Oct 14, 2025 Board Meeting

HERE WE GO. GOOD EVENING, AND WELCOME TO THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT

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

[00:00:10]

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

DIRECTOR SMITH. PRESENT. DIRECTOR CHASE. HERE.

AND I'M DIRECTOR KATIMS, AND WE ARE ALL HERE.

[3. LAND ACKNOWLEDGEMENT-6:32 pm]

THANK YOU, DOCTOR KATIMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SDOHOBSH PEOPLE AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED AND GATHERED ON THESE LANDS.

WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTION WITH THE LAND AND WATER.

BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS.

[4. FLAG SALUTE-6:33 pm]

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU. SO CUTE. NEXT IS APPROVAL OF TONIGHT'S AGENDA.

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

IS THERE ANY DISCUSSION? HEARING NONE. I'LL ASK, ARE THERE ANY OBJECTIONS? HEARING NONE. TONIGHT'S AGENDA IS APPROVED AS PRESENTED.

[6. CELEBRATION- 6:35 pm]

I'LL TURN IT OVER TO DOCTOR MINER. WELL, WHAT A TREAT TO SEE SO MANY STUDENTS AND THEIR SUPPORTERS HERE TONIGHT TO BE RECOGNIZED FOR THEIR ART.

I HAD A CHANCE TO TALK WITH A FEW OF YOU, BEFORE THE MEETING AND LEARN A LITTLE BIT MORE ABOUT YOUR ART, BUT I'M LOOKING FORWARD TO EVERYONE BEING ABLE TO HEAR A BIT MORE ABOUT YOUR ART AND YOUR THOUGHTS ABOUT YOUR ART.

SO I'D LIKE TO WELCOME FORWARD AMANDA RALSTON AND CURTIS CAMPBELL TO SHARE THAT INFORMATION WITH US.

GOOD EVENING. THANK YOU. THANK YOU FOR HAVING US HERE.

MY NAME IS AMANDA RALSTON. I'M HERE JOINED BY CURTIS CAMPBELL.

WE'RE HERE FROM OUR COMMUNICATIONS OFFICE, AND WE'RE PROUD TO ALSO BE HERE ON BEHALF OF THE VISUAL AND PERFORMING ARTS DEPARTMENT AND ALL OF OUR AMAZING TEACHERS WHO TEACH ART, OUR FAMILIES AND OUR PARENTS WHO ENCOURAGE ART, AND IN OUR SCHOOLS, OUT OF OUR SCHOOLS, AT HOME AND IN OUR COMMUNITY.

WE'RE JUST SO THRILLED TO ALSO CELEBRATE THESE 40 ARTISTS THAT ARE HERE AS OUR 2025-26 FEATURED STUDENT ARTISTS. LAST SPRING. IT'S A KIND OF A LONG PROCESS, BUT LAST SPRING, WITH ALL THE ART THAT WAS CREATED IN OUR SCHOOLS, EACH SCHOOL THROUGH THEIR OWN SELECTION PROCESS, SELECTED ARTWORK TO BE FEATURED DOWN AT THE FRANCIS ANDERSON CENTER AS PART OF THE SELECTION PROCESS THERE FOR THE ARTS FESTIVAL.

AND WITH ALL THOSE ART PIECES, IT'S ABOUT 1100 PIECES OF ART CELEBRATED THROUGH THE HALLS THERE.

WE HAVE A PROCESS HERE, AND WE WENT THROUGH THAT PROCESS AND CAME UP WITH THESE AMAZING 40 ART PIECES REPRESENTING OUR FINE ARTS. WE'VE GOT SOME 3D ART, SOME DIGITAL ART, AND JUST A WONDERFUL VARIETY REPRESENTING MOST OF OUR SCHOOLS AND ALSO MOST OF OUR GRADE LEVELS. SO WE'RE EXCITED TO CELEBRATE OUR ARTISTS TONIGHT.

AND ALSO EVERY WEEK ON WEDNESDAYS IS WHEN WE'RE POSTING ON OUR SOCIAL MEDIA ACCOUNTS, EACH ARTWORK.

SO LOOK FOR OUR SOCIAL MEDIA CHANNELS. WE'RE GOING TO BE EXCITED TO SHARE EACH INDIVIDUAL ARTWORK.

IF YOU DID THROUGH THE SURVEY ATTACH A COMMENT, AN ARTIST STATEMENT THAT'LL ALSO BE INCLUDED THERE TOO.

AND YOU'LL ALSO SEE THE ARTWORK THROUGH SOME OF OUR DISTRICT AND SCHOOL WEBSITES.

OKAY. SO WE'RE GOING TO CALL UP EACH OF OUR STUDENT ARTISTS BY NAME.

WE'RE GOING TO GO BY LAST NAME FOR OUR ARTISTS WHO ARE HERE TONIGHT.

I'LL SAY YOUR NAME, I'LL SAY YOUR GRADE FROM LAST YEAR AND THE SCHOOL YOU REPRESENT, AND ALSO THE TITLE OF YOUR ART PIECE.

YOU'RE GOING TO WANT TO COME UP AND WE'RE GOING TO GIVE YOU EACH A CERTIFICATE. CURTIS WILL GIVE YOU A CERTIFICATE. AND THEN WE'D LIKE YOU TO STAY UP HERE ONCE WE CALL YOU UP, BECAUSE AT THE END WE'RE GOING TO HAVE A GROUP PHOTO.

OKAY. DOES THAT SOUND GOOD? YEAH. WE'RE EXCITED.

OKAY. FIRST I'M GOING TO CALL UP BRENDAN ANDERSON FROM 10TH GRADE AT EDMONDS-WOODWAY HIGH WITH WHITE

[00:05:05]

NEXT UP, WE'RE GOING TO INVITE BELLAROSE DIAMANTI FROM MEADOWDALE HIGH WITH A PIECE CALLED LOST IN THOUGHT.

OKAY. NEXT WE INVITE UP MINA LEE FROM OAK HEIGHTS ELEMENTARY WITH BLUE HYDRANGEA.

NEXT UP WE HAVE JACK LOVELY FROM WESTGATE ELEMENTARY WITH A PIECE CALLED FALLING BALLOON.

OKAY, NEXT I'D LIKE TO INVITE UP DUSTY MARTIN FROM SCRIBER LAKE HIGH WITH LUMINOUS TOADSTOOL.

OKAY. NEXT I'D LIKE TO INVITE UP PEARL POITRAS FROM BRIER ELEMENTARY WITH THE EARTH.

OKAY. NEXT, I'D LIKE TO INVITE UP [INAUDIBLE] REINKE FROM LYNNDALE ELEMENTARY WITH AMATE BARK BIRD.

OKAY. NEXT UP IS OLIVIA SAYRE FROM BRIER TERRACE MIDDLE WITH THE SUPERNOVA.

HE'S GOT YOU RIGHT HERE. OKAY, NEXT, I'D LIKE TO INVITE UP HAZEL SHELLY FROM EDMONDS ELEMENTARY WITH THE WHOA! YEAH. PARTY AT THE PLACE.

NEXT UP IS MATEO SIERRA, REPRESENTING COLLEGE PLACE MIDDLE WITH A CORNER OF STILLNESS.

OKAY. NEXT, I'D LIKE TO INVITE ANTHONY STOYNOV FROM CEDAR VALLEY ELEMENTARY WITH A PIECE CALLED SEATTLE.

NEXT, I'D LIKE TO INVITE MYRA TRAN FROM ALDERWOOD MIDDLE SCHOOL WITH EFFERVESCENT.

NEXT, I'D LIKE TO INVITE VLADIMIR TRIGUBOV FROM HAZELWOOD ELEMENTARY WITH A PIECE CALLED LANTERNS AT NIGHT.

ALL RIGHT. UP NEXT IS ALISON TYLER FROM EDMONDS HEIGHTS K-12, WITH A PIECE CALLED MARBLE VALLEY.

INVITE DAISY WALLACE, REPRESENTING MOUNTLAKE TERRACE HIGH, WITH A PIECE CALLED BLUE CONVERSE SHOE.

UP NEXT, I'D LIKE TO INVITE ANGELIE VASQUEZ BONILLA FROM BRIER TERRACE MIDDLE WITH ANGLERFISH.

YEAH. UP NEXT, I'D LIKE TO INVITE ADELLE WANG, REPRESENTING EDMONDS-WOODWAY HIGH WITH STATUES IN GRANDPA'S ATTIC.

NEXT UP IS ELAYNNA WANG FROM TERRACE PARK ELEMENTARY WITH THE SAHARA DESERT.

[00:10:02]

AND UP LAST WE HAVE ABIGAIL YOHANNES FROM MARTHA LAKE ELEMENTARY WITH A PIECE CALLED MAGIC JELLYFISH.

AND IS THERE ANYONE THAT I MAY HAVE COME IN OR THAT I MIGHT HAVE MISSED WHO'S HERE IN OUR STUDENTS? OKAY. THANK YOU SO MUCH. OKAY, WE'RE GOING TO TAKE A GROUP PHOTO REAL QUICK, SO MAYBE IF WE COULD COME SQUEEZE IN TOGETHER.

THAT WOULD BE FANTASTIC. AND OUR STUDENTS AND OUR BOARD MEMBERS.

OKAY. WE'LL HOLD THIS MAYBE FOR ANOTHER MINUTE.

SO FAMILIES, PARENTS, IF YOU'D LIKE TO HAVE YOUR PAPARAZZI MOMENT.

WE'VE GOT OUR BIG STARS OF THE SHOW TODAY. STUDENT ARTISTS.

OKAY. THANK YOU SO MUCH, STUDENTS. IF YOU'D LIKE TO COME TAKE A SEAT.

AND ONE MORE THING FOR OUR FEATURED ARTISTS AND FAMILIES.

YOU'RE WELCOME TO STAY FOR THE WHOLE BOARD MEETING. I WILL ALSO HAVE THE DOORS OPEN FOR THE NEXT TEN MINUTES, IF YOU WOULD LIKE TO COME AND GRAB YOUR ARTWORK AND YOUR NAME TENTS.

AND YOU'RE WELCOME TO TAKE ALL OF THAT HOME WITH YOU TONIGHT. ALL RIGHT.

THANK YOU SO MUCH FOR BEING HERE. ON BEHALF OF THE SCHOOL BOARD, WE ARE VERY PROUD OF ALL OF YOU.

THANK YOU SO MUCH FOR YOUR CONTRIBUTIONS.

OH, GOD. THEY DO GREAT ART. THEY JUST DO GREAT ART.

I'LL GIVE THEM A MINUTE TO. THEY'RE JUST NOT GOING TO STAY FOR YOUR REPORT.

I JUST DON'T GET IT. THEY ARE SO CUTE.

THANK YOU TO EVERYBODY. WE'LL MOVE ON WITH THE AGENDA.

[7. SUPERINTENDENT REPORT-6:45 pm]

THANK YOU, DOCTOR KATIMS. SINCE OUR LAST BOARD MEETING, WE HAD THE FOUNDATION FOR EDMONDS SCHOOL DISTRICT 5K.

AND IT WAS A VERY WELL ATTENDED REALLY FUN EVENT.

I KNOW DOCTOR GARRARD JOINED US AND LOTS OF STUDENTS AND DOGS AND STAFF MEMBERS AND SOME CABINET MEMBERS.

AND IT WAS A LOT OF FUN AND JUST A GREAT DAY IN SUPPORT OF OUR SCHOOLS AND OUR SCHOOL COMMUNITIES.

ADDITIONALLY, I JUST WANT TO THANK THE BOARD TONIGHT. I FELT JUST A TREMENDOUS SENSE OF COLLABORATION AND YOUR DEDICATION TO WORKING TO MAKE SURE THAT WE GET WHAT WE NEED FROM THE LEGISLATURE REALLY IS UNPARALLELED, AND I'M VERY GRATEFUL TO ALL OF YOU. I ENCOURAGE EVERYONE IN OUR COMMUNITY TO WATCH WHAT WE POST ON OUR WEBSITE ABOUT OUR LEGISLATIVE WORK, AS WE CONTINUE TO TIRELESSLY ADVOCATE ON BEHALF OF STUDENT NEEDS IN OUR COMMUNITY.

THANK YOU. NEXT ON THE AGENDA IS APPROVAL OF OUR MINUTES.

[8. APPROVAL OF MINUTES-6:50 pm]

[00:15:04]

IT WAS A STUDY SESSION WHERE WE DISCUSSED THE 2026 LEVY.

ONE IS THE MINUTES FROM THE SEPTEMBER 23RD REGULAR BUSINESS MEETING, AND THE THIRD SET IS FROM THE SEPTEMBER 30TH SPECIAL MEETING, OUR STUDY SESSION ON GRADING PRACTICES. DO I HEAR A MOTION AND A SECOND TO APPROVE THESE THREE SETS OF MINUTES? SO MOVED. SECOND. I'VE HEARD A MOTION AND A SECOND.

IS THERE ANY DISCUSSION? HEARING NONE. ARE THERE ANY OBJECTIONS? HEARING NONE. THEN THESE THREE SETS OF MINUTES FROM THE SEPTEMBER 23RD SPECIAL MEETING, THE SEPTEMBER 23RD REGULAR BUSINESS MEETING AND THE SEPTEMBER 30TH SPECIAL MEETING ARE APPROVED. NEXT, WE HAVE OUR TIME FOR PUBLIC COMMENT.

[9. PUBLIC COMMENTS-6:55 pm]

WE ASK THAT YOU LIMIT YOUR COMMENTS TO THREE MINUTES.

A TIMER WILL BE RUNNING SO THAT YOU CAN MONITOR YOUR TIME.

PLEASE BE SURE TO TELL US YOUR NAME, YOUR CITY OF RESIDENCE, 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 AND ARE DIRECTED TO THE BOARD, NOT TO THE AUDIENCE.

TONIGHT, FIRST UP IS [INAUDIBLE].

HELLO. MY NAME IS [INAUDIBLE]. I LIVE IN MOUNTLAKE TERRACE.

MY TWO KIDS ATTEND MOUNTLAKE TERRACE HIGH SCHOOL AND I TEACH AT SCRIBER LAKE HIGH SCHOOL.

I'M HERE TO ONCE AGAIN ADVOCATE FOR SCRIBER. WE HAD 40 FRESHMEN STARTING WITH US THIS FALL, WHICH IS ONE OF OUR LARGEST CLASSES IN A REALLY LONG TIME, WHICH IS AWESOME.

THESE FRESHMEN ARE EXPERIENCING SMALLER CLASSES, DIFFERENTIATED INSTRUCTION, STAFF MEMBERS WHO DON'T EVEN HAVE THEM IN CLASSES.

BUT WE KNOW THEIR NAMES. WHAT THEY ARE MISSING OUT ON ARE CLASSES THAT GET THEM INTO FOUR YEAR COLLEGES, OR MEET ALL GRADUATION REQUIREMENTS WITHOUT TAKING ART OR P.E.

I LOVE MY P.E. CLASSES, BUT THESE POOR KIDS, THEY HAVE TO TAKE FIVE TIMES TO MEET ELECTIVE REQUIREMENTS.

NO MUSIC, NO FOREIGN LANGUAGE, NO YEARBOOK, NO NEWSPAPER, NO LEADERSHIP.

JUST KEEP ON ROLLING. WE'RE AN IMPORTANT AND CRITICAL LIFELINE FOR SO MANY OF OUR STUDENTS IN THE DISTRICT, YET THERE SEEMS TO BE SOME DISAGREEMENT ABOUT WHO AND WHAT WE ARE.

IT'S FRUSTRATING TO SEE AND HEAR SCHOOL DISTRICT LEADERS NOT KNOW WHO WE ARE, AND NOT BE ABLE TO DESCRIBE US IN OUR WORK.

EVEN BEING TOLD THAT WE NEED AN ANGLE. CAN WE BE A PROJECT BASED SCHOOL? A BIG PICTURE? ENVIRONMENTAL FOCUS SCHOOL? BLENDED LEARNING? LOTS OF DIFFERENT MODELS. AT THE END OF THE DAY, YES TO ANY OF THESE.

THE IRONY IS THAT YOU STILL HAVE TO EXPLAIN THAT THEN TO THE COMMUNITY. THEY DON'T KNOW WHAT A BIG PICTURE SCHOOL IS. THEY DON'T KNOW WHAT AN ENVIRONMENTAL FOCUS WOULD ACTUALLY LOOK LIKE OR PROJECT BASED. SO YOU STILL HAVE TO EXPLAIN THAT JUST LIKE YOU NEEDED TO BE ABLE TO EXPLAIN SCRIBER NOT TOO LONG AGO.

SO HERE'S WHAT WE ARE AND WHAT WE DO IN LESS THAN 30S.

WE ARE A CHOICE HIGH SCHOOL OPTION WHERE STUDENTS EXPERIENCE SMALL SIZE CLASSROOMS, INDIVIDUALIZED LEARNING AND WRAPAROUND SERVICES, AND WHEN STUDENTS COME TO SCRIBER AS A FRESHMAN, THEIR GRADUATION RATE IS IN THE 90TH PERCENTILE.

SCRIBER IS A CRITICAL LINK TO THE DISTRICT AND OUR STUDENTS WHO MAY STRUGGLE IN LARGER, COMPREHENSIVE HIGH SCHOOLS.

AND WE NEED SCRIBER. THANK YOU. NEXT UP IS [INAUDIBLE].

GOOD EVENING. I'M [INAUDIBLE], A PERRINVILLE TAXPAYER HERE TO REVISIT OUR DISCUSSION OF THE DISTRICT'S GENDER INCLUSIVE POLICY.

TODAY, I WANT TO REVIEW SOME RECENT EVENTS THAT SHOW HOW VOLATILE AND FLUID THIS ISSUE IS.

ALL OF THIS HAS HAPPENED IN THE LAST COUPLE OF WEEKS SINCE WE MET LAST.

ON OCTOBER 1ST, LESLEY LEDESMA LED A WALKOUT AT ESPERANZA HIGH SCHOOL IN ANAHEIM, CALIFORNIA, BECAUSE THE SCHOOL ALLOWED A MALE STUDENT TO USE THE GIRLS BATHROOM.

WHEN LEDESMA CONFRONTED THE BOY AND ASKED HIM, WHY ARE YOU IN HERE? HE TOLD HER, I'M TRANS. I IDENTIFY AS A GIRL.

WHEN SHE COMPLAINED, SCHOOL ADMINISTRATORS TOLD HER SHE COULD CHANGE CLOTHES IN THE NURSE'S OFFICE.

AT A PRESS CONFERENCE LATER, SHE SAID THIS FELT LIKE A SLAP IN THE FACE.

I'VE USED THE GIRL'S BATHROOM MY ENTIRE LIFE.

IT DIDN'T FEEL FAIR OR RESPECTFUL. A 14 YEAR OLD BOY NAMED EDDIE AGREED.

HE SAID, THIS ISN'T ABOUT HATE. IT'S ABOUT RESPECT.

RESPECT MEANS LISTENING WHEN STUDENTS SAY THEY DON'T FEEL COMFORTABLE.

[00:20:02]

[INAUDIBLE] YOU MAY REMEMBER, WAS THE GIRL WHO EARLIER THIS YEAR FILED A COMPLAINT BEFORE THE DEPARTMENT OF EDUCATION AGAINST THE TUMWATER SCHOOL DISTRICT.

AT THE TIME, [INAUDIBLE] WAS 15 YEARS OLD AND PLAYED GIRLS BASKETBALL.

WHEN SHE NOTICED AN OPPOSING TEAM HAD A MALE ATHLETE AND COMPLAINED, SCHOOL OFFICIALS DID NOTHING, AND SHE REMOVED HERSELF FROM THE GAME FOR HER OWN SAFETY.

AT THE RALLY, SHE SAID THERE ARE SOME MISCONCEPTIONS ABOUT THE THREATS THAT WOMEN ARE FACING IN SPORTS AND PUBLIC SPACES.

I AM NO STRANGER TO THESE THREATS, AS I HAVE BEEN INVESTIGATED BY THE WIAA AND THE SCHOOL DISTRICT AND HAVE BEEN CALLED A BULLY, A LIAR AND A BIGOT. BUT MEN SHOULD NOT BE IN WOMEN'S SPORTS, AND MEN AND BOYS SHOULD NOT BE IN MY LOCKER ROOM OR MY BATHROOM.

