREAS THAT WE WERE MISSING, BUT OUR VALUES AND BELIEFS, WE KNEW THAT OUR SCHOOL AND OUR STUDENT NEEDED TO LOOK AT OUR OWN PERSONAL VALUES AND BELIEFS, SPECIFICALLY AROUND EQUITABLE PRACTICES, IMPLICIT BIAS, OUR SYSTEMS AND STRUCTURES, WERE THEY EQUITABLE FOR ALL OF OUR STUDENT POPULATIONS? SO WE FIRST GROUNDED OURSELVES IN THAT PLACE, AND THEN WE WORKED ON CREATING CONSISTENT, CLEAR STRUCTURES AT THAT TIER ONE LEVEL.

SO MAKING SURE THAT WHEN YOU WALK ACROSS CLASSROOMS AND YOU'RE THERE DURING READING TIME, THAT YOU KNOW THAT THERE'S A READING WORKSHOP HAPPENING, YOU KNOW THAT TEACHERS ARE USING THAT CONSISTENT STRUCTURE.

THEY HAVE THAT MINI LESSON, THEY HAVE THE INDEPENDENT PRACTICE TIME, THEY HAVE THE INTERVENTION TIME WITH SMALL GROUPS.

AND THAT'S THE WORK THAT WE'VE BEEN DOING.

WHAT ALONG WITH USING OUR CONSISTENT ADOPTED CURRICULUM.

AND SO THOSE ARE SOME FOUNDATIONAL PLACES THAT WE ARE THERE IN READING.

ONCE YOU HAVE THAT FOUNDATIONAL PLACE THAT THAT'S HAPPENING ACROSS TIER ONE, THEN YOU CAN ADD MORE NUANCE AND GET TO THE MORE SPECIFIC, TARGETED THINGS THAT YOU WANT TO WORK ON, LIKE OUR MULTILINGUAL STRATEGIES THAT WE WANT TO BUILD IN.

BUT BUILDING IN THESE STRATEGIES WITHOUT HAVING A SOLID AND CONSISTENT TIER ONE AND A BASE, IT WAS SOMETHING WE KNOW WE NEEDED TO HAVE THAT IN ORDER TO BE ABLE TO HAVE THAT CONSISTENCY FOR EVERY STUDENT ACROSS OUR CLASSROOM TO REACH THOSE DISPROPORTIONALITIES.

SO YOU'LL SEE WITHIN HERE THAT WE ALSO LOOKED AT OUR SOCIAL EMOTIONAL PRACTICES, WHAT LESSONS ARE BEING TAUGHT ACROSS CLASSROOMS. WE ALSO LOOKED AT OUR CONSISTENT BEHAVIOR PATHWAYS.

SO ALL STUDENTS AND ALL FAMILIES AND ALL KIDS KNEW KIND OF LIKE WHAT HAPPENS WHEN THINGS HAPPEN AT ACROSS OUR SCHOOL.

YOU'LL SEE THERE THAT WE ALSO HAVE THINGS LIKE BUDDY CLASSES, FRIENDSHIP HELPERS, THINGS THAT WE HAVE JUST BUILT AS PART OF OUR CULTURE THAT STUDENTS FEEL LIKE THEY HAVE THAT SUPPORT AND THAT ACROSS NO MATTER WHO YOU ARE AND WHAT CLASSROOM IS.

SO THAT'S WHERE WE STARTED WITH OUR FOUNDATION.

I COULD TALK FOREVER ABOUT THIS, SO I'M NOT GOING TO, BUT I WILL.

THAT'S WHERE THE QUESTIONS CAN COME IN LATER I GUESS.

SO THIS YEAR, OUR SIOP STRATEGY THAT WE WORKED ON AS OUR PROFESSIONAL LEARNING ACROSS OUR SCHOOL WAS REALLY AROUND ACADEMIC LANGUAGE.

AND WITHIN THAT, WE STARTED BY GROUNDING OURSELVES IN THE STANDARDS BECAUSE WE HAVE THE CORE CURRICULUM, BUT WE ALSO NEED TO GROUND OURSELVES IN THE STANDARDS AND THAT UNDERSTANDING ACROSS OUR TEACHER POPULATION.

WE ALSO LOOKED AT WHAT IS THE CRITICAL VOCABULARY OF THE COMMON CORE THAT OUR STUDENTS ARE GOING TO BE EXPOSED TO, AND HOW CAN WE CREATE

[00:50:05]

AND SO WE KNEW THAT OUR STUDENTS NEEDED TO HAVE EVERY OPPORTUNITY TO UNDERSTAND THOSE TIER TWO WORDS.

SO THOSE ARE THOSE HIGH FREQUENCY WORDS THAT ARE USED ACROSS MULTIPLE SETTINGS MATH, SCIENCE, LITERACY, LIKE COMPARE, ORGANIZE, EXPLAIN WORDS THAT MAY NOT BE INTUITIVE, ESPECIALLY IF ENGLISH IS NOT YOUR FIRST LANGUAGE.

SO WE NEEDED TO PROVIDE OPPORTUNITY FOR STUDENTS AND TEACHERS TO EXPLICITLY TEACH THAT, BUT THEN REPEATEDLY EMBED IT IN ACROSS SUBJECT AREAS.

SO THAT WAS AN AREA THAT WE WORKED ON THIS YEAR.

TEACHER GROUPS CREATED FOCUS WORD LISTS.

WE ALIGNED INSTRUCTIONAL RESOURCES AND TOOLS.

I'M NOT SURE IF I CAN HIT ANY CLICK ON ANY EXAMPLES ON THERE.

DOES THIS HAVE A MOUSE ON IT? DO YOU WANT TO HIT THE SECOND ONE? HIT EXAMPLE ONE ABOVE IT.

SO FOR EXAMPLE.

YEAH THAT ONE.

NO IT WON'T WORK.

OKAY I'LL DESCRIBE IT.

SO OUR TEACHERS, EACH AND EVERY GRADE LEVEL CHOSE KEY CROSS-CUTTING WORDS THAT THEY WANTED THEIR STUDENTS TO MASTER BEFORE THEY MOVED ON TO THE NEXT GRADE LEVEL. SO KINDERGARTEN HAD CORE WORDS, FIRST GRADE HAD CORE WORDS.

AND WITHIN THAT WE HAD TEACHERS THAT I THINK ONE OF THEM HERE IN THE ROOM TODAY HAD STUDENTS THEN VIDEO WE HAVE A CONSISTENT VIDEOTAPE FOR EVERY SINGLE WORD THAT ALSO HAS TPR AND SIGN LANGUAGE RESPONSES AND DEFINITIONS THAT THAT WAY EVERY GRADE LEVEL WILL HAVE THIS CONSISTENT MESSAGING AND UNDERSTANDING FOR ACADEMIC FOR SPECIFIC ACADEMIC VOCABULARY TYPES OF WORDS WITHIN THAT.

THEN WE HAD PLC TIME OR TEACHERS TIME TO FIGURE OUT HOW ARE THEY GOING TO BE IMPLEMENTING THIS IN THEIR CLASSROOMS. FOR EXAMPLE, IF I GO INTO A SPECIFIC FIRST GRADE CLASSROOM, THEY HAVE THIS CORE VOCABULARY EVERY WEEK, AND YOU CAN GO IN THERE AND EVERY TIME THE TEACHER SAYS THE WORD, SO LET'S SAY IT'S EXPLAIN THE FIRST GRADERS WILL ALL GO VOCABULARY AND THEN THEY'LL STAND UP AND THEY'LL LIKE EXPLAIN MEANS AND THEN THEY'LL DESCRIBE IT.

AND THEN IT'S JUST PART OF EMBEDDED IN JUST THAT MAKING WORD RICH CLASSROOMS THAT HAVE EXCITEMENT AROUND LANGUAGE.

SO TIMES FOR TEACHERS TO MAKE SURE THEY'RE HIGHLIGHTING THESE WORDS AND THEN THEY DO THAT IN THEIR PLCS, AND WE'VE BEEN USING PILOTING THAT E THREE FRAMEWORK FROM THE MTSS PROTOCOL THAT DOCTOR HELEN ZHANG HAS BEEN WORKING ON.

AND SO WE'VE BEEN USING THAT DOCUMENT TO TRY TO DO KIND OF LIKE THESE CYCLES WHERE WE'RE ACTUALLY ATTEMPTING SOME STRATEGIES, MEASURING IT WITH DATA, LOOKING AT WHAT THE STUDENT EVIDENCE SHOWS, AND THEN MODIFYING AND ADJUSTING OUR PRACTICES FROM THERE, AS WELL AS EMBEDDING, EMBEDDING, STUDENT ASSESSMENT OPPORTUNITIES OR SELF-ASSESSMENT OPPORTUNITIES.

SO OUR SUCCESS CRITERIA WOULD BE LIKE, HOW ARE STUDENTS APPLYING THIS ACADEMIC LANGUAGE ACROSS THEIR CLASSROOMS? SO I KNOW YOU CAN'T CLICK ON THERE.

THERE'S AN OBSERVATIONAL TOOL FOR STUDENTS, FOR TEACHERS AND STAFF TO BE ABLE TO USE IN THEIR CLASSROOMS. LIKE HOW OFTEN ARE YOU SEEING THESE STUDENTS USE THESE WORDS IN SPEAKING OR IN WRITING OR IN READING AND UNDERSTANDING OF THEIR ACADEMIC LANGUAGE.

AND SO THERE'S A LOT OF SELF ASSESSMENTS GOING ON.

AND SO WE HAVE SOME COMMON ASSESSMENT TOOLS THAT TEACHERS ARE USING THERE FOR STUDENTS TO SELF ASSESS.

AND SO WE'RE JUST TRYING TO MAKE OUR CLASSROOMS LANGUAGE RICH SUPPORTIVE AND BUT INTENTIONAL.

SO WE'RE ACTUALLY MEASURING OUR PROGRESS.

AND DO WE SEE IT SHOWING UP ACROSS OUR SCHOOL.

ONE THING THAT WE DID NOTICE WHEN WE LOOKED AT OUR WIDA SCORES OR SO, OUR MULTILINGUAL SCORES FOR ASSESSING OUR STUDENTS THAT ARE ENGLISH LANGUAGE LEARNERS IS THAT SOME OF OUR AREAS THAT WE NEEDED TO GROW ON WERE SPECIFICALLY IN THOSE PRODUCTIVE DOMAINS.

SO SPEAKING AND WRITING.

SO OUR TEACHERS HAVE TO INTENTIONALLY WORK TO PROVIDE TIME IN THE DAY AND INTENTIONALLY PLAN TO PROVIDE SPACE FOR STUDENTS TO PRACTICE SPEAKING AND USING THIS ACADEMIC VOCABULARY, JUST KIND OF IN THE DAILY PRACTICE OF.

A NORMAL DAY. SO WE AS WITH EVERYTHING, WE'RE ALWAYS USING LOTS OF MEASURES, MULTIPLE MEASURES.

SO EACH MEASURE GIVES YOU A SNAPSHOT OF WHAT'S GOING ON IN YOUR CLASSROOM AND IN YOUR SCHOOL COMMUNITY.

SO WE'VE BEEN USING I-READY, OUR 95% CORE, WHICH IS OUR PHONICS CURRICULUM, AND THAT'S HAPPENING ACROSS ALL CLASSROOMS. AKKADIANS, WHICH IS OUR READING INTERVENTION TITLE LAP MEASUREMENT.

[00:55:05]

AND TEACHERS USE RUNNING RECORDS OR INDEPENDENT READING LEVELS TO MEASURE AS WELL.

SO A LITTLE BIT OF A THIS YEAR.

WE STARTED OUT THIS FALL ON OUR WHOLE SCHOOL.

THIS IS OUR I THINK I CAN'T READ, I HAVE TO PUT MY GLASSES ON.

YEAH. IS AT 28% MEETING STANDARDS, SO YOU HAVE SOME MID OR ABOVE EARLY ON GRADE LEVEL.

HAVE QUITE A BIT OF RED THERE FOR KIDS THAT ARE NEEDING MORE SUPPORT.

AND LOOKING AT THAT YELLOW PORTION THERE TO WHERE THEY ARE, FOLKS THAT ARE MAKING THEIR WAY THERE, BUT NOT QUITE THERE YET.

AND I-READY IS NOT A SUMMATIVE.

IT'S LIKE IT'S SOMETHING THAT WE PROGRESS, MONITOR AND ADJUST AS WE GO ALONG.

SO OUR MOST RECENT ASSESSMENT, WHICH WAS JUST BEFORE WE STARTED DOING THE SBA, GOT US UP TO A 50% AT THAT MEETING OR EXCEEDING STANDARD.

AND OUR TIER TWO HAS SHRUNK, HAS GROWN BECAUSE OUR TIER THREE HAS SHRUNK DOWN A BIT.

SO THAT'S THAT'S GOOD.

YEAH. WE STILL THINK WE CAN DO BETTER.

I KNOW WE CAN DO BETTER, BUT THAT'S.

BUT WE HAVE PLANS.

YEAH. SO OUTCOMES.

ONE EXCITING THING THAT I'M REALLY PROUD OF, OUR SCHOOL AND OUR COMMUNITY ON IS THAT WE EXITED THE OSSI TARGETED STATUS OVER THESE LAST THREE YEARS.

WE REDUCED THOSE DISPROPORTIONATE OUTCOMES FOR SUBGROUPS.

SO THAT WAS A HUGE UNDERTAKING BY OUR STAFF.

AND HAVING THAT COLLECTIVE WHY AND NO EXCUSES.

BASICALLY WE'RE GOING TO THERE'S NO EXCUSES.

OUR I-READY LIKE YOU SAID, THIS IS THIS YEAR'S WHERE WE'VE GOT UP TO 50% WHERE WE ARE RIGHT NOW.

IF WE TEST IT AGAIN, I HOPEFULLY WE WOULD BE A LITTLE BIT HIGHER.

OUR WIDA, THIS YEAR, THIS IS I DON'T KNOW IF FOLKS KNOW ABOUT THAT, THIS, BUT THIS IS WE'VE HAD THE LPA, WE'VE HAD THE LPA 21 AND NOW WE HAVE THE WIDA.

SO THIS IS OUR SECOND YEAR WITH WIDA.

THE NICE THING ABOUT THIS ONE IS IT GIVES US REALLY SPECIFIC INFORMATION REGARDING OUR MULTILINGUAL LEARNERS.

AND RIGHT NOW WE'VE HAD FULLY FIVE STUDENTS FULLY EXIT THIS LAST SESSION.

BUT WE HAVE SOME MORE THAT CAN EXIT BECAUSE IT ALSO CAN BE CONNECTED TO THE SMARTER BALANCE.

SO IF STUDENTS PASS CERTAIN PORTIONS OF THE SMARTER BALANCE, LIKE THE ELA PORTION THEY COULD ALSO EXIT OUT OF THE WIDA.

ACADIENCE, WHICH IS WE'RE PRETTY EXCITED ABOUT IS THAT THAT IS GOING TO BE OUR READING INTERVENTIONS, WHERE WE'RE SUPPORTING STUDENTS THAT ARE NOT AT STANDARD.

THIS YEAR, WE'VE HAD 65 STUDENTS FROM OUR PROGRAM FULLY EXIT.

THAT'S THE HIGHEST NUMBER WE'VE HAD.

AND SO I'M REALLY PROUD OF OUR TITLE TEAM, BUT ALSO OUR TEACHING TEAM, BECAUSE THAT MEANS THAT THE CORE INSTRUCTION HAPPENING IN CLASSROOMS, WHICH IS THE 95% CORE MARRIED WITH THAT INTERVENTION, IS SHOWING REALLY GREAT PROGRESS, ESPECIALLY FOR THOSE KIDS THAT JUST NEED A LITTLE BUMP TO BE READERS. QUESTIONS.

THANK YOU SO MUCH.

QUESTIONS, COMMENTS? START WITH STUDENTS.

SORRY. I JUST WANTED TO MENTION THIS IS, I HAVE A COMMENT.

I WAS A MULTILINGUAL STUDENT AS WELL, AND UP UNTIL THE FIFTH GRADE, I WOULDN'T SAY I WAS, I GOT ONLY ABOUT FLUENT BY FIFTH GRADE.

SO FOR ME, THIS IS SO INSPIRING TO SEE THE AMOUNT OF CHANGE HAPPENING INSIDE OF CLASSROOMS. WHEN I WAS A KID, IT FELT LIKE I WAS SO PRESSURED BY VOCABULARY TESTS AND QUIZZES AND THAT WAS MY, IT WAS VERY INDEPENDENT.

I WOULD BE GIVEN A LIST OF FLASHCARDS, AND I WOULD BE TOLD TO STUDY WITH THESE FLASHCARDS AND PASS THE VOCAB TEST, AND THAT THOSE WORDS, THOSE CRITICAL WORDS WOULD NOT BE REMEMBERED. THEY WERE SHORT TERM MEMORY.

AND ESPECIALLY READING AND WRITING WERE MY WEAKNESSES.

SO SEEING THE WAY THAT THESE CHANGES ARE HAPPENING IN DIVERSE SCHOOLS, IT'S REALLY INSPIRING FOR ME.

AND ADDITIONALLY, IT GIVES ME A LOT OF HOPE BECAUSE I HAVE A LITTLE SISTER WHO'S IN ELEMENTARY SCHOOL RIGHT NOW.

WE SPEAK TWO LANGUAGES IN THE HOUSEHOLD, AND I, SHE ALWAYS COMES HOME TELLING ME I MOVED UP A READING LEVEL, I MOVED UP A READING LEVEL.

LOOK, LOOK AT MY NEW BOOK.

I'M LIKE, SHE ALWAYS MENTIONS HOW I'M LIKE AT A MIDDLE SCHOOL READING LEVEL, YOU KNOW, AND SHE'S IN FOURTH GRADE.

SO IT'S REALLY, REALLY COOL TO SEE THE WAY THAT THAT PROGRESS IS HAPPENING.

AND YEAH, IT MAKES ME REALLY HAPPY.

SO MAKING SURE THAT MULTILINGUAL STUDENTS ARE SUPPORTED, RIGHT.

AMIN. I AM ALSO HAPPY ABOUT THIS AND SIMILAR EXPERIENCE.

MY SISTER IS IN THIRD GRADE AND SHE ALWAYS COMES UP HOME SAYING THAT SHE WENT UP A LEVEL AND SHE ALWAYS SAYS LIKE, OH, BY THIS TIME I'M GOING TO LEVEL UP 2 LETTERS, AND THEN SHE'S REALLY EXCITED AND LIKE REALLY HAPPY TO BE LIKE, SHE'S REALLY AMBITIOUS BECAUSE OF THIS.

[01:00:03]

THAT'S GREAT. KEVIN, YOU HAVE ANYTHING? YEAH. I WILL SAY I WAS ALSO A MULTILINGUAL LISTENER, AND I WAS ALSO AND I WAS GLAD THAT THE LEARNING THAT I DID DURING THE ESL PROGRAMS WERE INTERACTIVE AND ENGAGING.

AS FOR THE READING LEVEL PART, I HAD THE OPPOSITE STORY.

I WAS STUCK ON LEVELS.

SO. SO THE ONLY TIME I MOVED UP LEVEL WAS WHEN I NEXT WENT TO THE NEXT GRADE.

AND NOW WE'RE SEEING, OH, THEY'RE PROGRESSING, THEY'RE PROGRESSING.

AND YEAH, GREAT TO HEAR.

VIVIAN. YEAH.

I THINK HEARING YOU TALK ABOUT THOSE HIGH FREQUENCY WORDS, ESPECIALLY IN ASSESSMENTS, TALKING ABOUT STUDENTS BEING ABLE TO KNOW LIKE WHAT DOES COMPARE MEAN, WHAT IS EXPLAINED.

AND I THINK THAT'S SO IMPORTANT EVEN TO A HIGH SCHOOL LEVEL OF WHEN THERE'S A QUESTION.

BEING ABLE TO UNDERSTAND THOSE WORDS HELPS YOU SO MUCH.

AND SO I THINK STARTING THAT AT AN ELEMENTARY LEVEL IS REALLY GOING TO HELP STUDENTS.

AND I FEEL LIKE THERE'S PROBABLY EVEN GOING TO BE A VISIBLE AMOUNT OF INCREASE IN TEST SCORES, JUST OF THE UNDERSTANDING WHAT THEY'RE BEING ASKED TO DO.

AND I WANT TO THANK YOU GUYS FOR SHARING YOUR PERSONAL STORIES AND CONNECTING IT TO YOUR LIVES AND THE LIVES OF YOUR SIBLINGS AS WELL.

BECAUSE AS WE SAY, HEARING FROM STUDENTS, THIS IS GREAT.

THIS IS LIKE. IF IT WORKED OR DIDN'T WORK FOR YOU AS YOU MOVED THROUGH THE SYSTEM.

SO I ALSO WANT TO JUST HIGHLIGHT AND THANK YOU, STUDENTS FOR BEING HERE AND REPRESENTING.

YOU ARE MUCH BETTER REPRESENTATION OF OUR STUDENT BODY THAN THE SCHOOL BOARD IS UP HERE, WHICH IS WHY YOUR VOICE IS INCREASINGLY BECOMING EVEN MORE IMPORTANT.

