[1. CALL TO ORDER-6:30 pm]
          [00:00:05]
          GOOD EVENING AND WELCOME. THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO 
          [2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
ORDER AND I'LL TAKE THE ROLL CALL. DIRECTOR KRAMER? PRESENT. DIRECTOR SMITH? PRESENT. DIRECTOR GERARD IS COMING IN ON ZOOM, BUT I'M NOT SURE HE'S HERE YET. 
          HOPEFULLY HE'LL BE COMING IN. 
          DIRECTOR CHASE? HERE. AND I'M DIRECTOR KADAMS, SO WE DO DEFINITELY HAVE A QUORUM. 
          [3. LAND ACKNOWLEDGEMENT-6:32 pm]
NEXT, I'LL ASK DR. MINER TO DO THE LAND ACKNOWLEDGEMENT. 
          THANK YOU, DR. KADAMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SADOVISH PEOPLE, AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS. 
          WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED SPIRITUAL CONNECTIONS WITH THE LAND AND WATER. BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS. 
          [4. FLAG SALUTE-6:33 pm]
THANK YOU. NOW, IF EVERYBODY WILL RISE AND JOIN ME IN THE FLAG SALUTE. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. 
          [5. APPROVAL OF AGENDA-6:34 pm]
NEXT IS APPROVAL OF TONIGHT'S AGENDA AS PRESENTED. 
          DO I HEAR A MOTION AND A SECOND TO APPROVE? I WILL MOVE TO APPROVE. SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? ARE THERE ANY OBJECTIONS? TONIGHT'S AGENDA IS 
          [6. SCHOOL PRESENTATIONS- 6:35 pm]
APPROVED AS PRESENTED. WELL, WE HAVE TWO PRESENTATIONS TONIGHT, AND IT'S ALWAYS A WONDERFUL BOARD MEETING WHEN WE GET TO HEAR FROM OUR STUDENTS AND OUR... 
          SCHOOL LEADER AT ONE OF OUR SCHOOLS. SO I'M VERY PROUD TO WELCOME FORWARD TONIGHT OUR MOUNTLAKE TERRACE ELEMENTARY STUDENTS FIRST FOR THE STUDENT PRESENTATION. 
          BEFORE YOU BEGIN, LET ME JUST DO A SOUND CHECK WITH OUR BOARD MEMBER. 
          DIRECTOR GERARD, CAN YOU HEAR ME, OKAY? YES, I CAN. THANK YOU. ALL RIGHT. GOOD EVENING, PRESIDENT KADAMS, MEMBERS OF THE BOARD, AND SUPERINTENDENT MINER, AND THE COMMUNITY. THANK YOU SO MUCH FOR INVITING US TO COME SHARE WITH YOU ABOUT MOUNTLAKE TERRACE ELEMENTARY SCHOOL THIS EVENING. MY NAME IS KIRA ANDERSON, AND I AM THE PROUD PRINCIPAL, AND I'M REALLY PROUD TO BE JOINED BY FOUR OF OUR AMAZING STUDENT LEADERS WHO ARE GOING TO SHARE WITH YOU HOW WE ARE BECOMING A COMMUNITY OF MATHEMATICIANS THROUGH STUDENT-CENTERED MATH ROUTINES. 
          SO TO INTRODUCE OUR STUDENT LEADERS, WE HAVE ELIZA, SHE IS A SIXTH GRADER, ALE IS IN FIFTH GRADE, MAYA IS A FOURTH GRADE GRADER, AND FAVEN IS A SECOND GRADER IN THE DUAL LANGUAGE PROGRAM. 
          GOOD EVENING, WE ARE EXCITED TO SHARE A LITTLE BIT ABOUT OUR SCHOOL, MOUNT LAKE TERRACE ELEMENTARY. WE HAVE ABOUT 426 STUDENTS FROM KINDERGARTEN THROUGH SIXTH GRADE. WE ALSO HAVE DUAL LANGUAGE CLASSES FROM KINDERGARTEN TO SECOND GRADE. OUR SCHOOL IS VERY DIVERSE. AS A TITLE I SCHOOL, OUR TEACHERS WORK VERY HARD TO MAKE SURE OUR STUDENTS GET THE SUPPORT THEY NEED. STUDENTS HERE SPEAK 21 DIFFERENT HOME LANGUAGES. ABOUT 100 STUDENTS RECEIVE MULTILINGUAL SERVICES. 
          AND ABOUT 110 RECEIVE SPECIAL EDUCATION SERVICES. MOUNT LAKE TRES ELEMENTARY IS A PLACE WHERE WE CAN LEARN, GROW, AND FEEL INCLUDED. WE'RE PROUD TO BE LITTLE ROCK. THIS YEAR, AT OUR SCHOOL, WE ARE LEARNING HOW TO BE MATH EXPERTS. OUR TEACHERS ARE GETTING SPECIAL HELP FROM THE MATH GENIUS SQUAD SO WE CAN BECOME STRONGER AND MORE CONFIDENT IN MATH. 
          AND THE BEST PART, WE REALLY ENJOY LEARNING ABOUT MATH. THIS YEAR, ONE OF THE NEW THINGS WE DO EVERY DAY FOR 10 MINUTES IS CALLED DAILY ROUTINES. 
          IN OUR DUAL LANGUAGE CLASSES, DAILY ROUTINES ARE IN SPANISH. DAILY ROUTINES ARE REALLY IMPORTANT. THEY HELP US UNDERSTAND WHAT NUMBERS 
          [00:05:03]
REPRESENT AND HOW NUMBERS WORK. 
          DAILY ROUTINES MAKE LEARNING MATH FUN. WHILE DAILY ROUTINES ARE ONLY USED IN KINDERGARTEN THROUGH SECOND GRADE, NOW ALL GRADES USE SOMETHING CALLED QUICK PRACTICES, OR IN SPANISH, PRACTICAS RAPIDAS. 
          QUICK PRACTICES ARE JUST FIVE MINUTES EACH DAY, AND THEY BUILD AUTOMATICITY IN MATH. AUTOMATICITY MEANS YOU CAN ANSWER MATH PROBLEMS QUICKLY AND EASILY WITHOUT NEEDING TO THINK TOO HARD. DAILY ROUTINES AND QUICK PRACTICES ARE ALL ABOUT STUDENTS LEADING THE LEARNING. A STUDENT GUIDES A CLASS USING VISUALS ON THE SLIDE TO HELP EVERYONE PARTICIPATE. 
          ALL STUDENTS ANSWER TOGETHER, USING HAND MOTIONS TO SHOW THEIR THINKING. THIS IS MS. LEEPER'S SECOND GRADERS DOING DAILY ROUTINES. NOTICE HOW THE STUDENT LEADER POINTS TO THE SLIDE AND LEADS THE CLASS SO EVERYBODY CAN ANSWER TOGETHER. STUDENTS USE THEIR FINGERS TO SHOW THE VALUES OF THE COINS. THIS HELPS US CONNECT THE NAMES OF THE COINS AND HOW MUCH THEY'RE WORTH. 
          THIS IS MS. BIDDLE'S THIRD GRADERS DOING A QUICK PRACTICE TO BUILD FACT FLUENCY. NOTICE HOW THE STUDENT GIVES PROMPTS, THINK TIME, THEN THE CLASS ANSWERS TOGETHER. NOW YOU'RE GOING TO HAVE A CHANCE TO JOIN A FOURTH GRADE QUICK PRACTICE. 
          I WILL BE STUDENT LEADER AND YOU CAN PRACTICE WHEN I GIVE THE PROMPTS. READ THE EQUATION WITH ME. 20 EQUALS 2 TIMES 7 PLUS F. WHAT DOES F EQUAL? THINK ABOUT IT. SHOW US YOUR FINGERS. CLASS? SIX. READ THE EQUATION, WITH ME SAYING THE UNKNOWN AS A NUMBER. 20 EQUALS 2 TIMES 7 PLUS 6. READ THE EQUATION WITH ME. 16 EQUALS 2 TIMES 7 PLUS F. WHAT DOES F EQUAL? THINK ABOUT IT. SHOW US YOUR FINGERS. CLASS? 2. READ THE EQUATION WITH ME. SAY THE UNKNOWN AS A NUMBER. 16 EQUALS 2 TIMES 7 PLUS F. THANK YOU FOR JOINING ME IN THIS EXAMPLE OF THE QUICK PRACTICES. QUICK PRACTICES HELP ME THINK ABOUT WHAT WE ARE DOING IN MATH. I LIKE THAT STUDENTS GET TO BE LEADER EVERY WEEK AND HELP US LEARN MATH. QUICK PRACTICES TURN MY BRAIN TO MATH MODE, SO THANKS TO THAT, I'M NOT CONFUSED DURING THE LESSON. I LIKE HOW QUICK PRACTICES HELP US TRY DIFFERENT PROBLEMS AND TEST OUR STRENGTHS. IT'S NOT A TEST, SO IT'S OKAY TO MAKE MISTAKES. WE ARE MATH GENIUSES. THAT WAS WONDERFUL. 
          I'M GONNA LET OUR STUDENT ADVISORS AND OUR BOARD MEMBERS ASK ANY QUESTIONS OR GIVE COMMENTS. HI, THANK YOU SO MUCH FOR YOUR PRESENTATION. I JUST WANT TO SAY YOU GUYS ARE ALL SO WELL-SPOKEN AND THAT WAS THE MOST ENGAGING PRESENTATION I'VE EVER WATCHED. I JUST WANTED TO SAY THAT YOU GUYS WERE SO AMAZING, YOUR PRESENTATION WAS SO FUN TO WATCH, AND I'M GLAD THAT YOU GUYS GOT TO PRESENT TO US TODAY. I JUST WANT TO SAY THE SAME. THANK YOU FOR PRESENTING TONIGHT. IT'S 
          [00:10:02]
REALLY MEANINGFUL TO SEE... 
          SEE ELEMENTARY STUDENTS NOT ONLY DOING MATH, BUT SHOWING US, JUST EXPLAINING TO US HOW THEY LEARN IT. THANK YOU. GREAT JOB Y'ALL. I REALLY LIKED WATCHING IT. AND WHAT YOU GUYS PRESENTED WAS CLEARLY STUFF THAT YOU'RE, LIKE, VERY WELL VERSED IN, YOU HAVE A LOT OF EXPERIENCE. 
          IT WAS AWESOME. I JUST HAVE ONE QUESTION. I WAS WONDERING, SO LIKE, WHEN Y'ALL DO THE THING WHERE YOU LIKE, TEACH EACH OTHER? AND LIKE, ONE OF YOU GOES UP AND LIKE PRESENTS, LIKE, HOW DO YOU DECIDE THAT? DO YOU LIKE VOLUNTEER? SO I WENT TO MS. ANDERSON THIS DAY TALKING ABOUT THIS, AND SHE SAID, DO YOU WANT TO DO THIS? AND I SAID, YEAH, OF COURSE. SO I THINK IT'S MORE LIKE CHOOSING, WHEN ARE WE GOING TO SAY, IN WHAT LINE. AND WE DO IT BY... BY TABLES, FOR EXAMPLE, THERE ARE TWO TABLES. THEY'RE GOING TO CHOOSE, THE TEACHER IS GOING TO CHOOSE WHAT TABLE GOES FIRST. AND EVERY STUDENT THAT IS INCLUDED TO THE CLASS GOES FIRST, THEN THE OTHER, THEN THE OTHER ONE. SO IN OUR CLASS, WE HAVE STICKS, SO OUR TEACHER WILL GRAB A STICK OUT OF THE BUCKET, OR IF WE RAISE OUR HAND, SHE'LL PICK ON ONE OF US. 
          IN MY CLASS, OUR TEACHER ASKS US TO VOLUNTEER. IF YOU DON'T WANT TO DO IT, YOU'RE NEVER FORCED TO. IF YOU WANT TO, MY TEACHER JUST SELECTS ONE PERSON AND THEN MAKES A LIST OF THE PEOPLE WHO WANT TO DO IT. SO EVERYONE WHO WANTS TO DO IT WILL GET THEIR TURN. 
          WELL, MY TEACHER LIKES TO SEE PEOPLE RAISE THEIR HAND, AND WHOEVER HASN'T HAD A TURN, SHE JUST PICKS. THAT'S SO AWESOME. THANK YOU FOR SAYING THAT AND GREAT ANSWERS. JUST LIKE ONE MORE SEGMENT OF THAT. IS THAT LIKE ALL OF THE GRADES THAT DO THAT, OR, YEAH, IT'S ALL OF THEM. THAT'S SO COOL. THANKS. I JUST WANT TO SAY YOUR PRESENTATION WAS VERY NICE. I LEARNED A LOT ABOUT HOW YOU GUYS LEARN MATH IN CLASS. I DID WANT TO ASK A QUESTION. SO DO YOU GUYS SOMETIMES HAVE LIKE. THE UPPER GRADE LEVELS MIGHT COME INTO THE LOWER GRADE LEVELS AND THEN TEACH, SO YOU'D HAVE, LIKE, MAYBE A FOURTH GRADER GO INTO A SECOND GRADE CLASS, SOMETHING LIKE THAT? NOT ME. 
          WELL, NOT REALLY. WE HAVE THIS THING WHERE IT'S CALLED, IT'S NOT REALLY MATH RELATED, BUT IT'S LIKE SECOND GRADE BUDDIES WHERE WE CAN, LIKE, GO INTO LIKE SECOND GRADE AND WE CAN TEACH THEM THINGS. WE DO FIRST GRADE BUDDIES. IT'S WHERE KIDS IN THE FOURTH GRADE CLASS AND MOST UPPER GRADES DO THIS, TOO. BUT THEY HAVE BUDDIES IN SOME OF THE LOWER GRADES, LIKE KINDERGARTEN AND FIRST, AND SOMETIMES SECOND, I THINK. AND THEN THEY JUST KIND OF DO DIFFERENT THINGS EVERY ONCE IN A WHILE. LIKE, TODAY, MY CLASS WENT DOWN TO MS. MARKHAM AND MS. WJ'S AND WE READ BOOKS TOGETHER SO THEY COULD HAVE A CHANCE TO READ SOME UPPER LEVEL STORIES. THAT MIGHT HAVE BEEN A BIT MORE INTERESTING. WE DO DIFFERENT THINGS, LIKE WE WENT TO THE SNOWMAN ART PROJECT, TOO. SO MY CLASS DID THAT ONE TIME. AND BEFORE THE WINTER BREAK, THE SECOND GRADERS, MR. DELGADO'S CLASS TO BE, EXACTLY, AND THEY GRABBED THEIR BOOK AND THEY CAME TO OUR CLASS TOO, SO WE CAN READ BOOKS. AND THE TEACHER PUT BOOKS ON THE FLOOR, SO SHE PICKED OUR BODIES AND WE READ THE BOOKS THAT WE WANTED UNTIL TIME WAS UP. 
          IN MY CLASS, WE DO FIRST GRADE BUDDIES IN SPANISH, AND WE DID PRO FUERZA, HOGADOS AND MASTRAPATIS. THANK YOU. IT'S REALLY COOL TO HEAR THAT YOU GUYS DO THESE KINDS OF THINGS WITH OTHER SUBJECTS, TOO. KEEP UP THE GOOD WORK. HEY, WELL DONE ON THE PRESENTATION. 
          VERY, VERY CLEAR. WHAT I APPRECIATED IS THE CLEAR DICTION. IN OTHER WORDS, EVERY WORD YOU SAID VERY CLEARLY WAS VERY EASY TO HEAR. SOMETIMES WHEN KIDS ARE PRESENTING, THEY'LL START OFF STRONG AND THEN THEY'LL COME BACK AND THEN THEY'LL STOP. 
          BUT THAT WASN'T THE CASE FOR YOU GUYS, SO IT WAS GREAT. AND A PARTICULAR SHOUT OUT TO ALE. 
          YOU HAD EVERYTHING MEMORIZED. 
          EVERYTHING MEMORIZED. YOU DIDN'T HAVE TO LOOK AT ANYTHING. THAT WAS REALLY IMPRESSIVE AND I KNOW THAT TOOK 
          [00:15:02]
A LOT OF WORK. THANK YOU. 
          EVERY LAST OF THAT YEAR, WE DID THINGS LIKE THAT. AND YEAH, YOU NEEDED TO LEARN, BECAUSE IT WAS MANDATORY. 
          YEAH, IT WAS GREAT. THANK YOU GUYS. I JUST WANTED TO SAY THANK YOU AND ALSO... 
          SAY THAT I WAS VERY IMPRESSED WITH THE PRESENTATION, WHERE IT WAS READ ALOUD, WHERE WE READ ALOUD. THAT TOOK A LOT OF COURAGE TO GET UP THERE AND PRESENT LIKE THAT FOR US. I REALLY DO APPRECIATE THAT. AND I WAS ALSO IMPRESSED BY THE LEVEL OF MATH YOU ALL WERE DOING. 
          YOU KNOW, THAT'S ALGEBRA, THAT'S HIGH SCHOOL LEVEL MATH. 
          AND YOU DON'T, YOU KNOW, YOU DON'T SEE ELEMENTARY SCHOOL STUDENTS DEALING WITH THAT UNKNOWN VARIABLES AND WHATNOT. 
