[1. CALL TO ORDER-6:30 pm]
          [00:00:02]
          >> GOOD EVENING AND WELCOME. 
          THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS CALLED TO ORDER. 
          I'LL TAKE ROLL CALL. 
          [2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
DIRECTOR GERARD. 
          WE WERE TRYING TO GET ON REMOTE. WE'RE NOT ABLE TO. 
          HE'LL BE WATCHING LIVE STREAM, BUT HE WON'T BE ABLE TO PARTICIPATE AND THAT'S THE SAME AS DIRECTOR SMITH, WHICH IS REALLY UNFORTUNATE, BUT WE DO HAVE A QUORUM. SO DIRECTOR KRAMER. 
          >> YEAH. 
          >> DIRECTOR CHASE. 
          >> HERE. 
          >> I'M DIRECTOR KATAMS, SO A QUORUM IS WITH THREE OF US. 
          WE'RE CONTINUING TO PROBLEM SOLVE. 
          IF SAM GETS WORD THAT WE DO HAVE IT UP AND RUNNING, WE WILL GET BACK TO THAT. 
          SAM, YOU MIGHT WANT TO GO AHEAD AND MUTE THEM, THOUGH I CAN SEE THAT THEY'RE NOT MUTED AT THIS POINT. 
          >> THAT'S GREAT. YEAH, WE CAN HEAR THEM, BUT THEY CAN'T HEAR US. 
          MAKES IT A LITTLE DIFFICULT. 
          I'M GOING TO ASK DR. MINOR TO DO THE LAND ACKNOWLEDGMENT. 
          [3. LAND ACKNOWLEDGEMENT-6:32 pm]
          >> THANK YOU, DR. KATAMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SODOBSH PEOPLE, AND THEIR SUCCESSORS, THE TWO LAP TRIBES, WHO, SINCE TIME MEMORIAL, HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS. 
          WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER. 
          BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS. 
          >> THANK YOU. NOW, IF EVERYBODY WILL RISE AND JOIN ME IN THE FLAG SALUTE. 
          [4. FLAG SALUTE-6:33 pm]
          >> OF ALLEGIANCE] 
          >> NEXT IS APPROVAL OF OUR AGENDA. 
          [5. APPROVAL OF AGENDA-6:34 pm]
DO I HEAR A MOTION TO APPROVE IN A SECOND? 
          >> I MOVE TO APPROVE. 
          >> SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? HEARING NONE. 
          I'LL CALL FOR A VOTE. EVERYONE IN FAVOR OF APPROVING THE AGENDAS PRESENTED, PLEASE INDICATE BY SAYING AYE. 
          >> AYE. 
          >> ALL THOSE OPPOSE NEY. 
          ANY ABSTENTIONS, AND THE AGENDA IS APPROVED AS PRESENTED. 
          >> WELL, WE GET TO COME OUT OF THE GATE TONIGHT WITH 
          [6. SCHOOL PRESENTATIONS- 6:35 pm]
A VERY EXCITING PRESENTATION FROM OUR HAZELWOOD ELEMENTARY SCHOOL STUDENTS. 
          I WOULD INVITE THEM FORWARD TO GET STARTED ON THEIR PRESENTATION. 
          >> GOOD EVENING AND THANK YOU VERY MUCH FOR HAVING US HERE WITH YOU TONIGHT. 
          MY NAME IS FAVOR, AND I AM PRINCIPAL AT HAZELWOOD AND HAVE BEEN SINCE JANUARY, AND I'M REALLY EXCITED TO INTRODUCE YOU TO SOME AMAZING YOUNG LEADERS WHO WILL INTRODUCE THEMSELVES, AND THEN THEY WILL SHARE THE BEGINNING OF OUR WORK WITH YOU. I'M GOING TO STEP ASIDE. 
          >> HI. MY NAME IS SAKUMI, AND I'M IN THE FIFTH GRADE IN MS. LAMONT'S CLASS. 
          >> HI, MY NAME IS AISHA, AND I'M IN THE FIFTH GRADE IN MS. LAMONT'S CLASS. 
          >> HI. MY NAME IS MAYA. 
          I'M IN THE FIFTH GRADE IN MS. LAMONT'S CLASS. 
          >> HI, I'M EMILY, AND I'M IN THE FIFTH GRADE OF MS. HATCHES CLASS. 
          >> HI, MY NAME IS MARIN, AND I'M IN THE FIFTH GRADE AND IN MS. LAMONT'S CLASS. 
          >> MY NAME IS LILIAN, AND I'M IN THE FIFTH GRADE OF MS. LAMONT'S CLASS. 
          >> HI, MY NAME IS ROLATHAM IN FIFTH GRADE IN MS. HATCHES CLASS. 
          AS MEMBERS OF THE STUDENT ADVISORY, OUR GOAL IS TO HELP OUR STUDENTS WANT TO COME TO SCHOOL AND IMPROVE OUR STUDENTS ATTENDANCE. 
          WHEN WE STARTED THIS YEAR, WE THOUGHT THAT IF WE PLANNED AND REGULAR ACTIVITIES THAT OUR FRIENDS WOULD WANT TO PARTICIPATE IN, WE WILL NEED TO CREATE AN ENVIRONMENT THAT BUILDS UNITY AND WHERE STUDENTS WILL WANT TO COME TO SCHOOL. 
          WE STARTED BY LOOKING AT THE DATA WITH DR. BRITT, WHICH TELL US HOW OFTEN OUR STUDENTS COME TO SCHOOL. 
          LAST YEAR, 77% OF OUR STUDENTS CAME TO SCHOOL 90 OR MORE PERCENT OF THE TIME. 
          THIS YEAR WE WANT 85% OF HAZELWOOD EAGLES TO COME TO SCHOOL, 
          [00:05:02]
AT LEAST 90% OF THE TIME. 
          EMILY MAR WILL NOW EXPLAIN WHAT IT REALLY MEANS. 
          >> WE DID SOME MATH TO UNDERSTAND WHAT THE LAST SLIDE REALLY MEANT. 
          FIRST, WE REALIZED THAT 90% ATTENDANCE MEANS THAT WE WOULDN'T BE AT SCHOOL 10% OF THE TIME. 
          AS WE HAVE ABOUT 180 DAYS OF SCHOOL EACH YEAR, 10% OF THOSE 180 DAYS MEANS THAT WE'D MISS 18 DAYS OF SCHOOL. 
          >> WHEN WE THOUGHT ABOUT WHAT THAT MEANT, WE REALIZED THAT'S ALMOST FOUR WEEKS OF SCHOOL DURING A WHOLE SCHOOL YEAR, FOUR WEEKS, THAT'S ALMOST A MONTH, AND THAT IS A LOT OF TIME OF THE MISSING OUT ON LEARNING. 
          WHAT DOES THAT MEAN FOR US? WE HAVE JUST OVER 400 STUDENTS AT HAZELWOOD. 
          IF 77% OF OUR STUDENTS MISSED 10% OF SCHOOL, THAT MEANS ABOUT 90 STUDENTS MISSED ALMOST FOUR WEEKS OF SCHOOL, IF NOT MORE. 
          >> WE WANT TO HELP ENCOURAGE OUR FRIENDS TO TO COME TO SCHOOL MORE, AND OUR GOAL THIS YEAR IS TO HAVE 60 STUDENTS OR LESS MISS LESS THAN 18 DAYS OF SCHOOL THIS YEAR. 
          >> LET US NOW TELL YOU A LITTLE BIT ABOUT US AND WHAT WE WANT TO DO TO HELP KIDS WANT TO COME TO SCHOOL. 
          AT THE END OF LAST YEAR, MOST OF US WORKED WITH THE ASSOCIATION OF WASHINGTON SCHOOL LEADERS TO DECIDE WHAT WE BELIEVED IN AS A GROUP. 
          WE AGREED THAT WE BELIEVE. 
          >> IF WE HELP TO CREATE AN ENVIRONMENT WHERE STUDENTS KNOW AND FEEL LIKE THEY BELONG, THEY WILL WANT TO COME TO SCHOOL. 
          >> IF WE PLAN AND LEAD ACTIVITIES THAT BUILD UNITY, FOSTER A SENSE OF BELONGING, AND OUR ACTIVITIES THAT STUDENTS WANT TO PARTICIPATE IN, THEN STUDENTS ATTENDANCE WILL IMPROVE. 
          >> IF WE SHARE OUR VOICE AND GIVE INPUT ABOUT OUR LEARNING, WE WILL HELP OUR STAFF CREATE AN ENVIRONMENT WHERE ALL STUDENTS WANT TO BE. 
          >> WHAT ARE WE GOING TO DO? 
          >> WE DECIDED THAT WE WANT TO PLAN AND LEAD ACTIVITIES EACH MONTH THAT WILL BUILD COMMUNITY AND UNITY AT HAZELWOOD. 
          LAST MONTH, WE PLANNED A SCHOOL WIDE DOOR DECORATING COMPETITION AND THEN MADE UP A SCAVENGER HUNT FROM THE DECORATED DOORS. 
          WE ALSO CREATED A TRUNK FOR AN ANNUAL TRUNK OR TREE AND HAD PEOPLE DO THE SCAVENGER HUNT TO GET THEIR CANDY FROM US. 
          >> PEOPLE WHO CAME TO THE CHUNK RETREAT LOVE DOING THE SCAVENGER HUNT AND GETTING TO SEE THE DIFFERENT DOORS. 
          STUDENTS LOVED SHARING THEIR CLASSES DOORS WITH THEIR FAMILY AND FRIENDS. 
          THIS MONTH, WE'RE HAVING A FOOD DRIVE, A SPIRIT WEEK THIS WEEK, AND ARE PLANNING A SCHOOL WIDE PUMPKIN MURAL. 
          >> NOT WITH REAL PUMPKINS. 
          >> THESE ARE SOME PICTURES OF OUR DIFFERENT DOORS, AS WELL AS OUR TRUNK RETREAT THAT WAS ACTUALLY THE CANOPY BECAUSE WE DON'T KNOW HOW TO DRIVE YET. 
          WE HAD SO MUCH FUN, AND NOW I'LL PASS THE PHONE TO DR. BRITT. 
          BUT FIRST, WE DID THIS ALL TO BRING TOGETHER PEOPLE TO SHARE KINDNESS. 
          >> THANK YOU SO MUCH. THAT WAS A WONDERFUL PRESENTATION IN SO MANY WAYS. 
          I'M GOING TO LET THE STUDENTS WHO ARE ON THE BOARD, AS WELL AS MY BOARD COLLEAGUES MAKE COMMENTS OR ASK QUESTIONS IF THEY HAVE THEM. 
          YOU GUYS GOOD OVER THERE? 
          >> I THINK IT'S REALLY COOL THAT YOU GUYS ARE TAKING THE TIME TO HAVE STUDENT DRIVEN ACTIVITIES. 
          BECAUSE WHEN STUDENTS SEE THAT OTHER STUDENTS ARE PUTTING AN EFFORT INTO MAKING THEM FEEL INCLUDED, IT MAKES THEM ACTUALLY WANT TO SHOW UP AND PARTICIPATE IN THOSE ACTIVITIES. THAT'S GOOD. 
          >> I THINK IT'S REALLY COOL THAT YOU GUYS ARE BEING ACTIVE YOUNG STUDENT LEADERS. 
          WHEN I WAS IN ELEMENTARY SCHOOL, I DON'T THINK THERE WAS A PROGRAM LIKE THIS IN STILL JUST YET. 
          IT'S AWESOME TO SEE THAT THIS IS SOMETHING THAT'S HAPPENING AND IT'S NEW, AND IT'S FUN, 
          [00:10:03]
AND IT'S AN OPPORTUNITY FOR YOU GUYS AT YOUR AGE TO GET OUT THERE AND SPEAK ON THINGS THAT ARE IMPORTANT TO YOU, WHICH IS AWESOME. 
          >> GREAT PRESENTATION. 
          LOVE IT. I LOVE THAT. 
          THIS INCLUDES EVERY STUDENT AT THE SCHOOL, AND IT UNITES THE CLASSROOM AS A TEAM. 
          I REALLY LOVE THIS. 
          GREAT PRESENTATION, GUYS. 
          >> I WAS GOING TO SAY THAT I ALSO THOUGHT IT WAS IMPORTANT HOW YOU GUYS EMPHASIZED ON, LIKE, PEOPLE WANTING TO FEEL LIKE LIKED AND, LIKE, THEY BELONG IN ORDER TO COME TO SCHOOL, AND I'M GLAD THAT YOU GUYS EMPHASIZED ON THAT, BECAUSE I THINK IT HELPS PEOPLE TO UNDERSTAND THE IMPORTANCE OF BEING KIND TO THE PEOPLE THAT ARE AROUND YOU AT SCHOOL, AND I THINK THAT'S REALLY GREAT. THANK YOU, GUYS. 
          >> THANKS FOR COMING FORWARD AND PRESENTING AND FOR ON THE BOARD, IT CAN BE PRETTY INTIMIDATING, AND YOU GUYS JUST NAILED IT, YOU CRUSHED IT. GREAT JOB. 
          I ALSO WANT TO ECHO SOME OF THE THINGS THAT OUR STUDENT LEADERS UP HERE HAVE SAID TO SAY THAT HOW GREAT IS IT THAT YOU ARE STEPPING FORWARD INTO THIS LEADERSHIP ROLE. 
          BUT I WANT YOU TO REALLY, LIKE, THINK ABOUT WHERE YOU ARE NOW, AND THEN LOOK AT THESE GUYS UP HERE, THESE STUDENTS LEADERS UP HERE, AND PICTURE YOURSELF UP HERE ONE DAY BECAUSE IT COULD BE YOU. 
          IF YOU KEEP ON FOLLOWING THIS DREAM THAT YOU HAVE OF MAKING THIS SCHOOL A BETTER PLACE, MAKING THE DISTRICT A BETTER PLACE, THIS IS WHERE YOU BELONG. THANK YOU. 
          >> OF COURSE, YOU SHOULD BE ON THE BOARD. 
          COME ON. I REALLY ENJOYED THAT PRESENTATION BY ALL OF YOU. 
          WHAT WAS REALLY STOOD OUT FOR ME IS BREAKING DOWN WHAT IS, LIKE, THE 10% NOT IN ATTENDANCE? WHAT DOES THAT REALLY MEAN? FOR ME, THAT WAS REALLY HELPFUL TO UNDERSTAND, IT WOULD BE HOW YOU BROKE IT DOWN IN 3.5 WEEKS, THIS MANY STUDENTS. 
          THAT ACTUALLY WAS REALLY A NICE WAY TO CHANGE HOW THE INFORMATION IS PRESENTED SO THAT I PERSONALLY COULD UNDERSTAND IT EVEN MORE. 
          KUDOS TO THE PRESENTERS AND THINKING IT THROUGH TO DO IT LIKE THAT. 
          >> I AGREE WITH WHAT EVERYBODY HAS SAID. 
          I PARTICULARLY BECAUSE I LOVE MATH. 
          I REALLY LOVED HOW YOU TOOK APART WHAT THE ATTENDANCE NUMBERS MEANT. 
          IT WAS SO LIKE, USEFUL FOR ANYBODY WHO WOULD BE LISTENING FROM YOUR OTHER PEERS AT THE SCHOOL TO GROWN UPS. 
          SOMETHING ELSE I REALLY LIKED IS YOU ACTUALLY WROTE WHAT'S CALLED A THEORY OF ACTION. 
          IF WE DO THIS, BECAUSE OF THIS, THIS WILL HAPPEN. 
          THIS IS WHAT GROWN UPS DO NOW. 
          IN TERMS OF SETTING GOALS, YOU SET A THEORY OF ACTION. 
          IF WE DO THIS AND FOLLOW THROUGH WITH THESE STRATEGIES, WE'LL GET THE OUTCOME THAT WE'RE LOOKING FOR, WHICH IN YOUR CASE IS BETTER ATTENDANCE. 
          I BET YOU GET BETTER ATTENDANCE BECAUSE YOU GUYS ARE DOING A GREAT JOB AS STUDENT LEADERS, AND YOU DID A GREAT JOB OF PRESENTING HERE. 
          VERY IMPRESSIVE. 
          THANK YOU SO MUCH. 
          THANK YOU TO MS. BRITT FOR BEING THE LEADER. 
          FOR ALL OF YOUR TEACHERS, THE FIFTH GRADE GROUP, DID A GREAT JOB OF HELPING THE KIDS HERE. 
          KUDOS TO ALL OF YOU. THANK YOU SO MUCH. 
          >> LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE. 
          [APPLAUSE] WELL, ALWAYS A DIFFICULT ACT TO FOLLOW COMING AFTER THE STUDENTS, BUT WE'LL NOW TURN IT OVER TO PRINCIPAL BRITT TO SHARE THE HAZELWOOD ELEMENTARY SCHOOL SUIT PRESENTATION. 
          >> THANK YOU. YES, FOLLOWING THESE AMAZING YOUNG HUMANS IS NEVER EASY. 
          THEY WERE PRACTICING EARLIER TODAY, AND I WAS CAUGHT UP IN A COUPLE OF THINGS, AND I WALKED INTO THE CONFERENCE ROOM, AND THEY WERE ALREADY ORGANIZED, STANDING UP, PRESENTING THEMSELVES TO THE WALL, AND I WAS LIKE, OKAY, YOU REALLY DON'T NEED ME. 
          I REALLY BELIEVE WITH OUR STUDENTS THAT IF WE CAN FIGURE OUT HOW TO GET OUT THEIR WAY AND LET THEM GO, THEN THEY WILL DO AMAZING THINGS FOR US, AND I'VE SEEN THAT WITH THIS GROUP. 
          THANK YOU. THEY ARE REPRESENTING A LARGER GROUP, BUT THANK YOU ALL, AND THANKS TO THE FAMILIES FOR BRINGING THEM HERE TONIGHT. 
          WITH THAT, I WILL FOLLOW ALONG WITH OUR STUDENTS SPOKE TO YOU A LITTLE BIT ABOUT OUR ATTENDANCE GOAL. 
          JUST LIKE EVERY SCHOOL, WE HAVE THREE AREAS OF FOCUS FOR OUR SCHOOL IMPROVEMENT PLAN, ONE BEING ATTENDANCE, AND THEN THE OTHER TWO BEING TO INCREASE OUR PERFORMANCE IN OUR ENGLISH LANGUAGE ARTS AND IN MATH. 
          I THOUGHT I'D SHARE A LITTLE BIT WITH YOU TONIGHT ABOUT WHAT WE'RE DOING WITH OUR ELA GOAL. 
          IN HOW WE START WITH KIND OF A LONGER TERM GOAL LOOKING AT OUR THREE YEAR GOAL, AND OUR DESIRE TO REALLY RAISE 
          [00:15:03]
OUR PERFORMANCE UP FOR OUR THIRD THROUGH SIXTH GRADE STUDENTS UP TO 50%, AND WE ALL BELIEVE IT'S POSSIBLE. 
          WE HAVE THE STRATEGIES TO DO IT, AND WE'RE EXCITED ABOUT THAT. 
          WE ALSO HAVE OUR SHORT TERM GOAL WHERE WE RESET THAT EACH YEAR AND USE OUR IRD DATA RATHER THAN OUR SMARTER BALANCE ASSESSMENT DATA TO TRACK THAT ANNUAL PROGRESS TOWARDS OUR LONG TERM GOAL. 
          THE NICE THING ABOUT IRD IS THAT WE GET TO USE OUR DIAGNOSTIC ASSESSMENT THREE TIMES THROUGHOUT THE YEAR, SO WE CAN REALLY MONITOR THAT PROGRESS AND ADJUST INSTRUCTION TO SUPPORT THAT LEARNING AND TO SUPPORT OUR GOALS. 
          WE ARE CURRENTLY AT 30% THIS FALL, AND WE AIM TO BE AT 65% BY SPRING OF ALL OF OUR STUDENTS WHO ARE AT OR ABOVE BENCHMARK IN READING. 
          A COUPLE OF THE STRATEGIES, AND AGAIN, TALKING ABOUT THAT THEORY OF ACTION IS IF WE USE A UNIVERSAL DESIGN FOR LEARNING APPROACH TO OUR INSTRUCTION WHEN WE ARE LOOKING AT HOW DO WE ENGAGE OUR STUDENTS? HOW DO WE USE MULTIPLE MEANS OF REPRESENTATION AND LOOK AT THINGS A LITTLE BIT DIFFERENTLY, AS WELL AS UTILIZING IRD WITH FIDELITY TO FOCUS ON THOSE INDIVIDUAL SKILLS, AND ALSO TYING IN OUR SMARTER BALANCE ASSESSMENT INTO REAIM BLOCK ASSESSMENTS THAT GIVE US A LITTLE BIT OF A DIFFERENT APPROACH. 
          >> WORKING ALL OF THAT WITH OUR GRADE LEVEL TEAMS AND OUR SUPPORT STAFF, WE SHOULD SEE ACADEMIC GROWTH. 
          IT'S OUR THEORY IS IF WE TAKE ALL OF THE PIECES, PUT THEM TOGETHER AS TEAMS, AND WE WILL START TO SHOW THAT IMPROVEMENT. 
          THIS IS JUST A SNAPSHOT OF WHERE WE WERE IN THE FALL. 
          AS YOU CAN SEE, IN OUR FALL DIAGNOSTIC, WE ARE LOOKING PARTICULARLY ABOUT 32% OF OUR STUDENTS WHO ARE PRETTY SIGNIFICANTLY BELOW GRADE LEVEL, AND WE'RE AT ABOUT 30% THAT ARE EARLY ON ON MID GRADE LEVEL WITH KIND OF A CHUNK IN THE MIDDLE. 
          OUR GOAL IS TO SHIFT THAT ALONG TO THE LEFT THROUGH OUR WORK. 
          THIS SUMMER, OUR LEADERSHIP TEAM SAT DOWN AND REALLY DUG INTO THE DATA, AND THAT'S WHERE WE DEVELOPED OUR THEORY OF ACTION, AND UNDERSTANDING WHAT OUR NEEDS WERE AS A STAFF IN ORDER TO SUPPORT OUR STUDENTS IN THEIR ACADEMIC GROWTH. 
          WE REALLY, AGAIN, LIKE I SAID, LOOKED AT THAT NEED FOR COLLABORATION IN ORDER TO BE ABLE TO DO THE WORK AS GRADE LEVEL TEAMS, AS WELL AS DESIGNING, HOW DO WE INSTRUCTIONALLY DESIGN OUR LESSON AND OUR ASSESSMENTS. 
          BUT THE OTHER PART OF IT WAS ACTUALLY PUTTING OUR STUDENT NAMES TO THE DATA. 
          BECAUSE LIKE YOU SAW WITH OUR STUDENTS, WHEN THEY BROKE DOWN THE DATA, WHEN WE TAKE A PIECE OF DATA AND WE HAVE A STUDENT ATTACHED TO IT, IT MAKES IT MORE PERSONAL THAN WHEN WE JUST LOOK AT OUR QUANTITATIVE DATA, AND WE'RE LIKE, WELL, 32% OF STUDENTS ARE BELOW STANDARD. 
          WHAT DOES THAT MEAN? WHO ARE THOSE STUDENTS? WHAT DID THOSE INDIVIDUAL STUDENTS NEED IN ORDER TO THRIVE WITHIN EDUCATION? THAT WAS KIND OF THE WORK OF THE SUMMER AND THEN OUR LEADERSHIP TEAM BROUGHT THAT BACK TO OUR STAFF, AND THAT'S WHERE WE TOOK OUR THEORY OF ACTION INTO OUR STRATEGIES, RECOGNIZING, WHAT ARE SOME OF THE THINGS THAT WE CAN USE OUR RESEARCH AND EVIDENCE BASED PRACTICES TO SUPPORT THAT GROWTH OF OUR KIDS AND WHERE THEY ARE CURRENTLY? UNIVERSAL DESIGN FOR LEARNING, LIKE I SAID, WE'RE LOOKING AT MULTIPLE METHODS OF ENGAGEMENT, WE'RE LOOKING AT TAPPING INTO OUR STUDENT INTERESTS. 