THEN ON OCTOBER 6TH, CALIFORNIA'S LARGEST HIGH SCHOOL DISTRICT VOTED 3 TO 2 TO ADOPT A TITLE NINE RESOLUTION THAT WOULD RESTRICT GIRLS SPORTS TO FEMALE STUDENTS. KERN HIGH SCHOOL DISTRICT, WITH MORE THAN 40,000 STUDENTS AND 1700 STAFF ACROSS 31 SCHOOLS, IS THE 16TH SCHOOL DISTRICT IN CALIFORNIA TO COMPLY WITH TITLE NINE LIKE THIS.

AND THEN ON OCTOBER 10TH, DOZENS OF STUDENTS AND PARENTS GATHERED OUTSIDE ROSEBURG HIGH SCHOOL IN OREGON IN A WALKOUT CENTERED AGAIN AROUND STUDENT PRIVACY.

THE DEMONSTRATION WAS ORGANIZED AFTER REPORTS SURFACED THAT A MALE STUDENT USED THE GIRLS LOCKER ROOM.

PROTESTERS CARRIED SIGNS READING GIRLS DESERVE PRIVACY TOO.

ONE PARENT SAID, AS A MOM, I DON'T STAND FOR BOYS IN MY DAUGHTER'S LOCKER ROOM.

SO I ENCOURAGE YOU TO TAKE A CLOSER LOOK AT THE ISSUES AND REALLY CONSIDER HOW POLICY 3211 LEAVES THIS DISTRICT WIDE OPEN TO FINANCIAL AND LEGAL LIABILITY. ACT NOW TO MITIGATE YOUR EXPOSURE BY REPEALING THE GENDER INCLUSIVE POLICY.

NEXT UP IS [INAUDIBLE]. DID I SAY THAT CORRECTLY? CLOSE ENOUGH. HI. MY NAME IS [INAUDIBLE]. I'M AN ORGANIZER WITH SEIU 925.

I'M HERE REPRESENTING THE MAINTENANCE AND TRADES WORKERS.

YOU WILL RECALL, LAST MONTH WE ATTENDED A MEETING AND ASKED FOR A FAIR CONTRACT.

WE WENT INTO BARGAINING AND THEN REACHED ANOTHER TA.

THE MEMBERS VOTED ON THE NEW CONTRACT AND WE RATIFIED IT AT 100%.

SO WE WANTED TO SAY THANK YOU. WE FEEL HEARD AND UNDERSTOOD.

THANK YOU. NEXT IS [INAUDIBLE].

GOOD EVENING, BOARD MEMBERS AND DISTRICT LEADERSHIP. MY NAME IS [INAUDIBLE].

I LIVE IN MOUNTLAKE TERRACE, AND I'M THE PARENT OF A HIGH SCHOOL STUDENT HERE IN THE EDMONDS SCHOOL DISTRICT, AS WELL AS A COMMUNITY VOLUNTEER WHO HAS SEEN FIRSTHAND HOW DEEPLY OUR SCHOOLS CARE FOR EVERY CHILD.

THANK YOU FOR REAFFIRMING SAFE AND WELCOMING SCHOOLS.

I WANTED TO TAKE A MOMENT TONIGHT TO THANK THE DISTRICT FOR THE THOUGHTFUL MESSAGE THAT WENT OUT IN THIS WEEK REGARDING IMMIGRATION RELATED CONCERNS, AND REAFFIRMING THAT OUR SCHOOLS ARE SAFE AND WELCOMING SPACES FOR ALL STUDENTS, REGARDLESS OF BACKGROUND OR IMMIGRATION STATUS.

THIS KIND OF COMMUNICATION MATTERS. IT REMINDS FAMILIES THAT THEIR CHILDREN BELONG, THAT THE RIGHT TO AN EDUCATION IS PROTECTED UNDER STATE AND FEDERAL LAWS, AND THAT THE DISTRICT HAS CLEAR PROCEDURES IN PLACE, SHOULD ANY IMMIGRATION ENFORCEMENT ACTIVITY BE ATTEMPTED ON SCHOOL GROUNDS.

I ESPECIALLY APPRECIATE THAT THE MESSAGE NOT ONLY RESTATES THE VALUES OF INCLUSION AND EQUITY, BUT ALSO PROVIDES PRACTICAL DETAILS FROM HOW STAFF SHOULD RESPOND TO WARRANTS TO POLICY PROTECTIONS UNDER FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT, FERPA, TO WHERE FAMILIES CAN FIND KNOW YOUR RIGHTS RESOURCES IN OUR REGION.

THAT TRANSPARENCY HELPS BUILD TRUST, AND IT REASSURES FAMILIES WHO MAY BE LIVING WITH FEAR OR UNCERTAINTY THAT OUR SCHOOLS WILL STAND WITH THEM.

THANK YOU FOR CONTINUING TO LEAD WITH COMPASSION AND CLARITY, AND FOR MAKING SURE THAT ALL OF OUR STUDENTS FEEL SAFE, VALUED AND SUPPORTED. THANK YOU. NEXT ON THE AGENDA IS OUR

[10. CONSENT AGENDA-7:25 pm]

TONIGHT'S CONSENT AGENDA IS 21 ITEMS. 12 OF THEM DEAL WITH PERSONNEL AND STAFF AGREEMENTS.

ONE HAS TO DO WITH THE MAKEUP OF THE INSTRUCTIONAL MATERIALS COMMITTEE.

[00:25:02]

DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S CONSENT AGENDA AS PRESENTED? MOVE TO APPROVE. SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? I'D JUST LIKE TO SAY I'M GLAD TO SEE THAT THE TENTATIVE AGREEMENT IS INCLUDED IN HERE WITH OUR MAINTENANCE. I'M GLAD THAT WE WERE ABLE TO REACH AN AGREEMENT.

I'D LIKE TO RESERVE A COMMENT JUST WHEN WE FINISH THIS AGENDA ITEM, TO MAKE A COMMENT ABOUT AFTER WE DEAL WITH THE CONSENT AGENDA.

WE'RE GOING TO DO THE DISCUSSION BEFORE WE TAKE THE VOTE ON IT.

SO ARE YOU SAYING YOU WANT TO MAKE A COMMENT AFTER? YES, IF THAT IS ALL RIGHT WITH THE CHAIR. WELL, IT'S A LITTLE BIT OUT OF PROTOCOL.

WELL, OKAY. THE COMMENT I'M GOING TO MAKE IS JUST TO SAY THAT I AM VERY HAPPY FOR THE SEIU, THAT YOU GUYS FEEL LIKE YOU GOT HEARD IN THIS.

YOU'RE NEVER GOING TO HEAR SOME. YOU KNOW, I MENTIONED THIS AT OUR LAST MEETING.

LIFELONG UNION MEMBER, YOU'RE NEVER GOING TO HEAR ME SAY ANYTHING BAD ABOUT YOU GUYS COLLECTIVELY BARGAINING AND FIGHTING FOR WHAT YOU THINK IS RIGHT.

SO I'M VERY HAPPY THAT WE GOT A AGREEMENT FOR YOU THAT YOU ALL FELT WAS FAIR AND THAT YOU FEEL HEARD.

THANK YOU. ANY OTHER COMMENTS? HEARING NONE.

ARE THERE ANY OBJECTIONS TO APPROVING TONIGHT'S CONSENT AGENDA? HEARING NONE. TONIGHT'S CONSENT AGENDA IS APPROVED AS PRESENTED.

[11. REPORTS-7:35 pm]

GOOD EVENING BOARD, DOCTOR MINER, STUDENT ADVISORS TO THE BOARD.

SO HERE TONIGHT TO SHARE WITH YOU A LITTLE BIT ABOUT THE WORK THAT WE'VE BEEN DOING OVER THE LAST TWO YEARS.

WORKING ON TAKING A LOOK AT DOING SOMETHING DIFFERENT WITH OUR HIGH SCHOOL START TIMES.

SO FOR PURPOSE FOR TONIGHT IS TO SHARE A LITTLE BIT OF THE WORK OVER THE LAST TWO YEARS.

I WANT TO ALSO SHARE SOME COMMUNITY INPUT AND SURVEY DATA, AND THEN ALSO ASK HOPEFULLY TO GET SOME DIRECTION ON NEXT STEPS TONIGHT.

SO FIRST I WANT TO TALK ABOUT WHERE WE BEGAN.

WE BEGAN MEETING IN SEPTEMBER OF 2023, AND WE STARTED WITH A COMMITTEE OF ABOUT 40 PARENTS, STAFF MEMBERS, ADMINISTRATORS AND STUDENTS ALL PARTICIPATED IN THE WORK.

AND ONE OF THE FIRST THINGS THAT WE STARTED WITH WAS ESTABLISHING WHAT OUR GUIDING PRINCIPLES FOR THIS WORK OF OUR COMMITTEE WAS GOING TO BE.

SO WE REALLY FOCUSED ON MAKING SURE THAT WE ADDRESSED EQUITY FOR STUDENTS AND STAFF AND FAMILIES, THAT WHATEVER WE DID IN CHANGING SCHOOL START TIMES ADDRESS STUDENT MENTAL HEALTH AND WELL-BEING.

WE ALSO FELT THAT WHATEVER WE DID, WE NEEDED TO MAKE SURE THAT SCHEDULES WERE DEVELOPMENTALLY APPROPRIATE.

AND THEN WE ALSO WANTED TO FOCUS ON SAFETY AND BE FISCALLY RESPONSIBLE IN THE DECISIONS THAT WE MADE.

AND ALSO, WE WANTED TO MAKE SURE THAT AN UMBRELLA OVER ALL OF THIS WAS ENSURING THAT WHATEVER WE DID ENSURED HIGH LEVELS OF STUDENT LEARNING FOR ALL OF OUR STUDENTS.

SO ONE OF THE FIRST THINGS WE DID WAS WE DUG INTO THE RESEARCH.

WHAT DOES THE RESEARCH SAY ABOUT LATER START TIMES FOR HIGH SCHOOLS? AND THERE IS AN ABUNDANCE OF RESEARCH OUT THERE THAT SUPPORTS MOVING HIGH SCHOOLS TO LATER START TIMES.

AND I CITED JUST A FEW OF THE STUDIES IN THIS PRESENTATION TONIGHT.

ONE OF THE FIRST STUDIES WAS A STUDY THAT WE ALL KNOW VERY WELL DONE IN SEATTLE IN 2018, A STUDY THAT SHOWED THAT WHEN HIGH SCHOOLS WERE MOVED BACK BY ONE HOUR, STUDENTS SLEPT AN AVERAGE OF 34 MINUTES MORE EACH NIGHT AND EARNED GRADES THAT WERE 4.5% HIGHER IN THE COURSE THEY LOOKED AT SPECIFICALLY WAS BIOLOGY COURSE.

THESE FINDINGS UNDERSCORE HOW EVEN MODEST SHIFTS IN START TIMES CAN HAVE A SIGNIFICANT IMPROVEMENT, BOTH ON STUDENT´S REST AND THEIR ACADEMIC PERFORMANCE.

ANOTHER STUDY WE LOOKED AT WAS A 2022 STUDY THAT STUDIED 18,000 STUDENTS IN MINNESOTA AND FOUND THAT DELAYING START TIMES ANYWHERE FROM 20 TO 65 MINUTES PRODUCED SMALL BUT CONSISTENT GAINS IN OVERALL GPA. AND WHILE THE CHANGE IN GRADES WAS MODEST, IT DEMONSTRATED A POSITIVE RELATIONSHIP BETWEEN LATER START TIMES AND STUDENT ACHIEVEMENT ACROSS GRADE LEVELS. WE ALSO THEN LOOKED AT A 2017 STUDY DONE ACROSS 17 STATES.

RESEARCHERS FOUND THAT HIGH SCHOOL, STARTING AT 8:30 A.M.

OR LATER, SAW IMPROVEMENTS IN BOTH ATTENDANCE AND ON TIME GRADUATION RATES.

DATA SUGGESTED THAT WHEN STUDENTS WERE MORE LIKELY TO ATTEND SCHOOL REGULARLY AND GRADUATE WHEN THEIR SCHEDULES WERE BETTER ALIGNED WITH ADOLESCENT SLEEP PATTERNS.

PERHAPS MOST STRIKING WAS A STUDY DONE IN 2014 OF 9000 STUDENTS IN EIGHT PUBLIC HIGH SCHOOLS, AND THEY FOUND WIDE RANGING BENEFITS WHEN START TIMES WERE MOVED 8:30 OR LATER.

[00:30:04]

ENGLISH, MATH, SCIENCE AND SOCIAL STUDIES, AS WELL AS ON STATE ASSESSMENTS. SCHOOLS ALSO REPORTED BETTER ATTENDANCE AND GRADUATION RATES, AND ONE COMMUNITY SAW A 70% REDUCTION IN CAR CRASHES INVOLVING TEEN DRIVERS.

SO COLLECTIVELY, THESE STUDIES PROVIDED STRONG, CONSISTENT EVIDENCE THAT LATER HIGH SCHOOL START TIMES SUPPORTED HEALTHIER, MORE ALERT AND HIGHER ACHIEVING HIGH SCHOOL STUDENTS.

WHILE OUR FOCUS WAS ON SECONDARY SCHOOL START TIMES, IT WAS ALSO IMPORTANT TO LOOK INTO LOOK AT RESEARCH INTO STARTING ELEMENTARY SCHOOLS EARLIER. THIS WAS OF CRITICAL IMPORTANCE BECAUSE ONE OF THE CONSTRAINTS THAT WE HAD TO WORK WITH WAS THE FACT THAT WE CANNOT ALTER OUR CURRENT FOUR TIER MODEL OF TRANSPORTATION. I'LL ELABORATE ON THAT IN UPCOMING SLIDES.

BUT THE IMPLICATION FOR ANY CHANGES WE PROPOSED WAS THAT SOME ELEMENTARY SCHOOLS WOULD NEED TO START LATER IN ORDER TO ACCOMMODATE EARLIER START TIMES FOR HIGH SCHOOL STUDENTS.

AND AGAIN, BOTH OF THESE STUDIES CITED SEEM TO INDICATE THAT THERE IS NOT A DELETERIOUS EFFECT ON ELEMENTARY STUDENTS IF WE WERE TO MOVE THEM TO AN EARLIER START TIME.

AND FOR THOSE OF YOU WHO LIKE THE BIBLIOGRAPHIES, I DID INCLUDE THEM IN THE POWERPOINT.

WE ALSO FELT IT WAS IMPORTANT TO TAKE A LOOK AT THE LOCAL AND REGIONAL CONTEXT OF THIS WORK.

I WENT A LITTLE TOO FAST THERE. WE FELT IT WAS IMPORTANT TO KNOW WHAT OUR SURROUNDING DISTRICTS ARE DOING.

SO THIS REFLECTS THE 2024 GRADUATION RATES OF SURROUNDING DISTRICTS AND THEIR HIGH SCHOOL START TIMES.

AND YOU CAN SEE THAT EDMONDS HAS THE EARLIEST START TIME.

NOT BY MUCH OVERALL, BUT AGAIN, YOU CAN SEE WE ALSO HAVE THE LOWEST GRADUATION RATE OF THE DISTRICTS THAT WE TOOK A LOOK AT.

SO AGAIN, WE FELT THIS WAS AN IMPORTANT PIECE OF DATA TO LOOK AT. AND THEN THE LAST THING WE DID WAS, WE TOOK A LOOK AT AN ANALYSIS OF WHAT WE WERE SEEING IN EDMONDS IN TERMS OF OUR LOCAL IMPACT.

WE WANTED TO LOOK AT LOCAL DATA TO TAKE A LOOK AT ABSENCE RATES AND GRADES IN CLASS IN OUR EARLY MORNING CLASSES.

OUR LOCAL DATA DID SHOW SOME TRENDING TOWARD HIGHER ABSENCES AND LOWER GRADES THAN GRADES AND CLASSES THAT MET IN THE MORNING.

I WOULDN'T SAY THIS IS STATISTICALLY SIGNIFICANT, BUT CERTAINLY THERE WAS SOME IMPACT FOR HIGH SCHOOL STUDENTS BASED ON OUR CURRENT START TIMES. AND THIS ALIGNS WITH NATIONAL STUDIES ON ADOLESCENT CIRCADIAN RHYTHMS. TEENAGERS EXPERIENCE NATURAL BIOLOGICAL SHIFTS, WHICH MAKE IT DIFFICULT TO FALL ASLEEP EARLY, AND EQUALLY HARD TO BE ALERT AT DAWN. IN OTHER WORDS, THE BIOLOGY IS WORKING AGAINST THEM IN OUR CURRENT BELL SCHEDULES.

SO AFTER MEETING LAST, AT THE END OF OUR WORK IN 2024 WE DID AN INITIAL SURVEY JUST TO GAUGE COMMUNITY SUPPORT. WE SURVEYED, AND OVER 7000 RESPONDENTS THAT TOOK THIS SURVEY, 88% OF THE RESPONDENTS EXPRESSED SUPPORT FOR CHANGING SCHOOL START TIMES TO LATER. THIS BROAD SUPPORT, THEN SERVED AS THE FOUNDATION FOR OUR WORK THIS LAST SCHOOL YEAR.

SO IN THE 24-25 SCHOOL YEAR, WE MET FIVE TIMES.

AND OUR WORK REALLY FOCUSED ON EVALUATING POTENTIAL CHANGES THAT WE COULD MAKE TO THE CURRENT START AND END TIME SCHEDULES.

WE REVIEWED CHANGES USING A PRO-CON APPROACH TO EACH POTENTIAL CHANGE THAT WAS PROPOSED.

WE ALSO CONSIDERED POTENTIAL IMPACTS TO STUDENT ATHLETIC AND ACTIVITY SCHEDULES AT THE SECONDARY LEVEL, IF WE MOVE SCHOOL START TIMES LATER. ULTIMATELY, WE ENDED UP WITH TWO PROPOSALS THAT WE MOVED FORWARD TO GATHER MORE FEEDBACK.

ONE OPTION HAD HIGH SCHOOL STARTING AT 8:05. THE SECOND OPTION HAD HIGH SCHOOL STARTING AT 08:45 A.M.

LAST SPRING, WE CONDUCTED A SECOND SURVEY USING THESE TWO PROPOSALS, AND WE HAD JUST OVER 3000 FAMILY MEMBERS, STAFF AND STUDENTS RESPOND TO THE SURVEYS. AND BASED ON THAT, WE DETERMINED THAT OPTION ONE, HIGH SCHOOL STARTING AT 8:05 A.M. HAD THE STRONGEST SUPPORT FROM OUR FAMILIES, STAFF AND STUDENTS.

THE SURVEY ALSO INCLUDED AN OPPORTUNITY FOR RESPONDENTS TO PROVIDE WRITTEN FEEDBACK.

AGAIN, A LITTLE TIP FOR YOU IF YOU'RE DOING SURVEYS, DON'T DO 1900 SURVEY WRITTEN RESPONSES THAT YOU HAVE TO THEN ANALYZE.

BUT THANK YOU TO CHATGPT FOR HELPING ME DO THAT.

YOU CAN SEE FROM THE SUMMARY THEMES PROVIDED THAT EVERYONE SEEMED TO AGREE THAT STARTING HIGH SCHOOLS LATER WAS THE RIGHT THING TO DO.

HOWEVER, CONVERSELY, THERE WAS WIDESPREAD OPPOSITION TO MOVING OUR ELEMENTARY SCHOOLS EARLIER.

YOU CAN ALSO SEE THAT THERE WERE CONCERNS ABOUT CHILD CARE AS WELL AS IMPACTS ON AFTERSCHOOL ACTIVITIES.

AND ALSO THERE WERE SOME CONCERNS ABOUT EQUITY IN TERMS OF HOW SCHOOLS WERE ASSIGNED TO THE DIFFERENT TIERS. THERE WAS ALSO STRONG CRITICISM FROM SURVEY RESPONDENTS THAT WE DID NOT SPECIFY WHICH SCHOOLS WOULD BE IN EACH OF THE FOUR TIERS.

WE DID NOT NAME SCHOOLS SPECIFICALLY, AND THIS WAS INTENTIONAL ON OUR PART.