          SO IT'S VERY IMPRESSIVE WHAT YOU ALL ARE DOING. SO CONGRATULATIONS ON DOING THIS REALLY WELL, AND THANK YOU FOR COMING AND PRESENTING. 
          WELL, I'M GOING TO JOIN MY COLLEAGUES IN SAYING THANK YOU FOR THIS WONDERFUL PRESENTATION. IT WAS VERY CLEAR. YOUR CONFIDENCE CAME THROUGH IN HOW MUCH YOU LOVE THIS SUBJECT. AND IT WAS REALLY, I REALLY APPRECIATED YOU SHOWING US YOUR PRACTICES AND HAVING US ENGAGE. WE LIKE THAT KIND OF THING, TOO. 
          SO THANK YOU SO MUCH. 
          DIRECTOR GERARD, DID YOU HAVE A COMMENT OR A QUESTION? I'D JUST SAY THANK YOU FOR MAKING A GREAT EXAMPLE OF STUDENT TEACHING, AND I'M VERY IMPRESSED AS WELL BY THE EXPRESSION AUTOMATICITY AND HOW EASILY THAT WAS SAID. THANK YOU. WELL, I ECHO EVERYTHING MY COLLEAGUES HAVE SAID. THERE WERE SO MANY THINGS I LIKED ABOUT THAT. I DO HAVE A QUESTION OF FAVEN. SO YOU'RE IN THE DUAL LANGUAGE PROGRAM. 
          ARE YOU DOING THE MATH THAT YOU DESCRIBED IN SPANISH NOW, OR IN ENGLISH NOW, OR IN BOTH? WE DO USUALLY SPANISH EVERY DAY. 
          OKAY. DO YOU KNOW WHAT PERCENTAGE OF YOUR CLASS IS IN SPANISH AND WHAT PERCENTAGE OF YOUR CLASS IS IN ENGLISH NOW? KIND OF. IS IT ABOUT 80-20? YES. WELL, IT'S VERY IMPRESSIVE. I THINK, FIRST OF ALL, HAVING ONE OF YOU FROM EACH DIFFERENT GRADE GIVES US A REALLY WONDERFUL PICTURE OF THE OVERALL ARC OF WHAT YOU'RE DOING. AND I THINK, WHILE I LOVED THE ENGAGEMENT PIECE, MY FAVORITE LINE WAS WHEN YOU SAID, WE REALLY ENJOY LEARNING ABOUT MATH. BECAUSE I LOVE MATH. IT'S MY FAVORITE SUBJECT. 
          AND I THINK EVERYBODY SHOULD FEEL THAT WAY, AND I'M SO GLAD YOU GUYS FEEL THAT WAY. THANK YOU FOR SHARING. YOU DID A GREAT JOB. I WOULD JUST ADD MY GRATITUDE TO ALL OF YOU AND FOR OUR FAMILIES WHO ARE HERE. 
          THANKS FOR COMING. TOMORROW, WE POST THE VIDEO OF THIS. SO I KNOW YOU COULDN'T GET NECESSARILY THE GREATEST VIDEO THAT YOU WANTED TO HERE. 
          BUT YOU SHOULD BE ABLE TO SEE THAT ON OUR SWAG IT VIDEO TOMORROW, WHICH IS POSTED TO OUR WEBSITE AT SOME POINT DURING THE DAY. I HOPE YOU ALL WILL WATCH IT BECAUSE I THINK IT'S A REALLY IMPORTANT ONE. TO HAVE THE OPPORTUNITY SOMETIMES TO SEE OURSELVES DOING SOMETHING THAT WE'RE REALLY PROUD OF. AND I HOPE YOU'RE ALL REALLY PROUD OF HOW YOU DID TONIGHT BECAUSE YOU WERE EXTRAORDINARY. SO I GIVE EXAMPLES TO PRINCIPALS FOR THE NEXT YEAR WHEN THEY'RE THINKING ABOUT WHAT WE THINK WAS A GREAT PRESENTATION. AND I CAN ALREADY TELL YOU. THIS WILL BE ON MY LIST OF EXAMPLES TO GIVE TO OUR PRINCIPALS FOR NEXT YEAR OF HOW A GREAT STUDENT PRESENTATION WORKS. SO THANK YOU VERY MUCH. 
          ABSOLUTELY. SURE. CAN WE GET A PICTURE WITH YOU GUYS? WOULD YOU LIKE TO DO THAT? IF YOU ALL 
          [00:20:29]
BE THERE. HELLO. THAT WILL BE HARD TO FOLLOW. I KNOW. 
          BUT WE ARE VERY HAPPY TO HAVE KIRA ANDERSON HERE TO SHARE AN OVERVIEW OF MONTLAKE TERRACE ELEMENTARY'S SIPP PRESENTATION FOR US THIS EVENING. SO THANK YOU FOR JOINING US AND YES, IT IS A HARD ACT TO FOLLOW, BUT WE KNOW YOU'LL DO GREAT. 
          THANK YOU. SO, BUILDING ON WHAT OUR STUDENT LEADERS SHARED, I'D LIKE TO HIGHLIGHT ADDITIONAL WAYS THAT WE ARE BUILDING AND CULTIVATING A STRONG CULTURE OF MATHEMATICIANS AT MOUNT LAKE TERRACE ELEMENTARY. SO, OUR 2024 THROUGH 2027 MATH THEORY OF ACTION IS IF WE, THE MOUNT LAKE TERRACE LEARNING COMMUNITY, PROTECT TIER ONE INSTRUCTIONAL TIME, IMPLEMENT DAILY ROUTINES AND QUICK PRACTICES, WHICH YOU JUST HEARD ABOUT FROM OUR STUDENT LEADERS, STRENGTHEN SKILLS AND STANDARDS BASED. BACKWARD UNIT PLANNING AND USE ASSESSMENTS TO DIFFERENTIATE INSTRUCTION, THEN STUDENTS WHO QUALIFY FOR MULTILINGUAL SERVICES IN GRADES 4 THROUGH 6. WHO SCORE PROFICIENT OR ABOVE ON THE MATH SMARTER BALANCED ASSESSMENT, OR SBA, WILL INCREASE FROM 14% TO 25%. AND OUR STUDENTS WHO QUALIFY FOR SPECIAL EDUCATION SERVICES IN GRADES 4 THROUGH 6, WHO SCORE PROFICIENT OR ABOVE ON THE MATH, SBA WILL INCREASE FROM 32% TO 45%. WE CHOSE THIS GOAL BECAUSE WHEN LOOKING AT OUR DATA AND DISAGGREGATING IT, WE DISCOVERED THAT OUR STUDENTS WHO QUALIFY FOR MULTILINGUAL SERVICES AND OUR STUDENTS WHO QUALIFY FOR SPECIAL EDUCATION SERVICES ARE DISPROPORTIONATELY PERFORMING BELOW GRADE LEVEL IN MATH. SO, AS I MENTIONED, THERE ARE FOUR KEY STRATEGIES THAT WE ARE FOCUSED ON TO MEET OUR GOAL. OUR FIRST STRATEGY IS TO HAVE PROTECTED TIME FOR TIER 1 CORE MATH INSTRUCTION. 
          SO THIS YEAR, WHEN WE DEVELOPED OUR MASTER SCHEDULE, WE INTENTIONALLY MADE SURE THAT EACH GRADE LEVEL HAD PROTECTED TIME FOR TIER 1 MATH. 
          THIS IS ESSENTIAL BECAUSE, IN ORDER TO CLOSE ACHIEVEMENT GAPS, ALL STUDENTS NEED ACCESS TO GRADE LEVEL STANDARDS AND HIGH QUALITY CORE INSTRUCTION. SO THIS IS A SNAPSHOT ON THE SCREEN OF ONE GRADE LEVEL'S MATH BLOCK THAT'S PROTECTED. AND YOU CAN SEE THAT THEY'VE, THE GRADE LEVEL IS IDENTIFIED WHEN THEY'RE DOING THE QUICK PRACTICE ROUTINE. 
          AND THAT THE RESOURCE SUPPORT IS A PUSH-IN MODEL TO ENSURE THAT ALL STUDENTS HAVE THE OPPORTUNITY TO ENGAGE IN AND PARTICIPATE IN TIER 1 MATH INSTRUCTION. OUR SECOND STRATEGY WAS MENTIONED BY OUR STUDENT LEADERS. IS IMPLEMENTING DAILY ROUTINES AND QUICK PRACTICES. THESE ARE NOW EMBEDDED ROUTINES IN DAILY INSTRUCTION. THESE ROUTINES STRENGTHEN ESSENTIAL SKILLS SUCH AS NUMBER SENSE, FLUENCY, AND AUTOMATICITY, FOUNDATIONAL SKILLS THAT ARE REQUIRED TO SUPPORT MATHEMATICAL THINKING. PRIOR TO PARTNERING WITH MATH GENIUS SQUAD, THESE COMPONENTS WITHIN THE MATH EXPRESSION CURRICULUM WERE NOT UTILIZED. 
          IT'S NOT EASY FOR TEACHERS TO KNOW HOW TO IMPLEMENT THEM, AND IT'S OFTEN THEY'RE OVERLOOKED AND SKIPPED OVER. BUT THANKS TO THE MATH GENIUS SQUAD, THESE CRITICAL ROUTINES ARE NOW ACCESSIBLE, EXPLICIT, AND INTEGRATED INTENTIONALLY INTO DAILY INSTRUCTION, ENSURING CONSISTENT, HIGH-IMPACT, STUDENT-LED PRACTICE FOR ALL STUDENTS. OUR THIRD STRATEGY IS TO STRENGTHEN SKILLS IN STANDARDS-BASED BACKWARD UNIT PLANNING. SO THIS YEAR, ALL OF OUR TEACHERS ATTENDED A GRADE-LEVEL UNIT PLANNING SESSION WITH SHANNON KEEBLER, WHO'S THE FOUNDER OF MATH GENIUS SQUAD. THE SESSION FOCUSED ON IDENTIFYING PRIORITY STANDARDS WITHIN EACH UNIT AND BACKWARD PLANNING TO ENSURE STUDENT SUCCESS. 
          THIS PROFESSIONAL LEARNING STRENGTHENED TEACHERS' ABILITY TO ALIGN INSTRUCTION, ASSESSMENT, AND STUDENT OUTCOMES. BECAUSE WE HAVE ACCESS TO THE MATH GENIUS SQUAD RESOURCES, TEACHERS HAVE ONGOING ACCESS TO THIS BACKWARDS UNIT PLANNING FOR FUTURE UNITS SO THAT THEY CAN CONTINUE TO WORK WITH THEIR GRADE-LEVEL TEAMS 
          [00:25:02]
TO BACKWARDS PLAN. EACH UNIT ALIGNING TO STANDARDS. 
          IN ADDITION, THEY HAVE VIDEOS RECORDED BY SHANNON KEEBLER, WHO UNPACKS THE CRUCIAL MATH CONTENT AND CONCEPTS. OUR FOURTH STRATEGY IS TO STRATEGICALLY USE ASSESSMENT DATA TO MONITOR STUDENT PROGRESS AND DIFFERENTIATE INSTRUCTION. 
          HERE'S AN EXAMPLE OF THAT IN PRACTICE. AT THE END OF JANUARY... AND BEGINNING OF FEBRUARY, WE USED OUR STAFF MEETING TIME TO ANALYZE OUR MATH IREADY WINTER BENCHMARK ASSESSMENT DATA. THIS GRAPH SHOWS SCHOOL-WIDE GROWTH IN MATH BASED ON STUDENTS WHO COMPLETED BOTH THE FALL AND WINTER ASSESSMENTS. THE GREEN BAR INDICATES STUDENTS WHO ARE PERFORMING ON OR ABOVE GRADE LEVEL. THE RED BAR IS INDICATING STUDENTS WHO ARE PERFORMING TWO OR MORE GRADE LEVELS BELOW. AS YOU CAN SEE, WE WERE ABLE TO INCREASE THE NUMBER OF STUDENTS ON GRADE LEVEL BY 12%, WHICH IS 42 STUDENTS, AND WE DECREASED THE NUMBER OF STUDENTS TWO OR MORE GRADE LEVELS BELOW BY 14%, WHICH IS 47 STUDENTS. 
          BUT WE DIDN'T STOP THERE. WE FURTHER WORKED IN COLLABORATIVE TEAMS TO DISAGGREGATE THE DATA, LOOKING AT GROWTH AND PERFORMANCE LEVELS IN EACH GRADE. 
          FROM THERE... TEAMS WORKED COLLABORATIVELY USING MATHGENIUS SQUAD RESOURCES AND IREADY RESOURCES TO PLAN A DATA INQUIRY CYCLE, WHICH IS CURRENTLY BEING IMPLEMENTED NOW. SO CURRENTLY, TEACHERS ARE IMPLEMENTING THEIR PLAN AND PROGRESS MONITORING REGULARLY. AT THE END OF MARCH, WE WILL COME BACK TOGETHER AND REGROUP AND ANALYZE STUDENT PROGRESS AND IDENTIFY AND PLAN FOR NEXT STEPS. SO, AT MATLAKE TERRACE ELEMENTARY SCHOOL, WE BELIEVE THAT IF WE IMPLEMENT THESE FOUR STRATEGIES, PRIORITIZE TIER 1 MATH INSTRUCTION AND PROTECT IT, IF WE IMPLEMENT DAILY ROUTINES AND QUICK PRACTICES, IF WE STRENGTHEN STAFF'S ABILITY TO DO STANDARDS-BASED BACKWARD UNIT PLANNING, AND IF WE REGULARLY USE ASSESSMENT DATA TO PROGRESS, MONITOR AND DIFFERENTIATE INSTRUCTION, THEN WE WILL CONTINUE TO FOSTER A CULTURE. CONFIDENT AND CAPABLE MATHEMATICIANS. 
          AND WE LOOK FORWARD TO WATCHING OUR LITTLE HAWKS SOAR. THANK YOU. WELL DONE. 
          QUESTIONS, COMMENTS? THANK YOU FOR SHARING. I REALLY APPRECIATE THE CLARITY OF THE GOALS, ESPECIALLY THE FOCUS ON MULTILINGUAL AND SPECIAL NEEDS STUDENTS. BUT I DO WANT TO ASK, WHEN USING IREADY AND SBA INTERIM DATA TO DIFFERENTIATE INSTRUCTION, HOW DO YOU ENSURE THAT THE DATA INFORMS INSTRUCTION WITHOUT NARROWING THE CURRICULUM TO TEST PREPARATION ONLY? THAT'S A GREAT QUESTION. AND I WILL SAY AT MOUNTLAKE TERRACE ELEMENTARY. THIS YEAR, OUR FOCUS, WE'VE BEEN STRONGER AT USING IREADY DATA, AND IT'S A WORK IN PROGRESS TO ADD OUR SBA INTERIM ASSESSMENTS. THAT IS A GOAL OF OURS TO CONTINUE TO WORK TOWARDS. AND SO HOW WE ENSURE WE'RE NOT JUST DOING TEST PREP IS THAT WE'RE DOING THAT BACKWARDS. PLANNING, THAT STANDARDS ALIGNED, SO THAT WE'RE FOCUSING ON THE PRIORITY STANDARDS FOR EACH GRADE LEVEL. AND THEN INTRODUCING IT IN A WAY, AND THAT'S WHERE MATH GENIUS SQUAD HAS REALLY HELPED US, IS TO HELP TEACHERS UNDERSTAND HOW TO TEACH THOSE CONCEPTS. USING SOMETHING CALLED CRA, CONCRETE, REPRESENTATIONAL AND ABSTRACT METHODS, SO THAT THEY CAN SCAFFOLD WITHIN TIER 1 INSTRUCTION. SO IF STUDENTS, WE DON'T WANT TO GO DIRECTLY TO THE ALGORITHM OR THE ABSTRACT CONCEPT. WE WANT STUDENTS TO UNDERSTAND THE NUMBER SENSE BEHIND THE ALGORITHM, AND SO TEACHERS ARE LEARNING WAYS TO EBB AND FLOW BETWEEN THOSE, AND THAT'S WHY WE KEEP THE FOCUS ON PRIORITY STANDARDS AND MEASURE PROGRESS THROUGHOUT THE YEAR. THANK YOU. THANK YOU FOR YOUR PRESENTATION AND THE GOALS. I JUST HAVE A QUICK QUESTION ABOUT IREADY. IS THAT SOMETHING STUDENTS FOCUS ON IN CLASS, OR IS THAT ALSO ASSIGNED AS HOMEWORK? YEAH, SO IREADY IS DONE WITHIN THE SCHOOL DAY AND IT'S MOST TEACHERS, IT'S ABOUT 15 MINUTES A DAY THAT STUDENTS SPEND ON IREADY. THEY DO IREADY READINGS. IT VARIES A LITTLE BIT BETWEEN GRADE LEVEL AND THAT'S SOMETHING WE'RE WORKING TOWARDS. 
          IN THE NEXT SCHOOL YEAR, GETTING MORE CONSISTENT ON AND ALIGNING IT VERTICALLY. 