          HOW CAN OUR STUDENTS SHOW US WHAT THEY KNOW AND NOT NECESSARILY ALWAYS IN THE TRADITIONAL WAY OF WRITING AN ESSAY OR RESPOND TO A PROMPT, BUT ARE THERE OTHER WAYS THAT THEY CAN SHOW US THAT THEY KNOW WHAT WE'RE WORKING TOWARDS, MAKING ACCOMMODATIONS AVAILABLE TO ALL STUDENTS SO THAT THEY CAN ACCESS THE GRADE LEVEL CONTENTS. 
          FOR EXAMPLE, IF A STUDENT IS STRUGGLING TO WORK ON LONG DIVISION AND MATH FACTS OF THE BARRIER, CAN WE GIVE THEM A MULTIPLICATION TABLE? CAN WE GIVE THEM A CALCULATOR, WAYS WHERE THEY CAN ACCESS THE ACTUAL CONCEPT THAT WE'RE TEACHING AND NOT HAVE SOMETHING THAT WAS A GRADE OR TWO BELOW BE THAT BARRIER TO LEARNING? THE SMART OF BALANCED BLOCK ASSESSMENTS, WE REALIZE WITH IREADY IS REALLY FOCUSED ON READING. 
          WHEN WE LOOK AT OUR SMART OF BALANCE ASSESSMENT FOR ELA, WRITING IS A SIGNIFICANT COMPONENT. 
          IT'S A COMPONENT THAT SOME OF OUR STUDENTS REALLY STRUGGLE WITH AND GRAPPLE WITH, ESPECIALLY WHEN YOU THINK OUR THIRD GRADERS ARE HAVING TO TYPE THEIR RESPONSES. 
          FOR A LOT OF OUR STUDENTS, THAT IN ITSELF IS A STRUGGLE SO HOW CAN WE START TO USE THE ASSESSMENTS THAT 
          [00:20:01]
THE SMARTER BALANCE RELEASES WITHIN OUR ORGANIC INSTRUCTION TO GET OUR KIDS EXPOSURE TO THAT STYLE OF WRITING? THEN WHAT STRATEGIES CAN WE USE TO SUPPORT OUR STUDENTS IN DEVELOPING THOSE SKILLS? THEN, LIKE I SAID, UNPACKING THAT DATA WAS JUST THE BEST PART OF LOOKING AT KID BY KID. 
          WE HAVE A LOT OF ASSESSMENTS AVAILABLE TO US THAT WE USE THROUGHOUT THE YEAR, AND OUR GRADE LEVEL TEAMS ARE USING WITHIN THEIR OWN TEACHER STUDENT GROWTH GOALS TO MONITOR AS THEIR TEAMS, TO SEE HOW THEY'RE MAKING PROGRESS, AND THEY'RE TALKING ABOUT THAT DATA ALL THE TIME, AND THEN COMING BACK AS A STAFF AND LOOKING AGAIN AT THE INDIVIDUAL STUDENTS TO SEE THE IMPACT THAT WE'RE HAVING. 
          SO FAR, JUST AN UPDATE, OBVIOUSLY, WE'RE IN NOVEMBER. 
          WE'VE SPENT A LOT OF TIME REALLY DOING THAT DATA DIVE WITH BOTH THE WHOLE GRAD, LIKE WHOLE SCHOOL, WHOLE GRADE, WHOLE CLASS, AND THEN COMING DOWN TO OUR INDIVIDUAL STUDENTS, ESPECIALLY WITH SOME OF OUR SUBGROUP DATA, AND SOME OF OUR STUDENTS WHO ARE IN DIFFERENT SUBGROUPS SUCH AS THAT HAVE AN EP OR SPEAK MULTIPLE LANGUAGES. 
          THEN AS A STAFF, WE'VE JUST BEGUN TO TOUCH ON LOOKING AT UNIVERSAL DESIGN FOR LEARNING. 
          BUT MOST OF THAT WORK WILL BEGIN AFTER WINTER BREAK JUST BECAUSE OF THE WAY THE SCHOOL YEAR WORKS WITH MEETING TIMES. 
          OUR FIRST REAL DIVE INTO SOME OF THAT WORK IS ACTUALLY THIS FRIDAY, SO EXCITED ABOUT THAT. 
          THEN WE, A COUPLE OF WEEKS AGO, TOOK TIME TO LOOK AT THE INTERIM BLOCK ASSESSMENTS AND DETERMINE WHICH ONES FIT APPROPRIATELY AND FELT REALLY ORGANIC WITHIN OUR PACING GUIDE AND OUR CONTENT THROUGHOUT THE YEAR, AND THEN IDENTIFIED WHERE WE WOULD PLUG THOSE IN SO IT'S NOT JUST LIKE TEST PREP A WEEK BEFORE THE TEST. 
          SO EXCITED TO SEE THOSE KIND OF THINGS START TO COME THROUGH AS BEING JUST A PART OF WHAT WE DO. 
          HAZELWOOD. ANY QUESTIONS. 
          >> THANK YOU SO MUCH. 
          THAT WAS VERY INFORMATIVE AND COMPREHENSIVE AND INTENTIONALLY FOCUSED. 
          I'M GOING TO LET IF THE STUDENTS WANT TO SPEAK UP. 
          >> HI. I WANTED TO SAY THAT I REALLY LIKED WHAT YOU SAID ABOUT, PUTTING STUDENTS' NAMES ON THE DATA. 
          I THINK THAT THAT'S REALLY IMPORTANT AS A STUDENT, TO FEEL YOU CARE ABOUT US INDIVIDUALLY AND NOT JUST THAT WE'RE A NUMBER ON, OUT OF ALL OF THE STUDENTS. 
          IT'S REALLY IMPORTANT, AND I HOPE THAT HIGH SCHOOLS DO THAT TOO. 
          I DON'T KNOW IF MY HIGH SCHOOL DOES THAT, BUT I THINK IT WOULD BE I THINK IT'S A REALLY GOOD WAY TO THINK OF THE STUDENTS, AND ALSO A GOOD WAY TO HELP THEM. 
          >> GOOD POINT. YOU GUYS GOOD? 
          >> HI, THANK YOU. THAT WAS A GREAT PRESENTATION, AND I REALLY, I WANT TO ECHO THAT FOCUS ON THE INDIVIDUAL STUDENTS. 
          I'M CURIOUS, AND I WAS ACTUALLY GOING TO ASK THE KIDS ABOUT THIS. 
          THE IDEA OF WHICH STUDENTS ARE THE ONES THAT ARE MISSING A LOT OF SCHOOL. 
          MAYBE THOSE STUDENTS ARE THE ONES THAT NEED FRIEND GROUPS. 
          THOSE STUDENTS ARE THE ONES THAT NEED FRIENDS THAT WILL GET THEM TO COME BACK AND MAYBE A COUNSELOR CAN HELP WITH THAT KIND OF, THAT ATTENTION. 
          I'M SO GLAD TO HEAR THAT YOU'RE USING THE INTERIM BLOCK ASSESSMENTS. 
          THOSE ARE SO USEFUL AS A TEACHER OF LANGUAGE ARTS RIGHT NOW IN SNOHOMISH, I AM WORKING THAT INTO OUR UNITS OF STUDY, AND WE'RE GOING TO GIVE THEM ABOUT FIVE TIMES THROUGHOUT THE YEAR. 
          IT'S SUPER HELPFUL FOR THE KIDS TO SEE WHERE THEY ARE IN RELATIONSHIP TO WHERE THEY WANT TO BE. THANK YOU. 
          >> DIRECTOR CHASE? I JUST REALLY APPRECIATE THAT. 
          THIS PAIRS NICELY WITH OUR STUDY SESSION ON THE SIP BALLS THAT WE JUST HAD. 
          REALLY APPRECIATE ALL THE THOUGHT AND ENERGY AND INTENTIONALITY THAT WENT INTO THIS. 
          >> I AM REALLY PLEASED TO HEAR THAT YOU'RE GOING TO DIG INTO AND USE THE INTERIM BLOCK ASSESSMENTS. 
          MY EXPERIENCE WITH THEM IS THAT THEY'RE WELL WRITTEN, THEY'RE DEFINITELY ALIGNED WITH THE STANDARDS, WHICH WE DON'T ALWAYS GET WITH OTHER ASSESSMENTS. 
          IT GIVES KIDS WAYS TO THINK ABOUT HOW THEY'RE GOING TO BE ASKED TO SHOW WHAT THEY KNOW AND CAN DO. 
          I THINK IT ALSO TIES WELL INTO ALL THE, YOU DID A GREAT JOB OF TAKING YOUR THEORY OF ACTION AND YOUR GOALS AND GOING THROUGH WHAT YOUR STRATEGIES ARE. 
          IN JUST OUR EARLIER STUDY SESSION, JUST TALKED ABOUT THE IMPORTANCE, AND WE'VE TALKED ABOUT IT FREQUENTLY OF PUTTING A NAME TO THE TO EACH ONE. 
          IT SOUNDS LIKE YOU GUYS ARE DOING A GREAT JOB AT HAZELWOOD, 
          [00:25:01]
AND WE APPRECIATE YOUR COMING VERY MUCH, AND WE APPRECIATE ALL THE HARD WORK YOU'RE DOING. 
          I ALSO CAN SAY, IF YOU GUYS WOULD LIKE TO LEAVE, YOU DO NOT HAVE TO STAY FOR THE REST OF THE MEETING, BUT WE REALLY APPRECIATE YOUR BEING HERE AND ALL THE SUPPORT FROM YOUR PARENTS AND YOUR TEACHERS AS WELL. 
          THANK YOU SO MUCH. 
          [APPLAUSE] 
          [7. SUPERINTENDENT REPORT-6:55 pm]
NEXT ON THE AGENDA IS THE SUPERINTENDENTS REPORT. 
          >> WE REALLY DO RECOGNIZE IT'S A SCHOOL NIGHT AND THESE MEETINGS DO GO LATE. 
          FAMILIES AND STUDENTS, AND YOU CAN FEEL FREE. 
          WE VERY MUCH APPRECIATE YOU BE HERE OF COURSE, YOU'RE WELCOME TO STAY, BUT WE UNDERSTAND THAT THAT MAY NOT BE POSSIBLE. 
          I JUST WANTED TO SHARE A LITTLE BIT IN MY REPORT TONIGHT ABOUT VETERANS DAY, CELEBRATIONS ACROSS THE DISTRICT. 
          IF FOLKS HAVEN'T HAD A CHANCE TO TAKE A LOOK AT SOME OF OUR INSTAGRAM POSTS, OR OTHER SOCIAL POSTS, IT'S A REALLY BEAUTIFUL CELEBRATIONS ACROSS THE DISTRICT. 
          I WAS ABLE TO ATTEND AT TERRACE PARK ELEMENTARY SCHOOL, AND OUR STUDENTS DEMONSTRATED SO MANY DIFFERENT WAYS OF HONORING OUR VETERANS FROM SONGS TO INSTRUMENT, CHOIR TO INSTRUMENTAL MUSIC. 
          TO THEY HAD MADE SOME BEAUTIFUL FLOWERS TO DISTRIBUTE TO OUR VETERANS. 
          THIS YEAR, 2024 WOULD HAVE MARKED MY DAD'S 100TH BIRTHDAY, AND HE SERVED IN WORLD WAR II. 
          IT'S ALWAYS EMOTIONAL FOR ME TO OBSERVE OUR VETERANS AS THEY HAD THE CHANCE TO BE HONORED BY OUR STUDENTS. 
          WE HAD QUITE A LARGE NUMBER OF VETERANS AT THAT ASSEMBLY, MOSTLY RELATIVES OF STUDENTS, UNCLES, GRANDFATHERS, PARENTS, PEOPLE WHO ARE STILL IN ACTIVE SERVICE, SO I DEFINITELY ENCOURAGE YOU TO CHECK OUT OUR VETERANS DAY COMMEMORATIONS THAT OCCURRED AROUND THE DISTRICT. 
          SOUNDS LIKE MAYBE WE CAN DO A SOUND CHECK. 
          DIRECTOR GERARD, CAN YOU HEAR US? 
          >> I CAN HEAR YOU, LAUD AND CLARE. 
          >> WONDERFUL. IS DIRECTOR SMITH STILL HERE? DIRECTOR SMITH LOGGED OFF. 
          BUT IF YOU WANT TO CONTINUE ON, I'LL JUST WALK OUT AND CALL HIM AND LET HIM KNOW IF HE WANTS A LOG BACK ON THAT WE'RE POSSIBLY GOOD TO GO. 
          >> THEN WE CAN COUNT DIRECTOR GERARD AS HERE. 
          >> LET ME JUST TRY. 
          >> GO. 
          >> DIRECTOR SMITH, CAN YOU HEAR US? I CAN NOW. 
          AND WE HEAR YOU LOUD AND CLEAR. 
          SO WE'RE MARKING YOU HERE, 
          [8. APPROVAL OF MINUTES-7:00 pm]
AND WE ARE ON ITEM 8 APPROVAL OF MINUTES AND WE'LL MOVE FORWARD FROM HERE. THANK YOU BOTH. 
          >> EXCELLENT. WELCOME, GUYS, WE'RE GLAD YOU'RE HERE. 
          NEXT IS APPROVAL OF MINUTES, AND I'M GOING TO DO ALL THREE AT ONE TIME. 
          THIS IS APPROVING THE MINUTES FROM THE OCTOBER 22ND, 2024 SPECIAL MEETING WHERE WE DID OUR WARDS SELF ASSESSMENT. 
          THE MINUTES FROM THE OCTOBER 22 REGULAR BUSINESS MEETING AND THE MINUTES FROM THE OCTOBER 29 SPECIAL MEETING WHERE WE LOOKED AT THE NEW SIP TEMPLATE THE SCHOOL IMPROVEMENT PLAN TEMPLATES. 
          DO I HEAR A MOTION IN A SECOND TO APPROVE THAT THOSE THREE SETS OF MINUTES? 
          >> MOVE TO APPROVE. 
          >> I'LL SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. 
          ALL THOSE IN FAVOR OF APPROVING THESE THREE SETS OF MINUTES, PLEASE INDICATE BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. ALL THOSE OPPOSED SAY NAY. 
          ANY ABSTENTIONS AND THE MINUTES FROM THE OCTOBER 22ND SPECIAL MEETING, THE OCTOBER 22ND REGULAR BUSINESS MEETING AND THE OCTOBER 29 SPECIAL MEETING ARE APPROVED. 
          [9. PUBLIC COMMENTS-7:05 pm]
NEXT, WE'LL HAVE PUBLIC COMMENTS. 
          THE GUIDELINES REGARDING THE PUBLIC COMMENTS ARE ON THE DISTRICT WEBSITE. 
          THEY'RE ON EACH BOARD MEETING AGENDA, AND THERE'S A COPY ON THE TABLE WHERE YOU SIGN IN TO MAKE A COMMENT. 
          WE ASK THAT YOU LIMIT YOUR COMMENT TO THREE MINUTES AND A TIME 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 ADDRESSING TONIGHT. 
          PUBLIC COMMENTS ARE MADE FROM THIS FRONT PODIUM FACING US. 
          THE FIRST PERSON IS MR. KEELER. 
          >> MY NAME IS STEVEN KEELER. 
          I'M A RESIDENT OF EDMONDS, WASHINGTON. 
          [00:30:02]
I HAVE NO CHILDREN IN DISTRICT SCHOOLS. 
          I SPEAK TONIGHT ON TWO ITEMS BRIEFLY. 
          FIRST, THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION. 
          THE ACRONYM IS WSS DA. 
          I PRONOUNCE THAT AS WTA. 
          ALONG S, NO Z, AND A. 
          MISS CHASE, YOU'RE RIGHT AND I ENCOURAGE YOU TO KEEP THE FAITH. 
          >> MY FINAL ITEM TONIGHT REGARDS SCHOOL IMPROVEMENT PLANS. 
          DIRECTOR KRAMER, I WANT TO THANK YOU. 
          AT THE OCTOBER 22ND MEETING, YOU ASKED A CRITICALLY IMPORTANT QUESTION AFTER THE PRESENTATION OF THE CHASE LAKE SCHOOL IMPROVEMENT PLAN. 
          MADAM SUPERINTENDENT, I FAILED TO UNDERSTAND WHY THE PRESENTER THAT NIGHT DID NOT INCLUDE INFORMATION, WHICH I FEEL WAS CRITICAL. 
          IT BECAME SUBSEQUENTLY APPARENT THAT HE HAD THE INFORMATION, BUT IT TOOK QUESTIONING BY DIRECTOR KRAMER TO FIND THAT OUT. 
          THAT HAS TO DO WITH THE SMARTER BALANCE ASSESSMENT FOR ENGLISH LANGUAGE ARTS, CURRENTLY REFLECTED IN THE SCHOOL'S NUMBER, THE GOAL FOR THE SAME NUMBER AND THE TIME FRAME FOR THAT IMPROVEMENT. 
          I'M HAPPY TO SEE THAT TONIGHT IN THE PRESENTATION BY HAZELWOOD ELEMENTARY, WE GOT INFORMATION THAT SHOULD BE THERE, AND IN THE FUTURE, SHOULD BE IN ALL SCHOOL IMPROVEMENT PROGRAM PRESENTATIONS. 
          DIRECTOR KRAMER, FEEL FREE TO ASK QUESTIONS. 
          IF YOU DON'T GET THE ANSWERS YOU'RE LOOKING FOR, ASK. THANK YOU ALL. 
          >> THANK YOU. NEXT STEP IS JASON MOORE. 
          >> JASON MORE LINWOOD. 
          I SENT AN EMAIL TO EACH BOARD OF DIRECTOR WITH LINKS SUPPORTING THESE COMMENTS ABOUT THE ELDERWOOD SURGICAL CENTER, AKA AUER AESTHETIC BY DR. JAVAN SAJAN, UPLOADED A TIKTOK VIDEO, AS SAYING, DOING ALL MY TRANS SURGERIES BEFORE TRUMP TRIES TO STOP ME. 
          THERE WAS AN ARTICLE TITLED TOP WASHINGTON PROVIDER FOR MINOR GENDER REASSIGNMENT SURGERY PROCEDURES PREVIOUSLY FINED FIVE MILLION DOLLARS. 
          A WASHINGTON BASED SURGICAL CENTER RANKED BY NONPROFIT AMONG THE TOP IN THE STATE FOR MINOR GENDER REASSIGNMENT SURGERIES WAS RECENTLY FINED FIVE MILLION AS PART OF A LAWSUIT IN WHICH THE STATE ATTORNEY GENERAL'S OFFICE ACCUSED THEM OF DECEPTIVE BUSINESS PRACTICES. 
          WITHIN WASHINGTON, LINWOOD BASED ALDERWOOD SURGICAL CENTER PERFORMED MORE THAN TWICE AS MANY GENDER REASSIGNMENT SURGERIES ON MINORS THAN SEATTLE CHILDREN'S HOSPITAL GENDER CLINIC AT 50, MAKING IT THE NUMBER ONE GENDER REASSIGNMENT SURGERY CENTER IN THE STATE IN TERMS OF TOTAL PATIENTS. 
          THE DATA IS ACCORDING TO THE NONPROFIT DO NO HARM. 
          THAT SAID, WITH THE SCHOOL BASED HEALTH CENTERS THAT WE HAVE NOW, PRESIDENT KATAMS TOLD US DURING HIS STUDY SESSION THAT THE DISTRICT DOES NOT DO GENDER TREATMENTS, BUT CAN SHE HONESTLY TELL US IF THE DISTRICT DOES NOT REFER THIS TREATMENT TO OTHER ENTITIES LIKE ALLURE AESTHETIC. 
          MOVING ON TO GRADING PRACTICES. 
          AT THE END OF THE LAST STUDY SESSION, DIRECTOR KRAMER MENTIONED THAT SNOHOMISH SCHOOL DISTRICT DOES NOT TEST AS MUCH AS OTHER DISTRICTS AND THEIR ASSESSMENT SCORES ARE BETTER THAN OURS. 
          WHEN THE STAFF PRESENTS SBA SPRING 2024 RESULTS TO YOU AND US, WHY DID THEY NOT INCLUDE SNOHOMISH SCHOOL DISTRICT ON THE SBA DISTRICT COMPARISON CHARTS? IS IT BECAUSE SNOHOMISH IS DOING BETTER AND MAKING THE DISTRICT STAFF LOOK BAD? MOVING ON TO EDUCATION BUDGET CRISIS TOWN HALL. 
          I WAS GIVEN A MEDIA PASS FOR WE THE PEOPLE. 
          I RECORDED BOTH PRESENTATION AND QUESTION AND ANSWER PERIOD. 
          HOWEVER, DURING THE QUESTION AND ANSWER PERIOD, I DID NOT EVEN GET A CHANCE TO ASK MY QUESTION BEFORE I WAS SHOUTED DOWN BY THE CROWD OF 
          [00:35:05]
WEA MEMBERS AND I HAD THE MICROPHONE RIPPED OUT OF MY HAND BY A ZEALOUS UNION MEMBER. 
          RIGHT AFTER THAT, ANOTHER MEMBER DEMANDED THAT I STOP RECORDING THE EVENT IN AN ATTEMPT TO SILENCE MY FREEDOM OF SPEECH, RIGHT AFTER ANOTHER MEMBER REMOVE MY RIGHT TO FREEDOM OF SPEECH IN THE PRESS. 
          WHAT WILL THE DISTRICT BOARD AND TEACHERS UNION DO TO ENSURE THIS DOES NOT HAPPEN AGAIN? NO ONE CAN LIMIT OR PREVENT THE FIRST AMENDMENT AT A PUBLIC TOWN HALL BECAUSE THE SPEECH IS DISAGREEABLE OR CONTROVERSIAL OR EVEN OFFENSIVE. 
          THAT'S WHY WE HAVE A FIRST AMENDMENT. 
          >> NEXT UP IS BRIAN LES. 
          DID I SAY YOUR NAME RIGHT? BRIAN. WE MET AT EACH MEETING. 
          IT'S NICE TO SEE YOU AGAIN. 
          >> GOOD EVENING. MY NAME IS BRIAN LES. 
          I'M A RESIDENT OF LINWOOD. 
          I AM A PARA EDUCATOR HERE IN EDMOND SCHOOL DISTRICT. 
          MY CHILDREN ALSO ATTEND SCHOOLS HERE. 
          I'M HERE TONIGHT AS A PARENT THOUGH. 
          I HAVE A FIFTH GRADE CHASE LAKE ELEMENTARY STUDENT. 
          LAST MONTH, YOU ALL HEARD MY CONCERNS AND OTHER PARENTS' CONCERNS ABOUT OUR CLASS SIZES. 
          I AM HERE AGAIN BECAUSE NO ACTION HAS BEEN TAKEN TO RECTIFY THIS PROBLEM. 
          AS OF TODAY, WE NOW HAVE 36 STUDENTS IN ONE FIFTH GRADE CLASSROOM AT CHASE LAKE. 
          OUR TEACHERS NOW AT TRIGGER FIVE. 