WHAT WE REALLY WANTED WAS FEEDBACK ABOUT THE RECONFIGURATION MODEL, NOT WHICH SCHOOLS WERE IN WHICH TIERS, BECAUSE WE FELT THAT WOULD SKEW THE SURVEY RESULTS. HOWEVER, WE DID GET QUITE A BIT OF CRITICISM FOR THAT. SO THE LAST THING I WANT TO TOUCH ON ARE THE OPERATIONAL CONSIDERATIONS. SO AS I MENTIONED A FEW SLIDES AGO, EDMONDS USES A FOUR TIERED MODEL OF TRANSPORTATION.

[00:35:06]

WE ALSO HELD OURSELVES TO THE PRIORITY OF BEING FISCALLY RESPONSIBLE.

WE STATED FROM THE BEGINNING THAT WE COULD NOT ADDRESS THE CHANGES TO START TIMES BY HIRING MORE DRIVERS OR ADDING MORE BUSSES, AS WE DID NOT HAVE THE RESOURCES TO MAKE THOSE CHANGES. SO AS YOU CAN SEE, IF WE MOVED HIGH SCHOOLS TO A LATER TIER, THAT WOULD MEAN ELEMENTARY SCHOOLS WOULD HAVE TO MOVE INTO A TIER ONE SLOT, AND CONNECTING BACK TO THE RESEARCH AND ELEMENTARY SCHOOLS.

WE DO HAVE SOME INDICATION THAT MAKING SUCH CHANGES CAN BE CONSIDERED WHEN WEIGHING THE ACADEMIC BENEFITS FOR HIGH SCHOOL STUDENTS.

SO REALLY WHERE WE'RE AT AT THIS POINT NOW IS, WHICH BRINGS US TO TONIGHT'S PRESENTATION.

WE'RE SHARING THIS INFORMATION IN A PUBLIC MEETING AS WE WANT TO CONTINUE MAKING OUR COMMUNITY AWARE OF THIS WORK.

WE ALSO KNOW THAT IF WE DO MOVE FORWARD WITH THIS CHANGE, IT WILL REQUIRE CONTINUED WORK WITH CHILD CARE PARTNERS TO ENSURE THAT FAMILIES WHO NEED CHILD CARE AS A RESULT OF THIS CHANGE WILL HAVE THAT ACCESS. AND FINALLY, IF WE DO MAKE THIS CHANGE, THERE'S A REAL QUESTION OF WHEN TO IMPLEMENT IT.

THESE WOULD BE QUESTIONS WE WOULD WANT. WE'D NEED TO GO BACK TO OUR COMMUNITY AND GATHER FEEDBACK ON.

SO WITH THAT, I WILL STOP AND SEE WHAT QUESTIONS THE BOARD HAS.

CAN I MAKE ONE CLARIFYING POINT FIRST? AND WE DID ASK THE COMMITTEE TO CONSIDER THIS IN A COST NEUTRAL MANNER.

EVEN IF WE SAID WE'RE WILLING TO PUT A LOT MORE MONEY INTO THIS, TO BUY BUSSES TO WHATEVER, WE CAN'T GET MORE DRIVERS. AND WE HANG ON TO AND FROM TRANSPORTATION BY A THREAD.

EVERY YEAR, BEN, AFTER THE LAST DAY OF SCHOOL, SAYS.

BEN MOUNT, WHO IS OUR DIRECTOR OF TRANSPORTATION, SAYS, I'M REALLY PROUD THAT WE DIDN'T HAVE TO CANCEL ANY TO AND FROM ROUTES THIS ENTIRE YEAR. SO, YOU KNOW, KNOCK ON WHATEVER WILL WORK.

THAT'S BEEN THE CASE MY ENTIRE TIME HERE. THAT IS NOT THE CASE IN ALL DISTRICTS.

THEY CAN GET SO SHORT OF SUBS THAT IF I GO ON TO THEIR WEBSITE TO LOOK AND SEE WHAT KIND OF A POLICY THEY HAVE ON SOMETHING, THE FIRST POP UP IS BUS 342, BUS 18 AND BUS 29 ARE NOT RUNNING TODAY.

COME TO SCHOOL. AND SO WE HAVE NOT HAD TO DO THAT.

BUT THERE IS AN INCREDIBLE SHORTAGE OF BUS DRIVERS.

AND SO EVEN IF WE SAID WE'RE GOING TO BUY 100 MORE BUSSES, WE WOULD NOT BE ABLE TO GET DRIVERS TO DRIVE THEM.

I WANTED TO ADD ONE MORE THING TO ON THIS LAST SLIDE, I KIND OF WENT OVER A LITTLE TOO QUICKLY. SO WHEN WE TALK ABOUT A TIMELINE FOR IMPLEMENTATION, WE'RE LOOKING AT, DO WE IMPLEMENT IN THE 26-27 SCHOOL YEAR, SO NEXT SCHOOL YEAR? DO WE WAIT A YEAR AND DO 27-28? OR DO WE WAIT TWO YEARS AND DO IT 28-29.

AND THERE'S A REASON WHY THAT'S AN IMPORTANT DATE, BECAUSE THAT'S ALSO THE YEAR THAT WE GO TO A68 MIDDLE SCHOOL MODEL.

AND SO THERE'S SOME QUESTION ABOUT WHETHER OR NOT THAT MAKES SENSE TO DO IT ALL AT ONE TIME, SO. FIRST OF ALL, DOCTOR SCHWAB, THANK YOU SO MUCH FOR YOUR LEADERSHIP ON THIS PROJECT.

HAVING WORKED IN THE DISTRICT FOR MANY YEARS BEFORE I WAS ON THE BOARD, I REMEMBER HOW MANY TIMES THIS TOPIC HAS COME UP.

I MEAN, MANY YEARS AGO AND OVER AND OVER AGAIN, AND IT'S BEEN VERY DIFFICULT TO GET TRACTION BECAUSE IT'S SO COMPLICATED AND THERE'S SO MANY ISSUES TO TAKE INTO ACCOUNT IN TERMS OF ALL THE VARIABILITIES.

BUT YOU'VE DONE A GREAT JOB OF PUTTING TOGETHER THIS COMMITTEE AND MOVING IT CAREFULLY THROUGH AND GETTING COMMUNITY FEEDBACK.

AND JUST ON BEHALF OF THE BOARD, THANK YOU SO MUCH FOR ALL THE WORK.

BECAUSE WE KNOW THIS HAS BEEN A TOUGH LIFT AND YOU'VE DONE A GREAT JOB.

THAT BEING SAID, I'D LIKE TO INVITE QUESTIONS AND COMMENTS AND PARTICULARLY ALSO FROM OUR STUDENTS, BECAUSE THIS IS OBVIOUSLY SOMETHING EVEN THOUGH YOU WON'T BE HERE.

WELL, THE JUNIORS WOULD BE HERE NEXT YEAR, BUT MOSTLY THINKING ABOUT IT FROM THE PERSPECTIVE OF, IF YOU WERE HERE IN ANY OF THESE YEARS, HOW YOU FEEL ABOUT A CHANGE IN SCHEDULE LIKE THIS.

AND OBVIOUSLY ALSO FROM THE BOARD DIRECTORS. SO I OPEN IT UP FOR QUESTIONS, COMMENTS.

DOCTOR SCHWAB, DO WE HAVE ANY INFORMATION ABOUT MIDDLE SCHOOL, THE IMPACT ON MIDDLE SCHOOL START TIMES? SO ACTUALLY, IN THIS MODEL, IF WE WERE TO MOVE HIGH SCHOOLS TO 8:05, MIDDLE SCHOOLS WOULD MOVE TO 8:45.

SO THEY WOULD ALSO BE BENEFITING FROM A LATER START TIME AS WELL.

AND I THINK THE RESEARCH DOES SEEM TO INDICATE THAT THAT ADOLESCENT PERIOD OF AROUND 13 TO 18, WHICH MANY OF OUR MIDDLE SCHOOL STUDENTS DO FALL INTO. SO THEY WOULD ALSO BENEFIT FROM HAVING A LATER START TIME AS WELL. THIS IS MORE OF A COMMENT ABOUT THE PRESENTATION. THANK YOU FOR REALLY CLEAR PRESENTATION.

IT SEEMS REALLY CLEAR THAT THERE'S BROAD SUPPORT FOR MOVING THE HIGH SCHOOL EARLY, BUT NOBODY WANTS IT TO HAPPEN TO THEM IN TERMS OF LIKE,

[00:40:05]

BUT WE ARE STUCK WITH A FOUR TIER MODEL. I DON'T KNOW HOW WE GO ABOUT GETTING SUPPORT FOR THE FOUR TIERED MODEL THAT NOBODY REALLY LIKES, EXCEPT FOR SAYING WE HAVE TO BENEFIT THE STUDENTS BASED ON THE DATA THAT WE HAVE.

AND IF THERE'S NO MAJOR PROBLEM WITH MOVING THE ELEMENTARY STUDENTS IN TERMS OF THEIR ATTENDANCE AND HEALTH CONCERNS AND THINGS LIKE THAT, AND WE HAVE BROAD SUPPORT FOR IT, AND THE DATA SHOWS AND IT SEEMS LIKE THIS IS SOMETHING THAT WE NEED TO DO. BUT LIKE, DO WE HAVE ANY THOUGHTS ABOUT WHAT WE CAN OFFER TO THE SCHOOLS THAT DO HAVE TO EITHER GET THE EARLY SHIFT OR THE LATE SHIFT? WELL, I THINK THOSE WOULD PROBABLY BE QUESTIONS WE COULD ASK IN A FOLLOW UP SURVEY.

YOU KNOW, IF WE WERE TO MAKE THIS CHANGE, WHAT WOULD BE THE THINGS THAT WE NEED? WE KNOW, FOR EXAMPLE, THAT CHILD CARE. WE'VE BEEN WORKING WITH CHILD CARE PROVIDERS, AND THEY'VE ASSURED US THAT THEY CAN HELP US WITH THIS, SO THE FAMILIES THAT MAY NEED AFTER SCHOOL CARE.

BECAUSE NOW, IF IN THAT FIRST TIER, IT'S 7:20, THOSE SCHOOLS ARE GETTING OUT AT 1:52.

SO THAT MEANS WE'D HAVE SOME AFTER SCHOOL CARE THAT WE WOULD NEED TO PROVIDE FOR STUDENTS AND FAMILIES, IF ELEMENTARY SCHOOLS WERE IN THAT FIRST TIER.

AND I WONDER IF IT WOULD ALSO MAKE WOULD HELP TO PROVIDE FAMILIES WITH DATA FROM AREAS THAT HAVE ELEMENTARY SCHOOLS, THAT ARE KIDS, THAT ARE PICKED UP IN COMPLETE DARKNESS.

WE'VE GOT A LOT OF NEIGHBORS TO THE NORTH THAT PICK UP THEIR KIDS.

YEAH, THAT'S VERY TRUE. AND I THINK THAT SEEMS TO BE ONE OF THE BIGGEST CHALLENGES THAT PEOPLE HAVE WITH THIS, IS THAT VERY THING THAT YOU JUST MENTIONED, WHICH IS THERE'S JUST SOMETHING ABOUT HAVING LITTLE KIDS OUT, YOU KNOW, AT 6:20 IN THE MORNING TO CATCH A BUS. I TOTALLY UNDERSTAND THAT. BUT IT'S INTERESTING WHEN YOU READ THE RESEARCH AROUND ELEMENTARY START TIMES VERSUS HIGH SCHOOL START TIMES, YOU SEE IT OVER AND OVER THAT IN DISTRICTS WHERE THEY'RE HAVING TO MAKE THIS CHOICE, THE REALITY IS THAT IT'S THE BENEFIT OF HIGH SCHOOL START TIMES BEING LATER IN TERMS OF ACADEMICS AND SOCIAL EMOTIONAL SUPPORT FOR HIGH SCHOOL STUDENTS SEEMS TO OUTWEIGH THE POTENTIAL IMPACTS OF AN EARLY START TIME FOR MIDDLE SCHOOL FOR THOSE LITTLE KIDS. THANK YOU. THE ANSWER TO THIS MAY BE ALL OF THE ABOVE.

AND IT JUST OCCURRED TO ME BUT, WHEN YOU SAY WORK WITH CHILD CARE PROVIDERS, CAN YOU GIVE SOME EXAMPLES? LIKE, ARE WE TALKING TO BOYS AND GIRLS CLUB? ARE WE TALKING.

RIGHT AT SCHOOL. WHY? I MEAN, ALL OF OUR CHILD.

SO THERE'S A MONTHLY MEETING OF OUR CHILD CARE PROVIDERS. AND I'VE BEEN TO THOSE MEETINGS AND TALKED WITH THEM ABOUT, YOU KNOW, THIS POTENTIAL CHANGE COMING. AND, YOU KNOW, THEY'RE MORE THAN WILLING TO WORK WITH US ON THIS. SO ALL OF OUR PROVIDERS THAT COME TO THOSE MEETINGS ARE THERE HAVE BEEN AT THE TABLE. I WANTED TO ASK IF SO, WITH THE FOUR TIER SYSTEM, BY MOVING A HIGH SCHOOL START TIMES LATER, IT MOVES ALL THE SCHOOLS LATER.

NOW I WANT TO KNOW WHY WOULD THAT OR HOW WOULD THAT CHANGE THE NEED FOR BUS DRIVERS? BECAUSE THE HOURS ARE JUST SHIFTING LATER. AND IT'S NOT THAT WE ARE SETTING DIFFERENT TIMES COMPLETELY FOR EACH SCHOOL TIER.

SORRY ABOUT THAT. THE TIERS WOULD REMAIN THE SAME.

SO WE'D HAVE THE TIER ONE WHICH WOULD START AT 7:20.

THE TIER TWO WOULD START AT 8:05. WE WOULD JUST BE MOVING THE SCHOOLS AROUND AND WITHIN THOSE TIERS. SO THE TIMES WOULD NOT CHANGE.

WHAT WOULD CHANGE IS WHICH SCHOOLS WOULD BE IN WHICH TIERS.

I JUST WANTED TO MAKE LIKE, I GUESS A COMMENT ON THIS.

BEFORE I ATTENDED EDMONDS HEIGHTS AS A KID, I ATTENDED WESTGATE ELEMENTARY SCHOOL, AND I COME FROM A SINGLE PARENT HOUSEHOLD, AND IT WAS ACTUALLY REALLY HARD FOR ME TO GET TO SCHOOL LATER THAN WHEN MY PARENTS WENT TO WORK IN THE MORNING.

AND I'D OFTEN HAVE TO HAVE, LIKE CHILD CARE BEFORE SCHOOL AND THEN LIKE, BACK THEN THEY FACILITATED IT AT MY ELEMENTARY SCHOOL.

I DON'T KNOW WHAT THEY DO NOW. BUT IT HONESTLY WOULD HAVE BEEN BETTER FOR ME AT THAT TIME TO HAVE MY START TIME BE EARLIER SO THAT I WOULDN'T HAVE TO HAVE CHILDCARE AND CHILD SUPPORT IN THE MORNING. SO THAT'S A THOUGHT ON THAT.

AND ALSO, HIGH SCHOOL ACTIVITIES TEND TO GO LATER THAN ELEMENTARY SCHOOL ACTIVITIES.

AND LIKE FOR ME, I'LL BE IN THEATER SOMETIMES TILL 10 P.M.

ON ANY GIVEN DAY DURING TECH WEEK. AND SO BEING UP EARLY IN THE MORNING IS NOT NECESSARILY ALWAYS A PROBLEM FOR ME BECAUSE OF THE SCHOOL THAT I GO TO, EDMONDS HEIGHTS IS KIND OF. WE HAVE A LITTLE BIT LIKE MALLEABLE SCHEDULES.

BUT STILL, WAKING UP IN THE MORNING IS CONSIDERABLY HARDER FOR ME THAN IT WAS IN ELEMENTARY SCHOOL.

YEAH, THERE WAS CERTAINLY A BREAK EVEN BETWEEN 8:05 AND 8:45 WHEN WE LOOK AT HIGH SCHOOLS AND THE 8:45 SEEMED TO BE TOO LATE FOR HIGH SCHOOLS TO START,

[00:45:03]

THEY DON'T HAVE AS MUCH HOMEWORK COMPARED TO HIGH SCHOOL STUDENTS WHO TEND TO STAY UP REALLY LATE DOING IT.

I DO THINK THAT A LATER BEDTIME WILL BENEFIT THESE HIGH SCHOOL STUDENTS, BECAUSE WE NEED MORE SLEEP TO FUNCTION THROUGHOUT THE DAY.

I HAVE A QUESTION ABOUT THE TIERS, THE TIMES.

SO FROM TIER 1 TO TIER 2 IS 45 MINUTE DIFFERENCE AND 2 TO 3 AND 3 TO 4, 40 MINUTE DIFFERENCES.

SO DOES THAT HAVE SOMETHING TO DO WITH WHERE THE HIGH SCHOOL IS IN THE TIERS, OR.

IT JUST HAS TO DO WITH THE NUMBER OF RUNS WITHIN EACH TIER.

AND AGAIN, WE'VE SQUEEZED IT ABOUT AS TIGHTLY AS WE CAN.

AND I THINK IF YOU TALK TO BEN MOUNT, OUR TRANSPORTATION DIRECTOR, HE WOULD TELL YOU THAT WE'RE SHAVING IT PRETTY THINLY, EVEN AT 40 MINUTES TO TRY TO MAKE IT BETWEEN TIERS, SO.

AND THE TIER ONE ENDING AT 1:52. THAT'S BECAUSE IT'S HIGH SCHOOL? SO IT WOULD END AT 1:52, IF IT WAS ELEMENTARY.

IT'D STILL BE 1:52. BECAUSE THEN IT'S LONGER THAN.

YEAH. I'D HAVE TO ACTUALLY I HAVE TO THINK ABOUT THAT, BECAUSE I THINK PART OF THE REASON WHY WE DO 1:52 FOR HIGH SCHOOLS HAD TO DO MORE WITH CTE MINUTES. I'D HAVE TO TAKE A LOOK AT THAT.

NOT NEED TO DO THAT. IF WE HAD THE, IF WE I MEAN, I GUESS WHAT I'M WONDERING IS, LIKE 7:30 SOUNDS SO MUCH BETTER THAN 7:20.

LIKE, I DON'T KNOW IF THERE'S ANY WAY TO GET US TO THAT.

I THINK OUR TRANSPORTATION DIRECTOR WOULD PROBABLY MIGHT HAVE AN ANEURYSM IF WE SUGGESTED THAT, SO. I'VE ASKED THE SAME QUESTION, BECAUSE I DO THINK THERE'S A PSYCHOLOGICAL.

AND, LET´S JUST SAY THE REALITY IS WE'D RUN LATE ALL THE TIME.

IT WOULD BE TOO TIGHT. WE WOULD HAVE TO BUMP EVERYTHING BACK.

AND THEN YOU'RE GETTING SO LATE IN THE AFTERNOON TO START PEOPLE AFTER 9:30.

THERE'S ALSO A PSYCHOLOGICAL BARRIER TO THAT AS WELL.

OKAY. SORRY. I JUST WANT TO GIVE A COMMENT FOR MY OWN PERSONAL EXPERIENCE.

I WALK TO SCHOOL EVERY DAY. I DON'T TAKE THE BUS.

AND SINCE WINTER IS COMING SOON, IT'S BEEN REALLY DARK WHEN I START WALKING AND IT'S ALSO REALLY COLD.

SO I THINK THAT MOVING THE TIME WOULD REALLY BENEFIT A LOT OF PEOPLE.

GREG, THANK YOU SO MUCH FOR THIS PRESENTATION AND FOR TAKING THE TIME IN STUDY SESSIONS TO GO INTO DEEP DIVE WITH US ON THIS TOO.

I KNOW FROM EXPERIENCE HOW MUCH WORK HAS GONE INTO THIS TO MAKE SURE THAT WE'VE GOT COMMUNITY INPUT AND THINKING ABOUT ALL THOSE THINGS THAT WE MAY HAVE NOT LOOKED AT SOME OF OUR OTHER STUDIES, YOU KNOW, THROUGHOUT THE YEARS.

SO I'M NOW INTERESTED IN YOUR THOUGHTS OR JUST WALKING US THROUGH THE IMPLICATIONS OF TIMELINES.