          BUT ALL TEACHERS, MAYBE KINDERGARTEN IS NOT SO MUCH YET USING IT REGULARLY BECAUSE THEY DID NOT TAKE THE FALL ASSESSMENT. THEY ONLY TOOK THE 
          [00:30:01]
WINTER ASSESSMENT, SO THIS IS NEW FOR THEM. BUT OTHER GRADE LEVELS ARE ACCESSING IT. THEY'RE DOING MY LEARNING PATH, AND SO MANY OF THE TEACHERS IN THEIR DATA INQUIRY CYCLE ARE ADJUSTING THE LESSONS IN MY LEARNING PATH TO ALIGN WITH THE GOALS. THAT WE SAW WERE GAPS IN THE DATA. 
          THANK YOU. HI, THANK YOU FOR YOUR PRESENTATION. MY QUESTION IS MORE REGARDING LIKE, DID YOU? SO, DO YOU HAVE DATA THAT CORRESPONDS ALSO WITH, LIKE, PREVIOUS YEARS? SO YOU CAN SEE LIKE IF THE TREND OF STUDENTS ISN'T JUST BECAUSE THEY'RE BECOMING MORE REFRESHED WITH MATH THROUGHOUT THE YEAR. 
          BECAUSE, NATURALLY, I FEEL LIKE IT MAKES SENSE FOR THEM IN WINTER TO FEEL MORE COMFORTABLE IN MATH. IF THEY'VE GONE TWO AND A HALF MONTHS WITHOUT DOING IT OVER THE SUMMER, WOULD BE MY INITIAL THOUGHT BETWEEN, LIKE, FALL AND WINTER DATA. SO DOES THIS YEAR'S FALL AND WINTER DATA TRACK BETTER THAN PREVIOUS YEARS? NO, I APPRECIATE THAT QUESTION. SO I'M A FIRST-YEAR PRINCIPAL AT MOUNT LAKE TERRACE ELEMENTARY. SO I... I PROBABLY HAVE CAPTURED SOME OF THAT DATA, BUT EVERYTHING WAS CLEARED AND SO I'VE GOT A FRESH SLATE. I DO HAVE THE SBA DATA, WHICH WE ARE LOOKING AT AS WELL TO IDENTIFY AREAS OF STRENGTH AND GROWTH. MOVING FORWARD, YES, WE PLAN TO FOLLOW OUR DATA AND FOLLOW OUR STUDENTS ALONG YEAR TO YEAR. 
          YES, I UNDERSTAND THAT. MY QUESTION, YEAH, WAS MORE REGARDING THOUGH, JUST LIKE IF WITH THE NEW METHOD IMPLEMENTED, THAT ALSO IS SHOWING LIKE DATA DIFFERENCES, BUT I UNDERSTAND IF YOU DON'T HAVE THAT DATA THAT YOU CAN'T CONVEY THAT. I WAS JUST CURIOUS. WE CAN'T. WITH DATA, I DON'T THINK WE CAN SAY IT'S HAD AN IMPACT. 
          WHEN I'M VISITING CLASSROOMS, I CAN SEE THE IMPACT OF STUDENTS ENGAGED IN MATH, STUDENTS CORALLY RESPONDING, STUDENTS USING THE VOCABULARY THAT THEY WEREN'T USED BEFORE. 
          SO IT'S MORE QUALITATIVE DATA AT THIS POINT THAN QUANTITATIVE. UNDERSTOOD. 
          THANK YOU. YEP. I MAY... I ALREADY SKEPTIC. I WOULD BE REALLY CURIOUS TO SEE IF YOU CAN PIN DOWN THE INSTRUCTIONAL ADVANTAGE TO STUDENT PERFORMANCE. USE LIKE, IN OTHER WORDS, HOW MUCH TIME THEY SPEND ON I ALREADY TO HOW MUCH THEY ACTUALLY IMPROVE VERSUS A DIFFERENT FORM OF INSTRUCTION. 
          I WOULD ALSO JUST CAUTION USING I-READY DATA TO HINGE YOUR SUCCESS OR LACK THEREOF. 
          BECAUSE IT DOESN'T NECESSARILY ALIGN WELL WITH THE INTERIM ASSESSMENTS THAT WE HAVE AVAILABLE TO US WITH THE SBA. 
          THE INTERIM ASSESSMENTS REQUIRE STUDENTS TO... DO THE WORK ON PAPER AND IT'S NOT CLICKING. 
          AND A LOT OF TIMES, IN MY OWN EXPERIENCE IN THE CLASSROOM, AS A PRINCIPAL, AS A DAD, I KNOW THAT KIDS CAN JUST GO ON. WHEN THEY SEE THAT ASSESSMENT, JUST A CLICK, CLICK, CLICK, CLICK, CLICK, CLICK, CLICK, CLICK, CLICK, I'M DONE, VERSUS HAVING TO WORK THROUGH WITH A CHALLENGING PROBLEM WITH OR WITHOUT THE SUPPORT OF THE TEACHER. SO I WOULD REALLY ENCOURAGE... PUSHING MORE TOWARD THOSE INTERIM ASSESSMENTS, BUT AGAIN, I AM ONE OF THOSE SKEPTICS OF I-READY. AND I COMPLETELY AGREE THAT WE SHOULDN'T USE ONE DATA POINT, AND SO WHAT I WAS REALLY IMPRESSED WITH WHEN OUR STAFF COLLABORATED AROUND I-READY WAS WE USED THAT AS ONE DATA POINT, BUT THEY WERE ALSO USING CLASSROOM-BASED ASSESSMENTS AND OTHER METHODS TO PLAN THEIR DATA INQUIRY CYCLE. THEY WEREN'T RELYING ON ONE SOURCE, AND I AGREE THAT... THE SBA INTERIMS IS AN AREA THAT WE'RE LOOKING TO GROW IN AS WELL AND INTEGRATE. SO THANK YOU. OH, DIRECTOR GERARD? YES, THANK YOU FOR THE PRESENTATION. I WAS JUST WANTED TO EXPRESS APPRECIATION FOR YOUR FOCUS ON MATH. I KNOW A LOT OF TIMES WE DON'T HAVE THOSE THAT IS A FOCUS, OR ELSE IT IS NOT SOMETHING WE GET A PRESENTATION ON. SO I THOUGHT THE STUDENTS WERE IMPRESSIVE, AND I LOOK FORWARD TO SEEING THE IMPACT OF THESE ROUTINES AND PRACTICES AND BACKWARD UNIT PLANNING. THANK YOU. I WANT TO SAY THAT WAS A HARD ACT TO FOLLOW, BUT YOU HELD YOUR OWN. THIS IS VERY INFORMATIVE. THANK YOU SO MUCH. THANK YOU SO MUCH. 
          KIRA, THANK YOU SO MUCH. I THINK WITH YOUR BEING A FIRST-YEAR PRINCIPAL, THIS WAS CLOSE 
          [00:35:01]
TO A MASTER CLASS OF HOW TO DO SCHOOL IMPROVEMENT PLANNING. I THINK YOU DID, YOU'VE DONE A GREAT JOB OF LAYING OUT YOUR THEORY OF ACTION, YOUR STRATEGIES ALIGNED TO IT. 
          I LOVE SEEING BACKWARDS DESIGN, WHICH WE HAVEN'T HEARD FROM FOR A LONG TIME, EVER SINCE GRANT WIGGINS WORKED, BUT WE KNOW THAT THAT'S REALLY WHERE WE HAVE TO START WITH, WHAT IS OUR END GOAL AND HOW WE'RE GOING TO GET THERE. AND I THINK THE COMBINATION OF YOUR PRESENTATION WITH YOUR STUDENTS IS VERY ALIGNED. AND IF WE WANT TO SEE EVIDENCE OF YOUR SUCCESS, THEY'RE SITTING RIGHT THERE. 
          SO THANK YOU VERY MUCH. I THINK THIS WAS A LOVELY COMBINATION OF LOOKING AT IT FROM THE ADMINISTRATIVE LEVEL AND LOOKING AT IT FROM THE STUDENT LEVEL. AND I LOVE THE FOCUS ON MATH, SO JUST KEEP UP THE GOOD WORK. 
          THANK YOU SO MUCH. DR. MINER. 
          THANK YOU VERY MUCH FOR BEING HERE THIS EVENING AND FOR SHARING YOUR STUDENTS AND YOUR SCHOOL'S WORK WITH US. WE APPRECIATE YOU. THANK YOU SO MUCH. NEXT, OH, AND THE STUDENTS DON'T HAVE TO STAY FOR THE REST OF THE BOARD MEETING IF YOU DON'T WANT TO. I REALIZE IT'S A SCHOOL NIGHT, BUT IF YOU WANT TO STAY, YOU'RE MORE THAN WELCOME, 
          [7. SUPERINTENDENT REPORT-6:55 pm]
BUT THANK YOU SO MUCH. NEXT ON THE AGENDA IS THE SUPERINTENDENT'S REPORT. 
          WELL, THANK YOU SO MUCH. IT'S OUR FIRST BOARD MEETING SINCE THE ELECTION, WHICH NOW SEEMS LIKE KIND OF A LONG TIME AGO, BUT IT WAS TWO WEEKS AGO THIS EVENING. 
          ELECTION RESULTS HAVE BEEN CERTIFIED, AND OUR FINAL PERCENTAGE THIS YEAR WAS 64.24 IN FAVOR OF OUR LEVY. 
          OBVIOUSLY, DEEP GRATITUDE TO OUR COMMUNITY WHO SUPPORTED US WITH THAT LEVY, OR ON THAT LEVY, RATHER. WE'LL CONTINUE TO WORK VERY HARD TO MAKE SURE THAT OUR COMMUNITY UNDERSTANDS TRANSPARENTLY HOW WE ARE USING THOSE FUNDS ON WONDERFUL THINGS 
          [8. APPROVAL OF MINUTES-7:00 pm]
LIKE THIS. SO THANK YOU SO MUCH. NEXT, WE HAVE APPROVAL OF MINUTES. WE HAVE THREE SETS OF MINUTES TO APPROVE TONIGHT. ONE SET FROM THE FEBRUARY 3RD SPECIAL MEETING THAT WAS A STUDY SESSION ON OUR NEW MIDDLE SCHOOL NAMING COMMITTEE. ONE IS THE FEBRUARY 10TH SPECIAL MEETING, WHICH WAS A STUDY SESSION ON. 
          BUDGET AND THE FEBRUARY 10TH MINUTES ON OUR REGULAR BUSINESS MEETING. DO I HEAR A MOTION IN A SECOND TO APPROVE THOSE THREE SETS OF MINUTES? I'LL MOVE TO APPROVE. SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? ARE THERE ANY OBJECTIONS? THE THREE SETS OF MINUTES FROM A FEBRUARY 3RD STUDY SESSION ON THE NEW MIDDLE SCHOOL NAMING COMMITTEE, ON THE FEBRUARY 10TH SPECIAL MEETING ON THE STUDY SESSION ON BUDGET AND THE FEBRUARY 10TH REGULAR BUSINESS MEETING ARE 
          [9. PUBLIC COMMENTS-7:05 pm]
APPROVED. NEXT, WE HAVE OUR PUBLIC COMMENTS. THE PUBLIC COMMENT SECTION ON THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD. 
          THE PURPOSE OF PUBLIC COMMENTS IS FOR THOSE INTERESTED TO COMMUNICATE WITH THE BOARD OF DIRECTORS ABOUT ITEMS ON THE AGENDA OR SPECIFIC WORK WITHIN THE SCOPE OF THE SCHOOL DISTRICT. THIS ISN'T A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER. ALSO, AS DOCUMENTED BY BOARD POLICY, THE BOARD IS NOT OBLIGATED TO RESPOND TO QUESTIONS OR CHALLENGES MADE DURING THE PUBLIC COMMENT PERIOD, AND THE BOARD'S SILENCE WILL NOT SIGNAL AGREEMENT, DISAGREEMENT, OR ENDORSEMENT OF THE SPEAKER'S REMARKS. 
          PEOPLE MAY SUBMIT PUBLIC COMMENTS EITHER BY READING YOUR COMMENT ALOUD IN PERSON, OR BY SUBMITTING YOUR COMMENT IN WRITING. THE BOARD READS ALL THE WRITTEN COMMENTS, AND THEY ARE LATER ATTACHED TO THE MEETING AGENDA AND POSTED ON THE BOARD DOCS WEBSITE. WHEN YOU PRESENT YOUR COMMENT IN PERSON, PLEASE BEGIN BY STATING YOUR NAME, YOUR CITY OF RESIDENCE, YOUR RELATIONSHIP TO THE DISTRICT, AND THE AGENDA ITEM OR SCHOOL DISTRICT TOPIC THAT YOU'RE ADDRESSING. PLEASE LIMIT YOUR COMMENTS TO THREE MINUTES. A TIMER WILL BE RUNNING SO THAT YOU CAN CONSIDER YOUR TIME. 
          AT THE THREE-MINUTE MARK, THE MICROPHONE WILL BE MUTED. 
          PLEASE MAKE YOUR STATEMENT IN A CIVIL MANNER, WITHOUT DISPARAGING, NAME-CALLING OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT. IF ANY PERSON MAKES AN UNCIVIL COMMENT, THE BOARD PRESIDENT WILL DIRECT THE MICROPHONE TO BE MUTED AND YOUR COMMENT WILL BE ENDED. REGARDLESS OF THE TIME LEFT ON THE TIMER. THE DESCRIPTION OF AN UNCIVIL COMMENT IS STATED IN OUR SCHOOL BOARD POLICY 1400 AND IS INCLUDED IN THE INFORMATION THAT'S ON THE TABLE WHERE YOU SIGNED IN. 
          PLEASE USE GOOD JUDGMENT IN THE PHRASING AND CONTENT OF YOUR COMMENT. RELEVANT ITEMS MENTIONED IN COMMENTS ARE TYPICALLY NOT ACTED UPON BY THE BOARD AT THIS TIME, BUT MAY BE FOLLOWED UP BY THE BOARD, THE SUPERINTENDENT, AND OUR STAFF AT A LATER TIME. THE BOARD ALSO ACCEPTS COMMENTS AND QUESTIONS AT ANY TIME THROUGH EMAIL. WE READ EACH EMAIL THAT WE RECEIVE, AND WE APPRECIATE THE TIME AND EFFORT THAT IT TAKES FOR THOSE WHO WRITE THEM. 
          [00:40:02]
COMMENTS ARE MADE FROM THE PODIUM THAT IS OVER TO THE SIDE OF THE BOARDROOM. 
          AND TONIGHT'S FIRST COMMENT, AND ACTUALLY ONLY COMMENT, IS KAREN MOSSMAN. RESPECT FOR ONE'S OCCUPATION. STUDENTS IN THE EDMONDS SCHOOL DISTRICT, AS WELL AS MANY OTHERS IN DISTRICTS ACROSS OUR NATION, WALKED OUT DURING SCHOOL TIME TO PROTEST ICE. A PROFESSION THAT THESE MEN AND WOMEN HAVE CHOSEN TO DO AND UPHOLD THE LAW. 
          STUDENTS THAT HAVE GONE THROUGH THE K-12 EDUCATION SYSTEM AND LOOKING ONWARD TO EITHER UNIVERSITY OR TRADES. 
          TO CHOOSE AN OCCUPATION THAT THEY WOULD LIKE TO SUCCEED IN, WHETHER IT BE A SCIENTIST, A TEACHER, FIREFIGHTER, ELECTRICIAN, OR HAIRSTYLIST, IT'S YOUR CHOICE. 
          HOWEVER, THERE ARE THOSE WHO CHOOSE TO HAVE A CAREER IN LAW ENFORCEMENT. OUT OF ALL THE CHOICES ONE HAS, WHY IS IT YOU WOULD CHOOSE TO HATE ONLY ONE GROUP OUT OF A PATH OF MANY OCCUPATIONS? LAW ENFORCEMENT OFFICERS ARE OUR SONS, DAUGHTERS, SISTERS, BROTHERS, MOTHERS, FATHERS. 
          THEY SUPPORT THEIR FAMILIES BY A CHOICE THEY MADE. I PERSONALLY HAVE TWO IN MY IMMEDIATE FAMILY, AND ONE BEING MY MEXICAN SON-IN-LAW, WHO'S... FAMILY IS HERE LEGALLY, GRADUATED FROM MEADOWDALE HIGH SCHOOL, AND CHOSE A CAREER IN LAW ENFORCEMENT. WHAT PART OF THEM DO YOU HATE? DO YOU KNOW THEM? DO YOU KNOW THEIR STORY? THE ONLY REASONABLE CONCLUSION OF THIS HATRED IS YOUR OWN PERCEPTION OF RIGHT OR WRONG. WHERE IS YOUR COMPASSION AND INCLUSIVITY FOR THESE PEOPLE WHO HAVE CHOSEN THIS PROFESSION? IF YOU AND YOUR FRIENDS HAVE DONE NOTHING WRONG, AND FOLLOW THE LAW, THERE SHOULD BE NO FEAR. 
          FEAR IS A CHOICE. HATE IS A CHOICE. PEOPLE WITH INTEGRITY WALK SAFELY, BUT THOSE WHO FOLLOW CROOKED PATHS WILL BE EXPOSED. EDUCATE WITH FACTS, NOT YOUR OWN PERSONAL OPINIONS. 
