>> GOOD EVENING AND WELCOME. [00:00:04] THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER. I'LL TAKE A ROLL CALL. [2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)] DIRECTOR GERARD. >> PRESENT. >> DIRECTOR KRAMER. >> PRESENT. >> DIRECTOR SMITH. >> PRESENT. >> DIRECTOR CHASE. >> HERE. >> I'M DIRECTOR KATAMS, AND WE ARE ALL HERE. [3. LAND ACKNOWLEDGEMENT-6:32 pm] NEXT, I'M GOING TO ASK DR. MINER TO DO THE LAND ACKNOWLEDGMENT. >> WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SODOVISH PEOPLE, AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO, SINCE TIME IMMEMORIAL, HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS, WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTIONS 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. IF EVERYBODY WOULD NOW RISE, [4. FLAG SALUTE-6:33 pm] AND JOIN ME IN THE FLEX SALUTE. >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. >> NEXT IS APPROVAL OF OUR AGENDA. [5. APPROVAL OF AGENDA-6:34 pm] DO I HEAR A MOTION IN A SECOND TO APPROVE OUR AGENDA AS PRESENTED? >> MOVE TO APPROVE. >> I'LL SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING TONIGHT'S AGENDA. PLEASE INDICATE BY SAYING AYE. >> AYE. >> AYE. ALL THOSE OPPOSED NAY. ANY ABSTENTIONS, AND TONIGHT'S AGENDA IS APPROVED AS PRESENTED. [6. CELEBRATION- 6:35pm] >> WE ARE FORTUNATE TO BE STARTING THIS EVENING WITH THE CELEBRATION OF OUR MOUNTLAKE TERRACE AND LYNWOOD HIGH SCHOOL ROBOTICS TEAMS. THEIR COACHES WILL COME FORWARD AND SHARE JUST A LITTLE BIT ABOUT THEIR ACCOMPLISHMENT THIS EVENING BEFORE WE CALL SOME STUDENTS UP TO GIVE THEM AWARDS. >> THANK YOU. MY NAME IS BRIAN BLOOMQUIST. I'M ONE OF THE COACHES FOR THE LYNWOOD HIGH SCHOOL FIRST ROBOTICS COMPETITION TEAM. THE TEAM EXCELLED LAST YEAR, QUALIFYING FOR THE PACIFIC NORTHWEST DISTRICT CHAMPIONSHIPS IN PORTLAND, OREGON, AND THEN SUBSEQUENTLY QUALIFYING FOR THE WORLD CHAMPIONSHIPS IN HOUSTON, TEXAS. IN ORDER TO QUALIFY FOR THE WORLD CHAMPIONSHIPS, THEY NEED TO BE RANKED IN THE TOP 17 OF THE 148 TEAMS IN THE PACIFIC NORTHWEST DISTRICT CHAMPIONSHIPS. FOR THOSE NOT FAMILIAR WITH THE PROGRAM, THE STUDENTS DESIGN, MANUFACTURE, AND LEARN TO OPERATE A 120 POUND ROBOT THAT'S ABOUT 2.5 FEET BY 2.5 FEET. THEY HAVE TO DO ALL OF THIS IN ABOUT A SIX WEEK PERIOD, STARTING IN THE FIRST SATURDAY IN JANUARY AND THEIR FIRST COMPETITIONS BEGINS IN MARCH. THE PROGRAM IS A FORMATIVE EXPERIENCE FOR MANY OF THE STUDENTS, AND MANY OF THEM ARE INSPIRED. EXCUSE ME, TO GO ON TO CAREERS IN SCIENCE AND TECHNOLOGY. THANK YOU. >> GOOD EVENING. MY NAME IS STEVE WINKLER, AND I'M ONE OF THE LEAD MENTORS AND HEAD COACH FOR THE MOUNTLAKE TERRACE ROBOTICS TEAM. I APPRECIATE MY PERIOD GOING BEFORE ME AND GETTING A LITTLE EMOTIONAL BECAUSE IT'S HARD FOR ME TO TALK ABOUT THIS PROGRAM WITHOUT GETTING A LITTLE WORKED UP ABOUT IT. I WILL TALK TO PEOPLE AT WORK AT DINNER TABLES ON A CRUISE THIS SUMMER WITH ANYBODY WHO WILL LET ME TILL MY WIFE DRAGS ME AWAY. AS MENTIONED, RIGHT, IS BOTH OUR TEAMS WORKED TOGETHER VERY CLOSELY AND NOT ONLY DID BOTH OUR TEAMS GO TO DISTRICT CHAMPIONSHIPS. WE BOTH WENT TO WORLD CHAMPIONSHIPS TOGETHER AND IN FACT, WE WERE WHAT ONE GAME PIECE AWAY FROM WINNING THE REGIONAL CHAMPIONSHIP THIS YEAR, AND SO JUST THE LEVEL OF ENTHUSIASM YOU SEE FROM THESE KIDS IS INCREDIBLE. WE ARE A LITTLE BIT LIGHT FROM CHILL OUT TONIGHT. I WANT TO EXPLAIN THAT A LITTLE BIT LAST YEAR WHEN WE WERE HERE, DIRECTOR KILGORE, WHO WAS ON THE BOARD AT THE TIME, ASKED, "DOES THIS PROGRAM SCALE TO 60 KIDS?" I GUESS, RIGHT NOW, THE CHILL OUT TEAM IS ACTUALLY TRYING TO FIGURE THAT OUT. WE HAD A PHENOMENAL RECRUITING YEAR. I KNOW MOUNTLAKE TERRACE STEM PROGRAM HAD A PHENOMENAL RECRUITING YEAR AS WELL IN TERMS OF THEIR ENROLLMENT BEING WAY UP AS FRESHMAN AND WE GREW FROM ABOUT 25 RETURNING MEMBERS TO ANOTHER 25 INCOMING. MOST ALL OUR TEAM IS BACK AT SCHOOL RIGHT NOW ON A MEETING NIGHT TRYING TO TRAIN UP AND GROW THOSE NEW MINDS AND DIDN'T WANT TO LEAVE THEM IN ALERT. [00:05:01] THAT'S WHY WE'RE A LITTLE LIGHT AS REPRESENTATIVES. FOR US, IT'S SO HARD YOU CAN'T MEASURE THE SUCCESS OF THE TEAM IN JUST WINS AND LOSSES. AS TERMS OF WHAT THEY GROW OR HOW MUCH THEY GROW. OUR TEAM HAD TO MAKE THE DIFFICULT DECISION THE YEAR BEFORE TO NOT GO TO THE FIRST CHAMPIONSHIP IN WORLDS AND IT WAS THE STUDENTS WHO HAD TO DECIDE THAT BECAUSE WE WEREN'T PREPARED. BOY, DID THEY COME BACK WITH A CHIP ON THEIR SHOULDER LAST YEAR? NOT ONLY DID THEY GO, THEY ACTUALLY PERFORMED BEYOND THEIR EXPECTATIONS IN ALMOST EVERY CATEGORY YOU CAN THINK OF. I THINK ONE OF THE HARDEST THINGS WE HAVE AS MENTORS IS ACTUALLY KEEPING UP WITH THEM. SUMMER IS, LIKE, THE TIME AS COACHES AND MENTORS, WE'RE LIKE, OKAY, GREAT. BUT OUR KIDS, THEY COLLABORATED WITH A LOCAL LANDSCAPING COMPANY TO DO AN ENTRY IN THE SEATTLE DESIGN FESTIVAL, WORKING WITH 3D PRINTED CONCRETE AND DOING, LIKE, A SWAMP COOLER ENVIRONMENT. THEY WERE BORED, SO THEY BUILT A SECOND ROBOT. I MEAN, WHY NOT? THEY DID A PARADE WHERE THEY ACTUALLY DROVE THEIR ROBOT ON THE STREET, WHICH THEY'D NEVER DONE BEFORE, DONE AT THE EDMONDS PARADE. YOU CAN SEE HOW IT WAS JUST THIS CONSTANT GROWTH, AND THIS IS TRUE FOR BOTH OF OUR TEAMS. IN TERMS OF ALSO JUST THE OUTREACH THAT BOTH OF OUR TEAMS DO. I KNOW THAT ROYALS, RIGHT, YOU GUYS, I THINK, THREE FLL, FIRST LEGO LEAGUE TEAMS FOR ELEMENTARY SCHOOLS. YOU GUYS STARTED IN THE LAST YEAR OR TWO. SIX NOW. CAN'T EVEN KEEP UP WITH THEM. RIGHT? CHILL OUT IS HOSTING THE LEADERS OR THE STUDENTS HAVE ORGANIZED WHAT THEY CALL SPARKS, WHICH IS A WOMEN AND STEM PANEL THAT THEY ARE HOSTING NOVEMBER 10 AT MOUNTLAKE TERRACE HIGH SCHOOL. WE'LL BE SURE TO E MAIL YOU A FLYER ABOUT THAT. THEY'VE JUST BEEN DOING ANNOUNCEMENTS AROUND THAT. JUST A GREAT OPPORTUNITY TO ENCOURAGE AND GROW IN THAT WHOLE ENVIRONMENT. THEN, BOTH OF OUR TEAMS JUST TO SETTLE, MARK YOUR CALENDARS HERE. WE WILL BE COMPETING TOGETHER AT GLACIER PEAK, THE FIRST WEEKEND IN MARCH WITH OUR NEW ROBOTS. WOULD LOVE TO HOST ANY OF YOU OUT THERE. EITHER OF OUR TEAMS CAN SHOW YOU AROUND, WE'LL GET SOME STUDENTS TO GET YOU THE BACKSTAGE PASS, SO TO SPEAK, AND GIVE YOU THE GUIDED TOUR. APPRECIATE THE OPPORTUNITIES AND THE SUPPORT FOR THE PRACTICE FIELD, FOR OUR SHOP AND OUR FACILITIES THAT EDMOND SCHOOL DISTRICT OFFERS US BECAUSE THOSE ARE JUST GAME CHANGES FOR US AND THE TEAM AND THE COMMUNITY. APPRECIATE IT VERY MUCH AND THE SUPPORT AND COULDN'T DO IT WITHOUT YOU GUYS AND I KNOW THE STUDENTS FEEL THAT AS WELL. THANK YOU VERY MUCH. >> AN ALPHABETIC ORDER? OH, I'LL GIVE IT A SHOT I CAN. >> GO AHEAD. >> SOME OF THE STUDENTS THAT ARE HERE TONIGHT, FROM LYNWOOD HIGH SCHOOL, WE HAVE NORAH COOK. EVAN COLE. JUST GO AHEAD AND COME STAND UP IN FRONT OF THERE. THEN DYNAMIC SORTING HERE. SETH FLAMING, ANNA LORENZO GRINCH, ALLISON ROSENBERG, AND CAROLINE ZURBIDA. SORRY. I GET HIM UP IN LINE HERE. I HAVE TO LOOK AND MAKE SURE THAT I DIDN'T MISS ANYBODY. WE'LL WAIT FOR THEM TO [INAUDIBLE] >> NO HERE. >> YOU WANT TO TAKE SEPARATE PICTURES OR. >> SEPARATE. >> OKAY. YEAH. SURE. >> REPRESENTING MOUNTLAKE TERRACE, WE HAVE MARIA GAVIOLA AND RAYAN ELLISTON. WHILE THEY'RE COMING UP, I FORGOT TO MENTION, ATTACHED TO YOUR AGENDA TONIGHT IS AN ANNUAL REPORT FOR THE CHILL OUT ROBOTICS TEAM AS A PDF. IF YOU HAVEN'T SEEN IT, YOU CAN GO OUT THERE AND TAKE A LOOK, AND THAT'S SOMETHING THE STUDENTS PUT TOGETHER LAST SPRING. [00:10:04] THANK YOU VERY MUCH. >> OF COURSE. THANK YOU FOR HAVING US. >> WE ARE ALL VERY PROUD OF OUR ROBOTICS KIDS. I KNOW BECAUSE MY HUSBAND WORKED AT A SCHOOL THAT HAD A STRONG ROBOTICS TEAM, AND THE INTERESTING THING ABOUT FIRST ROBOTICS IS THE COLLABORATION. WE KNOW THAT THE TERRACE AND LYNWOOD HIGH KIDS COLLABORATE. WE ALSO KNOW THERE'S COLLABORATION ACROSS, EVEN WHEN THERE'S COMPETITION. WHAT'S IT CALLED FRIENDLY PROFESSIONALISM? >> GRACIOUS. >> GRACIOUS PROFESSIONALISM, IT'S AMAZING. IT'S SUCH A WONDERFUL ATTRIBUTE FOR ALL OF US TO DEVELOP. WE'RE REALLY PROUD OF YOU FOR ALL THE WORK YOU DO, ALL THE LEARNING THAT YOU'RE DOING AND THE MODELING THAT YOU'RE DOING IN TERMS OF THE COLLABORATION, THE HARD WORK, THE CARING FOR EACH OTHER. THANK YOU AND CONGRATULATIONS TO YOU GUYS. >> THIS EVENING, WE'RE ALSO FORTUNATE TO HAVE A SCHOOL PRESENTATION, [7. SCHOOL PRESENTATIONS- 6:45pm] AND WE'LL BE HEARING FROM CHASE LAKE ELEMENTARY SCHOOL STUDENTS TO START AND THEN FROM THEIR PRINCIPAL AT CHASE LAKE ELEMENTARY. WE'LL GIVE THEM JUST A MINUTE TO GET INTO PLACE HERE. >> GOOD EVENING, SCHOOL BOARD DIRECTORS, DR. MINER, STUDENT REPRESENTATIVES, FAMILY FRIENDS, AND COMMUNITY MEMBERS. WE ARE HONORED TO BE INVITED TO THIS SCHOOL BOARD MEETING, I'M GRATEFUL FOR THIS OPPORTUNITY TO SHARE SOME OF THE GOOD WORKS THAT ARE BEING DONE AT OUR SCHOOL. ON THE BEHALF OF CHASE LAKE WE SAY THANK YOU. MY NAME IS ALEX, AND I'M IN SIXTH GRADE AT CHASE LAKE. ALSO JOINING ME TONIGHT IS MAY MICHELLE AND JEN CARLOS. OUR FOCUS TONIGHT IS TO TALK ABOUT HOW WE ARE BUILDING A CULTURE AND OF LITERACY AT CHASE LAKE. THE REPRESENTATION IS DIVIDED INTO THREE DIFFERENT SECTIONS. HERE IS JEN CARLOS TO SHARE A LITTLE BIT DETAILS. >> HI. MY NAME IS JEN CARLOS, AND TODAY, YOU WILL HEAR ABOUT HOW OLDER STUDENTS SUPPORT YOUNGER STUDENTS WITH READING, HOW STUDENTS ANALYZE THE READING DATA AND PERSONAL WRITING GOALS. FINALLY, THE IMPORTANCE OF SEEING OURSELVES AND OTHERS THROUGH WINDOWS AND MIRRORS BOOKS. THE ACHIEVEMENTS, PROJECTS, AND ACTIVITIES WE WILL SHARE TONIGHT REFLECT THE EFFORTS OF MANY PEOPLE COLLECTIVELY. STUDENTS, FAMILIES, AND STAFF HAVE ALL CONTRIBUTED TO THESE SUCCESSES, AND WE ARE SO GRATEFUL FOR THEIR COMMITMENT TO THE ENTIRE SCHOOL COMMUNITY. WHILE THERE'S ALWAYS MORE WORK TO DO, WE ARE PROUD OF THE PROGRESS WE'VE MADE SO FAR. ALEX WILL START BY SHARING SOME OF THE WAYS STUDENTS SUPPORT YOUNGER STUDENTS WITH THEIR READING AT CHASE LAKE. >> LAST YEAR, WHEN I WAS IN FIFTH GRADE, I WAS A READING BUDDY WITH A KINDERGARTENER, HIS NAME WAS CURTIN. CURTIN AND I READ TOGETHER TWO TIMES A MONTH. I ENJOYED IT VERY MUCH. HE WAS A GOOD STUDENT. HE ALWAYS LISTENED VERY WELL. CURTIN REALLY ENJOYED READING LEGO BOOKS, WHICH IS UNDERSTANDABLE. HE LOVED LEGOS. I WANTED HIM TO LEARN AND GROW AND ACHIEVE HIS DREAMS. I FELT GOOD HELPING CURTIN WITH READING AND GETTING HIM PREPARED FOR THE FUTURE. EACH YEAR, THE READING WILL GET HARDER AND HARDER AS WE MOVE THROUGH THE GRADES. IT FEELS GOOD TO SEE MY READING READY GROW OLDER AND GROW HIS READING SKILLS. WORKING WITH HIM MADE ME REMEMBER THE TIME I WAS MOVING UP IN READING. [00:15:05] I REMEMBERED HOW HARD IT WAS. IT GOT MUCH HARDER, BUT THAT DID NOT STOP ME FROM DOING MY BEST AND EVENTUALLY WANTING TO HELP YOUNGER STUDENTS WITH READING. A SPECIFIC TIME WHEN I FELT LIKE I MADE A POSITIVE IMPACT ON MY READING BUDDY WAS WHEN WE WERE WORKING TOGETHER AND I HELPED HIM LEARN NEW THINGS LIKE READING NEW WORDS HE HAS NEVER HEARD OF. LEARNING THOSE NEW WORDS WAS TOUGH FOR HIM, BUT HE STILL GOT THROUGH IT. SOME OF THE CHALLENGES I FACED BEING A READING BUDDY WAS HAVING TO BE REALLY PATIENT WITH CURTIN. SOMETIMES I FORGOT WE DIDN'T KNOW THE SAME THINGS BECAUSE CURTIN IS YOUNGER THAN ME, AND WE ARE IN DIFFERENT GRADES. I HAD TO REMIND MYSELF THAT HIS SKILLS WERE VERY DIFFERENT FROM MINE. HE'S STILL LEARNING TO THIS DAY. I DIDN'T THINK HE WOULD REMEMBER WHAT WE TALKED ABOUT. BUT NOT ONLY DID HE REMEMBER WHAT WE TALKED ABOUT, HE REMEMBERED MORE THINGS THAN ME. FOR EXAMPLE, CURTIN DID NOT WANT TO HEAR THE SAME STORY OVER AND OVER AGAIN. I LEARNED A LOT ABOUT MYSELF THROUGH THIS EXPERIENCE. I HAVE LEARNED THAT YOU CAN HELP PEOPLE WITH NO MATTER WHAT THEIR AGE, WHO THEY ARE, OR WHERE THEY'RE FROM. I LIKE HELPING PEOPLE. IT MAKES ME FEEL GOOD TO BE A LEADER. I LIKE HELPING PEOPLE FROM WRONG TO WRITE, WHICH MAKES ME FEEL GOOD. BEING A READING BUDDY WAS A BIG OPPORTUNITY FOR ME TO BE A LEADER, WHICH MADE ME FEEL GOOD. BEING A READING BUDDY HAS HELPED ME BECOME A BETTER READER BECAUSE HELPING A YOUNGER STUDENT READ, HOW TO LEARN TO READ, ENCOURAGE ME TO BE A BETTER READER MYSELF SO I CAN HELP MY READING BUDDY MORE OFTEN EACH TIME AND TEACH HIM MORE THINGS. ADVICE I WOULD GIVE TO ANYONE THINKING OF BEING A READING BUDDY, IS THAT NO MATTER WHO THEY ARE, WHERE THEY'RE FROM OR WHAT GRADE THEY'RE IN, OR HOW OLD THEY ARE, YOU CAN ALWAYS HELP PEOPLE IF THERE ARE BIG CHALLENGES. THOSE CHALLENGES SHOULD NOT STOP YOU FROM HELPING OTHERS. I'M EXCITED TO BEING A READING BUDDY THIS YEAR WITH A THIRD GRADE STUDENT. EVEN THOUGH THE BOOKS WILL GET HARDER, I WILL STILL ENJOY IT. >> GOOD EVENING. MY NAME IS MAY SANFORD, AND I AM A SIXTH GRADER IN MS. MORGAN'S CLASS AT CHASE LAKE. TONIGHT, I WILL BE SHARING ABOUT THE LATINO STUDENT UNION MENTORS. THE LATINO STUDENT UNION MENTORS WERE HIGH SCHOOLERS THAT CAME EVERY MONDAY AFTERNOON. THE MENTORS HAVE COME HERE EVERY YEAR FOR THE LAST TWO YEARS NOW. THEY WOULD COME TO WORK WITH KIDS FROM KINDERGARTEN THROUGH SIXTH GRADE. THEY WOULD PLAY GAMES, WORK ON SCHOOLWORK AND TALK ABOUT THINGS GOING ON IN THEIR OWN LIVES. TO HELP ME GET A BETTER UNDERSTANDING OF WHAT THE LATINO STUDENT UNION REALLY IS, I INTERVIEWED FIFTH GRADE STUDENT MICHELLE. MICHELLE SAYS THAT WORKING WITH AN OLDER READING MENTOR MADE HER FEEL A LOT BETTER ABOUT HER READING. IT ALSO MAJORLY CHANGED HER ATTITUDES TOWARDS READING AND SHE STARTED TO READ A LOT MORE. MICHELLE ALSO ADDED THAT SOME READING STRATEGIES HER MENTOR TAUGHT HER WAS TO WORK ON SOUNDING OUT LONGER WORDS AND TO STUDY THE WORDS CAREFULLY TO IMPROVE HER READING SKILLS. SHE LIKED HER MENTOR AND BEING ABLE TO MEET WITH OLDER KIDS. SHE LOOKED FORWARD TO MONDAY AFTERNOONS AND FELT CONNECTED TO THE MENTORS BECAUSE THEY ALL LIKED THE SAME BOOKS. FROM THIS EXPERIENCE, SHE LEARNED TO FOCUS MORE ON MATH AND READING. AFTER WORKING WITH HER MENTOR, HER MATH AND READING BECAME MUCH BETTER. SHE LIKED WORKING WITH OLDER STUDENTS BECAUSE SHE COULD LEARN A LOT MORE WITH THEM HAVING MORE EXPERIENCE. SHE ALSO STARTED FEELING MUCH MORE CONFIDENT ABOUT HER READING AND IS NOW ABLE TO READ MUCH MORE. SOME ADVICE SHE WOULD GIVE TO OTHERS WHO ARE STRUGGLING WITH READING IS TO SOUND OUT WORDS AND DON'T GIVE UP. YOU CAN DO THIS. THANK YOU. [APPLAUSE] >> I'M GLAD TO HAVE THIS OPPORTUNITY TO PRESENT AT THE SCHOOL BOARD TONIGHT. I AM IN THE FIFTH GRADE AT CHASE LAKE. THIS IS MY FIRST YEAR AT THE SCHOOL. IN FIFTH GRADE, OUR TEACHER, MS. NEWMAN REQUIRES US TO WRITE GOALS FOR OUR I-READY DATA. SHE GIVES US OUR I-READY RESULTS, THEN WE WRITE UP GOALS FOR WHAT WE CAN IMPROVE ON. ONE OF THE THINGS I LEARNED FROM THE DIAGNOSTIC ASSESSMENT IS THAT THERE ARE STILL