SO. THANK YOU.

SO, JESSE.

HEY. IT'S NICE TO SEE YOU.

I HAVEN'T SEEN YOU FOR A LONG TIME.

IT'S BEEN A LONG TIME. YES. FOUR YEARS OR SOMETHING.

YEAH I JUST.

YEAH. THANK YOU FOR THIS.

AND I'M CURIOUS.

NOW, THIS IS THE END OF A THREE YEAR SIP, RIGHT? SO WHAT? WHAT ARE THE NEXT STEPS? I KNOW YOU'VE GOT A LOT OF THINKING ALREADY.

AND THEN HOW DO YOU GO ABOUT SETTING THE THE GOAL? I KNOW LAST TIME YOU SET A HIGH GOAL OF 59%.

GOT TO 50.

HAVE YOU HAD AN EARLY PEAK AT THE SBA RESULTS SO FAR? A LITTLE BIT. THEY'RE NOT ALL IN YET, SO A LITTLE BIT OF A PEAK.

SO RIGHT NOW IT'S KIND OF LIKE SCATTERED.

YEAH. WELL, I KNOW THAT OUR SCHOOL IMPROVEMENT PLAN AND KIND OF LIKE OUR SCAFFOLDS NEXT YEAR IS GOING TO HAVE SBA AS THE CORE MEASURE FOR THOSE THREE YEARS. AND SO WE'LL BE LOOKING AT WHERE WHERE WE'VE BEEN.

AND I BELIEVE IN HAVING A PRETTY RIGOROUS GOAL OR A GOAL THAT'S GOING TO STRETCH US AS OPPOSED TO SOMETHING WE CAN EASILY MEET.

IN ADDITION, I THINK THE NEW SCHOOL IMPROVEMENT PLAN KELLY AND HELEN, CORRECT ME IF I GET THIS WRONG, IS THAT WE'LL HAVE A THREE YEAR GOAL THAT'S GOING TO BE USING SMARTER BALANCED ASSESSMENT, BUT WE'RE GOING TO HAVE A YEARLY MEASURE WHERE WE'RE CONSTANTLY USING OUR I-READY ASSESSMENTS TO PROGRESS MONITOR, AND THAT'S WHERE WE'LL BE ABLE TO KIND OF LIKE SET RIGOROUS GOALS.

BUT THEN AT THE MID YEAR, BE ABLE TO KIND OF REFLECT, REVISE, FIGURE OUT WHERE WE'RE AT, IS OUR STRATEGIES WORKING AND BE ABLE TO ADJUST AS WE GO.

SO IT'LL BE KIND OF LIKE MARRIED, A LITTLE MORE COMPLICATED, BUT A LITTLE MORE ACTIONABLE BY BEING ABLE TO USE I-READY NOT AS A SUMMATIVE MEASUREMENT, BUT MORE OF SOMETHING THAT WE ARE USING AS A TOOL BECAUSE IT IS ACTUALLY REALLY.

I SAT WITH SOME TEACHERS THIS WEEK AT THEIR END OF YEAR MEETINGS, AND WE CAN SEE THAT I-READY REALLY IS A LOT OF QUITE OFTEN INDICATIVE OF WHAT THEY'RE GOING TO GET ON THE SBA OR WITHIN, WITHIN A FEW POINTS.

SO, SO HOW HOW DO YOU THEN SET SO FOR EXAMPLE, YOU KNOW, IF, IF IT COMES OUT TO BE THE SBA, AROUND 55% OR WHATEVER MEETING, THEN HOW DO YOU CHOOSE THE NEXT NUMBER? I APPRECIATE THE HIGH.

LIKE I APPRECIATE LARGE GOALS.

SO HOW DO YOU COME ABOUT THAT SPECIFIC NUMBER? IF YOU LOOK AT JUST WHAT WOULD YOU KNOW A TYPICAL GROWTH VERSUS A STRETCH GROWTH BE PER YEAR? I THINK YOU'VE PROBABLY SEEN A LOT OF SCHOOL IMPROVEMENT PLANS THAT ARE AROUND 2 OR 3% PER THAT ARE PER YEAR.

SO WE WOULD LOOK AT LIKE WHAT'S OBTAINABLE ACTUALLY, IT'S REALLY COOL WHEN YOU GO, HAVE YOU SPENT MUCH TIME LOOKING AT I-READY REPORTING? NOT NOT AS MUCH AS I NEED TO.

IT'S ACTUALLY REALLY SUPPORTIVE.

THERE'S LOTS OF LIKE REPORTS WHERE IT CAN GIVE YOU PROJECTIONS FOR YOUR POPULATION.

IT'LL GIVE YOU PROJECTIONS FOR LIKE WHAT PERCENTAGE WOULD BE A TYPICAL GROWTH? WHAT PERCENTAGE WOULD BE A STRETCH GROWTH.

SO I THINK IT WOULD REALLY BE DATA DRIVEN AND LOOKING AT THOSE RESOURCES AND SUPPORTS THAT WE ALREADY HAVE IN OUR DISTRICT TO HELP SET SOME REALLY RIGOROUS GOALS THAT ARE BASED IN REALITY, AS OPPOSED TO SOMETHING THAT I JUST GRAB OUT OF MY HEAD.

I APPRECIATE THAT. ALL RIGHT.

THANKS, JESSIE. YEAH.

SO PREFACES WITH IT'S OKAY IF YOU DON'T HAVE A GREAT ANSWER FOR THIS ONE BECAUSE IT'S IT'S A LITTLE COMPLEX, BUT

[01:05:07]

AND IF I'M DOING MY MATH CORRECTLY, IT WAS RIGHT AROUND WHEN COVID HIT 2021 ISH.

WE GOT TARGETED THE YEAR BEFORE, BEFORE COVID, OKAY? AND WE STARTED THAT WORK THE YEAR COVID WE SHUT DOWN.

YEAH. OKAY.

SO AND THEN THERE WAS LEARNING LOSS WITH COVID.

SO I'M CURIOUS IF THE GROWTH THAT WE'RE SEEING HERE IS GETTING YOU TO SOMETHING THAT LOOKS MORE LIKE PRE-COVID LEVELS, OR IF IT'S OR IF YOU'VE KIND OF SHOT THROUGH THAT AND WE'RE SEEING MORE, YOU KNOW, GROWTH THAT'S EVEN MORE BEYOND I THINK THAT WELL, WE HAVE I-READY NOW, WHICH IS LIKE THAT COMMON UNIVERSAL ASSESSMENT.

WE DIDN'T HAVE THAT BEFORE THAT.

SO PRIOR TO THAT, WE WERE USING JUST THE SMARTER BALANCES KIND OF THAT AS WELL AS, YOU KNOW, WE WERE LOOKING AT GROWTH AND ALL OF IT WAS DIFFERENT MEASUREMENTS. BUT I WOULD SAY IT'S WE'RE CATCHING UP.

AND I WOULD SAY IF I'M LOOKING AT THE OPTIMISM FOR THE FUTURE, I WOULD SAY, LOOK AT OUR AUDIENCE, LOOK AT OUR THESE FOUNDATIONAL, LIKE OUR YOUNGER GRADE LEVELS AND THEIR SCORES.

BECAUSE I DID LOOK AT HOEGER.

YOU'RE ASKING LIKE, WHAT ARE OUR SBA SCORES? OUR THIRD GRADE LOOKS GREAT.

IT'S LIKE, HOLY SMOKES.

SO I SEE THAT THAT THAT HOPE IS THERE.

OUR TEAM IS ALWAYS LIKE, OKAY, WE'RE STARTING TO SEE.

THAT WE HAVE SOME LESS LEARNING LOSS, MORE OF THESE FOUNDATIONAL SKILLS BEING BUILT UPON EACH OTHER.

AND I THINK THAT I'M EXCITED TO SEE WHERE THAT GOES, ESPECIALLY WITH THESE KEY STRUCTURES THAT OUR DISTRICT HAS PUT IN PLACE TO BOLSTER OUR CORE.

AND SO THAT'S WHERE OUR THIRD GRADE LOOKS A LOT DIFFERENT RIGHT NOW THAN LIKE OUR FIFTH AND SIXTH GRADE.

WHEN I LOOK AT THE SBA SCORES.

I REALLY WANT TO CONGRATULATE YOU FOR EXITING THE TARGETED STATUS.

YEAH, THAT'S A REALLY EXCITING.

YEAH, YEAH, YEAH.

WE MISSED THE GRANT MONEY, THOUGH.

YEAH. THANK YOU.

A QUICK QUESTION FOR ME.

WHAT DOES IT NECESSARILY MEAN TO BE UNDER THE TARGETED STATUS AS AN ELEMENTARY SCHOOL? SO IN EVERY YEAR THE STATE LOOKS AT SCHOOLS THAT HAVE ARE IN THE LOWER 5% WHEN IT COMES TO CERTAIN AMOUNT OF POPULATION. SO MAYBE IT'S YOUR MULTILINGUAL STUDENTS, MAYBE IT'S YOUR STUDENTS THAT HAVE SPECIAL EDUCATION.

AND SO THERE'S A LOT OF DIFFERENT DEMOGRAPHIC POPULATIONS THAT THE STATE IS TRACKING.

AND SO WHEN THREE OR MORE OF YOURS, FIVE FALL BELOW THE 5% THRESHOLD COMPARED TO THE REST OF THE STATE, YOU GET KIND OF IDENTIFIED AS A SCHOOL OF IMPROVEMENT.

SO IN 2018, I THINK IT WAS 20 1718 RIGHT BEFORE I STARTED THE THE YEAR BEFORE I BECAME A PRINCIPAL, I WAS IDENTIFIED AS ONE OF THOSE SCHOOLS.

SO THEN YOU HAVE TO WORK WITH OR YOU GET TO WORK WITH.

I ACTUALLY ENJOYED IT.

IT ACTUALLY WAS, BELIEVE IT OR NOT, A GOOD EXPERIENCE.

YOU GET TO WORK WITH STATE COACHES THAT COME AND HELP YOUR SCHOOL LEARN AND GROW AND MAKE SOME CHANGES TO BE ABLE TO REDUCE THOSE DISPROPORTIONATE OUTCOMES FOR YOUR SCHOOL. SO FOR US, IT WAS OUR MULTILINGUAL STUDENTS WERE ACHIEVING AT A LOWER RATE, AS WELL AS SOME OF OUR STUDENTS OF COLOR AS WELL AS OUR SPECIAL EDUCATION STUDENTS.

SO THAT MEANS THAT WE HAVE BEEN WORKING TO REDUCE THOSE DISPARITIES BETWEEN OUR STUDENT POPULATIONS.

SO YOU SHOULDN'T BE ABLE TO LOOK AT OUR DATA AND GO, OKAY, YOU HAVE YOU'RE FAILING THIS GROUP, THIS GROUP AND THIS GROUP.

SO THAT'S WHY WHEN WE AS A SCHOOL LOOKED AT THAT, WE HAD TO LOOK AT OUR LOOK AT BASICALLY THROUGH THE LENS OF EQUITY.

WE HAD TO LOOK AT WHAT ARE WE DOING THAT POTENTIALLY MIGHT BE NOT EQUITABLE FOR ESPECIALLY OUR STUDENTS, THAT ENGLISH IS NOT THEIR FIRST LANGUAGE.

SO THEREFORE THIS MAIN WHITE NORMATIVE CULTURE MAY NOT BE THEIR CULTURE.

AND HOW WE TEACH MIGHT NEED TO LOOK DIFFERENT AS WELL AS WE HAD TO LOOK AT OUR IMPLICIT BIASES.

HOW ARE WE INTERACTING WITH OUR STUDENTS AND MAKE THEM FEEL LIKE THEY BELONG AND THEY'RE WELCOME IN OUR SCHOOLS? AND THEN WE HAD TO LOOK AT OUR INSTRUCTIONAL PRACTICES AND WHAT WE'RE DOING EACH AND EVERY DAY TO ACTUALLY GIVE EVERYBODY THAT, YOU KNOW, ABILITY TO ACHIEVE AT THE SAME WITH THAT SAME OPPORTUNITY.

SO IT'S A IT'S A LOT.

WE'RE NOT EVEN CLOSE TO ARRIVING AT THAT.

IT'S JUST SOMETHING THAT WE CONTINUE TO HAVE TO WORK ON.

THAT WAS A LONG ANSWER. DID I ANSWER YOUR QUESTION? YEAH. YES. THANK YOU SO MUCH.

THAT IS VERY PROMISING.

AND I WISH YOU GUYS THE BEST OF LUCK IN CONTINUING THIS PROCESS.

THANKS. JUST BRIEFLY SO I-READY WAS ONE OF OUR MORE RECENT INVESTMENTS IN THE LAST FEW YEARS.

AND IT SOUNDS LIKE IT'S SOMETHING THAT YOU'RE USING FAIRLY CENTRALLY IN THIS.

AND CONGRATULATIONS AS WELL.

CAN YOU TALK A LITTLE BIT? SO WHEN WE FIRST HEARD FROM TEACHERS AND, AND STAFF WHO WANTED TO INVEST IN I-READY, THEY TALKED ABOUT STUDENTS WHO THAT

[01:10:09]

AND I, YOU KNOW, AND THEY COULD TARGET THAT KIND OF LEARNING.

IS THAT SOMETHING THAT YOUR STAFF ARE DOING AND SORT OF HOW, YOU KNOW, IS EVERYONE ON BOARD WITH THAT? AND, YOU KNOW, WHERE ARE YOU IN THAT KIND OF DEVELOPMENTAL PROCESS FOR I WOULD SAY THAT WE'VE EVOLVED.

AND AS WE AS YOU KNOW, INITIALLY WHEN IT'S FIRST ADOPTED, AS, YOU KNOW, YOU'RE GOING TO HAVE PEOPLE THAT ARE LIKE, NO, I'M NOT ON BOARD.

THAT'S JUST HUMAN NATURE.

BUT AS WE'VE GONE ON, WE ACTUALLY MADE IT SOMETHING THAT WAS ONE OF OUR ACTION STEPS IN OUR SCHOOL IMPROVEMENT PLAN TO HAVE THAT HAPPENING IN EVERY CLASSROOM. AND THROUGH THAT KIND OF ACCOUNTABILITY.

LET'S DO IT. LET'S TRY IT.

LET'S SEE PEOPLE HAVE FOUND VALUE IN IT AND ARE STARTING TO SEE THAT IT DOES FIT IN WITHIN THEIR REGULAR STRUCTURES, AND IT IS SOMETHING THAT GIVES THEM VALUABLE INFORMATION, REAL TIME.

I MEAN, YOUR DIAGNOSTICS ARE, YOU KNOW, YOU ONLY DO A FEW TIMES A YEAR.

SO IF PEOPLE ARE ONLY USING DIAGNOSTICS TO FORM INSTRUCTIONAL GROUPS OR THINGS LIKE THAT, THEY'LL PROBABLY SAY THAT IT'S NOT AS VALUABLE.

BUT PEOPLE THAT ARE USING THOSE BYPATH LESSONS, LOOKING AT THAT INFORMATION AND EMBEDDING IT INTO THEIR INSTRUCTIONAL PROGRAM ARE GOING TO SAY THAT IT'S A LOT MORE OF A VALUABLE TOOL. BUT I THINK THAT THROUGH DISCUSSION AND REFLECTION WITH DATA.

SO THE WORK THAT I'VE BEEN DOING WITH TEACHERS AT END OF YEAR MEETINGS TO GO THROUGH THEIR DATA, THEY'LL LOOK AT THEIR RUNNING RECORDS, THEY'LL LOOK AT THEIR I-READY AND BE ABLE TO LOOK AT THINGS SIDE BY SIDE.

AND THEN THEY'LL LOOK AT THE SBA AND SEE THAT IT IS INDICATIVE OF LIKE THE STANDARDS.

AND I THINK THAT'S SOMETHING THAT TEACHERS ARE ALWAYS KIND OF WANTING IS LIKE WE HAVE THE.

STANDARDS. AND THERE'S ALWAYS TALK ABOUT IS OUR CURRICULUM EXACTLY WHAT WE NEED? BUT IF YOUR ASSESSMENTS ARE ASSESSING KIDS IN RELATION TO THE COMMON CORE STANDARDS, YOU SHOULD BE ABLE TO THEN VALUE THAT ASSESSMENT AND BE ABLE TO TRUST THAT ASSESSMENT TO GIVE YOU A SNAPSHOT OF WHERE THAT STUDENT IS.

SO IT'S TAKING TIME, BUT IT TAKES, YOU KNOW, THEM BEING ABLE TO SPEND THAT TIME WITH THAT ASSESSMENT ALONG WITH THEIR OTHER CLASSROOM BASED ASSESSMENTS, AND SEE WHERE THOSE MARRIED TOGETHER TO BUILD THAT TRUST.

BUT I WOULD SAY WE'RE ON OUR WAY.

YOU COULD ASK SOME TEACHERS IN THE ROOM, BUT YOU PUT THEM ON THE SPOT.

YEAH. HI, JESSE.

IT'S GREAT TO SEE YOU.

HI, NANCY. IT'S GREAT TO SEE YOU.

SO I'M JUST GOING TO SAY SOMETHING QUICKLY.

THIS WAS A GREAT PRESENTATION IN THAT IT SHOWED US THAT YOU'RE DOING EVERYTHING RIGHT.

AND WHEN YOU DO EVERYTHING RIGHT, IT SHOWS IN TERMS OF STUDENT ACHIEVEMENT, YOU ARE INTENTIONAL.

YOU ARE USING STRATEGIES THAT ARE CONCRETE.

YOU HAVE CONSISTENCY ACROSS YOUR GRADE LEVELS.

YOU HAVE A COMMON VISION AND GOALS AMONG YOUR FACULTY.

THIS IS WHAT I'M GETTING FROM EVERYTHING YOU'RE SAYING.

YOU'RE CLEARLY RESPECTING ALL OF THE INFORMATION THAT YOU'RE GETTING AND USING IT WELL IN TERMS OF MAKING INSTRUCTIONAL DECISIONS.

AND I JUST SAY THANK YOU FOR BECAUSE I THINK THIS IS A GREAT MODEL THAT WE COULD BE USING ACROSS THE DISTRICT.

SO JUST THANK YOU FOR ALL YOUR WORK.

THANK YOU NANCY.

ARE WE GOOD? OH WE'RE GOOD, ALL RIGHT.

OKAY, I THINK THANK YOU.

THANK YOU TO YOU AND YOUR STUDENTS.

AND YOUR STUDENTS CAN LEAVE UNLESS THEY WANT TO STAY FOR THE REST OF THE BOARD MEETING, BUT IT'S, YOU KNOW, A SCHOOL NIGHT.

THANK YOU GUYS.

SO THEN WE'RE UP TO MY REPORT.

[8. SUPERINTENDENT REPORT-7:15 pm]

AND THOSE CONSULTATIONS REALLY BRING TO LIFE OUR LAND ACKNOWLEDGMENT, WHERE WE DO COMMIT TO WORKING WITH OUR TRIBAL PARTNERS.

WE KNOW THAT WE ARE UNDER IDENTIFYING OUR NATIVE AMERICAN STUDENTS IN OUR DISTRICT, AND THIS IS GOING TO BECOME A REAL FOCUS FOR US IN THE NEXT YEAR OR SO.

A CHALLENGE WE HAVE FROM THE WAY FEDERAL DATA ARE PRESENTED, IS THAT CERTAIN CATEGORIES SUPERSEDE OTHER CATEGORIES.

SOMEONE JUST WENT TO A GREAT SEMINAR AND THEY SAID, IF YOU'RE IF YOU HAVE A DOUBLE MAJOR, YOU SAY, YOU KNOW, YOU'RE MAJORING IN ENGLISH AND MATH.

WE DON'T JUST SAY THEY HAVE TWO MAJORS.

UNFORTUNATELY, WITH TWO OR MORE RACES, IT DOESN'T DISAGGREGATE FURTHER.

SO WE'RE GOING TO BE REALLY INTENTIONAL ABOUT REACHING OUT TO A LOT OF OUR FAMILIES, ASKING THEM IF THEY ARE NATIVE AMERICAN TO COMPLETE WHAT'S CALLED THE 506 FORM.

THIS ENABLES US TO SERVE THE THEIR CHILDREN IN A DIFFERENT WAY AND MORE INTENTIONALLY, AND CAN ALSO HELP US ACHIEVE MORE FUNDS TO SERVE THEM.

SO IT'S KIND OF A CYCLICAL, BECAUSE THE MORE STUDENTS WE IDENTIFY, WE KNOW WE'RE UNDER IDENTIFIED.

BUT LOOKING FORWARD TO WORKING WITH OUR PARTNERS AT THE TULALIP TRIBES AND ALSO WORKING TO ADVANCE SOME OF THE GOALS THEY HAVE FOR STUDENTS STATEWIDE THIS YEAR.

[01:15:11]

NEXT IS APPROVAL OF MINUTES.

[9. APPROVAL OF MINUTES-7:20 pm]

WE'LL DO IT TOGETHER.

DO I HEAR A MOTION TO APPROVE THE MINUTES FROM MAY 28TH, 2024 SCHOOL BOARD SPECIAL MEETING AND THE MAY 28TH SCHOOL BOARD REGULAR BUSINESS MEETING? SO MOVED. SECOND, I'VE HEARD A MOTION AND A SECOND.