          REMEMBER, YOU HAVE A CHOICE TO MAKE GOOD OR BAD DECISIONS. 
          THEREFORE, THERE ARE REWARDS FOR GOOD AND CONSEQUENCES 
          [10. CONSENT AGENDA-7:35 pm]
FOR BAD. THANK YOU. THANK YOU. 
          TONIGHT'S CONSENT AGENDA HAS 11 ITEMS. ONE IS PERSONNEL. 
          TWO ARE RELATE TO THE PURCHASE OF COMPUTERS AND TECH EQUIPMENT, BOTH USING FUNDS FROM THE 2024 CAPITAL AND TECH LEVY. ONE IS OUR MONTHLY BILLS AND VOUCHERS, AND THERE ARE SEVEN FIELD TRIPS. DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S CONSENT AGENDA AS PRESENTED? I'LL MOVE TO APPROVE. SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? OTHER THAN. I WOULD LIKE TO THANK OUR VOTERS FOR THE SUPPORT THAT THEY'VE GIVEN FOR THE ITEMS HERE THAT ARE BEING COVERED BY OUR CAPITAL AND TECH LEVIES. 
          ANYTHING ELSE? OKAY. ALL THOSE IN FAVOR OF APPROVING TONIGHT'S CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE. AYE. ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? AND TONIGHT'S 
          [11. REPORTS-7:45 pm]
CONSENT AGENDA IS APPROVED AS PRESENTED. WE HAVE ONE REPORT THIS EVENING. WELCOMING FORWARD EXECUTIVE DIRECTOR LYDIA SELLE FOR THE BUSINESS AND FINANCE REPORT FOR DECEMBER. I FEEL LIKE YOU SEE ME SO MUCH. THIS IS THE FIVE-MINUTE, YOU KNOW, KEEP YOU ON TOP OF THE MONTHLY FINANCIAL REPORT. SO, DECEMBER. THE HIGHLIGHT IS THAT WE PAID OUR SEMI-ANNUAL PRINCIPAL AND INTEREST PAYMENT ON OUR OUTSTANDING BONDS, AND THEN THE NEXT PAYMENT IS IN JUNE. ON THE NEXT SLIDE, WE ARE TRENDING QUITE WELL. 
          JUST WANTED TO NOTE THAT THERE IS A PAID FAMILY MEDICAL LEAVE PREMIUM THAT INCREASES ON 1-1-26. WHICH MAKES IT A BIT DIFFICULT TO BUDGET BECAUSE THAT'S A CALENDAR YEAR, AND WE HAVE TO ESTIMATE ALMOST A YEAR IN ADVANCE. IT CONTINUES TO KEEP INCREASING. I BELIEVE THE STATE PUT INTO A PROGRAM THAT IS INADEQUATELY FUNDED, SO THEY KEEP RAISING THE RATES FOR EMPLOYERS. LYDIA, CAN I ASK YOU A QUESTION ON THAT? SO IS THAT COVERAGE CONSISTENT, OR DOES IT DEPEND ON HOW MANY 
          [00:45:02]
PEOPLE WILL BE APPLYING FOR IT? WHAT THE STATE INVOICES US FOR IS CONSISTENT. IT'S JUST A PERCENTAGE OF THE GROSS COMPENSATION. 
          AH, THANK YOU. THIS SLIDE JUST SHOWS YOU THAT REVENUES AND EXPENSES ARE VERY STABLE FROM YEAR TO YEAR. NO SHARP INCREASES OR DECREASES BY ANY CATEGORY. ENDING FUND BALANCE, BASICALLY NEARLY IDENTICAL TO WHAT WE HAD IN NOVEMBER, SO THAT'S GOOD, STABLE. I DID INCORPORATE WHAT I BELIEVE APPORTIONMENT IS GOING TO BE IN JANUARY. REFLECTING THE DECREASE IN ENROLLMENT THAT WE'RE SEEING. SO THAT LINE DOES INCLUDE THAT ENROLLMENT DECREASE ENDING FUND BALANCE. I WAS TALKING TO JOHN BELL THE OTHER DAY. AND WE ARE APPLYING FOR MORE SAFETY NET FUNDS IN SPECIAL EDUCATION THAN WE BUDGETED. OF COURSE, THAT PROBABLY MEANS THAT THERE ARE SOME INCREASED EXPENDITURES TO CORRESPOND. BUT I WILL TRY TO FACTOR THAT INTO NEXT MONTH'S PRESENTATION. 
          ENROLLMENT MAKES ME A BIT SAD BECAUSE WE ARE THAT BOTTOM LINE. SO WE ARE JUST KEEPING ON TOP OF IT, AND WE'LL MAYBE HAVE SOME DISCUSSIONS ON HOW WE'RE TRENDING AS A FEW MORE MONTHS GO BY. AND THAT IS MY VERY SHORT REPORT FOR DECEMBER. THANK YOU. ANY COMMENTS OR QUESTIONS? DR. 
          GERARD, DIRECTOR, GERARD, YOU GOOD? YES, I'M GOOD. OKAY. 
          HE'S ON THE LINE. YES, I WISH I WERE THERE WITH YOU. GO AHEAD. 
          JUST A QUESTION FROM MY UNDERSTANDING. WHAT DOES FTE STAND FOR, AND WHY ARE WE LOOKING FOR ENROLLMENTS OF IT? THANK YOU. FTE STANDS FOR FULL-TIME EQUIVALENT. SO, FOR THE MOST PART, THE STATE DOESN'T FUND ON HEADCOUNT, THE NUMBER OF STUDENTS. THEY FUND ON HOW MUCH TIME THE STUDENTS ACTUALLY SPEND IN SCHOOL. SO IF YOU SPEND HALF YOUR DAY IN HIGH SCHOOL AND HALF YOUR DAY AT RUNNING START, THE FUNDING IS GOING TO BE DIFFERENTLY. AND YOU MIGHT BE A .4. FTE IN HIGH SCHOOL AND A .6. FTE IN RUNNING START. AND WITH A FEW EXCEPTIONS, YOU CAN'T BE MORE THAN ONE. 
          SO, SOMEBODY GOES TO SCHOOL ALL DAY LONG IS GENERALLY ONE. 
          BUT WE HAVE OPPORTUNITIES, ESPECIALLY IN THE UPPER GRADES, THAT YOU MAY DO SOMETHING DIFFERENT. 
          AND AGAIN, THAT'S... MOST OF HOW WE RECEIVE OUR FUNDING FROM THE STATE IS HOW MUCH TIME YOU GUYS SPEND IN SCHOOL. 
          THANK YOU. ON THAT, I HAVE A QUESTION. DOES THIS AT ALL FOLLOW, THOUGH, THE TREND OF HOW MANY STUDENTS ARE IN RUNNING, START NOW AND DOING OTHER PROGRAMS? BECAUSE I KNOW THAT WE'VE HAD AN INCREASE IN RUNNING START STUDENTS. SO DOES THIS CORRESPOND AT ALL? YES, THERE HAS BEEN A DEFINITE INCREASE IN RUNNING START. 
          FULL-TIME EQUIVALENTS, AGAIN, FROM BEFORE COVID AND CURRENT. 
          SO BEFORE COVID, IT WAS BELOW 500 FULL-TIME EQUIVALENT STUDENTS, AND NOW IT'S CLOSE TO 650. OKAY. THANKS. I THINK THAT'S ALL THE COMMENTS AND QUESTIONS. THANK YOU, AS ALWAYS, FOR A VERY HELPFUL REPORT. WE HAVE A FEW ITEMS OF NEW BUSINESS THIS EVENING. 
          FOR THE FIRST ONE, I WOULD LIKE TO WELCOME FORWARD 
          [12. UNFINISHED BUSINESS- 8:00 pm]
CURTIS. WE HAVE UNFINISHED BUSINESS FIRST. WELL, LET'S GET THE UNFINISHED BUSINESS DONE BEFORE WE MOVE ON TO THE NEW BUSINESS, SHALL WE? WE HAVE ONE ITEM OF UNFINISHED BUSINESS, A SECOND READING TO APPROVE THE NEW BOARD POLICY 3425. THERE WERE NO CHANGES BETWEEN THE FIRST AND SECOND READING OF THIS POLICY. DO I HEAR A MOTION AND A SECOND TO APPROVE? THE NEW BOARD POLICY 3425, WHICH IS ACCOMMODATING STUDENTS WITH ADRENAL INSUFFICIENCY. I MOVE THAT WE APPROVE THIS SECOND, I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION HEARING? NONE, ARE THERE ANY OBJECTIONS? THEREFORE, NEW BOARD POLICY 
          [00:50:01]
3425 FOR ACCOMMODATING STUDENTS WITH ADRENAL INSUFFICIENCY IS APPROVED. I'M VERY SURE THAT CURTIS CAMPBELL, OUR DIRECTOR OF COMMUNICATIONS, IS THANKFUL THAT HE'S NOT BEING BROUGHT FORWARD TO TALK ABOUT THAT NEW BOARD. POLICY 
          [13. NEW BUSINESS- 8:10 pm]
ON ADRENAL INSUFFICIENCY. 
          INSTEAD, WE HAVE THE FIRST ITEM OF NEW BUSINESS, WHICH IS FOR THE BOARD TONIGHT TO POTENTIALLY APPROVE THE NAME OF OUR NEW MIDDLE SCHOOL. SO I'LL TURN IT OVER TO... 
          CURTIS CAMPBELL TO GIVE A LITTLE BIT OF BACKGROUND. GOOD EVENING, SUPERINTENDENT MINOR, PRESIDENT KADAMS, AND MEMBERS OF THE SCHOOL BOARD. AT THE FEBRUARY 3RD, 2026 SCHOOL BOARD STUDY SESSION, THE BOARD OF DIRECTORS RECEIVED FIVE NAME RECOMMENDATIONS FROM THE SCHOOL NAMING COMMITTEE FOR THE SCHOOL BOARD TO CONSIDER FOR THE DISTRICT'S NEW MIDDLE SCHOOL. THE NAMING RECOMMENDATION PROCESS WAS ALIGNED WITH BOARD POLICY 6970 AND PROCEDURES 6970P AND DESIGNED TO BE INCLUSIVE AND COMMUNITY DRIVEN. THE 15-PERSON SCHOOL NAMING COMMITTEE INCLUDED FOUR STUDENTS, SIX PARENTS OR GUARDIANS, THREE STAFF MEMBERS, AND TWO COMMUNITY MEMBERS. THE COMMITTEE MET FIVE TIMES BETWEEN OCTOBER 2025 AND JANUARY 2026. TO GATHER BROADER COMMUNITY INPUT, A SCHOOL NAME SUBMISSION FORM WAS OFFERED IN THE DISTRICT'S TOP FIVE LANGUAGES AND PROMOTED ON SEVERAL COMMUNICATION CHANNELS. 
          OVER A THREE-WEEK PERIOD IN NOVEMBER 2025, 230 NAME SUBMISSIONS WERE RECEIVED. 
          AFTER REVIEWING ALL SUBMISSIONS AND ENGAGING IN DISCUSSION THROUGHOUT THE COURSE OF OUR FIVE MEETINGS, THE SCHOOL NAMING COMMITTEE REACHED CONSENSUS ON THE FIVE RECOMMENDED NAMES TO FORWARD TO THE SCHOOL BOARD TO CONSIDER, WHICH WERE PRESENTED AND DISCUSSED AT THE FEBRUARY 3RD SCHOOL BOARD STUDY SESSION. THE FIVE NAMES SUBMITTED FOR CONSIDERATION ARE, IN ALPHABETICAL ORDER, GOLD CREEK MIDDLE SCHOOL, HERITAGE PARK MIDDLE SCHOOL, SALISH MIDDLE SCHOOL, SADOVICH MIDDLE SCHOOL AND YUSIL VYUTS MIDDLE SCHOOL. I WOULD BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE. THANK YOU SO MUCH. 
          THANK YOU, CURTIS, FOR LEADING THE COMMITTEE. AND I'D LIKE TO THANK THE MEMBERS OF THE COMMITTEE FOR DOING A LOT OF BACKGROUND WORK AND DISCUSSION. AND SPENDING TIME ON THINKING THROUGH WHAT MIGHT BE GOOD OPTIONS. AND NOW I'D LIKE TO OPEN FOR MY BOARD MEMBERS, BOARD COLLEAGUES. I HAVE ONE QUESTION. GO FOR IT. DID YOU, I MISSED, HOW MANY NAMES WERE SUBMITTED IN TOTAL? THERE WERE 230 SUBMISSIONS MADE. OKAY. JUST FOR A POINT OF CLARIFICATION, THOSE WEREN'T NECESSARILY UNIQUE SUBMISSIONS, RIGHT? SOME WERE, THERE WERE MULTIPLE, SOME WERE MULTIPLE NAMES SUBMITTED. BUT 30, 200. THAT'S GOOD PARTICIPATION. YES, THAT'S CORRECT. GREAT, THANKS. ARE THERE ANY OTHER QUESTIONS FOR CURTIS? DO I HEAR A MOTION? AND A SECOND FOR... SUGGESTING WHAT MIGHT BE A GOOD NAME FOR OUR NEW MIDDLE SCHOOL. 
          THANK YOU, DR. KADAMS. I WOULD LIKE TO MOVE THAT WE ADOPT SALISH MIDDLE SCHOOL AS THE NAME. I WOULD LIKE TO SECOND THAT. I'VE HEARD A MOTION, AND A SECOND, TO ADOPT SALISH MIDDLE SCHOOL AS THE NAME OF OUR NEW MIDDLE SCHOOL. IS THERE DISCUSSION? I DO HAVE SOME DISCUSSION ON IT, AND I BROUGHT SOME PICTURES WITH ME. I WANTED TO MAKE THE CASE FOR GOLD CREEK, AND I WANTED MY COLLEAGUES TO HAVE THIS IN FRONT OF THEM. SO I'M GOING TO TAKE YOU DOWN A LITTLE STROLL DOWN GOLD CREEK AND TELL YOU WHY. I DO BELIEVE THAT THIS IS THE BETTER NAME FOR THE SCHOOL. 
          NOT THAT I DISLIKE SALISH AS THE SCHOOL NAME, BUT I DO HAVE A STRONG FEELING ABOUT THIS. AND BY WAY OF BACKGROUND, I'VE MENTIONED IT BEFORE, MY PARENTS LIVED VERY CLOSE TO THE CREEK. WE LIVED ON THE CREEK, ACTUALLY. SOME OF THESE PICTURES ACTUALLY COME FROM MY PARENTS LIVING ON THE CREEK, WHICH YOU CAN SEE FROM THE SCHOOL. IF YOU GO THROUGH THE PICTURES, YOU CAN SEE THERE'S ROBUST WILDLIFE IN THE AREA THAT THE STUDENTS WILL SEE, INCLUDING THAT THIRD PICTURE. 
          IS A BEAVER DAM THE BEAVERS HAVE BUILT IN THAT AREA TO MAKE IT MORE CONDUCIVE TO THEM, I GUESS. YOU CAN SEE, I TOOK SOME PICTURES FROM THE SCHOOL PROPERTY ITSELF. THE CREEK RUNS ALL THE WAY THROUGH THE SCHOOL, DOWN THE SIDE. IT IS A FULLY RUNNING CREEK, RUNS DOWN THE SIDE OF THE DRIVEWAY TO THE SCHOOL, THROUGH A BRIDGE THAT GOES ACROSS THE STREET AND INTO A FINAL DRAINAGE AREA. IT IS A VERY LARGE PART OF THE ECOSYSTEM THERE. IT IS SOMETHING OUR STUDENTS WILL SEE EVERY SINGLE DAY AND BE AWARE OF. FEEL LIKE THIS IS US LOOKING PAST AN OBVIOUS NAME IN THIS INSTANCE. IT IS 
          [00:55:01]
SOMETHING THAT OUR STUDENTS WILL EXPERIENCE, THEY WILL BE AWARE OF. AND IT MAKES A LOT OF SENSE TO ME. 
          THERE ARE OTHER SCHOOLS IN THIS DISTRICT THAT, AND I KNOW WE'RE NOT GOING TO RENAME ANY RIGHT NOW, BUT THERE ARE OTHER SCHOOLS THAT I FEEL WOULD BE MORE APPROPRIATE FOR THE SALISH NAME, PRIMARILY BECAUSE THEY HAVE A VIEW OF THE SALISH SEA. THIS SCHOOL IS VERY FAR FROM THAT, BUT THERE'S A VERY CLEAR GEOGRAPHIC LANDMARK THERE. AND SO I FEEL VERY STRONGLY THAT THIS IS A VERY GOOD NAME FOR THIS SCHOOL. IT. AND IT'S NOT EVEN, AND I WANT TO BE CLEAR HERE, BECAUSE THERE ARE SOME, I TALKED TO SOME PEOPLE AND THEY SAID, OH, THE HISTORY OR WHATNOT. I DON'T REALLY KNOW THE HISTORY OF THE CREEK. WE, IT COULD, I ACTUALLY DIDN'T EVEN KNOW IT WAS NAMED GOLD CREEK BEFORE THIS PROCESS. SO IT'S NOT ABOUT HONORING GOLD CREEK OR ANYTHING. IT'S ABOUT ACKNOWLEDGING THAT THIS THING IS HERE AND THAT OUR STUDENTS WILL. LEGITIMATELY, IT WILL BE PART OF THEIR ELEMENTARY SCHOOL OR MIDDLE SCHOOL EXPERIENCE FOR THE ENTIRETY OF THEIR TIME THERE. AND SO I. REALLY WOULD LIKE TO HAVE THAT BE THE NAME, SO THAT WE CAN ACKNOWLEDGE THAT AND HAVE THAT BE JUST, YOU KNOW, PART OF THAT FOR THEM. 