THINGS THAT I'M GOOD AT AND THINGS I NEED TO WORK ON, BUT THAT'S OKAY. I'M VERY GOOD AT PHONICS. I NEED MORE PRACTICE ON INFORMATIONAL TEXTS. [00:20:02] THE ASSESSMENT DATA HELPED ME IDENTIFY AREAS I NEED TO IMPROVE ON BY SHOWING ME THINGS I STILL NEED TO WORK ON, LIKE PRACTICING MORE FLUENCY, COMPREHENSION, AND INFORMATIONAL TEXT. THE GOAL I SET FOR MYSELF BASED ON THE ASSESSMENT RESULTS IS TO PRACTICE MORE FLUENCY. THE STRATEGIES OR TECHNIQUES I WILL USE TO ATTAIN MY GOAL OR TO WORK HARDER, PRACTICE MORE, AND TO BELIEVE IN MYSELF AND RELAX IF I GET SOMETHING WRONG. I WILL ALSO START TO READ MORE BOOKS THAT ARE ABOVE MY LEVEL. A CHALLENGE I MIGHT FACE WORKING TOWARDS MY GOAL IS IF I AM ASKED TO READ TWO PARAGRAPHS THAT ARE ABOVE MY READING LEVEL. I WILL OVERCOME THIS CHALLENGE BY WORKING AT SOME OF THE PARTS OF THE PARAGRAPH THAT HELP ME UNDERSTAND THE STORY. I WILL LOOK AT THE PARTS TO SIMPLIFY AND FIND THE MAIN IDEA. MY FAMILY IS A STRONG SOURCE OF MOTIVATION TO HELP ME CONTINUE TO WORK HARD ON MY READING. I'M ALSO MOTIVATED TO BE SMARTER BY READING HARDER BOOKS. ONE OF THE THINGS I HAVE LEARNED ABOUT MYSELF AS A READER IS THAT IF I KEEP READING, I WILL MAKE IT TO THE HIGHEST READING LEVEL AND ACCOMPLISH MY GOALS. [APPLAUSE] >> HELLO. MY NAME IS MICHELLE, AND I'M IN THE FIFTH GRADE. I WANT TO START BY SHARING THE DIFFERENCE BETWEEN WINDOWS AND MIRROR'S BOOKS. WINDOWS BOOKS ARE THE OPPOSITE OF YOU, AND THEY'RE NOTHING LIKE YOU. MIRROR'S BOOKS REFLECT YOU. THEY'RE JUST LIKE YOU AND WHAT HAPPENS IN YOUR LIFE. YOU AND THE CHARACTERS ARE SIMILAR TO EACH OTHER. OUR LIBRARIAN, MS. PACHECO HAS BUILT A LARGE COLLECTION OF WINDOWS AND MIRRORS BOOKS. STUDENTS ARE ABLE TO SEE THEMSELVES OR OTHERS IN THE BOOKS THEY CHOOSE TO READ. THE BOOKS CAPTURE DIFFERENT THINGS ABOUT PEOPLE AROUND THE WORLD. THE BOOKS IN OUR LIBRARIES HAVE HELPED ME LEARN ABOUT PEOPLE WHO ARE DIFFERENT FROM ME. SOME PEOPLE ARE DIFFERENT. THEY ARE NOT LIKE ME, AND THE BOOKS HELP ME UNDERSTAND MORE ABOUT THEIR LIVES, OR THEIR CULTURE, SPECIAL TRADITIONS, PERSPECTIVES AND EXPERIENCES. WHEN I READ A MIRROR BOOK AND SEE CHARACTERS WHO ARE SIMILAR TO ME, IT FEELS SURPRISING TO SEE THAT A FICTIONAL CHARACTER IS JUST LIKE ME, HOW THEY ACT, AND WHAT THEY DO IS SIMILAR TO WHAT I DO. I LIKE TO SEE CHARACTERS WHO LOOK LIKE ME. IT MAKES ME FEEL PROUD OF WHO I AM. IT IS IMPORTANT FOR OUR SCHOOL LIBRARY TO HAVE A COLLECTION OF BOTH WINDOWS AND MIRROR BOOKS. BECAUSE AT CHASE LAKE, THERE ARE STUDENTS WHO HAVE COME HERE FROM MANY DIFFERENT COUNTRIES. IT IS IMPORTANT THAT THEY SEE THEMSELVES AND OTHERS IN THE BOOKS IN OUR LIBRARY. THE BOOKS ALLOW ALL OF US TO LEARN ABOUT OUR FRIENDS AND OURSELVES. ONE OF MY FAVORITE MIRROR BOOKS IS CALLED, MEASURING UP. HERE'S WHAT I LIKE ABOUT IT. WE'RE BOTH ASIAN AND HAVE GRANDPARENTS BACK IN OUR HOME COUNTRIES, AND WE BOTH LIKE TO COOK. EVERY LIBRARY SHOULD HAVE WINDOWS AND MIRRORS BOOKS AND NEVER JUST BOOKS ABOUT ONE CULTURE OR EXPERIENCE. A LIBRARY COLLECTION SHOULD REFLECT MANY CULTURES AND WHAT OTHER PEOPLE EXPERIENCE. WINDOWS AND MIRRORS BOOKS HAVE INFORMATION ABOUT OTHER PEOPLE AND CULTURES. IT WOULD BE BORING TO READ ONLY ABOUT ONE CULTURE. I INVITE YOU TO STOP BY AT CHASE LAKE LIBRARY TO SEE OUR COLLECTION OF WINDOWS AND MIRRORS BOOKS. FIND A GREAT BOOK TO READ AND CHECK IT OUT. THANK YOU. [APPLAUSE] >> THANK YOU VERY MUCH. YOU GUYS DID A GREAT JOB. YOU WERE ALL VERY ARTICULATE AND VERY COMPLETE IN TELLING US YOUR PARTS OF WHAT'S GOING ON AT CHASE LAKE IN TERMS OF ALL OF THE GREAT WORK IN LEARNING HOW TO READ AND COMPREHEND WHAT YOU'RE READING AND USE IT IN YOUR LIVES. QUESTIONS, COMMENTS? >> WELL, I JUST WANT TO SAY, I'M REALLY IMPRESSED. I APPRECIATE THAT YOU'VE CAPTURED THE POWER OF CROSS AGE WORK, BOTH WITH YOUNGER KIDS, ALEX, AND MAY, WITH THE OLDER KIDS. JEN CARLOS, I REALLY LIKE THAT IDEA OF SETTING THE GOALS, FIGURING OUT YOUR GOALS, AND HOW YOU'RE CLEARLY GOING TO MEET THEM, ESPECIALLY MICHELLE. I WAS A SCHOOL LIBRARIAN I WAS ONE OF MS. PACHECO'S COLLEAGUES, AND WORKED REALLY HARD TO ADD WINDOWS AND MIRRORS BOOKS IN MY LIBRARY, [00:25:04] ACTUALLY, EVEN HELPED CREATE THAT AWARD THAT YOU MIGHT HEAR ABOUT. YOU JUST SPOKE TO MY HEART, AND I LOVE IT. KEEP UP THE GOOD WORK. >> THANK YOU SO MUCH FOR COMING TODAY AND SPEAKING IN FRONT OF ALL OF US. IT CAN BE INTIMIDATING, RIGHT? SPEAKING TO A WHOLE SCHOOL BOARD. YOU GUYS CRUSHED IT. TOTALLY CRUSHED IT. I AM PARTICULARLY EXCITED TO HEAR ABOUT YOUR EXPERIENCE, JEN CARLOS IN MS. NEWMAN'S CLASS. BECAUSE WHEN STUDENTS ARE ACTUALLY DOING THE ANALYSIS OF THEIR OWN WORK AND SETTING THEIR OWN GOALS BASED ON REAL DATA, THAT'S TRUE ENGAGEMENT IN THE LEARNING, RIGHT? YOU'RE OWNING YOUR LEARNING. THAT SHOULD BE OUR GOAL FOR EVERY KID. I'M GLAD YOU'RE GETTING THIS EXPERIENCE, AND MY HOPE IS THAT EVERY STUDENT AT CHASE LAKE IS GETTING THE SAME EXPERIENCE. THANK YOU SO MUCH, YOU GUYS FOR SHARING TONIGHT. >> ALSO, WHAT MY COLLEAGUES ARE SAYING, THANK YOU FOR SHARING. THERE'S SOMETHING THAT WE DON'T TALK ABOUT A LOT WHEN LIKE A SKILL THAT YOU CAN BUILD THROUGH SCHOOL, WHICH IS TEACHING. WE DON'T TALK, I THINK, ENOUGH ABOUT HOW VALUABLE THAT SKILL IS IN LIFE. I USE THAT SKILL ALL THE TIME, AND IT'S A REALLY TOUGH SKILL. ANYBODY IN THIS ROOM CAN EXPLAIN HOW SOMETHING WORKS TO SOMEONE, BUT TO ACTUALLY IMPART THAT KNOWLEDGE TO THEM IS VERY TOUGH. THE FACT THAT YOU ARE STEPPING UP AND DOING THAT WITH YOUR CLASSMATES IS VERY IMPRESSIVE, AND IT REALLY DOES GET YOU VERY FAR IN LIFE IF YOU CAN COME TO THE TABLE WITH THAT ABILITY AND SHOW PEOPLE HOW TO DO THINGS. PEOPLE LIKE TO LEARN, AND THEY LIKE WHEN SOMEONE CAN TEACH THEM SOMETHING NEW. I REALLY APPLAUD YOU FOR WHAT YOU'RE DOING, AND VERY MUCH ENCOURAGE YOU TO KEEP THAT UP. >> I JUST REALLY APPRECIATE THE PRESENTATION. NOW YOU'RE INSPIRING ME TO GO GET SOME NEW BOOKS AND LOOK AT SOME MIRRORS AND WINDOWS FOR MYSELF, TOO. THANK YOU SO MUCH FOR SHARING TONIGHT. >> I'D LIKE TO JUST SAY FIRST OFF, THANK YOU, STUDENTS FOR COMING AND TELLING US ABOUT YOUR SCHOOL. ALSO, I REALLY LOVED WHAT YOU GUYS WERE SHARING ABOUT THE LATINO STUDENT UNION AT EDMONDS WOODWAY, COMING TO YOUR SCHOOL, BECAUSE I THINK A LOT OF TIMES YOU GUYS WERE TALKING ABOUT WORKING WITH YOUNGER STUDENTS WITHIN YOUR SCHOOL, BUT I THINK BRINGING IN THE HIGH SCHOOLERS IS REALLY COOL, AND MAY YOU WERE THE ONE THAT SPOKE TO THAT AND TALKING TO A STUDENT, AND THAT SEEMS LIKE A REALLY GREAT OPPORTUNITY TO GET THAT MENTORING FROM OLDER KIDS. I'M AT [INAUDIBLE] HIGH SCHOOL AND PART OF OUR LATINO STUDENT UNION, AND I THINK THAT WOULD BE A GREAT THING TO IMPLEMENT WITH OUR LOCAL ELEMENTARY SCHOOLS. >> WELL, I REALLY LOVE THIS BUDDY SYSTEM BECAUSE NOT ONLY IT FOCUSES ON SELF IMPROVEMENT AND LEARNING, IT CREATES LIKE FRIENDSHIPS BETWEEN DIFFERENT AGE LEVELS, AND IT GIVES THE OLDER STUDENTS A CHANCE TO BE A LEADER, WHICH IS SOMETHING THAT I DID NOT HAVE, WHILE I WAS AT EDMOND SCHOOL DISTRICT BEFORE HIGH SCHOOL, BUT IT WAS SOMETHING THAT I DIDN'T HAVE WHILE I WAS GROWING UP. I REALLY LOVE TO SEE OTHER STUDENTS HAVING THE CHANCE TO BE A LEADER WITH THIS PROGRAM. I PERSONALLY LEARNED ENGLISH IN FIFTH AND SIXTH GRADE THROUGH READING BOOKS. SO THIS IS A REALLY AWESOME PRESENTATION. IT REALLY TOUCHED MY HEART, AND YOU GUYS STUDENTS, YOUR PUBLIC SPEAKINGS ARE GREAT. LIKE, IT'S AWESOME. I'M SO PROUD OF YOU GUYS. ACTUALLY, MICHELLE HERE, SHE'S A FAMILY FRIEND OF MINE. IT IS REALLY NICE TO SEE A FAMILIAR FACE AROUND HERE, SO YEAH, GREAT JOB, GUYS. >> HI, I JUST WANTED TO ADD. I KNOW EVERYONE'S ADDING. BUT I REALLY LIKED HOW YOU GUYS TALKED ABOUT LIKE THE OLDER STUDENT AND LIKE YOUNGER STUDENT COLLABORATION AS WELL, BECAUSE, LIKE, MY SCHOOL IS A K 12, AND I DEFINITELY HAVE SEEN THE IMPORTANCE AND THAT, BECAUSE NOT EVERYONE HAS, LIKE AN OLDER SIBLING THAT THEY CAN GO TO AND ASK FOR HELP WITH THEIR HOMEWORK OR BE LIKE, HEY, DO YOU THINK THAT THIS MAKES SENSE? BECAUSE SOMETIMES WHEN WE WRITE SOMETHING THE FIRST TIME OR READ SOMETHING THE FIRST TIME, HAVING ANOTHER OPINION FROM SOMEONE OLDER THAN US, CAN REALLY HELP JUST LIKE OUR OWN I DON'T KNOW DIGESTING OF IT. SO I REALLY LIKE HOW YOU GUYS ARTICULATED HOW IT'S HELPED YOU. ALSO, IT KIND OF MADE ME THINK, LIKE IT'S NICE TO HAVE AN OLDER STUDENT THAT CAN PROBABLY TALK TO YOU IF YOU GUYS DON'T ALWAYS HAVE AN OLDER PERSON IN YOUR LIFE THAT CAN HELP YOU THROUGH THAT. I THINK THAT THAT'S REALLY AMAZING, AND I'M GLAD THAT YOU GUYS SHARED ABOUT IT, BECAUSE IT MADE ME THINK A LOT ABOUT MY SCHOOL, AND YEAH, THANK YOU. >> WELL, I THINK ALL OF MY COLLEAGUES HERE DID A GREAT JOB OF SUMMARIZING [LAUGHTER]. I DON'T HAVE ANYTHING TO ADD, OTHER THAN WE'RE VERY PROUD OF YOU AND THANK YOU SO MUCH FOR COMING AND SHARING ALL THE WONDERFUL WORK YOU'RE DOING. [APPLAUSE] [00:30:07] >> NOW WE WELCOME FORWARD OUR PRINCIPAL WHO HAS THE UNENVIABLE SPOT [LAUGHTER] OF FOLLOWING THE STUDENTS. AT SOME POINT, WE MIGHT HAVE TO THINK ABOUT HAVING OUR PRINCIPALS GO FIRST, SO THAT THEY DON'T HAVE SUCH TOUGH ACTS TO FOLLOW, BUT I KNOW HE'S GOING TO HAVE SOME WONDERFUL INFORMATION FOR US AS WELL. WELCOME. >> YEAH, THANK YOU, DR. MINER IT'S SUCH A TOUGH ACT TO FOLLOW. THANK YOU STUDENTS FOR YOUR PRESENTATIONS TONIGHT. HERE WE GO. ALRIGHT. OUR ANNUAL READING GOAL IS FOCUSED ON IMPROVING ACADEMIC OUTCOMES FOR OUR MULTILINGUAL LEARNERS AT CHASE LAKE. THE WHY OF THE SCHOOL IS ROOTED IN LONG TERM AND RECENT DEMOGRAPHIC SHIFTS AT OUR SCHOOL. OVER THE LAST TEN YEARS, OUR HISPANIC LATINO STUDENTS HAVE BEEN INCREASING. AS OF THIS YEAR, SOMETHING REALLY BEAUTIFUL HAPPENED. OUR HISPANIC LATINO STUDENTS NOW MAKE UP OUR LARGEST FEDERAL RACE DEMOGRAPHIC AT 35%. CHASE LAKE HAS A LONG HISTORY OF SERVING MULTILINGUAL LEARNERS. OVER THE LAST SEVEN TO TEN YEARS, WE'RE AT 32% OF OUR STUDENTS BEING SERVED. OUR DIVERSE STUDENT POPULATION SPEAKS OVER 22 NATIVE LANGUAGES, REFLECTING THE RICH CULTURAL DIVERSITY OF OUR SCHOOL COMMUNITY. WELL, WE'VE ALWAYS HAD A STRONG ML PROGRAM IN PLACE AT CHASE LAKE, IT'S IMPORTANT TO NOTE THAT OUR FASTEST GROWING GROUP IS OUR NEWCOMER STUDENTS. OUT OF OUR 367 TOTAL STUDENTS, 112 ARE CURRENTLY RECEIVING MULTILINGUAL SUPPORT, INCLUDING 25 NEWCOMERS, AND NEWCOMERS ARE DEFINED AS BEING IN OUR COUNTRY FOR LESS THAN A YEAR. WE HAVE 35 LEVEL ONE STUDENTS. LEVEL ONE STUDENTS CAN PRODUCE A FEW WORDS AND EXPRESSIONS IN ENGLISH. OUR DATA ANALYSIS SHOWS THAT OUR MULTILINGUAL STUDENTS ARE MAKING GROWTH REFLECTED ON THEIR PERFORMANCE ON THE I-READY READING DIAGNOSTIC. HOWEVER, THEY'RE NOT CONSISTENTLY ACHIEVING AT GRADE LEVEL. THIS OUTCOME IS NOT UNIQUE TO CHASE LAKE. IT'S A COMMON CHALLENGE FACED BY MANY SCHOOLS, AND THESE OUTCOMES ARE NOT REFLECTIVE OF THE EXCEPTIONAL WORK OF OUR ML TEACHERS AND STAFF. OUR STAFF HAS BECOME INCREDIBLY FLEXIBLE IN MEETING THE NEEDS OF OUR STUDENTS. IT'S NOT UNCOMMON TO WALK IN A CLASSROOM AND SEE STAFF USING VISUALS, GESTURES, LABELING IN ENGLISH AND SPANISH, USING SENTENCE STARTERS AND STEMS, AND EVEN LEARNING KEYWORDS AND PHRASES SO THEY CAN TEACH IN SPANISH. THAT SAID, IN ORDER TO MEET THE NEEDS OF OUR STUDENTS, WE'RE GOING TO PRIORITIZE IMPROVING OUR INSTRUCTIONAL STRATEGIES TO ENSURE OUR ML LEARNERS HAVE ACCESS TO CURRICULUM AND CAN ENGAGE IN MEANINGFUL LEARNING. >> HERE'S OUR THEORY OF ACTION. IF WE, THE CHASE LAKE LEARNING COMMUNITY, ENHANCE OUR KNOWLEDGE OF LANGUAGE ACQUISITION, INSTRUCTIONAL STRATEGIES, AND PARTICIPATE IN RELEVANT PROFESSIONAL LEARNING AND DATA ANALYSIS, THEN OUR MULTILINGUAL STUDENTS WILL BECOME STRONGER INDEPENDENT LIFELONG READERS. IMPROVING INSTRUCTIONAL OUTCOMES FOR OUR MULTILINGUAL LEARNERS OBVIOUSLY GIVES THEM GREATER ACCESS, BUT GOOD TEACHING IS GOOD TEACHING, AND WE BELIEVE FOCUSING ON THESE STRATEGIES WILL ELEVATE EVERYONE'S LEARNING. AS I SHARED EARLIER, DATA ANALYSIS SHOWS THAT OUR ML LEARNERS ARE MAKING PROGRESS IN THE AREA OF READING. BUT AS WE UNPACK ADDITIONAL DATA, WE DISCOVERED THAT THEY'RE FACING A GREATER CHALLENGE IN THE AREA OF SPEAKING. FOR OUR STUDENTS TO BECOME STRONGER SKILLED READERS, THEY NEED OPPORTUNITIES TO DEVELOP ORAL LANGUAGE SKILLS. ORAL LANGUAGE SUPPORTS ALL ASPECTS OF READING, INCLUDING WORD RECOGNITION AND COMPREHENSION. WE'VE IDENTIFIED THE FOLLOWING STRATEGIES, FOCUS ON STUDENT DISCOURSE, STUDENTS TALKING TO EACH OTHER, AND ACCOUNTABLE TALK THAT GO BEYOND JUST ELBOW PARTNERED CONVERSATIONS. IT'S NUMBERED HEADS TOGETHER AND INTERACTIVE READ ALOUD. HERE'S A BRIEF DESCRIPTION OF BOTH THOSE STRATEGIES. FOR NUMBERED HEADS TOGETHER, THE IDEA IS THE TEACHER DIVIDES THE CLASS INTO GROUPS, GIVES EACH STUDENT A NUMBER. THEN ASK THE CLASS A REALLY RICH QUESTION TO PROMOTE OPPORTUNITIES FOR STUDENTS TO EXPLAIN THEIR THINKING, AND THEN GIVE STUDENTS TIME TO DISCUSS THE QUESTION IN THEIR GROUPS WHILE BUILDING OFF THEIR PEERS IDEAS. THEN THE TEACHER CALLS ON A SPECIFIC NUMBER, AND THEN THE STUDENT ANSWERS THE QUESTION. THAT'S THE ACCOUNTABLE TALK PIECE. FOR INTERACTIVE READ ALOUD, IT DIFFERS FROM A REGULAR READ ALOUD AND THAT INVOLVES FREQUENT PAUSES TO ALLOW DEEPER DISCUSSION, QUESTIONING, AND ACTIVE PARTICIPATION WITH THE TEXT. BOTH THESE STRATEGIES ENCOURAGE STUDENTS TO PRACTICE NEW LANGUAGE STRUCTURES. [00:35:05] IT HELPS STUDENTS TO EXPAND THEIR VOCABULARY AND EXPRESS THEIR IDEAS ORALLY TO IMPROVE LANGUAGE DEVELOPMENT. WE ALSO LOVE THE IDEA OF USING GLAD CHANCE. GLAD STANDS FOR GUIDED LANGUAGE ACQUISITION DESIGN. THIS IS CORAL LANGUAGE WITH ACADEMIC VOCABULARY THAT INCLUDES CHANTS, SONGS, AND POEMS, AND IT USES KEY CONCEPTS IN VOCABULARY FROM A UNIT. CERTAINLY, WE'RE GOING TO CONTINUE TO FOCUS ON DIFFERENTIATED SMALL GROUP INSTRUCTION. IT ALLOWS US TO FREQUENTLY ASSESS STUDENTS, UNPACK STUDENT DATA REGULARLY, CREATE FLEXIBLE GROUPS, AND TAILOR INSTRUCTION TO ADDRESS INDIVIDUAL NEEDS. WE'RE GOING TO DO A VARIETY OF FORMATIVE AND SUMMATIVE ASSESSMENTS FOR PROGRESS MONITORING AND DIAGNOSTIC DATA COLLECTION, ALL TO INFORM OUR INSTRUCTIONAL PRACTICES. WE'RE GOING TO DO THREE ROUNDS OF I-READY READING DIAGNOSTICS THROUGHOUT THE YEAR, AND WE'RE GOING TO HAVE OUR TEACHERS GATHER FORMATIVE DATA ON STUDENT DISCOURSE AND ACCOUNTABLE TALK, USING THE WIDA CAN DO DESCRIPTORS FOR SPEAKING. WIDA STANDS FOR WORLD CLASS, INSTRUCTIONAL DESIGN, AND ASSESSMENT. THE CAN DO DESCRIPTORS ARE EXAMPLES OF WHAT LANGUAGE LEARNERS CAN DO AT VARIOUS STAGES OF ENGLISH LANGUAGE DEVELOPMENT IN LISTENING, SPEAKING, READING, AND WRITING. STUDENTS IN ML WILL ALSO TAKE THE WIDA ANNUALLY. THE SMARTER BALANCE ASSESSMENT WILL BE ADMINISTERED TO ALL OF OUR STUDENTS GRADES 3 THROUGH 6. WE BELIEVE THAT USING THIS COMPREHENSIVE