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

EVERYBODY IN FAVOR OF APPROVING THE MINUTES FROM THE MAY 28TH SCHOOL BOARD SPECIAL MEETING AND THE MAY 28TH SCHOOL BOARD REGULAR BUSINESS MEETING, PLEASE INDICATE BY SAYING AYE. AYE.

ANY OPPOSED SAY NAY.

ANY ABSTENTIONS? I ABSTAIN, I WASN'T HERE.

THAT'S TRUE. THE MINUTES FROM THE MAY 28TH SCHOOL BOARD SPECIAL MEETING AND THE MAY 28TH BOARD REGULAR BUSINESS MEETING ARE APPROVED.

NEXT, WE HAVE OUR PUBLIC COMMENTS.

[10. PUBLIC COMMENTS-7:30 pm]

THANK YOU. SO 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 AT THIS PODIUM HERE, OR BY SUBMITTING YOUR COMMENT IN WRITING.

TONIGHT WE HAD ABOUT 36 OR 37 WRITTEN COMMENTS.

THEY WERE THE VAST MAJORITY WERE ABOUT THE STUDENT INTERVENTION COORDINATORS.

THE BOARD READS ALL THE 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, PLEASE BEGIN YOUR COMMENT BY STATING YOUR NAME, YOUR CITY OF RESIDENCE, YOUR RELATIONSHIP TO THE DISTRICT, AND THE AGENDA ITEM OR SCHOOL DISTRICT TOPIC THAT YOU ARE ADDRESSING.

WE ASK THAT IF YOUR COMMENT CONSISTS WHOLLY OR PARTLY OF TEXT, VERBATIM FROM AN ARTICLE, AN ONLINE POST, AN EXCERPT FROM A BOOK, ETC.

THAT YOU SIMPLY SEND US THE LINK TO THE TEXT AND TELL US HOW YOUR COMMENT RELATES TO THE INFORMATION IN YOUR FROM YOUR THE LINK RELATES DIRECTLY TO OUR 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 OR STAFF AT A LATER TIME.

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

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

THE FIRST PERSON MAKING A PUBLIC COMMENT TONIGHT IS JAMES HENDERSON.

I GET TO COME TO THE FRONT? YES, PLEASE. AND AND TRY TO TALK DIRECTLY INTO THE MIC SO THAT PEOPLE CAN HEAR YOU ON THE LIVE STREAM.

YOU CAN. WELL, I WILL TRY MY BEST.

HOW'S THAT SOUND? OR YOU CAN ALSO PICK IT.

YOU CAN PICK IT OUT OF THERE AND HOLD IT.

OH, I DON'T KNOW IF I TRUST MYSELF WITH THAT.

THERE, YOU GOT IT.

THERE YOU GO. MY NAME IS JAMES HENDERSON, AND MY DAUGHTER IS CURRENTLY A THIRD GRADE STUDENT AT OAK HEIGHTS ELEMENTARY SCHOOL.

WE LIVE IN LYNNWOOD, WASHINGTON.

I'M ALSO A MEMBER OF THE PTA AND AN ACTIVE VOLUNTEER IN THE CLASSROOM.

MY TOPIC TONIGHT IS OUR CONCERN ABOUT OUR SYNC IN OUR SCHOOL MR..

SERGIO. WE WERE RECENTLY NOTIFIED THAT WE ARE LOSING OUR SYNC MR. SERGIO. AND I'M IN FRONT OF YOU TODAY BECAUSE I AM AFRAID.

I AM AFRAID THAT I WILL NOT BE ABLE TO CONVINCE YOU TO FIND THE MONEY IN THE BUDGET TO KEEP HIM AT OUR SCHOOL.

I AM AFRAID THAT THE RACIALLY AND ECONOMICALLY DIVERSE STUDENT BODY OF OAK HEIGHTS WILL BE FORCED TO ATTEND SCHOOL NEXT YEAR WITHOUT MR. SERGIO'S WARMTH, COMPASSION AND UNDERSTANDING.

BECAUSE OF THIS DISTRICT'S SHORT SIGHTED DECISION TO ELIMINATE HIS EMPLOYMENT.

[01:20:05]

MR. SERGIO NOT ONLY PLAYS A CRITICAL ROLE IN HELPING STUDENTS MANAGE THEIR COMPLICATED SITUATIONS OUTSIDE OF SCHOOL, BUT IS ALSO ABLE TO FULFILL COUNTLESS JOBS DURING THE SCHOOL DAY.

MR. SERGIO IS HISPANIC AND BILINGUAL, AND FOR MANY STUDENTS HE SERVES AS THEIR MOST POSITIVE AND SUPPORTIVE MALE INFLUENCE IN THEIR LIVES. SO I'M AFRAID TODAY THAT THIS MESSAGE COMING FROM THE DISTRICT IS THAT THESE THINGS DO NOT MATTER.

I AM AFRAID THAT IT IS THE BELIEFS OF THIS DISTRICT THAT PROVIDING THE STUDENTS WITH A RESOURCE LIKE MR. SERGIO THAT IMPROVES THEIR LIVES IN AND OUT OF SCHOOL IS SIMPLY NOT A PRIORITY RIGHT NOW.

THE MISSION OF THE EDMONDS SCHOOL DISTRICT IS AS IT STATED ON THE WEBSITE, OUR MISSION 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. THERE IS NO ONE THAT EMBODIES THE MISSION OF THIS DISTRICT MORE THAN MR. SERGIO, AND HIS JOB IS BEING TERMINATED.

HIS TERMINATION IS HYPOCRITICAL AND WRONG, AND ONLY THIS BOARD CAN FIX THIS INJUSTICE.

SO I HOPE THAT TONIGHT MY FEARS ARE MISGUIDED AND THAT THIS DISTRICT WILL BE TRUE TO ITS MISSION AND KEEP MR. SERGIO'S JOB AT OAK HEIGHTS.

THANK YOU. THANK YOU.

WE'RE GOING TO GIVE THIS TO THEM.

YEP. YOU CAN HAND IT RIGHT TO ERIN, AND SHE'LL MAKE SURE THAT ALL THE STUDENTS AND PARENTS ON MULTICULTURAL NIGHT WHO CAME AND SIGNED AND SAID THAT SERGIO WAS.

THANK YOU, THANK YOU. ERIN WILL MAKE SURE THAT WE ALL GET TO SEE THAT.

THANK YOU. NEXT UP IS MELISSA WASSERMAN.

HI, MY NAME IS MELISSA WASSERMAN AND I'M HERE TO SUPPORT OAK HEIGHTS AND THEIR LOSS OF A SYNC.

MY STUDENTS DON'T GO TO OAK HEIGHTS, BUT THE BUDGET CUTS AFFECT EVERYONE IN THE DISTRICT.

MY FAMILY HAS THREE KIDS IN THE DISTRICT.

WE LOVE EDMONDS SCHOOL DISTRICT.

LOVE IT. BUT SINCE WE'VE MOVED HERE SIX YEARS AGO, IT FEELS LIKE THERE'S BEEN NOTHING BUT CUTS.

OVER 700 STUDENTS ATTEND MY CHILD'S ELEMENTARY SCHOOL, AND WE ONLY HAVE A PART TIME NURSE.

THAT MEANS THE FRONT OFFICE STAFF HAS TO DEAL WITH BLOODY NOSES AND BAND-AIDS INSTEAD OF DOING THEIR JOB.

AND I CAN'T IMAGINE WHAT IT MUST BE LIKE TO BE THE PARENT OF A KID WITH AN ACTUAL LIFE THREATENING ILLNESS.

WE HAVE COUNSELORS AT MY DAUGHTER'S MIDDLE SCHOOL THAT HAVE BEEN CUT BACK ON THEIR HOURS.

THEY'RE STILL THERE, BUT THEIR HOURS HAVE BEEN CUT.

THOSE ARE THE PEOPLE SHE WENT TO WHEN ONE OF HER FRIENDS WAS CONFIDING IN HER ABOUT THEIR SUICIDAL THOUGHTS.

THAT'S WHO HELPED HER AND THAT'S WHO HELPED THAT STUDENT AND THEIR HOURS ARE BEING CUT.

OTHER OF HER FRIENDS HAVE SAID THOSE COUNSELORS ARE THEIR LITERAL LIFELINES AND THEIR HOURS ARE BEING CUT, SYNCS ARE BEING CUT, AND ASSISTANT PRINCIPALS WHO SERVE A SIMILAR ROLE.

WHEN I VOLUNTEER IN MY KIDS SCHOOL, WE HAD A THREE MONTH PERIOD WHERE WE DIDN'T HAVE AN AP, AND EVERY HOUR THAT I WAS IN THAT BUILDING, THERE WERE MELTDOWNS, DISRUPTIVE BEHAVIORS THAT WERE GOING ON.

NOW THAT WE HAVE A FULL TIME AP THAT HAS DECREASED DRASTICALLY, LIKE DRASTICALLY.

NOW LIBRARY FUNDING IS BEING CUT.

MY KIDS LOVE TO READ, BUT THAT'S OKAY, I CAN BUY THEM BOOKS.

FIFTH GRADE BAND AND ORCHESTRA ARE BEING CUT.

THAT'S OKAY.

MY YOUNGEST KID DOESN'T REALLY WANT TO PLAY AN INSTRUMENT ANYWAY.

JUMP STARTS GOING AWAY.

THOSE KINDERGARTNERS COMING IN ARE NOT GOING TO BE AS PREPARED AS THEY COULD BE AND THIS TRANSITION INTO SCHOOL IS GOING TO BE HARDER FOR THEM AND THEIR TEACHERS.

CLASS SIZES CONTINUE TO INCREASE AND MORE SINKS AND PARAS ARE BEING CUT.

SPECIAL EDUCATORS ARE BEING CUT.

NURSES ARE BEING CUT.

I'M A BOARD MEMBER OF TWO PTA THIS YEAR, GOING ON THREE NEXT YEAR, NOT FOUR.

I SEE YOU BACK THERE, NOT FOUR.

I DON'T DO IT FOR MY KIDS.

I HELPED REALLY WORKED HARD TO MAKE SURE THE LEVY PASSED IN JANUARY TO GET FUNDING INTO THIS DISTRICT.

NOT FOR MY KIDS.

FOR THE KIDS THAT NEED IT.

BUT LOTS OF OTHER KIDS DON'T HAVE THE OPPORTUNITIES THAT MY KIDS DO.

MY FAMILY HAS OPTIONS.

WE WANT TO SUPPORT OUR PUBLIC SCHOOLS.

WE REALLY DO. BUT IF THESE CUTS CONTINUE, FAMILIES LIKE MINE WILL LEAVE.

IF FAMILIES LIKE MINE WILL LEAVE, ENROLLMENT WILL DROP, FUNDING WILL DROP.

MORE CUTS WILL HAVE TO BE MADE.

[01:25:01]

MORE CUTS WILL HAVE TO BE MADE.

MORE FAMILIES WILL LEAVE.

IT'S A DOWNWARD SPIRAL THAT CAN'T BE CUT.

YOU CAN'T CUT YOUR WAY OUT OF IT.

MY FAMILY DOES NOT WANT TO LEAVE.

BUT WE CAN AND WE WILL.

AND WE WON'T BE ALONE.

NEXT IS RICHARD GIBSON.

I AM RICHARD GIBSON.

I AM A PARENT OF A TEACHER AND A GRANDPARENT OF A MEADOWDALE HIGH SCHOOL STUDENT.

AND SOMEBODY SAID, WELL, HOW LONG HAVE YOU BEEN DOING THIS? AND I SAY, 55 YEARS.

I'VE HAD SOMETHING TO SAY TO THE SCHOOL BOARD.

I COME TONIGHT TO SAY THANK YOU AND GIVE YOU SUPPORT FOR YOUR INTEGRITY AND TRUTHFULNESS ABOUT PRIDE MONTH.

IN OUR COMMUNITY AND IN OUR SCHOOLS.

MR. GIBSON, JUST ONE SECOND.

I WANT TO MAKE SURE THAT YOU ARE BEING HEARD ON OUR LIVE FEED.

AND I'M WORRIED THAT YOU MIGHT BE A LITTLE BIT AWAY FROM IT.

EXCUSE ME. OH NO PROBLEM.

I JUST WANT TO MAKE SURE THAT PEOPLE AT HOME CAN ALSO HEAR YOU.

PRIDE FOR TREATING OUR STAFF AND OUR STUDENTS RESPECTFULLY FOR THE WIDE VARIETY OF PEOPLE THAT THEY ARE.

STUDENTS LEARN ABOUT THEIR SEXUALITY IN DIFFERENT WAYS AND AT DIFFERENT TIMES DURING THEIR SCHOOL YEARS.

TO BE IN A COMMUNITY OF TEACHERS AND FAMILIES WHO SUPPORT THEM IN THEIR CHANGES AND GROWTH IS ABSOLUTELY CRUCIAL TO THEIR DEVELOPMENT AS HEALTHY YOUNG PEOPLE.

WE HAVE HEARD TOO MANY PAINFUL STORIES OF REJECTION, BULLYING AND CONFRONTATION.

YOU CAN BE PROUD THAT YOU HELPED TO GUIDE OUR DISTRICT.

IN THE YOUTH, IN HUMOR, IN HUMANIZING DIRECTIONS OF SELF-PRIDE AND WORTHINESS.

I'M HERE TO SPEAK FOR MYSELF, BUT I CAN TELL YOU THAT THERE ARE A NUMBER OF CHURCHES IN OUR COMMUNITY THAT HAVE STRONG STATEMENTS OF SUPPORT FOR LGBTQIA STUDENTS AND THEIR FAMILIES.

OUR CHURCH THIS WEEK SHOWED AN EDUCATIONAL MOVIE CALLED INTERSEX STORIES AND FAITH, AND HAD A DISCUSSION ABOUT IT, HELPING US TO UNDERSTAND THAT SOME ARE BORN AS MALE OR FEMALE AND CHOOSE TO LIVE AS ANOTHER GENDER OR IDENTIFY AS THEY.

IT'S A LEARNING STRUGGLE FOR ALL OF US.

BUT WE MUST ACKNOWLEDGE THAT INTERSECTS EXISTS.

PSALM 139, IN OUR BIBLE TEACHES THAT WE ARE WONDERFULLY MADE, AND I'M PROUD THAT OUR SCHOOL DISTRICT SUPPORTS STAFF AND STUDENTS AS THEY COME ALIVE TO THE REALITY THAT GOD HAS CREATED THEM.

YOU HELP SUPPORT PRIDE.

AND IT'S KNOWN ACROSS THE DISTRICT WHILE OUR CHURCHES TEACH ABOUT LOVE OF NEIGHBOR, ACCEPTANCE OF THE STRANGER, STANDING WITH THE WEAK.

AND SPEAKING FOR THOSE WITHOUT A VOICE.

SO I'M HERE TO SAY THANK YOU TO ALL OF YOU FOR YOUR SUPPORT OF NEW LEARNINGS FOR OUR EVER CHANGING, AND GROWING STAFF AND STUDENTS.

I CAN SAY I'M PROUD OF YOU.

THANK YOU. THANK YOU, REVEREND GIBSON.

YOU'VE BEEN SUPPORTIVE THROUGHOUT THE YEARS AND WE APPRECIATE YOU VERY MUCH.

NEXT IS ELIZABETH LUNSFORD.

HELLO. GIVE ME.

GOOD. HI ELIZABETH LUNSFORD.

I LIVE IN LYNNWOOD.

I HAVE A CHILD AT SPRUCE AND A CHILD AT ALDERWOOD EARLY EDUCATION CENTER.

I JUST WANT TO SAY I APPRECIATE THAT GENTLEMAN VERY MUCH.

I ALSO APPRECIATE ALL IN.

IT'S NOT EASY WITH THE BUDGET CUTS, AND SOMETHING THAT CONFUSES ME IS THAT THE STATE CAN HOLD A SPECIAL SESSION TO ADDRESS THIS BUDGET CUT THING, AND WHY PEOPLE DON'T THINK THEY

[01:30:07]

SO I'M SORRY THAT YOU HAVE TO GO THROUGH THAT.

I'M HERE TO SPEAK ABOUT THE JUMP START.

I AM TERRIFIED, TERRIFIED NOT HAVING THIS TRANSITION.

ANOTHER THING THAT TRANSPIRED IS IT WASN'T COMMUNICATED WELL.

I'M STILL IN 2024.

LOOKING AT THE CURRENT CALENDAR AND MY CURRENT CALENDAR, IT HAS JUMP START PUT ONTO IT.

I HAVEN'T HAD A CHANCE TO LOOK AT NEXT YEAR.

SO I FEEL THAT THAT COMMUNICATION, THIS SYSTEM THAT THIS PROGRAM HAS BEEN CUT.

MAKES ME MISTRUST IN THE SCHOOL DISTRICT BECAUSE IT HASN'T BEEN CLEARLY COMMUNICATED.

I'VE BEEN VERY INSPIRED BY THE PRIOR PRESENTATION ABOUT FRIENDSHIPS, AND I HOPE THAT THERE CAN BE THE STUDENTS WITH FRIENDSHIPS, THAT THERE CAN BE CREATIVE SOLUTIONS TO ADDRESS THE SHORTCOMING FROM JUMP START.

I WOULD LIKE TO REMIND EVERYONE THAT EVEN THOUGH WE FEEL COMFORTABLE BACK TO NORMAL, THE PANDEMIC WAS NOT THAT LONG AGO.

THESE CHILDREN ARE FIVE YEARS OLD.

HALF THEIR LIFE WAS IN ISOLATION, HALF THEIR LIFE.

AND NOW THIS IS A YEAR THAT WE'RE GOING TO BE CUTTING CAN JUMP START.

IT IS THE WORST YEAR TO TAKE THIS PROGRAM OUT, AND I UNDERSTAND THAT THERE'S CONTRACTUAL NEEDS AND LIABILITY.

BUT IF YOU CAN JUST IMAGINE TRANSITIONS, ADULTS HAVE A HARD TIME TRANSITIONING.

THESE ARE CHILDREN BEING FED TO PRETTY MUCH PIRANHAS, AND YOU'RE EXPECTING TEACHERS TO BE ABLE TO JUST TO DEAL WITH IT.

THIS IS GOING TO BE TRAUMATIC TO THE CHILDREN WHO NOT JUST THE PRESCHOOLERS GOING TO KINDERGARTEN, BUT ALSO OTHER STUDENTS.

THAT HURTS. AS YOU CAN SEE THAT THOSE CHILDREN COME HERE.

THEY LOVE THE YOUNGER KIDS.

AND FOR MANY TIMES, THIS IS GOING TO BE THE FIRST TIME THAT THESE CHILDREN ARE GOING TO BE IN A BIG INSTITUTION AWAY FROM THEIR PARENTS.

SO I HOPE THAT YOU GUYS CAN LOOK FOR CREATIVE SOLUTIONS AND NOT PUT THE BURDEN ON PRINCIPALS AND THE SCHOOL THEMSELVES, THE PRINCIPALS AND THE SCHOOL THEMSELVES ARE DEALING WITH ON THE FRONT LINE, DEALING WITH THE HOME AND FOOD INSECURITIES.

I OFFER MY HELP AS AN AD HOC TEAM OR SOMETHING, BUT THERE ARE A LOT OF ORGANIZATIONS THAT WILL HELP ADDRESS TO MAYBE MAKE A ONE DAY, TWO DAY WORKSHOP THAT MAYBE MIGHT NOT BE MANDATORY TO CAN GET KIDS A LITTLE EXPERIENCE BEFORE BEING THROWN INTO THE MASSIVE SCHOOL DAY.

THANK YOU VERY MUCH.

NEXT IS CHRISTY ROBERTSON.

HI, MY NAME IS CHRISTY ROBERTSON.

I'M SPEAKING AS A GRANDPARENT AND A RETIRED ELEMENTARY TEACHER.

I'M HERE TODAY TO GIVE A COMPLIMENT.

THE MAY 28TH SCHOOL BOARD MEETING BEGAN WITH AN OUTSTANDING PRESENTATION BY STUDENTS AT MAPLEWOOD K-8 COOPERATIVE.

I WANT TO COMPLIMENT THOSE STUDENTS FOR THEIR EFFORTS AND SKILL IN SHARING THEIR SCHOOL ACTIVITIES, WHICH BRING PEOPLE TOGETHER.

I WANT TO REVIEW THE DESCRIPTIONS OF HOW MAPLEWOOD UNIFIES PEOPLE.

THE SCHOOL INITIATIVE IS TITLED STUDENT BELONGING.

WE CAN ALL AGREE.

ALL AGREE THAT ALL STUDENTS NEED TO BELONG TO A COMMUNITY.

THE THEME OF THAT INITIATIVE IS ESPECIALLY NOTEWORTHY.

IT IS CALLED I AM BECAUSE WE ARE.

THAT IS A STATEMENT EVERYONE CAN SUPPORT.

STUDENTS AND STAFF ARE ACCEPTED AND RESPECTED AS THEY ARE FOR WHO THEY ARE.

THE ACTIVITIES IMPLEMENTED ARE AFFINITY LUNCH, WHERE STUDENTS OF COLOR GATHER WEEKLY TO TALK ABOUT CULTURE AND FOCUS ON ACCEPTANCE OF ALL RACES.