          SHE IS NOT RECEIVING ANY DEDICATED PARA EDUCATOR SUPPORT, NOR HAS THERE BEEN ANY DISCUSSION ABOUT HIRING A SECOND TEACHER? WE HAVE 55 FIFTH GRADERS AT CHASE LAKE. 
          ONE FIFTH GRADE CLASS 1, 5, 6 SPLIT CLASS, 55 STUDENTS IS ENOUGH FOR TWO CLASSES. 
          WITH 27 AND 28 STUDENTS. 
          IT'S TIME TO FIX THIS PROBLEM. 
          WE CAN'T WAIT FOR MORE STUDENTS TO ENROLL AND FOR THE PROBLEM TO GROW. 
          GIVEN THE LENGTHY PROCESS OF HIRING AND ONBOARDING A NEW TEACHER, THE TIME FOR ACTION IS NOW. 
          SO I'M REALLY URGING YOU TO PLEASE FULFILL YOUR PROMISE TO THE STUDENTS OF EQUITY, ENGAGEMENT, AND EXCELLENCE. THANK YOU. 
          >> THANK YOU. NEXT UP IS PATRICK HODGES. 
          >> HOW ARE YOU ALL, I'M PATRICK HODGES. 
          I'M A THIRD GRADE TEACHER AT CEDAR WAY, ELEMENTARY. 
          HERE TO TALK ABOUT A PD PROFESSIONAL DEVELOPMENT I HAD A FEW WEEKS AGO IS FOR THE 95% CO-CURRICULUM. 
          WE HAD THEE HOURS OF TIME FOR THIS MEETING. 
          AND DURING THE MEETING, THE CONSULTANT HIRED BY 95% TOLD US THAT WE SHOULD SPEND LESS TIME TEACHING SCIENCE AND ART AND SOCIAL STUDIES AND MORE TIME TEACHING PHONICS IF WE NEEDED MORE TIME AND THAT TROUBLED ME FOR A COUPLE OF REASONS. 
          I TEACH A WORKING CLASS SCHOOL. 
          MY STUDENTS FAMILIES CAN'T AFFORD TO SEND THEM TO SCIENCE CAMP OR SOMETHING LIKE THAT. 
          ALL THEIR SCIENCE EDUCATION IS THROUGH THE SCHOOL. 
          AND TO REJECT THAT AS A REAL FLAT BIG OF THE EDUCATION EXPERIENCE. 
          WE HAVE SCIENCE STANDARDS, WE HAVE SOCIAL STUDY STANDARDS, WE HAVE ART STANDARDS. 
          AND I KNOW DR. KATAMS HE RAN AGAINST SOMEONE WHO WANTED TO RESTRICT US TO ONLY TEACHING MATH AND READING, AND THE VOTERS REJECTED THAT. 
          SO I DID NOT REALLY APPRECIATE HEARING THAT FROM A CONSULTANT. 
          MY OTHER ISSUE IS THE WHOLE IDEA THAT SHE THOUGHT SHE COULD TELL US TO DO THIS REPRESENTS AN ENCROACHMENT OF PRIVATE CAPITAL INTO OUR PUBLIC SCHOOLS. 
          WE HIRE THESE COMPANIES TO PRODUCE A CURRICULUM THAT WE THEN USE. 
          IT SHOULD NOT BE THEIR JOB TO TELL US HOW TO TEACH. 
          THEY SHOULD SIMPLY TELL US HOW TO BEST USE THE CURRICULUM. 
          SO THAT WAS A VERY FRUSTRATING EXPERIENCE FOR ME, I DON'T THINK THAT THAT IS THE MESSAGE THAT YOU ALL ARE ENDORSING. 
          I JUST THINK YOU SHOULD KNOW THAT IS WHAT THE PEOPLE THAT, WELL, I KNOW YOU DIDN'T HIRE THE SPECIFIC PERSON, BUT YOU DID HIRE 95%, AND THEY HIRED HER, AND THEN SHE TOLD US THAT. 
          AND I THINK IT'S A REAL DISSERVICE TO OUR STUDENTS IF WE HAVE THE ATTITUDE. AND THAT'S IT. 
          >> THANK YOU. NEXT, WE HAVE OUR CONSENT AGENDA, AM I ON? 
          [10. CONSENT AGENDA-7:35 pm]
YEAH. WE HAVE OUR CONSENT AGENDA. 
          TONIGHT'S CONSENT AGENDA AND THIS CONSISTS OF THE TYPICALLY ROUTINE ITEMS THAT WE USUALLY TALK ABOUT IN A GROUP OR WE CAN SEPARATE IF WE NEED TO. 
          THERE ARE NINE ITEMS TONIGHT, THREE HAVE TO DO WITH PERSONNEL AND STAFF ASSOCIATION AGREEMENTS. 
          ONE IS AN INTERCAL AGREEMENT WITH THE CITY OF MOUNT LAKE TERRACE FOR POLICE COVERAGE AT DISTRICT EVENTS. 
          AND THIS IS A RECURRING AGREEMENT THAT WE REGULARLY DO. 
          [00:40:03]
ONE HAS TO DO WITH OUR MONTHLY BILLS AND VOUCHERS THAT WE REGULARLY LOOK AT, AND THERE FOUR FIELD TRIPS OF WHICH THREE ARE FOR STATE COMPETITIONS. 
          SO THAT'S VERY EXCITING. 
          DO I HEAR A MOTION AND A SECOND FOR OUR CONSENT AGENDA FOR TONIGHT? 
          >> MOVE TO APPROVE. 
          >> I'LL SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. 
          ALL THOSE IN FAVOR OF APPROVING TONIGHT'S CONSENT AGENDA AS PRESENTED. 
          PLEASE INDICATE BY SAYING AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL THOSE OPPOSED NAY. 
          ANY ABSTENTIONS. 
          AND TONIGHT'S CONSENT AGENDA IS APPROVED. 
          >> THANK YOU VERY MUCH, DR. KATAMS. 
          [11. REPORTS-7:45 pm]
WE HAVE TWO REPORTS AND PRESENTATIONS THIS EVENING. 
          THE FIRST IS 11.1, OUR BUSINESS AND FINANCE REPORT FOR AUGUST AND SEPTEMBER, WELCOMING FORWARD EXECUTIVE DIRECTOR LYDIA SALLY. 
          >> GOOD EVENING. I'M JUST STILL HEALING FROM A COLD SO HOPEFULLY I WON'T BREAK INTO COUGHING. THAT WOULD BE EMBARRASSING. 
          OH, CLICKER. THANK YOU. 
          WE HAVE YEAR END. VERY EXCITING. 
          SO THIS CONCLUDES 23/24 SCHOOL YEAR, EVEN THOUGH WE ARE WELL UNDERWAY FOR 24/25. 
          RECALL GOING INTO THE 23/24 BUDGET, THE SCHOOL BOARD ASKED THAT WE REDUCE THE FUND BALANCE PARAMETER IN ORDER TO MITIGATE SOME OF THE BUDGET REDUCTIONS GOING INTO 23/24. 
          SO SCHOOL BOARD'S TARGET WAS 275. 
          WE ACTUALLY ENDED AT 276 WHICH IS INCREDIBLY CLOSE. 
          WE DO HAVE A NEW ITEM THAT YOU DON'T NORMALLY SEE. 
          IT'S ASSIGNED TO THE 24/25 BUDGET AND HERE ARE THE DETAILS FOR THAT. 
          SO IF YOU RECALL WHEN WE WERE DOING A BALANCING ACT AND TALKING ABOUT BUDGET REDUCTIONS, AT ONE POINT IN TIME, WE WERE NEEDING TO REDUCE THE BUDGET BY $12 MILLION. 
          OSPI, LATE IN THE YEAR, SAID WE ARE GOING TO GIVE YOU ADDITIONAL STAFFING FOR OFFICE PROFESSIONALS AND PARAPROFESSIONALS, AS WELL AS $21 MORE FOR MATERIAL SUPPLIES AND OPERATING COSTS, WE'RE GOING TO GIVE THAT TO YOU IN 23/24 AND CONTINUE THAT IN 24/25. 
          SO WE SAID, WELL, LET'S TALK ABOUT REDUCING OUR BUDGET DEFICIT, FROM 12 MILLION TO 10.2 WITH THESE TWO ITEMS. SO THESE TWO ITEMS AND SOME OTHER BUDGET ADJUSTMENTS. 
          THOSE OTHER BUDGET ADJUSTMENTS WERE AGAIN, THESE ARE ONE TIME, BECAUSE ONCE YOU'VE DONE THEM, THEY'RE NOT AVAILABLE, AGAIN, BUT WAS TO TAKE OUR SCHOOL AND DEPARTMENT CARRYOVERS, WHICH HAD BEEN 4% DOWN TO JUST 1% AND PUT THAT ADDITIONAL 3% INTO FUND BALANCE. 
          MANAGERS, PROFESSIONAL, TECHNICAL, AND ADMINISTRATIVE ASSISTANTS, GAVE UP THEIR PROFESSIONAL DEVELOPMENT CARRYOVER. 
          YOU CAN SEE THE DOLLAR AMOUNT THERE. 
          SO WE HAD A PLAN OF 1.8 MILLION, WE CAME TO JUST JUST ABOUT 1.5 ON OUR TARGET. 
          >> I'M JUST GOING TO HOP IN THERE FOR JUST A SECOND. 
          THESE WERE NOT THE ONLY CONCESSIONS THAT VARIOUS STAFF GROUPS OR INDIVIDUAL STAFF MEMBERS MADE, BUT THESE ARE THE ONES THAT ARE INFLUENCING THIS PARTICULAR PART OF WHAT EXECUTIVE DIRECTOR SALLY IS TALKING ABOUT. 
          I JUST DON'T WANT ANYONE TO WALK AWAY AND SAY, WELL, WHY DIDN'T PRINCIPALS DO SOMETHING? WHY DIDN'T TEACHERS? OTHER GROUPS DID AS WELL. 
          >> A WHOLE LOT OF OTHER THINGS THAT BROUGHT US FROM AN ORIGINAL 16 MILLION NEEDED TO BE REDUCED DOWN TO 12, DOWN TO 10.2. 
          BUT AGAIN, WHEN YOU SEE THIS ASSIGNED TO A SUBSEQUENT YEAR'S BUDGET, THAT IS A LITTLE BIT UNIQUE. 
          SO UNASSIGNED TO MINIMUM FUND BALANCE IS JUST 76,000 BELOW WHERE IT WAS PROJECTED. 
          THE TOTAL FUND BALANCE IS OVER BUDGET. 
          WE HAVE CONTINUED TO NEED A RESERVE FOR LABOR AND INDUSTRIES SELF INSURANCE ACCORDING TO THE LABOR AND INDUSTRY SELF INSURANCE RULES. 
          WE'LL CONTINUE TO WATCH THAT. 
          TOTAL ENROLLMENT WAS OVER BUDGET IN EVERY CATEGORY. 
          THAT'S K12 BASIC N, ALE, 
          [00:45:01]
WHICH IS EDMONDS HEIGHTS AND E LEARNING, RUNNING START, AND OPEN DOORS, WHICH IS THE DROPOUT RE ENGAGEMENT PROGRAM. 
          THIS I AM PRETTY PROUD OF. 
          WE FULLY EXPENDED OUR ESSER FUNDS, AND REMEMBER THAT IF WE HADN'T SPENT OUR ESSER FUNDS, THEY COULD HAVE BEEN RECOVERED. 
          WE ALSO HAD A TREMENDOUS AMOUNT OF PRESSURE AT THE BEGINNING OF ESSER, WHICH WAS, CAN'T YOU JUST SPEND IT NOW? AND I'M PROUD THAT WE EXPENDED IT OVER 3.5 YEARS SO THAT EVEN THOUGH WE'RE FEELING THE CLIFF, THE CLIFF DIDN'T HAPPEN IN ONE FELL SWOOP. 
          TOTAL EXPENDITURES KEPT ME UP AT NIGHT. 
          THEY CAME IN $50,000 UNDER BUDGET AUTHORIZATION. 
          THAT IS ALSO VERY UNUSUAL. 
          AND WHAT I DIDN'T REALIZE WAS HOW HIGH OUR FREEZE CLAIM EXPENDITURES WERE COMING IN, EVEN THOUGH WE RECEIVED INSURANCE PROCEEDS FOR THAT, IT GOES AGAINST OUR EXPENDITURE OR SPENDING AUTHORITY. 
          >> CAN YOU EXPLAIN WHAT FREEZE CLAIM EXPENDITURES ARE? 
          >> MY APOLOGIES, YES. 
          I STARTED GIVING IT, IT'S LITTLE SLANG TERM. 
          SO JANUARY 15TH OF LAST YEAR, VERY BAD WEATHER EVENT, VERY, VERY COLD. 
          SEVERAL PIPES FROZE AND BURST. 
          THE LARGEST MOST SIGNIFICANT WAS MADOWDALE ELEMENTARY WHICH HAD TO MOVE LOCATIONS FOR SEVERAL WEEKS. 
          WHILE IT WAS REPAIRED, WE ALSO HAD BURST PIPES AT EDMONDS WOODWAY, FORMER ALDERWOOD MIDDLE SCHOOL, AND SEAVIEW. YES. 
          >> LYDIA AND I BOTH GASPED AT THE 99.99. 
          IF WE ARE GOING TO GO OVER THE AMOUNT OF MONEY. 
          AND DISTRICTS HAVE TO DO THIS. 
          SOMETIMES, IF WE'RE GOING TO SPEND MORE THAN WHAT THE BOARD HAS APPROVED IN OUR INITIAL BUDGET, WE HAVE TO DO WHAT'S CALLED THE BUDGET EXTENSION TO GET AUTHORITY TO SPEND ADDITIONAL MONEY. 
          WE DIDN'T HAVE TO DO THAT, BUT IT WAS REALLY CLOSE. 
          AND IT IS A BIT OF A PROCESS. 
          SO IT'S NICE WHEN WE DON'T HAVE TO DO THAT. 
          THAT'S WHY SOMETIMES WE'LL BUILD IN, GRANTS AND DONATIONS UP TO A MILLION DOLLARS, EVEN THOUGH WE DON'T ANTICIPATE WE'RE GOING TO GET A MILLION DOLLARS WORTH OF THAT, BUT HOW TO DO WOULDN'T WANT TO DO A BUDGET EXTENSION EVEN IF WE DID. 
          SO 99.99 IS ABOUT AS CLOSE AS IT CAN GET. 
          >> THIS IS OUR REVENUE PIE. 
          LAST YEAR, I BELIEVE THE YEAR BEFORE, ALSO, FEDERAL REVENUES HAD REACHED 7% OF THE TOTAL REVENUE PACKAGE. 
          BUT KEEP IN MIND THAT WAS PREDOMINANTLY ESSER, 4% IS A VERY NORMAL AMOUNT FOR A SCHOOL DISTRICT EACH YEAR. 
          STATE SPECIAL PURPOSE WENT FROM 17% TO 19%, AND THAT WAS ALMOST ENTIRELY DUE TO SPECIAL EDUCATION WHICH INCLUDES THAT SAFETY NET GRANT. 
          AND THE REST OF THE PIE IS PRETTY UNCHANGED. 
          >> WHEN WE LOOK AT EXPENDITURES, SALARY AND BENEFITS LAST YEAR WERE 87.9. 
          THEY CAME IN AT 87.3, SO SLIGHTLY DIFFERENT. 
          THERE'S THIS NOTE ON THE SIDE. 
          WE HAVE WHAT'S CALLED GASB 87, GASB IS A GOVERNMENTAL ACCOUNTING STANDARDS BOARD, WHICH REGULATES OUR ACCOUNTING. 
          THERE'S LEASES AND SUBSCRIPTION-BASED IT AGREEMENTS, WHERE YOU HAVE TO RECORD THE PRESENT VALUE OF THOSE LEASES AND SUBSCRIPTIONS AS BOTH AN EXPENDITURE AND A REVENUE. 
          IT HAS ABSOLUTELY NO IMPACT ON YOUR FUNDING. 
          IT'S A RECORDING MECHANISM. 
          NOT PARTICULARLY USEFUL FOR SCHOOL DISTRICTS, BUT WE MUST FOLLOW THOSE RULES. 
          WE EXCLUDED IT FROM THE PIE BECAUSE IT DISTORTS IT. 
          BUT WE EXCLUDED IT LAST YEAR, IT'S FIRST YEAR. 
          A DIFFERENT SLICE OF EXPENDITURES. 
          TEACHING AND TEACHING SUPPORT WAS 77% LAST YEAR AND WAS 77% THIS YEAR. 
          NOTE THAT CENTRAL ADMIN WAS 2% LAST YEAR AND ALL OF 2% THIS YEAR. NO BIG CHANGE. 
          YOU'VE SEEN THIS GRAPH ALL YEAR LONG. 
          JUST A REMINDER SINCE WE JUST TALKED ABOUT EXPENDITURES AND EXPENDITURE AUTHORITY. 
          [00:50:01]
DEBT SERVICE SEEMS LIKE IT HAS A SIGNIFICANT AMOUNT OF EXPENDITURES. 
          YOU GAVE THE DISTRICT AUTHORITY WHEN YOU ALLOWED US TO REFUND BONDS. 
          YOU GAVE US AUTHORITY THE FIRST TIME IN THE BUDGET. 
          THEN WHEN YOU PASSED THE BOND RESOLUTION THAT REFUNDED THOSE BONDS, YOU ALLOWED US ADDITIONAL AUTHORITY TO REFUND THOSE BONDS. WE'RE IN GOOD SHAPE THERE TOO. 
          I THINK THESE GOT MIXED BETWEEN THE FIRST ONE AND THE SECOND ONE. 
          BUT I WAS DELIGHTED TO SHOW DIRECTOR KETTOMS THAT OUR TRANSFERS ARE ZERO. 
          ALL THE MOVEMENT BETWEEN THE OTHER FUNDS PAYROLL, GETTING REIMBURSED BACK INTO THE GENERAL FUND, IT DID AT ZERO, AS IT WAS SUPPOSED TO. 
          THEN CAPITAL OUTLAY, THAT'S THAT RECORDING OF THE LEASES AND THE SUBSCRIPTION-BASED SOFTWARE AGREEMENTS THAT ARE OFFSET BY REVENUE. 
          ACCOUNTANT SHOULDN'T SAY THIS, BUT I DON'T CONSIDER THAT A REAL EXPENDITURE. 
          FEDERAL SPECIAL REVENUES AND EXPENSES. 
          WE TALKED A LOT ABOUT ESSER, OF COURSE. 
          SNOW COUNTY DID A SIMILAR THING IS STRETCHING THE DOLLAR. 
          THEY USED ANOTHER FORM OF PANDEMIC RELIEF FUNDS. 
          I COMPLETELY REMEMBER WHAT THE SLFR STANDS FOR UNTIL I'M UP HERE RIGHT THIS SECOND. 
          BUT THEY USED THEIR FORM OF ESSER TO CONTINUE FUNDING THE ECEAP PROGRAM. 
          THOSE FUNDS WILL RESORT BACK TO REGULAR ECEAP FUNDS, STATE FUNDS GOING FORWARD. 
          THERE'S THE FINAL GRAPH. 
          BOARD MEMBERS HAVE EXPRESSED INTEREST IN UNDERSTANDING ASB BALANCES. 
          ONCE A YEAR, WE PUBLISH THIS, AND I JUST NOTED THAT A YEAR AGO, WE WERE AT 1,679,000, AND THIS YEAR, WE'RE JUST BELOW 1.6, SO FAIRLY CONSISTENT. 
          >> GREAT. THANK YOU SO MUCH. 
          THAT END OF YEAR IS ALWAYS THE MOST EXCITING PART, PARTICULARLY. 
          BUT THE 99.99% IS, LIKE IT SHOWS YOU HOW PRECISE AND PERFECT YOU ARE. 
          >> NO. IT WAS LIKE, SLEEPLESS NIGHTS. 
          BUT THANK YOU. YES. 
          >> COMMENTS AND QUESTIONS? 
          >> I JUST REALLY APPRECIATE YOU KEEPING US UPDATED ON ALL THOSE. 
          >> WELL, THANK YOU. 
          WE DO HAVE SEPTEMBER? A LITTLE BIT SHORTER, FORTUNATELY. 
          >> DIRECTORS GERARD AND SMITH, YOU HAVE ANY COMMENTS OR QUESTIONS? 
          >> NOTHING PARTICULAR, BUT JUST A THANK YOU TO LYDIA. 
          I ALWAYS APPRECIATE BEING KEPT UP TO DATE. YOU DO A REALLY GOOD JOB. 
          I KNOW WHEN I STARTED ON THE BOARD I WAS VERY MUCH CONFUSED BY ALL OF THIS, AND I THINK THAT OVER THE YEARS, YOU'VE DONE A GOOD JOB OF EDUCATING ME, SO THANK YOU SO MUCH FOR THAT. 
          >> JUST ECHO WHAT KEITH JUST SAID. THANK YOU. 
          >> I THINK WE ALL FEEL THAT WAY THAT LYDIA GETS TO KNOW US REALLY WELL WHEN WE JOIN THE BOARD BECAUSE WE SPEND HOURS WITH HER WITH QUESTIONS TO BETTER UNDERSTAND. 
          STUDENT ADVISORS, DID YOU HAVE ANY COMMENTS OR QUESTIONS? CLEAR AS CAN BE. THANK YOU SO MUCH. 
          >> ON TO SEPTEMBER. 
          SEPTEMBER WILL BE PRETTY BRIEF. 
          IN THE YELLOW, I WANTED TO HIGHLIGHT THAT A YEAR AGO WE HAD JUST FINISHED THE CUMULATIVE CONVERSION. 
          WE WERE NOT ABLE TO HAVE CUMULATIVE PROVIDE ENCUMBRANCE DOLLAR AMOUNTS A YEAR AGO IN SEPTEMBER. 
          WHEN YOU LOOK AT EXPENDITURES FOR SEPTEMBER 2023, THAT'S ONLY FOR ONE MONTH. 
          WHEN YOU LOOK AT EXPENDITURES FOR GENERAL ASB AND CAPITAL, THAT IS ONE MONTH PLUS EVERYTHING THAT IS ENCUMBERED. 
          IT'S A VERY LARGE NUMBER BECAUSE IT'S ALL OF KNOWN PAYROLL. 
          ANYBODY WHO HAS A BASE ASSIGNMENT, A REGULAR CONTRACT, 
          [00:55:02]
THEY'RE IN THAT TOTAL EXPENDITURE NUMBER FOR GENERAL ASB AND IN CAPITAL. 
          NOW, OCTOBER ALSO HAS THIS PROBLEM NEXT MONTH, THAT OCTOBER 2023 DOESN'T HAVE ENCUMBRANCES. 
          THEN IN NOVEMBER, IT WILL BE APPLES TO APPLES AGAIN. 
          OTHER THAN THAT, EVERYTHING LOOKED PRETTY NORMAL. 
          EXPENDITURES ARE REPORTED BY OBJECT. 
          WHAT OBJECT MEANS IS OBJECTS ARE SALARIES, BENEFITS, MATERIAL SUPPLIES, THINGS LIKE THAT. 
          WE HAVE, ON THE NEXT SLIDE, WE'RE REPORTING BY PROGRAM. 
          WHEN YOU LOOK AT THESE TWO SLIDES, AND YOU'RE LIKE, AREN'T THEY THE SAME? THE REVENUES ARE THE SAME, BUT THE EXPENDITURES ARE SLICED UP A LITTLE BIT DIFFERENTLY. 
          FEDERAL REVENUES, YOU'LL SEE ARE NEGATIVE. 