ASSESSMENT APPROACH, WE CAN TRACK STUDENT GROWTH, IDENTIFY AREAS FOR IMPROVEMENT AND ADJUST OUR INSTRUCTIONAL STRATEGIES ACCORDINGLY. AN UPDATE ON THE PROGRESS. WE JUST TURNED OUR SIT IN YESTERDAY. THAT SAID, WE'RE GOING TO BRING OUR LEADERSHIP TEAM BACK TOGETHER AND DEVELOP A COMPREHENSIVE PROFESSIONAL DEVELOPMENT CALENDAR. FOCUS ON DISCOURSE AND ACCOUNTABLE TALK STRATEGIES. WE'RE GOING TO DETERMINE THE SCOPE AND SEQUENCE FOR OUR PROFESSIONAL LEARNING FOR THE ENTIRE YEAR. OUR FAMILY ADVISORY TEAM AND PTSA TEAMS WILL REVIEW THE ASSESSMENT DATA AND PROVIDE FEEDBACK, AND WE REALLY BELIEVE THAT STUDENT OWNERSHIP IS AN IMPORTANT PART OF OUR SCHOOL IMPROVEMENT PLAN. OUR STUDENT ADVISORY TEAM, WHICH IS MADE UP OF FIFTH AND SIXTH GRADE LEADERS, WILL HAVE AN OPPORTUNITY THROUGHOUT THE YEAR TO REVIEW THE PLAN, PROVIDE FEEDBACK, AND SUGGEST IMPROVEMENTS. THANK YOU. >> THANK YOU MR. SILVER. THAT WAS VERY FOCUSED AND VERY INFORMATIVE. QUESTIONS, COMMENTS. >> THANK YOU MR. SILVER. GOOD TO SEE YOU AGAIN. >> NICE TO SEE YOU. >> I LOVE THE PRESENTATION. I LOVE THE FOCUS ON THE GLAD STRATEGIES, WHICH I KNOW ARE GOOD FOR ALL KIDS. I KNOW CHASE LAKE HAS BEEN INVOLVED IN IMPROVING THEIR INSTRUCTION FOR ALL STUDENTS, PARTICULARLY ML STUDENTS. WHAT IS THE TARGET OR THE MEASURABLE OUTCOME? BECAUSE I COULDN'T SEE THAT IN THE SLIDES, AND I JUST WANTED TO GET A PICTURE OF, WHERE YOU ARE AND WHERE YOU WANT TO BE. >> I'D BE HAPPY TO SHARE THAT WITH YOU. I HAD TO TURN THE SLIDE IN A FEW WEEKS AGO. SO WE ARE STILL CREATING OUR GOAL, BUT I CAN SHARE IT WITH YOU RIGHT NOW. >> GREAT. >> THE THREE YEAR LONG TERM GOAL, IS STUDENTS IN GRADES 3 THROUGH 6 WILL DEMONSTRATE GROWTH IN ENGLISH LANGUAGE ARTS FROM SPRING '24 TO SPRING '27, THREE YEARS, AS MEASURED BY THE SMARTER BALANCE ASSESSMENT FROM A BASELINE OF 41.5% AT OR ABOVE STANDARD TO A TARGET OF 60% AT OR ABOVE STANDARD. WE ALSO HAVE AN ANNUAL GOAL TO SUPPORT THAT. STUDENTS WHO ARE IDENTIFIED AS MULTILINGUAL LEARNERS WILL DEMONSTRATE GROWTH IN READING SKILLS, INCLUDING LANGUAGE COMPREHENSION AND WORD RECOGNITION FROM SPRING '24 TO SPRING '25, AS MEASURED BY THE I-READY READING DIAGNOSTIC FROM A BASELINE OF 14% AT OR ABOVE GRADE LEVEL TO A TARGET OF 25% AT OR ABOVE GRADE LEVEL. >> GREAT. THANK YOU. ONE OF THE THINGS I'VE JUST BEEN CURIOUS ABOUT, AND WE'VE HAD DISCUSSIONS LIKE THIS ON THE BOARD AS WELL IS HOW DO YOU CHOOSE THE TARGET GOAL. YOU KNOW WHAT I MEAN? I DON'T KNOW. I DON'T HAVE THE ANSWER TO THAT, BUT I'M JUST CURIOUS, LIKE HOW YOU GUYS ARRIVED AT THAT TOGETHER. >> WITHIN THE LEADERSHIP TEAM FOR THE ANNUAL GOAL, WE REALLY LOOK AT HISTORICAL GROWTH. LIKE SPECIFICALLY FOR I-READY, WE LOOK AT THE PERCENTAGE OF INCREASE THROUGHOUT THE YEAR. THEN, WE LIKE TO BE REALISTIC AND LOFTY, BALANCE THOSE TWO THINGS. [00:40:02] WE WANT TO HAVE HIGH EXPECTATIONS. THOSE ARE THE CONTRIBUTING FACTORS WHEN WE LOOKED AT OUR THREE YEAR GOAL. WE REALLY WANTED IT TO BE MORE LOFTY, AND WE REALLY WANTED TO SET HIGHER EXPECTATIONS AND REALLY SEE OUR STUDENTS AS ACHIEVING THE GOAL AND US AS DOING THE EDUCATIONAL STRATEGIES SMOOTH THEIR LEARNING FORWARD. >> THANK YOU. I APPRECIATE THAT. >> OF COURSE. >> AS PART OF YOUR PROCESS, DID YOU HAPPEN TO LOOK AT, PRE COVID NUMBERS, AND THEN WHERE WE'RE AT NOW, AND HAVE YOU REBOUNDED SINCE, HAVE WE NORMALIZED OR STILL BEHIND? WHERE ARE YOU AT ON THAT? >> THAT'S A GREAT QUESTION. WE HAVE BEEN MAKING SLOW AND STEADY GROWTH SINCE COVID. OUR PERCENTAGES HAVE BEEN GOING UP, FOR ELA, IT'S BEEN MOVING UP, AS WELL AS IN SPA MATHEMATICS. OUR SCORES HAVE BEEN MOVING UP. NOT TO THE LEVEL WE WANT THEM TO BE AT, BUT WE FEEL THAT WE'RE MOVING IN THE RIGHT DIRECTION. FOR SURE. >> THANK YOU SO MUCH. THAT WAS VERY WELL DONE, AND WE APPRECIATE. WE LIKE TO FOCUS ON READING AND GOALS AND HOW YOU TRACK THEM AND HOW YOU'RE DOING. IT SOUNDS LIKE YOU GUYS ARE DOING GREAT WITH A VERY INTERESTING AND WONDERFUL GROUP OF STUDENTS. >> THANK YOU FOR THE OPPORTUNITY TO PRESENT. WE'RE VERY PROUD OF OUR SCHOOL COMMUNITY AND HAPPY TO SHARE THE GOOD WORK THAT HAS BEEN GOING ON THERE. >> THANK YOU, YOU SHOULD BE PROUD OF THEM. >> THANK YOU. [APPLAUSE] FOR STUDENTS AND OTHERS, YOU DON'T NEED TO STAY FOR THE WHOLE MEETING. IT IS A WEEK NIGHT, WHICH IS A SCHOOL NIGHT. YOU ARE FREE TO LEAVE. YOU ARE FREE TO STAY, IF YOU'D LIKE TO STAY FOR THE REST OF THE MEETING. WE'RE NOT KICKING YOU OUT. WE'RE JUST GIVING YOU THAT OPPORTUNITY. NEXT ON THE AGENDA IS WE HAVE APPROVAL OF OUR MINUTES. [8. APPROVAL OF MINUTES-7:05 pm] WE CAN DO THESE ALL TOGETHER. I'D LIKE TO HEAR A MOTION AND A SECOND FOR APPROVING THE MINUTES FROM THE OCTOBER 1, 2024 SPECIAL MEETING WHERE WE DID THE STUDY SESSION ON CTE, THE MINUTES FROM THE OCTOBER 8, 2024 SPECIAL MEETING WHERE WE DISCUSSED AND HAD A STUDY SESSION ON GRADING PRACTICES, AND OUR REGULAR BUSINESS MEETING ON OCTOBER 8. >> I MOVE TO APPROVE THE MINUTES FROM THESE THREE MEETINGS. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. IS THERE ANY DISCUSSION? >> JUST ONE QUICK THING HERE. I HAVEN'T PHYSICALLY BEEN PRESENT. I WASN'T PHYSICALLY PRESENT FOR OUR CTE MEETING. I JUST WANT TO CALL OUT MARK AND HIS TEAM. THIS IS AN AMAZING PIECE OF, LITERATURE HERE, WHATEVER YOU WANT TO CALL IT. BUT I LOOKED THROUGH IT AND I WAS LIKE, MAN, CAN I SIGN UP FOR SOME OF THIS STUFF? THANK YOU AGAIN TO MARK AND HIS TEAM FOR ALL THE HARD WORK THEY DO. >> ANY OTHER DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING THE MINUTES FROM THE OCTOBER 1 SPECIAL STUDY SESSION, THE OCTOBER 8 STUDY SESSION, AND THE OCTOBER 8 REGULAR BUSINESS MEETING. PLEASE INDICATE BY SAYING AYE. >> [OVERLAPPING] AYE. >> ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? THE MINUTES FROM THE OCTOBER 1 STUDY SESSION, THE OCTOBER 8 STUDY SESSION, AND THE OCTOBER 8 REGULAR BUSINESS MEETING ARE APPROVED. NEXT, WE'LL HAVE THE SUPERINTENDENT'S REPORT. >> NOTHING THIS EVENING. >> WELL, THAT'S NICE AND QUICK. THANK YOU. [LAUGHTER] NEXT ON THE AGENDA IS OUR PUBLIC COMMENTS. [10. PUBLIC COMMENTS-7:15 pm] THE GUIDELINES REGARDING PUBLIC COMMENTS ARE ON THE DISTRICT WEBSITE, AND ON EACH BOARD MEETING AGENDA, AND THERE'S ALSO A COPY ON THE TABLE WHERE PEOPLE SIGN IN TO MAKE A COMMENT. WE ASKED THAT YOU LIMIT YOUR COMMENT TO THREE MINUTES. A TIMER WILL BE RUNNING SO THAT YOU CAN MONITOR YOUR TIME. PLEASE BE SURE TO TELL US YOUR NAME, YOUR CITY OF RESIDENTS, YOUR RELATIONSHIP TO THE DISTRICT, AND THE AGENDA ITEM OR SCHOOL DISTRICT TOPIC THAT YOU'RE GOING TO ADDRESS TONIGHT. PUBLIC COMMENTS ARE MADE FROM THIS FRONT PODIUM FACING US. FIRST, WILL BE CHRISTINE BALL. >> GOOD EVENING. MY NAME IS CHRISTINA BALL, AND I'M FROM EDMONDS. I'M READING THE FOLLOWING LETTER BY BRIAN LEES, AS SIGNED BY OVER 30 OF US PARENTS AND GRANDPARENTS. BRIAN LEES AND I ARE BOTH PARENTS AND MOMS AT CHASE LAKE ELEMENTARY SCHOOL, AND THIS IS ON BEHALF OF THE OVERCROWDING CLASSROOMS, PARTICULARLY IN THE FIFTH AND SIXTH GRADES. [00:45:02] TO THE ESTEEMED MEMBERS OF THE SCHOOL BOARD, WE, THE PARENTS AND CAREGIVERS OF STUDENTS IN THE FIFTH AND SIXTH GRADE AT CHASE LAKE COMMUNITY SCHOOL, ARE REACHING OUT TO THE DISTRICT FOR ASSISTANCE WITH A CRISIS IN OUR CLASSROOMS. DESPITE THE INSISTENCE THAT THE EDMOND SCHOOL DISTRICT PRIDES ITSELF ON PROVIDING A SAFE AND INCLUSIVE SPACE FOR STUDENTS TO LEARN, WE HAVE BEEN TOLD TIME AND TIME AGAIN, WE CANNOT HAVE A SECOND FIFTH GRADE CLASSROOM, DESPITE THE OVERCROWDING NUMBER OF STUDENTS AND THEIR INDIVIDUAL NEEDS. WE FIND OURSELVES IN THE MIDDLE OF OCTOBER WITH ONE OVERFLOWING FIFTH GRADE CLASSROOM, ONE OVERFLOWING SIXTH GRADE CLASSROOM, AND A FIFTH SIXTH SPLIT CLASSROOM. AS OF OCTOBER 17, WE HAVE 54 FIFTH GRADERS ENROLLED FULL TIME AT CHASE LAKE. THIRTY FIVE OF THOSE STUDENTS ARE PLACED IN A SINGLE CLASSROOM. OF THOSE 35 STUDENTS, 63% HAVE ONE OR MORE DOCUMENTED LEGAL NEED AND RECEIVE SUPPORT FROM VARIOUS DISTRICT PROGRAMS. DUE TO THE SHEER NUMBER OF STUDENTS IN THE CLASSROOM AND THE HIGH LEVEL OF SERVICES BEING RECEIVED, THERE'S A CONSTANT FLOW OF STUDENTS, NURSES, PARENTS, AND CERTIFICATED SUPPORT STAFF COMING AND GOING. THE HIGH LEVEL OF ACTIVITY IS CAUSING CONSTANT DISRUPTIONS TO THE CLASSROOM AND THE TEACHERS INSTRUCTION. PROPER SUPERVISION AND ACCURATELY KNOWING THEIR LOCATIONS IN THE SCHOOL IS ALSO GREATLY IMPACTED BY THE LARGE CLASS SIZE. THIS PROPOSES A SECURITY RISK SHOULD AN EMERGENCY OCCUR. WE KNOW THAT DISRUPTIONS TO CLASSROOM INSTRUCTION ARE COMMONPLACE, BUT IMAGINE THE DIFFICULTY IT CAUSES FOR OUR MULTI LANGUAGE STUDENTS WHO WE JUST HEARD WE HAVE A GREAT NUMBER OF AT OUR SCHOOL. DOING THE INCREDIBLE WORK OF LEARNING OR DEVELOPING A NEW LANGUAGE IN THESE CIRCUMSTANCES. WE ALSO WANT TO EXPRESS OUR CONCERNS ABOUT THE PHYSICAL CAPACITY AND LIMITATIONS PLACED ON SUCH AN OVERCROWDED CLASSROOM, THE SPACE TO MOVE ABOUT, AND GIVING SPACE TO CALMING ZONES FOR STUDENTS THAT NEED TO WORK ON THEIR EMOTIONAL REGULATION THROUGHOUT THE DAY. THE SIMPLE MATH SHOWS US THAT THE TOTAL NUMBER OF FIFTH AND SIXTH GRADERS IS ENOUGH TO HAVE TWO FULL FIFTH GRADE CLASSROOMS OF 27 STUDENTS EACH. WE COULD THEN HAVE TWO SIXTH GRADE CLASSROOMS WITH 21 TO 22 STUDENTS. THE CREATION OF A SECOND SIXTH GRADE CLASSROOM WOULD NOT ONLY PROVIDE RELIEF TO OUR OVER FULL STANDALONE SIXTH GRADE CLASS, BUT WOULD ALSO ALLOW OUR SIX GRADERS TO RECEIVE THE CARE AND PREPARATION THEY DESERVE BEFORE MOVING TO MIDDLE SCHOOL. WE KNOW THE CHALLENGES IMPLEMENTING SIXTH GRADE CURRICULUM IN AN ELEMENTARY SETTING, AS THEY WERE SO CLEARLY LAID OUT IN THE SCHOOL DISTRICTS INFORMATION REGARDING THE RECENT BONDS THAT WE PASSED EARLIER THIS YEAR. VOTERS AGREED TO PAY TO BUILD MORE SCHOOLS AND MOVE SIXTH GRADE TO MIDDLE SCHOOL AS WIDELY IMPLEMENTED THROUGHOUT THE STATE AND NATION. YET HERE AT CHASE LAKE, WE HAVE ONE TEACHER DOING THE LABORS WORK OF NOT ONLY TRANSLATING CURRICULUM TO WORK IN AN ELEMENTARY SCHOOL, [NOISE] BUT SHE ALSO TEACHES THE 19 STUDENTS IN FIFTH GRADE. >> THANK YOU CHRISTINA. WE DID ALSO GET THIS AS A WRITTEN COMMENT. WE DO HAVE IT BUT THANK YOU VERY MUCH. NEXT IS ANDY NOSAKER MEADOWS. >> GOOD EVENING. I'M ANDY KOVZAGER, PRESIDENT OF THE EDMONDS EDUCATION ASSOCIATION, LIVING BRIER, AND I'M HERE TONIGHT TO COMMENT ON THE GRADING PRACTICES RESOLUTION. EEA ABSOLUTELY AGREES WITH THE CONCEPT OF FAIRNESS IN GRADING. EEA DOES NOT AGREE THAT IMPLEMENTATION OF THIS CAN BE DONE BY FALL OF 2025. IT IS DISINGENUOUS TO TELL A TASK FORCE THE DESIRED RESULT OF OR THE IMPLEMENTATION TIMELINE FOR ITS WORK. THE TASK FORCE SHOULD DEVELOP THE RECOMMENDATION AND TIMELINE BASED ON LEARNING, DRAFT FIVE DISCUSSION AND INPUT, AND AVAILABLE TIME AND RESOURCES. IT WON'T BE A SIMPLE TASK TO LAND ON A DEFINITION OF FAIR AND EQUITABLE GRADING PRACTICES. WE HAVE ONE LEVEL OF EDUCATION BUTTING UP AGAINST OTHER LEVELS, AND THE TASK FORCE MUST CONSIDER THE NEEDS OF MANY DIFFERENT SUBGROUPS. THEN STRUCTURAL SUPPORTS, AMPLE TRAINING, A CALENDAR OF WORK TIME TO IMPLEMENT, MUST BE BARGAINED AND CREATED. ALL OF THIS IS BEING DONE IN AN EXTREMELY UNDER-RESOURCED SYSTEM WITH EMPLOYEES WHO ARE ALREADY STRETCHED TOO THIN. EFFECTIVE CHANGE CANNOT COME QUICKLY UNDER THESE CONDITIONS. LET ME POINT OUT THE START TIME COMMITTEE. IT MIGHT SEEM LIKE AN EASY TEST TO CHANGE SCHOOL START TIMES, BUT WE'VE LEARNED THAT IT REQUIRES FUNDAMENTAL SHIFTS IN MANY PIECES OF OUR SYSTEM. A HOLISTIC PLAN MUST BE DEVELOPED TO ALLOW FOR SMOOTH IMPLEMENTATION AND TO MITIGATE NEGATIVE IMPACTS. THE SAME GOES FOR OVERHAULING GRADING PRACTICES. IF WE COULD JUST STOP SCHOOL FOR THE REST OF THE YEAR AND SPEND ALL OF OUR TIME LEARNING, DISCUSSING, COMING TO A DECISION, AND THEN BUILDING THE SYSTEMS, TRAINING THE EMPLOYEES, AND CREATING PRODUCTS TO USE WITH STUDENTS, WE MIGHT BE ABLE TO HAVE THIS READY FOR FALL 2025, BUT WE CAN'T. INSTEAD, WE HAVE TO DO THIS WORK ON TOP OF ALL THE OTHER WORK WE'RE ALREADY [00:50:02] DOING WITH HIGHER CLASS SIZES AND FEWER INSTRUCTIONAL SUPPORTS THAN EVER BEFORE. IF THERE'S A SENSE OF URGENCY, THEN IT'S IMPERATIVE THAT YOU IDENTIFY CURRENT DISTRICT INITIATIVES THAT WILL BE STOPPED TO MAKE TIME TO FOCUS ON THIS NEW ONE. SHOULD WE PAUSE THE START TIME COMMITTEE? SHOULD WE STOP OUR WORK ON INCLUSION? MAYBE STOP THE SYOP TRAINING, PERHAPS WE TELL THE STATE WE'RE NOT GOING TO IMPLEMENT THE REVISED EVALUATION RUBRICS NEXT YEAR. HOW ABOUT NOT STARTING TO PLAN FOR MOVING SIXTH GRADERS UP TO MIDDLE SCHOOL OR IMPLEMENTING THE DUAL LANGUAGE PROGRAM AT SECONDARY? WE'VE GOT A LOT ON OUR PLATE. WHAT POSITIONS AND PROGRAMS WILL NEED TO BE ELIMINATED TO AFFORD THE TRAINING AND WORK TIME IT WILL TAKE TO IMPLEMENT THIS? IT'S IMPORTANT TO DO THE WORK WELL RATHER THAN QUICKLY. AUTHENTIC DRAFT FIVE PROCESSES, WHICH LEAD TO SUCCESSFUL IMPLEMENTATION TAKE TIME. WE'RE IN AN OPEN BARGAINED, AND MUCH OF THIS WILL NEED TO BE BARGAINED AND RATIFIED. WELL, I'D LIKE TO BE OPTIMISTIC THAT THIS WILL BE A SMOOTH PROCESS, SCIENCE POINT, OTHERWISE. I HAVE TWO ASKS OF THE BOARD. ONE, AMEND THE RESOLUTION TO CHARGE THE TASK FORCE WITH DETERMINING THE SCOPE OF THE CHANGE AND THE IMPLEMENTATION TIMELINE. TWO, IDENTIFY AND PUBLICIZE THE CURRENT DISTRICT INITIATIVES, PROGRAMS, AND OR POSITIONS THAT WILL BE ELIMINATED TO CREATE CAPACITY TO IMPLEMENT THE TASK FORCE RECOMMENDATIONS SHOULD THEY BE ADOPTED. YOU NEED TO BE TRANSPARENT ABOUT THE COSTS OF THIS INITIATIVE. THANK YOU. >> THANK YOU, ANDY [APPLAUSE]. NEXT IS DERICA ESCAMILLA. >> GOOD EVENING. WHAT DO I SAY? ADDRESS, NAME? >> NAME, ADDRESS, RELATIONSHIP TO DISTRICT, AND TOPIC. >> DEREK ESCAMIA, 20806 52ND AVENUE WEST. I AM A PARENT AND A CONCERNED CITIZEN HERE IN EDMOND SCHOOL DISTRICT. I WANTED TO DISCUSS A COUPLE OF THINGS NEAR AND DEAR TO MY HEART AND THAT I'VE HEARD FROM FELLOW CITIZENS IN THE COMMUNITY AND TEACHERS. FIRST AND FOREMOST, SAFETY IS MY BIGGEST CONCERN. I'VE LISTENED BACK ON A FEW OF THE MEETINGS, AND I MISSED PUBLIC COMMENT LAST MEETING. I'M JUST BESIDE MYSELF ON WHY NO ONE HAS BROUGHT UP SAFETY YET, OR THE INCIDENT AT LYNWOOD HIGH SCHOOL WITH THE TWO GUNS IN THE PARKING LOT. I KNOW A LOT OF PEOPLE WANT TO ACT LIKE NOT HERE OVER THERE. MATTER OF FACT, ONE OF THE TEACHERS AT THAT SCHOOL, I PULLED OUT MY SENIOR DUE TO VARIOUS REASONS, BUT THE ULTIMATE DECISION WAS DUE TO SAFETY TO FINISH WITH GRADUATION ALLIANCE, BECAUSE I WILL BE DAMNED IF I LOSE MY BABY, HIS LAST YEAR. THIS ISN'T A PROBLEM THAT'S OVER THERE, GUYS. THIS HAPPENED IN OUR MALL. WE LOST ONE OF OUR DISTRICT BABIES. I DON'T KNOW ABOUT YOU GUYS, BUT THAT AFFECTS ME. LISTENING TO THESE THREE YOUNG LADIES, JUST SPEAK ABOUT THOSE KIDS BROUGHT ME TO TEARS BECAUSE THESE ARE THE REASON