          SO THEY KNOW THAT WHAT THAT IS THERE AND THE IMPORTANCE OF IT. AND I ALSO THINK IT TIES IN REALLY WELL TO SOME OF THE STUFF WE WANT OUR STUDENTS TO LEARN ABOUT ECOLOGY AND ALL OF THAT. THE SCHOOL IS NAMED AFTER IT. THEY'RE GONNA KNOW ABOUT IT. IT'S RIGHT THERE. 
          THEY CAN SEE IT. AND LASTLY, I'LL SAY, I THINK IF YOU SURVEYED A BUNCH OF PEOPLE IN THAT AREA, WHAT IS GOLD CREEK? THEY MAY NOT KNOW WHAT GOLD CREEK IS, BUT THOSE WHO LIVE IN THAT AREA WHEN IT FLOODS, WHICH IT DOES REGULARLY, THEY KNOW IT'S THERE. SO EVERYONE IS FAMILIAR WITH THIS PARTICULAR FEATURE. 
          THANKS. IS THAT A HERON IN THE FIRST PICTURE? SO THANK YOU. I APPRECIATE. HEARING THE PASSION BEHIND IT AND THE INTEREST IN HONORING THE GEOGRAPHIC FEATURE THAT RUNS RIGHT THROUGH THE PROPERTY. AND I THINK YOU'VE MENTIONED A LOT OF REALLY GOOD POINTS. THE REASON WHY I LIKE THE SALISH NAME IS THAT IT HONORS A BODY OF WATER THAT'S CRITICAL TO OUR ENTIRE... ECOSYSTEM IN THIS AREA, THE SALISH SEA. 
          THAT'S ONE. IT ALSO HONORS WHAT I CONSIDER TO BE A CHARACTERISTIC OF THE LANDSCAPE BY HONORING THE PEOPLE WHO MANAGED THE LAND FOR TENS OF THOUSANDS OF YEARS BEFORE WHITE SETTLERS CAME. 
          AND THIS WOULD BE THE THE ONLY WAY I CAN SEE. A FORWARD-FACING NAME THAT REPRESENTS AND HONORS THE PEOPLE THAT WERE ACTUALLY MANAGING THIS LAND LONG BEFORE WHITE SETTLERS CAME. 
          AND IF YOU LOOK AT THE LENGTH OF TIME THEY WERE MANAGING IT AND HOW WELL THEY DID ON IT, I THINK THAT'S SOMETHING THAT MIGHT DESERVE TO BE HONORED. 
          AND I UNDERSTAND THAT THERE'S A DIFFERENCE IN OPINION ABOUT WHETHER OR NOT IT QUALIFIES AS A CHARACTERISTIC OF THE GEOGRAPHY, BUT THE WAY THAT PEOPLE MANAGE GEOGRAPHY DOES HAVE AN IMPACT ON HOW IT'S CHANGED OVER TIME. SO, WHILE I HAVE FULL RESPECT FOR MY FELLOW BOARD MEMBER, I WOULD LIKE TO... WELL, I'VE ALREADY SECONDED THE MOTION TO NAME THIS UNDER SALISH, BUT I WANTED TO EXPLAIN THE REASONS BEHIND IT FOR ME. THANK YOU. 
          DIRECTOR GERARD? A QUESTION FOR SUPERINTENDENT MINOR. DID WE RECEIVE ANY RESPONSE? DID YOU RECEIVE ANY RESPONSE TO YOUR QUERY TO OUR TRIBAL PARTNERS? NO. 
          THANK YOU. I'M IN FAVOR OF NAMING THE SCHOOL SALISH AS WELL. I BELIEVE THAT THE NAMES OF WHAT WOULD BE THE EQUIVALENT OF LOCAL NAMES HAVE NOT BEEN PRESERVED IN THE WAY THAT AND 
          [01:00:06]
THE WAY THAT... SETTLERS, COLONIAL NAMES HAVE BEEN. AND SO YOU WILL SEE GOLD CREEK, YOU WILL SEE PUGET SOUND, YOU WILL SEE LINWOOD, EDMONDS, AND SO ON. BUT WHAT DID THE PEOPLE WHO WERE HERE FIRST, SINCE TIME IMMEMORIAL, WHAT DID THEY CALL THOSE PLACES? I THINK THIS IS... IN MANY CASES, PERHAPS THOSE NAMES, IF IT WAS POSSIBLE TO DISCOVER ONE OF THOSE NAMES, IT MIGHT BE UNUSUAL, DIFFICULT TO PRONOUNCE FOR OUR COMMUNITY. 
          BUT I THINK SALISH SEA HITS THAT SORT OF MIDDLE SPOT. AND SO I'M IN FAVOR OF THAT. THANK YOU. EXCUSE ME. I APPRECIATE THE ROBUST DISCUSSION ON THESE NAMES AND ALL THE COMMUNITY INPUT AND THE WORK OF THE COMMITTEE. I THINK THAT I DON'T NEED, I DO BELIEVE THAT THIS IS THE THE BEST NAME. AND IT'S ALREADY BEEN ARTICULATED BY MY COLLEAGUES ON WHY WE SHOULD BE NAMING THIS NEW SCHOOL. SALISH. YET I'M WONDERING, YOU KNOW? WITH THE GEOGRAPHICAL IMPORTANCE AND ACKNOWLEDGING THE CREEK IF SOMEHOW, WHEN WE MOVE FORWARD WITH THE SCHOOL, ACKNOWLEDGING THAT THAT CREEK IS THERE SOMEHOW. OR JUST THINKING ABOUT AS WE MOVE FORWARD WITH THE BUILDING OF THE SCHOOL, SOME KIND OF ACKNOWLEDGEMENT OF THE IMPORTANCE TO THE PEOPLE AND THE CREEK IS SOMETHING WE COULD THINK ABOUT. BUT I AM FULLY SUPPORTING NAMING THE SCHOOL SALISH, BUT I DO APPRECIATE HEARING THE PASSION AND THE THOUGHTS ON ON WHY YOU THINK IT'S A APPROPRIATE NAME? SO I'M HONESTLY AMBIVALENT. 
          WHEN I SAW THE FIVE NAMES, I FIRST THOUGHT GOLD CREEK WAS DEFINITELY THE BEST. AND MOST CLOSELY REFLECTS THE POLICY AND THE NEED, OR THE STIPULATION THAT THE SCHOOL BE NAMED FOR A GEOGRAPHIC CHARACTERISTIC. IN THE AREA OF THE SCHOOL, I'VE LISTENED CAREFULLY TO ALL MY COLLEAGUES' INPUT, AND I'VE GIVEN IT A GREAT DEAL OF THOUGHT. I, BECAUSE OF MY VERY STRONG PASSION ABOUT CLIMATE AND THE ENVIRONMENT, I ACTUALLY AM LEANING TOWARD GOLD CREEK BECAUSE IT REALLY IS... SOMETHING RIGHT THERE FOR THE KIDS TO SEE, WHERE THE COMMUNITY LIVES WITH IT, WHERE THEY CAN GO. 
          AND BE VERY ACTIVE WITH INTERACTING WITH THAT PARTICULAR PIECE OF AMAZING ECOLOGY AND LEARNING ABOUT IT. IT'S MUCH CLOSER TO THEM. IT'S ALSO UNIQUE. 
          THERE ARE SEVERAL SALISH, THERE'S A SALISH MIDDLE SCHOOL, THERE'S DEFINITELY SEVERAL SCHOOLS ACROSS THE STATE THAT ARE NAMED SALISH OR SALISH C, BUT THIS IS NOT NAMED, THE MOTION ISN'T TO NAME IT SALISH C, IT'S TO NAME IT SALISH, WHICH IS MORE BROAD. AND I REALLY BELIEVE THAT IN KEEPING WITH THE POLICY AND WITH SOMETHING THAT WOULD BE VERY MUCH MAKING THIS SCHOOL, GIVING IT AN IDENTITY, THAT IS A SPECIFIC IDENTITY. 
          TO WHERE THEY ARE AND TO MAKE THEM BE PROUD AND UNDERSTAND SOMETHING VERY CLOSE TO THEM AND A PART OF THEIR COMMUNITY. THAT GOLD CREEK IS FOR ME A PREFERABLE NAME. ANY OTHER DISCUSSION? HEARING NONE, I'LL CALL FOR A ROLL CALL VOTE. JUST TO REMIND EVERYONE, THE MOTION ON THE FLOOR IS THAT IT'S BEEN MOVED AND SECONDED TO NAME THE SCHOOL SALISH MIDDLE SCHOOL. I JUST WANTED TO MAKE SURE WE WERE CLEAR ABOUT THAT. DIRECTOR KRAMER? AYE. DIRECTOR SMITH? NAY. 
          DIRECTOR GIRARD? AYE. 
          DIRECTOR CHASE? AYE. DIRECTOR KADEM? NAY. AND THE MOTION PASSES. THE NEW SCHOOL WILL BE CALLED SALISH MIDDLE SCHOOL. 
          THANK YOU TO EVERYBODY IN TERMS OF THE COMMITTEE, THE WORK. THE DISCUSSION, WE HAD HAD A VERY ROBUST STUDY SESSION AS WELL. NEXT ITEM 
          [01:05:02]
OF NEW BUSINESS, I'LL LET DR. 
          MINOR INTRODUCE. THANK YOU SO MUCH. OUR NEXT ITEM OF NEW BUSINESS, MY COMPUTER TURNED ITSELF OFF DURING THAT, SO I'M JUST GETTING BACK HERE, IS ACCEPTANCE OF THE CONSTRUCTABILITY REVIEW REPORT FOR COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOLS REPLACEMENT PROJECTS. 
          THIS IS A PART OF THE ENTIRE PROCESS OF RECEIVING STATE CONSTRUCTION ASSISTANCE FUNDING. GREAT, THANK YOU. DO I? I HEAR A MOTION IN A SECOND TO ACCEPT THE CONSTRUCTABILITY REVIEW REPORT FOR COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOLS REPLACEMENT PROJECT. I WOULD MOVE TO APPROVE THIS. SECOND. 
          I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF THE ACCEPTANCE OF THE CONSTRUCTABILITY REVIEW REPORT FOR COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOLS REPLACEMENT PROJECT, PLEASE INDICATE BY SAYING, AYE. AYE. ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? AND THE CONSTRUCTABILITY REVIEW REPORT FOR COLLEGE SPACE ELEMENTARY AND COLLEGE SPACE MIDDLE SCHOOL'S REPLACEMENT PROJECT IS APPROVED. THE NEXT ITEM IS A SINGLE READING TO APPROVE A CONTRACT AWARD FOR MEADOWDALE ROOF AND GUTTER UPGRADES. DO I HAVE A MOTION, AND A SECOND, TO APPROVE THE CONTRACT AWARD TO WAYNE'S ROOFING FOR THE MEADOWDALE ELEMENTARY SCHOOL ROOF AND GUTTER UPGRADES PROJECT? SO MOVED. I'LL SECOND. 
          I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? JUST THANK YOU TO THE VOTERS. YES. THIS IS BEING COVERED BY OUR 2024 BOND, AND I HOPE EVERYBODY SEES AT EVERY BOARD MEETING. WE ARE USING THESE FUNDS FOR EXACTLY WHAT THEY'RE DESIGNED TO BE USED FOR. ANY OTHER DISCUSSION? HEARING NONE, I'LL CALL. GO AHEAD. SORRY, I JUST WANTED TO SAY THAT I KNOW THAT THERE WAS A MAJOR LEAK AT MEADOWDALE ELEMENTARY, SO I'M GLAD TO SEE THEM GETTING A NEW ROOF, OR GETTING IT FIXED OR UPGRADED, OR WHATEVER. YES, THERE WAS, AND THANK YOU FOR REMINDING US OF THAT REALLY EMOTIONALLY WROUGHT EXPERIENCE. 
          THIS IS VERY IMPORTANT. THANK YOU, DIRECTOR GERARD, FOR REMINDING US OF THAT. ANY OTHER COMMENTS? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING THE CONTRACT AWARD TO WAYNE'S ROOFING FOR THE MEADOWDALE ELEMENTARY SCHOOL ROOF AND GUTTER UPGRADES PROJECT, PLEASE INDICATE BY SAYING, AYE. AYE. ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? AND THE CONTRACT AWARD IS APPROVED TO WAYNE'S ROOFING FOR THE MEADOWDALE ELEMENTARY SCHOOL ROOF AND GUTTER UPGRADES PROJECT. ITEM 13.4 IS A SINGLE READING TO APPROVE THE CONTRACT FOR THE TERRACE, PARK, EXTERIOR CLADDING AND ROOF PROJECT. DO I HEAR A MOTION? AND A SECOND, TO APPROVE THE CONTRACT AWARD TO WAYNE'S ROOFING, INCORPORATED FOR TERRACE, PARK, ELEMENTARY, EXTERIOR CLADDING AND ROOF PROJECT? MOVE TO APPROVE, ALTHOUGH I DON'T KNOW WHAT CLADDING IS. I DON'T, EITHER. AND IS THERE A SECOND? SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. CLADDING IS LIKE THE EXTERIOR METAL THAT WE HAVE ON BUILDINGS. IT'S SORT OF THE ENVELOPE OF THE EXTERIOR OF THE BUILDING. 
          BUT NOT THE GUTTER. IT'S NOT A GUTTER. NO, IT'S MORE OF AN EXTERIOR FRAME. THE SHEET METAL, ET CETERA, THAT'S ON THAT. THANK YOU. SEE, WE LEARN SOMETHING NEW ALL THE TIME. IS THERE ANY DISCUSSION? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING THE CONTRACT AWARD TO WAYNE'S ROOFING INCORPORATED FOR TERRACE PARK ELEMENTARY EXTERIOR CLADDING AND ROOF PROJECT, PLEASE INDICATE BY SAYING, AYE. ALL THOSE OPPOSED SAY NAY. 
          ANY ABSTENTIONS? AND IT'S APPROVED. AND I SHOULD NOTE THAT IT IS BEING PAID FOR BY THE 2021 LEVY AND THE 2024 BOND. AND THE NEXT ITEM IS TO REQUEST APPROVAL FOR A BID AWARD REGARDING THE COVERED PLAY STRUCTURE AT EDMONDS ELEMENTARY. DO I HEAR A MOTION TO APPROVE THE BID AWARD TO BALFOUR BEATTY CONSTRUCTION LLC? DBA, HOWARD S. WRIGHT, THE LOWEST RESPONSIBLE BIDDER, MEETING SELECTION CRITERIA FOR THE COVERED PLAY STRUCTURE AT EDMONDS ELEMENTARY. MOVE TO APPROVE. AND I'LL SECOND THAT. I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? THIS IS BEING COVERED BY THE 2021 LEVY, SO THE GIFT THAT GIVES ON GIVING. THIS WILL HELP KEEP THOSE KIDS A LITTLE BIT LESS. 
          WET DURING THE WINTER MONTHS. 
          YES. ANY OTHER COMMENTS OR QUESTIONS? HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE 
          [01:10:01]
IN FAVOR OF APPROVING THE BID AWARD. 
          THE BALFOUR BEATTY CONSTRUCTION LLC, DBA. HOWARD S. WRIGHT, THE LOWEST RESPONSIBLE BIDDER, MEETING SELECTION CRITERIA FOR THE COVERED PLAY STRUCTURE AT EDMONDS ELEMENTARY, PLEASE INDICATE BY SAYING, AYE. AYE. 
          AYE. ALL THOSE OPPOSED SAY NAY. 
          ANY ABSTENTIONS? AND THE BID AWARD IS APPROVED. FINAL ITEM OF NEW BUSINESS THIS EVENING IS A SINGLE READING OF... 
          FOR THE APPROVAL OF CONTRACT AWARD FOR THE LED LIGHTING PROJECT AT MOUNT LAKE TERRACE HIGH SCHOOL. DO I HEAR A MOTION IN A SECOND TO APPROVE THE CONTRACT AWARD TO NORTH COAST ELECTRIC FOR THE SECONDARY LED LIGHTING PROJECT AT MOUNT LAKE TERRACE HIGH SCHOOL? MOVE TO APPROVE. I'LL SECOND. I'VE HEARD A MOTION TO APPROVE IN A SECOND. IS THERE ANY DISCUSSION? I'LL JUST MENTION THAT I DID THIS VERY SAME PROJECT ON MY HOME RECENTLY. AND IT'S... I APPRECIATE THAT WE'RE DOING THIS BECAUSE IT IS A GOOD, LIKE, KIND OF SECRET COST SAVER. THERE'S A LOT OF UPFRONT COSTS, BUT IN THE LONG RUN, IT IS A VERY FISCALLY RESPONSIBLE DECISION. 