YOU KNOW, WE WERE TALKING ABOUT 26-27, 27-28, 28-29.

MAYBE IF YOU JUST GIVE US A LITTLE SKETCH OUT ON SOME OF THE THOUGHTS ON THAT.

YEAH. SO I THINK THAT TO DO THE 26-27 SCHOOL YEAR, WE'D HAVE TO PROBABLY MAKE A DECISION PRETTY QUICKLY TO GO FORWARD WITH THAT.

BUT I ALSO THINK THAT FEELS LIKE, I MEAN, WE COULD DO IT.

I THINK A LOT OF THE GROUNDWORK HAS BEEN DONE AS FAR AS WORKING WITH CHILD CARE PARTNERS AND THOSE KINDS OF THINGS, WHICH WOULD BE THE THINGS WE NEED TO HAVE IN PLACE. YOU KNOW, I THINK 27-28 BUYS US A YEAR.

AND THEN 28-29 OBVIOUSLY IS THE ONE THAT IT'S LIKE, WELL, WE'RE DOING SIX EIGHT MIDDLE SCHOOL AT THAT POINT.

WE'RE REBOUNDING. THAT'S ALL GOING TO HAPPEN AS WELL AS PART OF THIS.

SO IT SEEMS, YOU KNOW, THERE'S CERTAINLY SOME MERIT TO HOLDING UNTIL 28-29.

BUT AGAIN, FROM MY LENS, I'D BE CURIOUS TO ASK THE COMMUNITY WHAT, YOU KNOW, IF THIS IS THE MODEL WE'RE GOING TO GO WITH, IF WE'RE CONVINCED THAT, YES, WE ARE GOING TO CHANGE START TIMES. YOU KNOW, GIVE US SOME FEEDBACK ON KIND OF HOW YOU WANT US TO TIME THE DECISION.

SO I REALIZED THAT WE HAVE ALREADY ASKED THE COMMUNITY FOR A LOT OF SURVEYS, BUT THIS IS REALLY IMPORTANT.

SO I REALLY THINK IT'S IMPORTANT TO DO ANOTHER SURVEY ON THE TIMELINE AS TO HOW OUR COMMUNITY AND HOW OUR STUDENTS FEEL AND STAFF FEEL ABOUT ANY OF THESE THREE YEARS.

I KNOW IT'S LIKE, OH, ANOTHER SURVEY ABOUT THIS.

[00:50:04]

AND I HAD ONE QUESTION. I RECALL IN ONE OF OUR STUDY SESSIONS ABOUT THIS, THE DISCUSSION OF FOR THE ELEMENTARIES THAT HAVE TO GO VERY EARLY, THE POSSIBLE CYCLING ACROSS YEARS OF, OKAY, YOU'VE DONE IT FOR THREE YEARS.

NOW WE GIVE YOU A BREAK AND, WHERE IS THE THINKING ON THAT NOW? WE DID ASK THAT QUESTION TWICE IN BOTH SURVEYS.

AND IT WAS BASICALLY LIKE 50-50. THERE WASN'T A REALLY STRONG SUPPORT EITHER WAY FOR CREATING A ROTATION OF START TIMES.

THE STRONGEST SUPPORT LEAVE IT AS IT WAS. WE ASKED, DO WE WANT TO ROTATE EVERY FIVE YEARS? EVERY SEVEN YEARS? EVERY TEN YEARS? AND THERE JUST WASN'T A REALLY STRONG SENTIMENT ONE WAY OR THE OTHER, TO MAKE THAT. TO CREATE A ROTATION OF START TIMES.

IT WAS VERY COMPLICATED TO DO THAT AS WELL, TO THROW THAT INTO THE MIX AS WELL, TO THINK ABOUT, YOU KNOW, EVERY FIVE YEARS, WE'RE NOW GOING TO MOVE SCHOOLS AROUND.

WE'RE GOING TO HAVE TO REDO BUS ROUTES AND ALL THOSE THINGS. SO I THINK GENERALLY SPEAKING, PEOPLE WEREN'T OVERWHELMINGLY SUPPORTIVE OF ANY KIND OF ROTATION OF START TIMES.

YEAH. IT SEEMS LIKE IF THERE WASN'T A CLEAR PREFERENCE, IT'S EASIER TO JUST LET IT BE.

YEAH. BECAUSE ONCE A SCHOOL GETS USED TO IT, THEY GET USED TO IT.

EXACTLY. SO GIVEN THE LACK OF THAT. BUT ANYWAY, SO WE WOULD ENCOURAGE YOU TO GO AHEAD AND DO ANOTHER SURVEY.

JUST ONE LAST THOUGHT THAT, WITH ANY SURVEY ABOUT THIS, PARENTS ARE AUTOMATICALLY THINKING, WELL, IS IT GOING TO BE MY SCHOOL? MAYBE JUST HAVING A REALLY CLEAR MESSAGE ABOUT HOW THAT CHOICE WILL BE MADE ABOUT THE PROCESS. AND JUST SO WE CAN BE AS TRANSPARENT AS POSSIBLE THAT THERE'S NO DEALING BEHIND THE DOORS OR ANYTHING LIKE THAT.

YEAH. AGREED. I ACTUALLY HAVE ONE MORE QUESTION.

DO WE HAVE, LIKE A STATISTIC ON HOW MANY STUDENTS ARE TAKING THE BUS BY LIKE ELEMENTARY SCHOOL VERSUS HIGH SCHOOL STUDENTS? BECAUSE WHEN TALKING ABOUT THE IMPACTS OF STUDENTS BEING OUT IN THE COLD OR BEING OUT IN THE DARK, DO WE HAVE LIKE A NUMBER FOR HOW MANY ELEMENTARY STUDENTS ARE TAKING THE BUS VERSUS HIGH SCHOOL STUDENTS? WE DO. I DON'T HAVE THAT NUMBER IN FRONT OF ME TODAY, UNFORTUNATELY, BUT I CAN CERTAINLY GET YOU THAT DATA.

THANK YOU. OKAY. DO YOU REMEMBER IF IT'S LIKE, A HIGHER PERCENTAGE OF ONE OR THE OTHER? I DON'T REMEMBER THAT. I MEAN, I WOULD IMAGINE HIGH SCHOOLERS, ONCE THEY LEARN HOW TO DRIVE, FEWER OF THEM ARE TAKING THE BUS. TRUE. BUT THEY'RE STILL OUT THERE ON THE STREETS AT A CERTAIN TIME WITHOUT SUNLIGHT OR WITH SUNLIGHT, WHICH, ANYWAY. GOOD QUESTION. ANY OTHER QUESTIONS OR COMMENTS? SO WHAT I'M HEARING THEN, JUST TO SUMMARIZE, IS THAT WE'LL ROLL SOMETHING OUT TO OUR COMMUNITY, KIND OF ADDRESSING DIRECTOR CRAMER'S QUESTION ABOUT WHAT ARE THE RELATIVE MERITS OF, YOU KNOW, EACH OF THE THREE YEARS. I DO THINK IT'S IMPORTANT FOR PEOPLE TO UNDERSTAND, NOT THAT I'M SKEWING US ONE WAY OR THE OTHER, BUT THERE WILL BE A LOT OF CHANGES IN 28-29. AND SO YOUR CHILD MAY BE GOING FROM AN ELEMENTARY MODEL TO A MIDDLE MODEL.

YOU COULD HAVE TWO PRETTY BIG CHANGES. AND NOW YOUR CHILD IS GETTING OLDER AT THAT TIME, WHO THEY'RE GOING FROM FIFTH TO SIXTH, MAYBE CHILDCARE IS NOT QUITE AS HEAVILY ON YOUR MIND AS WHEN THEY'RE FIVE, BUT I THINK PEOPLE NEED TO KNOW WHAT'S ROLLING OUT OVER THOSE THREE YEARS AS WELL, BECAUSE THAT WOULD FACTOR INTO THEIR THINKING, I WOULD THINK. SO WE CAN GET THAT OUT IN THE NEXT AND THEN COME BACK TO YOU WITH THAT INFORMATION. ALL RIGHT. GREAT. THANK YOU VERY MUCH.

THANK YOU AGAIN. NEXT WE HAVE ONE MORE REPORT.

ONE MORE REPORT THIS EVENING, THE SMARTER BALANCED ASSESSMENT, SBA RESULTS.

AND I WOULD LIKE TO WELCOME FORWARD ALISON SHAWVER AND JASON AILLAUD.

SORRY I'M HAVING A LITTLE BRAIN LAPSE HERE TO SHARE THAT INFORMATION.

I THINK THAT ALISON IS MOSTLY GOING TO TAKE IT AWAY FOR US TONIGHT.

THANK YOU. OH, I PRESSED THE BUTTON. GOT IT. OKAY.

GOOD EVENING, SUPERINTENDENT, BOARD OF DIRECTORS AND STUDENT ADVISORS.

SO I'M HERE TONIGHT TO SPEAK WITH YOU ABOUT THE RESULTS OF THE SMARTER BALANCED ASSESSMENT IN WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE RESULTS FROM SPRING 2025. SO TONIGHT I'M GOING TO GIVE YOU AN OVERVIEW.

SO I ASSURE YOU THAT OUR SCHOOLS AND OUR CLASSROOMS, OUR TEACHERS ARE LOOKING VERY CAREFULLY AT THIS DATA AT THE SCHOOL LEVEL, AT THE TEACHER LEVEL, AT THE STUDENT LEVEL. BUT TONIGHT WE'RE JUST GOING TO PROVIDE YOU WITH AN OVERVIEW OF THE DISTRICT RESULTS.

SO THE SMARTER BALANCED ASSESSMENT IS ONE MEASURE OF PROGRESS.

IT IS AN ASSESSMENT IN BOTH ENGLISH, LANGUAGE ARTS AND MATH.

[00:55:02]

IT IS REQUIRED BY FEDERAL AND STATE LAW. AND SO WE TEST STUDENTS IN GRADES THREE THROUGH EIGHT AND IN GRADE TEN.

IT'S ALSO IMPORTANT TO SHARE THAT AT GRADE TEN, THERE'S A MINIMUM SCORE THAT CAN HELP A STUDENT TO REACH THEIR GRADUATION PATHWAY REQUIREMENT IN BOTH ELA AND MATH, WHICH IS A REQUIREMENT FOR GRADUATION.

THE WASHINGTON COMPREHENSIVE ASSESSMENT OF SCIENCE ALSO MEASURES A LEVEL OF PROFICIENCY ON STANDARDS LIKE ELA AND MATH, BUT IT'S IN SCIENCE. IT IS ALSO REQUIRED FOR FEDERAL AND STATE ACCOUNTABILITY.

IT FULFILLS THE ESSA REQUIREMENT, AND THAT REQUIRES US TO TEST IN ELEMENTARY, MIDDLE, AND HIGH SCHOOL ONCE EACH OF THOSE GROUPINGS.

AND SO WE ADMINISTER IT TO FIFTH, EIGHTH AND 11TH GRADE STUDENTS EACH YEAR.

SO ONE THING I WANTED TO SHARE TO START TODAY IS THAT THERE IS NEW OSPI LANGUAGE THAT THEY'RE USING.

YOU MAY RECALL IN THE PAST THERE WAS SOME LANGUAGE, WELL BELOW, BELOW, AT, AND ABOVE.

NOW THEY'RE STARTING TO USE DIFFERENT LANGUAGE RELATED TO GRADE LEVEL KNOWLEDGE.

SO LEVEL ONE IS BELOW GRADE LEVEL KNOWLEDGE. LEVEL TWO IS FOUNDATIONAL GRADE LEVEL KNOWLEDGE.

LEVEL THREE IS CONSISTENT GRADE LEVEL KNOWLEDGE, AND LEVEL FOUR IS ADVANCED GRADE LEVEL KNOWLEDGE.

IT'S STILL THE SAME METRIC. WE'RE STILL LOOKING FOR THAT GOAL OF REACHING LEVELS THREE AND FOUR.

IT'S JUST A DIFFERENT LANGUAGE THAT'S BEING USED NOW.

AND YOU'LL SEE IN SOME OF THE REPORTS AND CHARTS AND INFORMATION I'LL SHARE TODAY THAT WE ARE REFERRING TO REACHING THAT LEVEL 3 OR 4 AS BEING ON TRACK FOR COLLEGE LEVEL LEARNING WITHOUT NEEDING REMEDIAL COURSES.

SO THAT USED TO BE OUR MEETING STANDARD. SO ONE OF THE MOST IMPORTANT THINGS TO CONSIDER IS OUR OVERALL PARTICIPATION.

I THINK YOU MAY ALREADY KNOW THAT OUR PARTICIPATION REALLY PLAYS INTO OUR OVERALL SCORES, BECAUSE EACH STUDENT WHO IS EXPECTED TO TEST WHO DOES NOT IS COUNTED AS NOT MEETING THAT GRADE LEVEL STANDARD, OR NOT MEETING THAT BEING ON TRACK FOR COLLEGE LEVEL LEARNING.

SO YOU'LL SEE HERE IT'S GREAT NEWS THAT WE INCREASED OUR PARTICIPATION THIS YEAR.

WE ARE GETTING REALLY CLOSE TO THE WASHINGTON STATE LEVELS.

WE ARE AT 95%. WE WENT UP BY 3% IN EVERY AREA.

AND IN FACT WE'VE SURPASSED OUR PARTICIPATION LEVELS IN SCIENCE.

SO WE ARE DOING BETTER AS COMPARED TO PREVIOUSLY.

TONIGHT WE'LL REFER TO OUR KPIS THAT THE BOARD HAS DEFINED.

AND SO WE HAVE THREE KPIS THAT ARE RELEVANT TO OUR STUDENTS PERFORMANCE ON THESE ASSESSMENTS.

SO WE LOOK AT THE PERCENTAGE OF STUDENTS IN GRADES K-8 WHO ARE AT OR ABOVE GRADE LEVEL IN READING AND MATH.

AND THEN WE ALSO HAVE A KPI CALLING OUT THE PERCENTAGE OF STUDENTS IN GRADE TEN WHO ARE AT OR ABOVE GRADE LEVEL IN MATH.

SO I DID WANT TO NOTE THAT THE SBA AND WCAS IS NOT ADMINISTERED TO STUDENTS IN GRADES K-2, AND WE DO USE OTHER MEASURES. SO WE DO ASSESS THE PERFORMANCE OF THOSE STUDENTS, BUT THEY WILL NOT BE INCLUDED IN TONIGHT'S PRESENTATION BECAUSE WE DON'T TEST AT THOSE GRADE LEVELS. SO FIRST WE'LL LOOK OVERALL AT THE GRADE LEVEL.

SO HERE IS THE PERCENTAGE OF STUDENTS WHO ARE ON TRACK.

SO THAT'S MEETING EVERY G LEVELS 3 OR 4 IN THE SPRING ELA.

YOU CAN SEE BY GRADE LEVEL HERE. AND THIS IS A SIMILAR GRAPH, BUT IT'S A CHART OF THE MATH PERCENTAGES BY GRADE LEVEL.

SO LOOKING AT OUR TREND I THINK IS IMPORTANT TO CONSIDER.

RIGHT. SO WE HAVE DATA THAT'S A COMPARISON HERE OF ALL EDMONDS STUDENTS TO ALL OF WASHINGTON STATE STUDENTS.

RIGHT. WE WANT TO COMPARE TO ALL THE STUDENTS IN WASHINGTON STATE.

SO I THINK THERE'S A COUPLE THINGS TO NOTE. WE PERFORMED 4% HIGHER IN ELA THAN THE WASHINGTON STATE.

AND LOOKING AT THE TREND, IT IS IMPORTANT TO NOTE THAT OUR PERFORMANCE LEVELS ARE REMAINING BELOW PRE-COVID LEVELS.

BUT THAT IS A TREND THAT IS OCCURRING ACROSS OUR STATE AND OTHER STATES IN THIS COUNTRY.

I MEAN, YEAH. SO THIS IS OUR COMPARISON FOR MATH.

AGAIN, WE PERFORMED 3%. WE PERFORMED HIGHER. IN THIS CASE, IT WAS 3% HIGHER THAN WASHINGTON STATE.

SIMILAR TREND. FOR WCAS, WE, AGAIN, PERFORMED HIGHER THAN WASHINGTON STATE BY 4%, AND OUR PERFORMANCE LEVEL NOW ACTUALLY EXCEEDS PRE-COVID LEVELS.

SO WE REACHED 47% THIS YEAR. BACK PRIOR TO COVID, IT WAS AROUND 44% IN THOSE TWO PRIOR YEARS.

SO ANOTHER THING WE WANTED TO LOOK AT WAS NOT JUST THE TREND, BUT HOW, YOU KNOW, IN THE PAST TWO YEARS,

[01:00:04]

SO YOU HAVE 2024 PERFORMANCE LEVELS IN ELA 2025 FOR WASHINGTON STATE.

AND THEN THERE'S A DIFFERENCE THERE. SO, FOR EXAMPLE, FIFTH GRADE STUDENTS IN WASHINGTON STATE IMPROVED BY ONE PERCENTAGE POINT BETWEEN LAST YEAR, SPRING 2024 AND 2025. SO OUR DATA IS IN THE GREEN COLUMNS.

AND SO REALLY WHAT I WAS LOOKING AT AND I WOULD HIGHLIGHT WOULD BE THE DIFFERENCES THERE.

SO YOU CAN SEE THAT FOR EXAMPLE WE SAW SOME SIGNIFICANT INCREASES IN GRADES EIGHT AND TEN.

SO BETWEEN 2024 AND 2025, IN OUR GRADE EIGHT STUDENTS INCREASED BY 7%.

AND OUR 10TH GRADE STUDENTS INCREASED BY 5%. SO THAT IS AS COMPARED TO WASHINGTON STATE, THAT THEY HAD A 2% FOR GRADE EIGHT AND A -1% FOR GRADE TEN. SO IT'S A GOOD PLACE TO KIND OF COMPARE HOW WE'RE MAKING IMPROVEMENTS.

THIS IS THE SAME CHART FOR THE SBA MATH. AGAIN, WE DO SEE A SIGNIFICANT INCREASE IN GRADE EIGHT 7% THERE.

YOU CAN TAKE A LOOK AT THE DIFFERENT CHANGES.

ANOTHER THING THAT IS ALWAYS IMPORTANT TO TAKE A LOOK AT IS HOW WE PERFORM IN COMPARISON TO DISTRICTS THAT ARE COMPARABLE.

THERE ARE MANY, MANY DISTRICTS IN WASHINGTON STATE.

WE CAN'T COMPARE TO ALL OF THEM. SO WE NEED TO MAKE SOME CHOICES ABOUT WHICH ARE THE APPROPRIATE DISTRICTS TO SELECT.

SO SOME OF THE METRICS THAT WE USE IS, YOU KNOW, PROXIMITY.

OUR STUDENTS ARE MOVING IN AND OUT OF SHORELINE, EVERETT NORTH SHORE.

WE WOULD HAVE SOME COMMONALITY WITH THOSE GROUPS.

AND ALSO WE WOULD WANT TO LOOK AT COMPARABLE DEMOGRAPHICS.

THE PERCENTAGE THAT IS NEXT TO THE NAME OF THE DISTRICT, IS THE PERCENTAGE OF STUDENTS WHO ARE ELIGIBLE FOR FREE AND REDUCED MEALS, AND THAT DETERMINES THE ORDER. SO YOU'LL NOTICE FROM LEFT TO RIGHT IT'S THE LOWEST PERCENTAGE INCREASING.

WE ALSO HAVE A BAR THAT IS STRIPED BAR WHICH IS WASHINGTON STATE.

AND SO WE PERFORMED ABOVE SIX OF THESE COMPARABLE DISTRICTS AND BELOW FOUR ON THE SBA, ELA.

WE HAVE A SIMILAR GRAPH FOR THE SBA MATH AND ALSO A SIMILAR TREND PERFORMING ABOVE SIX DISTRICTS AND BELOW 4.

THESE ARE THE SAME DISTRICTS AS ARE ON THE PREVIOUS CHART.

AND THE LAST GRAPH IS THE WCAS. SO THE SCIENCE ASSESSMENT AS A COMPARISON.

AND WE WERE. I THINK ACTUALLY THIS IS OUTDATED.

IT SHOULD BE SIX AND FOUR. I HAD MADE A MISTAKE ON THE FIRST DRAFT.