WHY I DO WHAT I DO. WHY I THREW MY NAME IN THE HAT FOR CITY COUNCIL. IT'S YOUR VOICE. YOU GUYS ARE THE FUTURE AND SAFETY WE NEED TO TALK ABOUT THIS. THREE TO FOUR KNIVES WERE BROUGHT TO MY SON'S ELEMENTARY SCHOOL LAST YEAR. THEY SAY THAT IF WE DEAL WITH IT IN MIDDLE SCHOOL, IT'S ALREADY TOO LATE. YOU GUYS, THE GUNS WERE IN THE PARKING LOT. LOOK AT THE KID AT MUCLE TILL SCHOOL DISTRICT, YOU KNOW WHAT HAPPENED WITH HIM? WHAT DID HE DO? I DON'T KNOW WHAT HE WAS THINKING, BUT WE NEED TO START THE CONVERSATION. THIS IS HAPPENING IN OUR SCHOOLS, AND WE'RE NOT TALKING ABOUT IT. THE SINK, THE STUDENT INTERVENTION COORDINATORS AT THE ELEMENTARY SCHOOLS, THEY'RE BEING SHARED AMONGST MULTIPLE SCHOOLS. SO THEY'RE THERE TWO DAYS AND THEY HAVE TO GO SOMEWHERE ELSE. BY THE TIME THEY COME BACK, THEY CAN'T EVEN FOLLOW UP BECAUSE THEY HAVE MORE CASES FROM THEM BEING GONE. WE NEED TO START HAVING THIS CONVERSATION. THE KNIVES TURN INTO GUNS, TURN INTO GANGS, AND IT'S NOT ONLY ABOUT GANGS ANYMORE. COVID MESSED UP OUR KIDS. IT WAS ALREADY HARD ENOUGH BEING A KID, AND THE PANDEMIC REALLY DID THEM A FAVOR. IF I DO ONE THING THIS YEAR, WHILE I SERVE ON COUNCIL, IT IS TO BRING FORTH A YOUTH ADVISORY BOARD AND BREAK DOWN THE SILOS OF THE SCHOOL DISTRICT AND THE CITY AND START HAVING THESE CONVERSATIONS. WE NEED MORE HELP. THE KIDS ARE OUR FUTURE, YOU GUYS ARE OUR FUTURE, THEY'RE OUR FUTURE. THEY KNOW MORE ABOUT WHAT'S GOING ON RIGHT NOW THAN WE DO. IT IS SO HARD TO KEEP UP. I ASKED MY SON'S BEST FRIEND, HOW MANY KIDS DO YOU KNOW THAT CARRY, AND HE SAID THREE OR FOUR, AND HE'S NOT POPULAR GUYS [NOISE] THEY'RE LIKE, CELL PHONES NOW. [00:55:04] >> THANK YOU. >> THANK YOU [APPLAUSE] NEXT IS MELISSA, BOSWELL. >> HELLO, MY NAME IS MELISSA BOSWELL. I AM A PARENT OF A 9TH AND A 10TH GRADER AT MOUNTLAKE TERRACE HIGH SCHOOL. I AM ALSO A PHYSICAL EDUCATION AND HEALTH TEACHER AT SCRIBER LAKE HIGH SCHOOL. TWO THINGS ABOUT SCRIBER, SOMETHING THE DISTRICT NEEDS TO HELP US GROW AND THEN ALLOW. I WOULD LIKE TO BRING TO YOUR ATTENTION THAT SCRIBER LAKE DOES NOT HAVE A 0.2 FT ACTIVITY COORDINATOR, THE WAY THAT EVERY OTHER HIGH SCHOOL DOES. WE HAVE USED OUR OWN FT IN THE PAST TO FUND A LEADERSHIP, ASB TEACHER. I HAVE TAUGHT ASB LEADERSHIP FOR ALMOST A DECADE IN ANOTHER SCHOOL DISTRICT. WE HAVE ASB FUNDS LIKE, KNOWING THE LAWS AROUND THAT, THE LEADERSHIP, JUST THE OPPORTUNITIES THAT CAN HAPPEN WITH AN ACTIVITY COORDINATOR AND LEADERSHIP POSITION IS HUGE, ESPECIALLY KIDS WHO DON'T HAVE A LOT OF VOICE AND POLITICAL POWER, ALSO ENSURING THAT WE HAVE ASB FUNDS THAT WE ARE MYSTERIOUSLY HAVE. I DON'T EVEN KNOW HOW WE HAVE THEM. BUT, WE'RE MISSING A HUGE OPPORTUNITY FOR OUR STUDENTS WITH NOT HAVING THAT, AND IT'S UNEQUITABLE TO LITERALLY EVERY HIGH SCHOOL IN THE DISTRICT THAT WE DON'T HAVE THAT. SUPER EXCITED TO BE A FOCUS FOR THE DISTRICT WITH A POST SECONDARY GRANT TO INCREASE STUDENTS LEARNING AND KNOWING ABOUT HOW TO MOVE ON TO POST EDUCATION PROGRAMS. WE'RE SUPER EXCITED ABOUT THAT. WE'RE DOING MONTHLY ACTIVITIES TO EDUCATE OUR KIDS ON THEIR OPTIONS AFTER HIGH SCHOOL, AND NOT A LOT OF OURS ARE GOING TO GO TO COLLEGE, BUT WHETHER THAT'S A CERTIFICATE PROGRAM, WHETHER THAT'S TRADE SCHOOL ART. THERE'S SO MANY COOL THINGS, DIFFERENT CERTIFICATE TYPE OF PROGRAMS. WE ARE PARTNERING WITH EDMONDS COMMUNITY COLLEGE TO HAVE THEIR STAFF AVAILABLE WHEN WE DO OUR STUDENT LED CONFERENCES SO STUDENTS AND PARENTS CAN SIT DOWN WITH EDMONDS COMMUNITY COLLEGE PEOPLE AND START LEARNING ABOUT THE FASFA. THAT CAN BE A HUGE BARRIER FOR OUR FAMILIES OF JUST NAVIGATING A SYSTEM. WE'RE SUPER EXCITED ABOUT THAT. WE'RE TAKING ALMOST 40 STUDENTS ON MONDAY, WHO ARE BRAND NEW SUBSCRIBER TO EDMONDS COMMUNITY COLLEGE TO EXPLORE THE CAMPUS AND EVERYTHING THAT IT OFFERS. AGAIN, HELP BREAK DOWN SOME BARRIERS OF JUST KNOWING WHAT A CAMPUS LOOKS LIKE. WHAT PROGRAMS ARE THERE? WHERE'S THE ADMISSIONS OFFICE? WHERE ARE SUPPORT SYSTEMS AT A COLLEGE? WE'RE SUPER EXCITED ABOUT THAT. THEN UNRELATED SUBSCRIBER, I WISH MORE DISTRICTS AND OURS BEING ONE OF THEM WOULD CALL THE STATES BLUFF ABOUT FUNDING. I WISH WE WOULD JUST OFFER EXACTLY WHAT THE STATE PAYS FOR. NO MORE UNFUNDED MANDATES. IF YOU CANNOT GIVE US MONEY TO PAY FOR A STATE MANDATED THEN WE AIN'T DOING IT. HIGH SCHOOLS, WE'RE ONLY DOING FIVE CLASSES BECAUSE THAT'S ALL THE STATE CAN AFFORD. WE'RE DONE. ONE PAIR OF 400 KIDS. WE CAN NOW NOT MEET STATE LAW AND FEDERAL LAWS. THAT DOESN'T BECOME OUR PROBLEM. I KNOW IT BECOMES OUR PROBLEM WITH PARENTS, BUT THEN YOU'RE JUST SHIFTING THEM RIGHT TO THE STATE. IT'S OUT OF OUR HANDS. PLEASE CONTACT YOUR STATE REPRESENTATIVES BECAUSE IT IS OUTRAGEOUS THAT WE ARE BEING HARMED SO MUCH WITH OUR TAX BASE AND OUR STUDENTS FOR THESE UNFUNDED MANDATES. THANK YOU [APPLAUSE] >> THANK YOU, MELISSA. NEXT IS JASON MORE. >> JASON MORE LYNNWOOD. LAST MEETING, I WAS HERE TO SPEAK ABOUT HOW THIS DISTRICT IS FAILING THE STUDENTS AND PARENTS ACADEMICALLY. THIS TIME, I WILL COVER SAFETY AND WELL BEING FROM THE DISTRICT'S OWN HEALTHY YOUTH SURVEY RESULTS FROM LAST YEAR RELEASED IN FEBRUARY. STARTING WITH QUESTION NUMBER 129, ARE THERE GANGS AT YOUR SCHOOLS? NINETEEN PERCENT OF 10TH GRADERS RESPONDED WITH YES. DURING THE PAST 12 MONTHS, DID YOU SERIOUSLY CONSIDER ATTEMPTING SUICIDE? SIXTEEN PERCENT OF 10TH GRADERS RESPONDED, YES. DURING THE PAST 12 MONTHS, DID YOU MAKE A PLAN ABOUT HOW YOU WOULD ATTEMPT SUICIDE? 12.7% OF 10TH GRADERS, YES. HAVE YOU EVER SERIOUSLY THOUGHT ABOUT KILLING YOURSELF? 20.6% OF ALL RESPONDENTS, YES. HAVE YOU EVER TRIED TO KILL YOURSELF? SIX PERCENT OF ALL RESPONDENTS, YES. I FEEL SAFE DURING SCHOOL, 20% OF 8TH GRADERS NO. NOW LET'S LOOK AT THE SUPERINTENDENT'S GOALS FOR 2024, 2025. [01:00:01] GOAL NUMBER 1, BUDGET, STAFF INPUT FOR FUNDING, GOAL NUMBER 3, ATTENDANCE, SBA TESTING, GRADUATION RATES. OUT OF SIX GOALS, NOT ONE OF THEM SAID ANYTHING ABOUT SAFETY AND WELL BEING FOR STUDENTS. LAST MEETING, MRS. MINER WAS SO PROUD OF HER GOALS THAT SHE HID THEM IN THE CONSENT AGENDA AND DID NOT EVEN TELL US WHAT THEY WERE, LET ALONE DISCUSS THEM WITH US. MOVING ON TO WSSDA POSITIONS CATALOG, BOARD PRIORITIES FOR LEGISLATION. NUMBER ONE ON THE LIST, FUNDING GOT FOUR VOTES FROM THE BOARD. NUMBER TWO, EQUITABLE FUNDING FOR STAFF MIX, GOT THREE VOTES. DOWN ON THE LIST, NUMBER SIX, SCHOOL STUDENT SAFETY ONLY RECEIVED TWO VOTES. NOT EVEN MAKING THEIR LIST WAS PREVENTING SELF HARM AND SUICIDE RECEIVED ZERO VOTES. TWO MEETINGS AGO, THE BOARD APPROVED THE TOP 10 PRIORITIES FOR THE NEXT LEGISLATIVE SESSION, AND THIS SHOWS THE PEOPLE WHERE THEIR PRIORITIES ARE. MORE FUNDING, MORE EQUITY FIRST, STUDENT SAFETY AND WELL BEING LAST. WITH THE DISTRICT'S PROVEN RECORD OF FAILURE, THEY HAVE THE AUDACITY TO TRY TO TRICK US INTO BECOMING THEIR ADVOCATE PAWNS TO GROVEL AT THE FEET OF OUR LEGISLATORS SO THEY CAN GET MORE FUNDING TO CONTINUE FAILING OUR STUDENTS. IF YOU WANT TO GO AND ADVOCATE FOR MORE OF THIS, THEN MORE OF THIS IS WHAT YOU DESERVE. I'VE BEEN POSTING STUDY SESSIONS ON YOUTUBE. YOU CAN FIND THEM AT WE THE PEOPLE AT WTP 17762. WE THE PEOPLE [NOISE] >> NEXT IS CAROLINE ZURBIDA. DID I GET THAT RIGHT? >> IT'S FINE ENOUGH. YOU'RE NOT THE FIRST AND YOU WON'T BE THE LAST. HELLO. MY NAME IS CAROLINE ZURBIDA, AND I LIVE IN LYNNWOOD. I AM A STUDENT OF LYNWOOD HIGH SCHOOL, AND I'M IN THE LYNNWOOD ROYAL ROBOTICS TEAM, WHICH ALSO INCLUDES EDMONDS WOODWAY. THE REASON I'M COMING TO YOU IS BECAUSE OF THE FORMER ALDERWOOD MIDDLE SCHOOL, WHICH WE REFER TO AS FANS AS OUR PRACTICE FIELD. I JOINED THE TEAM 2522 ROYAL ROBOTICS IN THE FALL OF MY SOPHOMORE YEAR. AT THE TIME, I DIDN'T REALIZE LYNNWOOD HAD A ROBOTICS PROGRAM. I LEARNED ABOUT IT DURING WHAT WAS ESSENTIALLY OUR FIELD DAY FRESHMAN YEAR. TWO PEOPLE STOOD IN FRONT OF LYNWOOD HIGH SCHOOL AND IN FRONT OF THEM WAS A COOL LOOKING MACHINE, SO I UNCHARACTERISTICALLY ASKED WHAT IT WAS. THE TWO PEOPLE, I NOW KNOW THEM AS DAKOTA AND KAI, EXPLAINED TO ME THAT IT WAS THEIR TEAMS ROBOT FOR LYNNWOOD'S ROYAL ROBOTICS. I DIDN'T HAVE A NORMAL FIRST IMPRESSION OF ROBOTICS, BUT I'M GLAD I DIDN'T. IF I'D SHOWN UP TO THE MEETING FIRST, I MIGHT HAVE GOTTEN SCARED BECAUSE I'M NOT GOOD WITH MATH OR ENGINEERING REALLY. FIRST ROBOTICS PROVIDES US WITH MANY TECHNICAL SKILLS WE CAN WORK THROUGH AS A TEAM, NOT ONLY INCLUDING ENGINEERING, BUT ALSO INCLUDING TEAMWORK WITH OTHER ALLIANCES THAT WE HAVE TO COMPETE WITH AND AGAINST. >> FAMS IS IMPORTANT TO US BECAUSE WE USE IT AS A PRACTICE FIELD. IT'S HOW WE CAN CALIBRATE EXACTLY HOW OUR ROBOTICS MOVES ON THE FIELD, AND WE CAN WORK OUT SOME KINKS THAT WE FIND OUT IN OUR MACHINERY. SAY WE WANT OUR ROBOTS TO GO TO THE MIDDLE OF THE FIELD, PICK UP SOMETHING, DRIVE IT BACK, AND PUT IT SOMEWHERE. HAVING THIS PRACTICE FIELD ALLOWS US TO SEE THAT IN REAL TIME AND AT A REAL SPEED THAT IS DESIRABLE. IF IT DOESN'T WORK OR IF THE ROBOT MATH FUNCTIONS, WE CAN FIND THAT PROBLEM FIRST BEFORE ACTUALLY FINDING IT ON THE FIELD AGAINST OPPONENTS. THE PRACTICE FIELD WE USE IS CALLED FORMER ALDER MIDDLE SCHOOL OR FAMS FOR SHORT. FOR EXAMPLE, WE USE DEGREE TO AUTO. ENGINEERING IS ONLY ONE OF THE KEY ELEMENTS FOR A ROBOTICS TEAM. YOU ALSO NEED STRATEGY AND ANALYSIS. THAT'S THE WAY IT TIMES TO PICK UP ROBOTS FOR A TEAM. YOU CAN CHOOSE THE ONES THAT ARE GOOD AT THE STUFF YOUR ROBOT IS NOT GOOD WITH AND STRATEGIZE DURING IT. DURING THE LAST ROBOTIC SEASON, WHEN I WASN'T MAKING PINS, I WAS BEING MENTORED BY A WONDERFUL MAN NAMED KEVIN, WHO WAS A SENIOR, BUT GRADUATED IN 2024. HE TAUGHT ME THAT TO MAKE A GOOD ALLIANCE ELECTIONS BASED ON OUR WEAKNESSES WAS VERY IMPORTANT. I STAND BEFORE YOU TODAY AS A LEAD STRATEGIST OF THE LYNWOOD AND WOODWAYS ROBOTICS TEAM. AND I GRATEFUL FOR FINDING THIS TEAM AND BUILDING A COMMUNITY WITH THEM, ESPECIALLY WHEN I WAS WITH PEOPLE I DIDN'T KNOW IN A ROOM. THANK YOU FOR LISTENING TO ME. >> THANK YOU, CAROLYN [APPLAUSE]. NEXT ON OUR AGENDA IS OUR CONSENT AGENDA. [11. CONSENT AGENDA-7:45 pm] THIS IS THE GROUP OF RELATIVELY ROUTINE ITEMS THAT WE CAN EITHER VOTE ON AS A BLOCK AND DISCUSS AS A BLOCK OR SEPARATE IF WE DECIDE TO DO SO. [01:05:02] THERE ARE TEN ITEMS CURRENTLY ON TONIGHT'S CONSENT AGENDA. THREE HAVE TO DO WITH PERSONNEL AND STAFF AGREEMENTS. ONE IS AN INTER LOCAL AGREEMENT WITH EVERETT COMMUNITY COLLEGE FOR COLLEGE AND THE HIGH SCHOOL. ONE IS OUR MONTHLY BILLS AND VOUCHERS THAT WE LOOK AT, AND FIVE ARE FIELD TRIPS. DO I HEAR A MOTION IN A SECOND TO APPROVE TONIGHT'S CONSENT AGENDA? >> MOVE TO APPROVE. SECOND. >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? >> I JUST THINK IT'S APPROPRIATE THAT TWO OF THE FIELD TRIPS ARE FOR LYNWOOD ROBOTICS [LAUGHTER]. GOOD TIMING. >> YES, GOOD POINT. THANK YOU. ANY OTHER DISCUSSION? HEARING, THEN, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING TONIGHT'S CONSENT AGENDA. AS PRESENTED, PLEASE INDICATE BY SAYING AYE. >> AYE. >> AYE. >> ALL THOSE OPPOSED ANY ABSTENTIONS. AND TONIGHT'S CONSENT AGENDA IS APPROVED AS PRESENTED. [12. NEW BUSINESS- 7:55 pm] >> WE HAVE TWO ITEMS OF NEW BUSINESS THIS EVENING. THE FIRST IS A SINGLE READING TO APPROVE RESOLUTION 24, 25, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE 22, 23 SECURITY UPGRADES, THE VAPE DETECTORS PROJECT. >> DO I HEAR A MOTION IN A SECOND TO APPROVE RESOLUTION 24, 25, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE 2022, 23 SECURITY UPGRADES VAPE DETECTORS PROJECT? >> MOVE TO APPROVE. >> SECOND. >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? >> CAN I JUST GET A QUICK EXPLANATION OF WHAT THAT PROJECT WAS? BECAUSE I'M UNFAMILIAR. >> THE PROJECT WAS TO INS DETECTORS THROUGHOUT MANY OF OUR RESTROOMS IN THE DISTRICT. IT ALLOWS THE PRINCIPAL TO GET AN EMAIL OR A MESSAGE. IF THERE IS VAPING GOING ON IN THE RESTROOM, FOLLOW UP, THEY CAN DETECT PATTERNS. EVEN IF THEY CAN'T GET TO ONE IN TIME TO SEE WHO'S WALKING OUT OF THE RESTROOM, THEY CAN DETECT PATTERNS AND WHERE VAPING IS HAPPENING, ET CETERA. >> OTHER QUESTIONS OR COMMENTS? >> YEAH, I THINK THIS IS VERY TIMELY, AND I LOOK FORWARD TO SEEING SOME LEGISLATION ADDRESSING SOME OF THE FLAVORED VAPING THAT WE'RE SEEING. SO I THINK THIS IS A TIMELY TOPIC THAT WE'LL BE TALKING ABOUT AGAIN NEXT YEAR. >> ANYTHING ELSE? ANYTHING FROM THE STUDENTS? >> I'M JUST GOING TO SAY THIS IS VERY EFFECTIVE. IT HAS BEEN EFFECTIVE. THAT I KNOW THAT BECAUSE I'VE HEARD MY SCHOOL SECURITIES COMPLAIN. IT'S LIKE TODAY, IT WENT OFF THAT MANY TIMES [LAUGHTER]. SO IT'S VERY EFFECTIVE. >> IT'S GOOD TO KNOW IT'S EFFECTIVE. HOPEFULLY, IT WILL ALSO REDUCE THE AMOUNT OF A GOING ON. ANY OTHER THING? I'LL CALL FOR A ROLL CALL VOTE. >> DIRECTOR GERARD. >> AYE. >> DIRECTOR KRAMER. >> AYE. >> DIRECTOR SMITH. >> AYE. >> DIRECTOR CHASE. >> AYE. DIRECTOR KATAMS. AYE. AND RESOLUTION 24, 25, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE 2022, 23 SECURITY GRADES. THE VAPE DETECTORS PROJECT IS APPROVED. >> THE SECOND ITEM THIS EVENING IS A CHANCE FOR THE BOARD TO DISCUSS THE GRADING PRACTICES RESOLUTION. THERE WAS A DRAFT RESOLUTION ATTACHED TO THE AGENDA FOR INITIAL DISCUSSION PURPOSES. >> SO THIS IS JUST A DISCUSSION ITEM FOR US TO DISCUSS THE DRAFT RESOLUTION THAT WE HAVE. I KNOW WE DISCUSSED AN EARLIER VERSION OF THIS AT OUR STUDY SESSION. I JUST WANT TO MAKE SURE PEOPLE KNOW WHAT WAS BASED ON ALL THE INPUT THAT YOU GUYS GAVE. ONE CHANGE WAS JUST SOME WORDING CHANGE IN TERMS OF WHAT WE WERE CALLING THE EXPERT TEACHERS WHO ARE ALREADY USING THESE PRACTICES, CHANGED IT FROM CALLING IT A CADRE TO A FOUNDATION. ANOTHER IS SAYING THAT THE TASK FORCE SHOULD INCLUDE TEACHERS WHO ARE ALREADY HAVE EXPERIENCE USING STANDARDS BASED GRADING AND THOSE WHO DON'T. ADDED A LINK TO THE EXPERT RECOMMENDED 4-7 CATEGORIES, AND THE PHRASING INSTEAD OF HAVING GRADES OR REPORTING ACADEMIC ACHIEVEMENT GRADES, AND REPORTING ACADEMIC, JUST SEPARATING ACADEMIC ACHIEVEMENT GRADES AND NON ACADEMIC ASPECTS. AND IN THE FOURTH ITEM, UNDER BE IT RESOLVED, WE ADDED THE PENDING BUDGET CONDITIONS AS WE HAD DISCUSSED. SO LET ME HEAR YOUR THOUGHTS. >> WELL, I WILL SAY THAT GENERALLY SPEAKING, [01:10:02] I DO LIKE THE RESOLUTION. I LOOKED AT IT PREVIOUSLY ON THIS VERSION. I THINK IT'S PRETTY GOOD. BUT WE DID HAVE. ANDY COME UP AND BRING UP SOME THINGS THAT I THINK WE DISCUSSED IN OUR STUDY SESSION. SO THEY'RE NOT BLIND TO US, THAT THEY'RE THERE. THE FACT THAT MAYBE THIS WOULD NEED TO BE BARGAIN, THE FACT THAT TEACHERS ARE GOING TO HAVE A LOT OF INPUT IN IT. SO I THINK THAT THAT'S ON OUR MINDS. I THINK THAT'S TOP OF MIND FOR US. AND THEN YES, I WOULD AGREE THAT THE TIMELINE IS TIGHT. AND MAYBE ULTIMATELY NOT REALISTIC, BUT