SPIRIT DAYS AND GAMES THAT ASSEMBLIES ARE INCORPORATED THROUGHOUT THE YEAR.

I WAS IMPRESSED WITH THEIR COMMUNITY EVENTS, WHICH INCLUDED SOMETHING FUN CALLED MAPLEWOOD MADNESS, MULTICULTURAL NIGHT, ART SHOW, MOVIE AND BINGO NIGHT AND DRESS UP DAY. IT IS ESPECIALLY NOTEWORTHY THAT THERE IS SPECIFIC GUIDANCE THAT STUDENTS ARE ONLY TO DRESS UP AS A BOOK CHARACTER.

STUDENTS AND STAFF NEED UNIVERSALLY ACCEPTED PARAMETERS TO GUIDE SCHOOL ACTIVITIES.

MY COMPLIMENT IS ESPECIALLY TO KIM PRINCIPAL KIMBERLY LAFLEUR FOR NOT ONLY LEADING WITH THESE UNIVERSALLY ACCEPTED PROGRAMS, BUT FOR HER LEADERSHIP AND FINDING WAYS TO ACCOMPLISH SIGNIFICANT ACADEMIC IMPROVEMENT FOR STUDENTS WHOSE FIRST LANGUAGE IS NOT ENGLISH.

I RECOGNIZE THAT MAPLEWOOD IS A COOPERATIVE WITH A HIGH PERCENTAGE OF SUPPORTIVE AND INVOLVED PARENTS, BUT ALL SCHOOLS CAN FOLLOW THE

[01:35:05]

AND WE HEARD A SIMILAR PRESENTATION TODAY.

I FEEL SIMILARLY ABOUT THIS ONE.

SO I ENCOURAGE SUPERINTENDENT MINER TO GUIDE OTHER SCHOOLS TO FOLLOW THAT MODEL AND THIS MODEL.

THANK YOU. NEXT UP IS TONY SHAPIRO.

GOOD EVENING. MY NAME IS TONY SHAPIRO.

I LIVE IN EDMONDS.

I AM SPEAKING ACTUALLY A DIVERGENT VIEW FROM MR. GIBSON REGARDING PRIDE MONTH.

I'D LIKE TO TALK A LITTLE BIT ABOUT THE MODERN NOTION OF PRIDE AND THE CONSEQUENCES OF THIS MENTALITY THAT IT IS HAVING ON OUR SOCIETY.

I KNOW THAT THE FIRST REACTION THAT I'M GOING TO RECEIVE WITH MY LITTLE SPIEL UP HERE IS THAT I'M AN ANTI-HOMOSEXUAL.

I AM A HATER, UNCARING AND RADICAL INDIVIDUAL WHO WANTS TO FORCE HIS NOTION OF NORMALCY ON PEOPLE.

TO DISPEL A LITTLE BIT OF THAT THOUGHT, I'LL JUST SAY THAT WE HAVE A SON WHO IS A HOMOSEXUAL WHO MY WIFE AND I LOVE, YET ARE NOT HAPPY WITH HIS LIFESTYLE.

HE'S INCLUDED IN ALL OUR GATHERINGS.

HE IS WELCOME AND ATTENDS DINNER PARTIES INVOLVED WITH HIS SIBLINGS AND NIECES AND NEPHEWS, YET WE DON'T APPROVE OF HIS LIFESTYLE.

THAT BEING SAID, WE DO NOT EMBRACE THE MENTALITY DISPLAYED BY THIS BOARD AND THIS DISTRICT AND FRANKLY, THE OVERALL EDUCATIONAL INDUSTRIAL COMPLEX ACROSS THIS COUNTRY OF NORMALIZING THE IDEA THAT HOMOSEXUALITY IS DESIRABLE.

THIS BOARD HAS GOT GRAPPLING WITH THE CONSEQUENCES OF THIS MENTALITY, WHICH IS MOST EVIDENT BY THE BUDGET DEFICIT YOU ARE DEALING WITH A DECLINING POPULATION GROWTH RATE WITHIN THIS COUNTRY, IN NO SMALL PART BECAUSE OF THIS MENTALITY, WHICH HAS NOW BEEN CEMENTED INTO OUR SOCIETY OVER THESE LAST DECADES.

WE ARE ENCOURAGING PEOPLE NOT TO HAVE CHILDREN YET WE NEED TO HAVE A RATE OF 2.1 CHILDREN PER WOMAN EVEN TO STAY, TO STAY EVEN.

SO LET'S GET OFF THE NOTION THAT WE NEED TO EXALT HOMOSEXUAL PRIDE TO OUR YOUNGSTERS.

LET'S TALK ABOUT CURRICULUM.

WHICH DISTRICT, WHICH THIS DISTRICT IS IN CHARGE OF TEACHING, SUCH AS CIVICS IN AMERICA AND THE GREAT HISTORY OF THIS COUNTRY.

PERHAPS BUILDING PRIDE IN THE STORY OF OUR COUNTRY AND WHAT WE HAVE ACHIEVED OVER THE CENTURIES, AND THE GENEROUS HEART AND SOUL OF THIS COUNTRY.

I WISH THERE WAS MORE TALK ABOUT THESE ISSUES INSTEAD OF FALLING INTO THE COUNTERPRODUCTIVE, DESTRUCTIVE DISTRACTION THAT IS CELEBRATED THIS MONTH. THANK YOU.

NEXT UP IS SOPHIA PEUGEOT.

HI, I'M SOPHIA PAJOT.

I'M FROM MOUNTLAKE TERRACE, AND I'M TALKING ABOUT THE BAND BUDGET CUTS.

BEFORE I SAY ANYTHING, DON'T WORRY.

I'M NOT PLAYING THE TRUMPET OR ANYTHING TODAY.

ANYWAYS, I'M A SENIOR AT MOUNTLAKE TERRACE HIGH SCHOOL, AND I'M GRADUATING WITH A HONORS STEM DIPLOMA.

BUT I WANTED TO TALK ABOUT MY JOURNEY THROUGH THE MUSIC PROGRAM AND THE ACCOMPLISHMENTS THAT HAS OCCURRED OVER THESE PAST EIGHT YEARS, AND HOPEFULLY LETS YOU SEE WHY THIS RECOGNIZED MUSIC PROGRAM SHOULD CONTINUE ON WITH GROWTH RATHER THAN CUTS.

I MOVED TO THE EDMONDS SCHOOL DISTRICT IN FIFTH GRADE AND ATTENDED CEDAR WAY.

I CHOSE THE TRUMPET AS ANY OTHER KID WOULD BECAUSE I THOUGHT IT WOULD BE SIMPLE SINCE IT HAD THREE BUTTONS, BUT BOY WAS I WRONG.

I THEN CONTINUED ON WITH SEVENTH AND SIXTH GRADE UNDER MRS. ZUMBO, AND IT WAS CUT SHORT DUE TO COVID.

DUE TO COVID, I REALLY DIDN'T HAVE A SOLID BAND EXPERIENCE IN MY FRESHMAN YEAR, BUT AFTER THAT IT WAS A COMMUNITY THAT I ENJOYED AND LOVED.

I WAS IN JAZZ TWO FOR SOPHOMORE AND JUNIOR YEAR, AND THIS YEAR I WAS IN JAZZ ONE.

THIS PROGRAM HAS BECOME A CONSTANT IN MY LIFE DUE TO FALL, AND THE PEOPLE AROUND ME ALLOWED ME TO PERSONALLY GROW FROM SOMEONE WHO HAD BARELY ANY CONFIDENCE, TO SOMEONE WHO COULD PLAY IN FRONT OF THOUSANDS.

OH, YEAH.

YEAH, IT'S A BIT SHORT.

WHERE WAS I? OUR BANDS ARE PRETTY INVOLVED IN THE SCHOOL LIFE.

FROM PLAYING AT ASSEMBLY TO PLAYING AT SPORT GAMES.

THROUGHOUT MY HIGH SCHOOL CAREER, I HAVE WON SOME SOLOIST AWARDS AT NEWPORT JAZZ FESTIVAL IN 2023 AND 2024.

AND WE WON THE SWEEPSTAKES THIS YEAR AT THIS AT THIS FESTIVAL TO.

I PLAYED AT THE PARAMOUNT FOR HOT JAVA COOL JAZZ AT A SOLD OUT THEATER.

WE ALSO WON THE YEAR THIS YEARS SWEEPSTAKES AT LIONEL HAMPTON JAZZ FESTIVAL AGAINST OVER 80 SCHOOLS.

[01:40:04]

SO WHY HAS IT BEEN UNDERMINED SO MANY TIMES WITH FIFTH GRADE BAND BEING CUT, AND POSSIBLY SIXTH GRADE MAY BE BEING CUT IN THE FUTURE? LAST YEAR OUR JAZZ TWO WAS CUT AND FOR NEXT YEAR JAZZ BAND AT BRYANT MIDDLE SCHOOL WILL ALSO BE CUT.

I'M A HIGH SCHOOL STUDENT THAT IS A STEM KID, A SPORTS KID AND AP CLASSES KID.

AND OVERALL SOMEONE WHO ENJOYS BAND AND RECOGNIZES WHAT IT'S DONE FOR ME.

DO I UNDERSTAND WHY THESE DECISIONS ARE MADE? NOT AT ALL. BUT I HOPE MY JOURNEY SOMEHOW SHOWS YOU A GLIMPSE INTO WHY THESE PROGRAMS ARE SO IMPORTANT FOR KIDS.

OVERALL, THANK YOU FOR LISTENING TO A BIT OF MY JOURNEY WITH THIS INSTRUMENT.

NEXT IS LARISSA PEUGEOT.

GOOD AFTERNOON. I'M THE MOTHER OF SOPHIA, SO SHE'S WILL BE GRADUATING IN A COUPLE OF DAYS.

AND I WANT TO TALK ABOUT THE MUSIC PROGRAM.

EDMONDS SCHOOL DISTRICT HAS BEEN STRUGGLING FINANCIALLY BECAUSE OF THE INSUFFICIENT FUNDING FROM THE WASHINGTON STATE LEGISLATURE, BUT ALSO A DROP IN STUDENT ENROLLMENT.

I'VE BEEN THINKING ABOUT THE WAYS TO MAKE EDMONDS SCHOOL DISTRICT MORE DESIRABLE FOR PARENTS TO SIGN UP THEIR KIDS, BECAUSE HIGHER ENROLLMENTS MEANS MORE FUNDING. MOUNTLAKE TERRACE HIGH SCHOOL HAS A VERY SUCCESSFUL STEM PROGRAM AND THE MUSIC PROGRAM.

WHAT IF THE SCHOOL DISTRICT COMBINES THEM TOGETHER AND CREATES STEAM PROGRAM, A NEW APPROACH TO EDUCATION THAT FOCUSES ON SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS. RIGHT NOW, MANY UNIVERSITIES NATIONWIDE ARE IMPLEMENTING THIS NEW LEARNING APPROACH IN THEIR SCIENCE PROGRAMS. STEAM INTRODUCED INNOVATION THROUGH THE LENS OF ARTS AND THE ARTS, ENCOURAGE CURIOSITY AND CREATIVE THINKING.

SO FAR, I HAVE NOT FOUND ANY PUBLIC SCHOOL DISTRICT IN WASHINGTON STATE THAT OFFICIALLY HAS A STEAM PROGRAM RIGHT NOW MOUNTLAKE TERRACE HIGH SCHOOL STEM PROGRAM HAS TWO PATHWAYS IT'S STEM FOR PROGRAM FOR MUSIC STUDENT AND ON A STEM FOR MUSIC STUDENT.

THEORETICALLY, MOUNTLAKE TERRACE HIGH SCHOOL HAS TWO PATHWAYS OF STEM PROGRAM, BUT IT'S NOT ADVERTISED NOR HAD GREAT EXPOSURE.

WHAT ABOUT EDMONDS SCHOOL DISTRICT WILL RECOGNIZE THESE TWO PATHWAYS.

ADVERTISE MOUNTLAKE TERRACE HIGH SCHOOL AS THE SCHOOL WITH EXCELLENT SCIENCE DEPARTMENTS.

FIRST ROBOTIC TEAM MUSIC PROGRAM WITH NATIONAL RECOGNITION AND AWARDS, AND MAKE THIS DISTRICT AS THE ONLY PUBLIC SCHOOL DISTRICT IN WASHINGTON STATE WHICH HAS STEAM PROGRAM. LAST WEEK, DURING A STEM MEETING, IT WAS ANNOUNCED THAT THE FRESHMAN ENROLLMENT INTO STEM PROGRAM DOUBLED FOR THIS COMING YEAR.

SO 80 MORE FRESHMEN WILL BE COMING TO THE STEM PROGRAM.

I BET WITH THE GOOD MARKETING STEM PROGRAM WILL BRING MORE STUDENTS.

WHEN PARENTS DEBATE WHETHER THEY PUT THEIR KIDS INTO PRIVATE SCHOOLS OR TO EDMONDS SCHOOL DISTRICT, THEY MIGHT CHOOSE THE LATTER.

PARENTS WANT THEIR KIDS TO GET THEIR NEW INNOVATIVE EDUCATION, WHICH IS SOUGHT BY UNIVERSITIES.

I THINK UNIVERSITIES ARE LOOKING FOR WELL-ROUNDED STUDENTS, THINKERS, CREATIVE AND INNOVATIVE GRADUATES.

IT'S VERY HARD FOR THE STUDENTS TO DO BOTH PROGRAMS STEM AND MUSIC PROGRAM, BUT IT'S POSSIBLE THERE ARE GRADUATES AT MOUNTLAKE TERRACE HIGH SCHOOL THAT COMPLETED BOTH PROGRAMS, EVEN LIKE ON A STEM WITH THE WITH THE MUSIC LIKE MY DAUGHTER DID.

SO SHE'S ON A STEM PROGRAM AND JAZZ ONE.

IT'S THE HIGHEST LEVEL MUSIC EDUCATION IN THE SCHOOL DISTRICT.

WITH GOOD MARKETING.

EDMONDS SCHOOL DISTRICT CAN RISE TO THE NEW LEVEL OF EDUCATION AND BECOME UNIQUE, INNOVATIVE, AND PARENTS ARE LOOKING FOR UNIQUE SCHOOL PROGRAMS TO ENROLL THEIR KIDS.

THANK YOU. NEXT IS MARIA GAVIOLA.

HI. MY NAME IS MARIA GAVIOLA, AND I'M A STUDENT AT MOUNTLAKE TERRACE HIGH SCHOOL AND A MEMBER OF THEIR FIRST ROBOTICS TEAM.

CHILL OUT. THIS PAST SEASON HAS BEEN HISTORIC FOR OUR TEAM.

WE WERE FINALISTS AT TWO REGIONAL QUALIFIERS.

WE GOT FOURTH AT PNW DISTRICT CHAMPIONSHIPS, EVEN MAKING IT TO WORLD CHAMPIONSHIPS IN HOUSTON, WHERE WE PLACED TOP 24 OUT OF 3500 TEAMS IN THE WHOLE WORLD. NOW PROBABLY WONDERING WHY DOES THIS MATTER? HE'S TALKING INTO THE MICROPHONE.

SORRY. OUR SUCCESS WOULD NOT BE POSSIBLE WITHOUT THE SUPPORT THAT THE DISTRICT HAS PROVIDED US.

[01:45:07]

NOT ONLY DO WE SHARE IT WITH ROYAL ROBOTICS, BUT WE HAVE ALSO OPENED IT UP TO MORE THAN 15 OTHER TEAMS IN THE AREA, AND TEN OF THESE TEAMS MADE IT TO WORLDS WITH US.

THAT'S HOW IMPORTANT OF A RESOURCE IT WAS.

AS WE CONTINUE GETTING READY FOR OUR NEXT SEASON, WE WANTED TO SHOW OUR GRATITUDE FOR YOUR SUPPORT THROUGHOUT OUR SEASON, AS WELL AS THE FUTURE OF OUR TEAM, BY SHARING A POSTER THAT SHOWS OFF OUR ROBOT AND OUR TEAM TO COMMEMORATE WHAT WE'VE ACCOMPLISHED WORKING TOGETHER.

I ASSUME I GIVE. THAT'D BE PERFECT IF YOU COULD GIVE THAT TO AARON.

THANK YOU. WE'LL MAKE SURE EVERYBODY GETS TO SEE IT.

THANK YOU. THANK YOU.

MARIA. NEXT IS LAURA BOWERS.

OKAY. AND THEN LAST IS CHRISTINA HUGHES.

HELLO. I DON'T KNOW, IS THAT IN THE MICROPHONE? I'M SHORTER. SO.

OKAY, I'M STANDING HERE AS A MEMBER OF THE OAK HEIGHTS COMMUNITY, AND I AM A MEMBER IN VARIOUS WAYS.

THIS IS PROBABLY MY LEAST FAVORITE THING TO DO.

AND WHILE PRACTICING, I COULDN'T REALLY GET THROUGH IT WITHOUT CRYING.

SO HOPEFULLY I CAN DO IT.

BUT I'M A MOM OF TWO KIDS THAT CURRENTLY GO.

THEY'RE TWO KIDS THAT HAVE ALREADY WENT THROUGH THERE, AND ONE FOSTER SON THAT'S COMING IN.

HE'S OVER AT ALDERWOOD EARLY CHILDHOOD CENTER NOW.

NOW THIS YEAR I AM ALSO A ONE ON ONE SUPPORT PARA FOR A CHILD THERE WITH SEVERE BEHAVIOR AND LEARNING SUPPORT NEEDS.

I HAVE LEARNED A LOT.

I WAS ALSO A SUB PARA FROM 2018 UNTIL THIS YEAR WHEN I CHOSE TO TAKE A CONTRACTED POSITION.

SO THE MAIN REASON I'M HERE, OBVIOUSLY, IS OUR SYNC, MR. SERGIO. I HONESTLY CALL FOR HIM ON MY RADIO.

PROBABLY 2 TO 10 TIMES A DAY, DEPENDING ON OUR DAY, THE END OF THE YEAR.

NOW, THE ANXIETY FOR MY LITTLE ONE WITH THE YEAR COMING TO AN END IS THROUGH THE ROOF.

SO I'M CALLING.

MY JOB WOULD BE DANGEROUS WITHOUT HIM.

HONESTLY, I'M GOING OFF MY NOTES NOW, SO BEAR WITH ME.

I HAVE THE BEST STUDENT THAT I SUPPORT.

AMAZING. IN SO MANY WAYS.

BUT THEY DESERVE SO MUCH.

I'M DOING MY ABSOLUTE BEST.

MISS ASP SUPPORTS ME DAILY.

MR. SERGIO AND ALSO OUR PARA TEAM.

WE HAVE FOUR THAT ARE ALL ONE ON ONE PAIRS RIGHT NOW, AND WE'RE TERRIFIED FOR NEXT YEAR.

I TRIED TO GET THEM TO COME WITH ME TONIGHT TO TALK, AND THEY LOOKED AT ME AND SAID, WHY, THEY'RE NOT GOING TO LISTEN.

WHAT'S THE POINT? I ALMOST DIDN'T COME.

I DIDN'T SIGN UP TILL AFTER COMMENTS WERE GOING TO START.

I REALLY HOPE MAYBE SOMEONE WILL ACTUALLY LISTEN.

MR. SERGIO IS MORE THAN JUST A SYNC.

HE'S A YOUNG GUY WHO PLAYS TAG, PLAYS SOCCER, IS OUT THERE WITH THE KIDS THAT NEED IT THE MOST.

THESE KIDS ARE HOMELESS.

THESE KIDS DON'T HAVE PARENTS.

THESE KIDS ARE LITERALLY STILL PLAYING OUTSIDE ON ON THE PLAYGROUND AT 430 WHEN I LEAVE.

THERE'S JUST SO MANY DIFFERENT SCENARIOS THAT HE'S DEALING WITH BEYOND JUST THE SYNC POSITION.

THERE'S NO ONE THAT COULD REPLACE HIM.

THERE'S NOT TEN PEOPLE THAT COULD REPLACE HIM, THE FAMILIES THAT HE SPEAKS TO.

NO ONE WOULD BE TALKING TO ANYONE AT OUR SCHOOL IF IT WASN'T FOR MR. SERGIO, FOR PROBABLY THAT 28% OF THE LATINO POPULATION, I WOULD SAY AT LEAST 20 OF THEM, 20% OF THOSE PEOPLE WOULDN'T HAVE ANYONE TO TALK TO. THEY AREN'T JUST GOING TO COME UP AND OPEN UP TO ANYONE.

THEY'RE ALL VERY GUARDED AND PROTECTIVE OF THEIR FAMILIES.

AND WE NEED MR. SERGIO. THANK YOU.

THANK YOU TO EVERYONE WHO SPOKE.

AND I IMAGINE IN OUR BOARD COMMENTS AT THE END, WE'LL BE ADDRESSING SOME OF THOSE COMMENTS.

NEXT ON THE AGENDA IS OUR CONSENT AGENDA.

[11. CONSENT AGENDA-8:30 pm]

[01:50:10]

DO I HEAR A MOTION TO APPROVE? AND A SECOND FOR TONIGHT'S CONSENT AGENDA.