          THAT'S BECAUSE OSPI REIMBURSES US THE MONTH AFTER WE SPEND SINCE WE SPENT IT IN AUGUST, AND IT DOESN'T GET RECEIVED UNTIL SEPTEMBER. 
          THE SEPTEMBER RECEIPTS GO BACK TO AUGUST, WHERE THEY BELONG, BECAUSE THAT'S WHERE THEY WERE SPENT. 
          THE FIRST MONTH, THEY'RE NEGATIVE, AND THEN THEY GET BACKFILLED BY SEPTEMBER REVENUES THAT ARE RECEIVED IN OCTOBER AND ETC. 
          IT'S ALWAYS A ONE-MONTH LAG FOR FEDERAL REVENUES. 
          AGAIN, THOSE NEGATIVE TRANSFER IS OUT NOW, UNLIKE AUGUST 31ST, WHERE IT'S PERFECTLY BALANCED AT ZERO, IT'LL BE GOING UP AND DOWN. 
          [NOISE] EXPENDITURES HERE ARE REPORTED BY PROGRAM. 
          PROGRAM MEANS BASIC EDUCATION, SPECIAL EDUCATION, CATEGORICAL, WHICH INCLUDES THINGS LIKE LAP AND TITLE AND ICAP. 
          IT'S JUST A DIFFERENT WAY TO DISPLAY. 
          THEN I JUST NOTED ON THE NEXT SEVERAL SLIDES THAT I DIDN'T SEE ANYTHING UNUSUAL FOR THE MONTH OF SEPTEMBER. 
          WE'RE TRENDING PRETTY CLOSE TO THE BUDGET RIGHT NOW. 
          I DO HAVE ONE MORE EXCITING ONE. 
          ENROLLMENT, WE SAID WAS GOING TO BE 28 FTE LOWER THAN WHERE WE ENDED THIS YEAR, AND SEPTEMBER TO SEPTEMBER WAS A DIFFERENCE OF 10. 
          THAT IS GOOD NEWS. 
          IT LOOKS LIKE, OCTOBER, WE'RE GOING TO EVEN PICK UP A LITTLE BIT MORE. 
          >> GREAT. 
          COMMENTS, QUESTIONS? 
          >> KEEPING US WELL INFORMED. 
          >> I THINK WE'RE GOOD. THANK YOU SO MUCH, LYDIA. 
          WE SO APPRECIATE ALL THE WORK YOU DO FOR US. 
          >> THANK YOU VERY MUCH. OUR NEXT PRESENTATION 11.2 IS THE SMARTER BALANCED ASSESSMENT SBA RESULTS, AND DIRECTOR OF STUDENT LEARNING JASON WILL COME FORWARD TO PRESENT THAT FOR US. 
          >> THANK YOU. THANK YOU. 
          GOOD EVENING, SUPERINTENDENT MINER, BOARD OF DIRECTORS. 
          I'M HERE TO SHARE WITH YOU THE RESULTS OF THE SMARTER BALANCED ASSESSMENT AND WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE. 
          SOMETHING TO KEEP IN MIND IS THAT THE SMARTER BALANCED ASSESSMENT IS ONE MEASURE OF STUDENTS' PROGRESS TOWARD COLLEGE AND CAREER READINESS. 
          IT'S AN IMPORTANT MEASURE FOR ASSESSING SCHOOL AND DISTRICT EFFECTIVENESS, BUT IT IS JUST ONE MEASURE OUT OF SEVERAL. 
          IT'S REQUIRED FOR FEDERAL AND STATE ACCOUNTABILITY AND IS ADMINISTERED TO STUDENTS IN GRADES 3RD-8TH AND GRADE 10. 
          AT GRADE 10, MEETING STANDARD AT A LEVEL 3 OR 4 ON THE SBA ELA OR MATH CAN BE USED TO MEET A STUDENT'S GRADUATION PATHWAY REQUIREMENT. 
          WE'LL ALSO TALK ABOUT THE WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE OR WCAS. 
          THIS MEASURES THE LEVEL OF PROFICIENCY THAT STUDENTS HAVE ACHIEVED BASED ON THE WASHINGTON STATE 2013 K-12 SCIENCE LEARNING STANDARDS. 
          IT'S REQUIRED FOR FEDERAL AND STATE ACCOUNTABILITY, AND IT FULFILLS THE FEDERAL ESSA REQUIREMENT THAT ALL STUDENTS BE TESTED IN SCIENCE ONCE AT EACH LEVEL IN ELEMENTARY, MIDDLE, AND HIGH, AND IT'S ADMINISTERED TO GRADES FIFTH, EIGHTH, AND 11TH ANNUALLY. 
          THIS CHART HERE SHOWS THE PARTICIPATION RATE OF STUDENTS WHO ACTUALLY TOOK THE DIFFERENT ASSESSMENTS. 
          WE SEE IN 2024 FOR THE SBA, WE WERE AT 92%, WHICH WAS JUST SLIGHTLY DOWN FROM THE YEAR BEFORE, 
          [01:00:05]
ONE PERCENTAGE POINT DIFFERENT HELD AT THE 92% FOR MATH AND INCREASED ON THE WCAS FOR THE SCIENCE PERCENTAGE. 
          YOU CAN SEE THAT WE'RE ACTUALLY ABOVE OUR PRE-COVID LEVELS FOR PARTICIPATION ON THE WCAS. 
          ONE THING I THINK THAT'S VERY IMPORTANT TO NOTE ON THIS SLIDE, JUST FOR THE SAKE OF ANYONE WHO MAY NOT BE AWARE IS THAT THE SBA AND WCAS ARE NOT ADMINISTERED TO STUDENTS IN GRADES KINDERGARTEN THROUGH SECOND SO WE USE OTHER METRICS TO ASSESS STUDENTS AT THOSE GRADE LEVELS. 
          BUT THIS REALLY HELPS US IDENTIFY OUR PERFORMANCE INDICATORS FOR THE STUDENTS AND HOW THEY'RE MAKING PROGRESS ACROSS THESE SUBJECT AREAS. 
          HERE ARE THE RESULTS BY GRADE LEVEL, THE PERCENTAGE OF STUDENTS IN GRADES K-8 WHO ARE AT OR ABOVE GRADE LEVEL IN READING. 
          THIS IS THE ELA DATA, AND I'LL PAUSE TO LET YOU LOOK AT THIS CHART. 
          HERE'S THE SIMILAR RESULTS, BUT FOR MATH FROM THE SPRING 2024. 
          >> JUST A QUICK COMMENT, IT SAYS PERCENTAGE OF STUDENTS IN GRADES, K-6. 
          BUT THAT'S JUST BECAUSE THAT'S THE PERFORMANCE INDICATOR. 
          >> CORRECT. 
          >> K-1 AND 2 AREN'T INCLUDED. 
          >> THAT'S CORRECT. THANK YOU TO DOCTOR KETTOMS. 
          >> HERE'S SOME COMPARISON DATA ACROSS TIME. 
          JUST A QUICK NOTE THAT NO TESTING WAS GIVEN IN 2020 AND THAT 2021 HAS AN ASTERS BECAUSE THAT ASSESSMENT WAS ACTUALLY GIVEN IN THE FALL. 
          THE BLUE BARS, THE BLUISH GRAY BARS ARE EDMONDS SCHOOL DISTRICT RESULTS, AND THE BLACK LINE IS THE STATE DATA. 
          YOU CAN SEE THAT OUR SCORES ARE SLIGHTLY HIGHER THAN THE STATE, BUT REMAIN FAIRLY STEADY OVER THE LAST FEW YEARS AND ARE BELOW OUR PRE-COVID LEVELS. THIS IS FOR ELA. 
          MOVING TO MATH. AGAIN, OUR SCORES ARE SLIGHTLY HIGHER THAN THE WASHINGTON STATE AVERAGE, BUT NO INCREASE IT HELD STEADY FROM 2023 AND ARE LIKE WITH ELA BELOW THE PRE-COVID LEVELS. 
          MOVING ON TO SCIENCE, WE'RE SLIGHTLY HIGHER THAN THE STATE, AND OUR SCORES ARE CONSISTENT WITH WHERE THEY WERE PRIOR TO THE PANDEMIC. 
          MOVING ON TO DISTRICT COMPARISONS. 
          WE CHOOSE THE DISTRICTS THAT WE COMPARE TO BASED ON THE SIZE, THE ENROLLMENT OF THE STUDENTS. 
          THE GEOGRAPHIC LOCATIONS, SO YOU'LL SEE ADJACENT DISTRICTS ON HERE LIKE NORTHSHORE, SHORELINE, MUKILTEO THEN THE DEMOGRAPHICS. 
          WE TRY TO FIND DISTRICTS WITH SIMILAR DEMOGRAPHICS TO COMPARE TO. 
          I'LL GIVE YOU A MOMENT AND TAKE A LOOK AT THOSE COMPARISONS. 
          YOU CAN SEE WE PERFORMED ABOVE SIX COMPARATIVE DISTRICTS AND BELOW FOUR OTHER ON THE ELA, AND HERE'S THE MATH AND SIMILARLY, PERFORMED ABOVE SIX DISTRICTS AND BELOW FOUR. 
          >> HERE'S OUR COMPARISONS FOR SCIENCE. 
          WE PERFORMED ABOVE FIVE DISTRICTS AND BELOW FOUR, AND THE SAME AS ONE. 
          [01:05:02]
NOW WE'LL MOVE ON TO THE RESULTS BY FEDERAL RACE AND ETHNICITY AND BY PROGRAM. 
          YOU CAN SEE WHEN YOU LOOK AT THIS CHART THAT THERE ARE GAPS OF GREAT CONCERN, AND THEY'VE EXISTED OVER TIME. 
          THERE'S SOME GROWTH ON HERE. 
          FOR EXAMPLE, OUR MULTILINGUAL LEARNER SAW SOME GROWTH, BUT THE SYSTEM DOES HAVE A LOT OF WORK TO DO TO CLOSE THESE GAPS. 
          AGAIN, THOSE BLUISH GRAY BARS REPRESENT THE DISTRICT, AND THE LINES REPRESENT THE PROGRAMS OR THE FEDERAL RACE AND ETHNICITY. 
          THIS IS SHOWING US THE ELA RESULTS. 
          MOVING ON TO MATH. 
          AGAIN, WE CAN SEE THE RESULTS OVER TIME. 
          SOME PROGRAMS SEES SLIGHT INCREASES, BUT AGAIN, A LOT OF WORK TO DO TO CLOSE THE GAPS BETWEEN THE TOPS OF THE BLUISH GRAY BARS AND THE FEDERAL RACE AND ETHNICITY AND PROGRAMS IN SOME CASES. 
          THEN FINALLY, MOVING ON TO THE WCAS SCIENCE MEASUREMENT. 
          ONE THING THAT'S REALLY INTERESTING IS THE NUMBER OF STUDENTS WHO TESTED VERSUS THOSE WHO REFUSED THE TEST. 
          STUDENTS WHO DID NOT TEST EFFECTIVELY SCORE A ZERO, AND THAT CAN WEIGH DOWN THE DISTRICT AVERAGE. 
          THIS SLIDE AND THE NEXT SERIES OF SLIDES WILL SHOW HOW OUR STUDENTS WHO TESTED WITHOUT COUNTING THOSE WHO DID NOT TAKE THE TEST AT ALL. 
          YOU CAN SEE OF THE STUDENTS WHO TESTED 55% MET THE STANDARD IN ELA VERSUS THE ENTIRE TOTAL, INCLUDING THOSE WHO DIDN'T TAKE THE TEST AT ALL, BROUGHT IT DOWN TO 52%. 
          IN MATH, WE SEE THAT THOSE TESTED, 43% MET STANDARD, WE INCLUDE ALL 42%. 
          THEN THE DIFFERENCE IS MOST STRIKING HERE IN THE WCAS FOR SCIENCE. 
          IT'S IMPORTANT TO REMEMBER THAT ONLY 84% OF STUDENTS COMPLETED THIS ASSESSMENT. 
          HERE'S WHERE YOU CAN TELL, THERE'S A SIGNIFICANT DIFFERENCE BECAUSE OF THOSE WHO TESTED, 52% MET STANDARD, BUT WE INCLUDE ALL THE STUDENTS, THOSE WHO DIDN'T TAKE THE TEST, IT BRINGS IT DOWN TO 45%. 
          ONE DIFFERENCE FOR THE DISCREPANCY IS THAT THE SCIENCE ASSESSMENT, THE WCAS, CANNOT BE USED FOR A GRADUATION PATHWAY, THE ELA AND THE MATH ASSESSMENTS, THE SBA CAN. 
          WE HAVE MUCH LOWER PARTICIPATION IN HIGH SCHOOL. 
          SOME CONSIDERATIONS FOR NEXT STEPS. 
          WE WANT TO LOOK AND ARE INVESTIGATING RELATIONSHIPS TO OTHER ASSESSMENT METRICS THAT CAN BE USED FOR PROGRESS MONITORING, SUCH AS I-READY. 
          I'M ACTIVELY RESEARCHING I-READY AND THEIR CORRELATION DATA. 
          I'M WORKING WITH I-READY ITSELF AND WITH AN INDEPENDENT AGENCY TO DO RESEARCH ON THE EFFECTIVENESS. 
          CONTINUING TO MONITOR AND IMPROVE PARTICIPATION RATES OVERALL, AS YOU CAN SEE, WOULD HAVE AN IMPACT ON OUR SCORES. 
          WE HAD DATA CHATS WITH EACH PRINCIPAL, PRINCIPAL SUPERVISOR, SUPERINTENDENT MINOR, STUDENT SERVICES EXECUTIVE DIRECTOR AND MYSELF. 
          AS YOU HEARD EARLIER FROM HAZELWOOD, WE ARE ENCOURAGING THE USE OF SBA INTERIM ASSESSMENTS SO THAT STUDENTS ARE MORE FAMILIAR WITH THE TEST STRUCTURE, THE QUESTION TYPES, AND WE CAN GET CLEAR DATA AND INFORMATION THAT ALIGNS DIRECTLY WITH THE ASSESSMENTS THESE STUDENTS ARE BEING MEASURED ON. 
          WITH THAT, IS THERE ANY QUESTIONS? 
          >> THANK YOU. COMMENTS, OR QUESTIONS FIRST FROM THE STUDENTS. 
          DID YOU GUYS AS HIGH SCHOOLERS TAKE THE SBA OR DIDN'T NEED THAT FOR YOUR GRADUATION PATHWAY? JUST CURIOUS. 
          >> I THINK I REMEMBER TAKING THE SBA. 
          I'M NOT USING IT FOR MY SPECIFIC PATHWAY. 
          I'M DOING A CT PATHWAY INSTEAD. 
          BUT I REMEMBER TAKING BOTH OF THOSE, AND THEN I REMEMBER TAKING THE SCIENCE ASSESSMENT AS WELL. 
          BEFORE, AS OF RECENT, AND I REMEMBER THAT TURNOUT FOR THAT ASSESSMENT WAS A LOT LESS AS SHOWN, AS WELL. 
          AS SEEN IN PERSON, THE TURNOUT FOR THAT SCIENCE ASSESSMENT WAS, 
          [01:10:02]
VERY LOW COMPARED TO WHAT I SAW IN THE PAST FOR THE OTHER ASSESSMENTS THAT WERE PATHWAYS. 
          >> THANKS, SANTIAGO. 
          >> I THINK I TOOK IT A COUPLE OF YEARS AGO. 
          IF NOT LAST YEAR. 
          I JUST REMEMBER, TAKING IT IN NINTH GRADE AND A LOT OF STUDENTS FEELING CONFUSED ABOUT WHAT THEY WERE TESTING ON, AND I ALSO THINK THAT WAS BECAUSE OF THE GAP IN COVID AND STUDENTS NOT LEARNING ALL THE MATERIAL THAT THEY NEEDED TO LEARN FOR THEIR EIGHTH GRADE YEAR. 
          >> INTERESTING. THANK YOU. 
          >> SAME WITH ME. IF NOT, LAST YEAR, I REMEMBER TAKING IT, AND JUST LOOKING AT THE QUESTIONS, I WAS VERY CONFUSED ON WHAT IT WAS LIKE ASKING ME OR I'VE NEVER SEEN THOSE TYPE OF QUESTIONS AT SCHOOL BEFORE. 
          IT REALLY CONFUSED ME AND I THINK RATHER THAN TESTING ME ON MY ABILITY OF, LEARNING, I FELT I WAS TESTED TO FIGURE OUT WHAT THIS QUESTION WAS ASKING ME. 
          I THINK TO HELP THEM, UNDERSTAND WHAT QUESTIONS THAT WILL BE SHOWN UP BEFOREHAND, IT WOULD BE VERY HELPFUL FOR THEM TO ACTUALLY TEST ON THEIR SKILLS. 
          >> I'VE TAKEN THE SPA TEST, I THINK LAST YEAR, BECAUSE, LAST YEAR IT WAS TENTH GRADE. 
          YES. I TOTALLY AGREE WITH WHAT THEY SAID. 
          IT WAS REALLY, THE QUESTIONS, ESPECIALLY ON THE MATH. 
          I DON'T KNOW WHAT THEY'RE ASKING ME TO DO. 
          IT'S NOT THAT I'M INCAPABLE OF DOING IT, BUT IT'S THAT THE QUESTIONS ARE, PHRASED IN A WAY THAT I'M JUST, NOT USED TO. 
          IT'S NOT LIKE A WAY THAT I HAD BEEN ASKING CLASSES BEFORE, ESPECIALLY IN THE MATH, AND EVEN JUST THE STRUCTURING OF LOOKING AT THE SCREEN IS NOT THE SAME WAY THAT I'M USED TO, LOOKING AT MATH PROBLEMS. FOR INSTANCE, [LAUGHTER] THIS MIGHT BE EMBARRASSING, BUT I HAD A HARD TIME FINDING THE CALCULATOR ON MY MATH TEST, AND I JUST DIDN'T KNOW WHERE ON THE SCREEN IT WOULD BE BECAUSE I HAD NEVER LOOKED AT A SCREEN LIKE THAT. 
          I AGREE WITH WHAT YOU GUYS SAID IT WOULD BE NICE TO MAYBE LOOK AT SOMETHING SIMILAR BEFORE WE DO IT. 
          >> JASON, DOES THIS DISTRICT NO LONGER DO PRACTICE TESTS WITH THE STUDENTS? 
          >> WELL, THAT'S WHY WE'RE LOOKING INTO ENCOURAGING THE INTERIM ASSESSMENTS. 
          >> BUT ISN'T THERE A PRACTICE TEST THAT'S A SHORT VERSION THAT HELPS THEM KNOW WHERE ALL THE TOOLS ARE AND WHAT THE QUESTIONS LOOK LIKE AND WHAT THE FORMAT IS? 
          >> WELL, THEY DO A LITTLE PRACTICE RIGHT BEFORE THEY LAUNCH INTO IT, BUT OTHERWISE, IT WOULD BE THE INTERIMS. 
          >> WELL, THE INTERIMS WOULD BE USEFUL, BUT IT USED TO BE PRIOR TO TAKING THAT TEST, THERE WAS A PRETTY SUBSTANTIAL PRACTICE TEST THAT ALLOWED THEM TO REALLY GET FAMILIAR WITH THE FORMAT AND THE QUESTIONS AND THE ACCESSIBILITY TOOLS. 
          SOUNDS THEY DIDN'T HAVE ACCESS TO THAT. 
          [LAUGHTER] THAT ALONE COULD EXPLAIN SOME OF THE DEPRESSION OF SOME OF OUR SCORES BECAUSE THEY NEED TO BE COMFORTABLE WITH THE TEST AND THE WHOLE SET UP OF IT. 
          THANK YOU SO MUCH. THAT WAS VERY HELPFUL. 
          >> I DO REMEMBER WHEN I WAS IN ELEMENTARY SO I WENT TO LEW ELEMENTARY, AND WE WOULD DO PRACTICE TESTS AND STUFF OF THAT MANNER EVEN BEFORE YOU TAKE THE TEST AND ALSO, MAYBE A WEEK BEFORE. 
          YOU AT LEAST LOG INTO THE SYSTEM AND FIGURE OUT HOW TO USE WHAT AND WHEN AND WHERE. 
          SPECIFICALLY, I REMEMBER DOING IT IN FIFTH GRADE A LOT. 
          BUT THEN SINCE THEN, I DON'T THINK WE'VE DONE THAT, ESPECIALLY IN HIGH SCHOOL. 
          I HAVEN'T DONE ANYTHING OF THAT. 
          I JUST KNOW HOW TO USE IT FROM KNOWING IN ELEMENTARY SCHOOL SPECIFICALLY. 
          >> THANK YOU. INTERESTING. 
          >> I JUST WANT TO LEAN INTO THAT IDEA OF ENCOURAGEMENT TO KEEP ON USING THOSE INTERIM ASSESSMENTS, BECAUSE THE MORE THEY USE THOSE INTERIM ASSESSMENTS, THE MORE THEY'LL BE ABLE TO RECOGNIZE AND UNDERSTAND HOW THEY'RE ASKING THE QUESTIONS AND WHERE ALL THE TOOLS ARE THAT YOU'VE GOT TO BE ABLE TO USE TO BE ABLE TO SHOW WHAT YOU KNOW. 
          ALL THE DATA IS HELPFUL TO SEE. 
          IT'S OBVIOUSLY NOT WHERE ANYONE WANTS IT TO BE. 
          BUT THE STUDY SESSION THAT WE JUST CAME OUT OF WAS REALLY ENCOURAGING TO ME TO SEE THE LEVEL OF SPECIFICITY AND GRANULARITY THAT YOU GUYS ARE LEANING INTO RAISING THESE TEST SCORES, IMPROVING GRAD RATES. 
          IT'S JUST VERY IMPRESSIVE THE WORK THAT YOU GUYS ARE ENGAGED IN NOW TO ADDRESS THIS. THANK YOU. 
          >> LET ME SEE HOW LONG HAVE DSBA BEEN AROUND? DO YOU KNOW IT WAS IT 2008? 
          [01:15:01]
          >> IT CHANGED FORMATS. 
          >> [OVERLAPPING] I KNOW. I'M JUST CURIOUS ABOUT THAT IF THAT. 
          >> IT CAME ALONG WITH THE COMMON CORE STANDARDS. 
          IT WAS 2010. 
          >> 2010. 
          >> BUT THEN THERE WAS EVEN A FORMAT THAT CHANGED IN FORMAT SINCE COVID, SO IT'S SUBSTANTIALLY SHORTER NOW. 
          THAN IT WAS PRIOR. 
          >> BECAUSE I KNOW THERE'S BEEN SOME HISTORY OF SOME OF THE CHANGE. 
          AS WE TRACK IT, AND AS WE'RE TALKING ABOUT DOING SOME OF, THE INTERIM TESTING AND STUFF, HOW WE'LL SEE HOW THAT CHANGES. THANKS. 
          >> DIRECTORS GERARD AND SMITH. 
          >> I WANTED TO ASK IF WE HAVE ANY IDEA ABOUT THE PARTICIPATION RATES. 
          I CAN SEE IN HIGH SCHOOL WHERE STUDENTS MAY ON THEIR OWN OPT OUT, BUT ARE PARENTS OPTING THE OTHER KIDS OUT, OR ARE THEY JUST NOT IN SCHOOL THAT DAY? 
          >> I APPRECIATE YOU ASKING THAT QUESTION, DIRECTOR GERARD. 
          WE ACTUALLY CHANGED THE WAY THAT THE ASSESSMENT WAS DELIVERED IN HIGH SCHOOL BEGINNING LAST YEAR, WHERE IT ACTUALLY WAS INCORPORATED TO PART OF THE DAY. 