I THINK THAT PUTTING THAT OUT THERE AS THE GOAL. IT DOESN'T SAY WE HAVE TO HAVE IT. OUR GOAL IS THIS, IS GOOD BECAUSE I KNOW THAT IN MY TIME ON THE BOARD, THERE HAD BEEN SOME INITIATIVES THAT WE JUST NEVER DID THAT WITH, AND I STILL DON'T KNOW WHAT HAPPENED TO HIM. SO HAVING SOMETHING WHERE WE CAN AT LEAST REVISIT THIS AND SAY, THIS WAS OUR GOAL. FINE, THIS ISN'T GOING TO WORK, WE'LL SET ANOTHER GOAL FOR SIX MONTHS DOWN THE LINE OR WHATEVER. SO I'M NOT AS CONCERNED WITH THE TIMELINE, BUT I AM MINDFUL THAT WHO KNOWS? WE WILL SEE WHAT THE TASK FORCE RECOMMENDS TO US. >> I FEEL REALLY STRONGLY THAT THIS IS A SIGNAL TO OUR DISTRICT THAT WE HAVE SOME UNFAIR GRADING PRACTICES. THERE ARE KIDS THAT ARE FAILING CLASSES BECAUSE OF NOT TURNING IN ASSIGNMENTS. IT'S NOT A RESULT OF THEIR ABILITIES. IT'S BECAUSE THEY'RE NOT TURNING IN ASSIGNMENTS, AND THEY'RE GETTING ZEROS FOR THOSE, WHICH THEN COUNT TOWARD THEIR FINAL GRADE. YOU'VE GOT KIDS THAT MISS A WEEK OR TWO OF SCHOOL BECAUSE THEY HAVE TO TAKE CARE OF THEIR MOTHER, OR THEY HAVE TO TAKE CARE OF THEIR KIDS, AND THEY COME BACK AND THEY FACE OVERWHELMING UPHILL BATTLES. AND THEY GET DISCOURAGED, AND THEY DROP OUT. WE'VE HAD A GRADUATION RATE AT 83% FOR HOW MANY YEARS? >> TEN YEARS. >> WE ARE TRAILING ALL THE DISTRICTS AROUND US. I WOULD SUGGEST THAT PART OF IT IS OUR GRADING PRACTICES. THEY'RE MATHEMATICALLY UNFAIR. SO I HAVE A PRETTY HIGH LEVEL OF URGENCY ABOUT IT. I KNOW, AND I APPRECIATE ANDY COMMENT THAT EEA AGREES THAT IT IS UNFAIR. AND I HEAR TOO ABOUT ALL THE OTHER COMPETING PRIORITIES OF TIME. I GET IT. I THINK THIS IS A SIGNAL THAT THE SCHOOL BOARD IS PRIORITIZING THIS PARTICULAR INITIATIVE BECAUSE THIS HUNG A FEW OTHER THINGS IS PROBABLY ONE OF THE HIGHEST BARRIERS TO GRADUATION. SO, I DO THINK THAT WE COULD LOOK AT THE TIMELINE IN TERMS OF MAYBE WE HAND OVER THE ESTABLISHMENT OF THAT TIMELINE TO THE PEOPLE WHO ARE GOING TO BE IMPLEMENTING IT. I THINK THAT MAKES SENSE. BUT I DO WANT TO UNDERSCORE THAT THERE'S AN URGENCY HERE. >> OTHER INPUT. AND I'D LOVE TO HEAR FROM THE STUDENTS. MY GUESS IS THAT YOU ARE STUDENTS WHO HAVEN'T GOTTEN ZEROS [LAUGHTER]. JUST A GUESS. BUT YOU PROBABLY HAVE FRIENDS OR OTHER KIDS THAT HAVE BEEN IN YOUR CLASSES, WHO YOU KNOW, MAY HAVE GOTTEN ZEROS AND THE EFFECT ON THEM. I'D LOVE TO HEAR YOUR INPUT ON THIS WHOLE IDEA. >> FIRST OFF, JUST I THINK THAT THIS IDEA OF STANDARDIZING AND CREATING A MORE FAIR SCALE IS REALLY IMPORTANT BECAUSE OF FOUR YEARS OF HIGH SCHOOL AND MIDDLE SCHOOL, NO TWO CLASSES ARE THE SAME. TEACHERS CHANGE WHAT PERCENT IS AN A IN THAT CLASS. SOMETIMES IT'S A 97 IS AN A. I HAVE A PHYSICS CLASS THAT IS VERY HARD CLASS. SO THE GRADE FOR AN A IS LIKE A 90%. SO ON TO SOME DEGREE, IT CAN MAKE SENSE. I THINK THAT IT BECOMES UNFAIR WHEN A STUDENT IS PASSING ONE CLASS WITH TURNING IN THESE AMOUNT OF ASSIGNMENTS, DOING THIS ON TEST, THE SAME IN ANOTHER CLASS, AND IS FAILING THAT CLASS. ANOTHER BIG THING, WHAT YOU'RE TALKING ABOUT THE ASSIGNMENTS, SOME CLASSES DON'T CREATE ASSIGNMENTS AT ALL AND ONLY ARE BASED ON TESTS. THAT, I THINK IS EXTREMELY UNFAIR TO STUDENTS [01:15:02] BECAUSE YOU CAN HAVE STUDENTS WHO ARE LEARNING THE MATERIAL WHO UNDERSTAND WHAT'S GOING ON, BUT AREN'T GOOD TEST TAKERS. YOU HAVE SOMEONE WHO UNDERSTANDS WHAT THEY'RE LEARNING, THEY GET TO THAT TEST AND THEY DO POORLY, AND THEN THEY'RE EVALUATED BASED ON THAT, NOT HOW WELL THEY ACTUALLY ARE UNDERSTANDING THE MATERIAL, AND IF THEY'RE READY TO MOVE ON TO THE NEXT LEVEL. I THINK FINDING A WAY TO REALLY EVALUATE WHAT ARE KIDS ACTUALLY LEARNING, AND MAKING IT MORE ABOUT THE LEARNING, NOT JUST ABOUT THE GRADE THAT THEY'RE GETTING IN THAT CLASS. >> WELL, FOR ME, JUST FROM MY EXPERIENCE, I'M THE ONE WHO USUALLY DOES MY WORK, I WANT TO DO IT, SO I WANT TO LEARN. SO I'M THE TYPE OF STUDENT THAT DOES THAT. SO I DON'T USUALLY GET THE KIDS WHO DON'T DO THEIR WORK. I THINK ONE PROBLEM MIGHT NOT BE JUST SCHOOL, IT MIGHT BE FAMILY. AT HOME, THERE MIGHT BE STUDENTS WHO HAVE PROBLEMS OR PARENTS THAT DON'T PUSH THEM ENOUGH. MY PARENTS ARE VERY SUPPORTIVE IN ME, AND THAT WAS ONE OF THE PART OF THE REASONS WHY I AM HERE TODAY BEING A LEADER. SO ONE OF THE PROBLEMS ARE LIKE FAMILY PARENTS. SO OTHER THAN THAT, I HONESTLY HAVE NO IDEA [LAUGHTER]. >> HI. ON THAT, I AGREE WITH WHAT YOU GUYS SAID, AS WELL, BY THE WAY. AND AS SOMEONE WHO COMES FROM A SINGLE PARENT HOUSEHOLD, BECAUSE I DO, I WILL SAY THAT THERE ARE TIMES WHEN IT'S JUST NOT ALWAYS AS EASY TO KEEP UP WITH THINGS. I'M NOT SOMEONE WHO GETS ZERO PER SE, BUT THERE ARE TIMES AND IT'S MORE DIFFICULT. AND I THINK THAT THIS IS SOMETHING I'VE ACTUALLY THOUGHT ABOUT BEFORE IS THAT IT'S IMPORTANT THAT OBVIOUSLY THE DISTRICT IS EQUITABLE IN THEIR GRADING, BUT ALSO TO KEEP IT FROM, LIKE I DON'T WANT TO HAVE TO SHARE PERSONALLY WHY I THINK THAT I SHOULD GET ASSISTANCE IF THAT MAKES SENSE. I FEEL LIKE THERE SHOULD BE SOME AMBIGUITY THERE WHERE WE COULD JUST SAY, WE ARE LIKE STRUGGLING RIGHT NOW WITHOUT HAVING TO MAYBE ELABORATE IF THAT MAKES SENSE. I DON'T WANT LIKE AN EXPECTATION TO ELABORATE ON WHY I THINK THAT I SHOULD GET HELP NECESSARILY. I THINK THAT IT SHOULD JUST BE LIKE I DON'T KNOW, LIKE AN UNDERSTANDING BETWEEN STUDENTS AND TEACHERS TO TRUST EACH OTHER BECAUSE I FEEL LIKE IF I HAVE TO EXPLAIN EVERY REASON WHY I WOULD NEED EVEN, LIKE, AN EXTENSION ON AN ASSIGNMENT. I FEEL LIKE THAT KIND OF TAKES AWAY FROM THE TRUST THAT STUDENTS AND TEACHERS CAN HAVE. IF I JUST SAY I CAN'T DO IT RIGHT NOW, I FEEL LIKE IT WOULD FEEL REALLY GOOD TO JUST HAVE GENERALLY, THAT TEACHERS WOULD TRUST THAT. AND I CERTAINLY HAVE EXPERIENCED TEACHERS THAT DO. I REALLY LIKE MY TEACHERS. I THINK THAT THEY'RE GREAT TEACHERS. BUT I ALSO KNOW THAT THERE ARE TEACHERS IN GENERAL THAT DON'T NECESSARILY DO THAT, AND I'VE THOUGHT ABOUT IT. I THINK THAT IT'S IMPORTANT TO FIND LIKE A FINE LINE BETWEEN LIKE EQUITY AND ALSO JUST LIKE OVER ELABORATION MAYBE FROM THE STUDENTS. BECAUSE SOMETIMES I'M GOING THROUGH THINGS AND I DON'T NECESSARILY WANT TO SAY IT. YOU KNOW WHAT I'M SAYING? BUT I THINK IT'S IMPORTANT, AND YES. >> THANK YOU. SO COULD WE ON OUR DISPLAY, CAN YOU MOVE THAT UP SO THAT WE CAN SEE THE FOURTH THEREFORE, WHICH WAS BROUGHT UP WITH THE TIMING? IS THERE A WAY TO MAKE THAT JUST A LITTLE BIT BIGGER JUST SO ANYBODY WHO'S FOLLOWING CAN SEE? PERFECT. >> IN OUR STUDY SESSIONS AND THE DISCUSSIONS, I THINK WE ALL AND FROM ALLIES THAT WE ALL ARE IN ALIGNMENT ON MEETING THIS. IT SOUNDS LIKE WITH THE GOAL OF THE IMPLEMENTATION AND THE TIMELINE, GIVEN THE PRESSURES ON OUR DISTRICT, MAY BE SOMETHING THAT NEEDS TO BE EVALUATED. BUT I WANT TO POINT OUT THAT IT'S A GOAL FOR THE FALL. IT'S NOT A FULL DIRECTIVE FOR THIS TASK FORCE, AND IF WE'RE TAKING A LOOK AT FALL OF 2025 WAS TO GIVE A PURPOSE OF A GRADING STATEMENT AND A GRADING SCALE. THERE'S SOME SPECIFICS IN THERE AS TO LAYING OUT A PLAN AND POSSIBLE IMPLEMENTATION PLAN FOR 2026 IS THE DIRECTION WE WERE LOOKING TO TRY TO GIVE A LONGER RUNWAY. TO THE POINT OF IT BEING A GOAL, I JUST LIKE TO TALK WITH OUR BOARD MEMBERS A LITTLE BIT MORE ABOUT THAT TYPE, IT SAYS GOAL. IT'S NOT A COMPLETE DIRECTIVE. I THINK THAT STATEMENT GIVES THE TASK FORCE SOME LEEWAY TO MAKE RECOMMENDATIONS, WHICH SOME THINGS WE MAY NOT HAVE CONSIDERED, AND SO I'M SEEING WHAT ELSE I HEARD FROM MOCK, BUT TOM, WHAT DO YOU THINK? >> FAIRNESS AND GRADING, YES, ABSOLUTELY, WE SHOULD HAVE THAT. [01:20:01] WE SHOULD MOVE TOWARDS THAT. BUT EVEN IF THIS IS A GOAL FOR FALL OF 2025, THE TASK FORCE HAS TO DO ITS WORK, THIS SCHOOL YEAR. I DON'T SEE ANY EXCESS DOLLARS SITTING AROUND TO PAY A TASK FORCE TO DO THIS WORK. IF WE'RE GOING TO PRIORITIZE THIS, WE HAVE TO DEPRIORITIZE SOMETHING ELSE. WE CANNOT JUST BRING THIS FORWARD BY ITSELF UNLESS WE'RE ALSO ADDING ADDITIONAL TIME SO THAT THERE WOULD BE AN OPPORTUNITY TO GET THE RESOURCES TO ACTUALLY DO THIS RIGHT. I JUST THINK HOW YOU DO SOMETHING IS ALMOST AS IMPORTANT AS WHAT YOU DO. TEACHERS HAVE TO BE INVOLVED IN THIS. I ALSO QUESTION HOW MANY KIDS ARE DROPPING OUT BECAUSE THEY GOT ZEROS. WE HAVE GRADE BOOKS ELECTRONIC. I'D LIKE TO SEE A RANDOM SAMPLE OF GRADES PULLED OUT OF KIDS THAT, DOES THAT REALLY EXIST? WE DON'T HAVE TO HAVE NAMES ON IT, BUT JUST LIKE EXAMPLES. SHOW ME EXAMPLES OF KIDS THAT ARE ACTUALLY FAILING BECAUSE THEY DIDN'T TURN STUFF IN OR THEY DIDN'T EVER DO ANYTHING, EVER INTERACT WITH THE TEACHER ABOUT HOW THEY COULD COMPENSATE FOR MISSING SOMETHING BECAUSE THEY'RE GOING THROUGH A TOUGH TIME OR WHATEVER. I WOULD LIKE SOME DATA THAT BACKS UP THE IMPORTANCE OF THIS. I'M ALL FOR RAISING THE GRADUATION RATE, BUT THERE COULD BE A LOT OF WAYS THAT WE COULD GO ABOUT DOING THAT, AND I'M NOT SURE THIS IS THE MOST EFFECTIVE. AS WRITTEN, I COULD NOT SUPPORT THIS RESOLUTION. >> WHAT CHANGES COULD BE MADE THAT WOULD HAVE YOU SUPPORT THE RESOLUTION? >> WELL, I THINK, FIRST OF ALL, IT PRESUPPOSES THE END PRODUCT. IF YOU'RE GOING TO HAVE A TASK FORCE, GIVE THEM THE AGENCY TO ACTUALLY DETERMINE THINGS, INCLUDING THE TIMELINE, BUT ALSO HOW ARE WE GOING TO AFFORD TO DO THIS EVEN START DOING THIS BEFORE 2025? >> I'M GOING TO TAKE THE TIMELINE OVER HERE BECAUSE THAT'S A DISTRICT DETERMINED THING. THE OUTCOME IN THESE PIECES ARE PART OF DECADES OF RESEARCH ON GRADING PRACTICES. I WOULD ENCOURAGE YOU AND EVERYBODY HERE WHO'S INTERESTED TO USE THE LINKS AND LOOK CLOSELY AT THAT RESEARCH. I WOULD BE VERY INTERESTED IN KNOWING HOW MANY KIDS HAVEN'T GOTTEN CREDIT OR HAVE JUST LEFT THE DISTRICT, BECAUSE I'D LIKE TO KNOW HOW MANY ZEROS ARE BEING GIVEN, ACTUALLY. BECAUSE LITERALLY, IF IT GETS ONE ZERO WHEN EVERYTHING IS BEING SCORED AND GRADED ON 100 POINT SCALE, YOU HAVE ONE ZERO, AND YOU HAVE THE REST HUNDREDS, YOU END UP WITH AN F, BECAUSE THAT'S THE WAY THE MATH WORKS WHEN 50-60 POINTS ON 100 POINT SCALE ARE AN F, AND A D IS 10 POINTS, AND A C IS 10 POINTS AND A B IS 10 POINTS AND AN A IS 10 POINTS, ALTHOUGH IT SOUNDS LIKE AN A IN SOME PLACES IS THREE POINTS, WHICH IS A LITTLE MIND BOGGLING. BUT THAT BEING SAID, AND I'LL EXPLAIN IT THIS WAY, WHICH IS WHEN I FIRST TOOK A WORKSHOP, WHICH WAS IN THE MID '90S, SO THE KNOWLEDGE OF BEST PRACTICES AND GRADING HAS BEEN AROUND SINCE THE MID '90S OR BEFORE. IF I'M BEING SCORED AND GRADED ON 100 POINT SCALE AND I HAVE TWO GRADES AND ONE'S A ZERO AND ONE'S 100, MY AVERAGE IS A 50, AND I HAVE AN F, AND I FAIL. IF HOWEVER, IT'S A FIVE POINT SCALE, ABCDF, AND I HAVE AN A AND AN F, AND IT'S AVERAGED, IT'S A C AND I GET CREDIT, AND THE FIRST ONE I DON'T. BOTH OF THOSE ARE, THE SECOND ONE IS MATHEMATICALLY ACCURATE AND FAIR. IT'S WHAT'S CALLED AN EQUAL INTERVAL SCALE, AND IT MEANS THAT THAT AVERAGE IS MEANINGFUL. WHEN YOU GET A ZERO AND 100 AND YOU END UP WITH A 50, THAT ISN'T FAIR FOR YOU TO END UP WITH AN F AND NO CREDIT. [01:25:05] YOU CAN START GETTING HUNDREDS, AND WHEN YOU DO THE MATH, YOU'D HAVE TO HAVE A WHOLE LOT OF ASSIGNMENTS TO BRING THAT ZERO UP SO THAT YOUR AVERAGE WOULD BE ABOVE 50. THAT ALONE WOULD MAKE THE DIFFERENCE, AND KIDS KNOW IT. IF YOU GET THAT ZERO, YOU HAVE TANKED. NOW, THERE ARE TEACHERS THAT ALLOW EXTENSIONS. THERE ARE TEACHERS THAT ARE GRADING ON A STANDARDS BASED GRADING SCALE, BUT CERTAINLY NOT EVERYBODY, EVEN THOUGH THERE MAY BE SOME. WHEN THERE ARE GROUPS OF TEACHERS WORKING TOGETHER ON IT, AND WE DO HAVE GROUPS OF TEACHERS IN THE DISTRICT WHO ARE WORKING ON THIS AND DOING A GOOD JOB OF DEVELOPING IT. BUT IF WE DON'T HAVE EVERYBODY, THEN THERE ARE STUDENTS WHO ARE BEING HURT. PERIOD. THEY'RE BEING HURT. I DON'T CARE IF IT'S JUST A HANDFUL, BUT I THINK IT'S A LOT MORE THAN A HANDFUL. IF IT WERE POSSIBLE TO DO THE RESEARCH ON THIS, AND I DON'T KNOW IF IT IS. >> WELL, WHAT WE KNOW NOW IS HOW MANY STUDENTS DON'T GRADUATE BECAUSE THEY'RE CREDIT DEFICIENT. IT'S A MUCH DEEPER DIVE INTO WHY ARE THEY CREDIT DEFICIENT? WERE THERE ABSENTEE ISSUES? DID THEY STOP ATTENDING? WAS IT THE NUMERIC ZERO? THAT'S A BIGGER STUDY PROJECT. WE CAN CERTAINLY, AGAIN, STARTED TO OTHER PEOPLE'S POINTS, WE CAN READJUST SOME THINGS AND DIRECT SOME PEOPLE PERHAPS OFF SOME OF THE OTHER DATA PROJECTS TO TRY AND TAKE A DIVE INTO THAT, BUT WE CAN'T DO ALL OF THAT. IT JUST AS MUCH FOR EVERYONE ELSE THAT THERE ARE CHOICES THAT HAVE TO BE MADE WITH THREE MILLION DOLLARS IN CUTS TO CENTRAL OFFICE LAST YEAR, WE'RE UNFORTUNATELY IN THE SAME BOAT. BUT WE KNOW THE CREDIT QUESTION, BUT WE DON'T NECESSARILY KNOW BEYOND ANECDOTALLY WHY STUDENTS AREN'T COLLECTING CREDITS. >> WE HAVE SOMEONE IN THE AUDIENCE WHO KNOWS ABOUT THIS. I DON'T KNOW HOW MANY MATH TEACHERS FROM MOUNTLAKE TERRACE HAVE THEIR GRADE BOOKS FROM THE EARLY 2000S, BUT THE POLICY IN THE MATH DEPARTMENT WAS WHATEVER YOUR GRADE ON THE FINAL. I DON'T REMEMBER THE EXACT RULES. BUT IF YOU PASSED THE FINAL, BUT DIDN'T PASS THE CLASS, YOU END UP GETTING A PASSING GRADE, AND IF YOU BOMBED THE FINAL, YOUR GRADE WENT DOWN IN SOME MANNER. ANYWAY, SO WE HAVE THEORETICALLY SOME DATA FLOATING AROUND OR AT LEAST ANECDOTAL EVIDENCE THAT WE CAN TALK ABOUT TO THAT EXTENT. HOW MANY KIDS WEREN'T TURNING IN STUFF, BUT ACE THE FINAL OR SOMETHING ELSE. THERE IS A LITTLE BIT OF INFORMATION OUT THERE ON THAT. YES. >> THERE CERTAINLY IS, AND WE'VE COMPLICATED THAT BY SOME OF THE THINGS LIKE THAT, WHICH ARE SOME OF THE MASTERY BASED CREDIT THINGS. YOU CAN REPLACE A GRADE WITH OTHER THINGS, WHICH MAY MEAN A STUDENT FAILED ALGEBRA ONE THE FIRST TIME, BUT THEN THEY PASSED ALGEBRA 2. WE'VE DONE SOME THINGS LIKE THIS. IT'S JUST NOT GOING TO BE AN EASY ANSWER. CAN I RANDOMLY ANONYMOUSLY PULL 10 GRADE LINES OF KIDS WHO HAVE F? SURE. WE CAN DO SOME SMALL THINGS LIKE THAT. TO DO A LARGE SALE STUDY ON 06,000 KIDS IN HIGH SCHOOL AND EVERY F, IT'S GOING TO BE TOUGH. >> NO, I TOTALLY, AND I WASN'T SUGGESTING THAT THE DISTRICT TAKE THAT ON. I AM JUST POINTING OUT THAT IN THE DISTRICT, THERE WAS SOMETHING SIMILAR TO THIS FROM WHICH THERE ARE PEOPLE WHO ARE PROBABLY AROUND AT THAT TIME WHO MAY HAVE SOME INFORMATION FOR US. IT'S JUST AN INFORMATION SOURCE. IT'S NOT LIKE THIS IS TOTALLY UNCHARTED. THERE WAS ONE OTHER PIECE THAT I HAD TO THAT. BUT I REMEMBER NOW. I CAN'T SPEAK TO HOW MANY PEOPLE SPECIFICALLY HAVE DROPPED OUT BECAUSE THEY'VE GOTTEN ZEROS. I DON'T KNOW THAT. BUT WHAT I DO KNOW IS I DO HAVE TWO FAMILY MEMBERS WHO LEFT THE DISTRICT AFTER FAILING CLASSES IN FRESHMAN YEAR WHO WERE BASICALLY TOLD THERE'S NO WAY THAT YOU'RE GOING TO GET THOSE CREDITS BACK, AND I THINK IN 2002, 2003, WE REALLY DIDN'T HAVE A LOT OF WAYS TO GET THOSE CREDITS BACK. IT WAS TWO VERY DIFFERENT REASONS. ONE JUST LOOKED AT IT AND SAID, MATH DOESN'T WORK. I GIVE UP. THE