SO MOVED. SECOND.

I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION? I JUST HAVE ONE COMMENT HERE.

I WANT TO THANK OUR MAINTENANCE DEPARTMENT.

I TRY AND DO THIS WHEN WE SURPLUS STUFF BECAUSE A LOT OF THE STUFF THAT WE END UP SURPLUSING HAS BEEN IN SERVICE FOR A VERY LONG TIME.

I LIKE IF THERE'S A CAR OR A VEHICLE TO POINT IT OUT BECAUSE I THINK EVERYONE HAS CAN RELATE TO THAT.

31 YEAR OLD VEHICLE BEING SURPLUSED, WHICH TO ME IS JUST AMAZING THAT YOU CAN KEEP A CAR RUNNING THAT LONG.

AND WE'RE NOT SURPLUSING IT BECAUSE IT HAS STOPPED WORKING.

SO THANK YOU TO OUR MAINTENANCE DEPARTMENT FOR KEEPING ALL OF OUR EQUIPMENT RUNNING SO WELL.

REALLY APPRECIATE THAT. IT HELPS THE DISTRICT OUT IN TERMS OF MONEY, AND IT JUST SHOWS THE DEDICATION TO YOUR WORK.

SO THANK YOU SO MUCH.

AND I WOULD JUST ADD THAT I HAPPEN TO RUN INTO THE EDMONDS-WOODWAY WRESTLING COACH WHO APPRECIATES OUR SERVICE AND SURE HOPES THAT WE APPROVE HIS FIELD TRIPS. OKAY.

IT'S EXCITING TO SEE ALL THE FIELD TRIPS COMING UP.

ANY OTHER COMMENTS? HEARING NONE. I'LL CALL FOR A VOTE.

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

AYE. ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? AND TONIGHT'S CONSENT AGENDA IS APPROVED.

THANK YOU. WE HAVE TWO REPORTS AND PRESENTATIONS THIS EVENING.

[12. REPORTS-8:40 pm]

THANK YOU SO MUCH.

IN JUST A COUPLE DAYS WE WILL BE GETTING READY TO PRESENT THE 24-25 BUDGET, SO IT'S HARD TO BELIEVE I'M TALKING ABOUT APRIL AND 24-25 AT THE SAME TIME.

WE WERE EXPECTING TO RECEIVE THE INCREASED $21 IN MATERIAL, SUPPLIES AND OPERATING COSTS EITHER APRIL OR MAY.

JUST WANT TO REPORT THAT WE DID GET IT IN APRIL, AND WE WILL BE SETTING THAT ASIDE IN FUND BALANCE, HOLDING IT ASIDE FOR THE 24-25 BUDGET, AS WE STATED EARLIER.

AND THAT MAY 22ND, 2024 BOND SALE DID CLOSE ON JUNE 5TH.

SO YOU WILL SEE PROCEEDS IN THE JUNE REPORT.

I JUST WANTED TO POINT OUT THIS IS KIND OF EDUCATIONAL EACH MONTH THAT THE CATEGORY OF OTHER FINANCING SOURCES IS GENERALLY WE EXPEND OUR TECH LEVY, WE MAKE THE TECH LEVY EXPENSES IN THE GENERAL FUND AND GET REIMBURSED BY THE TECH LEVY, BECAUSE THAT IS THE PROPER ACCOUNTING METHOD TO DO THAT.

AGAIN, THE 23-24 APPORTIONMENT INCREASE FOR MSOC AND PROTOTYPICAL SCHOOLS SHOWED IN APRIL, SO IT SHOWS ON THIS REPORT AS WELL.

I NOTED THAT THERE WAS NO SIGNIFICANT EXPENDITURE CHANGES FROM OUR REPORT IN MARCH.

STILL TARGETING JUST OVER, YOU KNOW, ABOUT 20.5 MILLION ENDING FUND BALANCE THIS YEAR, WHICH WILL BECOME THE BEGINNING FUND BALANCE FOR NEXT YEAR'S BUDGET. THAT YOU WILL SEE FIRST READING ON JUNE 25TH.

AND STILL ENROLLMENT IS HOLDING STEADY.

UNLIKE OTHER DISTRICTS.

THERE ARE REASONS FOR BUDGET CHALLENGES.

ENROLLMENT IS A PIECE OF THE PUZZLE, BUT IT'S NOT THE LARGE IMPACT THAT IT IS IN EDMONDS AS IT IS IN SOME OTHER DISTRICTS.

SO THAT IS IT FOR APRIL, UNLESS YOU HAVE ANY QUESTIONS.

ANY QUESTIONS? I DO WANT TO SAY I LIKE SEEING THE BLACK BAR GOING UP.

YEAH. ME TOO.

I KNOW IT'S IT'S A RATIO BETWEEN STUDENT ENROLLMENT AND FUNDING.

IT REALLY ISN'T AFFECTED BY IT.

IT JUST IS NICE TO SEE THAT OUR ENROLLMENT IS GOING UP ANYWAY.

AND WE'RE SERVING MORE STUDENTS.

ABSOLUTELY. YEAH.

OKAY. THANK YOU.

I AM GOING TO CALL FOR A TEN MINUTE BREAK BEFORE THE NEXT REPORT WE'LL BE BACK AT.

835. OKAY.

WELCOME BACK.

[01:55:01]

AND NEXT IS OUR REPORT ON THE MIDDLE SCHOOL HEALTH ADOPTION.

THANK YOU SO MUCH.

MY PLEASURE TO WELCOME LISA GONZALEZ, WHO WILL INTRODUCE THE REST OF THE TEAM FOR THIS PRESENTATION.

GOOD EVENING.

GOOD EVENING, SUPERINTENDENT MINER AND BOARD OF DIRECTORS.

I'M VERY HAPPY THIS EVENING TO INTRODUCE OUR K 12 PE AND HEALTH TEACHER ON SPECIAL ASSIGNMENT, JENNY MCLENNAN, WHO HAS WORKED SO HARD FOR MANY YEARS HERE IN OUR SCHOOL DISTRICT.

BUT THIS PARTICULAR SCHOOL YEAR, SHE HAS GUIDED OUR MIDDLE SCHOOL HEALTH CURRICULUM REVIEW TEAM, AND THEY HAVE COME FORWARD HERE THIS EVENING WITH THE RECOMMENDATION ON A MIDDLE SCHOOL HEALTH CURRICULUM.

SO WITH THAT SAID, I'D LIKE TO INTRODUCE JENNY MCLELLAN.

THANK YOU.

HELLO. THANK YOU FOR THE OPPORTUNITY TO SHARE THE MIDDLE SCHOOL HEALTH CURRICULUM PROCESS THIS EVENING.

THIS PROCESS HAS BEEN AN EXCITING OPPORTUNITY TO PROVIDE AN UPDATED HEALTH CURRICULUM FOR OUR MIDDLE SCHOOL STUDENTS.

I'VE WORKED WITH A COLLABORATIVE, PROFESSIONAL, AND PASSIONATE GROUP OF TEACHERS OVER THE SCHOOL YEAR TO MOVE THIS WORK FORWARD.

FROM JUNE 2023 THROUGH MAY 2024.

EDMONDS STUDENTS, STAFF AND COMMUNITY MEMBERS ENGAGED IN THE PROCESS OF SELECTING CORE MATERIALS FOR MIDDLE SCHOOL HEALTH.

THE INSTRUCTIONAL MATERIALS WOULD REPLACE THE CURRICULUM THAT WAS ADOPTED IN 1999, AND THE COMPREHENSIVE SEXUAL HEALTH AND DISEASE PREVENTION CURRICULUM.

THE NEW MATERIALS WILL ALIGN WITH THE WASHINGTON STATE LEARNING STANDARDS FOR HEALTH AND THE NATIONAL HEALTH STANDARDS FROM SHAPE AMERICA.

THE LAST TIME WE REVIEWED THE HEALTH CURRICULUM WAS IN 1999, WHICH WAS 25 YEARS AGO.

HEALTH CONTENT HAS CHANGED.

LAST JUNE, THERE WAS A STAFF SURVEY SENT OUT TO COLLECT DATA ON THE CURRENT HEALTH MATERIALS THAT ARE USED IN OUR CLASSROOM.

IN THE FALL, THE COMMUNITY STAKEHOLDERS WERE INCLUDED IN A SURVEY ASKING FOR INPUT ON WHAT HEALTH NEEDS ARE IN OUR MIDDLE SCHOOL CLASSROOMS. WE WANTED TO MAKE SURE TO SURVEY ALL THE STAKEHOLDERS BEFORE STARTING THE HEALTH CURRICULUM REVIEW PROCESS.

A TIMELINE AND A BUDGET WAS ESTABLISHED ALONG WITH A CLEAR PURPOSE.

RECOMMEND UPDATED CORE INSTRUCTIONAL MATERIALS THAT ALIGN WITH THE WASHINGTON STATE HEALTH LEARNING STANDARDS.

HERE'S THE TIMELINE FOR THIS PROJECT FOR THE SCHOOL YEAR.

IN THE FALL, COMMUNICATION WAS SENT OUT TO ALL MIDDLE SCHOOL HEALTH TEACHERS ASKING FOR INTEREST IN PARTICIPATING ON A HEALTH CURRICULUM REVIEW AND PILOT TEAM.

THE GOAL WAS TO HAVE REPRESENTATION FROM EACH MIDDLE AND K-8 SCHOOL, ALONG WITH AN ML TEACHER, A DIGITAL LEARNING COACH, AND A SPECIAL ED TEACHER.

THE HEALTH MATERIALS REVIEW TEAM HAD NINE MEMBERS AND THE HEALTH PILOT TEAM HAD SEVEN MEMBERS.

DESPITE SOME SCHEDULING CONFLICTS, THE COMMITTEES MANAGED TO GATHER INPUT FROM ALL THE MIDDLE SCHOOLS AND K-8 SCHOOLS EXCEPT FOR MAPLEWOOD.

THE COMMITTEE USED THE EDMONDS SCHOOL DISTRICT IDEAL DECISION MAKING GUIDE AND THEIR EXPERIENCE TO DEVELOP GUIDING PRINCIPLES FOR BUILDING CONSENSUS.

THE COMMITTEE AGREED ON A 75% THRESHOLD FOR DECISION MAKING, USING A THUMBS UP, THUMBS DOWN AND A THUMBS SIDEWAYS PROTOCOL.

IN DECEMBER, ALL THE MEMBERS OF THE HEALTH REVIEW TEAM WERE TRAINED ON THE OSBI BIAS SCREENING TOOL AND THE CDC'S HECATE SCREENING TOOL.

THE BIAS SCREENING TOOLS EXAMINED VARIOUS ASPECTS SUCH AS GENDER, RACE, DISABILITIES, CHARACTER TRAITS, HISTORICAL PERSPECTIVES, AND CULTURALLY RELEVANT PRACTICES, ALONG WITH HOW THE CURRICULUM ALIGNS WITH LEARNING STANDARDS.

THIS WAS AN EXTREMELY HELPFUL PROCESS WHEN LOOKING AT VARIOUS HEALTH CURRICULUMS. THE HECATE IS THE HEALTH EDUCATION CURRICULUM ANALYSIS TOOL FROM THE CDC THAT ANALYZES VARIOUS AREAS THAT REFLECT A QUALITY CURRICULUM AND CHARACTERISTICS OF EFFECTIVE HEALTH EDUCATION.

WE LOOKED AT THINGS SUCH AS INCLUSIVE LANGUAGE, VIEWPOINTS ON CONTROVERSIAL ISSUES, PROMOTING CRITICAL THINKING SKILLS, AND THE INSTRUCTIONAL MATERIALS REPRESENTING DIVERSE GROUPS. IT IS IMPORTANT TO HAVE UP TO DATE HEALTH CURRICULUM THAT IS ALWAYS MEDICALLY AND SCIENTIFICALLY ACCURATE.

OUR REVIEW TEAM PARTICIPATED IN A COMPARATIVE ANALYSIS BASED ON THE IDENTIFIED TOP FIVE PRIORITIES, FROM THE INPUT FROM THE STAFF AND THE COMMUNITY FOR A POTENTIAL HEALTH CURRICULUM.

THE RESULTS FROM THE BIAS SCREENING AND THE HECKAT RESULTS.

ALL OF THESE COMBINED WAS WHAT WE ANALYZED.

THE REVIEW TEAM PRIORITIZED A CULTURALLY COMPETENT CURRICULUM WITH RELEVANCE AND ONGOING UPDATES, COMPATIBILITY TO CANVAS, ONLINE AND PAPER, ONLINE ACCESS AND PAPER MIX, EASE OF USE FOR BOTH TEACHERS AND STUDENTS, AND ACCESSIBILITY FOR STUDENTS IN VARIOUS LANGUAGES.

[02:00:04]

BOTH OF THESE COMPREHENSIVE HEALTH CURRICULUMS INCLUDED SEXUAL HEALTH AND DISEASE PREVENTION.

THEY ARE BOTH ON THE OSPI APPROVAL LIST FOR RECOMMENDED COMPREHENSIVE HEALTH CURRICULUMS. A MIDDLE SCHOOL HEALTH PILOT COMMITTEE WAS ESTABLISHED AND A FRAMEWORK FOR THE TIMELINE WAS CREATED.

THE GW PUBLISHERS DID A TEACHER TRAINING ON FEBRUARY 22ND, WHICH GAVE THE TEACHERS A THREE WEEK WINDOW TO PILOT THE MATERIALS, COMPLETE A FEEDBACK FORM, AND HAVE STUDENTS COMPLETE A SURVEY ON THE CURRICULUM.

THE SECOND PILOT WAS A TEACHER TRAINING ON HEALTHSMART ON MARCH 28TH, FOLLOWED BY A THREE WEEK PILOT WINDOW AND FEEDBACK FORMS FOR TEACHERS AND STUDENTS.

COMMUNITY OUTREACH WAS IMPORTANT FOR THIS HEALTH CURRICULUM, SO WE PROVIDED MULTIPLE OPPORTUNITIES FOR THE COMMUNITY TO PREVIEW THE CURRICULUM.

ONE, WE DID AN IN-PERSON OPPORTUNITY BEFORE SCHOOL BOARD MEETING WHERE WE WERE OUT IN THE LOBBY HERE WITH EIGHT DIFFERENT CHROMEBOOKS AND ABILITY FOR COMMUNITY MEMBERS TO LOOK AT THE MATERIALS THAT WE HAD IN PERSON AND ONLINE.

WE HAD A ZOOM OPTION WITH A WEBINAR.

WE HAD A RECORDED WEBINAR THAT LIVES ON THE ESD CURRICULUM ADOPTION WEB PAGE, AND WE PROVIDED FLIERS WITH QR CODES TO THE CURRICULUMS AND THE FEEDBACK FORM.

ON APRIL 25TH, THE REVIEW AND PILOT TEAM MET ANALYZED THE DATA FROM THE TEACHER, STUDENT, AND COMMUNITY SURVEYS, ALONG WITH THE BIAS SCREENING RESULTS AND THE HEQAT RESULTS.

WE HAD A NOTE TAKER PRESENT AT THE MEETING TAKE NOTES AND DURING THE PILOT COMMITTEE'S DISCUSSION, WITH THE GOAL TO VOTE ON RECOMMENDING ONE HEALTH CURRICULUM TO MOVE FORWARD.

FROM THE TEACHERS, THE GW STRENGTHS WERE IT WAS CANVAS COMPATIBLE, IT WAS CURRENT AND RELEVANT.

IT HAD PHOTOS, INFOGRAPHICS, AND CASE AND CASE STUDIES THAT WERE ENGAGING AND IT COULD BE OFFERED IN MULTIPLE LANGUAGES.

HEALTHSMART STRENGTHS WAS IT WAS HIGH QUALITY, IT WAS UP TO DATE AND CULTURALLY RELEVANT, AND IT HAD A GREAT PAPER AND DIGITAL MIX.

GW, 100% OF THE TEACHERS AGREE AND STRONGLY AGREE THAT IT IS A HIGH QUALITY CURRICULUM WITH NO CONCERNS.

HEALTHSMART. THERE ARE SOME MINOR CONCERNS OVER MULTIPLE LANGUAGE USAGE AND TEACHERS ABILITIES TO ADAPT LESSONS, EDIT AND LACK OF INTERACTIVE ACTIVITIES.

OVERALL, GW WAS USER FRIENDLY.

IT WAS EXCELLENT FOR TRANSLATION TO MULTIPLE LANGUAGES.

IT HAD A GREAT CANVAS INTEGRATION.

IT HAD STRONG REPRESENTATION OF OUR STUDENTS IN THE PHOTOS, IN BOTH THE TEXTBOOKS AND THE ONLINE LESSONS.

IT HAD INCLUSIVE LANGUAGES AND IT CAN BE USED WITH GOOGLE DOCS.

GW SUPPORTS STUDENT LEARNING WITH INFOGRAPHICS SUCH AS THIS ONE ON POSITIVE SELF-TALK AND FLASHCARD ACTIVITIES ON LEARNING VOCABULARY ONLINE.

THE CASE STUDIES ARE AGE APPROPRIATE AND STORIES THAT STUDENTS CAN IDENTIFY WITH.

GW OFFERS MULTIPLE WAYS FOR STUDENTS TO APPLY CRITICAL THINKING SKILLS.

IN THE FINAL VOTE FROM THE REVIEW AND PILOT TEAM WAS 100% TO RECOMMEND THE GW HEALTH SKILLS FOR MIDDLE SCHOOL CURRICULUM.

THE RECOMMENDATION WAS PRESENTED TO PEC AND IMC, WITH BOTH COMMITTEES APPROVING 100% FOR RECOMMENDING ADOPTING THE GW HEALTH SKILLS FOR MIDDLE SCHOOL CURRICULUM.

IN THIS PROCESS, STAFF HAD OPPORTUNITIES TO PARTICIPATE AND VOICE THEIR OPINIONS.

FAMILIES AND STUDENTS HAD ACCESS AND OPPORTUNITY TO PARTICIPATE IN THE PROCESS, AND THERE WAS A COORDINATION BETWEEN DEPARTMENTS.

THE BUDGET FOR THIS HEALTH CURRICULUM INCLUDES TEACHER TEXTBOOKS TO USE AS RESOURCES, 600 DIGITAL STUDENT LICENSES, AND TEACHER TRAINING.

THE TOTAL BUDGET FOR THIS WOULD BE $62,678.

IN SUMMARY, WE WOULD LIKE TO OFFER THREE HOURS OF TRAINING WITH THE PUBLISHER ON MONDAY, AUGUST 19TH AT LYNNWOOD HIGH SCHOOL IN THE MORNING WITH THREE HOURS OF PLANNING FOR CANVAS INTEGRATION WITH OUR DIGITAL LEARNING COACHES AND THE PUBLISHER IN THE AFTERNOON.

THERE WILL BE ADDITIONAL TRAINING OPPORTUNITIES PROVIDED DURING THE CONTRACTED SCHOOL YEAR.

FOR THOSE TEACHERS WHO ARE UNABLE TO ATTEND THE AUGUST TRAINING, AND THREE CHECK IN MEETINGS THROUGHOUT THE SCHOOL YEAR.

AS WE DEVELOP A COMPREHENSIVE SCOPE AND SEQUENCE FOR MIDDLE SCHOOL HEALTH.

UTILIZING THESE NEWLY ADOPTED CORE MATERIALS, WE WILL INTEGRATE THE FOLLOWING KEY RECOMMENDATIONS.

ENHANCE THE CURRICULUM'S ENGAGEMENT BY INCORPORATING INTERACTIVE ELEMENTS SUCH AS MULTIMEDIA CONTENT, HAND ON ACTIVITIES AND DISCUSSIONS.

WE WILL DEVELOP A SCAFFOLDED APPROACH TO GRADUALLY INCREASE THE COMPLEXITY OF THE MATERIAL ACROSS THE THREE GRADES.

[02:05:02]

WE WILL INTEGRATE STRATEGIES FOR DIFFERENTIATED INSTRUCTION TO CATER TO DIVERSE LEARNING NEEDS AND LITERACY LEVELS.

WE WILL INCLUDE FORMATIVE ASSESSMENTS THAT GO BEYOND BASIC COMPREHENSION, FOCUSING ON CRITICAL THINKING AND PRACTICAL APPLICATION OF HEALTH CONCEPTS.

WE'LL IMPLEMENT MEASURES TO CONTROL ACCESS TO SENSITIVE AND SENSITIVE TOPICS, ENSURING THAT STUDENTS CAN ONLY ENGAGE WITH AGE APPROPRIATE MATERIALS.

THIS MIGHT INVOLVE TEACHER LED SESSIONS FOR CERTAIN UNITS OR RESTRICTED ONLINE ACCESS.

WE WILL PROVIDE ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERS TO EFFECTIVELY USE AND ADAPT THE CURRICULUM, ENSURING THAT THEY'RE EQUIPPED TO HANDLE SENSITIVE TOPICS AND ENGAGE STUDENTS IN MEANINGFUL WAYS.

LASTLY, GIVEN THAT OUR DISTRICT'S FUTURE PLAN IS TO TRANSITION TO A SIX THROUGH EIGHT MIDDLE SCHOOL MODEL, IT IS IMPORTANT TO NOTE THAT THE GW CURRICULUM IS CURRENTLY STRUCTURED AS A SIX THROUGH EIGHT CURRICULUM.