          THAT CONTRIBUTED A LOT ACTUALLY TO THE INCREASE IN THE PARTICIPATION RATE FROM 2022-2023. 
          IF YOU LOOK THERE, YOU CAN SEE THAT THERE'S A JUMP, AND SO RESTRUCTURING IT THAT WAY, SO IT WASN'T DELIVERED IN HIGH SCHOOLS OUTSIDE OF THE SCHOOL DAY, DID CONTRIBUTE TO THAT INCREASE, WE CONTINUED THAT PRACTICE INTO LAST YEAR AS WELL. 
          >> JUST TO PROVIDE A LITTLE BIT OF CLARIFICATION. 
          THERE WASN'T DELIVERED OUTSIDE THE SCHOOL DATE. 
          IT'S JUST THAT THE OTHER STUDENTS WHO WEREN'T TESTING WERE EXCUSED, AND SO IT MADE IT A LITTLE MORE EASY FOR THOSE WHO PERHAPS DIDN'T WANT TO TEST ALSO FEEL THEY WERE EXCUSED. 
          OUR PARTICIPATION RATE, IF YOU LOOK AT THAT CHART, WE HAVE COME UP QUITE A BIT THERE. 
          THAT'S IN PART BECAUSE IT'S NOT A ONE AND DONE. 
          WE ARE SEEKING STUDENTS OUT WHO HAVEN'T OPTED OUT, PULLING THEM OUT OF OTHER CLASSES, IF THEY WERE ABSENT THE DAY OF TESTING, TO HAVE THEM DO A MAKEUP OF THE TEST, TO BE A LITTLE BIT MORE DELIBERATE ABOUT THAT. THANK YOU, DR. MAYER. 
          >> DIRECTOR SMITH? 
          >> AS ALWAYS, THIS IS ONE OF MY FAVORITE STUDY SESSIONS WE HAD RIGHT BEFORE THIS BECAUSE IT'S ONE OF OUR MOST INFORMATIVE. 
          IT'S DEFINITELY, I THINK ONE OF THE TIMES THAT WE GET THE BEST LOOK AT DATA. 
          I DO THANK YOU FOR, NOT ACCUMULATING, BUT GETTING ALL THAT DATA TOGETHER FOR THEM. 
          JUST THANK YOU GUYS FOR THAT, AND I'M EXCITED TO SEE WHAT WE LOOK LIKE IN THE SPRING AS WELL. 
          BECAUSE AS WE CONTINUE, I THINK IT'S IN THE STUDY SESSION. 
          AS WE CONTINUE TO COME OUT OF COVID, WE'RE JUST CONTINUING TO GET A LITTLE BIT MORE TOWARDS OUR BASELINE, GET A LITTLE BIT BETTER. 
          FOR ME, AS SOMEONE WHO CAME ON DURING THAT COVID TIME AND SEE THOSE SUPER DEPRESSED NUMBERS FOR WHERE WE WERE AT IN TERMS OF ACHIEVEMENT AND WHATNOT, IT'S JUST ENCOURAGING TO SEE US GET BACK HERE EVEN IF WE'RE NOT ALL THE WAY THERE YET. THANK YOU FOR THE WORK YOU DO. 
          >> THANK YOU, DIRECTOR SMITH. 
          >> THANK YOU FOR ALL OF THIS. 
          I KNOW FROM EXPERIENCE, HOW HARD IT IS TO PULL ALL THE DATA TOGETHER. 
          BUT IT DOES TO SOME EXTENT FRUSTRATE ME WHEN THE DATA IS PUT TOGETHER ACROSS GRADE LEVELS FOR THE DISTRICT, BECAUSE IT MASKS WHERE THERE MIGHT BE INTERESTING TRENDS GOING ON. 
          IN PARTICULAR, I'D BE VERY INTERESTED. 
          IF IT'S, I KNOW YOU HAVE REDUCED STAFF. 
          I UNDERSTAND THE REDUCED RESOURCES. 
          EVEN IF IT COULD BE IN DESCRIPTIVE SENTENCES, I'D BE CURIOUS TO KNOW, FOR EXAMPLE, WHAT DOES ELA IN THE ELEMENTARY GRADES LOOK LIKE IN EACH OF THE GRADE LEVELS. 
          WE'VE JUST IMPLEMENTED A NEW CURRICULUM. 
          IT WOULD BE VERY HOPEFUL TO KNOW, HAS THAT HAD AN IMPACT YET TO HELP IN ELA? ARE THERE ANY GRADE LEVELS IN ANY OF THESE SUBJECTS THAT ARE DOING PARTICULARLY WELL COMPARED TO THE STATE VERSUS SOME THAT ARE DOING NOT WELL AT ALL COMPARED TO THE STATE. 
          ON AVERAGE, WE LOOK OKAY, BUT THAT DOESN'T TELL US WHERE AND I KNOW YOU GUYS ARE LOOKING AT IT. 
          I KNOW YOU'RE FOLLOWING UP, BUT IT WOULD BE VERY HELPFUL TO US AS WE THINK ABOUT, DECISIONS THAT WE MAY BE MAKING IN THE FUTURE IN TERMS OF CURRICULUM OR WHATEVER. 
          ONE OTHER, IN TERMS OF THE PARTICIPATION RATE WOULD BE VERY HELPFUL TO KNOW, TO WHAT EXTENT, FOR EXAMPLE, BECAUSE WE KNOW MATH LOOKED VERY LOW AT HIGH SCHOOL. 
          TO WHAT EXTENT IS THAT CAUSED BY THE PARTICIPATION RATE MORE THAN IN OTHER PLACES BECAUSE IT'S REALLY LOW. 
          [01:20:07]
          >> SO IT WOULD BE HELPFUL TO KNOW WHAT I MEAN, WE CAN SEE THAT THE PERCENT OF KIDS WHO ARE MEETING STANDARD IS LOW, BUT THE PARTICIPATION RATES WERE COMBINED ACROSS THE DISTRICT. AM I MAKING SENSE? 
          >> I THINK SO. SO YOU'RE WONDERING, TO WHAT EXTENT IS THE LOW SCORE IN HIGH SCHOOL MATH DUE TO THE PARTICIPATION RATE? 
          >> RIGHT. OR ARE THERE ANY OTHERS, BUT I KNOW HIGH SCHOOL TENDS TO BE MORE OF THAT. 
          SO AS YOU LOOK THROUGH THE DATA BY GRADE LEVEL, IF YOU COULD, LIKE, PULL OUT HIGHLIGHTS, HIGHLIGHTS OR LOW LIGHTS, THAT WOULD HELP GIVE US INFORMATION, PARTICULARLY, IN THE FUTURE, FOR EXAMPLE, WE'RE JUST IMPLEMENTING THIS YEAR A NEW MATH PROGRAM AT HIGH SCHOOL AND A NEW SCIENCE PROGRAM AT HIGH SCHOOL. 
          WE'RE NOT GOING TO SEE ANYTHING PROBABLY THIS YEAR. 
          BUT WITH TIME, HELPING US SEE THE RELATIONSHIP BETWEEN DECISIONS THAT WE MAKE IN TERMS OF CURRICULUM AND THE EFFECT ON AT THOSE GRADE LEVELS FOR THOSE SUBJECTS AFTER IT'S BEEN LEARNED AND IMPLEMENTED. 
          THAT THERE'S PROGRAM EVALUATION THINGS GOING ON LIKE THAT. THANK YOU. 
          THAT WOULD BE GREAT. BUT THIS IS VERY HELPFUL. 
          PARTICULARLY THE STUDY SESSION EARLIER, WE REALLY APPRECIATE THAT. 
          >> THANK YOU SO MUCH. 
          >> WE HAVE NEW BUSINESSES. 
          [12. NEW BUSINESS- 8:25 pm]
WE HAVE EIGHT ITEMS OF NEW BUSINESS THIS EVENING. 
          THE FIRST IS ITEM 12.1, A SINGLE READING FOR APPROVAL OF THE 24 25 SCHOOL IMPROVEMENT PLANS. 
          SO WE'VE ALL RECEIVED LINKS TO ALL THE SCHOOL IMPROVEMENT PLANS, AND WE'VE LOOKED AT THE NEW TEMPLATE AND HAD GOOD DISCUSSIONS ABOUT THAT. 
          DO I HEAR A MOTION IN A SECOND TO APPROVE THE 2024, 2025 SCHOOL IMPROVEMENT PLANS? 
          >> MOVE TO APPROVE. 
          >> SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. 
          IS THERE ANY DISCUSSION? HEARING NONE? YEAH. 
          >> I JUST WANTED TO SAY THAT I APPRECIATE ALL THE WORK THAT WENT INTO THESE ON BEHALF OF THE PRINCIPALS, THE STAFF AT THE SCHOOLS, IN SOME CASES STUDENTS WERE INVOLVED. 
          SO IT WAS A LOT TO READ. 
          BUT IT WAS ALSO IT'S VERY IMPORTANT, I THINK. 
          >> THANK YOU. YES. 
          >> I'LL SAY ONE QUICK THING HERE, TOO, AND I DON'T KNOW IF IT'S JUST AN ILLUSION BECAUSE I'VE BEEN AROUND A LITTLE BIT LONGER TO SEE THE PROCESS A LITTLE BIT BETTER THAN I WAS WHEN I STARTED, BUT I DO FEEL LIKE OUR PROCESS FOR THE IMPROVEMENT PLANS OR NOT OUR PROCESS, BUT THE DISTRICT'S PROCESS ON THOSE, IS BETTER THAN WHEN I STARTED, THERE'S MORE OWNERSHIP, MORE DIGGING INTO WHAT IS POSSIBLE AND ALL OF THAT. 
          ACCOUNTABILITY MEASURES AND THINGS OF THAT NATURE. 
          JUST TECHO WHAT THOMAS SAY AT LEAST FROM MY PERSPECTIVE. 
          REALLY APPRECIATE THE WORK THAT GOES INTO THAT. 
          >> YES. THANK YOU. GOOD POINTS. ANYTHING ELSE? OKAY. HEARING NO MORE DISCUSSION, I'LL CALL FOR A ROLL CALL VOTE. DIRECTOR GERARD. 
          >> AYE. 
          >> DIRECTOR KRAMER? 
          >> AYE. 
          >> DIRECTOR SMITH. 
          >> AYE. 
          >> DIRECTOR CHASE. 
          >> AYE. 
          >> DIRECTOR KATAMS? 
          >> AYE. 
          >> THE 2024, 25 SCHOOL IMPROVEMENT PLANS ARE APPROVED. 
          THE NEXT ITEM IS ITEM 12.2, A SINGLE READING TO APPROVE RESOLUTION 24-26 CERTIFICATION OF 2025 EXCESS PROPERTY TAXES. 
          DO I HEAR A MOTION TO APPROVE IN A SECOND FOR RESOLUTION 24-26 CERTIFICATION OF THE 2025 EXCESS PROPERTY TAX? 
          >> MOVE TO APPROVE? 
          >> I SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? HARRY NANA, CALL FOR A CALL VOTE. 
          >> DIRECTOR GERARD? 
          >> AYE. 
          DIRECTOR KRAMER? 
          >> AYE. 
          >> DIRECTOR SMITH. 
          >> AYE. 
          >> DIRECTOR CHASE? 
          >> AYE. 
          >> DIRECTOR KEATMS. 
          >> AYE. 
          >> RESOLUTION 24-26, THE CERTIFICATION OF 2025 EXCESS PROPERTY TAXES IS APPROVED. 
          ITEM 12.3 IS A SINGLE READING TO APPROVE RESOLUTION 24 28. 
          BOARD AUTHORIZES THE DISTRICT TO CREATE AN IMPLEMENTATION PLAN REGARDING GRADING PRACTICES. 
          WE DID HAVE A STUDY SESSION ON THIS TOPIC ON 108 AND DISCUSSION AT THE REGULAR BUSINESS MEETING AT ON 1022. 
          >> MOVE TO APPROVE. 
          [01:25:01]
          >> SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE AND A SECOND. 
          IS THERE ANY DISCUSSION? 
          >> YES. 
          >> GO AHEAD. 
          >> THANK YOU. I AGREE THAT HAVING A FAIR, CONSISTENT, AND ACCURATE GRADING SYSTEM IS IN THE BEST INTERESTS OF OUR SECONDARY STUDENTS. 
          THE PROCESS THAT WE USE TO REACH THAT GOAL IS IMPORTANT. WE KNOW THIS. 
          FOR EXAMPLE, WHILE RESEARCH SHOWS THAT EARLY SCHOOL START TIMES ARE DETRIMENTAL FOR SECONDARY STUDENTS, WE HAVE PROCEEDED CAREFULLY BECAUSE WE KNOW THIS CHANGE. 
          SUCCESSFUL CHANGE DEPENDS UPON THE PROCESS WE USE TO BUILD CONSENSUS AMONG ALL STAKEHOLDERS. 
          REACH STRATEGY IN THIS RESOLUTION, NAMED OR UNNAMED, THAT COULD MOVE US TOWARD FAIRNESS, CONSISTENCY, AND ACCURACY. 
          I HOPE THE TASK FORCE WILL EVALUATE THE POTENTIAL IMPACT ON GRADUATION RATES. 
          EXAMINE THE SUCCESSES AND FAILURES OF OTHER DISTRICTS THAT HAVE MADE SIMILAR CHANGES IN THEIR GRADING SYSTEMS AND TAKE THE TIME THEY NEED TO DO THIS WORK RIGHT. 
          PLEASE HELP US DETERMINE THE BEST WAY TO MOVE FORWARD. 
          >> THANK YOU. IS THERE ANY MORE DISCUSSION? 
          >> JUST REALLY BRIEFLY, WANTED TO SHARE SOMETHING THAT MY WIFE, MAGGIE BROUGHT UP WHEN SHE WENT TO THE CURRICULUM NIGHT AT ALDERWOOD MIDDLE SCHOOL. 
          SHE WENT TO ALL THE DIFFERENT SIX I COULDN'T GO BECAUSE I HAD CURRICULUM NIGHT THE SAME NIGHT. IT ALWAYS HAPPENS. 
          BUT SHE SAID THAT EVERY CLASS SHE WENT TO, SHE LISTENED TO A DIFFERENT GRADING POLICY. 
          THIS IS WHY IT'S SO IMPORTANT. 
          IT'S JUST SO CONFUSING FOR THE KIDS TO TRY TO REMEMBER WAIT. 
          NOW, HOW DOES THIS PERSON GRADE AND WHAT PERCENTAGE GOES HERE AND WHAT PERCENT, THEY HAVE TO KEEP ALL OF THAT IN THEIR HEADS, AND IT JUST UNDERSCORES THE REASON WHY WE WANT TO GET THIS DONE. THANKS. 
          >> GO AHEAD. 
          >> I JUST REALLY APPRECIATE THE THOUGHT AND EFFORT THAT'S GOT INTO US HAVING A GRADING POLICY. 
          I THINK THIS IS AN IMPORTANT STEP FORWARD, NOT ONLY IN THE BOARD COLLABORATION ON PUTTING A BOARD RESOLUTION FORWARD ON THIS BUT THE INPUT THAT WE'VE HEARD AND THE STUDY SESSIONS WE'VE HAD. 
          I AM HAPPY TO SUPPORT THIS RESOLUTION. 
          >> THANK YOU. DOCTOR SMITH, DID YOU HAVE ANYTHING YOU WANTED TO SAY? 
          >> I FEEL LIKE THE ODD MAN OUT BECAUSE THE SHORT ANSWER IS NO. 
          I THINK WE'VE TALKED ABOUT THIS. 
          I KNOW WHAT DIRECTION I'M MOVING FORWARD ON IT, AND I DO AGREE THAT TAKING A LOOK AT THIS IS IMPORTANT. 
          >> I REALLY WANT TO THANK EVERYBODY. 
          WE'VE SPENT A LOT OF TIME TALKING ABOUT THIS, MAKING CHANGES WHERE WE THOUGHT IT WAS NECESSARY. 
          I THINK THIS IS A STRONG LEADERSHIP MOVE ON THE PART OF THE BOARD. 
          ONE OF THE WADA STANDARDS THAT I THINK IS PARTICULARLY RELEVANT HERE IS THEIR STANDARD THREE, WHICH IS CREATING CONDITIONS DISTRICT-WIDE FOR STUDENT AND STAFF SUCCESS, AND IT'S ASKED THIS QUESTION. 
          DOES THE BOARD COMMUNICATE AN EXPECTATION THAT EFFECTIVE INSTRUCTIONAL RESOURCES AND STRATEGIES ARE USED CONSISTENTLY IN ALL CLASSROOMS ACROSS THE DISTRICT? IN ANOTHER ONE, IT REFERS TO USING BEST PRACTICES, RESEARCH-BASED BEST PRACTICES. 
          I THINK THAT WE ARE SHOWING OURSELVES TO BE WORTHY OF GETTING THE RECOGNITION THAT WE'VE JUST GOT TO BE A BOARD OF DISTINCTION FOR THE SECOND YEAR IN A ROW BY STATING HIGH EXPECTATIONS. 
          BY SETTING UP A PROCESS THAT WE KNOW WILL BE RUN WELL PER DIRECTOR GERARD'S COMMENTS AS WELL TO ALLOW THE DISTRICT LEADERSHIP TO GET THE INPUT THAT IS NECESSARY FROM ALL OF THE STAKEHOLDERS. 
          WE KNOW THIS ISN'T EASY WORK. 
          IF IT WERE EASY WORK, IT WOULD HAVE BEEN DONE BEFORE. 
          IT'S GONE ON AND ON AND ON BECAUSE IT'S NOT EASY WORK. 
          I THINK THAT THE FACT THAT WE AS A BOARD HAVE AGREED THAT WE ARE GOING TO STEP FORWARD AND SAY, WE HAVE THIS EXPECTATION WE WILL GIVE WHATEVER SUPPORT, BUT THIS IS IMPORTANT TO US BECAUSE WE PUT STUDENTS FIRST AND WE EXPECT THAT THERE BE FAIR PRACTICES FOR ALL THE STUDENTS. 
          I REALLY RESONATED AND I DON'T REMEMBER WHICH ONE OF THE STUDENTS LAST MEETING. 
          TALKED ABOUT WHAT DIRECTOR KRAMER JUST TALKED ABOUT IS THAT YOU GO CLASS TO CLASS AND YOU HAVE DIFFERENT GRADING PRACTICES IN EVERY CLASS. 
          THIS ISN'T RIGHT. 
          WE'RE ALSO LOOKING FOR GETTING EQUITABLE OUTCOMES, AND I THINK THAT IF WE LOOKED, WE WOULD SEE THAT STUDENTS FROM OUR DIFFERENT GROUPS ARE PROBABLY IMPACTED DIFFERENTLY BY INCONSISTENT GRADING PRACTICES. 
          [01:30:01]
I THINK BY PASSING THIS RESOLUTION, WE ARE SAYING WE STAND FOR ALL OF THOSE VALUES, OUR MISSION, OUR VISION THAT WE SAY WE STAND FOR, AND THAT WE ALSO ALIGN OUR WORK AS BEST AS WE CAN WITH WD STANDARDS. 
          SO I'M JUST REALLY PROUD OF US AS A BOARD IN THIS WORK. 
          IF THERE'S NO OTHER DISCUSSION, I'LL CALL FOR A ROLL CALL VOTE. 
          >> DIRECTOR GERARD. 
          >> AYE. 
          >> DIRECTOR KRAMER? 
          >> AYE. 
          >> DIRECTOR SMITH. 
          >> AYE. 
          >> DIRECTOR CHASE? > AYE. 
          >> DIRECTOR KETAMS. 
          >> AYE. 
          >> RESOLUTION 24-28, THE BOARD AUTHORIZING THE DISTRICT TO CREATE AN IMPLEMENTATION PLAN FOR GRADING PRACTICES IS APPROVED. THANK YOU. 
          ITEM 12.4 IS A SINGLE READING APPROVAL OF GUARANTEED MAXIMUM PRICE AMENDMENT 2, THE MOUNT LAKE TERRACE HIGH SCHOOL HVAC REPLACEMENT PROCESS TO APPROVE THE BUDGET AUTHORIZATION. 
          >> MOVE TO APPROVE. 
          >> SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? HARRY NONE, I'LL CALL FOR A ROLL CALL VOTE. 
          >> DIRECTOR GERARD. 
          >> AYE. 
          >> DIRECTOR KRAMER? 
          >> AYE. 
          >> DIRECTOR SMITH. 
          >> AYE. 
          > DIRECTOR CHASE? 
          >> AYE. 
          >> DIRECTOR KATAMS. 
          >> AYE. 
          >> THERE'S APPROVAL OF GUARANTEED MAXIMUM PRICE AMENDMENT TWO FOR THE MATY TERRACE HIGH SCHOOL HVAC REPLACEMENT PROJECT, APPROVING THE BUDGET AUTHORIZATION. 
          >> ITEM 12.5 IS A SINGLE READING AUTHORIZATION FOR COMMENCEMENT OF ANNEXATION OF THE FORMER ALDERWOOD MIDDLE SCHOOL PROPERTY FROM HERE FORWARD, REFERRED TO AS THE NEW MIDDLE SCHOOL PROPERTY FROM SAOMEH COUNTY AND INTO THE CITY OF LINWOOD JURISDICTION. 
          IS THERE A MOTION TO APPROVE IN A SECOND? 
          >> MOVE TO APPROVE. 
          >> SECOND. 
          >> I'VE HEARD A MOTION TO APPROVE IN A SECOND. 
          IS THERE ANY DISCUSSION? 
          >> YEAH, I WOULD JUST LIKE TO SAY. SORRY. I WAS JUST. 
          AS TO BECAUSE I WENT TO THIS MIDDLE SCHOOL AND FIFTH GRADE WHEN LINWOOD ELEMENTARY IS BEING REBUILT, AND I FULLY SUPPORT THE TEARDOWN AND REBUILDING OF IT BECAUSE AS GOOD OF A SCHOOL AS IT WAS OR BUILDING, IT DEFINITELY NEEDS A NEW BUILDING ABOUT NOW. 
          I WAS JUST CURIOUS, DO WE ACTUALLY KNOW WHAT THIS NEW MIDDLE SCHOOL, WHAT SCHOOLS ARE GOING TO BE FEEDING INTO IT, AND WHAT SCHOOLS THAT IT'S GOING TO BE FEEDING INTO FOR HIGH SCHOOL AS WELL? I WAS JUST CURIOUS BECAUSE I WANT TO KNOW IF THAT'S LIKE INFORMATION THAT WE HAVE YET OR DATA THAT WE'VE LOOKED INTO AT ALL SIMPLY BECAUSE I WANTED TO KNOW WHAT STRESS IT WOULD RELIEVE FROM SOME ELEMENTARY SCHOOLS, SOME MIDDLE SCHOOLS, ESPECIALLY SOME HIGH SCHOOLS AS WELL, WHAT IT WOULD FEED INTO HOW MANY PEOPLE WOULD ADD INTO THE DISTRICT AS WELL. 
          JUST STUFF THAT I WAS WONDERING IF WE HAD ALREADY OR IF WE'RE LOOKING INTO CURRENTLY. 
          >> WE DON'T HAVE BOUNDARIES DRAWN YET, SO WE DON'T KNOW EXACTLY THERE'S CERTAIN LEGAL REQUIREMENTS. 
          WE HAVE TO FULFILL TO DRAW THE BOUNDARIES, AND SINCE WE'RE A LITTLE WAYS OUT, THAT MIGHT BE OUT OF DATE BY THE TIME WE ACTUALLY ARE READY TO OPEN THAT SCHOOL. 