OTHER PERSON WAS SOMEONE WHO REALLY NEEDED POSITIVE REINFORCEMENT, AND GETTING ZEROS WAS THE NEGATIVE REINFORCEMENT THAT MADE HER LOSE HER MOTIVATION TO KEEP TRYING. ONE'S ENDED UP OKAY. ONE'S ENDED UP NOT SO OKAY. THE POINT IS THAT IT'S NOT ABSTRACT. THIS REALLY IS A THING, AND IT REALLY IS IMPORTANT THAT WE HAVE SOME WAY TO MAKE SURE THAT WE'RE NOT TELLING A STUDENT WHO CAN'T PASS ENGLISH NINE FOR WHATEVER REASON, DOESN'T MATTER THAT NOW THEY'RE DONE. HOWEVER WE LOOK AT THIS, [01:30:02] IT'S JUST REALLY IMPORTANT THAT WE FIND A WAY TO MAKE BURDEN. I'M NOT MARRIED TO THIS IDEA. THAT'S WHY WE HAVE A TASK FORCE. BUT I DON'T THINK IT'S SOMETHING WE CAN PUT OFF EITHER. >> I DID WANT TO QUICKLY SPEAK TO SOMETHING THAT DIRECTOR GERARD BROUGHT UP, WHICH IS THE FINANCIAL QUESTION, IN CASE, ANYBODY'S WONDERING ABOUT THAT AS QUICKLY RAN THE NUMBERS FOR, IF WE HAVE A TASK FORCE OF 25 PEOPLE, THAT'S NOT AN UNREASONABLE SIZE FOR SOMETHING LIKE THIS, IT'S $750 AN HOUR AT THE CURRENT TASK FORCE RATE. I THINK IT IS A QUESTION THAT WE WANT TO BE THINKING ABOUT. WE JUST HAVE ZERO FLUFF IN THE BUDGET, AS EVERYONE KNOWS THIS YEAR. EVEN IF WE'RE TALKING ABOUT 10 HOURS QUICKLY BECOMES ALMOST $10,000, SO SOMETHING FOR US TO THINK ABOUT AS WELL. BECAUSE IT'S ABOUT ALMOST $33 AN HOUR FOR A TEACHER WITH BENEFITS. >> THEN I GUESS THE NEXT QUESTION TO TOM'S EARLIER POINT IS, CAN WE EVALUATE THE CURRENT INITIATIVES AND TAKE SOMETHING OFF? >> FINANCIALLY? I MEAN, WE CAN'T LET STAFF GO AT THIS POINT. OUR STAFF ARE CONTRACTED. THIS IS ALWAYS THE CHALLENGE WITH BUDGET CUTS FOR US, 89% OF OUR BUDGET IS SPENT ON PEOPLE ON STAFFING AND THEIR BENEFITS, ETC, THE TOTAL COST OF STAFFING. THE ONLY OTHER PAID TASK FORCE WE HAVEN'T GOING ON THIS YEAR TO MY KNOWLEDGE IS THE GRADING TASKFORCE. THE WORK OF AIR, THOSE TEACHERS HAVE BEEN DOING THAT AS VOLUNTEERS. >> OR THE SPECIAL LED TASKFORCE. >> THE SPECIAL LED TASK FORCE, THEY HAVE BEEN DOING THAT AS VOLUNTEERS. WE'RE NOT DOING ANY TRAVEL. I MEAN, I'LL HAVE TO SPEND SOME TIME THINKING ABOUT THAT BECAUSE WE JUST REALLY DON'T HAVE ANYTHING LEFT ON THE TABLE. >> BUT JUST IN TERMS OF TIME AND PROFESSIONAL DEVELOPMENT RIGHT NOW. EVERY PD DAY WE HAVE IS TIME THAT WE HAVE ACCESS TO TEACHERS, CORRECT? >> WELL, THE SECONDARY TEACHERS DON'T ALL HAVE THE SAME TIME AT PD ON THOSE EARLY. IF YOU'RE TALKING 7-12, THEY DON'T HAVE THE SAME OVERLAP OF TIME. THAT CREATES A LITTLE BIT OF A COMPLICATION THERE IF THE HIGH SCHOOL TEACHERS STAY LATER. I MEAN, I'M JUST SPEAKING OFF THE CUFF HERE. MUCH OF THAT TIME IS BOOKED. CERTAINLY, TEACHERS WANT, BUT POTENTIALLY, WE COULD SEE IF WE CAN CARVE THAT OUT. WE ARE WORKING ON SOME OTHER THINGS THERE WITH THE PROFESSIONAL GROWTH, THE STUDENT EVALUATION PIECES OF THE NEW STUDENT GROWTH GOALS. WE DID FUND SOME OF OUR PD THIS YEAR OUT OF TECH AS A BARGAINING TOOL, SO WE WOULD NOT BE ABLE TO RELEASE TEACHERS FROM THAT, AND NOT AS A BARGAINING TOOL, AS A BUDGET TOOL. OUR TECH LEVY FUNDED SOME OF OUR PROFESSIONAL DEVELOPMENT DAYS, SO WE WOULD NOT BE ABLE TO RISK THAT FUNDING BY PULLING THOSE TEACHERS OUT. JUST SOME COMPLEXITIES ABOUT THAT. I'M NOT SAYING IT'S IMPOSSIBLE. I JUST HAVE TO THINK IT THROUGH AND TRY TO FIGURE THAT OUT. >> YEAH, I THINK THAT WOULD BE USEFUL INFORMATION FOR US TO BE ABLE TO [OVERLAPPING] >> I'M WONDERING IF THE PART OF THE DISCUSSION ABOUT THE GRADING SCALE BECAUSE IT DOES RELATE TO OUR TECHNOLOGY SYSTEM COULD COME OUT OF TECH FUNDS. >> I THINK THAT'D BE A STRETCH. IT ONLY RELATES TO OUR TECHNOLOGY SYSTEM VERY TENUOUSLY IN TERMS OF THE TECHNICALITY OF THAT. WE CAN FIX THAT PRETTY EASILY, SO I THINK IT WOULD BE A STRETCH TO SAY WE'RE GOING TO TALK ABOUT THE PHILOSOPHY OF THE NUMERIC ZERO. >> NO, I'M TALKING NOW ABOUT THE SCALE. >> I MEAN, THAT'S NOT A HARD THING TO DO, SO THAT WOULDN'T. I DON'T THINK WE COULD REALLY JUSTIFY SPENDING MONEY FOR PEOPLE TO DO THE OTHER SIDE OF THAT WITH THE TECH PHONES. >> I'M GOING TO BE REALLY HONEST HERE OF THOSE THREE PIECES. I THINK THE ONE THAT IS THE EASIEST IS GETTING A CORRECT SCALE AND WOULD AFFECT TEACHERS LESS THAN THE OTHER THINGS. I'D LOVE TO SEE STANDARDS BASED GRADING WHEN, GOD, IN THE MID 2000S, MAYBE 2005 OR '06, WE GOT AS A DISTRICT VERY CLOSE TO A SECONDARY STANDARDS BASED GRADING SYSTEM. I KNOW HOW MUCH TIME AND EFFORT WENT INTO THAT BECAUSE I WAS PART OF THAT WORK. UNFORTUNATELY, THE PERSON WHO HAD THE MOTIVATION AND SKILL TO LEAD THAT WORK MOVED OUT OF STATE WITH HER HUSBAND AND NOBODY ELSE TOOK UP THE WORK AS A LEADER. WE LITERALLY HAD DRAFTS OF A STANDARD BASED REPORT CARD DONE AND HAD HAD CONVERSATIONS AT EVERY HIGH SCHOOL AND WITH HUGE NUMBERS OF PEOPLE. [01:35:06] THE THIRD PART OF THIS, THE STANDARDS BASED GRADING PART IS ABSOLUTELY THE HARDEST. WE DO HAVE A MASTERY BASED POLICY. WE DO SAY STUDENTS SHOULD GET CREDIT WHEN THEY CAN SHOW MASTERY. >> GETTING A ZERO FOR NOT HAVING TURNED IN AN ASSIGNMENT TELLS A TEACHER NOTHING OR THE STUDENT ABOUT MASTERY OF THE CONTENT. WE HAVE NO IDEA. WHEN THAT GOES INTO THAT GRADE, IT'S SAYING THE STUDENT DOESN'T HAVE THAT COMPETENCY WHEN WE HAVE NO IDEA WHAT THAT CHILD'S COMPETENCY IS. AT THE ELEMENTARY LEVEL WHERE WE HAVE A STANDARD SPACE REPORT, THOSE ARE SEPARATED, AND TEACHERS KNOW IF THEY DON'T HAVE ENOUGH EVIDENCE TO GIVE A GRADE, THEY GIVE IT INCOMPLETE, AND THE STUDENT CAN EITHER MAKE IT UP OR NOT MAKE IT UP, AND IF THEY DON'T THEY DON'T GET CREDIT. BUT IF THEY MAKE IT UP AND SHOW THAT THEY HAVE THE COMPETENCE OR THE MASTERY OF THAT CONTENT, THEY SHOULD GET CREDIT. DOES IT HAVE TO BE ALL OF THE ASSIGNMENTS AND ALL OF THE TESTS? IS THAT THE ONLY WAY WHEN IN OTHER PARTS OF OUR POLICIES, A STUDENT CAN GET CREDIT IN A CLASS BY A SCORE ON A TEST, ON AN IB TEST, OR ALL OF THOSE VARIOUS SUBSTITUTIONS? I'M CONCERNED ABOUT STUDENTS. I'M CONCERNED ABOUT FAIRNESS FOR STUDENTS. I UNDERSTAND THE PRAGMATISM, THE PRAGMATICS OF IT, AND THE TIMELINE. I THINK I WOULD LIKE TO SEE AT LEAST AN APPROPRIATE SCALE CREATED. IF A TEACHER WANTS TO SCORE ON A 0-100, FINE, BUT HAVING THE SYSTEM JUST TURN THAT ZERO INTO AN F, PERIOD, AND HAVE IT BE A FIVE-POINT SCALE, OR HAVE IT BE AN EIGHT-POINT SCALE WITH MINUSES AND PLUSES. I DON'T CARE AS LONG AS IT'S A FAIR SCALE. I THINK THAT ALONE WOULD MAKE IT MORE FAIR FOR STUDENTS AND BE THE QUICKEST EASIEST THING TO MOVE US IN THAT DIRECTION. THE OTHER THINGS WILL TAKE MORE TIME AND HOPEFULLY, WE WILL GET FUNDING FROM THE STATE THAT WILL HELP RELIEVE SOME OF THIS FOR THE FUTURE. I DO THINK THERE'S AN URGENCY AT LEAST TO HAVING A FAIR-SCALE PIECE OF IT. I RECOGNIZE THAT THE OTHER PARTS, I DON'T KNOW THAT THE PHILOSOPHY OR GRADING SHOULD TAKE THAT MUCH TIME. THAT WOULD BE DISTURBING. BUT I KNOW THERE ARE SOME PEOPLE WHO THINK IT'S SUPPOSED TO BE MOTIVATIONAL OR IT'S SUPPOSED TO REFLECT WORK ETHIC OR IT'S SUPPOSED TO REFLECT THINGS THAT ARE PART OF THE STANDARDS, THAT WOULD TAKE CONVERSATION. I KNOW THAT GOING TO STANDARDS-BASED GRADING WILL TAKE A LOT OF WORK BECAUSE THERE'S A LOT OF READING AND TALKING IT THROUGH AND UNDERSTANDING WHAT THAT MEANS AND HOW TO GO ABOUT DOING IT. I CAN SEE RELIEVING THAT. BUT I THINK THE NOTION OF GOAL AND HAVING AT LEAST A PROPOSED TIMELINE AND MAYBE RELIEVING PART OF THAT TIMELINE. BUT I FEEL VERY STRONGLY THAT WE NEED TO MOVE FOR CONSISTENT GRADING PRACTICES AND FAIR GRADING PRACTICES, AND IT'S GONE ON AND ON, AND WE'RE LOSING KIDS FOR THE WRONG REASON. >> WELL, THIS IS GOING TO BE EXACTLY ANTI-WHAT YOU JUST SAID. I DID HEAR THAT. SOME OF YOU HAVE SAID ABOUT GIVING A TASK FORCE HAS A JOB AND A TASK FORCE IS ASSIGNED TO A JOB OR A TASK, IF YOU WILL, AND GIVEN SOME AUTONOMY IN DOING THAT, I WAS WONDERING ABOUT SECTION 4, JUST STOPPING AT LAYING OUT A PLAN FOR PHASED-IN IMPLEMENTATION, WHICH DISCOUNTS EXACTLY WHAT YOU JUST SAID, DR. ADAM, SO ACKNOWLEDGING THAT. BUT IF WE JUST SAID BY MAY OF 2025, THEY COME FORWARD LAYING OUT A PLAN FOR PHASE IN IMPLEMENTATION PERIOD, I WILL SAY THAT I THINK A BOARD RESOLUTION IS A VERY STRONG SIGNAL. I'VE DONE A LITTLE BIT OF RESEARCH RECENTLY. I DON'T THINK THE BOARD'S DONE A RESOLUTION ON SOMETHING LIKE THIS. YOU'VE DONE LEGAL COMPLIANCE RESOLUTIONS. YOU'VE DONE SOME OTHER THINGS. THIS SENDS A VERY STRONG PHILOSOPHICAL RESOLUTION, AND I THINK THE TASK FORCE WILL SEE THAT, AND UNDERSTAND THAT THERE'S A STRONG SENSE DRIVEN BY OUR GRADUATION RATES ABOUT THIS. I DON'T THINK THAT THERE ARE PEOPLE OUT THERE WHO DON'T WANT OUR STUDENTS TO SUCCEED, WHO DON'T WANT OUR GRADUATION RATES TO IMPROVE, BUT I THINK THAT THEY HAVE DIFFERENT EXPERIENCES WHICH MAY MAKE THIS A DIFFERENT EXPERIENCE FOR THEM. THAT'S JUST SOMETHING I WANTED TO PUT ON THE TABLE. [01:40:01] >> TO THAT SAME POINT, STRIKING AFTER IMPLEMENTATION, BUT IF THAT'S WHAT WE'RE GOING TO DO, SOMETHING IN THERE WITH, AND THEN RATE UPDATES EVERY SIX MONTHS THEREAFTER OR SOMETHING LIKE THAT. I JUST DON'T WANT THIS TO GO SOMEWHERE AND DIE. >> I THINK IT SAYS SOMEWHERE, DOESN'T IT? THE SUPERINTENDENT WILL PROVIDE QUARTERLY UPDATES. >> NUMBER 3 IS UPDATES. >> OKAY. >> NUMBER 3. THE SUPERINTENDENT QUARTERLY UPDATES TO THE SCHOOL BOARD. WE CAN CERTAINLY HAVE THEM COME AND SPEAK TO THAT AT THIS MEETING. THEN IF SOMEONE'S CHAIRING THAT, THEY COULD HAVE THAT DIALOGUE WITH YOU ABOUT THE SENSE OF URGENCY. I THINK THAT RATHER THAN ME PROVIDE YOU A WRITTEN QUARTERLY UPDATE, THIS IS SUCH IMPORTANT WORK THAT MAYBE WE'D WANT TO PLAN FOR THAT HERE. >> I WAS GOING TO SAY AND THEN THE ONE OTHER THING, I KNOW WE ADDED THE PENDING BUDGET CONDITIONS THERE AT THE END FOR A VERY SPECIFIC REASON. I FIGURED WHAT THE FULL CONVERSATION WAS, BUT IT HAD TO DO WITH THE FACT THAT IF THIS DRAGS PASS, WE MAY NOT HAVE THE MONEY AND ALL THAT. I DO THINK THAT HAVING THAT SOMEWHERE IN THERE MIGHT BE VALUABLE, THE BUDGET SITUATION MAY CHANGE WHAT WE'RE DOING. THOSE ARE MY THOUGHTS ON THAT. >> I HAVE ONE OTHER IDEA, AND THIS WOULD HAVE TO BE DISCUSSED WITH EEA. I KNOW THAT THE PROFESSIONAL EXCELLENCE COMMITTEE MIGHT HAVE A LITTLE BIT OF TIME IN THEIR WORK THIS YEAR BECAUSE THERE'S NO CURRICULUM ADOPTION WHILE THE MAKEUP OF THE PROFESSIONAL EXCELLENCE COMMITTEE ISN'T QUITE WHAT WOULD BE NEEDED IN TERMS OF THIS PARTICULAR TOPIC. I'M WONDERING IF MAYBE THE PEC COULD CREATE A SUBSET OR AN ADJUNCT, I DON'T KNOW THE RIGHT WORD, AN ARM OF THE PEC. >> A SUBCOMMITTEE. I THINK WE'RE NOT TALKING ABOUT A HUGE AMOUNT OF MONEY THIS YEAR IN A $400 MILLION BUDGET. I THINK ONE WAY OR ANOTHER, WHETHER IT BE THROUGH TIME, WHETHER IT BE THROUGH SOME OTHER THINGS. I BELIEVE THAT WE COULD PROBABLY COME UP WITH A WAY TO DO A TASK FORCE. I DON'T THINK WE NEED TO SPEND TOO MUCH TIME HERE, BUT I JUST WANTED TO MAKE YOU AWARE. NOW, IF WE GET INTO TALKING ABOUT DAYS OF TRAINING TO DO STANDARDS-BASED GRADING, WE'RE TALKING MILLIONS OF DOLLARS. A TASK FORCE, I THINK IF THAT'S WHAT WE WANT THIS YEAR, WE CAN FIGURE OUT A WAY TO DO THAT. I HAVE A HIGH DEGREE OF CONFIDENCE ONE WAY OR ANOTHER. NO MORE SNACKS FOR THE BOARD. NOT THAT WE EVER GET YOU SNACKS. [LAUGHTER] >> DINNER. LIQUID YOGURT. >> WE'RE HAVING THE DISCUSSION OF THE RESOLUTION RIGHT NOW. >> WE CAN'T VOTE BECAUSE THIS ISN'T AN ITEM FOR VOTE. I THINK PROBABLY DIRECTOR GERARD WAS MOST VOCAL IN BEING CONCERNED SEEING ISSUES. BUT I'M WONDERING, SO I'LL JUST LOOK AT TOM FOR THIS. IF WE MADE THE CHANGE THAT'S BEEN SUGGESTED AND REMOVE BASICALLY THE TIMELINE, AND IN NUMBER 4, SAY, JUST WE'LL LAY OUT A PLAN FOR PHASED-IN IMPLEMENTATION BY MAY OF 2025. DOES THAT RELIEVE SOME OF YOUR ISSUES OR CONCERNS? OR ARE THERE OTHERS THAT YOU WOULD HAVE? WE DON'T HAVE TO HAVE A UNANIMOUS VOTE ON THE RESOLUTION WHEN WE GET TO IT, BUT I'M JUST TRYING TO SEE WHAT PEOPLE'S THINKING IS. >> I GUESS I'M STRUGGLING A LITTLE BIT WITH THE STANDARDS-BASED GRADING IS MENTIONED IN NUMBER 1, BUT IT'S NOT REALLY PART OF THE WORK OF THE TASK FORCE, IS THAT CORRECT? >> NO, THAT'S NOT CORRECT. THAT'S ITEM C AS LISTED IN WHERE IT SAYS A, B, AND C. IT SAYS WITH A PLAN FOR IMPLEMENTATION OF ITEM C, AND THAT'S ALL UNDER THE RUBRIC OF THE TASK FORCE. FOR NUMBER 4, IT SAYS THE TASK FORCE WOULD BE ADDRESSING THOSE THREE PIECES THAT ARE PART OF THE OVERALL PICTURE PAINTED THROUGHOUT THE RESEARCH OF BEST PRACTICES AND GRADING, THAT YOU NEED A PHILOSOPHY STATEMENT THAT'S AGREED UPON. YOU NEED A FAIR, EQUAL INTERVAL SCALE. THEN STANDARDS-BASED GRADING IS SEPARATING ACADEMIC STANDARDS-BASED ACHIEVEMENT FROM NON-ACADEMIC THINGS. BUT ALL OF THAT WOULD BE PART OF THE PLAN OF THE TASK FORCE. BUT UNDERSTAND, THE TASK FORCE HAS TO INCLUDE [01:45:01] DISTRICT STAFF WHO WOULD END UP DOING THE OPERATION AND WHATEVER, TEACHERS, AND PROBABLY STUDENTS. I'D LIKE TO SEE STUDENTS ON THIS AS WELL. PARENTS ARE KEY PIECE. WHEN YOU REALLY THINK ABOUT WHAT THAT TASK FORCE SHOULD INCLUDE AND PRINCIPALS, AS I SEE IT HERE. I'M JUST ADDING PEOPLE. BUT THESE ARE THE PEOPLE. WE HAVE A LOT OF INFORMATION THANKS TO JASON FROM ALL OF THE WORK THAT HE DID FOR GATHERING THE SURVEY INFORMATION FROM PRINCIPALS THAT WE SAW AT THE GRADING PRACTICES STUDY SESSION. THAT WAS VERY USEFUL BECAUSE IT SEEMS THAT THE SECONDARY PRINCIPALS ARE PRETTY MUCH IN CONSENSUS THAT WE HAVE INCONSISTENT GRADING PRACTICES THAT NEED TO BE FIXED. WE HAVE INPUT FROM THEM, BUT WE NEED TO HAVE AT LEAST A MIDDLE SCHOOL AND HIGH SCHOOL PRINCIPALS. >> I WOULD LIKE TO HEAR THAT DATA FROM DEPARTMENT CHAIRS. WHO I THINK WOULD BE VERY FAMILIAR WITH [OVERLAPPING] >> THEY'RE TEACHERS. I'M NOT GOING TO DEVELOP THE TASK FORCE. I'M GOING TO LEAVE THAT UP TO ALL OF THE PEOPLE, THE DISTRICT STAFF TO COME UP WITH WHO WOULD BE ON THE TASK FORCE. I THINK PEOPLE UNDERSTAND WHO SHOULD BE THE PEOPLE THAT ARE ON THERE. >> I WASN'T SAYING THE TASK FORCE. I WAS SAYING WHO WE SHOULD BE SURVEYING. WE SURVEYED PRINCIPALS, AND HOW LONG HAVE THEY BEEN THERE IN THEIR ROLES? >> I THINK THAT THE TASK FORCE WILL PROBABLY BE DOING LOTS OF SURVEYS. I THINK THAT MAY BE A BIG PART OF THE TASK FORCE WORK. >> IF I'M HEARING YOU CORRECTLY BECAUSE I THINK YOU MIGHT BE TALKING PAST EACH OTHER, ARE YOU QUESTIONING THE VERACITY OF THE NEED FOR THE SCALE, IS THAT CORRECT? >> NO. >> OKAY. >> I UNDERSTAND ABOUT THE FAIR DIVISION THING AND THE WAY IT'S AVERAGED. IT'S LIKE A GPA COMPARED TO A 100-POINT SCALE. I UNDERSTAND THAT PERFECTLY WELL. I'M JUST SAYING THAT WE GOT THIS DATA AT THE STUDY SESSION, WHICH WAS GREAT, EXCEPT IT WAS ALL THE PRINCIPALS WHO WERE PROVIDING THAT. I DON'T KNOW IF THE PRINCIPALS ARE AS FAMILIAR AS THE DEPARTMENT CHAIRS WOULD BE WITH WHAT'S GOING ON IN THE CLASSES IN THEIR DEPARTMENT. >> ARE YOU QUESTIONING THE NEED FOR THIS BECAUSE WE AS A BOARD, HAD