AS WE PLAN FOR THE TRANSITION TO MIDDLE SCHOOLS, WE WILL UPDATE OUR SCOPE AND SEQUENCE TO ENSURE THAT OUR SIXTH GRADERS HAVE ACCESS TO THE SAME GRADE LEVEL, APPROPRIATE CONTENT AND MATERIALS. THANK YOU SO MUCH.

DOES ANYONE HAVE ANY QUESTIONS AT ALL ABOUT OUR MIDDLE SCHOOL HEALTH CURRICULUM? THANK YOU. JENNY.

START WITH OUR STUDENTS.

DO YOU HAVE ANY COMMENTS OR QUESTIONS? NO, I JUST HAVE ONE.

CAN YOU REMIND ME AGAIN? THE LAST TIME WE ADOPTED ADOPTED A HEALTH CURRICULUM? YEAH.

KAREN, IT WAS WHEN I FIRST CAME TO EDMONDS SCHOOL DISTRICT, IT WAS BACK.

THE PROCESS STARTED IN 1998, AND WE DID A FORMAL ADOPTION IN 1999.

AND I'M NOT YOUNG, THAT WAS BEFORE MY SON WAS BORN, AND HE GRADUATED HERE A FEW YEARS AGO.

THANKS. YEAH, AND LOOKING AT THE BOOKS AND THE CURRICULUM AND EVERYTHING, A LOT HAS CHANGED.

THANK YOU.

THANK YOU.

I'M JUST GOING TO BUILD ON WHAT DIRECTOR CHASE SAID THERE.

I WHEN I WAS COMING THROUGH THE DISTRICT, THE HEALTH CURRICULUM SEEMED GREAT.

NOW I KNOW WHY. BECAUSE IT WAS THE FIRST YEAR IT EXISTED.

SO OF COURSE IT WAS GREAT.

IT'S JUST INSANE TO ME THAT WE HAVEN'T UPDATED THIS SINCE 99.

IT MAKES ME THINK OF HOW FOR BASICALLY MY ENTIRE SCHOOL EXPERIENCE, EVERY MAP AND GLOBE HAD THE USSR ON IT FOR SOME REASON, EVEN THOUGH THAT DISSOLVED BEFORE I WENT INTO SCHOOL.

SO IT DEFINITELY WELL PAST TIME, AND ESPECIALLY IN AN AREA WHERE WE'RE LEARNING SO MUCH AND SO MANY THINGS ARE CHANGING LIKE IT TO ME, IT'S I IF I HAD KNOWN IT HAD BEEN THIS LONG, I MIGHT HAVE BEEN SCREAMING FROM A MOUNTAINTOP TO CHANGE IT SOONER BECAUSE, LIKE, IT'S JUST, TO ME, UNACCEPTABLE THAT WE'RE NOT GIVING UPDATED HEALTH INFORMATION. SO THANK YOU SO MUCH FOR HANDLING THIS.

ANY OTHERS.

JENNY, THANK YOU SO MUCH.

YOU HAVE DONE A REALLY COMPREHENSIVE JOB AND WE APPRECIATE ALL THE SUPPORT THAT YOU GIVE.

I WANT TO GIVE YOU A TINY BIT OF FEEDBACK IF CASE YOU USE THIS POWERPOINT AGAIN.

I FOUND IT VERY CONFUSING THAT IN THE PIE CHARTS BLUE MEANT AGREE ON ONE AND BLUE MEANT DISAGREE ON ANOTHER.

IF YOU COULD MAKE SURE THAT THE COLORS ARE THE SAME, I HAD TO REALLY LIKE LOOK BACK AND LOOK CLOSELY AT THAT.

YOU KNOW ME WELL ENOUGH TO KNOW WHY THAT'S THE ONLY.

THAT'S THE ONE THING I STILL MISS WORKING WITH YOU.

BECAUSE I MISS WORKING WITH YOU TOO.

BUT ALL THAT ASIDE, IT'S GREAT.

IT'S. YOU'VE GIVEN US A TON OF INFORMATION.

YOU'VE DONE, OBVIOUSLY, A GREAT JOB OF FOLLOWING THROUGH ON THE PROCESS.

AND THAT'S WHAT WE REALLY WANT TO SEE, IS THAT THE ADOPTION PROCESS IS IS DONE WITH FIDELITY, AND THAT WHAT WE'RE GETTING FOR OUR TEACHERS IS WHAT THE TEACHERS NEED AND THE KIDS NEED TO MEET THEIR NEEDS, AND THAT THE PROCESS HONORS THAT.

SO THANK YOU SO MUCH.

THANK YOU.

AND SEVERAL ITEMS OF NEW BUSINESS EVENING.

[13. NEW BUSINESS- 9:00 pm]

I'M SORRY, I JUST HAVE ONE SORRY.

LAST. SORRY ABOUT THAT.

COULD YOU PROVIDE US WITH THE PRESENTATION WITH THE LINKS LIVE? I THINK THEY ARE, AREN'T THEY? I GOT A I THOUGHT THEY WERE ON THE IN THE FRIDAY MEMO, BUT IF NOT WE CAN ABSOLUTELY DO FRIDAY MEMO.

I THINK SO OKAY.

TO BE ATTACHED. I JUST WANTED TO SEE SOME OF THE FEEDBACK.

OKAY. THANK YOU. SORRY.

OKAY. WE HAVE SEVERAL ITEMS OF NEW BUSINESS THIS EVENING.

THE FIRST IS 13.1, A SINGLE READING TO APPROVE RESOLUTION 24 DASH 13 INTENT TO CONSTRUCT COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOL AS A REQUIREMENT OF RECEIVING STATE CONSTRUCTION FUNDING ASSISTANCE.

THERE'S A WHACK THAT REQUIRES THE BOARD OF DIRECTORS CERTIFY THAT THE SCHOOL FACILITY PROJECT AUTHORIZED FOR ASSISTANCE WILL BE COMPLETED ACCORDING TO THE PURPOSES FOR WHICH

[02:10:03]

MOVE TO APPROVE.

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

24-13 INTEND TO CONSTRUCT COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOLS IS APPROVED.

THE NEXT ITEM IS A SINGLE READING TO APPROVE RESOLUTION 2415 DELEGATING AUTHORITY TO THE WIAA.

THIS HAS BEEN AVAILABLE TO DISTRICTS SINCE 1976 AND SOMETHING THAT WE DO ANNUALLY.

DO I HEAR A MOTION AND A SECOND TO APPROVE RESOLUTION 2415 DELEGATING AUTHORITY TO WIAA.

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 ROLL CALL VOTE.

24-15. DELEGATING AUTHORITY TO WIAA IS APPROVED.

THE NEXT ITEM IS 13.3, A SINGLE READING TO APPROVE THE PROJECT AND AWARD FOR FIELD IMPROVEMENTS AT MEADOWDALE MIDDLE SCHOOL IN THE AMOUNT OF $541,000.

DO I HEAR A MOTION TO APPROVE AND A SECOND MOVE TO APPROVE? SECOND. I'VE HEARD A MOTION TO APPROVE, AND A SECOND.

IS THERE ANY DISCUSSION? DO YOU WANT TO MENTION AND THIS IS FOR THREE AND FOUR HERE.

SO FOR BOTH BRIER TERRACE AND MEADOWDALE.

HAVING BEEN ON THOSE FIELDS I'M VERY HAPPY TO SEE THAT WE'RE UPGRADING THEM.

I DID FOR ANYONE WHO'S LISTENING AND HAS ANY QUESTIONS ON THINGS LIKE THIS, I DID WANT TO MENTION THAT YOU KNOW, THIS IS A SAFETY ISSUE IN CERTAIN INSTANCES. BRIER TERRACE MIDDLE THERE, I BELIEVE IT WAS THE LAST MIDDLE SCHOOL FOOTBALL GAME OF THE YEAR.

I LITERALLY HAD TO GO OUT AND TAKE SAND FROM THEIR JUMP AREA WITH A SHOVEL AND PUT IT IN THE FIELD, BECAUSE THERE WAS A BIG PIT IN THE MIDDLE OF IT.

SO YOU KNOW, WE IT'S IT'S VERY MUCH A GREAT THING THAT WE'RE GETTING THESE FIXED AND UPGRADED.

SO AND I'D LIKE TO THANK OUR VOTERS FOR SUPPORTING THIS THROUGH THE 2020 LEVY, WITHOUT WHICH WE WOULDN'T BE ABLE TO DO THIS VITAL WORK. ANY OTHER COMMENTS? HEARING? NONE. I'LL CALL FOR A ROLL CALL VOTE.

PROJECT AND AWARD FOR FIELD IMPROVEMENT PROJECT AT MEADOWDALE MIDDLE SCHOOL IS APPROVED.

THE NEXT ITEM IS, EXCUSE ME, 13.4, SINGLE READING TO APPROVE THE PROJECT AND AWARD FOR FIELD IMPROVEMENT PROJECT AT BRIER TERRACE MIDDLE SCHOOL.

DO I HEAR A MOTION TO APPROVE AND A SECOND MOVE TO APPROVE? SECOND. IS THERE ANY DISCUSSION? AGAIN, I'D LIKE TO THANK THE VOTERS.

THIS IS AGAIN SUPPORTED BY OUR 2020 LEVY.

VERY IMPORTANT.

ANY OTHER COMMENTS? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.

IMPROVEMENT PROJECT OF BRIER TERRACE MIDDLE SCHOOL IS APPROVED.

THE NEXT ITEM IS 13.5, A SINGLE READING TO APPROVE THE GUARANTEED MAXIMUM PRICE AMENDMENT FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT AND APPROVED BUDGET AUTHORITY AUTHORIZED. EXCUSE ME.

APPROVED BUDGET AUTHORIZATION AND DELEGATE CONTRACTING AUTHORITY.

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

SECOND. I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION? AGAIN, I'D LIKE TO THANK OUR VOTERS.

THIS IS ACTUALLY FROM OUR NEW 2024 BOND.

SO VERY EXCITING THAT WE'RE ABLE TO GET THAT WORK UNDERWAY.

ANYTHING ELSE? HEARING NONE. I'LL CALL FOR A ROLL CALL VOTE.

FOR OAK HEIGHTS ELEMENTARY SCHOOL REPLACEMENT PROJECT.

AND THE BUDGET AUTHORIZATION AND DELEGATE CONTRACTING AUTHORITY IS APPROVED.

ITEM 13.6 IS A SINGLE READING AUTHORIZATION FOR CONTRACT AWARD GENERAL CONTRACTOR, CONSTRUCTION MANAGER FOR THE COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOL REPLACEMENT PROJECT AND PRELIMINARY BUDGET AUTHORIZATION.

MOVE TO APPROVE.

SECOND. I'VE HEARD A MOTION TO APPROVE.

AND A SECOND. IS THERE ANY DISCUSSION? I WOULD JUST LIKE TO SAY WE'VE BEEN TRYING TO BUILD TO GET A NEW BUILDING THERE SINCE I'VE BEEN ON THE BOARD, SO I'M THRILLED.

YEAH. I RECENTLY DROVE BY POINTING OUT THE BUILDING TO MY FAMILY AND THE BUILDINGS AND BECAUSE I'M JUST SO THRILLED THAT WE'RE GOING TO BE REPLACING

[02:15:09]

ANYTHING ELSE? HEARING? NONE. I'LL CALL FOR A ROLL CALL.

VOTE. DIRECTOR CRAMER.

AYE. DIRECTOR. SMITH.

AYE. DIRECTOR. CHASE.

AYE. DIRECTOR.

KILGORE. AYE. DIRECTOR.

KATIMS. AYE. AND THE AUTHORIZATION FOR CONTRACT AWARD TO THE GENERAL CONTRACTOR SLASH CONSTRUCTION MANAGER FOR THE COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOLS REPLACEMENT PROJECT AND PRELIMINARY BUDGET.

IS APPROVED, BUDGET AUTHORIZATION IS APPROVED.

AND I'LL JUST TAKE A MOMENT OF PRIVILEGE HERE TO SAY, ALTHOUGH WE GO THROUGH THOSE RELATIVELY QUICKLY, IT TAKES LITERALLY HUNDREDS OF HOURS FOR OUR CAPITAL PROJECTS TEAM TO GET THESE TO YOU IN A LEGALLY COMPLIANT WAY.

THESE ARE VERY COMPLEX PROCESSES, AND I'D LIKE TO CALL OUT TWO OF THEM WHO STUCK WITH US TONIGHT THROUGH THIS EVENING, WILL THOMPSON AND LAURA BOWERS, THANK YOU FOR BEING HERE.

AND THANK YOU FOR ALL YOUR WORK.

THE SPEED AT WHICH THINGS ARE APPROVED IS NO REFLECTION ON THE AMOUNT OF WORK THAT IS PUT INTO THEM, AND WE'RE VERY GRATEFUL TO YOU FOR THAT.

I THINK I TURNED MYSELF OFF.

THERE WE GO. ITEM 13.7 IS A FIRST READING, NO ACTION FOR THE MIDDLE SCHOOL HEALTH ADOPTION.

IF WE ANTICIPATE BRINGING THIS TO YOU AT YOUR NEXT MEETING FOR A SECOND READING AND A RECOMMENDATION FOR ADOPTION, IS THERE ANY DISCUSSION BEYOND WHAT WE'VE ALREADY DONE? JUST ENJOYED THE STUDY SESSION AND THE PRESENTATION AND LOOKING FORWARD TO COMING INTO THE 21ST CENTURY.

YES. AND I WANT TO THANK JENNY MCLENNAN AGAIN FOR HER WORK ON ALL OF THIS, AS WELL AS ALL OF THE TEACHERS WHO GAVE THEIR TIME AND INPUT TO PILOT AND TO HELP MAKE A GOOD DECISION ON IT.

AND I'D JUST LIKE TO ADD TO THAT, IT SEEMS CRAZY IN A MOMENT WHEN WE ARE CUTTING SO MANY THINGS THAT WE ARE SPENDING MONEY ON ADOPTION.

HOWEVER, THIS IS WHAT.

ALL KIDS WILL BE LEARNING IN OUR DISTRICT FOR THE NEXT HOWEVER MANY YEARS UNTIL WE ADOPT SOMETHING NEW.

IF YOU THINK BACK TO 1999, THERE WAS SO MUCH PHOBIA OUT THERE AND MISINFORMATION, AND NOW THE TEACHERS AND COMMUNITY CAN BE WELL EQUIPPED TO BE ABLE TO TEACH THE KIDS TO BE ABLE TO BETTER WALK FORWARD IN HEALTH.

SO I APPRECIATE THAT THIS ADOPTION COMES AT A DIFFICULT TIME, BUDGET WISE, BUT IT'S AN INVESTMENT THAT IS FOR THE FUTURE OF ALL THE STUDENTS IN THIS, IN THIS DISTRICT.

SO THANK YOU. WELL SAID.

I THINK I REPRESENT MANY OF US WHEN I SAY, I HOPE THIS ADOPTION DOESN'T LAST 25 YEARS.

I HOPE IT'S A GOOD ONE, JENNY, BUT I HOPE IT DOESN'T HAVE TO LAST US 25 YEARS.

OUR FINAL THING THIS EVENING, 13.8, IS A FIRST READING.

NO ACTION FOR REVISED BOARD POLICY 4130 TITLE ONE PARENT AND FAMILY ENGAGEMENT.

WE HAVE TO UPDATE THIS POLICY TO ENSURE CONTINUED COMPLIANCE AND ACCEPTANCE OF OUR TITLE ONE APPLICATION.

OUR POLICY WAS LAST REVISED IN 2008 AND DOES NOT MEET CURRENT STANDARDS.

FOR EXPECTATIONS OF THIS POLICY.

WE WILL BE BRINGING IT FORWARD TO YOU AT OUR NEXT MEETING FOR RECOMMENDED APPROVAL.

ANY DISCUSSION? IS THIS? I BELIEVE IT SAID IN THE REPORT THAT THIS IS WHAT THE WSSDA MODEL IT IS THE WSSDA AND THE WSSDA RECOMMENDED POLICY WITH PLACES WHERE THEY SAY INSERT YOUR DISTRICT PROCESSES HERE, WHICH WE HAVE DONE.

SO GREAT. THANK YOU.

NEXT. DIRECTOR CHASE IS OUR LEGISLATIVE UPDATE.

[14. LEGISLATIVE UPDATES]

AND WHEN THE LEGISLATURE IS NOT IN SESSION, WE USE THE OPPORTUNITY TO ENGAGE DISTRICT IN THE DISTRICT WITH OUR LAWMAKERS.

AND WE HAVE BEEN GOING WE HAVE BEEN DOING THAT.

WE RECENTLY HAD A MEETING WITH REPRESENTATIVE ORTIZ-SELF WITH COMMUNITY MEMBERS AND DIRECTOR KATIMS. AND I THOUGHT IT WAS A VERY PRODUCTIVE MEETING WHERE WE HAD A LOT OF QUESTIONS ANSWERED, A LOT OF CONVERSATIONS ON HOW WE CAN BEST SUPPORT EACH OTHER IN MOVING FORWARD ON GETTING AMPLE FUNDING FOR PUBLIC EDUCATION.

I THOUGHT IT WAS A VERY FRUITFUL MEETING.

AND WE ALSO HAD ANOTHER ONE WITH SENATOR SOLOMON.

I WAS UNABLE TO ATTEND, BUT I THINK IT WAS A VERY HELPFUL BOTH IN DETERMINING WHERE WE COULD.

KURT, I DON'T WANT TO SAY CORRECT ENHANCE HIS UNDERSTANDING OF OUR NEEDS.

AND HE GAVE US A REALLY HELPFUL SUGGESTIONS AND SOME THOUGHTS AND AND THINGS THAT HE SAID HE WOULD SUPPORT THAT COULD BE HELPFUL TO US.

[02:20:06]

I THOUGHT THAT WAS HELPFUL WHEN WE ASKED ABOUT WHY WASN'T THERE A TASK FORCE PUT TOGETHER TO STUDY THE SAID HER UNDERSTANDING IS THAT OSPI IS SUPPOSED TO BE DOING THAT, AND SHE WOULD FOLLOW UP ON THAT, AND I HOPE THAT'S TRUE.

IF NOT, THEY COULD JUST CREATE A BILL TO TELL OSP TO DO IT, WHICH WOULD HAVE BEEN NICE, BUT I AGREE.

AND IN ANY CASE, IT WAS IT WAS HOPEFUL TO KNOW THAT THAT WASN'T LOST ON THEM AS AN IMPORTANT THING.

WE'RE VERY FORTUNATE IN OUR DISTRICT TO HAVE REPRESENTATIVES THAT DO SUPPORT PUBLIC EDUCATION.

AND SO I THINK AS WE STRENGTHEN THESE ALLIANCES AND LOOK AT OPPORTUNITIES TO ADVOCATE AND GET SOME CREATIVE SOLUTIONS HERE, IT FEELS AS THOUGH, YOU KNOW, THERE MAY BE YOU KNOW, MAYBE WE'RE GETTING A GROUNDSWELL, YOU KNOW, I HOPE SO.

AND SPEAKING OF THE FUNDING, AS IT'S COMPLICATED, WSSDA HAS JUST COME OUT WITH A NEW WHAT ARE THEY CALLING IT? WASHINGTON PUBLIC SCHOOLS FUNDING, FUNDING MANUAL OR BOOKLET.

AND IT'S ACTUALLY I JUST JUST FOUND IT TODAY.

THEY JUST SENT IT OUT AND IT'S GOT SOME REALLY GOOD GRAPHICS, SOME REALLY GOOD INFORMATION ON JUST HOW WASHINGTON FUNDS PUBLIC EDUCATION, THAT I'M WONDERING IF COULD WE COULD LINK TO THIS ON OUR WEBSITE.

I DON'T KNOW, IT'S A I'LL TAKE A LOOK.

IT'S A WSSDA..

WE CAN, WE'LL FIGURE OUT A WAY.

YEAH, WE'LL FIGURE IT. YEAH. IT'S LIKE IT'S JUST.

IT'S PRETTY. I'M JUST LOOKING AT IT RIGHT NOW, AND IT'S GOT SOME REALLY GOOD GRAPHICS.

IF YOU'RE VISUAL TO HELP EXPLAIN THIS, WHEN WE'RE TALKING ABOUT THIS OUT IN THE GENERAL PUBLIC WE'VE ALSO GOT GENERAL ASSEMBLY COMING UP IN SEPTEMBER, AND THAT'S WHERE WE TAKE A LOOK AT THE PROPOSALS AND THE AMENDMENTS TO THE PROPOSALS, THE LEGISLATIVE PROPOSALS THAT WSSDA, WSSDA IS THE WASHINGTON SCHOOL DIRECTORS ASSOCIATION WILL BE ADVOCATING FOR AND ADOPTING AND THAT THAT MANUAL, THAT BOOKLET IS COMING OUT JULY 1ST.

SO OUR HOMEWORK IN JULY AS DIRECTORS IS GOING TO BE TAKING A LOOK AT THAT AND SEEING HOW WE WISH TO PROCEED ON THE VOTES IN SEPTEMBER.

SO WE'VE GOT SOME SUMMER READING.