SO THE TREND IS THE SAME FOR THE THREE. SO I WILL NOTE THAT IF YOU'RE INTERESTED IN ANY OTHER DATA, ALL OF THE DATA IS PUBLICLY AVAILABLE ON THE OSPI REPORT CARD, AND ANY MEMBER OF THE PUBLIC CAN SEARCH FOR ANY DISTRICT THAT THEY'RE INTERESTED IN LOOKING AT IN COMPARISON TO OURS. OUR DATA IS THERE TOO.

SO ANOTHER IMPORTANT THING TO CONSIDER IS DISPROPORTIONALITY.

SO HOW ARE OUR DIFFERENT STUDENT GROUPS PERFORMING TO IN COMPARISON TO ALL OF OUR STUDENTS? SO I'M GOING TO SHOW YOU A SERIES OF GRAPHS JUST TO GIVE YOU A FEW MINUTES TO TAKE A LOOK AT THEM.

BUT OF COURSE YOU CAN LOOK MORE CAREFULLY LATER ON AS WELL.

SO THE BLUE BAR IS ALL STUDENTS IN THE EDMONDS SCHOOL DISTRICT, AND THE FIRST SET OF GRAPHS WILL BE COMPARISON BY RACE AND ETHNICITY.

SO YOU CAN SEE THE LINE GRAPHS REPRESENT DIFFERENT FEDERAL AND RACE ETHNICITY GROUPS.

AND YOU CAN SEE THAT PROPORTIONALITY IN COMPARISON TO THE BLUE BAR STILL CONTINUES TO PERSIST.

DEFINITELY AN AREA OF, YOU KNOW, FOCUS FOR US.

SO WE HAVE SOME GROUPS PERFORMING ABOVE THE BLUE BAR SIMILAR LINE WITH THE SBA MATH, AND SOME GROUPS ARE PERFORMING BELOW THAT BAR.

SO THAT'S KIND OF WHAT WE'RE LOOKING AT IN COMPARISON TO THE BAR.

AND THE FINAL GRAPH WE HAVE THE SCIENCE, SIMILAR PATTERNING.

WE ALSO LOOK AT COMPARISONS BY PROGRAM. SO STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES, MULTILINGUAL LEARNER SERVICES, ELIGIBLE FOR FREE AND REDUCED MEALS, OR EXPERIENCING HOMELESSNESS.

AND YOU WANT TO COMPARE AGAIN THE LINE GRAPH TO THE BAR.

AND WE CAN SEE THAT THERE IS DISPROPORTIONALITY THAT'S STILL PERSISTING WHEN WE LOOK AT THE SBA,

[01:05:07]

AND THE SCIENCE.

AND THE LAST COMPARISON GROUPS, WE HAVE IT DISAGGREGATED BY GENDER HERE.

SO IF YOU LOOK AT THAT BLUE BARS COMPARED TO THE LINE GRAPH, YOU SEE THAT THE MALE AND FEMALE PERCENTAGES ARE CLOSE TO THAT OF THE DISTRICT ON THE BAR.

THERE'S MORE VARIATION IN THE GROUP OF NINE NON BINARY STUDENTS, IN PART BECAUSE THAT IS A FAIRLY SMALL GROUP.

AND SO WHEN YOU HAVE A SMALL GROUP, WHEN YOU'RE LOOKING AT PERCENTAGES, YOU'RE GETTING MORE VARIATION AS OPPOSED TO LOOKING AT, YOU KNOW, 4000 VERSUS, YOU KNOW, 50 OR 100 STUDENTS, YOU GET A LOT MORE VARIATION FROM YEAR TO YEAR.

SO THIS IS THE MATH. AND AGAIN YOU KIND OF SEE THAT VARIATION THERE.

YOU HAVE LOWER NUMBERS. AND THEN AN INCREASE IN 2025.

AND THEN AGAIN SOME MORE VARIATION, BUT ALSO A SIMILAR TREND WITH MALE AND FEMALE STUDENTS BEING SIMILAR TO THE OVERALL POPULATION. OKAY. SO THE LAST THING TO LOOK AT HERE IS TESTED VERSUS ALL STUDENTS. SO ONE OF THE REASONS WHY WE WANT TO LOOK AT THAT IS BECAUSE OUR OVERALL PERCENTAGES TAKE INTO ACCOUNT PARTICIPATION.

AND LIKE I SAID, THE FOUR STUDENTS WHO DO NOT TEST AND SHOULD HAVE BEEN TESTED OR EXPECTED TO TEST BY THE OSPI, THEY ARE COUNTED AS NOT ON TRACK FOR COLLEGE LEVEL LEARNING.

SO IF WE LOOK ONLY AT THE STUDENTS WHO SAT DOWN AND TOOK A TEST IN SBA ELA, 57% OF OUR STUDENTS ACHIEVED A LEVEL 3 OR 4. AND IF WE LOOK AT THE PERCENTAGE WITH PARTICIPATION INCLUDE IT'S 55%.

AND SO THIS IS A SIMILAR TREND I THINK YOU'LL SEE OVER THE NEXT COUPLE OF SLIDES.

THE GAP BETWEEN OUR PERCENTAGES IS ABOUT 2%, WHICH IS VERY SIMILAR TO WASHINGTON STATE AS WELL.

THEY HAVE A 2% GAP BETWEEN TESTED AND ALL STUDENTS.

THE GAP IS THE SAME FOR SBA MATH AS WELL.

AND THEN FOR WCAS, IN PART BECAUSE THE PARTICIPATION RATES ARE TEND TO BE LOWER FOR SCIENCE JUST BECAUSE IT'S NOT A GRADUATION REQUIREMENT.

AND SO THERE MAY BE LOWER LEVELS OF PARTICIPATION THERE.

SO OUR GAP IS 7%. IN WASHINGTON STATE, THEIR GAP IS ABOUT 6%.

BUT FOR EDMONDS STUDENTS, ANY STUDENT WHO SAT DOWN TO TAKE THE TEST, 54% ACHIEVED THAT LEVEL 3 OR 4 IN SCIENCE.

SO JUST TO WRAP UP, THERE ARE SOME CONSIDERATIONS, THINGS WE'RE THINKING ABOUT FOR NEXT STEPS.

CERTAINLY WE WANT TO SUSTAIN AND BUILD UPON THAT PARTICIPATION RATE.

WE'RE HAPPY THAT THAT'S BEEN INCREASING OVER THE YEARS, AND WE'RE STARTING TO REACH THAT WASHINGTON STATE LEVEL AND WANT TO CONTINUE THAT.

WE'RE GOING TO CONTINUE TO PROMOTE THE USE OF INTERIM ASSESSMENTS.

SO, IAB, THERE ARE SOME SMALL MODULES THAT TEACHERS CAN USE AND ADMINISTER TO STUDENTS IN CLASSROOMS TO GIVE THEM THE EXPERIENCE OF THE SBA ASSESSMENT, TO ALSO ALIGN THEIR TEACHING TO STANDARDS.

AND SO THAT'S SOMETHING WE'RE GOING TO CONTINUE. OF COURSE, WE WANT TO STRENGTHEN CORE READING AND MATH INSTRUCTION.

WE WANT TO CONTINUE TO USE PERFORMANCE DATA AS A KEY INDICATOR.

SO WE CERTAINLY WANT TO MAKE THIS CENTRAL AND MAKE SURE WE'RE ALIGNED ACROSS THE DISTRICT WITH WHAT METRICS WE'RE LOOKING AT.

AND CERTAINLY DEVELOP SOME PROGRESS MONITORING CHECKPOINTS WITH OUR DISTRICT ASSESSMENT TOOLS TO MAKE SURE THAT WE HAVE ALIGNMENT ACROSS SCHOOLS AND LEVELS.

AND THEN WE CERTAINLY WANT TO CONTINUE TO ADDRESS THE ACHIEVEMENT GAPS AND TARGET RESOURCES AND INSTRUCTIONAL STRATEGIES TO MEET THE NEEDS OF ALL OF OUR STUDENTS. THANK YOU. ARE THERE ANY QUESTIONS? ALISON, THANK YOU SO MUCH. I KNOW VERY CLOSE AND PERSONALLY HOW MUCH WORK GOES INTO DEVELOPING THESE CHARTS AND LOOKING AT ALL THIS AND MAKING SENSE OUT OF IT. SO I REALLY APPRECIATE HOW WELL YOU'VE DONE THIS AND BRINGING THE DATA TO US.

VERY NICELY DONE. QUESTIONS? COMMENTS? I HAVE A COUPLE OF QUICK QUESTIONS FOR YOU, BUT BEFORE I GET INTO THAT,

[01:10:05]

IT'S VERY CLEAR THAT WE HAVE WORK TO DO. LOOKING AT THE DATA HERE, IT'S SOMETHING I ALREADY KNEW.

PERFORMANCE ON STANDARDIZED TESTS ARE DIRECTLY RELATED TO THE AMOUNT OF RESOURCES IN A HOME.

THE KIDS THAT COME FROM DISADVANTAGED BACKGROUNDS TEND TO DO WORSE ON THESE TESTS, AND THOSE THAT COME FROM MORE ADVANTAGEOUS BACKGROUNDS DO BETTER.

SO, YOU KNOW, I CAN EXPLAIN AWAY THINGS ALL DAY, BUT THE FACT OF THE MATTER IS, AS A DISTRICT, WE'VE GOT TO DO A BETTER JOB OF MEETING KIDS WHERE THEY'RE AT.

WHEN YOU'VE GOT 32% MATH, YOU KNOW, EITHER A, YOUR TEST IS FLAWED, OR B, YOU'RE NOT DOING SOMETHING THAT SHOULD BE DONE.

SO WE'VE GOT TO LOOK AT THAT STUFF AND REALLY WORK ON GETTING BETTER.

AND I DO APPRECIATE THAT WE ARE WORKING ON THAT.

SO I MEAN, IT IS A GOAL, BUT SEEING THESE NUMBERS IS VERY STRIKING.

SO MY COUPLE OF QUICK QUESTIONS FOR YOU HERE IS, AND THEY BOTH COME FROM THE BEGINNING OF YOUR PRESENTATION.

FIRST ARE PARTICIPATION RATES. YOU ONLY HAD THEM GOING BACK TO 22.

HAVE WE NOTICED AN UPTICK SINCE COVID? SINCE THAT SEEMS TO BE, LIKE KIND OF A BENCHMARK WHEN THINGS WENT SIDEWAYS.

ARE WE AT PRE-COVID LEVELS? DID WE NEVER SEE A CHANGE IN PARTICIPATION? HOW DID THAT LOOK OR DO YOU KNOW? I DON'T BELIEVE THAT WE'VE REACHED PRE-COVID LEVELS QUITE FOR PARTICIPATION YET, I THINK WE WERE A LITTLE BIT HIGHER, MAYBE 96, 97.

BUT I THINK IT IS HARD TO GET UP TO THOSE LEVELS.

YEAH. AND THEN THE OTHER THING THAT.

CAN I ADD SOMETHING HERE? ONE DIFFERENCE IN PARTICIPATION RATE IS, WHEN TAPE PASSING THE MEETING STANDARD ON THE SBA WAS A GRADUATION REQUIREMENT WITHOUT THE OTHER GRADUATION PATHWAYS, WE HAD MUCH HIGHER, OBVIOUSLY, PARTICIPATION RATES AT HIGH SCHOOL.

AS SOON AS THAT WAS NO LONGER A GRADUATION REQUIREMENT, THE PARTICIPATION RATES DROPPED.

SO IF YOU WANT TO SEE WHERE THEY WERE HIGH AND AND SO THERE'S BEEN A LOT OF WORK AND I THINK EVEN BEFORE YOU JOINED US, WHERE NOT ALL OUR HIGH SCHOOLS HAD THE SAME WAY THAT THEY WERE DEALING WITH WHAT HIGH SCHOOL STUDENTS DID WHO WEREN'T TESTING, OR LET'S JUST SAY THERE WAS A LOT MORE SORT OF FLEXIBILITY FOR KIDS NOT TO TEST WHO SHOULD BE TESTING OR FOR THEM TO ENCOURAGE THEM TO TEST.

AND I KNOW WE'VE BEEN WORKING MORE ON THAT. SO IT'S.

OKAY. THAT MAKES SENSE. YEAH. AND THAT ACTUALLY SEGUES PERFECTLY INTO MY SECOND QUESTION.

THE THING THAT I DIDN'T FULLY UNDERSTAND AT THE BEGINNING IS, THERE WAS IN ONE OF YOUR FIRST SLIDES, IT HAD TO DO WITH GETTING A SCORE. YEAH. LET'S GO BACK SO I CAN SAY IT THE RIGHT WAY.

YEAH. THE GRADE TEN MINIMUM SCORE? YEAH. AND SOMETHING ABOUT, LIKE, I WASN'T SURE.

ARE WE, LIKE, REPLACING CLASS WITH THIS OR DO THEY HAVE TO SCORE MINIMUM THING. IS IT A GRADUATION REQUIREMENT? LIKE, I WAS JUST CONFUSED HOW THAT ALL WORKS. SO THERE'S A SEPARATE REQUIREMENT. STUDENTS HAVE TO MEET A GRADUATION PATHWAY REQUIREMENT.

THAT'S IN ADDITION TO MEETING ALL OF THE OTHER, YOU KNOW, TAKING THE RIGHT COURSES, MEETING THE CREDIT THRESHOLDS, ETC. AND SO THEY NEED TO PASS THE OVERALL GRADUATION PATHWAY, THEY NEED TO MEET IT IN ENGLISH AND IN MATH.

AND THERE'S LOTS OF DIFFERENT WAYS. I THINK DOCTOR KATIMS WAS REFERRING TO THAT.

THERE'S LOTS OF DIFFERENT WAYS STUDENTS CAN MEET THAT, BUT THIS IS ONE WAY, AND THE MINIMUM SCORE IS NOT ACTUALLY A 3 OR 4.

IT'S SLIGHTLY LOWER THAN THAT. IT'S IN A LEVEL TWO, BUT IT'S A GREAT WAY FOR STUDENTS TO MEET IT.

BECAUSE IT'S A QUICK WAY TO DO IT. AND IT IS THE PARTICIPATION AT HIGH SCHOOL.

MOST OF OUR ELEMENTARY SCHOOLS ARE PARTICIPATING AT REALLY HIGH LEVELS, 98, YOU KNOW.

AWESOME. THANK YOU. IF YOU COULD GO BACK TO THE PARTICIPATION, I DID JUST GRAB 17-18, WHICH IS THE LAST YEAR WE HAVE QUICKLY.

IT'S NOT BROKEN OUT BY GRADE LEVEL, BUT PERCENT PARTICIPATION WAS 97 IN ELA AND 96.8 IN MATH AND 81.8 IN SCIENCE. SO WE WELL EXCEEDED OUR SCIENCE LEVELS.

WE'RE VERY CLOSE TO THE OTHERS. KEEP IN MIND THAT WE, AND NO ONE IN THE STATE HAS EVER GOTTEN BACK TO PRE-COVID ATTENDANCE LEVELS EITHER.

AND THERE ARE A LOT OF REASONS FOR THAT. AND IF YOU HAVE STUDENTS WHO ARE CHRONICALLY ABSENT, IT BECOMES MUCH HARDER TO DO THE RETAKES. BUT WE HAVE PLACED A LOT OF EMPHASIS ON THIS, AND WE'RE VERY CLOSE TO WHERE WE WERE BEFORE.

SO I THINK THAT THE TREND IS GOING IN THE RIGHT DIRECTION, RIGHT?

[01:15:04]

I THINK THAT'S SUPER IMPRESSIVE. THE GAP CONTINUES TO WIDEN, AND THAT'S A DIRECT RESULT OF NOT HAVING THE RESOURCES WE NEED.

PLAIN AND SIMPLE. WE DON'T HAVE THE RESOURCES WE NEED, THE FUNDING WE NEED TO MEET THE NEEDS OF THE KIDS THAT WE HAVE.

THE NEEDS HAVE GONE UP AND THE FUNDING HAS GONE DOWN. THAT'S THE REALITY.

AND UNTIL WE GET FULLY FUNDED, WE'RE GOING TO BE DOING EVERYTHING WE CAN, OBVIOUSLY, TO CONTINUE TO PUT PRESSURE ON THOSE SCORES TO GO UP.

BUT WE ARE LIMITED, JUST LIKE EVERY OTHER DISTRICT IS LIMITED IN THAT CAPACITY.

NOT EXCUSE FOR TAKING THE FOOT OFF THE GAS. WE NEED TO CONTINUE PUTTING THAT FOOT ON THERE.

AND I ALSO, YOU KNOW, ABOUT PROMOTING THE IDEA OF USING USING THE IABS.

I WONDER IF WE CAN BE STRONGER THAN PROMOTING.

I WONDER IF WE CAN PROVIDE MORE DIRECTION IN THAT REGARD.

BECAUSE IT PROVIDES. I'VE USED THEM IN MY OWN CLASSROOM, AND THEY CAN BE REALLY EFFECTIVE IN TERMS OF INFORMING YOUR OWN INSTRUCTION, BECAUSE YOU CAN GET FEEDBACK RIGHT AWAY WITH YOUR STUDENTS IN REAL TIME AND THEN PROVIDE THE INSTRUCTION THAT THEY NEED TO BE ABLE TO MASTER THOSE AREAS.

OKAY. THANK YOU. I THINK WHEN WE HAVE OUR DATA CAROUSEL, WHICH YOU'LL GET TO HEAR MORE ABOUT THE WAY THAT THE INTERIM ASSESSMENTS ARE BEING MORE STRONGLY THAN PROMOTED, USED IN OUR CIP PLANS AND OUR CIP GOALS AS WAYS TO GET TO OUR DESIRED OUTCOMES.

BUT CERTAINLY THERE'S SOMETHING THAT OUR. I CAN'T COME UP WITH SOMETHING THAT'S STRONGER THAN PROMOTED, BUT REQUIRED FOR USE WOULD MIGHT BE MORE STRONGLY THAN PROMOTED THROUGHOUT OUR SYSTEM.

AND I THINK YOU'LL HEAR THAT BOTH WHEN WE DO OUR.

WHEN WE HAVE THE SCHOOLS COME AND PRESENT IN THE STUDY SESSION, BUT ALSO WHEN WE DO OUR DATA CAROUSELS.

SORRY. TO ADD ON TO WHAT YOU SAID ABOUT LACK OF RESOURCES, WHAT I NOTICED SPECIFICALLY FROM MULTILINGUAL STUDENTS, THEY REALLY STRUGGLE THE MOST FROM WHAT I NOTICED.

THEY'RE GIVEN ONLY PHYSICAL DICTIONARIES, WHICH DOESN'T GIVE THEM THAT MUCH TIME TO REALLY SKIM THROUGH.

SO THEY STRUGGLE A LOT DURING THE TEST. AND I DO AGREE THAT PARTICIPATION SHOULD BE, I DON'T KNOW, MONITORED MORE. BUT ANOTHER THING I NOTICED WAS PEOPLE KIND OF GLOSS OVER THE TEST.

THEY DON'T REALLY TAKE IT THAT SERIOUSLY, SO THEY TEND TO NOT REALLY TRY THEIR BEST ON ANSWERING THESE.

JUST MY THOUGHTS. I HAD A QUESTION. I WAS WONDERING.

SO WHEN I TOOK THE SBA MATH TEST. AND I DON'T KNOW IF YOU CAN ACTUALLY ANSWER THIS.

BUT I WAS WONDERING, BECAUSE IT'S LIKE A HIGH SCHOOL GRADUATION REQUIREMENT, IS IT PLACED AT THE LEVEL OF, LIKE, WHERE WE WOULD END HIGH SCHOOL, LIKE AT AN ALGEBRA TWO LEVEL, OR IS IT PLACED MORE LIKE WHERE AN AVERAGE 10TH GRADE LEVEL MIGHT BE? BECAUSE LIKE FOR INSTANCE, STUDENTS THAT MIGHT BE TAKING MORE ADVANCED CLASSES, THE MATERIAL MIGHT NOT BE RELEVANT WITH WHAT WE'RE LEARNING.

SO THEN WE MIGHT LIKE NOT EVEN REMEMBER WHAT'S ON IT OR IT'S AHEAD.