NOT ASKED FOR THE SURVEY FROM THE PRINCIPALS? THAT'S JUST WORK THAT THE STUDENT LEARNING DEPARTMENT WAS DOING THAT WE FOUND HELPFUL. BUT I THINK AS A BOARD, WE HAD AN UNDERSTANDING THAT WE HAVE INCONSISTENT GRADING PRACTICES GOING ON IN THE DISTRICT FROM LOTS OF EXPERIENCE AND LOTS OF TALKING TO PEOPLE AND I THINK MOST EVERYBODY WOULD AGREE, BUT IT DOES DEPEND ON THE DEPARTMENT BECAUSE I KNOW DEPARTMENTS WORK TOGETHER. I'M POSITIVE THERE ARE DEPARTMENTS THAT ARE ALREADY DOING STANDARDS-BASED GRADING. >> IN NUMBER 4, WE'RE GOING TO END WHERE? >> POSSIBLY. I THINK THE SUGGESTION WAS IN THE THIRD LINE WHERE IT SAYS, WE CAN BRING RECOMMENDATIONS TO THE EDMOND SCHOOL BOARD OF DIRECTORS BY MAY OF 2026 LAYING OUT A PLAN FOR PHASE 10 IMPLEMENTATION PERIOD. >> CORRECTION ON THAT ONE, 2025. >> TWENTY TWENTY, WHAT I SAY? >> TWENTY TWENTY SIX. I KNOW YOU DIDN'T WANT TO GO THAT FAR. [LAUGHTER] >> THANK YOU. >> AS WE'RE THINKING ABOUT THIS, I WANTED TO SAY RIGHT BEFORE YOU SAID THAT I WAS ABOUT TO SUGGEST, HOW ABOUT WE STRIKE THAT LAST SECTION AFTER THE COMMA AND JUST MOVE FORWARD WITH THINKING ABOUT THIS POSITION. STRIKING THAT SECTION OF THIS TIMELINE, I THINK ADDRESSES SOME OF THE CONCERNS WE'VE BEEN HAVING WITH AND ALSO A TASK FORCE THAT IS GOING TO BE LOOKING AT THIS WILL BE ABLE TO MORE APPROPRIATELY DEFINE HOW LONG THIS MAY TAKE, AND SOME OF THE RESOURCES. ALSO, IF WE'RE GOING TO GET SOME TASK FORCE MEMBERS WITH CONTENT MATTER EXPERTISE ON DEVELOPMENT OF THE PURPOSE OF THE GRADING SYSTEM AND THE EQUAL INTERVAL GRADING SYSTEM WE'RE TALKING ABOUT, A AND B, I THINK THAT MIGHT INFORM SOME OF THE THINGS THAT YOU'RE TALKING ABOUT AND THAT YOU'RE HAVING CONCERNS ABOUT TOM IS THIS TASK FORCE LETS US KNOW WHAT IT IS THAT WE NEED TO BE DEVELOPING FOR THIS GRADING SYSTEM, [01:50:05] PARTICULARLY IF WE GET FOLKS WITH AND WITHOUT THE EXPERIENCE ON THE STANDARDS-BASED GRADING. THAT'S MY THINKING ON THIS RIGHT NOW. THAT SEEMS TO ADDRESS THE CONCERNS THAT WE'VE BEEN BRINGING UP, BUT ALSO ACKNOWLEDGES THAT WE HAVE THROUGHOUT THE YEARS, THOUGHT THAT THERE WAS AN ISSUE WITH OUR GRADING PRACTICES. THAT'S MY THINKING ON THIS RIGHT NOW AND WHERE WE'RE SITTING. >> I THINK IF THE TASK FORCE HAS THE ABILITY TO LAY OUT A PLAN FOR PHASE AND IMPLEMENTATION, THEY COULD, FOR EXAMPLE, COME BACK AND SAY, WE SHOULD IMPLEMENT EQUAL INTERVAL GRADING HERE. STANDARDS BASE IS GOING TO TAKE LONGER BECAUSE WE NEED TO HAVE TIME TO STUDY AND WORK WITH PEOPLE MORE. THEY COULD MAKE THAT DETERMINATION AND BRING US THAT, AND WE COULD MAYBE THEN GET THE PART OF IT IMPLEMENTED SOONER AND PART OF IT LATER. >> I THINK THAT WAS NOT THE GOAL HERE TO LAY IT OUT OVER THE YEARS INSTEAD OF. >> I AGREE THAT REMOVING THE LAST HALF OF NUMBER 4 WOULD BE A BIG IMPROVEMENT IN THE RESOLUTION. >> ALSO BY MARCH OR APRIL, AT THE END OF THE LEGISLATIVE SESSION, WE'LL HAVE A BETTER SENSE OF WHAT OUR FUTURE BUDGET IS GOING TO BE LOOKING LIKE. THAT IS SOMETHING THE TASK FORCE CAN ALSO TAKE INTO ACCOUNT IN TERMS OF WHAT IS DOABLE AND NOT DOABLE. >> ABSOLUTELY. >> YEAH. ALL OF THIS IS PENDING BUDGET CONDITIONS. >> ANY OTHER INPUT PEOPLE WANT TO OFFER? I'LL REDO THE DRAFT WITH THE SUGGESTED I THINK THIS IS THE ONLY SUGGESTED CHANGE. >> WE CAN TAKE CARE OF THAT FOR YOU. WE CAN TAKE CARE OF JUST AND THEN WE'LL BRING IT TO THE BOARD UNDER NEW BUSINESS FOR CONSIDERATION FOR APPROVAL. I'LL HAVE THE SAME OPPORTUNITIES FOR DISCUSSION AS YOU DO WITH ANY RESOLUTION AT THE MEETING IN NOVEMBER. >> BUT I DO WANT TO, ACTUALLY, KEITH, BOTH WERE PRETTY STRONG ABOUT WANTING A SENSE OF URGENCY. ARE YOU OKAY WITH WHAT WE'RE SUGGESTING WOULD BE A CHANGE IN THIS? >> YEAH, I'M FINE WITH THAT AND LIKE I SAID, THE QUARTER WE MENTIONED THE QUARTERLY UPDATES, I JUST DON'T WANT THIS TO GO SOMEWHERE AND DIE, SO LONG AS IT HAS A REGULAR UPDATES CLAUSE IN THERE, I AM COMFORTABLE. >> MY POINT EARLIER WAS THAT A RESOLUTION BASICALLY LIGHTS A FIRE UNDER ONE ISSUE IN PARTICULAR, AND IT'S UP TO THE DISTRICT TO FIGURE OUT HOW TO DO THAT. I MEAN, I WANT TO STAY IN MY IN OUR LANE IN TERMS OF, LIKE, HOW YOU GO ABOUT DOING IT. THAT'S GOING BE UP TO THE DISTRICT TO IMPLEMENT AND FIGURE OUT, BUT SETTING A TIMELINE, IT'S A GOAL, BUT THEN THE DISTRICT CAN ALWAYS COME BACK AND SAY, IT'S NOT REALISTIC TO DO THAT, AND HERE'S WHY. THE BUDGET CONSIDERATIONS HERE IS THE CONSIDERATIONS WITH THE TIME THE TEACHERS HANDS, ALL OF THAT. >> RIGHT. I ALSO FEEL KEITH, I HEAR YOU BECAUSE THE SAME THINGS GO AWAY AND DIE IN THE DISTRICT. IT'S OUR JOB TO HOLD THE DISTRICT ACCOUNTABLE AND TO LIS10 CLOSELY TO THE TASK FORCE, AND I RESPECT THAT IT WILL BE A GROUP OF PEOPLE WHO WILL WANT TO DO WHAT'S RIGHT AS QUICKLY AS POSSIBLE. BUT IF WE FEEL LIKE IT DOESN'T HAVE THE FIRE UNDER IT THAT IT NEEDS, WE AS A BOARD AND AS A GOVERNING BODY, CAN THEN DO ANOTHER STEP. BUT I THINK AS A FIRST STEP. THIS IS MORE THAN THE BOARD HAS DONE SINCE I'VE BEEN AROUND FOR 25 YEARS. IN TERMS OF THIS PARTICULAR TOPIC. ANY OTHER INPUT? >> I WAS JUST GOING TO VOLUNTEER WITH THE BOARD'S PERMISSION. I'LL ADD, INSTEAD OF JUST SAYING PROVIDE QUARTERLY UPDATES, I WILL SAY, WE'LL PROVIDE UPDATES TO THE SCHOOL BOARD REGARDING THE PROJECT PROGRESS OF THE TASK FORCE ON BLANK BLANK AND BLANK. THEN I'LL JUST PUT THOSE DATES IN THERE BECAUSE IF I PUT IT ON THAT CALENDAR, IT WILL HAPPEN, AND THEN WE DON'T HAVE TO WORRY. NOW, IF I DO THE FIRST ONE IN JANUARY, I'M GOING TO TELL YOU, IT MIGHT ONLY BE WHO'S ON. I MEAN, IT MIGHT BE A LITTLE LATE IN JANUARY, BUT YOU'LL KNOW WE'VE FORMED A TASK FORCE, ETC. TO GET THREE. THOSE WON'T BE EQUAL INTERVALS OF INFORMATION [LAUGHTER] BECAUSE AND THE FIRST ONE MIGHT BE A LITTLE BIT LATE BUT I'LL PUT THE DATES IN THERE IF YOU'RE OKAY WITH THAT AS WELL. [01:55:02] >> EXCELLENT. THANK YOU FOR A VERY ROBUST DISCUSSION. I REALLY APPRECIATE IT. NEXT ON THE AGENDA IS A LEGISLATIVE UPDATE. [13. LEGISLATIVE UPDATES] >> THANK YOU, DIRECTOR KATAMS. WELL. THE LEGISLATIVE COMMITTEE HAD A MEETING IN PREPARATION FOR THE NEXT SESSION ON OCTOBER 11 AND 12TH. PART OF THAT WORK WAS TO TAKE ALL THE WASDA PRIORITIES FROM THROUGHOUT THE 01,400 SCHOOL BOARD DIRECTORS AND ALL OF THE SCHOOL DISTRICTS ON THOSE PRIORITIES, REMEMBER THAT WE PRIORITIZED, AND THEY DISTILLED IT DOWN TO THE 2025 PRIORITIES. WE ALSO HAD A NUMBER OF BUDGET UPDATES, AND THERE'S ANOTHER ONE THAT JUST CAME OUT TODAY, THAT I HAVEN'T HAD A CHANCE TO READ, BUT FROM WHAT THE INFORMATION WE HAD ON THAT THE LEGISLATIVE COMMITTEE FROM PAT SULLIVAN, DIRECTOR OF OFFICE OF FINANCIAL MANAGEMENT, WAS AT THE STATES LOOKING AT 5-7 BILLION LESS AVAILABLE IN THE REVENUE FORECAST THAT WILL DIRECTLY INFORM THE TWO YEAR BIENNIUM BUDGET THAT THEY MUST CREATE THIS YEAR. >> THAT'S NOT GOOD. >> THAT'S NOT GOOD. IT'S PROJECTED BASED ON A CASELOAD OF EXISTING THINGS THAT ARE MANDATED, SUCH AS K 12 EDUCATION, CORRECTION, SOCIAL SAFETY NET SERVICES BEHAVIORAL HEALTH, AND 65%-70% OF THAT THAT CANNOT BE REDUCED. >> THEY COULD FUND THOSE THINGS OF THE FUNDED, BUT OUR MANDATES. >> YES, THEY COULD. AT ONE POINT, THIS IS, I'M JUST GIVING A REPORT HERE THAT SHOULD THE INITIATIVES AND ALSO THE STATE HAS TO PASS A BALANCED BUDGET. THIS WAS POINTED OUT, AND ALSO SHOULD THE INITIATIVES PASS THIS AMOUNT IS PROJECTED TO BE CLOSER TO $10-$11 BILLION DEFICIT. WHILE THEY SAID THE PROJECTED REVENUES ARE CURRENTLY HOLDING STEADY. THE EXPENSES ARE OUTPACING THE PROJECTED INCOME SIMILAR TO WHAT'S HAPPENING TO US IN OUR DISTRICT. THAT IS JUST, STAND BY MORE REPORTS HAVE COME OUT. WE JUST SOMETHING CAME ACROSS THE E MAIL TODAY THAT I HAVEN'T HAD A CHANCE TO READ. I'M HAPPY TO DO WITH SOME OF THE VARIOUS BUDGETS THAT WE'RE GETTING. BUT THIS IS JUST, WE NEED TO BE AWARE OF THIS AS WE'RE MOVING FORWARD IN ADVOCATING FOR EDUCATION FUNDING AND AS WE ALL KNOW, THERE'S AN EDUCATION OPPORTUNITY TOMORROW. WHICH I'M SURE YOU CAN GIVE US SOME DETAILS ON IN JUST A MOMENT, BUT I'D WANT TO SHARE THESE LEGISLATIVE PRIORITIES FOR WASDA, THAT THEY BROKE IT INTO FOUR AND I'LL SEND THIS OUT TO EVERYBODY. BUT THE DRAFT RIGHT NOW HAS, OF COURSE, SPECIAL ED PROGRAMMING, SOC STAFFING LEVELS AND TRANSPORTATION IS HOW THEY HAVE DEFINED THAT BASED ON THE PRIORITIES THAT ALL THE SCHOOL DISTRICTS CAME FORWARD. NOW, THE TOPICS ARE THE SAME. HOWEVER, I REALLY LIKE THE WAY THAT OUR DRAFT 2025 LEGISLATIVE PRIORITIES ARE LAID OUT AND I DON'T THINK I'VE SHARED THIS WITH YOU ALL YET, BUT I'LL TELL YOU WHAT IT IS. THE 2025 LEGISLATIVE PRIORITIES, OUR DISTRICT IS JUST DRAFT, IS IN THREE CATEGORIES. ONE, PROVIDE RESOURCES FOR AMPLE EQUITABLE AND STABLE EDUCATION. THAT IS A LARGER UMBRELLA BECAUSE THAT INCLUDES MATERIALS, SUPPLIES, AND OPERATING COST AND FULLY FUNDING BASIC EDUCATION AND EDUCATION AND UNFUNDED MANDATES. THE OTHER ONE IS THAT IS ONE BIG CATEGORY. I KNOW YOU CAN SEE THIS. HE GETS TO SEE IT. ALSO FUNDING EDUCATORS. THIS IS ONE CATEGORY. THE NEXT CATEGORY IS MEETING REQUIREMENTS FOR SPECIAL EDUCATION. AS WE KNOW, SPECIAL ED FUNDING REMAINS WOEFULLY INADEQUATE. THEN IN THE THIRD CATEGORY IS STUDENT HEALTH, SAFETY, AND WELL BEING. THAT INCLUDES THE CATEGORY STUDENT AND STAFF SAFETY IS PARAMOUNT. WE URGE THE LEGISLATURE TO PROVIDE SUSTAINED FUNDING FOR MENTAL HEALTH SERVICES, THREAT ASSESSMENT PROGRAMS AND PHYSICAL SECURITY, AND WE SUPPORT LEGISLATION THAT ENSURES SCHOOLS HAVE THE NECESSARY RESOURCES TO FOSTER A SAFE LEARNING ENVIRONMENT, WHILE ALSO PROMOTING PREVENTIVE MEASURES THAT ADDRESS THE ROOT CAUSES OF VIOLENCE AND BEHAVIORAL ISSUES. THOSE THREE CATEGORIES ARE HOW OUR DRAFT PRAYERS ARE LAID OUT RIGHT NOW. I PERSONALLY LIKE OURS BETTER BECAUSE IT GIVES SOME FLEXIBILITY IN OUR ABILITY TO ADVOCATE FOR BILLS AS THEY COME ACROSS. [02:00:02] A LITTLE BIT BETTER THAN THE WAY. HOW EXCUSE ME, WASDA HAS DONE IT. MY PRONUNCIATION OF WASDA WAS CORRECTED THE OTHER DAY. IT'S LIKE IT'S WASDA. >> WASDA? ONLY IF YOU'RE IN NEW JERSEY. >> FOR THESE THREE LEGISLATIVE PRIORITIES FOR US. WE HAVE NOT AS I SAID, I DON'T THINK I GOT THIS ON THE AGENDA, BUT THIS IS SOMETHING THAT YOU WANT TO TAKE A LOOK AT. I'M REALLY HAPPY WITH THIS, REALLY HAPPY WITH THE SUPPORT OF CRAIG GETTING THIS DONE. IF WE PUT THIS ON ONE OF OUR AGENDAS COMING UP, PROBABLY IN NOVEMBER I THINK WOULD BE APPROPRIATE FOR THE TIMING. >> ONE MEETING IN NOVEMBER. IT WILL BE THE MEETING IN NOVEMBER. [OVERLAPPING] >> YES, THE MEETING IN NOVEMBER. WE ALSO SO THE WORK IS CONTINUING RIGHT NOW WITH WASDA ON THE ADVOCACY PROGRAMS AND THE CALENDAR AND HOW WE ARE DOING DAY ON THE HILL. THEY'RE NOT SETTING UP SPECIFIC APPOINTMENTS WITH LEGISLATORS AND BRINGING STUDENTS DOWN, HOWEVER, THAT'S SOMETHING WE CAN DO INDIVIDUALLY OURSELVES IF THERE'S INTEREST IN STUDENTS. I THINK FROM MY CASUAL CONVERSATIONS WITH OUR STUDENT ADVISORS, IT SEEMS THERE'S SOME INTEREST AND SO THAT COULD BE SOMETHING THAT WE COULD TAKE A LOOK AT. ALSO, IN DISTRICT, AS WE KNOW, WE'RE GOING TO BE SEEING A BUNCH OF LEGISLATORS TOMORROW, ARE GOING TO BE IN DISTRICT. IT'S A GREAT OPPORTUNITY. DID YOU WANT TO GIVE US SOME MORE DETAILS ABOUT THAT EDUCATION OPPORTUNITY TOMORROW? >> I WOULD BE HAPPY TO. I THINK A LOT OF PEOPLE KNOW ABOUT IT, AND OUR STUDENTS ASKED, AS WELL, HOPEFULLY, YOU'VE BEEN RECRUITING, WE SAW MORE STUDENTS SIGNING UP. THIS IS THE K 12 FUNDING CRISIS TOWN HALL THAT WE'RE COLLABORATING WITH WE AS EDMOND SCHOOL DISTRICT LEADERS, COLLABORATING WITH NORTH SHORE AND SHORELINE. IT WILL BE 6:00-7:30 TOMORROW AT EDMONDS WOODWAY HIGH SCHOOL. HALF THE PROGRAM WILL BE DISCUSSING SOME OF THE SITUATION, THE INFORMATION ABOUT THE CURRENT FUNDING, AS WELL AS SOME INDIVIDUALS SPEAKING ABOUT THE IMPACTS ON THEM IN THEIR RESPECTIVE SITUATIONS, A SPECIAL, A PARENT, A PRINCIPAL, A TEACHERS, ETC TALKING ABOUT CLASS SIZES AND THEN AT THE SECOND HALF WILL BE THE AT10DEES BEING ABLE TO GO INTO BREAKOUT SESSIONS. THERE WILL BE 10 OF OUR LEGISLATORS THERE WHO REPRESENT. THERE'S AT LEAST TWO, I THINK, FROM ALL FIVE OF THE LEGISLATIVE DISTRICTS THAT COVER THE THREE HOSTING DISTRICTS. WE HAVE 10 LEGISLATORS, AND THEN ALL THE ATTENDEES WILL BE ABLE TO GO HEAR FROM THE LEGISLATORS WHAT THEY ARE SAYING TO ADDRESS THE INFORMATION ABOUT WHERE WE'RE SAYING OUR SHORTFALLS ARE, AND THEN A Q&A. PEOPLE CAN ASK AND THAT'LL BE SMALLER GROUPS OF PEOPLE. WE'VE HAD A REALLY GREAT RESPONSE SO FAR. WE HAVE, I BELIEVE, OVER 1,100 PEOPLE WHO HAVE SIGNED UP, SO GET THERE EARLY. I THINK PEOPLE ARE BEING ASKED TO GET THERE I THINK DOORS OPEN AT 5:15. IT WILL START ON TIME AT 6:00. >> THAT'S GREAT. THIS IS A GREAT OPPORTUNITY, I THINK TO ENGAGE WITH OUR LEGISLATORS AND GET QUESTIONS ASKED, GET THE REALLY LAY OF THE LAND WITH THE REALITY OF OUR BUDGET CRISIS THAT WE'RE FACING. >> I THINK THEY WILL SEE BY THE SIZE OF THE GROUP, THAT THIS IS NOT JUST SCHOOL DISTRICTS SCREAMING, BUT THAT IT'S THE ENTIRE COMMUNITIES THAT HAVE RECOGNIZED THAT WHEN WE HEAR FROM PLACES LIKE CHASE LAKE ABOUT THEIR CLASS SIZE, IT'S JUST UNACCEPTABLE THAT TEACHERS HAVE TO DEAL WITH THIS. THE KIDS HAVE TO DEAL WITH THIS, AND THAT WE JUST CAN'T KEEP SURVIVING ON GOING MORE AND MORE INTO DEAD. I DON'T IF THEY DON'T MEET THEIR CONSTITUTIONAL DUTY. >> I DID HAVE ONE OTHER ISSUE THAT I FORGOT TO MENTION. IT WAS, WE'RE LOOKING AT DOING A WHITE PAPER ON CELL PHONE USAGE. THERE'S INTEREST IN THE SCHOOL DIRECTORS, AND SO THERE'S A LOT OF INFORMATION OUT THERE ON SCHOOL CELL PHONE USAGE. LOOKING AT CURATING SOME OF THE OTHER SOURCES, AND I BELIEVE I DID FORWARD THAT ONE ALONG TO OUR BOARD AND LOOKING AT, WAS JUST THINKING ABOUT SOME KIND OF POLICY OR INFORMATION OR AS WE CONTINUE DOWN THE TOPIC OF CELL PHONE USAGE IN SCHOOLS. [02:05:04] I THINK THAT'S IT FOR RIGHT NOW. >> THANK YOU SO MUCH. A LOT OF QUESTIONS. >> YEAH, I HAVE A QUESTION. WHEN PAT SULLIVAN PRESENTED THE BUDGET AND TALKED ABOUT THE MANDATED PART OF THE BUDGET. I'M JUST WONDERING HOW THE EDUCATION PART OF THAT IS DETERMINED IF THEY'RE NOT ACTUALLY FUNDING ALL THE THINGS THAT ARE MANDATED, AND COULDN'T WE WORK ON PAT SULLIVAN TO GET HIM TO MAKE THAT MORE ACCURATE? >> I DON'T HAVE AN ANSWER. [LAUGHTER] >> EXCELLENT IDEA. I THINK THAT'S SOMETHING WE NAIL DOWN TOMORROW TOO A LITTLE BIT, AS WE THINK ABOUT IT. IT'S A CONTINUAL PROBLEM, AND SO I THINK WE CAN WORK ON SOME INPUT ON THAT. LET ME GET THE FULL NOTES, AND SO I CAN SEE WHERE THAT CONVERSATION WENT, AND IF IT HAPPENED AFTER THE REST OF THE MEETING. I WAS ATTENDING VIRTUALLY AND FOLKS WERE IN PERSON, SO I CAN ASK SOME QUESTIONS. >> IT JUST SEEMS LIKE IF THIS IS HOW MUCH THEY'RE SUPPOSED TO BE CONTRIBUTING, THEN TO SHORT CHANGE IT IN THE, THIS IS THE MANDATED PART IS DISINGENUOUS. [LAUGHTER] >> THAT