          SO I DO LIKE THAT. THANK YOU. 
          AND THIS IS BEING COVERED BY OUR 2024 BOND, WHICH WE ABSOLUTELY APPRECIATE. 
          LOOK AT ALL OF THESE AMAZING MAINTENANCE AND UPGRADES THAT WE'RE ABLE TO DO BECAUSE OF OUR SUPPORTIVE COMMUNITY. 
          IT'S GRATIFYING. ANY OTHER COMMENTS OR QUESTIONS? OKAY. 
          HEARING NONE, I'LL CALL FOR A VOTE. ALL THOSE IN FAVOR OF APPROVING THE CONTRACT AWARD TO NORTH COAST ELECTRIC FOR THE SECONDARY LED LIGHTING PROJECT AT MOUNT LAKE TERRACE HIGH SCHOOL, PLEASE INDICATE BY SAYING, AYE. AYE. ALL THOSE OPPOSED SAY NAY. ANY ABSTENTIONS? AND THE CONTRACT AWARD TO NORTH COAST ELECTRIC FOR THE SECONDARY LED LIGHTING PROJECT AT MOUNT LAKE TERRACE HIGH SCHOOL IS APPROVED. WE DO HAVE TANE WITH US, TANE WILTON WITH US THIS EVENING, AND I JUST THINK ALL OF THOSE PROJECTS, A LOT OF WORK GOES INTO PUTTING A BID PACKAGE TOGETHER, INTO ENTERTAINING THOSE THINGS IN A COMPLIANT WAY. AND SO THIS IS REALLY A TESTAMENT TO HOW HARD OUR CAPITAL PROJECTS TEAM IS WORKING ALL 
          [14. LEGISLATIVE UPDATES]
THE TIME. SO JUST A LITTLE EDITORIAL THERE. THANK YOU. 
          NEXT IS OUR LEGISLATIVE UPDATE, AND I'LL TURN IT OVER TO DIRECTOR GERARD. THANK YOU, PRESIDENT GIDDENS. SO. A LOT HAPPENS REALLY QUICKLY IN A 60-DAY LEGISLATIVE SESSION. SO LAST WEEK, ONE WEEK AGO, WAS THE CUTOFF FOR BILLS TO BE APPROVED BY THEIR HOUSE OF ORIGIN. SO IT STARTED IN THE SENATE, THE SENATE HAD TO APPROVE IT, SO NOW IT'S GONE TO THE HOUSE, AND VICE VERSA. A LOT OF BILLS DID NOT EVEN... GOOD IDEAS DID NOT SURVIVE THE TIMING REQUIREMENTS OF THIS PROCESS. SO, FOR EXAMPLE, THE SENATE BILL 5918 THAT WOULD HAVE PROVIDED ADDITIONAL MONEY FOR MATERIAL SUPPLIES AND OPERATING COSTS, WHICH WE KNOW ARE INCREASING EVERY YEAR, THAT BILL THAT WOULD HAVE PROVIDED ADDITIONAL FUNDS DID NOT PASS. THE SENATE IN TIME. THE SALES TAX BILLS, AND I BELIEVE THERE'S ONE IN THE HOUSE, I THINK THAT'S THE HOUSE NUMBER THAT YOU SEE ON THE SCREEN. YEAH, SUBSTITUTE HOUSE BILL. I THINK THERE'S ALSO A SENATE COMPANION FOR THAT. THAT HAS NOT BEEN PASSED YET, BUT THERE'S SORT OF AN EXCEPTION TO THE HOUSE OF ORIGIN CUTOFFS OR BILLS THAT ARE NECESSARY TO IMPLEMENT THE BUDGET. SO I THINK THE SALES TAX ONE STILL IS ALIVE BECAUSE IT COULD BE A PART OF THE BUDGET NEGOTIATIONS. SO THOSE ARE TWO OF THE TOP PRIORITIES FOR THE WASDA LEGISLATIVE ADVOCACY TEAM. THE OTHER WAS TO TRY AND REDUCE, TO HAVE NO NEW UNFUNDED MANDATES BE PASSED. SO MOST OF THOSE DID NOT MAKE IT THROUGH THEIR HOUSE OF ORIGIN BY LAST WEEK, OR THEY WERE CHANGED. 
          TO BE LIKE, SOMETHING'S AVAILABLE OR SOMETHING IS OPTIONAL INSTEAD OF BEING REQUIRED. THEREFORE, NOT A MANDATE. SIGNIFICANTLY FOR US, THE SEB, WHICH IS THE HEALTH CARE COVERAGE FOR SUBSTITUTE TEACHERS, DID 
          [01:15:04]
NOT MOVE FORWARD. A FEW THAT ARE STILL MOVING, ARE MOVING FORWARD. ONE REQUIRES FINANCIAL AID APPLICATION FOR HIGH SCHOOL AND BEYOND PLANS, ALTHOUGH THAT ONE HAD GOT AMENDED, SO IT'S MAYBE NOT AS DIFFICULT TO IMPLEMENT AS IT WAS. 
          THERE'S ONE ABOUT THE USE OF AI, BIOMETRIC DATA, FACIAL RECOGNITION, OR DISCIPLINE AND SURVEILLANCE OF STUDENTS. AND SO THAT ONE IS MOVING FORWARD STILL. AND IT WILL BE, IT WOULD HAVE OSPI UPDATE GUIDANCE, AND THEN WOSDA DEVELOP A NEW MODEL POLICY FOR THOSE USES OF AI. SO THOSE ARE A COUPLE THAT ARE MOVING FORWARD. SINCE THE WEEKEND, THOUGH, THE BIG FOCUS HAS BEEN ON THE BUDGET. SO GOOD NEWS THAT CAME IN LAST WEEK WAS THAT THE FEBRUARY REVENUE FORECAST INCREASED $1.86 BILLION COMPARED TO NOVEMBER. SO IT DIDN'T SOLVE THE BUDGET PROBLEM, RIGHT? BUT IT DID MAKE IT LESS SEVERE, PERHAPS. SO WE GOT A BUDGET PROPOSAL FROM THE HOUSE. WE GOT A BUDGET PROPOSAL FROM THE SENATE. IT, AND WE CAN COMPARE THOSE ALSO TO WHAT THE GOVERNOR HAD ORIGINALLY PROPOSED. SOME OF THE CUTS, THERE ARE SOME CUTS TO K-12 EDUCATION THAT ARE IN ALL THE PLANS. ONE IS IN THE TRANSITION TO KINDERGARTEN PROGRAMS. GOVERNOR PROPOSED 25% CUT. 
          HOUSE SAID 25% CUT. SENATE SAID 51% CUT. SO THAT. IS ALL GOING TO BE SOMETHING THEY'LL HAVE TO NEGOTIATE OVER AND COME TO SOME AGREEMENT ON. LEVY EQUALIZATION FUNDS AFFECTS, I DON'T THINK IT AFFECTS OUR DISTRICT. CORRECT ME IF I'M WRONG THERE, SUPERINTENDENT, PLEASE. LEVY EQUALIZATION, IT WOULD BE FOR DISTRICTS THAT HAVE LOWER TAX BASE IN THEIR DISTRICT, SO THEY ARE SOMETIMES GIVEN EXTRA MONEY TO MAKE UP FOR. NOT BEING ABLE TO FUND THEIR LEVY, GET ENOUGH MONEY FROM A LEVY OR A BOND. SO THAT LEVY EQUALIZATION WOULD BE CUT $25 MILLION BY THE GOVERNOR. 
          THE HOUSE AGREED WITH CUTTING IT $25 MILLION. 
          THE SENATE WANTS TO CUT ABOUT DOUBLE THAT AMOUNT. 
          THERE'S A PROGRAM CALLED BEST, WHICH IS... PROFESSIONAL DEVELOPMENT FOR EARLY CAREER EDUCATORS. GOVERNOR WANTED TO CUT A MILLION. HOUSE THINKS 2.3 MILLION. SENATE DIDN'T MENTION THAT ONE. RUNNING START. THERE'S A MAXIMUM FTE. 
          WE WERE TALKING ABOUT FTE EARLIER. SO IF YOU TOOK LIKE A CERTAIN NUMBER OF CLASSES AT YOUR HIGH SCHOOL AND YOU ALSO TOOK CLASSES AT THE COMMUNITY COLLEGE. YOU COULD BE TAKING MORE THAN A FULL-TIME EQUIVALENT. THE MAXIMUM HAS BEEN 1.4, BUT ALL THREE OF THE BUDGETS WILL REDUCE THAT, SAY, TO REDUCE THAT TO 1.2, WHICH IS A $14 MILLION CUT. COMPARED TO K-12, HIGHER ED IS REALLY GETTING HAMMERED. HOUSE AND SENATE, EACH ONE CUT 240 MILLION DOLLARS. THE GOVERNOR HAD ONLY PROPOSED 50 MILLION. 
          SO THIS IS THE PART OF THE YEAR WHERE WE JUST HAVE TO KIND OF FOLLOW WHAT'S GOING ON. A LOT OF IT'S HAPPENING IN NEGOTIATIONS BETWEEN LEADERSHIP AND THE TWO HOUSES OF THE UM UM, SENATE, THERE WILL BE SOME HEARINGS ON THESE BUDGET PROPOSALS. I KNOW THE, I'M NOT SURE WHAT, IF, I HAVEN'T SEEN WASDA'S STATEMENT YET ABOUT WHETHER THEY'RE SIGNING IN OPPOSED TO THESE PROPOSALS OR IN FAVOR OF THEM. 
          BUT THAT IS THE LATEST NEWS, I THINK, FROM THE LEGISLATOR. I WOULD JUST ADD, IF I MAY, DIRECTOR GIRARD, THAT WHILE MOST OF THESE, WE HAVE NOT IMPLEMENTED TRANSITIONAL KINDERGARTEN. 
          [01:20:01]
DURING MY TIME HERE. BECAUSE THESE FUNDS HAVE ALWAYS BEEN VERY INSECURE AND THEY'RE DURING, YOU KNOW, THESE HAVE APPEARED IN EVERY BUDGET AS POTENTIAL CUTS. AND IT'S A HUGE LIFT TO GET THAT UP AND RUNNING, AND WE'VE ALWAYS WONDERED ABOUT, DO WE GET THAT UP AND RUNNING? ONLY TO SEE IT CUT THE NEXT YEAR? SO, WHILE NONE OF THESE CUTS, LIKE, MASSIVELY IMPACT US IN OUR DISTRICT AT THIS TIME. 
          IT DOES MEAN ANOTHER DECREASED PERCENTAGE IN THE OVERALL SPENDING IN OUR STATE, WHOSE PARAMOUNT DUTY IT IS TO FULLY FUND EDUCATION. BY SUPERINTENDENT RAKEDAL'S ESTIMATION, IF, SO WE WENT, WE WERE AT A HIGH OF 51.6 OF THE TOTAL BUDGET IN K-12 EDUCATION IN THE 19-21 BIENNIUM. THE SENATE WOULD TAKE US TO 42.4 PERCENT IN THE SENATE'S CURRENT PROPOSALS. SO YOU CAN SEE THAT WHILE WE FEEL LIKE OUR BUDGETS ARE CONTRACTING, THEY ARE IN FACT A SMALLER PERCENTAGE OF THE OVERALL STATE BUDGET. 
          THANK YOU. I DIDN'T HAVE THOSE FIGURES, SO I APPRECIATE THAT. ARE WE READY? YEAH. WELL, YEAH. THANK YOU, DIRECTOR GERARD. THAT WAS MOSTLY SAD, BUT HELPFUL. I'M WONDERING, DO I RECALL IN THE PAST, AND THE CHANCES OF THIS ARE SMALL, BUT... EVEN WHEN A BILL HASN'T MADE IT THROUGH COMMITTEE AND SO HAS SUPPOSEDLY DIED, CAN IT BE BROUGHT BACK WHEN THE... 
          WELL, YOU KNOW, DR. KITTINS, THAT'S EXACTLY WHAT I WAS GOING TO SAY. I SAY, TOM, THIS IS A WONDERFUL REVIEW, AND AS I LOOK AT THIS BILL WATCH, THANK YOU FOR HIGHLIGHTING THOSE THINGS THAT ARE REALLY CURRENT RIGHT NOW. 
          AND OF ALL THE THINGS I'VE LEARNED IN MY YEARS OF DOING THIS, IT'S NOT OVER UNTIL IT'S OVER. SO WE JUST NEVER KNOW. THINGS CAN BE BROUGHT UP. THERE'S ALL SORTS OF PROCEDURAL THINGS, AND LET'S JUST HOPE THAT, YOU KNOW, AS THAT LAST-MINUTE NEGOTIATING IS HAPPENING, THAT OUR LAWMAKERS ARE UNDERSTANDING AND CENTERING THEIR CONSTITUTIONAL DUTY TO FULLY FUND EDUCATION. AND THEY LOOK AROUND FOR AT OUR BOARD MEETING, US AND OUR STUDENTS HERE IN THESE WONDERFUL PRESENTATIONS, THAT THIS IS HOW THEY WILL BE IMPACTING DIRECTLY. THE PEOPLE IN THIS ROOM, THE STUDENTS IN OUR CLASSROOMS. BY THE DECISIONS THEY MAKE, SOMETIMES IN THE MIDDLE OF THE NIGHT. SO LET'S, YOU KNOW, STEADY HANDS AND, YOU KNOW, STRONG HEARTS. EDUCATION IS THE PARAMOUNT DUTY OF THE LEGISLATURE. I THINK ONE THING THIS DOES IS UNDERSCORE THE IMPORTANCE OF OUR COMMUNITY HAVING SUPPORTED US SO STRONGLY IN OUR RECENT LEVY VOTE. 
          WITHOUT THAT. I MEAN, WE'RE ALREADY DEVASTATED BY ALL THE LOSS OF STATE FUNDS YEAR AFTER YEAR AND THE FACT THAT THEY'RE NOT EVEN CLOSE TO FULLY FUNDING. 
          BUT WITH THE SUPPORT OF OUR COMMUNITY, WE AT LEAST HAVE THAT AS A FOUNDATIONAL PIECE TO HELP US THROUGH THESE DARK TIMES FROM THE STATE. I WAS PARTICULARLY WONDERING IF YOU THINK THE BILL ON THE MSOCS HAS ANY CHANCE OF COMING BACK. ALL RIGHT. I WOULD NOT BE OPTIMISTIC ABOUT THAT ONE. IT DID SOME OF THE BILLS WHERE THEY WERE, LIKE, IN LINE TO GET VOTED ON BY THE FULL HOUSE OR THE FULL SENATE. THE ONE ON MSOX DIDN'T GET OUT OF THE SENATE FINANCE OR APPROPRIATIONS COMMITTEE. I FORGET WAYS AND MEANS. I FORGET WHICH ONE THEY CALL IT, BUT THE ONE THAT LOOKS AT THE FINANCIAL ASPECTS. 
          PASSED THE EDUCATION ONE, THEY SENT IT, THEN THEY HAD TO SEND IT OVER TO THE FINANCIAL ONE, THAT IT DIDN'T MOVE OUT OF THERE. SO IT DOESN'T, IT DIDN'T MAKE IT TO THE FLOOR OF THE SENATE FOR A VOTE. YOU KNOW, SOMETIMES IT'S HARD TO TELL WHICH BILLS ARE GOING TO GET TO THE FLOOR. BECAUSE THERE'S A LOT OF NEGOTIATING GOING ON BEHIND THE SCENES. AND PEOPLE WHO HAVE SPONSORED THESE BILLS ARE TRYING TO SEE IF THEY HAVE ENOUGH VOTES TO PASS IT, OR IF THERE'S GOING TO BE A BUNCH OF AMENDMENTS BE OFFERED. SO, SOMETIMES AT THE END OF THE SESSIONS... THINGS ARE UP AGAINST THESE DEADLINES. 
          SOMETHING WILL HAPPEN ON ONE BILL AND IT WILL THROW 
          [01:25:01]
OFF SORT OF THE FLOW OF OTHER BILLS GETTING THROUGH. I MEAN, A BUDGET HAS TO BE APPROVED, SO THAT WILL HAPPEN. BUT AT THE END OF THE, I THINK IT WAS THE SENATE LAST WEEK, THERE WERE THREE BILLS THEY WERE TRYING TO ACT ON. 