DO WE KNOW WHERE EXACTLY IT'S PLACED IN WHAT WE'VE LEARNED? YEAH. SO IT'S THE GRADE TEN LEARNING STANDARDS.

SO IT WOULD BE WHAT WOULD BE EXPECTED FOR GRADE TEN.

SO I WOULD CONSIDER LIKE ALGEBRA ONE AND GEOMETRY TO KIND OF BE THE HIGHEST LEVEL THAT WOULD BE EXPECTED.

IS IT IS A COMPUTER ADAPTIVE TEST. SO IT'S NOT, YOU KNOW, FIXED FORM QUESTIONS.

AS YOU TAKE A QUESTION AND YOU DO BETTER, IT WOULD GIVE YOU HARDER QUESTIONS. SO IT COULD ALSO MOVE BEYOND THAT POTENTIALLY.

BUT YEAH, IT SHOULD BE ALIGNED WITH THE STANDARDS.

SO GRADE 11 IN SCIENCE WOULD BE ALIGNED WITH GRADE 11 LEARNING STANDARDS.

YES. I WAS WONDERING BECAUSE LIKE WHEN I TOOK IT, IT WASN'T NECESSARILY RELEVANT TO THE MATERIAL I HAD BEEN LEARNING BECAUSE I WAS AHEAD IN MATH AND ALSO THE LANGUAGE BEHIND IT THAT OUR STATE USES IN THAT SBA USES BEHIND LIKE BEING AT, I GUESS, LIKE A COLLEGE PREPARED COLLEGE LEVEL DOESN'T NECESSARILY RESONATE WITH ME BECAUSE I TUTOR MATH AT EDMONDS COLLEGE, AND I DIDN'T FEEL THAT THE MATH SBA TEST WAS REALLY REPRESENTATIVE OF WHAT I HAD LEARNED PERSONALLY.

BUT YEAH, THOSE ARE MY THOUGHTS. I HAD A QUESTION ABOUT THE

[01:20:06]

SO WHAT IS EXACTLY THE JUNIOR STANDARD? SO YOU'RE TESTING MY SPECIFIC KNOWLEDGE OF THE STANDARDS.

THEY ARE DEFINED THROUGH OSPI WHAT THE STANDARDS WOULD BE.

I WAS A MATH TEACHER, SO I FEEL LIKE I'M A LITTLE MORE WELL VERSED IN HIGH SCHOOL MATH TEACHER. A LITTLE MORE WELL-VERSED ANSWER THAT QUESTION, BUT I WOULD SAY THAT YOU KNOW, I WOULD EXPECT PHYSICAL SCIENCE, MAYBE A LITTLE BIOLOGY, PERHAPS A LITTLE BIT OF CHEMISTRY, MAYBE, BUT I WOULDN'T EXPECT IT TO HAVE, LIKE, YOU KNOW, ANATOMY AND PHYSIOLOGY OR LIKE AP LEVEL CONTENT OR SOMETHING LIKE THAT. BUT IF YOU'RE INTERESTED IN THE STANDARDS, THEY ARE POSTED.

AND SO WE COULD LOOK MORE AT THE SPECIFICS OF THAT.

I WISH I KNEW A LITTLE BIT MORE DETAIL FOR YOU.

ONE THING I CAN ADD IS WHEN YOU LOOK AT THE NEXT GENERATION SCIENCE STANDARDS, WHICH IS WHAT OUR STATE STANDARDS ARE FOR HOW THEY'RE GOING TO ASSESS THIS. THEY CAN PUT LESS EMPHASIS ON SPECIFIC CONTENT AND MORE ON SCIENTIFIC THINKING. THEY WANT TO MAKE SURE. SO THERE'S A LOT OF SCENARIOS ON THE SCIENCE TEST WHERE YOU READ IT AND THEY'RE KIND OF GIVING YOU WHAT, IF IT MIGHT BE IN BIOLOGY OR CHEMISTRY OR SOMETHING, BUT THEY'RE GIVING YOU A LOT OF BASIC INFORMATION IN THIS SCENARIO.

BUT THEN THEY WANT TO KNOW, HOW WOULD YOU TEST FOR THIS? SO DO YOU KNOW HOW TO SET UP A HYPOTHESIS AND AN EXPERIMENT AND THINKING THROUGH ANSWERING SCIENTIFIC QUESTIONS.

SO THAT'S LIKE A THREAD THAT GOES THROUGH IT THAT'S PROBABLY DIFFERENT THAN LIKE TRADITIONAL SCIENCE WHEN I WAS A KID OR SOMETHING LIKE THAT, WHERE THERE'S A LOT OF MEMORIZATION OF FACTS, WHICH IS LESS USEFUL THAN, CAN YOU THINK SCIENTIFICALLY? CAN YOU USE A SCIENTIFIC PROCESS? SO I THINK THEY TRY, YOU KNOW, BIOLOGY IS SOMETHING THAT I THINK IS REQUIRED FOR ALL NINTH GRADERS.

SO THERE'S PROBABLY A LOT OF BIOLOGY ON THERE BECAUSE THEY'RE ASSUMING THAT THAT'S FOR.

AS YOU GO UP TO THE HIGHER LEVEL, THEY'RE PROBABLY GOING TO BE LESS OF THAT AND MORE OF THE PROCESSING.

DOES THAT RESONATE WITH YOU? YEAH. ANYWAY, BUT THAT'S A REALLY GOOD QUESTION, ISMAIL.

THIS HAS BEEN VERY INFORMATIVE. I REALLY APPRECIATE AND I REALLY DO KNOW HOW MUCH WORK HAS GONE INTO THIS, SO I REALLY APPRECIATE GETTING THE UPDATES. WITH THE LANGUAGE CHANGES THAT THEY'RE USING, THIS IS JUST MORE WITH KIND OF ALIGNING OUR LANGUAGE WITH THE CURRENT LANGUAGE. TALKING ABOUT CONSISTENT GRADE LEVEL AND FOUNDATIONAL ADVANCED AND HOW THAT ALIGNS WITH AS WE KEEP DEFINING OUR GOALS.

I WOULD SAY, YOU KNOW, WHEN WE'RE TALKING ABOUT OUR PERCENTAGE OF STUDENTS WHO ARE AT OR ABOVE GRADE LEVEL, I WOULD SAY THAT WOULD BE LIKE LEVEL THREE. THAT KIND OF ALIGNS WITH LEVEL THREE WITH CONSISTENT GRADE LEVEL KNOWLEDGE.

AND I'M JUST SAYING THAT SO THAT AS WE'RE TRYING TO MAKE SURE WE'RE COMPARING APPLES TO APPLES.

YES, I WOULD AGREE WITH THAT AT THAT CONSISTENT LEVEL.

AND SO THE CONSISTENT OR ABOVE AND THE ON TRACK FOR COLLEGE LEVEL LEARNING IS KIND OF WHAT THEY'VE DONE TO KIND OF UMBRELLA BOTH THE LEVEL THREE AND LEVEL FOUR.

THAT'S HOW I WAS TRACKING IT, JUST WANTED TO CHECK. YEAH. I'M STILL GETTING USED TO IT.

YEAH. THANKS. I'M WONDERING ABOUT THE COMPUTER ADAPTIVE NATURE OF THE TEST.

SO THAT'S BEEN A CHANGE SINCE COVID, OR? NO, IT'S ALWAYS BEEN THE SBA.

AND SO DURING COVID THEY SHORTENED THE LENGTH OF THE TEST.

AND SO IT REMAINED THAT LENGTH. AND SO IN FACT, I'M THINKING ABOUT THE INTERIMS. THERE WAS A LOT OF TARGET LEVEL DATA LIKE BELOW, JUST SORT OF THE OVERALL PERFORMANCE, TARGET LEVEL DATA THAT TEACHERS CAN USE THAT WASN'T AVAILABLE. AND LAST YEAR IT WAS POPULATED FOR THREE YEARS OF DATA.

THAT'S ONE OF THE REASONS WHY THE INTERIMS HAVE HAVE REALLY BEEN COMING BACK, BOTH IN EDMONDS AND OTHER DISTRICTS, BECAUSE THERE'S A LOT OF DATA THAT'S AVAILABLE AT THAT, YOU KNOW, MORE SPECIFIC LEVEL OF LEARNING STANDARDS.

BUT YES, IT HAS BEEN SHORTENED AND IT APPEARS TO BE REMAIN SHORTENED GOING FORWARD.

I WAS JUST THINKING ABOUT WHETHER THERE WAS AN UNINTENDED CONSEQUENCE OF STUDENTS FEELING MAYBE MORE CONFIDENT IF THEY'RE GETTING MORE OF THEM RIGHT, OR UNDERSTANDING MORE OF THE QUESTIONS.

BUT WHO KNOWS? DIRECTOR SMITH MADE THE POINT ABOUT THE CORRELATION

[01:25:06]

BUT THERE IS EVERETT THAT STANDS OUT FROM THAT PATTERN.

SO I'M CURIOUS TO KNOW, LIKE, I DON'T KNOW IF THIS IS PROBABLY NOT A QUESTION FOR YOU, BUT IT IS A WONDER IS, WHAT ARE THEY DOING THAT'S HAVING A BETTER SUCCESS, AS MEASURED BY THIS TEST AT LEAST, WITH A SIMILAR DEMOGRAPHIC? AND THEN THE OTHER THING I'M WONDERING ABOUT IS THE SBA IS, OF COURSE, ONE MEASURE, ONE SNAPSHOT IN TIME, KIND OF. AND I WAS HEARING OUR SUPERINTENDENT OF PUBLIC INSTRUCTION TALK ABOUT THE STATE'S S.A.T. AND AP SCORES TODAY. AND I WAS WONDERING, IS, IS THERE SOMEWHERE WHERE THAT DATA IS AVAILABLE FOR OUR DISTRICT? YES. WE DO CERTAINLY HAVE THAT DATA THAT'S AVAILABLE.

AND, YOU KNOW, THAT COULD BE SOMETHING THAT WE COULD TAKE A LOOK AT.

I COULD PROVIDE FOR YOU, BUT WE DO HAVE. I HAVE ACCESS TO THE COLLEGE BOARD, AND SO I CAN SEE THAT DATA.

WE DO ADMINISTER THE PSAT TO JUNIORS WHO OPT IN ON OUR SITE.

AND SO WE HAVE THAT DATA, AND THEN ALSO STUDENTS TAKE AN S.A.T.

AND THEY IDENTIFY THEMSELVES AS BEING RELATED TO OUR DISTRICT. WE DO GET THAT DATA. AND OF COURSE, WE HAVE INTERNATIONAL BACCALAUREATE AND ALSO AP COURSES.

WE HAVE ALL OF THAT DATA AVAILABLE AS WELL. I WASN'T TRYING TO MAKE MORE WORK FOR YOU, IF THERE'S A PLACE I CAN LOOK IT UP MYSELF ON A WEBSITE, BUT I WASN'T FINDING IT, SO.

YEAH, IT'S NOT PARTICULARLY PUBLIC, I DON'T THINK.

OKAY. WE DO POPULATE ALL OF IT INTO OUR DATA PLATFORM FOR TEACHERS.

SO I LOAD ALL THAT DATA INTO HOMEROOM. SO, YOU KNOW, A TEACHER OR A PRINCIPAL COULD GO IN AND LOOK AT A STUDENT'S PROFILE.

AND IT WOULD INCLUDE THAT, BECAUSE IT IS IMPORTANT TO OFTEN KNOW THOSE SCORES. RIGHT.

FOR COLLEGE APPLICATIONS FOR MEETING THE GRADUATION PATHWAY REQUIREMENTS.

SO THEY DO HAVE ACCESS TO THAT DATA. OKAY. THANK YOU.

FOR SCHOOLS THAT ARE HAVING STUDENTS THAT ARE TAKING THE TEST MORE THAN US, OR THEY'RE SCORING BETTER THAN US OUR DISTRICT AS A WHOLE, DO YOU KNOW, LIKE, WHAT STANDARDS THEY'RE IMPLEMENTING IN THEIR SCHOOLS THAT ARE KIND OF GIVING THAT RESULT? I THINK THAT'S A COMPLICATED QUESTION. I THINK THAT'S SOMETHING WE THINK A LOT ABOUT.

I DON'T KNOW IF YOU HAVE ANY THOUGHTS, JASON, BUT WE CERTAINLY THINK ABOUT, YOU KNOW, WE HAVE A LOT OF, YOU KNOW, PEOPLE WE KNOW IN EVERETT. AND WE ARE OFTEN REACHING OUT TO THEM, ASKING THEM, YOU KNOW, WHAT ARE YOUR PRACTICES? WHAT DO YOU DO? YOU KNOW, EVERY DISTRICT IS DIFFERENT. AND SO IT'S ALSO VERY DIFFERENT IN MANY WAYS, RIGHT? AND SO IT CAN BE DIFFICULT TO KIND OF PINPOINT SOMETHING EASY.

BUT OF COURSE WE'RE ALWAYS LOOKING FOR NEW IDEAS TO TRY TO MAKE IMPROVEMENTS.

OTHER QUESTIONS OR COMMENTS? THE DATA ARE REMARKABLY SIMILAR, OVER TWO DECADES OF MY HAVING BEEN VERY INTIMATE WITH EDMONDS TESTING DATA, STATE ASSESSMENT DATA IS HARD TO MOVE.

THAT BEING SAID, I'M A BIG PROPONENT OF TRENDS AND PATTERNS, AND WE'RE DEFINITELY SEEING A TREND IN THE RIGHT DIRECTION. SO ONE OF THE THINGS WE HAD TALKED ABOUT LAST YEAR WAS, I BELIEVE, AND JASON, YOU CAN CORROBORATE THIS OR NOT, THAT THE DISTRICT HAD NOT, BEFORE THIS PAST SPRING, BEEN CONSISTENT IN HAVING KIDS TAKE THE PRACTICE TEST.

IS THAT CORRECT? THE PRACTICE SBA? I MEAN, ONE THING THAT WE CERTAINLY HADN'T BEEN CONSISTENT WITH WAS REALLY PUSHING THE IABS AND AND THAT HAS INCREASED DRAMATICALLY AND TOOK A BIG TURN TO A LOT MORE STUDENTS WORKING ON AND COMPLETING THOSE THAN HAD IN THE PAST.

AND THAT HAS BEEN A REAL DEDICATED EFFORT FROM ALISON AND HER TEAM AND DOCTOR SCHWAB AND DOCTOR YOUNG TO PUSH THOSE OUT TO THE BUILDINGS. SO, YEAH, WE'VE REALLY BEEN WORKING ON THAT.

WELL, AND THAT'S REALLY IMPORTANT AND I'M HOPING AND I KNOW THIS, YOU ALL DON'T HAVE LIKE TONS OF EXTRA TIME TO LOOK AT SOME COOL IDEAS, BUT LOOKING AT SCHOOLS SPECIFICALLY. AND WE DON'T NEED TO KNOW THEM, BUT JUST SCHOOLS THAT MOSTLY USED INTERIM ASSESSMENTS AND THOSE THAT DIDN'T TO SEE THE DIFFERENCE IN THEIR PERFORMANCE, TO SEE THE EFFECT.

[01:30:06]

IF YOU'RE MULTILINGUAL, WHERE YOU FIND, YOU KNOW.

GOTCHA. THAT THAT'S A HUGE HANDICAP IF YOU HAVEN'T GONE THROUGH THAT.

AND IT USED TO BE AN ABSOLUTE REQUIREMENT AND IT WAS PART OF THEIR TESTING SCHEDULE THAT A SCHOOL WOULD HAVE TO GIVE THE ASSESSMENT OFFICE A SCHEDULE OF WHEN KIDS WERE TAKING THE PRACTICE TEST AT EACH GRADE LEVEL AND THE SBA.

AND WHAT I'M ASKING, BECAUSE THERE ARE SO MANY FACTORS THAT CAN AFFECT THE PERFORMANCE OF KIDS THAT HAVE NOTHING TO DO WITH WHAT KIDS KNOW AND CAN DO.

AND KNOWING HOW TO USE THE PLATFORM, THE ONLINE PLATFORM, IS A HUGE FACTOR THAT CAN AFFECT.

I MEAN, I WENT THROUGH IT MYSELF AND UNTIL I DID A PRACTICE TEST, I'M LIKE, WHAT IS THE UNDERLINED WORD MEAN? I DON'T KNOW. OH, I'M SUPPOSED TO CLICK ON IT.

OH, I DON'T KNOW. YOU KNOW, ALL OF THOSE THINGS.

DO YOU HAVE INFORMATION ABOUT THAT? WELL THERE'S NO REQUIREMENT, OR RIGHT NOW THERE'S CURRENTLY NO REQUIREMENT.

WE HAVE STRONGLY ENCOURAGED, PUSHED, YOU KNOW, THE PARTICULARLY THE YOUNGER GRADES LIKE THINKING ABOUT INITIALLY THINKING ABOUT THAT GRADE THREE STUDENT WHO'S NEVER SEEN THE TEST BEFORE.

WE DID ENABLE A NUMBER OF DESIGNATED SUPPORTS FOR OUR MULTILINGUAL LEARNERS THIS YEAR.

THAT WAS SOMETHING THAT WE MADE THE CHOICE AT THE DISTRICT LEVEL TO DO.

AND WE DID COMMUNICATE THAT TO SCHOOLS AND ASK THEM TO MAKE SURE THAT THEY SHOW STUDENTS THE PLATFORM.

BUT WE DO NOT HAVE A REQUIREMENT OR SCHEDULE AT THIS TIME.

I WOULD HIGHLY ENCOURAGE THAT THE DISTRICT REINSTATE THAT AS A REQUIREMENT AT EVERY GRADE LEVEL.

YOU MAY HAVE TAKEN IT AT THIRD, FOURTH AND FIFTH, BUT DO YOU REMEMBER IT A YEAR LATER? HOW IT WORKS AND CHANGES ARE MADE IN IT? I THINK THAT ALONE IS.

IT'S JUST UNFAIR FOR A KID TO GO IN TO TAKE THE TEST WITHOUT IT.

WE WERE SO HARD LINED ABOUT IT THAT IF A STUDENT WERE ABSENT FOR THE PRACTICE TEST, BUT THEY WERE THERE WHEN THE REGULAR TEST WAS BEING GIVEN, THEY WERE TO GIVE THE KID THE PRACTICE TEST AND THEN GIVE THEM THE MAKE UP SBA, BECAUSE IT'S JUST NOT FAIR.

THE OTHER QUESTION THAT WOULD BE RELATED TO THAT IS, LAST YEAR WE TALKED ABOUT THE FACT THAT THE I-READY TEST WAS BEING GIVEN BEFORE THE SBA.

AND OF COURSE, IT IS AN ONLINE TEST AND IT HAS A DIFFERENT PLATFORM, DIFFERENT TOOLS, DIFFERENT WHATEVER.

WAS THAT SWITCH THIS YEAR, SO THAT THE SPRING I-READY CAME AFTER THE SPRING SBA? SO LAST SPRING IT REMAINED EARLIER, BUT WE HAVE SWITCHED IT SO THAT IT WILL BE AT THE END OF THE SCHOOL YEAR.

SO THE SBA WILL OCCUR. THEY SLIGHTLY OVERLAP JUST BECAUSE OF THE WAY WE HAVE TO DO IT WITH DIFFERENT LEVELS OF SCHOOLING, THE TIME FRAMES THAT THEY'RE AVAILABLE FOR TESTING. BUT THE I-READY WINDOW IS AFTER THE SBA WINDOW.

IN THIS COMING YEAR. IN THIS COMING YEAR. BUT NOT LAST.

THAT WAS NOT THE CASE LAST YEAR. WELL, THEN, YOU KNOW, THE FACT THAT WE GOT PRETTY GOOD RESULTS AND WE HAD THESE OTHER FACTORS THAT WERE REALLY BEING HANDICAPPING OUR KIDS IS PROBABLY A GOOD THING.

LET'S SEE ALL OF THESE OTHER THINGS THAT ARE PRETTY SIMPLE THINGS.

THIS IS NOT ASKING A LOT TO SAY. EVERY KID HAS TO TAKE THE PRACTICE SBA FOR, YOU KNOW.