          IT WILL TAKE ALL SIX GRADERS WILL BE LEAVING THEIR ELEMENTARY SCHOOLS. 
          SO IF YOU THINK ABOUT THAT, FROM THAT PERSPECTIVE, WE'LL HAVE ABOUT A SEVENTH OF THE STUDENTS AT ANY GIVEN ELEMENTARY SCHOOL LEAVING THAT SCHOOL, WHICH WILL RELIEVE SOME OF THE CROWDING AT SOME OF THOSE SCHOOLS. 
          BUT AT THE SAME TIME, WE MAY HAVE TO REDRAW SOME OF OUR ELEMENTARY BOUNDARIES AS WELL BECAUSE THERE'S A FAIR AMOUNT OF SIZE DISCREPANCY IF YOU LOOK AT OUR SCHOOLS. 
          SO I TBD. 
          YOU MAY BE ON THE BOARD BY THAT TIME. 
          WE'LL BE DOING THAT WORK A LITTLE BIT CLOSER TO THE TIME THAT SCHOOL WILL BE OPENING. 
          >> YEAH, 100%. ALSO, I WANTED TO ADD TO THE POINT THAT I COMPLETELY AGREE WITH THE POINT OF GETTING RID OF SIX GRADERS FROM THE ELEMENTARY SCHOOLS AS WELL AND ADDING THEM TO OUR MIDDLE SCHOOL CURRICULUM AS WELL. 
          I THINK THAT'S A GREAT CHOICE FROM WHAT I'VE SEEN ACROSS OTHER SCHOOL DISTRICTS ACROSS THE STATE. 
          JUST IN GENERAL, AS A MIDDLE SCHOOL EXPERIENCE, I FEEL LIKE MOVING THROUGH A 678 PROGRAM WILL BE BENEFICIAL FOR MANY, MANY STUDENTS IN THE FUTURE. 
          SO I FULLY SUPPORT, AND I'M GLAD THAT WE'RE DOING THAT AS A DISTRICT NOW. 
          >> YEAH. THANK YOU FOR YOUR INPUT AND THOSE WERE GOOD QUESTIONS, SANTIAGO. 
          I'D LIKE TO ADD, I THINK WITH THE POSSIBILITY OF REDRAWING ELEMENTARY BOUNDARIES, THERE WILL BE A LOT OF HAPPY PEOPLE. 
          THERE MAY BE UNHAPPY PEOPLE, BUT I KNOW A LOT OF PEOPLE, INCLUDING MYSELF, OUR HOUSES BOUNDARIZED. 
          THAT'S NOT THE RIGHT WORD. I DON'T KNOW WHAT IT IS. 
          BUT ANYWAY, SLATED FOR THE ELEMENTARY SCHOOL THAT'S MUCH FARTHER AWAY THAN AN ELEMENTARY SCHOOL THAT MY KIDS COULD WALK TO. 
          I KNOW THAT THERE ARE PEOPLE ACROSS THE DISTRICT WHO ARE IN SITUATIONS WHERE IT'S LIKE WE'RE ACROSS THE STREET FROM THE SCHOOL, BUT WE HAVE TO GO OVER HERE. 
          BEING ABLE TO USE THE OPPORTUNITY THAT WILL BE HAPPENING WITH THE NEW SCHOOL ACTUALLY, I THINK, ALLEVIATE A NUMBER OF CONCERNS A PROBLEM IS IT'S SO HARD TO REDO BOUNDARIES ON A FREQUENT BASIS. 
          IT DISRUPTS FAMILIES, IT DISRUPTS A LOT OF THINGS. 
          BUT WITH THIS, WE HAVE TO, AND IT'LL HELP US, 
          [01:35:02]
I THINK SOLVE OTHER ISSUES THAT MIGHT BE OUT THERE. 
          >>I DON'T WANT TO OVERPROMISE. 
          FOR SOME PEOPLE, IT MAY ALSO CREATE CHALLENGE. 
          WHEN YOU HAVE SCHOOLS THAT THEIR CASHMAN AREA JUST DOESN'T HAVE VERY MANY CHILDREN IN IT. 
          IT CREATES THOSE SITUATIONS WHERE WE HAVE TO DRAW STUDENTS FROM A MUCH WIDER AREA, GEOGRAPHIC AREA, EVEN IF THEY MAY LIVE CLOSER TO ANOTHER ELEMENTARY SCHOOL IN ORDER TO HAVE THOSE SCHOOL SIZES EVEN CLOSE TO BALANCED. 
          IT JUST IS A FACT THAT DEMOGRAPHICS CHANGE AND CERTAIN NEIGHBORHOODS LOSE CHILDREN. 
          OTHERS GAIN CHILDREN AND SO WE HAVE TO MOVE THINGS AROUND A TRAIN, GET THOSE ELEMENTARIES ALL REASONABLY CLOSE TO CAPACITY. 
          >> THANK YOU FOR THAT WARNING. WE NEED THAT. 
          >> ANY OTHER DISCUSSION BEFORE WE VOTE? 
          >> I THINK DIRECTOR SMITH MAY HAVE HAD SOMETHING. 
          >> I THINK SO. 
          >> I DON'T, I WAS WAITING TO SEE. 
          IT'S MY STANDARD DISCLAIMER, ANYTIME WE VOTE ON SOMETHING THAT'S AMS. MY PARENTS SHARE A BORDER WITH IT, AND AS A RESULT, BECAUSE ANYTHING WE DO ON THAT PROPERTY COULD THEORETICALLY IMPACT THE PROPERTY VALUES, I CHOOSE NOT TO VOTE ON THESE ISSUES JUST TO STAY ABOVE APPROACH. 
          >> THANKS FOR LETTING US KNOW. 
          >> I JUST WANT TO CONFIRM WHEN WE DO THE ANNEXATION, NONE OF THE SERVICE PROVIDERS LIKE ALDERWOOD WATER, IT'S IN THE NOTES. 
          NONE OF THE SERVICES CHANGE WITH THE ANNEXATION. 
          THIS IS JUST MERELY ANNEXATION IN THE CITY OF LYNNWOOD, AND I THINK IT'S A GOOD IDEA. 
          >> ANY OTHER DISCUSSION? HEARING NONE. 
          I'LL CALL FOR ROLL CALL VOTE. 
          >> DIRECTOR GERARD. 
          >> AYE. 
          >> DIRECTOR KRAMER. 
          >> AYE. 
          >> DIRECTOR SMITH. 
          >> ABSTAIN. 
          >> DIRECTOR CHASE. 
          >> AYE. 
          >> DIRECTOR KATIMS. 
          >> AYE. AN AUTHORIZATION FOR COMMENCEMENT OF THE ANNEXATION OF THE FORMER ALDERWOOD MIDDLE SCHOOL PROPERTY FROM HERE ON OUT REFERRED TO AS THE NEW MIDDLE SCHOOL PROPERTY FROM SNOHOMISH COUNTY AND INTO THE CITY OF LYNNWOOD, JURISDICTION IS APPROVED. 
          >> THE NEXT THREE ITEMS ARE FIRST READINGS OF REVISED BOARD POLICIES, NO ACTION REQUESTED AT THIS TIME. 
          JUST THE FIRST OPPORTUNITY FOR THE BOARD TO TAKE A LOOK AT THESE. 
          THE FIRST ONE IS ITEM 12.6, NO ACTION. 
          REVIEW REVISED BOARD POLICY 3241 STUDENT DISCIPLINE. 
          THE REVISIONS REFLECT THE NEW OSPI RULES, WHICH WERE RECENTLY RELEASED AROUND DISCIPLINE. 
          IF YOU LOOK AT THE DRAFT, YOU CAN SEE ALL OF THE THINGS THAT ARE RECOMMENDED FOR CHANGE. 
          >> THANK YOU. DO I HEAR A MOTION AND A SECOND? 
          >> NO VOTING ON THIS ONE. 
          JUST CONSIDERATION. 
          [OVERLAPPING] WE'RE HAPPY TO TAKE ANY QUESTIONS OR COMMENTS YOU HAVE. 
          >> THANK YOU FOR CORRECTING ME. IS THERE ANY DISCUSSION ON THIS AS OF THE FIRST READ? 
          >> WELL, JUST MAYBE A EDITING POINT. 
          I NOTICED THAT WE'VE GOT TO CHANGE THE LANGUAGE TO STUDENTS WHO ARE EXPERIENCING HOMELESSNESS AND NOTICED THAT ON TWO OF, LET'S SEE. 
          WHAT PAGE IS THIS? THIS IS PAGE 3 UNDER SECTION 2. 
          THEY JUST NEED TO CHANGE THAT TO STUDENTS EXPERIENCING HOMELESSNESS. 
          >> THANK YOU. WE CAN MAKE THAT CHANGE. I CAUGHT ONE OF THOSE. 
          I MISSED THAT ONE. [LAUGHTER] 
          >> THERE'S ALSO IN THE NEXT PARAGRAPH, HOMELESS IS IN THERE, JUST A SEARCH. 
          I'M NOT SURE IF WE NEED TO CHANGE THAT. 
          IN THAT CONTEXT, CHANGE THAT ALSO IN A PARENTHESES LIKE 1, 02, 3, 4. FOURTH LINE DOWN. 
          >> I SEE THAT ONE AS WELL. WE CAN DO A SEARCH ON THOSE. 
          >> GOOD CATCHES. OTHER DISCUSSION? HEARING ONE, WE CAN GO ON TO THE NEXT ITEM. 
          >> THE NEXT ONE IS PROPOSED CHANGES TO POLICY 6959. 
          THIS IS ACCEPTANCE OF COMPLETED PROJECTS. 
          EDMONDS POLICY IS CURRENTLY VERY BRIEF ON THAT. 
          THESE CHANGES BRING US CLOSER TO WHAT WE ARE CURRENTLY DOING AND ADDRESS THE REQUIREMENTS OF PUBLIC WORKS IN A CLEARER MANNER. 
          >> IS THERE ANY DISCUSSION? 
          >> I'M JUST WONDERING WHY WE KEPT IT SO BRIEF BEFORE, BUT THIS GETS US IN ALIGN WITH WASDA RECOMMENDATIONS. THAT SOUNDS GOOD. 
          >> ANYTHING ELSE? HEARING NONE, WE CAN MOVE ON TO THE NEXT ITEM. 
          >> THANK YOU. THE FINAL ITEM THIS EVENING IS 12.8, FIRST READING NO ACTION OF REVISED POLICY 5005 EMPLOYMENT, 
          [01:40:04]
DISCLOSURES, CERTIFICATION REQUIREMENTS, ASSURANCES, AND APPROVAL. 
          THIS ADDS NEW MEASURES FOR CHECKING THE BACKGROUND OF VOLUNTEERS AND PROVIDES SOME OTHER CLARIFICATIONS. 
          >> IS THERE ANY DISCUSSION ON THE REVISED BOARD POLICY 5005? 
          >> I KNOW WE FREQUENTLY GET QUESTIONS FROM PEOPLE ABOUT HOW DO THEY BECOME VOLUNTEERS? THERE'S INTEREST IN THAT AND HAVING A STRAIGHTFORWARD PROCESS IS IMPORTANT. 
          >> ANYTHING ELSE? 
          >> IT'S ON THE PREEMPLOYMENT DRUG TESTING. 
          SINCE THIS IS ABOUT VOLUNTEERS IN THAT SECTION ON IF THE DISTRICT REQUIRES PROSPECTIVE STAFF MEMBERS TO UNDERGO PREEMPLOYMENT DRUG TESTING, IT WILL COMPLY. 
          BUT ISN'T THIS A POLICY ABOUT VOLUNTEERS? AM I MISSING SOMETHING HERE? 
          >> IT'S EMPLOYMENT AND VOLUNTEERS AND PROVIDES CLARIFICATION OF BOTH. 
          >> THANKS. 
          >> THANK YOU. 
          >> THEN THERE ARE THOSE OF US WHO DON'T HAVE FINGERPRINTS, AND THEY FINGERPRINT US OVER AND OVER. 
          [LAUGHTER]. 
          >> IT NEVER COMES UP. 
          >> [INAUDIBLE]. 
          >> YEAH, ISN'T THAT FUNNY? IT'S LIKE THERE'S NOT GOING TO BE A LAST TIME. 
          >> IT GETS TIRING. 
          >> WE'LL BRING THESE THREE FORWARD FOR SECOND READING AND POSSIBLE ACTION AT THE NEXT MEETING. 
          THIS IS A TIME OF YEAR WHEN IT CAN BE BENEFICIAL TO US TO GET SOME OF OUR WORK AROUND POLICIES AND PROCEDURES DONE. 
          YOU'LL SEE SOME ADDITIONAL ONES INTRODUCED AS FIRST READINGS IN DECEMBER, EVEN WHILE THESE GO TO SECOND READINGS, AND THEN ADDITIONAL ONES IN JANUARY BECAUSE STAFF MEMBERS HAVE BEEN WORKING QUITE HARD TO GET THINGS TIDIED UP AND IN LINE AS I WAS DISCUSSING WITH DIRECTOR CHASE. 
          I KNOW THAT THERE WAS A PERIOD OF TIME WHERE YOU DID A LOT OF THEM REALLY RIGOROUSLY, AND YOU'VE UPDATED ALL OF THE POLICIES, BUT THEN THEY JUST NEED TWEAKING, AND THEY CHANGE ALL THE TIME. 
          WE'RE JUST TRYING TO MAKE SURE THAT WE'RE UP TO DATE WITH THESE AND KEEPING US WHERE WE NEED TO BE. 
          >> WELL, WE APPRECIATE THAT YOU ALL DO THE BACKGROUND WORK TO HELP BRING US IT INSTEAD OF US HAVING TO DO THAT. 
          WE APPRECIATE THAT. 
          [13. LEGISLATIVE UPDATES]
NEXT IS OUR LEGISLATIVE UPDATE. 
          >> GREAT. THANK YOU. WE'RE GETTING READY. 
          DECEMBER 3, WE START OUR WEEKLY LEGISLATIVE PREP SESSIONS WITH THE LEGISLATIVE COMMITTEE. 
          I AM PLEASED THAT DR. KATIMS IS GOING TO BE ATTENDING TO GIVE SOME INFORMATION ON HOW TO DO A COMMUNITY FORUM ON SCHOOL FUNDING. 
          WE'RE LOOKING FORWARD TO YOUR PRESENTATION ON THAT BECAUSE IT WAS A VERY SUCCESSFUL EDUCATION FORUM, I THOUGHT. 
          >> I'LL DO MY BEST. 
          [LAUGHTER] 
          >> AS PART OF THE LEGISLATIVE PREP ON OCTOBER 29, WASDA OFFICIALLY ADOPTED THEIR PRIORITIES, INCLUDING THE BIG THREE AS A CATEGORY, MEANING, THE THINKING ABOUT SPECIAL EDUCATION FUNDING, MATERIAL SUPPLIES AND OPERATING COSTS, TRANSPORTATION, AND THEY ALSO LOOKED AT CALLING OUT THE STATES PROTOTYPICAL SCHOOL MODEL, WHICH THEY ADDED IN THERE. 
          IN ALIGNMENT WITH DOING THIS, WE ALSO HAVE EDMONDS SCHOOL LEGISLATIVE PRIORITIES, WHICH I THINK YOU'VE ALL SEEN DRAFTS OF. 
          WE TALKED ABOUT IT THE LAST ONE. 
          WE'VE CIRCULATED THE DRAFTS AROUND A FEW TIMES. 
          OURS ARE CATEGORIZED INTO THREE, WHICH ALWAYS SEEMS TO GO OVER BETTER. 
          I LIKE THAT BETTER THAN WHEN YOU HAVE THE HUGE GROUP OF FIVE DIFFERENT PRIORITIES, BUT WE HAVE PROVIDING RESOURCES FOR AMPLE, EQUITABLE, AND STABLE EDUCATION, WHICH INCLUDES THE MSOC FUNDING, AS WELL AS TALKING ABOUT NOT OVER RELYING ON LOCAL RESOURCES AND UNFUNDED MANDATES. 
          WE ALSO HAVE THE MEETING REQUIREMENTS FOR SPECIAL EDUCATION, WHICH WE ARE ALL VERY ALIGNED ON, AND THEN OUR STUDENT SAFETY, HEALTH, AND WELL-BEING. 
          I WOULD LIKE TO KNOW IF THERE'S ANY THOUGHTS WE HAVE ON THIS. 
          I WOULD LIKE TO MOVE FORWARD WITH A FORMALLY ADOPTING THIS SO THAT COME DECEMBER, WHEN WE'RE DOING SOME MORE OF THE INFORMAL AND IN DISTRICT MEETINGS WITH OUR LEGISLATORS IN PREPARATION FOR MORE FORMAL MEETINGS, WE'VE GOT SOMETHING IN HAND THAT CAN DEMONSTRATE WHAT OUR PRIORITIES ARE IN THE DISTRICT. 
          >> I'VE HAD THE OPPORTUNITY. 
          I THINK MAYBE THE ONE PAGER CAME TO THE DISTRICT WITH ME AT THE TIME I CAME, AND I LIKE HAVING A ONE PAGER. 
          WE CAN EMAIL IT TO HIM RIGHT AWAY THEN THE BOARD APPROVES IT AND SAY, 
          [01:45:01]
HEY, HERE'S SOME WORK THE BOARD IS ENGAGING IN. 
          BUT IT'S NOT UNCOMMON FOR ME TO VISIT THEIR OFFICES IN OLYMPIA, AND IT'S ALSO AN ATTRACTIVE PAGE, AND IT SHOWS THEIR PRIORITIES AROUND SCHOOLS TO SEE THAT PINNED UP TO A BULLETIN BOARD OR SOME PLACE. 
          NOW, MAYBE THEY PUT IT UP RIGHT BEFORE I GET THERE, AND THEY TAKE IT DOWN AFTER I LEAVE. 
          [LAUGHTER] BUT I DON'T KNOW, I'M NOT THAT ORGANIZED, SO I DON'T THINK THAT'S REALLY WHAT THEY'RE DOING. 
          IT'S PRETTY COMMON TO SEE THEM HOLDING THIS AT THE FORE. 
          HAPPY TO TAKE ANY TWEAKS TO THIS THAT YOU MAY HAVE, BUT I LOVE TO GET THIS APPROVED OR IN FRONT OF YOU FOR APPROVAL IN DECEMBER. 
          >> I THINK IT LOOKS REALLY NICE. 
          WHOEVER DID THIS. 
          IS IT THE COMMUNICATION DIRECTOR? 
          >> CURTIS CAMPBELL, OUR DIRECTOR OF COMMUNICATIONS. 
          >> GREAT JOB. I THINK THERE'S A LOT OF INFORMATION. 
          BUT THAT BEING SAID, I THINK IT'S WELL ORGANIZED. 
          I THINK IT'S ATTRACTIVE. 
          I LOVE THE PICTURES. I'M CURIOUS. 
          I KNOW THE STUDENTS EACH HAVE A COPY. 
          WHAT'S YOUR REACTION TO THIS IF YOU SAW THIS AS SOMEBODY? 
          >> AS A LAWMAKER. 
          >> AS A LAWMAKER. [LAUGHTER]. 
          >> DO YOU UNDERSTAND IT ALL? I THINK THAT'S PART OF IT AS WELL. 
          >> THE PART THAT STOOD OUT TO ME THE MOST WAS WE SUPPORT LEGISLATION THAT ENSURES SCHOOLS HAVE THE NECESSARY RESOURCES TO FOSTER A SAFE LEARNING ENVIRONMENT WHILE ALSO PROMOTING PREVENTATIVE MEASURES TO ADDRESS ROOT CAUSES OF VIOLENCE AND BEHAVIORAL ISSUES. 
          I THINK THAT ESPECIALLY A LOT OF HIGH SCHOOL STUDENTS HAVE BEHAVIORAL ISSUES THAT COULD HAVE BEEN, WHAT'S THE WORD? 
          >> MITIGATED? 
          >> YES. WELL, WHEN THEY WERE YOUNGER, THEY COULD HAVE BEEN PROVIDED RESOURCES TO UNDERSTAND NOT HOW TO BEHAVE CORRECTLY, BUT HOW TO ADJUST TO CERTAIN ENVIRONMENTS AND HOW TO INTERACT WITH OTHER STUDENTS AND THEIR TEACHERS. 
          BUT SOMETIMES IT'S BECAUSE OF HOME LIFE OR JUST OTHER BEHAVIORAL THINGS, AND THEY DON'T UNDERSTAND THAT UNTIL THEY'RE OLDER OR IT'S TARGETED WHEN IT'S NOT TOO LATE, BUT IT SHOULD HAVE BEEN TARGETED WHEN THEY'RE YOUNGER IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL. 
          THAT'S WHAT I'M TRYING TO SAY. 
          >> I WOULD LIKE TO ALSO ADD ON. 
          I THINK EVERYTHING HERE IS VERY STRAIGHT TO THE POINT, VERY STRAIGHTFORWARD, AND MOST OF THESE THINGS, IF NOT ALL, I COMPLETELY AGREE WITH, ESPECIALLY THE FACT THAT WE CALL TO THE LEGISLATURE TO FULLY FUND BASIC EDUCATION AND REMOVING THE OVER RELIANCE ON LOCAL RESOURCES TO MEET STUDENTS THESE. 
          I BELIEVE THAT'S ONE OF THE MOST IMPORTANT THINGS, ESPECIALLY NOW WHEN WE AS A DISTRICT, AND MANY DISTRICTS ACROSS THE STATE, DO REQUIRE A LOT MORE FUNDING FROM THE LEGISLATURE. 
          SOMETHING I'LL HAVE THE OPPORTUNITY TO DO IS I WILL BE GOING IN JANUARY TALKING TO THE LEGISLATURE ABOUT CT EDUCATION. 
          I THINK THAT'S REALLY IMPORTANT. 
          I'M GLAD TO SEEING THAT OUTLINED HERE AS A SCHOOL DISTRICT PLAN FOR THE UPCOMING YEAR. I LOVE TO SEE THAT. 
          THAT'S SETS OUT TO ME BECAUSE I THINK THAT IS IF NOT THE MOST IMPORTANT THING THAT WE SHOULD BE FOCUSING ON THIS YEAR. 
          >> YEAH. YOU JUST SAID EVERYTHING THAT I WANTED TO SAY VERY TO THE POINT. I LOVE THIS FLYER. 
          [LAUGHTER] I LOVE THIS WITH PICTURES INCLUDED, AND EVERYTHING IS ORGANIZED VERY WELL. 
          IT'S JUST VERY GREAT. I LOVE IT. 
          >> YOU GUYS ALSO SAID A LOT OF THINGS THAT I LIKE, BUT THE ORGANIZATION MAKES IT REALLY EASY TO UNDERSTAND, AND I LIKE HAVING THE MAIN POINTS AND THEN THE PARAGRAPH. 
          I THINK IT MADE IT QUITE STRAIGHT TO THE POINT. 
          THEN I JUST HAVE ONE QUESTION ABOUT THIS WHICH MIGHT BE, I DON'T KNOW, MAYBE OBVIOUS. 
          BUT AT THE VERY END, IT TALKS ABOUT HOW LUNCH IS PROVIDED TO ALL OF THE STUDENTS AND STUDENT MEALS. 
          I WAS WONDERING IF IT'S STILL THERE BECAUSE I WAS IN ELEMENTARY SCHOOL WHEN I WAS EATING SCHOOL LUNCH REGULARLY. 
          I WAS WONDERING IF THE STUDENTS THAT GET FREE LUNCH AND FREE AND REDUCED LUNCH. 