AT SOME POINT WE WILL HAVE TO SCHEDULE PUT IT ON ONE OF OUR AGENDAS BEFORE SEPTEMBER 20TH.

AND DIRECTOR KILGORE, AREN'T YOU GOING TO MISS BEING A PART OF THAT GA WHERE WE PASS THE BATON OVER THE PERIOD OF HOURS, AFTER HOURS, AFTER HOURS? AREN'T YOU GOING TO MISS THAT? WE'RE GOING TO MISS HAVING YOU IN OUR BATON.

THERE WERE TIMES THAT IT WAS KIND OF FASCINATING, I'LL BE HONEST.

AND IF ANYBODY ELSE WANTS TO TAKE MY SHIFT, I THINK YOU'LL.

YOU'LL LEARN A LOT.

I ALSO WANT TO ADD, I'VE BEEN OVER THE LAST, LIKE, WEEK AND A HALF AT TWO MEET AND GREETS.

AND, YOU KNOW, I'M NOT.

THE FIRST THING I DO IS I CORRAL WHO I CAN CORRAL AT ONE OF THEM.

SENATOR LIZ WAS THERE, AND I CORRALLED HIM AND TALKED ABOUT FUNDING.

HE WAS NONCOMMITTAL, BUT IT WAS ALSO A MEET AND GREET, AND THERE WAS FOOD AND DRINK AND WHATEVER.

BUT I'M NOT GOING TO LET HIM FORGET.

WE NEED HELP.

THE OTHER WAS A MEET AND GREET WITH BOB FERGUSON, AND I WAS VERY INTERESTED IN WHAT HIS UNDERSTANDING OF OUR FUNDING SITUATION IS, AND IT'S REALLY EXCELLENT.

HE ACTUALLY.

SAID TO ME IN RESPONSE TO MY QUESTION, THE KINDS OF THINGS WE'VE BEEN SAYING AS PART OF OUR ADVOCACY.

AND I FELT IF HE WERE TO BECOME GOVERNOR, THAT IN FACT THERE'S AN UNDERSTANDING THERE.

SO TO THE EXTENT THAT WE NEED TO EDUCATE ANY CANDIDATES AT IN ANY WHO MIGHT BECOME AN IMPORTANT PERSON IN TERMS OF THESE KINDS OF DECISIONS, I THINK THAT YOU KNOW, THAT SORT OF PART OF THE ADVOCACY IN AN ELECTION YEAR, I GUESS.

ABSOLUTELY. I WANT TO I SAW SENATOR LEE'S ON SATURDAY AND DID THE SAME THING.

SO. OKAY.

ANYTHING ELSE ABOUT LEGISLATIVE UPDATE? NOT RIGHT NOW. IT IS.

YOU KNOW A LOT OF OUR LEGISLATORS ARE ON VACATION, TAKING SOME VACATION TIME ALSO BEFORE.

AND THEN WE'LL I BELIEVE WE HAVE SOME MORE MEETINGS SCHEDULED, THOUGH I DO HAVE TO SAY, SENATOR SOLOMON WAS ON VACATION AND WALKING AROUND SOME WOODED AREA BEHIND HIM, AND SO WHICH WAS VERY NICE OF HIM TO GIVE US TIME WHILE HE WAS IN THIS LOVELY WOODED AREA SORT OF THING.

I DO WANT TO MAKE SURE OUR PUBLIC UNDERSTANDS THIS IS JUST THE FIRST STAGE IN THE ADVOCACY THAT WE'RE GOING TO BE DOING THIS YEAR, AND WE'RE GOING TO RATCHET IT UP. I HAVE TO ADMIT THAT THE OUR RHETORIC IS GOING TO GET STRONGER AND STRONGER IN TERMS OF THE DIRE KINDS OF THINGS GOING

[02:25:05]

SO THEY'RE HEARING THE DISTRICT PERSPECTIVE, BUT THEY'RE ALSO HEARING WHAT IT MEANS TO THE LIVES OF OUR STUDENTS AND OUR PARENTS AND OUR STAFF, BECAUSE WE WOULD LIKE TO BE FUNDING ALL OF THE THINGS THAT PEOPLE WOULD LIKE US TO FUND.

AND IT THE STATE NEEDS TO HEAR IT.

YEAH, ABSOLUTELY.

I WISH THE STATE WERE AT SOME OF OUR PUBLIC HEARING MOMENTS OR PUBLIC.

INDEED. YEAH. PUBLIC COMMENT.

YEAH. AND WE DID SHARE OUR BALANCING ACT, BOTH THE TOOL AS WELL AS RESULTS WITH THEM.

BEFORE WE MOVE ON FROM THIS, I WOULD JUST LIKE TO EXTEND A DEEP GRATITUDE TO AARON.

WE HAVE MORE OF THESE MEETINGS COMING UP.

I KNOW WE'RE TALKING ABOUT HOW WONDERFUL IT IS TO HAVE PARENTS AND STAFF AND, YOU KNOW, OUR UNION REPRESENTATION AND OUR BOARD MEMBERS.

IT IS NO EASY FEAT TO SCHEDULE THAT, HOWEVER, WITH THESE VERY BUSY LEGISLATORS.

SO AARON DESERVES A SHOUT OUT FOR HER INCREDIBLE WORK TRYING TO GET THOSE SCHEDULED.

THANK YOU. AARON.

YES. ABSOLUTELY.

NEXT ON THE AGENDA ARE OUR BOARD MEMBER COMMENTS.

[15. BOARD MEMBER COMMENTS]

I FEEL LIKE I'VE LEARNED A LOT.

AND I THINK THAT THERE ARE A LOT OF TIMES WHERE YOU GUYS REALLY TOOK INPUT FROM ALL OF US.

AND I THINK A LOT OF TIMES AS A STUDENT, IT FEELS LIKE OUR OPINIONS AREN'T BEING HEARD AND IT'S US THAT ARE BEING AFFECTED.

SO I THINK THIS WAS GREAT.

AND I LOOK FORWARD TO REPRESENTING MOUNTLAKE TERRACE NEXT YEAR.

GREAT. THANK YOU SO MUCH.

AMIN. ALSO THE SAME THING.

I WOULD REALLY LOVE TO THANK YOU, ALL OF YOU GUYS FOR THIS POSITION.

AND I REALLY ENJOYED MY TIME HERE.

AND FOR EVERY SINGLE TIME THAT I COULD BE HERE, I WAS HERE, AND I'M JUST REALLY HAPPY WITH ALL THE IMPROVEMENTS HAPPENING AROUND HERE.

AND I'M HAPPY TO I'M HOPEFULLY REPRESENTING MEADOWDALE NEXT YEAR AS WELL.

SO THANK YOU.

THANK YOU. VICTORIA.

AND ADDING ON TO WHAT VIVIAN AND ME, KNOW WE'RE TALKING ABOUT, I ALSO AM VERY PROUD AND I'M VERY CONFIDENT ABOUT THE SCHOOL DISTRICT THAT I AM A PART OF. I BELIEVE THAT THERE IS STILL A LOT OF THINGS THAT COULD BE DONE THAT COULD BE IMPROVED UPON.

BUT I'M VERY INTERESTED TO SEE WHAT HAPPENS IN THE FUTURE.

AND I HOPE TO BE HERE NEXT YEAR AND BE PRESENT AND CONTINUE TO BE A PART OF THIS PROCESS.

THANK YOU. KEVIN.

SO BEFORE I REFLECT ON THIS YEAR, I STILL HAVE I HAVE SOME THOUGHTS TO SHARE.

SO LAST WEEK WAS BOARD DIRECTOR INTERVIEWS.

AND I'M GOING TO QUOTE FROM DIRECTOR APPOINTEE GERARD.

I NOTICED THAT WHEN I TUNED INTO THE LAST LIVE STREAM OF A BOARD MEETING, ONE OF THE STUDENT REPRESENTATIVES, FORMER STUDENT WHO I HAD, I'M SURE WE ALL KNOW WHO HE'S REFERRING TO. I THINK THOSE PEOPLE HAVE ALL INDICATED THAT THEY FEEL I AM GOOD, A GOOD LISTENER, A PROBLEM SOLVER OR THINKER, SOMEONE WHO WILL TAKE THINGS SERIOUSLY AND TRY TO COME UP WITH A SOLUTION. AND I DO SAY THAT IS TRUE.

I WAS A SIXTH GRADER.

THERE WAS A KINDERGARTEN TEACHER AT WI-FI PROBLEMS. I WENT TO HIM FOR POSSIBLE SOLUTIONS.

THEY WERE GREAT POTENTIAL SOLUTIONS.

THEY NEVER WORKED. BUT I THANK HIM FOR HIS INITIATIVE.

AND ALSO, IF YOU WANT HIM TO TEASE ABOUT SOMETHING, I BROKE HIS BROKEN FINGER BY BREAKING IT.

SO THERE'S A GREAT CONVERSATION STARTER.

EARLIER THIS EVENING, WHILE THERE WERE, WE HAD THE ATHLETES COME UP, WE HAD ONE LES VICTORIAN PERFECT 4.0 GPA.

IT WAS LUKE FRANCOIS.

THE OTHER ONE IS CONNOR SEIFERLING, ALSO CO-VALEDICTORIAN AND RUNNING START STUDENT GOING HEADED FOR WAZOO, STUDYING JOURNALISM.

TOMORROW AT THE OLD ALDERWOOD MIDDLE SCHOOL FROM 6 TO 8.

BOTH THE MOUNTLAKE TERRACE AND LYNNWOOD HIGH SCHOOL ROBOTICS TEAM ARE HOSTING AN OPEN HOUSE THAT IS TOMORROW AT 6 TO 8 AT THE OLD ALDERWOOD MIDDLE SCHOOL.

ALSO ON FATHER'S DAY AT EDMONDS HEIGHTS.

K 12 SUNDAY, 11 A.M.

TO 6 P.M..

THEIR ROBOTICS TEAM IS SITE HOSTING AN FTC FIRST TECH CHALLENGE ROBOTICS OFFSEASON EVENTS.

SO IF ANY PARENTS OR FAMILIES WANT TO SPEND THEIR DAY AT A WATCHING KIDS WHO'VE BUILT ROBOTS COMPETING EACH OTHER.

SUNDAY OVER THERE, 11 TO 6 AT EDMONDS HEIGHT K 12.

AND ONE OF THE PUBLIC COMMENTS EARLIER THIS EVENING TALKED, ASKED IF THERE COULD BE A STEAM PROGRAM.

I GO TO HIGH SCHOOL, WE HAVE A STEAM PROGRAM.

WE HAVE ENVIRONMENTAL SCIENCES, COMPUTER SCIENCE AND ENGINEERING, AEROSPACE, MANUFACTURING AND HEALTH SCIENCES.

[02:30:08]

AND SO THAT'S ALL WE WANTED TO GET THROUGH TODAY AND TO REFLECT ON THE ENTIRE YEAR.

NOBODY EXACTLY KNOWS WHY I WANTED TO BE HERE.

ALL DOCTOR MINER KNOWS IS WHO WANTS TO BE A BOARD ADVISOR.

I RAISED MY HAND, AND NOW I'M HERE.

BUT WE HAVE TO GO BACK TO THE COVID ERA.

WHEN THESE BOARD MEETINGS WERE LIVE STREAMED, I WAS A BORED MIDDLE SCHOOL BECAUSE I HAD NO HOMEWORK.

SO I DECIDED, OH, THERE WAS A BOARD MEETING, EDMONDS SCHOOL DISTRICT WAS LIVE STREAMING, AND THE PRESIDENT WAS DOCTOR KILGORE AND THE FIRST THING SHE DID WAS ADJOURNED THE MEETING. WHAT DID I DO? YOU ADJOURNED THE MEETING.

ADJOURNED THE MEETING. SO NATURALLY, I GOT MORE CURIOUS AND STARTED TUNING IN TO MORE.

DOCTOR BALDERAS WAS IN HIS FIRST YEAR AS A SUPERINTENDENT.

HIS REENTRY PLAN PRESENTATIONS WERE INTRIGUING.

DOCTOR VERGARA'S PRESENTATION ABOUT MATH AND PERCENTAGES IN APRIL.

THAT TOOK 25 MINUTES TO FIGURE OUT.

I ALSO DID NOTICE THAT THERE WERE STUDENT ADVISOR.

I DON'T KNOW WHAT'S SO FUNNY.

OKAY. BUT THERE WERE MOMENTS WHEN I WATCHED THOSE BOARD MEETINGS WHEN I REALLY WANTED TO JUMP IN.

I WANT TO JUMP IN.

THE ONLY REASON I STOPPED WATCHING THOSE BOARD MEETINGS WAS BECAUSE I SUBMITTED A PUBLIC COMMENT, AND I WAS SCARED OF HEARING DOCTOR KILGORE READING IT.

THAT'S WHEN WE READ THEM.

THAT'S RIGHT. YEAH.

SO AFTER SERVING 15 MINUTES, 15 MEETINGS, NEARLY ONE YEAR IN THE SCHOOL BOARD, I'M GRADUATING.

IT HAS BEEN AN HONOR OF A LIFETIME TO HAVE SERVED AS STUDENT ADVISOR AND ON THIS BOARD FOR THE DISTRICT SINCE 2023.

A GREAT, GREAT POSITION.

LIKE ANY OTHERS IN THE TIME I'VE HAD THE PLEASURE OF WORKING WITH ONE SUPERINTENDENT AND SEEING NINE SCHOOLS IN THE DISTRICT, HAVING PRESENTED TO THE SCHOOL BOARD THIS YEAR, INCLUDING MY ALMA MATER, HILLTOP ELEMENTARY SCHOOL, AND MY SECOND GRADE TEACHER, MISS BLACKSTONE.

I'VE JUMPED THE CHANCE TO MAKE A COMMENT ON COUNTLESS PRESENTATIONS AND REPORTS, ADVOCATE FOR STUDENT ENGAGEMENT SUCCESS, ACTIVELY SEEK OUT STUDENT INPUT ON AGENDA ITEMS OF STUDENT CONCERNS VIA CTE SUPERFAN IAM.

TALK ABOUT THE SCHOOL DISTRICT ROBOTICS TEAM.

MAKE THE CONSENT AGENDA LAST LONGER THAN NEEDED BY TALKING ABOUT HOW GREAT DUAL CREDIT PROGRAMS ARE, DELAYING THE APPROVAL OF SCHOOL BOARD GOALS BY TEN MINUTES, AND GETTING OTHER STUDENT ADVISORS TO DISCUSS INCREASING GRADUATION RATES, MAKING FUN OF MOUNTLAKE TERRACE HIGH SCHOOL, AND MAKING EVERYONE LAUGH.

OKAY. I GUESS THAT WASN'T FUNNY.

I'VE LEARNED THAT THROUGH PUBLIC SPEAKING CAN EASILY MAKE PEOPLE LAUGH BY TELLING PEOPLE TO LAUGH.

AMONG AMONG MANY OTHER NOTABLE EVENTS CAUSED BY ME DURING MY TENURE, I'M GRATEFUL FOR THE MANY EXPERIENCES I'VE HAD AS A STUDENT ADVISOR.

I'M ACCIDENTALLY I'M ACCIDENTALLY EARNING AN ASSOCIATE'S DEGREE.

SO NOW THAT I'M GRADUATING, I RECOGNIZE THAT THE ONLY WAY I GET TO SIT IN THIS CHAIR AGAIN IS IF I'M A SCHOOL BOARD DIRECTOR.

I'VE BEEN ASKED BEFORE MANY TIMES, ACTUALLY.

KEVIN, WILL YOU RUN FOR SCHOOL BOARD IN THE FUTURE? IT'S TOO EARLY TO CALL, BUT IT'S NOT OUT OF CONSIDERATION.

EVEN IF I DO, I HAVE TO GO UP AGAINST HIM.

DIRECTOR CRAMER WITH COMPETITION.

THIS TIME, HOWEVER, THERE IS A CLASS AT UW SEATTLE.

I DON'T KNOW WHAT'S SO FUNNY.

THERE. THERE IS A CLASS AT UW SEATTLE POLITICAL SCIENCE 220 CALLED HOW TO STEAL AN ELECTION.

SO WATCH OUT 2027.

UNFORTUNATELY, I HAVE TO STOP TALKING NOW AS I'LL BE GRADUATING SOON.

BUT BEFORE I DO, I WANT TO EVERYONE THE SCHOOL BOARD, THE CABINET, THE COMMUNITY MEMBERS IN THE AUDIENCE, IN PERSON OR BY STREAMING TO KNOW ABOUT ME DURING MY TIME ON THE BOARD IS THAT I NEVER GAVE THE BOARD UP, AND I NEVER LET THE BOARD DOWN.

I NEVER RAN AROUND THE BOARD AND DESERTED THE BOARD.

I NEVER MADE THE BOARD CRY.

I NEVER SAID GOODBYE.

I NEVER TOLD A LIE AND HURT THE BOARD.

THANK YOU. WE WILL.

I THINK I'M SPEAKING FOR BOTH AMINA AND MYSELF WHEN I SAY WE WILL MISS YOU.

IT HAS BEEN A BLAST WORKING WITH YOU.

AS A STUDENT ADVISOR, BUT ALSO AS PART OF THE SUPERINTENDENT'S ADVISORY COMMITTEE.

YEAH. THANK YOU SO MUCH.

AND I'VE LEARNED A LOT.

I AGREE VERY MUCH.

WE WISH YOU LUCK IN YOUR FUTURE ENDEAVORS.

WE CAN'T WAIT TO FIND OUT WHAT HAPPENS NEXT IN YOUR JOURNEY.

KEVIN, YOU GOT TO. YOU GOT TO KEEP US INFORMED, OKAY? DIRECTOR CRAMER.

AND YOU BETTER WATCH OUT FOR YOU UNTIL YOU DO RUN.

YOU'LL BE MISSED HERE. YOU'LL BE MISSED HERE.

[02:35:02]

ALL RIGHT. I HOPE YOU DO.

I WANT TO MAKE A JUST A STATEMENT OF GRATITUDE TO REVEREND GIBSON TONIGHT.

HE'S AN ELDER IN OUR DISTRICT COMMUNITY, AND I MET HIM FIRST IN 1996 AT COLLEGE PLACE ELEMENTARY, WHEN I WAS THE DEAN OF STUDENTS THERE.

HE CAME IN AND TALKED ABOUT THE FOOD BANK PROGRAM AND HAS BEEN ADDED EVER SINCE.

BUT TO BE A BOLD LEADER IN THE RELIGIOUS COMMUNITY IN OUR AREA TO COME FORWARD AND PROVIDE THAT SUPPORT FOR OUR LGBTQIA PLUS COMMUNITY.

IT'S JUST A IT WAS AN EXTRAORDINARY EVENT.

AND THIS IS A GREAT FORUM SO THAT WE CAN HAVE PEOPLE SHARE DIFFERING VIEWS, AND I THINK THAT'S IMPORTANT AND IT'S DONE IN A RESPECTFUL MANNER.

AND IT'S IT CONTINUES TO BLOW MY MIND ABOUT THE WITH JUST THE RICHNESS OF OUR COMMUNITY.

AND I ALSO WANT TO UNDERSCORE OUR DISTRICT'S ONGOING SUPPORT FOR PRIDE MONTH, BUT NOT JUST TO HAVE IT IN ONE MONTH, BUT ALL THROUGHOUT THE YEAR. AND THAT'S PARTIALLY WHY THIS ADOPTION IS GOING TO BE IMPORTANT.

IT'S NOT INDOCTRINATING ANYBODY.

IT'S HELPING PEOPLE TO WITH THE LANGUAGE THAT WE NEED SO THAT WE CAN ALL CONTINUE TO LEARN AND GROW TOGETHER.

AND I'M GOING TO END WITH HIS QUOTE FROM PSALMS. THE BIBLE TEACHES US THAT WE ARE WONDERFULLY MADE.

THANK YOU. THANK YOU.

DIRECTOR SMITH.

I LOOK AT THIS MEETING AS OUR END OF THE YEAR MEETING.

I GUESS THERE'S A LITTLE BIT MORE SCHOOL LEFT, BUT WE'RE DOING ALL OF OUR CELEBRATIONS HERE TODAY, AND SO I WANTED TO THANK ALL OF OUR STAFF.

THIS YEAR, IT'S, YOU KNOW, NOTHING WILL EVER PROBABLY BE QUITE AS HARD AS COVID WAS, BUT IT HASN'T BEEN A TON EASIER SINCE THEN EITHER.

A LOT OF THINGS HAVE HAD TO CHANGE IN A LOT OF SCHOOL DISTRICTS ALL OVER THE COUNTRY, AND OURS IS NO EXCEPTION.

AND I AM VERY MUCH APPRECIATIVE OF EVERYTHING THAT YOU DO.

AS STAFF MEMBERS, EVERY DAY, THE CHALLENGES YOU FACE YOU KNOW, I THERE'S JUST NO WAY TO REALLY.

I WAS IN A CLASSROOM FOR A LITTLE WHILE RIGHT AFTER COVID, SO I HAVE A LITTLE BIT OF KNOWLEDGE, AND NOT TO THE DEPTH THAT THE PEOPLE WHO ARE STILL DOING IT EVERY SINGLE DAY DO. AND I KNOW THAT IT'S VERY TOUGH IF YOU'RE IN THAT SITUATION EVERY DAY TO EXPLAIN IT TO PEOPLE WHO ARE NOT IN THAT SITUATION EVERY DAY.