AND TO HAVE THE I-READY BE AFTER IT. THOSE ARE THINGS PEOPLE TYPICALLY DON'T THINK ABOUT BUT DO HAVE AN IMPACT ON TEST SCORES, WHICH ARE NO WAY PERFECT NO MATTER WHAT. BUT WE'LL HAVE MORE OR LESS ERROR BECAUSE OF THOSE THINGS.

THAT BEING SAID, YOU KNOW, I KNOW THAT THERE'S A CERTAIN CONCERN IN WHERE THERE ARE LOWER SCORES. THERE CERTAINLY CONCERNS WHERE THERE'S ACHIEVEMENT GAPS.

THEY'RE THE SAME ACHIEVEMENT GAPS WE'VE SEEN YEAR AFTER YEAR AFTER YEAR.

THEY'RE EVERYWHERE. THIS ISN'T JUST US. THIS IS DECADES AND DECADES OF ASSESSMENT DATA.

IT'S VERY HARD TO IMPACT IT. THE GENDER DATA IS VERY INTERESTING BECAUSE TYPICALLY GIRLS DO BETTER IN ELA AND BOYS DO BETTER IN MATH.

GIRLS STARTED DOING BETTER IN MATH COMPARED TO BOYS WHEN THERE WAS MORE EXPLAINING YOUR THINKING.

BECAUSE GIRLS ARE BETTER AT WRITING, YOU KNOW, AS OPPOSED TO.

THERE'S SO MUCH RESEARCH ON THIS, AND THEY'RE VERY HARD TO CHANGE.

SO WHEN WE SEE EVEN SMALL AMOUNTS OF IMPROVEMENT, I SEE THAT AS A VERY POSITIVE SIGN.

I'D LIKE TO SEE IT FOR ALL OUR STUDENTS, AND I'D LIKE TO SEE IT GO UP.

BUT I THINK IT DEFINITELY SHOWS THAT DESPITE OUR LACK OF RESOURCES AND OUR UNDERFUNDING, THAT THERE IS MOVEMENT.

[01:35:05]

GREAT WORK. I JUST WANT TO TAKE A MINUTE OR TWO TO SAY A COUPLE OF THINGS ABOUT THESE RESULTS.

I ALWAYS HAVE TO REALLY THINK ABOUT HOW I WANT TO COUCH THIS.

YOU KNOW, DIRECTOR SMITH YOU KIND OF STARTED WITH, LIKE, WE'RE NOT SATISFIED WITH THESE RESULTS.

NONE OF US ARE. I THINK EVERY PRINCIPAL IN MY INDIVIDUAL DATA MEETINGS COULD ATTEST TO THE FACT THAT THEIR SCHOOL SUPERVISOR, AND I ARE PUSHING VERY, VERY HARD. SO WHAT I'M ABOUT TO SAY SHOULD NOT BE CONSTRUED AS EXCUSES OR LACK OF HOPE AND PRESSURE FOR THE FUTURE. BUT WHEN I HEAR, AND NOBODY ASKED THIS TONIGHT, BUT WHEN I HEAR DIFFERENCES IN LIKE WHAT WAS HAPPENING IN 2016 OR 2018 VERSUS NOW, I'M NOT GOING TO GO INTO ALL THE DETAILS.

I WOULD STRONGLY ENCOURAGE YOU TO LOOK AT OUR DISTRICT DEMOGRAPHIC CHANGES BETWEEN THOSE TIMES.

MORE THAN 1000 MORE MULTILINGUAL STUDENTS. AM I PUSHING VERY HARD TO HAVE STRONG MULTILINGUAL PROGRAMS SO THAT OUR STUDENTS IN 2 OR 3 YEARS AFTER THEY ARRIVE HERE, NOT SPEAKING ENGLISH, CAN PASS THESE TESTS? ABSOLUTELY. WHO AMONG US COULD GO AND PASS A THIRD GRADE READING TEST IN ANOTHER LANGUAGE RIGHT NOW, IF WE MOVE THERE. VERY, VERY FEW OF US. SO LET'S KEEP SOME PERSPECTIVE ON STUDENTS HAVE TO TAKE THESE TESTS AS SOON AS THEY GET HERE.

OUR MULTILINGUAL NUMBERS HAVE INCREASED AND I'M SO HAPPY FOR THE BEAUTIFUL AND WONDERFUL DIVERSITY IN OUR STUDENTS.

BUT LET'S NOT LET A SINGLE MARKER DETERMINE HOW WE FEEL.

AND WE'RE INCREASING. SO LIKE, LET'S NOT LET A SINGLE MARKER MAKE US FEEL LIKE WE'RE NOT.

WE HAVE OUTPACED MANY ASPECTS OF THIS. WE'VE CUT OUR DISTRICT BUDGET BY MILLIONS OF DOLLARS AND WE'RE INCREASING OUR ACHIEVEMENT. OUR CLASS SIZES ARE LARGER.

OUR TEACHING AND LEARNING DEPARTMENT, FOR THE SIZE OF OUR DISTRICT, THIS BUILDING IS A GHOST TOWN, FOR THE AMOUNT OF SUPPORT WE CAN PROVIDE TO TEACHERS, FOR THE AMOUNT OF JOB WE USED TO HAVE, YOU KNOW, FOR THE AMOUNT OF PEOPLE WHO CAN SUPPORT TEACHERS IN THIS.

THEY'RE OUT THERE DOING THIS WORK WITH REMARKABLY LITTLE SUPPORT FROM US, BECAUSE WE GET REMARKABLY LITTLE SUPPORT FROM THE STATE.

IF ANYONE SAYS OUR 10TH GRADERS CAN'T READ, GO TRY AND TAKE.

THE SBA TESTS ARE AVAILABLE. WE DID A SESSION A COUPLE OF YEARS AGO AND SAID, COME ON IN, TAKE A PRACTICE TEST, SEE WHAT YOU THINK ABOUT IT, BECAUSE IT'S REALLY, REALLY HARD.

I JUST FOUND A COUPLE OF QUESTIONS THAT I ALMOST READ TO PEOPLE AND SAID, HEY, RAISE YOUR HAND IF YOU THINK IT'S A. THESE ARE HARD QUESTIONS.

THESE MEAN THAT YOU CAN GO TO COLLEGE AND TAKE A MATH COURSE WITHOUT ANY REMEDIATION AT THIS POINT, LOTS OF PEOPLE CAN'T DO THAT. LOTS OF PEOPLE IN THE GENERAL POPULATION IN THIS COUNTRY CANNOT DO THAT.

THEY'RE REALLY HARD TESTS. GO LOOK AT THEM. DON'T SAY OUR KIDS CAN'T READ.

THEY'RE NOT ACHIEVING VERY HIGH STANDARDS AT THE 10TH GRADE LEVEL.

THEY FUNCTIONALLY, MOST OF THEM CAN READ. SO THOSE ARE A COUPLE OF THINGS I JUST.

AGAIN, NOT THAT I'M NOT PUSHING HARDER. YOU KNOW, YOU CAN SEE THE RESULTS THAT WE'VE HAD ON PARTICIPATION.

NO EXCUSE NOT TO PARTICIPATE. WE'RE REMOVING THOSE BARRIERS.

BUT, YOU KNOW, I DO THINK THAT SOME THINGS NEED TO BE SAID ABOUT A SINGLE MEASURE FOR KID´S PROGRESS.

SO I HOPE I DIDN'T SAY THAT IN A WAY THAT SOUNDED LIKE I'M MAKING EXCUSES, BECAUSE I'M NOT.

AND THE DESIRE I'M LOOKING AT THOSE FOLKS BACK THERE, THE DESIRE TO GET IMPROVEMENT FOR OUR KIDS IS EXHAUSTING, AND WE'RE DRIVING HARD FOR THAT. AND YET, I CAN'T LET SOME THINGS GO UNSAID.

NO, I THINK THAT WAS REALLY WELL SAID. THANK YOU VERY MUCH.

AND I WANT TO REINFORCE WHAT YOU SAID ABOUT THE DIFFICULTY OF THE TEST.

I'VE HAD WORKSHOPS WITH PARENTS, AND WE'VE LOOKED AT ITEMS AND TAKEN THEM, AND IT'S VERY EYE OPENING.

IT'S VERY EYE OPENING. SO THANK YOU, EVERYBODY, FOR YOUR INPUT ON THIS.

WE'RE GOING TO NEW BUSINESS NOW. ITEM 12.1 IS A SINGLE READING.

[12. NEW BUSINESS- 8:15 pm]

IF YOU'RE READY TO GO. I'M READY TO GO. IT'S A LONG ONE.

AUTHORIZATION TO USE THE GENERAL CONTRACTOR/CONSTRUCTION MANAGER (GC/CM) ALTERNATIVE DELIVERY METHOD FOR THE WESTGATE ELEMENTARY SCHOOL REPLACEMENT PROJECT. DO I HEAR A MOTION AND A SECOND TO APPROVE.

MOVE TO APPROVE. THANK YOU. SECOND. SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? THIS IS ONE OF THE THINGS THAT ED EXPLAINED TO ME WHEN I FIRST GOT ON THE BOARD.

IT'S A VERY GOOD PROCEDURE AND PROCESS THAT WE USE ON THIS.

[01:40:04]

I WAS TRYING TO SEE WHAT THAT STAND FOR REAL QUICK. GENERAL CONTRACTOR CONSTRUCTION MANAGER PROJECT DELIVERY METHOD.

YES. SO I HARDLY SUPPORT US MOVING FORWARD WITH THIS.

THANK YOU. ANY OTHER DISCUSSION? HEARING NONE.

I'LL CALL FOR A ROLL CALL VOTE. DIRECTOR GARRARD.

YES. DIRECTOR CRAMER. AYE. DIRECTOR SMITH. AYE.

DIRECTOR CHASE. AYE. DIRECTOR KATIMS. AYE. AND THE AUTHORIZATION TO USE THE GENERAL CONTRACTOR/CONSTRUCTION MANAGER ALTERNATIVE DELIVERY METHOD FOR THE WEST GATE ELEMENTARY SCHOOL REPLACEMENT PROJECT IS APPROVED. THE NEXT ITEM IS A SINGLE READING TO APPROVE UPDATE TO THE BOARD OF DIRECTOR NORMS AND PROTOCOLS WHICH WERE DEVELOPED AT THE BOARD RETREAT. DO I HEAR A MOTION AND A SECOND TO APPROVE THE UPDATES TO OUR BOARD OF DIRECTORS NORMS AND PROTOCOLS? MOVE TO APPROVE. SECOND. I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? I JUST WANT TO THANK MY COLLEAGUES.

WE HAD A REALLY EXCELLENT, EXCELLENT SESSION.

IT'S A SET OF OUR OWN EXPECTATIONS OF OURSELVES THAT WE LOOK AT ANNUALLY AND OR WHEN THERE'S A NEW BOARD MEMBER AND TYPICALLY AS NEW VOICES COME ON, NEW THINGS ARE POINTED OUT AND WE UPDATE IT ON A REGULAR BASIS.

BUT I THINK IT'S REALLY IMPORTANT AS WE WORK TOGETHER AS A TEAM.

SO I REALLY THANK EVERYBODY, AS ALWAYS FOR THE INPUT.

OKAY. THAT BEING SAID. GO AHEAD. AS THE NEWEST BOARD MEMBER WHO DIDN'T HAVE THAT GUIDANCE ABOUT BOARD MEMBER COMMENTS WHEN I FIRST CAME ON, I REALLY APPRECIATE THAT. I THINK THAT WILL HELP ANYBODY WHO COMES ON THE BOARD IN THE FUTURE.

AND WE ALL FELT THAT WAY WHEN WE CAME ON. IT WAS SOMETHING THAT SEEMED LIKE A HAZING THING FOR THE NEWEST BOARD MEMBERS.

SO WE'VE SOLVED THAT. AND NOW WE FIXED IT. YES.

ANYTHING ELSE? OKAY. ALL THOSE IN FAVOR OF APPROVING THE UPDATES TO THE BOARD OF DIRECTORS NORMS AND PROTOCOLS PLEASE INDICATE BY SAYING AYE.

AYE. AYE. ALL THOSE OPPOSED, SAY NAY. ANY ABSTENTIONS? AND WE'VE APPROVED THE UPDATES TO THE BOARD OF DIRECTORS NORMS AND PROTOCOLS.

THE NEXT ITEM, 12.3 IS A FIRST READING WITH NO ACTION REQUESTED AT THIS TIME TO REVIEW THE RESOLUTION #25-21, FEBRUARY 2026 EDUCATIONAL PROGRAMS AND OPERATIONS LEVY.

OUR LEVY, WHICH WAS AUTHORIZED IN 2022, EXPIRES AT THE END OF CALENDAR YEAR 2026.

AND SO WHAT WE WILL ASK FOR AT THE NEXT MEETING IS APPROVAL OF THIS RESOLUTION IN ORDER TO FILE IT FOR THE BALLOT FOR FEBRUARY.

IS THERE ANY DISCUSSION, QUESTIONS, COMMENTS? WE HAD AN EXCELLENT STUDY SESSION ON THIS. WE THANK LYDIA SELLIE FOR HER VERY HELPFUL INFORMATION AND TUTELAGE OF US SO THAT WE COULD REALLY UNDERSTAND THE MATH BEHIND IT, AND ALSO FROM DOCTOR MINER TO HELP US UNDERSTAND EXACTLY WHAT IS INVOLVED IN THIS IN THE LEVY AND WHAT IS INCLUDED IN TERMS OF WHAT IT WOULD BE FUNDING.

ANYTHING ELSE? OKAY. HEARING NO COMMENTS, WE WILL BRING THAT FORWARD FOR YOUR CONSIDERATION FOR ACTION AT THE OCTOBER 28TH MEETING.

NEXT IS OUR LEGISLATIVE UPDATE. I'LL TURN IT OVER TO DIRECTOR CHASE.

[13. LEGISLATIVE UPDATES]

WE DON'T HAVE TO DO THAT. I CAN DO THAT. WE JUST HAD A STUDY SESSION WHERE WE CONSIDERED OUR PRIORITIES FOR THE YEAR.

SO WE CREATED A DRAFT OF THOSE WHICH WE WILL BRING FORWARD TO THE BOARD AT THE OCTOBER 28TH MEETING FOR YOUR CONSIDERATION OF THOSE PRIORITIES, WHICH WE THEN SHARE WITH LEGISLATORS THROUGHOUT THE SESSION.

AND IT IS A SHORT LEGISLATIVE SESSION THIS COMING YEAR, ONLY 60 DAYS AND THE WSSDA LEGISLATIVE COMMITTEES JUST STARTED MEETING AGAIN TO GO OVER SOME PRIORITIES THAT HAVE BEEN COLLECTED, DISTRICT PRIORITIES COLLECTED THROUGHOUT THE STATE FROM ALL THE DISTRICTS.

AND THAT WILL BE COMPILED. AND WE WILL BE USING THOSE PRIORITIES IN WSSDA TO SET THEIR LEGISLATIVE POLICY AND LEGISLATIVE PRIORITIES FOR WHICH ADVOCACY CAN HAPPEN DOWN IN OLYMPIA.

NOW, THAT'S A SEPARATE PROCESS THAN OUR PROCESS THAT WE JUST DID.

[01:45:07]

THE GENERAL ASSEMBLY WAS ON THE 27TH, WHICH WAS A RECORD TIMING FOR THE WSSDA COLLECTIVE TO GO THROUGH ALL OF THE PROPOSED CHANGES TO LEGISLATIVE POLICY. SO I WANT TO SAY THAT WAS GOOD PLANNING ON WSSDA AND FULL PARTICIPATION.

I WAS ABLE TO MAKE SURE THAT OUR POSITIONS AS A DISTRICT WERE WELL REPRESENTED.

AND I THINK THAT WE CAN KEEP GOING TO THE NEXT SLIDE.

THAT'S IT. THAT'S IT? THAT'S IT. I REALLY LOOK FORWARD TO PARTICIPATING IN THIS NEXT LEGISLATIVE SESSION.

IT'S ALWAYS A FUN TIME OF YEAR. WE HAVE BEEN.

IN THE PROCESS IS WHERE WE CONNECT WITH OUR LEGISLATORS WELL BEFORE THEY GET BUSY WITH SESSION.

SO THOSE MEETINGS ARE BEING SCHEDULED AS WE SPEAK.

AND THAT'S ABOUT ALL I'VE GOT RIGHT NOW. THANK YOU, AS ALWAYS, FOR YOUR LEADERSHIP IN THIS.

IT WILL CONTINUE TO BE IMPORTANT. I REALIZE WHEN IT'S A SHORT SESSION, OUR HOPES ARE PERHAPS A LITTLE BIT LOWER FOR THEM TO MAKE THE KINDS OF CHANGES THAT ARE NEEDED. THAT BEING SAID, WE CAN CONTINUE TO ADVOCATE BECAUSE IT WILL BE CUMULATIVE.

ABSOLUTELY. ADVOCACY IS ALWAYS A GOOD THING, AND MAKING SURE THAT THE PRIORITIES OF OUR DISTRICT ARE WELL KNOWN BY THOSE PEOPLE MAKING LAWS. THERE YOU GO. ANY COMMENTS OR QUESTIONS? I JUST WANTED TO SHARE SOMETHING. AND YOU WERE IN THE MEETING WITH ME.

HONESTLY, I FELT PRETTY DEFEATED AFTER THE LAST LEGISLATIVE SESSION.

BECAUSE I THOUGHT WE CAN'T GO ANY HARDER THAN WE DID.

LIKE WE LEFT IT ALL ON THE FIELD, TO USE A SPORTS ANALOGY.

BUT WHAT SOMEBODY SAID, WHICH CHEERED ME ON AND SOMETIMES IT DOESN'T TAKE MUCH, WAS.

BUT WHAT YOU'RE MISSING, REBECCA, IS THEY PLAN TO CUT US THIS MUCH? YEAH. AND THE FACT THAT WE DIDN'T GET CUT, AND WE ACTUALLY GOT A LITTLE BIT ABOVE WHAT WE WERE SUPPOSED TO GET.

THAT WAS THE DIFFERENCE IN YOUR ADVOCACY. I MEAN, I WANTED TO GET FROM HERE TO HERE.

BUT THEY SAID THE FACT THAT WE PREVENTED THE CUTS AND WE GOT A LITTLE BIT, THAT WAS THE ADVOCACY AND THAT WAS ALL I NEEDED TO HEAR TO HAVE ME INSPIRED FOR ANOTHER YEAR AND TO HAVE ME READY TO GET OUT THERE AND KEEP UP THIS WORK, BECAUSE I FELT A LITTLE DEFEATED THAT WE ONLY GOT A TINY BIT, BUT WE ALSO PREVENTED ALL THOSE CUTS. AND SO THAT'S YOU KNOW, DUE TO BOARDS LIKE ALL OF YOU WHO ARE JUST OUT THERE REALLY STRESSING THE IMPORTANCE OF IT CAN NEVER BE SAID TOO MUCH. THE STATE'S CONSTITUTIONAL PARAMOUNT DUTY, WHICH IS K-12 PUBLIC EDUCATION.

HEAR, HEAR. SO OUR WORK IS CUT OUT FOR US. AND NEXT WE HAVE BOARD MEMBER COMMENTS.

[14. BOARD MEMBER COMMENTS]

AND YEAH, I WAS MY FIRST EVER CELEBRATION TO WITNESS AND THAT WAS NICE.

SO LOOKING FORWARD TO MORE IN THE FUTURE. THANK YOU.

SAM, YOU WANT TO GO NEXT? I JUST WANT TO GIVE AN UPDATE ON MY SCHOOL. IT'S SPIRIT WEEK RIGHT NOW. JUST YESTERDAY, THEY ANNOUNCED THEIR HOMECOMING COURT AND OUR HOMECOMING DANCE IS THIS SATURDAY, ACTUALLY. BUT I ALSO WANT TO HIGHLIGHT THAT OUR STUDENTS RECENTLY HELD A WALKOUT ON OCTOBER 7TH IN SUPPORT OF PALESTINE.

IT WAS PEACEFUL AND ENTIRELY STUDENT LED, AND I JUST FELT REALLY PROUD ABOUT IT BECAUSE IT REALLY SHOWED HOW PASSIONATE STUDENTS ARE ARE ABOUT STANDING IN SOLIDARITY AND SPEAKING UP FOR HUMAN RIGHTS.