          IS IT STILL LIKE THAT THEY GET A SACK LUNCH AND EVERYONE ELSE GETS A REGULAR LUNCH? I WAS WONDERING THAT. BECAUSE WHEN I WAS IN ELEMENTARY SCHOOL, IT WAS THAT WAY, AND I WAS LIKE, I DIDN'T LOVE THAT, BUT I'M GLAD THAT THAT HAS CHANGED. 
          I THINK THAT ALL OF THIS IS SUPER GREAT, AND I LOVE ALL OF THE POINTS THAT WERE MADE. THANK YOU. 
          >> THAT WAS REALLY CRINGE. [LAUGHTER] 
          [01:50:01]
          >> WAIT, WHAT ELEMENTARY SCHOOL DID YOU GO TO? 
          >> I WENT TO WESTGATE ELEMENTARY SCHOOL BEFORE I STARTED ATTENDING EDMONDS HEIGHTS, WHICH IS MY CURRENT SCHOOL CAUSE IT'S A K-12. 
          >> I'D LIKE TO SAY, SPECIFICALLY LYNNWOOD NOW. 
          WE REACHED THE POINT WITH THE AMOUNT OF STUDENTS ON FREE AND REDUCE THAT ALL LUNCHES AT LYNNWOOD ARE FREE NOW, AND EVERYBODY JUST GOES THROUGH THE LUNCH LINE. 
          I THINK THAT'S NEW FOR THIS YEAR SPECIFICALLY BECAUSE WE LOOKED AT CERTAIN AMOUNT OF THE DATA FROM LAST YEAR AND THIS YEAR. 
          THAT'S SOMETHING NEW THIS YEAR THAT WE HAVE. 
          >> I CAN NEVER RESIST A PLUG WHEN THAT TOPIC COMES UP. 
          WE DO WORK VERY HARD FOR THE SCHOOLS WHO QUALIFY WITH ENOUGH STUDENTS TO MAKE SURE THAT WE GET THOSE. 
          WE HAVE 20 STUDENTS WHERE STUDENTS RECEIVE. 
          ALL STUDENTS CAN RECEIVE FREE MEALS NOW, WHICH IS GREAT. 
          TO YOUR POINT ABOUT MAYBE HAVING STUDENTS FEEL LEFT OUT OR OSTRACIZED BY THAT. 
          BUT IT'S STILL VERY IMPORTANT THAT STUDENTS AND FAMILIES COMPLETE THOSE FORMS. REASON BEING FAMILIES GET OTHER BENEFITS FROM IT, AS WELL, INCLUDING REDUCED FEES. 
          THERE ARE ADDITIONAL BENEFITS THEY CAN GET OVER THE SUMMER. 
          IF IT CAN BECOME A LITTLE BIT CIRCULAR, IF STUDENTS DON'T APPLY FOR FREE AND REDUCED LUNCH, THEN THAT SCHOOLS NUMBERS DROP TOO LOW, THEN WE WILL STOP BEING ABLE TO GIVE EVERYONE FREE LUNCH, AND THEN WE ARE BACK IN THE CYCLE. 
          STILL ENCOURAGING PEOPLE, BUT WE ARE VERY PROUD OF THE FACT THAT MANY OF OUR SCHOOLS ARE NOW ABLE TO SERVE ALL STUDENTS MEALS. 
          >> ONE QUESTION I HAVE. 
          IS I'M PRESUMING IT WAS INTENTIONAL NOT TO MENTION THE PROTOTYPICAL SCHOOLS MODEL, BUT JUST DESCRIBE THE NEED TO FUND ENOUGH EDUCATORS, COUNSELORS, NURSES, AND SUPPORT STAFF. 
          BUT SOMETHING WE'VE BEEN REALLY PUSHING IS THEM TO FIX THE PROTOTYPICAL SCHOOL MODEL, THAT IT'S A FLAWED MODEL. 
          I'M WONDERING, WAS THAT INTENTIONAL NOT TO MENTION IT? 
          >> I CAN SPEAK A LITTLE BIT ABOUT THAT. 
          GIVEN THAT THIS IS THE 2025 LEGISLATIVE PRIORITIES, WE KNOW THAT THE PROTOTYPICAL SCHOOLS MODEL IS NOT GOING TO GET FIXED IN A YEAR. 
          THEY MAY DECIDE TO FORM A COMMITTEE. 
          THEY MAY DECIDE TO DO SOME WORK ON IT. 
          WE REALLY WANTED TO FOCUS ON, THESE ARE IMMEDIATE NEEDS FOR NEXT YEAR. 
          WE CAN CERTAINLY ADD THE WORD PROTOTYPICAL SCHOOLS MODEL IN THERE, BUT THINKING ABOUT THAT THIS WAS OUR MOST IMMEDIATE NEEDS, JUST SPELLING THAT OUT VERSUS HAVING A MORE ABSTRACT CONCEPT OF THE PROTOTYPICAL SCHOOLS MODEL WAS SOMETHING WE THOUGHT ABOUT. 
          >> WHEN YOU PUT IT IN? I DON'T KNOW. 
          WHEN WE SAY, EDUCATIONAL MANDATES MUST BE FULLY FUNDED, UNFUNDED MANDATES. 
          THAT ISN'T A ONE YEAR THING. 
          THAT'S A FOREVER THING OR IT SHOULD BE THAT THEY LOOK THROUGH THAT. 
          >> THEY COULD COME UP WITH UNFUNDED MANDATES IN ONE YEAR. [LAUGHTER]. 
          >> I KNOW. WE DON'T WANT TO DEVOTE A LOT OF [OVERLAPPING]. 
          >> I'M JUST WONDERING IF THERE'S A WAY TO TWEAK IT IN WAY THAT WE'RE NOT GETTING WHAT WE NEED BECAUSE THE FUNDING FORMULAS ARE FLAWED AND AS WELL AS FIXING IT IN THE LONG TERM. 
          BECAUSE IT DOESN'T SAY HERE ANYTHING ABOUT WE SEE THIS AS DOES SAY 2025, BUT. 
          >> WE JUST DON'T WANT THEM TO FALL BACK ON, WE'RE GOING TO FORM A COMMITTEE TO STUDY THE PROTOTYPICAL SCHOOLS MODEL, AND THAT'S MEETING YOUR NEEDS BECAUSE IT'S AN END BOTH. 
          WE CAN CERTAINLY ADD THAT IN THERE. 
          WE CAN FIGURE OUT A WAY TO GET THAT IN THERE. 
          >> I'M THINKING ABOUT THE STUDY THAT WAS DONE BY UNIVERSITY OF WASHINGTON WITH WSA WITH INPUT FROM SUPERINTENDENTS THAT TALKED ABOUT THE TOP FIVE. 
          THE TOP FIVE WERE REALLY SPECIAL ED MSCS, AND THEN THE OTHER THREE WERE PHASING IN THE FIXING OF THE PROTOTYPICAL SCHOOL MODEL. 
          THEY DID IT IN AN INTERESTING 3, 04, 5 WAY. 
          >> WE CAN CERTAINLY ADD THE LANGUAGE IN. 
          >> I DON'T WANT TO LOSE THAT. 
          >> WE CAN GET THAT INTO THE PROVIDE RESOURCES FOR AMPLE EQUITABLE AND STABLE. WE CAN PUT THAT. 
          >> THERE'S EASY LANGUAGE THAT WAS. LET'S GET IT INTO. 
          >> I THINK IT'S IMPORTANT. 
          >> LET'S PUT THAT IN THERE THEN. 
          >> I JUST WANT IT TO BE IN THEIR FACE CONSTANTLY. 
          >> I JUST KEPT THINKING ABOUT THAT ONE. 
          >> OTHER THAN THAT, I THINK IT'S GREAT. 
          I THINK IT LOOKS GREAT. THE THREE THINGS ARE REALLY IMPORTANT. 
          I LIKE HAVING STUDENT HEALTH SAFETY AND WELL BEING, AS WELL AS, AND I LIKE LUMPING THE AMPLE, EQUITABLE, AND STABLE EDUCATION TOGETHER. 
          THE SPECIAL EDUCATION AND THEN HAVING STUDENT HEALTH SAFETY AND WELL BEING. 
          IT'S JUST LIKE OUR STUDENTS WERE SAYING, WE NEED TO ADDRESS THAT, AND WE NEED TO BE ABLE TO ADDRESS IT EARLY. 
          >> WE MIGHT BE ABLE TO INCLUDE THAT UNDER THE SECOND SENTENCE OF THE THIRD PARAGRAPH THERE. 
          [01:55:01]
YET, SCHOOL DISTRICTS CONTINUE TO RELY ON LOCAL LEVIES TO COVER ESSENTIAL PROGRAMS AND STAFFING DUE TO THE FLAWED PROTOTYPICAL MODEL THAT NEEDS TO BE FIXED. 
          >> I WAS THINKING THAT TOO. 
          >> WE WILL ADD THAT IN FOR NEXT WEEK WHEN IT COMES TO YOU FOR CONSIDERATION. 
          >> QR CODE TO THE DISTRICT WEBSITE MIGHT BE NICE. I FORGOT TO MENTION THAT. 
          I DO THINK TO ADDRESS IN THAT ONE SENTENCE, TWO PREVENTATIVE MEASURES TO ADDRESS THE ROOT CAUSE. 
          THAT'S WHAT WE'RE TALKING ABOUT ROOT CAUSE BECAUSE YOU JUST NEVER REALLY KNOW WHAT'S CAUSING THE BEHAVIOR. 
          JUST TRYING TO BE RESPONSIVE TO THAT, AND JUST THINK ABOUT THAT TOO. 
          >> DIRECTOR SMITH AND GERARD, DO YOU HAVE A COPY OF THIS? 
          >> IT SITS IN THE AGENDA. 
          >> IT SITS IN THE AGENDA. IT LOOKS GOOD. 
          >> DIRECTOR SMITH? 
          >> I BELIEVE THAT WE TALKED ABOUT THIS AT ONE OF OUR PREVIOUS MEETINGS. 
          I WAS PRETTY HAPPY WITH IT. 
          I'M STILL VERY HAPPY WITH IT. 
          I THINK THAT IT'S GOOD. 
          I'VE ALWAYS FOUND THAT SYNTHESIZING THINGS DOWN TO A FEW BULLET POINTS, ESPECIALLY FOR LEGISLATORS IS REALLY HELPFUL BECAUSE THEN IT GIVES THEM ACTION ITEMS TO WORK ON. 
          THIS LOOKS GREAT TO ME. 
          >> THANK YOU TO EVERYBODY WHO WORKED. 
          >> THANK YOU FOR YOUR FEEDBACK. 
          WE'LL GET THAT BACK OUT TO YOU. 
          >> LAST ON THE AGENDA, 
          [14. BOARD MEMBER COMMENTS]
OUR BOARD MEMBER COMMENTS. 
          TATIANA, YOU WANT TO START? 
          >> SURE. HI, EVERYONE. 
          I'M TATIANA LIBERGAN. I'M FROM EDMOND HEIGHTS. 
          RECENTLY, WE HAD A ROBOTICS LEAGUE MEET 1, WHICH I HAD TALKED ABOUT THAT WAS UPCOMING AT THE LAST MEETING. IT HAPPENED. 
          MY SCHOOL HAS TWO TEAMS AND OUR TEAMS PLACED IN THIRD AND FOURTH PLACE, WHICH IS PRETTY GOOD. 
          I'M PRETTY HAPPY ABOUT IT. 
          WE'RE WORKING ON JUST IMPROVING OUR ROBOTS, AND IT WAS REALLY GREAT TO SEE SO MANY DIFFERENT SCHOOLS TEAMS JUST GET INVOLVED WITH EACH OTHER AND WORK TOGETHER AND HELP EACH OTHER OUT. 
          IT'S ALWAYS GREAT TO SEE HOW OUR ROBOT IMPROVE AND HOW WE WORK TOGETHER AS A SCHOOL, AND I LOVE THAT. 
          I ALSO WANTED TO MENTION THAT OUR SCHOOL HAS BEEN BRINGING BACK SOME OF OUR OLD TRADITIONS THAT WE HAD PRE COVID, WHICH I'M REALLY HAPPY ABOUT AND EXCITED ABOUT, TO SEE PEOPLE I DON'T KNOW, ENJOYING WHAT THEY HAD REMEMBERED PRE COVID AND THEN TRYING TO IMPLEMENT THAT BACK IN A WAY THAT IS STILL RELEVANT. 
          I'M REALLY EXCITED ABOUT THAT. 
          LASTLY, MY SCHOOL HAS A STUDENT ADVISORY COMMITTEE, WHICH IS JUST A FEW OF US STUDENTS RIGHT NOW, BUT WE'RE HOPING TO GROW THAT COMMITTEE FOR THE COMMUNITY. 
          I'M REALLY EXCITED ABOUT THAT, AND THAT'S JUST STARTED GETTING THE BALL ROLLING, AND WE'RE LOOKING FORWARD TO HAVING STUDENTS HAVE STUDENTS THAT THEY CAN TALK TO AND GO TO IF THEY NEED SOMEONE TO CONNECT WITH AT SCHOOL, WHICH IS THE AIM OF THAT COMMITTEE RIGHT NOW, AND I'M REALLY HAPPY ABOUT IT. THANK YOU. 
          >> THANK YOU. AMINA, YOU WANT TO START? OR GO NEXT. 
          >> WELL, FIRST OF ALL, I THINK THAT AT MEADOWDALE, WE HAVE STARTED A NEW TRADITION AS LIKE, HALLOWEEN DANCE. 
          THIS IS OUR FIRST YEAR PLANNING IT. 
          AT FIRST, THE KIDS THOUGHT IT WAS A JOKE THAT WE WERE HAVING THE DANCE BECAUSE WE'VE NEVER HAD IT BEFORE, AND IT WAS SO HARD TO BRING KIDS IN AND ACTUALLY BUY THE TICKETS. 
          BUT WE PULLED IT OFF. 
          WE HAD A GOOD AMOUNT OF PEOPLE SHOW UP, AND I'VE HEARD VERY GOOD FEEDBACKS ABOUT THE HAUNTED HALLWAY AND HOW I'VE SEEN VIDEOS WHERE PEOPLE WERE SCREAMING BECAUSE OF THE GROUP, THE ACTORS THAT WE HAD. 
          OUR THEATER KIDS HELPED AND DRESSED UP AS LIKE ACTORS, AND THEY SCARED THE KIDS. 
          IT WAS VERY GREAT. 
          I HOPE THAT BECOMES A TRADITION AT MEADOWDALE. 
          SECOND THING IS, THIS YEAR, I'VE NOTICED HOW TIGHT OUR SCHOOL HAS BEEN WITH WHEN IT COMES TO ATTENDANCE WISE. 
          I'M A TA TO THE OFFICE THIS SEMESTER. 
          BEING THERE, I'VE SEEN MY OFFICE WORKERS, AND ESPECIALLY OUR PRINCIPAL RUN AROUND, OUR SECURITY, AND FOR THE ATHLETES, THERE HAVE BEEN VERY FREQUENT GRADE CHECKS AND IF YOU'RE LATE FOR FOUR DAYS OR SOMETHING FOUR PERIODS, YOU GET A LUNCH A DETENTION, AND IT HAS BEEN VERY TIGHT, AND I THINK THAT REALLY HELPS STUDENTS SHOW UP TO SCHOOL AND ACTUALLY ATTEND CLASS. 
          THAT'S JUST THE THINGS THAT I'VE NOTICED AND I'M VERY HAPPY. 
          >> IT'S REALLY GOOD NEWS. THANK YOU. SANTIAGO. 
          >> HI, I'M SANTIAGO. I REPRESENT LYNWOOD HIGH SCHOOL. 
          OFF OF WHAT AMINA SAID ABOUT THE GRADE CHECK THING. 
          AT LYNWOOD, I'VE NOTICED A LOT LESS GRADE CHECKS THIS YEAR, 
          [02:00:02]
ACTUALLY, AND SPECIFICALLY WITH ATTENDANCE AND SPORTS STUFF. 
          I FEEL LIKE BECAUSE WE JUST RECENTLY GOT A NEW AD, THINGS ARE VERY SLOWLY TRANSITIONING OVER AND TRYING TO ADJUST TO A NEW SYSTEM. 
          THINGS HAVE BEEN A LOT MORE INTERESTING THIS YEAR, BUT NOT TO SAY THAT THEY'VE BEEN BAD, I THINK IT'S JUST BEEN AN INTERESTING YEAR FOR US TRANSITIONING TO NEW AD AND FIGURING OUT A WHOLE NEW SYSTEM FOR THAT. 
          BUT FOR LYNWOOD, WE'VE DONE A LOT OF GREAT THINGS SO FAR. 
          THIS PAST WEEKEND, WE HAD OUR MUSIC DEPARTMENT RUMMAGE SALE WHERE WE RAISE OVER $10,000 FOR THE MUSIC DEPARTMENT, WHICH IS REALLY GOOD BECAUSE THE DEPARTMENT TYPICALLY LACKS IN FUNDING, AT LEAST THAT'S WHAT THEY SAY. 
          THAT'S GOOD FOR US AND THEM JUST TO HAVE THAT MONEY, SO WE CAN BUY A LOT OF MORE INSTRUMENTS AND HELP BUY THINGS FOR STUDENTS THAT AREN'T ABLE TO AFFORD A LOT OF MUSICAL INSTRUMENTS TO PLAY IN CLASSES. 
          I KNOW GIRLS VOLLEYBALL PLAYOFFS WAS TONIGHT. 
          I DON'T KNOW HOW THAT WENT, BUT I KNOW THAT THAT WAS TODAY. 
          RECENTLY, OUR DECA CHAPTER WAS ATTENDED THE WESTERN REGION LEADERSHIP CONFERENCE WHERE THEY GOT TO NETWORK WITH OVER 2,500 STUDENTS FROM ACROSS 10 STATES IN THE WESTERN REGION. 
          THEY WILL LEARN A LOT OF LEADERSHIP STUFF AND ATTEND A LOT OF WORKSHOPS AND MOCK EVENTS TO GET READY FOR THE UPCOMING YEAR. 
          I KNOW OUR HOSTA CHAPTER, WHICH IS MORE FOCUSED ON HEALTHCARE. 
          THEIR CHAPTER ALSO TEAMS ATTENDED THE FALL LEADERSHIP CONFERENCE WHERE THEY GOT TO JUST LEARN A LOT ABOUT HEALTHCARE AND LEADERSHIP FOR THEIR CHAPTER SPECIFICALLY. 
          OUR TECHNOLOGY STUDENT ASSOCIATION CHAPTER IS ALMOST AT 90 MEMBERS, AND AGAIN, THEIR CHAPTER OFFICER WORKSHOP TEAM ATTENDED A THEIR CHAPTER TRAINING THING BACK A COUPLE OF WEEKS AGO THAT I WAS ABLE TO HOST ALONG WITH ANOTHER STUDENT FROM LYNWOOD AND ANOTHER STUDENT FROM EDMONDS-WOODWAY, WHICH WAS AWESOME. 
          RECENTLY WE HAD OUR SLAM FOR CANS FUNDRAISER, WHICH IS SOMETHING WE DO WITH MONTY TERRACE, WHERE WE COMPETE BY DOING A VOLLEYBALL COMPETITION IN HOPES OF RAISING FOOD AND CANS AND STUFF FOR THE FOOD DRIVE. 
          I DON'T KNOW WHICH TEAMS WON EXACTLY, BUT I KNOW THAT'S AN ONGOING TRADITION THAT WE HAVE, WHERE BOTH TEAMS DO A VOLLEYBALL COMPETITION, VERY CO-EDITING, AND THEN THOSE TEAMS GO UP AGAINST EACH OTHER, WHICH IS REALLY AWESOME TO SEE. 
          WE RECENTLY JUST WELCOMED A NEW ASSISTANT PRINCIPAL DAVID RODRIGUEZ, WHICH IS AWESOME, AND HOPEFULLY, HE AIMS TO HELP WITH THE LATINO POPULATION WITHIN LYNWOOD AND HELP THEM FEEL WELCOMED WITHIN OUR SCHOOL, WHICH IS REALLY GOOD. 
          ME AND ANOTHER STUDENT FROM LYNWOOD AND ANOTHER STUDENT FROM EDMONDS-WOODWAY, WE'LL BE HOSTING MORE WORKSHOPS THIS SATURDAY AND THEN THE UPCOMING WEEK AS WELL FOR STUDENTS ACROSS THE STATE, ONE IN ELLENSBURG AT CENTRAL WASHINGTON UNIVERSITY, AND ONE AT THE LYNNWOOD CONVENTION CENTER, WHICH IS AWESOME AND GOOD REP FOR OUR DISTRICTS AND OUR SCHOOLS AND JUST ASSESS PEOPLE. 
          I FEEL LIKE IT HELPS US BE SEEN AS SCHOOLS WHERE WE'RE DOING THINGS LIKE THIS TO GET OUR NAME OUT THERE WITHIN THE COMMUNITY OF 11,000 STUDENTS WITHIN WASHINGTON. 
          >> GREAT. THANK YOU. AMAYA. 
          >> WELL, I REPRESENT MOUNTLAKE TERRACE HIGH SCHOOL. 
          WE JUST STARTED OUR FOOD DRIVE. 
          A LOT OF OUR ASB STUDENTS WERE COLLECTING CANS OUTSIDE OF QSC TODAY. 
          WE'RE STARTING TO GET THE BALL ROLLING ON SCHOOL EVENTS. 
          WE'RE PLANNING FOR A WINTER FORMAL, AND OUR SCHOOL'S BIGGEST ASSEMBLY, THE MULTICULTURAL ASSEMBLY IS CURRENTLY BEING PLANNED. 
          WE'RE STILL REACHING OUT TO STUDENTS AND GETTING PERFORMERS FOR OUR ASSEMBLY. WHAT ELSE? I DID HAVE A COMMENT FOR THE SINGLE READING FROM EARLIER, 12.3, WHERE WE'RE TALKING ABOUT IMPLEMENTATION ON GRADING PRACTICES. 
          I THINK IT'S IMPORTANT TO HAVE JUST A BASIC GUIDELINE OR A BASIC STRUCTURE ON GRADING PRACTICES BECAUSE AS SAID BEFORE, SO MANY DIFFERENT TEACHERS HAVE DIFFERENT WAYS OF GRADING AND WEIGHING OUT THEIR ASSIGNMENTS, WHICH I UNDERSTAND DEPENDING ON CERTAIN COURSES. 
          BUT IT CAN BECOME A LITTLE CONFUSING THROUGHOUT YOUR DAY. 
          ESPECIALLY WHEN CERTAIN TEACHERS DON'T REALLY USE CANVAS THE WAY IT SHOULD BE USED. 
          SOME OF MY TEACHERS, THEY USE CANVAS FOR ALL THE ASSIGNMENTS, PUTTING THE ASSIGNMENTS ON THAT SITE AND THEN HAVING TO SUBMIT OUR ASSIGNMENTS THERE. 
          THEN SOME TEACHERS DON'T USE IT AT ALL AND THEY JUST USE IT TO SAY LIKE WHAT THE OVERVIEW OF WHAT CLASS WAS LOOKING LIKE. 
          BUT THEN IT'S HARD TO MAKE UP FOR LOST TIME IF YOU WEREN'T THERE TO SEE WHAT'S BEING PRESENTED IN CLASS, AND IT'S NOT ON CANVAS FOR YOU TO GO BACK AND REVIEW. THAT'S ANOTHER THING. 
          >> THANK YOU. VERY HOPEFUL. 
          DIRECTOR GERARD. 
          >> YES, I'M SORRY I WASN'T UP TO COMING TO THE MEETINGS TONIGHT IN PERSON. 