IS CORRECT. >> I SAID IT. >> [LAUGHTER] THANK YOU'VE PACKED IT. ANYTHING ELSE ON THE LEGISLATIVE UPDATE? THANK YOU, DIRECTOR CHASE VERY MUCH. WE'LL GO TO BOARD MEMBER COMMENTS, [14. BOARD MEMBER COMMENTS] AND WE'LL START WITH OUR STUDENTS, TATIANA. WOULD YOU LIKE TO START? YES. >> HI, EVERYONE. I'M TATIANA AND HERE'S JUST SOME STUFF THAT IT'S GOING ON AT MY SCHOOL, EDMONDS HEIGHTS. FIRST OF ALL, WE HAD OUR FALL DANCE RECENTLY, WHICH A LOT OF PEOPLE WERE REALLY HAPPY ABOUT, WHICH ASP ORGANIZED, AND I'M REALLY HAPPY THAT EVERYONE WAS INVOLVED. IT'S REALLY NICE TO HAVE STUDENTS OF ALL AGES GETTING INVOLVED TOGETHER WITH THINGS, AND IT MADE ME REALLY HAPPY TO SEE THAT PEOPLE WERE SO EXCITED TO GET TOGETHER AND HAVE FUN. ADDITIONALLY, THIS WEEKEND, AT MY SCHOOL, WE HAVE LM 1, WHICH IS, LIKE, A ROBOTICS THING LEAGUE MEET 1, WHICH I'M REALLY EXCITED FOR. MY TEAM IS WORKING REALLY HARD ON GETTING PREPARED FOR LM 1 AND MY SCHOOL IS HOSTING LEAGUE MEET 1 AND LEAGUE MEET 2. SO THAT'S GOING TO BE GREAT. IF YOU GUYS WANT TO STOP IN AND SEE OUR ROBOTS AND KIND OF HOW THE COMPETITIONS WORK IN FTC, IT'S A GREAT WAY TO JUST SEE, BECAUSE THE LEAGUE MEETS ARE LIKE A MORE BRIEF, NON SERIOUS VERSION OF THE COMPETITION TO GET US WARMED UP INTO THE SEASON. IT'S A GREAT OPPORTUNITY TO SEE WHAT WE DO, AND WE'RE REALLY EXCITED ABOUT IT AND THAT'S ALL. THANK YOU. >> THANK YOU. VIVIAN. >> YEAH, I DON'T HAVE ANY UPDATES SPECIFICALLY FROM MOLLY TERRIS, BUT I JUST WANT TO SAY REALLY QUICKLY THAT THE ELECTION IS COMING UP. I'M A SENIOR. I'M NOT 18, BUT A LOT OF OTHER SENIORS ARE 18, AND IT'S SUPER IMPORTANT FOR PEOPLE TO VOTE, AND ESPECIALLY FOR YOUNG PEOPLE TO VOTE. I JUST WANT TO GIVE THAT LITTLE REMINDER. >> THANK YOU FOR THAT. ARMINA. >> I'M FROM METADA HIGH SCHOOL, JUST SO YOU GUYS KNOW. LAST THURSDAY, OUR SCHOOL HAD A SINGLE SPIRIT DAY FOR BREAST CANCERS AWARENESS. WE WORE PINK ON THURSDAY, OCTOBER 17 TO SHOW OUR SUPPORT. AND IT WAS REALLY, LIKE, LAST MINUTE PLANNING TYPE OF, LIKE, SPIRIT DAY, BUT I SAW A LOT OF PEOPLE WEAR PINK, SO I WAS REALLY HAPPY ABOUT THAT. CLASS OF 2025 SENATORS. WE ARE PLANNING A MONSTER MASH, HALLOWEEN DANCE ON NOVEMBER 1, AND THERE HAS BEEN A LOT OF WORK, BUT WE'RE HOPING THAT WOULD BE MORE FUN THAN THE HARD WORK THAT WE PUT IN. ON NOVEMBER 5, WE HAVE THE SPIKE TO DRIVE VOLLEYBALL TOURNAMENT COMING UP. I SAW A LOT OF MY FRIENDS AND OTHER CLASSMEN SIGNING UP FOR IT, MAKING TIERED TEAMS UP WITH THEIR FRIENDS. I'M SO EXCITED TO SEE WHAT'S GOING TO HAPPEN AND WHO'S GOING TO WIN. GREAT. >> DR. TERRACE. >> WE ANNOUNCED PRESIDENT CADAMS, AND I WENT WITH DR. MINER TO VISIT CEDAR VALLEY COMMUNITY SCHOOL. THAT WAS SINCE THE LAST BOARD MEETING. IT WAS NICE TO MAKE THAT VISIT AND GET TO SEE THE DUAL LANGUAGE CLASSES IN ACTION. [02:10:04] I STUDIED SPANISH IN SCHOOL, AND I NEVER WAS VERY GOOD AT IT, BUT I COULD FOLLOW WHAT THE KINDERGARTEN TEACHER WAS SAYING. I WAS SO HAPPY. LOTS OF BODY LANGUAGE AND PICTURES REALLY HELPED. BUT IT WAS VERY NICE TO BE THERE AND SEE THE STAFF AND THE KIDS. I GOT TO REFEREE, THE MOUNTLAKE TERRACE, EDMONDS WOODWAY, GIRLS SOCCER. SORRY, MOUNTLAKE TERRACE. [LAUGHTER] DIDN'T TURN OUT SO WELL FOR YOU. BUT I GET TO SEE MADODALE PLAY ON THURSDAY, SO THAT WILL BE FUN. YES, THE ELECTION IMPORTANT. EVERYBODY'S GOT THEIR BALLOTS. TIME TO GET THE VOTE. I'VE GOT MY HISTORICAL PRESIDENTIAL ELECTION BUTTON TIE TODAY. THAT'S WHAT I'VE GOT. THANKS. >> GREAT. THANK YOU. DIRECTOR KRAMER. >> A COUPLE OF THINGS. ONE, I WANT TO TALK DIRECTLY ABOUT THE SPEAKER WHO WAS TALKING ABOUT STUDENT SAFETY IN LINWOOD. THAT'S MY SERVICE AREA SCHOOL. MY DAUGHTER GOES TO ALDERWOOD. ALL MY KIDS WENT TO LINWOOD. WHAT HAPPENED AT THE MALL AND THEN WHAT HAPPENED AT LYNWOOD HIGH SCHOOL IS HAVING MY WIFE AND I MAKE DIFFICULT DECISIONS ABOUT WHERE WE'RE SENDING OUR KIDS. I HEAR THAT DEEPLY, AND I'M SUPER CONCERNED ABOUT IT. WE TALKED ABOUT EARLIER, AS A BOARD NEEDING TO COMMUNICATE, NICK WHAT WE WANT TO DO AND HOW WE'RE GOING ABOUT DOING IT. ONE OF THE THINGS WE WANT TO DO IS TO MAKE OUR SCHOOLS SAFER, AND HOW WE'RE GOING TO DO IT IS TO INCREASE THE FUNDING THAT WE GET SO THAT WE CAN HAVE FULL TIME SINKS IN OUR BUILDINGS, SO WE CAN HAVE MORE SECURITY MEASURES ALL THROUGHOUT OUR BUILDING. THE FUNDING IS DIRECTLY TIED TO STUDENT SAFETY AND STUDENT WELL BEING AS WELL. I JUST WANTED TO REALLY MAKE THAT SUPER CLEAR THAT AS A BOARD, PERSONALLY, I'M DEEPLY INVESTED IN THE SAFETY FOR MY OWN KIDS, BUT ALSO OBVIOUSLY FOR ALL KIDS. AS A TEACHER IN PUBLIC SCHOOLS, I THINK ABOUT THE KIDS THAT I SERVE EVERY DAY AND THINK ABOUT THE POSSIBILITIES OF WHAT CAN COME IN THROUGH THAT DOOR, AND IT'S TERRIFYING. BUT, I WOULDN'T BE ANY OTHER PLACE, AND I KNOW THAT THE TEACHERS FEEL THE SAME WAY. FINALLY, JUST A GREAT GRATITUDE FOR THE KIDS TONIGHT. THEY ALWAYS ARE THE HIGHLIGHT OF THE EVENING. THEY'RE ALWAYS THE SHOW STOPPERS, BOTH FROM CHASE LAKE, BUT ALSO THE ROBOTIC TEAMS. THEY'RE GREAT KIDS. THEY'RE JUST SO INSPIRING. AS YOU GUYS, OUR STUDENT REPRESENTATIVES HERE, FOR THE KIDS OUT THERE TO SEE YOU GUYS HERE IS HUGE. THEY CAN SEE THEMSELVES IN YOU, WHICH I JUST LOVE. ANYWAY, THANK YOU. >> THANKS DIRECTOR SMITH. >> FIRST THING I WANT TO DO. I DID NOT EXPECT ANDY TO BE IN THE AUDIENCE, BUT I'M GLAD THAT SHE IS BECAUSE EARLIER THIS WEEK, SHE WAS TOP OF MIND. I WAS WORKING IN EXCEL AND HAVING A REALLY TOUGH TIME WITH SOME MATH EQUATIONS, AND I HAD TO SET UP A SYSTEM OF EQUATIONS AND A LINE OF BEST FIT. ALL THESE OTHER THINGS THAT AT 18, IF YOU'D ASKED ME IF I'D EVER USE THEM AGAIN, I WOULD HAVE SAID NO, BUT LIFETIME DIFFERENCE. I WAS THE MOST POPULAR GUY IN THE OFFICE, TOO, 'CAUSE I COULD SHOW OTHER PEOPLE TO DO IT. NOBODY SE HAD ANY IDEA HOW THOSE THINGS WERE DONE. THANK YOU. NO MATH SONGS THIS TIME. WE DID TALK MATH PICK UP LINES, BUT THAT IS A [LAUGHTER] TOTALLY DIFFERENT THING. WE WERE EARLIER TALKING IN OUR STUDY SESSION ABOUT THE NEED, DO WE COLLABORATE WITH PEOPLE IN OTHER DISTRICTS? I WANTED TO JUST POINT OUT ONE OF THE THINGS THAT I'VE BEEN DOING. I HAVE A FRIEND WHO WORKS IN THE [INAUDIBLE] SCHOOL DISTRICT, I BELIEVE IT IS, AND THEY'VE CHANGED TO A STANDARDS BASED GRADING RECENTLY, SOMETHING. I DON'T REMEMBER EXACTLY WHAT THEIR DETAILS ARE, BUT IT'S LIKE A NO FS PROGRAM TYPE THING. I'VE BEEN TALKING TO HIM, AS WE TALK ABOUT, DO WE COLLABORATE? LETTING MY BOARD COLLEAGUES KNOW THAT I'VE GOTTEN SOME OF HIS INPUT, AND I TOLD HIM THAT I WOULD PROBABLY BE IN TOUCH WITH HIM AS THE PROCESS WENT ON BECAUSE HE HAS FIRSTHAND EXPERIENCE WITH IT AND WHAT HIS THOUGHTS ARE. [02:15:03] THAT'S A WAY THAT I'M TRYING TO COLLABORATE WITH OTHER DISTRICTS WHO HAVE EXPERIENCED SOME OF THE SAME STUFF. THE LAST THING I WANTED TO HIT ON WAS THE SAFETY ISSUE, WE DID TALK ABOUT THAT IN OUR MEETING AS WELL. I HAVE A THEORY THAT RIGHT BEFORE I CAME ON, THERE WAS A LOT OF SRO TALK AND THAT WAS THE SAFETY THING, AND THEN WE JUST DIDN'T THINK ABOUT IT SO MUCH AFTERWARDS. SOME OF THE NEW BOARD MEMBERS HAVEN'T GOTTEN AS MUCH OF THE INFORMATION AS THE MORE VETERAN BOARD MEMBERS HAVE GOTTEN. I THINK THAT'S COME TO TOP OF MIND AS THINGS THAT WE DO NEED TO STEP UP ON. WE DID TALK ABOUT THAT IN OUR STUDY SESSION.I THINK THE OTHER THING THAT I WANT TO DO HERE IS TO TURN THIS MIRROR AROUND TO OUR EARLIER SPEAKER AND SAY, THERE'S ONLY SO MUCH I CAN DO FOR STUDENT SAFETY HERE. YEAH, THERE'S FUNDING STUFF AND ALL OF THAT BUT, CITY OF LINWOOD COULD HAVE MORE STRICT GUN LAWS. THEY COULD DIRECT THE POLICE TO PATROL THE AREAS MORE. THEY COULD MAKE THE PENALTIES STIFFER. I THINK EDMONDS FUNDED A SINK FOR A LITTLE WHILE IN THE EDMONDS SCHOOLS. THERE ARE LEVERS THAT THE CITIES CAN PULL THAT WE CAN'T. AND I'M PRETTY SURE ANYONE OF THE FIVE OF US WOULD COME TO A LINWOOD CITY COUNCIL MEETING AND TALK ABOUT THAT IF THAT WAS VALUABLE. THAT'S ANOTHER WAY THAT THERE CAN BE COLLABORATION HERE. IF IT'S AN ISSUE THAT'S NEAR AND DEAR TO YOUR HEART, THEN I THINK THAT THERE'S A WAY FOR THE BOARD AND THE MUNICIPALITY TO WORK TOGETHER ON THAT. >> THANK YOU. DIRECTOR CHASE. >> I WENT TO THE TRADE UP EVENT THAT WAS AT EDMONDS COLLEGE, WHICH WAS ALL THE SNOWMAG COUNTY LABOR COUNCIL AND A WHOLE BUNCH OF OTHER, IT WAS THE COLLEGE AND THE FOUR SCHOOL DISTRICTS, BRINGING TRADES IN SO THAT STUDENTS COULD SEE THESE TRADES. THERE WERE FROM BRIDGE BUILDERS TO I MEAN, EVERY SINGLE TRADE YOU CAN IMAGINE, THE CARPENTERS, PAINTERS, I'M GOING TO QUIT LISTING BECAUSE THERE WERE SO MANY. I WENT AROUND. I ACTUALLY DID ONE OF THE VIRTUAL PAINTINGS. I GOT TO PUT THESE BIG GOGGLES ON, AND I PAINTED A SHIP. IT'S REALLY FRICKING COOL. MEAT CUTTERS. I MEAN, ALL THE ABOVE. WHAT WAS REALLY IMPRESSIVE WAS THE ENGAGEMENT OF ALL THE STUDENTS AND THE ACCESS THAT STUDENTS COULD SEE THEMSELVES IN THESE CAREERS THAT THEY WOULD NOT NECESSARILY HAVE KNOWN EVEN EXISTED IF THIS EVENT WERE GOING ON. IT WAS RIGHT NEXT DOOR. IT WAS ABSOLUTELY WONDERFUL. I ALSO WENT TO THE LINWOOD MEETING WITH THE LINWOOD PUBLIC FACILITIES DISTRICT ON THEIR MASTER PLAN FOR THE CONVENTION CENTER, WHICH IS FASCINATING. THERE'S A MASTER PLAN TO MAKE THAT INTO A REALLY A NICE COMMUNITY AREA, AND THEY'RE SEEKING TO DO COLLABORATION WITH ALL THE JURISDICTIONS, WHICH LINWOOD, OBVIOUSLY, WE ARE IN THAT JURISDICTION BECAUSE IF THEY'RE DOING SOME BUILDING THERE, THERE'S POTENTIAL FOR SOME NEW STUDENTS POSSIBLY COMING IN, BUT THERE'S SOME LOOKING FORWARD TO SEEING WHERE THE LINWOOD PUBLIC FACILITIES DISTRICT GOES WITH THIS AND HOW THE MASTER PLAN. I BELIEVE THERE ARE A NUMBER OF COMMUNITY EVENTS TO SHOWCASE WHAT THE PLAN IS. I DON'T HAVE THE SCHEDULE IN FRONT OF ME, BUT I CAN SHARE THAT. THAT'S SOME OF THE COLLABORATION THAT WE'RE DOING BUILDING UPON WHAT YOU'RE TALKING ABOUT AND WHAT WE WERE TALKING ABOUT IN OUR STUDY SESSION JUST A FEW MINUTES AGO. I'M REALLY PROUD OF THIS COMMUNITY. I'M PROUD OF THE ENGAGEMENT. I'M VERY PROUD OF THIS BOARD, AND REALLY LIKE HAVING THESE CONVERSATIONS ABOUT THINGS THAT ARE IMPORTANT TO US. ALSO, I REALLY APPRECIATE THAT THE STUDENTS ARE BRINGING UP HOW IMPORTANT IT IS TO VOTE. THERE WE ARE. THAT'S ALL I'VE GOT FOR TONIGHT. >> THAT'S GREAT. THANK YOU. IT'S GREAT HEARING ALL THE COLLABORATION EVERYBODY IS DOING. SHOULD HAVE OUGHT ABOUT THAT EARLIER IN OUR STUDIES. ONE THING I'D LIKE TO DO IS I'D LIKE TO RECOGNIZE MAR MARANO BIANCO, WHO IS OUR HEAD OF OUR STUDENT SCHOOL NURSES, WHO WAS RECOGNIZED BY THE WASHINGTON STATE SCHOOL NURSES ASSOCIATION AS BEING THE SCHOOL NURSE ADMINISTRATOR OF THE YEAR. WE ARE VERY PROUD OF HER. SHE DID SOME AMAZING WORK TO HELP GET OUR TWO SCHOOL BASED HEALTH CENTERS GOING WITH A LOT OF COLLABORATION WITH PARTNERSHIPS AT TWO OF OUR HIGH SCHOOLS, AND ALL THE WORK SHE DOES ACROSS THE DISTRICT TO PROTECT OUR KIDS' HEALTH NEEDS IS INCREDIBLE. WE REALLY WANT TO POINT THAT OUT AS BEING VERY PROUD OF HER AND HAVING WONDERFUL STAFF LIKE THAT. I DID ALSO ENJOY THE VISIT TO CEDAR VALLEY, ALONG WITH DR. MINER AND DIRECTOR GERARD, SEEING THE DUAL LANGUAGE CLASSROOMS, BUT ALSO THEN I STAYED AND [02:20:02] I LISTENED TO A CONSULTANCY THAT WAS BEING DONE WITH THE TEACHERS, THE FOURTH THROUGH SIXTH GRADE TEACHERS WITH THE PHONICS 95% PROGRAM. IT WAS VERY INTERESTING BECAUSE WE KNOW THAT TEACHERS AND PRACTITIONERS GETTING TO REFLECT ON THEIR PRACTICE, AND HAVING OBJECTIVE OBSERVERS GIVE THEM FEEDBACK IS ONE OF THE BEST WAYS TO LEARN. I WAS REALLY PLEASED TO SEE THAT WORK GOING ON IN THE DISTRICT. ALSO, I UNDERSTAND THAT IT WAS PART OF OUR BUDGET ANYWAY, SO WE DIDN'T HAVE TO PAY EXTRA TO GET GREAT WORK. WE TAKE ADVANTAGE OF WHERE WE CAN. THE OTHER THING I DID IS, SO THIS YEAR, DR. MINER AS WELL AS VISITING SCHOOLS DURING REGULAR CLASS TIME IS GOING TO FACULTY MEETINGS. I DECIDED TO GO TO A FACULTY MEETING WITH HER AND WENT TO MOUNTLAKE TERRACE ELEMENTARY, WHERE THE PRINCIPAL LED THE STAFF THROUGH LEARNING AND ACTIVITIES RELATED TO THE TEACHING OF WRITING. I REALLY ENJOYED. I ENJOYED IT. THE TEACHERS WERE VERY ENGAGED. THEY SEEMED LIKE IT WAS SOMETHING THAT WAS HELPING THEM. IT WAS VERY TIMELY AND SPECIFIC IN TERMS OF THINGS THEY COULD IMPLEMENT IN THEIR CLASSROOMS RIGHT AWAY. THAT BEING SAID, I'M GOING TO TURN IT OVER TO DR. MINER. >> I WANTED TO JUST SHARE A LITTLE BIT MORE ABOUT WHAT DIRECTOR CHASE SHARED ABOUT THE TRADES EVENT AT THE COLLEGE, I WALKED OVER, AND ONE OF THE STUDENTS SAID TO ME, TO YOUR POINT, I DIDN'T EVEN KNOW ELEVATOR REPAIR TECH WAS A JOB. I ACTUALLY WAS ABLE TO TALK WITH THAT STUDENTS, AND IT WAS VERY TIMELY BECAUSE THIS IS OCTOBER IS DISABILITY AWARENESS MONTH. I TALKED ABOUT HOW WE HAD A VERY SIGNIFICANT SITUATION IN ANOTHER PLACE I HAD WORKED WHERE BECAUSE OF THE SHORTAGE OF ELEVATOR TECH REPAIR PEOPLE, WE HAD TO MOVE CLASSROOMS AROUND TO BE ABLE TO GIVE STUDENTS ACCESS TO THEIR CLASSROOM BECAUSE IT TOOK A MUCH LONGER PERIOD OF TIME THAN WE WOULD HAVE WANTED. THE STUDENT AND I WERE ABLE TO ENGAGE AND TALK A LITTLE BIT ABOUT HOW, SOMETHING LIKE ELEVATOR REPAIR TECH HAS A DEEP IMPACT ON STUDENTS' LIVES, BUT ALSO THE LIVES OF MANY PEOPLE IN MANY PLACES. IT WAS COOL, AND THERE WERE A LOT OF GREAT ACTIVITIES, AND I LEARNED A LOT ABOUT THE TRADES. ON FRIDAY, THIS PAST FRIDAY, STUDENTS HAD A DAY OFF. BUT AS I LIKE TO SAY, SOMETIMES, WHEN OUR STUDENTS HAVE A DAY OFF, IT'S A DAY ON FOR STAFF. WE HAD A VARIETY OF TRAININGS FOR OUR CERTIFICATED TEACHERS THAT INCLUDED STUDENT GROWTH GOALS. WE TALK ABOUT HOW DO WE KNOW WHERE OUR STUDENTS ARE GROWING? STUDENT GROWTH GOALS THROUGH TEACHERS EVALUATION IS ONE OF THOSE WAYS. ANOTHER THING THEY TRAINED ON WAS TECHNOLOGY, AND THEN THEY ALSO TRAINED ABOUT SOCIAL EMOTIONAL LEARNING. SOME OF THOSE WAYS TO SUPPORT STUDENTS WHO MAY BE STRUGGLING IN THE SOCIAL EMOTIONAL OR MENTAL HEALTH REALMS. OUR PARA EDUCATORS HAD TRAINING ALL DAY LONG, AND THEY HAD LEARNING PALUZA. THEY HAD A LOT OF DIFFERENT CHOICES TO SELECT. JERRE DE ARAGON AND OUR HUMAN RESOURCES DEPARTMENT WAS INSTRUMENTAL IN ORGANIZING THOSE HAD TOPICS LIKE BEHAVIOR SUPPORTS. CURTIS CAMPBELL AND I DID ONE ON CUSTOMER SERVICE. A LOT OF DIFFERENT OPTIONS THERE FOR THEM. THEN IN THE AFTERNOON, FRIDAY AFTERNOON, OUR ADMINISTRATORS CAME HERE, AND THEY HAD SOME WORK ON THREAT ASSESSMENTS, WHICH IS A PROTOCOL, RESEARCH BASED, WHEN THERE IS A CONCERN ABOUT SOMETHING THAT THEY CAN WALK THROUGH AND EVALUATE THAT CONCERN. MOST OF THEM HAVE ALREADY BEEN TRAINED IN THREAT ASSESSMENT, BUT THIS WAS KIND OF A RENEWAL OF THEIR THINKING AND THEIR SKILLS. IT WAS A BUSY DAY ON FRIDAY, BUT VERY VALUABLE TO ALL OF US. >> GREAT. THANKS TO EVERYBODY FOR YOUR UPDATES. THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.