THAT'S ALL. THANK YOU. THANK YOU. BITANYA NEXT.

OKAY, SO LAST WEEK AT MEADOWDALE, WE HAD CURRICULUM NIGHT AND PARENTS WERE ABLE TO COME TO THEIR STUDENTS CLASSES AND SEE WHAT THEIR STUDENTS WOULD BE LEARNING THROUGHOUT THE YEAR.

WE ALSO HAVE HOMECOMING THIS SATURDAY, AND WE'VE BEEN DOING A LOT OF HOMECOMING PREP BY PAINTING POSTERS AND PREPARING FOR THE HOMECOMING SKIT AND DANCE THAT WE'RE PERFORMING AT THIS WEEK'S ASSEMBLY. WE ALSO HAVE A SPIRIT WEEK AT MEADOWDALE HIGH SCHOOL, AND TOMORROW WE HAVE COLOR WARS WITH THE CLASSES.

AND THEN THIS SUNDAY, WE ALSO HAVE A MATTRESS FUNDRAISER.

THAT'S SO WEIRD. THANK YOU. TATIANA? HELLO, EVERYONE.

I'M TATIANA AND I'M FROM EDMONDS HEIGHTS. I JUST HAVE A FEW THINGS TO BRING UP.

FIRSTLY MY SCHOOL'S ROBOTICS TEAM IS WORKING TOWARDS GOING TO LM 0, WHICH WILL NOT BE AT MY SCHOOL.

[01:50:01]

SO I'M A FOUNDING MEMBER OF 9880 AFTERSHOCK. AND JUST TO SEE LIKE HOW ALL OF THE TEAMS LOCALLY HAVE ALSO LIKE REALLY KICKED UP THE STAKES IN THESE RECENT YEARS IS REALLY EXCITING, ESPECIALLY FOR MY SENIOR YEAR. ADDITIONALLY, MY SCHOOL IS HOSTING A BOO-BASH ON THURSDAY BY OUR SCHOOL'S THESPIANS.

I WILL NOT BE IN ATTENDANCE, BUT IT WAS A REALLY AMAZING EVENT LAST YEAR THAT I ATTENDED, AND I'M SURE THAT IT WILL BE AMAZING AGAIN THIS YEAR. SO YEAH, I'M SURE MY SCHOOL COMMUNITY WILL LOVE IT. IT'S FOR K-12, SO IT'S NICE THAT WE HAVE SO MANY EVENTS THAT ARE CATERED TO ALL OF THE AGE GROUPS AT MY SCHOOL. AND THAT'S SOMETHING I REALLY APPRECIATE.

ADDITIONALLY, AT THE LAST MEETING I DIDN'T MENTION, BUT MY SCHOOL DOES HAVE A NEW PRINCIPAL THIS YEAR. HIS NAME IS CASEY, AND IT'S NOT DISRESPECTFUL THAT I'M USING HIS FIRST NAME BECAUSE WE CALL THEM ALL BY THEIR FIRST NAMES AT OUR SCHOOL.

SO, YEAH, PLEASE DON'T MISTAKE THAT AS DISRESPECT.

HE'S DOING A WONDERFUL JOB, AND IT'S NICE TO SEE HIM IN THE HALLWAYS AND INTERACTING WITH STUDENTS.

AND I´M ALREADY VERY FAMILIAR WITH HIM AND HE'S ONLY BEEN THERE A FEW MONTHS, SO IT'S REALLY, REALLY AWESOME. AND LASTLY, I ALSO WANTED TO MENTION BASED OFF OF SOME PUBLIC COMMENTS, I WANTED TO SAY THAT ALL STUDENTS IN THE DISTRICT AND ALSO GLOBALLY. WE HAVE TO REMEMBER THAT THEY'RE STUDENTS AND VILLAINIZING THEM BASED OFF OF OUR POLITICAL OPINIONS OR BELIEFS IS NOT PRODUCTIVE TO THE LEARNING OF ALL OF OUR STUDENTS. AND SO IN TALKING ABOUT THINGS LIKE GENDER OR SEXUALITY, THINGS THAT SOME PEOPLE MAY DISAGREE ON, IT'S REALLY IMPORTANT TO REMEMBER THAT WE'RE ALL HUMAN AND TO DECREASE BULLYING AND ALL OF THOSE THINGS IN OUR DISTRICT THAT REALLY WILL AFFECT STUDENT LEARNING, WE HAVE TO NOT VILLAINIZE THOSE STUDENTS THAT MAY HAVE DIFFERENCES FROM US.

SO YEAH. THANK YOU. THANK YOU. DIRECTOR GARRARD.

YES, I'VE BEEN VISITING A LOT OF SCHOOLS LATELY WITH DOCTOR MINER.

WE WENT TO TERRACE PARK. THEY HAD THIS REALLY COOL WHITEBOARD DISCUSSION BREAKOUT THING GOING ON.

EVERYBODY WAS USING YOU KNOW, VERBALIZING THE MATH, LEARNING THAT THEY WERE DOING.

WENT TO MAPLEWOOD K-8 WHERE THEY ARE GETTING THANKS TO OUR VOTERS, A NEW ATHLETIC FIELD SO THEY DON'T COME HOME WITH SAND IN THEIR SHOES ANYMORE. COLLEGE PLACE MIDDLE, WHERE THE ATMOSPHERE WAS AMAZING.

AND THEN YESTERDAY WAS BRIER TERRACE MIDDLE AND LINWOOD HIGH SCHOOL.

WE HAD A FACILITY TOUR WITH SHELLEY KLOBA, THE STATE LEGISLATOR, SO SHE COULD SEE THE DIFFERENCE BETWEEN A BUILDING BUILT IN 1968 AND ONE BUILT JUST 15 YEARS AGO. LYNNWOOD HIGH SCHOOL STILL SEEMS NEW.

AND THEN I GOT TO BE AT THE GROUNDBREAKING FOR HOUSING HOPE PROJECT, WHICH IS VERY EXCITING.

REFEREED TWO SOCCER GAMES, BOTH INVOLVED EDMONDS-WOODWAY.

ONE WAS AGAINST MOUNTLAKE TERRACE, THE OTHER AGAINST MOUNT MONROE.

RAN THE 5K AND YESTERDAY WENT TO SEE THE KICK OFF OF THE INDIGENOUS PEOPLES WALKING TOUR IN EDMONDS, WHICH HAS BEEN REALLY SPEARHEADED BY DIANA WHITE, FORMER BOARD MEMBER HERE.

AND THERE'S A BOOKLET OF THE 16 STOPS ON THE TOUR.

IT COULD BE EXPANDED IN THE FUTURE. IF YOU START DOWN BY THE EDMONDS WATERFRONT CENTER, YOU CAN FIND LITTLE QR CODES AND FIND OUT ABOUT THE ART.

AND I DON'T KNOW IF THAT DIRECTS YOU TO THE NEXT PLACE, BUT THERE'S BOOKLETS IN THE EDMONDS LIBRARY.

I HOPE OUR SOME OF OUR TEACHERS WILL BE ABLE TO FIGURE OUT HOW TO MAKE A FIELD TRIP AND VISIT SOME OF THOSE SITES.

IT'S ALL LOCAL. IT SHOULD BE MAYBE NOT THAT DIFFICULT.

SO. SORRY, I'M OVER TWO MINUTES. I'LL STOP THERE.

THANKS. THANK YOU. DIRECTOR CRAMER. THANKS. SO I WANTED TO FIRST GIVE A SHOUT OUT TO ALL THE TEACHERS THAT PUT A LOT OF EXTRA TIME IN PREPARING FOR THE CURRICULUM NIGHTS THAT [INAUDIBLE] MENTIONED.

THAT ABILITY TO BRING PARENTS INTO YOUR CLASSROOM TO SHARE WITH THEM NOT JUST ABOUT WHAT THE KIDS ARE GOING TO BE LEARNING AND HOW THEY'RE GOING TO BE LEARNING IT, BUT TO LET THEM KNOW HOW MUCH YOU CARE ABOUT THE KIDS THAT'S WHAT THEY REALLY WANT TO KNOW.

I JUST APPRECIATE THE EXTRA TIME THAT YOU ALL SPEND SPENT DOING THAT.

WE HAD OUR. I HAD MY CURRICULUM NIGHT LAST WEEK AND IT'S ALWAYS A LITTLE BIT STRESSFUL, BUT I ALWAYS FIND THAT IT'S A GREAT WAY TO CONNECT WITH FAMILIES AND INCLUDE THEM IN THE

[01:55:08]

MY DAUGHTER WENT TO THE FOOTBALL GAME LAST FRIDAY NIGHT, AND APPARENTLY THEY STILL HAVE THE BEST SPIRIT OF ALL THE HIGH SCHOOLS AROUND. THAT'S NO SLAM ON ANYBODY ELSE.

SOMEDAY YOU MIGHT BE AS SPIRITED AS LYNNWOOD HIGH SCHOOL, BUT IT'S NOT YET.

SO BIG SHOUT OUT TO LYNNWOOD ROYALS FOR THEIR GREAT SPIRIT.

AND THEIR JUST DRIVE TO DO. AS MUCH AS THEY POSSIBLY CAN TO SUPPORT THEIR TEAM, WE DID LOSE TERRIBLY.

THANKS. DIRECTOR SMITH. FIRST THINGS FIRST. I JUST WANTED TO SAY IT WAS AMAZING TO HAVE ALL OF OUR ARTISTS UP HERE TONIGHT.

SEEING SOME OF THE WORK THAT WAS UP THERE, THERE WERE LIKE SOME DRAWINGS THAT I THOUGHT HAD TO BE PICTURES, YOU KNOW, LIKE, SOME OF IT IS SO GOOD.

AND IT'S GREAT TO SEE THAT WE HAVE STUDENTS HERE THAT CAN PRODUCE STUFF LIKE THAT.

IT'S AMAZING. I ALSO DID JUST WANT TO MAKE SURE THAT MY COMMENTS WERE CLEAR REGARDING THE SBA, THAT I DO APPRECIATE THE WORK THAT THE DISTRICT IS DOING, THAT I DO BELIEVE WE ARE TRENDING IN THE RIGHT DIRECTION.

AND HONESTLY, I WOULDN'T CARE IF EVERYBODY SCORED A ZERO AND NOBODY TOOK IT, IF I KNEW THAT EVERY SINGLE ONE OF OUR STUDENTS WAS READY FOR THE NEXT STAGE OF LIFE WHEN THEY LEFT OUR SCHOOL. SO THIS IS, YOU KNOW, JUST THE DATA I HAVE IN FRONT OF ME, AND I KNOW DOCTOR MINER IS WORKING TO MAKE IT BETTER.

I KNOW EVERYONE'S WORKING TO MAKE IT BETTER. SO YOU KNOW, THAT'S WHERE I'M COMING FROM ON THAT.

I WANT TO MAKE SURE STUDENTS CAN BE SUCCESSFUL.

I KNOW A LOT OF PEOPLE WHO ARE ADULTS WHO I WONDER HOW THEY GRADUATE MIDDLE SCHOOL, LET ALONE COLLEGE, AND YET THEY'RE STILL VERY SUCCESSFUL. SO I KNOW THAT THE TESTS AREN'T EVERYTHING.

IT'S JUST THE DATA THAT I HAVE IN FRONT OF ME RIGHT NOW. AND I KNOW WE'RE WORKING HARD ON THAT. AND I'LL CLOSE WITH, LET'S GO [INAUDIBLE]. YOU KNOW, FIRST TIME IN MY LIFE I BELIEVE IN THIS.

I'VE BELIEVED IN THIS TEAM A LOT OF TIMES IN MY LIFE. I'VE BEEN LET DOWN. FIRST TIME I BELIEVE IN THEM ACTUALLY BEING ABLE TO DO SOMETHING.

SO LOTS OF STRESS OVER HERE, THAT'S ALL. THANKS.

DIRECTOR CHASE. THANK YOU, THANK YOU. YOU KNOW WHO DOESN'T LOVE ART BEFORE A MEETING? JUST SAYING. I THINK MAYBE JUST, LIKE, MAKE SURE WE'RE LIKE, YOU KNOW, SHARING SOME ART, WHETHER IT'S JUST TAKING A LOOK AT SOME OF THE THINGS WE HAVE UP HERE OR WHATEVER, WE'RE CELEBRATING OUR STUDENTS, IT ALWAYS MAKES A MEETING BETTER, I THINK.

AND THE OTHER THING THAT MAKES THESE MEETINGS BETTER IS HAVING STUDENTS HERE.

AND I WANT TO WELCOME OFFICIALLY, BECAUSE I DON'T THINK I'VE HAD A CHANCE TO TALK TO ALL OF YOU.

I FEEL SO HONORED AND COMPLETE AS A BOARD WHEN YOU'RE HERE, BECAUSE WE MAKE DECISIONS AT THE BOARD LEVEL THAT IMPACT THE SCHOOL LEVEL.

AND IT'S REALLY IMPORTANT FOR US AS WE ALSO ADVOCATE TO THE LEGISLATIVE LEVEL, THAT WE HAVE THAT THROUGH POINT.

AND SO I JUST WANT TO MAKE SURE THAT, YOU KNOW, HOW IMPORTANT IT IS THAT YOUR VOICES ARE AND HOW APPRECIATED YOU ARE AND HOW APPRECIATED HOW MUCH I APPRECIATE YOUR INPUT, TOO. AND I ACTUALLY DO WANT TO GO CHECK OUT THAT MATTRESS FUNDRAISER TOO.

YOU KNOW, IT SEEMS LIKE TOM AND I ARE FOLLOWING EACH OTHER AROUND BECAUSE I ALSO ATTENDED THE GROUNDBREAKING OF SCRIBER PLACE. AND IN A NOTE THAT THEY SENT FROM HOUSING HOPE.

THEY REMINDED US, AND WE'RE REALLY GRATEFUL THAT OUR DISTRICT WAS THE FIRST IN WASHINGTON STATE TO STEP UP IN THIS WAY.

IN THIS TRUE LEADERSHIP IN USING SURPLUS SCHOOL PROPERTY FOR HOUSING AS A CARE FOR THE ENTIRE STUDENT AND THIS WHOLE EXPERIENCE IN OUR COMMUNITY. SO I JUST AM REALLY PROUD THAT WE'RE MOVING FORWARD ON THIS PROJECT.

AND, YOU KNOW, IN OUR TOUR OF BRIER MIDDLE AND LINWOOD, THAT WAS AN OPPORTUNITY FOR US TO HAVE A DEEPER RELATIONSHIP WITH OUR LEGISLATORS IN THE FIRST LEGISLATIVE DISTRICT, WHICH IS REP CLUB.

AND SO THANKS FOR CALLING THAT OUT. AND THE OTHER ONE WAS, YOU KNOW, DIANA WHITE SERVED ON OUR BOARD FOR QUITE A WHILE, AND I WAS ALSO VERY PLEASED TO BE ABLE TO SUPPORT SOME OF THE EFFORTS SHE WAS DOING IN CELEBRATING INDIGENOUS PEOPLES DAY WITH THE WALK DOWN AT THE WATERFRONT.

YOU KNOW, SHOULD WE START PUTTING TIMERS UP FOR US? BECAUSE I JUST FEEL THAT THREE MINUTES GOES SO QUICKLY.

BUT THAT'S IT FOR NOW. I LOOK FORWARD TO THE NEXT MEETING.

THANK YOU ALL. I JUST WANT TO MENTION SOMETHING THAT'S A DIFFERENT KIND OF CELEBRATION.

[02:00:01]

AND IT HAS BEEN SPEARHEADED BY JASON AILLAUD AND DOCTOR [INAUDIBLE] AND [INAUDIBLE], WHO HAVE WORKED IN CONCERT.

AND THEY PRESENTED TO US WHAT OCCURRED I THINK JUST A FEW DAYS BEFORE OUR STUDY SESSION WITH THIS YEAR'S FIRST MEETING OF THE TASK FORCE. SO THIS IS A GRADING PRACTICES TASK FORCE THAT REPRESENTS ALL OUR MIDDLE SCHOOLS AND HIGH SCHOOLS WITH THE GOAL OF MOVING TOWARD A MORE CONSISTENT, FAIR AND ACCURATE SET OF GRADING PRACTICES ACROSS ALL OF OUR SECONDARY SCHOOLS.

AND IT WAS VERY EXCITING AND WORTH A CELEBRATION AND A MAJOR THANK YOU.

AND I'M LOOKING RIGHT AT JASON BECAUSE I KNOW HE'S DONE A HARD LIFT HERE.

THAT THEY CAME TO A VERY HIGH CONSENSUS ON MOVING FORWARD A TWO YEAR PLAN THAT WILL START THE IMPLEMENTATION THAT BEGINS WITH VERY IMPORTANT CONVERSATIONS THAT WILL BE HAPPENING ACROSS ALL OF OUR SCHOOLS, WITH ALL OF OUR SECONDARY STAFF DISCUSSING HOW TO MOVE FORWARD IN TERMS OF GETTING TOWARD THAT GOAL OF FAIR, ACCURATE AND CONSISTENT GRADING PRACTICES.

AND IT'S A DIFFICULT THING TO DO ACROSS A DISTRICT OUR SIZE AND MAKE SURE THAT THERE'S CONSENSUS ACROSS AND THAT IT MEETS ALL THE DIFFERENT KINDS OF NEEDS THAT TEACHERS HAVE DEPENDING ON THE CONTENT THAT THEY'RE TEACHING.

BUT I FEEL LIKE BASED ON THE REPORT THAT WE GOT IN THIS STUDY SESSION THAT THERE'S PROGRESS BEING MADE AND THERE'S VERY STRONG SUPPORT, WHICH IS WONDERFUL ACROSS OUR SCHOOLS TO HAVE THESE CONVERSATIONS AND TO IMPROVE IN THIS DIRECTION.

SO I REALLY WANT TO THANK THE TASK FORCE, AND I WANT TO THANK THE LEADERS FOR MAKING THAT HAPPEN.

TERRACE PARK, THE BOOK THEY'RE USING IS BUILDING THINKING CLASSROOMS, AND I AM TAKING A DEEP DIVE INTO THAT NOW.

IT'S VERY INTERESTING THAT WORK. I FINISHED WITH ALONGSIDE DOCTOR [INAUDIBLE] AND DOCTOR SCHWAB, 35 DATA CHATS WITH OUR INDIVIDUAL SCHOOLS WHERE WE TAKE A DEEPER DIVE INTO THEIR INDIVIDUAL DATA.

MOST OF THAT IS AVAILABLE ON OSPI, SO IT'S NOT A SECRET.

BUT WE WERE JOINED THEN ALSO BY DIRECTORS AILLAUD AND DIRECTOR BELL, SO THAT THEY HAVE A WHOLE TEAM OF PEOPLE LOOKING AT THEIR DATA IN DIFFERENT WAYS, AND WE DO 35 OF THOSE. WE GOT OUT OF THE GATE PRETTY QUICK THIS YEAR AND JUST COMPLETED THOSE.

SO THAT WAS JUST REALLY EXCITING WORK WITH OUR PRINCIPALS.

I THINK AT THIS TIME OF YEAR, AS ALWAYS, I THINK WE SAW IT TONIGHT WITH OUR STUDENT ARTISTS.

BUT YOU KNOW, IN ADDITION TO ALL THE HEAVY LIFTING WE DO, I THINK IT'S IMPORTANT NOT TO IGNORE THE JOY.

AND WHETHER THAT HAS BEEN THE CHANCE TO JUDGE AT A HOMECOMING ASSEMBLY THIS WEEK, JUST TO TAKE AN HOUR OUT OF MY DAY TO GO DO THAT, OR GO THROUGH A SCHOOL REALLY QUICKLY AND LOOK AT THEIR POSTERS AT YOUR SCHOOL AND HAVE THE CHANCE TO JUDGE OR TO GO TO AN AFTER SCHOOL VOLLEYBALL, CROSS COUNTRY, ANY KIND OF MEET TO SEE WHERE OUR STUDENTS AND OUR COACHES AND OUR TEACHERS ARE.

FINDING JOY IS A GREAT OPPORTUNITY FOR ME. SO I ENCOURAGE PEOPLE TO ATTEND THOSE THINGS AND SEE THE JOY AS WELL.

THANK YOU TO EVERYBODY. AND WITH THAT, THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.