SO JUST KNOW THAT YOU'RE VERY MUCH APPRECIATED FOR EVERYTHING THAT YOU DO.

I WANTED TO AND DOCTOR MINER, PLEASE HELP ME OUT IF I MISS ANYBODY.

I DO HAVE BECAUSE I WORK WITH CABINET SOMEWHAT REGULARLY.

I WANT TO MAKE SURE THAT DOCTOR VERGARA AND THEN DOCTOR GLEASON AND HARMONY WEINBERG ARE THE THREE PEOPLE THAT I KNOW OF WE'RE LOSING FOR CABINET. DID I MISS ANYONE? LISA GONZALEZ, THANK YOU.

AND SO JUST TO THANK YOU TO ALL THE WORK THAT YOU HAVE DONE IN YOUR TIME AND ADMINISTRATION HERE.

THE DISTRICT CAN'T FUNCTION WITHOUT A GOOD ADMINISTRATIVE STAFF, AND YOU WILL BE VERY MUCH MISSED.

AND THEN I ALSO WANTED TO.

THIS WILL COME AS A SURPRISE, I'M SURE, TO MOST PEOPLE.

BUT I AM VERY MUCH A LISTENER WHEN IT COMES TO CONFLICT.

I'M NOT SCARED TO VOICE MY OPINIONS, WHICH I DEFINITELY HAVE DONE QUITE A FEW TIMES ON THIS BOARD.

BUT I'M ALSO VERY MUCH A LISTENER, AND I TAKE EVERYTHING AND AND I TRY AND LEARN AS MUCH AS I CAN ABOUT MORE THOUGHTFUL DECISIONS BEFORE I HAVE TO MAKE THEM. AND THERE'S A LOT OF.

IT'S COMING FROM A LOT OF DIFFERENT ANGLES.

THIS CONCEPT THAT WHAT WE NEED TO TEACH OUR KIDS IS READING, WRITING, ARITHMETIC.

FORGET THE SOFT SKILLS, WHO CARES? READING, WRITING, ARITHMETIC, THAT'S WHAT THEY NEED TO KNOW.

AND I DON'T DISAGREE THAT THOSE ARE ALL EXTREMELY IMPORTANT THINGS.

BUT I WANTED TO SHARE TWO SEPARATE QUICK ANECDOTES OF TIMES WHERE THE SOFT SKILLS ARE THE THINGS THAT ARE IMPORTANT.

ONE COMES FROM MY JOB WHERE WAS A COMPLAINT THAT SOMEONE HAD AGAINST THEIR LANDLORD.

THERE'S A SETTLEMENT ON THE TABLE, $5,000.

I WAS GOING TO RULE AGAINST THEM.

THEY WEREN'T GOING TO WIN THEIR CASE.

AND SO I GAVE THEM A DEADLINE OF A SUNDAY.

AND I SAID, YOU NEED TO LET ME KNOW BY THIS SUNDAY IF YOU ARE GOING TO ACCEPT THIS OFFER.

AND THE REASON WAS BECAUSE THEIR CASE WAS GOING TO GO IN FRONT OF AN ALJ AT 8 A.M..

SO I NEEDED TO KNOW WHEN I WALKED IN THE DOOR TO MY OFFICE, IF I NEEDED TO PULL THAT OFF OF THE DOCKET FOR THE DAY.

WALK IN, NO EMAIL GOES THROUGH CLOSES.

WE'RE DONE. PERSON EMAILS ME AT 10 A.M.

[02:40:02]

TOO LATE AND THEY GAVE ME THIS WHOLE SONG AND DANCE.

HEY, BUT IT WAS A SUNDAY.

WHY DOES IT MATTER? I GOT TO SEE FIRST THING MONDAY, BLAH BLAH BLAH BLAH BLAH.

I GAVE YOU A DEADLINE.

YOU MISSED IT. YOU NOW DON'T HAVE $5,000.

HARD. STOP. I'M SORRY THAT YOU DON'T THINK THE DEADLINE IS FAIR.

I'M SORRY THAT YOU HAVE REASONS FOR THINKING THE DEADLINE SHOULD BE DIFFERENT.

I'M SORRY FOR ALL OF THIS STUFF, BUT AT THE END OF THE DAY, YOU DIDN'T MEET A DEADLINE.

YOU LOST $5,000.

WHEN IT COMES TO LEARNING ABOUT OTHER CULTURES.

I WAS WORKING A JOB PREVIOUSLY WHERE WE HAD A BOSS WHO HIRED A LOT OF PEOPLE WHO WERE FROM INDIA AND NO ISSUES THERE. BUT WE NOTICED THERE WAS A LOT OF FRICTION IN THE INTERACTIONS THEY HAD, AND WE COULDN'T FIGURE OUT WHAT WAS GOING ON.

AND, YOU KNOW, IT WAS REALLY CONFUSING FOR ALL OF US.

AND SO WE KIND OF DID WHAT WE COULD TO HELP THEM.

AND THEN THE PEOPLE WHO DID OUR DELIVERIES FOR US OVERWHELMINGLY ARE ALSO INDIAN.

AND WE WERE MENTIONING IT TO SOME OF THEM, LIKE, THIS IS WEIRD.

WE DON'T KNOW WHAT'S GOING ON.

AND THEY SAID, WELL, CAN YOU SHOW ME WHO THEY ARE? AND I SAID, SURE. TOOK THEM UP FRONT, SHOWED THEM WHO THEY WERE.

AND 10S GOES, WELL, THEY'RE FROM DIFFERENT CASTES.

THAT'S WHY. AND I WAS LIKE, EXCUSE ME? LIKE, THIS IS AMERICA IN 2024.

WHAT DO YOU MEAN? THEY'RE FROM DIFFERENT CASTES.

AND BASICALLY I KNOW WHAT CASTES ARE, YOU KNOW, IT'S BASICALLY A SOCIAL STRUCTURE IN INDIA.

AND THERE ARE THE PEOPLE WHO ARE AT THE TOP AND THE PEOPLE ARE AT THE BOTTOM AND THE PEOPLE AT THE BOTTOM AND THE PEOPLE AT THE TOP.

THEY DON'T TALK BECAUSE THE PEOPLE AT THE TOP THINK THEY'RE BETTER THAN THE PEOPLE AT THE BOTTOM.

VERY SIMPLE. NOBODY ELSE THAT I WORKED WITH KNEW ANYTHING ABOUT THAT.

SO TO THEM, THIS WHOLE CONCEPT LEARNING ABOUT A NEW CULTURE, WHAT DOES THAT MEAN? WHY CAN'T THESE PEOPLE WORK TOGETHER? TOTALLY FOREIGN TO THEM.

THAT'S NOT READING, THAT'S NOT WRITING, THAT'S NOT ARITHMETIC, BUT THEY NEED IT.

WE NEEDED TO KNOW THAT WE DIDN'T NECESSARILY NEED TO KNOW THAT WHEN THEY GOT HIRED OR ANYTHING.

BUT WHEN IT CAME TO ACTUALLY NAVIGATING THE WORKPLACE FROM THAT POINT FORWARD, WE NEEDED TO UNDERSTAND THERE WAS A FUNDAMENTAL ISSUE AND WE NEEDED TO FIGURE OUT HOW TO NAVIGATE IT. SO THESE ARE ALL THINGS THAT WE LEARN IN OUR SCHOOLS, SCHOOLS, YES, READING, WRITING, ARITHMETIC, BUT THEY'RE ALSO HOW TO BE CITIZENS.

AND THAT MEANS LEARNING ABOUT OTHER CULTURES, WHETHER IT BE THE LGBTQ COMMUNITY, WHETHER THAT BE ANY OTHER GROUP THAT HAS A MONTH, A WEEK, A DAY, A YEAR, WHATEVER WE NEED TO KNOW.

BECAUSE I DON'T KNOW EVERYONE'S EXPERIENCE.

I DON'T KNOW WHAT EVERYONE HAS GONE THROUGH.

I JUST KNOW WHAT IT'S LIKE TO BE A STRAIGHT WHITE GUY IN AMERICA.

IF I'M GOING TO ACTUALLY HAVE INTERACTIONS WITH PEOPLE WHO AREN'T FROM MY GROUP, I NEED TO KNOW WHAT THEY GO THROUGH.

SO. AS I SIT HERE IN THIS POSITION, NOT JUST HERE, BUT JUST IN THIS POSITION, I HEAR ABOUT SOFT SKILLS BEING SORT OF, OH, HOW IMPORTANT ARE THEY? THEY'RE REALLY IMPORTANT.

THEY COST YOU MONEY, THEY COST YOU RELATIONSHIPS, THEY COST YOU ARGUABLY THE MOST IMPORTANT THINGS.

I'M GLAD I CAN READ. I'M GLAD I CAN WRITE, GLAD I CAN DO MATH.

BUT I NEED MY SOFT SKILLS TO MAKE IT THROUGH LIFE.

SO ANYONE WHO WANTS TO COME UP HERE AND TELL ME THAT WE DON'T NEED SKILL OR WE DON'T NEED THIS OR THAT, THAT'S FINE.

BUT THE PEOPLE WHO DON'T KNOW HOW TO NAVIGATE THOSE SITUATIONS, WE'RE DOING THEM A DISSERVICE.

AND I'M NOT GOING TO BACK DOWN FROM MAKING SURE THAT WE TEACH OUR STUDENTS HOW TO ACTUALLY FUNCTION WITH THOSE HARD SKILLS THAT THEY LEARN. SO THANK YOU.

DIRECTOR CHASE.

WASN'T IT THE LAST MEETING I MENTIONED? HOW HOW NICE IT IS TO GO LIKE LIKE IN THE MIDDLE NOW, BECAUSE MY COMMENTS HAVE ALREADY BEEN DONE.

SO EXPRESSING A LOT OF THE GRATITUDE AND THE IMPORTANCE OF A WELL-ROUNDED PUBLIC EDUCATION.

SO THANK YOU EVERYONE FOR THAT.

I DO WANT TO MENTION QUICKLY THAT I DID GET TO SEE ROYAL ROBOTICS AT THE PRIDE FESTIVAL.

AND THAT ROBOT, I MEAN, IT WAS THAT WAS PRETTY, PRETTY COOL.

SO WAY TO GO, LYNNWOOD.

DON'T HAVE ANYTHING ELSE TONIGHT OTHER THAN WE SURE DID.

HEY, WONDERFUL.

AT A WONDERFUL CELEBRATION OF DIRECTOR KILGORE RIGHT BEFORE THE MEETING.

AND YOU WILL BE MISSED.

YES. DIRECTOR KILGORE.

WELL, I'M GOING TO.

I THINK YOU ALL ARE GOING TO.

I'M STILL HERE FOR A FEW MEETINGS, SO I'M GOING TO DRAG OUT MY GOODBYE.

BUT I JUST DID WANT TO THANK EVERYONE FOR A WONDERFUL RECEPTION BEFORE THIS MEETING.

IT REALLY TOUCHED ME.

I HAVE TO CALL OUT.

MY SUPERINTENDENT GAVE ME THIS MUG.

IT SAYS YOU CAN'T SCARE ME.

I WAS A SCHOOL BOARD PRESIDENT DURING THE PANDEMIC, AND I INTEND TO BE WAVING THIS IN EVERYONE'S FACE WHENEVER THEY GET IN MY FACE.

BECAUSE IT'S DEFINITELY WAS A TRIAL BY FIRE.

[02:45:02]

I'M NOT GOING TO GO ON AT LENGTH.

I STILL URGE EVERYONE I KNOW YOU'LL BE COMPLETELY FINE WITH YOUR YOU KNOW, YOU'LL BE IN GREAT SHAPE WITH YOUR NEW DIRECTOR.

I URGE YOU TO STAY FOCUSED ON, YOU KNOW, YES.

SCHOOL IS IMPORTANT.

YES. BELONGING IS IMPORTANT.

WE'VE GOT A WELL EARNED REPUTATION IN THIS DISTRICT FOR BEING INCLUSIVE, FOR STRIVING TO FIGURE OUT WHAT EACH OF OUR STUDENTS INDIVIDUALLY NEEDS TO FIND THEIR LIGHT AND PULL IT OUT, AND BUT AT THE END OF THE DAY, WE ARE HERE TO EDUCATE AND AND SO HOW ALL OF THESE ACTIVITIES TRANSLATE INTO READING, WRITING, ARITHMETIC AND SOME OTHER ACADEMIC KNOWLEDGE IS STILL GOING TO BE THE MOST IMPORTANT THING FOR THE STUDENTS GOING FORWARD.

IT IS UNFAIR TO STOP IT.

WELL, YOU'RE WELL, YOU KNOW, YOU ARE ABLE TO SOLVE CONFLICTS.

I MEAN THAT THAT WOULD BE UNFAIR.

OF COURSE WE DON'T DO THAT, BUT WE ALWAYS HAVE TO KEEP IN FRONT OF US.

FROM MY PERSPECTIVE OUR ACADEMIC, YOU KNOW, OUR GOAL TOWARDS MAKING TOWARDS HELPING THEM BE SUCCESSFUL ACADEMICALLY.

THANK YOU.

I WANT TO SHARE A FEW THINGS I'VE BEEN ABLE TO DO OVER THE PAST WEEK.

ALL VERY STUDENT CENTERED.

ONE IS I GOT TO PARTICIPATE IN THE SENIOR SOME OF THE SENIOR FOCUS EXIT INTERVIEWS.

VERY HELPFUL STUDENTS ARE.

THEY WERE HONEST.

THEY WERE OPEN. THEY WERE DIRECT.

WHAT I HOPE BECAUSE I KNOW THAT ALL OF THE FOLKS IN THE BACK WERE HELPING TO DO THIS, AS WELL AS DOCTOR MINER.

WHAT I HOPE IS THAT THIS INFORMATION FROM ALL OUR SENIORS GETS BACK TO WHERE IT MATTERS, WHICH IS IN THE SCHOOLS, SO THAT WHAT THE KIDS WERE SAYING WILL BE TAKEN TO HEART.

AND THERE WILL BE FOLLOW UP TO A LOT OF THOSE COMMENTS.

I, ALONG WITH DOCTOR MINOR, GOT TO READ QUESTIONS FOR THE HIGH SCHOOL BATTLE OF THE BOOKS, SAW SOME VERY VORACIOUS READERS WHO REALLY CARED A LOT ABOUT KNOWING WHAT BOOKS.

IT WAS LIKE A JEOPARDY! LIKE A BOOK JEOPARDY! IT WAS GREAT. I VISITED MEADOWDALE ELEMENTARY SAW WONDERFUL THINGS GOING ON THERE.

I'VE ALREADY GOTTEN TO GO TO SEVERAL A COUPLE OF GRADUATIONS, THE VOICE GRADUATION AT EDMONDS HEIGHTS, BOTH VERY WONDERFUL AND AND INDIVIDUALISTIC KINDS OF GRADUATIONS FOR OUR STUDENTS THERE.

THIS WEEK I'LL BE GOING TO THE E-LEARNING GRADUATION, SCRIBER LAKE AND MEADOWDALE HIGH SCHOOL GRADUATIONS.

I WANT TO COMMENT ON THE CONCERN ABOUT LOSING SINKS.

I COULDN'T AGREE WITH YOU MORE.

LAST YEAR WE WERE ABLE TO PULL IN A $200,000 GRANT FROM THE EDMONDS CITY COUNCIL TO HELP FILL IN AS WELL AS FOR SINKS IN THE SCHOOLS THAT DIDN'T HAVE THEM, AS WELL AS WE HAD ONE OF OUR ADMINISTRATIVE STAFF ASSOCIATIONS, THAT GROUP GAVE UP THEIR BENEFITS TO MAKE SURE THAT THAT WE HAD SINKS IN ALL THE SCHOOLS.

WE DON'T HAVE THAT THIS YEAR.

ALL OUR STAFF ASSOCIATIONS GAVE UP LOTS OF THINGS, JUST SO WE CAN TRY TO KEEP CLASS SIZES AS LOW AS POSSIBLE, TO TRY TO MEET AS MUCH OF THE OTHER THINGS AS WE CAN.

I WOULD LOVE A SINK IN EVERY SCHOOL.

IF WE TOOK MONEY FROM SOMETHING ELSE, WE'D BE TAKING IT FROM TEACHERS AND RAISING CLASS SIZES MORE.

TO TRY TO SAY WHAT IS WHAT ARE THE HIGHEST PRIORITIES? IT'S THE TOUGHEST THING IN THE WORLD.

I HATE THAT PART OF BEING A BOARD DIRECTOR.

IF I COULD GO OUT AND WRITE MORE PROPOSALS TO GET MORE SINKS, I WOULD EDMONDS CITY IS BROKE.

IT'S JUST.

AND IT'S.

THE STATE'S FAULT.

WE ARE WORKING VERY HARD TO BECAUSE IT WILL CONTINUE.

IT WILL CONTINUE AND WE WANT I'VE HAD A LOT OF PARENTS ALREADY WRITE TO ME AND SAY THEY WANT TO BE PART OF THE ADVOCACY.

I WILL TAKE AS MANY NAMES AS POSSIBLE.

I'M KEEPING TRACK.

THIS WILL BE A LONG TERM ADVOCACY CAMPAIGN TO TRY TO GET MONEY FOR NEXT YEAR, SO WE DON'T CONTINUE GOING DEEPER AND DEEPER INTO HAVING LESS AND LESS IMPORTANT STAFF THAT WE NEED.

PUT THAT ASIDE WHILE WE ARE.

WE ALSO, IN THE LAST WEEK OR TWO, BROUGHT IN A NEW BOARD MEMBER, AND WE'RE EXCITED TO HAVE A NEW BOARD MEMBER.

[02:50:01]

SO EVERYTHING I SAID IN THE.

GOES OVER AND OVER.

THANK YOU FOR TEACHING ME HOW TO BE PRESIDENT, BECAUSE IT WAS YOUR MODEL THAT I USED.

AND THE LAST THING I WANT TO SAY IS HAPPY PRIDE MONTH TO EVERYBODY.

IT SHOULD BE ALL YEAR LONG.

MY HOPE IS THAT EVERYONE CAN TAKE PRIDE IN BELIEVING IN THEMSELVES AND THE GIFTS THAT THEY BRING TO THE WORLD.

WITH OUR GOAL OF BELONGING, MY WISH IS FOR ALL OF US IN THE DISTRICT STAFF, STUDENTS, FAMILIES TO KNOW WE ARE ALL WELCOMED, VALUED AND APPRECIATED FOR WHO WE ARE.

I'LL JUST CLOSE WITH.

AS DIRECTOR KATIMS INDICATED, WE'VE HAD TWO GRADUATIONS ALREADY, AND IN THE COMING WEEK OR SO, WE'LL HAVE ABOUT 1500 OF OUR STUDENTS WALK ACROSS THAT STAGE INTO THEIR NEW NEXT ADVENTURE.

AND AS I ATTEND THE GRADUATIONS, I JUST REFLECT ON HOW MANY PEOPLE IN OUR SYSTEM HAVE INFLUENCED THOSE STUDENTS, HAVE SUPPORTED THOSE STUDENTS, HAVE BEEN THE DIFFERENCE MAKER FOR THEM, AND I KNOW PROBABLY NOT MANY OF THEM ARE LISTENING AT 930 AT NIGHT BECAUSE THEY'RE GOING TO GO BACK TO WORK TOMORROW, BUT I'LL BE SURE AND REACH OUT TO THOSE FOLKS AND SAY THANK YOU TO OUR STAFF.

MANY OF OUR STAFF ARE RETIRING THIS YEAR AS WELL AS IS ALWAYS THE CASE, AND WE'RE GRATEFUL TO THEM FOR THEIR MANY YEARS OF SERVICE.

BUT JUST THE FACT THAT SO MANY PEOPLE SUPPORT THESE STUDENTS AS WE LOOK BACK, EVERY ONE OF THEM HAS A STORY.

EVERY ONE OF THEM WAS KNOWN, HOPEFULLY BY STRENGTH AND NEED WITHIN OUR DISTRICT, AND THAT WE ARE THERE TO CELEBRATE THEM.

THANK YOU.

AS ALWAYS, ITEMS FOR FUTURE CONSIDERATION.

[16. ITEMS FOR FUTURE CONSIDERATION OR INFORMATION]

BUT GO AHEAD KAREN.

JUST THE REVIEW OF THE VA, THE THE LEGISLATIVE PRIORITIES.

SO AMENDMENTS, WHAT IS THE TIMING THAT WE SHOULD BE JULY, JULY 1ST WE'LL GET THE MANUAL.

SO THEY WILL HAVE CONSOLIDATED EVERYTHING AND THEN WE DON'T HAVE TO VOTE UNTIL SEPTEMBER.

SO WE'LL HAVE AUGUST, JULY AND AUGUST.

SO AUGUST.

YEAH. YEAH IT SOUNDS LIKE PROBABLY OUR AUGUST MEETING, BUT WE'LL JUST DOUBLE CHECK THAT.

OKAY. THANK YOU.

OKAY. THAT BEING SAID, THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.