          AND THERE WAS ONE THAT SOMEBODY, THEY WERE, THEY WERE MAKING AMENDMENTS, NEGOTIATING AMENDMENTS THAT THEY WOULD OFFER ON ONE OF THE THREE BILLS. AND PEOPLE WHO WERE NOT PART OF THAT DISCUSSION WERE LIKE, WELL, WAIT, I DON'T WANT, THAT'S NOT FAIR. TO, LIKE, SLAM ME WITH A CHAIN OF AN AMENDED BILL AT THE LAST MINUTE AND NOT BE ABLE TO REALLY UNDERSTAND IT. SO THEY ASKED FOR THE WITH TIME KIND OF RUNNING OUT, THEY ASKED FOR ONE OF THE OTHER BILLS TO BE READ IN FULL, WHICH WAS A 39-PAGE BILL, AND THAT RAN OUT THE TIME, BASICALLY. THEY GAVE UP ON THAT BECAUSE THEY WERE NOT GOING TO BE ABLE TO... I MEAN, IT WAS A FAIR REQUEST TO HAVE THAT, BUT SOMETIMES THE TACTICS AT THE END ARE... CAUSE THINGS LIKE THAT TO HAPPEN. THANK YOU SO MUCH. ANY QUESTIONS, COMMENTS? THANKS, DIRECTOR GIRARD. AND KEEP US APPRISED OF ANYTHING THAT WE MIGHT BE ABLE TO WEIGH IN ON, PRO OR CON. I REALIZE NOW THEY'RE INTO THEIR SESSIONS WHERE THEY'RE LIKE DOING THEIR OWN, WHATEVER. RIGHT, SO I SHOULD HAVE MENTIONED THAT. SO POLICY BILLS, SO THE BILL WATCH, I DON'T KNOW, I DIDN'T LOOK AT THE WASDA BILL TRACKER, BUT THE WASDA ONE HAD LIKE 140 BILLS. NOW IT'S DOWN TO 43 THAT THEY'RE WATCHING. BUT THE POLICY COMMITTEE CUTOFF IS, WAIT A SECOND, 25TH. SO IT'S TOMORROW. BY TOMORROW, IF IT PASSED ONE HOUSE ALREADY AND WENT TO THE OTHER HOUSE OF THE LEGISLATURE, THE POLICY COMMITTEE IN THAT ONE HAS TO PASS IT BY THE END OF TOMORROW. AND THEN IT WOULD GO TO THE FISCAL COMMITTEE, SO THAT'S THE WAYS AND MEANS, OR THE APPROPRIATIONS OR WHATEVER. IT WILL HAVE A WEEK, ANY BILL WOULD HAVE A WEEK TO GET THROUGH THE FISCAL COMMITTEE BEFORE IT. 
          BEFORE IT MISSES THE CUTOFF. 
          THAT WILL BE NEXT WEEK, ON THE 2ND. THE WHOLE THING ENDS ON THE 12TH, SO THINGS ARE JUST CLIPPING ALONG HERE, BUT SOME THINGS ARE FALLING BY THE WAYSIDE THAT WE WOULD HAVE LIKED TO SEE. HOPE FOR SOME NECESSARY TO IMPLEMENT THE BUDGET ITEMS TO COME BACK, BUT WE'LL SEE. 
          OKAY, WELL, KEEP US SURPRISED. WE 
          [15. BOARD MEMBER COMMENTS]
APPRECIATE EVERYTHING YOU'RE DOING TO STAY ON TOP OF IT. 
          AND NOW WE HAVE BOARD MEMBER COMMENTS. ISMAEL, YOU WANT TO START? SO I'M GOING TO BEGIN WITH SOME UPDATES ABOUT MY SCHOOL. CURRENTLY, WE SENT OFF ABOUT FOUR OR FIVE WRESTLERS TO STATE FROM A WRESTLING TEAM, WHICH WAS ALWAYS GREAT TO SEE. WE HAD A NICE WALKOUT, ALL THAT STUFF. COMING UP SOON, IN ABOUT A WEEK OR TWO, WE'RE GOING TO BE STARTING OUR ASB ELECTIONS. SO WE'RE GONNA HAVE NEW STUDENTS RUN. SEE IF ANY STUDENTS ARE GOING TO RERUN FOR, THINK ABOUT OUR SEVEN OR EIGHT POSITIONS ON ASB. SPRING SPORTS HAVE STARTED TO BEGIN, WITH TRACK BEING THE FIRST SEASON TO START STARTED. I THINK LAST WEEK, ON WEDNESDAY OR THURSDAY, I BELIEVE. FINAL POINT RAMADAN BEGAN LAST WEEK, ON WEDNESDAY. THAT'S ACTUALLY WHY I WAS LIKE TWO MINUTES LATE, BECAUSE IFTAR WAS ABOUT 20 MINUTES BEFORE THE MEETING, SO THIS IS PROBABLY THE LAST YOU'RE GOING TO SEE OF ME HERE FOR ABOUT A MONTH, BECAUSE THEN I'M GOING TO HAVE TO BE BREAKING MY FAST IN THE MIDDLE OF THE MEETING, AND I DON'T THINK I CAN BRING A FEAST ON HERE. SO, YEAH, THAT'S ALL MY UPDATES FOR TODAY. WE APPRECIATE THAT UPDATE, AND THANKS FOR LETTING US KNOW. LET'S SEE, SAM, HIDING BACK THERE. 
          HEARING ABOUT ALL THE BUDGET CUTS AND EVERYTHING THAT'S HAPPENING RECENTLY IS... 
          SARDINIAN AND EVERYONE INVOLVED FOR BEING OPEN IN EVERY STEP OF THE WAY AND I APPRECIATE THE EFFORT ON TRYING TO MAKE THIS WORK. THANK YOU. 
          AND REGARDING THE PUBLIC 
          [01:30:01]
COMMENT FROM EARLIER, I UNDERSTAND THAT PEOPLE HAVE JOBS TO DO. BUT IT'S IMPORTANT TO REMEMBER THAT THE PEOPLE, THAT THE INDIVIDUALS AFFECTED ARE HUMANS, TOO. THERE'S CHILDREN, PARENTS, NEIGHBORS AND CLASSMATES. 
          SORRY. POLICIES AND ENFORCED... 
          ENFORCEMENT ACTIONS CAN SEPARATE FAMILIES AND MAKE PEOPLE FEEL UNSAFE IN THEIR OWN HOMES AND COMMUNITIES. IT FEELS UNFAIR TO DEFEND THESE ACTIONS BY SAYING THAT THEY'RE JUST DOING THEIR JOBS. BECAUSE THESE ICE AGENTS, THEY CHOOSE TO DO IT, BUT MANY IMMIGRANTS, ESPECIALLY CHILDREN, THEY DON'T GET TO CHOOSE THEIR CIRCUMSTANCES. 
          SORRY ABOUT THAT, BUT THANK YOU. THANK YOU, SAM. BATANYA? SO, A QUICK UPDATE ON MEADOWDALE. WE HAVE OUR BSU ASSEMBLY TOMORROW, SO MYSELF INCLUDED IN THE LEADERSHIP TEAM, WE'VE BEEN PREPPING FOR THIS ASSEMBLY. IT'S BEEN A LONG TIME. WE'VE BEEN MEETING LIKE EVERY DAY AFTER SCHOOL, SO WE'RE REALLY EXCITED TO SHOW OUR SCHOOL ASSEMBLY THAT WE HAVE PREPARED FOR EVERYONE. 
          SOME OTHER UPDATES, OUR GIRLS BASKETBALL WAS ABLE TO GO TO STATE AND I BELIEVE THAT THEY WERE PLAYING TODAY. 
          AND THEN WE HAVE A BINGO NIGHT IN COORDINATION WITH THE MUSIC PROGRAM AND THE MIDDLE SCHOOL, MEADOWDALE MIDDLE SCHOOL AS WELL. THAT WILL BE ON FEBRUARY 26 REGARDING THE PUBLIC COMMENT TODAY. I JUST WANTED TO SAY THAT THESE STUDENT PROTESTERS, I DON'T WANT TO KIND OF SHIFT A NARRATIVE THAT THEY WERE PROTESTING FOR THIS HATE AGAINST THESE LAW ENFORCEMENT WORKERS. THEY WERE JUST... YOU KNOW, FIGHTING FOR HUMANITY, FIGHTING, ADVOCATING FOR THOSE THAT COULDN'T ADVOCATE FOR THEMSELVES. 
          PEOPLE WANT TO ADVOCATE FOR THEMSELVES, BUT UNFORTUNATELY WE'RE IN TIMES WHERE PEOPLE ARE NOT ABLE TO DO SO BECAUSE OF THE CURRENT STATE OF OUR NATION. SO, YEAH, I JUST WANTED TO KIND OF SHED LIGHT ON THAT. I WANT TO SAY THAT I'M PROUD OF THESE PROTESTERS FOR FIGHTING FOR WHAT'S RIGHT AND FOR ADVOCATING FOR SOMETHING BIGGER THAN THEMSELVES. THANK YOU, BATANYA. SCARLETT. 
          STARTING OFF WITH EDMONDS-WOODWAY UPDATES, ALSO SPORTS RELATED. 
          OVER THE WEEKEND, THE SWIM BOYS TEAM WENT TO STATE AND THE BOYS AND GIRLS WRESTLING ALSO WENT TO STATE. 
          AND WE HAD A STATE CHAMPION FOR THE BOYS AND THEY RANKED EIGHTH IN THE STATE. AND WE ALSO HAD SOME AWARDS GO OUT FOR THE GIRLS AS WELL. AND MAYBE SOMEBODY CORRECT ME IF I'M WRONG, BUT I BELIEVE THE BOYS AND GIRLS BASKETBALL IS ALSO GOING TO STATE. AND THE BOYS ARE GOING TO STATE FOR THE SECOND TIME THIS YEAR, BACK TO BACK FROM LAST YEAR. 
          WE WERE RANKED WEST COAST SOUTH CHAMPIONS AND THEN CHEER AND DANCE IS ALSO GOING TO STATE. AND I ALSO WANT TO ADDRESS THE EDMONDS-WOODWAY ICE WALKOUT THAT HAPPENED. AS SOMEBODY WHO KNOWS PEOPLE, THE STUDENTS WHO ORGANIZED IT, I KNOW PERSONALLY THAT THEY ORGANIZED, AT LEAST FOR EDMONDS-WOODWAY. 
          WITH THE INTENTION OF HONORING THOSE WHO ARE WRONGFULLY TREATED BY LAW ENFORCEMENT OFFICERS. 
          BUT ALSO ASKING FOR MORE COMPASSION IN OUR COMMUNITY, FOR ALL MEMBERS IN THE COMMUNITY. AND THE STATE OF OUR SOCIETY TODAY, IT FEELS VERY POLARIZED, AND THERE'S A LOT OF POLITICAL TENSION. SO I'M PROUD OF THE STUDENTS FOR EXERCISING THEIR FIRST AMENDMENT RIGHTS AND EXERCISING CIVIL PROTEST IN A CIVIL MANNER. AND I THINK THESE ACTIONS WERE FUELED BY FRUSTRATION IN SOCIETY. AND IT WAS EMPOWERING AS A STUDENT TO SEE. OTHER STUDENTS ADVOCATING FOR WHAT THEY BELIEVE IN, AND LIKE WHAT BATANIA SAID. I THINK STUDENTS AND EVERYONE SHOULD CONTINUE TO ADVOCATE FOR THEIR BELIEFS AND ADVOCATE FOR THOSE WHO CAN'T ADVOCATE FOR THEMSELVES. AND FINAL POINT, HAPPY LATE LUNAR NEW YEAR AND UPDATE FOR PSSB 5574. 
          IT DID NOT PASS THIS LEGISLATIVE SESSION, BUT WE LOOK FORWARD TO PASSING IT IN THE NEXT ONE. THANK YOU, THANKS, SCARLETT. TATIANA? HI, FIRSTLY, WITH SOME EDMONDS HEIGHTS UPDATES, MY ROBOTICS TEAM, AFTER SHOCK 9880, PLANS TO ATTEND A PREMIERE EVENT IN JUNE, WHICH IS NOT, LIKE, AS BIG AS GOING TO WORLDS, BUT IT IS STILL A PRETTY BIG DEAL THAT WE QUALIFIED. I PERSONALLY WON'T BE ATTENDING, BUT MY TEAMMATES WILL, AND THAT'S SUPER EXCITING. 
          ADDITIONALLY, I WILL BE ATTENDING WITH MY SCHOOL AND OUR THESPIAN TROOP, STATE THESPIAN, NEXT MONTH, AND I AM SO, SO, SO, SO SO EXCITED. I'M REALLY EXCITED. WE'RE DOING A LOT OF DIFFERENT THINGS. WE'RE BRINGING A CUTTING FROM OUR WINTER SHOW, THE JOSSIE CHAPERONE. WE'RE BRINGING A WORK IN PROGRESS FROM OUR SPRING SHOW, WHICH IS THE PAJAMA GAME. AND WE'RE ALSO GOING TO COMPETE IN THE LIP SYNC BATTLE AND DO A WHOLE BUNCH OF OTHER AWESOME THINGS TO REPRESENT OUR SCHOOL WHILE WE'RE THERE. AND I'M JUST, 
          [01:35:01]
LIKE I SAID, VERY EXCITED FOR THIS TO BE MY LAST TIME GOING BECAUSE I'VE LOVED IT EVERY YEAR. ASB AT MY SCHOOL ORGANIZED A MIDDLE SCHOOL DANCE THAT IS GOING TO HAPPEN, I THINK, IN TWO DAYS. I'M NOT A MIDDLE SCHOOLER, BUT A LOT OF THE HIGH SCHOOLERS HELPED TO PLAN THESE EVENTS. AND SO THAT'S SOMETHING I LIKE. IS THE COLLABORATION BETWEEN THE MIDDLE SCHOOL ASB STUDENTS AND THE HIGH SCHOOL ASB STUDENTS TO GET THIS STUFF GOING. IT MAKES IT SO WE HAVE A LOT OF VOLUNTEERS. TODAY, MY SCHOOL ALSO HAD, LIKE, A BULLYING AWARENESS AND LIKE PREVENTION LITTLE SEMINAR IN THE LIBRARY, WHICH I HEARD WAS WELL ATTENDED AND ALSO WONDERFUL. SO I'M GLAD THAT THAT HAPPENED. A LOT OF US RUNNING START STUDENTS ARE ENROLLING FOR SPRING QUARTER, AND I WANTED TO SAY THAT I LOVE RUNNING START AND I'M SO GLAD THAT I GET TO PARTICIPATE IN IT. AND IT'S MAKING IT VERY POSSIBLE FOR ME TO GRADUATE, AND ALSO IT IS MADE IT VERY EQUITABLE FOR ME TO ATTEND UNIVERSITY. AND IN ALL OF MY APPLICATIONS, HAVING THE OPPORTUNITY TO TO DO RUNNING START AND HAVE THAT RESOURCE. AS SOMEONE WHO DOES COME FROM A LOW-INCOME HOUSEHOLD. 
          HAS MADE IT A LOT MORE POSSIBLE FOR ME TO SEE MYSELF GOING TO LARGER UNIVERSITIES. AND I'M VERY GRATEFUL FOR THAT OPPORTUNITY. I ALSO WANTED TO SAY THAT I WAS VERY EXCITED ABOUT ALL OF THE ICE WALKOUTS THAT HAPPENED, TO SEE STUDENTS FIGHTING FOR SOMETHING LARGER THAN THEMSELVES. AND ALSO I WANTED TO CLARIFY THAT IN MY SCHOOL, AT LEAST FROM WHAT I'VE SEEN, IT'S NOT BEING COERCED BY ANY TEACHERS. FOR US TO PARTICIPATE. IT IS ACTUALLY AN ACT OF CIVIL DISOBEDIENCE TO SHOW THAT WE UNDERSTAND THE IMPORTANCE OF SUPPORTING EACH OTHER. IN A TIME THAT CAN FEEL VERY HARD FOR KIDS AND STUDENTS WHO ARE SEEING THEIR PEERS BEING TAKEN OUT OF CLASSROOMS. AND THAT IS A HARD THING FOR ANYONE TO DEAL WITH. AND SO STUDENTS CHOOSING, INSTEAD OF FIGHTING FOR THEIR INDIVIDUAL GRADES IN AN INDIVIDUALISTIC SOCIETY THAT WE HAVE IN AMERICA, TO CHOOSE TO FIGHT FOR SOMETHING FOR A COLLECTIVE GOOD. WAS ABSOLUTELY WONDERFUL TO SEE. 
          AND DRIVING FROM MY HIGH SCHOOL, WHERE THERE WERE WALKOUTS, THROUGH EDMONDS-WOODWAY TO GET TO RUNNING START, SEEING HUGE AMOUNTS OF STUDENTS FIGHTING FOR SOMETHING UNIFIED TOGETHER THAT WE ALL BELIEVE IN HAPPENS SO SELDOMLY, AND IT WAS SO WONDERFUL. SO, YES, THAT'S WHAT I WANTED TO SAY. THANK YOU. IT'S VERY IMPORTANT FOR US TO HEAR THE STUDENT PERCEPTION AND IDEAS. 
          WE APPRECIATE YOUR OBSERVATIONS AND YOUR THOUGHTFUL REFLECTIONS. DIRECTOR KRAMER. 
          THANK YOU. STUDENT BOARD MEMBERS, YOU GUYS CONTINUE TO JUST BLOW ME AWAY EVERY SINGLE TIME. I'M SO, SO AMAZED, AND I HOPE THAT THERE ARE LOTS OF STUDENTS OUT THERE THAT CAN LISTEN AND SEE THEMSELVES IN YOU MOVING FORWARD. SO I'M GOING TO SPEAK TO THAT COMMENT, TOO, BECAUSE I TEACH SOCIAL STUDIES AT MIDDLE SCHOOL. THERE'S A LOT OF FEAR AMONGST MIDDLE SCHOOL TEACHERS, AMONGST HISTORY TEACHERS, ABOUT EVEN DISCUSSING THESE THINGS IN CLASSROOM. 