          I JUST WASN'T FEELING WELL. 
          HAS BEEN THREE WEEKS SINCE WE HAD A BOARD MEETING, AND THERE'S BEEN A LOT HAPPENED IN THAT TIME. 
          I WAS AT THE TOWN HALL ON THE FUNDING CRISIS FOR EDUCATION. 
          [02:05:08]
PRAISE TO PRESIDENT GATUMS FOR PUTTING THAT TOGETHER. 
          I WAS ABLE TO REFEREE MEADOWDALE HIGH SCHOOL, GIRLS SOCCER. 
          UNFORTUNATELY, IT DIDN'T TURN OUT SO WELL FOR THEM. 
          THEN I GOT TO MAKE A COUPLE OF SCHOOL VISITS. 
          I WENT TO HILLTOP AND TO MEADOWDALE ELEMENTARY. 
          GREAT TO SEE TEACHERS IN ACTION AND SEE A LOT OF FRIENDS AND ACQUAINTANCES FROM BOTH OF THOSE SCHOOLS. 
          I ALSO WENT TO COLLEGE PLACE ELEMENTARY, A WEEK AGO FRIDAY FOR THE DIA DE LOS MUERTOS CELEBRATION. 
          IT WAS VERY WONDERFUL COMMUNITY EVENT. 
          THEY HAVE THE KIDS WERE DANCING, MEXICAN FOLK DANCES, AND THEY HAD ALL KINDS OF FOOD, AND IT WAS QUITE A PRODUCTION. 
          MESTRA PALACIOS DESERVES A LOT OF CREDIT FOR PUTTING THAT ON. 
          FINALLY, I WANT TO SAY I SPENT A LOT OF TIME READING THROUGH SCHOOL IMPROVEMENT PLANS FOR EACH OF OUR SCHOOLS. 
          EVERY ONE INCLUDES A GOAL ABOUT INCREASING STUDENTS' SENSE OF BELONGING. 
          IT'S CLEAR THAT OUR DISTRICT TAKES ACTION TO MAKE EVERYONE FEEL WELCOME IN OUR SCHOOLS, REGARDLESS OF THEIR RACE, COLOR, RELIGION, ANCESTRY, NATIONAL ORIGIN, GENDER, SEXUAL ORIENTATION, GENDER EXPRESSION OR IDENTITY, MENTAL OR PHYSICAL DISABILITY, OR OTHER DISTINGUISHING CHARACTERISTICS. 
          IT'S COME TO MY ATTENTION THAT BEGINNING WITH THE ELECTION LAST TUESDAY, THERE HAS BEEN AN INCREASE IN HARASSMENT, INTIMIDATION, AND BULLYING DIRECTED AT BOTH STUDENTS AND STAFF WHO HAVE SOME OF THOSE CHARACTERISTICS. 
          >> THESE BEHAVIORS DESTROY SCHOOL CLIMATE, HARM THE LEARNING ENVIRONMENT, AND UNDERMINE SCHOOL IMPROVEMENT EFFORTS. 
          THEY MUST STOP. THANK YOU. 
          >> THANK YOU. DIRECTOR SMITH. 
          >> I WAS NOT ANTICIPATING GOING SECOND. 
          BUT NOT A PROBLEM WITH THAT. 
          I DON'T HAVE A WHOLE LOT THAT'S BEEN ON MY PLATE THIS WEEK. 
          I'M GOING THROUGH A FAIRLY LARGE REORG IN MY REAL JOB. 
          AND SO I'VE BEEN LEANING ON MY BOARD MEMBERS HERE EACH OF THE FOUR OF YOU TO KEEP AN EYE ON THINGS WHILE I DO MY BEST TO JUGGLE THE TWO RESPONSIBILITIES. 
          SO I KNOW THAT ALL FIVE OF US HAVE LIVES OUTSIDE OF THIS THAT CAN TAKE PRECEDENT FROM TIME TO TIME. 
          SO I WANT TO GIVE A THANK YOU TO EACH ONE OF YOU. 
          FOUR, I KNOW AS A GROUP YOU WORK REALLY WELL TOGETHER BECAUSE EACH ONE OF US HAS LIVES THAT HAPPEN SOMETIMES. 
          ALL FIVE OF US TOGETHER ARE ABLE TO KEEP AN EYE ON THINGS, SO WHEN ONE OF US HAS SOME OTHER RESPONSIBILITIES, THE OTHERS CAN KEEP THE SHIP RUNNING. 
          SO I DO APPRECIATE THAT. 
          I DO ALSO WANT TO MENTION THAT I'M VERY THANKFUL FOR PRESIDENT KATIMS WITH THE TOWN HALL MEETING. 
          I KNOW A LOT OF WORK WENT INTO THAT. 
          HER AND [INAUDIBLE] WERE TWO OF THE BIGGER PIECES ON THAT TO GET THAT ALL SET UP. 
          I KNOW DR. MEYER WAS THERE AS WELL. 
          AND SO THANK YOU TO EACH ONE OF YOU FOR TAKING THE LEAD ON THAT. 
          AND I'M GLAD SOMEONE MENTIONED ROBOTICS BECAUSE I WAS GOING TO SAY THIS JOKE, BUT MAYBE I CAN PUT IT OUT THERE AS A REAL CHALLENGE. 
          THE REASON I'M NOT THERE THIS WEEK IS BECAUSE I'M GETTING OVER BEING SICK AND PERHAPS MAYBE ONE OF OUR ROBOTICS TEAMS CAN MAKE A ROBO, DIRECTOR SMITH, WHO WE JUST STICK A LAPTOP ON THE TOP OF IT AND I CAN ROLL IN AND THEN YOU GUYS CAN JUST SEE ME ON THE LAPTOP AND MAYBE YOU PUT AN ARM ON THERE THAT'LL RAISE. 
          SO IF I HAVE A QUESTION, I CAN JUST RAISE MY ROBOTIC ARM. 
          IF ANY OF YOU WANT TO TAKE THAT ON. 
          OTHERWISE, JUST THANK YOU TO THE DISTRICT FOR THE WORK YOU GUYS ARE DOING. 
          I HAVEN'T HAD ANY BIG FIRES COME ACROSS THE DESK. 
          WE ALL HAVE THINGS THAT ARE GOING ON THAT KEEP US BUSY, BUT IT SEEMS LIKE AS FAR AS LEADERSHIP GOES, WE'RE DOING A GOOD JOB WITH IT. 
          SO THANK YOU TO EACH AND EVERY ONE OF YOU FOR ALL THE HARD WORK WE DO. 
          >> THANK YOU. DIRECTOR KRAMER. 
          >> HI, THANKS. I WAS ABLE TO ATTEND THE RUMMAGE SALE AT LINWOOD HIGH SCHOOL, PICKED UP A VERY NICE COMPOUND MITER SAW WHICH MY WIFE IS SUPER THRILLED TO HAVE IN THE GARAGE. 
          BUT IT WAS A GREAT EVENT. IT WAS A GREAT COMMUNITY EVENT. 
          A LOT OF PEOPLE, 
          [02:10:01]
GREAT TURNOUT, CHATTED WITH PHIL OISHI FOR A WHILE. 
          AND THAT GUY SEEMS TO BE EVERYWHERE. 
          EVERYWHERE THERE'S A COMMUNITY EVENT, HE'S THERE AND SUPPORTING THE KIDS AND SUPPORTING THE MUSIC PROGRAM AND I KNOW IT'S BEEN A ROUGH BEGINNING OF THE YEAR FOR SOME OF THE MUSIC PROGRAMS, BUT HE NEVER QUITS. 
          AND THAT'S SO TRUE OF SO MANY OF OUR DEDICATED STAFF MEMBERS HERE AT THIS DISTRICT. 
          SO I WANT TO JUST PUT A THANK YOU OUT TO ALL OF THEM WHO HAVE JUST COMPLETED THEIR GRADING FOR THE FIRST QUARTER. 
          I JUST FINISHED MY GRADES YESTERDAY AT SNOHOMISH. 
          IT'S A REALLY HARD JOB AND I WANTED TO PARTICULARLY PUT A SHOUT OUT TO ELEMENTARY TEACHERS AS SOMEONE WHO'S BEEN A PRINCIPAL IN ELEMENTARY SCHOOL AND THEN HAS SEEN HOW HARD THE TEACHERS NEED TO WORK THERE TO KEEP THE SHIP RUNNING PROPERLY. 
          THEY DO SO MUCH MORE WORK THAN SECONDARY TEACHERS DO. 
          AND IF ANYONE WHO HAS TAUGHT BOTH IN ELEMENTARY SCHOOL AND IN MIDDLE SCHOOL OR HIGH SCHOOL, THEY'LL KNOW THAT THERE'S NO OTHER JOB THAT IS AS DEMANDING EXCEPT FOR SPECIAL ED AND MAYBE THE ELA TEACHERS WHO GRADE LOTS OF WRITING. 
          BUT ASIDE FROM THAT, THERE'S NO CHANCE THAT ANYONE WORKS HARDER THAN ELEMENTARY. 
          SO THANK YOU FOR DOING WHAT YOU DO EVERY DAY. 
          AND I WANTED TO ECHO DIRECTOR GERARD'S COMMENTS ABOUT AN INCREASE OF BULLYING AND I THINK WE NEED TO BE SUPER CLEAR WITH ALL OF OUR KIDS AND NEED TO ACT SWIFTLY TO SHUT IT DOWN QUICKLY BECAUSE THERE CAN'T BE ANY PLACE FOR THAT IN OUR SCHOOLS. 
          AND I'M HOPING THAT THE DISCIPLINE WAS SWIFT AND DECISIVE AND CONTINUES TO BE COMMUNICATED THAT THIS HAS ALL GOT TO STOP. 
          SO THANK YOU, DIRECTOR GERARD. 
          AND FINALLY, I HOPE BOTH OF YOU GUYS ARE BETTER AND WE CAN SEE YOU NEXT YEAR OR NEXT. 
          >> NEXT TIME. 
          >> THE NEXT BOARD MEETING. 
          BUT I'M SO EXCITED TO SEE HOW THE WORK OF THE DISTRICT UNFOLDS OVER THE COURSE OF THIS YEAR. 
          AS I SAID BEFORE, THE SPECIFICITY AND THE GRANULARITY OF THE PLANS TO IMPROVE TEST SCORES AND GRADUATION RATES ARE REALLY IMPRESSIVE AND SO I'M LOOKING FORWARD TO SEEING AND MONITORING THAT PROCESS. 
          >> THANK YOU, DIRECTOR CHASE. 
          >> I REALLY LOVE HEARING ALL THE COMMENTS GO AHEAD OF ME. 
          I USED TO SIT IN THAT FIRST ONE AND ALWAYS WENT FIRST AND IT'S ALWAYS I'M HERE RIGHT NOW AND PRETTY MUCH MY COMMENTS HAVE BEEN COVERED. 
          BUT SOME OF THE THINGS THAT WASN'T COVERED IS TOUR OF THE SNOW ISLE CTE PROGRAM THAT WE ATTENDED WAS LAST WEEK WEEK BEFORE. 
          I JUST SO IMPRESSED BY THE VARIETY OF EXPERIENCES THAT ARE OFFERED TO THE STUDENTS TO HELP CONNECT THEM TO THINK ABOUT WHAT THEY'RE DOING NOW THAT MAY HELP THEM REACH A GOAL IN THE FUTURE ON SOME OF THE TRADES THAT ARE IN THERE. 
          AND I THINK IT'S A GREAT PROGRAM. 
          WE KNOW THAT WE HAVE A WONDERFUL CT PROGRAM RIGHT HERE AND THAT THE GRADUATION RATES ARE IMPACTED REALLY WELL BY THOSE STUDENTS ARE THERE, I SAY 94% GRADUATION RATE BY THE STUDENTS THAT WE SEE IN OUR CTE PROGRAMS. AND SO TOURING THE PROGRAMS THAT ARE SUPPORTED SNOW ISLE IS I THINK VERY EYE OPENING AND IT WAS REALLY NICE TO SEE THE ACTIVE ENGAGED STUDENTS THAT HELPED GIVE US SOME OF THE TOURING. 
          I ALSO IN PREPARING FOR THE LEGISLATIVE SESSION AND BEING REALLY BUSY THE LAST COUPLE OF WEEKS, WAS TAKING A LOOK AT THE WADA ON BOARDING, JUST AS A REVIEW WITH THE NEW BOARD MEMBERS WE'VE GOT. 
          AND WE'VE GOT EDUCATIONAL EQUITY TRAINING WAS ONE THAT I WAS TAKING A LOOK AT TO SEE WHERE WE ARE ON OUR TRAINING BECAUSE SOME OF THE MEETINGS AND LEGISLATIVE SESSIONS AND CONFERENCES HAVE TRAININGS AHEAD OF THOSE. 
          BUT WHAT BROUGHT TO MIND TOO IS THAT FAIRLY RECENTLY, I GUESS IT WAS LAST YEAR NOW. 
          WE HAD OUR TRAINING IN DISTRICT FOR OUR BOARD ON TEACHING TOLERANCE AND 
          [02:15:05]
SPEAKING UP AT SCHOOL AGAINST BIAS AND WE GOT THESE GREAT LITTLE POCKET GUIDES. 
          AND I HAVEN'T HAD A CHANCE TO MAKE SURE OUR STUDENTS HAVE THEM AND JUST TO SHARE WITH THE COMMUNITY IF WE'D LIKE TO HANG ONTO THESE BECAUSE IT'S A GREAT REMINDER, SOMETIMES IN THE MOMENT TO WHEN WE SEE BIAS THAT WE WANT TO INTERRUPT, QUESTION, EDUCATE, AND ECHO. 
          AND HERE'S SOME NICE POINTS IN HERE FOR INTERRUPTING. 
          IF YOU SEE BIAS, YOU CAN TRY SAYING, I DON'T LIKE WORDS LIKE THAT OR THAT PHRASE IS HURTFUL AS A REMINDER. 
          QUESTIONING EXAMPLES ARE, WHY DO YOU SAY THAT? WHAT DO YOU MEAN OR TELL ME MORE? SOME OF THE EDUCATIVE, DO YOU KNOW THE HISTORY OF THAT WORD OR TRY SAYING, THANKS FOR SPEAKING UP. 
          I AGREE THAT WORD IS OFFENSIVE AND WE SHOULDN'T USE IT. 
          SO THESE ARE SOME OF THE PRACTICE PHRASES ON THESE LITTLE SHEETS. 
          AND THIS COMES WITH I'M A PERSON WHO WILL SPEAK UP AGAINST BIAS. 
          AND THIS IS PUT ON A PROJECT BY THE SOUTHERN POVERTY LAW CENTER ON TOLERANCE.ORG, AND I HAVE SOME OF THE LITTLE POCKET GUIDES THAT WE RECEIVED IN OUR TRAINING TO SHARE WITH OUR STUDENTS AND OUR BOARD THAT I HAD AND I'VE GOT A COUPLE EXTRAS, IF ANYBODY ELSE WANTS ONE. 
          AND SO THAT'S SOME OF THE THINGS THAT I'VE BEEN THINKING ABOUT SINCE OUR LAST BOARD MEETING. 
          >> SUPER. THANK YOU VERY MUCH. 
          AND I ALSO DEFINITELY ENJOYED THE SNOW ISLE SKILLS CENTER. 
          IT WAS WONDERFUL AND WE GOT A GREAT LUNCH. 
          BUT I WANT TO THANK MARK MADISON FOR HELPING TO ARRANGE THAT. 
          IT WAS REALLY QUITE IMPRESSIVE THE RANGE OF CLASSES THAT ARE AVAILABLE AND TO SEE OUR OWN STUDENTS THERE AS WELL BENEFITING. 
          I ALSO WANTED TO MENTION SEVERAL PEOPLE HAVE MENTIONED THE TOWN HALL FUNDING CRISIS, GET TOGETHER WITH OUR LEGISLATORS. 
          THIS WAS A HUGE PLANNING ACROSS A BIG PARTNERSHIP. 
          SO I JUST WANT TO MAKE IT REALLY CLEAR. IT WASN'T ME. 
          I WAS A LITTLE COG. 
          BUT WHAT MADE IT POWERFUL IS IT WAS THREE DISTRICTS. 
          IT WAS NORTH SHORE SHORELINE AND THE EDMOND SCHOOL DISTRICT, ALL WORKING TOGETHER. 
          I WAS LEVELS. 
          IT WAS SCHOOL BOARD PEOPLE. 
          IT WAS SUPERINTENDENT LEVEL PEOPLE. 
          IT WAS THE TEACHERS AND STAFF. 
          THERE WERE PARENTS AND STUDENTS. 
          AND THAT'S WHAT MADE IT POWERFUL. 
          I THINK IN DOCTOR MINER'S COMMENTS AT THE BEGINNING, YOU SAID SOMETHING LIKE YOU HARDLY EVER SEE THE RANGE OF PEOPLE HERE AND ACROSS DISTRICTS. 
          WE HAD 1,200 ATTENDEES AND I THINK THE LEGISLATORS REALLY GOT IT IN TERMS OF EDUCATION. 
          I REALLY APPRECIATED THAT ALL THE BOARD WAS THERE, NEVER SITTING TOGETHER, BUT BEING THERE AND WHAT'S INTERESTING IS THERE ARE NOW OTHER DISTRICTS WHO ARE INTERESTED IN DOING THIS. 
          SO, DIRECTOR CHASE REFERRED TO THAT I'VE BEEN ASKED TO DO A SHORT PRIMER FOR LEGISLATIVE REPS ACROSS THE DISTRICT AND A COUPLE OF OTHER PEOPLE HAVE COME TO ME. 
          SO I DON'T KNOW IF THERE'S TIME FOR THEM OTHERS TO BE ABLE TO DO A TOWN HALL LIKE THIS, BUT THE FEELING IS SO PEOPLE THINK ABOUT HOW TO PLAN SOMETHING WHERE IT'S EDUCATING THE COMMUNITY AS WELL AS THE LEGISLATORS. 
          ALSO IN ADDITION TO OTHERS MENTIONING THIS IN LIGHT OF THE RECENT EVENTS AT THE NATIONAL LEVEL, I WOULD ALSO LIKE TO MAKE SURE EVERYONE UNDERSTANDS THAT THE SCHOOL BOARD AND DISTRICT LEADERSHIP WILL CONTINUE TO WHOLEHEARTEDLY SUPPORT AND UPHOLD THE VISION AND MISSION OF THE DISTRICT AND THE SCHOOL BOARD. 
          ONE OF THE MOST IMPORTANT GUIDING PRINCIPLES OF THE BOARD AND THE DISTRICT IS THAT WE WILL PROTECT ALL AND I MEAN ALL OF OUR STUDENTS AND OUR STAFF FROM ANY AND ALL TYPES OF HARASSMENT, INTIMIDATION, AND BULLYING REGARDLESS OF RACE, SOCIOECONOMIC STATUS, ETHNICITY, GENDER, SEXUAL ORIENTATION, OR ABILITY. 
          ALSO I DO WANT TO ALSO REASSURE ALL OUR STUDENTS AND FAMILIES WHO MIGHT BE OF IMMIGRANT STATUS, THAT WE FOLLOW AND ENFORCE THE LAWS REGARDING IMMIGRATION STATUS OF STUDENTS. 
          AND THOSE LAWS INCLUDE THAT ALL CHILDREN, REGARDLESS OF THEIR IMMIGRATION STATUS HAVE THE RIGHT TO ATTEND PUBLIC SCHOOLS IN OUR COUNTRY AND THAT SCHOOL DISTRICT OFFICIALS AND EMPLOYEES MAY NOT COLLECT INFORMATION OR DOCUMENTS REGARDING THE CITIZENSHIP OR IMMIGRATION STATUS OF STUDENTS OR THEIR FAMILY MEMBERS. 
          AND THIS IS DOCUMENTED IN OUR DISTRICT POLICY 31.20. 
          WE HAVE A WONDERFUL SUPPORTIVE COMMUNITY. 
          WE ALL SHARE THE SAME GOAL OF STUDENT SUCCESS FOR ALL AND WE ARE GRATEFUL FOR OUR PARENTS AND STAFF WHO MODEL HOW TO BE CARING, 
          [02:20:01]
WARM, AND RESPECTFUL TO ALL OUR STUDENTS AND STAFF, HELPING EVERYONE TO HAVE A SENSE OF BELONGING AND TO KNOW THEY ARE VALUED FOR EXACTLY WHO THEY ARE AND WE WILL CONTINUE THAT WORK. THANK YOU. 
          >> THANK YOU SO MUCH. JUST ONE POINT OF CLARIFICATION. 
          ONLY TWO OF OUR BOARD MEMBERS WERE ABLE TO ATTEND THE SKILL CENTER EVENT SO THAT WE DIDN'T HAVE A MEETING. 
          SO IT WAS OUR PRESIDENT AND VICE PRESIDENT WHO WERE ABLE TO ATTEND THAT, BUT WE CAN EITHER ASK THEM TO COME HERE TO HAVE A STUDY SESSION WITH US AT SOME POINT, OR I CAN TAKE OTHER BOARD MEMBERS ON TOURS IF THAT'S AN INTEREST. 
          ANOTHER ONE IS WE HAVE A FAMILY TECH NIGHT COMING UP ON THURSDAY, HOPING TO HAVE A GREAT TURNOUT FOR THAT. 
          IT'S AT MEODALE MIDDLE SCHOOL FROM 5-8. 
          YOU CAN ATTEND ONE SESSION AT FIVE. 
          THERE WILL BE DIFFERENT CLASSES OFFERED EACH TIME. 
          SO THEY'RE AN HOUR LONG, FIVE, SIX OR SEVEN, AND WE ENCOURAGE FAMILIES TO PLEASE BRING WHATEVER DEVICE THEY WOULD USE TO SUPPORT THEIR CHILD WITH EDUCATION. 
          SO IF IT'S A PHONE, BRING YOUR PHONE, AND WE'RE GOING TO SHOW YOU HOW YOU CAN ACCESS OUR TOOLS ON THE PHONE, HOW YOU CAN ACCESS YOUR CHILD'S GRADE REPORTS, ETC, BECAUSE WE REALLY WANT TO WORK WITH OUR FAMILIES. 
          IT DOESN'T TAKE VERY LONG FOR US ADULTS TO GET BEHIND WHERE OUR STUDENTS ARE. 
          WE WANT TO MAKE SURE WE'RE GIVING FAMILIES SOME ABILITY TO KEEP UP WITH WHERE THE KIDS ARE. 
          AND FINALLY, I REALLY WE HAVE A COUPLE OF WEEKS OFF OF BOARD MEETINGS. 
          I REALLY ENCOURAGE EVERYONE IN OUR COMMUNITY OR OUR BOARD MEMBERS, GO TO A BASKETBALL GAME, IT'S WARMER THAN FOOTBALL. 
          I LOVE FOOTBALL. I GO EVERY FRIDAY NIGHT. 
          BASKETBALL IS WARMER. 
          GO TO A BASKETBALL GAME, GO TO A MUSIC CONCERT, GO TO A PLAY. 
          IF YOU LOOK ON OUR WEBSITES OR THE INDIVIDUAL SCHOOL WEBSITES, THERE ARE SO MANY FUN THINGS GOING ON. FILLS OUR BUCKET. 
          IT BRINGS US JOY. 
          HERE'S SOME MUSIC. 
          SE SOME SPORTS, DO SOMETHING FUN AND SEE OUR STUDENTS IN A WAY YOU MIGHT NOT GET TO SEE THEM EVERY DAY. 
          >> GREAT. THANK YOU. 
          AND WITH THAT, THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.