          THERE'S A VERY DEFINITE CHILLING EFFECT ON JUST BEING ABLE TO HAVE STUDENTS TALK ABOUT THINGS THAT THEY HEAR, BUT THERE'S NO STRUCTURE FOR THEM TO ENGAGE. AND I UNDERSTAND THE FEAR BECAUSE IT'S VERY DIFFICULT TO... MAKE SURE THAT YOU ARE ENGAGING KIDS IN RIGOROUS CONVERSATION WHILE NOT ADVOCATING ONE WAY OR ANOTHER. THE GOAL OF A SOCIAL STUDIES TEACHER IS TO GET KIDS TO THINK CRITICALLY, ANALYTICALLY, AND BACK THEIR CLAIMS UP WITH EVIDENCE. AND THE GOAL SHOULD ALWAYS BE FOR THE STUDENTS TO NOT KNOW HOW THE TEACHER THINKS, ONE WAY OR ANOTHER. AND THAT'S... AND THAT'S A HARD THING FOR A LOT OF TEACHERS TO DO. BUT MANY OF MY COLLEAGUES ARE AFRAID TO HAVE DISCUSSIONS, EVEN ABOUT CURRENT EVENTS, WHEN THEY COME UP, BECAUSE I JUST DON'T WANT THE PARENTS TO CALL ME AND YELL AT ME BECAUSE I DID SOMETHING WRONG. 
          AND THAT'S TOO BAD, BECAUSE IT DOES HAVE A CHILLING EFFECT ON THE ABILITY TO HAVE STUDENTS ENGAGE IN GOOD... DISCUSSION ABOUT CURRENT EVENTS THAT ARE HAPPENING IN OUR COMMUNITY. 
          AND IF WE CAN'T FIGURE OUT HOW TO DO THAT BETTER IN OUR COMMUNITY, I FEAR FOR THE FUTURE, FOR HOW DO WE SOLVE PROBLEMS IN COMMUNITY, IF NOT THROUGH DISCUSSION. SO I JUST WANTED TO PROVIDE THAT TEACHER PERSPECTIVE. AND ALSO A HUGE SHOUT-OUT AND THANK YOU TO ALL OF OUR COMMUNITY FOR GREAT SUPPORT FOR PASSING THE... THE LEVY IS JUST INCREDIBLE. SO THANK YOU VERY MUCH. THANK YOU. DR. 
          [01:40:01]
SMITH. YEAH, SO I HAVE A COUPLE OF THINGS HERE THIS EVENING. 
          FIRSTLY, I WANTED TO SAY THAT I DID ADVOCATE VERY STRONGLY FOR GOLD CREEK. I FELT IT WAS A GOOD FIT, BUT I DO WANT TO ALSO SAY I AM VERY HAPPY WITH THE NAME SALISH. IT WAS AN ACCEPTABLE NAME TO ME. I THINK IT DOES HONOR THE AREA AROUND HERE, THE PEOPLE WHO LIVED HERE BEFORE US, ALL THAT. SO I DO WANT TO MAKE SURE PEOPLE UNDERSTAND THAT MY VOTE NO ON THAT IS NOT A VOTE NO AGAINST SALISH. IT WAS A VOTE, YES. FOR SOMETHING ELSE. SO I'M HAPPY THAT WE HAVE THAT NAME. I THINK IT'S OVERDUE. IF YOU WOULD ASK ME 10 YEARS AGO IF THE EDMONDS SCHOOL DISTRICT HAS A NAME WITH NATIVE AMERICAN BACKGROUND, I WOULD HAVE SAID, WELL, OF COURSE WE DO. AND THE ANSWER IS, NO, WE DON'T. THIS WILL BE THE FIRST ONE. SO IT'S A LITTLE SURPRISING THAT WE HADN'T AT THIS POINT. DURING DIRECTOR GERARD'S COMMENTS ABOUT THE LEGISLATURE, I DID HEAR HIM MENTION THAT WASDA IS WORKING ON SOME AI GUARDRAILS, IT SOUNDS LIKE, SOME BILLS THEY MAY BE WORKING ON. I KNOW THAT A FEW YEARS BACK, WHEN THIS STARTED TO BECOME AN INITIAL POINT OF CONVERSATION, WE VOTED ON WHETHER OR NOT. WE WANTED TO KIND OF TELL WASDA. THAT WAS A GOAL OF OURS TO GET THE GUARDRAILS. AND AT THAT TIME, I WAS A NO ON THAT. BECAUSE I FELT THAT WE SHOULD LET AI GROW A LITTLE MORE BEFORE WE STARTED TRYING TO DO THINGS WITH IT. WELL, IT HAS GROWN. AND THERE ARE SOME DEFINITE CONCERNS THAT HAVE COME FROM IT. AND SO NOW I DO THINK IS A VERY GOOD TIME FOR US TO START DOING THAT. 
          AND I THINK IT'S ALSO A GOOD EXAMPLE OF HOW, JUST BECAUSE SOMEONE TAKES A POSITION. 
          IN A MOMENT, WHICH I TOOK AT THAT TIME, I WORKING OFF THE BEST INFORMATION. I HAD SAID, WE DON'T NECESSARILY NEED THIS. 
          NOW THAT I HAVE NEW INFORMATION, I CAN GO BACK AND SAY, ALL RIGHT, TIME TO CHANGE, CHANGE MY POSITION ON THAT. SO. WE'RE ALL LEARNING AND GROWING THINGS, WORKING OFF OF THE BEST INFORMATION WE HAVE AT THE TIME, SO I AM HAPPY WE DO THAT. AND THEN THE LAST THING I WANTED TO COMMENT ON, I'M GOING TO TAKE A SLIGHTLY DIFFERENT PERSPECTIVE ON THE ICE SORT OF STUFF BECAUSE I HAVE THIS PERSPECTIVE, AND IT'S NOT ONE-TO-ONE. I WILL SAY THAT BEFORE I HAVE ANYTHING TO SAY ABOUT IT. THIS IS NOT ONE-TO-ONE. A LOT OF THINGS THAT I DO IN MY LIFE ARE ENFORCEMENT-BASED, ADMINISTRATIVE LAW, THINGS THAT HAVE TO DO WITH PEOPLE'S RIGHTS. DEBT SORT OF STUFF. A LOT OF IT IS ENFORCEMENT RELATED, OFFICIATING, EVEN ALL VERY ENFORCEMENT RELATED. AND WHEN YOU GO INTO THAT LINE OF WORK, WHATEVER IT MAY BE, YOU HAVE TO UNDERSTAND THAT YOU'RE GOING TO BE SOMEBODY'S VILLAIN AT SOME POINT. AND THAT'S OKAY, LIKE, YOU HAVE TO BE OKAY WITH THAT, YOU HAVE TO TELL PEOPLE NO, AND PEOPLE DON'T LIKE BEING TOLD NO. AND SO THAT'S NOT TO SAY THAT THERE AREN'T HUGE ISSUES WITH SHOOTING AMERICAN CITIZENS IN THE STREET, BUT THAT IS TO SAY THAT WE LIKE TO THINK OF OURSELVES AS THE PROTAGONIST. 
          WE ARE THE PROTAGONIST IN OUR STORY, BUT IN SOMEONE'S STORY, WE ARE THE VILLAIN. AND WHEN YOU'RE IN ENFORCEMENT, YOU ARE GOING TO BE THE VILLAIN. AND YOU JUST HAVE TO KNOW THAT. AND SO TO SAY, I AGREE, WE SHOULDN'T NECESSARILY VILIFY SOMEBODY WHO'S JUST TRYING TO DO THEIR JOB. 
          BUT WHEN YOU GO INTO THAT WORK, YOU HAVE TO REALIZE, LIKE... YOU ARE GOING TO BE THE VILLAIN, AND THAT HAS TO BE OKAY WITH YOU. AND SO I THINK THAT THAT'S SOMETHING THAT I'VE LEARNED A LOT OVER THE LAST FIVE TO TEN YEARS IN ENFORCEMENT POSITIONS, IS THAT? NO MATTER HOW NOBLE MY CAUSE IS, AND NO MATTER HOW HARD I WORK, SOMEBODY'S NOT GOING TO LIKE WHAT I HAVE TO SAY. AND IF THERE'S PEOPLE WHO GO INTO THAT JOB AND THINK THEY'RE JUST GOING TO BE THE HERO, THAT'S JUST NOT HOW IT WORKS. 
          SO, YOU KNOW. I AM SYMPATHETIC TO THOSE WHO GO OUT THERE EVERY DAY AND WORK REALLY HARD AND DO THEIR BEST AND NEVER MAKE A MISTAKE. 
          BUT THERE ARE PEOPLE WHO GO OUT THERE AND DO MAKE REALLY BIG MISTAKES. AND IT TURNS OUT THAT THEY HAVE TO BE TWICE AS GOOD BECAUSE OF THE PEOPLE WHO ARE NOT NEARLY AS GOOD AS THEY NEED TO BE. 
          AND THAT JUST COMES WITH THE TERRITORY. SO THAT'S ALL I HAVE TO SAY ON THAT. 
          THANK YOU. DIRECTOR GERARD? YES, I WANTED TO JUST EXPRESS APPRECIATION TO ALL OF OUR STUDENTS, DIRECTORS, AS WELL AS MY OTHER COLLEAGUES WHO'VE SPOKEN ALREADY ON THEIR COMMENTS. I REALLY APPRECIATE THE PERSPECTIVE, THE INFORMATION, THE EDUCATION THAT YOU PROVIDE FOR US. ISHMAEL, IF YOU WANTED TO COME AND BREAK YOUR FAST. 
          RAMADAN AND THE MIDDLE OF A BOARD MEETING, I THINK WE SHOULD ACCOMMODATE THAT. 
          OF COURSE, ONLY IF YOU WANT TO. AND FOR DIRECTOR SMITH, I JUST WANTED YOU TO KNOW, THE BILL I WAS TALKING ABOUT IS SPECIFICALLY USING AI FOR... 
          [01:45:01]
SURVEILLANCE AND DISCIPLINE. 
          AND THAT IS NUMBER 5956. IF YOU WANT TO GO TO LEDGE.WA.GOV AND LOOK THAT ONE UP, 5956, YOU CAN SEE HOW THAT'S PROGRESSING. I THINK I'VE TALKED A LOT ALREADY TONIGHT. I THINK I'LL LEAVE IT THERE. THANK YOU. TURN MYSELF OFF. THANK YOU. AND DIRECTOR CHASE. THANK YOU. AND DIRECTOR GIRARD, THAT WAS 59-56, RIGHT? THAT IS NOW. 
          EXECUTIVE ACTION WAS TAKEN AT 4 O'CLOCK. SO TODAY, I'M ON THAT ONE. I JUST LOOKED THAT UP BECAUSE NOW I'M REALLY INTERESTED IN MORE THAN THAT. 
          AND I REALLY APPRECIATE WHAT YOU'RE DOING AND KEEP IT AS UPDATED. AS WE'RE DOWN THERE ADVOCATING FOR, YOU KNOW, FOR OURSELVES AND THOSE THINGS WE BELIEVE IN. AND I WOULD BE REMISS IF I DIDN'T SAY APPRECIATION TO THE COMMUNITY AND VOTERS WHO DID PASS OUR LEVY. AND ALL THE HARD WORK THAT WENT IN, PARTICULARLY BY A NUMBER OF THOSE SITTING AT THIS TABLE, TO GET THIS, TO HELP GET EDUCATION AND PASS THE LEVY. IT'S GREATLY APPRECIATED. 
          AND IT SHOWS A GREAT SENSE OF DUTY AND VALUE TO, AND UNDERSTANDING THE VALUE. 
          OF EDUCATION IN THE COMMUNITY. YOU KNOW, I ALSO REALLY BELIEVE IN WALKING IN OUR TRUTH, AND WHAT THAT REALLY MEANS IS UNDERSTANDING YOUR VALUE AND HAVING THE COURAGE AND THE CONVICTIONS TO ACT WITH INTEGRITY. AND I FEEL STRONGLY THAT THAT'S WHAT OUR STUDENT ADVISORS ARE DOING HERE AND ALL OF THOSE THINGS. AND MANY OF THE COMMENTS TODAY GIVE ME FAITH AND HOPE IN THE FUTURE. AND I REALLY APPRECIATE THAT BECAUSE IN SOME OF THE THINGS GOING ON IN THIS COUNTRY, I OFTEN DON'T HAVE THAT FEELING, BUT YOU ARE HELPING TO UPLIFT ME AND ENABLE THE WORK TO GO ON. SO THANK YOU VERY MUCH. YOU'RE VERY MUCH APPRECIATED. THANK YOU. YOU KNOW, BETWEEN THE STUDENT PRESENTATION FROM MOUNT LAKE TERRACE ELEMENTARY AND FROM OUR STUDENT ADVISORS, I AM SO PROUD OF OUR STUDENTS IN THIS DISTRICT. AND I'M SO PROUD OF OUR VOTERS AND COMMUNITY FOR RECOGNIZING THE IMPORTANCE OF PUBLIC EDUCATION AND WHAT WE DO TO HELP EVERYBODY. BE INDEPENDENT THINKERS AND PROBLEM SOLVERS AND WANTING TO MAKE THE WORLD A BETTER PLACE. 
          I ALSO, LIKE DIRECTOR SMITH, HAVE NOTHING—.I LIKE THEIR NAME, SALISH MIDDLE SCHOOL. IT'S JUST A MATTER OF A SLIGHT PREFERENCE IN THE OTHER DIRECTION, AND I JUST WANTED TO DO THAT. 
          AND ALSO PEOPLE— NEED TO KNOW THAT WE DON'T ALWAYS VOTE A ON EVERYTHING. YOU KNOW, THERE ARE PROS AND CONS, AND I THINK IT'S A LOVELY NAME. 
          ALSO, IT HAS A DIFFERENT ACRONYM THAN ANY OTHER SCHOOL IN THE DISTRICT, AND THAT WAS AN IMPORTANT PIECE FOR ME, HOW HARD IT IS TO LEARN ACRONYMS. SO I AM SO JUST PROUD OF OUR STUDENT COMMUNITY AND OUR OVERALL COMMUNITY. I FEEL VERY HONORED TO BE ABLE TO SERVE. 
          WITH MY COLLEAGUES HERE AND WITH DR. MINER. WELL, CARRYING THROUGH THE THREAD OF STUDENT LEADERSHIP, THESE STUDENTS, MANY OF YOU KNOW, AND SOME OF YOU PROBABLY DON'T, ARE MEMBERS ALSO OF THE SUPERINTENDENT'S ADVISORY COMMITTEE. AND SO THEY DECIDED ON A PROJECT THIS YEAR, WHICH WILL BE TO CREATE A SERIES OF VIDEOS ABOUT WHAT THEY WISH THEY HAD KNOWN ABOUT COLLEGE APPLICATIONS, ABOUT WHAT THEY SHOULD BE DOING EACH YEAR. RIGHT NOW, THEY'RE IN THE PROCESS OF SURVEYING THEIR CLASSMATES, PEOPLE AT THEIR SCHOOLS TO LEARN MORE ABOUT WHAT THEY'D LIKE TO LEARN ABOUT THIS. SO THEN THEY'RE GOING TO CREATE SCRIPTS, DO VIDEOS, AND WE'LL HAVE THOSE UP ON A WEBSITE. AND WE THINK THIS MAY BE A TWO YEAR PROJECT. 
          BECAUSE NEXT YEAR THEY MAY WANT TO HAVE STUDENT LEADERS WHO ARE LIAISONS TO GET ADDITIONAL HELP WITH THAT. AND BETANIA AND ISMAEL WILL BE JOINING ME AT MY SUPERINTENDENTS MEETING. 
          WHERE THEY WILL, NEXT FRIDAY, WE'RE DOING A FIELD TRIP AND ANOTHER ADMINISTRATOR WILL BE COMING WITH ME. AND THEY'RE DOING A BREAKOUT SESSION ON HOW TO LEAD AS STUDENT REPS TO THE BOARD. AND SO THEY'RE GOING TO GET INFORMATION, I'LL PUT MY GLASSES BACK ON, ABOUT ONBOARDING GOALS, HOW TO MAKE THEIR WORK, MISSION STATEMENT ALIGNED, TAKING ACTION, AND JUST REALLY WORKING WITH FELLOW STUDENTS FROM ACROSS THE REGION. SO THERE WILL BE STUDENTS. BASICALLY EVERYWHERE IN THE 189 REGION ATTENDING THIS. SO THEY'LL GET TO LEARN MORE. AND I LOOK FORWARD, HOPEFULLY NEXT WEEK, TO HEARING, OR WHENEVER THEY COME BACK TO A MEETING, ABOUT WHAT THEY LEARNED AT THAT OPPORTUNITY. 
          EXCELLENT, THANK YOU. AND THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.